Our curriculum design is intended to provide all pupils with the knowledge, skills and experiences that will equip them to succeed in life beyond school. Everything that we plan for our pupils – in lessons, out of lessons and outside of school hours – contributes to our curriculum offer. We aim to provide a stimulating and engaging curriculum that gives our pupils an effective, rounded education that facilitates them to become the best version of themselves.
Our Key Stage 3 curriculum has the National Curriculum at its core, providing pupils with opportunities to access a range of academic, creative and sporting experiences.
At Key Stage 4 and 16-19, we offer a hybrid of academic and vocational qualifications and courses to match pupil aptitudes, aspirations and needs, that also provide our pupils with appropriate pathways for progression.
Click on the relevant year group to view our curriculum offer:
Key Stage 3:
Key Stage 4:
Our PSHE Curriculum can be found below:
Each year group in Key Stage 3 has a homework schedule to ensure a manageable volume of homework is set over the course of our two-week timetable. Up to two homework tasks may be set each day. English, maths and science homework is set once a week. Other subjects will set homework once a fortnight. Click here for the KS3 homework timetable.
KS4 and GDA6 pupils have varied timetables therefore the setting of homework will reflect the individual learning programme undertaken.
Teaching and Learning
Our teaching staff are reflective and continuously strive for improvement so that we better serve our community. This involves the acknowledgement that continually improving subject knowledge and pedagogy is required. Teachers are empowered and understand the most effective way to teach their subject.
A culture of lifelong learning that is underpinned by a supportive coaching model exists at our school. Improvements in teaching and learning are based on research that is relevant for our community. Through having an open culture, all feedback is an opportunity for learning and reflection.
Although a typical George Dixon Academy classroom does not exist because every subject and we as teachers are different, there are features that are common to us all, such as mutual respect, inclusiveness, high expectations and positive relationships. We are consciously promoting and modelling effective learning behaviours and are continually assessing how effectively we are doing this. Deep subject knowledge is shared with passion. Calculated risks are taken in the classroom, comfort zones are stepped out of, and opportunities are sought to learn from experiences that go less well.