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Quest Academy

MacIntyre Academies

Curriculum and Planning

Introduction

The vast majority of learners who attend Quest Academy have experienced trauma and have had a wide range of previous learning experiences. Many of them have also experienced failure in one or more schools which has lead them to have:

  • Significant periods of time out of school
  • Negative views about school resulting them in them having significant barriers to learning and lack of ambition
  • Complex social and emotional needs which have impacted on their mental health and well-being

Our Educational Philosophy

Our Educational Philosophy is aligned to our core values (Compassion, we focus on the positives; Ambition- we challenge ourselves (pupils, families, staff and schools) to go further; Partnership – we are better when we work together.) and is based on our belief that learners excel when they are happy and feel accepted for who they are

Our Core Principles

The curriculum at Quest is based on three key principles:

  1. Personalisation
  2. Engagement and Challenge 
  3. Progression and Transition

Ambition and Overriding Aim of our curriculum

We are ambitious for and on behalf of our learners and are committed to ensuring that all learners receive a high quality education.

Our overriding aim is to provide learners with a range of planned, relevant, engaging, challenging and personalised learning experiences so that they become: Successful learners, Confident individuals and Responsible Citizens … Ready for Life!

Commitment to preparing our learners for the World they live in

We are committed to supporting our learners acquire the language skills needed to become Successful learners, Confident individuals and Responsible Citizens … Ready for Life! and have created a “Quest Reading Guidance” to ensure that reading is a key focus throughout our working day and beyond through our Learning activities at home. (See Quest approach to reading guidance at the bottom of this page)

Through our daily Morning Powerpoint, themed curriculum, PSHCE, Community & Enterprise lessons , personalised learning lessons and special focus days we ensure that our learners develop their understanding of the world they live in. ( See curriculum Policy for further details)

The development of these attributes are further embedded through our reward system (QUEST and EMPATHY Points which focus on behaviours we wish learners to develop)

 

Meeting the needs of our learners

We have developed our own skills and knowledge based holistic curriculum: Academic, (based on the national curriculum) Engagement, Well- being and Skills for Life and place equal importance on learners developing their knowledge and skills from the Life Skills, Engagement and Well-being sections of the Holistic Curriculum as we do the Academic. This is because these are often prerequisites for academic achievement and have a lifelong impact.

To support our learners and engage them with their learning we use “vehicles of engagement” i.e. resources, community links and specialist subjects across the curriculum.  

We are able to achieve this by ensuring that our:

  • Everyday practice stays true to our mission, ethos and values.
  • Policies, procedures and systems support our trans- disciplinary team with their work.
  • Staffing structure is in alignment with our commitment to supporting learners develop the knowledge and skills which make up our holistic curriculum. ( Academic, Skills for Life, Engagement and Well- being)
  • Trans- disciplinary team are able to carry out their roles effectively through our core strategies PACE. (Planning, Accountability, Communication and Empowerment)
  • “Quest Approach” to Teaching, Learning, Assessment and Marking  supports learners to bridge the gaps in their knowledge and skills so that they achieve age related expected norms across the four areas of the holistic curriculum.