The Foxwood Academy curriculum is broad, balanced, relevant and challenging. It meets the requirements of the Early Years Foundation Stage Curriculum and the National Curriculum (NC) and includes modifications to make it accessible to all our pupils. In addition to The National Curriculum we take into account the special educational needs of our pupils and take all opportunities to deliver individuals Education, Health and Care Plan (EHCP) Objectives across the learning programmes. The curriculum is a balance of subject based lessons and topic/theme based learning.
Monitoring and assessment of pupils work takes place continuously. Pupils are encouraged to be involved in the setting of their own targets and in assessing to what extent these have been met. Again this is done in the best way possible for each student so that pupils will be able to contribute to the setting of and assessment of a target such as “I will learn to read five new words by next week.”
Pupils and staff use a range of methods to record work and to monitor progress. In addition to the more usual methods of writing and drawing, models, photographs, computers, audio and video clips are all used.
Learning styles vary from pupil to pupil. This is taken into account when lessons are planned and teaching styles are therefore equally varied. Although a mixture of whole class, group and individual teaching is usually appropriate, the exact balance between these depends upon the needs of the class and the individual. Interactive learning is highly valued. Practical lessons and Educational Visits are a common feature of the Academy week for all classes.
Foxwood Academy provides a broad and balanced curriculum which:'promotes the spiritual, moral, cultural, mental and physical development of pupils at the Academy and of society, and prepares pupils at the Academy for the opportunities, responsibilities and experiences of later life.'
English and Mathematics are taught across all phases and pathways. Non-core subjects: Science, Art, PE, Computing, e-Safety, Creative (Music & Drama) and Personal & Social Development (PSD) are allocated as appropriate across the key stages. As an Academy we have some flexibility to how this is approached, which has led us to introduce a Preparing for Adulthood (PfA) curriculum.
If you require any further information with regard to our curriculum please email the Academy at firstname.lastname@example.org or use the ‘Contact Us’ form on this website.
Early Years pupils between the ages of 3 and 5 years work within the seven areas set out in the Foundation Curriculum: Communication and Language, Personal, Social and Emotional Development, Physical Development, Literacy, Number, Expressive Arts and Design and Understanding of the World.
In the Early Years pupils are taught primarily through focused play activities. One of these will regularly be based in the area of Language and Communication. In addition most pupils will have specific communication targets that will be worked towards throughout the Academy day. During the Reception year (F2) pupils are gradually introduced to aspects of the Literacy in the National Curriculum.
English is taught as a separate subject during Literacy lessons and as an integral part of all other subject lessons. Regular targets are set according to the needs of individual pupils. Pupils within a class with similar or identical targets may then be grouped accordingly. The aspirational targets set are carefully chosen to ensure that pupils are able to succeed, therefore developing confidence and a positive attitude to work. During Literacy lessons pupils work towards individual or group targets in reading, writing, and speaking and listening. Targets are also taken into account during the teaching of other subjects. Our pupils have access to a range of different reading schemes for example, Oxford Reading Tree, Flying Boot, as well as supplementary Academy based resources.
When our pupils are ready for the teaching of phonics we follow a structured phonics programme.
A great emphasis is placed on the development of communication throughout the entire Academy day. A range of additional systems is used at Foxwood with those pupils who require extra support in learning to communicate. These include signs, symbols, and pictures and sometimes technological aids including iPads and other Augmentative Communication devices. The use of these systems gives pupils a means of developing concepts, knowledge and understanding within the curriculum and then communicating their learning to others.
In the Early Years pupils are taught primarily through focused play activities. All children have individual number targets worked on either individually or in small groups.
Mathematics in KS1 & 2 is taught primarily during a dedicated lesson, often within the morning session. Regular targets are set according to the needs of individual pupils. Pupils within a class with similar or identical targets may then be grouped accordingly. The aspirational targets set are carefully chosen to ensure that pupils succeed, therefore developing confidence and a positive attitude to work. Opportunities are taken, wherever possible, within the wider curriculum, to extend mathematical language, understanding and knowledge.
Our foremost aim is to ensure that, as far as possible, all pupils develop mathematical confidence in the practical situations of everyday life and that they develop a positive attitude to the subject. Consequently mathematical skills are developed across the curriculum.
From the early stages pupils are encouraged to experiment with and explore materials. The aim is that children progress to making images and models using a variety of media in order to explore and make sense of the world.
Computing and e-Safety
Our pupils have the opportunity to use computers in order to communicate with individuals, solve problems, process information, store and retrieve information, communicate with the wider community, consolidate concepts learned in other areas and develop coding skills.
For some pupils computers and iPads prove to be a very motivating and practical learning tool, which provides access to learning throughout the curriculum.
Online Safety is taught both through Computing and discrete e-Safety lessons. In September 2018 the Academy introduced the ‘Education for the Connected World’ which is a framework to equip children and young people for digital life, produced by UK Council for Child Internet Safety (UKCCIS). This is supplemented by involvement in whole Academy activities e.g. Safer Internet Day.
Creative (Music & Drama)
All pupils explore the expressive elements of sound and music using voice, percussion and electronic instruments. They also have the opportunity to listen to a wide variety of music and organised sounds in order to develop various skills. These may range from simple sound recognition to following rhythms and describing moods and feelings suggested by different pieces of music.
Physical Education (PE)
Our Physical Education curriculum offers all of our students the opportunity to acquire the fundamental skills necessary to be able to play, lead active and healthy lifestyles and progress into sport outside of the Academy.
Personal & Social Development (PSD)
This subject is taught in both a cross-curricular situation and as a separate subject. We provide opportunities for pupils to develop an awareness of themselves and others as individuals thus promoting mutual respect and understanding. There is an emphasis on personal, social and emotional development and some pupils will continue to work on individual targets developing these areas whilst accessing the wider curriculum.
Foxwood Academy has a statutory requirement to include Religious Education in its curriculum as well as an extremely strong belief in the importance of Fundamental British Values. As such, it recognises the importance of including Religious Education in its curriculum, as this offers students further opportunities to investigate tolerance, mutual respect, the democratic process, individual liberty and the rule of law. The Academy does not accept intolerant attitudes to members of the community: where people are rejected or discriminated against on the basis of race, faith, gender, sexual orientation or age. The baseline for a fair community is that each person’s right to ‘be themselves’ is to be accepted by all. We believe that RE can encourage students to be increasingly respectful and to celebrate diversity, thus promoting tolerance.
The Governing Body believe that Sex & Relationships Education should not only be taught as an isolated subject, but as a natural part of children learning about themselves and their relationships with each other. It is therefore taught with sensitivity appropriately to the child's age throughout their Academy life.
Preparing for Adulthood (PfA) Employment
Pupils of all ages have the opportunity to learn about, experience and develop employability skills and are encouraged to have aspirations for employment in their future. Topics within PfA Employment include work placements, making decisions, developing a hobby, running a stall and fund raising events.
Preparing for Adulthood (PfA) Independence
Pupils of all ages have dedicated curriculum time to develop confidence and skills that enable them to become as independent as they can be in their future lives. Topics within PfA Independence include moneys skills, supermarket orientation, washing and dressing, road safety and managing my belongings.
Preparing for Adulthood (PfA) Community
Pupils of all ages are encouraged to experience, practice the skills and feel confident members of their Academy and local community. Topics within PfA Community include having a social life, e-safety, appropriate behaviours out and about, being a good citizen and friendship skills.
Preparing for Adulthood (PfA) Health
Pupils of all ages have the opportunity to learn about and experience how to lead a healthy life and have a healthy body and mind. Topics within PfA Health include food, exercise, personal safety, life choices and relaxation.
Consideration is given to pupils with special physical/medical needs.
Dealing with complaints about curriculum matters
We believe many potential concerns or complaints can best be resolved early at an informal level. This may be in discussion with the Deputy Headteacher, member(s) of staff, or school Governors.
A record of any complaint is kept and wherever possible it is resolved quickly and fairly. If the person making the complaint is not satisfied and wishes to formally complain, the Governing Body will ask for this complaint to be made in writing to reduce any misunderstandings. The matter is discussed and the complainant informed of the decision and or action to be taken.
To summarise, there are three levels at which a complaint may be considered. These are informal, formal to the Governing body or formal complaint to the Local Authority. A complaint may be considered at more than one of these levels.