Curriculum & Assessment
Curriculum Statement

Curriculum Statement


Wilmington Academy Curriculum Statement

At Wilmington Academy, it is our aim to foster a love of learning, raise aspirations and achieve excellence for all.  We offer a broad and balanced curriculum that develops the knowledge, skills and attributes needed for further education and employment.  Academic and vocational courses, enhanced by technology, are delivered in a variety of settings to stimulate curiosity and encourage independent learning.  It is our aim to develop healthy, responsible digital citizens, who are internationally-minded, respect cultural diversity and are able to take their place in an increasingly complex and ever-changing world.

Curriculum planning takes into consideration the diverse needs of our student body and is reviewed on an annual basis.  Teaching and learning methods and styles are designed to give every student the opportunity to make good progress and succeed.  The Academy strives to ensure that the delivered curriculum is inclusive taking into account the needs of boys and girls, students from disadvantaged or ethnically diverse backgrounds and students with special educational needs.  The International Baccalaureate Learner Profile attributes are embedded across the curriculum, so that students develop characteristics that will enable them to be successful lifelong learners.

The wide range of opportunities for learning include:-

Student timetable, Action Days, Activities week, extra-curricular clubs, educational visits and excursions abroad, assemblies, enhancement and enrichment programmes, guest speakers, workshops and the pastoral programmes delivered through the system of vertical tutoring, one-to-one tuition, work experience and careers/work-related learning, enterprise activities and conferences, working with businesses and employers and partnership working (Kent and Medway Progression Federation and Kent Guilds).

British Values, SMSC and careers education are used to provide students with appropriate and relevant learning experiences.  All students study the language and culture of at least one other country as part of our commitment to encouraging intercultural understanding and respect. It is our expectation that all students will make at least good progress and stretch and challenge and independent thinking and reflection should be experienced by all.

Year 7

From September 2018, the academy will deliver the International Baccalaureate Middle Years Programme to the year 7 cohort.  This comprises 8 subject groups that must be allocated a minimum of 50 hours per annum.  The 8 subject groups are English Language and Literature, Language Acquisition, Mathematics, Sciences, Individuals and Societies, Arts, Design and Physical and Health Education.  The IB Learner Profile underpins all learning and the programme gives structure and coherence to approaches to learning and assessment, placing the students at the heart of their own learning and development.

Year 8

Students study English language and literature, mathematics, Sciences, French or Spanish, History, Geography, Morals and Ethics, Art, Music, Drama, Technology, Physical Education and Computer studies.  Reading recovery and numeracy skills are enhanced as appropriate.  All learning is underpinned by the IB Learner Profile as we build upon students’ prior learning and skills. From September 2019, year 8 students will follow the IB Middle Years Programme.

Years 9 10 and 11

The timetable comprises compulsory subjects:  English Language, English Literature, Mathematics, Combined Science, History or Geography.  The most able can opt to study triple science (Biology, Chemistry, Physics taught as separate sciences and/or Further Maths).  Option subjects include a wide range of academic and vocational subjects, which at present are GCSE French, Spanish, Product Design and Digital Photography.  Vocational subjects include Health and Social Care, Sport, Art, Music, Dance, Performing Arts, Engineering, Catering, IT, Creative Media, Travel and Tourism and Business, Financial Studies, Horticulture and Life Skills.  Students are entered for GCSEs and Btec qualifications.  We encourage our most able students to opt for more academic subjects such as languages. The aim is to provide our students with an excellent educational experience and to equip them with the skills, knowledge and qualifications they will need to progress to appropriate and fulfilling post 16 pathways.

Post 16

We were awarded International Baccalaureate World School status in 2017 and are authorized to deliver the IB Career-related Programme.  This is a flexible blend of IB Level 3 certificates (academic qualifications equivalent to A levels) and Applied General qualifications (vocational qualifications).  Students can elect to follow the IBCP, an academic pathway, a blended pathway or a vocational pathway. IBCP students also follow the IB Core programme, which is designed to develop the skills and attributes that will set students apart from their peers when applying for university, higher apprenticeships and employment.  It includes Personal and Professional Skill Development, Service Learning, Language Acquisition and a Reflective Project which is externally assessed.

The curriculum offer also comprises daily tutorials, assemblies, work experience, employer engagement, business mentoring and enrichment experiences.  Any student who has not achieved a level 2 qualification in English or mathematics is expected to continue with their GCSE programme of study.

Choice and flexibility of design are important features of the curriculum offer.  Students are supported in making informed decisions and choices during transitions between key stages.  As part of the Trust Inclusive Services provision, students have access to timely independent careers information, advice and guidance.  External speakers from businesses, universities and further education providers develop students’ awareness of the range of opportunities available.

The Academy recognises that there are circumstances when a student’s needs are best served by alternative provision, either by personalisation of their curriculum within the academy or by using recognised external provision.


September 2018