King Harold Academy Curriculum Intent
King Harold students learn an empowering, knowledge-rich curriculum that helps them think critically about the world they live in, and go beyond their individual experiences.
At King Harold we have unapologetically high academic standards in all areas of our curriculum. We are committed to teaching our students ‘Powerful Knowledge’1 that gives them cultural capital to succeed in whichever path they choose.
We achieve this by teaching them a knowledge-rich curriculum that helps them think critically about the social and natural world in which they live. Knowledge is selected, sequenced, taught and assessed so that our students can think in new and more powerful ways. It is knowledge that provides them with powerful ways of analysing, evaluating, understanding and creating.2 It is our expectation that all students at KHA learn the core knowledge in our curriculum.
The content of the KHA curriculum is not simply knowledge of the world, but knowledge that enables them to follow and participate in issues of local, national and global debate. Ultimately, it is knowledge that empowers them to create positive futures for society and themselves, and go beyond their individual experiences. It is a curriculum that recognises the need to know and deeply understand the complexities of subjects’ foundations and traditions, in order to think critically, creatively and innovatively within and beyond it.
Our curriculum is incredibly ambitious because we believe there are no limits to what our students can know and understand about the world as it is, and no limits to what they can do with that knowledge and understanding to shape the world they will live in.
- At KHA we use Michael Young’s work on ‘Powerful Knowledge’ as a starting point for discussions on what should be included in our subject curricula. Young, M. (2014a). Powerful knowledge as a curriculum principle.
- Our approach to curriculum is evidence-based. We use the thinking of influential cognitive scientists, educationalists and organisations (such as Wiliam, Didau, Sweller, Bjork, the EEF, Sutton Trust etc) as a launchpad for our own curricular discussion and design.