Curriculum at ATA
Curriculum Aims
Ashcroft Technology Academy (ATA) is ambitious for all students and this ambition is underpinned by high expectations of student behaviour and attendance. ATA’s behaviour policy ensures that teachers can teach without distraction and that all students are able to learn in a calm, orderly and focussed environment; and ATA’s Leadership Group, pastoral teams, and Learning Mentors support students in meeting these high expectations of behaviour. Attendance is also key to our students’ success, and the approach taken by the Academy in this area requires students to attend every lesson, and catch-up on those they miss.
ATA places significant importance on excellent attendance, excellent behaviour, good manners, hard work, homework, personal responsibility and respect. We believe that good conduct forms the foundation of a safe, supportive, healthy, and engaging learning environment in which students can always give of their best and in which their success is celebrated.
The curriculum provides the means for these aims to be realised, delivering the knowledge students require, across a broad range of subjects, creating meaningful opportunities for all students, regardless of their ability or background, driving standards and enabling students to achieve outstanding results. Armed with these results, our students are able to secure their place on a university course or college programme of their choosing.
ATA’s curriculum is designed to help our students learn effectively. This means that its implementation is guided by research-informed pedagogy, it is under constant review by Curriculum Managers, and it is modified, where needed, to meet the needs of all our students in the most successful way.
ATA’s wider curriculum is also important, and all teaching staff are expected to contribute to the programme of activities which include sports, the performing and creative arts, drama, STEAM, languages, debating and local visits and foreign trips.
All students, regardless of socio-economic status, academic ability or SEND (Special Educational Needs and Disabilities) enjoy the same broad curriculum, the same programme of enrichment opportunities and the same expectations of behaviour and effort. The progress made by students is therefore significant, with ATA one of the best performing secondary schools in the country for student progress.
Curriculum Structure
The curriculum at ATA reflects the Department for Education’s aim of students studying a strong academic programme (EBACC) that will give them access to the best Sixth Forms, universities and apprenticeship providers. We take pride in the fact that all our students, regardless of their ability or background, receive the same unrestricted and broad curriculum, with the support to help them learn at their own rate, or in times when they face difficulties. This means that all students have access to a knowledge rich curriculum, something that will necessarily help them to acquire new knowledge more easily in later life. This, we believe, enables our students (18% disadvantaged and 23% SEN) to achieve true social mobility. All students have equal access to Religious Education, Citizenship, Personal, Social and Economic Education (CPSE) and a robust assembly programme through which we develop the desire to achieve resilience and cooperation with an unrelenting focus on literacy, numeracy, and oracy.
ATA believes, and student voice confirms, that towards the end of Year 8, students are at a stage where they can make informed choices and are able to specialise, to an extent, and devote more time to the subjects they particularly enjoy and wish to pursue at a higher level. Key Stage 3 (KS3) offers Year 7 and 8 students the opportunities to develop knowledge and skills in a broad range of subjects. Extra school days in the academic year and the extended school day allow the flexibility to offer a broad and balanced curriculum, together with an unparalleled STEAM programme of study outside of lessons.
Key Stage 4 (KS4) runs from Year 9 to Year 11. All students are entitled to study English Language, English Literature, Mathematics (with the option of Further and Additional Mathematics for our most-able students), Combined Science (with the option of Triple Science for our most-able students), French, Geography or History and Religious Studies or Citizenship. In addition to core EBACC subjects, students are given the opportunity to study two further subjects. Again, extra school days in the academic year and the extended school day provides the flexibility to offer a broad and balanced curriculum. This means that all students study ten GCSEs, and they have access to as many as 13 subjects, with the potential to sit GCSEs in community languages. All students have access to study hall, subject power hours and the full range of extra-curricular activities on offer. As a result of this, students can continue to access to subjects such as Art, Computing, Drama, Design and Technology and Music, through the enrichment programme, if they chose not to study these subjects at GCSE.
At Key Stage 5, students have the choice of two programmes of study: A-Levels or the International Baccalaureate, the latter of which is a broad and highly regarded qualification, offered mainly in the independent sector. A-Level students typically study three subjects, with the option open to students who study Maths and Further Maths to study a fourth subject to maintain a good balance. In addition to their A-Level and IB courses, all Sixth Form students follow a weekly pastoral programme, which includes comprehensive guidance on UCAS preparation, career pathways, and support with their own personal and academic development and independent study skills. Furthermore, our extensive super-curricular programme in the Sixth Form provides supplementary opportunities and encouragement to our students who intend to apply to the most prestigious universities in the UK and abroad. This includes the opportunity to complete an Extended Project Qualification in a subject of a student’s choosing and to participate in our support programme for aspiring Medics and Oxbridge candidates.
Curriculum Subject Areas
English and Mathematics are crucial to the life chances of young people. If not mastered, they are a barrier to progress in other subjects, further education, training and the world of work. Consequently, we prioritise these subjects from Year 7 to Year 11. Literacy is embedded across the curriculum from Year 7 to Year 11. Students can develop a broad vocabulary, which includes subject specific language. Our staff devote curriculum time to teaching this language explicitly and are careful to draw attention to the ways in which words can be used or interpreted differently across subjects and contexts. The texts studied are intentionally reflective of the school community and aims to give all students access to a rich and diverse literary heritage. Numeracy and problem solving are also taught across the curriculum. Students learn about the importance of metacognition, how to approach complex problems and the steps to take when the obvious path ahead is unclear. This commitment to cross curricular literacy, numeracy and problem solving ensures that our students develop mastery in each subject area and can connect concepts across each area of their learning.
Science and Technology are important in modern Britain and to the Academy’s commitment to providing a high-quality technological education - and student voice indicates that there is a strong inclination amongst our students in each year group to pursue a career in the fields of Maths, Engineering, Science, Computer Science or Medicine. An expertise in science enables the majority of our students to pursue the KS5 programmes they wish to follow. In our 6th Form, Maths and Sciences are our most popular subjects, with many students keen to pursue qualifications in Medicine or Engineering at university. The Science curriculum is designed to nurture the students’ innate curiosity about the world around them and prepare them for a STEM (Science, Technology, Engineering and Mathematics) focussed future. Through the Science and STEM-based super-curricular programmes, annual events such as 6th Form Speed Networking and the 6th Form STEAM (Art is included in the Academy) Ambassadors Programme facilitate informative careers guidance opportunities, playing a vital role in our students making informed choices when selecting their degree and career pathways, particularly in the STEM industries.
In multi-cultural Britain, we believe that all students should study a language from Year 7 to Year 11. In addition to French, we offer a second modern language to students selecting their GCSE options. Students who speak a different language at home are encouraged to sit the GCSE and A2 exams in that language.
Our CPSE programme (delivered thematically in Computing, Drama and RS lessons to students in Years 7 and 8 and in a discrete weekly lesson to students in Years 9, 10 and 11) deals with social and personal issues, rights and responsibilities and British values – and includes a strong emphasis on sex and relationships education. It fosters in our students an understanding of moral agency and of whom to speak to when they observe injustice or wrongdoing. It also develops confidence, mental and emotional well-being, public speaking and it encourages students to ‘break glass ceilings’ created by gender, class, ethnicity, disability and poverty. These concepts are further consolidated in the Social Curriculum – a bespoke programme of study for each year group, delivered by Form Tutors during morning Tutor Time and weekly assemblies.
The weekly, form-time, Social Curriculum provides our students with regular opportunities to revisit essential elements of the CPSE curriculum in order to embed their learning. Through the Social Curriculum students are given the opportunity to learn about the practical application of knowledge gained in CPSE lessons. In line with the Academy’s focus on oracy, students also complete the Oracy and Debate curriculum during their Social Curriculum sessions. Through this programme, students learn the skills needed to be able to present a persuasive argument and critique arguments proposed by others. Our students are also given the opportunity to develop their debate skills and knowledge of issues in contemporary society. The Social Curriculum also contributes to the students’ personal development through a focus on the importance of values. Students reflect upon important concepts such as equality, respect, acceptance and kindness and learn about how to display these values in their own interactions with others, promote them in the Academy and challenge those who do not. The social curriculum is designed to arm our students with the skills to navigate the modern world, where their lives are conducted seamlessly on and offline, in a way that is safe, productive, and well informed.
All students study History, Geography and Religious Studies as discrete subjects in Key Stage 3, developing student’s awareness of the past and current contemporary issues and preparing them for their EBACC selection (Geography and History) for GCSEs and ensuring they have the relevant knowledge to become contributing citizens in our society. Students at ATA also have the opportunity to study Business Studies or Economics, with both subjects increasing in popularity over recent years. In Business Studies, students gain a vital understanding of the commercial world, enterprise, and financial accounting. While in Economics students have an introduction to the geopolitical landscape and basic economic systems such as tax and production.
Our Physical Education programme of study exposes students to a wide range of sports and physical activities. There is an emphasis on physical literacy, physical fitness (which is an important part of developing resilience and a healthy lifestyle), teamwork and competition (both of which are developed further through our house system), and a life-long enjoyment of sport and a healthy, active lifestyle. Extra-curricular clubs and fixtures allow students to make more progress in their chosen sports. Consequently, our students experience success at borough, regional and national levels in their chosen sports.
The Arts are an important part of life, and we are keen that all students experience and are encouraged to develop skills and knowledge in this area and instil in them a love, respect, and life-long interest in the Arts. The Arts are not necessarily celebrated in every student’s household, and it is therefore incumbent on the Academy to celebrate and to provide equal access to the Arts. This is something that can help to develop character, an understanding of individual cultures, individual expression, and confidence. The Arts are celebrated throughout the academic year in Arts Week, productions and exhibitions and all students study Art, Music, and Drama at KS3. Dance is also taught via an extra-curricular club.
In Key Stage 3, all students study Design and Technology on a rotational basis. This gives them the opportunity to experience lessons in Product Design, Textiles and Food Technology. Design and Technology staff teach the theory in each discipline before introducing the students to the practical design and make processes. In Food Technology, students learn about cooking and nutrition, how to maintain a balanced diet and how to cook a range of healthy meals.
Curriculum Execution
In order to provide our students with the most appropriate learning experience, our subject leaders, skilled in their respective disciplines and supported by teams of well-qualified subject specialists, have the necessary expertise and experience with which to determine the skills and knowledge students require at each stage of their learning. Curriculum Managers lead the design of coherent schemes of work and assessments, and they direct the planning of individual lessons, in sequence, that enable students to acquire new knowledge, built on solid foundations, and develop the skills present in successful learners.
High-quality instruction has the greatest impact on student achievement. Lessons are planned and delivered in a way that permit students to develop their understanding in each subject area and to revisit knowledge at regular intervals so that their learning is sustained and challenged over time. The curriculum in each subject area is under constant review and refinements are made in line with the latest educational research and context at the time. The curriculum is not static; it is an evolutionary process, informed by outcomes achieved in each end of term assessment, student understanding in each lesson and in changes made to subject specification, which are beyond the control of the Academy.
Teaching staff are supported by a comprehensive professional learning programme, which is delivered weekly and subject-specific professional development delivered during departmental weekly meetings. The Academy also invests heavily in a wide range of external professional development courses, which support the development of teacher subject knowledge. This ensures staff are empowered and informed in the best classroom mechanisms so that every lesson is conducted to the highest quality. Curriculum Managers therefore have the confidence in the quality and the power of their curriculum and can prepare our students well for public examinations.
The role that homework plays in the learning process cannot be ignored. It develops independence, resilience, and it allows students to practise taught material and techniques and to consolidate their learning in a quiet space in their own time. With set hours per week in each subject at each Key Stage, students necessarily experience more of the curriculum and develop the skills present in successful learners. Independent school ‘prep’ style homework clubs and study hall, along with our evening revision activities, subject-based ‘power hours’ and access to our Learning Resource Centre, are made available to students who do not have access to a quiet space at home or who require extra subject support. Inclusive study support is also available in SEND Homework Clubs, as well as workshops that support students who have English as an Additional Language.
The assessment schedule within the Academy allows for a formative and diagnostic approach towards assessments, informing students what they need to do to improve but also enabling teachers to be reflective on areas that may need re-teaching or support. The four reporting windows enable teachers to assess what students have understood in a more formal setting. Alongside this, lessons feature regular and extensive checks for understanding, creating an environment whereby assessment informs teachers and students on how to move their learning forward.
Curriculum Enrichment
Alongside the demanding curriculum offer, students are encouraged to take up opportunities beyond the classroom. We place importance on students engaging in school life to ensure they are exposed to a variety of enrichment so that they are not disadvantaged when pursuing their future educational goals or employment aspirations.
Overall, we are determined to create an environment whereby our offer for every student provides an equitable society with maximum opportunity for all.
Our rich and diverse extra-curricular programme offers regular clubs that operate before, during and after the school day, academic and arts events, productions, Duke of Edinburgh and local and international visits and journeys. In addition to timetabled lessons, the Academy offers a strong STEAM programme, Performing Arts programme, inter-house competition programme and Fitness and Sport programme outside of lesson time. An extended lunch break of an hour and 5 minutes, accommodates many of our curriculum enrichment opportunities.
ATA’s STEAM programme is designed to immerse students in the fields of Science, Technology, Engineering, Arts, and Mathematics. This programme aims to cultivate creativity, critical thinking, and problem-solving skills. The STEAM Enrichment Programme integrates interdisciplinary learning with hands-on experiences. It encourages students to explore their interests and talents beyond the conventional curriculum, fostering a love for learning and innovation. The programme is structured to provide students with exposure to various STEAM disciplines through workshops, projects, competitions, and collaborations with industry experts.
A unique aspect of ATA’s STEAM programme is the integration of the Arts, recognising their critical role in fostering creativity and innovation, and allowing students to explore the intersection of Art and Technology. This interdisciplinary approach helps students develop a well-rounded skill set, encouraging them to think creatively and approach problems from different perspectives.
The Arts and Technology department offers a range of enrichment opportunities across music, drama, art, design and technology and food technology. This includes weekly group ‘ensemble’ practice and one-off workshops and trips. In music, drama and dance, there are weekly rehearsals including general and advanced vocal and instrumental groups, woodwind and percussion groups, band skills, music technology coaching and drama clubs, which are spilt by year group, and a dance society. Students who engage in arts enrichment can also engage with arts in the wider community including coaching and performance opportunities with Wandsworth Music Service and the National Opera Studio, taking part in the Old Vic Theatre’s prestigious ‘Schools Club,’ trips to art events, hands on workshops in DT (Design Technology) and food and opportunities to learn from professionals in the arts field. Students are also offered the opportunity to access private music lessons at the Academy.
Our extensive super curricular programme in the 6th Form provides the opportunities and the encouragement to our students to apply to the best universities. This includes the opportunity to complete an EPQ (Extended Project Qualification) and to participate in our support programme for aspiring Oxbridge candidates and Medics. This includes participation in, and former ATA winners of, ARTiculation, a national public speaking initiative, designed to promote and support young people in looking, thinking, and speaking about visual culture, organised by the National Gallery.
ATA’s Medical Society (Medsoc) offers a unique opportunity for students who are considering a career in a healthcare profession. With over 350 careers in the NHS alone, our main priority is to help students to critically engage with the options available and focus on the most suitable careers for them. We achieve this through careers talks from our contacts at institutions such as St George’s Hospital, Charing Cross Hospital and Imperial College London, alongside in-house teacher led sessions. We have strong work experience links with the Royal Hospital for Neuro-disability and Imperial College London which offer opportunities for hands on experience with patients. These foster the development of healthcare skills and a passion for working within healthcare. For students aiming to study Medicine or Dentistry, we provide additional sessions which aim to give students a realistic idea of a successful medical application process.
Curriculum Outcomes/Achievement
ATA’s curriculum enables our students to achieve outstanding results, year after year, and ATA is therefore one of the leading secondary schools in England for student progress.
In year 11, the outcomes for public examinations in 2023 were exceptional.
- 79% obtained grade 5s or above in English and mathematics compared with a national average of 45%.
- The progress 8 score of 1.09 was well above the national average and among the very highest in England.
- The attainment 8 figure of 63.3 (national average 46.3) reflects the broad and balanced curriculum that all students achieve.
- ATA is particularly pleased with the outcomes of our disadvantaged students (p8 0.95 and A8 57) and our SEN students (p8 0.90 and A8 52).
The results for the year 13 students were equally impressive.
- The average point score of 41.8 for A levels (National Average 35.3)
- 39% of grades were A or A*
- 93% were C or better
- Large numbers achieved places at prestigious universities