Riverside Meadow Academy
Curriculum Intent
At Riverside Meadows Academy, we believe that every pupil deserves access to an ambitious, broad, and balanced curriculum that inspires curiosity, builds confidence, and supports individual needs.
Many of our pupils join us at different points throughout the academic year, often from a wide range of educational settings. Some have experienced significant disruption to their previous schooling, resulting in gaps in learning as well as in social and emotional development. Our curriculum is therefore designed to be flexible, personalised, and responsive, ensuring that every pupil is supported to re-engage with education and make progress from their individual starting point.
Our curriculum is carefully planned, well sequenced, and rooted in high expectations for all. It focuses on helping pupils close gaps in prior learning and develop strong foundations in key areas such as English, reading, mathematics, PSHE, and the wider curriculum. This ensures pupils gain the essential knowledge and skills they need to succeed both in school and beyond.
Strong, trusting relationships sit at the heart of everything we do. We recognise that pupils learn best when they feel safe, understood, and valued. By creating a calm, inclusive, and nurturing environment, we support pupils to improve behaviour and attendance, rebuild confidence, and develop a strong sense of belonging.
Our curriculum is delivered through clearly defined and fully supported pathways. Each pathway is designed to meet pupils where they are, build on their strengths, and support steady progress.
Through this approach, pupils develop the knowledge, skills, and confidence required for their next steps into further education, employment, or training.
We are committed to developing the whole child. Alongside academic learning, we prioritise personal development, emotional resilience, and essential life skills. Through our curriculum and pastoral care, we enable pupils to aspire, learn, and succeed, developing the confidence, character, and skills needed for life beyond school.
Curriculum Intent
Key Stage 3
- At Key Stage 3, all pupils undergo a thorough baseline assessment on entry. This includes a range of standardised and diagnostic assessments, such as the PASS survey, and Progress Tests in English, mathematics, and science. Together, these assessments provide an accurate and holistic understanding of each pupil’s starting point, including their academic strengths and gaps, learning behaviours, and wider social and emotional needs. The information gathered forms the foundation for planning an individual learning journey that is meaningful, achievable, and ambitious.
- Following assessment, baseline outcomes are used to determine pupils’ initial teaching groups. Pupils are placed into mixed-age classes according to their point of need rather than their chronological age, ensuring that teaching groups are closely aligned to each pupil’s stage of development and readiness to learn. This enables staff to adapt the curriculum appropriately, target teaching more effectively, reduce barriers to learning, and support suitable and sustained progress.
- Mixed-age grouping allows our curriculum to remain flexible, adaptive, and highly personalised. Teaching and learning opportunities are carefully tailored to meet individual needs, ensuring pupils receive the right balance of challenge and support. Through this approach, pupils are supported to rebuild confidence, acquire essential knowledge and skills, and develop positive learning behaviours, relationships, and routines, preparing them for a successful transition onto their next pathway in Key Stage.
|
KS3 Pathway |
Number of Lessons |
|---|---|
| English (+1 intervention) | 5 |
| Maths (+1 intervention) | 5 |
| Science | 2 |
| PSHE | 4 |
| Food Technology | 2 |
| PE | 3 |
| Humanities | 2 |
| ICT | 1 |
| Adventure Learning | 2 |
| Art | 2 |
| Enrichment | 2 |
Key Stage 4
- At Key Stage 4, our curriculum builds on the foundations established in Key Stage 3 and is structured to support pupils as they prepare for adulthood and their next steps beyond school. All pupils continue to receive personalised support to ensure their pathway reflects their strengths, needs, and aspirations.
- Our Key Stage 4 curriculum is delivered through two clearly defined pathways, each designed to provide appropriate challenge, meaningful qualifications, and preparation for post-16 education, employment, or training.
- The first pathway is designed for pupils who are ready to access GCSE courses in core subject areas, alongside vocational and BTEC-style qualifications. This pathway offers a balanced and ambitious curriculum that enables pupils to achieve recognised qualifications, develop subject-specific knowledge, and build the study skills, independence, and resilience required for success at post-16 and beyond.
- The second pathway is designed for pupils who require a more supportive and flexible route. This pathway focuses on Entry Level and Functional Skills qualifications in English and mathematics, alongside a strong emphasis on reading, PSHE, careers education, and preparation for post-16 pathways. Pupils following this pathway are supported to develop essential life skills, confidence, and independence, ensuring they are well prepared for adulthood and future destinations.
- Across both pathways, high-quality teaching, strong relationships, and targeted pastoral support remain central to our approach. Through personalised learning, clear progression routes, and purposeful preparation for life beyond school, we support pupils to aspire, learn, and succeed as they move on to their next stage.
|
KS4 GCSE Pathway |
Number of Lessons |
|
GCSE English |
5 |
|
GCSE Mathematics |
5 |
|
GCSE Combined Science |
3 |
|
PSHE |
2 |
|
Food Tech |
2 |
|
IT |
1 |
|
Core PE |
2 |
|
Enrichment |
2 |
|
Options subjects – each pupil chooses 2 options |
|
|
GCSE/ BTEC Art and Design |
4 lessons per option |
|
GCSE Psychology |
|
|
GCSE History |
|
|
GCSE Geography |
|
|
CRC Construction |
|
|
BTEC Land Based Studies |
|
|
BTEC Media |
|
|
BTEC PE |
|
KS4 Hybrid Pathway |
Number of Lessons |
|
ELC/FS LEVEL 1 English |
5 |
|
ELC/FS LEVEL 1 Mathematics |
5 |
|
ELC Science/ BTEC science |
3 |
|
Food Tech |
2 |
|
PSHE |
2 |
|
IT |
1 |
|
Core PE |
2 |
|
Enrichment |
2 |
|
Options subjects – each pupil chooses 2 options |
|
|
BTEC Engineering |
4 lessons per option |
|
CRC Construction |
|
|
BTEC Land Based Studies |
|
|
BTEC Art & Design |
|
|
BTEC Life Skills |
|
|
BTEC PE |
|
|
BTEC Media |
Preparation for Adulthood
Careers Education
Gatsby Benchmarks
The Gatsby Benchmarks are the result of an International Study to find the best practice in Career Guidance worldwide. From this study, eight benchmarks were drafted which define the essentials of good career guidance. Riverside Meadows Academy has developed a framework based on these eight benchmarks, which reflects our commitment to excellent practice in Careers Guidance.
View our framework document here: Gatsby Benchmarks