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.
Our Drivers for Improvement
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.