Enrichment at Louth Academy

Louth Academy offers our students outstanding personal development through our extensive enrichment programme. To complement our students' academic study, we provide a wealth of support, guidance and engagement opportunities, that enrich our students' educational experiences. Any activity that broadens our students' experience, knowledge and understanding will extend their learning. Our Academy provides a wide range of extended learning opportunities including; sports, trips, visits, residentials, charity work and guest speakers.

As well as being enjoyable, participating in extra-curricular activities will help students become more involved in wider school life. They will help students develop personal qualities, which will undoubtedly help with their next academic steps in education, future employment and prepare them for the wider world. We also believe that promoting leadership opportunities and skills will ensure our students achieve the best they can when they leave Louth Academy. We offer a wide range of leadership opportunities for our students, across a number of subjects.

There is no typical Louth Academy student as we encourage every student to participate in the Enrichment Programme. We have seen that students who take an active role in these activities display higher levels of self-esteem, a heightened sense of belonging and increased attendance. This can help improve the students' health, wellbeing and academic performance. Enrichment also helps to provide valuable learning experiences outside of the classroom and nurtures independence and relationships with members of staff and other students.

All of this ensures that our students leave Louth Academy as well-rounded individuals.

Duke of Edinburgh Award

Louth Academy have also recently started running the Duke of Edinburgh Award. DofE is about helping our students along the path to a productive and prosperous future. As many of our participants say, it's life-changing. Achieving a DofE Award will give students skills, confidence and an edge over others when they apply for college, university or a job. The Duke of Edinburgh Award teaches students a variety of skills such as communication, commitment, leadership and teamwork. Students will also make a difference to other people's lives and their community. Duke of Edinburgh participants also tell us that doing their DofE gives them character traits like confidence and resilience, that can boost their mental health and wellbeing and help them face and overcome personal challenges.

Outside The Classroom

• The Academies have a deserved reputation for sporting excellence and all students are encouraged to participate.
• Homework Clinics are offered in a variety of subjects so that students can access our excellent resources outside the academy day.
• There is a wide variety of music and creative arts activities.
• After-school support is arranged for pupils who need additional help.
• The Academy supports students who wish to participate in the Duke of Edinburgh award scheme.
• A wide range of educational visits to support the curriculum is offered to students in all years.
• Students are encouraged to participate in educational competitions.

Art & Design

Art and Design has a high profile within the Academy. There is imagination and innovation running through all areas of the curriculum and a high level of involvement in extracurricular activities and clubs and exhibitions. We view this as an essential contribution to Academy life and a great benefit to the students and staff alike.

Ethos & Values

In the Creative Arts Curriculum area, we endeavour to foster students' sensitivity to and their understanding and enjoyment of Art and Design. We aim to provide students with skills, knowledge and confidence in each area and develop their enjoyment of Art and Design through an active practical involvement in the creative elements of each discipline.

We feel that Art and Design is an essential element in a balanced education, allowing personal expression, personal development, creative and real practical involvement in the subject. Students gain confidence and a real appreciation of each other's talent.

In the Curriculum Area we are aware that Art and Design is one of the few areas where students take part in the personal creation of their own personal items. This adds even more to the aesthetic value of the subject, giving the students a healthy channel for their creative talents.

The Curriculum Area aims:

• To develop the students' aesthetic appreciation of a variety of Art forms and to continue to explore this through developments in Art and Design.
• To provide stimulating visual and practical experiences which provide opportunities for the development of skills.
• To promote interest, enthusiasm and enjoyment of the subject.

Knowledge & Skills

At the beginning of our 5 year curriculum, schemes of work cover the core criteria that we believe are vital. The students address four areas of enquiry: competency, creativity, cultural and critical. These are used to build the knowledge and skills required for artist appreciation and practice.

At GCSE students will complete the AQA Art, Craft and Design course. This is a popular choice, allowing students to create artworks from a variety of disciplines. Assessment for GCSE is 60% Coursework Portfolio, 40% final examination.

All schemes of work are constantly amended, responding to new developments in Art and Design. We work to projects which offer students the opportunity to explore and experiment with varied and diverse media in order to produce outcomes. Students also look at the history of art and the artwork/design from other cultures in order to enhance their own studies and artwork. Students are encouraged to make creative choices and develop their own ideas in response to artist and designers work.

Resources & Facilities

At Louth Academy, we have a well-equipped studio and ceramic facilities. There are two kilns, allowing clay work to be fired on site.

A range of processes and materials are used throughout our 5 year curriculum including 2D and 3D work. These include: drawing, painting, mixed media, collage, ceramics, card and wire sculpture.

Courses & Qualifications

Our curriculum follows QCA guidelines and at GCSE the students follow the AQA GCSE Art, Craft and Design course. This offers a range of materials for students to increase skills and develop creativity.

The GCSE programme is intended to deepen and extend the students' own creative skills and their understanding of art practice that develops throughout our 5 year curriculum. Students will have the opportunity to work in painting, drawing and mixed media, ceramics and sculpture where appropriate. Students will be encouraged to experiment and be adventurous in expressing their own thoughts, observations and ideas. Observational drawing is fundamental to any art practice and will form the keystone for each project. Students should then develop their ideas into more experimental and creative outcomes.

Students will work to set themes and be expected to record and explore ideas; to use a variety of materials; to analyse and investigate the work of other artists, craft persons and designers; to develop personal final outcomes.

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Topics

Year 7

During Year 7 students have the opportunity to develop a range of skills through 2D and 3D work.

1. Colour and Pattern - An exploration of the visual elements and introduction to painting skills, mixing and blending. Students will be influenced by the art of Peter Max to design a Starbucks cup. They will learn about the process of design to production.
2. Natural Forms - Students will look at Natural Forms and create a variety of outcomes in different media. They will learn vital drawing and planning skills used in realistic drawing and how to develop an idea from realism to abstraction.
3. Buildings and Architecture - Students will develop their understanding of colour theory and pattern through producing a 3D outcome. Students will explore the artwork of Gaudi. They will create work that is inspired by the artist using different 3D forms.

Year 8

During Year 8 students also have the opportunity to develop a range of skills through 2D and 3D work. Year 8 students will study both traditional art and design processes, and learn to create their own creative outcomes.

1. Portraits - Students will learn techniques and skills to enable them to create a self-portrait in a variety of styles. They will focus on classical drawing skills as well as exploration of media and creativity.
2. Fantastic and Strange - An exploration of surrealism developing on skills learnt during Portraits. Students will develop their understanding of a range of media producing relevant outcomes and combining ideas.

Year 9

1. Colour Theory and Media Skills - Students will extend their knowledge of colour theory and how to use colours together effectively. They will practice mixing and blending in order to create a final outcome based around Optical Illusion Art.
2. Natural Forms - Students will learn techniques involved in drawing accurately and realistically, as well as important skills on handling a variety of media. Students will work with a variety of media to produce outcomes in clay, printmaking, paint, and multimedia. The focus is to be able to use a variety of media effectively and purposefully.

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KS4 Topics

Year 10

1. Natural Forms - Students will develop their techniques and skills in drawing accurately and realistically. They will widen the knowledge they have in a range of media whilst exploring a variety of artists. The purpose is for them to create personal and meaningful outcomes in response to this.
2. Portraits - Students will be provided with in-depth study of facial features and the rules involved in recording the face and human figure. Students will create a variety of outcomes ranging from realistic to stylized and will be able to produce work that is personal to them and tailored to their style and strengths.
3. Culminating Project - Students will develop their skills and their creative identity through creating a project linking to natural forms or portraiture. They will explore ideas and themes they enjoy whilst creating a final piece using 3D materials.

Year 11

1. Mock Exam - Students will respond to series of given starting points. They will create a personal and meaningful response that references all 4 assessment objectives in a media and style of their choice. This will give students a chance to experience the process of working through a mock exam and give them the opportunity to tailor and personalise their learning.
2. Final Exam 40% - Students will respond to series of given starting points. They will create a personal and meaningful response that references all 4 assessment objectives in a media and style of their choice. They will complete a final 10 hour Controlled Assessment in which they will create a final outcome linking to their preparation work.

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Learning Outside The Classroom

All students are encouraged to practice skills and supplement knowledge outside of class. Students have the opportunity to participate in clubs and activities after school and at lunch time, which focus on developing new skills and experimenting with techniques.

There are after-academy and lunch time classes for coursework development offered to GCSE students. Those who need extra time and one to one support to complete work find this valuable.

Lunchtime clubs are available for all art students who wish to practise their skills in a supportive environment.

Where Does This Take Me In The Future?

Further Education

• AS/A Level, 2 years.
• Foundation Course in Art & Design.

After A Level

Apply to Colleges, Universities for Further Education and Degree courses.

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Curriculum Sequencing Documents

The Art and Design curriculum includes projects that address the key themes of Cultural/Historical, Observation, Technical skills Development of creativity, Investigation/Experimentation, Evaluation. These relate to the assessment objectives in KS3 and KS4 for those choosing the subject at GCSE. The sequencing is designed so that themes are scaffolded across our curriculum. Students continually revisit skills and build upon them as the Key Stage progresses, tackling increasingly challenging concepts. The level and depth intensify as due to the content and demand of each project. Expectation of independence through progression is included ready for KS4, as independence is vital for high attainment and progression in KS4.

• Key Themes - Cultural/Historical, Observation, Technical skills (knowledge of art materials and skilful use through a variety of disciplines), Development of Creativity - Identity/self-expression, Investigation/Experimentation, Evaluation, SMSC (culture, wider impact, team work, life skills.)
• Skills - Independence, Research, Analysis, Critical Thinking, Cultural and Visual Literacy, Realistic/constructive drawing, Technical skills.

Year 7 - Programmes of Study	Year 8 - Programmes of Study	Year 9 - Programmes of Study
Colour Theory and Visual Elements Students are introduced to colour theory. This is a reoccurring theme but intensifies in demand as students progress. Primary/secondary/tertiary/warm and cold colours are introduced and technical skill in terms of use of media. Themes Technical skills. Investigation/Experimentation Skills Research Technical skills	Identity/Portraiture Students are introduced to identity. This is a recurring theme but intensifies in demand as students' progress. They begin to learn about portraiture one feature at a time. The project is broken into smaller sections and uses a range of artist styles and sources to promote creative responses. Students create a surrealist self-portrait as a final outcome. Themes Cultural/Historical, Observation, Technical skills SMSC Skills Independence Research Cultural and Visual LiteracyRealistic/constructive drawing Technical skills	Colour Theory Students begin with a more advanced study of colour theory. The focus is on developing painting skills, mixing skills and knowledge of colour theory. Themes Technical skills, Investigation/Experimentation Skills Research Cultural and Visual Literacy Technical skills
Graphic Design Students are introduced to Pe Max and his work. They are expected to produce an ITSO final outcome collage and a graphic based Starbucks coffe cup design. Themes Cultural/Historical, Development of creativity, Evaluation SMSC Skills Independence Research Analysis Cultural and Visual Literacy Technical skills		Optical Illusions Students apply colour mixing and blending skills with perspective drawing skills that are expanded upon from year 8. Students research and are inspired by the Op Art movement to create an Op Art outcome evidencing their knowledge of colour theory, perspective and using colour to create the illusion of depth Themes Cultural/Historical, Technical skills SMSC Skills Research Analysis Realistic/constructive drawing Technical skills
Natural Forms Observations Students begin to learn about observation and aim to improve their drawing skills by learning basic techniques for achieving accuracy and detail. Students are introduced to a variety of materials and techniques and create work base around natural forms. Georgia O'Keefe is used as inspiration to create a large-scale pastel outcome. Themes Cultural/Historical, Observation, Technical skills Skills Research Realistic/constructive drawing Technical skills	Landscape Students are introduced to the theme of fantastic and strange and will again focus on creativity, whilst learning about perspective in objects and environments. They will look at the work of various surrealist artists to learn techniques to create creative and realistic art. Colour theory will again be of importance, as well as the ability to create a variety of interesting and creative designs. Themes Cultural/Historical, Technical skills Development of creativity. Investigation/Experimentation Skills Independence Research Analysis Critical Thinking Technical	Natural Forms Observation Students will investigate the theme of natural forms with a focus on tropical flora and Fauna and 'under the sea." Students focus will be on observational skills, learning a variety of skills/techniques to help them break down an image into steps in order to achieve greater realism in their work. During this term students will learn to identify success and failure and will begin to analyse their craft. The focus of this term is learning how to use and do correctly. Themes Observation, Technical skills. EvaluationInvestigation/Experimentation Skills, Research Analysis Realistic/constructive drawing Technical skills
Natural Forms Print Making The design process and links to practicing artists is further instilled and students begin to create work in response to themes found in artwork, rather than just copying a style. There is greater emphasis on media experimentation and techniques. Students begin to combine colour and pattern skills with their observational work, to create a print in the style of Gaudi. Themes Cultural/Historical, Technical skills Development of creativity. Investigation/Experimentation, SMSC Skills Independence Research Technical Skills Cultural and Visual Literacy		Natural Forms Print Making Students will be introduced to artists working with pattern and mark making and will be asked to use their observational drawings to create a series of prints in their style. Students will learn to identify success and failure and will begin to analyse their craft. Themes Cultural/Historical Technical skills Development of creativity. Investigation/Experimentation SMSC Evaluation Skills Independence Research Analysis Critical Thinking Realistic/constructive drawing Technical skills
3D-Gaudi Towers Students create outcomes in clay based on earlier Gaudi work and 3D sculptures form design work. They will learn about inspirations for architecture and architectural elements, whilst applying and extending their knowledge of the creative process. Students will have an opportunity to learn about other cultures and how environment can affect architecture. They will practice their design skills that they have learned earlier in the year, with an emphasis on refining and modifying work as they go. Themes Cultural/Historical, Observation, Technical skills Development of creativity. Investigation/Experimentation Evaluation SMSC Skills Independence Research Critical Thinking Cultural and Visual Literacy Technical skills	3D Clay/ceramics. Students will use surrealism as a starting point to design a ceramic iPod speaker. They will look at marketing and consumerism in art as well as product design Themes Cultural/Historical. Observation, Technical skills Development of creativity. Investigation/Experimentation Evaluation SMSC Skills Independence Research Analysis Critical Thinking Cultural and Visual Literacy Realistic/constructive drawing Technical skills	3D - Natural Forms Ceramic Relief Slab Students will be introduced to artists working with colour, pattern, mark making and ceramics and be asked to work in the style of their chosen artist. Students will create a ceramic relief slab reference work created throughout the year. Students will learn about designing for a purpose, how to edit and refine ideas effectively to show an understanding of media and the artistic process. Themes Cultural/Historical, Observation Technical skill Development of creativity, Investigation/Experimentation Evaluation SMSC Skills Independence Research Analysis Critical Thinking Cultural and Visual Literacy Realistic/constructive drawing Technical skills

Curriculum Overview

The KS4 programme develops students' understanding of how businesses operate, how decisions are made, and how organisations succeed in competitive markets. It blends core knowledge, analytical skills, and real world application.

Key Skills Developed

• Analytical thinking
• Numeracy
• Decision making
• Communication
• Evaluation

How Parents And Carers Can Support

• Talk about real businesses
• Discuss money and financial decisions
• Encourage awareness of the news
• Support revision habits
• Encourage enterprise and creativity

Useful Websites

• BizzWizard - Great for videos, multiple choice quizzes, case study analysis and revision notes.
• Tutor2U Business - Great for exam technique guides, case studies, videos and quizzes.
• BBC Bitesize GCSE Business - Great for key terms, topic summaries, visual explanations, quick revision.
• Revision World Business Studies - Great for revision notes on all topics within business.
• Quizlet Business Key Terms - Flashcards for all topics within business.
• BBC News - Great for real world examples, external influences to business.

Curriculum Overview

At Louth Academy, our English curriculum is carefully sequenced and knowledge-rich, designed to develop confident, analytical readers, writers and speakers. We ensure that all students acquire the core knowledge, cultural capital and disciplinary understanding needed to interpret, critique and engage with a wide range of literary and non-fiction texts.

At Key Stage 3, we follow the Ark Mastery English curriculum, which provides a strong foundation in literary heritage, vocabulary development and analytical thinking through a structured and ambitious programme of study. Students encounter a broad range of texts, including Shakespeare, pre-1914 literature and modern voices, enabling them to explore key ideas such as power, identity and morality in increasing depth and complexity. Core knowledge, including context, vocabulary, writer's methods and key concepts, is explicitly taught, revisited and embedded over time.

Reading is placed at the heart of the curriculum. Through high-quality whole-class teaching and targeted interventions, including Reading Plus and Sparx Reader, we develop students' fluency, comprehension and independence, reflecting the National Curriculum's emphasis on reading widely and often.

At Key Stage 4, the curriculum builds coherently towards success in external examinations. Students study Eduqas GCSE English Language, including the Spoken Language Endorsement, and AQA GCSE English Literature. They develop the ability to communicate clearly and effectively, construct critical arguments, and evaluate writers' methods with precision and independence.

Our curriculum is underpinned by principles of cognitive science, ensuring that knowledge is carefully sequenced, regularly revisited, and securely embedded in long-term memory. By the end of Year 11, students are equipped not only for examination success, but with the knowledge, skills and confidence to participate thoughtfully and critically in the wider world.

Key Skills Developed

Through our English curriculum, students develop a wide range of transferable skills that align with the expectations of the National Curriculum:

Reading

• Fluent, confident reading across a wide range of texts.
• Analytical skills to interpret themes, ideas and writer's methods.
• Understanding of context, literary traditions and cultural influences.
• Ability to compare texts and evaluate interpretations.

Writing

• Writing clearly and accurately for a range of purposes and audiences.
• Crafting creative, descriptive and argumentative pieces.
• Using grammar, punctuation and vocabulary with increasing control.
• Structuring extended writing effectively.

Oracy (Speaking and Listening)

• Communicating ideas clearly and confidently.
• Participating in discussion and debate.
• Presenting and performing.
• Developing formal spoken language skills (including GCSE Spoken Language Endorsement).

These skills are developed cumulatively and revisited over time to ensure strong retention and application.

How Parents and Carers Can Support

We believe that strong partnerships with parents and carers are essential in helping students succeed in English. Reading regularly at home is one of the most powerful ways to support progress.

Supporting Reading at Home

• Encourage your child to read, or listen to an audiobook, for at least 15 minutes each day.
• Discuss what they are reading by asking questions. Support your child in reading a wide range of texts, including fiction, non-fiction, news articles and poetry.

Encouraging Writing and Vocabulary

Encourage your child to:

• Keep a reading journal or diary.
• Learn and use new vocabulary in conversation.
• Practise writing for different purposes (e.g. stories, letters, opinions).

By supporting reading and discussion at home, parents and carers play a vital role in helping students develop the confidence and skills needed to succeed in English and beyond.

Useful Websites

• Sparx Reader - Supports reading practice, comprehension and vocabulary development.
• Reading Plus - Develops fluency, stamina and understanding through structured reading sessions.
• BBC Bitesize - Revision support for key skills and GCSE texts.
• National Literacy Trust - Advice and resources for supporting reading at home.

Curriculum Overview

Our 5-year curriculum in Food equips students with the knowledge, understanding and skills to be able to feed themselves and others better. Students develop practical cookery skills and techniques as they explore the underlying principles of food science, nutrition, food choice, provenance and traditions and food safety. We aim to inspire students to be inquisitive, creative and confident cooks. Food Preparation and Nutrition is an exciting, up-to-date GCSE qualification that is relevant to the world of food today.

Key skills developed

Knowledge & Skills

Food preparation and nutrition will encourage students to:

• Demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment.
• Develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks.
• Understand the relationship between diet, nutrition and health and learn about healthier eating through practical food work.
• Understand the environmental, ethical and socio-cultural influences on food and be able to apply simple budgeting skills to food choices they make.
• Explore the sensory properties of food and how they can develop them.
• Understand and explore a range of ingredients and processes from different culinary traditions.

How parents and carers can support

• Talk to your child about what they are doing in lessons.
• Check with your child to see if there is a practical in their next lesson to make sure they are fully prepared for it.
• Let us know if your child has any food allergies or intolerances or other food related issues that we can support with.
• Meal planning and preparation, cooking/helping at home is always a great way to develop their skills and knowledge.

Useful websites

• Food a Fact of Life - Food and nutrition education.
• BBC Bitesize - School learning resources.
• BBC Teach Food Search Results - Helpful food and nutrition videos.
• British Nutrition Foundation - Nutrition information and research.

Curriculum overview

Our five-year geography curriculum has been designed to promote curiosity about, and passion for, the world. It has been planned to support you on a learning journey to help you understand the world in the past, present and future. It is designed to develop world knowledge of locations, places and geographical features. Geographical understanding will be developed through a series of 'big ideas' and how they connect, enabling a holistic, interconnected understanding of the physical, human and environmental worlds.

Key skills developed

• Using maps of a variety of places at different scales, routinely, to develop our understanding of places and space.
• Analysing a wide range of geographical data to identify patterns and connections.
• Strengthening our informed ideas by justifying our views when reaching conclusions and making decisions.
• Expanding our geographical vocabulary and use it to communicate ideas and understanding through discussion and writing.
• Identifying and challenging bias when thinking critically about different viewpoints.
• Investigate different localities, including through fieldwork.
• Investigate the world through complex geographical enquiry.

How parents can support

• Check the student organiser regularly for homework, messages and key dates.
• Encourage a regular reading routine and ask students to explain what they have learned.
• Support revision by helping students create short, manageable study sessions.
• Watch and discuss national and local news to promote better knowledge, awareness and understanding of local, national and global events connected to geography. Remember, if it's happening, it's happening somewhere.
• Contact the academy early if your child needs extra help or guidance.

Useful websites

• Time for Geography - Open access geography videos.
• GCSE Geography - Eduqas - Eduqas study resources.
• KS3 Geography - BBC Bitesize - Key Stage 3 resources.

Curriculum Overview

Our history curriculum is designed to help students build knowledge, confidence and independence to prepare them for future study and life beyond school. Topics at Key Stage 3 are centred on four main themes that we revisit across different historical contexts, helping students identify connections between new and existing knowledge.

• Belief System - The influence of religious and ideological beliefs on history.
• Power and Conflict - How these themes drive change and cause and consequence.
• Ordinary Lives - Examining individual experiences to understand broader historical trends. The Growth and Decline of the Empire - How factors like religion, economics, and government shaped the empire's rise and fall.

At Key Stage 4, students follow the AQA History syllabus, covering the following topics: Conflict and Tension from 1919 to 1939, Germany: Democracy and Dictatorship, Norman England, and Health and the People.

Key Skills Developed

1. Communication and confident use of subject vocabulary
2. Analysis and evaluation of sources
3. Understanding different historical interpretations of the past
4. Historical enquiry by formulating questions, investigating and constructing evidence-based arguments.
5. Identifying and explaining change, continuity and significance.
6. Chronological understanding

How Parents and Carers Can Support

• Encourage students to be aspirational and ask students to explain what they have learned.
• Support revision by helping students create short, manageable study sessions and check where students are with their revision and learning checklist.
• Contact the academy early if your child needs extra help or guidance.

Useful Websites

BBC Bitesize
Oak National Academy
Seneca Learning
AQA GCSE History

Curriculum Overview

Our ICT curriculum combines the three strands of Computer Science, ICT and Digital Literacy. This can be framed as a unified pathway that develops technical understanding, creative digital production and safe effective use of technology to provide a strong foundation for our KS4 qualification of Imedia.

Key Skills developed

• Computational thinking.
• Digital content creation.
• Information technology skills.
• Programming foundations.
• Digital literacy and online safety.
• Understanding digital systems.

How parents and carers can support

• Encourage regular use of digital tools.
• Promote safe and responsible online behaviour.
• Encourage problem solving and resilience.
• Talk about real world technology.
• Encourage digital hobbies.
• Provide structure and support with deadlines.
• Model good digital habits.

Useful Websites

• BBC Bitesize Computing - Great for clear explanations, videos, quizzes and revision.
• Code.org - Great for fun game style activities for learning code and problem solving.
• Scratch - Great for block coding, games, animations and interactive stories.
• Canva - Great for posters, graphics, presentations and digital media projects.
• CEOP Education - Great for online safety, digital footprints, cyberbullying and social media awareness.
• Typing Club - Great for improving typing speed and accuracy.

Learning Support

The support provided to our students ensures that all individuals are given the greatest chance of success. Please explore these pages to find out more about what we offer.

Ethos & Values

Learning support seeks:

• To have consistently high expectations and match these with high quality resources and teaching methods.
• To provide a range of educational experiences appropriate to the age, ability and needs of individual students.
• To ensure that each child achieves its full potential, regardless of any SEN issues.
• To raise attainment by creating a target-orientated culture based on the enhancement of basic skills in:
  • Literacy and Numeracy (Years 7 and 8)
  • Functional English and Maths (Years 9, 10 and 11)

Knowledge & Skills

Students will improve their skills in Maths and English through the delivery of Key Skills lessons (in Years 7 - 8 Band 1) and through the delivery of Functional Skills Maths and English (in Years 9-10 Bands 1 and 2). Personalised learning through the Academic Tutorial Programme and targeted one to one teaching is a key feature of the support offered.

Resources & Facilities

In the Learning Support area there are currently four teaching rooms, the Social Inclusion Unit, a full-sized mentoring room, office space and toilets. Within the above there are computers and computer programmes, as well as resources designed to help individual students with specific difficulties.

In all the classrooms wall space is used to create informative and stimulating displays.

Courses & Qualifications

• Key Stage 3: Students use a variety of resources, including Literacy Progress Units and SIM (Success in Maths) text books. They are also taught many specific, basic skills which prepare them for the Functional Maths and English courses they will take in Year 9 (if they stay within the same band).
• Key Stage 4: If students gain a Level 2 qualification in both Functional Maths and English, they will receive a Level 2 Functional Skills qualification, which is the equivalent to a grade B at GCSE. A qualification in one of the subjects will gain them half a GCSE; they need to complete both in order to achieve the full qualification.

Learning Outside The Classroom

An After-Academy Literacy and Numeracy Club runs every week (Mar - May) for Year 7 students and their parents to work on basic skills together.

Homework Club runs every day 3:15pm - 4:30pm Mon - Thu and 4:00pm on a Friday. Students from any year group are permitted to attend and computers are available to ensure they can complete all types of homework.

The Academic Tutorial Rooms stay open until 4:30pm Mon - Thu and 4:00pm on a Friday for any Year 11 students wishing to complete coursework or revision in quiet and comfortable surroundings. The Academic Tutorial rooms provide excellent after school facilities including assistance from an Academic Tutor and full use of computers.

All students have access to the Academy's resources to form the Virtual Learning Environment.

Where Does This Take Me In The Future?

The curriculum provided ensures that all students have a good understanding of functional maths and english, essential for any future job or further education.

Curriculum Overview

At Louth Academy, we aim to develop confident mathematicians who can apply their knowledge fluently, reason mathematically and apply their understanding to a range of contexts. Our mathematics curriculum is designed to raise aspirations and broaden students' expectations by equipping them with the mathematical knowledge and skills needed for future success in education, employment and everyday life. We believe that all students can succeed in mathematics. Through high-quality teaching and carefully sequenced learning, students develop confidence, resilience and independence while learning to think logically, communicate mathematically and solve complex problems.

Our curriculum is designed to remove barriers to learning and ensure that all learners experience success and make positive progress. We use concrete, pictorial and abstract methods to help students build a deep understanding of mathematical concepts. This allows students to explore ideas practically before moving towards more formal written and abstract methods.

The mathematics curriculum at Louth Academy is based upon the National Curriculum and is carefully sequenced to build students' knowledge, understanding and confidence over time. We worked closely with colleagues at the Maths Hub to sequence our curriculum.

Students study a broad range of mathematical topics throughout their time at the Academy, including:

• Number
• Algebra
• Ratio and Proportion
• Geometry and Measures
• Probability
• Statistics

Key Skills Developed

• Number sense and fluency
• Problem solving and critical thinking
• Resilience
• Confident use of subject specific vocabulary
• Using and understanding mathematical notation
• Calculator use

How Parents and Carers can support

Parents and carers play an important role in supporting students' confidence and progress in mathematics. Encouraging regular practice, discussing mathematical ideas and promoting a positive attitude towards problem solving can all help students develop resilience and independence in their learning.

At Louth Academy, students follow the Pearson Edexcel GCSE Mathematics specification at Key Stage 4.

You can support your child by:

• Ensuring they are regularly completing homework on Sparx Maths.
• Encouraging them to revisit classwork and correct misconceptions.
• Encouraging them to practice key skills such as arithmetic and times tables.
• Asking them to explain their methods and reasoning aloud.
• Suggest that they make use of online revision platforms and resources.

We encourage students to practise little and often in order to build confidence and strengthen long-term retention of key mathematical knowledge and skills.

Useful Websites

The following websites provide useful support for revision, independent practice and developing mathematical understanding:

• Sparx Maths
• Corbett Maths
• Maths Genie
• Hannah Kettle Maths
• 1st Class Maths

These resources include videos, practice questions, revision materials and exam-style questions to support students throughout their mathematics studies.

Curriculum Overview

Students at Louth Academy study up to three languages - Spanish, French and / or German during their time here. The sequencing of the MFL curriculum at Louth Academy is designed to help students learn and embed a range of cultural knowledge, linguistic and grammatical skills in the language. The topics are sequenced so that they can reinforce their vocabulary knowledge at regular intervals and develop their linguistic skills further. The topics are broken down into chunks depending on the ability of the group so as not to overload their cognitive function, allowing them to become embedded in their long-term memory. Students are also encouraged to understand that languages have an important role in the wider world and provide students with transferrable skills which can be used in a range of careers. Students are encouraged to think about the effect languages has in the wider world through engaging cultural topics. Students are encouraged to believe that a knowledge of a foreign language can benefit them both socially and in a work environment and are encouraged to be aspirational in their outlook, which fits in with the drive for an outstanding education in MFL.

Key Skills Developed

• Confidence in all four skill areas - Listening, Speaking, Reading and Writing.
• Independence - Being able to produce words from memory and understand a text by yourself with guidance.
• Resilience - Learning from your mistakes and misconceptions and using these to help you improve.
• Teamwork and Communication - Being able to work and communicate with others in another language.
• Creativity when speaking and writing - Developing ideas further. Extending sentences by using tenses, opinions and connectives.
• Curiosity to find out about other cultures and to learn about how a language works.
• Tolerance and Empathy of other traditions and cultures. Developing an understanding of different countries where the language you study is spoken.
• Translation into and from the foreign language.

How parents and carers can support

Parents and carers can support their child by encouraging them to continue their studies at home. Students of MFL have a Languagenut account online where they can further their understanding and knowledge, parents and carers can encourage them to use this regularly. Regular learning of vocabulary can also help them to succeed. They could watch a film with subtitles in a different language, or listen to song lyrics in another language to develop their skills or read a bi-lingual book. Students are provided with revision resources before an assessment and can be encouraged to learn vocabulary in an active way, eg recording themselves speaking in the language, making flashcards to learn answers to questions or by making mind maps or posters with key knowledge. They could also access a number of good revision websites listed below to support their language learning, or use an app such as Duolingo to practice. There are also a lot of good revision guides and workbooks available to practice their skills.

Useful websites

• BBC Bitesize - Useful information and activities for all key stages in languages.
• AQA - The exam board for GCSE MFL and we use the new specification.
• Languagenut - Games, practice, homework tasks.
• Quizlet - A range of flashcards to support language learning.
• Languages Online - Range of games and activities in French, German or Spanish.

Curriculum Overview

BTEC Music is an exciting and modern course, that gives you the opportunity to make music and develop your musical knowledge and skills, in a practical learning environment, concentrating on skills and products in the Music Industry.

Focus is on four areas of equal importance:

• The development of key skills in music, such as instrumental and performance skills; music creation and song writing, and music production skills.
• Exploring professional and commercial skills that underpin effective ways of working in the Music Industry.
• Application of skills and techniques to create musical ideas and products in response to a Music Industry brief.
• Considering attitudes that are most important in the Music Industry, including personal management and communication.

The BTEC course is the equivalent of 1 GCSE.

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KS3

Our Music Curriculum at Louth Academy encompasses the main skills of performing, composing, listening and appraising. Through each topic of study, students are given a range of tasks and activities that are designed to build and challenge students' practical and music theory skills. Students are given the opportunity to learn a variety of musical instruments as well as building singing skills and confidence. This is executed through a range of practical activities where students work, most frequently, in pairs or small groups. Students learn notable, well-known pieces and are taught to create their own music, using stylistic features and devices. Listening skills are applied in every unit of work, with activities designed to build critical listening skills and music analysis.

Students are taught to discuss and describe music with increasing coherence, using key words and music vocabulary. As Music Technology is used extensively in KS4, this is introduced in a basic format in KS3 - using industry standard notation and sequencing software. Our curriculum is fast-paced and rigorous to allow for students to learn a wide range of music. It is, however, balanced, to give time for students work at an appropriate pace that is suited to them and allowing them to manage the intrinsic load. Our high expectations and passion drive students to challenge themselves to produce satisfying results that students can be proud of.

Music at Key Stage 3

The Music curriculum at Key Stage 3 is sequenced carefully to allow students to acquire, develop and refine their music skills, for them to be successful at KS4 and beyond. The units of work are structured to allow for progressive understanding and a development in instrumental skills. Each unit builds upon skills and knowledge learnt previously. Throughout the various units of work, students learn about music from different genres and cultures by understanding the individual stylistic features through the study of the elements, performing, composition activities and listening and appraising. Students will cover the following topic areas:

Year 7

• Rhythm and pulse.
• Musical elements and the keyboard.
• Scale and melody writing.
• West African Djembe drumming.
• Ukulele skills - Melody and tab.
• Performance skills - Through practical performing arts.

Year 8

• Bass clef and riffs
• STOMP! Body Percussion
• The Blues
• Ukulele skills 2 - Chords
• Film Music

Year 9

• Theme and Variation
• Ukulele skills 3 - Rhythmic strumming patterns and chord progressions.
• Reggae
• Popular classics - Sequencing and EDM remix.

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Who Should Consider this Subject?

BTEC Music is for those who wish to develop their music knowledge and technical skills (in performance, creating and production) through practical based learning. Student's will require the ability to play a music instrument, basic keyboard skills, an ability to read music notation and basic computer skills.

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Course Assessment Breakdown:

Component:	Assessment:	Overview:
1: Exploring Music - Products and Styles	Internally assessed 30% of the overall grade	Learners will explore the techniques used in the creation of different musical products and investigate the key features of different musical styles and genres. During Component 1, students will: Practically explore the key features of different genres of music and music theory through practical workshops. Apply knowledge and understanding to develop music making skills. Explore how musical elements, technology and other resources are used in the performance, creation and production of music.
2: Musical Skills Development	Internally assessed 30% of the overall grade	Learners will have the opportunity to develop their skills in two musical disciplines, through engagement in practical tasks, while documenting their progress and planning for further improvement. During Component 2, students will: Explore and develop an understanding of the workings of the Music Industry, focusing on the professional and commercial skills required to be a musician in the Industry. Participate in workshops and classes where they will develop technical, practical, personal and professional skills and specialise in at least two of the following areas: music performance, creating original music, music production.
3: Responding to a Commercial Music Brief	Externally assessed by the exam board 40% of the overall grade	Learners will be given the opportunity to develop and present music in response to a given commercial music brief. During Component 3, students will: Work to their strengths and interests and apply the skills that they have learnt throughout the course in a practical way. Explore the brief and come up with possible responses and ideas. Use relevant resources, skills and techniques to develop and refine musical material. Present their final response (solo or in a group). Review and reflect their approach to the brief and their final outcome.

Equipment Needed

Ideally, you will need to have access to your chosen instrument whilst at home, enabling you to practise your instruments/voice and develop your skills. Usually you will have additional one to one music lessons on your chosen instrument/voice outside of their timetabled music lessons; this can be done privately, or in the Academy, through our peripatetic music service. If students are eligible for Free School Meals, this provision is fully funded by the Academy. Access to a computer is desirable, as coursework tasks will be word processed, and student's will be required to complete independent research tasks.

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Enrichment Opportunities

There are lots of opportunities for enrichment in the Music department - with activities that take place in the Academy, as well as events that take place in the community. Here are some of the ensembles you can take part in:

• LA Senior Choir - This is open to anyone that enjoys singing in a group and students from Years 9 to 11 are involved. There is always opportunity for students to take on solo parts in the concerts we hold. One of our biggest events is our Academy Presentation Evening, held at Louth Town Hall; the LA Senior Choir is one of the main entertainment acts at the evening, performing a variety of different genres and styles.
• Jam Sesh! - Students who enjoy playing their instruments and being parts of band enjoy meeting to learn new songs and have a jam together.
• Inter-House Music Competition - This takes place during the academic year during school time. It is open to any student in Years 7 to 11 who can play an instrument or sing a song. It doesn't matter if you are at grade 8 standard or have taken no exams at all - anyone can represent their tutor group.

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How Can Parents/Carers Help their Child?

Encourage your child to practise regularly and take part in musical events in local community. In addition, speak to your son or daughter about how music has evolved in your lifetime. Music is so accessible now and it is difficult for them to understand when music was not instantaneous. If you can, attend a variety of local and wider field concerts and live music events. Encourage your child to use music apps and software, to develop their knowledge and understanding of music creation and technology. Share your likes and dislikes in music and justify them. Often, we find students struggle to justify their preferences and resort to the opinion that 'it's on the radio' or 'my friends like it'. Most importantly, have a variety of music playing in the house!

Visit Lincolnshire Music Service: 

Sign up for Non-Instrumental lessons FSM

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Future Pathways

Education	Careers:
BTEC Level 3 Nationals in Music BTEC Level 3 Nationals in Music Technology BTEC Level 3 Nationals in Music Performance A Level Music A Level Music Technology A Level Performing Arts BA/BMus degree in Music. BTEC Higher Nationals in Music (18+ course)	Professional Musician - Performer, Composer, Producer, DJ Sound Engineer Music Producer App/Tech developer Games designer Journalist Counsellor / Therapist Music Teacher Early Years practitioner Events / Arts Management Promoter Venue Management

 

Who to Contact for Further Information

• Curriculum Leader for Music - Mrs S Baker.

 

Curriculum Overview

The Physical Education curriculum at Louth Academy aims to provide students with the ability, motivation and confidence to be physically active for a lifetime. Our mission is to prepare students for the challenges that life brings and help guide them into becoming healthier, more active individuals who live longer.

It is our vision for every pupil to succeed and achieve their potential by providing an ambitious and robust curriculum. We strive to inspire our pupils through fun and engaging PE lessons that are enjoyable, challenging and accessible to all. Through our teaching of PE, we will provide opportunities for pupils to develop core values and transferrable life skills such as teamwork, respect and resilience as well as providing them with opportunities to take part in competitive sport.

Through the use of our assessment programme within core PE; Head, Heart and Hands, we aim to develop students' physical abilities but also key life skills that will help develop students as well-rounded individuals, which offers every student within Physical Education to opportunity to succeed

At Key Stage 4, Physical Education offers two qualifications; GCSE PE and BTEC Sport. Discussions with students and parents will take place to ensure that your Son/Daughter will have the opportunity to excel in the qualification that best suits them.

Key Skills Developed

• Develop competence to excel in a broad range of physical activities.
• Are physically active for sustained periods of time.
• Engage in competitive sports and activities.
• Lead healthy, active lives.
• Communication.
• Teamwork.
• Leadership.
• Problem Solving.
• Resilience.
• Personal Responsibility.
• Knowledge of Health and Fitness.

How can parents/carers help and support

• Encourage your son/Daughter to attend extra-curricular at school.
• Encourage your son/Daughter to attend community sports clubs.
• Encourage your son/Daughter to represent district/county/national competitions and teams.
• Visit sports museums with your son/daughter.
• Lead an active and healthy lifestyle.
• Encourage walking and cycling as a mode of transport.
• Go to the theatre to watch shows(dance).
• Encourage viewing of major sporting events such as the Olympics, The world cup, Wimbledon etc.

Useful Websites

• Topend Sports - Sports science and fitness.
• YouTube
• BBC Bitesize - School learning resources.
• AQA PE - Physical education qualification resources.
• Classroom 42 - Online teaching platform.

Curriculum Overview

Our R.E. curriculum helps students explore important questions about ethics, morality, spirituality, and belief. Students study a range of religious and non-religious worldviews and discuss topics such as the existence of God, life after death, authority, conflict, justice, and charity. Lessons also help students build valuable life skills and develop a better understanding of people and the world around them. By learning about different cultures, beliefs, traditions, and moral issues, students gain respect for the similarities and differences within local and global communities.

Key Skills Developed

• Enquiry: Investigating key beliefs, teachings, and practices.
• Interpretation: Analysing texts, sources of wisdom, and symbols to understand how meaning is expressed.
• Analysis: Examining the impact of religions on individuals, communities, and cultures.
• Communication: Using specialist vocabulary to explain diverse viewpoints.
• Empathy: Understanding and respecting different faiths and worldviews.
• Application: Applying insights gained to ethical issues and personal decision-making.
• Learning From Religion (Reflection & Evaluation):
  • Reflection: Considering own life experiences in relation to religious concepts.
  • Evaluation: Critically evaluating questions of meaning, purpose, and truth.

How Parents and Carers Can Support

• Check the student organiser regularly for homework, messages and key dates.
• Encourage a regular reading routine and ask students to explain what they have learned.
• Support revision by helping students create short, manageable study sessions.
• Contact the academy early if your child needs extra help or guidance.

Useful Websites

• BBC Bitesize
• Oak National Academy
• Seneca Learning

Curriculum Overview

Our science curriculum is designed to help students develop a wide range of valuable skills that prepare them for further study and everyday life. Through engaging lessons and practical investigations, students learn how to understand and explain the world around them - from the human body and ecosystems to energy and chemical reactions.

Key Skills developed

• Applying scientific concepts.
• Critical thinking.
• Problem solving.
• Planning investigations.
• Carrying out experiments safely.
• Recording and analysing data.
• Data handling and calculations.
• Scientific communication.
• Understanding scientific impact on society.
• Evaluating methods and evidence.

How parents and carers can support

• Encourage curiosity.
• Talk about science in everyday life.
• Support homework and revision.
• Make use of online resources.
• Promote good study habits.
• Support exam preparation (KS4).

Useful websites

• BBC Bitesize
• Oak National Academy
• Seneca Learning
• Cognito
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• YouTube Channels
  • FreeSciencelessons
  • Malmesbury Education

Curriculum overview

Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others' needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education make an essential contribution to the creativity, culture, wealth and well-being of the nation.

Key skills developed

Design and Technology will encourage students to:

• Prepare for participation in tomorrow's rapidly developing world of technologies.
• Use team skills to gain confidence in their own abilities and become creative problem solvers.
• Recognise needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems that successfully meet these demands.
• Practise skills in research, communication and management in design and production.
• Improve all areas of practical, spoken, and written communication skills through experiencing a wide range of learning styles from specialist teachers.
• Develop an understanding of aesthetics, social, moral and environmental issues.
• Experience working with CAD/CAM and other industrial based processes.

How Parents and Carers Can Support

• Talk to your child about what they are doing in their DT lessons.
• Ask to see their practical work and engage in a discussion.
• Show an interest in their school life.
• Engage in conversation about your Technology experience at school.
• Encourage them to support with DIY at home etc.
• Foster enquiry and support with wanting to make at home.

Useful Websites

• GCSE Bitesize
• Seneca Learning
• Youtube channels
• Design Technolgy Association
• Oak National Academy

The travel and tourism sector

The travel and tourism sector is the UK's third largest employer, accounting for 9.5 per cent of total employment. Tourism is one of the fastest growing sectors in the UK in employment terms, employing nearly 3 million people, and the value of tourism to the UK economy is approximately £121 billion (7.1 per cent) of UK GDP. In 2016, travel and tourism contributed 10.2 per cent of the world GDP, and the sector now supports 292 million people in employment - that's one in ten jobs worldwide.

What does the qualification cover?

This qualification, which is 120 Guided Learning Hours, is the same size and level as a GCSE. It is ideal for you if you are a pre-16 student working at level 1 or level 2 and would like to find out more about the importance of travel and tourism to the UK and world economies, and to build the skills and knowledge to progress to further learning. The qualification provides an engaging and stimulating introduction to the world of travel and tourism.

This qualification includes both UK and international tourism, and allows you to explore current issues affecting global travel and tourism organisations and destinations. It also includes topics such as destination management and relationships between organisations, as well as social and ethical responsibilities/sustainability.

You will explore some of the key areas within the sector, including: the contribution of travel and tourism to the UK economy; tourism development; trends in travel and tourism; how organisations meet customer needs; the location and appeal of different types of travel and tourism destinations; and the impact of travel and tourism on the local community, environment and economy. You will also prepare a holiday plan to meet customer needs, understand the different factors that influence global travel and tourism, and learn how travel and tourism organisations and destinations respond to these factors.

How will I be assessed?

The qualification consists of three components that will give you the opportunity to develop broad knowledge and understanding of the travel and tourism sector. Components 1 and 3 are Purpose statement - 603/3038/7 - Pearson BTEC Level 1/Level 2 Tech Award in Travel and Tourism - Version 2 assessed by your school through tasks or assignments. Your teacher will mark these, and so you will receive feedback as to how you are getting on.

The assessment for Component 2 covers the different factors that influence global travel and tourism and is sent away to be marked.

Component 3 builds directly on Components 1 and 2, and brings your learning together, using the knowledge, skills and techniques you have developed about travel and tourism organisations, features of destinations, types of visitors, travel, holidays and accommodation, factors influencing travel and tourism, how organisations respond to these factors, and managing tourism through sustainability and destination management, in a specific context. All of the work that you do throughout the course, including the tasks or assignments, will prepare you for this final task.

Where will this take me?

Once you have completed the qualification, you will have developed valuable knowledge, practical skills and a wider understanding of the travel and tourism industries. The skills and knowledge you gain will provide a sound basis for progression to further study of this sector. At level 3, this could be to A levels, BTEC Nationals (such as a BTEC National in Travel and Tourism or in Business) or a mixture of both. Alternatively, it could be to a BTEC Level 2 Technical Certificate, or an apprenticeship. The best option for you will depend on the grades you achieve in this and in other qualifications you have taken, what you enjoy doing and any advice you can access about the further learning and training opportunities available in your area.

What other subjects go well with travel and tourism?

This qualification is designed to be taken as part of a broad and balanced curriculum at Key Stage 4. It will sit well alongside GCSEs in EBacc subjects including languages, maths and geography; non-core GCSES, for example, Business; and/or other Technical Awards, e.g. a BTEC Level 1/Level 2 Tech Award in Enterprise, to provide both curriculum breadth and the skills needed to make informed choices about study post-16. It complements GCSE Geography in particular, putting into context some of the knowledge and skills developed in the study of that subject.

Where can I find out more?

Further information about this qualification can also be accessed here.