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Committed to excellent standards of teaching in partnership with a variety of local and national organisations contributing towards system-wide improvement.

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At Chiltern Academy we have a curriculum designed to meet two key aims:




At Chiltern Academy we have a curriculum designed to inspire minds, and build futures. We aim to inspire minds with an aspirant, knowledge rich curriculum. We build futures by teaching pupils the skills, qualities and knowledge they need to have a prosperous future in the modern world.


How do we implement this?

We implement our curriculum following 4 guiding principles:

  • Academic rigour and success
  • Well-being and character development
  • Quality of delivery
  • Our specialisms

Below is further information of how this translates into our curriculum:

Academic Rigour and Success

At Chiltern Academy we teach an academically rigorous curriculum, with the EBacc subjects at its heart.  This is supported by the subjects which we believe foster creativity, resilience and will prepare the children for the modern world of work.  Our aim is to prepare every child with the knowledge and skills they need to go onto further study and university.

At Key Stage 4 we enter a substantial number of our pupils into the EBacc subjects, to ensure their curriculum is academically rigorous.  This is balanced out with our other principle of ensuring that those entered are able to achieve success in it.

In each subject area the curriculum has been carefully planned to ensure that we are teaching the fundamental key concepts in that subject.  We aim to give pupils the core foundational knowledge needed to progress.

As well as academic rigour, we believe it is of utmost importance to give pupils every chance of being successful.  This is reflected in the time allocated each week to the academically rigorous subjects and will be reflected in our structure of Key Stage 4.  This also means we will support all students to be successful.  Pupils with specific needs and those who come from challenging backgrounds will be supported to ensure they are successful.  Personalised curriculums are put in place for those who would benefit.

Well-being and Character Development

From the moment children arrive at Chiltern Academy we start building their resilience and character.  This is epitomised by the Chiltern Challenge: A 10 mile hike around the Chiltern Hills.  Our ‘Steps to Success’ rewards and recognition chart also places huge emphasis on effort and resilience.

We have extensive extra-curricular and enrichment programmes which are designed to give Chiltern Academy pupils experiences to develop their character and cultural capital.  We try to develop confidence through our performing arts offer, and foster social skills through our lunchtime arrangements where children dine with their form groups.

Our current plans are also to secure allocated ‘well-being’ time in year 11 to help relieve the pressure of exam preparation.

Quality of Delivery

Our biggest priority at Chiltern Academy is high quality teaching and learning.  We aim for pupils to have 25 excellent lessons every week and for the quality of education across all subjects to be consistently high.  We will offer and deliver subjects and content that we know we can deliver well.  This is a non-negotiable and shapes our curriculum.

There is a huge emphasis on long-term learning and retention of knowledge.  Our curriculum is designed to continually revisit previous learning and ensure that it is embedded and retained.

Our curriculum in each subject area is sequenced in a way that enables students to continually progress and develop.  Each curriculum has been created and designed by a Specialist Leader of Education so that it continually builds, and has been designed in accordance with current research around the science of learning.


The school was set up and approved in large part due to the bespoke offer of our specialisms: Engineering, Sport and Business.

The South East area of Luton where the school is situated is synonymous with the airline and motor industries.  Our curriculum is designed to prepare the pupils for future study at college and university, and tailored to the local labour market and to create the labour force Luton will need in the future with its planned developments.




We begin teaching engineering in year 7.  Local labour market information reflects a shortage of engineers, and this is predicted to grow in light of planned developments in this area of the town.  The school has links with local engineering companies who we work alongside.  Our engineering curriculum is designed to give pupils the skills and knowledge to prepare for future study at the highest institutions, and the world of work in this field.




Business is planned to be on the curriculum starting from September 2020.  It will be taught from Key Stage 3 through to Key Stage 4.  The school is also building established links with local businesses who come in and work with our children and support the curriculum.




We have an extensive extra-curricular PE programme, and uptake by the students is very high.  We enter a huge number of sporting competitions across the town and the region.  As the school grows we will continue to create links with local sports clubs and try to develop elite performers.


At Key Stage 3 we aim to give the pupils a wide and varied curriculum whilst retaining an academically rigorous focus.  In our first year as a new school there were limitations as to what we were able to offer due to being in a brand new building.  Our new curriculum plan detailed below will launch in September 2020.  In year 9 students will make some initial choices about subjects they would like to study in greater detail.  This is not to begin Key Stage 4, but rather gives a first experience in specialising and mastering a subject of choice.  

KS3 Curriculum Plan


KS4 Curriculum Plan


For more information on the qualifications we offer at Key Stage 4, please visit the KS4 area of the website.

Details of our subject specific curricular can be found in the ‘subjects’ area of the site.