The TRGA Curriculum

At The Ruth Gorse Academy, we are very proud of the broad and balanced curriculum that all of our students are exposed to. We are living in uncertain times, the cornerstones of the traditional political establishment and Britain’s standing on a European and global stage are in a state of flux. Within this context, we are passionate about ensuring that our students have the skills and attributes required, to become confident and self-assured citizens in an unpredictable world.

We are committed to, and are constantly striving to achieve, the following in terms of our curriculum. We aim to:

  • ensure that students’ cultural capital and experiences of the world around them are varied and inspirational

  • motivate young people by providing students with moments of awe and wonder which galvanises a love for learning

  • celebrate and embrace difference; we actively seek to find opportunities to learn about each other’s histories, cultures and backgrounds

  • promote the importance of building resilient learners; young people who wrestle with challenging concepts and will recognise, embrace and learn from experiencing failure. This is underpinned through our ‘purple zone’ work which means that all students are grappling with their learning, usually in silence and independently, for a sustained period of time, every single lesson

  • ensure that students understand the importance of graduating from the academy with the necessary literacy skills required to play an active and positive role in 21st Century Britain. Students must leave the academy being able to articulate themselves orally, write eloquently with sophisticated vocabulary and listen intently to other people’s views and ideas

  • provide students with opportunities to discuss and debate what it means to be a global citizen and an active participant in modern Britain. Students will understand the importance of democracy, the rule of law, individual liberty and having mutual respect for, and tolerance of, others and their beliefs

  • discuss and embrace spiritual, moral, social and cultural issues, instilling a belief that their generation can be a source of positive change

  • provide opportunities for students to fully understand the meaning of appropriate: sexual, healthy and safe relationships

The strategies that we use on daily basis to achieve the aforementioned curriculum principles are outlined below. Furthermore, the subject tabs on the right hand side provide you an opportunity to study, more closely, the curriculum intent and rationale for each subject area, as well as how the curriculum is assessed throughout every year group.

If you would like to discuss the curriculum in more detail please do not hesitate to contact Mr Cornfoot, Vice Principal.

We have 5 periods of 60 minute lessons every day making 25 periods in the week. There is a form period of 25 minutes at the beginning of each morning, as well as a rolling Positive Discipline lesson that takes place during a different period every week where students spend the lesson with their form tutor. Break (20 minutes) is between Periods 1 and 2 for Years 7A, 9 and 11 and Periods 2 and 3 for Years 7B, 8 and 10. Lunch (35 minutes) is split between Periods 3 and 4 for Years 7A, 9 and 11 from 12.10pm-12.45pm. Years 7B, 8 and 10 will be on lunch between Periods 4 and 5 from 1.10pm-1.45pm. School starts at 8.25am and finishes at 2.45pm.

On three days each year, Years 7-11 have their own PSHCEE days that are specifically designed to cover aspects of PSHCEE that cannot be delivered through other lessons. These days often involve outside agencies and guest speakers and cover issues such as drugs, bullying and careers. All students will attend at least one assembly each week that is well planned and coordinated to support the delivery of social, moral, spiritual and cultural aspects of learning, including the promotion of British values.

Overview Documents

Computer Science
Design Technology
Forensic reading
PSHCEE including Sex and Relationship Education

Our Drivers for Improvement

Forensic Reading

As they spend their time with us our children and young adults will establish a costal shelf of knowledge, vocabulary, understanding, phraseology and experience that forms a basis for success in difficult examinations and the challenges of adult life beyond their time with us. Forensic Reading will expose students to challenging, complex and academic texts which will not only develop students’ vocabulary but also their ability to appreciate what makes a great writer.

Purple Zone

Students will be routinely exposed to challenging or difficult concepts which requires them to think and apply their prior knowledge to unfamiliar contexts. Purple Zone is designed so that students struggle with difficult concepts from which they will learn more.

The use and extension of Purple Zone activities is deep-routed in our work. Purple Zone work is formally linked to the process of assessment, linked in its own right to Iterative Assessment.

Curriculum/Rubric Mapping

Students experience a well organised and coherent curriculum which has been planned meticulously by expert professionals so that learning develops lesson by lesson, year by year.

The curriculum maps detail for each subject the knowledge to be taught, when it will be taught and how it might best be taught. Curriculum maps also directly link to homework and Iterative Assessments.

Iterative Assessment

Iterative Assessment is the process of assessing the accumulation of knowledge over time. We do not focus solely on what has been taught most recently, instead, we assess students in terms of current and prior learning.

Students will be regularly tested against the knowledge that has been delivered through the curriculum. The curriculum is driven through a detailed professional understanding of the curriculum and examination rubric.

Positive Discipline

Positive Discipline in the foundation stone upon which all success is built. Positive Discipline is an established aspect of student life at The Ruth Gorse Academy and allows professionals, students and parents to drive a culture of high aspiration and achievement as behaviour around the academy and in lessons is exemplary.

Positive Discipline creates a culture of autonomy where students can become responsible for their own learning.

Key Stage 3 Curriculum

The Key Stage 3 curriculum model is based on a 25 period timetable split into parallel bands, A and B. Students study a wide range of subjects including the core subject, humanities, languages and the arts.

For a small number of students who do not yet have a full grasp of the English Language they follow an alternative curriculum where they receive a greater number of English lessons per week.

Key Stage 4 Curriculum

The Key Stage 4 curriculum model is based on a 25 period timetable split into parallel bands, A and B. Students are placed in a band depending on their selection of option subjects. The curriculum is planned to ensure rigour with a focus on the core skills.

It is anticipate that around 35% of each cohort will complete the EBACC qualification with all students studying History or Geography.

If you have any questions about the curriculum at The Ruth Gorse Academy, please contact the appropriate Head of Year, or contact us at [email protected].