Curriculum Statement
Curriculum Principles
The following values underpin all curriculum decisions taken at HAJC6.
- Entitlement - All students at HAJC6 have the right to a high quality education.
- Aspiration - All students wanting to better themselves at all times leading to greater social mobility.
- Mastery - All students should achieve a full understanding of the knowledge specified in the curriculum each year, and teaching should not move on until this is achieved. Should result in students knowing more, doing more and remembering more.
- Communication - All students have fluency in their speaking, listening, reading and writing.
- Personalisation - All student on the correct pathway without limitations to what they can achieve e.g. literacy catch up, rugby works, achieve club, construction.
- Resilience - All students develop bouncebackability to thrive when they are experiencing adversity and have the capacity to recover quickly from a setback.
- 'TRUE' - All student develop 'TRUE' values of Trust, Respect, Unity and Excellence.
- Enrichment - Students participate in activities in order to extend their experiences beyond their main programme of study.
Curriculum Outcomes
HAJC6 are committed to providing a curriculum with breadth and depth that allows all of our students to be able to:
Secure development and achievement by...
- Providing opportunities for student to become experts in learning.
- Equipping staff with strategies which develop all students' effective learning behaviours.
- Inspiring students to achieve their personal best, and raising standards across the academy.
- Enabling students to experience success.
- Supporting progress to the next stage of their education and beyond through the use of accurate assessment.
- Supporting progress to the next stage of their education and beyond through the use of accurate assessment.
Be prepared for 'life beyond HAJC6' by...
- Challenging, motivating and inspiring students, leading to a lifelong interest in learning.
- Preparing students for further education and for the world of work.
- Developing students who can articulate themselves with confidence.
Become active global citizens who will make a positive contibution to wider society by...
- Ensuring that students are fully prepared for life in modern Britain.
- Promoting TRUE values.
- Providing high quality extra-curricular experiences through the KS3 Promise, HAJC6 Challenge and Enrichment programme.
A global citizen is a person who is aware of and understands the wider world - and their place in it.
Curriculum Overview
"Learning is defined as an alteration in long term memory - if nothing has altered in long term memory, nothing has been learned" - hence progress has not been made. Cognative Load Theory - Sweller, Ayres and Kalyugga
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Year 7 Character and Communication |
Year 8 Literacy and Numeracy |
Year 9 STEM and Wider Curriculum Careers |
Year 10 / 11 Year 10 - Synthesis and Application Year 11 - Intervention and Aspiration |
Sixth Form Year 12 - VESPA |
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The Edge curriculum embodies communication and literacy at the centre of all learning. Interventions are focused on ensuring that all students are enabled to access the broad curriculum. Learning habits and character development are integral parts of The Edge to create the foundations for a 7 year journey. |
The curriculum begins to develop the mastery of subject knowledge. Students develop strategies to enable them to retain and apply their knowledge and learning whilst continuing with their literacy and numeracy development and character development through the KS3 Promise (Year 7 and 8). This is to ensure a smooth transition from KS3 into KS4. |
Students are introduced to the wider KS4 curriculum through the 'try before you buy' options taster model where students study between 6-8 KS4 option subjects. In the option subjects' students begin to develop the GCSE skills required for each subject whilst beginning to study the GCSE content and skills for English, Maths and Science. A sustained focus on reading is maintained. |
To ensure students have a personalised curriculum without limiting their accessibility to the wider curriculum students follow the 'pathways' model. Each student's curriculum experience sits within one of the three pathways: Exceeding Succeeding Personalised Coupled with careers guidance, the curriculum is designed to ensure appropriate transition into KS5. |
Sixth Form programmes enable students to focus on subjects of importance to their interests and future plans, at Level 2 and Level 3. The VESPA programme gives students a framework for a successful transition to higher level study, while PDP and tutorial support encourages students to explore a range of future options in Year 12 so that they can focus on academic progress and successful transition onwards through Year 13. |
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Enrichment |
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Route to Resilience |
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Cultural Capital |
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Careers Education |
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Accelerated Reader (Year 7, Year 8 and Year 9) Literacy and Numeracy |
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