Curriculum

The curriculum has been designed to meet the needs of students of all

abilities, and there is a focus on personalised learning. In some cases,

this may mean a greater emphasis on literacy and numeracy.         There are classes at the beginning of the Academy Day where students can get additional help with English and Mathematics. For able and talented students there are opportunities for extension so that they are challenged and stimulated. Throughout the year students participate in curriculum focus days where the normal curriculum is suspended and they can study topics outside of or across National Curriculum subjects. Some of these days focus on the specialisms of Music and Mathematics and others mean visits outside of the Academy as part of a rich learning programme.

In Years 7-9 (ages 11-14), the following subjects are taught:

Intervention at The Bridge Academy

Intervention is a method of supporting pupils in ensuring that they reach their academic targets.  At The Bridge Academy we offer a range of interventions to pupils in KS3 and KS4.  Pupils are assessed regularly and their progress towards their targets in all subjects is constantly tracked.  Every half term all subject leaders will review all pupils’ assessment levels in their subjects and provide intervention strategies to support any pupils who need additional help in reaching their target Levels/grades.  This will be in discussion with pupils’ subject teachers and the intervention will fit the pupil.  Parents will be informed if their child is selected for any of the intervention programmes outside of the normal curriculum that we offer at KS3 or 4.  Additional Intervention is compulsory for pupils who have been selected and failure to attend will be considered as failure to attend a timetabled lesson.

Intervention at KS3

Effective intervention

Not all underachievers are low attainers. Some able pupils could be doing better. Equally, not all low attainers are underachievers; some are achieving well, given their difficulties or special needs. What all underachievers have in common is that they are not fulfilling their potential. It is important that we identify underperformers by using all the data that is available to us. The intervention audit is the key to this identification and should be used systematically with each year group within the key stage. The audit will then enable us to draw up a coherent and effective intervention plan to support our pupils.

An effective intervention plan will:

• make sure that resources are used efficiently;

• translate ‘catch-up’ learning into long term progress;

• be flexible enough to address the needs of individuals, groups or cohorts;

• avoid indiscriminate application of the programmes;

• be monitored and reviewed regularly

Tackling underachievement

Well-recognised ways of tackling underachievement are:

• adjusting schemes of work;

• assigning classroom assistants to assist pupils in the classroom;

• providing well-paced, well-structured teaching;

• providing extra programmes for particular groups or individuals;

• mentoring individuals;

• using parents and volunteers to help pupils in their learning;

• setting personal targets for pupils;

• prioritising underachieving pupils in grouping, staffing and timetabling policies

How are we going to give additional support at the Bridge in Key Stage 3?

• Early morning intervention on Wednesday specifically targeted at Year 7 borderline 3a/4c for Reading with UBS volunteers
• Peer reading with Year 9  for Year 7 students and Year 10 students  with Year 8 at break time
• Homework Clubs for Year 7/8 & 9 with LSA’s to support those students who fall behind or need extra support. In the first instance this will operate as a voluntary club but as the term progresses students who are identified as having regular non completion of homework will attend by invitation. This will be compulsory.  
•  Fresh Start Programme run by SEN department for those students reading at below Level 3
• G&T co-ordinator will track underperforming students specifically at Key Stage 3 and implement support programmes to ensure students meet their aspirational  targets. For example STEM programme with UEL for September ‘10

Intervention at KS4

At The Bridge Academy on a Wednesday after school, all subjects will run hour-long interventions for any pupils who need additional support in reaching their targets.  The interventions will be set by subject teachers and subject leaders and will be set in response to pupils’ specific needs.  Intervention is compulsory for pupils who have been identified to attend.  Once a pupil has reached their target level they will no longer need to attend the intervention.

At The Bridge Academy, over 2010-11 we will also be running a morning Intervention class on a Tuesday which is for Maths pupils who are predicted higher grades and need a little extra support in achieving their higher grades.  This intervention has been planned by the Subject Leader for Maths and will be delivered by UBS volunteers and the Maths Department.  This will be a 5-week long intervention programme and will be provided for 6 different cohorts of pupils throughout the year.

Study Club will be a specific intervention for pupils who need support in completing coursework.  If pupils are not up to date on completing coursework and have been selected for Study Club, it is essential that they attend until their coursework is completed.  Study Club will run for 2 hours after school on a Tuesday.  Once pupils have completed their coursework they will no longer have to attend Study Club.

Homework

Homework at The Bridge Academy will take the form of one extended assignment each half term for each subject. These assignments will provide much better opportunities for independent learning and therefore prepare students for the demands of Key Stage 4 work.

Students and parents are encouraged to work together on the assignments. Shorter pieces of homework may be set on occasion, as required. Homework or independent study tasks will have clear learning objectives linked explicitly to schemes of work.

Homework for Years 7, 8 and 9 will be published in booklets and on the Virtual Learning Environment at the beginning of each year. Homework will take a variety of forms to reflect a range of learning styles:

Homework will be differentiated to ensure that students from the whole ability range are challenged and extended. 

Below we have a copy of the schedule of homework for this year, including: