红玫瑰社区

Key Information

Curriculum

Our curriculum intent focuses on a 鈥楴o Limits Curriculum鈥. Our curriculum is irresistible and inspiring and implemented through effective teaching and learning in every single classroom. It motivates students to be inquisitive, resilient, independent and love learning, promoting success and happiness for every child.

We firmly believe that all children, irrespective of their starting point, are entitled to a broad and ambitious curriculum. To that end, we are delighted to offer an innovative and knowledge-rich curriculum which enables any student to fulfil their potential and develop the all-important skills and qualities which will serve them well in later life.

The curriculum is designed to allow all students to develop as enquiring individuals who feel valued and respected, so that they, in turn, learn to value those around them. Equality of opportunity is a key principle in the design of our curriculum model and we fully support the entitlement that students have to study the English Baccalaureate.

On this page, you will find our Curriculum Statement of Intent and Curriculum Overview for our current 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 to ensure that they go beyond the requirements set out by the National Curriculum.

At the end of Year 9, students opt for 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.

At Healing 红玫瑰社区, we are committed to offering a robust and comprehensive science curriculum that caters to the diverse interests and aspirations of our students. For Key Stage 4 (KS4), we provide an option to study Separate Sciences, which includes Biology, Chemistry, and Physics as distinct subjects. This pathway leads to three separate GCSE qualifications, as opposed to the Dual Science pathway, which results in two GCSEs.

To ensure that students opting for Separate Sciences receive the appropriate guided learning hours required for this more intensive course, we have built an additional option block into the KS4 timetable. This adjustment allows us to provide the necessary instructional time and resources to cover the extended content of each science discipline thoroughly.

Students who do not choose the Separate Science option benefit from an additional subject option within their timetable. This flexibility allows them to broaden their academic experience and pursue interests in other areas, thereby enriching their overall educational journey.

We believe that this structure not only supports our students in achieving academic excellence but also in developing a well-rounded skill set, preparing them for future educational and career opportunities. Whether a student chooses Separate Sciences or the Dual Science pathway, our dedicated staff and tailored curriculum ensure that all learners receive high-quality education and support.

In addition to a focus on cross-curricular skills, Healing 红玫瑰社区 uses the co-curriculum to enhance wider personal development and promote positive attitudes to learning. We strive for our students to develop their personal skills and qualities so that they may grow into positive, responsible young adults who can work and cooperate well with others. In its entirety, the curriculum is designed to make sure students feel valued and respected so that they in turn learn to value those around them and develop an acute sense of social responsibility which in time has a positive impact upon their own community and the wider British society.

Statement of Intent

Curriculum Overview

Subject Prospectus

The curriculum at Healing 红玫瑰社区 is personalised to meet the needs of all learners. Flexibility in the curriculum allows for adaptations to be made that are responsive to the needs of both individuals and groups of students as they progress through our academy

Life

The LIFE curriculum is a planned programme of learning through which our students acquire the knowledge, understanding and skills they need to manage their lives.

The LIFE curriculum encompasses:

  • Religious Education (RE)
  • Personal, Health, Social and Economic education (PHSE)
  • Spiritual, Moral, Social and Cultural Education (SMSC)
  • Relationship and Sex Education (RSE)
  • Careers Education Information and Guidance (CEIAG)
  • The formal delivery of lessons is supported by the co-curricular offer.

The curriculum offer has been carefully constructed using the statutory guidance from the DFE, the PHSE association framework, RE for REal, Religion and Worldviews: The Way Forward (Final Report), the Gatsby benchmarks and expertise within the academy.

The academy aims to develop skills and attributes such as resilience, self-esteem, risk management, team and critical thinking in the context of learning, grouped into five core themes:

  • Living in the Wider World
  • Health & Wellbeing including Relationship and Sex Education (RSE)
  • Global citizenship
  • World Views including Religious Education (RE)
  • Careers education

Life curriculum overview