At Hadley Learning Community, we know that excellent curriculum principles and design in conjunction with outstanding, dynamic delivery leads to an excellent education.
The structure of our curriculum design is presented within two different documents. Our curriculum map, which outlines subjects studied at Key Stage 3 and Key Stage 4 and our 5 year curriculum overviews which specify the intent, implementation and impact of each individual subject.
Our curriculum is the vehicle to deliver our whole school vision. We offer a holistic curriculum that focusses on the traditional, academic curriculum, alongside a citizen’s curriculum that promotes the nurture and development of students’ social and emotional wellbeing and their personalities. At both KS3 and KS4 the curriculum is underpinned by our whole school values:
Belong Respect Inspire Succeed Enjoy
We believe that through a challenging yet broad curriculum, our students will be inspired to achieve in all they do. They will leave us as well-rounded, respectful individuals with all the skills they need to equip them to belong and flourish in an ever-changing world. We support both breadth and depth of curriculum in the EBacc curriculum and in the arts. Our curriculum reflects the vision of our community school that all students enjoy their learning at HLC and when they leave they will be able to look outwards, through open windows, to an endless journey of personal success.
The key priorities within our curriculum programme are:
• To create an inclusive environment based on positive relationships, in which all students are valued, respected and celebrated, allowing them to fulfil their potential by responding to individual requirements and needs.
• To provide an ambitious curriculum that enhances social mobility through breadth of opportunity, particularly for our disadvantaged students, as they take their place in a global economy, understanding and respecting environmental, economic and social issues.
• To ensure our curriculum allows students to understand Telford’s past, present and future place so that they are proud of their community
• To focus on providing the knowledge and passion to promote full and enriched lifestyles
Our approach to teaching and learning supports our curriculum by ensuring that lessons build on prior learning and provide sufficient opportunity for guided and independent practice. We use Barak Rosenshine’s Principles of Instruction (2012) at Hadley Learning Community to develop our teaching practice.
- Begin a lesson with a short review of previous learning
- Present new material in small steps with student practice after each step
- Ask a large number of questions and check the responses of all students
- Provide models
- Guide student practice
- Check for student understanding
- Obtain a high success rate
- Provide scaffolds for difficult tasks
- Require and monitor independent practice
- Engage students in weekly and monthly review
The curriculum in each subject is set out on the 5 year curriculum overviews that can be accessed and viewed on our website.
Key Stage 3 Curriculum
At Key Stage 3 our students are offered a breadth of subjects to allow them to explore their academic strengths, experience a range of learning and build up increasingly robust, interconnected schema. We aim to introduce our students to the bigger picture of their learning, exposing them to the pattern and order of the world around them, so that they are more likely to retain the detail of their learning within the context of the overall scheme. By planning for breadth at KS3 and reminding students of subjects’ conceptual understandings each time new learning is introduced we make it easier for students to acquire new details and layers of difficulty. Through ensuring all students know more about our subjects we advantage the least advantaged (David Didau).
Key Stage 4 Curriculum
At Key Stage 4, all students fulfil the traditional, academic curriculum by studying English, Maths, Science and a Humanity subject with learners encouraged to study the full EBACC offer. A personalised and inclusive curriculum is at the heart of our Key Stage 4 offer and therefore we ensure that students have access to a range of appropriate qualifications that allow them post-16 opportunities and social mobility.
Our priorities are personified by the breadth of experiences that students are offered at Hadley Learning Community. This ranges from developing their talent in sports up to national level, participating at performing arts, including through a partnership with Birmingham Conservatoire and competing nationally in STEM activities to Duke of Edinburgh and our Project Hadley programme. Alongside this, students are provided with a thorough careers programme to raise their aspirations and capitalise on the opportunities available to t
Our formative assessments is underpinned by research from the Education Endowment Fund (EEF) and is designed to support students in achieving fluency in each subject. This means that in lessons pupils are quizzed on prior knowledge in order to embed this knowledge in their long term memory. This frees up their working memory to attend to current learning. We foster a culture of high challenge, low threat because it is when we feel safe at a deep level that we are prepared to risk things and have a go (Mary Myatt).
We are particularly conscious of the role that literacy and vocabulary plays in unlocking the whole curriculum. Our teachers explicitly teach the meaning of subject-specific language, and we expect lessons to contain challenging reading and writing. We also encourage all pupils to read widely and provide guided reading lists to students, parents and carers.
Knowledge organisers provide students with key information in each subject, broken down by half-term, enabling them to memorise the core knowledge they require in order to be able to perform higher-level functions such as analysis and evaluation.
In our 3 annual summative assessments we monitor what students know and how effectively they can apply it. Summative assessments are designed to test the application and long-term retention of knowledge. Tests are underpinned by agreed knowledge and application statements, allowing for accurate moderation and standardisation. Analysis of summative assessment is used to inform responsive teaching at whole school, departmental and classroom level, ensuring that all students’ (including SEND and disadvantaged) gaps in knowledge are acted upon (fix-it sheets).
Every student has an equal right to a challenging and enlightening curriculum. By teaching this curriculum well, and developing effective habits in our students, we bring out the best in everyone at Hadley Learning Community.