Curriculum

What about children who are low achievers academically? Will they be given opportunities to take part in apprenticeship schemes which will help encourage them into paid employment?
The Academy would aim to provide a balance between academic and vocational courses, including apprenticeship schemes where appropriate.

Would you also be specialising in Design & Technology? If not I would like to recommend that you also add this to science and sport.
There is a strong possibility of engineering being included in some science courses and of an engineering diploma being offered. Links with engineering firms in the town have been explored. However, the Academy proposals already identified two specialisms (see below) and it would not be appropriate to add another formal one at this point.

How would the emphasis on science work in practice? What is the balance between science and sport?
At this stage it would be inappropriate to give precise constraints to Governors and a Principal who have yet to be appointed. In general, however, joint specialisms make equally significant and distinctive contributions. It is usual for Science as part of the core curriculum of all schools, to have greater teaching time than Sport in Key Stages 3 and 4, though Sport tends to have more teaching time and extracurricular activities than in non-specialist schools. The Academy with specialist status would have 21st century facilities for both subjects, developing outstanding teaching and learning by:

Emphasising engineering in a town with a strong engineering history
Linking with the University of Gloucestershire, Pate’s Grammar School (which also has specialist status in science), The Cheltenham Ladies’ College and Gloucestershire College to develop the subject through shared teaching and imaginative projects
Linking with specialist sports provisions already in the town and region
Making sports leadership a key part of students’ experience and using the distinctive leadership qualities associated with teaching sport a resource for all staff to draw on.

What proposals for Behaviour for Learning (BFL) are there? Will there be a separate BFL unit?
At this early stage proposals do not specify the specific policies that the Governors and Principal might use. BFL or something similar may be their choice or other approaches may be preferred. There is no doubt, however, that the Academy has a strong commitment to establishing the most secure, constructive, and supportive working environment possible.

Will pupils at the Academy follow the National Curriculum?
Academies are not bound by the National Curriculum; however, they must teach the core subjects and carry out Key Stage 3 (KS3) assessment in English, maths and science. This is seen as one of the key freedoms of Academies that underpins their ability to make the curriculum relevant to their pupils. Pupils attending the proposed Cheltenham Academy will follow a broad curriculum, including the core subjects of Mathematics, English, Science and Information and Communication Technology, in addition to a range of academic and vocational courses.

Will Ofsted inspect Academies more often?
Academies are inspected by OFSTED using the same framework as for maintained schools. A full inspection is carried out on an Academy within 5 to 6 terms of opening.

What about the sixth form? Would it open September 2011 and how would places be offered?
There is currently no post-16 provision. A Sixth Form would open in 2011 offering a range of Level 2 and Level 3 courses, including the new Diplomas and Modern Apprenticeships which encourage partnership between schools and business & commerce. Academy students should have a 6th form place provided they meet the criteria for entrance to the courses they wish to follow.