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Skegness Academy

Ebacc Faculty

Mr R Taylor - Standards and Progress Lead (Ebacc)

“Technology is not a tool. It can give learners a voice that they may not have had before”  

– George Couros 

The ICT and Computing Department at the Skegness Academy is fully committed to all students gaining a coherent knowledge and understanding of; emerging technologies, program construction, programming and digital practices.  The ICT and Computing curriculum has a clear purpose and is focused around excitement and love for learning. We aim to ensure that learning is bespoke to the needs of our learners and demonstrates a strong understanding about the specific requirements needed to succeed.  

We believe that it is vital for all our students to develop: 

  • The appropriate subject specific knowledge, skills and understanding as set out in the National Curriculum and beyond, so that pupils can flourish, reach and exceed their potential. 
  • A holistic set of values that prepares them for life in the modern world in a diverse and ever-changing community and work place. 
  • The behaviours that learners need to succeed in the world such as concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity. 
  • And to have developed the social skills to understand society, build a personal morality, and to engage in the culture they live in and understand the cultures of others. 

By ensuring we think about what we learn, who we are when we are learning, how we act when we learn and who we are in the world, we can build; positive, resilient, successful citizens who are then prepared for the use of technologies within life after school. Our planning ensures our curriculum keeps us focused on these areas.

We have used the National Curriculum, as a starting point, but as a department we are focused upon learners being exposed to quality experiences and need to develop independent thinking.  Visits and enrichment clubs allow learners even greater opportunities to find and develop their individual interests and personal talents. Visitors and parents coming into school also help deepen experiences further.   

We believe that to meet the outlined intentions it is necessary for us to: 

  • Plan using progressive skills, knowledge and interleaving techniques.  Learning is regularly checked to ensure progression and understanding, whilst supporting learners’ ability to block learn, increase the capacity in the working memory and to build subject confidence. Teachers keep a record of how learners are achieving and intervene effectively and collaboratively to close any skills or gaps in knowledge.  
  • Offer silent time so pupils can meaningfully reflect and develop links between their thinking and learning. 
  • et formal calendared assessments, which are scrutinised, moderated and evaluated in a timely manner to ensure valid and rigorous data around pupil attainment to allow for effective intervention and/or close any skills or knowledge gaps, within classes and groups. 
  • Plan a variety of offsite educational visits. Visitors are also invited into school as a way of enhancing subject knowledge and providing the learners with real life experiences.  
  • Explore values that are critical to help understand modern Britain and beyond.  
  • Design learning opportunities that look for ways to develop good learning behaviours. We understand that learning about learning helps us to be better learners! In our lessons, we ask learners to think about ways to develop concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity. For example, we try to frame our learning around questions. For example: What methods of security are most effective with using hardware and software? Why is it important for products to meet the audience’s needs?  

Learners at the Skegness Academy develop detailed knowledge and skills across the curriculum and as a result of this, they enjoy the study of ICT and Computer Science. This is reflected in option numbers at KS4. Student voice shows that they enjoy the learning activities that enable them to progress in the subject and above all, students continue to express their interest in learning new skills and using technology that they may not have had experience of accessing prior to joining the Skegness Academy. 

By learning ICT and Computing, our students hone on their critical thinking skills, establish their own identity in it, so they would have a better understanding of the importance that technology and digital practices have on them throughout their lives. Now that so many industries rely on the use of modern technologies, ICT use and digital platforms. It is so important to develop students who are responsible and well-informed. 

Miss J Rees

STUDYING MODERN FOREIGN LANGUAGES AT THE SKEGNESS ACADEMY

Key Stage 3

Students at the Skegness Academy study French in years 7 and 8. The students follow a Fun Creative and Thematic Project Based language curriculum supported by the KS3 Allez & Expo Text books.  At the end of year 9 students have the opportunity to choose Spanish as an alternative language option in preparation for GCSE studies.

French is taught by specialist teachers using a variety of cross-curricular approaches including Art, Music and ICT.  Students have access to up to date computer suites where they can practise what they have learned in the classroom by playing interactive learning exercises and vocabularly games via Modern Foreign Language websites such as Linguascope.com or Duolinguo.

Key Stage 4

By year 10, students opt to study either French or Spanish at GCSE. Students follow a bespoke curriculum which meets the demands of the AQA examination, supported by OU Press textbooks and Pearson active learing revision resources.

In the Summer of 2017, MFL students will be examined for the last time on topics in the existing AQA specification over four papers:

Writing Paper: Controlled Assessment
Speaking Paper: Controlled Assessment
Reading Paper: Examination
Listening Paper: Examination

From the Summer of 2018, MFL students will sit examinations in Reading, Writing, Speaking, Listening and Translation in accordance with the new linear AQA assessment specification.

Both French and Spanish GCSE students will cover a modern range of stimulating topics.  Namely:

  • Me, My Family and Friends
  • Free-Time Activities
  • Technology in Everyday Life
  • Customs and Festivals
  • Where You Live
  • Lifestyle
  • Social and Global Issues
  • Travel and Tourism
  • Current and Future Study and Employment
  • Grammar
  • As well as Examination Advice

Across all key stages, MFL students will study the social, moral, spiritual and cultural values, plus the geography of the target language speaking region, and make comparisons to British Values and customs, noting similarities and differences.

In addition, every year the MFL support EAL (English as an Additional Language) and Community Language students who come to us already fluent in another language.  When competent, students may take GCSE's in languages such as Portuguese, Russain, Turkish, Polish, and any other language where a GCSE examination is possible.

Useful MFL Resources and Websites

To support modern foreigh language learning, students are recommended to constantly refer to a range of online resources including:

'Languages Work' is a national information resource about careers with languages: www.languageswork.org.uk

The National Centre for Languages (CILT) aims to promote a greater capability in languages in the UK: www.cilt.org.uk

The QCDA secondary curriculum pages outline the statutory content and the programme of study for MFL at Key Stage 3: www.gov.uk/schools-colleges/curriculum-qualifications

The BBC language webpages offer a wealth of interactive resources in all major modern languages that can be used to enrich the classroom experience: www.bbc.co.uk/languages

Why study languages? www.whystudylanguages.ac.uk

This website was designed to excite, educate and encourage young people to continue with their language learning in Key Stage 3, Key Stage 4 and post-16. 

The site is written by university students who have recent experience of studying languages at GCSE and A-level. It also provides useful resources for parents, answering parents’ questions.

The cultural institutes for France and Spain promote the relevant languages as well as providing a multitude of resources for teachers: 

  • Institut Français – promotes the French language and culture, but also encourages cross-cultural exchange.  
  • The Consejería de Educación – seeks to promote and support the teaching of Spanish language and culture through several programmes and services for teachers in the UK.