Sandwell Academy opened in 2006 as a new build school serving all six towns of Sandwell. We are a fully comprehensive school and are part of the Thomas Telford Multi Academy Trust (TTMAT) , which was established in September 2017.
The Academy was originally opened with the mission “to maximise student outcomes”, as a reflection of concerns surrounding educational achievement in the region at the time. Throughout its existence, Sandwell Academy has supported its students to realise their full potential, make great achievements and secure excellent outcomes. Whilst our core purpose has changed very little over the lifetime of the school, it has always been ready to respond to the changing needs of our students and embrace educational developments.
Following the coronavirus pandemic, Sandwell Academy undertook an extensive review of its provision with the objective of ensuring that our curriculum is best suited to meet the needs of our students. Part of this review led to the restructuring of our Key Stage 3 and 4 curriculum phases, the rationale for which is detailed in Curriculum Review.
From September 2022, the Academy’s curriculum structure is arranged accordingly:
Key Stage 3 (KS3)
Years 7 to 9
End of KS3 subject, numeracy and literacy assessments.
Key Stage 4 (KS4)
Years 10 and 11
BTEC, GCSE and other Level 2 qualifications.
Post 16 (Sixth Form)
Years 12 and 13
BTEC, A-Level, T-Level and other Level 3 qualifications.
The Academy’s curriculum aims reflect the characteristics of the area we serve (see Sandwell Regional Context), and have been chosen to overcome artificial barriers and prepare students for their future, to build resilience, self-reliance and perseverance throughout their time at the Academy. The curriculum encompasses everything that we offer to our students and aims to:
Sandwell Academy strives to develop the whole student so that when they leave the Academy they will have all the attributes required for future success. Our ambition is for all students to be:
In developing the curriculum, we have carefully determined what the ultimate endpoint of each curriculum phase looks like, overall and for each indivdual subject. We have then planned learning sequences, experiences and events to ensure students meet these endpoints with the greatest success. Through structured assessments, we actively aim to identify students who are falling behind at the earliest opportunity. We then used research backed intervention strategies to support students, to regain lost ground and get back on track.
At Sandwell Academy, our curriculum is designed to meet the needs of all learners. We ensure that student pathways are tailored to pupils’ academic strengths and needs, and that any auxiliary aids are secured at the earliest possible opportunity. Teaching staff are supported to adapt lessons to meet the individual needs of learners, and information is made available to them from the Welfare Team. This includes, for example, where students require altered resources, adapted methods of communication, or changes to the physical or sensory environment. This is to ensure that additional needs and specialised requirements do not pose a barrier to academic progress.
We must also recognise that social and emotional needs can pose an additional challenge for students when accessing the curriculum. As such, the Academy makes available a wide range of opportunities for social and emotional learning and intervention, as outlined in our published SEND and Inclusion offer. This includes bespoke mentoring, counselling and the engagement of a wide body of external agencies.
Curriculum Intent Documents
View our Curriculum Intent Documents Here.
If you require further information about the curriculum, please contact Mrs Walton, Senior Deputy Head, Curriculum and Teaching & Learning.