Curriculum Statement

At Wilmington Academy, our core values focus on community, relationships, respect and high aspirations. We set high expectations to ensure that every pupil excels across all aspects of academy life. As an IB World School, we ensure all students develop all the skills of the IB Learner profile in order to be successful in their future lives. 

All students at Wilmington Academy will:

  • experience a broad and deep curriculum encouraging a rich knowledge base for all students, including those with SEND and from disadvantaged backgrounds.
  • build a global character base through the learner profile
  • secure a strong foundation for progression that promotes independence
  • be literate, numerate and digitally literate 
  • have high expectations for their behaviour and achievement
  • develop their mental, physical, cultural, social and moral development
  • provide carers guidance in line with the Gatsby benchmarks and ensure all students have a successful onward destination.

The Wilmington Academy curriculum is rigorous, broad and balanced, with the acquisition of knowledge at the heart of our intent. Our diverse curriculum stimulates academic curiosity and challenges our students to constantly develop; regardless of ability, needs or background. Lessons are planned using the Universal Design for Learning (UDL) which gives all students an equal opportunity to succeed. The core elements of our curriculum underpin its design through EBacc and foundation subjects. Horizontal integration through the core elements support the retention of knowledge and acquisition of applicable skills, to prepare students for their onward destination and chosen career pathway. 

The Key Stage 3 curriculum is broad and balanced, following the International Baccalaureate Middle Years’ Programme (MYP) and this is studied in Years 7, 8 and 9. This ensures students acquire a deep understanding across eight key subject disciplines. To ensure knowledge is fully embedded, lessons are constructed to ensure students are guided and supported, with opportunities skillfully provided to secure the need to recall and retrieve prior learning.

The curriculum at Key Stage 3 masters the fundamental skills required to fully prepare students for our Key Stage 4 curriculum. The MYP approaches to learning and learner profile continue to be a core element of our curriculum for Key Stage 4, with courses carefully planned to ensure teachers can provide subject specific guidance and modelling, with curriculum time carefully planned to ensure students are fully prepared for external examinations at the end of the course.

Our Key Stage 5 curriculum is broad, to offer multiple pathways that support the development of our students. Post 16 students can study the International Baccalaureate Career Related Pathway (IBCP), Applied General qualifications or a combination of the two sets of qualifications, based on their planned destinations. The IBCP is aligned with the MYP offer at Key Stage 3, with a consistent approach to planning an IB curriculum. 

The curriculum is reviewed and developed to ensure accessibility for all, enabling all students to maximise their progress. Our intention is to ensure pupils make outstanding progress and that the curriculum removes any potential barriers to learning. In line with National guidance, the academy staff engage with Quality First Teaching to support students with special educational needs. The SEND team collaborates closely with teaching staff and leaders to ensure all students have access to a robust curriculum that goes beyond the National Curriculum. 

Following the response to COVID-19, all curriculum areas have been re-sequenced to ensure any gaps in knowledge are addressed and the impact of lost learning opportunities are negated. Through our digital strategy, students can access high quality curricular resources anywhere, at any time to support and review their learning.

At the academy, we are totally committed to improving the life chances and aspirations of pupils, with the aim of developing a global character. Our main curriculum, pastoral programme and co-curriculum support the IB learner profile so that all members of the school community learn to respect themselves, others and the world around them. It is our intention that students are resilient to change and challenge, with a strong set of skills developed through the IB learner profile to maximise their independence.

The development of language and literacy skills are paramount and underpin our curriculum. Our aim is to build confidence in communication skills to support student progress in school and prepare them for working life. Our literacy programme includes bespoke time and focus for reading throughout the curriculum. Pupils who have a reading age below their chronological age are supported through interventions to close this gap as quickly as possible. Numeracy skills are embedded across the curriculum and supported during our tutor time programme. Pupils below expected progress from Primary school are provided with interventions to quickly catch-up through incisive intervention. Our digital strategy ensures students that digital literacy is embedded into each curriculum area and supported via our pastoral programme. Our students are taught to utilise digital access responsibility to enhance their skills ready for the world of work.

The academy is inclusive and we have high expectations of each student. Our behaviour policy promotes and celebrates positive behaviours, linking directly to the IB learner profile. Our highly positive and engaging culture is built on understanding and respect. These key features form the foundations of our pastoral programme.

To support the core curriculum, our SMSC (Spiritual, Moral, Social and Cultural) programme is fully integrated into academy life, with a key focus on mental wellbeing. Each pupil develops their character as a whole to ensure they are fully prepared to be outstanding global citizens. Our co-curricular offer enhances the student experience, supporting all aspects of development and contextualises the learning for our students.

Wilmington Academy intends to provide all students with secure foundations for progression into further education and apprenticeships. Full coverage of the Gatsby benchmarks starts from Year 7, with all students receiving regular updates on relevant careers information. High aspirations are instilled in our students to ensure that all students achieve their potential and move forward successfully into their intended career pathway.

We successfully offer:

Key Stage 3

The International Baccalaureate Middle Years Programme (MYP) for Years 7, 8 and 9.

Key Stage 4

GCSEs, BTECs and other Level 2 vocational qualifications in Years 10 and 11.

Key Stage 5

The International Baccalaureate Careers Related Programme (IBCP), IB Diplomas and Applied General qualifications.

Our personalised curriculum provides the academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers. It also promotes a positive attitude to learning by challenging students to solve problems, show creativity and resourcefulness, and participate actively in their communities.

The wide range of opportunities for learning include: student timetables, action days, interdisciplinary 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 college tutors, one-to-one tuition, work experience and careers/work-related learning, enterprise activities and conferences, working with businesses and employers and partnership working e.g. Kent and Medway Progression Federation.

British Values, SMSC, RSE and careers education are used to provide students with appropriate and relevant learning experiences.  All students have the opportunity to 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.

In an evolving world with global challenges, an adaptable curriculum built around knowledge underpins our intent. We extensively use Knowledge Organisers for Years 7 to 11 to ensure the core knowledge and skills needed to be successful are fully embedded. The Knowledge Organiser provides students with the important, useful and powerful content from a topic in an easy to digest format. This is tasked for homework and then this knowledge is used as the foundation to strengthen and develop understanding and apply to problems and practical scenarios within the classroom.

The impact of our curriculum can be measured through the following:

  • Internal and external assessment outcomes throughout all key stages.
  • Students who join the academy at lower starting points show improvement in literacy and numeracy throughout key stage 3.
  • Students are able to communicate their learning clearly and effectively.
  • Students’ work shows pride and progress.
  • Students are successful at pursuing their preferred destinations.
  • Students are proud of their achievements and enjoy coming to school, this results in:

(i) Strong attendance figures.

(ii) Low number of fixed term exclusions.

(iii) High engagement in enrichment activities.

  • Students develop a sense of global awareness and environmental responsibility and will be actively engaged in the local community as well as establishing and embedding the knowledge and skills to be effective in an ever-changing world.
  • Through engaging with the IB Learner profile, students develop confidence, independence and skills for life.
  • Achieving the Gatsby benchmarks.