Curriculum

Curriculum at CVEA

The curriculum at CVEA dovetails in to the ethos and vision of the Academy. A carefully planned and considered curriculum is the foundation upon which excellent learning and development is built. At CVEA, we believe our curriculum has the attributes to deliver this. The curriculum is broad and balanced and carefully planned to ensure that content is thoroughly revisited so that learning is consolidated and sustained.

Intent

Whilst it undoubtedly prepares students for external examinations, there is a strong emphasis through the various elements on developing:

  • healthy and active pupils
  • students emotional well being
  • a ‘love of learning’
  • resilience, confidence and character
  • debating, listening and respecting viewpoints
  • the emotional intelligence required to be a productive member of the workforce
  • an understanding, through the careers programme, of the opportunities available to students once they leave school
  • an understanding of ‘British Values’ and the implications for life in modern day Britain
  • students’ spiritual, moral, social and cultural learning
  • students to achieve their personal best

Implementation

Our curriculum is constructed on the following principles to support the above; namely that:

  • acquiring subject specific knowledge is key for students to be able to solve complex problems.
  • the students need to practise the knowledge and skills they have learnt in lessons so that they can use them when they need.
  • there are many opportunities built into lessons to secure the need to recall and retrieve previous learning, so that it can be embedded. This enables students to apply knowledge with increasing confidence
  • lessons are sequenced to develop knowledge concepts and skills over time
  • students encounter broad and balanced curriculum, adaptive teaching will be at the core of what we provide. Courses will be offered that allow full accessibility to our students and they will have a bespoke package of subjects to suit their individual needs.
  • teachers will use “thinking hard” techniques during lessons to help pedagogy and meta cognition
  • all students are expected to carry folders for all their notes and independent learning tasks
  • from 2020, a large proportion of our cohorts will be entered for the English Baccalaureate - as this provides an academically broad and balanced curriculum
  • care is taken to ensure that students encounter the prior knowledge needed to access the curriculum before it is needed in class. This is achieved through careful curriculum planning and through the pastoral programme which develops the language and wider knowledge needed to then access more formal learning.
  • development of vocabulary is the remit of all subjects.
  • all students should experience a careers education based on the Gatsby benchmarks that underpin a world class careers education.
  • the British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.
  • SMSC is embedded into pastoral and curriculum programmes.

Curriculum Model

We operate a 3:2 curriculum model with three years assigned for the delivery of our Year 7, 8 and 9 programmes of study.  These programmes of study have been carefully crafted and sequenced to ensure they meet all the requirements as set out in the National Curriculum.

At the end of Year 9, students opt for the subjects that they will study in Years 10 and 11 and they complete those subjects by the end of Year 11. Our highly flexible two year curriculum delivered in Years 10 and 11 allows us to create personalised guided pathways for our students.

Our current year 10 and 11 pupils followed a 3 year KS4 programme of study (2020-2021) as we transition over to the three year KS3 model.

Catch up curriculum

It must be noted that some of the content and sequencing detailed in the subject document pages may have altered during the course of the year as departments adapt their curriculum to support blended learning and allow students to catch up on content missed due to issues surrounding Covid 19.

Key Stage 3: 

All students will be guided to reach their personal best in all areas of the curriculum. At Key Stage 3 your child's learning will focus on the national curriculum.

Key Stage 4: 

When students move to Key Stage 4 they can specialise more, building on the firm foundations at Key Stage 3. The learning experience and opportunities for each student will take into account the progress made in literacy and numeracy.

If you wish to find out more about the curriculum that the students follow at Castle View Enterprise Academy, then please contact the Academy and your query will be forwarded to the appropriate person. 

SMSC 

The Academy offers a broad and balanced curriculum which promotes the spiritual, moral, social and cultural (SMSC) and personal development of students and helps to prepare them for the opportunities and responsibilities of life in modern Britain. 

Spiritual – the development of a sense of identity, self-worth, personal insight, meaning and purpose. 
Moral – the building of a framework of moral values; the development of students’ understanding of society’s shared and agreed values and the ability to distinguish between right and wrong. 
Social – the development of skills and personal qualities necessary for living and working together; being able to function in a multi-racial, multi-cultural society and the development of the inter-personal skills necessary for successful relationships. 
Cultural – the understanding of a student’s own culture and other cultures in their town, region, their own country, Europe and the rest of the world. 

SMSC is developed through a whole Academy approach, through curriculum subjects, the pastoral and assembly programme and through trips, visits and our extra-curricular and enrichment programmes. 

SMSC In Subjects

Personal Development

Visit our website page for further information: Personal Development at CVEA 

RSHE 

From September 2020, it is a statutory requirement that all schools in England and Wales teach Relationships, Sex and Health Education (RSHE) as a part of their curriculum.  The content of RSHE focuses on healthy lifestyles, healthy relationships and staying safe.   

The following statutory topics are covered in RSHE: 

  • Families 
  • Respectful relationships, including friendships 
  • Online safety 
  • Being safe 
  • Intimate and sexual relationships, including sexual health 
  • Mental wellbeing 
  • Physical health and fitness 
  • Healthy eating 
  • Drugs, alcohol and tobacco 
  • Health and prevention 
  • Basic first aid 
  • Changing adolescent bodies  

RSHE is delivered through our PSHE curriculum, ‘Step Up’ Days (dropdown days) and through subject areas including Science, PE, ICT and Food Technology.   

All compulsory content will be taught sensitively and inclusively, with respect to the age, backgrounds and beliefs of pupils and their parents while always with the aim of providing pupils with the knowledge they need.   

For more information on RSHE:

Understanding Relationships, Sex and Health Education at your child’s secondary school: a guide for parents 

RSHE Policy 

PSHE Curriculum