At the Hundred of Hoo Academy it is our duty to ensure that every pupil, regardless of their starting point, has the opportunity to succeed academically, economically and socially. We provide our young people with the appropriate pathway towards the future they deserve and these values are fully modelled in our curriculum.

We believe that pupils deserve a curriculum that enhances their life chances and enables social mobility and equality. There is a real breadth of courses being accessed across all key stages, ensuring the needs of all pupils are met so they can access their first choice next steps. This includes pupils having access to the International Baccalaureate Middle Years Program through the traditional English Baccalaureate alongside a wide range of other subjects. Teachers not only plan vertically within a subject but make clear cross-curricular links between subjects to ensure pupils apply their knowledge and skills across a range of topics and between disciplines including links to Literacy, Numeracy, PSHRE and fundamental british values. This creates a balanced curriculum which provides rich opportunities for pupils to develop a range of skills, depth of knowledge and opportunities to explore career pathways through schemes of work. 

Pupils develop the core skills identified in the IB Learner Profile which are necessary to support their progression and success in the next stages of education and to be successful adults who contribute positively to modern society. The curriculum strives to ensure pupils become independent and resilient learners, who are highly motivated to meet their full potential and live safe, healthy and fulfilling lives as internationally minded young people.

Ofsted Report – 2018

“Leaders adapt the curriculum skillfully over time, to ensure that it prepares pupils increasingly well for the future. The appropriately broad range of timetabled subjects is complemented creatively by extracurricular opportunities”

The curriculum at The Hundred of Hoo is knowledge based which empowers students to develop an understanding and mastery of the subjects they study and fosters a lifelong interest in learning. It is fully inclusive meaning that it is accessible to all students and ensures they reach their full potential. Key Stages 3 and 4 follows the National Curriculum as a minimum but, as an Academy, we retain the option to offer alternatives as and when appropriate. For example Key stage 3 uses the MYP framework to further develop pupils skills alongside their knowledge.

Ofsted Report – 2018 

“Leaders have planned carefully to deepen curriculum provision, from September 2018”

Each year, senior and middle leaders review the curriculum on offer and ensure it meets the  emerging needs of each cohort and, where possible, add further breadth to the curriculum. For example, in 2018-2019 Food Technology was reintroduced to the curriculum at Key Stages 3 and 4 and Sociology at Key Stage 4. In 2019-2020, Music was reintroduced for all pupils alongside discrete ICT lessons at Key Stage 3. At Key Stage 5, Applied Science and Core Mathematics were reintroduced to the curriculum in 2019-2020 to further broaden the post 16 offer.In 2020-2021 Graphic Design is being reintroduced into the KS4 subject offer and PSHRE is being taught as discrete lessons alongside the Theme of the Fortnight pastoral program.

The implementation of the curriculum is the way in which the intended subject content and skills are delivered and taught. In order for implementation of the curriculum to be highly effective, and never less than effective, teachers must demonstrate expert knowledge of both their subject and pedagogy. Equally, teachers plan high quality sequences of learning that support pupils to be suitably challenged and enable them to think, articulate, write and problem solve fluently. In addition pupils are taught to develop inquiring minds and master lifelong approaches to learning skills.

Link to Ofsted Framework

Highly effective implementation of the curriculum will include teachers incorporating the following into their practice (see section 2.3):

  • regular opportunities for students to engage with retrieval tasks that support learning to be embedded in the long term memory
  • direct instruction alongside clear modelling with dual coding which focuses on reducing cognitive load to effectively share expert knowledge, introduce novel content and approaches to learning skills and explain clear processes 
  • astute and adaptive questioning which is probing and thought provoking, developing all pupils prior understanding and new learning and developing curiosity for life long learning
  • deliberate practice within lessons that is guided and well structured, ensuring pupils are able to independently problem solve, fluently apply their knowledge to questions which have interleaved concepts and master approaches to learning
  • provide regular feedback that supports pupils in addressing misconceptions and becoming highly reflective learners who can engage with success criteria to self assess and make progress in their work
  • regular opportunities embedded to develop pupils reading skills
  • effective and appropriate implementation of digital technology to enhance the learning experience. 

At The Hundred of Hoo Academy pupils develop detailed knowledge and skills across our robust, rich and carefully-constructed curriculum and, as a result, not only do they achieve well, they excel in what they do. Our GCSE and A level results in recent years have been the best in the Academy’s history; this is reflective of the learning that pupils have undertaken throughout their time at the academy and of the expertise with which our teachers deliver this curriculum. 

The MYP prepares our pupils to be lifelong learners who have the ability to adapt in a rapidly changing society. In Key Stage 3 the MYP assessment focuses on tasks created and marked by classroom teachers who are well-equipped to make judgments about student achievement. These tasks are rigorous and embrace a variety of assessment strategies. MYP teachers assess the prescribed subject-group objectives using the assessment criteria for each subject group in each year of the programme. 

Combining the development of IB learners and excellent academic achievement with our careers learning programme we ensure our pupils are ready for their next stage of education, employment or training. They have the knowledge and skills they need alongside the qualifications that allow them to go on to destinations that meet their interests and aspirations..

This was introduced in September 2018 following our last Ofsted, where we made a decision to make certain that our processes surrounding data collection and analysis continue to be highly effective, viable and an efficient use of resources; the change was welcomed by leaders and the interviews continue to be highly successful.