Curriculum overview

At Leeds City Academy students secure High Performance through a coherently planned curriculum that enables them to secure the knowledge, skills and cultural capital for future academic study and employment.

Our curriculum:

• Ensures that students are challenged at the appropriate level but strive for even higher performance.
• Emphasises a curriculum model which is built on the importance of reviewing and retaining the core aspects of each subject area through strategic use of regular assessments.
• Ensures that students are secure in their learning before they move on, and that they know the next steps that they need to make improvements.
• Links curriculum and assessment through regular tiered assessments. Tier 1, small assessment, tier 2, larger assessment including end of topic tests and tier 3, end of term and of year assessments. Three assessments capture points will allow all stakeholders to measure progress over the year and facilitate comparison with previous years and desired end goals.
• Provides a clear model of what good progress looks like.
• Ensures that students develop the resilience to approach independent learning, revision and homework with success.

Students at Leeds City Academy choose their options in year 9 and start their key stage 4 programme in year 10.

Key Stage 3 - Year 7, 8 & 9

In year 7, 8 and 9 students study English, Maths, Science, Technology, Humanities, Spanish, PE, Performing Arts (Music and Drama) and Art. Students study Personal, Social, and Health Education (DNA) through our form tutor programme of study, assemblies and Culture Conferences. In years 7, 8 and 9 all students study citizenship (DNA) covering themes including British values.

Catering for all abilities

Appropriate levels of challenge and support are ensured through grouping and setting arrangements. A small Nurture Group with dedicated teaching support allows for students who need additional help with their English and Maths to develop their potential. Setting within each year group is reviewed regularly by the Academy Senior Leaders, in consultation with the Subject Leaders and informed by extensive data from our regular data collections.

Reading

At Leeds City Academy we think that reading, and in particular reading for pleasure, is one of the most important factors in allowing children to reach their full potential. A love of literature and a genuine desire to read opens doors to students that remain closed for reluctant readers, no matter how strong their ability. In order to support the drive to engage students with reading for enjoyment, the academy offers a range of activities and experiences linked to reading for pleasure.

The school celebrates National Poetry Day each year with a focus on poetry in English lessons that is further reinforced by activities in tutor time. The English department also welcomes visiting authors into the academy to work with students of all ages and abilities on reading and creative writing skills. The academy has invested in a writers in residence programme called ‘First Story’. Staff and writers have completed ta year long programme which culminated in a book launch in the summer term.

Of course, a love of reading is also fostered within English lessons with all students in Years 7 and 8 taking part in weekly Reading lessons as an addition to their traditional classes. Students take part in the Accelerated Reader programme which tests students’ comprehension of books they have read and suggested novels that will both entertain and challenge them.

Students who need it also gain extra support through our Level-Up Project, which provides additional lessons in the holidays as well as one to one and small group tuition during the school term. 

All students have access to well-resourced Library, which is at the centre of reading in the academy. The library has a series of activities scheduled to raise reading enjoyment throughout the year, the poetry slam organised in collaboration with our other academies, was a big hit with students last year.  The librarian, also works closely with area teams to provide book boxes and create subject themed weeks where appropriate.

Key Stage 4 - Year 10 & 11

Flexible Pathways

Flexible pathways at Key Stage 4 are designed to ensure that all students study subjects appropriate to their needs. All students study English, Maths and Science in addition to their optional subjects.

The EBacc Pathway provides the opportunity to study at least two science subjects, History or Geography, Spanish and English Literature.

The majority of students study History or Geography and science at GCSE, as well as English Literature, and those not studying a language choose a third option subject.

All students also choose from a wide range of GCSE and vocational subjects after consultation with parents, senior staff and their form tutors.

Current Year 11 

Information is correct 2021-2022

ASSESSMENT AND REPORTING

Student Target Grades

Students will be set target grades at KS4 for all subjects based on prior data and CAT4 tests which are done on entry into the school. These tests provide us with an ‘aspirational’ target grade for each subject. As the name suggest this grade represents a target grade for the students to aim for, it is not a grade to which the students are limited and if students reach this target their new target grade will be calculated and will be and increase of the original grade.

Student progress reports

Student progress is tracked and monitored throughout the year.  After the collection of progress data from teachers, student progress reports will be produced and sent home. The report includes an update on student’s ‘current grade’, ‘Attitude’, ‘Effort’, ‘Homework’, ‘Attendance’ and whether students are meeting their end of year aspirational targets for each subject.  Reports will be sent home in December, April and July.

 Click here to download the current Progress Report 

End of year exams

At the end of each school year, students in all year groups will sit end of year exams. These exams are designed to prepare students for the increased challenge of the GCSEs but also to ensure that the grades achieved in the regular assessment are an accurate reflection of a student’s attainment at the end of the school year.