At All Saints Academy, we have our Christian faith at the heart of our community, with respect, acceptance of different views and Christian morals promoted throughout all our activities. Our vision of “Living Well Together in Dignity, Faith and Hope translates into our everyday practice. The values of faith and hope are particularly relevant in this policy. We see education as a ‘gift’ and that all students should have faith and trust in our core beliefs and gain valuable learning experience through the curriculum especially in particular subjects such as Religious Studies.
All Saints Academy, in keeping with our Christian ethos, is committed to providing an outstanding quality of education for all students allowing each individual to achieve their full potential regardless of ability, heritage or background. Our vision is “Living Well Together in Dignity, Faith and Hope” and this translates into our everyday practice. The value of dignity is particularly relevant when we consider the needs of students with Special Educational Needs or Disabilities as we want to promote a curriculum which is inclusive and accessible by all.
We recognise the value of parents/carers in supporting their children and will look to engage them in planning to meet the academic and pastoral needs of each individual.
Through our links with the University of Bedfordshire, local businesses and other providers we are able to offer a range of visits, work experience and enrichment activities to enhance students’ wider learning opportunities.
We believe that the Equality Act (2010) provides a framework to support our mission statement of preparing students to live well together with dignity, faith and hope. Our curriculum educates students about the importance of valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement. We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.
The four educational philosophies which underpin our curriculum design, are all linked directly to, and are shaped by the statutory duties laid out by the Equality Act 2010 in order to ensure that we:
Every part of our curriculum is designed with equality of opportunity at its heart to ensure that students that have Special Educational Needs and/or Disabilities can access the curriculum as well as those that do not. Equality of opportunity is achieved by removing both educational and physical barriers to ensure that all students can access the curriculum fully.
In relation to the Special Educational Needs and Disability Regulations 2014, our SENDCo meets all of the statutory requirements as set out by section 67(2) of the act. They are responsible for ensuring that all students with Education, Health and Care Plans, as well as those undergoing assessments, are subject to reasonable adjustments so that they can fully access curriculum.
Definition of the Curriculum
The curriculum is deemed to be a range of formal and informal courses and experiences to which all students will have access. Curriculum provision will provide stretch, support and challenge, allowing students to flourish and make rapid progress. Students with particular learning needs are suitably supported enabling them to take full advantage of the opportunities offered by the Academy and to succeed in their learning. We want to create in our learners’ high aspirations and a sense of purpose in order to achieve their full potential.
For further information on the curriculum being offered within each curriculum area please follow Link Here
Courses available to pupils at Key Stage 4
|OPTION A||OPTION B|
|Art and Design GCSE||Business Studies GCSE|
|Business Studies GCSE||Design Technology GCSE|
|Computer Science GCSE||Food GCSE|
|Hairdressing and Beauty BTEC||Music BTEC|
|Sport BTEC||Psychology GCSE|
|Triple Science GCSE|
|Geography GCSE||History GCSE|