1. Rationale
The Junior Stage curriculum at Northfield Academy (to include transition statement)
The curriculum from S1 to S3 has a clear purpose: that all young people will have a strong platform
for later learning and for successful transition to qualifications at the right level for them. As they
continue to develop the four capacities, our curriculum will enable young people to:
 experience learning across a broad curriculum, covering science, languages, mathematics,
social studies (including Scottish history), expressive arts, health and wellbeing, religious and
moral education and technology
 achieve stretching levels of literacy and numeracy
 develop skills for learning and skills for life and skills for work
 develop knowledge and understanding of society, Scottish contexts, history and culture and
Scotland’s place in the world
 Experience challenge and success.
Challenge and Enjoyment
At Northfield Academy staff are required to ensure that, in addition to meeting learners needs,
learners are sufficiently challenged. Enjoyment, rather than fun, can be achieved by successfully
completing a challenging piece of work or achieving a target or goal.
Challenge and enjoyment can be achieved by a balance of more choice, rich tasks, interdisciplinary
working, appropriate targets and goals, and high expectations.
Breadth
Learners at Northfield Academy will study subjects and courses from all curricular areas throughout
S1-2. Choice in S3 will be limited to within faculties to ensure a breadth of experiences and outcome
prior to commencing the Senior Phase.
Depth
This will be addressed by providing space for learners to gain a fuller understanding of issues and to
develop higher levels of skills (work, life and learning). Rich tasks, interdisciplinary working and Skills
for Work courses will enhance the current provision.
Personalisation and Choice
At Northfield Academy learners will study a broad curriculum in S1-2, where choice will be offered
within subjects and topics only. In S3 additional choice may be offered by faculties or within pupil
experience of the curriculum. Formal choices will not be offered until S4.
Before learners enter the senior phase, where formal qualifications will be encountered, it is not
anticipated that young people will be presented for examinations. It is important that the
qualifications framework supports the curriculum rather than leads it and does not narrow learning
too soon.
Coherence
This will be partially achieved through developing interdisciplinary and cooperative working. The
collation of Literacy, Numeracy and Health and Well-being assessment evidence from across the
curricular areas will aid staff and learners in perceiving the curriculum experience as coherent.
Relevance

2. Staff will ensure that, in the course of delivering the curriculum, learner’s perception of the content
and delivery of lessons is considered for relevance. The courses offered will provide a platform for
entering further education, higher education and the world of work. Relevance will also be
reinforced by increased pupil choice and personalisation of learning.
Progression
Learners will have the opportunity to progress in their chosen subjects in Senior Phase. Details of
this can be found in the Senior Phase rationale. P6-7 learning will articulate with the S1-3 curriculum,
with particular attention to the P7-S1 transition and the moderation of assessments and standards
with the ASG Primary Schools.
Structure of the school week
The pupil week comprises of 27.5 hours.
Each day contains 6 x 50/55minute teaching periods.
Personal Learning Planning will take place in the 15 minute registration period (the second period of
each day). This period will incorporate registration and provide time for target setting, review and
assemblies as required and will be delivered by registration tutors.
Class sizes and allocation.
Science, Art, Technical and Home Economics will be taught in practical sets. All other subjects will be
taught in non-practical sets.
English will be taught in sets.
Mathematics will be taught in sets.
Modern Languages will be taught in mixed ability classes.
Social Subjects will be integrated in S1-2 and discrete in S3 with an element of choice.
PSE, PE and RME will be taught in register classes in S1-3
Northfield Academy will meet its statutory obligation for delivery of RME and recommended
allocation of PE with the following weekly allocation:
Core PE 2 periods
Core RME 2 periods

3. Allocation of periods in S1-3 is as follows:
Inter-disciplinary learning
There are several Inter-disciplinary opportunities which are embedded into the curriculum. These
may be inter-faculty, inter-subject or inter-staff initiatives. All staff is required to ensure that the
maximum use is made of opportunities to provide meaningful and sustainable links across the
curriculum.
Within the curriculum plan for S1-3 there are three overarching inter-disciplinary themes which all
subjects and faculties will contribute to. These are:
S1 – The John Muir Award
S2 – Global Citizenship
S3 – Skills for Learning, Skills for Life and Skills for Work
The lead for these themes is:
John Muir Award / Global Citizenship – PT Humanities.
Skills for Learning, Skills for Life and Skills for Work - ???
Literacy across Learning
The PT of the Language and Literacy Faculty has responsibility for Literacy policy, strategy and
implementation.
All learners will experience learning in Literacy across all curricular areas. It is expected that:
 All staff are familiar with the principles and practice for teaching literacy and with the
experiences and outcomes

4.  Prior learning should be built upon
 All experiences will be addressed
 Consistency of practice across the school
 Different ability levels are catered for
 Staff can access appropriate resources and examples of good practice
 Methods of gathering evidence is established
 Moderation is embedded
Numeracy across learning
The PT of the Science Faculty has responsibility for Numeracy policy, strategy and implementation.
All learners will experience learning in Numeracy across all curriculum areas. It is expected that:
 All staff are familiar with the principles and practice for teaching numeracy and with the
experiences and outcomes
 Prior learning should be built on
 All experiences will be addressed
 Consistency of practice across the school
 Different ability levels are catered for
 Staff can access appropriate resources and examples of good practice
 Methods of gathering evidence is established
 Moderation is embedded
Health and Well-being
The PT of the Health and Well-being Faculty has responsibility for Health and Well-being policy,
strategy and implementation.
All learners will experience learning in Health and Well-being across all curriculum areas. It is
expected that:
 All staff are familiar with the principles and practice for teaching health and well-being and
with the experiences and outcomes
 Prior learning should be built on
 All experiences will be addressed
 Consistency of practice across the school
 Different ability levels are catered for
 Staff can access appropriate resources and examples of good practice
 Methods of gathering evidence is established
 Moderation is embedded

5. In order to provide a totality of experience for all learners through the:
Ethos and life of the Curriculum areas and Interdisciplinary Opportunities for
school subjects learning personal achievement
Our curriculum will provide the following entitlements for all learners:
Coherent 3-18 Cultural Environmental Health and Vocational Creative and
Curriculum wellbeing enterprising
through a set of learning experiences and outcomes based on:
Expressive Health and Languages Maths Religious Sciences Social Technologies
Arts wellbeing and moral studies
education
which develop skills for learning life and work:
Literacy Numeracy Health and Personal and Learning with
wellbeing learning skills and through
technology
and support learners through active approaches which promote:
Collaborative Shared Planning for Quality and Recognition of
learning and expectations individual needs timely feedback achievement
teaching
working in partnership with:
Staff Children and Parents Other agencies The wider
young people community
So that all learners can be:
Successful Effective Responsible Confident
learners contributors citizens individuals