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Believe
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The curriculum at Arbour Academy intends to promote learning, personal growth and emotional wellbeing. As an academy, where appropriate, we follow the National Curriculum alongside a bespoke curriculum for each student, which is broad and ambitious, combining academic subjects with a range of vocational and therapeutic activities that the academy organises both onsite and with outside agencies. We place equal value on both aspects of our curriculum, believing that this combination enriches the pupil experience and develops the resilience and emotional growth of those in our care. We aim to teach our pupils those positive, responsible behaviours, including social and basic life skills so that they may become contributory members of the extended community in their lives outside the academy.
Our ambition for all pupils is for them to be given opportunities that will offer them the best understanding of how to be successful in 21st Century Britain. At Arbour Academy we explore and develop all opportunities that allow pupils to experience activities beyond the classroom in line with their more socially advantaged peers. Activities have included swimming, climbing, ice-skating, learning to play a musical instrument or furthering their exploration and enjoyment of life skills such as preparing and cooking their own meals.
In addition to this, we have forged links with local artists and businesses that further enrich the cultural capital of the pupil experience at Arbour Academy. The Lowry Theatre have provided pupils with work experience placements as well as drama and media workshops, and students make regular visits to local places of interest and heritage such as Salford Museum and Chester Zoo.
We strive to ensure our young people are developing the skills and knowledge they need to make informed and aspirational career decisions throughout their working life. We do so through a comprehensive programme of Careers Education, Information, Advice and Guidance (CEIAG) and have been recognised for achieving the Gatsby Benchmarks of good practice (DFE- Careers Strategy 12.17). A combination of access to an independent careers adviser coupled with specialist onsite support helps us to ensure that our pupils all have realistic plans in place to take their first step towards employment on leaving our school.
Our mission statement states that we care for young people and their families – providing them with opportunities to learn and flourish. We pride ourselves on our high expectations of what our young people can achieve, academically, socially and emotionally, and extend that support outwards to ensure their families can flourish too. The curriculum is created to re-integrate students who face barriers to school attendance or those with extreme anxieties. This is the true strength of our curriculum here at Arbour Academy, meeting as it does the needs of those young people and their families by empowering them to embrace education once again - allowing it to enrich their lives and positively impact upon their future beyond our walls.
English is a fundamental subject, as it empowers students to communicate effectively and engage critically with the world around them. At Arbour Academy, the study of English goes beyond mastering reading and writing; it encourages students to think creatively, express their ideas with clarity, and approach texts with curiosity and insight.
We know that reading is crucial to accessing all areas of the curriculum and for future success. That’s why we are committed to making every pupil a reader. For students at the earliest stages of reading, we provide daily phonics intervention to support their literacy development.
Our English curriculum is thoughtfully structured to be both engaging and adaptable, meeting the diverse needs of all learners. We recognise that many students may have gaps in their learning, and we work hard to close those gaps through careful planning, targeted interventions, and personalised support. We also build strong, positive relationships between teachers and students, fostering a love of literature and language, even for those who may have struggled in the past. High expectations of behaviour and effort are integral to our English lessons, ensuring that each student feels supported and motivated.
Lessons are carefully sequenced to build on prior knowledge, helping students to retain and recall key information while extending their understanding. We provide plenty of opportunities for both guided instruction and independent practice, allowing students to confidently develop their reading, writing, and analytical skills. By breaking down new concepts into manageable steps, we ensure that students move at a pace that suits their learning needs, enabling them to achieve their full potential.
At Arbour Academy, we prepare our students not only for their next phase of education or work but also to become thoughtful, articulate individuals who can thrive in a range of contexts. Whether through creative writing, exploring literary texts, or enhancing their communication skills, our aim is to help every student develop a lifelong appreciation for English and its power to connect, inform, and inspire.
As a core subject, mathematics is important as it has the capacity to enable us to think more deeply and intuitively about the wider world. The study of mathematics is not just about learning the core content, but also about training students to think logically and approach problems with resilience and tools to unpick the problem and find a solution.
At Arbour Academy lessons are carefully planned to be engaging, personalised and flexible enabling students to reach their full potential, whatever their starting point.
Good quality, positive relationships are built with pupils helping to ignite an interest in maths and reconnect pupils with a subject they may have previously had a negative experience in. We foster high standards and expectations of behaviour and positive attitudes in Maths lessons.
Tasks and lessons are well differentiated and/or scaffolded to meet the needs of all pupils, so they are able to access the work and be successful in their learning.
The sequencing of our curriculum has been designed to allow our students, irrelevant of ability, to progress successfully through the content. Sequencing helps students recall prior knowledge and understanding from the National Curriculum, allowing them to apply and extend their knowledge further. It is our aim that through careful sequencing we will be encouraging students to develop and use their long- term memory more, thus freeing up their short-term memory to allow them to interact with new material more productively.
At Arbour we help students gain confidence, acquire skills for life and be prepared for the next phase of education, training or the workplace. Students who leave school with critical thinking skills and effectively problem solve are better equipped to be numerate in multiple settings across society and flourish in a variety of fields.
Lessons built on prior knowledge and provide sufficient opportunity for guided and independent practice. Teachers present all new materials in small steps with students giving them sufficient time to practice those new steps. Moving individual students on at their own pace allows them to secure their own end points and achieve their own potential.
Science education at Arbour Academy focuses on providing learners with sequential opportunities to fill in knowledge gaps and consolidate their understanding. Our science curriculum is sequenced to build secure knowledge and understanding across biology, chemistry, and physics, reinforcing connections between topics to aid retention. Key scientific concepts are introduced gradually, reducing cognitive overload and allowing for deeper exploration at a manageable pace. Practical work is embedded throughout, with an emphasis on hands-on learning to promote engagement and confidence.
At years 10 and 11 we offer a double GCSE in combined science as well as a single GCSE in biology.
The synergy combined Science pathway shifts the focus to looking at the overlaps between biology, chemistry, and physics integrating real-world contexts. The curriculum is designed to develop scientific knowledge, practical skills, and analytical thinking while ensuring accessibility and support for learners with Social, Emotional, and Mental Health (SEMH) needs. The structure of the course focuses on two exams on Life and Environmental Sciences and two examinations on Physical Sciences. The course provides a more manageable assessment structure, alleviating exam-related stress while maintaining academic rigour.
Our alternative to the GCSE combined science curriculum focuses on pupils obtaining a single GCSE in biology, whilst also studying aspects of entry level science. This pathway offers a structured and manageable curriculum that focuses on real-life applications, making it more accessible for students who have struggled with continuity in their learning. This pathway still provides a route to further education and employment in healthcare, environmental science, and other related fields at our local post-16 providers.
To support our leaners needs, our curriculum incorporates structured and scaffolded learning, ensuring clarity and reducing cognitive overload. Practical work is embedded throughout, offering hands-on experiences that enhance engagement and understanding. The emphasis on scientific literacy, problem-solving, and data analysis is tailored to develop confidence and resilience in learners.
Throughout their time at Arbour all learners will have the opportunity to participate in carefully planned curriculum visits that fit into the sequence of learning. Examples include visits to the Jodrell Bank Discovery Centre for our key stage 3 learners when they are studying Space in the Summer term. By immersing them in real-world astronomy and science. It supports the curriculum by enhancing their understanding of space, physics, and technology through interactive exhibits and the iconic Lovell Telescope. The visit provides a unique opportunity for learners to experience cutting-edge science, making learning exciting, relevant, and memorable.
Further visits to Chester Zoo, The Science and Industry Museum and The Catalyst Discovery Centre are also planned to enhance the science experience for our learners.
At Arbour, we utilise Project-Based Learning to deliver a rich and engaging curriculum across a diverse range of foundation subjects. This innovative approach is particularly effective for students who may not thrive with traditional, subject-specific methods. By embedding learning within meaningful projects, we create dynamic experiences that inspire curiosity, encourage collaboration, and promote a deeper understanding of key concepts.
We are driven to provide our students with hands-on learning experiences that feel applicable to their real lives. We want them to see the purpose behind their learning and understand how it connects to the world around them. To achieve this, we incorporate as many opportunities as possible for hook lessons. These lessons are designed to spark students’ initial interest in a topic and to maintain their engagement throughout the duration of the project.
Our approach ensures comprehensive coverage of essential disciplinary knowledge within each topic. Students are explicitly guided to understand which subject they are studying as part of their project, with topics carefully aligned to the wider curriculum. This alignment helps students build a solid foundation of knowledge, enabling them to grasp more complex ideas and concepts as they progress through their learning journey.
The core of our PSHE curriculum is grounded in the belief that education should provide both mirrors and windows for students – mirrors that reflect their own lives and experiences, fostering a sense of identity and belonging, and windows that open up new perspectives and understanding, encouraging empathy and appreciation for the diverse world we live in. This philosophy shapes our approach to teaching PSHE, ensuring that every lesson is a step towards building well-rounded, compassionate, and informed individuals.
Our vision for PSHE at Arbour
Our computing curriculum inspires curiosity and builds essential digital skills through innovative, hands-on learning. Using the comprehensive resources from the Raspberry Pi Foundation, our program covers topics like programming, data science, digital media, and online safety. These lessons are designed to be inclusive, scaffolded, and flexible, ensuring every student can thrive.
Through engaging activities such as creating digital animations, exploring networks, and developing physical computing projects, students not only learn how technology works but also how to use it creatively to solve problems. Real-world applications and collaborative tasks make learning relevant and enjoyable, while principles like "unplug, unpack, repack" ensure abstract concepts are made accessible.
The curriculum aligns with the national standards, integrating research-based teaching strategies and assessment tools to monitor progress effectively. By combining digital literacy with critical thinking, our goal is to equip students with the knowledge, confidence, and ethical understanding to navigate and shape the future digital world.
Arbour Academy offers all learners the chance to consolidate their Core Computing knowledge by working towards their Entry level 3 ICT User Skills qualification. These fundamental ICT & computing skills and knowledge are essential for our learners to go forward and be successful in modern Britain.
Our approach to Food Technology is built on the belief that education should provide students with essential skills for life while fostering an appreciation for culture, health, and sustainability. Through engaging, hands-on experiences, we aim to develop students' confidence in the kitchen, their understanding of nutrition, and their ability to interpret real-world information such as food labels. This curriculum serves as both a mirror, reflecting their personal and cultural experiences, and a window, introducing them to diverse culinary traditions and practical skills for adulthood.
At Arbour, our Business curriculum equips pupils with the practical skills, creativity, and confidence to understand how real-world businesses operate. Through hands-on enterprise projects, branding challenges, and market research, pupils develop core skills in teamwork, problem-solving, communication, and financial awareness. Whether pitching their ideas in a Dragons’ Den or delivering a product to customers, pupils learn to think critically, act responsibly, and take pride in being enterprising.
Our approach to Media Studies is grounded in the belief that every student has a voice worth hearing. Through creative exploration and structured skill-building, the curriculum equips learners with the tools to understand, analyse, and produce media with confidence and clarity. By engaging with a variety of formats—from digital storytelling to visual media and presentations—students develop a critical awareness of the media landscape and learn to express themselves effectively. This curriculum acts as a mirror, allowing students to reflect on their own identities and experiences, and a window, opening up new perspectives on communication, representation, and influence in the modern world.
At Arbour Academy, we use the Votes for Schools program as an effective way to support students' learning and development in multiple areas. We have chosen this approach for several reasons:
A Vehicle for Teaching Citizenship
Votes for Schools serves as a key method for teaching students about citizenship, which involves understanding their rights and responsibilities, the importance of community participation, and how to actively engage in society. Through this program, pupils learn about key democratic principles and what it means to be a responsible, informed citizen in Modern Britain.
Comprehensive Coverage of SMSC Strands
The program allows us to ensure thorough coverage of the Social, Moral, Spiritual, and Cultural (SMSC) strands, as its weekly topics are carefully designed to address relevant themes. This helps students develop their understanding of important issues and values, while keeping up to date with current events and discussions.
Promoting Student Voice and Expression of Opinions
At Arbour, encouraging students to express their views is a significant focus area. Votes for Schools not only gives pupils the chance to voice their opinions on a range of topics but also connects these discussions to our oracy framework. This framework supports students in making articulate contributions, helping them develop the skills needed to express themselves clearly and confidently.
At Arbour Academy we ensure that each pupil receives bespoke careers education.
Our careers curriculum builds upon each student’s unique personality, talents and aspirations.
We want our pupils to make well informed and realistic decisions about their choices, both at school and post 16. Our school careers leader is Claire Cooper.
Arbour Academy delivers CEIAG through discrete careers lessons as well as a focus on CBI skills throughout the academic curriculum. We also work closely with training and education providers.
Arbour Academy has an Enterprise Advisor who works in local industry. This year, our Advisor has delivered sessions to staff, pupils and parents about traineeships and employer expectations. Arbour Academy also offers impartial information, advice and guidance weekly via a Career Connect Advisor.
All Year 11 pupils are offered work experience placements.
Arbour Academy has been awarded the Silver Inspiring IAG (Information, Advice and Guidance) Award.
Read more on our Careers information page:
At Arbour, Therapeutic Physical Activity (TPA) is designed to support students in overcoming barriers to physical activity, such as lack of confidence, anxiety, and past experiences. We recognize that for many of our pupils, engaging in physical activity can feel overwhelming, but it is essential that all students have access to opportunities that support their health, well-being, and personal development.
Our aim is to provide a safe and supportive environment where pupils can engage in a range of physical activities tailored to their needs. We want to offer students experiences they may not have previously had the chance to explore, broadening their understanding of what physical activity can look like. Enjoyment in sport does not always come from traditional pathways, so by exposing pupils to a wider spectrum of activities, we increase the likelihood of shifting perceptions and helping them develop a positive relationship with movement.
We also recognize that some of our pupils have been physically inactive for long periods, making it difficult for them to engage with traditional forms of exercise. To support them, we offer low-barrier activities that allow pupils to experience success in a way that builds their confidence gradually. These activities create small, achievable steps of progress, helping pupils feel capable and motivated to engage in physical activity over time.
The ultimate goal of TPA is to ensure that pupils understand the lifelong benefits of physical activity and feel confident applying this knowledge in their future lives. By embedding a strong awareness of the connection between physical activity and mental well-being, we aim to equip students with the tools to manage stress, support their emotional health, and maintain an active lifestyle into adulthood.
At Arbour, outdoor education is an essential part of our curriculum, designed to support students’ SEND and mental health needs, build cultural capital, and promote physical activity alongside the Therapeutic Physical Activity (TPA) curriculum. We recognise that many of our pupils benefit from structured opportunities to explore the outdoors, develop confidence in new environments, and engage in physical activity in a way that supports their well-being.
Our aim is to provide a broad and enriching outdoor curriculum that encourages students to connect with nature, experience adventure, and develop essential life skills. We understand that not all students will find enjoyment in traditional physical activity, so we offer a diverse range of outdoor experiences to help pupils build positive associations with movement and exploration.
Outdoor education at Arbour is structured around six focus blocks, each designed to foster different skills and experiences:
For many of our students, accessing the outdoors can feel unfamiliar or daunting, but through carefully structured activities, we create opportunities for them to experience success, build resilience, and develop a sense of achievement in new and exciting settings.
The ultimate goal of outdoor education is to ensure that pupils develop confidence, independence, and a lasting connection with the world around them. By embedding a strong awareness of environmental responsibility, cultural appreciation, and physical well-being, we aim to equip students with the skills and experiences that will enrich their lives far beyond the classroom.
At Arbour Academy, we deliver SMSC through various subject areas, ensuring that the strands are interwoven into different topics as identified in our subject policies. This approach allows students to develop their understanding of life in Modern Britain in a holistic and meaningful way. Additionally, we have a comprehensive assembly plan that ensures wide-ranging coverage of SMSC strands across the academic year.
The use of the Votes for Schools scheme further enhances our SMSC provision, covering many of the strands and giving pupils the opportunity to express themselves while discussing important social, moral, and cultural issues. This scheme provides age-appropriate materials, includes key calendared events, and keeps topics current, enabling students to stay informed and engaged with the world around them while developing their cultural capital.
RE at Arbour is designed to be inclusive, engaging, and adaptable to the diverse needs of students. The curriculum aims to foster understanding, respect, and reflection on various religious and secular worldviews while supporting students' personal and social development.
