Derby Pride Academy
Derby Pride Academy in partnership with Derby County Football Club provide good examination outcomes and redirection work for high need students in an alternative provision setting.Read More
When students arrive at the Academy, they are often reluctant to embark upon Art. The way we deal with this reluctance is to give the students a light box. After a period of time this is removed from them. By this time, the students have learnt new techniques and methods of toning and shading. This has a positive effect on the students and increases their creative capacity and confidence. Students learn more effectively when they can link their experiences to what they are familiar and motivated by.
- Personal Finance
The Citizenship course is available to Key Stage 4 students and will allow them to engage in topics involving current affairs to give students the means to be active Citizens. Many of our learners struggle to access the academic skills to achieve GCSEs in some subjects but the methods of studying the Citizenship GCSE allows the learning to be much more accessible to all students.
Media will be delivered across the academic year, split up into 4 units during the first year of KS4 and further units in the second year. At the end of Year 11, students will be entered into and participate in GCSE Media Studies papers and be able to gain a GCSE in Media Studies.
Due to the amount of writing required for higher grades in English Language and Literature, strategies to encourage extended writing and the use of Point Quote Comment (explanation/analysis/evaluation) are sourced most lessons. In addition, the mark schemes led themselves to the higher order challenge and of Bloom's Taxonomy/Anderson's revised taxonomy- thus, lesson objectives incorporate Bloom's taxonomy to support students with the challenge required in the different exam questions.
Due to the amount of writing required for higher grades in History, strategies to encourage extended writing and the use of Point Quote Comment (explanation/analysis/evaluation) are sourced regularly. In addition, the mark schemes lead themselves to the higher order challenge of Bloom's Taxonomy/Anderson's revised taxonomy- thus lesson objectives incorporate Bloom's taxonomy to support students with the challenge required in the exam questions.
This page is under construction and will be updated shortly
travel and tourism
This qualification provides an introduction to the world of Travel and Tourism, giving students the opportunity to develop knowledge and technical skills in a practical learning environment. Students will explore some of the key areas within the sector, including accommodation, tourism development and promotion, transport and visitor attractions. They will investigate the importance of the Travel and Tourism Sector to the UK, and investigate different types of customer and UK destinations.
Procedural fluency and conceptual understanding are developed in tandem as each supports the other. Once students demonstrate fluency in a given mathematical concept they are progressed to using reasoning in applying this concept. Challenge and the opportunity to deepen understanding of key mathematical ideas is provided for all. Differentiation is achieved through paying attention to the levels of support and challenge needed to allow every student to fully grasp concepts and ideas. Acceleration onto new content is avoided. Instead, these students are challenged by deeper analysis of lesson content and by applying the content in new and unfamiliar problem-solving situations. Only on rare occasions where there is a significant need for curriculum intervention will a student be working on different content to the rest of the class.
Students at the Academy can sometimes struggle to maintain focus so a variety of ways to learn and achieve are required. Each lesson objective incorporates Bloom's taxonomy and is personalised as students work at different paces.
Class discussions are held when introducing new topics and to reinforce learning. Being aware of students' learning styles and using VAK every lesson is very useful-this can be through using worksheets, books, internet, PowerPoints, discussion and simply listening. Documents, such as the Early Years Foundation Stage Statutory Framework, are used for reference.
Topics are related to real-life situations where possible and the introduction of an imaginary early year's worker helps to do this.
In order to reinforce learning, we use quizzes, play bingo and perform other activities so that students take part in revising without realising they are doing so.
- Physical Education
A high quality Physical Education inspires all students to succeed and excel in competitive sports and other physically demanding activities. It also provides opportunities for pupils to become physically confident in a way which supports their health and fitness.
Learners find it very difficult to learn with understanding from tasks which have no meaning that is apparent to them. They learn more effectively when they can link new experiences to what they already know and are motivated by curiosity to answer questions. Answers should therefore enable students to engage with real objects and with real problems. Therefore, it is important to make Science relevant by linking the topics to real life situations so that students can discover how Science learning related to the real world. It follows that being able to see the connections between different ideas in Science, as in the understanding of scientific ideas and how they were developed, is an important part of preparation work and life.
We are now offering Music as a subject at Derby Pride Academy...