A curriculum that delivers an education of excellence for all. Leigh Academy Minster aims to equip students with the knowledge, skills and experiences so that they can play an active and informed role in modern 21st Century Britain.
We believe passionately in the mastery of the core within a broad, balanced and coherent curriculum that develops the whole child holistically. Our curriculum is also shaped by our local context, with explicitly planned opportunities for students to learn about where they live and the community around them.
The curriculum is shaped by, and deeply rooted in, the strongest available evidence about how students learn and retain knowledge in the long term. We value the uniqueness of each subject we offer. We are committed to students engaging deeply and comprehensively with both substantive and disciplinary knowledge so that they achieve strong outcomes throughout each phase of the curriculum: the Middle Years Programme (MYP), a two year Key Stage 4 (GCSE’s and BTECs), and the International Baccalaureate Careers Programme (IBCP), A Levels and Vocational Technical Qualifications (VTQ).
Our curriculum prepares students to lead fulfilling and successful adult lives: inquisitive, articulate and internationally engaged, our students are defined by their boundless thirst for knowledge, self-improvement and learning.
We have deliberately planned and sequenced a 7 year curriculum journey. We have identified and considered the knowledge, skills and values that enable academic excellence and develop quality of character. Leaders and teachers then plan backwards from this point, to ensure that at each phase of their journey they receive a rigorous, coherently and intelligently sequenced curriculum.
Our robust assessment practices carry real meaning: they explicitly challenge the misconceptions of students, so that our lessons are unapologetically focused on removing the barriers to learning for all learners. Students are required to take responsibility for their learning, with opportunities to reflect and improve on their understanding of the knowledge, skills and concepts they have been taught.
Students have deep and substantive knowledge precisely because this is deliberately planned, honed and mastered. Our schemes of learning are interleaved, providing ample and timely opportunities to purposefully practice skills and retain knowledge in the long term.
We strive towards our students increasingly making progress at or above national standards. We do this precisely because they have engaged deeply and meaningfully with a broad and balanced range of diverse and challenging academic and vocational disciplines. Students can make informed post-18 decisions, most suited to their interests, abilities and future career goals due to the quality of the qualifications and character development they have received at our academy.