Key Stage 3 (Years 7, 8 and 9)

• Lincolnshire Gateway Academies Trust ensures that students receive an all-through education as they move from Key Stage 2 to Key Stage 3. Working with our colleagues in primary schools, our broad and balanced curriculum is designed to build on Key Stage 2 without any lag in learning and progress. It creates a passion for learning in individual subject areas.
• The curriculum at Key Stage 3 is designed to give students the foundation, knowledge and skills to access and achieve at Key Stage 4.
• Key Stage 3 is planned carefully to be completed across three years, ensuring breadth and depth. The Key Stage 3 Schemes of Work are based on the national curriculum, ensuring all aspects are fully included.
• By the end of Year 9, students are ready to transition to Key Stage 4. The timing of the options process ensures students remain focused until the end of the Key Stage. This is fully supported by our careers programme which ensures that before making option choices students have considered their future beyond school. Students will have had an experience with an external educational provider and been given access to independent careers information.

In Years 7, 8 and 9 we offer a rich, broad curriculum with students studying a range of subjects.

• The Arts – Art and Music
• Languages – English, French and Spanish
• Mathematics
• Science
• ICT
• Technology – Resistant Materials and Textiles
• Humanities – Geography, History and RE
• Physical – Physical Education
• Careers and Personal Development

This broad and rich curriculum gives students the skills and a strong academic grounding in preparation for further study and training.

Key Stage 4 (Years 10 and 11)

• Students are given the opportunity for deeper learning. This allows for greater stretch and challenge, differentiation and personalised learning.
• Students are motivated by starting their own personalised education programme and this increases their personal investment in their education.
• Students have more time to have encounters with employers and further education providers to guide their education.

In Years 10 and 11, we offer high quality courses which meet the needs and raise the aspirations of all our students. The three year GCSE course structure ensures that all students can experience, in depth, their chosen subjects. The three year GCSE courses allow students to develop an interest and passion in their chosen subjects which gives them the skills to achieve their potential.

At Cleethorpes Academy we encourage all students, regardless of ability to study a wide range of courses beyond the core subjects and the EBACC. From September 2019 all students will be required to study a practical subject such as Technology, Art, Music or Performing Arts to ensure that their curriculum is broad and balanced.

Students are offered the opportunity to study a wide range of subjects, regardless of their ability level, and are actively encouraged to take part in the wider school community. This allows them to enter courses at post 16 which meet their needs, ambitions and prepares them to become the citizens of the future.

The Academy has six periods a day, with each lesson lasting 50 minutes.

The Academy models the curriculum to the needs of individual students. This means the Academy will adjust the curriculum plan for different groups of students to meet their needs.

The Academy endeavours to meet the option choices of all students. However, courses may not run if there are insufficient numbers.

  

Outside The Classroom

• The Academies have a deserved reputation for sporting excellence and all students are encouraged to participate.
• Homework Clinics are offered in a variety of subjects so that students can access our excellent resources outside the academy day.
• There is a wide variety of music and creative arts activities.
• After-school support is arranged for pupils who need additional help.
• The Young Enterprise project, sponsored by local businesses, operates in the upper school. Over the years our students have collected many awards in their annual competitions.
• The Academy supports students who wish to participate in the Duke of Edinburgh award scheme.
• A wide range of educational visits to support the curriculum is offered to students in all years.
• Students are encouraged to participate in educational competitions.

Clubs, Societies and Extra-Curricular Activities 2022/2023

Our curriculum is everything that the students learn and experience whilst they are with us at the academy. We plan a number of external visits to complement learning that takes place in the classroom, support students in making their post-16 choices or facilitate students' love of extra-curricular activities.

For many years the Academy has had strong connection with the local NCS (National Citizen Service) and a large proportion of our Year 11 students enrol in the summer programme, then return the following year to support as youth NCS leaders.

Please see detailed below the current offer of extra-curricular clubs – we strongly advise our students to pop along and try something new.

Morning Clubs

Lunchtime Clubs

After School Clubs

Content pending ...

Year 7 Curriculum Overview

Year 8 Curriculum Overview

Year 9 Curriculum Overview

  

Creative Arts

There is imagination and innovation running through all areas of the curriculum and a high level of involvement in extra curricular activities with clubs and competitions. We view this as an essential contribution to Academy life and a great benefit to the students and staff alike.

  

Ethos & Values

In the Creative Arts Curriculum Area we endeavour to foster students' sensitivity to and their understanding and enjoyment of Art and Design. We aim to provide students with skills, knowledge and confidence in each area and develop their enjoyment of Art and Design through an active practical involvement in the creative elements of each discipline.

We feel that Art and Design is an essential element in a balanced education, allowing personal expression, personal development, creative and real practical involvement in the subject. Students gain confidence and a real appreciation of each other's talent.

In the Curriculum Area we are aware that Art and Design is one of the few areas where students take part in the personal creation of their own personal items. This adds even more to the aesthetic value of the subject, giving the students a healthy channel for their creative talents.

The Curriculum Area aims:

• To develop the students' aesthetic appreciation of a variety of Art forms and to continue to explore this through developments in Art and Design.
• To provide stimulating visual and practical experiences which provide opportunities for the development of skills.
• To promote interest, enthusiasm and enjoyment of the subject.

  

Knowledge & Skills

In our curriculum area we develop cultural appreciation, critical and analytical thinking skills, competency with different materials and creativity with materials and ideas. Through this we learn:

• How ideas, feelings and meanings can be conveyed and interpreted in images, artefacts and products.
• How knowledge and understanding of the work of others can develop and extend thinking and inform their own work.
• A range of art, craft and design processes including two and/or three-dimensions and traditional and new media technologies.
• How images, artefacts and products relate to social, historical, vocational and cultural contexts.

  

Resources & Facilities

A range of processes and materials are used in all Key Stages including 2D and 3D work. These include: drawing, painting, mixed media, collage, air-dry clay, wire sculpture, felting and batik.

Courses & Qualifications

At KS3 schemes of work cover the core criteria that we believe are vital and which follow QCA guidelines. The students address four areas of enquiry: competency, creativity, cultural and critical. These are used to build the knowledge and skills required for artist appreciation and practice.

At KS4 we follow the GCSE (AQA) Art and Design; Art, Craft and Design.

All schemes of work are constantly amended, responding to new developments in Art and Design. We work to projects which offer students the opportunity to explore and experiment with varied and diverse media in order to produce outcomes. Students also look at the history of art and the artwork/design from other cultures in order to enhance their own studies and artwork. Students are encouraged to make creative choices and develop their own ideas in response to artist and designers work whilst developing their own drawing style and skills.

At KS4 we also offer GCSE (AQA) Photography.

This course explores creative photography and looking different disciplines within the photographic world such as:

• Portraiture
• Location photography
• Studio photography
• Experimental imagery

Students will build up a photographic digital portfolio looking at creative artist's and photographers styles, learning how to develop their own body of work from this inspiration.

Student will also learn about use photographic techniques and processes, appropriate to students' personal intentions, for example:

• Lighting
• Viewpoint
• Aperture
• Depth of field
• Shutter speed and movement
• Digital processes

Here are some examples of photography work completed by our past students.

We also run enrichment art club working toward the Arts Award - a qualification managed by the Trinity college in London in associations with Arts Council London.

Learning Outside The Classroom

We run Gifted and Talented classes every fortnight for identified students which help to further the students' creative and practical skills in the subject and provide stimulus for other areas of their work.

Art Club for KS3 runs every Tuesday after school.

There are after-academy classes for Coursework development offered to KS4 students. Those who need extra time and one to one support to complete work find this valuable.

Students are encouraged to enter both local and national competitions.

Where Does This Take Me In The Future?

Further Education

• At Tollbar - A Level, 2 years.
• At Franklin Academy - AS/A2 Level Art.
• At GIFHE - the Foundation Course in Art & Design.

After A Level

Apply to Colleges, Universities for Further Education and Degree courses.

The following lists of employment outlets have been compiled from known jobs and occupations acquired by Art and Design students:

  

Careers & Personal Development

Careers & Personal Development at Cleethorpes Academy is not just a single subject. The Curriculum Area covers PSHEE (Personal, Social, Health and Economic Education), Careers and many aspects of Work Related Learning in addition to Citizenship under this single title.

Students in KS3 have 1 period a week, being taught by a team of Personal Development teachers in KS3, and tutors. In KS4, this content is delivered with a blend of assemblies, tutor time and enrichment activities.

PD gives students the skills and attitudes to lead successful lives at The Academy and beyond.

  

Knowledge & Skills

Within the PD Curriculum Area students will have the opportunity to study three main elements; Personal, Social, Health and Economic Education, Citizenship and Vocational Education.

CPSHE is a compulsory subject in Key Stages 3 and 4, however, opportunities are available through other subjects and activities across the school to assist in meeting the aims and objectives of CPD, Citizenship and PSHE Education. Citizenship and PSHE Education incorporates the national curriculum framework for Personal, Social and Health and Economic Education, and makes a large contribution to delivery of the National Curriculum statutory order for Citizenship and Work Related Learning with many aspects of Enterprise.

  

Resources & Facilities

There is a Grade 4 careers advice and guidance officer who has a dedicated office space for one to one meetings and support for our young people. All KS3 students receive at least one ‘aspirations meeting’ annually to serve as reminders to our young people that it is never too late to start considering next steps. The feedback from these meetings also informs our PD offer (including guest speakers) for that year. All KS4 students receive at least one, online careers meeting with a grade 6 advisor in order to ensure that the next steps chosen in Years 10 and 11 enable all students to thrive in the wider world.

Courses & Qualifications

Key Stage 3

The programmes of study for the Curriculum Area focus on elements from the four interrelated strands of personal development, health and safety, relationships and becoming an active citizen. Timing and content are appropriate for the student's needs and priorities in each year. Sex and Relationship Education, Drugs Education (these are covered in Year 9), Healthy Lifestyle and Inter Personal Skills are central to this Key Stage. Students in Year 8 are also supported with their options leading into Year 9.

Key Stage 4

As well as continuing and developing the areas introduced in KS3 a further element of the Curriculum Area is preparation for examination in Key Stage 4.

In Year 11 students are given assistance and guidance in researching and choosing post 16 options suitable for them from all possible choices.

Year 11 students are guided through the procedure for applications Post 16 and are given information on all options at all institutions to allow them to make informed choices about their future. Student are encouraged to visit all open days and careers events available to them and to use the Lincs2 website that has been designed for use within the local area. We endeavour to give all students a one to one interview to aid them in these important decisions and a private interview room is available to accommodate this.

Sex Education

As part of our RSE curriculum we deliver a series of sessions on Relationships and Sex Education. These lessons follow government guidelines and the topics included in this programme are:

• Healthy and unhealthy relationships
• Consent, safety and the law
• Pornography / Online safety / Body image/ Sextortion
• Contraception and Pregnancy / Choices and risks
• Sexually Transmitted Infections / Sexual Health
• Intimate and sexual relationships
• Anatomy

These topics will be dealt with in terms of choices, options and responsibilities. The lessons will be delivered in a sensitive manner in the context of the family, and a loving caring relationship.

Learning Outside The Classroom

In addition to the taught programmes the Curriculum Area offers a variety of activities and opportunities for the students.

• Shine – This is a programme led by York University aimed at increasing participation in Higher Education. Students from all years are involved and undertake visits to York University participating on workshops and events. Year 11 students have the opportunity to participate in a residential visit.
• Career Fairs - We work hard to promote careers fairs available locally and to arrange for employers to visit the Academy.
• Education through Theatre and Outside Speakers - when possible we take the opportunity to invite these providers into Cleethorpes Academy. Recent examples of these have been for Humberside Fire and Rescue, Aim Higher Electric Graffiti, and No to Knife Crime. The feedback we receive from students is always positive.

Where Does This Take Me In The Future?

• The study of PSHE and CPD provides students with the knowledge, ability and confidence to leave the establishment as rounded young citizens of the local and wider community.
• All topics covered within Careers & Personal Development provide a good progression route to more advanced qualifications. e.g. A Levels offered at Tollbar, courses at FE colleges and higher education courses.

  

English

Studying English at Cleethorpes encourages students to develop the skills and knowledge necessary to succeed in the modern world. The English curriculum is designed to develop students' communication, provide variety and push students so that they achieve their potential. The English Department is a successful, well-resourced department. Teaching, within the department, is of a consistently high quality and lessons tend to be both rigorous and fun.

Please explore these pages to find out more about what we offer.

  

Ethos & Values

Our aims are:

• To enhance children's quality of learning through the effective delivery of the English curriculum, in a way which is lively and thought-provoking, enabling students to develop their own opinions positively.
• To make English enjoyable as a subject through careful selection of appropriate resources and specialist teaching expertise. Students are encouraged to fulfil their full potential in the three areas of language development: reading, writing and speaking and listening.
• To ensure that learners build confidence, feel valued, motivated and informed about their own progress and are proactively involved in reviewing and evaluating their individual achievements.
• To have consistently high expectations and match these with high quality resources and learning strategies.
• To provide a range of learning experiences appropriate to the age, ability and needs of all students. Students are encouraged to actively participate in lessons, developing the ability to communicate effectively, accurately and with confidence, both orally and in writing, in a variety of styles and situations.
• To support the English Curriculum and student's progress through the development of independent learning at home.

  

Knowledge & Skills

• Students will improve oral and written skills, experiencing a wide range of learning styles from specialist teachers and develop their ability to read for different purposes - for information, research, cultural study or personal enjoyment.
• Writing for different audiences.
• Speaking and listening in a range of situations and for different audiences, clearly and articulately.
• There is scope for students' personal growth as learners, through active participation in class lessons and homework.
• All students are encouraged to express personal and informed opinions through discussion, role-play and improvisation. The importance of improving writing skills for different purposes and audiences is encouraged, as is the need for accuracy in spelling, punctuation, grammar and paragraphing in our comprehensive Schemes of Work.

  

Resources & Facilities

The vast majority of lessons are taught in specialist rooms, most of which are equipped with Interactive white boards.

The English Department uses a wide range of texts and we are constantly updating and developing resources.

Courses & Qualifications

Key Stage 3

Students follow the National Curriculum in English, which provides a broad and balanced programme of language and literature work. All students have the opportunity to analyse poetry, prose texts and 19th century texts, to participate in play-reading and to enhance all aspects of speaking, listening, reading and writing throughout Years 7 and 9.

Key Stage 4

All students are currently prepared for GCSE courses in AQA Language and Literature. The courses are both 100% examination. In Language, students will develop their analytical skills exploring a range of fiction and non-fiction texts including a selection of short stories. Students are also required to explore 19th century literary non-fiction. Half of the language course is devoted to improving writing; students will develop the key skills necessary to improve their writing.

As part of the Literature course, students have to study a range of texts including a Shakespeare play, a modern novel, a 19th century novel and a selection of poetry.

Where Does This Take Me In The Future?

As English underpins all other subjects in the curriculum, it plays a major role in preparing students for both academia and working life.

English courses:

• Prepare students for working life and business.
• Provide a good basis for more advanced qualifications, particularly in the Humanities areas.
• Expose students to a wide range of literature and help students to access all forms of written text they may encounter in their working and social life.
• Encourage students to read widely and develop an interest in culture, in particular reading, theatre and cinema.
• The study of English improves students' ability to express their ideas clearly, coherently and confidently in both speaking and writing.

  

Geography

The Geography Department aims to develop understanding of the world in which we all live and share. We encourage students to consider their future world, by exploring key issues, landforms and world changes. Through their geography lessons, students have opportunities to explore the world from their own classroom, as they investigate case studies from the local area, the UK, Europe, and the wider world. Students are also encouraged to understand their own role in society, through the careful consideration of different cultures, viewpoints and values.

We want to create successful learners who progress and achieve, considerate individuals who lead safe and healthy lives and responsible citizens who make a positive contribution to society.

Geography is a crucial subject for students to learn and to understand the world around us. We can then understand how people impact and create change; we also consider how it can be preserved and made more sustainable for the future.

  

Ethos & Values

Our curriculum both meets and exceeds the requirements of the National Curriculum. Our KS3 curriculum is taught following the Progress in Geography scheme of work.

Our curriculum is taught through 3 lenses which are directly linked to the GCSE assessment objectives.

• World knowledge of locations, places and geographical features.
• Geographical understanding.
• Application geographic skills and enquiry.

Geography encourages the development of a wide range of transferable skills. Students of Geography should be capable of doing all of the following:

• You can understand what motivates people, what they think and how they feel.
• You are able to gather, read, and interpret different kinds of information.
• You can read maps, graphs and other diagrams, and accurately interpret different types of data.
• You are able to communicate clearly and effectively, both verbally and in writing.
• You are able present arguments and consider different viewpoints.
• You are able to work safely in different locations through experience on fieldwork.
• You are able to use specialised fieldwork equipment to gather information about the locations you visit.
• You will confidently use specialist geographical vocabulary.
• You will use specialist equipment and ICT.

Resources & Facilities

We have a number of dedicated, professional staff who are passionate about and dedicated to teaching and learning in Geography.

We offer dedicated, well equipped and comfortable classrooms, equipped with interactive facilities and a wide range of quality resources and subject specific software.

We also have a dedicated ICT suite which can be utilised across all year groups.

Courses & Qualifications

Key Stage 3

All students study Geography at Key Stage 3, enabling them to investigate a variety of aspects of physical and human geography. The pupils will follow the Progress in Geography programme of study.

Progress in Geography has been designed to promote curiosity about, and passion for, the world. It has been planned to support pupils on a learning journey to help you understand the world in the past, present and future. Through the three interconnected areas of progression, (World knowledge of locations, places and geographical features, Geographical understanding and Application geographic skills and enquiry) Progress in Geography will enable you to successfully know, think, and work like a geographer.

• Develop an understanding of both human and physical geographies.
• Develop an understanding of the interactions and relationships between human and physical geographies.
• To develop students understanding of local, national and global geography.
• Use Geographical Information Systems (GIS) to view and analyse places and data.
• Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues.
• Encourage students to understand their own role in society through the careful consideration of different cultures, viewpoints and values.
• Develop and demonstrate a range of geographical skills, including cartographic, graphical, numerical and statistical.
• Complete programmes of fieldwork; enquiries which include the use of primary data taking place outside the classroom and school grounds and secondary data.
• Understanding concepts and how they are used in relation to places, environments and processes; the interrelationships between places, environments and processes.
• Promote the concepts of sustainability throughout the curriculum.

Key Stage 4

At Key Stage 4, students complete a GCSE qualification in Geography following the AQA specification, with examinations taking place at the end of Year 11; students are also required to take part in fieldwork. They will sit three examinations at the end of Year 11:

• Paper 1: Living with the Physical Environment (35% of GCSE)
• Paper 2: Challenges in the Human Environment (35% of GCSE)
• Paper 3: Geographical Applications (30% of GCSE)

During the course, students will investigate themes such as Natural Hazards, Weather Hazards, Climate Change, Ecosystems, Physical Landscapes in the UK, Urban Issues and Challenges, and the Changing Economic World.

As part of their studies, students will be expected to complete two geographical enquiries, including the use of primary data collected as part of a fieldwork exercise. Thus, during the course of their GCSE studies, all students will take part in two fieldtrips to contrasting environments, enabling them to develop their knowledge of both physical and human geography and how they interact together. Examples of past fieldtrips include a visit to the Holderness Coast to investigate the impact of coastal management, and a visit to Lincoln to study urban regeneration in the city centre.

The study of GCSE Geography enables students to develop their skills in each of the following areas:

• Cartographic Skills - The ability to use and interpret different types of maps in an accurate manner.
• Graphical Skills - The ability to select and construct appropriate graphs to present data.
• Numerical Skills - The ability to understand number, area and scales and to draw informed conclusions from data.
• Statistical Skills - The ability to use appropriate measures, calculate percentages, identify trends and make predictions.
• Literacy Skills - The ability to communicate information in a suitable manner and the accurate use of spelling, punctuation and grammar.

Where Does This Take Me In The Future?

The study of Geography lets you develop skills which could lead to many different career choices. Some examples of careers you could choose are:

• Accountancy
• Administration
• Archaeology
• Architecture
• Broadcasting
• Civil Service
• Diplomatic Service
• Drama Theatre and the Performing Arts
• Education
• Environment and Conservation
• Finance
• Information Management
• Law
• Media
• Teaching
• Public Relations
• Journalist
• Legal Executive
• Police
• Politics
• Publishing
• Sales and Marketing
• Solicitor
• Tourism
• Town Planning
• TV Researching

The opportunities are endless!

Geography is accepted by almost all employers and universities as the wide range of skills and knowledge provided allows the student to develop as an individual. Most universities offer courses featuring this subject to give students the opportunity for further development.

  

History

Step back in time with the History department! Please explore our History pages, to find out more about what we offer as a department.

  

Ethos & Values

We aim:

• To enhance children's quality of learning through the effective delivery of the History curriculum, ensuring quality provision to all students.
• To raise attainment in History by creating a target-orientated culture, based on the enhancement of self-esteem and an ethos of mutual improvement.
• To have consistently high expectations, matched with the dedication of professional, dedicated and knowledgeable staff and match these with high quality resources and learning strategies.
• To make links with the wider curriculum, particularly assisting in the provision of improvement of English language skills and usage.
• To provide a range of educational experiences appropriate to the age, ability and needs of our students.
• To manage our well-ranged selection of resources to ensure maximum benefit.
• To adopt a philosophy of continuous improvement in all aspects of the delivery of the subject.
• To maintain and improve upon our high levels of success as a department.
• To develop and consolidate the role of History in the English Baccalaureate qualification.

The History department consistently aims to reinforce the ethos and values of Cleethorpes Academy through high expectations, mutual support, passion for the curriculum area and the constant drive to improve both as Historians and as individuals.

Knowledge & Skills

History is uniquely placed to offer knowledge and 21st century skills that can be applied to the wider world and can be linked to almost all areas of study and future careers. History allows us to:

• Develop our understanding of past events and individuals so that we may learn more about the world around us.
• Explore, investigate, and evaluate historical sources, learning how to critically evaluate and analyse them.
• Explore the views of people who have witnessed historical events and evaluate the validity of their views.
• Develop the skills to make supported judgements on historical events and key individuals in history. To reflect on these judgements allows us to become conscientious citizens of the world.
• Develop the skills of communication, teamwork, and organisation and further develop skills that utilise the usage of the English language.
• Develop the ability to understand the world in which we live, together with developing the skills which are essential in many subjects.
• Acquire an understanding of different identities within society and appreciate what makes us all different from each other.
• Improve our understanding of world cultures. We discover what motivates people and understand what they think and feel about different historical events and periods.
• Gather and read different kinds of information that can come in a variety of different forms such as maps, propaganda, and diary entries.

As a faculty, we are proud to offer our students the chance to develop and prosper in a way that benefits them for the rest of their lives.

Resources & Facilities

We have a number of dedicated, professional and fully qualified staff, who are passionate about and dedicated to the teaching and enjoyment of History.

We offer dedicated, well equipped and comfortable classrooms, equipped with interactive facilities or a projector and a wide range of quality resources, ranging from excellent detailed textbooks and artefacts to subject specific software.

Courses & Qualifications

Students in Key Stage 3 have the opportunity to study a diverse and distinctive curriculum which aims to broaden their understanding of the world they are in. An emphasis is similarly placed on allowing students to develop key historical skills that can be used in the real world. The Key Stage 3 history programme is taught over 3 years (From Year 7 to Year 9), with the option for students in Year 9 to use their knowledge and skills that they have developed and place them towards a GCSE in History; studied in Years 10 and 11. Greater numbers of students are choosing History as an option, we expect this to further increase as History is now part of the core of subjects required to achieve the English Baccalaureate qualification.

Key Stage 3: Students studying History in Key Stage 3 will be made aware of the place Britain has had in the past, delving into the events of the Industrial Revolution and the impacts of World War One and World War Two. Students will also be pushed to understand the wider history of our planet, including topics on America in the 1920s, the Empires of the world past and present; and a study into the dictators who have caused a great deal of damage throughout history. Key Stage 3 students will receive two lessons of History per week.

GCSE: In GCSE History, students in Year 10 and 11 study the AQA exam syllabus. Students receive three lessons a week of History which aim to challenge and develop students in preparation for their GCSEs. Students in Year 11 who have taken History as an option will sit two papers.

• Paper One involves a period study and a wider world depth study. The period study that will be completed focuses on Germany during the years 1890-1945, and the wider world depth study will look at Conflict and Tension 1918-1939. Topics for Paper One include a focus on the Treaty of Versailles, the League of Nations and the build up to World War Two.
• Paper Two involves a thematic study and a British depth study. During their thematic study, students will investigate a wide variety of events during the Migration, Empires and the People topic which focuses on Britain from 790AD to the present day. The British depth study will be on the Normans with a specific site study that will change for each year.

Students will complete two written papers at the end of Year 11, both papers are worth 50% of the overall grade. All students will take the same exam papers and all grades (9-1) are available.

Learning Outside The Classroom

History Clubs are available for students throughout Key Stage 3 and 4. Students are given the opportunity to research and write creatively on a wide range of historical topics. This enables students to look in further detail at ideas studied in lessons or broaden their understanding of other historical people and events that interest them in a guided manner.

Additionally, we also provide opportunities for outside providers to come into the academy to develop students historical skills and inspire future career pathways.

Where Does This Take Me In The Future?

The study of History lets you develop skills which could lead to many different career choices. History is widely regarded as a rigorous and challenging qualification by employers and education providers and is popular for all areas of development. As well as a broad range of historical and contemporary contextual knowledge, history develops skills of interpretation and analysis useful in all jobs, including high flying professional careers like politics, law and the media.

History links well with all subjects, but particularly Humanities subjects such as English, Religious Education, Law, Philosophy and Geography.

Some examples of careers History can lead to are:

• Accountancy
• Archaeology
• Architecture
• Barrister 
• Broadcasting
• Civil Service
• Diplomatic Service
• Drama Theatre and the Performing Arts
• Media
• Teaching
• Public Relations
• Journalist
• Legal Executive
• Police
• Politics
• Publishing
• Sales and Marketing
• Solicitor
• Tourism
• Town Planning
• TV Researchers
• Lawyers

However there are many more!

ICT

Currently, technology is becoming a centre point of our day to day lives. Studying ICT at Cleethorpes Academy's helps our students develop skills that are required in both current and future jobs in the modern, digital world that is expanding at a rapid rate.

ICT isn’t all about computers, it takes a broader approach and focuses on the way in which digital information is communicated. Sure, computers still play a big part, but ICT also looks at how devices like telephones or audio/visual networks can be used alongside computers.

The vast amount of experience and enthusiasm within this subject from our ICT team greatly aid in supporting the teaching of this subject within Cleethorpes Academy.

Please take your time to explore this page to learn about what the school can offer you in relation to these essential subjects.

Curriculum Intent

The ICT and computer science curriculum develops learners’ knowledge, skills and understanding through key computational concepts and experience. The Key Stage 3 curriculum has been designed to ensure learners have sufficient knowledge to stay safe online and use computers safely in life while also developing resilient learners who are able to learn from mistakes and effectively solve problems.

Our aims include:

• To enhance children's quality of learning through the effective delivery of the ICT curriculum.
• To raise attainment by creating a target-orientated, highly driven culture based on the enhancement of computing skills and creative use of them in coursework.
• To have consistently high expectations and match these with high quality resources and learning strategies.
• To provide a range of educational experiences appropriate to the age, ability and needs of our students utilising all the Computing resources to hand.
• To challenge our highest ability students with a ICT course that fulfils the needs and requirements of recent National changes and industry guidelines.
• To manage and create resources to ensure maximum benefit ensuring all resources are of outstanding quality and are easily accessible.
• To adopt a philosophy of continuous improvement in all aspects of the delivery of all subjects within the faculty.
• To be promoters of lifelong learning by continually training and developing new skills using the latest technology.

Courses & Qualifications

Key Stage 3

At Key Stage 3 students are introduced to a wide range of topics covering the computing/ICT curriculum. These aim to ensure every student is computer literate by the time they leave the Academy. These topics include:

• Digital Literacy: This unit intends to develop the general digital literacy skills of students in a range of office-based pieces of software. These pieces of software are used in almost every job/career and will provide students with these sought-after skills.
• E-Safety: This unit will help students to gain a wider and more in-depth understanding of E-safety in the world around us and how to protect themselves in a digital world.
• Programming: This unit intends to develop students’ confidence and knowledge of the key programming constructs as well as learning how to program in languages such as HTML and Python.
• Computer Theory: Students will learn about the different hardware that make up a computer as well as delving into the technical aspects including binary and networks.
• Digital Design: In this unit, students will get to express their creative side by designing a range of digital products including infographics, leaflets, websites and more.

Key Stage 4

In Key Stage 4, students have the chance to further develop their skills learnt at Key Stage 3 by completing the Cambridge National Creative iMedia course by OCR. This vocationally-related qualification takes an engaging, practical and inspiring approach to learning and assessment. It will equip students with a range of skills and provide opportunities to develop, in context, transferable skills such as planning and reviewing, working with others and communicating creative concepts effectively.

Students will complete a total of 3 units over the course. Two of these are non-examination assessment which are practical units that are completing in the classroom. These make up 60% of the overall GCSE grade. The final unit is a written exam which is worth 40% of the overall GCSE grade.

• Creative iMedia in the Media Industry: In this unit students will learn about the sectors, products and job roles that form the media industry. They will learn the legal and ethical issues considered and the processes used to plan and create digital media products. They will learn how media codes are used within the creation of media products to convey meaning, create impact and engage audiences. Students will learn to choose the most appropriate format and properties for different media products. Completing this unit will provide you with the basic skills for further study or a range of creative job roles within the media industry.
• Visual Identity and Digital Graphics: In this unit students will learn how to develop visual identities for clients. They will also learn to apply the concepts of graphic design to create original digital graphics which incorporate your visual identity to engage a target audience.
• Interactive Digital Media: In this unit students will learn to design and create interactive digital media products for chosen platforms. They will learn to select, edit and repurpose multimedia content of different kinds and create the structure and interactive elements necessary for an effective user experience.

Learning Outside The Classroom

Coursework Catch-Up

There are weekly sessions provided throughout the year where students are invited to attend coursework catch-up sessions after school as well as numerous weekend and half term session. This provides students with the opportunity to come in and do their work in a relaxed atmosphere with more one to one help from staff.

Extra-Curricular Clubs

The ICT department offer a range of different extra-curricular clubs that allow students to explore the wider spectrum of ICT that we don’t get to cover during lessons. For example, our games development club allow students to design and create their very own games using a range of software. There is also a coding club that allow students to develop their programming skills further in programming languages such as HTML, Python and Javascript.

Where Does This Take Me In The Future?

In today's world, ICT is used everywhere; every day. Choosing to major in ICT would certainly put you above those without when applying for future careers. Some of the possible careers ICT could lead you into include:

• Website Designer
• Games Designer
• Graphic Designer
• Teacher
• Systems Analyst
• Administration and ICT Support
• Media Production
• Software Developer

  

Learning Support

In the Learning Support Curriculum area the support provided to our students ensures that all individuals are given the greatest chance of success.

Please explore these pages to find out more about what we offer.

 

Ethos & Values

Learning Support seeks

• To enhance children's quality of learning through the effective delivery of Literacy and Numeracy.
• To raise attainment by creating a target-orientated culture based on the enhancement of basic skills in Literacy and Numeracy.
• To have consistently high expectations and match these with high quality resources and teaching methods.
• To provide a range of educational experiences appropriate to the age, ability and needs of individual students.
• To ensure that each child achieves their full potential, regardless of any SEN issues.

Knowledge & Skills

• Students will be given the opportunity to improve their Mathematics and English through the delivery of Literacy and Numeracy lessons.
• Students in Years 7 and 8, identified as below National Curriculum level 4 in Mathematics receive lessons which are delivered in very small groups.
• Students in Years 7 and 8 identified with a low reading score from their Key Stage 2 SATs receive individual or paired reading lessons.
• Additionally, students are supported on an individual basis, either through the use of specialised programmes or in one of two Academic Tutorial rooms.

Resources & Facilities

In Learning Support there are currently six teaching rooms, two Social Inclusion units, two full sized mentoring rooms and four individual mentoring rooms.

Within the above there is a wealth of computers and programs, as well as resources designed to help individual students with specific difficulties.

In all of the classrooms and adjoining corridors, wall space is used to create informative and stimulating displays.

A team of teaching assistants under the direction and guidance of the SENCo provide additional support in lessons as well as helping individual students.

Courses & Qualifications

Years 7 and 8 use a wide variety of resources to improve their Mathematics, English, Literacy and Numeracy skills.

Years 9 – 11 use a wide variety of resources, both classroom and computer based.

Learning Outside The Classroom

An after-Academy homework club runs every night. Attendance is on a voluntary basis. Staff are available to support students individually. All students have access to the Academy's resources from the Virtual Learning Environment (VLE).

Where Does This Take Me In The Future?

Additional support with Literacy, Numeracy and Reading ensures that all students have a good understanding of the basics – essential for any future job or further education.

  

Mathematics

Mathematics is a key subject in the Academy and throughout a person's life. The development of mathematical skills, concepts and thinking are essential aspects of everyday life. Development of the practical application of mathematical skills, knowledge and concepts are a key to progression into further education and into the employment sector.

Pupils are not just developed to think independently within mathematics, they develop the techniques required to make their mathematics functional and applicable. They develop skills which are essential for when they move into the next stage of their lives. Mathematics is an international subject which is consistent across all countries of the world.

Please take the time to explore, to learn more about what our Mathematics department has to offer.

Ethos & Values

The aim of the Mathematics Curriculum Area is that students will develop:

• Fluency in the fundamentals of mathematics, so that pupils develop conceptual understanding.
• Their confidence, self-esteem and enthusiasm within a subject that is regarded as challenging.
• A secure and broad knowledge base that will promote the subject across the school and enthuse students to continue in their mathematical education beyond the compulsory age.
• The ability to think mathematically. This will involve the development and understanding of precision, logic and mathematical creativity and an appreciation of the ways in which mathematics is used.
• Their understanding and appreciation of how mathematics contributes to society. This involves the development of knowledge, skills and an understanding of how to prioritise and apply a range of mathematical concepts to situations which may arise in their own lives.
• The drive and enthusiasm to work independently and co-operatively in a variety of forms.
• Their awareness of how mathematical knowledge, skills and techniques can contribute to other subjects that they are leaning.
• Their abilities to communicate mathematical ideas in an efficient and appropriate manner to a variety of audiences.
• An ability to use mathematics across the curriculum.
• A firm foundation for appropriate further study.

You can expect that the department will:

• All members of the department uphold high expectations of their students and deliver high quality lessons, through differentiated teaching and learning strategies.
• Every student will be provided with the opportunity to maximise their development within the subject of mathematics regardless of their age, ability or needs.
• Enhance the enjoyment and enthusiasm of the subject and raise student attainment through regular and effective monitoring of student performance.

Knowledge & Skills

For students to be able to progress into the next stage of their life or further education they need to develop the functionality of their mathematical knowledge and skills.

Students need to deepen and broaden their knowledge, skills and understanding by developing efficient use of mathematical skills, techniques, competence, creativity, applications and implications, critical understanding, representation and analysis.

• They will have the opportunity to undertake mathematical investigations. This aids in developing creative thinking by solving unfamiliar problems, posing questions and producing reasoned arguments.
• They will learn about the historical and cultural development of mathematics.
• They will represent problems using appropriate variables, symbols, diagrams and models.
• They will also learn how to make and justify conjectures and generalisations.
• They will experience a wide range of learning styles from enthusiastic specialist teachers that incorporate a variety of appropriate activities.

Resources & Facilities

Every classroom in the mathematics department is fully equipped with the resources required to deliver excellent lessons. Each of the rooms contain state of the art interactive whiteboards and an appropriate selection of educational resources to accommodate the students. All pupils have access to MathsWatch, which is a video resource that describes how to complete and tackle questions across the whole curriculum.

Courses & Qualifications

All students will gain a knowledge base in the following six topic areas: Number, Algebra, Ratio and Proportion, Geometry and Measures, Probability and Statistics. They will also develop problem solving skills in order to deal with the use of mathematics in real life situations.

Key Stage 3

Year 7, 8 and 9 students follow a broad and extensive mastery-based curriculum through White Rose Maths in order to develop a secure knowledge base to allow for high levels of progression into Key Stage 4.

Key Stage 4

In Years 10 and 11, students continue to develop their understanding. Students follow the Edexcel GCSE course and take a tier of entry appropriate to their ability. Foundation tier covers GCSE levels 1 to 5 and Higher tier covers GCSE levels 4 to 9. They will sit their Mathematics exams in the summer of Year 11.

Learning Outside The Classroom

Students have the opportunity to take part in both local and national competitions.

• Cleethorpes Academy working alongside the AMSP (Advanced Mathematics Support Programme) and has been a host venue for the Maths Feast Year 10 annual competition which brings groups of individuals from schools from around the area in to compete in mathematics challenges.
• Students are given the opportunity to do different trips outside of school to learn how maths works in the real world. This past year they have had opportunities to go and see how a local business is run (Papa’s Fish and Chips), a trip to Silverstone, a trip to an escape room to develop logic, problem solving and team building skills, a trip to Manchester City football ground and Cadbury World to see how all these places can use maths. Trips continue to be available in Mathematics and we are continuing to find new opportunities.

Revision

Independent learning is encouraged with all year groups.

• KS3 are set homework centrally through retrieval booklets and have mathematical tasks in them weekly to work alongside their classroom learning.
• KS4 students are set homework weekly by their class teacher on Mathswatch to support with learning.
• All students have access to MathsWatch in KS3 and KS4 which they can use to revise from.
• In year 11 we offer revision sessions to support students in readiness for their summer examinations.

Support and Intervention

• All students' progression is carefully monitored. Support and intervention strategies are used when required and most appropriate to the individual student.
• Students are offered consistent support to develop their mathematical skills and confidence through a variety of means: After school revision classes, weekend revision classes and also revision courses provided during school holidays.

Where Does This Take Me In The Future?

• It prepares students to move into the workplace. The skills developed within the study of Mathematics are amongst some of the most highly rated by employers.
• Mathematics provides skills for life, which is important for all members of a modern society.
• It provides the tools for students to develop skills in a variety of fields including science, engineering, technology, and economics.
• The study of Mathematics enhances students' skills required to undertake a wide range of qualifications and careers.
• Mathematics helps students to think and function independently and to become financially capable.
• It also provides progression into Higher and Further Education. The core status of Mathematics within the education system means that students are better equipped to face their academic or professional career with continuous progression from GCSE. This offers them a wider range of options for their chosen educational and vocational future.

  

Modern Languages

¡Bienvenidos!

Welcome to the Modern Languages Curriculum Area at Cleethorpes Academy!

Studying MFL at Cleethorpes Academy helps our students to develop the cultural knowledge and linguistic competences to one day be able to compete in the international arena.

Students can study Spanish to GCSE level. All students study Spanish at KS3. We also cater for foreign nationals who can speak other languages such as Arabic, Russian, Polish, and Turkish. These students may have the opportunity to be entered for GCSE in that subject. This is a fantastic opportunity to have an additional GCSE.

Please explore these pages to find out more about what we offer.

  

Ethos & Values

We pride ourselves in the Modern Languages department on our ethos of achievement and enjoyment. Through hard work and dedication, we aim to:

• Enhance the students' experience of language learning through the effective delivery of an engaging curriculum using outstanding resources.
• Encourage independent language learning with an international focus.
• Have consistently high expectations and match these with high quality resources and learning strategies.
• Provide a range of educational experiences both inside and outside the classroom, appropriate to the age, ability and needs of our students.
• Adopt a philosophy of continuous improvement in all aspects of the delivery of all subjects within the Curriculum Area.

Knowledge & Skills

During their Modern Languages studies, students develop their four linguistic skills of listening, speaking, reading and writing in a variety of context and topic areas in order to prepare them for language use in the global community.

We cater for a range of different learning styles in the department and there is scope for students' personal growth as learners as we encourage independent study. Through active participation in lessons and in homework, students are able to develop their confidence and communication skills.

As well as linguistic skills, students will also gain key skills which can be applied to a variety of scenarios in real life such as time management and revision techniques. We also encourage thinking skills in our lessons which will help students with problem solving and logical reasoning; again, skills that can be applied to real life situations.

In Modern Languages, we also encourage knowledge and understanding of grammar in the target language and many linguistic terms are transferable and applicable to English which will help students to better understand their own language and improve literacy. Finally, we will promote and develop knowledge of different cultures and societies within lessons and through whole school activities such as Bastille Day, Hispanic Day and the French Breakfast Trip.

Resources & Facilities

There are currently three language classrooms in the Curriculum Area, one of which is a language laboratory, equipped with twenty-seven computers and specialist language learning software (Sanako). This sort of technology enables the students to work on their speech and pronunciation as well as interacting on a one-on-one basis with the teacher and other students. All classrooms are equipped with digital projectors and are well furnished. In addition to all this, we provide the students with the latest edition textbooks and exercise books and we make full use of mini whiteboards and other resources.

Courses & Qualifications

In Key Stage 3, students study a language in all bands with band 5 students studying a second language as well. Students study a range of topics and language based upon the National Curriculum but with a focus on grammatical competence and understanding. Students are assessed formally 3 times a year through 3 skills (reading, listening and writing) and speaking is assessed in lessons. Students are also assessed regularly through classwork and compulsory written work in books.

In Key stage 4, students prepare for the New Edexcel GCSE qualification in Spanish through years 10 and 11. Students are assessed formally at the end of year 11 with exams in listening, reading, speaking and writing. An emphasis is placed upon clear communication of language and grammatical understanding. As this develops, we pursue linguistic competence and introduce the spoken exam more formally in preparation for the final exams in year 11.

Each skill area is worth 25% of the final grade and students are entered either for foundation or higher tier exams. Students may not mix foundation and higher together.

In addition, students with native languages such as Arabic, Polish, Turkish etc. may have the opportunity to be entered for GCSE in that subject dependent upon Exam board regulations. All languages count towards the English Baccalaureate Qualification.

Learning Outside The Classroom

In the Modern Languages Department, we endeavour to provide students with engaging and motivating opportunities for learning both inside and outside of the classroom. We offer the following opportunities:

Key Stage 3 French Club, Portuguese Club and German Club

All of our Languages clubs run every week for Key Stage 3 students as part of our enrichment programme. The clubs offer students the opportunity to complete a range of activities which are designed to boost cultural understanding and enjoyment. The clubs offer students the opportunities to explore areas which interest them. This year students have completed research projects, looked at French and Spanish music and developed knowledge of film and literature. Language clubs also offer the opportunity for students to seek and access support for homework and for areas of the subject that they don't understand. There are a number of students who attend regularly and some who come on a more ad-hoc basis – either is fine with us!

European Day of Languages

In September, last year, we did flamenco dancing workshops for all our year 7 pupils. This was a fantastic opportunity for pupils to get immersed into the Spanish culture. This year, we plan to omplete treasure hunts around the academy. We also have a European Passport that pupils in year 7 will complete in lessons to raise awareness of the importance of speaking other languages.

Bastille Day Celebration

Every year we celebrate Bastille Day on or close to the 14th July as we aim to broaden students' knowledge and cultural understanding. We change the menus in the outdoors servery into French and the kitchen sells croissants and pain au chocolat.

Hispanic Day Celebration

In October, we are planning to celebrate the Hispanic Day across the academy. We will change the menus in the outdoor servery into Spanish and the canteen will serve some food from Spanish cuisine. We will organise a treasure hunt around the school for all the students at the Academy. This has proven to be a fun day in previous years, and it helped students to get to know more about the Spanish- speaking countries all around the world.

Where Does This Take Me In The Future?

A GCSE in a Modern Language can open up a variety of opportunities for students in the future. A language will of course facilitate the opportunity to work and travel abroad in the future as well as opening up working opportunities in a variety of professions such as translation, teaching and international business.

Languages also combine well with other subjects to enable and facilitate further and higher education. There are a vast range of courses at University level which combine well with languages and many universities offer funding to enable students to travel and work abroad as part of their course.

A qualification in a language can also boost earning potential in any future careers as employers look to compete more on a global scale. Languages learning will help students to gain vital skills which are transferable and applicable to a range of careers such as communication and problem solving skills.

  

Music

We view music as an essential element in a balanced education, allowing personal expression, personal development, creativity and real practical involvement in the arts. Students gain confidence, skills and an appreciation of each other's talents, through a broad and varied curriculum.

Please explore these pages to find out more about what we offer.

  

Ethos & Values

We aim to:

• Provide students with skills, knowledge and confidence in all disciplines of music and creative studies.
• Foster students' sensitivity to, and their understanding and enjoyment of all aspects of music, including world music.
• Work within the ethos of 'Every Child Matters' and provide musical experiences and nurture musical development of all students.
• Incorporate British values within lessons.
• Ensure high quality and effective lessons.
• Encourage students to take ownership of their own creations and performances.
• Enable students to experience live musical performances and to work with professional artists in workshops and performances, in a variety of genres.
• Have consistently high expectations and match these with high quality resources and learning strategies.
• Encourage students to become independent learners.

  

Knowledge & Skills

• Students learn about the basic elements of music, so as to be able to compose, perform and listen to music with greater understanding.
• Students learn how to play a range of instruments and use them for performance and composition purposes.
• All students are given the opportunity to have vocal or instrumental tuition and are encouraged to use their instruments in class lessons.
• Students are encouraged to share their work with others to build confidence.
• Musical performances are recorded and used in self and peer evaluation.
• All students are encouraged to participate in concerts at the Academy and in the wider community.

Resources & Facilities

We have 2 full time members of staff in the Curriculum Area, as well as visiting instrumental teachers.

The Music area comprises of 2 keyboard suites equipped with interactive whiteboards. One of the classrooms is also equipped with computers, enabling students to access software such as Cubase 6 and Sibelius 7.

We have 2 practice rooms which are used for instrumental lessons and for band/ ensemble work.

There is a music hall fully equipped with a state of the art electric baby grand piano. The space allows for lots of practical work in KS3, such as Samba, African drumming, Ukulele groups and singing, as well as KS4 GCSE performances.

In all the classrooms, wall space is positively used to create informative and stimulating displays that reflect modern practices, support the projects and create an expectation for achievement.

Courses & Qualifications

Key Stage 3

All students have one lesson a week and follow a varied programme of music, which involves performing, composing and listening. Students work through a variety of stimulating and exciting topics, which are updated regularly.

These currently include: basic music theory and the reading of music, introduction to keyboard skills, ukulele skills, film music, the voice, Caribbean music, samba, African music, blues and jazz, music in the media, pop, dance, class band and song writing.

Key Stage 4

Creative Studies – The NCFE Level 2 certificate in performance skills using music.

This qualification aims to develop students' existing skills in music, and to improve technique and performance ability. It also provides an opportunity for students to develop their skills within the performance industry.

This qualification consists of 2 mandatory units:

• Unit 1 Develop technique for performance.
• Unit 2 Rehearse and perform.

And three optional units (one must be chosen):

• Unit 3 Developing as a musical performer.
• Unit 4 Solo musical performance.
• Unit 5 Working as a musical ensemble.

And one additional unit:

• Unit 6 Working in the performing arts industry.

How is it assessed?

Students are required to produce a portfolio of evidence that meet the standards set in the qualification. Evidence for each standard can vary and can include worksheets, recordings, feedback, diaries, videos, vlogs etc.

Music

Students have the opportunity to complete a music GCSE course following the Edexcel specification.

Performing and composing accounts for 60% of the final mark, with the final listening exam being the remaining 40%. During the course, students study 8 set works covering four areas of study, from 1600 to the present day. In the final exam, they are expected to be able to answer questions from the set works.

Instrumental / Vocal Examinations

Students that are taking singing or instrumental lessons are encouraged to work towards grade exams with ABRSM, Trinity Guildhall or London College.

Learning Outside The Classroom

Cleethorpes Choir

This is open to anyone who enjoys singing in a group. Students from year 7 to 11 are involved. There is always opportunity for students to take on solo parts in the concerts.

Harmonix

This is a more advanced singing group for students from years 7-11, who enjoy singing acapella and in close harmonies.

Samba Band, Upper and Lower School

This group is open to students who want to have fun and play in a percussion ensemble.

Trombone Group

This is for beginners to learn how to play the trombone and to experience playing in an ensemble. It is open to years 7 and 8. No previous experience is necessary.

Cleethorpes Band

Open to any student, from years 7 -11, who can play a musical instrument. A great opportunity for ensemble playing and participation in concerts.

Interhouse Music Competition

This takes place each year. It is open to any students in years 7 to 11 who can sing or play an instrument. It doesn't matter if you have grade 8 or have taken no exams at all, anyone can sign up to represent their house.

Where Does This Take Me In The Future?

• Students who achieve a qualification in creative studies could go on to take a level 2 certificate in performance skills using dance or drama. They could also go on to take a creative and media diploma.
• GCSE Music provides a good basis for studying Music at higher level.
• Many of our students go on to study Music at college and beyond.

  

Physical Education

Physical Education plays an integral part in Academy life at Cleethorpes Academy. Students have the opportunity to develop their physical capabilities in a wide range of sports and physical activities. As well as honing physical talents, students are encouraged to develop personal skills such as respect, resilience, communication, teamwork and problem-solving skills. At Cleethorpes Academy we offer those with a keen interest in sport a variety of opportunities which allows them to further enhance their sporting knowledge and skills.

Please take the time to explore these pages, to learn more about what our Physical Education department has to offer.

Ethos & Values

The Physical Education department strives to enhance the development of students at Cleethorpes Academy by "educating through the physical". We encourage students to express themselves both individually and collectively in a variety of sporting activities. The PE curriculum is coherently planned and sequenced to ensure every child has access to a broad and balanced range of sporting activities. We promote the benefits of a healthy, active lifestyle and explain the benefits of exercise on a regular basis during both lesson and extra-curricular time. We aim for every student to leave Cleethorpes Academy with the experience of a range of sporting and fitness activities.

Knowledge & Skills

Students are not only taught about physical development, but how to also develop inter-personal skills and their ability to work alongside others. Physical Education staff at Cleethorpes Academy strive to achieve the following:

• To educate students through all 6 areas of the national curriculum.
• To improve students’ communication, teamwork, resilience and problem-solving skills through working with others.
• Improve students' knowledge of the rules of a range of sporting activities.
• Develop students’ ability to use and apply skills and ideas.
• For students to perform skills with accuracy and consistency.
• Ensure they understand how to prepare the body for exercise.
• Develop their knowledge of tactics and strategies in various sporting activities.
• Develop students' understanding of the human body systems including key bones and muscles.
• To understand the benefits of leading a healthy, active lifestyle.
• Encourage students to reach their potential by offering challenging targets and guidance in every lesson.
• Enhance self-esteem by encouraging students to take additional responsibility in lessons for coaching and officiating their peers.
• Use our excellent resources to stimulate student development by offering a range of activities.

Resources & Facilities

Cleethorpes Academy is more than equipped to meet the curriculum area demands of Physical Education. The state of the art facilities we offer allow students to be taught a range of activities. Currently we have a sports hall which holds 4 badminton courts. Other indoor facilities include an activity hall which allows activities such as aerobics, gymnastics and dance to be taught on the curriculum.

Another indoor facility we provide is our exceptional fitness suite. This facility houses health and fitness equipment allowing students to understand the benefits of recreational exercise. The cardio-vascular suite is equipped with 10 rowing machines and 10 cross-trainers. All machines include electronic displays allowing students to monitor their progress.

We also offer an outstanding machine and free weights suite, where students can develop their muscular strength, muscular endurance or develop muscle tone. In the weights area we have various weight machines which allow students to work on their strength but offer support during the physical movements. For older students we have a high selection of free weights to enhance muscular strength further by working on core stability during the movement.

The fitness suite is used on a regular basis in both curricular and extra-curricular time.

Our outdoor facilities are also of a high standard and allow students to experience all areas of the curriculum. Our outdoor facilities include:

• 2 Full size football pitches
• 1 Full size rugby pitch
• 4 Outdoor netball courts
• 1 Outdoor basketball court
• 3 Tennis courts
• 1 Small football pitch
• 1 Hockey pitch
• 1 Cricket square

With plans to further improve the sporting facilities available at Cleethorpes Academy it is clearly an exciting time which promises continued high-class facilities in the future.

Courses & Qualifications

Key Stage 3 Physical Education

Students complete a series of baseline tests in year 7 which allows the students to be placed in a suitable group based on their ability. Students then complete a range of team and individual sports. This involves covering a broad range of activities which includes; football, rugby, tennis, gymnastics, dance, health related fitness, netball, handball, rounders, badminton, table tennis, basketball, athletics, cricket, softball, cheerleading, aerobics and cross-country.

At this stage the Physical Education curriculum develops students' competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of the Academy. A high-quality P.E. curriculum enables all students to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. When they are performing, they think about what they are doing, analyse the situation and use decision making skills. They are also encouraged to reflect on their own and others' performances identifying strengths and areas for improvement.

Students continue to follow and cover the activities from Lower Secondary at a more advanced level with the aim of achieving the following:

• Using a variety of tactics and strategies to overcome opponents in team and individual games.
• Developing their technique and improve their performance in other competitive sports.
• Taking part in activities in a range of environments which present intellectual and physical challenges and which encourage students to work in a team, building on trust and developing skills to solve problems, either individually or as a group.
• Evaluating their performances compared to previous ones and demonstrating improvement across a range of physical activities to achieve their personal best.

Upper Secondary (AQA GCSE Physical Education)

What is this subject about?

GCSE Physical Education allows students with a keen interest in sport to develop their knowledge of physical activity and the various issues associated with successful sports performance. Those taking the AQA GCSE P.E. course will be timetabled three additional classroom-based lessons to allow students to develop their theoretical knowledge and understanding of the subject. Students will learn about the physiological adaptations the body makes in response to exercise and develop understanding of how to maintain a healthy lifestyle.

During the course students will be assessed both theoretically (60%) and practically (40%). The theoretical side tests students' knowledge of applied anatomy and physiology, health and fitness, physical training, sport psychology and socio-cultural influences. This culminates in Y11 with two written exam papers.

Students will also be assessed in all practical activities they complete during their practical lessons. Students must be competent in three sporting activities, consisting of both team and individual activities. Team activities covered at the Academy include football, netball, rugby, hockey and handball.

Individual activities include badminton, table tennis, dance, gymnastics and athletics.

The qualification culminates in Y11 where students will take both practical and written exams, in which the results will be combined to award an overall grade and qualification.

Why should I choose the subject?

You should choose this subject if you are someone who regularly participates in Physical Education lessons and attends extra-curricular sports clubs. Those wishing to take the course should be a competent athlete in a variety of sporting activities. This course is ideal for students who are enthusiastic about physical activity and if you are interested in studying a vast array of sporting topics. If you are passionate, inspired and motivated by sport and Physical Education this course could be the first step onto a career pathway.

Which skills and aptitudes do I need for the subject?

Students should have a keen interest in physical activity, enjoy participating regularly in sport and have a commitment to learn about issues which affect sports performance. It is expected that students who take the course will be able to link their newly acquired theoretical knowledge to their own sporting performance. Students who select the course need to have a high commitment for sport and show this during Physical Education lessons. Students are expected to be a competent performer across a number of activities and participate in competitive sport either at the Academy or in the local community.

P.E. (Pearson BTEC Tech Award Level 1/2 in Sport)

What is this subject about?

The BTEC Sport Tech Award (2022) allows students with a keen interest in sport to develop their knowledge of physical activity and successful sports performance. During the course students will be assessed in three components consisting of controlled assessments and a final written exam. The components that will be studied will provide students the opportunity to develop a broad knowledge and understanding of the sport sector, and specialist skills such as analysis, leadership, teaching and communication.

Why should I choose this subject?

You should choose this subject if you are someone who regularly participates in Physical Education lessons and attends extra-curricular sports clubs. Those wishing to take the course should be a competent performer in at least one sporting activity. This course is ideal for students who are enthusiastic about physical activity and if you are interested in studying a vast array of sporting topics. If you are passionate, inspired and motivated by sport and Physical Education this course could be the first step onto a career pathway.

When and how am I assessed?

Students will be continually monitored throughout the course with controlled assessments taking place at the end of each component. Throughout the course students will be assessed on their knowledge and understanding of the theoretical aspects covered through formal written assignments. Students are assessed in practical activities where they expected to demonstrate technical and tactical understanding in game situations. Students also need to be confident in leading warm ups and leading coaching activities. The course culminates with students sitting a written exam in Y11.

Which skills and aptitudes do I need for this subject?

Students should have a keen interest in physical activity and enjoy participating regularly in sport. It is expected that students who take the course will be able to link their newly acquired theoretical knowledge to their own sporting performance. Students who select the course need to have a high commitment for sport and demonstrate this during Physical Education lessons. Students are expected to be a competent performer in at least one activity and participate in competitive sport either at the Academy or in the local community.

Who do I need to speak to?

Please speak to a member of the Physical Education department, if you require any additional information. Your practical teacher will also be able to give you information as to whether they feel you would be suitable for the demands of the course.

How can parents/carers help and what can be done at home?

• Visit sports museums with your son or daughter.
• Go to the theatre to watch shows (dance).
• Encourage your child to attend extra-curricular activities to both perform and support others.
• Encourage your child to attend community sports clubs.
• Encourage your child to represent district/ county/ national competitions and teams.
• Encourage your child to complete further reading in the topic areas covered.
• Encourage your child to read sports pages of local and national newspapers.
• Encourage your child to watch sport on television especially international events such as the Olympics.

Learning Outside The Classroom

At Cleethorpes Academy, sport plays an integral part in Academy life and allows students to experience competitive sport in a fun environment. We have teams in a variety of sports which compete in local competitions on a regular basis. As well as offering the traditional school sports such as football, rugby and netball we are diversifying the after-school clubs we offer in order to cater for all. Recent additions to the after-school club rota include athletics, cheerleading, dance, tennis, striking and fielding activities and multi-gym club.

All students are encouraged to attend after-school clubs regardless of their ability or experience and it is an excellent opportunity to meet new friends. As well as competing locally, students are also competing at county level and our teams are often found competing at the latter stages of these events.

In addition to the extensive range of school teams and practices there are also numerous inter-house sport competitions which students can enter. These competitions allow students to experience competitive sport by representing their house groups in an organised competition. The competitions have proved a real success and students have turned out in their numbers in all activities. For those who enjoy team sports there are inter-house competitions in football, netball, cross country, indoor rowing and rounders. One of the highlights of the school sporting calendar is the school sports day. This is again run as an athletics inter-house event where students represent their houses with all competitors contributing to their overall house total.

Where Does This Take Me In The Future?

We pride ourselves on not only developing the physical skills of our students but also developing personal qualities that will aid them when they leave Cleethorpes Academy. They experience working with others to achieve a common goal while learning about the body and the importance of exercise.

The skills and knowledge we hope to develop are:

• Communication
• Teamwork
• Resilience
• Respect
• Problem Solving
• Personal Responsibility
• Knowledge of Health and Fitness
• Literacy and Numeracy
• British Values

By offering examination Physical Education courses to students, we also give them the first step to a variety of higher education courses and possible careers. Having completed a exam course in Physical Education students can go on to:

• Study Physical Education or Sports Studies in Higher Education.
• Numerous university degrees and Masters courses including Sport Science, Teaching (P.E.) and Physiotherapy.
• A career in teaching, physiotherapy, sport science, sports coaching, personal training, biomechanics, sport psychology and nutrition.

  

Religious Education

The R.E. curriculum area enables students to explore the teachings of different religions and world views, including Christianity, and to address fascinating key questions about the existence of God, the afterlife, authority, beliefs and values and the meaning, purpose and truth in life itself. Lessons help students to develop many important life skills and to develop their understanding of the people and the world in which we live. Through the careful and sensitive consideration of different cultures, belief systems, traditions and moral issues, students learn to understand and respect the similarities and differences that exist within local and global communities.

R.E. helps to develop successful and independent learners by posing life's greatest questions and giving all students the opportunity for self-reflection; to develop their own opinions and beliefs, to respond to contemporary moral and ethical issues, to challenge themselves and to ultimately understand more about themselves and others.

Religious Education is also a rigorous, academic subject, with consistently high expectations for student attainment. Furthermore, as the teaching of R.E. is always unbiased, there is a place for all pupils, of whichever faith or none, in Religious Education lessons.

Please explore these pages to find out more about what we offer.

Ethos & Values

We aim:

• To effectively deliver the Religious Education curriculum in a way that allows all students to enjoy and achieve.
• To raise attainment by creating a target-orientated culture based on the enhancement of self-esteem.
• To have consistently high expectations and match these with high quality resources and learning strategies.
• To contribute to the spiritual, moral, social and cultural development of students through the provision of a range of educational experiences appropriate to their age, ability and needs.
• To adopt a philosophy of continuous improvement in all aspects of the delivery of the Religious Education curriculum.

Knowledge & Skills

In their Religious Education lessons students will develop their knowledge and understanding of human behaviour and its consequences for other human beings, as well as developing a greater awareness of the world in which we live.

Religious Education not only develops subject specific knowledge as students learn about religions, it also promotes a wider range of skills and attributes, as students learn from religion. Examples of how students may benefit from their R.E. lessons are listed below:

• They can understand what motivates people, what they think and feel.
• They are able to read, interpret and evaluate different kinds of information, including text, maps, diagrams and symbols.
• They are able to look carefully at different sources of information and draw conclusions regarding how reliable they are.
• They are able to communicate clearly and effectively both verbally and on paper, displaying good levels of Literacy.
• They develop their understanding and awareness of spiritual, moral, social and cultural issues.
• They are able to weigh up evidence in order to formulate their own opinions and debate this with others who may have differing views.

Resources & Facilities

• We have a number of dedicated, professional and fully qualified R.E. staff, who are passionate about teaching Religious Education and the contribution that it makes to the whole curriculum.
• Lessons are taught in well-equipped and comfortable classrooms, equipped with interactive facilities or a projector and a wide range of quality resources, ranging from excellent detailed textbooks and religious artefacts, to subject specific software.
• We also have access to ICT facilities which can be utilised by staff for lessons which require computer access.

Courses & Qualifications

Key Stage 3

All students have one period of Religious Studies in Key Stage 3 in accordance with the Locally Agreed Syllabus and National requirements. Lessons cover a broad range of themes including the environment, animal rights, rights and responsibilities and the nature of authority. The primary religion studied is Christianity, although due consideration is also given to each of the six main world religions and secular viewpoints.

Key Stage 4

GCSE RE is an optional qualification for students entering KS4. If they choose to study GCSE RE, students will follow the WJEC/Eduqas specification.

There is no coursework element to the GCSE course. It is assessed by three examinations.

Exam 1: Religious, philosophical and ethical studies in the modern world. This exam is 2 hours, and makes up 50% of the qualification. Students will answer questions on four key topics:

• Issues of relationships
• Issues of life and death
• Issues of good and evil
• Issues of human rights

Exam 2: Study of Christianity. This exam is 1 hour, and makes up 25% of the qualification. Students will answer questions on two key topics:

• Christianity: Beliefs and teachings
• Christianity: Practices

Exam 3: Study of Hinduism. This exam is 1 hour, and makes up 25% of the qualification. Students will answer questions on two key topics:

• Hinduism: Beliefs and teachings
• Hinduism: Practices

Students at KS4 will also receive their core RE curriculum during form time, on a weekly basis.

Learning Outside The Classroom

The R.E. Department understands the rich contribution that learning outside of the classroom can make to a student's education. The Department therefore strives to create enrichment opportunities for students, including a range of Key Stage 3 trips to experience religions in a tangible manner, for example cathedrals, Gurdwaras, stately homes and castles. The R.E. Department also provides a range of revision and support classes when required for Key Stage 4 students in order to help students achieve success in their exams. These are usually held at the end of the Academy day and are aimed at encouraging all students to fulfil their academic potential within the subject.

Where Does This Take Me In The Future?

The study of Religious Education allows learners to develop a variety of invaluable and transferable skills which could lead to many different career choices. Some examples of careers that use skills developed in R.E. are:

• Accountancy
• Administration
• Archaeology
• Architecture
• Barrister
• Broadcasting
• Civil Service
• Diplomatic Service
• Drama,
• Theatre and the Performing Arts
• Education
• Environment and Conservation
• Finance
• Information Management
• Media
• Teaching
• Public Relations
• Journalist
• Legal Executive
• Police
• Politics
• Publishing
• Sales and Marketing
• Solicitor
• Tourism
• Town Planning
• TV Researchers
• Social Work
• Lawyer

To name just a few!

Religious Education qualifications are accepted by almost all employers and universities as the wide range of skills and knowledge provided allows the student to develop as an individual. Most universities offer courses in Religious Studies, Philosophy and Theology for students who are interested in pursuing this subject at a higher level.

Science

Science is a key subject at Cleethorpes Academy. It develops thinking skills as well as a practical approach to problem solving. These skills are essential both in the workplace and for personal decision-making. Students develop skills through studying Biology, Chemistry and Physics equally across KS3 and 4 and are able to think independently, reason, solve problems and assess risk. Students are encouraged to understand the links between subject areas and how science can be used to explain what is occurring in the world around them. This is enhanced by practical tasks where students progress through a cycle of hypothesis or prediction, practical experimentation emphasising accurate measurement, observation and accurate recording, analysis, and evaluation. Lessons aim to help them to answer scientific questions about the world around them, always seeking to make learning relevant to real world scenarios.

Please explore these pages to find out more about what we offer here at Cleethorpes Academy.

Ethos & Values

Our science curriculum exposes students to a broad range of subjects and learning opportunities to deepen their educational experience and build a solid foundation of subject knowledge and skills. We aim to;

• Produce not only well-qualified scientists, but also young people who can use their knowledge, understanding, application and skills throughout adult life.
• Enable students to experience an exciting and creative climate for learning Science, regardless of key stage and ability.
• Maintain the Science curriculum area at the leading edge of educational innovation.
• Raise the overall standard of teaching and learning in Science.
• To maintain a philosophy of continuous improvement in every aspect of the Science curriculum area and are committed to ensuring that all students make rapid and sustained progress.
• To support academy and national strategies in literacy, numeracy and the use of ICT within the context of Science.

Knowledge & Skills

The aims of these qualifications are to encourage students to over time:

• Acquire a systematic body of scientific knowledge, and the skills needed to apply this in new and changing situations in a range of domestic, industrial and environmental contexts.
• Acquire an understanding of scientific ideas, how they develop, the factors which may affect their development and their power and limitations.
• Plan and carry out investigative tasks, considering and evaluating critically their own data and that obtained from other sources, and using ICT where appropriate.
• Use electronic (internet, databases, simulations, etc.) and/or more traditional sources or information (books, magazines, leaflets, etc.) to research and plan an investigation.
• Select, organise and present information clearly and logically, using appropriate scientific terms and conventions, and using ICT where appropriate.
• Interpret and evaluate scientific data.

The OCR Twenty First Century Science suite studied here at Cleethorpes Academy comprises of three subjects which share common material, use a similar style of examination questions and have a common approach to skills assessment. Students work scientifically across all three disciplines covering a broad range of experimental skills, which build upon and deepen the scientific knowledge and understanding covered in lessons.

• GCSE Biology covers the major animal and plant systems in a traditional way, but also introduces the students to important breakthroughs of recent years, such as cloning and genetic engineering. Topics studied are: You and your genes, keeping healthy, living together – food and ecosystems, Using food and controlling growth, the human body – staying alive and life on Earth – past, present and future.
   
• GCSE Chemistry aims to give students a sound knowledge base, as well as industrial and practical applications of chemistry. Topics studied are: Air and water, chemical patterns, chemicals of the natural environment, Material choices, chemical analysis and making useful chemicals.
   
• GCSE Physics provides students with a thorough knowledge of the subject, and develops their understanding through the use of examples taken from a modern everyday context. Topics studied are: Radiation and waves, sustainable energy, electric circuits, explaining motion, radioactive materials and matter – models and explanations.
   
• GCSE Combined Science combines Biology, Chemistry and Physics and emphasises scientific literacy - the knowledge and understanding of which students need to engage with as informed citizens around science-based issues. It features many of the major scientific theories in a way that encourages students to appreciate their importance in everyday life and links to historical influential figures that have shaped our ordinary lives. The course also explores how scientific information is obtained, how reliable it is, what its limitations are, and how this information helps society to make important personal and global decisions.

The GCSE also develops students' ability to plan and carry out scientific investigations and their understanding of the role of experimental work in developing scientific explanations.

Topics are: You and your genes, keeping healthy, living together – food and ecosystems, Using food and controlling growth, the human body – staying alive and life on Earth – past, present and future. Air and water, chemical patterns, chemicals of the natural environment, Material choices, chemical analysis and making useful chemicals. Radiation and waves, sustainable energy, electric circuits, explaining motion, radioactive materials and matter – models and explanations.

Our KS3 Science syllabus is based on the Activate scheme of work. It is designed to provide structure and clarity to the National Curriculum and helps students gain knowledge of key scientific concepts before transitioning to GCSE.

Resources & Facilities

The Science Curriculum Area consists of seven general teaching laboratories. In addition, there are two very well-resourced preparation areas and access to an ICT suite and laptops.

GCSE Courses & Qualifications

Combined Science (Course code J260)

During their studies for Combined Science GCSE students have 6 lessons per week, two each in Biology, Chemistry and Physics. There are four examinations: Three of these are for the individual subject areas (Biology, Chemistry and Physics), and the fourth assesses Data Analysis and practical skills.

Separate Science (Course codes: Biology J257, Chemistry J258, Physics J259)

During their studies for the Separate Sciences students have 9 lessons per week on each science, Biology, Chemistry and Physics. There are two examinations for each of the GCSE Sciences (Biology, Chemistry, and Physics), each worth 50% of the final grade. Each paper will cover all of the topics from the separate sciences.

GCSE Combined Science & Separate Science

Science is a core subject in the National Curriculum and, as such, must be studied by all to the age of 16. A broad and balanced GCSE Science curriculum can be followed at Cleethorpes Academy in Years 10 and 11 using the OCR Twenty First Century Science specification. The Science Faculty comprises a full complement of specialist science teachers experienced in the teaching of Science GCSE courses.

All of us, as citizens, need to be able to cope with the science that shapes our lives. We are on the receiving end of scientific ideas and technical information in many different roles such as worker, householder, parent, patient, voter or juror.

Some young people aspire to be scientists, or to work in careers where knowledge of this subject is essential; educating the next generations of science practitioners is crucial.

How many GCSE grades will students get?

A student taking Combined GCSE Science will be awarded two GCSE Science levels. A student taking separate GCSE Science will be awarded a GCSE level for each science taken - 3 in total. Because the assessment of the courses are independent, these grades may be different.

Practical Skills

Throughout the year students will complete a broad variety of investigations. Students will be able to enhance their ability to plan and carry out practical investigations and their understanding of the role of experimental work. They will also be provided the opportunity to develop their data analysis skills.

Examinations

GCSE Science Combined	4 exams: Biology worth 26.4% Chemistry worth 26.4% Biology worth 26.4% Combined Science 20.8%
GCSE Biology	2 exams: Breadth in Biology worth 50% Depth in Biology worth 50%
GCSE Chemistry	2 exams: Breadth in Chemistry worth 50% Depth in Chemistry worth 50%
GCSE Physics	2 exams: Breadth in Physics worth 50% Depth in Physics worth 50%

Learning Outside The Classroom

Catch Up

During the year students are invited to attend catch-up sessions whenever necessary as well as for students to build on and improve their classwork. Students can come in and do their work in a relaxed atmosphere with one to one help from the staff.

Revision Sessions

Revision sessions are run for KS4 throughout the year with a particular focus at Year 11; these sessions take place after Academy hours, at weekends and during half-term. These sessions cover all GCSE content and allow students the opportunity to develop and strengthen their scientific knowledge and understanding of content in preparation for GCSE examinations.

Enrichment Activities

Our KS3 School Science club runs weekly by several experienced members of staff and includes such activities as bridge building, aircraft designing, potion creating and seasonal activities.

Students in all year groups take part in regular STEM activities organised with future careers in mind and linked to local industries. We have an Eco Club and a Homework Club running to address students interests and collaborate with other departments.

Where Does This Take Me In The Future?

GCSE qualifications aim to aim to develop learners who have the knowledge, skills, and the creativity to become the Scientists of tomorrow. Here at Cleethorpes Academy, we will:

• Provide opportunities for students who may wish to be employed in the Science industry or organisations that use science, to develop knowledge and skills in specific sciences.
• Provide a good progression route to more advanced qualifications.
• Enable a clear pathway post 16 onto local apprenticeship courses.

  

Technology

The Technology Curriculum Area is well organised, forward-thinking and practically based.

Students are able to further develop their understanding of a wide range of related industries from hands-on interaction with modern processes and materials.

We offer Resistant Materials Technology and Textiles Technology in both Key Stages.

We are firmly committed to improving and updating all aspects of our curriculum area and invite you to take a further look at what we have to offer.

  

Ethos & Values

• To enhance students quality of learning through the effective delivery of the Resistant Materials and Textiles based technologies.
• To raise attainment by improving confidence, self-belief and encouraging pride in learners own work.
• To consistently set high standards of expectations and match these with high quality teaching, resources and learning experiences.
• To provide a range of educational experiences appropriate to the age, ability and needs of our students relating to industrial processes and practices.
• To manage resources and monitor the development of new trends to ensure maximum benefit to our students and learning environment.
• To adopt a philosophy of continuous improvement in all aspects of the delivery of both subjects within the Curriculum Area.
• To ensure that there is no gender stigma attached to either Textile or Resistant Materials making both subjects attractive and accessible for both sexes.

  

Knowledge & Skills

• Design and Technology prepares students for participation in tomorrow's rapidly developing world of technologies.
• Students are provided with the necessary individual and team skills to gain confidence in their own abilities and become creative problem solve.
• Students will recognise needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems that successfully meet these demands.
• Students will practise skills in research, communication and management in design and production.
• Students will improve all areas of practical, spoken, and written communication skills through experiencing a wide range of learning styles from specialist teachers.
• Students will develop an understanding of aesthetics, social, moral and environmental issues.
• Students will experience working with CAD/CAM and other industrial based processes where appropriate.

All students are encouraged to express personal and informed opinions through design, research, analysis and evaluation tasks. The main focus is upon the improvement of practical problem solving skills for a variety of purposes and consumer groups. Creativity is actively encouraged, as is the importance of accuracy and presentation within all forms of work. All Upper & Lower school students have access to the ICT suite using programs such as Pro Desktop, 2D Design, Corel Draw and Sketch Up and the CAD/CAM machines.

Through design and technology, all students can become discriminating and informed users of products, and become innovators.

Resources & Facilities

The Technology Department at Cleethorpes academy is one of the best equipped in the country.

• We were the first 3D printing hub for Ultimaker 3D printers and we have six 3D printers in our Computer design suite.
• Students at Cleethorpes academy have up to date technology and use of industry choice design programs.
• We have three fully equipped technology workshops with machines that specialise in plastic, metal and wood work.
• Three textiles rooms with a range of new Textiles facilities including, Computer aided embroidery machines, Sublimation printers and digital sewing machines. The Textiles depart also offer E-Textiles, the chance for all students in both KS3 and KS4 to add LED lights into their work.

Courses & Qualifications

At KS4 the department offer a choice of Design and Technology courses specialising in either Textiles or Engineering. These qualifications are mixture of non-exam assessment and formal written exams.

GCSE Textiles - Subject Content

Research

Students will learn to research and analyse existing textiles products and understand how to use the information to help them design their own products. Students will research and learn about the properties and use of all fabrics including: natural, synthetic, smart and interactive.

Designing

Learning how to design and present ideas ranging from decorative culture inspired aprons, to under the sea themed bags. An element of this course also includes fashion illustration and working both by hand and on the computer to present ideas.

Making

Students will learn modelling and pattern cutting skills as well as how to use commercial dress making patterns. Students will learn a wide range of both decorative and construction techniques as well as using up to date technologies including the laser cutter, 3D printer and including electronics in their work.

Learning Outside The Classroom

Young Enterprise

Each year Cleethorpes Academy enter a year 10 team into the Young Enterprise Company Programme. Thorough year 10 students will create and market a product; looking at finances, sales and advertisement as well as production for their product/products. Students will also participate in trade fairs and competitions throughout the year.

Where Does This Take Me In The Future?

• Womenswear Designer
• Menswear Designer
• Knitwear Designer
• Textiles Designer
• Trend Forecaster
• Fashion Illustration
• Stylist
• Pattern Cutter
• Sportswear Technology
• Medical Textiles
• Electronics in Textiles
• Teacher
• Technician
• Upholster
• Visual Merchandiser
• Retail
• Seamstress or Tailor