What our curriculum is designed to do
At Clayton Hall Academy we have designed our curriculum with pupils’ learning at the centre. We recognise that a curriculum has to be broad, balanced and offer pupils opportunities to grow as individuals as well as learners.
Through a combination of learning techniques, we aim to ensure pupils enjoy learning and feel prepared for life after school. We also intend to offer our pupils new and exciting experiences through extra-curricular activities that are designed to build resilience, confidence and self-esteem.
We recognise that pupils should be challenged in their schooling; learning from failures and celebrating successes. We intend for our curriculum to be empowering, enabling pupils to develop their interpersonal skills, creativity and independence.
How we intend to deliver the curriculum throughout the Academy
As briefly mentioned above, we intend to deliver the curriculum through a variety of methods that are both classroom-based and extra-curricular. Below, we have outlined how we intend to deliver this promise. We promote equal opportunities to all of our pupils in line with the Equality Act 2010 throughout our practices.
Classroom-based learning: Our staff value the different ways in which pupils learn and plan lessons to account for these differences, this includes the use of external visitors and other ‘drop down days’. We encourage teachers to make cross-curricular links where possible within their lessons, so that pupils can draw upon knowledge from different subjects and understand how each topic plays a part in everyday life.
Teachers use different learning resources to teach core content, e.g. educational videos, guest speakers and ICT, including the use of mini-iPads and developing a 1:1 iPad Adoption Programme (Year 7 2019). By using different techniques, we intend on keeping pupils engaged with learning and accommodate pupils who learn differently to their peers.
The Academy carries out one-to-one or small group teaching sessions for pupils who require additional support. We also carry out interventions for small groups of pupils with TAs. Within these interventions, TAs breakdown the content of the lesson in a more digestible way for pupils. The sessions can last between 30 minutes to one hour and groups are unlikely to be any larger than six pupils to every TA. This allows pupils to get dedicated time with the TA, ensuring any questions that pupils may have get answered in a way they understand. It is important to note that these interventions supplement the work of the teacher and do not replace it.
A full list of the subjects available to our pupils in each year can be found below.
Extra-curricular activities: We provide a variety of extra-curricular activities for pupils that enhance their learning experience. The activities range from before school, lunchtime and after-school clubs, to educational trips and visits – a list of the extra-curricular activities available for each year group is available below. Extra-curricular activities are designed to enhance pupils’ learning experience, form personal connections between pupils and their peers, and teach skills essential for life after school.
How we involve parents, pupils and the local community in curriculum planning and delivery
Our school values the input of its pupils, parents and the local community with regards to the planning and delivery of the curriculum. We believe pupils get a well-rounded education if everyone is involved in shaping it. This is why we send pupils and parents surveys on a annual basis; this is usually (but not always) during and following a Parents’ Evening. These questionnaires ask questions about a range of school wide issues and give the opportunity for parents to ask questions and give feedback on any area of school life. These are then followed up by the relevant member of staff.
We engage with the wider community by ensuring there are opportunities for pupils to participate in community projects, e.g. litter picking, visits to the local Church and intergenerational work with reading mentors from the local area.
How our curriculum benefits pupils’ learning and personal development
Our curriculum has been designed for a range of learners, providing equal opportunities for all – by doing this, pupils will benefit in the following ways:
- Learning how to lead safe, healthy and fulfilling lives
- Understanding that failure is part of the road to success
- Being rewarded for academic successes
- Being supported with their next stages in education or training and feeling prepared for life after school
- Becoming responsible individuals who contribute to community living and the environment
- Achieving to the best of their ability
- Acquiring a wealth of knowledge and experience
- Becoming critical thinkers
- Finding a sense of belonging to the school and its community
- Learning how to cooperate with their peers and respect one another inside and outside the classroom.
Curriculum 2019 – 2020
|Subject||Key Stage 3||Key Stage 4|
|Hours per week||Hours per week (if studying)|
|Physical and Creative Education|
(Specialising in one Language)
(Specialising in one Language)
|21st Century Technology|
|Creative I media||2.5||2.5|
|Health & Social Care||2.5||2.5||2.5|
Extra-curricular Activities, including Trips and Visits
|Examples of Sports Clubs|
|· Rugby, Football
· Hockey and Netball
· Cricket and Rounders
· Table Tennis
· Just Dance
|Examples of Other Clubs|
· Instrumental Lessons
· Musical Theatre
· Art and Photography
· Diversity Team
· Duke of Edinburgh
· Computer Science
|· Year 11 Revision and Boosters (Every Lunch and some after school)
· Harry Potter
· SEN Homework
|Subject, Cultural and Pastoral Visits and Events|
|· Geography: Salford Quays and Shrewsbury
· Fantastic Beasts – The Crimes of Grindelwald
· Trentham Treetops
· Stok 6th form ‘Y’ Factor; Science Olympics; Geology Master Class; Forensic Science, ‘Mind Your Language’, Summer School, Art Taster Day
· Premier League Enterprise – at Bet365
· French PiXL Conference
· Young Teen Fiction Day
|· Science: Skirting Science; ‘The Big Bang’;
· Chester Zoo, Manchester Science and History Museum
· Potteries Museum
· Clayton Hall’s Own Production at Stoke Rep Theatre
· Robot Rukus
· Young Engineers
· Cannock Magistrates
· UKMT Team Challenge
· Various Rewards Trips
· Newcastle in Bloom at Keele Uni
· Keele Climate Summit
|· Community Link Event
· Community Project (Langdale Primary)
· Working in Film, Animation/Visual Effects/Advertising
· Remembrance Service and other Church Visits such as Adeste Fideles Lumen Candelae
· Shakespeare in Stratford
· Y9 Boys mentoring at Newcastle FC
· Y11 Stress Busting Bowling
· Career Ready Workplace visit
· National Justice Museum
· UET Samba Showcase
· Numerous Subject Interventions
|Residential Trips and Visits|
|· Ski Trip
· Lower School Camp (supported by upper school mentors)
|· History: WW1 Battlefields –Belgium
· History: Berlin
|· Duke of Edinburgh Award Scheme (Bronze, Silver and Gold)
· MFL: Spanish Trip