Curriculum-Gallery (ID 1083)

• Maths
  Maths

  The Aims of Mathematics are:

  At Arco Academy our intent for mathematics is to teach a rich, balanced and progressive curriculum using Maths to reason, problem solve and develop fluent conceptual understanding in each area.

  We aim to deliver a curriculum which allows children to be a part of creative and engaging lessons that will give them a range of opportunities to explore mathematics following a mastery curriculum approach.

  We give each student a chance to believe in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.

  We recognise that mathematics underpins much of our daily lives and therefore is of paramount importance in order that children aspire and become successful in the next stages of their learning.

  Our curriculum aims to engage all children and entitles them to the same quality of teaching and learning opportunities, striving to achieve their potential, as they belong to our school community.

  We make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

  The Board of Advisors have been actively involved in curriculum design. This means that the curriculum is fit for purpose for children with special educational needs. A large part of the curriculum is experiential as it is important for children on the autism spectrum to be able to make cohesive links that are not abstract. A fully immersive experience is required. Examples include through a range of trips and visits which enrich and complement children’s learning.

  There is a projected flightpath for students at Arco Academy, including Functional skills at Level 1 followed by 2, and an overall objective of achieving IGCSE Success sitting the Cambridge paper.

  The experiential curriculum allows for a rich understanding in Mathematics throughout.

   

   

  Pathway 1 and 4 KS3

  Arco Academy’s KS3 maths curriculum follows the overall structure and mapping to the national curriculum. The focus is on mastery to develop deep and sustainable learning. The following topics are taught across the syllabus.

  • Six broad mathematical themes
  • A number of core concepts within each theme
  • A set of ‘knowledge, skill and understanding’ statements within each core concept
  • A collection of focused key ideas within each statement of knowledge, skill and understanding.

  Pathway 2 and 5 IGCSE KS4

  Arco Academy’s KS4 maths curriculum follows part of the national curriculum. The focus is on consolidating subject content from key stage 3, while assessing gaps, on developing mathematical fluency, mathematical reasoning, and problem solving. The following is taught throughout the KS4 curriculum.

  • Number
  • Algebra
  • Shape and space.
  • Probability and statistics

  Pathway 3 Functional Skills Level 1 and Level 2

  There are two levels in the functional skills qualification: Level 1 (Grade 3 and below), and Level 2 (Grade 4 and above)

  The students’ current grades will determine which level they will be entered into. Topics that will be covered are as follows:

  • Using numbers and the number system
  • Using common measures, shape, and space
  • Handling information and data

• Art and Design
  Art and Design

  The Aims of Art and Design

  At Arco Academy, our intent is to deliver an engaging and creative Art and Design curriculum that fosters self-expression, critical thinking, and technical skills. Through both Art and Photography, students are encouraged to explore their creative potential, express their individuality, and develop a deep understanding of visual language and artistic techniques.

   

  We aim to provide students with the skills to explore and express their creativity, using a range of materials and techniques in both Art and Photography.

  We empower students to think critically about their work and the work of others, helping them to understand and appreciate different artistic movements, styles, and cultural contexts.

  We encourage students to develop their technical skills, both in traditional mediums like drawing, painting, and sculpture, as well as in digital photography and editing.

  We aim to foster confidence and independence, encouraging students to take risks in their creative practice and to experiment with different forms of expression.

  We promote the use of art as a tool for personal development, helping students to process emotions, communicate ideas, and develop a strong sense of identity.

  Pathway 5 (Girls Nurture Group) – Focus on Art

  For Pathway 5, the Art curriculum is designed to nurture creativity and self-expression in a supportive environment. It emphasizes the development of fundamental artistic skills and encourages students to explore different mediums, styles, and themes.

      Introduction to Art Techniques: Students will be introduced to various artistic techniques, including drawing, painting, printmaking, and collage. They will learn about line, shape, colour, texture, and composition, building a strong foundation in the visual arts.

   

      Exploring Materials: The curriculum encourages experimentation with a wide range of materials, from pencils and charcoal to acrylics and watercolours. Students will learn how different tools and mediums can be used to create texture, tone, and depth in their work.

      Personal Expression: Art lessons focus on enabling students to express their emotions, thoughts, and ideas through their artwork. They will be encouraged to reflect on their own experiences and interests, using art as a way to communicate their individuality.

      Art History and Inspiration: Students will explore key figures, movements, and artworks from different times and cultures. They will learn how artists from the past and present have used art to express their ideas and beliefs, and they will draw inspiration from these works to inform their own creations.

      Creativity and Well Being: The curriculum places a strong emphasis on the therapeutic nature of art, encouraging students to use creativity as a way of managing stress, building self-confidence, and promoting wellbeing. Projects are designed to be engaging, fun, and confidence building.

      Portfolio Development: Students will be encouraged to document their creative journey, compiling a portfolio of work that demonstrates their progress and achievements. This portfolio can serve as a personal record of their growth and development in art.

  Photography for All Pathways

  Photography is offered across all pathways, allowing students to explore the world of visual storytelling through the lens of a camera. The Photography curriculum is designed to teach both technical skills and artistic expression, with a focus on developing a unique photographic style.

  Introduction to Photography: Students will be introduced to the basics of photography, including how to use a camera, frame a shot, and control lighting and composition. They will learn about the different settings on a camera, such as aperture, shutter speed, and ISO, and how these affect the final image.

  Creative Photography: The curriculum encourages students to think creatively about photography, exploring themes such as portraiture, landscape, and abstract photography. Students will be given opportunities to experiment with different styles and techniques, developing their own personal approach to photography.

  Digital Editing and Postproduction: Students will learn how to enhance and manipulate their images using digital editing software. They will explore techniques such as cropping, colour correction, and adding effects to improve their photographs or create new visual meanings.

  Visual Storytelling: Photography is presented as a tool for telling stories and expressing ideas. Students will work on projects that encourage them to capture meaningful moments, convey emotions, or explore social and personal themes through their photography.

  Photography and Art History: Students will learn about the history of photography, exploring how different photographers have used the medium to capture moments in time, tell stories, and challenge perceptions. They will be introduced to key figures in photography and the impact of photography on modern art.

  Practical Assignments: Students will have the opportunity to work on a range of practical assignments, including photo shoots, creating portfolios, and participating in photography challenges. These assignments will help them develop technical skills and build a body of work that reflects their interests and abilities.

   

  Assessment for Art and Photography

  Assessment in Art and Photography for Pathway 5 and all other pathways focuses on creativity, technical skill, and critical thinking following the AQA Art and Design and NCFE specifications:

  1. Artistic Expression: Students are assessed on their ability to convey ideas, emotions, and narratives through their artwork and photography.
  2. Technical Skills: Students are evaluated on their proficiency with tools, techniques, and materials in both traditional art and photography.
  3. Creative Process: Students are encouraged to document their creative process, from initial ideas and experimentation to final pieces. Their ability to reflect on their own work and make improvements will be a key part of the assessment.
  4. Portfolio Development: The creation and development of a personal portfolio of work, demonstrating growth, creativity, and technical competence, will be a central part of the assessment.

   

  Enrichment Opportunities

  Students across all pathways will have access to a variety of enrichment opportunities in Art and Photography:

  Exhibitions and Displays: Students will have the chance to showcase their work in school exhibitions and displays, allowing them to take pride in their achievements and share their work with the wider school community.

  Art and Photography Workshops: Guest artists and photographers may visit the school to lead workshops, providing students with the opportunity to learn from professionals in the field.

  Photography Excursions: Students may have the opportunity to participate in photography excursions, where they can practice their skills in real world settings, capturing landscapes, architecture, and urban environments.

  Collaborative Projects: Students will be encouraged to work together on group projects that combine both Art and Photography, fostering teamwork and creative collaboration.

  Digital Art and Photography: Students will have the opportunity to explore the intersection of traditional art and photography through digital media, combining hand drawn elements with photographic compositions.

   

  The Art and Design curriculum at Arco Academy for all pathways is designed to inspire creativity, build technical skills, and foster self-expression. Through both mediums, students are encouraged to explore their identities, engage with the world around them, and develop as confident, creative individuals. The nurturing environment of Pathway 5 ensures that students feel supported in their artistic journey, with a focus on personal growth and wellbeing.

• Science
  Science

  The Aims of Science are:

  At Arco Academy, our intent for the Science curriculum is to explore Science through a practical, hands-on approach to scientific study, which encourages them to develop a sense of enquiry and an ability to solve problems. Students will be able to explore resources that will inspire them to plan, conduct and evaluate experiments that will enrich their scientific knowledge of the world and develop their investigative skills.

  We encourage students to: 

  • Ask and answer scientific questions. 
  • Plan and carry out scientific investigations, using equipment correctly. 
  • Know and understand the life processes of living things. 

  • Know and understand the physical processes of materials, electricity, light, sound and natural forces. 
  • Know about the nature of the solar system, including the earth. 
  • Evaluate evidence and present their conclusions clearly and accurately. 

  Pathway 1 and 4 KS3

  Pathway 1 will cover the three subject areas of Science – Biology, Physics & Chemistry. Following the Best Evidence Science Teaching (BEST) curriculum, which is designed for students aged 11 14, our students will embark on a journey of discovery and experience a curriculum that unleashes their full potential through asking The Big Idea.

  The BEST resources are developed based on careful consideration of the best research evidence we can find on learning pathways, common student misunderstandings, and effective teaching approaches.

   

  Pathway 2 GCSE KS4

  Pathway 2 will cover the full AQA GCSE Biology course – students will be entered into foundation or higher dependent on their predicted grades.

  Pathway 3 Functional Skills Level 1 and Level 2

  Pathway 3 will work through the AQA Entry Level Science specification.

  Lessons will be a mixture of teacher led, group work, independent work and IT based projects, as well as cross curricular projects.

• English
  English

  The Aims of English are: 

  At Arco Academy, our intent is to teach a balanced and progressive English curriculum to engage with diverse literature from a range of periods, styles and cultures. This enables the students’ critical thinking skills to be enhanced, developing their ability to comprehend and communicate effectively.

  We aim to provide students with basic language skills (listening, speaking, reading and writing) to acquire the linguistic competence necessary to progress.

  We want to empower students with the skills to speak eloquently and with consideration to their audience.

  We encourage students to listen actively in order to effectively recall, engage with, and challenge their understanding.

  We aim to develop students’ abilities to understand the expression of English Language and Literature through drama and debate.

  We want to instil confidence in our students to create independent readers through an appropriate focus on phonics, vocabulary, sentence structure and literary devices.

  We want to engage students to become enthusiastic and reflective readers through contact with challenging and lengthy texts. This can be achieved by introducing different styles of writing to recognise its value in a variety of forms and the relationship to artistic expression.

  Pathway 1 and 4 KS3

  At the heart of each unit at Key Stage Three are challenging and enjoyable texts that provide the inspiration for our assessment of the students’ speaking and listening skills (within discussion, individual presentations and through role play) and their reading and writing skills.

  Students are able to build on the skills acquired at Key Stage Two and are taught to become perceptive, analytical readers, able to express their ideas in extended essays. Opportunities for revising and expanding on key areas of grammar and spelling are woven into the curriculum, alongside opportunities for the students to express themselves fluently and confidently and develop the ability to structure and craft their writing and verbal contributions to suit a range of different outcomes.

   

  Pathway 2 and 5 GCSE KS4

  Students hone the skills in reading, writing and spoken language (speaking and listening) that they have acquired in previous key stages. We offer GCSE English Language via AQA and English Literature is offered as an option with support from the parent school.

  The GCSE courses assess students on their ability to write both accurately and creatively and respond appropriately to different tasks, purposes and audiences. Essay writing skills are further developed as students refine their expertise in analysis by responding to a plethora of different texts drawing on their knowledge of social and historical context in literature. In addition to the set texts and writing styles that provide the focus for the course, students are encouraged to pursue wider reading that will support them in their studies.

  Pathway 3 Functional Skills Level 1 and Level 2

  Level 1 and Level 2 are offered to enhance students’ abilities to use English in a life related context.

  The course consists of reading, writing, and spoken assessments that allow students to go on and further their education at a higher level or in an apprenticeship.

• Food Studies
  Food Studies

  The Aims of Food Studies

  At Arco Academy, our intent is to provide a comprehensive Food Studies curriculum that fosters an understanding of nutrition, culinary skills, and the importance of food in maintaining health and wellbeing. The curriculum is designed to empower students to make informed food choices, develop practical cooking skills, and cultivate a positive relationship with food, both in terms of nutrition and cultural appreciation.

   

      We aim to provide students with essential culinary skills   that will enable them to prepare healthy and balanced meals independently.

      We empower students with the knowledge of nutrition and diet, helping them to make informed decisions about food that supports their physical and mental wellbeing.

      We encourage students to explore the cultural significance of food, fostering an appreciation for different cuisines and traditions from around the world.

      We aim to instil in students the confidence to plan, prepare, and present meals, promoting creativity and pride in their culinary achievements.

      We promote an understanding of the environmental impact of food choices, encouraging students to consider sustainability, food waste, and the benefits of local and seasonal produce.

      We support students in developing life skills that extend beyond the kitchen, including budgeting, time management, and teamwork, preparing them for independent living and future opportunities.

   

  Pathway 5 (Girls Nurture Group)

   

  The Food Studies curriculum for Pathway 5 is designed with a strong focus on nurturing confidence, creativity, and independence. The course emphasizes practical skills and knowledge that are essential for everyday life, while also encouraging students to explore food in a way that supports their personal development and wellbeing.

      Practical Cooking Skills: Students will develop key cooking techniques, including chopping, frying, baking, and boiling. They will learn how to follow recipes, use kitchen equipment safely, and understand basic cooking terms and methods.

      Nutrition and Healthy Eating: Students will be introduced to the principles of a balanced diet, including the importance of food groups, portion control, and hydration. They will explore the nutritional content of different foods and learn how to create meals that are both healthy and satisfying.

      Meal Planning and Budgeting: The course includes lessons on how to plan meals for themselves and their families, taking into account nutritional needs, dietary preferences, and budgets. Students will learn how to shop for ingredients efficiently and make cost effective food choices.

      Cultural Exploration of Food: Students will explore a range of cuisines from around the world, learning about the cultural significance of food and how different ingredients and cooking methods reflect diverse traditions. This will encourage students to broaden their culinary horizons and try new dishes.

      Sustainability and Food Choices: Students will discuss the environmental impact of food production and consumption, learning about topics such as food waste, sustainable sourcing, and the benefits of eating locally and seasonally. They will explore how small changes in food habits can contribute to a more sustainable lifestyle.

      Food Safety and Hygiene: Students will be taught the importance of maintaining high standards of hygiene in the kitchen. This includes lessons on proper food storage, cleaning, and the safe handling of raw ingredients, especially meat and dairy products.

   

      Creative Cooking and Presentation: The course encourages students to develop their creativity in the kitchen, experimenting with flavours, textures, and presentation. They will be given the opportunity to design and prepare their own dishes, building confidence in their culinary abilities.

   

    

   

  Assessment

  Assessment in Food Studies for Pathway 5 focuses on practical skills and knowledge application:

  1. Cooking Skills: Students are assessed on their ability to follow recipes, use kitchen tools safely, and prepare dishes with minimal supervision.
  2. Nutrition Knowledge: Students demonstrate their understanding of healthy eating principles by planning balanced meals and discussing the nutritional content of different foods.
  3. Creativity and Presentation: Students are encouraged to showcase their creativity through the preparation and presentation of their own dishes, with a focus on taste, texture, and visual appeal.

   

  Enrichment Opportunities

  The Food Studies curriculum offers a range of enrichment opportunities for Pathway 5 students:

  Cooking Competitions: Students may participate in friendly cooking challenges that encourage teamwork, creativity, and a sense of achievement.

  Cultural Food Days: Students will have the chance to explore foods from different cultures through themed cooking days, celebrating the diversity of global cuisine.

  Community Engagement: There may be opportunities for students to prepare meals for school events or charity initiatives, helping them to develop a sense of responsibility and community spirit.

  Guest Chefs and Workshops: Students will benefit from workshops led by guest chefs, nutritionists, or food industry professionals, giving them insights into food related careers and furthering their culinary skills.

   

  The Food Studies curriculum for Pathway 5 at Arco Academy is designed to inspire a love for cooking and a deep understanding of the role food plays in health and wellbeing. Through hands on learning and an emphasis on practical life skills, students will gain the knowledge and confidence they need to make informed food choices and develop their culinary talents. This nurturing environment encourages personal growth and independence, empowering students to lead healthier and more sustainable lives.

• Humanities
  Humanities

  The Aims of Humanities (History and Geography)

  At Arco Academy, our intent is to provide a balanced and progressive Humanities curriculum that nurtures students’ curiosity about the world and its past. The study of History and Geography helps students to develop critical thinking, analytical skills, and a deep understanding of human societies, cultures, and environments over time.

   

      We aim to equip students with knowledge of historical events and geographical processes, helping them to understand the complex relationship between people, places, and the environment.

      We empower students with the skills to analyse, evaluate, and interpret historical and geographical data, enabling them to draw informed conclusions and make sense of the world around them.

      We encourage students to think critically about the past and present, fostering a deep appreciation for how historical events and geographical changes have shaped the world today.

      We aim to instil in students a respect for diverse cultures, beliefs, and perspectives, promoting empathy and global citizenship through the study of human experiences across time and space.

      We want students to engage with a variety of sources and evidence, enabling them to interpret historical documents, geographical maps, and data to form well supported arguments and opinions.

      We promote environmental and social responsibility, encouraging students to consider the impact of human actions on the environment and society, and how they can contribute to sustainable development and social justice.

   

  Pathway 1 and Pathway 4 (KS3)

  At Key Stage 3, the Humanities curriculum integrates both   History   and   Geography, helping students develop a deep understanding of the past and the physical and human landscapes of the world. The curriculum is designed to develop critical thinking, inquiry, and the ability to evaluate evidence and draw conclusions.

  History

      Chronological Understanding: Students are introduced to key historical periods, from ancient civilizations to modern history. They build a secure understanding of chronology and how historical events are interconnected across time.

      Significant Events and People: Students explore major historical events and influential figures, such as the Roman Empire, the Middle Ages, the Industrial Revolution, and World War I and II. This helps them appreciate how individuals and movements have shaped the course of history.

      Cause and Consequence: Students learn to analyse why events happened and what their short- and long-term effects were. They are encouraged to consider multiple perspectives when studying significant events in history, understanding how different factors – social, economic, political – contribute to change.

      Historical Evidence: Students engage with primary and secondary sources, learning how to interpret historical documents, artefacts, and testimonies. They develop the skills to assess the reliability and usefulness of these sources when forming historical interpretations.

      Empathy and Interpretation: Through role play, debates, and creative writing, students develop empathy and an understanding of historical experiences from different viewpoints. They explore how historians interpret the past and consider alternative perspectives in historical narratives.

      Local and Global History: Students study both British and world history, exploring how local events fit into a global context. This includes understanding Britain’s role in empire, colonization, and international conflict, as well as the global impact of events such as the Renaissance and the Age of Exploration.

  Geography

      Physical Geography: Students explore the natural world, learning about landforms, ecosystems, weather, and climate. Topics include the study of rivers, mountains, and oceans, as well as natural hazards such as earthquakes, volcanoes, and hurricanes. They gain an understanding of how physical processes shape landscapes and environments.

      Human Geography: Students investigate human settlements, migration, urbanization, and the use of natural resources. They explore how human activity interacts with the environment and the challenges of managing urban growth, sustainable development, and environmental conservation.

      Global Issues and Sustainability: Students explore contemporary global challenges such as climate change, deforestation, water scarcity, and population growth. They discuss the impact of these issues on different regions and communities and consider solutions for creating a more sustainable future.

      Map Skills and Spatial Awareness: Map reading and interpreting geographical data are essential skills at KS3. Students learn how to use atlases, globes, and digital mapping tools (GIS) to analyse locations and geographical patterns, including understanding longitude, latitude, and the key features of physical and political maps.

      Fieldwork and Enquiry: Geography at KS3 includes hands on learning through fieldwork, encouraging students to investigate real world geographical issues in their local environment. Fieldwork develops skills in data collection, observation, and geographical enquiry, helping students connect classroom learning to the outside world.

      Cultural and Economic Geography: Students study the cultural, economic, and social differences between regions around the world. They explore themes such as global trade, development, and cultural diversity, gaining insight into how geography influences lifestyles, economies, and cultures in different parts of the world.

  Assessment

  Assessment in Humanities at Key Stage 3 focuses on the development of key skills in both History and Geography:

  1. Historical Analysis: Students are assessed on their ability to evaluate historical sources, understand cause and effect, and construct coherent arguments about past events.
  2. Geographical Enquiry: Students are assessed on their ability to collect, interpret, and analyse geographical data, as well as their understanding of physical and human geography.
  3. Critical Thinking: Across both subjects, students are encouraged to think critically about evidence, sources, and different interpretations, and to articulate their own well-reasoned conclusions.

  Enrichment Opportunities

  Throughout Key Stage 3, students have the opportunity to engage with Humanities outside the classroom through:

  History and Geography field trips to local historical sites, museums, and geographical landmarks.

  Interactive projects and presentations that encourage independent research into topics of historical and geographical interest.

  Debates and role play activities that help students understand historical and contemporary issues from different perspectives.

  Collaborative projects that explore global issues such as climate change, migration, and conflict, encouraging students to think about how they can make a positive difference.

  The Humanities curriculum at Arco Academy is designed to inspire curiosity about the past and present, and to equip students with the skills and knowledge needed to understand the world around them. Through engaging and thought-provoking lessons, students develop as informed and responsible global citizens, capable of making sense of historical and geographical issues in an ever-changing world.

• Modern Languages
  Modern Languages

  The Aims of Modern Foreign Languages

  At Arco Academy, our intent is to deliver a balanced and progressive Modern Foreign Languages (MFL) curriculum that fosters communication, cultural awareness, and linguistic competence. The program equips students with the skills to speak, listen, read, and write in another language, while also deepening their understanding of different cultures and perspectives.

  We aim to provide students with the foundational skills in language learning, including listening, speaking, reading, and writing, in order to develop their ability to communicate effectively in a foreign language.

  We empower students with the confidence to express themselves   in another language, enabling them to communicate in real life contexts and situations.

  We encourage students to appreciate the culture and customs of other countries, promoting global awareness and respect for cultural diversity.

  We aim to develop students’ understanding of grammar and vocabulary, ensuring that they can apply language structures accurately and with increasing complexity as they progress.

  We want to instil a love for language learning, encouraging students to become curious about languages and cultures beyond their own, and to see the value of language skills in a globalized world.

  We promote independent learning, equipping students with strategies to continue their language study outside the classroom, through technology, media, and cultural resources.

   

  Pathway 1 and Pathway 4 (KS3)

   

  At Key Stage 3, the Modern Foreign Languages curriculum focuses on building students’ language skills through engaging activities that promote communication, cultural awareness, and linguistic accuracy. The program introduces students to the essential elements of the target language (e.g., French, Spanish, or German), ensuring they develop confidence in using the language for practical purposes.

       Speaking and Listening: Students are introduced to basic conversation skills, focusing on key phrases and vocabulary that allow them to interact in everyday situations. Role playing activities, dialogues, and speaking exercises help students develop their pronunciation and fluency, as well as their ability to understand spoken language.

       Reading and Writing: Students are taught to read and comprehend simple texts in the target language, including stories, dialogues, and informational texts. They also begin to write in the target language, producing short texts such as letters, emails, and descriptions, while gradually expanding their vocabulary and grammar.

       Grammar and Vocabulary: Students are introduced to the fundamental grammatical structures of the target language, such as verb conjugations, sentence structure, and gender agreements. Vocabulary acquisition is a key focus, with students learning the words and phrases needed to describe themselves, their families, daily routines, and common activities.

       Cultural Awareness: Students explore the culture, traditions, and geography of countries where the target language is spoken. They learn about festivals, customs, and daily life, helping to deepen their understanding of the connections between language and culture. This also includes comparisons between their own culture and the target culture.

       Listening Skills: Listening activities are used to develop students’ comprehension skills. These may include audio recordings, videos, or live conversations in the target language, giving students exposure to different accents and speaking speeds. Students learn to pick out key information and understand the context of conversations.

       Interactive Learning: Technology plays a key role in language learning at KS3, with the use of language apps, online games, and multimedia resources to make language learning fun and engaging. Students may also have access to pen pal programs, virtual exchanges, or online platforms that connect them with native speakers.

   

  Assessment

   

  Assessment at Key Stage 3 focuses on the four key skills of language learning:

  1. Speaking: Students are assessed on their ability to engage in conversation, express ideas, and respond to questions in the target language.
  2. Listening: Students demonstrate their understanding of spoken language by completing listening comprehension tasks.
  3. Reading: Students are assessed on their ability to understand and interpret written texts in the target language.
  4. Writing: Students are evaluated on their ability to produce coherent and accurate written texts, using appropriate vocabulary and grammar.

  Cultural Enrichment Opportunities

  Throughout Key Stage 3, students are encouraged to immerse themselves in the culture of the target language. This may include:

  Cultural days or events   that celebrate festivals and traditions from countries where the language is spoken.

  Language clubs   that offer extra opportunities to practice speaking and engage with language learning through games, films, and songs.

  Collaborative projects   with other schools or language learners around the world to enhance global connections and language use in authentic contexts.

   

  The Modern Foreign Languages curriculum at Arco Academy aims to foster enthusiasm for language learning and provide students with the skills needed to communicate confidently in a new language. Through engaging, interactive lessons that emphasize communication and cultural understanding, students are prepared for further study of languages and for using their linguistic skills in real world situations.

• Music
  Music

  The Aims of Music

  At Arco Academy, our intent is to deliver a balanced and progressive Music curriculum that fosters creativity, expression, and a deep appreciation for music across various genres, cultures, and historical periods. The program develops students’ skills in performing, composing, and listening, enhancing their ability to engage with music both practically and intellectually.

  -     We aim to provide students with the fundamental skills of music-making, including performance, composition, and musical analysis, encouraging students to explore and experiment with different instruments and styles.

  -     We empower students to express themselves through music, enabling them to develop their creativity, emotional expression, and individuality.

  -     We encourage students to listen critically and thoughtfully, helping them to understand the elements of music and how they are used to create meaning and emotion

  -     We aim to develop students’ knowledge of music from different cultures and historical periods, ensuring they are exposed to a wide variety of musical traditions and practices.

  -     We want to instil confidence in our students as musicians, providing opportunities for them to perform, both individually and in groups, and to experience the thrill of live music-making.

  -     We promote collaboration and teamwork, encouraging students to work together in ensembles, build their interpersonal skills, and appreciate the value of collective music-making.

  Pathway 1 and Pathway 4 (KS3)

  At Key Stage 3, the Music curriculum focuses on developing students' core musical skills, creativity, and appreciation of a wide range of musical genres and traditions. Students will build on their prior experiences with music, engaging in performance, composition, and listening tasks that challenge their musical understanding and abilities.

  -     Performance: Students are introduced to a variety of instruments, including keyboards, percussion, and their own voices, and are taught how to read basic musical notation. Group and solo performances are a key feature, developing confidence and stage presence.

  -     Composition: Students are encouraged to compose their own music, both individually and collaboratively. They explore the use of melody, harmony, rhythm, and structure, using traditional instruments as well as digital music software to create their own original pieces.

  -     Listening and Appraising: Through listening activities, students explore a wide range of musical genres and traditions, from classical to contemporary, and from around the world. They learn to identify key elements of music such as pitch, tempo, dynamics, and texture, and discuss how these are used by composers to evoke emotion and create meaning.

  -     Music Theory: Basic music theory is woven into the curriculum to support students’ understanding of how music works. They learn to read and write musical notation, understand scales, chords, and time signatures, and apply this knowledge to their own performances and compositions.

  -     World Music and Cultural Diversity: Students explore music from different cultures and historical periods, gaining an appreciation for the diversity of musical traditions. They learn about the social and cultural context of different musical forms, and how music has evolved across time and place.

  -     Ensemble Work: Group music-making is an essential part of the curriculum, helping students develop teamwork, communication, and collaboration skills. Whether through choir, band, or small ensemble work, students experience the rewards of making music with others.

   

  Performance Opportunities

  Throughout Key Stage 3, students are encouraged to showcase their talents in school concerts, assemblies, and other performance opportunities. These events help build confidence and provide a platform for students to share their musical achievements with the wider school community.

  Assessment

  Assessment at KS3 focuses on three key areas:

  1. Performing: Students are assessed on their ability to perform confidently and accurately, both as soloists and in groups.
  2. Composing: Students are assessed on their creativity and ability to structure and develop their compositions.
  3. Listening and Appraising: Students demonstrate their understanding of musical elements through listening tasks, as well as their ability to evaluate and reflect on the music they hear and create.

   

  The Music curriculum at Arco Academy aims to inspire a lifelong love of music, while equipping students with the technical skills and critical understanding needed to succeed as musicians. Through a rich and varied program of performing, composing, and listening, students will develop a deep appreciation for the power of music as a form of communication and artistic expression.

• Citizenship
  Citizenship

  The Aims of Citizenship

  At Arco Academy, our intent is to provide a well-rounded and progressive Citizenship curriculum that enables students to become informed, active, and responsible citizens. The program empowers students to understand their rights and responsibilities within society, developing critical thinking and decision-making skills that foster engagement in local, national, and global communities.

   

  -     We aim to equip students with the knowledge of political, legal, and social structures     in the UK and the wider world, ensuring they understand the role of democracy, the rule of law, and the responsibilities of government.

  -     We empower students with the skills to participate in society     by giving them the confidence to express their views on key issues, engage in debate, and contribute meaningfully to their communities.

  -     We encourage students to think critically about citizenship topics, helping them to question information, media, and authority, and to develop well-reasoned arguments based on evidence.

  -     We aim to foster an understanding of human rights, diversity, and equality, promoting respect for others and an awareness of global interdependence.

  -     We want to instil confidence in our students to take active roles in society, preparing them to vote, participate in civic activities, and understand their legal rights and obligations.

  -     We encourage students to explore social justice issues, including the challenges of inequality, poverty, and climate change, empowering them to advocate for positive change in their communities and beyond.

   

  Pathway 1 and Pathway 4 (KS3)

  At Key Stage 3, the Citizenship curriculum introduces students to fundamental concepts of government, law, and community engagement. Students build on knowledge acquired in Key Stage 2 and begin to explore how they can contribute to society as active citizens.

  -     Government and Democracy: Students learn about the structure of the UK government, the role of Parliament, and the importance of democracy. They are introduced to the election process, political parties, and how laws are made.

  -     Rights and Responsibilities: The course covers basic human rights and responsibilities, including the rights of children, equality laws, and the importance of respect for others in a diverse society.

  -     Community Engagement: Students are encouraged to explore the role of local government and how they can contribute to their communities through volunteering, social action, and participation in local decision-making processes.

  -     Media and Critical Thinking: Students are introduced to the role of the media and are taught to critically assess news and information. They explore the impact of social media and how to identify bias, misinformation, and fake news.

   

  The Citizenship curriculum at Arco Academy is designed to foster informed, responsible, and active citizens. Through the development of political literacy, legal understanding, and social awareness, students are empowered to engage with the world around them, advocate for positive change, and contribute meaningfully to society at both a local and global level.

• Physical Education
  Physical Education

  The Aims of Physical Education are:

  At Arco Academy, the intent of Physical Education (PE) is considered to be essential for a students’ overall well-rounded development in their personal, social and thinking skills. This is effectively achieved through the medium of physical activity and movement; it is also therefore a significant contributor to physical health. We consciously take an actively meaningful approach to the execution of this, with a key focus on social interactions, leadership, motor competence, delight and fun.

  We aim to:

  Empower students by allowing them to take ownership and responsibility for their own learning and, as a result, enable them to develop personal skills such as: Confidence, Independence, Creativity, Determination, Courage, Excellence, Self-Management and Reflection.

  Promote interpersonal skills and qualities including co-operative team working with and for others; commitment, fairness, respect and equality which will support lifelong learning.

  Increase understanding of the benefits, and develop a positive attitude towards, leading a healthy and active lifestyle which includes a good diet along with regular exercise.

  Develop co-ordination, fine and gross motor skills, listening and perception, movement and self-control.

  Develop basic skills and abilities and where appropriate more complex skills in a range of sports and activities.

  Promote an understanding of safe practice and develop a sense of awareness and responsibility towards themselves and others.

  Provide an inclusive Physical Education programme which is accessible to all students, irrespective of their ability.

  Develop physical and cognitive competence in the skills of planning, performing and evaluating physical movement.

  Develop independence skills and communication with others in a positive way.

  Pathways 1-3 Core PE Practical

  • Arco Academy’s PE curriculum contains elements of the National Curriculum, as well as a variety of pedagogical approaches which we have embedded into a Meaningful Physical Education Model.
  • Students are able to build on and embed the skills and knowledge they have already learned in Key Stage 1 and Key Stage 2. This enables them to become more competent, confident, and experts in their techniques when applying them across different sports and physical activities.

  Pathway 2 PE Theory

  Arco Academy follows the Cambridge specification in IGCSE Physical Education. The focus is on developing an understanding of how the body works and relating it to sporting scenarios, as well as exploring their personal development in their chosen practical sports.  The following is taught through the KS4 curriculum:

  • Applied Anatomy & Physiology
  • Health, Fitness & training
  • Skill acquisition
  • Social, Cultural and ethical Influences 

  Students will undertake four different physical activities chosen from at least two of the seven categories listed within the specification.

• PSHE
  PSHE

        The Aims of PSHE   

  At Arco Academy, our intent is to deliver a balanced and progressive PSHE curriculum that enables students to develop the knowledge, skills, and attributes necessary to manage their lives, both now and in the future. The program encourages self-awareness, social responsibility, and the development of emotional resilience, equipping students to make informed decisions regarding their physical, mental, and emotional wellbeing.

   

  -     We aim to provide students with the essential life skills     to understand and manage their physical health, mental wellbeing, and relationships in a constructive and informed way.

  -     We empower students with the knowledge to navigate modern societal challenges, including digital safety, mental health management, and making positive life choices.

  -     We encourage students to engage in critical thinking and reflection     on key social issues such as diversity, equality, and environmental responsibility.

  -     We aim to develop students’ communication and interpersonal skills, enabling them to build positive, healthy relationships, resolve conflicts effectively, and communicate their needs and opinions confidently and respectfully.

  -     We want to instil confidence and responsibility     in our students, preparing them to contribute positively to their communities and take on leadership roles through an understanding of citizenship and democracy.

  -     We promote a culture of inclusion and respect, ensuring that students understand the importance of respecting diversity, practicing empathy, and standing up to discrimination in all its forms.

           Pathway 1 and Pathway 4 (KS3)   

   

  At Key Stage 3, the PSHE curriculum is focused on laying the foundation for personal growth, emotional intelligence, and responsible decision-making. The program integrates engaging, age-appropriate content that builds on prior knowledge from Key Stage 2, promoting a deeper understanding of self and others.

  -     Emotional Wellbeing: Students explore topics such as self-esteem, stress management, and positive mental health habits. They learn strategies for coping with challenges and how to seek support when needed.

  -     Healthy Relationships: Through role play, discussions, and presentations, students learn about building respectful friendships, understanding peer pressure, and managing conflict in a positive way.

  -     Living in the Wider World: Students develop a basic understanding of financial literacy, citizenship, and the importance of community involvement. Topics include understanding media influences, being responsible digital citizens, and making a positive impact in their communities.

  -     Health and Safety: Students gain knowledge on physical health, including puberty, nutrition, and the importance of regular exercise. They are introduced to basic first aid and how to stay safe in different environments.

   

  Pathway 2 and Pathway 5 (KS4 - GCSE)   

   

  At Key Stage 4, students hone their understanding of more complex topics related to their wellbeing, relationships, and societal responsibilities. The curriculum is designed to prepare students for life beyond school, equipping them with the skills to thrive as responsible, confident adults.

  -     Mental and Emotional Health: Students deepen their understanding of mental health issues, including anxiety, depression, and resilience. They are encouraged to develop coping strategies and gain confidence in seeking support for themselves and others.

  -     Healthy Relationships and Consent: The program emphasizes respectful relationships, including intimate relationships, and the importance of consent. Students explore issues such as sexual health, LGBTQ+ inclusion, and dealing with relationship challenges.

  -     Economic Wellbeing: Students are taught about financial planning, budgeting, and managing money. Topics include preparing for employment, understanding tax, savings, and the basics of credit and debt.

  -     Citizenship and Social Responsibility: The course includes a focus on civic duty, human rights, and global issues such as climate change and social justice. Students are encouraged to actively engage with local, national, and global issues and consider their role as informed citizens.

  -     Practical Life Skills: Topics include personal finance management, job applications and interviews, and effective communication in the workplace.

  -     Health and Wellbeing: Students are taught to maintain physical and mental health through the development of personal routines, such as healthy eating, exercise, and stress management.

  -     Social Skills and Relationships: The program highlights the importance of positive relationships in both personal and professional settings. Students learn conflict resolution, teamwork, and how to interact respectfully with others.

   

  -     Community Engagement: Students are encouraged to contribute to their communities, participate in volunteering opportunities, and understand the importance of environmental sustainability.

   

  The PSHE curriculum at Arco Academy is designed to equip students with the knowledge and skills they need to lead healthy, safe, and fulfilling lives, both now and in the future. Through the development of key life skills, students will be prepared to make positive contributions to their communities and the wider world.

• Religious Studies
  Religious Studies

  The Aims of Religious Studies are:

  At Arco Academy, our intent is to teach students to explore different beliefs and attitudes with consideration to how they holistically blend in the community around them. Students should consider different beliefs and attitudes both religious and non-religious issues, in contemporary British society. Students are taught to respect all religions and variations of views whilst learning and challenging their own perceptions. We incorporate this in our lessons, assemblies and through our cultural calendar.

  • Students should be aware that the religious traditions of Great Britain are, in the main, Christian, and that religious traditions in Great Britain are diverse.
  • Understanding other religious beliefs such as Buddhism, Hinduism, Islam, Judaism and Sikhism, whilst including non-religious beliefs; atheism and humanism.  
  • Knowledge is applied through the assessment of beliefs and practices taught in KS3, and further explored thematically in KS4; linked by Spiritual, Moral, Social, and Cultural values. 
  • Building knowledge, skills and understanding needed to respect differences, improve independence and responsibility, by making the most of their own abilities and those of others. 
  • Through engagement, students will be challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own values and attitudes towards religious issues. 
  • Students will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture by forming analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills.

  In Pathway 1 and 4, we study the beliefs and practices of the main world religions practiced today.

  • Christianity
  • Islam
  • Judaism
  • Buddhism
  • Non-religious world views

  What is covered in Pathway 2 and 3?

  Cambridge IGCSE   The study of religions: beliefs and teachings of two religions from the following:

  • Christianity
  • Islam