Reach Academy

Curriculum


We aim to provide top quality, inspirational alternative education that will empower students to reach their full potential and give them a vision for life.

The intent of our curriculum is:

  • To provide a balanced, accessible and relevant range of learning experiences
  • To know our students – their strengths, interests and needs – and use this knowledge to make the best possible personalised offer to them
  • To develop our students as learners and as people such that they are confident and able to secure and sustain positive, meaningful and relevant post 16 destinations
  • To provide our students with the most up to date information, advice and guidance on opportunities that they will have after leaving

So we can enable students who have struggled to achieve within a traditional school setting to become:

  • Successful learners who enjoy and achieve;
  • Confident individuals who are able to live safe, healthy and fulfilling lives; 
  • Responsible citizens who make a positive contribution to society.

The Core Reach Offer

There are five key elements to our curriculum:

  • Literacy and Numeracy: we place great emphasis on these in all subject areas and, for some, targeted intervention is also applied. Mathematics and English occupy a large part of the timetable.
  • Qualifications: all courses taught are accredited. As well as English and Maths at GCSE or Functional Skills, a broad range of vocational and academic qualifications is available. All of these the qualifications we offer are fully recognised in education and industry and we have sought to offer practical courses that reflect the local job market. We have fully equipped practical resources including a hair salon, 3 construction/engineering workshops, a teaching kitchen, a digital music suite and more.
  • Personal Development: all students at Reach do the Prince’s Trust Achieve course. This aims to develop social and learning skills that are required post 16 and beyond and leads to the nationally recognised qualification ‘Personal Development and Employability Skills’.
  • Enrichment: Another important part of our work on personal development is our Enrichment programme which takes place every Friday afternoon. This is in its first year and includes; floristry, self-defense, boxing, the Reach Football team; choir; song writing, photography, and the driving theory test. In Year 9, students experience Duke of Edinburgh Award every Wednesday afternoon.
  • Information, Advice and Guidance: as well as forming a large part of the Achieve course, we go to great lengths to help our students to find the right post 16 destinations, ones that they can access and sustain and that they will enjoy. More than that, we now stay in touch with all our leavers for the whole of their first year in post 16, tracking their progress and supporting them when needed.

Curriculum Plan

Learning hours will be divided between English, Mathematics, Science, Arts, PE, Food and Cookery, vocational subjects as options, PSHE, Arts Award and Enrichment Activities which make a vital contribution to the social and emotional development of our young people.  

It is intended that the student will be integrated into a mixed group of no more than 8 students with access to 1-on-1 support if needed. Each year group has 25 hours of learning per week.

The accreditations / qualifications which students can achieve, include

Up to 9 GCSEs or equivalents (see below): English Language, English Lit, Maths, Science, Art, PSD (including SRE and Mental Health Awareness), Food & Cookery, Construction; Engineering; Motor Vehicle; Hair & Beauty, Health & Social Care, Travel & Tourism; Music, Sport; Prince’s Trust Award, ECDL.

Other Awards: Sports Leaders, Arts Award, Duke of Edinburgh Award, First Aid certificate, Driving Theory Test.

Initial Assessment

  • All students are assessed so that we have an understanding of their capabilities & their needs.
  • We look at data from their previous schools to see what levels they have achieved & what progress they have been making
  • Each pupil is made aware of the reasons for their no longer being in mainstream. They may disagree with them but they need to take account of them. Targets are set from this point.

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