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Curriculum

The Curriculum at the Lincoln Academy

The overarching intent of Priory Lincoln’s curriculum is to improve the life chances of our pupils so they become true citizens of the world and are well placed to pursue a life of their own choosing.

Lincoln’s knowledge engaged curriculum will embed our core Trust values of:

  • Wisdom – nurturing deeply cultured reflective and philosophical thinkers of the future
  • Curiosity – Empowering intellectual curiosity, active learning and inquisitiveness
  • Generosity – Fostering empathy, mutual respect and courtesy in a global community
  • Courage – Championing integrity, resilience and the value of personal endeavour
  • Passion – Inviting a sense of awe and wonder, moral conviction and ambition

These are manifest through and align to our Lincoln attitudes of Working hard, Dreaming Big, Being Kind, Keeping Going and Being Proud, so we:

  • Provide a coherent knowledge base that is appropriately powerful, clearly constructed and thoughtfully sequenced, in order to allow students to achieve and become increasingly creative.
  • Assess knowledge, understanding and skills in an intelligent, supportive and proportionate manner.
  • Support a predominantly subject focused approach that provides a meaningful experience used to build the cultural capital of every pupil.
  • Develop pupils’ cognitive ability in order for them to learn, retain and recall knowledge and develop metacognitive ability in order that they monitor and purposefully direct their learning.
  • Regardless of background, build a strong academic subject focused offer, alongside high quality industry linked vocational provision, that provides equality of opportunity and a focus on the needs and interests of all pupils.
  • Are united by a common approach to develop pupils’ spoken language, reading, writing and vocabulary in every subject.
  • Celebrate meaningful, inspiring and life-changing experiences that enable pupils to:
    • maximise levels of literacy, self-worth and cultural capital,
    • successfully plot their route within an increasingly diverse, numerate and digital economy,
    • play a meaningful role in their local, national and international communities and
    • be part of activities within and beyond formal timetabled arrangements that are memorable, inspiring, life-changing and that lead to the pursuit of happy, healthy and successful lives.

Curriculum Structure

In year 7 and 8 students follow a curriculum in largely mixed ability classes.  They study lessons in English, mathematics, science, French, history, geography, world views, physical education, art, technology (including information technology), performance and language for learning.  Our curriculum in years 7 and 8 contains a significant element of English and mathematics [16 to 20% curriculum time of each].  These enabling subjects are crucial in providing the platform for strong outcomes across the curriculum. Ensuring that our students are literate and numerate is our priority.

A small number of students have language for learning intervention as reading and comprehension direct instruction. This focus is on improving students’ confidence and ability with reading accuracy and builds strength in all other curriculum areas. 

In year 9 students are supported to make a guided selection of design technology, food technology, art, music or drama together with their core curriculum.  The core curriculum is comprised of lessons in English, mathematics, science, French, history, geography, world views and physical education. 

Students in years 10 and 11 follow a core curriculum of lessons in English, mathematics, science, physical education and world views together with four guided selections from French, geography, history, sports science, health and social care, information technology, business studies, engineering, design technology, food and nutrition, art, photography, music, drama and triple science. 

Guided selections are made in liaison with families, and Academy staff to build a bespoke negotiated curriculum for each student. 

In Years 12 and 13 students can follow a range of subjects at the Academy.  These include Advanced level English, mathematics, art and history and Level 3 vocational qualifications in health and social care, business studies, information technology, sports studies, applied science, law, engineering and professional cookery for professional chefs.  Within our Trust we are also able to offer provision for our students to engage with the shared sixth form at The Priory Academy LSST who can additionally offer Advanced levels in physics, chemistry, biology, French, geography, economics, music and religious studies.  We offer one year Level 2 full-time courses for Year 12 students in construction and motor vehicle mechanics. 

Our students are engaged with the Academy values through our Lincoln Baccalaureate rewards system in years 7 to 11 and the Priory Baccalaureate in years 12 and 13. 

Through programmes of study, development days, educational visits, external speakers, in-house enrichment and assemblies we are able to meet the aspects of students’ personal development in the wider curriculum for all year groups. 

We are constantly reviewing and evaluating our curriculum to meet the needs of all year groups.

In year 7 and Year 8

Subject

Lessons per 2 weeks

English

9

Mathematics

10

Science

6

French

4

Geography

2

History

2

World Views

2

Physical Education

4

Technology (inc IT)

4

Art

2

Performance

3

In Year 9

Subject

Lessons per 2 weeks

English

8

Mathematics

8

Science

10

Geography

4

History

4

World Views

2

Physical Education

4

French

5

Guided Selection

5

In Year 10 and Year 11

Subject

Lessons per 2 weeks

English

8

Mathematics

8

Science

8

World Views

2

Physical Education

4

Guided Selection (1)

5

Guided Selection (2)

5

Guided Selection (3)

5

Guided Selection (4)

5

 

Implementing the knowledge Engaged Curriculum at the Priory Lincoln Academy

All subjects provide a coherent knowledge base delivered though high-quality responsive teaching. At Lincoln Academy, in all subjects, links are made to prior learning, assessment is constructed to evaluate the learning and inform teaching, challenging learning activities are provided and future learning is built on solid foundations of knowledge.

Our lessons are based on these four cornerstones of great teaching:

Knowledge

We explicitly teach powerful knowledge through challenging learning activities which takes our students beyond their own experience.

We also systematically interrupt forgetting because we forget what we do not revisit.  Strengthening of the prior learning is a feature the vast majority of lessons at Lincoln Academy.

Modelling

We model to students overcoming potential difficulties and misconceptions in the challenging learning activities and so that students know how to apply their growing body of subject knowledge.  We work live in class using visualisers or we use pre-prepared models to guide students.  Understanding from prior to the current learning is developed with students often as whole class teaching to ensure the focus of specific knowledge and nuances of this. 

Questioning

We use a variety of questioning techniques to develop or consolidate understanding from prior learning.  We aim to make every student think through challenging learning activities and as such, cold calling is a classic feature of lessons at Lincoln Academy.

Feedback

Feedback is at the heart of Maximising Learning and essential to every aspect of it.  Pro-active and re-active learning, link to prior learning, challenging learning activities, reflection on learning and link to future learning are all strengthened by quality feedback.  Our approach to feedback is based on the research into best practice provided by the Education Endowment Foundation which shows us that:

  • Feedback is most effective when it is timely;
  • Feedback is most effective when it is frequent;
  • Feedback is most effective when it is acted on by the teacher and student.

Our feedback guidelines are built on the following core principles:

  • Feedback should be focused on progress;
  • Feedback must be given as close to the point of teaching as is possible and sustainable;
  • Rich and regular feedback must incorporate more than written marking;
  • Feedback should lead to responsive teaching.

Departments will set out their own assessment and feedback models.  However, the following principles of effective feedback are deployed:

Live Feedback (for Pro-active and Re-active Learning)

The most valuable feedback is given live at the point of teaching.  This immediate action can have immediate impact on student progress.

Whole class verbal feedback (for Link to Prior Learning and to provide Challenging Learning Activities)

At the end of a lesson or task a feedback sheet can be used to prepare whole class verbal feedback.  Common mistakes can be explained and corrections or improvements made during improvement activities.

Assessment feedback (for Refection on Learning, Link to Prior Learning and to Link to Future Learning)

Each department has an assessment model which sets out the frequency of assessments and ways in which feedback will be provided.

Language for learning

It is important we take every opportunity to incorporate language for learning into our feedback.  When giving feedback we:

  • Point out mistakes with key subject vocabulary and ensure they are corrected;
  • Show students how to write with precision and accuracy;
  • Insist on high standards of presentation;