Curriculum Intent
Montsaye Curriculum Intent by Subject Area:
The below statements encapsulate the intent of the curriculum in each of our subject areas. The Key Stage 3 Curriculum is designed to provide students with an excellent education through the study of a broad range of subjects. Each subject provides the children with the core knowledge, skills and habits needed for them to be successful both in and out of school.
The EBACC Offer:
English
The Montsaye English curriculum strives to enable pupils to see for themselves how writers and thinkers have captured the human experience: triumph and tragedy, suffering and loss, pride, humility, and identity. Our curriculum is unapologetically ambitious, intellectually challenging and diverse; it is designed to inspire young minds to become critical readers, thinkers and speakers. We want our pupils to feel empowered by the language and literature they encounter with us, so they can embrace the world around them. Our pupils will harness the power of their own voice to respond, question and challenge the world beyond their lived experience; they will learn a variety of linguistic and expressive tools for all aspects of their futures beyond education.
From the beginning, pupils will:
• study a wide range of high-quality texts and writing forms to give them a broad experience of English
• experience a curriculum that is carefully sequenced accordingly to ensure the substantive and conceptual knowledge they acquire is returned to and built upon to form strong foundations for their future learning
• experience an interleaved curriculum, where new knowledge is linked to previously taught content understanding the nuanced connections so that students develop strong, long-term memories, preparing them for their next steps
• explore key questions, linked to the most important concepts, vocabulary and substantive knowledge, leaving room for teachers to adapt lessons without losing sight of the core purpose
Maths
The purpose of the mathematics curriculum is to provide a secure understanding of mathematical concepts, from basic principles of mathematics to complex topics that combine several areas of study into a single question. The curriculum promotes retention of knowledge and a depth of learning rather than an accelerated curriculum, resulting in pupils who are confident in taking their studies further into sixth form, university and beyond.
In all year groups, there is an intentional focus on numeracy which will support pupils not only in their study of mathematics but will also enable them to access mathematical questions in other subjects.
Science
Our science curriculum is sequenced so that students build an increasingly deep knowledge within scientific themes. New content is introduced in small steps, and students are supported to develop their understanding by connecting this new content with their prior knowledge. Knowledge is revisited over the years to restimulate memory in new contexts. Where appropriate, meaningful links are made with other subjects, particularly geography and mathematics.
Our curriculum links learning to real-life contexts and highlights the relevance of science to everyday situations. Curiosity is nurtured through a practical approach and students develop confidence in the skills and security in the knowledge needed to achieve the highest aspirations.
Geography
The Geography curriculum at Montsaye encourages students to apply geographical knowledge, theory and skills to the world around them. In turn this will enable our students to develop a critical understanding of the world’s people, places and environments in the 21st century. Students should be able to develop both knowledge and understanding of contemporary geographical concepts together with transferable skills that will enable them to progress to higher education and a range of employment opportunities.
The focus of our curriculum is to develop an enthusiasm for and competence in geography by using contemporary real-world contexts, from a range of specified spatial scales, and through engagement with and practical application of geographical skills and techniques in the field. The curriculum draws on both physical and human geography, explores people-environment interactions and encourages development of fieldwork at the local level to enable students to pose enquiry questions.
History
At Montsaye Academy, we believe the study of our History curriculum will enable learners to become confident, knowledgeable and inquisitive young people. Pupils will be prepared for the demands of a modern world; to question the world around them, becoming compassionate and gaining a deep knowledge and understanding of the world and its past. Enabling our learners to develop the core skills needed for sixth form, university and beyond. We will also ensure our students learn the skills of a historian, to research, record and report on events making analytical and supported judgements. Developing respect and compassion by studying a vast and intriguing history from around the world which links with present events, making our students well-rounded intellectuals.
“Learning from the past, for a better future.”
Ethics and Philosophy
The aim of Ethics and Philosophy is to inspire learners to think critically about a range of moral and philosophical questions.
Our holistic approach encompasses Spiritual, Moral, Social and Cultural development (SMSC), British Values, and Community Cohesion. We focus on preparing pupils for life in the 21st century, engaging pupils in units of work which are contemporary and relevant to our local context.
EP will help develop pupils' knowledge and understanding of a wide range of religious viewpoints, philosophical perspectives and secular world views and explores their own responses to life's challenges. Reference is constantly made to those who live out their beliefs, insights and values in their daily lives and within their own communities. This includes those from a non-religious context such as humanists. This gives pupils the knowledge and skills to flourish both within their own community and as members of a diverse and global society. EP plays an important role in preparing pupils for their future, for employment and lifelong learning. It enhances their spiritual, moral, social and cultural development as well as the Academy values of honesty, compassion and respect.
French
Our aim is to offer an inspiring and academically challenging curriculum, where all language learners consider themselves as ‘World Citizens’ who belong in a multicultural, mutually respectful world and value different cultures.
We want our students to be able to express their ideas and thoughts in another language and to understand how to respond to its speakers, both in speech and writing. This will be achieved through teaching of subject knowledge such as vocabulary and cultural customs, which will be built upon with practice and embedding of linguistic skills, such as translation, reading, listening, speaking and writing.
The MFL department strives to make language learning meaningful, providing students with many opportunities for both collaboration and independent work in each lesson. The curriculum is designed to ensure that all four skills are covered in every unit, and that there are plenty of opportunities to revisit key skills and knowledge. All of the themes studied are taken from the Edexcel GCSE course. By the end of KS3, all students should know basic vocabulary from a range of topics, be able to write short paragraphs or say longer sentences using familiar vocabulary, and be able to listen for detail in short passages. By the end of KS4, students should also be able to use increasingly complex structures, manipulate verbs with fluency in different tenses, write at length on a variety of topics, and be able to understand longer, speedier passages.
Low stakes testing is carried out regularly through various means, such a in-class retrieval practice, and through careful planning by teachers to ensure understanding and progression. Knowledge and skills will be assessed at set points, with each unit focusing on specific skills.
Grammar skills are taught explicitly through every unit of work, revisited and built on every year in order to support students to speak and write more accurately.
We aim to deliver a cohesive and logical curriculum which is reviewed on a regular basis, in order to ensure all students can access the curriculum, and that each student is challenged to achieve and be ambitious through careful planning.
Options for GCSE’s
ART
The Art curriculum provides students with the knowledge and tools to become fluent in both practical making skills and creative thinking, developing a visual language to express ideas - transferable skills relating to the world at large and preparation for next steps in education and experiences beyond school. In Key Stage Three students experience a broad range of learning opportunities in traditional two dimensional and three-dimensional media, including painting and printmaking. Through the study of inspirational practitioners, they examine British and World themes over the last 100 years, providing stimulus for developing their own ideas. Regularly examining contemporary career paths - architecture, photography and game design among others - students identify different areas of employment associated with the creative arts and how specific art skills link to other industries. All students work in co-operative learning groups where, through communication, reflection, and celebrating each other’s success, understanding of the subject becomes deeper. Progressing onto GCSE and A level, students become fully independent. Designing their own projects. Photography and research provide sources for their ideas and observations of the world around them, developing a portfolio of original artwork - the body of work vital for entry into college, university, and apprenticeships.
GCSE PE
By the end of Year 9, students have the character experiences and subject specific knowledge and skills, to allow them to choose GCSE PE, BTEC Performing Arts (Dance), or Cambridge National Sports Studies as an option for level 2 qualifications. If students do not choose this as an option, they will be prepared to continue to develop the knowledge and skills and understanding to enjoy being a lifelong participator in sport.
Our KS3 PE follows the National Curriculum for Physical Education and is delivered through our character and excellence curriculum.
Character: To develop self-regulation, teamwork, leadership, problem solving, decision making, analytical and evaluative skills.
Excellence: Students develop core and advanced physical skills, tactics and understanding of rules of a range of sports to participate in a broad range of physical activities.
KS4 intent:
Healthy and active lifestyle pathway. (Students who do not select a sports qualification as an option for KS4.)
Students will continue to develop their character whilst also participating in a wide range of physical activities as a gateway to becoming lifelong participators.
Performance pathway (Students who choose qualifications in GCSE PE, Sports Studies or Dance).
Students continue to develop their character with a greater focus on developing “excellence” in core and advanced sport specific skills whilst developing their understanding of rules and tactics in a range of sporting activities. By the end of Year 11 students are prepared to study either; A level PE, Sport and Physical Activity (Cambridge technical level 3) or Performing Arts - Dance (level 3) in our sixth form.
Sports Studies
Throughout Y10, students will learn and understand 3 different outdoor and adventurous activities in detail through their research of; where to complete the activity, what needs to be worn and equipment required, how to remain safe, the technology involved and the environment the activity is completed in. They will also analyse their performance in a sport and identify strengths and weaknesses. They will complete an action plan with the purpose of improving their weaknesses through practical tasks they will complete. Both pieces of work is complete through coursework and some practical assessment. In addition to this, they will plan, deliver and reflect upon a practical coaching session that will be delivered to students within KS3. They must ensure their coaching session is progressive with the target of improving students competency of a particular skill in a specific sport.
In Y11, students will be assessed in their practical performance of 2 sporting activities. This can be through their performance outside of school or indeed in core PE lessons/representing the school in sporting fixtures. Alongside this, students will learn the content of the 5 teaching areas that make up the exam in the final unit of the course. The majority of this year will be spent in a classroom learning about contemporary issues within sport with plenty of time for formative assessment and revision. The exam is sat in May 2025.
Dance
Our Dance curriculum is sequenced to allow students to develop their creativity, dance technique and knowledge through analysis of dance practitioners, professional repertoire; as well as their own choreographic works. New content is introduced each year at key stage 3 within their core PE dance unit and then built upon within Level 2 and Level 3 courses, developing students understanding by making connections to prior knowledge whilst rapidly building in complexity. We aim to develop thinking dancers through the appreciation of many different dance genres throughout their studies.
Music
The aim of the music curriculum is to build an enthusiastic, broad and creative understanding of the subject and as a tool for positively enriching the lives of young people. This will progress through each key stage, whilst building students’ independence and drive to succeed. The creative and passionate student will engage with all aspects of music, both in and out of lesson time, whilst growing their confidence and understanding of musical career opportunities. Parallel to the curriculum, there will be inclusive opportunities for solo, ensemble and whole class engagement, including the potential additions of peripatetic music lessons and diverse enrichment from network professionals, to enhance the varied and artistic curriculum. The curriculum focusses on the three core aspects of musical opportunities: composition, performance, and theoretical knowledge. The curriculum has recently been updated to ensure a more positive progression through the key stages, ensuring that through practical music making we effectively intertwine important theoretical knowledge.
Photography
The aim of the Photography course is to provide all students with a breadth of knowledge and skills to experiment, invent, and create their own photography and creative outcomes. As pupils progress, they should be able to think critically and develop a more rigorous understanding of photography. They should know how art and photography both reflect and shape our history and contribute to the culture, creativity and wealth of our nation.
Students begin the course with teacher led tasks to develop their knowledge of professional photography. The foundation projects explores the composition of a photo as well as the technical functions of an SLR camera (Exposure triangle – Aperture, shutter speed & ISO).
Drama
The aim of Drama department is to give the skills required to be creative and inquisitive about the modern world. Those skills include ones that are specialist to Drama and some that are key skills for the future. These include teamwork, evaluative skills, independent working and presentation skills.
As students move forward through the school we want students to develop the skills further and in more detail to the point where they have a toolbox to access Drama at further education. At KS3, the drama curriculum focuses on the exploration and development of key performance skills. Students are able to explore the world of making and creating drama from a range of stimuli through to analysing the plays and theories of key practitioners such as Bertolt Brecht. Groups of students are encouraged to perform sections of a scripted scene using space to communicate relationships and effective timing. Further to exploring practically drama and theatre, students will have experience of evaluating live theatre looking at not only acting but the role of designer.
The Drama Department at Montsaye Academy aims to develop drama students so they are confident and collaborative. With a combination of teacher led delivery, independent rehearsal, performances and workshops we aim to complement the transferable, employability skills that they are developing in other subject areas as well as prepare students for the everyday world of working within a team.
Design and Technology
Design and Technology will raise awareness about the design process and creativity products go through in their life cycle, from the raw materials to the preparation and manufacture. Learners will look at what customers expect from a product, how it is designed, made and used and finally how it is disposed of and how these stages affect the environment, raising the understanding and appreciation of the products we use and how it changes the world in which we live. They will follow this strategy to produce a series of product solutions to a variety of briefs across four material areas. They will explore Food Preparation and Nutrition, Textile Design, Timber, Polymers and Systems throughout their school journey.