Our Curriculum

The organisation and delivery of the curriculum at Manor CE Academy has always been key to our success. Whilst we are an Academy we value the breadth of the National Curriculum and therefore follow it. We also believe that effective curriculum design requires essential concepts and knowledge to be planned and “sequenced” with end points and building blocks carefully thought out. We also make sure students can learn for the ‘long term’ and develop their skills of memory.

Our full curriculum policy sets out our curriculum intent (the aims of our programme of education, including the knowledge and skills to be gained at each stage); curriculum implementation (how we select, sequence and structure our curriculum to best suit our students) and how we measure the impact (how we evaluate what knowledge and skills students have gained against our expectations).

When implementing our curriculum, each subject is mapped carefully to ensure appropriate coverage over time with an emphasis on core knowledge and connections. Schemes of learning are carefully planned to ensure that all students avoid “cognitive overload” and can develop strategies breaking down knowledge and recalling prior learning.

Curriculum Planning

The curriculum at Manor Academy is split into two key stages. Key Stage 3 will now run from Year 7 to Year 9, and Key Stage 4 will run from Year 10 to Year 11. Students study a wide range of subjects through Key Stage 3 and we try to encourage a good breadth of subjects as options for Key Stage 4 as well. As Manor is a church school, all pupils take Religious Studies as a GCSE. The government actively encourages schools to ensure EBacc subjects are available to all pupils. The EBacc comprises English, mathematics, science, history or geography and a foreign language. Performance within these subjects make up 70% of key government measures, with the remaining 30% for all other subjects.

Key Stage 3: Years 7-9

Students follow the programme of study of the National Curriculum and take the full range of subjects

Key Stage 4: Years 10-11

All students study English (Language and Literature), Mathematics, Science, Religious Studies (including personal, social and health education and citizenship).

In addition, students have access to study further optional courses. Courses are available in the following areas:

There is also a comprehensive Foundation Learning strand of courses, which are offered to students with specific requirements.  Please note that the curriculum offer changes on annual basis. 

In the spring term of Year 9, parents and students are informed about the choices available and the work to be covered in each course.  Students are offered advice before any decisions are made.  Students receive advice from subject teachers and an independent Careers Adviser.

Cross-curricular skills are developed throughout Key Stage 4, in ICT, economic and industrial understanding, enterprise education, environmental education and citizenship.

PE and Enrichment are taught as compulsory, non-accredited core subjects.

Curriculum Organisation

Key Stage 3

Students are taught mainly in mixed ability forms with some setting in certain areas (Maths in Years 7,8 & 9, MFL in Year 8 & 9 and Science in Year 8 & 9).

Key Stage 4
Students are divided into sets for Mathematics, English, Science, Religious Studies and Core-PE. Setting again occurs in Maths and Science.

For Option subjects, they are taught in groups according to their choice of subject and the examination level to which the subject is taught. Options are blocked according to students’ preference and not in pre-defined blocks. In addition, we work with local partners (such as York College) to facilitate courses in wider vocational subjects to enable progression to the next stage of learning, for students that require personalisation.

A full curriculum model can be viewed here

Who to contact about our curriculum

Please feel free to contact us if you require any further information about our Curriculum

Vice Principal: Attainment and Progress – Mr A Hill

Email:  a.hill@mce.hslt.academy Phone: 01904 798722

Able, Gifted and Talented Students

Rationale

Manor CE Academy is committed to the provision of high-quality education for all students but recognises the need to make additional provision for students who are able, gifted and talented. All students have the right to equality of opportunity; to experience teaching which allows them to move forward in their learning and to be provided with opportunities and appropriate support to meet their individual needs. We are committed to:

• providing an environment which encourages all students to maximise their potential
• recognising the needs of more able students both academically and socially
• ensuring that more able students are motivated to achieve to the best of their ability
• providing enrichment and enhancement opportunities for more able students where
• communicating effectively with parents and carers with regard to issues related to the Gifted and Talented
• providing a co-ordinated approach to transition between the primary and secondary phases

Definition

A gifted student is one who has the potential to excel automatically in one or more subjects such as English, Drama, Technology or Mathematics.  A talented student is one who has the ability to excel in practical skills such as Sport, Leadership or Artistic Performance (Government Definition – April 2008).  An able student is identified using a variety of methods such as National tests, Cognitive Ability Tests in Year 7, teacher assessment and nomination.  This is a continuous whole school process.

Who to contact Gifted and Talented

Please feel free to contact us if you require any further information about our Curriculum

Mr S Minton

Email:  s.minton@mce.hslt.academy Phone: 01904 798722

External Examinations

All students are encouraged to aim for academic success. They are entered for GCSE examinations in the syllabus appropriate to their abilities. Most students will be entered for 10 subjects.  Parents are informed of the entries being made on behalf of their child. Where appropriate, students may be encouraged to take different routes of accreditation.