At Tudor Grange Academy, the Tudor Habits are at the heart of everything we do. We believe that developing the whole student is essential and that to flourish in life you need much more than great grades. We set high expectations of every student to ensure that they excel across all aspects of Academy life.
The philosophy of Tudor Grange Academy Solihull is that each student is entitled to a broad, ambitious and equitable curriculum.
- Broad because it allows children to supplement a strong academic core of subjects with a range of artistic and creative subjects
- Ambitious because we believe that every child should access a curriculum that provides them with the cultural capital and essential knowledge they need to be educated citizens.
- Equitable because every child will access this curriculum, regardless of their background or past experience, and because this universal entitlement means that every child will have the potential to take advantage of a range of opportunities in later life.
Curriculum planning is undertaken by subject experts from across Tudor Grange Academies Trust and is adapted to ensure that it meets the needs of the students at Tudor Grange Academy Solihull. Subject experts have considered what is most valuable about their subject and the curriculum is built around these fundamentals.
Of course, choices about curriculum go far beyond lessons. We teach children when they are in after school clubs and activities, when they are in the corridor or the playground, or when they are on educational visits. Most importantly, we teach children through the way we communicate with them, and through the way we conduct ourselves every day at the Academy. In this sense, no activity is extra-curricular, and we are equally thorough when considering what children learn outside of a classroom as we are when considering what they will learn within one.
Tudor Grange Academies Trust is committed to a knowledge-rich curriculum. Research has repeatedly shown that the best thing we can do for the students in our care is provide them with knowledge. This knowledge, when committed to long-term memory, is the key to unlocking higher order skills and enabling creative thought.
A full and well-rounded curriculum will consist of far more than knowledge. Such a curriculum will enable students to develop complex skills, character, and criticality and enjoy a range of positive experiences. Our understanding of these aspects of curriculum is captured by The Four Pillars of Curriculum.
We believe that if our students are to leave us as well-rounded, well-informed citizens, each one of their subjects will need to deliver a well-rounded curriculum. We have therefore asked each department to consider four pillars of curriculum in addition to the knowledge they seek to impart to pupils. If each of these four pillars is strong, the curriculum will enable students to thrive.
Skill: We want students to develop complex skills so that they can use their knowledge in creative and sophisticated ways. We want students to be able to synthesise, analyse, evaluate and create. In practical subjects, we want them to be able to approach complex tasks and performances with confidence and flair.
Character: We want students to have well-rounded character skills, possessing resilience, self-control, emotional maturity and growth mind-set. Character skills have been shown to be linked with success and with happiness in the adult world: more so, according to some scientists, than examination results or intelligence.
Criticality: We would like students to display criticality. We want them to appreciate the limits of their knowledge, and that some of the things they learn are contested. We want them to be able to examine and assess different views.
Experiences: Finally, we expect students to have a rich range of experiences during their time in the Academy. The vast majority of these experiences will take place in the classroom: listening to an inspiring piece of music; participating in a debate; writing a successful computer code, are all valuable experiences to which every child should have access. Some of these experiences will take place on educational visits or during extra-curricular activities. You can find further information about the range of experiences offered to students on individual subject pages.
Together, then, we expect students to leave us with the knowledge to participate fully in society, with the ability to use that knowledge in skilful ways, think critically, possess a full, well-rounded character, and with a series of positive experiences and happy memories.
Accessibility of the curriculum
Tudor Grange Academy Solihull is a fully inclusive 11-18 mainstream school. We are proud of our broad, ambitious and equitable curriculum, and the aspirations that we have for all of our students. All students are entitled to a broad, balanced and relevant curriculum, which is adapted to meet individual needs. We are committed to equal opportunities, with students being encouraged to achieve their full potential, whatever their academic, social or physical needs. There is an emphasis on Quality First Teaching with strategies such as metacognition, modelling and scaffolding to support all learners including those with SEND. Please see our Key Stage 3, 4 and 5 Curriculum page for further information about the subjects all students follow and the alternative pathway we offer students where appropriate.
We comply with our duties under the 2010 Equality Act and do not discriminate against pupils because of their sex, race, disability, religion or belief or sexual orientation. We aim to develop student understanding of tolerance and respect for others through the promotion of British values. Students are exposed to different cultures, faiths, religions through first-hand experiences and through the use of varied resources. We place a central importance on Tudor Values and Habits throughout our curriculum to promote and develop the principles of tolerance and respect.