English: Key Stage 3

Contact for further information: Lucy Johnson - 01933 445250

Introduction

The English curriculum group works with seven members of staff across all campuses.  We are committed to improving every student’s enjoyment of English; to help them gain at least one, preferably two GCSEs in our subject and to improve their life chances by giving them the opportunities to improve their reading, writing and use of standard English.

Key Stage 3

English at KS3 is a balancing act.  Many students arrive at CEA with weak literacy and, consequently, bad memories of English lessons.  This includes a fear of being ‘put on the spot’ or being asked to read aloud and a reluctance to try, as they feel they are already failures.

With this in mind, we try to give them structured and scaffolded ways into the subject. We promote a love of reading and storytelling, to build on those skills that the young people already have. At the same time trying to improve their basic literacy and prepare for life, either back in mainstream or at one of our KS4 campuses, where they will begin GCSE English.

Our focus is to re-engage students with a love of our subject, focusing on three main areas: mastery of words; a love of stories and ‘powerful knowledge’.

Literacy: Key Stage 3

Contact for further information: Gary Morton - 01933 445830

Introduction

As well as being an umbrella term for students’ abilities to read and write across all campuses, Literacy is taught as a specific subject at the two KS3 campuses, William Knibb and Spring Gardens.

Here it is given a dedicated 40-minute slot at the start of every day except Wednesday, which is reserved for PSHE.

Key Stage 3

At KS3, we use a range of programs to improve literacy.  All new referrals now include a reading age from the mainstream school.  However, this is often unreliable and is the product of a relationship that was breaking down.  Often the student refused to take the test seriously or may have refused it entirely.  This can mean that the information is often an entire key stage out of date. Therefore we use Lucid to test all students when they arrive at CE, with back up tests such as Salford in case a second opinion is needed.

Using these results we then allocate a literacy program.  We use Reading Wise, First News and a selection of our own programs, including a handwriting program. These programs are not in a hierarchy of ability but are applied to students based on their needs.

Progress

Progress is measured in the reduction of the deficit between the young person’s chronological age and their reading age - so that any progress shown must mean that the student’s reading age is increasing faster than their chronological age. Students are retested either every six or twelve months, according to their needs.

EAL

Increasingly, a number of young people are being referred to us where English is not their first language.  We use a combination of literary resources – such as Reading Wise in combination with the Etymological programme and resources and guidance from the Bell Foundation to sharpen and improve both their pronunciation and their comprehension of English.  This often takes the form of more rigid grammatical learning to compensate for anomalies between the two languages.  We have invested in novels and graphic novels aimed specifically at EAL learners and we continue to offer support for students with English as an additional language.

EAL students’ names are stored on the CE Literacy database where their needs can be assessed and their linguistic ability can be measured against the 5 point code (A – E), so that staff can be informed and plan accordingly.

Maths: Key Stage 3

Contact for further information: Paul Kairis - 01604 239733

Introduction

The mathematics curriculum group believes strongly in the importance of the subject, both to society and to the individual. The economic benefits of a recognised qualification are of increasing value in today’s society and we believe all our pupils should have the opportunity to successfully access the subject.

Key Stage 3

We focus on teaching skills relevant to the age of the pupil whilst addressing the essential skills that are missing from their education.

Key aims are:

• To re-engage disaffected pupils.
• Identify and address identified areas of need crucial to progress within the subject.
• Maintain and extend existing knowledge to enable identified pupils to be reintegrated to mainstream.
• Promote a sense of value and enjoyment in the subject.
• Identify pupils of higher attainment and encourage a desire to achieve at the highest level.
• Prepare pupils for GCSE courses in year 10.

Within the KS3 campuses we have a wide range of needs. This includes pupils for whom mainstream is not a viable option, pupils that are dual registered and on a temporary placement and pupils who may be re-integrated. Staff cater for all needs on an individual basis.

Home based learning

All pupils are provided with access to a paid for selection of on-line resources. We offer support to parents/carers in the process of revision and supporting their child for the exams, where needed. The online facilities that our pupils have access to include: Mathletics, My Maths, GCSE and Seneca Learning.

Science: Key Stage 3

Contact for further information: Gareth Hill - 01933 445830

Introduction

The Science curriculum group is committed to enhancing the scientific skills and knowledge of our young people.  We aim to increase engagement and enjoyment by delivering interesting, hands-on lessons which relate to the world they live in.  By making Science relevant the expectation is that young people invest in the subject and develop more inquiring minds. This in turn boosts confidence and self-esteem.

Key Stage 3

Our Key Stage 3 curriculum is based on the Smart Science scheme and incorporates use of the Boardworks KS3 Science resource.  The scheme follows the National Curriculum programme of study and aims for all young people to engage with Science so that they:

• learn to enjoy the subject;
• progress to enable a successful reintegration back to mainstream education, if appropriate;
• raise their confidence and self-esteem;
• prepare them for KS4 learning and their GCSE exams;
• engage in scientific thinking;
• consider applications and implications of science;
• reflect on the cultural context of science;
• learn to collaborate;
• develop enquiry skills;
• engage in practical work.

The scheme is designed to complement the KS4 GCSE scheme of work and is a year-long scheme. Where students are with us at KS3 for longer than a year, there are development objectives to stretch their learning. It is also suitable for students who are only with us for a fixed period of time and will reintegrate back to mainstream.

Art and Design: Key Stage 3

Contact for further information: Helen Jones/01536 408976

Introduction

The art and design and photography curriculum group is committed to improving young peoples’ understanding, knowledge and skills. The group consists of dedicated and hardworking staff who have a diverse range of specialisms including photography, jewellery making, print making, 3D design, painting, drawing and ceramics. All young people have the opportunity to study art and design at Key Stage 3 and 4 across all campuses unless attending college or other curriculum opportunities. We see art as an important means to helping young people gain confidence, self–esteem and understanding that the process of creating art can be beneficial in improving their attitude towards learning.  We are committed to improving young people’s enjoyment of art as well as encouraging student centred independent learning.  We encourage our young people to explore and develop their own ideas, in turn, building their self-confidence and enabling them to pursue their own interests.

In 2023, CE Academy achieved a Gold Artsmark award and are currently working towards the Platinum Award

Key Stage 3

At Key Stage 3 young people follow schemes of work linked to the national curriculum for art and design. A two year programme enables young people to develop skills and understanding. The programme allows them to develop vocabulary and techniques and to be able to give a considered evaluation of their own and others work.

Each year there are six project titles which are linked to artists, craftspeople or designers that young people are encouraged to investigate. The schemes of work allows for a variety of learning styles and includes opportunities for verbal discussion, written evaluation as well as the development of hands on practical skills.

Fermyn Woods Contemporary Arts Workshop

At Key Stage 3, young people have the opportunity to attend a series of arts workshops led by artists. A wide and diverse group of artists work with the young people to improve their skills in drawing,  ceramics,  printmaking, video, wood craft , wax casting , music production and film making. Key Stage 3 pupils have the opportunity to achieve Arts Award qualifications and have their work exhibited.

At Fermyn Woods, away from the distractions of urban life, students encounter and absorb nature whilst learning new skills in a unique way, at a unique location.

Many young people attend art lessons feeling negative and lacking in confidence generally because of previous experience in their former school. Often they would be excluded from art lessons because of behaviour issues and a feeling that they don’t have the necessary skills to do art. In Key Stage 4 young people joining at different stages in the academic year are still able to achieve a GCSE in the subject.

Young people who achieve a GCSE in Fine Art in year 10 can progress to AS/A level in year 11.

Humanities: Key Stage 3

Contact for further information: Helen Russell/01604 239733

Introduction

KS3 Humanities at CE Academy

The KS3 Humanities curriculum at CE Academy offers an engaging and comprehensive exploration of History, Geography, Religious Education (RE), and Citizenship. By studying these subjects, students gain a deeper understanding of the world around them—its past, present, and future—while developing critical thinking, empathy, and a sense of responsibility as global citizens.

History
In History, students journey through time to discover key events, individuals, and movements that have shaped the modern world. From medieval monarchs to the Industrial Revolution, from world wars to civil rights movements, our lessons encourage students to think critically about change, continuity, and the lessons we can learn from the past.

Geography
Geography inspires students to explore the natural and human world. From understanding physical features like rivers and volcanoes to investigating urbanisation, globalisation, and climate change, students develop key skills such as map reading, data analysis, and problem-solving to address pressing global challenges.

Religious Education (RE)
RE encourages students to reflect on the diversity of faiths, beliefs, and cultures in our community and beyond. They explore major world religions, ethical questions, and philosophical ideas, fostering mutual respect, understanding, and tolerance in a multicultural society. Through thought-provoking discussions, students consider their own beliefs and those of others.

Citizenship
Citizenship education empowers students to actively participate in their communities and the wider world. They explore democracy, the justice system, human rights, and global issues such as inequality and environmental sustainability. By studying Citizenship, students develop the skills and knowledge to become responsible, informed citizens.

Why Study Humanities?
KS3 Humanities is essential for helping students make sense of the world. Through the study of people, places, cultures, and events, students build a foundation of knowledge and skills that support their academic, personal, and social development. Humanities also prepare students for future learning in GCSE subjects and for making meaningful contributions to society.

Join us in exploring the fascinating connections between past, present, and future in KS3 Humanities!

PSHE: Key Stage 3

Contact for further information: Cathy Ralph - 01536 408976

Introduction

PSHE (Personal, Social, Health and Economic Education) Activities, Careers and Citizenship. Most of PSHE education became statutory in September 2020 under the Children and Social Work Act.

The Act introduced compulsory Relationships, Sex and Health Education in secondary schools. This statutory content – now referred to as ‘RSHE ’– covers the majority of PSHE education. Citizenship is also covered by statutory programmes of study in the National Curriculum; citizenship education develops knowledge, skills and understanding that pupils need to play a full part in democratic society, as active and informed citizens. Though not yet statutory, we still cover important non-statutory content about careers and economic wellbeing. Both our KS3 and KS4 curriculums incorporate all areas of these statutory and non-statutory subject areas.

Parents will continue to have a right to request to withdraw their child from sex education delivered as part of RSHE in secondary schools which, unless there are exceptional circumstances, should be granted up to three terms before their child turns 16. At this point, if the child themselves wishes to receive sex education rather than be withdrawn, the school should make arrangements for this to happen in one of the three terms before the child turns 16 - the legal age of sexual consent.

There is no right to withdraw from Relationships Education at primary or secondary as we believe the contents of these subjects – such as family, friendship, safety (including online safety) – are important for all children to be taught.

If you wish to view the resources being used in RSHE/PSHE please contact Cathy Ralph on the number above.

An entire half-day each week is dedicated to the delivery of PSHE across all campuses. All staff play an equal role in its delivery, preparation, and planning in order to promote its importance and to form part of a broad and balanced curriculum.

PSHE is also an ideal way to tackle any issues that arise within campuses. For example, if it is noted that there are some relationship issues between pupils, then the PSHE team can deliver sessions that focus on developing positive relationships and friendships. An aim of the PSHE curriculum is to prepare our young people for life beyond school in a manner that cannot be achieved within the constraints of an accredited course with GCSE objectives. However, the delivery of many of these topics is supported and reinforced on an informal basis throughout the school day.  Many opportunities arise within lessons and unstructured times to continue discussions generated earlier and incorporate them into a wider appreciation of their education.