Curriculum Intent

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.

'The emphasis placed on the learning environment is clearly illustrated in the school. These elements, combined with Goodwin’s commitment to the development of psychological well-being, have resulted in learning and teaching that is focused on the holistic development of every child.'

- University of Exeter, 2022. 

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.


Our curriculum drives students to aspire to brilliance in all areas by promoting opportunities for academic excellence through a broad and balanced learning experience that stimulates students to be imaginative, creative and reflective in their learning.​


Our curriculum motivates students to become confident and successful individuals who are able to live safe, healthy and fulfilling lives regardless of their individual circumstances. The curriculum is designed to enable students to experience the wider world around them, meaning students build the cultural capital needed to successfully engage with a wide variety of social contexts. These opportunities for cultural development are embedded in subjects, in enrichment activities and through our ‘Aspirations’ curriculum.​


Our curriculum emphasises students’ roles as responsible citizens who can make a positive contribution to society, upholding the fundamental British values of democracy and individual liberty. Our curriculum provides our students with the opportunities to experience a diverse range of cultures equipping them for their roles as both local and global citizens.​


Our curriculum sequencing ensures students develop long term knowledge, skills and understanding which can be effectively transferred to new opportunities. We develop lifelong habits to be successful within the Academy and beyond. The use of Thinking Tools is embedded into our curriculum to support students to develop metacognitive approaches, creating awareness of both their own strengths and of areas they would like to develop to be ready for the next step in their life journey.


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:

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




















Performing Arts






Physical Education

Year 786933223222224
Year 886933223222224
Year 986932223222224


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


Year Group Pathway








Option A


Option B


Option C


Option D




Physical Education

Year 10898555523
Year 11898555523


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



Year Group Pathway

Option AOption BOption COption DAdditional Qualifications
Extended Project (EPQ)Finance (LIBF)Maths RetakePSHE Enrichment

Year 12

Each option block is allocated a total of

10 hours per fortnight per subject

Year 13444