Art

Life isn’t about finding yourself. It’s about creating yourself.’ George Bernard Shaw’

At NIA we believe that Art is an important part of the curriculum. It supports students’ personal development through creativity and self-expression, alongside developing resilience, confidence and critical thinking skills. We aim to engage learners in the creative process, encouraging them to express their individuality, whilst building skills in problem solving, decision making about their own work and that of others - learning to reflect and evaluate as work progresses. We promote the enjoyment of Art for itself, the development of skills with increasing mastery as they progress and their engagement in Art Craft and design - which can then be taken forward either into exams, or for itself, and have a lifelong impact with a love of art and artwork. 

Careers:

Art is seen in a wide variety of specific careers from fashion design through to animation or architecture. Creativity and problem solving is also used within many diverse areas and is a key skill for many careers.  We aim to engage, inspire and challenge our students by using a range of media and techniques, introducing them to a variety of artist from different cultures and times, within a curriculum that builds upon itself each year.  

Business Studies

Key Stage 4 and 5 only

Students will start by learning about business concepts and issues concerning the activities of a business. They explore the purpose and role of a business from spotting an opportunity through to the growth of an established business.

They will look at the importance of advertising and the ‘marketing mix, which ensures businesses meet the needs of its customers. Students will also investigate the role of human resources from communication to the recruitment process and how businesses spend time selecting the right candidate for a position.

Later in the course, students take a closer look at the role of operations and finance in business activity. Operations include production processes, quality of goods and services, customer service, and working with suppliers.  The finance section covers the role of the department, sources of finance available to businesses, costs, profit and loss, cash and cash flow.

They also explore how business responds to external influences, including ethical and environmental considerations, the economic climate and globalisation, and how businesses are not stand alone entities but exist in a state of interdependence with other businesses and stakeholders.

The subject is not just delivered through desk research.  The dynamics of the business world will be investigated through group work and exploring real business examples.

Careers:

Any career in business requires individuals to have good numeracy and literacy skills, and these are developed throughout the course. Confidence is also key, so the ability to present in front of an audience is also developed and encouraged. Throughout the course a range of career options are referenced and explored to ensure that they are fully informed of the numerous possibilities that may inform further choices in education or training.

Computing

There are 4 strands to Computer Science, which span across the key stages. Each strand is delivered within the overall context of the year's teaching, supporting and complementing one another to teach the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.  The four strands are:

• Knowing about computers
• Using computers
• Thinking computationally
• Programming

Computer Science is learning about the internal parts of a computer and how they work together to make your computer run, the different types of software that help you to use a computer, how to keep your computer safe from cyber-threats, the ethical, legal, cultural and environmental impacts of computers, problem solving using computers, how data is represented within a computer and programming techniques and languages. Learning to program builds characteristics such as collaboration, communication, creativity, critical thinking and resilience.

Throughout the Key Stages we continue to build on this knowledge and understanding so that our students are equipped to use Information Technology to create programs, systems and a range of content. They should also become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Careers:

Having a clear understanding of up to date local, national and global trends in Computing and IT related careers is essential in ensuring that young people are signposted to the range of career options available to them. Curriculum planning is designed with this in mind to ensure that key skills are developed widely to support success at the next stage of education or training.

Design Technology and Textiles

The department aims to create the environment and the opportunity for all students at Key Stage 3 and 4 to develop their creative and manufacturing skills in a wide range of media and materials.  They should be able to communicate their ideas and designs and to learn practical and skillful ways in which to manufacture their concepts. 

The social and moral issues of designing and manufacturing along with the environmental impact of design will be studied alongside the use of biomimicry, electronics, CAD/CAM, CNC and robotic control. All projects will ensure that success is achievable by all, yet outcomes can be personalised according to each student’s ability and aptitude.  Every project will allow all students to stretch, develop and challenge themselves to become independent learners.  Students will be challenged to experiment and try ideas that do not always guarantee success but embed a culture of learning from mistakes being more valuable than not stretching oneself beyond knowledge already attained and of being afraid to make a mistake. All students will be encouraged to take part in competitions and to be as active as possible in the workshops, D&T Clubs and other practical activities. The D&T Department aims to be a place where every child could achieve to the best of their ability and learn, develop and explore their creative ability.

Careers:

The D&T schemes of work will allow all students to appreciate what is around them and the diversity of the roles and functions that D&T has to offer. The study of influential designers, traditional materials and manufacturing techniques as well as new, Smart, Modern materials and new technologies are an integral part of the student experience.

English

The English curriculum is designed around our passion for sharing great literature, encouraging students to read widely and regularly at an age-appropriate standard.

Reading, both for pleasure and analysis, is at the forefront of everything we do; we believe in giving students the opportunities to engage with the world in which they live, whilst exploring a range of writers and genres. We celebrate vocabulary and communication skills- insisting on high standards both in writing and oracy. We want students to leave with a high level of linguistic knowledge and appreciation so that they can communicate effectively and appreciate the nuances of how language is used in the world outside school!

We give opportunities for students to approach a range of topics, often connected with learning in Humanities, with a thematic approach. Students are encouraged to develop on reading and writing skills in an interleaved way- using great texts to encourage great writing.

In Year 7, we focus on language skills: building close language analysis in reading and developing vocabulary in writing.

In Year 8, we continue to develop language analysis skills, but connect this with structure and form analysis: enabling students to talk about a text more holistically and consider how to structure their own writing for effect.

In Year 9, we focus on GCSE Literature texts, allowing students to read these texts in full and explore the context and writers’ messages in depth. Time is also spent developing a range of different writing styles to complement study of each text. We ensure students’ analytical skills and knowledge of the texts is strong and embedded before they embark on a full GCSE curriculum in Years 10 and 11.

Careers:

With its pre-eminent position in the curriculum, English offers abundant opportunities for students to develop skills which will be invaluable for them in employment, such as communication, time management, team-work and an analytical focus. We also give more focused opportunities through trips, visiting authors and relevant topical/current affairs. Every year group can explore careers that link to a module of study, for example, in year 8 the study of ‘Salt to the Sea’ by Ruta Sepetys is linked to human rights, the law and the UDHR.

Food and Nutrition

Geography

The geography curriculum at NIA aims to raise awareness of learning about human and physical topics on both a local and global scale. Our students will learn about their planet outside of the classroom, assessing the spatial and temporal factors that have shaped it, and the impact it has on their lives. Within each key stage students at NIA will learn physical and human geography to understand how their planet works, the impact they can have on this and the consequences of these actions on themselves and future generations in their local community, nationally and internationally.

Within Key Stage 3, students will focus on the core geographical skills allowing them to access the wide range of topics. These topics start in year 7 with the science of the world, building up to topics in year 8 such as current issues and worldly topics, moving further in year 9 to looking at the crucial need for sustainable development.

The inclusion of such a wide range of core geographical skills taught in Key Stage 3 allows the curriculum to move forward in Key Stage 4 to more in-depth topics that focus on the UK in Year 10 and topics around the world in Year 11. Students are able to work on their map and field skills along with written skills such as explanation and evaluation to ensure that they are able to effectively communicate their learning and understanding.

All geographical skills and focus are taken to a higher academic level in Key Stage 5 where students begin to analyse the interconnectivity between all aspects of geography, take more ownership over their learning and adapt their skills to learn more in depth topics. They are also able to apply this to an individual NEA.

Throughout the key stages, students will learn where and how the geographical skills could be using in their future careers. Different tasks within lessons will show students how their learnt skills can be applied to different situations and encouraged to note the types of careers they would be needed or useful for.

Careers:

Students who study Geography are very employable, with the skills, knowledge and understanding gained during this subject held in high regard by employers, as they are highly transferable. As part of our curriculum Geography provides transferable skills such as:

• Being a good communicator with strong presentation skills
• Being able to carry out research
• Being used to working effectively in a team and taking a variety of roles in a team
• Being able to manage your time by juggling commitments, meeting deadlines and managing stress
• Being good at combining information from a variety of sources with excellent writing skills

Geography provides with subject specific skills, such as:

• Scientific and lab skills
• Producing and interpreting maps
• Research and interpretation of data, including GIS skills
• Environmental and social awareness
• Team-based project work
• Fieldwork techniques

There are a multitude of different careers geography can feed into such as town planning, disaster management and environmental and waste management to name but a few.

German

At NIA, the Modern Foreign Languages department believe that access to effective language learning is essential to thriving in a growing, global world. The study of languages is integral to the curriculum and benefits learners as they grow to understand cultures, traditions, identity, and celebrate the root of communication in our exploration of modern language study. Language learning is the doorway to cultural communities and enhancing our students’ achievement and future career opportunities. From KS2 to KS5, we aim:

• To promote our students’ enjoyment and engagement with language learning
• To encourage students to progress in four key skills: listening, reading, writing and speaking in order to enable them to communicate effectively
• To promote students’ curiosity, problem solving skills and deepen their understanding of their own identity and other cultures
• To guide our pupils on future career opportunities and develop essential skills to meet specific industry needs
• To broaden horizons and challenge stereotypes of Spanish and German speaking countries through a deepened cultural understanding
• To instil a passion for the lifelong journey of language learning

The MFL curriculum is designed to provide every pupil with the opportunity to succeed, regardless of ability. The KS4 and KS5 curriculum leads on from the strong foundation skills built in the previous key stages to ensure that a solid basis for transition is achieved.

The key skills and structures taught in our languages curriculum follows a cyclical structure, to enhance understanding and improve long-term working memory. This structure provides consistent opportunities for our pupils to revisit grammar structures and vocabulary in regular recall and retrieval-based tasks.

Careers:

Links to careers and essential skills are thoughtfully planned and regularly presented to students to ensure that pupils understand the main reasons to study a foreign language, the key skills it will equip them with, and the future career pathways linked to this subject. We aim to develop core skills highly valued by employers, such as communication and resilience, throughout the MFL curriculum in order to prepare pupils for future employment.

Health and Social Care

Our rationale is to provide a fluid and dynamic knowledge rich Key Stage 4 option curriculum, which gives learners, access and progress to KS5 and beyond. These courses will help learners to develop key transferable skills and knowledge such as self-evaluation and research skills.

Learners will study how people grow and develop over the course of their lives from infancy to old age, and the factors that may affect this, such as major life events like illness or parenthood.  Learners will analyse this impact from a positive and negative viewpoint, demonstrating empathy.  They may apply this to a person of their choice.  Learners will understand how people adapt to these changes and the local and national health care and social care support that is available for them.  Learners research a range of local health and social care services in their local community.  They will look at how people access the local health and social care services provided and the support that is given in the local community to overcome barriers.  There will be the opportunity to demonstrate and apply the key care values to scenarios.  Learners develop skills in measuring and interpreting data about someone’s physiological health to design a care plan that will allow them to analyse and improve their health and wellbeing.  Overall, learners should be given the opportunity to self-reflect about choices they make and how they affect others.

Learners will also benefit from guest speakers from their local community and beyond.  Learners may be given the opportunity to visit and take part in work experience (Y12) in a variety of setting such as SEN schools, medical facilities and nursing homes.  It will also be an intention to raise student aspirations by developing key links with universities for all students.   Learners will also be able to draw on the knowledge and skills acquired from other GCSE subjects where relevant. Learners can use the knowledge and skills from GCSEs generally, giving them the opportunity to apply their academic knowledge to everyday and work contexts. It does not limit progression options because the skills acquired are applicable to a range of future pathways.

Careers:

Approximately 3 million people in the UK work in health and social care, which is equivalent to 1 in every 20 people.  Demand for both health and social care is likely to continue to rise due to the ageing population, so it is sure to continue to play a key role in UK society.  The demand for people to fill these vital jobs will continue to increase. In addition to the direct teaching of key employability skills, the Health and social care curriculum aims to prepare for and raise awareness of the wide-ranging roles within this sector.

History

While at NIA students will learn a broad and varied curriculum, covering both key British and world history. Each topic will have a political, social and economic focus, encouraging students across all three key stages to appreciate how events and individuals have shaped our world today. Over all three key stages we encourage students to develop their own identities through an understanding of history at a local, national and international level through learning about how and why the world and society has changed and the different experiences of a variety of groups of people in the past.

Key Stage 3 offers a particularly broad choice of topics that cover different areas of chronological importance, all of which have links to fundamental British Values. From 1066 to modern history students will learn how our country was shaped by learning topics through a range of knowledge and source skills. Students are able to engage in discussion and debate over the cause and consequences of events and actions along with the significance of these.

Moreover, Key Stages 4 and 5 begin to focus on specific topics, allowing more of a depth study and opportunity to improve knowledge, application and source skills. These topics again vary in chronology and country focus, most of which have links with each other and previous topics learnt, allowing students to make links between events, factors and outcomes. Furthermore, students again are able to relate this knowledge and understanding to their lives and environment.

Students will use a variety of skills to learn historical content and consider the impact this has had on our modern world. All key stages will learn and improve on core historical skills such as being able to describe events or individuals, explain the cause and consequences of the learnt area and be able to reach supported, educated judgments that analyse information learnt from a variety of evidence. 

Careers:

All skills learnt in history will set students up with skills they can use across a wide range of jobs and careers in the future. Students will be encouraged to recognise where historical content and skills would benefit them in their future careers and tasks such as structured debates within the lessons will show students the practicality of the usefulness of skills in careers.

Maths

At NIA, we believe that competency in Mathematics and Numeracy is at the heart of the curriculum, the gateway to problem solving, and the core of conceptual and practical learning. The study of Mathematics is the doorway to enhancing achievement and to promoting individual empowerment of reasoned and logical thought. As a subject we aim:

• to promote high achievement across the curriculum.
• to promote students’ enjoyment of, and engagement with, mathematics.
• to encourage and develop mastery of mathematical concepts.
• to evaluate, analyse and critique different methods and approaches to problem solving.
• to foster a love of the subject and find validation for its place in real world contexts.

Teachers of Mathematics and Numeracy ensure that lessons are dynamic and engage learners through highly effective strategies, including autonomous choice, creative expression, collaboration and active learning. The teaching and learning approach to this subject is underpinned with the principles of developing a growth mind-set, building resilience, and instilling a culture of independent and enquiring minds.

Throughout Key Stages 3 to 4 we deliver a spiral curriculum designed to embed the practice of retrieval persistently throughout the subject so as students retain knowledge well throughout their time at NIA.  We revisit concepts each year but add complexity to the units studied to ensure to develop confidence and fluency in the subject. In Key Stage 5 we further develop the concepts learnt prior and offer the opportunities to utilise mathematical concepts in broader contexts.

Careers:

As maths is relevant to all career pathways, we embed problems within the maths content to apply the knowledge which may seem abstract to real world appropriate problems.  This is common practice throughout KS3 to 5 and in line with the style of exam questions.

British Values are actively encouraged to be discussed in class in relation to maths and the application of topics to this where they apply.

Key Stage 4 and 5 only - BTEC level 2 and 3 Creative Media

The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the: 

• development of key skills that prove your aptitude in creative media production such as investigating and developing ideas through pre-production, production and post-production of media products process that underpins effective ways of working in creative media production, such as responding to briefs and feedback, planning and generating ideas 
• attitudes that are considered most important in creative media production, including personal management and communication 
• knowledge that underpins effective use of skills, process and attitudes in the sector such as production processes and techniques. 

Careers:

This course complements the learning in GCSE qualifications, such as Design and Technology, Art and Design, and Computer Science, by broadening the application of ‘design and make’ tasks, working with a media brief, and understanding and engaging different audiences through making compelling media products. The curriculum is designed at KS4 and 5 to engage and inform students in career opportunities available in the media industry and to equip them with the skills and understanding to make informed choices if this an area they want to explore further.

Performing Arts

At Northampton International Academy the Performing Arts department is the heartbeat of the school.  It is an inclusive environment that all our pupils can express their creativity and imagination.  Performing arts offers Music, Dance and Drama.  This will develop well-rounded pupils by giving them real life experiences and embedding transferable skills which will enable them to achieve their full potential moving forward both in education and beyond.  There are three core concepts used, CPR (creating, performing and responding) which will enhance our pupils’ skills and knowledge across all 3 subjects and form the basis of all faculty assessments. 

As a department we:

• Develop strong communication, performance, listening and feedback skills
• Encourage independent and collaborative work opportunities
• Give access to a variety of different experiences within our industries
• Promote and embrace the pupils’ enjoyment, autonomy and passion within our subjects 
• Explore a wide variety of units and cross-curricular opportunities within our faculty and beyond
• Develop transferable skills
• To nurture passion and inquisitiveness in individuals who see the world in an artistic way

Explore a range of topics across all three subjects to allow pupils to develop an understanding and appreciation of the arts formed in a contemporary society and throughout the world.

Performing arts lessons are dynamic, energetic, differentiated and engaging to our pupils.  This provides them a vehicle to access the skills and continually build on them.   We believe our subjects should be accessible to all pupils and they will be provided teaching professionals who have a wealth of experience within the industry and in education.  The Performing Arts curriculum promotes a sense of self-worth, encourages confidence, resilience and develops relationships.  In key stage 3 our pupils are given the foundations of our subjects and basic core skills that are important for life long lessons.  In key stages 4 and 5 our curriculum allows pupils to develop a deeper understanding of cultural, background and influences across our three subject areas.  We promote a sense of leadership and independence that will support our pupils to further their learning and understanding. 

Careers:

Music, dance and drama encourage our pupils to express through literacy and aurally, supporting them to think analytically about the arts, thinking critically and becoming confident as self-reflectors.   Dance, Music and Drama develop an appreciation for performing arts and allow our pupils to grow into well rounded adults. The full range of job roles within performing arts industries are explored throughout the curriculum. We offer a range of extra-curricular activities including school musicals, festivals, concerts, showcases and competitions which we encourage all key stages to take part in.  This allows our pupils to experience a taste of the industry and demonstrate professionalism within the arts.

Physical Education

The PE curriculum is designed on the core intent that students develop lifelong healthy active lifestyles. Students develop their confidence in their knowledge of sport and physical education, being able to lead, support and officiate in a range of physical activates (Head). Students are physically active and are given opportunities to explore a range of sporting interests in order to develop a passion for physical activity (heart). Students develop a range of core skills which can be applied across different physical activities and sports in order to be successful.

Students will gain many valuable skills from studying physical education that will help in other subjects as well as future careers. Some of the skills that students will develop include; communication skills, social skills, analysis and evaluation and physical fitness to name a few.

Careers:

Physical education lends itself to a range of careers in sports and fitness as well as other industries that students may not have considered before. For example, many nutritionists, physical therapists and chiropractors have a degree in PE. These opportunities are signposted throughout the curriculum. Some careers students could consider doing with PE include:

• Sports science
• PE teacher
• Physiotherapist
• Professional sportsperson
• Sports coach/consultant
• Sports policy at local and national level
• Diet and fitness instructor
• Personal trainer

Religious Education

Students at NIA have a wealth of diverse experiences of religion, so it is vitally important that students gain not only a tolerance, but an active appreciation for the beliefs of others. To allow this to happen students learn not only about the ‘Major 5’ religions but also alternative belief systems such as Humanism. When studying different religions in depth, students not only learn about what the beliefs are of that particular group, but also examine where these beliefs have come from and the impact they can have on individual lives. For example, when studying Judaism, the topic ends with lessons relating to anti-Semitism, both historically and in modern times and discuss moral concerns with these ideas.

Students start Key Stage 3 with an introduction to religious ideas. As this does not relate to a specific religion it allows students to understand that people might have a belief, why this belief might be different to theirs, and the impact this can have on the lives of individuals. They also examine ideas surrounding the impact Christian traditions have had on British Values, and explore the notion that religion impacts everyone’s lives in some way. 

At Key Stage 4 students are introduced to a range of different religious ideas, including Islam, Buddhism and Humanism, looking at the core ideas, where they have come from, and the impact on lives. Students have also explored their own opinions and where their ideas have come from as they have looked at a varied range of philosophical and ethical topics that impact all elements of everyday life.

Careers:

Studying RE has an occupational benefit in that students will gain an awareness of their own opinion and the opinion of others. Beyond careers within religion this will also enable students in careers such as aid worker, care workers or learning disability nurse, it can also help careers with high levels of communication such as human resources and working for the civil service.

Science

The study of science provides the foundation for our students to understand the world through the specific disciplines of Biology, Chemistry and Physics. It is our vision to instil a lifelong love of science within our pupils. All pupils will build on a set of observations that other people have made through history, making informed decisions and being able to ask valid questions leading to a love of understanding about ourselves and the world. Stories of past scientists who first made the observations we teach about show students’ the application of scientific concepts in action and encourage an appreciation of scientific writing.

Science at NIA is about developing children’s ideas and ways of working that enable them to make sense of the world in which we live through investigation, as well as the use and application of scientific processing. From a young age, we will teach our students the essential aspects of scientific knowledge, methodology and processes. Our students will be encouraged to understand how science can be used to explain what is occurring, predict how things might behave, and analyse the cause of such changes.

Key Stage four further builds on a solid foundation of knowledge and concepts taught at kS2 to encourage our students to recognise the power of rational explanation without the need for an external influence. Biology, Chemistry and Physics can be taken as separate Sciences or combined as a double GCSE from year 10. Both options offer the opportunity for students to progress onto A-Level courses in the sciences, leading to a wealth of opportunities at

Careers:

Teaching within the Science curriculum refers to a wide range of careers within the various fields of science. Wider educational or employment opportunities including marine biology, acoustic engineering and chemical and atmospheric analysis are explored. Science is vital to the world’s future prosperity. It is important that young people know the part they plan in this and are informed about how they can solve problems that do not currently exist and ensure the longevity of the human race.

Social Sciences

By studying social sciences at NIA during KS4 and KS5 students will develop their theoretical knowledge and understanding about their lives beyond the classroom. Driven by a growing desire to understand personal, local, national and global issues they will gain the knowledge and skills to analyse these from a range of theoretical perspectives. Students will be socially aware about how they impact the wider world and how this impacts them, for example how their interaction with the education system might have impacted their lives and their future, or how an individual’s past, and genetic makeup might lead to criminality. They will become passionate about raising awareness of social issues, and how they can promote change within these. While the knowledge gained is transferable to other subjects and to life after school, students will also gain skills to support them in a wide range of other activities. For example, students will develop a critical mindset alongside an awareness of the views of others. They will be able to evaluate and analyse novel information and articulate themselves using written skills. They will also be able to plan, conduct and evaluate complex experiments, research projects and studies.

Students will finish a GCSE Social Science having studied a range of psychological and sociological theories and perspectives, in generic terms. These general, theoretical ideas will then be applied to specific social institutions such as the education system and mental health and selected sociological and psychological research. Students will be able to analyse and evaluate this knowledge and, by the time they have completed the A-Level, this analysis and evaluation will be spontaneous, and knowledge will be applied across topics.

Students will also gain a detailed understanding of research methods, including evaluative elements of this, and will have the opportunity to conduct and analyse research in areas of interest across their studies. Students will also gain the ability to apply mathematical and statistical skills to a practical setting as they process information they have gained from their own research, and research conducted by psychologists and sociologist

Careers:

Students who study Sociology may go on to look for careers in directly related fields such as Social Work, Youth Work, Education, Politics, Community Development or Media.

Students who study Psychology may go on to look for careers in Counselling/Therapy, Criminal Justice, Mental Health nursing/support or as a practicing Psychologist in a range of areas/fields.

Students of Social Sciences also develop a wealth of research skills and a depth of knowledge, understanding and critical thinking that can further serve them well on any degree course and in a vast range of careers and students of Psychology and Sociology have progressed to successful degrees and careers in Law, Criminology, Business, Marketing, Media, Nursing and more.

Spanish

At NIA, the Modern Foreign Languages department believe that access to effective language learning is essential to thriving in a growing, global world. The study of languages is integral to the curriculum and benefits learners as they grow to understand cultures, traditions, identity, and celebrate the root of communication in our exploration of modern language study. Language learning is the doorway to cultural communities and enhancing our students’ achievement and future career opportunities. From KS2 to KS5, we aim:

• To promote our students’ enjoyment and engagement with language learning
• To encourage students to progress in four key skills: listening, reading, writing and speaking in order to enable them to communicate effectively
• To promote students’ curiosity, problem solving skills and deepen their understanding of their own identity and other cultures
• To guide our pupils on future career opportunities and develop essential skills to meet specific industry needs
• To broaden horizons and challenge stereotypes of Spanish and German speaking countries through a deepened cultural understanding
• To instil a passion for the lifelong journey of language learning

The MFL curriculum is designed to provide every pupil with the opportunity to succeed, regardless of ability. The KS4 and KS5 curriculum leads on from the strong foundation skills built in the previous key stages to ensure that a solid basis for transition is achieved.

The key skills and structures taught in our languages curriculum follows a cyclical structure, to enhance understanding and improve long-term working memory. This structure provides consistent opportunities for our pupils to revisit grammar structures and vocabulary in regular recall and retrieval-based tasks.

Careers:

Links to careers and essential skills are thoughtfully planned and regularly presented to students to ensure that pupils understand the main reasons to study a foreign language, the key skills it will equip them with, and the future career pathways linked to this subject. We aim to develop core skills highly valued by employers, such as communication and resilience, throughout the MFL curriculum in order to prepare pupils for future employment.