The curriculum at PACA is the sum of all the experiences enjoyed by students both within and outside the academy environment.
The academy aims to transform the outcomes for our learners by accelerating student progress in order to significantly improve standards of achievement. Our overarching priority is to ensure every student makes progress over time at least in line with national expectations. Students are set targets which expected them to make four levels of progress between Key Stage 2 and Key Stage 4. Progress in the Sixth Form is measured against targets generated by Fisher Family Trust Data (FFT).
To achieve this goal PACA provides a curriculum to challenge, inspire and extend all learners to ensure we ‘Unlock Potential’ and secure success for all. The curriculum reflects the academy community, entrepreneurial attributes, specialisms and opportunities available within the City.
Entrepreneurial attributes are a key part of the curriculum at PACA and are developed through all subjects as well as tutor time and extra-curricular activities. They are assessed and students are rewarded for achieving the attributes through the Aldridge award.
We adopt the National Curriculum guidance at Key Stage 3 and adapt our curriculum to changing government requirements.
The curriculum promotes the spiritual, moral, cultural and physical development of students, preparing them for adult life.
To Unlock Potential and achieve success for all:
A personalised curriculum offer
We ensure that students develop the skills and competencies needed to succeed in the rapidly changing world. We provide clear and flexible pathways in order in order to develop personalised learning for all, where students can progress at the pace suited to their ability, with clear progression routes.
High expectations and high standards of achievement
We believe every learner has the potential to achieve high levels of success, irrespective of their starting point or background. Our curriculum provides the range of experiences and support necessary to unlock the potential in every learner.
We ensure clear progression routes for all learners so they can develop the skills and qualifications necessary to progress their learning into adulthood, future employment or Higher Education. We provide clear Information Advice and Guidance (IAG) for every learner to ensure successful learning, accreditation and appropriate future choices.
We use the latest technology to provide a vehicle for innovative and creative approaches to learning.
Strong partnerships for learning
We develop strong partnerships with other educational institutions, businesses and other organisations to build capacity and expand resources and expertise available.
Learning experiences are organised into learning pathways. At least 3 pathways are on offer each catering for a different skill set. Students are directed to a pathway and there may be choices available within a pathway. We ensure that students and parents/carers are engaged in the process in order to match their ambitions with the recommendations of the academy.
Parity of esteem
All learning and routes to accreditation are valued. All activities that our learners engage in are regarded as learning, are valued and are accredited whenever possible.
There is a range of accreditation from Entry Level through to Level 3 which can be characterised as:
General: Qualifications in a particular subject discipline.
Applied: Qualifications which are set within an employment sector context.
Occupational: Qualifications related to competencies in the workplace.
We accredit, where appropriate, learners’ key skills, including functional skills, literacy, communication, numeracy, ICT, as well as personal skills of working with others, problem solving and improving performance.
We recognise personal achievements through a process of target setting and review, using individual learning plans.
Student performance data is gathered and regularly reviewed to inform curriculum planning and the curriculum is reviewed annually in light of the needs and aspirations of each successive year group.