At Crofton Academy every individual will be cared for, supported and challenged to maximise their potential in order to create a feeling of self-worth and ambition. This aspirational journey will allow each member of our community to develop individually within an ethos of respect, enjoyment, sense of belonging and provide a foundation for lifelong learning. Our core values of care, aspire, succeed are at the heart of everything we do. We set high expectations to ensure that every pupil excels across all aspects of academy life.
We believe that every pupil at Crofton Academy, irrespective of their starting point, are entitled to broad and balanced curriculum that will enable them to continue their learning journey post 16 and beyond. We endeavour to give the opportunity for every pupil to make excellent progress as well as developing the independent learning skills they need for the future, such as how to learn independently, how to manage information, how to manage and work with people and how to be good, active citizens. Indeed our intent is to work with pupils on their spiritual, moral, social, cultural, mental and physical development. Pupils will be literate and numerate; we have high expectations of their behaviour and achievement, alongside ensuring that pupils know how to be ready to learn, how to respect themselves and others and how to be safe.
We teach a broad and balanced curriculum across pupils’ five year learning journey to fully prepare our pupils for further study and the working world. The curriculum is broad, balanced and includes a range of vocational options to meet the needs of all pupils. The latest destination information that we have for 2018 leavers stands at 96%.
Art and Design
In Art and Design at Crofton we aim for all pupils to develop their understanding of the subject and skills associated with it during both key stages. We expect pupils to be able to creatively express their own ideas and experiences through visual means and to be able to analyse and to select appropriately from the work of artists, including those belonging to important art movements, in order to inform ideas and make connections to their own work.
Pupils will be encouraged to experiment with a range of media, techniques and processes relevant to their intentions and will be able to organise and develop ideas relevant to given themes and starting points.
Pupils should be able to demonstrate proficiency with drawing and painting materials and be able to produce skilful final outcomes.
The curriculum is planned to develop the natural curiosity, creativity and engagement of pupils and will build on their learning experiences through direct contact with art and artists during gallery visits and collaborative projects and within lessons.
Pupils should become equipped and carry the confidence and ability to engage with ‘Art and Design’ beyond school and be able to articulate constructive views, opinions and responses during creative encounters. Pupils will be possess the knowledge and understanding of the important and contributory role Art and Design has within our society and further.
Our vision here at Crofton Academy is to ensure pupils understand the fundamental knowledge and concepts of computing and computer science including; abstraction, decomposition, logic, algorithms, problem solving and data representation. Pupils will be able to analyse problems in computational terms as well as use a computer creatively and safely.
We are committed to improving literacy and numeracy of our pupils in a computing context. Word walls and the power of language/formality scale are used frequently, more recently we have been developing the opportunities to included structured discussion in lessons using the whole school initiative for ABC Oracy. Pupils will experience different number systems in computing including base10 (Denary), base2 (Binary) and base16 (Hexadecimal). Opportunities in lessons are not missed to include numeracy within lesson context, from calculations of image resolutions, network speed, to simple percentages from test scores, evident in both books, progress trackers and lesson observations.
High expectations of behaviour and achievement are expected and delivered within the department. There are frequent learning walks that show outstanding behaviour is common in the majority of lessons. Behaviour in lessons has a high priority within meetings, and staff have a “see it, sort it” attitude. Having high expectations of behaviour coupled with aspirational target enable pupils to achieve in computing at the highest possible levels no matter their starting point. Staff are committed to helping pupils exceed their potential.
Lessons are designed so that pupils can learn, gather, store, process and present information through activities in a range of contexts, to develop and consolidate their knowledge, skills and understanding in computing and to develop as autonomous users of technology. Building independence and resilience in a number of situations.
Pupils build on prior knowledge to enhance their computing skills which has a knock-on effect across whole school and has positive impact on their work in a variety of different subject areas. We also get pupils to consider the impact of new technologies on methods of working in the outside world, and on social, economic, ethical and moral issues. Nurturing pupil’s understanding of the wider applications and effects of computing on modern-day-life.
The Computing department at Crofton Academy ultimately wants our pupils to leave with knowledge and skills which not only create excellent life opportunities but will allow them to be responsible, competent, confident and creative users of computers, who are able to access option choices, further education or employment with relevant, up-to-date and desirable skills whatever the future holds for our pupils.
Drama at Crofton aims to nurture the enjoyment of performing and watching theatre. Through our schemes of work pupils begin to understand the rich cultural history of theatre experiencing British and European genres and writers; from Ancient Greece, Shakespeare’s Tragedies [‘Hamlet’, Macbeth and Othello], to the roots of Naturalism and new contemporary works; in addition to a taste of World theatre styles. By covering: acting, directing and technical aspects of Theatre; our pupils also become more aware of the different avenues and careers paths studying Drama can lead to.
Extra-curricular rehearsals and performances enrich our pupils’ experience e.g. the Shakespeare Schools’ festival, pantomime and summer Arts festival. They enable KS3 pupils to work and learn with our more experienced KS4 performers; challenging them and forging friendships across the years. Theatre trips, workshops and performances by visiting companies e.g. Northern Dragons (Chinese Lion Dance) and the National Theatre Schools’ tour of ‘Curious Incident’, provide our pupils with an inspiring insight into the magic and power of live theatre.
Our intention is also to enable pupils to develop skills in performance but that are transferable across other subjects and in real life. This includes: self-presentation, time management, problem solving, resilience, creativity and independent research. The journey begins in KS3 rooted in our ‘3Cs’ of Drama. By focusing on developing concentration, co-operation and in turn confidence; we nurture an enjoyment of working together to create Drama performances and respecting each other as collaborators and audience members.
Drama at Crofton has obvious links to SMSC and the Values curriculum, covering issue based topics and fostering a sense of tolerance and empathy through role-play and studying different script extracts. As Augusto Boal suggested, Theatre allows people to experiment with real life situations in a safe environment so that they might be better prepared when facing situations and challenges in real life. Enabling pupils to clearly express themselves and make links between their own ideas/experiences with those of different characters and stories we study; gives value to their contributions too.
English allows pupils to have a solid foundation for their life beyond school. They will be able to adapt their verbal and written communication using a wide, precise vocabulary and feel empowered to explore, analyse and challenge ideas throughout their life. We will read a wide variety of texts, from both fiction and non-fiction. Pupils will explore stories and poetry that will enable them to travel the world, experience adventures and meet characters they never knew existed without leaving their classroom. They will learn to debate, question and discuss topics that will challenge their critical thinking and encourage a wider view of the world. We will impart a passion for the English language through reading, writing and speaking, motivating pupils to have the highest levels of literacy possible.
Whilst following the enterprise curriculum and achieving their qualification, learners will, in addition, develop a rich understanding of economies, economic theory, and the history that underpins them, together with various political systems, cultures, and ideologies.
This is to ensure a full appreciation and understanding of the business world on macro and micro levels together with how business organisations provide the structure and control that societies need. It is expected that learners will become both commercially aware and literate during their study of the course whilst developing both a commercial mind-set and skills-set to enable them to progress into the world of work, study, or further training.
This mind-set will include amongst other things: focus, passion, motivation, dedication, creativity, innovation, proactivity, confidence, flexibility and adaptability, resilience, vision, and the capacity to inspire themselves and others.
This skills-set will include amongst other things: business, economic, political, social, cultural, technological, and commercial knowledge, ICT literacy, presenting, speaking, interpersonal communication, planning, time management, negotiation, prioritising tasks, problem solving, and personal learning and reflective thinking.
Food Preparation and Nutrition
At KS3, Food comes under Design and Technology which is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
Cooking and nutrition as part of their work with food, pupils will be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Pupils will be taught to:
At KS4, pupils can opt to take GCSE Food Preparation and Nutrition.
GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure pupils develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing pupils’ practical cookery skills to give them a strong understanding of nutrition. Food preparation skills are integrated into five core topics:
• Food, nutrition and health
• Food science
• Food safety
• Food choice
• Food provenance.
Throughout the five years at Crofton, pupils learn about food nutrition and preparation and will share our passion for innovative with the use of ingredients, exploration of cultural traditions and experimenting with various cooking techniques.
Geography allows pupils to develop an understanding of the world around them in order to become global citizens. Pupils learn about a range of global issues such as migration and world development, as well as issues on local scales. Pupils understand the significance of human interactions with the physical environment, and how our actions shape these environments through a range of processes. Pupils will consider how decisions they make today can impact on their future, and how these futures can often be shaped by sustainable thinking. Geography also equips pupils with a range of transferable skills for life such as; literacy and numeracy, map work, critical thinking and problem solving. Our Geographers go out into the world equipped with the knowledge of key concepts and the skills to be able to help change the world for the better!
The Graphic Design curriculum at Crofton Academy is designed to provide pupils with the knowledge and experiences needed to be inspiring and creative within practical situations. At KS4 we offer Art and Design Graphic Communication as we believe it gives pupils the opportunity to develop both traditional and digital graphic design and offers an exciting and diverse programme of study. The Graphic Communication course involves responding to a brief using both text and imagery. The graphics that are produced could be used to sell products, inform an audience or promote an event. Pupils produce pieces of extended writing and further develop their proficiency when using a variety of digital and traditional graphic design techniques. Learners study a variety of historic and contemporary artists and designers to develop their own ideas, refine work, record ideas and produce personal and meaningful outcomes.
Our KS3 curriculum therefore builds a range of key skills and techniques which give pupils more choice and independence as they progress. The Graphic design curriculum forms part of the design and technology rotation and the curriculum works hand in hand with both the Design & Technology and Art & Design curriculum. It teaches pupils to record and use visual language sensitively and thoughtfully. We develop an awareness of a broad range of artists and culture and use them to inspire ideas. Graphics enables pupils to develop a broad range of employable life skills including problem solving, patience, and confidence. Due to its practical nature, our curriculum encourages pupils to be inquisitive, resilient and self-critical which are integral to creativity.
Health and Social Care
About 3 million people, in the UK, work in health and social care – equivalent to 1 in every 10 people. Demand for both health and social care is likely to continue to rise due to the ageing population, so it will continue to play a key role in UK society. The demand for people to fill these vital jobs will continue to increase. The intention of BTEC Health and Social Care at Crofton Academy is to ensure that each pupil has the opportunity to understand the wide range of vocational opportunities and entry routes in Health and Social Care, and to challenge stereotypes such as entry routes and gender roles.
Through Studying BTEC Health and Social care, Pupils will gain knowledge and understanding of:
Pupils will be given the opportunity to demonstrate and apply the key care values, such as dignity and respect for others, to real life scenarios. Pupils will understand how to analyse and interpret lifestyle and physiological data, and be able to design appropriate health and well-being improvement plans. Pupils will also develop skills that are essential for careers in both HSC and the wider employment market generally. These include verbal and written communication, team working, working from a prescribed brief, working to deadlines, presenting information effectively, as well as accurately completing administrative tasks and processes.
The impact of the BTEC Health and Social care Curriculum is for pupils to develop as well rounded learners. Pupils will have a thorough understanding of what it is to work within the Health & Social sector. Skills such as confidence, communication, empathy & debating and this will prepare pupils for life post 16.
We want History pupils at Crofton academy to leave secondary education and be positive and participative citizens as a result of their understanding of the past by being able to:
Because at school they will have:
At Crofton Academy, the Maths curriculum is designed and monitored to ensure coverage and progression. Its design provides experiences and rich opportunities from which pupils can learn and develop a range of skills that they can transfer to other parts of the curriculum whilst inspiring them to learn and develop in their moral, spiritual, social and cultural understanding which is embedded into our scheme of learning. We make the most of these opportunities as we know that deep learning requires the transference of skills and knowledge from the Maths curriculum to other subject areas.
Maths means different things to different people of different abilities, as a department we need to accommodate these to provide our pupils with the skills they need for their school life and beyond. This will range from the most basic numeracy skills which are essential for everyday life to more advance/abstract concepts required for further study of the subject and to promote a general curiosity and love of Mathematics.
We recognise prior learning and provide thought-provoking new learning experiences whilst encouraging our pupils to become resilient learners who can work independently as well as collaboratively. We aim to raise aspirations, prompt a sense of personal pride in pupils’ work whilst providing a purpose and relevance for their learning.
In Media studies pupils are not simply taught to pass the course, instead focusing on skills and knowledge that prepares them for further education and industry. In order to do this, pupils are supported through specific challenges and tasks that encompasses a wide range of topics within the Media industries. The curriculum is interleaved, with spaced practise allowing pupils to come back to topics previously covered (using topic tests) to ensure that pupils retain key information, concepts and vocabulary. Pupils will cover a wide range of media topics and skills, from advertising, Vlogging, short film, digital images, video editing, web design and desk top publishing.Pupils will get a broad and balanced curriculum incorporating a wide range of content that gives pupils an understanding of Media preparing them for the wider world. They will acquire transferrable skills such as numeracy, literacy, teamwork and creativity, using real-world links, SMSC, BV and other strategies to create the bigger picture. All pupils, regardless of their end result, will have a portfolio of work that can be used to gain employment / help enrol in further study. In addition to their portfolio of work, pupils will be armed with skills, knowledge and understanding that will help to shape their creative practise. Pupils will be made aware of careers and further study to encourage high aspirations, make positive choices and contribute to society in a positive way.
At Crofton Academy the MFL curriculum is designed to ensure coverage of the National Curriculum and the GCSE specification. The curriculum allows pupils to develop their vocabulary on the topic areas covered and also to widen their knowledge of vocabulary for their own interests. Pupils are taught to give their opinions and to justify them. Throughout their study of a language pupils develop their understanding and application of grammar. Through a wide range of activities in lessons pupils are able to develop their skills in speaking, listening, reading and writing.
Throughout the curriculum we strive to ensure that pupils have the opportunity to foster a love of language learning by ensuring that pupils are aware of cultural differences where appropriate when studying the topic areas such as festivals and traditions and food and drink. We ensure that we celebrate European Languages Day and offer the opportunity of trips to the target language country where pupils can experience the culture first hand.
We ensure that all pupils are able to succeed in language learning whatever their ability so that when they finish their language learning journey at Crofton Academy they have at least a basic understanding of key vocabulary and feel confident in asking and answering basic questions. We ensure that every lesson challenges all pupils regardless of ability and that lessons are differentiated to support each learner. We ensure that we build on pupils’ prior learning as we move through a topic area and through the curriculum. Our Year 7 curriculum addresses prior learning that pupils may have from primary schools and ensures that these pupils are further challenged in lessons.
We ensure that our curriculum develops pupils’ independent learning skills. Throughout lessons pupils are encouraged to become resilient learners who can work independently as well as collaboratively. We are ambitious for our pupils and aim to raise pupil’s aspirations, prompt a sense of personal pride in their work whilst providing a purpose and relevance for their learning.
The Music Department at Crofton Academy is steadfast in its conviction that the highest quality Music provision in secondary education is of such importance that it transcends the subject itself. We are passionate that pupils receive the very best grounding in the essential life skills and moral values that music so effectively and naturally propagates. This will be achieved through a carefully sequenced curriculum that offers opportunities for all pupils to achieve and share success within the department, the school and the wider community.
Music at Crofton Academy is split into three different disciplines – Performing, Composing and Listening & Appraising. Within these disciplines, pupils are taught to draw on those core values to enable them to succeed, not only in the music classroom but in the wider school and beyond. It is also important to recognise the opportunities to develop Social, Moral, Spiritual and Cultural aspects of learning. Through these disciplines, pupils will experience cultures from all over the world using music as a common language that is capable of uniting everyone without inequalities in gender, sexuality, race or religion.
Pupils in KS3 enjoy practical units of work with Crofton Academy’s core values at their root. Through a carefully sequenced curriculum, pupils develop skills such as cooperation, collaboration, communication, respect, resilience and responsibility all within the context of an accessible, fully inclusive and fulfilling musical experience. Pupils will develop confidence in performing as a soloist, in small ensembles and as a whole class. They will be given opportunities to create and compose their own music through traditional instrumentation and the latest in modern technology for a variety of applications. Through Listening and Appraising, pupils will explore the history of the Blues, Western Classical music, the music of Japan, the Caribbean, South America, Africa and Modern British Pop Music.
Should a pupil not wish to continue their musical journey into KS4, it is our intent that they will leave Music at KS3 with the ability to enjoy and interact with music at a higher level and with a deeper understanding of the important role that music has played in the development of modern culture. They should be able to think critically about music and be able to articulate their own thoughts using the appropriate musical language. Pupils should have a grounding in the School’s Core Values, in the key transferable skills necessary to achieve across the school and in working life and the Social, Moral, Spiritual and Cultural aspects of learning.
Pupils who opt to further their musical journey at KS4 continue to explore these core values and life skills in the context of the music industry. They will learn the key skills necessary in forging a career within an industry that presents many varied opportunities not only for traditional musicians and performers but for journalists, programmers, technicians, producers, business leaders and managers. This vocational programme of study facilitates a broadening of our pupil’s knowledge and skill sets while opening them up to the very real opportunities of a working life within a vast, vibrant and profitable industry. They will have many opportunities to engage in practical, performance based activities inside and outside of the school environment in all aspects of music production. These opportunities are carefully sequenced over a three year KS4 which culminates with a project based production of which Year 11 pupils have complete ownership. This ensures that our pupils get as close to a ‘real world’ experience as is possible before they continue into further education, training or the workplace.
In PE, pupils will learn and accurately replicate specific techniques for a variety of fitness based activities. They will carry out investigations into the bodies’ ability to exercise and the reasoning behind such principles. Pupils will gain an understanding of warm ups, cool downs and health importance through physical tasks. Furthermore pupils will be able to reflect on the benefits that fitness events give to an individual and implications for future life.
Also pupils will understand the principles of game play, work effectively in small teams and put into practise tactics for attacking and defending. They will be able to recognise and explain the preparation for games following an appropriate warm up. We will enable them to learn how to choose and use skills that suit the game they play and to contribute to the organisation of the team. Pupils will also focus on developing, implementing and refining team and individual game plans, with the goal of outwitting an opponent. Indeed all games activities involve pupils thinking about how to use skills, strategies and tactics to outwit the opposition. Through their work in PE, pupils will develop transferable skills such as: leadership; cooperation and communication; numeracy and oracy.
The principal intention of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.
Broadly this fits into three aims:
The KS3 curriculum at Crofton Academy has been developed to create engaging lessons which both inspire pupils’ natural interest of the world and builds upon their day-to-day experiences. Through well planned and thought-provoking lessons, pupils will develop a range of scientific, practical and mathematical skills.
The curriculum has a spiral design to allow pupils to develop an understanding of the big ideas, allowing multiple interactions with the ten key concepts over the two-year course and allowing connections between smaller ideas – to eventually link to more abstract ideas.
The curriculum covers the whole of the National Curriculum, allowing for challenge in every lesson and links to real life scenarios and scientific skills throughout. The scheme is written to be used department wide, ensuring delivery is equitable for all groups, while in lesson differentiation through specific tasks/challenges allows the lessons to be made appropriate for the ability of the class taught.
Skills tests at each half term will assess ‘working scientifically’ skills such as planning investigations, handling data and presenting results. Information gained from these tests will be used to group pupils for Therapy sessions where they will focus on a skill they need to improve upon.
End of topic tests at the end of each term will test pupils’ retention of knowledge. These will also inform in-class Therapy where pupils improve on topics they need to practise most.
The Textiles curriculum at Crofton Academy aims to be inspiring, creative and practical. At KS4 we offer Art and Design Textiles as we believe it gives pupils a practical, exciting and diverse programme of study. Pupils explore and experiment with the creation, manipulation and application of a range of materials such as: fibres, yarns and fabrics, and processes such as weaving, knitting, stitching and printing to create final outcomes that explore surface pattern and texture. Our KS3 curriculum therefore builds a range of key skills and techniques which give pupils more choice and independence as they progress. The Textiles curriculum forms part of the design and technology rotation and the curriculum works hand in hand with both the Design & Technology and Art & Design curriculum. It teaches pupils to record and use visual language sensitively and thoughtfully. We develop an awareness of a broad range of artists and culture and use them to inspire ideas. Textiles enables pupils to develop a broad range of employable life skills including problem solving, patience, and confidence. Due to its practical nature, our curriculum encourages pupils to be inquisitive, resilient and self-critical which are integral to creativity.
Travel & Tourism
Travel and Tourism is one of the UK’s largest sectors currently employing over 2.5 million people. The intent of the travel and tourism curriculum is to enable pupils to experience and understand the subject in such a way that it opens their eyes to the careers available and the employability skills needed to get there through a challenging academic program that is enriched with real world case studies and examples.
The BTEC Tech award provides pupils with a broad, stimulating and enjoyable curriculum that engages, motivates and challenges all pupils, giving them the knowledge, skills and understanding to grow as individuals, preparing them for the next stage in their lives
BTEC Travel provides an engaging and stimulating introduction to the world of travel and tourism giving pupils the opportunity to develop knowledge and technical skills. Pupils explore some of the key areas within the sector including accommodation, travel development and promotion, the different types of customers and the appeal of different UK destinations.
Pupils have the opportunity to investigate how domestic and inbound tourist are affected by trend and factors affecting the travel industry, and how coastal appeal to the needs of different types of tourists resorts.
The course provides a basis for progression to further study in this sector by following the BTEC National level 3-qualification or an apprenticeship in either Travel and Tourism or Hospitality.
© Castleford Academy Trust 2020