Curriculum Overview

Subject: English
Key Stage(s): KS3 and KS4
Head of Department: Mrs Tiffany Clark
Date last reviewed: January 2026

1. Curriculum Intent

The English curriculum at Pool Academy is designed to ensure that all students leave with the knowledge, skills, and confidence to read critically, write accurately and creatively, and communicate effectively in a range of contexts. By the end of their English study, students will know a broad range of literary and non-fiction texts, understand how writers use language, structure, and form to create meaning, and be able to express their ideas clearly, thoughtfully, and independently.

Students engage with a carefully chosen curriculum that balances challenge and accessibility. Across KS3 and KS4, they study fiction, non-fiction, poetry, and drama, including classic and contemporary texts. Core literary works such as Shakespeare, Dickens, Animal Farm, and The Crucible are introduced through abridged texts to ensure all students can access the narrative and key ideas. These are then explored in greater depth through selected extracts, allowing students to focus closely on language, structure, themes, and writer’s methods. This approach ensures that students build secure knowledge of whole texts while developing the analytical skills required for examination success.

Reading is taught as an active, disciplined skill. Students are taught how to annotate, infer, summarise, and evaluate texts, using subject-specific vocabulary with increasing confidence. Through regular discussion, turn-and-talk activities, and whole-class questioning, students learn to articulate interpretations and respond to others respectfully and thoughtfully.

Writing is a central pillar of the curriculum and is taught explicitly through a booklet-led approach. Lessons are structured using carefully sequenced booklets that guide students through reading, vocabulary development, sentence-level modelling, paragraph construction, and extended writing. High-quality models and scaffolds are used to demonstrate effective writing choices, and these supports are gradually withdrawn so that students can write independently and confidently. By the end of their study, students can adapt their writing for different purposes and audiences, crafting responses that are accurate, coherent, and increasingly sophisticated.

The curriculum is ambitious and inclusive, reflecting the context of Pool Academy and the belief that all students can succeed in English. It supports whole-school literacy, builds cultural capital, and develops personal qualities such as resilience, empathy, and critical thinking. English equips students not only for GCSE success, but for lifelong learning and participation in the wider world.

Teachers know their students well. Seating plans are used consistently and annotated to reflect student needs, vulnerabilities, and progress. Teachers can clearly explain how vulnerable and disadvantaged students are performing and what support is in place.

When gaps in understanding emerge, teachers respond immediately using formative assessment strategies such as questioning, mini-whiteboards, cold calling, and turn-and-talks. Live feedback is given during lessons, and misconceptions are addressed through whole-class feedback, visualiser modelling, or structured “I do, we do, you do” approaches. Students who have missed lessons are supported through targeted recap activities, scaffolds, and guided catch-up to ensure continuity and mastery.

 2. Curriculum Implementation

The English curriculum is coherently sequenced from KS3 to KS4 so that knowledge and skills build progressively over time. Foundational reading and writing skills introduced in KS3 are revisited, refined, and extended in KS4. Prior knowledge is explicitly activated through retrieval practice, recap tasks, and carefully designed booklet structures.

Teaching is consistent and research-informed. Lessons typically include explicit instruction, shared reading, structured discussion, modelled writing, guided practice, and independent application. The booklet-led approach ensures clarity, consistency, and high expectations across classrooms, while also allowing teachers to adapt pacing and support to meet the needs of their classes.

Assessment is used both formatively and summatively to check understanding, inform planning, and identify gaps. SEND and disadvantaged learners are supported through adaptive teaching, scaffolding, overlearning, and targeted intervention, ensuring that all students can access the curriculum and make progress.

 3. Curriculum Impact

Students at Pool Academy demonstrate strong progress in reading comprehension, analytical thinking, and written communication. They can discuss texts using subject-specific terminology, write with increasing fluency and accuracy, and apply their skills independently in both creative and analytical contexts.

Progress is tracked through regular book looks, extended writing, and a range of formative assessment. Assessment information is used to refine teaching, adjust curriculum sequencing when needed, and target support. Students are well prepared for GCSE English Language and Literature and for the next stages of education, training, or employment. 

4. Enrichment and Wider Opportunities

The English curriculum at Pool Academy is enriched through opportunities that extend learning beyond the classroom and build cultural capital.

Students regularly attend theatre performances, most recently An Inspector Calls at the Hall for Cornwall and Macbeth at the Minack Theatre, allowing them to experience live interpretations of key texts and deepen their understanding of drama.

The department runs Starbooks, an after-school reading club that promotes reading for pleasure in a supportive and inclusive environment. This encourages positive reading habits and a lifelong love of literature.

Writing is celebrated through creative and academic writing competitions, which contribute to the house system. These competitions provide students with authentic audiences, motivate high-quality work, and strengthen engagement with school life.

Through enrichment, English supports personal development, confidence, creativity, and awareness of the wider world. 

5. Quality Assurance and Review

The English curriculum is kept under regular review through lesson visits, work scrutiny, assessment analysis, student voice, and ongoing professional development. Evaluation of outcomes informs curriculum refinement and ensures that the subject remains ambitious, coherent, and inclusive.

 This overview reflects Pool Academy’s commitment to a high-quality English curriculum that is ambitious for all learners and aligned with the Ofsted Education Inspection Framewor

Curriculum Overview

Subject: Mathematics
Key Stages: KS3–KS4
Head of Department: Sean Kirby
Date last reviewed: September 2025

1. Curriculum Intent

The Mathematics curriculum at Pool Academy is designed to develop confident, fluent, and analytical mathematicians who can apply their knowledge in a wide range of contexts. Our aim is for students to understand the core concepts in number, algebra, geometry, statistics, probability, proportionality and reasoning, and to be able to apply these to solve problems both in exams and in real life.

The curriculum is sequenced to ensure that KS3 provides a strong foundation of knowledge and skills, while KS4 consolidates these skills and develops higher-order problem-solving, reasoning and application.

The year 7 sequence secures the foundations, in particular ensuring that students have solid foundations in working with number which are then used in year 8 to develop algebraic thinking.  These skills are then further developed, combined and extended in year 9 and KS4.

All students, including those with SEND and disadvantaged learners, have access to a rigorous and ambitious curriculum that builds confidence, mathematical fluency, and reasoning skills, preparing them for further study and lifelong learning. Tier of entry decisions are deliberately left as late as possible to ensure there is equity between all students to achieve their full potential.

The curriculum embeds our 12 Teaching Fundamentals, ensuring lessons are structured to check understanding, recap prior learning, model concepts, provide guided practice, and improve focus, engagement and responses for all learners.

2. Curriculum Implementation

Lessons are carefully planned and sequenced, building on prior knowledge and increasing in complexity over time. KS3 focuses on developing core mathematical skills and fluency, while KS4 emphasises reasoning, problem-solving and application in line with GCSE requirements.

The sequence of learning contains carefully identified building blocks to help build the learning and is designed as a 5 year program to ensure each unit is covered in depth providing a strong foundation to build upon each year.  

Teachers use our 12 Teaching Fundamentals in every lesson. This includes strategies to: - 

• Check understanding and address misconceptions 
• Recap previous learning 
• Structure lessons using Check → Model → Practice 
• Maintain focus and encourage active responses
• Support all learners, including SEND and disadvantaged students

Teacher and student booklets have been created to support the learning and ensure consistency in language, methods and content.  This ensures a high level of support and challenge is available to all students and the greater consistency supports transitions and retrieval.

Content is always modelled live using a visualiser using deliberately selected examples to carefully build the learning and understanding.  This is followed by independent practice to secure the learning and deepen understanding with opportunities to apply their knowledge to unfamiliar contacts.

Assessment is both formative and summative, with regular checks for understanding each lesson, quizzes, and tests to track progress. Data from assessments directly informs teaching, allowing timely interventions and ensuring all students are challenged appropriately.

Oracy is encouraged across all lessons and year groups to develop the use of mathematical vocabulary and secure understanding.

3. Curriculum Impact

Students demonstrate increasing mastery of mathematical concepts through improved fluency, reasoning and problem-solving skills. The curriculum, combined with the 12 Teaching Fundamentals, ensures that all learners make progress regardless of starting point.

Formative and summative assessments show that students retain knowledge and develop the ability to apply it in increasingly complex contexts. Students are prepared for GCSE examinations and further education or careers where mathematical literacy is essential.

4. Enrichment and Wider Opportunities

Links have been developed with Axiom, Plymouth University and Exeter Maths School to further enrich the curriculum. As a result students have the opportunity to participate in:-

• Axiom Maths circle in year 7
• Maths circles in partnership with Exeter Maths school in year 8
• Residentials at Exeter Maths School in year 10
• Saturday Maths masterclasses in year 9
• Junior maths challenge in year 8
• Intermediate maths challenge in year 9 and 10

These experiences help students see the relevance of mathematics beyond the classroom and make connections to careers in engineering, finance, technology, and education.

5. Review and Quality Assurance

The Maths curriculum is regularly reviewed through student outcomes, national comparisons, teacher feedback, departmental meetings, professional development and trust wide curriculum audits. Adjustments are made to lesson sequencing, resources, teaching strategies, and the use of the 12 Teaching Fundamentals to ensure continuous improvement and high-quality provision for all students.

Curriculum Overview

Subject: Science
Key Stage(s):KS3 and KS4
Head of Department: Mr Dave Buckingham
Date last reviewed: January 2026

1. Curriculum Intent

Science empowers us to understand the richness and diversity of the world around us, from the smallest parts of our everyday lives to the wonders of the Universe. Future generations of scientists will be the innovators and thinkers, inventing and developing new technologies and collaborating to find solutions to the problems that face humankind, such as climate change. 

Our science curriculum: 

1. Is designed to develop curiosity, excitement and a rich understanding of the relevance of science in their lives, inspiring children to learn more about the world and choose to follow careers in science
2. Is highly selective, and prioritises the most versatile and important knowledge in unit plans and lesson resources
3. Is challenging, allowing students to develop their understanding of abstract concepts and to allow them to question and think deeply
4. Includes a wealth of well-planned and purposeful practical work, teaching and developing the knowledge of methods, apparatus, techniques and analysis that scientists use to investigate hypotheses.
5. Uses carefully crafted high quality modelling to support the development and understanding of more abstract concepts, as well as bring a sense of wonder and awe 
6. Is structured around the big ideas in science and the disciplines of biology, chemistry and physics
7. Is sequenced carefully so that earlier topics establish the knowledge required for future topics and to enable revisiting and deepening of knowledge over time
8. Includes high quality assessment and feedback; carefully sequenced, well-structured and used to inform teaching.
9. Develops the language of science, with key vocabulary highlighted and taught within context and regularly revisited

2. Curriculum Implementation

Students are taught using the principles of Explicit Instruction:

1. Lessons are led by the teacher and involve whole-class teaching.
2. Students are presented with all the knowledge they need through explanations, questioning, demonstrations and guidance.
3. Before students attempt tasks, they will have been explicitly taught everything that they need.
4. Tasks focus on the core knowledge, and avoid distracting extraneous elements. This allows students to focus on developing depth in their scientific knowledge and understanding
5. Tasks and procedures are repetitive to free up attention. 
6. All details of instruction are optimised to minimise student confusions and misinterpretations.
7. Students use scientific language accurately in their explanations" and are taught how to describe, explain and use scientific models, developing in complexity and challenge from Y7 to Y11. This enables students to develop a deeper understanding of the most important scientific principles and models.

Lesson structure: 

1. 1. Recaps prioritise core knowledge
   2. Explanations are chunked, breaking new knowledge down into manageable steps, particularly for abstract concepts.

• Definitions are correct and clear with examples and opportunities to practise. 

• Examples, demonstrations and modelling are prepared in advance 

1. Frequent checks for understanding through turn and talks, show me and choral response, so students frequently practise new knowledge throughout the lesson.
2. Practice: Time is given every lesson for students to practise independently with self-checks for accuracy. During this time, students will independently practice applying their knowledge, including in different contexts. Practice builds in challenge and complexity across topics, and across the 5 year curriculum.
3. Misconceptions are anticipated and pre-empted.
4. Opportunities for extra support or stretch and challenge are built in, with teachers responsive to learner progress 
5. Teachers circulate giving quiet, individual verbal feedback often and pausing to re-teach a concept where required.  

3. Curriculum Impact

In 2025, Pool Academy achieved Grade 4+ and 5+ Combined Science results that exceeded the National Average and therefore allowed a large number of our students to pursue science A-Levels, and other further education qualifications linked to science. Formative assessment is a key part of our teaching fundamentals and is present within every lesson. It is used to help identify gaps in student knowledge and to close these gaps through whispered verbal support or through whole class teaching.  

4. Enrichment and Wider Opportunities

Students have the opportunity to attend enrichment visits such as Women in Stem events and the annual Cornwall Schools Mining Games for Year 8. Students also benefit from visiting speakers with a STEM background with examples including Health Professionals such as Radiographers. In addition, Year 10’s compete in the Annual Science Olympiad at a nearby school for gifted and talented students. Other examples include during Curriculum Enrichment Week where students have had the opportunity to visit the Geevor Tin Mine Museum to learn about mining, engineering and geology within a local context.

5. Quality Assurance and Review

The curriculum is never finished! It is continually reviewed and developed via CPD both at a department level and at a Trust-level via Heads of Science CPD led by the Athena Science coordinator. Student voice and Teacher voice is an important part of this process.

This overview reflects Pool Academy’s commitment to a coherent, ambitious and inclusive curriculum aligned with the Ofsted Education Inspection Framework.

History Curriculum Overview

Subject: History
Key Stage(s): KS3–KS4
Head of Department: Jo Bareham
Date last reviewed: January 2026

1. Curriculum Intent

The History curriculum at Pool Academy aims to develop students who are curious, critical and informed about the past and its impact on the modern world. Our curriculum is ambitious and inclusive, enabling all students to gain powerful knowledge about key historical events, concepts and interpretations.

By the end of KS4, students will: - Know and understand key periods, themes and turning points in British and world history - Think historically by analysing evidence, evaluating interpretations and constructing reasoned arguments - Develop a strong subject-specific vocabulary to articulate historical understanding

The curriculum reflects our local and national context (for example, KS3 students study Cornish mining and its impact), supports literacy development, and prepares students to be thoughtful, engaged citizens. All lessons are structured using our 12 Teaching Fundamentals, including strategies to check understanding, recap learning, model historical thinking, provide guided practice, improve focus and responses, and support all learners effectively. 

2. Curriculum Implementation

The curriculum is carefully sequenced from KS3 to KS4 to build secure foundational knowledge before introducing more complex concepts and interpretations.

• KS3 focuses on chronological understanding, causation, consequence and historical significance. Year 7 begin this journey by assessing the importance of the battle of Hastings to British history. They learn about the reasons for the Norman invasion and success. They continue to assess causation and significance in Royal and People power in year 8 followed by an appreciation of the impacts of the Holocaust and both World Wars
• KS4 builds on this by deepening analytical skills and applying them to exam-based enquiry questions. All three History exam papers target a wide range of analytical skills.

Lessons include retrieval practice, explicit teaching of new knowledge, modelling of historical skills, guided practice and opportunities for extended writing. Assessment is used regularly to identify gaps and inform responsive teaching. The 12 Teaching Fundamentals are applied in all lessons to check understanding, recap prior learning, structure tasks, maintain focus, and support all learners. 

3. Curriculum Impact

Students make strong progress over time, demonstrated through improved recall of key knowledge, increasingly sophisticated written responses and successful outcomes at GCSE.

Assessment information is used by teachers and leaders to refine curriculum planning and teaching approaches. The use of the 12 Teaching Fundamentals ensures that students receive consistent support and feedback, helping them to make measurable progress. Students leave History well prepared for further study, apprenticeships or employment, with transferable skills in analysis, communication and evaluation. Many captains of industry and politicians have studied History at a Higher level. 

4. Enrichment and Wider Opportunities

Students benefit from enrichment opportunities including educational visits, themed history days and engagement with local heritage.

GCSE year 10 History students are eligible to have an opportunity to visit Berlin for 5 days during February. This trip runs every year and focuses on the rise and fall of the Nazi regime. Year 11 students are often given an opportunity to experience a 3 day field visit to London. Workshops are arranged that support their exam preparation for Paper 1 (Crime & Punishment), Paper 2 (Anglo-Saxon & Norman England) as well an in depth focus on the Persecution of the Minorities that also supports their studies of Paper 3.

The curriculum highlights clear links to careers such as law, journalism, education and the civil service, helping students understand the relevance of History beyond the classroom. 

5. Quality Assurance and Review

The curriculum is reviewed regularly through assessment analysis, student voice and professional development. Findings are used to continuously improve curriculum design, teaching quality and student outcomes. The use of the 12 Teaching Fundamentals is regularly monitored to ensure consistency and impact across the department. 

This model demonstrates the expected level of clarity, ambition and alignment with the Ofsted Education Inspection Framework from November 2025.

 

 

Geography Curriculum Overview

Subject: Geography
Key Stage(s): KS3-KS3
Head of Department: Jo Bareham
Date last reviewed: 1st January 2026

 1. Curriculum Intent

The geography curriculum at Pool Academy aims to raise students’ awareness and love of the wider world. Our ambitious curriculum inspires students to think about and engage in the world around them by building on students own experiences and knowledge and teaching them the skills to become responsible global citizens. Our curriculum explains where places are, how places and landscapes are formed, how people and their environment interact, and how we live in a culturally diverse world that is interconnected. It builds on pupils' own experiences to investigate places at all scales, from the personal to the global. 

By the end of KS4 Geography, students will be able to

• Understand the processes that give rise to key physical and human geographical features of the world.
• Apply geographical skills—including cartographic, graphical, numerical, and statistical skills—to analyse and interpret data.

• Develop a strong subject-specific vocabulary (e.g., sustainability, geopolitical, geomorphology) to articulate complex geographical understanding.

The curriculum reflects our local Cornish context (e.g., coastal management and tourism) alongside global issues like climate change and international development. All lessons are structured using our 12 Teaching Fundamentals, ensuring strategies to recap prior learning, model geographical thinking, and support all learners through the "4 Cs" (Clarity, Chunking, Clues, and Challenge).

2. Curriculum Implementation

The curriculum is carefully sequenced to build secure foundational knowledge at KS3 before tackling the synoptic challenges of the AQA GCSE syllabus.

KS3 (UK National Curriculum): Focuses on world regions (Africa, Middle East, Asia), physical processes (tectonics, weather, coasts), and human themes (urbanisation, development, and resources).

KS4 (AQA Syllabus): Deepens analytical skills across three core units:

1. Living with the Physical Environment: (Hazards, Ecosystems, UK Landscapes).
2. Challenges in the Human Environment: (Urban Issues, The Changing Economic World, Resource Management).
3. Geographical Applications: (Issue Evaluation and Fieldwork).

Lessons include retrieval practice (recapping "must-know" content like the difference between renewable and non-renewable energy), explicit teaching of new concepts, and modelling of fieldwork skills. The lessons follow our 12 Teaching Fundamentals and are structured with Recap, Check, Model and Practice. Assessment is used regularly to identify gaps, such as misunderstandings in statistical trend that inform responsive teaching.

3. Curriculum Impact

Students make strong progress over time, demonstrated through improved map literacy, increasingly sophisticated evaluation of environmental issues, and successful outcomes at GCSE.

Assessment data is used to refine planning, ensuring the 12 Teaching Fundamentals provide consistent feedback that helps students make measurable progress. Students leave Geography well-prepared for further study (A-Levels), apprenticeships, or employment, with transferable skills in data analysis, critical thinking, and global awareness.

4. Enrichment and Wider Opportunities

Students benefit from compulsory fieldwork opportunities, with a visit to St Ives to investigate the impacts of waves on the seafront properties and an investigation into whether the main street should be pedestrianised. In addition, students have the opportunity for a residential trip to Bristol to see the regeneration that the city has undergone which is studied as part of the GCSE Urban Issues and Challenges unit.  

The curriculum highlights clear links to diverse careers such as environmental consultancy, town planning and international development, helping students see the relevance of Geography in the global economy.

5. Quality Assurance and Review

The curriculum is reviewed regularly through assessment analysis, student voice, department reviews and professional development. The use of the 12 Teaching Fundamentals specifically the effectiveness of "Recaps" and "Checking for Understanding" is regularly monitored to ensure high-quality, consistent geography provision across the department.
 

Beliefs and Ethics Curriculum Overview

Our school offers a comprehensive and thought-provoking Religious Education (RE)
curriculum designed to engage students with key religious and ethical questions that shape
our world. From Year 7 to Year 11, students explore a variety of world religions, moral
dilemmas, and philosophical concepts, encouraging deep reflection and discussion.

•  Year 7 introduces students to world religions, with a focus on Christianity and
  Sikhism, examining beliefs, practices, and their relevance today. Students explore
  the concept of God, the nature of belief, and how religion shapes the lives of
  individuals.
• Year 8 delves into Islam and Hinduism, exploring the challenges of living as a Muslim
  teenager in the UK and the complexities of reincarnation in Hindu beliefs. Topics
  include the Five Pillars of Islam, the role of women in Muslim societies, and key
  Hindu teachings on karma and moksha.
• Year 9 addresses ethical issues such as the nature of good and evil, suffering, and the
  concept of judgment, alongside an exploration of Judaism. Students examine
  religious scripture, the diversity within Judaism, and the ongoing issues related to
  anti-Semitism.
• Year 10 focuses on relationships and family life, exploring issues such as human
  sexuality, family structures, marriage, divorce, contraception, and gender equality.
  The curriculum challenges students to consider moral and ethical implications of
  these topics.
• Year 11 looks at religion, peace, and conflict. Topics include the causes of war,
  pacifism, and the religious responses to violence and terrorism. Students study the
  concept of a just war, the ethical use of weapons of mass destruction, and the role of
  religious organizations in peacemaking.

The lessons follow our 12 Teaching Fundamentals and are structured with Recap, Check,
Model and Practice. Assessment is used regularly to identify gaps and revisit any
misunderstandings.

Our diverse curriculum encourages personal reflection, empathy, and a deeper
understanding of the world around us, preparing students to engage thoughtfully with the
complex issues of our time.

Parents have a right to withdraw their children from all or part of Beliefs and Ethics. Parents
requesting withdrawal should inform the Principal in writing.

Curriculum Overview

Subject: Art
Key Stage(s): KS3/KS4 - AQA GCSE Art, Craft and Design
Head of Department: Lydia Day
Date last reviewed: January 2026 

1. Curriculum Intent

The Art curriculum at Pool Academy ensures all students develop confidence, creativity and practical skills. Students learn that art is not just about the finished piece, but about exploring ideas, practising skills and expressing themselves. By the time they leave the subject, students can use a range of materials  and techniques confidently, talk about artwork using the right language, and create their own thoughtful and imaginative pieces. 

2. Curriculum Implementation

Art lessons are carefully planned so that skills build step by step. Students begin by learning the basics, such as drawing accurately, understanding colour, shape and texture, and using materials safely and effectively. These skills are revisited and extended through increasingly complex techniques, materials and ideas as they progress while learning about different artists and cultures. 

Lessons give students time to explore ideas, practise skills, create their own work and reflect on how they can improve. Teachers demonstrate techniques clearly and support students so that everyone can succeed. Sketchbooks are used to experiment, record ideas and show progress over time. 

3. Curriculum Impact

Students become more confident and independent in their creativity. They learn to explain their ideas, reflect on their work and take pride in their progress. Art also helps students develop resilience, problem-solving skills and self-expression. By the end of their learning, students are well prepared for further study and have skills that support learning across the wider curriculum. 

4. Enrichment and Wider Opportunities

• Trips to Tate Art Gallery and Leach Pottery Studios in St Ives.
• Links to Cornwall College, Truro College, Falmouth University and St. Ives School of Painting
•  Artist in Residence who maintains the clay dept and runs ceramic club 

5. Quality Assurance and Review
 

Assessment is ongoing and formative, with regular feedback that focuses on both skill development and creative decision-making. Sketchbooks are used as working documents to evidence experimentation, progress and reflection over time. Curriculum content is adapted where necessary to support inclusion, with scaffolding and challenge built into lessons to meet the needs of all learners.

This overview reflects Pool Academy’s commitment to a coherent, ambitious and inclusive curriculum aligned with the Ofsted Education Inspection Framework.

Curriculum Overview 

Subject: Spanish
Key Stage(s): KS3–KS4
Head of Department: Angela Pook
Date last reviewed: September 2025

 1. Curriculum Intent

Modern foreign languages empower us to communicate, empathise, connect, problem solve and build resilience while raising awareness of global issues and discovering other cultures and traditions.

The MFL curriculum is built around 5 central concepts:

Communication: students will learn to talk and write about themselves and others in a range of topics and tenses, expressing opinions with justification.

Understanding: understand both spoken and written information in different tenses on a range of topics. 

Vocabulary: have a comprehensive knowledge of both high frequency, and topic specific, vocabulary.

Grammar: recognise and use the past, present and future tenses correctly. Know a range of higher level phrases using advanced grammar concepts.

Culture: develop an understanding of the culture of countries in which the target language is spoken and make comparisons between that culture and our own.

Our MFL curriculum:

• passes on a love of our subject, developing a lifelong love of other languages and cultures. 
• is challenging and teaches grammar and vocabulary that students would not understand without expert teaching.
• takes students beyond their own experiences and enables them to participate fully in society. 
• is selective to develop deep understanding, recognising that our students are novice learners.
• leaves nothing to chance; all students access the same knowledge from subject experts.
• is structured around our central concepts: communication, understanding, vocabulary, grammar and culture.
• avoids fixating on GCSE preparation; instead teaches the subject’s knowledge and purpose.
• is structured chronologically each year to provide coherence.
• is structured thematically across units to provide connections and meaning.
• is never finished but evolves from year to year.

By the end of KS3, students can talk about themselves and others in familiar contexts, using high-frequency vocabulary and the present, past, and future tenses. By KS4, students are prepared for GCSE Spanish, communicating confidently across three tenses, expressing opinions on social and global issues, and applying grammar and vocabulary across all four skills.

All lessons are structured using our 12 Teaching Fundamentals, including strategies to check understanding, recap learning, model historical thinking, provide guided practice, improve focus and responses, and support all learners effectively. 

2. Curriculum Implementation

Students are taught using the principles of Explicit Processing Instruction (EPI):

What do we mean by ‘extensive processing instruction’?

• It is led by the teacher and involves whole-class teaching.
• Students are presented with all the information that they need through sentence builders containing both the target language and English vocabulary.
• Before students attempt tasks, they will have been explicitly taught everything that they need.
• Tasks should be procedurally simple. Thinking should be about the subject rather than the activity. 
• Tasks and procedures are repetitive to free up attention. 
• All details of instruction are controlled to minimise student misinterpretations.

Why do we draw upon the principles of extensive processing instruction?

1. Novices: Our students are novice learners, who struggle with remembering, connections and knowing how to use language well.
2. Motivation: extensive processing instruction is motivating. It helps students succeed, which they enjoy.
3. Effectiveness: It’s the most effective type of instruction, grounded in robust evidence.  

How do we apply this to our MFL lessons?

• • The subject knowledge to be taught and learned is clear and precise.
  • Recaps prioritise knowledge we most want to be remembered in the long term.

• Vocabulary is taught in chunks using sentence builders.

• • Whole-class vocabulary practice is led by the teacher.
  • Vocabulary is introduced via listening first.

• Live models are prepared in advance and break down writing into manageable steps.

• Checks have a high ratio of student thinking and participation and reveal class understanding.
• Misunderstandings are addressed in the moment or next lesson.
• Self-checks are in every lesson.
• Practice tasks belong in the MFL discipline and don’t distract.
• Time is given for students to practise writing independently in every topic, increasing by Year 11. 
• Circulation and whispered verbal feedback takes place during independent practice. 
• Extensions build in opportunities for stretch and challenge. 

3. Curriculum Impact

Students make strong and sustained progress, demonstrated through improved vocabulary recall, growing confidence with grammar, extended spoken and written responses, and strong GCSE outcomes.

Assessment information is used systematically to refine curriculum planning and teaching. The 12 Teaching Fundamentals provide consistent support and feedback, ensuring measurable progress. Students leave Spanish well prepared for further study or employment, with transferable skills in communication, teamwork, problem-solving, and the confidence to engage with different cultures. 

4. Enrichment and Wider Opportunities

Learning Spanish equips students with valuable linguistic, cultural, and transferable skills that are highly sought after in the workplace. Proficiency in Spanish opens opportunities in education, international business, law, diplomacy, media, healthcare, and travel and tourism. Students develop strong communication, problem-solving, teamwork, and cultural awareness skills, enabling them to work confidently with diverse communities and in global contexts. By combining language competence with these transferable skills, Spanish prepares students for further study, professional opportunities, and success in an increasingly interconnected world. 

5. Quality Assurance and Review

The curriculum is reviewed regularly through assessment analysis, student voice and professional development. Findings are used to continuously improve curriculum design, teaching quality and student outcomes. The use of the 12 Teaching Fundamentals is regularly monitored to ensure consistency and impact across the department.

 This model demonstrates the expected level of clarity, ambition and alignment with the Ofsted Education Inspection Framework from November 2025.

Curriculum Overview

Subject: Core PE / Sport
Key Stage(s): Ks3 - KS4
Head of Department: Thomas Ford
Date last reviewed: January 2026 

1. Curriculum Intent

Our Physical Education department is committed to promoting positive attitudes, values, and behaviors towards physical activity in order to support the holistic development and well-being of all our pupils. We aim to provide a broad, balanced, and relevant curriculum that meets the needs and interests of our students, and that supports them in developing the knowledge, skills, and confidence necessary to participate in physical activities with increasing competence and enjoyment, both in and outside of school.

We particularly value the contribution that high-quality physical education, school sport, and physical activity can make to students' physical, social, and emotional development, as well as to their academic achievement and life chances. Therefore, we are proactive in creating opportunities for students to enjoy a range of inclusive and varied experiences in and beyond the curriculum, including competitive and non-competitive activities, outdoor learning, leadership, and personal challenge.

Moreover, we strive to foster positive partnerships with parents, the wider community, and relevant external organisations, such as local sports clubs and governing bodies, to ensure that students can access and benefit from a range of physical activity opportunities and pathways post-school. We are committed to continuous improvement and self-reflection, and we welcome feedback and evaluation to help us achieve our aims and meet the needs of our students. 

2. Curriculum Implementation

Our secondary school's Physical Education (PE) department is committed to promoting students' overall well-being by prioritising their physical, social, and mental health. Through evidence-based practices and innovative educational approaches, we seek to instill lifelong healthy habits in our students.

To foster physical health, we offer a wide variety of physical activities and sports, ranging from traditional team sports such as football and basketball to activities that promote individual fitness such as gymnastics and dance. We aim to ensure that every student leaves our department with an understanding of the important role physical activity plays in maintaining their health and well-being.

In addition to physical health, we recognise the vital importance of social health. By creating a supportive, inclusive, and engaging learning environment, we work to build positive relationships among students and between students and their coaches and instructors. We also seek to equip our students with valuable social skills such as teamwork, leadership, respect, and communication--qualities that will serve them well throughout their lives.

Finally, we prioritise mental health and well-being. We recognize that a well-rounded educational experience encompasses not just physical activity but rest, relaxation, and mindfulness. We strive to create an environment where students feel encouraged to seek help and support when they need it and where they develop the resilience and coping skills to navigate challenging situations.

Overall, our PE department is committed to promoting the holistic health and wellness of our students. Through engaging and educational activities that prioritise physical, social, and mental health, we aim to equip our young people with the tools they need to thrive both in and out of the classroom. 

3. Curriculum Impact

If our PE department successfully implements the focus on physical, social, and mental health, we will see a positive impact across the school. We expect to see students who are more active and engaged in physical activity, resulting in improved health outcomes such as reduced risk of obesity and chronic diseases. Additionally, we anticipate an improvement in social skills, as students learn to work collaboratively and communicate effectively with their peers and teachers.

Furthermore, as we prioritise mental health and well-being, we anticipate a reduction in stress and anxiety among students. We believe that by providing opportunities for students to engage in stress-reducing activities, we can help build resilience and coping skills that will benefit them in all aspects of their lives. As a result, we expect to see increased student engagement and improved academic outcomes.

Overall, our focus on physical, social, and mental health has the potential to improve the health, wellness, and overall well-being of our students, contributing to a positive and vibrant school community. With our department's commitment to evidence-based practices and innovative approaches, we are excited about the potential impact of our efforts and look forward to seeing the positive results unfold for the years to come. 

Our prioritisation of the physical, social and mental wellbeing of students is all under the umbrella of our ‘Heads, Heart and Hands assessment model. We strive to enhance and develop not only the physical ability, but the resilience and understanding of the content in both Core PE and our KS4 pathway. 

4. Enrichment and Wider Opportunities

Our department values the importance of a rich extra curricular programme and ensures various opportunities are available throughout each term. We lead various sporting clubs as well as sporting fixtures on a weekly basis for both boys and girls. We host and attend county competitions throughout the year and encourage as many students to participate as possible. 

We are linked to various organisations and primary schools in the local area. We lead a successful Sports Leadership program in which we host primary schools regularly. This has been incredibly rewarding and has built confidence in both our students, and many young people in the wider community.  

5. Quality Assurance and Review

We annually reevaluate our programme of study, enrichment programme and our assessment model to suit both our capacity and students. We complete regular CPD around both Core PE and our KS4 pathway, BTEC Sport. We use student voice to understand which sports inspire them, and where possible, embed them into the Core PE curriculum. We use moderation reports to guide our staff CPD and teaching of KS4 qualifications. 

 

This overview reflects Pool Academy’s commitment to a coherent, ambitious and inclusive curriculum aligned with the Ofsted Education Inspection Framework.

Subject: Computing / ICT
Key Stage(s): KS3 - KS4 Cambridge Nationals in Creative iMedia and Enterprise and Marketing
Head of Department: Matt Rogers
Date last reviewed: January 2026

 1. Curriculum Intent

Our Computing curriculum is designed to empower students with the digital resilience and technical fluency required to thrive in a rapidly evolving world, transitioning them from passive consumers to innovative creators.  We interweave the core strands of Computer Science, Information Technology, iMedia, Business and Digital Literacy with real-world links to make learning relevant and raise career aspirations.  

By adopting a building block approach, we ensure that every student, regardless of their background or digital access/experience, builds the critical thinking skills and ethical understanding necessary for future success and the modern digital society. 

2. Curriculum Implementation

Across Key Stage 3, curriculum time is split between developing everyday ICT skills and laying the foundations for Key Stage 4 and beyond.  All topics of study involve engaging and thought provoking tasks which require computational thinking, independent thinking, analysis and the digital skills to organise and present their work.

In year 7 students start learning about how to work effectively on a computer, mixing local programmes with web based/cloud software solutions.  There is a big emphasis on improving their ability to touch type along with an on-line safety unit to help navigate a childhood surrounded by digital devices, the world wide web and social media.

Then in Year 8 the focus shifts towards Computer Science where the students will learn how to use AI appropriately, and an algorithms project culminating in Python Turtle programming.  In addition, students will undertake a skills builder series of projects on Adobe Photoshop - a key piece of software required for Key Stage 4 courses.

The focus for Year 9 is micro iMedia/Business projects which mimic what the students would experience if they were to choose one of the Key Stage 4 computing options.  These utilise the skills developed through Years 7 and 8 and give a first hand experience to the students of what to expect if they choose of of these courses for Year 10:

• Cambridge National Course in Creative iMedia - equips students with the professional pre-production and technical skills required to transform creative concepts into high-quality digital products using industry-standard software. By simulating real-world client scenarios rooted in Cornwall’s growing creative economy, we ensure students develop the vocational resilience, market awareness, and design literacy needed to succeed in the modern media sector.
• Cambridge National Course in Business Enterprise and Marketing - empowers students to navigate the complete business lifecycle, combining theoretical knowledge of market research and finance with the practical skills needed to design and pitch viable products. By grounding these concepts in Cornwall’s unique community of small independent businesses and seasonal industries, we instill the entrepreneurial mindset and commercial awareness essential for success in a competitive economic environment. 

3. Curriculum Impact

All schemes of study involve working with client briefs, planning/pre-production, production and then concluding with an evaluation of effectiveness.  Each topic is split into ‘Skills’ which are modelled and then the onus placed on the student to practise and hone within the given context.  

Formative assessment exists at the end of each skill through our 5 in 5 knowledge checks, along with a summative assessment at the end of the each project. 

4. Enrichment and Wider Opportunities

The computing curriculum extends into our students' everyday lives where they can put into practise their on-line safety skills and tips studied, alongside using their programming or graphic design skills to enhance their everyday digital lives.  

Students in Key Stage 4 also complete the iDEA badge teaching even more digital skills to help them stand out in a competitive world. 

5. Quality Assurance and Review

Our computing curriculum is undergoing continuous review and is updated annually to reflect societal trends and technological innovation.  Teachers evaluate its effectiveness focusing on preparation for life as well as our Key Stage 4 option choices.  Staff engage in professional development to update their skills and teaching approaches, ensuring the curriculum remains relevant, challenging, and supportive of student progress.

 

This overview reflects Pool Academy’s commitment to a coherent, ambitious and inclusive curriculum aligned with the Ofsted Education Inspection Framework.

Curriculum Overview

Subject: Technology (DT/Food)
Key Stage(s): KS3 - KS4
Head of Department: Matt Rogers
Date last reviewed: January 2026

 1. Curriculum Intent

The Technology curriculum at Pool Academy is designed to foster innovation, individual creativity, and practical independence, merging the rich heritage of Cornish craftsmanship in both food and construction with modern sustainable practices. 

Through a dual focus on Food Technology and Design & Technology, the curriculum equips students with vital life skills—from understanding nutrition, home cooking and the catering profession, to mastering planning, working with resistant materials skills and iterative design processes.

By engaging in hands-on projects which emphasise following a project brief, problem-solving, and workshop health and safety, we prepare students to be capable, resourceful citizens who appreciate the value of creating bespoke sustainable products or a range of food offerings from raw materials - whether that be food ingredients or timber.

 2. Curriculum Implementation

Through Key Stage three, groups are on rotation through technology offering them dedicated time on each individual aspect of the subject across each academic year.

Design and Technology:

Year 7 - The focus is on a wood based project and instilling the design / make / evaluate process.  Students will plan, mark-out, cut and construct a wooden light box integrating electronics into their final product.

Year 8 - Here we extend the development process with a second scheme of work which introduces working with plastics alongside wood, in a project which focuses on structural integrity and aesthetics.

Year 9 - Students will design and build their own ‘steady hand game’ integrating metal with wood alongside some more advanced electronics and design features.

Food and Nutrition:

Year 7 - Introduction to food hygiene and safety and how to use different parts of the cooker and a wide range of general competencies, including; knife skills, baking, using pastry and cake making.  

Year 8 - Students will develop advanced cooking skills by preparing various savory and sweet dishes while learning how to keep food safe from contamination.

Year 9 - Students will master advanced techniques such as pastry making, bread enrichment, and the creaming method while refining their knife and hob skills. Throughout these practical tasks, learners will also deepen their knowledge on food hygiene and how to prevent food poisoning in the kitchen.

In Key Stage 4, students can opt to study the Level 1/2 Vocational Award in Hospitality and Catering.  This equips students with a professional understanding of the industry's operation, blending theoretical mastery of nutrition and food safety with advanced practical culinary skills. By rooting learning in Cornwall’s thriving tourism and farm-to-table culture, we prepare students for vocational success through rigorous menu planning and kitchen simulations, fostering the resilience and craftsmanship needed for a career in this vital local sector.

 3. Curriculum Impact

At Pool Academy, successful learning is defined by an iterative, empathy-led approach where students evolve from passive consumers into resilient problem-solvers who can seamlessly navigate both traditional hand tools and modern design processes.  Assessment is ongoing ensuring technical skills are built incrementally and with increasing complexity from Year 7 through to Year 9 using peer support and real-time verbal feedback to guide and extend learning.

All projects are graded (/20) to produce summative data and this framework ensures that all students are aware of their strengths and knowledge/skill gaps in all technology subject areas in each year of study.  By the end of Key Stage 3, Pool Academy students are not just practical makers and budding young chefs; they are independent problem solvers equipped with the technical vocabulary and practical grit to navigate a rapidly changing technological landscape within Cornwall and further afield.

 4. Enrichment and Wider Opportunities

Projects selected in both Food and Design and Technology offer strong links to everyday living and practical skill development.  Schemes of work are taught to challenge thinking and link both to everyday problems they will face in later life and courses for further study.

We embrace opportunities such as the future chef competitions and house competitions and have had one of our own on junior master chef!  We are developing links with Cornwall college and will be involved with an exciting initiative through the ‘bite back’ programme, making meals with families in the local community.  

5. Quality Assurance and Review

Our technology curriculum is undergoing continuous review with teachers evaluating its effectiveness focusing on preparation for life as well as our Key Stage 4 option choices.  Staff engage in professional development to update their skills and teaching approaches, ensuring the curriculum remains relevant, challenging, and supportive of student progress.

 

This overview reflects Pool Academy’s commitment to a coherent, ambitious and inclusive curriculum aligned with the Ofsted Education Inspection Framework.

Curriculum Overview

Subject: Music
Key Stage(s): KS3/KS4 BTEC Tech Award in Music Practice
Head of Department: Lydia Day
Date last reviewed: January 2026 

1. Curriculum Intent

Our Music curriculum develops creative, confident and reflective musicians. Students build strong musical knowledge through performing, composing, producing and listening across a wide range of styles and cultures.

They learn key musical elements, apply them practically, and develop skills in analysis, technology and self-evaluation. At KS4, students follow the BTEC Tech Award in Music Practice, preparing them for further study or careers in the creative industries.

The curriculum is inclusive, ambitious and designed to build creativity, discipline and confidence in every learner. 

Our Music Development Plan can be found here.

2. Curriculum Implementation

Our Music curriculum is carefully sequenced from KS3 to KS4, building musical knowledge and skills through practical work in performance, composition and production.

Students explore musical elements, styles and technology from Year 7, leading into the BTEC Tech Award in Music Practice. Lessons are hands-on, reflective and inclusive, ensuring all students can develop creatively and progress confidently.

3. Curriculum Impact

Students demonstrate progress through increasing technical control, musical understanding, confidence and independence across performance, composition and production tasks.

• In KS4, student progress is measured over time through tracking of Component 1 exploration work, Component 2 skills development logs and practical outcomes, and Component 3 responses to music briefs.
• Outcomes for students include secure preparation for further study in music, performing arts, music technology or creative media, as well as progression into post-16 education, training or employment within the music and creative industries. Students leave the course with transferable skills in collaboration, communication, problem-solving, organisation and reflective practice. 

4. Enrichment and Wider Opportunities

Music at Pool Academy extends beyond the classroom through ensembles, choirs, clubs, performances, workshops and school productions. Students engage with live events and visiting professionals, supported by links with AsOne Music Hub, Cornwall Youth Choir, and CMST for instrumental lessons.

These opportunities enrich learning and connect musical skills to real-world careers in performance, production, and the wider creative industries. 

5. Quality Assurance and Review

The Music curriculum is regularly reviewed using assessment data, BTEC moderation, student voice, and performance outcomes. Staff CPD ensures high-quality teaching and up-to-date delivery of the BTEC specification.

This overview reflects Pool Academy’s commitment to a coherent, ambitious and inclusive curriculum aligned with the Ofsted Education Inspection Framework.

Curriculum Overview

Subject: Drama
Key Stage(s): KS3/KS4 BTEC Tech Award Performing Arts Acting
Head of Department: Lydia Day
Date last reviewed: January 2026

1. Curriculum Intent

The Drama curriculum at Pool Academy develops imaginative, confident, and reflective students, using theatre to explore real-world experiences and human stories. Students gain knowledge of drama styles, genres, practitioners, and techniques, alongside practical performance skills, creative thinking, teamwork, and subject-specific vocabulary. Engaging with diverse texts and themes helps students build empathy, cultural awareness, and a strong sense of self, while learning to give and respond to constructive feedback.

Drama also provides a safe space for self-expression and supports emotional wellbeing. Our ambitious and inclusive curriculum encourages students to take creative risks, develop discipline and resilience, and build transferable skills that support success in drama, other subjects, and future pathways. High expectations ensure every student is supported to achieve their full potential.

By the end of Drama at Pool Academy, students will be able
to:

• Create, perform and respond to drama using a wide range of techniques, styles and conventions
• Analyse drama and real-world scenarios, offering thoughtful and constructive feedback to peers
• Use a secure, subject-specific vocabulary to articulate creative intentions, performance choices and analytical responses

Lessons follow our 12 Teaching Fundamentals, ensuring purposeful practice and effective support for all learners

 2. Curriculum Implementation

The curriculum is carefully sequenced so skills are revisited and built on year by year, helping students grow in confidence, independence, and performance skill.

In Year 7, students are introduced to the essential underpinning skills of Drama, including voice and physicality. There is a strong focus on oracy, encouraging pupils to make their voice heard, work as a team, and understand how performance choices impact an audience. Confidence building and camaraderie are key, allowing students to express individuality in a supportive environment.

The Year 8 curriculum focuses on harnessing play through exploratory drama devices. Students apply these to their own creative responses, with a clear focus on communicating ambitiously with an audience. Reading and language are developed through script work, encouraging empathy and more mature, three-dimensional character portrayal.

In Year 9, students explore styles and genres, with a shift towards greater independence. They are given extended opportunities to devise original work and perform text, applying the drama devices and technical skills developed throughout Key Stage 3 in preparation for BTEC Drama.

At KS4, learners studying the BTEC Level 1/2 Tech Award will explore how theatre is created from page to stage, the performing arts industry including roles and responsibilities, and refine their skills through research, rehearsal and feedback. Students study a range of styles and genres, rehearse and perform extended pieces, and develop clear, reflective and analytical writing in response to professional theatre. 

3. Curriculum Impact

Students’ learning and progress are evident through their growing confidence, performance skills, and ability to analyse and reflect on professional theatre. Successful learners collaborate effectively, apply rehearsal techniques, perform with intention, and make purposeful improvements over time. Progress is measured through practical assessments, written evaluations, and skills tracking, with assessment outcomes used to adapt teaching and refine the curriculum to meet individual needs. As a result, students develop strong creative, communication, and teamwork skills, gain industry awareness, and are well-prepared for further study or careers in the performing arts and related fields. 

4. Enrichment and Wider Opportunities

Drama extends beyond the classroom through extra curricular weekly clubs,  enrichment opportunities like being part of the school Christmas platform, fashion show and school production. Students explore the industry through taking part in showcases at the Hall for Cornwall and Minack Theatre. There are opportunities to take part in workshops with industry professionals linking drama to careers in the creative industries and further education. These experiences develop transferable skills including confidence, communication, teamwork, resilience, and leadership, supporting students’ personal development and future success and give a view into potential job roles available in the future.  

5. Quality Assurance and Review

The curriculum is regularly reviewed to ensure it meets students’ needs and reflects current industry practice. Subject leaders evaluate its effectiveness using student outcomes, feedback, and student voice to identify areas for improvement. Staff engage in professional development to update their skills and teaching approaches, ensuring the curriculum remains relevant, challenging, and supportive of student progress. KS4 marking is moderated by the awarding body and feedback is acted upon to improve accuracy in marking and teaching if given.

This overview reflects Pool Academy’s commitment to a coherent, ambitious and inclusive curriculum aligned with the Ofsted Education Inspection Framework.