Curriculum

The curriculum at Lincoln Castle Academy is designed to ensure students enjoy their learning, meet their potential and are able to make a meaningful contribution to society. Curriculum design is underpinned by 4 essential strands:

  1. Knowledge
  2. Skills
  3. Enrichment
  4. Contribution.

We provide inspiration to ensure students aim high, and teach knowledge and skills relevant to adult life and a world of rapid and continuous technological change. Students are supported to ensure they have secure numeracy and literacy skills and economic understanding. We develop personal and moral values: respect for the rule of law, tolerance of other cultures, religions and ways of life and explore the importance of the freedom to hold beliefs and faiths. Our curriculum is designed to teach an understanding of the world in which we live and encourage students to take their place in society as informed, confident and responsible citizens.

The curriculum has the following characteristics: breadth, balance, relevance, variety, differentiation; progression and continuity; coherence. It provides equality of access for all pupils. We deliver the current and future statutory requirements that we are bound by as an Academy, taking into account the ‘The Master Funding Agreement’. We go beyond the national minimum of 25 contact hours per week.

KS3 – Y7, Y8 and Y9 students are placed into one of two halves of the year group, A or B, an even split in terms of gender and ability. Within core subjects students are set in each half year group, normally three sets per half year group. In most other subjects students are taught within mixed ability classes.

KS4 – In Years 10 and 11 students all study a core curriculum and then are able to pick up to a maximum of 4 choices from a range of GCSE and applied learning subjects. A great emphasis is placed on guiding students to make appropriate option subject decisions including access to the EBAC range of subjects for all. Pupils are placed into one of two halves of the year group, A or B. This is an even split between the two halves of the year in terms of gender and ability. Within core subjects students are set in each half year group, normally three sets per half year group. In most other subjects in the option blocks students are taught within mixed ability classes.

Sixth Form – In the sixth form there are two pathways pupils can follow: the Preparatory Level 2 Pathway or the Level 3 Pathway. The most able pupils (B+ at KS4) are guided onto the Level 3 Pathway which contains traditional A-Level courses and BTEC Level 3 courses. Clear 1:1 guidance is given on and following GCSE results day to ensure that the subjects chosen and assessment methods employed within that course are appropriate for the student. Pupils who do not achieve grade C or above in their GCSEs or Merits in their vocational qualifications are guided onto the Preparatory Level 2 Pathway where they can take a year to improve their results. Resits of English and Mathematics GCSEs/L2 are always separately timetabled. Successful completion of this year enables these pupils to access the Level 3 courses in Year 13. In addition to the timetabled lessons two “club night” slots are available on a Monday and Thursday after school. These slots have study sessions scheduled within them to support and stretch students.

Evidence/key information/ developments

  • Curriculum Model on Nova-T and within this pack
  • LCA Website details all curriculum information KS3,4 and 5
  • P8/A8 developments in headline measures have been fully planned for
  • KS5 changes to de-coupling A levels are being implemented where appropriate and planned for
  • GCSE /L2 Maths/English entitlement at post-16 are secure
  • Destination data KS4 and KS5 and Neet

Linked documents

  • Curriculum Policy (Policy adopted September 2015, Next Review due September 2016)
  • KS4 Options Book and Process
  • Sixth Form Options Book and Process
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