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Goodwin Academy Curriculum Intent Statement:

Goodwin Academy context:

  • Goodwin Academy is a coeducational secondary school of 800 students in Years 7-13.
  • Goodwin Academy is based in Deal which is a coastal town in the SE of Kent
  • Goodwin Academy serves a community:
    • with higher than national levels of deprivation with 36% of students eligible for Pupil Premium funding and 41% are classified as “disadvantaged”.
    • which is predominantly white British working class with below national levels of EAL and BME students attending the school.
    • which is below national for prior attainment upon entry.

Curriculum Intent Statement: 


Intended curriculum outcomes:

At Goodwin Academy we aim to deliver the following ambitious outcomes for our students. Our vision for the curriculum is based around ‘Be Your Best’, so that all students achieve the highest standards of which they are capable.

The BEST Agenda represents B=Brilliance, E=Enrichment, S=Society and T=Thinking.

Through our curriculum, Students will:

  • aspire to brilliance in all areas of the curriculum by being imaginative, creative and reflective in their learning.
  • develop awareness of their own strengths and areas they would like to develop to enable them to be ready for the next step in their life journey.
  • use the Goodwin Gateways to develop lifelong habits to be successful within the Academy and beyond.
  • develop long term knowledge, skills and understanding which can be effectively transferred to new opportunities.
  • develop the cultural capital to successfully engage with a wide variety of social contexts in the wider world around them.
  • become confident and successful individuals who are able to live safe, healthy and fulfilling lives regardless of their individual circumstances.
  • become responsible citizens who make a positive contribution to society, upholding the fundamental British values of democracy and individual liberty.

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At Goodwin Academy, students will follow one of the following academic pathways:

Accelerate (Grammar) pathway – is designed for our more able students who achieved a standardised assessment score of 105-107+ in a suitability assessment, offering the traditional EBacc pathway with additional stretch towards Triple Science and GCSE Statistics. The pathway allows learners to pursue a wider range of academic subjects beyond KS4.

Aspire pathway– is offered to students with the core EBacc subjects as a spine, however languages are not compulsory at GCSE. Students, who excel, have the opportunity of transferring to the Accelerate pathway allowing access to the additional stretch and challenge required. Pupils are able to choose GCSE subjects that best suit their future study plans.

Achieve pathway – is a bespoke pathway offered to students who require additional learning support, such as literacy and/or numeracy. At GCSE, the emphasis is placed upon selecting subjects in which students are likely to succeed and support future career aspirations.

A Curriculum For All

The Goodwin Academy aims to eliminate discrimination and other conduct that is prohibited by the Equality Act 2010. This is achieved through the fostering of good relationships, promoting equality of opportunity between people and offering a broad and diverse curriculum that is accessible by all pupils.

We aim to promote students’ spiritual, moral, social, and cultural development, with special emphasis on promoting equality, diversity and eradicating prejudicial incidents for pupils and staff. Our school is committed to not only eliminating discrimination, but also increasing understanding and appreciation for diversity.

At Goodwin Academy, all teachers are teachers of SEND and are accountable for the progress and development of all students. Quality First Teaching is our first step to support students with SEND, following the Special Educational Needs and Disability Regulations 2014. Teachers work with the SENCo to implement the graduated approach (assess, plan, do, review) to ensure that student needs are met and the curriculum is accessible. The adaptations that we make include, but are not limited to:

  • Differentiating the curriculum to ensure it is accessible to all students
  • Adapting class resources
  • Using recommended support aids (such as coloured overlays and laptops where necessary)
  • Implementing the access arrangements in line with JCQ regulations
  • Adapting our teaching in order to support the recommendations on the Individual Profile for each SEND students

Within the main building of the school there is a lift for students to access all floors, each floor has at least four disabled toilets. The Sports Hall block is also easily accessible with disabled facilities. The site is clearly sign posted and visual timetables are available for students who need them. Teachers are accustomed to utilising technology to enhance the visual and auditory environment and bespoke arrangements can be implemented where appropriate. In order to facilitate good communication with parents whose first language is not English, we are able to access interpreters through the Trust, wider community or local authority.

At Goodwin Academy, we have some students that may be within the lowest 20% academically. To support them to improve their knowledge and understanding we have some of the following strategies available:

Achieve Pathway

  • Bespoke curriculum design
  • Greater focus on literacy and numeracy
  • Reduced movement during the school day
  • Greater focus on developing social skills through circle time
  • KS4 students have study skills within the curriculum time without impacting P8 potential

Quality first teaching principles using our think first agenda

  • Differentiated and targeted questioning
  • Smaller class sizes with greater adult support where required
  • Increased thinking time
  • Modelling solutions
  • Scaffolded resources

Mentoring for students

  • Academic mentoring for students in KS4
  • Resilience and Behaviour Team support – 1:1 or small group
  • Sixth Form buddies
  • Boys Group

Student interventions

  • Interventions identified in Class Data Files
  • In and outside class interventions
  • Lexia and “The Big 3” literacy programme
  • Team around Child (TAC) meetings

“Keep Up, Catch Up” programme

  • Sequencing maps
  • Knowledge banks
  • Retrieval
  • Catch Up Premium funding

If stakeholders would like further information of any aspect of our curriculum please contact the school office at

Curriculum Allocations – Academic Year 2021-22

Key Stage 3 – hours per fortnight per subject (50 hours in total)


Year Group Pathway

Maths Science English History Geography Social & Moral MFL Art Computer Literacy Performing Arts Technology Music Physical Education
7 Achieve 8 8 21 2 2 2 2 2 3
7 Aspire 8 8 8 4 4 2 3 2 2 2 2 2 3
7 Accelerate 8 8 8 4 4 2 4 2 2 1 2 2 3
8 Achieve 8 8 21 2 2 2 2 2 3
8 Aspire 8 8 8 4 4 2 3 2 2 2 2 2 3
8 Accelerate 8 8 8 4 4 2 4 2 2 1 2 2 3
9 Achieve 8 8 21 2 2 2 2 2 3
9 Aspire 8 8 8 4 4 2 3 2 2 2 2 2 3
9 Accelerate 8 8 8 4 4 2 4 2 2 1 2 2 3

Key Stage 4 – hours per fortnight per subject (50 hours in total)


Year Group Pathway

Maths Science English Option A Option B Option C Option D Impact Learning Physical Education
Year 10 8 9 8 5 5 5 5 2 3
Year 11 9 9 9 6 6 6 2 3

Key Stage 5 – hours per fortnight per subject (50 hours in total)


Year Group Pathway

Option A Option B Option C Option D Additional Qualifications PSHE Enrichment
Extended Project (EPQ) Finance (LIBF) Maths


English Retake
Year 12 Each option block is allocated a total of

9 hours per fortnight per subject

6 6 6 6 2
Year 13 6 6 6 6 2