At All Saints’ Academy, the Law department currently delivers Level 3 Pearson BTEC Extended Certificate in Applied Law. The Pearson BTEC suite of qualifications are designed to offer students the opportunity to experience a broad range of topic areas within the field of Law, in a vocational context.
The aim of the Applied Law qualification is to inspire and motivate students to consider the professional skills and knowledge required by those considering a career in this and related fields. At Level 3, students are able to explain and critically evaluate theory and research that determines action across the sector. Students feel confident in applying the skills taught and in being enthusiastic practitioners looking to pursue a career or university course in the subject.
The Art and Design Curriculum has been designed to engage, inspire and challenge students, whilst equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As students’ progress through each Key Stage, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
In line with the National Curriculum the Art Department aims to ensure that all students:
Key stage 5 students can complete an A level in Fine Art and/or Photography. During this time, they become fully rounded Artists. Students follow their own creative pathway, producing a Personal Study portfolio of work that can lead them into an Art career or on to a degree course.
The Art Department provides dynamic Knowledge Organisers to both inform and inspire students during each cycle. Rigorous assessment gives detailed and high-quality feedback to students, allowing them to continuously progress every aspect of their work.
The Business Studies curriculum allows students to realise their God-given potential. Students are provided with an inclusive curriculum programme through vocational and academic pathways. Both options provide an engaging curriculum by developing an understanding of the business world and the importance of future employment opportunities.
There are many opportunities within business to develop students’ cultural capital with investigations into local, national and multi-national organisations where students can see how they can achieve their potential and what is required to achieve their goals. This sits alongside partnerships with local businesses to provide opportunities through workshops, trips and talks to develop a deep understanding of the curriculum within the real-world context; this allows students to be prepared for future employment in all sectors of industry.
The business courses have been carefully designed to fulfil our vision. The planning of the courses highlights the core Christian values throughout the topics taught, the case studies used and the discussions within lessons. Students consider ethical and moral decisions made by organisations as well considering the ethical and legal requirements of the way employees are treated by the organisations.
Key stage 5 offers students the opportunity to develop a holistic approach to business by investigating strategic and tactical decisions and how they impact the different business functional areas. The courses, OCR Level 3 Business and Equas A Level Business Studies builds on understanding from Key stage 4 by allowing students to provide insightful analysis and evaluative conclusions on business concepts.
In designing our Computing curriculum, we aim to achieve the following. Students will:
Through our varied teaching approach and use of relevant and current resources, we will encourage our own developed model of 5 key thinking skills for success in Computing. As well as being taught to read, write and talk about Computing with confidence and fluency, our students will learn to think: critically; concurrently; creatively; collaboratively; computationally. We believe that these skills will inspire confidence in our students to take on the many types of challenge that formal assessment questions pose and, therefore, improve the chance for their examination success.
Our curriculum aims to prepare our students for their future as digital natives, ready for a global jobs market in which computing technologies will play a fundamental part in the local economy and will support the growth of the ‘Golden Valley’ development and the established GCHQ government agency, becoming the heart of the UK’s Cyber Industry.
At Key Stage 5, we offer A Level Computer Science as a full 2-year A’ Level course as well as a BTEC course which differentiates the ability of students who prefer a vocational route beyond the Key stage 4. We deliver all our courses (KS3, GCSE, A’ Level and BTEC) with a variety of recognised pedagogical techniques including, but not limited to: Rosenshine’s Principles; blended learning; and “flipped” learning.
Our vision for the Drama Curriculum is to engage students in worldwide issues in an inspiring and impactful way to provoke thought, whist gaining confidence and soft skills such as communication and co-operation which they can utilise effectively throughout their time with us in the academy and beyond in the workplace.
The A Level specification in Drama and Theatre Studies is designed to develop and apply an informed, analytical framework for making, performing, interpreting and understanding drama and theatre. Students will develop an understanding and appreciation of how the social, cultural and historical contexts of performance texts have influenced the development of drama and theatre, with focus on theatre practices used in 21st-century theatre making. Students will experience the following:
Our curriculum has been designed to ensure that all students can:
Reading is prioritised within English Curriculum where students are fully immersed in full texts from Year 7 onwards and are encouraged to read critically from the start; making judgments about and asking questions of the texts that they study. Alongside this, our Academy vision, inspired by John 10:10, is an essential component in the decisions we make in for the curriculum, choosing texts and tasks wherever possible that can help to bring the vision to life every day in the classroom.
The curriculum is ambitious and broad ensuring all students have the knowledge, skills and confidence to move effectively to the next stage of their education. With this in mind, all students will study a range of literature genres: plays (including Shakespeare), poetry, short stories, graphic novels and full novels to improve enjoyment and confidence in reading. We are continuously developing our English curriculum, including through work with our local primary schools, to guarantee that it is relevant, challenging and inspiring; at present have our most diverse curriculum to date including texts from other cultures, classic works from the English Cannon and modern Young Adult fiction. Students will also be exposed to texts that will elicit discussion and promote effective speaking and listening skills to help build confidence in all students regardless of their starting point.
In Key stage 5, we offer English Literature A-level. Year 12 is content heavy, with Year 13 focusing on coursework and then revision. We also teach retake English Language GCSE for those students who require it.
As a lead department for literacy and in line with the Academy’s literacy policy, each cycle allows students to regularly read aloud, write extensively and independently and has a planned example of speaking and listening ranging from drama based in-role tasks to formal discussion and presentation. Teachers in the department consistently mirror good examples of speaking, listening, reading and writing to become models for the students. Students have appropriate levels of literacy when they leave for the next stage of their development- be it further education, employment or training. They understand the requirements for their chosen path and have the knowledge and skills to be successful on it.
Our curriculum has been designed to ensure that all students can achieve the following across Key Stages 4 and 5;
In addition to this our school vision, where every member of our extended family realises their God-given potential, inspired by John 10:10. Jesus said ‘I have come so you may have Life in all its fullness’ informs and shapes the curriculum in both Film Studies and Creative Media, choosing texts and tasks wherever possible which allow all learners to achieve their true potential.
By choosing Film Studies at A-Level all students can develop knowledge and understanding of a diverse range of films, including documentary, film from the silent era, experimental film and short film. In addition students learn about film and its key contexts including social, cultural, political, historical and technological contexts. Students will learn a variety of critical approaches which enable them to understand how films generate meanings and responses for audiences.
Students develop an understanding of the media industry through analysing media representations and pitching and producing media projects. They investigate the media industry, looking at the influences of technology and audiences and how media is affected by these factors. Students also develop research skills through their investigations which then inform their own media production. Learners study how to analyse and deconstruct media representations and develop the communication and planning skills that allow ideas to be produced.
Our Geography curriculum has been designed to ensure that all students can:
The Geography department aims to broaden students view of the world while also expanding their knowledge of how the world works and promoting morals and responsibility. We teach a varied and challenging curriculum which allows students at this level to explore different cultures to promote equality. Students study a diverse range of physical and human topics, on both global and local scales. Geographical skills are taught at the start of Year 7, which gives every student a foundational knowledge of which to build upon through the various key stages. Further skills are embedded and refined during each key stage to allow progression. We promote the wide range of career opportunities Geography can offer within the lessons.
We encourage students to think critically about data, and scientific evidence so that they can make their own decisions on moral and geographical issues. The curriculum focuses on up to date case studies, science and topics of great relevance in today’s world. Throughout the teaching of the curriculum the Academy’s vision and values are apparent.
All staff are incredibly passionate about their subject and want to promote an enjoyment of geography and make each topic accessible to everyone. Lessons, case studies, data and topics are constantly reviewed to ensure that all students are supported and thrive within the subject. Lessons are tailored to the needs of the group so that all students can excel. Formative assessment and teacher assessment allow lessons to be adapted to fit the class and achieve the best outcomes.
At All Saints’ Academy, the Health and Social Care department currently delivers Level 1/Level 2 and Level 3 Pearson BTEC qualifications in Health and Social Care. The Pearson BTEC suite of qualifications are designed to offer students the opportunity to experience a broad range of topic areas within the Health and Social Care sector, in a vocational context.
The aim of Health and Social Care is to inspire and motivate students to consider the health and wellbeing of themselves and their local and global community. On completion of a Level 2 Health and Social Care qualification, students feel equipped to explain their understanding of contemporary issues such as factors that influence growth and development and barriers to accessing Health and Care services. At Level 3, students are able to expand on the issues discussed at Level 2 and critically evaluate theory and research that determines action across the sector. Students feel confident in applying the skills taught and be enthusiastic practitioners looking to pursue a career or University course in the subject. This course looks to maximise the full potential of each student and provides opportunity for resubmissions to improve work as well as the motivation to achieve the best possible result across each year group.
The Key stage 5 curriculum in Health and Social Care is also characterised by these key skills and questions throughout the four units covered, but, given the more demanding nature of this Level 3 Extended Certificate, there is an expectation for more key questions to be answered within a cycle. For example, in Year 13 Cycle 1, students are required to answer all of the following questions: ‘What are the roles and responsibilities of people working in HSC? What services do they provide? In what setting?’ This deeper level of understanding is required to ensure that all students are prepared for the next phase of their careers within the Health and Social Care sector – whether this be directly into a job role, further training or University.
Our History curriculum has been designed to ensure that all students can excel academically whilst also supporting their personal, social, moral, and spiritual development so that they can live life in all of its fullness.
The History department aims to empower students with the knowledge and skills to learn about and question the world around them, guided by the knowledge of past events and concepts. Through the study of historical events, students also develop an understanding of historical concepts such as continuity and change, cause and consequence in order to analyse trends, create accounts and frame historical questions and arguments. The curriculum has been reviewed to ensure it is inclusive and challenging for students, the contributions and experiences of previously underrepresented groups in History are studied to ensure the diversification of the curriculum. The curriculum also enables students to gain a historical perspective of the connections between local, national and global history and understand short term and long-term timescales. Throughout the teaching of the curriculum the Academy’s vision and values are apparent. All staff are incredibly passionate about their subject and put the student at the centre of the learning, with the constant reviewing of practise to ensure that all students are supported and thrive within the subject.
The Key stage 5 curriculum follows the OCR programme, giving students the opportunity to develop their historical skills and understanding further from their Key stage 3 and Key stage 4 study. The topics of study are chosen to give students a breadth of knowledge across a wide timescale and global history. The NEA component allows students to deepen their understanding of a topic of personal interest and develops many transferable skills. This curriculum prepares students for their next steps post 16 whether that is university study or employment.
The curriculum at all key stages has been designed to be inclusive and develop student’s life skills as well as excel in examination courses. The curriculum is reviewed regularly to ensure it remains current and relevant; keeping up with changes and trends within the industry. The academy core Christian values of: Love, Peace, Respect, Reconciliation, Service and Justice are embedded through the curriculum.
Students are taught to respect others beliefs whether they be religious, ethical or otherwise. Environmental issues related to food production are explored across all key stages, encouraging students to respect the environment and recognise the impact of their food choices.
Examination groups are taught a wide range of increasingly complex dishes, there is also a strong focus on the skills required for a range of jobs within the industry. Students learn about jobs with both areas of the sector including managerial roles such as hotel managers and executive chefs, the range of different chef stations, role of wait staff and housekeeping, through to specialist positions such Sommeliers. NEA style tasks all have a vocational focus for example students write proposals for dishes from the position of a sous chef applying for a new position. Examination content is taught through a range of different activities making use of adaptive teaching to support the needs of all students.
At Key stage 5 students take on a more scientific approach to practical work carrying out practical investigations to solve food problems. At both key stages students continue to develop their literacy skills through the use of subject specific terminology, including catering terminology such as ‘au gratin’, ‘Bouillabaisse’ and ‘pâtisseur’. Numeracy continues to be developed through use of weighing and measuring with increasing focus on the importance of ratios. Students at Key stage 4 are required to write timed step by step plans to follow when making dishes.
Our Key Skills curriculum has been designed for Year 12 and 13 students to:
Inclusivity is at the heart of our curriculum, enabling us to meet the specific learning needs of all our students. This is deliberately planned into all learning stages with a rich knowledge and skills base for all. A flexible and adaptable approach to teaching and supporting each student (differentiation) ensures success.
Our Key Skills curriculum has been personalised in response to the local career and training opportunities in areas such as retail, hospitality, social care and the voluntary sector.
Enrichment of the curriculum in the Key Skills course includes opportunities for work experience within the timetabled week; personal skills development, the ASDAN Certificate of Personal Effectiveness, and Duke of Edinburgh Award. Students also benefit from running their own small business enterprise café.
Our Mathematics curriculum sets out to achieve the following aims. Students will:
Our curriculum is designed to give teachers the resources, training and time to:
Through teaching approach and use of relevant and current resources, we will encourage our own developed model of 5 key thinking skills for success in Mathematics. As well as being taught to read, write and talk about Mathematics with confidence and fluency, our students will learn to think: critically; concurrently; creatively; collaboratively; computationally. We believe that these skills will inspire confidence in our students to take on the many types of challenge that formal assessment questions pose and, therefore, improve the chance for examination success.
We understand that students do not make confident progress in Mathematics if they have not secured the foundational prior knowledge necessary for more advanced skills later in the course. Students who carry mathematical miscomprehensions carry a burden which prevents them from enjoying long term success in Mathematics and our curriculum aims to ensure that no student is left behind.
Our students will learn that Mathematics is more than a subject at Academy but a language and a tool that they can apply with confidence to their lives and their work and careers in the future.
Musical education plays a central role in shaping our sense of personal, social, and cultural identity and, as such, enables students to learn to express themselves and gain the confidence needed to succeed in their education. In addition, learning music develops a wide variety of transferable skills and attributes including independence, confidence, perseverance, and creativity.
Our curriculum enables our students to be able to:
The objectives of our curriculum are met through the three core skills of Performing, Composing, and Listening and Appraising Music. All Cycles of Work aim to include these three core skills and include activities which enable students to work on their own, in pairs and in small ensembles.
Alongside our classroom teaching, Music forms an important part of Academy life. Students have an enriched curriculum through a vibrant collection of musical ensembles, in conjunction with our Performing Arts Faculty, which we believe offer opportunities to a wide range of students, allowing them to collaborate with other musicians and thus develop their performance skills, understanding and love of the subject.
We endeavour to expose our students to live music including visits to the theatre and to concerts. All students involved in music are given regular opportunities to perform in front of others, both as individuals and with the various groups.
At Key Stage 5, we offer both Music and Music Technology A Level. Music A Level builds on the skills developed during Key Stage 3 and 4. Students are expected to complete 3 compositions and perform a recital in front of a visiting examiner. For Music Technology, students develop their knowledge of recording, sequencing and acoustics, making use of our own recording studio and have the option to visit the University of Gloucester’s sound engineering facilities.
When designing the curriculum for all Key Stages, we had our Academy Vision, “I have come so you may have life in all its fullness”, firmly rooted in our mind. The choices we made for all Key stages are linked to the Gloucestershire agreed syllabus, but we were mindful that we had more hours than many schools and we wanted pupils to be able to flourish in their individuality, in addition to learning about how to tackle discrimination in any form.
We have established a safe environment for debate rooted in a Christian ideal of “love thy neighbour” allowing everybody to play their part, safe in the knowledge that they are able to flourish and develop their own opinions and understanding of world religions in addition to exploring the challenges each of us faces as we learn to reach our potential. Thus, allowing time for courageous advocacy through debate, tackling issues of morality and ethical dilemmas relating from such diverse issues such as human sexuality to euthanasia.
In Key stage 5 pupils use a combination of learning styles, in a similar way to Key stage 4, and in addition have the opportunity to be part of our Politics and Philosophy debating Society. In addition, they have the opportunity to attend lectures that we are invited to via the CEP. A Level Philosophy and Ethics is relatively new to the Academy, but numbers are steadily growing Year on Year. We use regular assessment under timed conditions to prepare pupils for the rigour of the A Level, and each pupil will write a minimum of two essays per sub-topic with results and targets held centrally so that staff can regularly review progress and set targets in order to build skills.
The Design and Technology Curriculum has been designed to inspire and enable students to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Drawing on disciplines such as mathematics, science, engineering, computing and art. Students learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
In line with the National Curriculum the Design Technology Department aims to ensure that all students:
At Key stage 5, students complete an A Level in Product Design. Students write their own brief to solve a genuine problem for an identified client. They further develop their understanding of industrial processes and the work of a range of influential designers across time. The course is taught as mixture of exam theory and NEA completion, with a mock NEA being completed in year 12. As part of their NEA students manufacture a fully working prototype of their final design solution.
In Psychology, the department aims to teach and encourage students to ask questions about the mind and behaviour. Students need to be analytical and critical of research that they cover in their specification. The study of Psychology and its concepts allows students to construct arguments and supports them in becoming analytical thinkers who can question human motivation and behaviour. Students should feel confident in applying the skills taught and be enthusiastic practitioners looking to pursue a career or University course in the subject. This course looks to maximise the full potential of each student and provides opportunity for self-reflection and evaluation throughout.
The Key stage 5 curriculum in Psychology is characterised by key skills and questions throughout the topics covered. Given the more demanding nature of this A Level course, there is an expectation for all key questions to be answered within a cycle. For example, in Year 12 Cycle 3, students are required to answer all of the following questions: ‘should we conform to fit in? Are we responsible for our behaviour? How can a minority influence a majority to change the world for the better?’ In order to answer these key questions students must be able to demonstrate knowledge and understanding of psychological theories on conformity and obedience etc., apply psychological theories, approaches and evidence to the key questions and analyse and evaluate psychological theories, approaches and evidence in order to present arguments, make judgements and draw conclusions, all of which are the key skills for this course. This deeper level of understanding is required to ensure that all students are prepared for the next phase of their careers– whether this be directly into a job role, further training or university.
In sociology, the department aims to teach students to the top to ensure all students reach and fulfil their personal potential. This means, scaffolding the teaching and learning from top band concepts, but differentiating the processes of this enough to ensure all students have equal opportunity to learn the organic analogy of society. Students will evaluate each organ (institution) of the organic analogy such as Beliefs in Society, using sociological classical perspectives such as Functionalism and Marxism. Students will further evaluate using modern theory such as Postmodernism and Social Action theory to compare past and present way of viewing the global world.
Students should feel confident in applying the skills taught and be enthusiastic practitioners looking to pursue a career or University course in the subject. This course looks to maximise the full potential of each student and provides opportunity for self-reflection and evaluation throughout.
The Key stage 5 curriculum in Sociology is characterised by key skills and questions throughout the topics covered. Given the more demanding nature of this A Level course, there is an expectation for all key questions to be answered within a cycle. For example in Year 13 Cycle 1, students are required to answer all of the following questions: How do we define religious beliefs? How are religious beliefs organised and categorised? What is the function of beliefs according to different sociological perspectives?’ In order to answer these key questions students must be able to demonstrate knowledge and understanding of sociological theories on beliefs, concepts, studies etc, apply sociological theories, concepts, evidence to the key questions and analyse and evaluate sociological theories, concepts, evidence in order to present arguments, make judgements and draw conclusions, all of which are the key skills for this cycle. This deeper level of understanding is required to ensure that all students are prepared for the next phase of their careers– whether this be directly into a job role, further training or university.
We have developed our PE vision in line with the Academy vision and the aims of the National curriculum so that we can develop competent athletes to excel in a broad range of physical activities. Our students are physically active for sustained periods of time and understand the importance of physical activity. We were mindful that our learners also need to engage in competitive sports and activities that lead to healthy and active lives. Additionally, we want to enhance and develop leadership skills through the years to build confidence, resilience, initiative and the ability to motivate others.
Lessons allow us the cover a range of strands to develop the learners, an example of these are: we develop a range of tactics and strategies through competition e.g. games and individual sports, alongside this we develop technique, physical confidence, leadership skills and the ability to analysis performance.
The course in Key Stage 5 follow the skills developed in both Btec Level 2 and the GCSE course. We teach the Btec level 3 sport we offer the foundation diploma (1.5 A levels). The course deepens the learning. There are 2 exams, 1 compulsory coursework unit and 4 optional units. The optional units we pick we feel are the correct ones to extended and develop the learning which enables the learners to develop their skills for employability.
We have embedded the Academy vision within our Science Faculty vision.
‘To provide students with an outstanding education in biology, chemistry and physics and help students aspire to study Science in the future, and contribute to meaningful change in the world’.
The basis of the Scientific Method is to find a problem and try to solve it. This involves making mistakes and critically, the ability to learn from these mistakes. This is a fundamental skill that is at the centre of our teaching philosophy in Science.
Our curriculum is designed to:
Our A Level curriculum includes Biology, Chemistry and Physics that is designed to:
As a faculty team, we enrich our teaching further with links to careers, links to everyday life and provide STEM events with outside agencies and our partnership with Cheltenham College. Fundamental values that we hold dear in Science are inclusivity and ambition. We see that Science is a pathway for all students to study. Any potential barriers (including SEND) are dealt with effectively so that all can make outstanding progress and develop key skills that students are fluent in, to give ‘life in all its fullness’.
The Travel and Tourism curriculum allows students to realise their God-given potential. The curriculum is designed to engage students by developing their understanding of the Travel and Tourism industry and the importance of future employment opportunities. There are many opportunities within the Travel and Tourism curriculum to develop students’ cultural capital with investigations into a variety of cultures, the significance of a shrinking world as well as understand the importance of looking after the natural world. This sits alongside partnerships with local travel and tourism businesses to provide opportunities through workshops, trips and talks to develop a deeper understanding of the curriculum within the real-world context.
The Travel and Tourism course has been carefully designed to fulfil our vision. The planning of the courses highlights the core Christian values throughout the topics taught, the case studies used and the discussions within lessons. Students consider ethical and moral decisions made by organisations as well considering the ethical implications of dark tourism and the impact of tourism on locals. The Key Stage 5 qualification considers the sustainability and environmental impacts of how all different organisations run and the short, medium and long impacts looking after the natural environment all around us.
The Key stage 5 BTEC Extended Certificate in Travel and Tourism offers all students the opportunity to develop a holistic approach to the industry by investigating strategic and tactical decisions and how they affects the industry as well as considering how the industry responds to external factors.