• RHA_130619_054

Curriculum Overview

There are some amendments to the grouping of students currently due to Covid-19

Throughout the curriculum at Rye Hills Academy, students are exposed to a broad range of subjects covering the full National Curriculum. The intent of the curriculum at Rye Hills is to give all students the right mixture of knowledge, skills and experiences that they need to be confident, successful learners both now and throughout their future lives. We believe that exposing students to all subjects throughout the first three years of our five-year curriculum is important. This ensures that they are able to explore core knowledge, skills and terminology with an opportunity to revisit this within each subject. The academy’s aim is to have the English Baccalaureate at the heart of its curriculum, and our ambition is to have the vast majority of students following this pathway.   We pride ourselves on the extent to which we support the learning and development of the young people of our community, supporting them on their learning journey to become confident and considerate adults in society.

Although our carefully planned and structured curriculum prepares students effectively for external examinations, there is also a strong emphasis throughout on:

• Promoting a ‘love of learning’;

• Developing an understanding of ‘British Values’ and the implications for life in modern day Britain;

• Fostering an awareness of students’ spiritual, moral, social and cultural learning;

• Understanding, through the careers programme, the opportunities available to students once they leave school;

• Encouraging independent learning so that students become more resilient;

• Providing opportunities within lessons to revisit previous learning in order to embed knowledge so this can be applied confidently;

• Practising skills across the curriculum with increasing competence;

In order to meet the needs of all our students, in particular those with special educational needs and / or disabilities, nurture groups are created. These can be in any year group when we feel that our students need this specialised support. The groups follow a differentiated curriculum and are taught by a core of key staff. The aims are the same as for all students but brought about in a more targeted and nurturing way. Where we feel appropriate, some students do not study a language and have additional teaching hours of literacy.

The Rye Hills’ curriculum is delivered through a structure of one-hour lessons arranged in a two-week timetable where subjects are taught in discrete lessons. 

In addition to timetabled lessons, there is a programme of PSHE, Citizenship and Careers Education Information and Guidance (CEIAG) that is delivered through a range of different sessions. These include: drop down mornings where the normal timetable is suspended, special events throughout the year, tutorial time and college and year group assemblies. The aim of these sessions is to make our students aware of the wider curriculum and help mould them into understanding, responsible, caring and knowledgeable citizens. SMSC is embedded into the curriculum and academy life. We strive to give students every opportunity to develop their spiritual, moral, social and cultural experiences. 

Throughout a student’s five years at Rye Hills Academy, there are many extra-curricular and additional opportunities open to them to enhance their experiences.

Key Stage 3 Organisation

Year 7

In Year 7 the year group is split into two halves (French and Spanish). English, maths, science, history, geography, beliefs and values (BV), modern foreign languages, design and technology (D&T), computer science (CS) and skills for life are taught in ability groups within each half. PE, art, drama and music are taught in mixed ability groups.  

Below is a table, which shows the allocation of time for subjects in Year 7.


Subject

En

Ma

Sc

D&T

PE

BV

Ge

Hi

MFL

Ar

Mu

Dr

Cs

SL

Number of Lessons

9

8

6

3

4

1

3

3

4

2

2

2

2

1

 

Year 8

In Year 8 the year group is split into two halves (French and Spanish). English, maths, science, history, geography, beliefs and values (BV), modern foreign languages, design and technology (D&T), computer science (CS) and skills for life are taught in ability groups within each half. PE, art, drama and music are taught in mixed ability groups.  

Below is a table, which shows the allocation of time for subjects in Year 8.


Subject

En

Ma

Sc

D&T

PE

BV

Ge

Hi

MFL

Ar

Mu

Dr

Cs

SL

Number of Lessons

8

9

6

3

4

1

3

3

4

2

2

3

2

1

Year 9

In Year 9 the year group is split into two halves (French and Spanish). English, maths, science, history, geography, beliefs and values (BV), modern foreign languages, design and technology (D&T), computer science (CS) and skills for life are taught in ability groups within each half. PE, art, drama and music are taught in mixed ability groups.  

Below is a table, which shows the allocation of time for subjects in Year 9.

Subject

En

Ma

Sc

D&T

PE

BV

Ge

Hi

MFL

Ar

Mu

Dr

Cs

SL

Number of Lessons

8

8

6

4

4

1

3

3

4

2

2

2

2

1

Key Stage 4

Government policy promotes the measure of ‘Progress 8’, which includes students studying a specific range of subjects (see grid below). Although we appreciate that this limits the choice available to students a little from the range of subjects studied during their first three years at Rye Hills Academy, it allows them to study subjects in more depth and become ‘experts’ in them. We are ambitious for our students and the academy’s aim is to have the English Baccalaureate at the heart of its curriculum, and our ambition is to have the vast majority of students following this pathway.  This is also important to make them on a level playing field with students of similar ability when they leave Rye Hills and move onto further and higher education.  However, where we do not feel that this is appropriate for some students we do offer them different routes dependent upon their individual needs.

 ‘Progress 8’

 

 

Two slots for further

qualifications from those we offer

 

 

 

 

One slot for further

qualification from those we offer

 

 

 

 

All students - PE (5 lessons)

All students - BV (1 lesson)

All students - PSHE (SL) (Personal, Social and Health

Education) (form time, assemblies, drop down

period and across the curriculum)

GCSE English

 

Double weighted

GCSE Maths

 

Double weighted

GCSE Science

 

Double (2)

Triple (3)

GCSE

Geography,

History,

Spanish

or

French

English Baccalaureate

GCSE English

Double weighted

GCSE Maths

Double weighted

GCSE Science

Double (2)

Triple (3)

 

History

or

Geography

Spanish

or

French

 

N.B. Students can only take the MFL (French or Spanish) they have studied during Key Stage 3.

Year 10

Below is a table, which shows the allocation of time for subjects in Year 10.

Year 10 Allocation

Subject

En

Ma

Sc

PE

SL

BV

Opt A

Opt B

Opt C

Number of Lessons

9

7

9

5

1

1

6

6

6

 

In Year 10 there are two different bands (R and H). All students study English Language or Literature (AQA), Maths (Edexcel), Science (Science A - Combined: Trilogy (AQA) or separate Biology, Chemistry and Physics (AQA)), PE (Edexcel) or OCR Nationals Sports Science Level 2 or Business and Enterprise Level 2 (NCFE) and Humanities Pathway (WJEC/Eduqas). They then choose three option subjects with guidance to ensure that they follow subjects appropriate to their needs and future educational and career pathways. We have small group provision to ensure that all students can take a humanity and at least one other option where the provision is tailored to their specific needs.  

Within the academy students in Y10 are currently able to study options in:

GCSE Art and Design (AQA)

GCSE Drama (Edexcel)

GCSE D&T (WJEC/Eduqas)

GCSE French (AQA)

GCSE Geography (AQA)

GCSE History (AQA)

GCSE Media Studies (Eduqas)

GCSE Music (AQA)

GCSE Religious Studies (Philosophy and Ethics) (AQA)

GCSE Photography (AQA)

GCSE Spanish (AQA)

Level 2 Hospitality and Catering (Eduqas)

PE Pathways:

Level 1/2 Cambridge National Certificate in sport Science (OCR)

Level 1/2 Technical Award in business and Enterprise (NCFE)

GCSE PE (Edexcel)

Year 11

Below is a table, which shows the allocation of time for subjects in Year 11.

Year 11 Allocation

 

Subject

En

Ma

Sc

PE

SL

BV

Opt A

Opt B

Opt C

Number of Lessons

8

8

9

5

1

1

6

6

6

 

In Year 11 there are currently two different bands (R and H). All students study English or English Language and Literature (AQA), Maths (Edexcel), Science (Combined: Trilogy or separate Biology, Chemistry and Physics (AQA)), GCSE PE (Edexcel) or OCR Nationals Sports Science Level 2 or Level 2 Business and Enterprise (NCFE) and Humanities Pathway (WJEC). They then study three option subjects.

Within the academy, students in Y11 are currently able to study options in:

GCSE Art and Design (AQA)

GCSE Hospitality and Catering (WJEC/Eduquas)

Technical Award in Creative and Performing Arts (RSL)

GCSE D&T (WJEC/Eduqas)

GCSE French (AQA)

GCSE Geography (AQA)

GCSE History (AQA)

GCSE Media Studies (Eduqas)

GCSE Music (AQA)

GCSE Photography (AQA)

GCSE Spanish (AQA)

Nationals I-Media (OCR)

GCSE Statistics (Edexcel)

PE Pathways:

Level 1/2 Cambridge National Certificate in sport Science (OCR)

Level 1/2 Technical Award in business and Enterprise (NCFE)

Level 2 Certificate in Financial Education (LIBF)

GCSE PE (Edexcel)

The KS4 options are modified each year in response to the needs of the cohort. Different options are available in the various bands to ensure courses are appropriate for the students. The options process begins in the spring term, with an assembly followed by Year 9 tasters in lessons and an open evening for parents. Students receive a pathways booklet that explains how the KS4 curriculum is organised and gives detailed information on each course. Support and guidance from staff is available at the options evening and throughout the process within the academy.

Throughout Y11, when we feel necessary a student’s curriculum may be amended if we believe this is needed to help them achieve their best. This takes a number of forms, dependent upon circumstances, resources available and the needs of each student.