Approach to Learning

The HSAEL curriculum aims to enact our mission that every student will be a leader in their chosen field, with many choosing to be leaders of STEM.

It is through our well taught, academic curriculum that we will ensure that every student will leave HSAEL with the academic currency to gain entry to elite universities and professional careers.

We offer a rigorous and traditional curriculum, rooted in academia and building education.

The intent of the HSAEL curriculum is to embody our values:

Context:

• KS3 Curriculum Allocation

  Subject KS3 lessons per fortnight (100-minute lessons)

• English Language and Literature 5
• Mathematics 5
• Science 4
• MFL 4
• History 2
• Geography 2
• RS/Philosophy 1
• Art & Design 1
• Computer Science 1
• Music 1
• Physical Education 2

KS4 Curriculum Allocation + Ebacc

 Students take their Best 8 GCSEs to give them the highest possible APS.

 

Core Subjects

Subject Lessons per fortnight (100 minute lessons)

• English Language and English Literature 5
• Maths 5
• Science 4
• Physical Education 1

Specialisms

• French 3
• Computer Science 3
• History 3
• Geography 3
• Religious Studies 3
• Citizenship 3
• GCSE Physical Education 3
• Art, Crafts and Design 3
• Music 3

 

Stretching our more able students through the curriculum:

HSAEL approach to setting:

At the beginning of each new term, changes may be made to class groupings to reflect the progress that students have made and considering other factors.

At the heart of our model for independent practice, is the pathway model which allows for differentiated learning. Students will be placed on a pathway using their KS2 data, baseline tests and their progress over time. Students will be allocated to either Alpha, Beta or Gamma pathway. Student progress across key stages may result in moving up a pathway.

When researching strict setting, the evidence is clear: the majority of students do not perform better when they are in a group set by ability; however, some form of streaming does allow for rapid progress. At HSAEL, we strike a balance in our setting to allow for broadly mixed ability, withing a small range. This means that there are levels of challenge, as well as support, suitable for each specific class. A change of group does not define their progress per se, but that their teachers may find a change of surroundings more fruitful for the student’s success.