#: locale=en
## Action
### URL
PopupWebFrameBehaviour_7F716568_A124_1735_41D9_AA7114AEE98A.url = https://my.matterport.com/show/?m=2TXmqRDdK4V&cloudEdit=1&sr=-.02,.57&ss=6&play=1
PopupWebFrameBehaviour_FB0BB2FC_A050_7709_41E1_15867E4D6427.url = https://my.matterport.com/show/?m=2TXmqRDdK4V&cloudEdit=1&sr=-.02,.57&ss=6&play=1
PopupWebFrameBehaviour_F9F84E8D_A050_4F0B_41E1_E96D0416D505.url = https://my.matterport.com/show/?m=2TXmqRDdK4V&cloudEdit=1&sr=-.02,.57&ss=6&play=1
PopupWebFrameBehaviour_FF96EE78_A06F_CF09_41D2_FEB56FF73D50.url = https://my.matterport.com/show/?m=2TXmqRDdK4V&cloudEdit=1&sr=-.02,.57&ss=6&play=1
PopupWebFrameBehaviour_B1B2AE52_AEB3_0554_41E3_EF4C16CC2258.url = https://my.matterport.com/show/?m=2TXmqRDdK4V&cloudEdit=1&sr=-.02,.57&ss=6&play=1
PopupWebFrameBehaviour_7F704561_A124_1737_41AB_76B223A16BC6.url = https://my.matterport.com/show/?m=2TXmqRDdK4V&cloudEdit=1&sr=-.02,.57&ss=6&play=1
PopupWebFrameBehaviour_7F741573_A124_171B_41E5_0BD013C1A9A7.url = https://my.matterport.com/show/?m=2TXmqRDdK4V&cloudEdit=1&sr=-.02,.57&ss=6&play=1
PopupWebFrameBehaviour_788D0558_A124_1715_41DF_0E1E82FE17AD.url = https://my.matterport.com/show/?m=2TXmqRDdK4V&cloudEdit=1&sr=-.02,.57&ss=6&play=1
PopupWebFrameBehaviour_7F6315AC_A124_170D_41DB_4BBFA3AB3011.url = https://my.matterport.com/show/?m=fhqUryKsxoL&play=1
PopupWebFrameBehaviour_FAF81663_AEB5_0574_41D5_9F7C04C096AB.url = https://my.matterport.com/show/?m=fhqUryKsxoL&play=1
PopupWebFrameBehaviour_9F93B4BA_AF9F_05D4_41E4_00D15BB919F9.url = https://my.matterport.com/show/?m=fhqUryKsxoL&play=1
PopupWebFrameBehaviour_EFD6CDA2_CF1C_0419_41E0_25A13EE10186.url = https://my.matterport.com/show/?m=fhqUryKsxoL&play=1
PopupWebFrameBehaviour_7F755587_A124_17FB_41C7_D1CAE931BE92.url = https://my.matterport.com/show/?m=fhqUryKsxoL&play=1
PopupWebFrameBehaviour_7F782596_A124_171D_41B0_ADCE38C6470D.url = https://my.matterport.com/show/?m=fhqUryKsxoL&play=1
PopupWebFrameBehaviour_B8BB6D78_A123_FC0A_41D9_5A09AA4C8171.url = //www.youtube.com/embed/QXYfaOQq31o?list=PLbysFE_tVRRJhLDlxbCXssrOBjMbJrVld
PopupWebFrameBehaviour_7885653F_A124_170B_41B9_EF6027CA3136.url = //www.youtube.com/embed/QXYfaOQq31o?list=PLbysFE_tVRRJhLDlxbCXssrOBjMbJrVld
## Hotspot
### Text
HotspotPanoramaOverlayTextImage_D0D1A6FE_A324_750D_41DE_37F71AA664BC.text = Art
HotspotPanoramaOverlayTextImage_FC267FEC_A16C_730D_41D7_6082501CE6FF.text = Art
HotspotPanoramaOverlayTextImage_21D42F81_A324_13F7_41C2_13C069B73706.text = Art Room 1
HotspotPanoramaOverlayTextImage_DBDB7FFB_A32C_130B_41DE_8609DA17BD40.text = Art Room 1
HotspotPanoramaOverlayTextImage_DC94A79C_A324_330D_41DA_C31CA9F25CE5.text = Art Room 1
HotspotPanoramaOverlayTextImage_DBDFC862_A32C_3D35_41DF_973FB02BEA59.text = Art Room 2
HotspotPanoramaOverlayTextImage_21D51F80_A324_13F5_41E3_2D97AD3BA132.text = Art Room 2
HotspotPanoramaOverlayTextImage_DC97E799_A324_3317_41B7_AB5EB9FC2C23.text = Art Room 2
HotspotPanoramaOverlayTextImage_29929A5F_A36C_1D0B_41CE_1F3B689479BD.text = Atrium
HotspotPanoramaOverlayTextImage_22B77C0E_A37C_150D_41A6_B9A4128B79ED.text = Atrium
HotspotPanoramaOverlayTextImage_22799E2B_A364_750B_41C0_2CDDDEB5F17C.text = Atrium
HotspotPanoramaOverlayTextImage_E84F3AE2_A1E3_FD35_41E0_0D4EE81DE9E1.text = Atrium
HotspotPanoramaOverlayTextImage_BF409013_A125_ED1B_41C6_FBBECB51DC51.text = Atrium
HotspotPanoramaOverlayTextImage_013AB4FA_2DF7_B082_41B5_451B3A2876FC.text = Atrium
HotspotPanoramaOverlayTextImage_EF6D1146_A1E4_2F7D_41DC_F2BF96EDDD09.text = Atrium
HotspotPanoramaOverlayTextImage_DA2A1C48_A33C_1575_41E2_4B1AB1720F15.text = Atrium
HotspotPanoramaOverlayTextImage_2BF0ABB0_A364_1315_41A2_70C78F3B3808.text = Atrium
HotspotPanoramaOverlayTextImage_EF6121D0_A1EC_2F15_41CC_5A9E538DE935.text = Atrium
HotspotPanoramaOverlayTextImage_D9CA582F_A32C_3D0B_41D8_C34305A9C4E1.text = Atrium
HotspotPanoramaOverlayTextImage_D3215480_A2E4_15F5_41DD_351A4CF246AD.text = Atrium
HotspotPanoramaOverlayTextImage_C9A22013_A2EC_6D1B_41C2_8330625B5058.text = Atrium
HotspotPanoramaOverlayTextImage_C625B8C8_A12C_7D75_41DD_708E6FA8CE04.text = Atrium
HotspotPanoramaOverlayTextImage_2B3C0C00_A364_14F5_41DC_A02AAD373232.text = Atrium
HotspotPanoramaOverlayTextImage_C1AF7F13_A16C_131B_41E1_81A21BC2F770.text = Computing
HotspotPanoramaOverlayTextImage_D32ED47D_A2E4_150F_418F_6B5546E5653B.text = Computing
HotspotPanoramaOverlayTextImage_D0562121_A324_2F37_41BD_E0E13E8EBC1E.text = Dance Studio
HotspotPanoramaOverlayTextImage_C85D106F_A2E4_2D0B_41DF_F71035415A76.text = Design Technology
HotspotPanoramaOverlayTextImage_D812586A_A32C_1D35_41D0_87489A26B524.text = Displays
HotspotPanoramaOverlayTextImage_FC55A81D_A16C_3D0F_41E3_8384E12F38BF.text = Drama & Music
HotspotPanoramaOverlayTextImage_D2BD1416_A324_151D_41D0_515E9A05EEA4.text = Drama & Music
HotspotPanoramaOverlayTextImage_299C64F4_A32C_151D_41D4_1B61DCBBB8A1.text = English
HotspotPanoramaOverlayTextImage_C62638C4_A12C_7D7D_41DC_CC596BC355A1.text = English
HotspotPanoramaOverlayTextImage_C9A5C010_A2EC_6D15_41D4_329ABB030019.text = English
HotspotPanoramaOverlayTextImage_F86F85AB_A164_170B_41C8_671D5F958BC5.text = English
HotspotPanoramaOverlayTextImage_29562B52_A37C_1315_41B1_9F8E40B37E5D.text = English
HotspotPanoramaOverlayTextImage_2D780CB8_A324_1515_41C3_4A461AC2CA1E.text = English Classroom
HotspotPanoramaOverlayTextImage_AC231EB5_A0E1_3C1A_41E2_3FB912636243.text = Entrance
HotspotPanoramaOverlayTextImage_EF6061CC_A1EC_2F0D_41D5_F3297C46AC11.text = Entrance
HotspotPanoramaOverlayTextImage_CA55A16C_A2EC_6F0D_41C6_4068C4A0546D.text = Exit
HotspotPanoramaOverlayTextImage_CA8E74E6_A2EC_153D_41AB_A8B595D181AF.text = Exit
HotspotPanoramaOverlayTextImage_C8339F0F_A2E4_130B_41D4_0EFA1FCA694C.text = Exit
HotspotPanoramaOverlayTextImage_D38C6207_A324_ECFB_41DE_2251F7BD0E2E.text = Exit
HotspotPanoramaOverlayTextImage_21D4DF83_A324_13FB_41CD_4F24904307BD.text = Exit
HotspotPanoramaOverlayTextImage_2366F67C_A364_150D_41DE_EB714C5018C1.text = Exit
HotspotPanoramaOverlayTextImage_D385996B_A324_1F0B_41E3_7019BF2DF873.text = Exit
HotspotPanoramaOverlayTextImage_2EE4CAF4_A324_3D1D_41DE_BEA6E1E2F091.text = Exit
HotspotPanoramaOverlayTextImage_C85D7068_A2E4_2D35_41E2_FFC79612557A.text = Exit
HotspotPanoramaOverlayTextImage_DC9587A1_A324_3337_41E1_AFAAC56C5FC4.text = Exit
HotspotPanoramaOverlayTextImage_CC0F4A1F_A2EC_1D0B_41D5_B59607E7D72E.text = Exit
HotspotPanoramaOverlayTextImage_CC10F5BD_A2E3_F70F_41C8_0DEF5643C035.text = Exit
HotspotPanoramaOverlayTextImage_29984B41_A324_7377_41DA_6328BDB887FE.text = Exit
HotspotPanoramaOverlayTextImage_D20EF9E6_A32D_FF3D_41DA_AEB58CB6455D.text = Exit
HotspotPanoramaOverlayTextImage_D55CF13A_A324_2F15_41CC_98DE2492CA75.text = Exit
HotspotPanoramaOverlayTextImage_D213238E_A32C_730D_41C8_B2B4021C618C.text = Exit
HotspotPanoramaOverlayTextImage_2BD30DBC_A31C_370D_41C2_005CC6ED1A6D.text = Exit
HotspotPanoramaOverlayTextImage_D2B3E6E5_A31C_353F_41C5_43B9E2F5844F.text = Exit
HotspotPanoramaOverlayTextImage_CFC9AA58_A2E4_1D15_41C6_5162C6F5DBD8.text = Exit
HotspotPanoramaOverlayTextImage_29B157FA_A363_F315_41BA_DC4BE5CD3042.text = Exit
HotspotPanoramaOverlayTextImage_D243BFA0_A32C_7335_41D4_E83B1A50C811.text = Exit
HotspotPanoramaOverlayTextImage_21331BD5_A32C_331F_41DE_4CE49B049245.text = Exit
HotspotPanoramaOverlayTextImage_D21F9610_A32C_1515_41D8_9E23351A94DA.text = Exit
HotspotPanoramaOverlayTextImage_202201B2_A363_EF15_41DF_DBFEFBE252D6.text = Exit
HotspotPanoramaOverlayTextImage_DD1AA5B1_A364_1717_41DB_C79712098D31.text = Exit
HotspotPanoramaOverlayTextImage_23AF5696_A36C_151D_41DC_D17AA224565B.text = Exit
HotspotPanoramaOverlayTextImage_D79C5736_A324_131D_41D3_D17CA523A7F0.text = Exit
HotspotPanoramaOverlayTextImage_C85A7064_A2E4_2D3D_41E4_37CA0A5311AB.text = Food Technology
HotspotPanoramaOverlayTextImage_29499CBB_A364_750B_41BD_2DF81313D1C8.text = Gym
HotspotPanoramaOverlayTextImage_F29D3E75_A16C_151F_41E0_D65BA59C57D7.text = Humanities
HotspotPanoramaOverlayTextImage_38D30BE0_A32C_3335_41DF_7FAB2C7ADE5C.text = Humanities
HotspotPanoramaOverlayTextImage_20046913_A37C_3F1B_41E3_48F422516BBB.text = Humanities Classroom
HotspotPanoramaOverlayTextImage_CAF83BAE_A2E4_730D_41D6_8D32C05D04CB.text = Library
HotspotPanoramaOverlayTextImage_FA845A0D_A17C_3D0F_41DA_7C64A17F56FA.text = MFL
HotspotPanoramaOverlayTextImage_324C4530_A32C_1715_41C3_B39B344B5ABF.text = MFL & Library
HotspotPanoramaOverlayTextImage_C9A3C017_A2EC_6D1B_41E4_0D18168248B5.text = MFL & Library
HotspotPanoramaOverlayTextImage_CD082793_A124_331B_41E2_C4C142ABFC97.text = MFL & Library
HotspotPanoramaOverlayTextImage_CF346161_A2E4_2F37_41E1_5DBBDE4ABD34.text = MFL Classroom
HotspotPanoramaOverlayTextImage_EF6F913B_A1E4_2F0B_41D3_B2F613CBECE7.text = MUGA
HotspotPanoramaOverlayTextImage_E8173E61_A1E4_F537_41D0_2FA693C8C053.text = MUGA
HotspotPanoramaOverlayTextImage_329F6995_A31F_FF1F_4192_5D8A755F9E7B.text = MUGA
HotspotPanoramaOverlayTextImage_EABF1094_A1FC_6D1E_41B8_11DA4FEC0EE7.text = Main Building
HotspotPanoramaOverlayTextImage_00CD9265_2DCB_5386_4193_19FF66D8BB9E.text = Maths
HotspotPanoramaOverlayTextImage_FD68F10B_A164_2F0B_41E0_80879C39A59D.text = Maths
HotspotPanoramaOverlayTextImage_D3212483_A2E4_15FB_41E2_C563B49933FB.text = Maths
HotspotPanoramaOverlayTextImage_2637F4B9_A36C_1516_41E3_5B04CE55328F.text = Maths
HotspotPanoramaOverlayTextImage_CCE68D39_A31C_3717_41E3_B203DADCCCDC.text = Maths Classroom
HotspotPanoramaOverlayTextImage_2B80F830_A364_7D16_41C8_650DE4474BAD.text = More
HotspotPanoramaOverlayTextImage_DD836F2A_A364_1335_41C3_021123C07E54.text = More
HotspotPanoramaOverlayTextImage_D8E22E68_A324_7535_41DA_0718D114DC23.text = More Displays
HotspotPanoramaOverlayTextImage_22FE47EB_A324_F30B_41DF_FA3CDBB1D5AC.text = More Displays
HotspotPanoramaOverlayTextImage_D28509AB_A32C_1F0B_41E2_4EFAB2E1840E.text = Music Room
HotspotPanoramaOverlayTextImage_285C6F7C_A324_330D_41C1_BAE87A09FB98.text = Outdoor Classroom
HotspotPanoramaOverlayTextImage_281F0995_A31C_3F1F_41DA_A1A28D13A086.text = Outdoor Classroom
HotspotPanoramaOverlayTextImage_EF6EE144_A1E4_2F7D_41CA_AC225BEA4A7A.text = Outside Classroom
HotspotPanoramaOverlayTextImage_EB817A00_A1E4_1CF5_41D8_C49516BCA91D.text = Outside Classroom & Sports Pitches
HotspotPanoramaOverlayTextImage_2FAF3674_A324_751D_41DD_8D192605C9FD.text = Outside Spaces
HotspotPanoramaOverlayTextImage_AC22AEB5_A0E1_3C1A_41D3_87D7CEBC8581.text = Outside Spaces
HotspotPanoramaOverlayTextImage_F312E52A_A16C_3735_41E4_3484D42AF4F5.text = Outside Spaces
HotspotPanoramaOverlayTextImage_2CFEEC02_A324_34F5_41E2_FB3712BC76C3.text = PE & Sports
HotspotPanoramaOverlayTextImage_2807E595_A31C_F71F_41C2_9B7697D43360.text = PE & Sports
HotspotPanoramaOverlayTextImage_F46007E7_A164_133B_4177_443B6BED2F55.text = PE & Sports
HotspotPanoramaOverlayTextImage_ED2C4F3F_A1FC_330B_41E1_50C6AE631C09.text = Playground
HotspotPanoramaOverlayTextImage_285B7F78_A324_3315_41C2_B7CD8F3F2181.text = Playground
HotspotPanoramaOverlayTextImage_33BDA403_A364_14FB_41C5_02021F2DA333.text = Reception
HotspotPanoramaOverlayTextImage_928AD1CF_A13C_2F0B_41D3_9D1600D3BE73.text = Reception
HotspotPanoramaOverlayTextImage_F484D7FC_A164_330D_41CD_AE5B21EBCB78.text = Reception
HotspotPanoramaOverlayTextImage_F4921FF8_A164_1315_41E2_7ADB24A1FCE2.text = Science
HotspotPanoramaOverlayTextImage_DCCEEA44_A364_3D7D_41E4_377D67FC6D94.text = Science
HotspotPanoramaOverlayTextImage_D321A485_A2E4_15FF_41C4_F42C3FF469CD.text = Science
HotspotPanoramaOverlayTextImage_1DFE7530_2DD4_D19E_41C5_329AF354B4DC.text = Science Corridor
HotspotPanoramaOverlayTextImage_223D2D75_A364_171F_41D9_42A91384DA5A.text = Science Lab
HotspotPanoramaOverlayTextImage_2695D046_A36C_6D7D_41E3_6194C2E39399.text = Science Lab
HotspotPanoramaOverlayTextImage_2F2DC9A8_A364_1F35_41E1_816C6E7A435C.text = Sports Hall
HotspotPanoramaOverlayTextImage_EF6E3143_A1E4_2F7B_41D4_56B682E9D45A.text = Sports Pitches
HotspotPanoramaOverlayTextImage_E8147E70_A1E4_F515_41DD_F1DF7B7DAB53.text = Sports Pitches
HotspotPanoramaOverlayTextImage_285CCF7A_A324_3315_41AE_2485ED76DF34.text = Sports Pitches
HotspotPanoramaOverlayTextImage_1C4ADCAF_A364_350B_41E0_599722A27CB7.text = Sports Pitches
HotspotPanoramaOverlayTextImage_EBD56197_A1EC_2F1B_41D7_81958253B8F2.text = Stellar Dining
HotspotPanoramaOverlayTextImage_F3135524_A16C_373D_41CC_1F45329BE65F.text = Stellar Dining
HotspotPanoramaOverlayTextImage_29897A38_A36C_7D15_41CB_F5EB6C7E3603.text = Technology
HotspotPanoramaOverlayTextImage_C85F57F2_A124_7315_4188_CE898EDF1797.text = Technology
HotspotPanoramaOverlayTextImage_D4A012F6_A33C_6D1D_41A9_7D7C70924A53.text = Technology
HotspotPanoramaOverlayTextImage_F622408C_A164_6D0D_41E0_F4D2E1CBFF76.text = Technology
HotspotPanoramaOverlayTextImage_DC26C78F_A323_F30B_41C6_5B048079B0AE.text = Technology
HotspotPanoramaOverlayTextImage_C9A35015_A2EC_6D1F_41BC_7CC7C00EBD8E.text = Technology
HotspotPanoramaOverlayTextImage_C85DD066_A2E4_2D3D_41BA_DBAFF4DD7822.text = Textiles
HotspotPanoramaOverlayTextImage_D2C2AF55_A324_331F_41E1_46FD0777949B.text = Theatre
## Media
### Image
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### Title
panorama_8AAAD50D_A164_170F_41E3_DBAEE79BB97A.label = Art
panorama_8F5756DA_A124_1515_41D5_1755A5A587C3.label = Art Corridor
panorama_8F574CC7_A124_157B_41E3_4A1DE7A759C5.label = Art Displays 1
panorama_8F5702B4_A124_6D1D_41B5_550BC6A87F00.label = Art Displays 2
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Previous students have gone on to college to complete a wide range of creative courses, Level 3 qualifications, art foundations
and degree level courses. A common choice after GCSE is A Level or a Level 3 BTEC course. Another route to a creative career are apprenticeships, working and learning to develop a skill such as furniture design, jewellery making or digital editing.
ART
Previous students have gone on to college to complete a wide range of creative courses, Level 3 qualifications, art foundations
and degree level courses. A common choice after GCSE is A Level or a Level 3 BTEC course. Another route to a creative career are apprenticeships, working and learning to develop a skill such as furniture design, jewellery making or digital editing.
ATRIUM
At the centre of the school is the Atrium, a spectacular space that ties everything together and provides covered areas for students when the weather is bad outside.
We also hold events in the Atrium.
Use it to quickly navigate around the school in this tour and get a feel for where the departments lie.
ATRIUM
At the centre of the school is the Atrium, a spectacular space that ties everything together and provides covered areas for students when the weather is bad outside.
We also hold events in the Atrium.
Use it to quickly navigate around the school in this tour and get a feel for where the departments lie.
COMPUTING
Students will be challenged by the complexity of programming in the GCSE, where they will learn industry standard skills heavily sought after in the real world. In addition, the theoretical knowledge of computer systems,
networks and computational thinking require a high level of knowledge and cognition. This subject also stretches students' mathematical ability, with the study of binary and hexadecimal number systems helping to further cement mathematical concepts such as indices and place value.
Computer Science is carefully sequenced to first allow students to gain the requisite programming skills in simpler contexts, before applying to actual computer code. In addition, the theory content builds on each other with knowledge of binary linking to software, which in turn links to hardware. This knowledge is then further built upon when dealing with networks and the ethical, legal and environmental impact of computing.
As a requirement for the course, students learn about the wider context of computing, specifically looking at the ethical, legal and environmental impact of computing. Students learn that fantastic technological development does not come without cost often to the environment, but also in opening up new avenues for criminals to exploit. They learn about contentious issues such as hacking and piracy, and how computers should only be used for positive reasons.
Computer Science is an extremely equalising subject, where all students have the opportunity to succeed regardless of their background or prior experience. It is a subject where people from the humblest beginnings can develop programs that change the world. All software used within the course is free to students, and computer rooms are accessible for any home study task.
In Computer Science, we utilise well documented research to underpin our teaching and learning. The widely renowned “Rosenshine Principles” form the basis of our teaching style, where new content is introduced by the expert teacher, students have opportunities to expand their understanding through discussion tasks, paired work or shared learning, followed by
opportunities for students to independently practice to cement their understanding. We make use of frequent review of learning, using data driven instruction techniques to help close gaps where they occur.
Alongside the main GCSE, KS3 and KS4 students have the opportunity to develop their programming skills in an afterschool Coding Club. This club predominantly focuses on video game development, but also has elements of systems engineering and mobile app development. Computer Science opportunities have the opportunity to attend a trip to Bletchley Park, a world famous destination where computer scientists saved millions of lives during
World War II.
COMPUTING
Students will be challenged by the complexity of programming in the GCSE, where they will learn industry standard skills heavily sought after in the real world. In addition, the theoretical knowledge of computer systems,
networks and computational thinking require a high level of knowledge and cognition. This subject also stretches students' mathematical ability, with the study of binary and hexadecimal number systems helping to further cement mathematical concepts such as indices and place value.
Computer Science is carefully sequenced to first allow students to gain the requisite programming skills in simpler contexts, before applying to actual computer code. In addition, the theory content builds on each other with knowledge of binary linking to software, which in turn links to hardware. This knowledge is then further built upon when dealing with networks and the ethical, legal and environmental impact of computing.
As a requirement for the course, students learn about the wider context of computing, specifically looking at the ethical, legal and environmental impact of computing. Students learn that fantastic technological development does not come without cost often to the environment, but also in opening up new avenues for criminals to exploit. They learn about contentious issues such as hacking and piracy, and how computers should only be used for positive reasons.
Computer Science is an extremely equalising subject, where all students have the opportunity to succeed regardless of their background or prior experience. It is a subject where people from the humblest beginnings can develop programs that change the world. All software used within the course is free to students, and computer rooms are accessible for any home study task.
In Computer Science, we utilise well documented research to underpin our teaching and learning. The widely renowned “Rosenshine Principles” form the basis of our teaching style, where new content is introduced by the expert teacher, students have opportunities to expand their understanding through discussion tasks, paired work or shared learning, followed by
opportunities for students to independently practice to cement their understanding. We make use of frequent review of learning, using data driven instruction techniques to help close gaps where they occur.
Alongside the main GCSE, KS3 and KS4 students have the opportunity to develop their programming skills in an afterschool Coding Club. This club predominantly focuses on video game development, but also has elements of systems engineering and mobile app development. Computer Science opportunities have the opportunity to attend a trip to Bletchley Park, a world famous destination where computer scientists saved millions of lives during
World War II.
DRAMA & MUSIC
DRAMA
This curriculum makes sure that the students have ample opportunities to gain not just subject knowledge, but knowledge of industry. The curriculum takes the students on a
journey of building subject content knowledge with the ability to become working practitioners of drama. This curriculum will stretch the students as they will have
responsibility and duties that are carried out independently and as a group. Students take creative control of what they devise and
produce, alongside independent research and roles.
Professional behaviour in rehearsal and
performance. Approach to text, character and research.
Devising theatre.
Working log/portfolio.
Audition Prep.
Use of emotion.
Roles and Responsibilities.
Knowledge of theatre styles.
Practitioners of theatre.
Working independently and part of a group.
Development of character and story.
How to use voice, body and personality.
Students skills are mapped and revisited
throughout the 5 year course of study.
Students are able to develop skills and add to
their repertoire. For example they learn the 5
elements of Drama in year 7, which is then
revisited and improved upon in year 9 11.
Throughout the curriculum students will have the opportunities to evaluate and debate each topic. They will express and share views on
what is being taught and give feedback on what they enjoyed or what they didn’t find engaging. Students’ cultural backgrounds will
be supported through exploring a variety of different theatre styles that explore and create shows based on cultural backgrounds. This
curriculum offers skills which can be transferable to their academic studies not just in drama but across their subjects.
The curriculum offers all students the chance to not only be heard but to be seen and express their individuality. Throughout the curriculum the students’ gaps in knowledge will be addressed through prior knowledge assessment, recapping and reteaching aspects of topics where clarification
is required. Misconceptions will be addressed throughout the lessons and the students will discuss and debate these misconceptions.
We cover diversity in drama by looking at a
range of texts and practitioners. The curriculum is designed with diversity and celebrating all at its heart. Students of all abilities will be supported and will feel success in Drama with the support of the SEN team and inclusive lesson resources.
Throughout, students will have worked
examples provided to them at various
stages of research and written tasks. The
students will also have the chance
throughout the curriculum to peer assess
and assess independently. They will be
given opportunities to problem solve,
research, create and devise independently
or part of the group. Data Driven Instruction will be used throughout the curriculum so that the learning needs of the students are met,
whilst informing and forming the direction
of teaching. I can personally offer the students expert knowledge of drama with ample industry experience to impart on the students. I am part of a professional body of teachers
omitted to researching teaching pedagogy
and that high quality teaching will ensue.
The students will be given opportunities to see
a variety of theatre from local productions to
West End. The students will be able to take
workshops in the Drama Club, that allow the
students to build on their knowledge and
develop their own personal practitioner view.
For Y10&11 they will have the chance to see
productions of local colleges and sixth forms so that they can see what courses have to offer. Throughout their research tasks the students will read many articles, books, plays and websites that will add to their knowledge of topics. The students will be able to perform as part of schools shows which provide professional space, sound and lighting, these are just a few that we have on offer. Our shows and what we provide give the students to work on shows that work to a professional and industry standard.
MUSIC
The content of our curriculum is aspirational because we develop the whole musician through the exploration of a wide range of
subject content. Students are prepared for any pathway of further study through rigorous development of their performance, composition, evaluative and theoretical
knowledge. The broad range of musical stimuli provide vast opportunity to challenge students
through effective and inspiring differentiation.
Our curriculum is designed to provide students with a rich understanding of the musical
elements and how they are integral to all styles of Music worldwide. Students explore the elements through the sequenced development of their performance, composition, analytical and production skills. The sequencing of the curriculum is designed to allow every student, no matter their level of Musical experience, to make outstanding
progress and leave Nova Hreod confident and knowledgeable.
Music is subjective and that is one of the most exciting aspects of the subject. Students are encouraged to analyse and express their informed opinions on topics they explore. We
engage students by exploring all of our content in a hands on, practice fashion. We also listen to Music regularly to understand the intricacies of a style. This increases
the level of understanding and informs the decisions of students during their performance, composition, analysis or production activities.
Our curriculum is designed to support and challenge every student at Nova Hreod Academy. Our introductory schemes lay the
foundations of understanding while also providing opportunity to challenge more experienced students. The wide variety of Musical styles is also designed to appeal to a
wide variety of Musical tastes will engage students in their learning. We believe the curriculum is inclusive for all by providing progressive, dynamic and flexible Musical topics.
Students reflect on previous knowledge regularly and have frequent opportunities to put new theory into practice. Through regular
checking of understanding and effective feedback students develop a thirst for learning because of their increase in confidence and
proficiency during independent practice. Progress driven by our deep understanding of student’s progress through regular use of assessment that informs short and long term
planning. This enables us to support and challenge students where necessary.
We provide enrichment through a wide variety of extra curricular clubs and trip that occur throughout the academic year. The department strives to provide opportunities for
every student, no matter the Musical taste to experience and be inspired by Music outside the class room. As musicians we are always learning and keep up to date with the ever
changing music industry. Consequently we are confident in providing advice for students
regarding further research of knowledge enrichment activities.
DRAMA & MUSIC
DRAMA
This curriculum makes sure that the students have ample opportunities to gain not just subject knowledge, but knowledge of industry. The curriculum takes the students on a
journey of building subject content knowledge with the ability to become working practitioners of drama. This curriculum will stretch the students as they will have
responsibility and duties that are carried out independently and as a group. Students take creative control of what they devise and
produce, alongside independent research and roles.
Professional behaviour in rehearsal and
performance. Approach to text, character and research.
Devising theatre.
Working log/portfolio.
Audition Prep.
Use of emotion.
Roles and Responsibilities.
Knowledge of theatre styles.
Practitioners of theatre.
Working independently and part of a group.
Development of character and story.
How to use voice, body and personality.
Students skills are mapped and revisited
throughout the 5 year course of study.
Students are able to develop skills and add to
their repertoire. For example they learn the 5
elements of Drama in year 7, which is then
revisited and improved upon in year 9 11.
Throughout the curriculum students will have the opportunities to evaluate and debate each topic. They will express and share views on
what is being taught and give feedback on what they enjoyed or what they didn’t find engaging. Students’ cultural backgrounds will
be supported through exploring a variety of different theatre styles that explore and create shows based on cultural backgrounds. This
curriculum offers skills which can be transferable to their academic studies not just in drama but across their subjects.
The curriculum offers all students the chance to not only be heard but to be seen and express their individuality. Throughout the curriculum the students’ gaps in knowledge will be addressed through prior knowledge assessment, recapping and reteaching aspects of topics where clarification
is required. Misconceptions will be addressed throughout the lessons and the students will discuss and debate these misconceptions.
We cover diversity in drama by looking at a
range of texts and practitioners. The curriculum is designed with diversity and celebrating all at its heart. Students of all abilities will be supported and will feel success in Drama with the support of the SEN team and inclusive lesson resources.
Throughout, students will have worked
examples provided to them at various
stages of research and written tasks. The
students will also have the chance
throughout the curriculum to peer assess
and assess independently. They will be
given opportunities to problem solve,
research, create and devise independently
or part of the group. Data Driven Instruction will be used throughout the curriculum so that the learning needs of the students are met,
whilst informing and forming the direction
of teaching. I can personally offer the students expert knowledge of drama with ample industry experience to impart on the students. I am part of a professional body of teachers
omitted to researching teaching pedagogy
and that high quality teaching will ensue.
The students will be given opportunities to see
a variety of theatre from local productions to
West End. The students will be able to take
workshops in the Drama Club, that allow the
students to build on their knowledge and
develop their own personal practitioner view.
For Y10&11 they will have the chance to see
productions of local colleges and sixth forms so that they can see what courses have to offer. Throughout their research tasks the students will read many articles, books, plays and websites that will add to their knowledge of topics. The students will be able to perform as part of schools shows which provide professional space, sound and lighting, these are just a few that we have on offer. Our shows and what we provide give the students to work on shows that work to a professional and industry standard.
MUSIC
The content of our curriculum is aspirational because we develop the whole musician through the exploration of a wide range of
subject content. Students are prepared for any pathway of further study through rigorous development of their performance, composition, evaluative and theoretical
knowledge. The broad range of musical stimuli provide vast opportunity to challenge students
through effective and inspiring differentiation.
Our curriculum is designed to provide students with a rich understanding of the musical
elements and how they are integral to all styles of Music worldwide. Students explore the elements through the sequenced development of their performance, composition, analytical and production skills. The sequencing of the curriculum is designed to allow every student, no matter their level of Musical experience, to make outstanding
progress and leave Nova Hreod confident and knowledgeable.
Music is subjective and that is one of the most exciting aspects of the subject. Students are encouraged to analyse and express their informed opinions on topics they explore. We
engage students by exploring all of our content in a hands on, practice fashion. We also listen to Music regularly to understand the intricacies of a style. This increases
the level of understanding and informs the decisions of students during their performance, composition, analysis or production activities.
Our curriculum is designed to support and challenge every student at Nova Hreod Academy. Our introductory schemes lay the
foundations of understanding while also providing opportunity to challenge more experienced students. The wide variety of Musical styles is also designed to appeal to a
wide variety of Musical tastes will engage students in their learning. We believe the curriculum is inclusive for all by providing progressive, dynamic and flexible Musical topics.
Students reflect on previous knowledge regularly and have frequent opportunities to put new theory into practice. Through regular
checking of understanding and effective feedback students develop a thirst for learning because of their increase in confidence and
proficiency during independent practice. Progress driven by our deep understanding of student’s progress through regular use of assessment that informs short and long term
planning. This enables us to support and challenge students where necessary.
We provide enrichment through a wide variety of extra curricular clubs and trip that occur throughout the academic year. The department strives to provide opportunities for
every student, no matter the Musical taste to experience and be inspired by Music outside the class room. As musicians we are always learning and keep up to date with the ever
changing music industry. Consequently we are confident in providing advice for students
regarding further research of knowledge enrichment activities.
ENGLISH
In English, pupils study the ideas and stories that have shaped the world, so that by the end of Year 11 they can debate, challenge ideas and write with confidence. Through exploration of a wide range of prose, plays and poetry, students will gain the knowledge to become critical and analytical thinkers, and to communicate with clarity, accuracy and precision.
Content is carefully sequenced following the principles of a mastery curriculum so that students have a full understanding of the knowledge taught. Grammar, vocabulary, literary concepts and historical and social contexts are organised in a systematic way. Texts have been sequenced so that they become increasingly complex. In their written communication, pupils become increasingly fluent and precise, crafting both fiction and non-fiction texts.
The chosen texts inspire students to transcend their immediate context and increase their cultural capital by expanding their knowledge of the world around them.
In what ways does your curriculum support students to engage with, evaluate and debate with its content. How will your curriculum
support students in terms of their cultural, academic or vocational capital?
There are three pathways through our Key Stage Three curriculum: traditional, foundation and, for some students who have additional literacy needs, Direct Instruction is used so that students make rapid progress developing the reading and writing skills needed to access the curriculum. Alongside the English Curriculum sit our whole school reading, reading for pleasure and Bedrock Vocabulary programmes, through which students are exposed to a broad range of texts by a diverse selection of writers.
Knowledge is interleaved and sequenced
within and between topic plans. Daily, weekly
and long term review is achieved through Do
Now activities and home study. The I do, we
do, you do cycles are used throughout our
lessons to ensure students know what success looks like and are able to achieve it for themselves in applying their knowledge.
Techniques such as cold calling, show call and
turn & talk are standard in lessons to increase
levels of participation and think ratio.
Common interim assessments are mapped
into each topic plan and whole class feedback
is provided so that students’ reading and
writing improve over time.
Use of Bedrock Vocabulary and department designed reading lists further support our aim to develop students’ reading habits as many of our students come from backgrounds where
reading for pleasure is not yet a habit. A
full range of enrichment activities such as book societies and debating clubs develop students’ experiences of English beyond the classroom. There are also opportunities for students to see theatre performances, experience author visits and even attend
academic lectures.
ENGLISH
In English, pupils study the ideas and stories that have shaped the world, so that by the end of Year 11 they can debate, challenge ideas and write with confidence. Through exploration of a wide range of prose, plays and poetry, students will gain the knowledge to become critical and analytical thinkers, and to communicate with clarity, accuracy and precision.
Content is carefully sequenced following the principles of a mastery curriculum so that students have a full understanding of the knowledge taught. Grammar, vocabulary, literary concepts and historical and social contexts are organised in a systematic way. Texts have been sequenced so that they become increasingly complex. In their written communication, pupils become increasingly fluent and precise, crafting both fiction and non-fiction texts.
The chosen texts inspire students to transcend their immediate context and increase their cultural capital by expanding their knowledge of the world around them.
In what ways does your curriculum support students to engage with, evaluate and debate with its content. How will your curriculum
support students in terms of their cultural, academic or vocational capital?
There are three pathways through our Key Stage Three curriculum: traditional, foundation and, for some students who have additional literacy needs, Direct Instruction is used so that students make rapid progress developing the reading and writing skills needed to access the curriculum. Alongside the English Curriculum sit our whole school reading, reading for pleasure and Bedrock Vocabulary programmes, through which students are exposed to a broad range of texts by a diverse selection of writers.
Knowledge is interleaved and sequenced
within and between topic plans. Daily, weekly
and long term review is achieved through Do
Now activities and home study. The I do, we
do, you do cycles are used throughout our
lessons to ensure students know what success looks like and are able to achieve it for themselves in applying their knowledge.
Techniques such as cold calling, show call and
turn & talk are standard in lessons to increase
levels of participation and think ratio.
Common interim assessments are mapped
into each topic plan and whole class feedback
is provided so that students’ reading and
writing improve over time.
Use of Bedrock Vocabulary and department designed reading lists further support our aim to develop students’ reading habits as many of our students come from backgrounds where
reading for pleasure is not yet a habit. A
full range of enrichment activities such as book societies and debating clubs develop students’ experiences of English beyond the classroom. There are also opportunities for students to see theatre performances, experience author visits and even attend
academic lectures.
ENTRANCE
The main entrance and school reception.
ENTRANCE
The main entrance and school reception.
Learn more about Nova Hreod Academy by watching our film here. HOW TO NAVIGATE
This virtual tour can be clicked through in any order using the interactive hotspots or the menu.
The hotspots will take you to more information about our facilities, with a 360 degree image to explore.
HOW TO NAVIGATE
This virtual tour can be clicked through in any order using the interactive hotspots or the menu.
The hotspots will take you to more information about our facilities, with a 360 degree image to explore.
HUMANITIES
In Humanities we have developed a curriculum to ensure that powerful knowledge is learnt and retained to allow students to engage and succeed at every stage of their education and to inspire them to the world we live in. Students are taught the three subjects of Geography, History and Religious Studies. Each Key Stage 3 class receives two lessons each week in Geography and History and one lesson each week in RE. Students are regularly assessed on their learning and receive regular feedback as to how to progress. Students are encouraged to reflect on their learning and make improvements to their work.
Each lesson in Humanities starts with a quiz on previous learning; this is to improve student knowledge retention. As a faculty we have designed knowledge organisers which outline the exact knowledge students are required to learn and remember. All of the current knowledge organisers can be found on the knowledge organisers section of the school website, under the “Home Study” section. I would encourage you to read through these and assist your child with their weekly quizzing home study whenever possible.
HUMANITIES
In Humanities we have developed a curriculum to ensure that powerful knowledge is learnt and retained to allow students to engage and succeed at every stage of their education and to inspire them to the world we live in. Students are taught the three subjects of Geography, History and Religious Studies. Each Key Stage 3 class receives two lessons each week in Geography and History and one lesson each week in RE. Students are regularly assessed on their learning and receive regular feedback as to how to progress. Students are encouraged to reflect on their learning and make improvements to their work.
Each lesson in Humanities starts with a quiz on previous learning; this is to improve student knowledge retention. As a faculty we have designed knowledge organisers which outline the exact knowledge students are required to learn and remember. All of the current knowledge organisers can be found on the knowledge organisers section of the school website, under the “Home Study” section. I would encourage you to read through these and assist your child with their weekly quizzing home study whenever possible.
MATHS
Throughout mathematics, we always aim to challenge all students regardless of prior attainment. This is done through a highly pitched curriculum, where students are constantly expected to challenge their understanding through applied tasks or synthesised questions. Maths is a subject renowned for complex topics and our curriculum does not shy away from these. Our aim is for every student to be able to proudly declare themselves mathematicians, continuing the subject at A-Level or beyond, or utilising the necessary skills in their day to day careers regardless of where their path leads.
Mathematics can be broken in to 5 main strands, which are introduced in KS3 and built upon in years 10 and 11. These strands are: Number, Geometry, Proportion, Statistics and Algebra. Content within these 5 strands is not discrete, with significant overlap between them. Topics are sequenced in such a way that the fundamentals are picked up early on, and then these are built upon in subsequent lessons and years.
Mathematics is not just a subject taught at schools; it is the fundamental understanding of how the universe works. It is something which every culture has developed their own version of, and our curriculum aims to celebrate the exceptional scholars who pioneered the field around the world. Students do not solely learn one way to do mathematics, they are presented with alternate methods and encouraged to critically analyse and discuss the merits of each. GCSE maths often has one distinct right answer, but many different waysto reach that point.
Our curriculum is based around the central teaching points of Support/Core/Challenge. Support is designed to enable all students to access the main content through scaffolded examples or supplementary practice. For students with significant prior learning gaps, we use the Direct Instruction program to help students develop the necessary skills to access the core curriculum.
In Maths, we utilise well documented research to underpin our teaching and learning. The widely renowned “Rosenshine Principles” form the basis of our teaching style, where new content is introduced by the expert teacher, students have opportunities to expand their understanding through discussion tasks, paired work or shared learning, followed by opportunities for students to independently practice to cement their understanding. We make use of frequent review of learning, using data-driven instruction techniques to help close gaps where they occur.
Mathematics students have the opportunity tojoin a range of clubs designed to enrich and stretch students’ understanding of maths. Examples include Coding Club, where applied mathematics is used to create video games, Mathletes, where students will work together to solve complex problems and £10 Enterprise challenge, where students aim to make as much profit for a charity as possible. We also take part in the UK Maths challenge. In addition, students have the chance to go on a range of trips, including a KS4 Revision Residential.
MATHS
Throughout mathematics, we always aim to challenge all students regardless of prior attainment. This is done through a highly pitched curriculum, where students are constantly expected to challenge their understanding through applied tasks or synthesised questions. Maths is a subject renowned for complex topics and our curriculum does not shy away from these. Our aim is for every student to be able to proudly declare themselves mathematicians, continuing the subject at A-Level or beyond, or utilising the necessary skills in their day to day careers regardless of where their path leads.
Mathematics can be broken in to 5 main strands, which are introduced in KS3 and built upon in years 10 and 11. These strands are: Number, Geometry, Proportion, Statistics and Algebra. Content within these 5 strands is not discrete, with significant overlap between them. Topics are sequenced in such a way that the fundamentals are picked up early on, and then these are built upon in subsequent lessons and years.
Mathematics is not just a subject taught at schools; it is the fundamental understanding of how the universe works. It is something which every culture has developed their own version of, and our curriculum aims to celebrate the exceptional scholars who pioneered the field around the world. Students do not solely learn one way to do mathematics, they are presented with alternate methods and encouraged to critically analyse and discuss the merits of each. GCSE maths often has one distinct right answer, but many different waysto reach that point.
Our curriculum is based around the central teaching points of Support/Core/Challenge. Support is designed to enable all students to access the main content through scaffolded examples or supplementary practice. For students with significant prior learning gaps, we use the Direct Instruction program to help students develop the necessary skills to access the core curriculum.
In Maths, we utilise well documented research to underpin our teaching and learning. The widely renowned “Rosenshine Principles” form the basis of our teaching style, where new content is introduced by the expert teacher, students have opportunities to expand their understanding through discussion tasks, paired work or shared learning, followed by opportunities for students to independently practice to cement their understanding. We make use of frequent review of learning, using data-driven instruction techniques to help close gaps where they occur.
Mathematics students have the opportunity tojoin a range of clubs designed to enrich and stretch students’ understanding of maths. Examples include Coding Club, where applied mathematics is used to create video games, Mathletes, where students will work together to solve complex problems and £10 Enterprise challenge, where students aim to make as much profit for a charity as possible. We also take part in the UK Maths challenge. In addition, students have the chance to go on a range of trips, including a KS4 Revision Residential.
MFL & LIBRARY
Our curriculum is ambitious in the sense that we have created it ourselves, for our scholars at Nova. We teach them to speak in a variety of contexts and situations from the beginning. High-frequency vocabulary is recycled frequently so students are flooded with the input they need to become confident speakers. We practise a range of relevant topics and add interesting phrases, so scholars have a range of vocabulary with which to express.
Our curriculum follows a logical sequence based on the three key pillars of language acquisition: phonics, grammar and vocabulary. Basic structures of language are developed further over the years. We apply language in context so that scholars develop a strong understanding of when and how to apply grammar. They therefore can manipulate language with confidence. Our GCSE curriculum follows the themes required for the
The way we have planned our resources to match our curriculum ensures that scholars master a set of structures and vocabulary in order to feel confident and successful quickly. They re-use structures time and time again so they speak without thinking. They become fluent with ease through a series of thorough processing tasks. themselves. Our curriculum is ambitious for all, we take a mastery approach to support all our scholars in making excellent progress in our curriculum. Teachers learn to understand their pupils, providing the necessary support and push of challenge so that all scholars achieve confidence in the language.
We practise chunks of language and vocabulary together through repetition and teach grammatical rules contextually once these chunks have been mastered. exams and consolidates and expands on the previous three years.
Our lexico-grammatical approach is inspired and guided by the research of language experts such as Gianfranco Conti, Steve Smith, Vincent Everett, Dylan Viñales and James Maxwell. Our curriculum is updated and enhanced each year following a review of its impact as well as any new any new discoveries, suggestions and research. We strive to make it the best for our scholars. Rosenshine principles underpin our teaching methods, ensuring that all teachers have the best skills to deliver highquality lessons.
We offer a variety of language clubs after school throughout the year such as Italian and Spanish for all our scholars. We also offer Year 11 film club at certain points of the year where students can engage in conversations around cultural differences and interesting topics. We plan trips to France in line with the school’s trip timetable and host French speaking events, such as escape rooms.
MFL & LIBRARY
Our curriculum is ambitious in the sense that we have created it ourselves, for our scholars at Nova. We teach them to speak in a variety of contexts and situations from the beginning. High-frequency vocabulary is recycled frequently so students are flooded with the input they need to become confident speakers. We practise a range of relevant topics and add interesting phrases, so scholars have a range of vocabulary with which to express.
Our curriculum follows a logical sequence based on the three key pillars of language acquisition: phonics, grammar and vocabulary. Basic structures of language are developed further over the years. We apply language in context so that scholars develop a strong understanding of when and how to apply grammar. They therefore can manipulate language with confidence. Our GCSE curriculum follows the themes required for the
The way we have planned our resources to match our curriculum ensures that scholars master a set of structures and vocabulary in order to feel confident and successful quickly. They re-use structures time and time again so they speak without thinking. They become fluent with ease through a series of thorough processing tasks. themselves. Our curriculum is ambitious for all, we take a mastery approach to support all our scholars in making excellent progress in our curriculum. Teachers learn to understand their pupils, providing the necessary support and push of challenge so that all scholars achieve confidence in the language.
We practise chunks of language and vocabulary together through repetition and teach grammatical rules contextually once these chunks have been mastered. exams and consolidates and expands on the previous three years.
Our lexico-grammatical approach is inspired and guided by the research of language experts such as Gianfranco Conti, Steve Smith, Vincent Everett, Dylan Viñales and James Maxwell. Our curriculum is updated and enhanced each year following a review of its impact as well as any new any new discoveries, suggestions and research. We strive to make it the best for our scholars. Rosenshine principles underpin our teaching methods, ensuring that all teachers have the best skills to deliver highquality lessons.
We offer a variety of language clubs after school throughout the year such as Italian and Spanish for all our scholars. We also offer Year 11 film club at certain points of the year where students can engage in conversations around cultural differences and interesting topics. We plan trips to France in line with the school’s trip timetable and host French speaking events, such as escape rooms.
OUTSIDE SPACES
Explore our outside spaces including the playground, outdoor classroom, sports pitches and multi-use games area.
Watch our drone film here.
OUTSIDE SPACES
Explore our outside spaces including the playground, outdoor classroom, sports pitches and multi-use games area.
Watch our drone film here.
PE & SPORTS
Participation in Physical Education improves students’ physical, mental and social wellbeing. We inspire drive and resilience in our students, teach them to collaborate in a team and how to step forward and lead others. Through teaching students to evaluate their own and other’s performances, they learn communication and critical thinking skills. By coaching students in a wide range of individual and team sports, we ensure they have excellent opportunities to find a sporting passion, in school and out of school.
For each sport taught, we coach students through the basic techniques, rules and tactics to fluency, so they can exhibit them instinctively in competitive settings. By returning to the same sport in multiple years, students refine their skills and develop their appreciation of tactics in sport. Year on year students are able to master the basics and apply more advanced techniques to more complex and demanding situations.
Opting for Sports Studies brings more sporting opportunities, develops leadership skills and links to real workplaces. It provides a strong foundation for study at level 3, at sixth form or college, in Level 3 Sports Studies, A Level PE, BTEC Sports L3.You could be the next coach manager, PE teacher or sports analyst of the future.The list is endless.
Participation in Physical Education improves students’ physical, mental and social wellbeing. We inspire drive and resilience in our students, teach them to collaborate in a team and how to step forward and lead others. Through teaching students to evaluate their own and other’s performances, they learn communication and critical thinking skills. By coaching students in a wide range of individual and team sports, we ensure they have excellent opportunities to find a sporting passion, in school and out of school.
We follow Rosenshine’sprinciples of instruction in all of our teaching and planning and we also incorporate Teach Like a champion strategies.
Opting for Sports Studies brings more sporting opportunities, develops leadership skills and links to real workplaces. It provides a strong foundation for study at level 3, at sixth form or college, in Level 3 Sports Studies, A Level PE, BTEC Sports L3.You could be the next coach manager, PE teacher or sports analyst of the future.The list is endless.
PE & SPORTS
Participation in Physical Education improves students’ physical, mental and social wellbeing. We inspire drive and resilience in our students, teach them to collaborate in a team and how to step forward and lead others. Through teaching students to evaluate their own and other’s performances, they learn communication and critical thinking skills. By coaching students in a wide range of individual and team sports, we ensure they have excellent opportunities to find a sporting passion, in school and out of school.
For each sport taught, we coach students through the basic techniques, rules and tactics to fluency, so they can exhibit them instinctively in competitive settings. By returning to the same sport in multiple years, students refine their skills and develop their appreciation of tactics in sport. Year on year students are able to master the basics and apply more advanced techniques to more complex and demanding situations.
Opting for Sports Studies brings more sporting opportunities, develops leadership skills and links to real workplaces. It provides a strong foundation for study at level 3, at sixth form or college, in Level 3 Sports Studies, A Level PE, BTEC Sports L3.You could be the next coach manager, PE teacher or sports analyst of the future.The list is endless.
Participation in Physical Education improves students’ physical, mental and social wellbeing. We inspire drive and resilience in our students, teach them to collaborate in a team and how to step forward and lead others. Through teaching students to evaluate their own and other’s performances, they learn communication and critical thinking skills. By coaching students in a wide range of individual and team sports, we ensure they have excellent opportunities to find a sporting passion, in school and out of school.
We follow Rosenshine’sprinciples of instruction in all of our teaching and planning and we also incorporate Teach Like a champion strategies.
Opting for Sports Studies brings more sporting opportunities, develops leadership skills and links to real workplaces. It provides a strong foundation for study at level 3, at sixth form or college, in Level 3 Sports Studies, A Level PE, BTEC Sports L3.You could be the next coach manager, PE teacher or sports analyst of the future.The list is endless.
SCIENCE
Students further develop their understanding of and interest in science whilst delving into both the history of scientific discovery and the contemporary implications of scientific findings. For example, what has led us to our current understanding of the atom? Are stem
cells really going to help us cure diseases?
Scientific discoveries have expanded our
knowledge and understanding of the world around us faster than any other discipline but there is still more to be discovered. The science curriculum at Nova Hreod Academy will develop curious and enthusiastic students that will become the scientists of tomorrow,
making the most important discoveries of
the future and driving our understanding
ever onwards.
The curriculum is carefully sequenced
allowing us to build from fundamental
principles such as what particles are and how they behave, how a cell works, energy and motion to more complex ideas such as the structures and bonding in all kinds of chemicals, genetics and inheritance and how forces act In KS 4 students choose either to follow the combined science or separate science route By the end of their time studying
science students will be confident in their
understanding of the scientific explanations of the things around them and eager to find out even more. They will be well prepared for life after Nova and A level sciences or related subjects in other Post 16 routes if they so chose.
Our priority is building a strong knowledge foundation for the students Clear links are made between topics to encourage students to build the bigger picture of science From this starting point they learn to question and debate ideas at the forefront of science as well as appreciate the importance of the history of science in shaping the world today
Practical investigation and scientific methodology play an important role in our teaching, equipping students with critical thinking, problem solving and analytical skills that go beyond the science classroom.
We never assume knowledge and new topics and lessons are always started with a recap of prior knowledge to ensure all students are able to engage with the content Potential misconceptions are identified at the planning stage so that teachers are able to work with the students to improve their understanding
on these key issues Duel coding is used in
lessons along with I do, we do, you do cycles so that all students can feel success in their learning Scientific texts are read as a whole class and understanding checked whilst key vocabulary is taught and practiced before being put into use.
The interleaving of topics throughout our
curriculum is key in strengthening students’ understanding of science and how it all links together Home study is carefully planned to support in class learning and knowledge retention in conjunction with regular low stakes quizzing I do, we do, you do cycles are
used throughout our lessons to ensure students know what success looks like and are able to achieve it for themselves.
Techniques such as cold calling, show call
and turn talk are standard in lessons to promote student engagement Common interim assessments are used regularly in
conjunction with data driven instruction and whole class feedback provided so that students progress and improve.
As part of our co curricular offer students can attend science after school clubs and are also given the opportunity to take part in at least one science trip every year Attending events such as the Cheltenham Science Festival and the Big Bang Fair encourages students to
consider science in a wider context and
strengthens their everyday science learning.
Year 10 students are also given the opportunity to attend Science Live, a series of lectures by UK scientists which also includes advice on their GCSE exams. As much as possible we also run workshop sessions in school with the help of outside agencies to give students a broader experience of science.
SCIENCE
Students further develop their understanding of and interest in science whilst delving into both the history of scientific discovery and the contemporary implications of scientific findings. For example, what has led us to our current understanding of the atom? Are stem
cells really going to help us cure diseases?
Scientific discoveries have expanded our
knowledge and understanding of the world around us faster than any other discipline but there is still more to be discovered. The science curriculum at Nova Hreod Academy will develop curious and enthusiastic students that will become the scientists of tomorrow,
making the most important discoveries of
the future and driving our understanding
ever onwards.
The curriculum is carefully sequenced
allowing us to build from fundamental
principles such as what particles are and how they behave, how a cell works, energy and motion to more complex ideas such as the structures and bonding in all kinds of chemicals, genetics and inheritance and how forces act In KS 4 students choose either to follow the combined science or separate science route By the end of their time studying
science students will be confident in their
understanding of the scientific explanations of the things around them and eager to find out even more. They will be well prepared for life after Nova and A level sciences or related subjects in other Post 16 routes if they so chose.
Our priority is building a strong knowledge foundation for the students Clear links are made between topics to encourage students to build the bigger picture of science From this starting point they learn to question and debate ideas at the forefront of science as well as appreciate the importance of the history of science in shaping the world today
Practical investigation and scientific methodology play an important role in our teaching, equipping students with critical thinking, problem solving and analytical skills that go beyond the science classroom.
We never assume knowledge and new topics and lessons are always started with a recap of prior knowledge to ensure all students are able to engage with the content Potential misconceptions are identified at the planning stage so that teachers are able to work with the students to improve their understanding
on these key issues Duel coding is used in
lessons along with I do, we do, you do cycles so that all students can feel success in their learning Scientific texts are read as a whole class and understanding checked whilst key vocabulary is taught and practiced before being put into use.
The interleaving of topics throughout our
curriculum is key in strengthening students’ understanding of science and how it all links together Home study is carefully planned to support in class learning and knowledge retention in conjunction with regular low stakes quizzing I do, we do, you do cycles are
used throughout our lessons to ensure students know what success looks like and are able to achieve it for themselves.
Techniques such as cold calling, show call
and turn talk are standard in lessons to promote student engagement Common interim assessments are used regularly in
conjunction with data driven instruction and whole class feedback provided so that students progress and improve.
As part of our co curricular offer students can attend science after school clubs and are also given the opportunity to take part in at least one science trip every year Attending events such as the Cheltenham Science Festival and the Big Bang Fair encourages students to
consider science in a wider context and
strengthens their everyday science learning.
Year 10 students are also given the opportunity to attend Science Live, a series of lectures by UK scientists which also includes advice on their GCSE exams. As much as possible we also run workshop sessions in school with the help of outside agencies to give students a broader experience of science.
STELLAR DINING
The Stellar Diner is the place for students to have a tasty meal and socialise with their friends. You will find a large selection of food and drinks, with a choice of at least two hot meals each day. Alternatively, you might prefer to buy a sandwich or baguette from the cold counter.
We are open at breaktime and lunchtime.
The menu changes every week and operates on a three-week cycle and can be downloaded from the school website.
STELLAR DINING
The Stellar Diner is the place for students to have a tasty meal and socialise with their friends. You will find a large selection of food and drinks, with a choice of at least two hot meals each day. Alternatively, you might prefer to buy a sandwich or baguette from the cold counter.
We are open at breaktime and lunchtime.
The menu changes every week and operates on a three-week cycle and can be downloaded from the school website.
TECHNOLOGY
This Learning Journey includes the use of a broad range of knowledge, skills, and understanding, and prompts engagement in a wide variety of activities. Students make food products that meet relevant criteria within a variety of contexts and themes such as Healthy Eating, Food Nutrition, Health & Safety, Sustainability and the Environment. In Food, we particularly stretch and challenge the students with a very wide range of knowledge-backed skills to allow them to excel at KS4 and beyond.
The aim is for all students to;
▪Understand and apply the principles of nutrition and health
▪Cook, in KS3, a repertoire of predominately savoury dishes so that they are able tofeed themselves and others a healthy and varied diet
•Become competent in a range of cooking techniques which are extended in KS4 to ‘industry standard’
▪Understand the source, seasonality and characteristics of a broad range of ingredients.
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
All students should have been taught to use the basic principles of a healthy and varied diet; to prepare dishes; and to understand where food comes from. They are also supported and assisted if gaps are evident in this understanding of and application of the principles of a healthy and varied diet. Common misconceptions may appear in their knowledge and understanding of where and how a variety of ingredients are grown, reared, caught and processed-if this has not been previously taught. This is addressed through the teaching of food provenance in both Y7 and Y9.
We use a variety of research, including Rosenshine’s Principles, Teach Like a Champion strategies and subject specific aspects of pedagogy to enhance the implementation of our curriculum and to ensure that students become effective scholars in our subject. These strategies can be used in a variety of ways, such as :
▪In the planning of lessons across the curriculum.
▪As the criteria for lesson observations.
▪To address whole-school priorities.
▪To set meaningful targets for CPD and appraisal.
Data Driven Instruction is used to respond quickly and accurately to students’ current understanding, accelerating progress.
Competitions play a large part in the Catering industry and were try to replicate this within the school environment. These form challenges for students, encouraging resilience , perseverance and the development of a range of high-level skills. We look optimistically to the future with the planning of international food trips, external chefs and local trips to markets, fairs, shows and industry visits.
TECHNOLOGY
This Learning Journey includes the use of a broad range of knowledge, skills, and understanding, and prompts engagement in a wide variety of activities. Students make food products that meet relevant criteria within a variety of contexts and themes such as Healthy Eating, Food Nutrition, Health & Safety, Sustainability and the Environment. In Food, we particularly stretch and challenge the students with a very wide range of knowledge-backed skills to allow them to excel at KS4 and beyond.
The aim is for all students to;
▪Understand and apply the principles of nutrition and health
▪Cook, in KS3, a repertoire of predominately savoury dishes so that they are able tofeed themselves and others a healthy and varied diet
•Become competent in a range of cooking techniques which are extended in KS4 to ‘industry standard’
▪Understand the source, seasonality and characteristics of a broad range of ingredients.
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
All students should have been taught to use the basic principles of a healthy and varied diet; to prepare dishes; and to understand where food comes from. They are also supported and assisted if gaps are evident in this understanding of and application of the principles of a healthy and varied diet. Common misconceptions may appear in their knowledge and understanding of where and how a variety of ingredients are grown, reared, caught and processed-if this has not been previously taught. This is addressed through the teaching of food provenance in both Y7 and Y9.
We use a variety of research, including Rosenshine’s Principles, Teach Like a Champion strategies and subject specific aspects of pedagogy to enhance the implementation of our curriculum and to ensure that students become effective scholars in our subject. These strategies can be used in a variety of ways, such as :
▪In the planning of lessons across the curriculum.
▪As the criteria for lesson observations.
▪To address whole-school priorities.
▪To set meaningful targets for CPD and appraisal.
Data Driven Instruction is used to respond quickly and accurately to students’ current understanding, accelerating progress.
Competitions play a large part in the Catering industry and were try to replicate this within the school environment. These form challenges for students, encouraging resilience , perseverance and the development of a range of high-level skills. We look optimistically to the future with the planning of international food trips, external chefs and local trips to markets, fairs, shows and industry visits.
WELCOME TO NOVA HREOD ACADEMY VIRTUAL TOUR
At Nova, we want all our students to flourish academically and personally in an aspirational and supportive environment. Our school ethos is deeply rooted in our ‘DISC’ principles of Drive, Integrity, Scholarship and Contribution. As our students develop these values during their time with us, they move towards adulthood, better prepared to take on the challenges they will face.
Rated as ‘good’ by Ofsted in November 2022, inspectors described Nova as a "friendly and welcoming school." They praised our calm and purposeful learning environment, SuperNova enrichment programme and the fact that "children are able to enjoy a rich and ambitious curriculum."
This knowledge rich curriculum ensures students are challenged and supported to achieve their own aspirations and to meet the high expectations of our expert teachers.
Our house system, student leadership structures, and our enrichment programme, SuperNova, ensure that our students have an extensive range of opportunities to develop character, demonstrate compassion and contribute to the community.
Please do get in contact if you would like to find out how attendance at Nova Hreod could benefit your son/daughter or if you would like to tour our fantastic school at any time to view the wonderful experience our students enjoy on a day to day basis.
Nick Wells
Headteacher
To find more about the learning experience at Nova Hreod Academy, please click here. WELCOME TO THE NOVA HREOD ACADEMY VIRTUAL TOUR
At Nova, we want all our students to flourish academically and personally in an
aspirational and supportive environment. Our school ethos is deeply rooted in
our ‘DISC’ principles of Drive, Integrity, Scholarship and Contribution. As our
students develop these values during their time with us, they move towards
adulthood, better prepared to take on the challenges they will face.
Rated as ‘good’ by Ofsted in November 2022, inspectors described Nova as a
"friendly and welcoming school." They praised our calm and purposeful
learning environment, SuperNova enrichment programme and the fact that
"children are able to enjoy a rich and ambitious curriculum."
This knowledge rich curriculum ensures students are challenged and supported
to achieve their own aspirations and to meet the high expectations of our
expert teachers.
Our house system, student leadership structures, and our enrichment
programme, SuperNova, ensure that our students have an extensive range of
opportunities to develop character, demonstrate compassion and contribute
to the community.
Please do get in contact if you would like to find out how attendance at Nova
Hreod could benefit your son/daughter or if you would like to tour our
fantastic school at any time to view the wonderful experience our students
enjoy on a day to day basis.
Tractors
The modern, eco-friendly library represents a significant investment in the future of all our students. The building, in the centre of the campus, is designed to be conducive to study and houses a wide range of learning resources and services. A computer controlled natural ventilation system and automatic lighting that responds to the light levels outside makes the library an environmentally friendly addition to the University. It is also home to the Engineering Design Centre (EDC) and Kaldi Café.
The library offers access to around 41,000 books, 1,250 print and electronic journals and a number of online databases. Study facilities include group study rooms and a silent study room. Sessions on using the library's resources are provided to all first year students. Refresher sessions are held for final year students to assist them with their dissertations. Staff on the enquiry desk can help you find information for your coursework or dissertations and show you how to use electronic journals, books and databases.
The building has many open access computers and a wireless local area network to allow users to access the university network.
Tractors
The modern, eco-friendly library represents a significant investment in the future of all our students. The building, in the centre of the campus, is designed to be conducive to study and houses a wide range of learning resources and services. A computer controlled natural ventilation system and automatic lighting that responds to the light levels outside makes the library an environmentally friendly addition to the University. It is also home to the Engineering Design Centre (EDC) and Kaldi Café.
The library offers access to around 41,000 books, 1,250 print and electronic journals and a number of online databases. Study facilities include group study rooms and a silent study room. Sessions on using the library's resources are provided to all first year students. Refresher sessions are held for final year students to assist them with their dissertations. Staff on the enquiry desk can help you find information for your coursework or dissertations and show you how to use electronic journals, books and databases.
The building has many open access computers and a wireless local area network to allow users to access the university network.
Tractors
The modern, eco-friendly library represents a significant investment in the future of all our students. The building, in the centre of the campus, is designed to be conducive to study and houses a wide range of learning resources and services. A computer controlled natural ventilation system and automatic lighting that responds to the light levels outside makes the library an environmentally friendly addition to the University. It is also home to the Engineering Design Centre (EDC) and Kaldi Café.
The library offers access to around 41,000 books, 1,250 print and electronic journals and a number of online databases. Study facilities include group study rooms and a silent study room. Sessions on using the library's resources are provided to all first year students. Refresher sessions are held for final year students to assist them with their dissertations. Staff on the enquiry desk can help you find information for your coursework or dissertations and show you how to use electronic journals, books and databases.
The building has many open access computers and a wireless local area network to allow users to access the university network.
Tractors
The modern, eco-friendly library represents a significant investment in the future of all our students. The building, in the centre of the campus, is designed to be conducive to study and houses a wide range of learning resources and services. A computer controlled natural ventilation system and automatic lighting that responds to the light levels outside makes the library an environmentally friendly addition to the University. It is also home to the Engineering Design Centre (EDC) and Kaldi Café.
The library offers access to around 41,000 books, 1,250 print and electronic journals and a number of online databases. Study facilities include group study rooms and a silent study room. Sessions on using the library's resources are provided to all first year students. Refresher sessions are held for final year students to assist them with their dissertations. Staff on the enquiry desk can help you find information for your coursework or dissertations and show you how to use electronic journals, books and databases.
The building has many open access computers and a wireless local area network to allow users to access the university network.