Curriculum Statement

The fundamental purpose of Ebbsfleet Academy is to challenge and defy the barriers that constrain the educational progress of our students. The curriculum is the conduit through which that purpose becomes a reality. Out academic curriculum is rooted in the principles of being:

  • rich in powerful knowledge
  • academically demanding
  • building cultural capital

Our academic curriculum is a vehicle for success. It challenges the mind, nurtures the heart and guides the hand. Each subject area has a curriculum document which identifies the knowledge and skills covered. The curriculum document for each subject is sequenced so that over the course of KS3 students will know more and be able to demonstrate an increasing number of skills. By the end of KS3 students will be prepared to transition to KS4 with an understanding of any threshold knowledge necessary to access the GCSE specification.

In practice that means:

  1. All students master the basics of literacy and numeracy in Key Stage 3
  2. All students are entitled to study an academic core of English, Maths, Science, Humanities and a Modern Foreign Language
  3. Vocational courses are offered where appropriate
  4. Year 7, 8 and 9 students have a discreet PPE+ lesson each week which covers SRE and Citizenship education
  5. All students have the opportunity to participate in a wide-ranging and character building Enrichment programme, which includes community service, international trips, cultural visits, guest speakers and outdoor activities
find out more about the national curriculum

Assessment is an all-encompassing word describing activities which range from high frequency low stakes activities like 1 – 10 tests, single mark questions and closed questions designed to test the retention of specific information or the application of a single skill, to low frequency high stakes summative assessments like formal written exams, final performance pieces or practical work. All assessment activities will be designed to utilise spacing and interleaving. At the Academy Students will be assessed against the descriptors below.

Mastering

A pupil working at this level in a subject has a comprehensive understanding of key concepts and skills in the sequence of learning as shown in the subject curriculum document. They can apply their skills and understanding across the subject. They demonstrate fluency in the concepts, methods and skills covered and are able to make links between information covered at the beginning of the course and that which is being studied now. A pupil working at this level consistently scores very highly in their low stakes tests and has high scores in more substantial assessments.

Secure

A pupil working at this level has a sound understanding of key concepts and skills in the sequence of learning as shown in the subject curriculum document. They are confident in their understanding and use of the concepts, methods and skills covered but may need to refer back to guidance occasionally as these are not yet second nature to them. A pupil working at this level usually scores highly in their low stakes tests and has relatively high scores in more substantial assessments.

Developing

A pupil working at this level is developing an understanding of key concepts and is grasping some of the main ideas and skills in a sequence of learning; some aspects of the curriculum require further development. They are familiar with concepts, methods and skills covered but struggle to use all of them without guidance or support. A pupil working at this level is inconsistent in their scores in their low stakes tests and has relatively low scores in more substantial assessments.

Emerging

A pupil working at this level has an emerging understanding of key concepts and is beginning to grasp some of the main ideas and skills in a sequence of learning. They are starting to develop the concepts, methods and skills covered but require guidance and support to remember how to apply them or where to find key information previously covered. A pupil working at this level consistently achieves low scores in their low stakes tests and has consistently low scores in more substantial assessments. A pupil working at this level may require more support in lessons and at home to build their memory of the key ideas and skills for this subject.

Insufficient Attendance

Low attendance to lessons has severely impacted curriculum coverage. There is insufficient evidence of learning over time to be able to report a level of curriculum understanding. Additional support is required to catch up on missed curriculum content. There are very few examples of low stakes testing and assessments for this pupil.

At KS3:

  1. English, Maths, Science, History and Geography and MFL will set two formal written papers to coincide with the dates for reporting cards. Information from the assessment will appear on the report card as well as a curriculum progress statement (emerging, developing, secure or mastery).
  2. For all other subjects in KS3 high stakes testing will be carried out at different points in the year. The outcome of these assessments will be used to inform the decision about which curriculum progress statement (emerging, developing, secure or mastery) will be recorded on the report card.

Our Key Stage Four students follow the new ‘reformed GCSEs. The key features of reformed GCSEs are that they…

  • will be more demanding and contain more challenging content
  • will be ‘linear’, so students will take all of their exams at the end of the course
  • will be assessed much more through exams than coursework
  • will have a new grading scale from 9 to 1, instead of A* to G.

Although the old and new grades do not convert perfectly with each other, the table will give you a rough indication of the value of the new 9 – 1 grades.

Under the old A* – G grading system, a grade C or above was considered to be a ‘good pass’. Under the new 9 – 1 grading system, a grade 5 or above will be considered to be a ‘good pass’.

Further guidance about the subject content for each GCSE subject can be found here.

Image of a table showing the current grading structure compared with the new grading structure for Key Stage 4.

We have redesigned our sixth form curriculum to better match what our current Y11 students were asking for, so students learning with us from September 2021 will follow an A-level and vocational based curriculum.

Students are expected to study 3 subjects as well as the EPQ. The Extended Project Qualification (EPQ) is equivalent to 50% of an A Level. Students are challenged to develop a research project in an area of their interest. This project develops students’ critical thinking, research and independent study skills.

Subjects will be expected to complete regular low stakes assessments in lessons and PPEs, the outcomes of which will communicated to students and their parents about how well a student is progressing through the curriculum via report cards.

Our students are taught in four groups for most subjects. All students will study Science, Mathematics, English and English Literature at GCSE level.

Most students have selected a further 3 GCSEs or BTECs from a number of option blocks. Students choose between the following optional subjects:

A Levels: 9 Lessons/Fortnight

Biology
Maths
Chemistry
Psychology
History
English Literature
Law
Business

Vocational: 9 Lessons/Fortnight

IFS Finance (Level 3)
Sport (BTEC Level 3)
Art (BTEC Level 3)

Extra Curriculum Provision

We offer a variety of enrichment activities for students to participate in during lunchtimes and after school. These activities have been designed to give students the opportunity to broaden their personal, social, moral, cultural and spiritual development and to undertake extra sport. Examples of activities include archery, sports clubs, art club and mindfulness.

Our Year 11 GCSE students are also asked to attend additional targeted booster sessions from Monday – Thursday