The curriculum intent at Harris Lowe Academy Willesden is to provide an outstanding quality and breadth of education that challenges our students to fulfil their potential, whatever their starting point.
The Academy’s curriculum:
- contributes to pupils’ academic achievement, their physical wellbeing and their spiritual, moral, social and cultural development
- promotes good behaviour and attitudes to safety
- sits alongside extra-curricular activities, pastoral support, assemblies and themed events which together nurture personal development
- supports the emphasis on the Academy values, as well as promoting awareness of self and the British values of respect, tolerance, equality and fairness
Our curriculum is compliant with our duty in terms of the Equality Act 2010 and the Special Educational Needs Regulations 2014.
Detailed information about each subject can be found by clicking on the individual subject pages. Please click on the expandable sections below for further information.
Key Stage 3
In their first three years of school students study a curriculum based on the core subjects of English, maths and science, supplemented by an in depth study of the humanities and languages taught by specialist teachers. Alongside this core, students develop their creative and sporting potential through the teaching of PE and a range of visual and performing arts. Students that join the academy below level 4 in English or maths participate in a programme designed to ensure they reach age related expectations as soon as possible.
Key Stage 4
Great care is taken in helping students and parents to make appropriate option choices in Year 9 is a transition year during which we retain the breadth of curriculum by offering core Art and Sport - reflection our Academy specialisms - as well as RE, Citizenship and Literacy interventions such as Daily DEAR. The first half term of Year 9 is skills-based, so that students can make changes to their GCSE options if necessary.
The GCSE subjects offered in Year 10 and 11 are designed to provide the broadest possible range of opportunities post-16. Students are offered a range of academic subjects, including all EBacc* subjects, as well as a focused vocational offer. This allows each student to follow a pathway suited to their needs, interests and level of attainment.
* The English Baccalaureate (EBacc) is a suite of subjects: English language/ literature, mathematics and science plus a modern foreign language and humanity (history or geography).
In the Sixth Form, students can choose from a range of study programmes. Prior to starting post-16 courses, a rigorous application and admissions process guides students onto the most appropriate pathway. Study programmes are designed to ensure progression routes to high-quality higher education, training or employment upon leaving school. As well as providing a diverse range of academic A level subjects, there is vocational offer consisting of substantial vocational qualifications. Any student yet to achieve a Level 2 pass in GCSE English and maths attends classes to re-sit these qualifications at the earliest opportunity. For students who are not yet ready for level 3, a one-year step pathway allows students to gain appropriate level 2 qualifications, alongside a structured programme of work experience. To support the taught curriculum, study programmes also contain non-qualification activities designed to prepare students for the next stage of their education. These include supervised independent study, a tailored UCAS and careers programme, and range of extra-curricular activities. Within this, the Academy provides impartial careers education, information, advice and guidance.
The purpose of assessment at Harris Lowe Academy Willesden is to provide up-to-date, accurate and objective information about students’ achievement to themselves, their parents and staff.
Through informing next steps, the process of assessment will help to accelerate progress and improve classroom practice.
Formative assessment is used to inform teaching and learning. The Academy is committed to ensuring that formative feedback is acted upon in order to support students’ learning. The Academy is also mindful of teacher workload and strives to use systems of formative assessment that do not require any unnecessary reporting or tracking. Examples of formative assessment include:
- Using probing lesson questions.
- Questioning techniques to check or stretch understanding.
- Low stakes testing to check knowledge acquisition.
- Using mini white boards.
- Using visualizers to share student work or model answers.
- Scanning the work of students while they are in the lesson to check for understanding and act upon information gathered.
- Marking student work as dependent on essential or departmental policy.