Homework is set via an interactive online homework programme, ‘Doddle’.
The software gives parents and carers a comprehensive overview of their child’s homework in one secure online platform. Parents and carers can view the assignments which have been set for their child, monitor deadlines and instantly see their results through Doddle Parent. Each student has a personal Doddle account where they can access their homework to-do lists and families can view the work their child has been assigned.
Doddle functions from any device that has a connection to the internet. It works on smartphones, tablets, laptops and computers.
Doddle provides students with access to thousands of engaging, formative resources and guides students through the curriculum. Skills within Doddle are rated as Red, Amber or Green. These ratings give a clear indication of how much progress students have made and highlight areas for improvement to help students and teachers identify and target revision topics.
Parents and carers are given their own login details to help them monitor and support their child. Click here for further details, guidance and support
Our Academy expectations on homework, feedback and marking are set out within our Teaching and Learning Policy
The curriculum at all key stages is personalised to the needs, aptitudes, interests and abilities of students. All students have access to a curriculum that:
- Develops independent learning.
- Develops core skills in Literacy, Numeracy and ICT.
- Develops personal skills such as thinking skills, problem solving, initiative, empathy, communication and active participation.
- Develops knowledge through the core curriculum.
Our aim is to provide a rich and balanced educational environment, where all students can excel academically, vocationally, digitally, socially, morally, spiritually, physically, emotionally and environmentally.
Our goal is to raise aspirations, unlock students’ potential and work towards achieving excellence through encouraging a ‘can-do’ culture which nurtures confident and competent young people. We aim to develop informed and active learners with a strong sense of self-confidence who can explore questions, seek solutions, solve problems and who persevere in their learning, even when they may fail initially because from failure springs learning and success.
Our culture of success is built on developing strong relationships and working in partnership with students, Parents/Carers and the Academy.
Every young person who attends our Academy is given the best of our time, energy and resources. We work tirelessly to help young people see and realise their potential; value and respect themselves and celebrate their own, and others’, achievements.
We offer an exciting and varied learning experience at Key Stage 3 (Years 7 and 8). Our philosophy is that students follow a broad and balanced curriculum that will stretch, motivate and engage all the learners under our care.
All students are supported to improve their abilities in English and Maths. The most able are pushed to develop their analytical and independent skills, while there are a range of intensive support programmes in place to help other learners bridge any gaps in their learning.
Alongside this focus, students study a range of sciences, humanities and creative arts to help develop their knowledge and skills and to discover their own individual talents and interests.
TAUGHT WITHIN EACH SCHOOL:
Science (Biology, Chemistry, Physics)
ICT (discreetly taught)
French, Spanish or both
Wellbeing and Citizenship
TAUGHT IN WITHIN WILLIAM MORRIS CENTRE:
Graphics and Design Technology
TAUGHT IN WITHIN 2012 SPORTS CENTRE:
PE, Sports & Dance Leadership, Healthy Living
The Government have radically changed the curriculum that schools can provide over recent years. Vocational subjects have been reduced in number, made harder, with coursework and practical elements reduced and terminal exams introduced. GCSE subjects have also become harder, with increased subject content and coursework elements removed. They are all assessed through terminal exams and graded 9 to 1, (rather than the previous A*-G), where 9 is the highest.
Our KS4 curriculum is broad and balanced, with a core entitlement and a range of new and familiar subjects that students can opt for. Our Key Stage 4 curriculum is delivered over years 9, 10 and 11, with all students selecting their Pathway preferences at the end of Year 8.
The curriculum is designed to cater for all abilities and we are able to offer flexibility within the timetable to provide many pathways to success. The Academy offers guided choices to ensure our students achieve their full potential. An information evening is held during the Spring Term in Year 8 during which the process is explained and Pathways Booklets published to help parents and students make informed choices.
Our range of subjects, four different pathways and curriculum maps are all available on our website. In Year 9 our students are taught predominantly in their Home Schools. In years 10 and 11 students are set by ability across the three Home schools, allowing smaller groups and greater flexibility, and ensuring students are challenged and supported at the most appropriate level.
For further information please contact our Associate Principal, Mr Fazal Rahman for Key Stage 3/4 and Sixth Form.
Telephone 020 8850 7678
Spiritual, Moral, Social, Cultural Development
What is SMSC?
SMSC stands for spiritual, moral, social and cultural development. All schools in England must show how well their pupils develop in SMSC.
- Spiritual– Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
- Moral – Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.
- Social – Investigate and moral issues; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the ‘British values’ of democracy, the rule of law, liberty, respect and tolerance.
- Cultural – Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.
SMSC news and activities are communicated to the Academy community via fortnightly bulletins and Academy newsletter
SMSC in Wellbeing
Spiritual, Moral, Social and Cultural development is at the heart of everything we do and as such aspects of SMSC are embedded into each and every lesson whether that be implicitly or explicitly. However, SMSC and British Values are further developed in greater detail during our wellbeing sessions. Wellbeing is run every morning from 8.10-8.35am. During this time students are given the opportunity to develop their understanding and discuss a multitude of topical and current issues.
- Spiritual: Throughout the Wellbeing programme there are a number of areas in which the students consider issues of spirituality, both in terms of religious spirituality (when considering identity or multiculturalism) and in terms of philosophical questions, such as what does it mean to be human? (when looking at human rights).
- Moral: During the course of the Wellbeing programme students are consistently considering the morality of different actions and attitudes. In some cases these actions and attitudes will be presented to them (is it ethical for charities to advertise on TV?) however, other times they will challenge the stand points of their teachers/peers. From these controlled discussions they will develop a knowledge of accepted moral norms, whilst also further understanding their own personal ethical boundaries.
- Social: The Wellbeing programme enriches the social development of students through both content and process. The PSHE aspect of the curriculum explores how an individual can interact in a range social situations and gives students information about social issues that concern them growing up. The Citizenship aspect of the curriculum further develops this to consider wider social interactions between more abstract groups and individuals within society, such as discrimination and multiculturalism. Moreover, students also consider how different social groups interact and sometimes come into conflict with each other. Through the whole of the programme students utilise individual social skills when engaging in structured discussions with their peers and teacher. They are encouraged to understand and empathise with feelings and arguments that they might be in disagreement with.
- Cultural: Through the Wellbeing programme students consider a range of issues concerning their own individual culture, the diverse range of other cultures and the makeup of culture in the UK. As well as developing an understanding of their own cultural background, through structured discussion within the classroom students will develop an appreciation for the diversity of cultures within the UK. Furthermore, through exposure to a range of cultural and multicultural ideas students will understand that within modern Britain tolerance of cultures is a key factor.