The David Ross Education Trust

David Ross Education Trust schools create a rich and exciting learning environment that inspires students to become their confident, academic best.

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Lodge Park Academy

Lodge Park Academy understands the importance of a strong academic foundation. Our academy offers a diverse curriculum and enrichment offering to create well-rounded and confident students.

Curriculum

“A curriculum exists to change the pupil, to give the pupil new power”

CHRISTINE COUNSELL

 

At Lodge Park Academy we have an outstanding and diverse curriculum which aspires to respond to the local and national agenda in order to ensure all our students receive a high-quality learning experience at all times. 

We value the acquisition of powerful knowledge, as a goal in itself, as an entitlement for all children.  We invest significant time and resources into ensuring that all students gain a broad knowledge base to enable them to become active members of their community in the future.  Alongside a rigorous and challenging academic curriculum, students also experience a broad range of sports, arts and musical opportunities, ensuring that they have the richest experience a secondary education can give.

We have high academic expectations and believe that success is achieved through a conscientious approach and a knowledge-rich curriculum.   

 

Our approach to knowledge-rich curriculum is underpinned by four principles.

 

  1. Rigour: Knowledge selection that is underpinned by a subject’s traditions, practices, and truths, creating academic challenge.
  2. Scope: Ambitious with the knowledge that manifests over time, through complexity (depth) and breadth.
  3. Coherence: Knowledge is attached to the subject’s underpinning concepts, themes, threads, and skills. 
  4. Well-Sequenced: Knowledge is mapped across the curriculum with new knowledge linking to prior knowledge.

 

Curriculum Intent

We want students to be effective communicators; to be confident readers allowing them to access any chosen path. We want students to be able to write successfully in a range of contexts, to know how to debate, to develop an argument and discourse, both orally and in a written context, building stamina for extended writing and being confident enough to speak publicly.

We want students to be passionate about subjects, understanding how curriculum content is relevant to their life beyond school. We want them to know how to solve problems and to become independent, resilient learners.

We want students to have a broad range of knowledge in a variety of subject areas and that they can apply their knowledge appropriately, effectively and with confidence.

We want students to know that each day is a new day and when they make mistakes, it is how they move forward that is important. We want the, t to take advantage of all opportunities and not be limited by prior expectations.

We want our students to develop emotional intelligence and transferable life skills that supports them throughout their adult life.

 

Our curriculum allows students to become:

  • Confident and successful individuals who enjoy learning, progress beyond national expectations and achieve high quality and meaningful qualifications.
  • Responsible citizens in our 21st century society who make a positive contribution to their local community and the wider international world in which they live.

 

At Key Stage 3 all students follow a broad curriculum which enables them to make an informed choice.

In year 9 students make their option choices for Key Stage 4,  where students in years 10 and 11 concentrate on their chosen subjects, within the prescribed guidelines of the National Curriculum.

 

Subject Time allocation at KS4
English 5
Maths 5
Science 5
Core Physical Education 1
Option A 3
Option B 3
Option C 3

 

At Key Stage 5 we offer a wide range of A Level and BTEC courses with most students studying three subjects. For further information about our Sixth Form please click here.

In addition there is an extensive programme of sporting and extra-curricular activities.

If you require any additional information about the curriculum at Lodge Park Academy please contact us.

Please see the attached documents for a full breakdown of the curriculum we offer in each year.

British Values

We are very supportive of the ethos of promoting British Values, and preparing our students for success in a modern Britain.

We very supportive of the ethos of promoting British Values, and preparing our pupils for success in a modern Britain. A heavy reliance is placed upon broadening horizons for each and every child and this includes developing the core skills of tolerance, respect, teamwork, resilience and building self esteem. These are all values and qualities that we feel are relevant in order to play a full and meaningful role in society and are promoted via our house system that lends itself to cultural and sporting competition, democratic principles, social mixing, the development of greater pastoral care and enhanced PSHE.

At Lodge Park Academy we are dedicated to promoting values that ensure that our students develop a strong sense of social and moral responsibility. We prepare the students for life in Modern Britain because values such as individual liberty, democracy, the law, mutual respect and tolerance are embedded within the curriculum and the Academy ethos. In addition these values are promoted at various times throughout the school year, and regularly in assemblies. Our Academy embodies a democratic model in the way we work, the way we are structured and our general ethos and culture in the Academy. Additionally our rules and regulations are there for the benefit of everyone, and our Academy takes a holistic approach to teaching British Values rather than concentrating on individual subjects.

As school leaders and Governors, we are responsible for providing a curriculum which:

  • is broad and balanced, complies with legislation and provides a wide range of subjects which prepare students for the opportunities, responsibilities and experiences of life in Modern Britain
  • actively promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance
  • promotes tolerance of and respect for people of all faiths [or none], cultures and lifestyles through effective spiritual, moral, social and cultural development of pupils, including by engaging pupils in extracurricular activity and volunteering in their local community
  • is supported by a well-rounded programme of assemblies which offer clear guidance on what is right and wrong

We endeavour to ensure that students;

  • Are reflective about their own beliefs and perspectives on life, and the extent to which they are the same as/different to others’ faith, feelings and values. Examples are; RE and curriculum assemblies, assemblies with RS in recognition of the significance of the November 11th Remembrance Service, choice of books for class reading during tutor time, History curriculum, Science curriculum, and general PSHE and tutor time, and the celebration of different faiths and cultures at certain times of the year
  • Show an interest in investigating and offering reasoned views about moral and ethical issues, and appreciate the viewpoints of others. Examples are; Ethics and Morals curriculum, PSHE sessions, discussions in English, History and other areas of the curriculum, charitable work and links with local charities, competitions, and current affairs assemblies and tutor time discussions.
  • Have a sense of enjoyment and fascination in learning about the world around them and participate actively in artistic, sporting or cultural activities. Examples are; School plays, sporting fixtures, Field trips, Library, World Maths Day, Maths Challenge, after school clubs and societies, musical opportunities and dance, sporting and cultural opportunities provided by the DRET organisation.
  • Recognise the difference between right and wrong, understand that actions have consequences, and apply this in their own lives by respecting the Law. Examples are; School policies for welfare and health and safety, Behaviour policy [sanctions and rewards], Reward assemblies, clear posters about expectations and behaviour all around the school, visits from local police and other services.
  • Co-operate well, celebrate diversity and resolve conflicts effectively. Examples are; Studet Leadership, sports teams, maths team challenge, House competitions, anti bullying week, current affairs assemblies, school trips to local mosques and other religious sites.
  • Engage positively with life in a democracy. Examples are; House council elections, interviews for head boy/girl, student voice involvement when interviewing staff
  • Understand and appreciate the history, heritage and wide ranging cultural influences that underpin our individual and shared experience of life in modern Britain. Examples are; Recognition of the significance of November 11th, trips to France and overseas, outward bound courses, History and English curriculum, fundraising, celebrating and going to events such as the Commonwealth Games, visiting guest speakers and opportunities provided by the DRET organisation.

 In addition we have James Ashworth who earned a VC as part of the DRET alumni. In short we believe that we allow our students to recognise right from wrong, resolve conflicts, understand and explore diversity, develop a moral code, understand others beliefs and understand how communities function. These qualities will allow them to participate fully in life in Modern Britain

Click here to find out more about British Values at our academy

Key Stage 3, 4 & 5

Maths

Mathematics aims to develop knowledge, skills and understanding of key methods and concepts including number, geometry, measures, statistics and probability. Students are given the opportunity to acquire and use problem solving strategies, to select and apply mathematical techniques and methods in everyday and real-life situations.  

 

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English

Through English every student will have access to “the best that has been thought and said”, providing equal opportunities to all students.

Students are given the opportunity to access a range of texts from across time to develop their understanding of Literature and the human condition through a knowledge based curriculum. Through studying Literature, students will be given the keys to unlock the world around them and allow them to access all that the world has to offer to ensure that every student has the opportunity to achieve their ambition. English Language will provide students the opportunity to develop their own voice to comment on the world around both orally and in writing. 

Science

Studying science allows students to make sense of the phenomena they see around them and question why things happen. Students cover a range of topics from all 3 disciplines of science. The purpose of the KS3 curriculum at LPA is to give students a sound and secure knowledge of the key ideas in science such as the structure of atoms, how energy is stored and transferred and the importance of interactions in our environment. Along with theory lessons students will partake in a range of practical activities to enhance their learning.

RE

Religious education is founded on the promotion of spiritual, moral, cultural and physical development of pupils at Lodge Park Academy. The curriculum has also been sequenced to ensure that pupils at the school are prepared for opportunities, responsibilities and experiences later on in life. The curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and worldviews that offer answers to questions such as these.

French

Our French curriculum has been designed to empower our students with the knowledge to become confident, accurate, fluent communicators.  In addition, it enables them to develop an understanding of both shared and differing cultural traditions and viewpoints.  To enhance their cultural literacy we equip our learners with the substantive knowledge of some key geographical aspects, historical events, artworks, literary texts, traditions and personalities pertaining to the culture of France.

 History

Our history curriculum aims to offer broad, knowledge rich and intellectually challenging lessons which provide students with the knowledge to converse academically on a wide range of historical periods.

Geography

Geography allows us to understand the story of our planet; how it has changed and developed over time through natural (or physical), and later on, human processes.  Our world today reflects the impacts of these processes; Geography helps us to reflect on what that means for ourselves and others.

PE

Computer Science & ICT

Computer Science and ICT equips students to understand how modern technology works. We focus on problem solving and computational principals as well as practical ICT skills to give a sound understanding of the different areas so that students are prepared for their option choices. 

Art

Our Art, Craft and Design curriculum offers knowledge rich and creatively challenging lessons which provide students with opportunities to work within drawing, painting, collage, contemporary craft and sculpture. Students learn about and create a diverse range of responses to artists from a range of periods, cultures, and types of practice. 

Design &  Technology

In Design and Technology we build knowledge systematically about our planet’s resources and the role of designers and technologists within society. The students have opportunity to work with a variety of materials and processes to design, make and evaluate potential solutions for the world and its citizens.

 

Music

The Music curriculum is centred on three distinct, but interlinked, areas of music education:

1. Music in the classroom (the ‘taught curriculum’),

2. Instrumental & vocal tuition (in groups or one-to-one) and ensemble membership = co-curricular music

3. Musical ‘events’ and opportunities, e.g. singing in assembly, concerts and shows, trips to professional concerts = musical enrichment

All students access music in the classroom – the focus of curriculum music is on developing students’ musical understanding: getting to know how music works and how it conveys meaning.

Alongside this, students have the opportunity to learn an instrument, with 1:1 lessons taking place during the school day, and to rehearse in instrumental and vocal groups before school, during lunchtime and after school.

There is a series of musical events running through the year – assemblies, house music competitions, student concerts, school shows, workshops, residencies, arts weeks, trips to professional concerts – in which students experience music as a vital element in public culture.

Within the taught curriculum we start by teaching students core skills of singing, performing in unison using fundamental mechanics of the human body. Through this, we explore the elements of music in a practical way. These skills are regularly developed through multiple music mediums, including singing, keyboard and drumming. Performance ability is underpinned by a knowledge rich curriculum. All students learn to read and write music, both graphic and conventional notation. The skills learnt from performing and listening support students when they compose their own music.

Business

Psychology

Sociology  / Health and Social Care 

PSHCE