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Page 1 of 6 Introduction
The intake of the academy will be broadly similar to that of the predecessor school as the admission criteria are almost identical. Current evidence reflects the full ability range with relatively few students with high scores at KS2 and many having weak basic skills of literacy and numeracy. Generally, reading ages are below their chronological age and average KS2 scores are well below national expectations. The number of students on the special educational needs register is likely to be above average and a significant minority are likely to have emotional and behavioural difficulties. Furthermore, recently, the predecessor school has been the school of choice for the children of migrant workers and asylum seekers, which reside in the area. This has resulted in groups of pupils joining various year groups with particular needs including English literacy. The curriculum content and organisation will have to address the needs of the intake in order that the students have the opportunity to enjoy their learning, access the curriculum opportunities and, achieve beyond the expectations that are associated with low levels of prior attainment. This expectation will be, that every student can achieve 5 A*-C grades including English and maths.
Curriculum principles
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The curriculum will provide planned opportunities for spiritual development
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The basic skills of literacy, oracy, numeracy and ICT will be coordinated across all subject areas to ensure that students are able improve their skills beyond National expectations, and to enable them to access the curriculum effectively.
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Students who have reading ages that are more than 12 months below their chronological age will follow a reading recovery programme to enable them to be fluent readers
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Learning to learn and thinking skills will be integrated into all subject schemes of work and further promoted through theme days and project based activities
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Personal and social competencies will be explicitly taught through the PSHEE programme and the behaviour for learning policy that will permeate the academy
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Each student will have their curriculum individualised through their Personal Learning Plan, which will be regularly reviewed with their learning mentor and their parents
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Lesson planning and schemes of work will follow best practice to ensure that lessons are accessible to all academy students
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Students with a special educational need will receive the support that is necessary for them to realise their potential and to enjoy their education
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Students will be offered and guided to, relevant pathways for learning throughout their careers, enabling them to make choices about their learning
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ICT systems will support the staff in providing up-to-date data, which will enable them to tailor learning programmes to meet students' needs. This, together with staff expertise will promote the academy's approach to assessment for learning linking targets, mentoring and progress to raise achievement.
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