A Broad and Aspirational Suite of Subjects

Our secondary school offers a traditional academic curriculum that sees all students studying English, Maths, Science, and a Humanities subject (Geography or History) throughout their time at the school. Most of our students study a modern foreign language in order to complete the EBacc suite of subjects.

 

Creative and DT Subjects

All students study a subject from the ‘Creative Pathway Block’ during Year 9 to Year 11.

Modern Foreign Languages 

At Excelsior we celebrate the languages spoken by the pupils in our community. Globalisation means our students need to be able to thrive in the global community and learning a language is essential for this. We appreciate the value of the EBacc qualification (which includes a modern foreign language) and support all students who have the potential to achieve this.

 

Humanities

All students continue to study Geography and History in Year 9. Students continue to study both subjects as we recognise the unique way in which they can help our young people to make sense of a rapidly changing world. As well as ensuring depth to their study of the Key Stage 3 National Curriculum, students in Year 9 will study those elements of the GCSE specification in each subject that will best support them to increase their appreciation of the way in which the world functions and support their development in becoming fully engaged and inquisitive citizens.

 

Digital Literacy

In order to provide our students with the capacity to thrive in the future, we appreciate that it is vital for them to understand the language of the digital world. All students, therefore, study Digital Literacy from Year 7 to Year 11 to ensure the digital skills they need are progressively developed.

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Personal Qualities, Skills and Cultural Capital

Our approach supports the development of the personal qualities, skills and cultural capital that our students need in order to realise their full potential. Key elements of this approach are outlined below.

 

Thinking Skills

As part of our ‘Inevitable Progress’ approach to teaching and learning, we use a range of thinking tools where they are appropriate to the subject being taught. Students are supported to become experts in using these approaches and learn to do so with increasing independence. Many schools talk of a desire to support students to become independent learners, but at Excelsior we use a number of practical tools to ensure this is the case.

Learning to Read and Reading to Learn

At Excelsior we are prioritising reading in all its forms. 

All students are assessed on their arrival at the academy in order to establish the most effective route for the student to become a better reader.

Some students will receive specialist, one to one support to ensure they improve their reading knowledge and confidence.

In all subjects there is a focus on the use of effective ‘literacy scaffolding’. We also support students to build their tier two (increasingly sophisticated language that can appear across multiple subjects) and tier three (subject-specific) vocabulary.

We use the ‘Reciprocal Reading’ sequence as a way of equipping all students with the skills needed to independently extract the meaning from challenging texts. 

 

Making Links Across the Curriculum

Students are supported to think deeply and make their own connections between different subjects and academic years. In order to support students in doing this, a number of key ‘topics’ and ‘skills’ have been identified. Where these are part of a lesson, teachers will indicate this by using linked icons in their teaching presentations. 

These icons serve as a prompt for discussion in the lesson, which also contributes to the development of excellent oracy skills.

 

Debating Ethos

We want to ensure that all of our students develop the skills and confidence to discuss and debate issues with people from all backgrounds, both while at school and for the remainder of their lives. We create many opportunities for discussion including through the key themes and skills referred to above and also the school’s ‘thoughts for the week’.

To further build the oracy skills that our students need to fulfil their potential, a structured approach to the development of six key debating skills is part of our curriculum. Throughout their time at the school, students will regularly take part in debating lessons in English, Science, Geography and History. Creating a flexible curriculum model that combines Key Stage 3 and Key Stage 4 content in Year 9 means that there is sufficient time in Year 10 and Year 11 to develop our debating ethos in a way that a five-term Key Stage 4 would not allow.

 

Building Cultural Capital Through Enrichment

We view secondary education as being one coherent and continuous experience for our students, which should include a wide range of enrichment experiences that go beyond core lessons. 

Our established programme of enrichment activities offers outstanding experiences that students can use to build cultural capital during their journey through the school. 

We have established our LST Challenge for all of our students. There are six elements to the LST Challenge and, by meeting each of these, our young people are able to build the cultural capital that they will need to thrive in their school and for the rest of their lives. The six elements of the LST Challenge are outlined below.

Attend extra-curricular enrichment programmes and activities that go beyond the core curriculum.	Represent the school in sporting, academic, community and/or cultural events.	Experience activities that promote cultural growth within school and outside of the school setting.
Take part in activities that will develop core skills in presenting and collaboration with others.	Engage with activities that will raise aspiration and allow you to understand the education and career opportunities available to you.	Access activities that will allow students to appreciate and contribute positively to our local, national and global communities.