Curriculum Aims

At Chelsea Academy we educate the whole child. We inspire our students to become happy and employable young people equipped with the skills and integrity to flourish in an ever- changing world. Our curriculum is anchored in our Christian values. It is fully inclusive and celebrates the diversity of our community. We value all subjects, both core and creative, academic and vocational. It aims to develop students’ ability to be resilient. reflective , resourceful and responsible learners. We ensure our pathways equip students for academic success and prepare them with the knowledge and skills to be successful in tomorrow’s world.

Depth

Our staff at Chelsea Academy are committed to ensuring our curriculum is delivered through excellent teaching and learning. We are passionate about the power of education and its potential to transform lives. It permeates each and every one of our curriculum areas. Our teachers are committed to their own research-informed professional development ensuring that as a community we continue to learn together to flourish. Our students benefit from exceptional educational facilities and highly qualified staff teaching across Key Stage 3 to GCSE and A Level. They are supported both academically and pastorally to prepare for public examinations but also to inspire in them a love of learning beyond the curriculum. We do not apologise for the high standards we expect of our students, both in their work ethic and in their future ambitions and our destinations record is a testament to this.

Breadth

In Key Stage 4, students have three options across a variety of subjects, including technology, the arts, and a choice of computing qualifications, thus ensuring that a balanced variety of subjects to suit all learners is maintained.

Skills and qualifications for life

It is vital for their life chances that students do well in English and Mathematics. There is a strong focus on the core in Chelsea Academy’s curriculum, as reflected in the allocation of time to core subjects in both Key Stages 3 and 4. It is our pledge to parents to do everything in our power to ensure that students achieve minimum good passes in these qualifications.
All courses we run are recognised and valued by colleges, universities and employers, and lead on to either further study or employment. Great importance is attached to the core, including digital literacy, as these qualifications are central to students’ progression in life.

Timetable Allocation

Lessons per week per subject are allocated as follows in Key Stage 4:

SubjectYear 9 (class of 2024 only)Year 10Year 11
English556
Mathematics556
Science*666
RE (Early Entry)**320
Core PE222
PD***200
Option A233
Option B233
Option C233
Total292929

*A decision will be made in Year 10 about which students will work towards GCSE qualifications in the separate sciences, and which students will work towards the combined science award. As Science is our specialism, significant efforts will be made to put a high percentage of students in a position to be entered for the separate Science GCSE qualifications.

**Early entry, full course GCSE for all students in Year 10.

***Following the completion of the RE course in May, a series of PD lessons is delivered in the remaining curriculum time. Other PD input takes place through year group assemblies, sessions by visiting speakers and drop-down half days.

EBacc Policy

A broad range of GCSE subjects are offered to students, with EBacc options featuring strongly: Computer Science, Geography, History, French, Spanish, as well as the opportunity to sit GCSEs in heritage languages. The full EBacc is not a compulsory element of our curriculum, however, more able students are advised to study these facilitating subjects with a view to future study at top universities, and all students are required to study at least one EBacc subject.

Music scholars

This group of students is required to select GCSE Music as a compulsory option as stated when students applied for, and were accepted onto, the scholars programme.