In the English department all our students receive an individualised approach according to their ability and need. We use baseline assessment of core skills on entry which is reviewed half-termly. This guides the learning foci for each student. The department takes an holistic approach to learning and so often integrates elements of other subjects as well as students’ own experiences into lessons. Some of our students require extra support and to that end the English department is a dyslexia-friendly environment where individual learning preferences are implemented, as well as offering individual literacy support where required. All our students in key stage 4 are entered for formal examinations. We offer English Language through AQA or Cambridge IGCSE, AQA Functional Skills levels 1 and 2, and English literature where appropriate. For students who join us in year 11, we are able to enter students with other examination boards if required. The English department’s aim is that all key stage 3 students leave us with enhanced literacy skills and that all key stage 4 students leave us with a qualification that will take them to the next stage of their education. We do not currently have any key stage 1 pupils, however we use Read Write Inc. as our phonics scheme.

In years 7, 8 and 9 students follow the AQA Key Stage 3 Science syllabus where they explore 10 key elements across Biology, Chemistry and Physics. Theoretical work is reinforced using a range of practicals to bring their learning to life and to encourage students to think and work scientifically. In years 10 and 11 we offer our students BTEC Level 1 First Award in Applied Science, which can be topped up to BTEC Level 1 First Certificate in Applied Science. These are taught alongside and embedded into the AQA GCSE Biology curriculum. AQA GCSE Biology gives students the chance to gain a good understanding of human biology, organisms, evolution and the environment. Students sit two Biology papers in the summer term which examine both the syllabus content as well as knowledge and application of the set required practicals.

In years 7, 8 and 9 students follow an in-school programme where they explore 5 key elements; drawing, painting, world art, clay work and a personal project. For years 10 and 11 we offer our students BTEC Level 2 First Award in Art and Design. Students in both key stages have use of facilities such as screen printing and equipment such as a potter’s wheel, a kiln and use of a workshop where they can explore 3D work with tools and a variety of materials.

In years 7, 8 and 9 students explore a variety of Design Technology aspects such as Textiles, Food and Nutrition and Resistant Materials. Whilst studying these projects students have access to sewing machines, fabric dyes and the workshop where they can work with a variety of tools and materials. For years 10 and 11 students study BTEC Level 2 Home Cooking, a course endorsed by celebrity chef Jamie Oliver. Students have the opportunity to work in our school kitchen creating meals and developing key life skills such as cooking, hygiene and safe working practice.

The PE department at Caradon Academy offers practical lessons to every student in the secondary school on 3 occasions each week. In the Key Stage 2 setting, the pupils take part in PE twice during the same time frame. There are a wide range of activities available to encourage regular activity including table tennis, basketball, fitness training and boxing. In every aspect of the curriculum we aim to improve overall fitness, social skills and a wider understanding of the benefits of regular activity. There is also the addition of a BTEC first award for pupils in years 10-11. This gives the students an opportunity to learn certain theory aspects of the subject and results in a qualification equivalent to a GCSE. On Thursday and Friday each week, the PE staff offer an outdoor education program designed to improve team work and problem solving. Other activities which can not be provided in school may also be added to this timetable and could include trampolining and swimming.

Here at Caradon Academy, we embrace the Thrive approach throughout the school and merge it within day to day lessons and school life. The Thrive approach is a whole school approach, which promotes and supports the social and emotional development and wellbeing of every student within our care. Thrive is brought together by the latest neuroscience; attachment theories and child developmental researches to encourage and support each child’s needs by observing their behaviors. Doing so, as a school, we are then able to implement effective support to not only help with social emotional development, but also able to encourage each child to re-engage with learning. Working with licensed practitioners, teachers and support staff throughout the school, staff at Caradon, are able to implement this approach alongside curriculum lessons. Children within the school have tailored action plans to help staff with strategies and activities to help with embracing the Thrive approach within lesson. Sometimes we find some of our students may need a little more support with their social emotional development and well-being, therefore the licensed practitioner on site will be able to provide 1 to 1 sessions within the student’s time table. Staff within Caradon follow and believe in the Thrive approach and that every child matters