The Giles Academy believes that all students are entitled to a broad, balanced and differentiated curriculum for the first five years of compulsory secondary schooling.
This covers the main areas of human knowledge and experience and leads to a very well balanced range of public examinations. Our young people will be entering an adult world marked by rapid technology and social change. Even greater demands will be made on them, needing adaptability, self-reliance, confidence and a high standard of education. We firmly believe that by working in partnership with our parents we can achieve the best for the young people in our care.
The 11-16 curriculum is divided into Key Stage 3 (Years 7 and 8) and Key Stage 4 (Years 9,10 and 11).
- In Key Stage 3 students follow English, Mathematics, Science, Design Technology, Spanish, French or Italian, History, Geography, Philosophy and Ethics, Art, Music, Information Communication Technology and Computing, Physical Education/Games and Citizenship.
- In Key Stage 4 students follow a broad range of subjects: English, Mathematics, Science, Religious Education/Citizenship and PE/Games are all in the core curriculum followed by all students. The Grammar curriculum also covers French/Spanish/Italian, History, Geography and Science.
As a specialist in Visual Arts all Key Stage 4 students are encouraged to study at least one Art and Design related subject, including Fine Art, Photography, Textiles and Media.
Academic study is supported by regular and purposeful homework.
Through the three strands of our curriculum, we aim for students at Giles Academy to Aspire, Challenge and Achieve; in doing so to be resilient, lifelong learners, responsible citizens and prepared for the future. Students’ growth in these areas is developed across all aspects of their school experience: subject lessons, tutor time, assemblies and wider curricular opportunities.
This means that our curriculum in every subject is planned to ensure students leave with exceptional outcomes, both in their examinations and in their personal development. We ask every child to strive for personal excellence as well as leaving with the right qualifications to prepare them for the next stage.
We are very proud of the fact that students can follow an English Baccalaureate (EBacc) curriculum (Maths, English, Science, Humanities and Languages) to GCSE, however we place equal value on the contribution that creative, vocational and technical learning areas also makes to every child’s development and our approach is for every student to follow their own pathway, based on strong careers advice and high aspiration for all learners.
Less than 1% of our students go on to be not in education, employment or training (NEET).
You can read more about how the curriculum is organised in each school year on the Curriculum Implementation pages. For a more detailed overview of the knowledge and skills taught in each discipline, please see the individual subject pages.
Beyond the Classroom: We aim to open the door to a wide range of experiences. All subjects provide additional learning contexts including; annual school productions, art events, careers fairs and high-performing sports teams in the majority of disciplines. You can find out about these on these on the subject pages and website home page.
For any more information about our Curriculum, please contact Mr Tom Martin, Executive Deputy Headteacher: MartinT@bourneacdemy.org
Aspire - Challenge - Achieve
At Giles Academy we encourage students to aspire, embrace challenge and retain the knowledge, understanding and skills to ‘Achieve’, in doing so to be resilient, lifelong learners, responsible citizens and prepared for the future. Reflecting this, our curriculum can be summarised by:
• Academic: A curriculum that has a broad range of subjects, is challenging, accessible and inclusive for all, balanced with a range of enrichment and extra-curricular opportunities. A key aspect is the systematic approach to the teaching and promotion of literacy and numeracy across the curriculum to ensure that students have essential life skills, are literate & numerate, as well as being digitally literate, financially literate.
• Choice: Our students’ abilities are diverse and they have many talents. It is extremely important that we enable them to have wide-ranging positive learning experiences and maximise future opportunities.
• High Standards: Ambitious programmes of study ensure that our students achieve their potential in national examinations and for all students to aspire to the best future education, employment or training for their individual pathway and have an understanding of how to get there, including exploring and researching the jobs and industries they are interested in and developing the skills and qualities that are required to progress to their next stages.
• Intelligent assessment: Assessment is used not solely for summative judgement but to also inform teaching and ensure continuity and progression between Key Stages, with forensic marking by teachers to supports students learning and key curriculum intervention.
• Equipped: A coherent programme of personal, health, social, careers and economic education that ensures students are exposed to the experiences and opportunities they need to succeed and lead a healthy lifestyle in the wider community.
• Values: Promotion of high quality behaviour, both outside of lessons and behaviour for learning, with students valuing equality and diversity, demonstrating the mutual respect and understanding of those with different cultures, faiths and beliefs thus mirroring the fundamental British values of democracy, the rule of law, high standards of behaviour and individual liberty (paying particular regard to the Equalities Act, 2010).
• Esteem: Belief in and building of students’ wellbeing to develop confident, resilient and independent learners who can be proud of their achievements. Learners who are organised and independent, take pride in their work and develop their cultural capital and appreciation of culture and society beyond their own experience and learners who value how to maintain healthy relationships with others, have an understanding of how to look after their mental and physical health and wellbe