Our Curriculum Model Rationale and Entitlement

The architecture of our curriculum model designs the structure and allocation of our subject and wider curriculum delivery across each year group and key stage. Our curriculum model is designed to ensure we effectively deliver our Trust’s shared curriculum intent by providing a broad and balanced curriculum and rich educational experience. We also design our Alternative Provision’s curriculum model to best meet the needs of our students and locality reflecting upon courses that support the local and national job market and those that have been positive destination subjects for our students. 

At Outwood Alternative Provision Eston, we want all students to leave secondary education as well rounded individuals prepared for further education and their chosen future career. We believe a broad and balanced curriculum suited to the specific needs of our students supports this ambition; an ambition that underpins our vision to put students first, raise standards and transform lives. To ensure all students are prepared for life after education, we provide sustained academic rigour through quality teaching and learning to develop the values, skills and behaviours all young people need to achieve their ambitions.

We provide education and pastoral support to students in KS3 and KS4 who are at a high risk of permanent exclusion; students referred to us from the seven Outwood Academies throughout the Tees Valley. Our curriculum rationale reflects the value we place on developing our students’ personal growth and their understanding of themselves, others and the world they inhabit. 

Our curriculum is designed to support students in overcoming their academic and social difficulties so that they can achieve their optimum potential by developing their confidence, self-esteem and ambition for the future. Rooted in the expectations of a mainstream curriculum, and firmly linked to the National Curriculum, our offer is differentiated to meet the needs of each individual to ensure every student understands their emotions, improves their ability to regulate their behaviour and re-ignite their love of learning. 

Our aim is to promote a culture that effectively breaks down the barriers to learning by creating a safe and stimulating learning environment based on individual need. We believe that the enhancement of a child’s sense of worth, and an understanding of their place in society, with a strong focus on academic qualifications, are the key to success. We promote the re-engagement of learners and help them to achieve their optimum learning potential. This is underpinned by staff working in partnership with parents/carers and other stakeholders to achieve the very best for all students. Our Alternative Provision is committed to promoting positive mental health and physical well being.

To ensure all learners have access to the curriculum, we practise a variety of effective teaching and learning strategies that engage, encourage and enable all students to achieve good or outstanding outcomes. We believe that Outwood Alternative Provision Eston has a collective and individual responsibility to deliver a broad, and balanced curriculum and learning experience of the highest quality to bridge learning gaps. We operate strong inclusion practices and promptly intervene to support students experiencing barriers to  learning to ensure they can access the curriculum and enjoy school. 

Whilst maintaining the integrity of an Outwood Secondary Curriculum, our curriculum is adapted to meet the needs of students requiring an Alternative Provision. 

In key stage three, students follow the National Curriculum and in a way  that mirrors the approach of our mainstream academies. Students are provided with a curriculum that offers breadth and balance for all with the appropriate level of challenge and expectation; it offers relevance, continuity and progression in learning. The subjects covered are; English, maths, science, ICT, health and wellbeing/PE (some students in Y9 study GCSE Sports Studies to enhance engagement), art, iMedia, health & beauty, geography, history and guidance. Guidance includes; behaviour intervention, PSHE, religious education, careers education, citizenship, relationship, sex and health education and personal development. 

In Key Stage 4, students study; English language, English literature, mathematics, combined science, art & design, iMedia, sports studies, hair & beauty. Where necessary, students gain practical work experience and accreditation in a range of vocational areas such as; life skills and preparation for working life. 

Students access off-site provision for the following accreditation; vehicle systems maintenance, construction and public services.

Care & Guidance underpins all aspects of our inclusive provision assisting our students to enjoy their education, feel valued and develop both academically and personally. All students are supported in their learning and encouraged to engage in every aspect of school lif