Curriculum Provision

The curriculum is organised into 50, one-hour periods over 10 days.  Throughout the academic year students will have an in-depth learning experience in just one subject (there are 10 Focused Learning days in the course of one academic year so all elements of enrichment, curriculum and opportunities for PSHE). In Year 7 students receive the following periods (of one hour in duration) for each subject:

 

Bands Z, Y and X

Band A

English

8

10

Mathematics

8

10

Science

6

4

Physical Education

4

4

ICT

3

4

Inclusion *

0

10

Design & Technology

2

0

Spanish

4

0

Humanities:  History, Geography and Society & Beliefs

6

3

Music

2

0

Dance

1

1

Food technology

2

2

Performing Arts

0

2

Art

2

0

*During the Inclusion time, students focus on improving their literacy, as well as social skills and self‑confidence which can be transferred into the rest of their curriculum.  Preparation for the life skills required to be successful citizens are explored and put into practice.

For full details of our curriculum, please click on the links below to view:

At Key Stage 4, which at the Academy starts in Year 9, students work towards their GCSEs and are able to ‘personalise’ their curriculum over the following three years choosing from a wide variety of both academic and vocational Bands.  (See the Options booklet for details).


Promoting Life in Modern Britain at The Gateway Academy

The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

At the Gateway Academy we believe all our students are entitled to a curriculum which strategically builds an understanding and respect for the values that underpin life in modern Britain. 

Democracy:

Democracy is a theme which runs through the core of the Academy. Students have the opportunity to be heard through our student voice.  An example of democracy, is through the campaign and voting process to choose our Student Leadership Team Leaders. Students interested in leading roles as Learning Executives, Well-Being Executives, C4C Executives and Community Engagement Executives are voted in by the entire student body after flyers, posters, speeches and videos are shared.

Students are being trained in skills of leadership and beginning to run initiatives for change in the school. A programme is being developed where Levels of Leadership are accomplished and certificates are awarded.

89 students applied to be part of the leadership team and took part in a written and interview process. 60 students were chosen to take part in the Leadership training day over half term looking at qualities of a role model, growth mind-set, listening and communication and team-building. Cultural content such as skype calls to Canada and the exploration of youth leaders such a Malala’s story of schooling in Pakistan/winning the Nobel Peace Prize inspired the sessions.

A final group of 48 students make up the Student Leadership Team and will work within the school and community to create initiatives which focus on the following key areas: student well-being, learning, community engagement and consequences for choices.

The importance of Laws:

Whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Students are taught the value and reasons behind laws, that they govern and protect us.  Behaviour at the school is firmly underpinned by the policy of consequences for choices and rewards and sanctions applied to choices students make. 

Individual Liberty:

It is vital that students are encouraged to know and understand their personal freedoms, but also to exercise these safely.  PAD sessions, deep learning days, assemblies and curriculum time all contribute to this area of development delivering understanding on issues such as E-safety to contraception. 

Mutual Respect:

Our core values are at the centre of our behaviour policy and the value of respect is fundamental in all relationships in the Academy.  All adults are expected to model this behaviour in every interaction throughout the day.  

Tolerance of those of Different Faiths and Beliefs:

All areas of the curriculum (both pastoral and academic) are designed to enhance the students understanding of Britain as a culturally diverse nation.  The expectation is for teachers and students to take opportunities to show how being part of a diverse community can enhance their overall experience.  PAD sessions and Society and Beliefs are vital areas where this is delivered.


For detailed subject information for KS4 (core and option subjects) please click the image below:Options 2017-2020 button