At Thrybergh Academy we understand that getting the curriculum right for each and every individual student is the single most important factor in ensuring progress, encouraging positive engagement and raising aspirations.
At Thrybergh Academy, we want all students to leave able and qualified to play their full part in an ever-changing world through an ambitious, creative and innovative curriculum, which empowers students with the skills, knowledge and attributes to allow them to succeed in their next phase of education and their working life.
We aim to engender a love of learning, self-belief and aspiration through 4 key intentions:
- The removal of barriers to learning
- Developing skills for learning
- Developing personal attributes (Thrybergh Way)
- Enriching student experiences and broadening their horizons
Intention 1 – Removal of Barriers to Learning
We want all our students to go out into the world, and become successful, happy, fulfilled adults who will be good citizens and make a positive contribution to society. The acquisition of basic skills is either at the heart of achieving this or a barrier to learning and prevents students from fully flourishing. Four common barriers, if left unchallenged, will limit the progress, engagement and development of students who access our curriculum.
We remove barriers to learning and support students’ ability to access the curriculum through the development of literacy, numeracy, oracy skills and vocabulary acquisition.
Intention 2 – Developing Skills for Learning
Each curriculum area intends to grow mini subject specialists, for example, mini Geographers, Historians, Linguists and Mathematicians through the development of the ‘subject way’. Student knowledge and essential learning skills go hand in hand. Students need to remember with fluency in order to be fully established mini-subject specialists. We strive, at all times, for personal excellence by developing the 5 key skills for success below:
- Divergent thinking
Intention 3 – Developing Personal Attributes (The Thrybergh Way)
Our curriculum promotes the skills and attributes our children need in order to develop the independence, responsibility, accountability and resilience they need to have a happy and successful life. We refer to this crucial aspect of our curriculum intent as The Thrybergh Way and it is embedded in everything we do.
The Thrybergh Way enables us to develop well-rounded individuals ready for the next stage. It is about embedding employability skills such as resilience, collaboration, communication, aspiration, responsibility, tolerance and respect in order for them to be an active participant in the local community and beyond.
Intention 4 – To Enrich Students’ Experiences and Broaden their Horizons
Our intent is that all students have a full understanding of how to develop themselves as well rounded citizens, maintain healthy relationships and understand how to keep themselves safe both online and in their day-to-day life. We want all students to know what options are open to them in the future and understand the routes they have in order to progress on their life journey. Our curriculum will include:
- Experiential Learning – Trips, visitors,
- Hands-on Experiences – Practical opportunities in the classroom
- Extracurricular opportunities – sports clubs, School shows
- Wider opportunities – DoE, Residential, Camps international, charity work/involvement
Curriculum Model Diagram
Key Stage 3
|Year 7||Year 8||Year 9|
|English & Drama||3||3||English||3|
|TOTAL||20 Lessons||20 Lessons|
Key Stage 4
|Year 10||Year 11|
|English & PSHE||4||4|
|TOTAL||20 Lessons||20 Lessons|
The curriculum in our school is designed to provide access and opportunity for all children who attend the school. If we think it necessary to adapt the curriculum to meet the needs of individual children, then we do so only after the parents of the child have been consulted. If a child has a special need, our school does all it can to meet their individual needs. We comply with the requirements set out in the SEN Code of Practice in providing for children with special needs. If a child displays signs of having special needs, his/her teacher makes an assessment of this need. In most instances, the teacher is able to provide resources and educational opportunities which meet the child’s needs within the normal class organisation. If a child’s need is more severe, we consider the child for an Education Health Care Plan, and we involve the appropriate external agencies when making this assessment. We provide additional resources and support for children with special needs.
Our Subjects at KS4