Subjects
Subject-Gallery (ID 1009)
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Art and Design
Art and Design
At Bromley Beacon Academy, we recognise the vital role of art and design in allowing curiosity, creativity and self–expression to develop alongside resilience, confidence and critical thinking skills.
Art is a powerful tool that helps the students become aware of the world they live in, whilst nurturing cultural awareness and creativity. In creating a wide range of products and artwork, these skills can then transfer to other areas of the curriculum.
Those less confident in purely academic subjects, or with language barriers, can express themselves fully having an impact on our young learners, encouraging them to be risk takers, evaluators and reflective and engaged learners.
Our aim is to ensure all children and young people experience the richness of a broad arts curriculum providing every child and young person with opportunity to be inspired by the arts, nurturing artistic talent and develop our young people’s transferable life skills that arise from successful arts education whether it be use of imagination and considered risk taking, co-operation, tenacity, flexibility and responsibility as well as leadership and entrepreneurial skills. This in turn creates world citizens with an understanding of how art impacts and enhances societies and our surroundings. High priority is given to opportunities for discussion, commentating on what we have seen, and talking through ideas and plans for our own work.
There is a clear progression of skills, which build on prior learning – such as use of tools and techniques with increasing mastery. Each class in school keeps their own portfolio which records responses to art, photos of work and any involvement in whole school or community projects, engaging with a variety of art forms, to explore values, attitudes, feelings and meanings.
Intent
The focus across both sites should be on visual literacy. Students can: become familiar with > understand > implement > exploit – various core vocabulary and concepts within visual language paradigms.
The philosophy ‘stage not age’ should be a central theme in the teachinga and learning, but in broad terms:
- Years 7 and 8 – Familiarity nurtured through process based experimental work. Core theory introduced gently through discussion, and choice of set task. Students allowed/encouraged to experiment i.e. set task to cover very light level of theory, then if students wander off the set task, this should be lauded (development of independent ideas is critical throughout KS3, 4 & 5)
- Year 9 – Understand, at a deeper and more intellectual level, the core concepts of visual language paradigms; students drip fed foundational theory – relevant practical tasks set. Students allowed ‘free creative time’ following completion of set task in lessons – this is invaluable time spent organically developing ideas
- Year 10 – Increased independent judgement of success, measured against visual language paradigms; scaffolding, but students’ independent ideas to be explored; students should recap foundational learning of visual language paradigms, but academic study should allow for a significantly deeper level of enquiry and investigation of core theory
- Year 11 – Implement - students to develop ideas thoroughly – evidence this for GCSE units
- Year 12 – Same as years 9&10 combined – much deeper level of enquiry. Both core theory and practical processes should be understood to a deep level
- Year 13 – Exploit - same as 11 (though aiming for A Level [GCSE and A Level have near identical structure)
Implementation
Throughout the scheme of work, material will be covered, and re-covered multiple times, each time with the intention of embedding, and extending learning.
Teaching and learning will take place largely through practical engagement with processes, and the creation of artworks. Relevant contextual studies will form the basis of ensuring the concepts communicated are relevant in a real-world capacity.
Impact
A deep understanding of visual language, and the visual literacy which would go hand-in-hand, will set students in a very strong position for success within the field of visual practice. Students wishing to engage in further study in the field, and those aiming to move directly into the industry would be equally advantaged by their strong understanding.
Few education centres place such a strong emphasis on visual theory (instead largely focussing on practice); underpinning practice with theory allows learners to make conscious judgements when creating their artworks, challenging the notion that some people are born with natural talent, and others simply ‘cannot draw’. Key to this approach is that Art is a taught and learned subject like any other, and anyone who makes the effort can find success.
Key Stage 3
Term Year 7 Year 8 Autumn 1 Autumn 2 Spring 1 Spring 2 Colour Theory Summer 1 Composition Summer 2 Key Stage 4 and 5
Useful websites for students to investigate:
The scheme of work for Art is currently being update. Please check back soon.
To view core skills for Art, please click here
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Barista
Barista
This new course will provide you with the opportunity to discover the world of coffee through our Barista course. This bespoke offer will help enhance employability even further and students will learn how to make speciality coffees, smoothies, juicing and even learn latte art!
Intent
This qualification provides learners with specialist skills and knowledge in one of the major growth areas of the hospitality industry – the beverage sector. The course is aimed at all first line operatives where coffee is served – this includes coffee bars, coffee houses, cafes, hotels and restaurants. Students will be introduced to the full range of products used in making beverages. They will learn where the products come from, and some of the processes they go through, from growing to the final drink. They will also learn the importance of taking care of the products in order to provide an excellent final result. The course also looks at the full range of equipment, identifies safety aspects and how to operate the equipment to deliver the desired drink quality. Students will bring together the knowledge and skills acquired to produce good quality drinks consistently. Students will be able to identify and correct problems as they arise. The course covers the importance of presenting a positive personal image and the use of effective communication techniques in customer service.
Implementation
A wide range of strategies are used to enable all parts of the curriculum to be available to all. A purpose built In-school Barista café allows students to enhance their skills in a professional environment. All students have an EHCP and their needs have been identified. This information is used to create lessons that are inclusive. Students use their skills to provide a service to external and internal stakeholders.
Impact
Students complete an assessment in practical and written exams. Students will gain a pass/merit/distinction level 2 qualification. Students will be able to work the Barista café independently ensuring continuous growth and development.
Students will improve:
- Literacy, language and/or numeracy
- Personal learning and thinking
- Personal and social development
- Employability
To view our curriculum maps for Barista, click here
To view our knowledge organisers for Barista, click here
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Construction
Construction
We pride ourselves in guiding students through vocational qualifications that can set them up for work in the building trade. Our record of accomplishment shows that the vast majority of our students gain qualifications at KS4.
Aims and Ethos
Our aim is to provide students with the vocational qualifications they need to progress into an apprenticeship or further study when they leave at the end of Year 11 or Year 13.
Our construction curriculum offers students a realistic experience of working life in construction. Most work is practical and delivered in our well-resourced workshop area. We aim to provide all students with a wide-ranging curriculum that takes them from Year 9 through to Year 13.
Students have the opportunity to work in a purpose-built vocational area, which has been designed specifically with the students’ needs in mind.
Intent
- By at the end of the course, they will the opportunity to achieved a minimum of an award to a Diploma.
- They will also be able to achieve a CSCS. That will be able the student to get entrance onto a building site. Where they can then choose which path, they want to take.
- Build the student's knowledge of tools and materials whilst working within numerous construction areas.
- To gain knowledge in understand equipment and tools to a professional standard.
- Student are able to understand the importance of health and safety measures when working within a professional building site.
Implementation
- Giving a calm and safe environment for the students to study.
- Making time to slowly introduce the student into the construction industry.
- Giving students an good insight into why the training is delivered and important of each individual unit that is studied.
- Providing the students with the tools they need for practical assignments and units.
- Running a streamlined programme for the students to follow whereby they know what to expect in each lesson.
- Ensuring lessons are sequenced and follow a routine.
Impact
- Develop students' skills not only through their transferable skills but also their communication skills.
- By using the multiple skills that they have been shown, should put them in a good stance where they can confidently interact with other contractors on site.
- Gaining City and Guilds qualifications from Entry Level 3 to Level 1 Diploma.
- Opportunity for students to gain a CSCS Card.
- Transferable skills into everyday life for the future, for example - tiling, building and brick laying.
Workshops
The workshop areas are designed to suit learning across a range of trades. These consist of a brickwork workshop with ample space for students to build structures over time, a fully fitted carpentry workshop where students have the facilities, resources and space for learning and a well-resourced plumbing/electrical area. There is also provision for tiling.
Qualifications
Key Stage 3 Curriculum
Our Qualifications start at Year 9 where students study the City and Guilds Entry level 3 Certificate in Construction Skills, where they gain a basic knowledge of Health and safety, Carpentry and plumbing.
This is a very useful course as it introduces the students to a range of skills and information that they may have never otherwise been able to experience; this gives the student the opportunity to make better decisions when picking future options. All units are accredited towards a qualification.
Key Stage 4 and 5 Curriculum
In KS4, we offer a City and Guilds Level 1 Certificate/Diploma qualification in Construction Skills. This qualification provides much more detailed training in a particular trade that each student may wish to study. It covers an extensive range of trades such as:
- Brickwork
- Carpentry
- Plumbing
- Tiling
- Construction Industry Studies
- Health and Safety
- Coursework
This course mainly consist of practical assignments. Students are given knowledge of health and safety, tools, materials and procedures within the specific assignment. Work is backed up with photographic evidence and written work to evidence their understanding. Students study their assignments that are internally assessed and verified. These go into a student portfolio that is then externally verified by City and Guilds.
Teaching and learning
Construction is run by qualified and experienced trade-specific staff. They are dedicated to the success of all students, ensuring they are supported with their work as they move through the courses. Trained support staff are available to help students with their specific learning needs in the classroom and to ensure that high order learning can be maintained at all times.
Lessons are differentiated so that all students can access the learning through their own specific needs.
All our work is externally verified by London City and Guilds.
For our curriculum maps for our Skills Centre, please click here.
For our knowledge organisers for our Skills Centre, please click here.
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Duke of Edinburgh (DofE)
Duke of Edinburgh (DofE)
We have recently launched our programme for the Bronze Duke of Edinburgh’s Award (DofE).
Doing DofE is a brilliant way for our students to discover just how much they are capable of. It gives young people the chance to make new friends, follow their passions, learn new skills and make a difference in our community. Gaining a DofE Award is a great way to impress employers too.
It’s also non-competitive and a powerful way for every young person to build belief in themselves, whatever their background, interests and abilities.
Our students will be undertaking the bronze award, whereby students need to complete four sections – Volunteering, Physical, Skills and the Expedition; many of these areas will be covered in our extensive curriculum.
The Expedition involves spending two days and one night in the countryside, and again, we’ll make sure that our young people are fully prepared for it (this will take place in the summer term).
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Employability Skills
Employability Skills
This course has been introduced into Year 12 to support our young learners to become more confident in the skills needed to find paid employment. The curriculum takes the learner on a journey through considering their own mindset and onto searching, applying and interviewing for a job.
Intent
The teaching style used is one of nurture at the beginning with class discussion to assist pupils to gain confidence with the expectation of encouraging students to be independent thinkers by the last term of the academic year.
There is a mix of both theory-based lessons and practical sessions with external agencies to provide a different prospective and teaching method, eg CV Writing, Interview Skills, Mock Interview workshops.
All modules encourage British Values and as a cross curricular link to other subjects such as IT, PSHE, Maths and English with topics ranging from Black History to Environment issues and how these link to the work place
Literacy and numeracy are an integral part of the course and support is available for those who are less able is provided for them to be able to access the courses. Literacy is used when extracting the key skills required in a job application and numeracy is covered when looking at salaries and benefits.
Careers is integral to every lesson as students research, explore and identify careers that interest them, including Labour Market Information and work experience.
To engage and demonstrate the importance and diversity of the world of work and the various types of jobs that the qualifications and experiences gained at school could lead to in their future.
Implementation
A wide range of strategies are used to enable all parts of the curriculum to be accessible to all.
Work for all lessons is differentiated according to the needs of the individual.
Keep up to date with my subject knowledge through reading and research into current affairs topics. I take on CPD where appropriate.
Class rooms are set up to be friendly and informative and teachers are open to all conversations being both honest and knowledgeable in SMSC. Bearing in mind the needs of the pupils and the facilities we offer there is someone on site to access for differing points of view and to allow pupils to explore a wide range of topics.
All students have an EHCP and their needs have been identified. The EHCP’s are available to read. The information is then used to help create lessons that are inclusive for all. I attend all CPD training sessions and share information on the students when in my colleagues company.
All lessons involve a certain level of literacy and numeracy is used through lesson starters on salaries and payslips.
On tackling each element of the teaching ensure the students are aware of the types of jobs that this could lead to in their futures, and how to get there.
Impact
Students complete workbooks provided by the examining board to a high standard. Students have an end of module assessment.
Marking is completed in line with the marking policy where students are provided with the opportunity to respond to personalised and targeted feedback.
Informal assessments are set to establish student’s levels at the end of each module.
Folders are evidence of the pride the students take in their work.
Differentiated work allows all students to access the curriculum.
The modules are in a logical sequence in accordance with the scheme of work which shows a clear structure and sequence of work over time.
Work Experience is an integral part of the Year 12 careers programme and successful outcomes show how understanding a growth mindset has contributed to this.
Students move onto education, employment or training at the end of Year 13.
To view our curriculum maps for Employability skills, click here
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Module 1
Understanding Mindset
Module 2
Job Search Skills
Module 3
Job Application skills
(including CV workshop)
Module 4
Interview Skills
(Including
Interview Skills workshop and Work Experience)Module 5
Dealing with conflict
(includes Mock Interviews)
Ensure all work is complete and to a high standard.
Look for Part time work.
Useful websites:
Careers advice - job profiles, information and resources | National Careers Service
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English
English
The English curriculum is designed to support all students in becoming confident and effective communicators. We teach the knowledge and skills necessary for our students to develop into critical thinkers who are able to read analytically and articulate ideas effectively, creatively and persuasively in speech and writing.
Intent
In English lessons, we encourage students to develop an engagement with, and love of, language that appreciates the craft of the writer and recognises the power of language as a means of sharing ideas. We endeavour to foster a love of words as a means of sharing ideas and enriching our experiences as both independent readers and writers.
Classroom experiences create opportunities to experience and engage with writing in English from across the literary heritage. The range of texts studied across the curriculum represent different experiences, cultures and periods of history and recognise English as a world language. This raises the cultural capital of our students and their appreciation of the influence of different contexts on the construction of meaning.
- Students learning skills for their future; skills for everyday life and careers, gaining independence with literacy – reading and writing, speaking and listening, SPAG.
- Reading fluency and key vocabulary is prioritised to ensure that all learners can access the curriculum and become lifelong readers
- Closing gaps in their learning, caused by SEMH, COVID-19 and school closures/ time out of school as a result of the above
- 100% of Lower KS3 who sit the exams attain ELC1 with 80% achieving ELC2 and 50% achieving ELC3 in English. Certain students of concern who are not sitting the exam have alternative projects to work towards (CAl, SRMF)
- Key students of concern – interventions in place according to EHCP targets
- To ensure that work is consistently demanding in all lessons and follows the sequence of learning which enables them to progress on their next phase of education, employment or training
Implementation
The English department is a collaborative department. We plan, devise and review schemes of work collaboratively with a continuous cycle of revisions, amendments and updates, informed by developments in pedagogical research and thinking.
The curriculum journey from Year 9 to Year 11 has been carefully thought out and developed with a clear journey towards our overreaching intent of developing effective and confident communicators.
We follow a spiral curriculum in which we continually revisit previous learning adding new knowledge. We teach reading, writing and spoken presentation structures each year through a range of texts (fiction and non-fiction) with increasing complexity.
We aim to move students through Piaget’s model of cognitive development from concrete to formal operational thinking; becoming increasingly abstract in our exploration of ideas and concepts. This compliments the student’s additional needs and addresses areas that need development.
Our curriculum promotes cognitive acceleration and develops higher order thinking skills through the interrogation of texts.
Our curriculum design is delivered through a set of core lessons that have been developed for each year group. Individual class teachers adapt schemes of learning using their professional judgement as appropriate, in order to personalise the learning of individuals and meet the needs of their teaching groups.
In English lessons you will see:
Declarative Knowledge - Facts relating to texts; recollection of key quotations; subject terminology; knowledge of writing structures and conventions; academic register. Content relating to texts, e.g. plot/characters/themes/context is substantive knowledge
Disciplinary knowledge – how to: write persuasively; structure a story; write an essay in response to a literary text; organise a letter; prepare a speech; organise and write an article or guide etc.
Procedural Knowledge – ability to action knowledge in the crafting of writing and speech for different audiences and purposes; reading for meaning; analysing the construction of meaning.
Retrieval:
- Teacher recap and questioning
- BBA7 starter activities
Spacing – each unit incorporates and builds on the procedural knowledge developed the previous day, month, year, key stage.
Interleaving – key themes and concepts recur across topics: rhetorical devices; narrative structures and strategies; descriptive devices; essay writing conventions; literature as vehicle for the representation of ideas;
Schema – problem/solution narratives; Essay writing (PEE); 5 paragraph structure for transactional/persuasive exam tasks; To SMILE analysis; Thesis statements; The development of an argument.
- Reading fluency tests
- Key vocabulary each term is added to the ‘working wall’ for students to refer to. Reading within English lessons every week, and initiatives across the school day (guided reading, ERIC, Library sessions) – AC and SG working with all teachers, support staff, Librarian to ensure that students can independently choose books they are interested in, and read to an adult every week
- English and maths teams meet half termly to discuss attainment and progress in FS from KS3-KS5
- Data analysis training for teachers and PPs
- Functional skills lesson focus 1x week in English – working from questions in past/exemplar papers and activities related to ELC qualification
- Timetabled interventions
- Continuing with plenary question and consistent SPAG starters – students have an awareness of what they are learning. Introducing ‘Flashbacks’ to lessons
- Termly lesson – what is emotional literacy? Encouraging students to understand what they feel or experience and the appropriate language for this, involving Pastoral / Therapy / SLT? – SMSC incorporated
Impact
Results at GCSE and Level 1/2 Functional Skills, continue to show that achievement and progress in English is consistently high. Bromley Beacon Academy Bromley offer intervention lessons as a means of supporting those pupils who need additional one-to-one tuition. This initiative has proven to be highly successful. The English department continues to foster an enjoyment and curiosity of the subject. The leadership within the department continues to place particular emphasis on selecting the most relevant and suitable texts to engage and interest our pupils. Keeping abreast of new releases as well as new technologies is a vital way of keeping the subject fresh and relevant; however, we also understand the benefits and importance of celebrating our diverse and fascinating literary heritage so that pupils are able to see the importance that texts play within society. Pupils are always encouraged to share their opinions of the texts that they study and the department uses this information to determine which texts are received most favourably by the pupils
As an English department, the moderation of pupil work continues to be an important aspect of our work. Moderation now takes place at both key stages and is a means of ensuring consistency of marking across the department and quality assuring the work that is scrutinised. The attainment tracker is used by all members of the department to ensure that the assessment and marking is valid and robust. This subsequently allows us to accurately determine which pupils need additional support. Book scrutiny is also held at various points in the year as a way of firstly ensuring that the curriculum intent is being met and secondly as a way of ensuring that there is a consistency of approach and standards across the department.
- At least 80% of our students who sit the Entry level 1 English exams achieve the qualification and 80% achieve Entry level 2, 50% achieve Entry 3
Vision and Aims
For the English department, the wonder of the word is rooted very much in the real world and we therefore endeavour to make learning enjoyable, relevant and purposeful. We believe that the study of English is the key to opening up opportunities in school and beyond. We provide a programme of study which enables students to access the curriculum at school and in the future; whilst at college, in training and when seeking employment We aim to develop students’ speaking and listening skills to ensure that they are confident communicators; who can listen to others and present their ideas and feelings effectively. Along with these foundation skills, we also offer opportunities to explore our rich literary heritage and develop creative potential. We are committed to ensuring that all of these skills are translated into recognised qualifications.
Bromley Beacon Academy Bromley is a dynamic, enthusiastic department; a collaborative approach to teaching and learning is embedded within daily practice and future planning. The Faculty is committed to continually reviewing and updating units of learning and teaching and learning styles, in order to engage students and facilitate achievement.
The accredited qualifications that we offer are board and supports students to build their skill set as well as striving for the best qualification for them. The accreditations are:
Subject Year 9 Year 10 Year 11 Sixth Form English Students will work towards Entry-level certificate Level 3
Or Functional Skills Level 1Students will work towards Functional skills level 1 or 2 and begin coursework for iGCSE Students will work towards Functional Skills Level 1 or 2 and iGCSE Language and literature (ability to dictate the course for them) Students will work towards Functional Skills Level 2 Year 9
Students will study a range of texts in preparing for their GCSE exam. Students will complete functional skills qualifications at either ELC3 and or Level 1. This will provide students with the core skills needed for their English GCSE while gaining up to two qualifications. Students will study a range of texts such as Shakespeare, modern literature and poetry.
Year 10
Students will study an array of texts including ‘Of Mice and Men’ and Shakespeare to widen their reading and to prepare them for their GCSE exam. Students will take part in speaking and listening activities to build confidence with the spoken word.
Year 11
Students will prepare for their GCSE exam with Cambridge iGCSE. This exam requires students to analyse language, summaries texts and evaluate key parts of a text. The course requires them to complete three pieces of coursework: describe, argue and respond. Students will also complete a 4 minute speaking and listening exam which will require them to present on a topic of their choice and have a short discussion afterwards.
KS5
Students will use Year 12 to boost their learning and complete their Level 2 Functional Skills exam. Whilst studying this course student will need to be able to:
- Select, read, understand and compare texts and Select and use different types of texts to use them to gather information, ideas, and arguments obtain and utilise relevant information and opinions
- Write a range of texts, including extended Present information/ideas concisely, written documents, communicating information, logically, and persuasively ideas and opinions, effectively and persuasively
- Make a range of contributions to discussions in a Consider complex information and give range of contexts, including those that are a relevant, cogent response in appropriate unfamiliar, and make effective presentations
Useful websites:
- BBC Bitesize - English Literature
- BBC Bitesize - English
- Oxford University Press - Free Functional Skills English Resources
To view our curriculum maps for English, please click here
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Food Technology
Food Technology
In this subject you will learn how to cook and bake your favourite foods, but also… you get to eat them!
In Food Technology, we want to bring the basic life skill of cooking alive and make it not only creative but fun, exciting and a pathway to employability.
We will be exploring different cultures and traditional dishes opening your senses through investigating new flavours and cooking methods from all around the world.
We will be learning about the importance of food safety, nutrition and budgeting. Furthermore, students will enhance their Maths and English through weighing and measuring, reading recipes and writing menus. Students will also be learning the importance of communication through customer service skills.
Intent
- Incorporating maths and reading throughout the course from weighing out ingredients tor eading a recipe.
- For staff to be creative/confident and encourage all students to stay engaged.
- Students will enjoy their learning environment and want to succeed.
- Students will become independent in their learning and become confident in applying these inside and outside the classroom setting.
- Students will use their cooking knowledge to enhance their employability skills and use these to gain employment in the wider community.
- Students will have a strong understanding of Food Hygiene and its importance inside and outside of the classroom.
- Students will develop their transferable skills such as communication, time management, team work, multitasking and organisational skills.
Implementation
- Students will be going through the instructions together as a class step by step.
- Staff will be present for all students to help with the weighing process until confident.
- Discussing food topics with the students for the next term and to include their ideas.
- Tailored set out of instructions to suit every student’s needs.
- Learning environment is calm and safe.
- Lessons are planned and sequenced.
- Challenging lessons so students are stretched.
- Differentiation in lessons.
- Display boards with term menus so students can plan and be prepared.
- Tutors and support staff will provide students with resources to complete portfolio of evidence.
- Recipes and resources are available to students in every class.
- Regular and consistent communication with students.
- Consistency in classrooms so students know and understand what they will be learning and what the classroom expectations are.
- Regular tutor assessments undertaken.
- Regular and consistent marking and feedback.
- One to one support where necessary.
- Keeping up to date with CPD.
Impact
- To intend for all KS3 students to achieve their Entry Level 1, ready to start their Level 1 at Bromley.
- Students will gain a life skill which will support them in independent living ,teaching them healthy living and how to budget.
- Students will be totally independent in their cooking skills and able to experiment confidently with food.
- Students will be able to cook a two-course meal and be able to cost this.
- Students will achieve a level 1 and 2 in Pearson home cooking skills by end of KS4.
- Students will gain a level 2 in Food Hygiene by the end of KS4.
- Students will be confident in working in a safe, hygienic and secure environment in a hospitality setting.
- Students will display effective teamwork, communication, multitasking time management and organisational skills which can used in every employment setting. Students will improve their employability chances.
Key Stage 4 Curriculum - Years 9/10
All students will learn basic cooking skills and kitchen practices in Year 9, which will culminate in them undertaking a practical exam where they will plan and cook a dish to their own specification. Upon passing they will receive the BTEC Level 1 Award in Home Cooking Skills.
If food technology is chosen as an option, students will move on to the BTEC Level 2 Award in Home Cooking Skills (Year 10/11) where they will continue to develop preparation and cooking skills and undertake a complex final assessment where they deign, plan and cook a two-course meal on a theme.
BTEC Specialist qualifications are work-related qualifications that give pupils the knowledge, understanding and skills they need to prepare for employment.
The level 1 and 2 courses in food technology enable pupils to develop:
- The knowledge, understanding and confidence to cook meals at home.
- An understanding of how to economise when planning a meal.
- An ability to transfer skills learned to different recipes.
- An ability to inspire others by transferring that knowledge.
Key Stage 5 Curriculum - Years 11, 12 and 13
As soon as students have completed the Home Cooking Skills courses they will progress to the Pearson Level 2 Diploma in Food Preparation and Cooking where they will combine knowledge and skills based tasks to enable them to progress to professional cooking environments or specialist education.
The aims of this course are to: allow learners to develop knowledge: understanding and skills essential for working in a hospitality environment such as food production and cooking or kitchen services skills and working with others and improving their own performance.
The course also develops the learners’ time management and team working skills.
This course, which will focus on the professional production of a variety of dishes as well as food service skills, will be implemented through the school’s restaurant, The Olive Tree, which will serve real customers in an evening dining setting three times a year.
Where to next:
Level 3 management courses in hospitality, catering or food management at FE college.
Level 4 courses in professional cookery at HE college or university.
Work in the catering industry (possible careers in science, business, catering, teaching, healthcare, food production or sport).
Accelerated route (5-6 steps) 9 Pearson home cooking skills Level 1 award 10 Pearson home cooking skills Level 2 award (working towards) 11 Pearson Food production and cooking Level 2 diploma (working towards) 11 Food safety and hygiene Level 2 certificate 12 Pearson Food production and cooking Level 2 diploma (working towards) 13 Work experience N/A
Main route (4-5 steps) 9 Pearson home cooking skills Level 1 award 10 Pearson home cooking skills Level 2 award (working towards) 11 Pearson Food production and cooking Level 2 diploma (working towards) 11 Food safety and hygiene Level 2 certificate 12 Pearson Food production and cooking Level 2 diploma (working towards) 13 Work experience or continuation of diploma Level 2
diploma
Qualifications Gained will include:
- Level 1 and 2 in Cooking
- Level 2 Food Safety
Uesful websites for students:
Key Stage 4:
- JamieOliver.com
- lovefoodhatewaste.com
- meatandeducation.com
- nhs.uk/Change4life
- seafish.org
- soilassociation.org
- food.gov.uk
Key Stage 5:
To view our curriculum maps for Food Technology, please click here.
To view our knowledge organisers for Food Technology, please click here.
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Humanities
Humanities
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IFS and ICT
IFS and ICT
The ICT department offers students the skills and knowledge to understand how important ICT Functional Skills is in the modern working world. Everything we do is connected to ICT. To empower students with functional skills using ICT as a powerful skill to be able to function in the world of work. To eventually introduce coding and design into the ICT curriculum (catered around gaming).
Implementation
Students will be enrolled on the NCFE Level 1 course and entered for the exams. Lessons will be well planned and considerate of students’ interests. Lessons will be engaging with a focus on taking the formative and eventual summative assessment, followed by the exam/final assessment.
Impact
Students will gain confidence in their skills by understanding a full use of Microsoft Office. They will therefore become more employable having gained the Level 1 qualification. Students will be equipped with the knowledge and experience to gain employment in the design, ICT, financial and gaming industries.
The NCFE Functional Skills ICT qualification (Level 1) is designed to give learners the skills to operate confidently, effectively and independently in education, work and everyday life. This is in response to employers’ perceptions that many employees are not achieving a sufficiently firm grounding in ICT basics. Students will use the Microsoft Applications Suite consisting of Word, Excel, Powerpoint and Outlook as well as Google Chrome.
Lesson are offered through engaging lessons which cover the full NCFE Level 1 specification. We also expose students to important topics within ICT such as Cyber Security, Coding, Gaming, AI, Networking and Software Testing.
As a result, we want students to have confidence in their ICT functional skills abilities when they enter the world of work. Students will be more equipped in completing complex tasks using Microsoft Office applications in any industry.
We are excited to offer a game coding curriculum in collaboration with Software Academy in the near future.
IFS
IFS at Bromley Beacon Academy aims to help students to understand the wider world of finance and to equip students with the knowledge, skills, and qualification. Students will be more confident in navigating through the changing world of finance.
What is IFS?
Also known as the LIBF Level 1 / Level 2 Lessons in Financial Education Certificate (LiFC). This is an accessible e-learning programme, which will allow you to experience financial education on a ‘learning by doing’ basis. The programme is intended to be supported by teachers, albeit with you working through the programme on your own.
How is the course assessed?
The LiFC will be offered as an e-learning programme. Each topic will provide you with a number of activities to test your knowledge and understanding. The content of each topic will be supported by links to websites that will provide additional information for a number of areas within the programme.
What career opportunities will this qualification lead to?
The LiFC will give you a good understanding of money and finance and will provide valuable insight into a range of career opportunities within the financial services sector, while giving guidance on methods for enhancing your employability skills. This qualification provides you with the initial basic understanding and skills that are valued in most organisations and job roles, particularly the financial services sector, and that are especially valuable in terms of self-employment, but it does not qualify you for direct entry to a particular occupational role.
What key skills will I gain?
- Develop an understand of the key cointent areas and how they relate to each other
- Use appropriate tools to manage a personal budget
- Make informed financial decisions
- Demonstrate numeracy skills
- Increase your ability to learn independently
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Intervention
Intervention
Please see below a summary of our current interventions offered and Bromley Beacon Academy:
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Mathematics
Mathematics
Be brave, be bold, you can do more than you think! We foster a can do attitude to maths, where no answer is a silly one. Every answer can be explored and investigated to unearth misconceptions. We look forward to seeing you!
In the Maths department, we promote and encourage high expectations for our students in numerical achievement. We deliver an outstanding, personalised curriculum, supported by the use of manipulative which is designed to encourage mutual respect, resilience and knowledge, to enable our students to be equipped with the skills and experiences needed to embrace life opportunities.
In the classroom, we seek to create a supportive learning environment. We make great use of a variety of resources including software, websites, games and real-life materials to engage students and help them learn in the way that best suits their needs.
Students are always expected and encouraged to work to the best of their ability. We expect all students to gain Entry Level Mathematics or higher and most achieve it in Year 9 going on to achieve Functional skills qualifications, gaining Level 1 by Year 10 and/or Level 2 by Year 11.
Most students are entered for their GCSE exam at either the foundation or higher tier at the end of year 11.
Intent
Our vision is to help increase the mathematical independence of each and every learner we inherit. We aim to ensure that all students become better mathematicians and can see the relevance of mathematics and numeracy in all subjects, across the school and more importantly within everyday life. This academic year we have a specific focus of highlighting areas in which maths crosses over into other curriculum areas.
Our curriculum is specific, while remaining adaptable, generally ranging from functional skills level one through to GCSE. We have the expertise to support students who aren’t able to access the functional skills level one scheme of work and have taught and supported students who access entry level as the right level of challenge.
Implementation
We teach our students from the level one functional skills scheme of work, all the way through to the foundation GCSE exam.
Our lessons are taught at a pace which challenges all, this is facilitated through our maths team and staff from other subject areas.
At the end of KS3, students are taught from a level 1 scheme of work. This is to enhance their number and computation ability and is weighed towards topics such as ratio, percentage and fractions.
In KS4 and KS5 students will follow a scheme of work for functional skills and GSCE, including topics such as Ddata representation, volume and surface area and compound interest.
Impact
We have a high attendance rate to the maths classes and also to the intervention support lessons. This is because of the great relationships that the staff have built with the students, where they have been able to gain their trust and work with the students knowing that we have their best interest and want them to succeed. The attitude in lessons are always very positive and has been beneficial to the confidence of students as well as the behaviour in lesson and their outcomes.
We now have another member of the teaching staff who was a PP that has now qualified to an ECT. We have also had several members of staff pass their Level 2 Functional skills to help support students in lesson and improve their confidence.
We are working to maximise the impact we can have across the school through word of the week, as well as a focus on numeracy across the curriculum. The impact that this has had on students has increased their opportunities.
Mathematics
- Year 7 and 8 will work towards their Entry Level certificates
- Year 9 will work towards Entry level certificates or Functional Skills Level 1
- Year 10 will work towards Functional Skills Level 1 or 2
- Year 11 will work towards Functional Skills Level 1 or 2 and GCSE
- Year 12 will work towards Functional Skills Level 2
- Year 12 will work towards Functional Skills Level 2
Examination Board
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We follow the EDEXCEL GCSE in Mathematics. We usually begin working on these GCSE scheme in Year 9
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1MA1 for May/June 2017 onwards – Grades available 9 - 1
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We also follow the AQA functional skills examinations at Levels 1 & 2
Useful websites for the subject area and revision etc:
To view our curriculum maps for Mathematics, click here
To view our knowledge organisers for Mathematics, click here.
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Media Studies
Media Studies
The Media curriculum aims to enable students to develop their own creative skills through workshops and research. Students will be confident in these skills and be able to show a passion for a creative industry.
Intent
- Students will undergo specific workshops relate to their own individual passions within the media industry.
- Students will be independent in their learning and research skills and become confident in applying these inside and outside the classroom setting.
- These skills will furthermore enhance student’s employability skills within the wider community.
Implementation
- Experts, within the school and external, will able to provide students with in-depth workshops within a particular media industry to provide the best knowledge and learning.
- Students will be able to use their knowledge to allow creative flow and have confidence in their ability to design and create.
- Exposing students to diverse forms of media, will allows students to broaden their knowledge on media and culture within society.
Impact
- Students will gain confidence in their own ability and skills and be able to apply this to an everyday setting
- Students will be able to understand the media in a more in-depth way which will allow them to view everyday media with more understand and knowledge. This will impact on their everyday life when consuming media texts
- Students will gain either a level 1 or 2 qualification in Media Creative Production which will increase their employability skills and give them a variety of adaptable skills within society
To view our curriculum maps for Media, click here
To view our knowledge organisers for Media, click here
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Motor Mechanics
Motor Mechanics
We deliver a vocational motor vehicle course in our state-of-the-art built facilities. Our workshop is fully equipped to a high standard that is comparable to any professional garage, with a wide range of tools and a fleet of off-road motorbikes to use. Students are able to gain vital life skills that will set them up for working life whilst having fun.
We believe every student who walks through our doors has the potential to do whatever they want to in life. We want students to be able to leave here with a wide range of qualifications that will put them ahead when applying for further education courses or jobs. In the motor vehicle department, we aim to give students the opportunity to develop motorcycle skills and gain qualifications that will set them up for working life, potentially leading to a career in mechanics or engineering.
Intent
The Intent statement for Bromley Beacon Academies Motor Vehicle Department is to deliver a high quality and up to date curriculum that contains some of the most relevant and recent technology within the Motor Vehicle industry.
There are currently two courses on offer which range from Level 1 Motor vehicle to Level 2 Motorcycle diploma qualifications. These courses span between year 9 to Year 11 and Year 12 to 13. The aim of these course is to embed a vast range of Mechanical knowledge to both our Internal and External students, which will enable students to enter any Mechanical workshop with the necessary skills and Qualifications that they need.
Implementation
The Level 1 Motor vehicle course on offer at Bromley Beacon Academy is ran in approval with City and Guilds (3902-11) and consist of multiple units that are ran between Year 9 and Year 11.
The foundations of the Level 1 course begins with a Health & Safety Induction pack. This unit is devised and delivered in a way that engages our students whilst stretching and challenging their learning all while ensuring their safety during their time in our Motor Vehicle Workshop. As the course progress’s so does our student’s knowledge. Some of the further units within this course teach students how to strip, repair and rebuild full Motorcycles.
Our Level 2 Motorcycle Diploma course, has several units and five on line exams that every student must complete and pass in order to gain the full Level 2 Qualification. This course does recap some of the Level 1 units but also expands deeper in to the logistical side of the Motor Vehicle Industry.
Impact
Throughout all of the excellent work that the staff do within the Motor Vehicle workshop the department has high attendance, retention and pass rates. This is hugely down to the strong and positive relationships that staff have made with the students who attend the lessons. The department is well established and fully equipped to deliver high class learning to all of our students with staff being at the school for several years.
Through a collective of cross curricular activities staff within the department ensure there is always an element of Maths and English incorporated in every lesson. The impact this has on student’s progression and outcomes is very beneficial and this also reflects on the quality of work the students complete within our Workshop.
Examinations
We run a Level 1 City and Guilds Motor Vehicle course for our Year 9 and 10 students and a level 2 motor vehicle course for our year 11 to 6th form students. Our open plan workshop has been designed with learning in mind, with all the relevant tools in sight and relevant safety equipment. Our workshop here at BBA is the perfect example of an excellent environment for students to learn their trade in.
Riding Trips
We give our students the opportunity to take part in off-road riding days with our fleet of off-road motorbikes. With fully qualified staff able to deliver these activities and a brand new stock of riding kit, our students are totally safe and able to have fun at the tracks. These trips are designed to support the practical element of the accredited courses as well as reward students for positive behaviour in school.
To view our curriculum maps for Motor Mechanics, click here
To view our knowledge organisers for Motor Mechanics, click here
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Music
Music
Here at Bromley Beacon Academy Bromley Music we are passionate about inspiring our young students in pursuing a future career within the music industry. We aim to do this by following a free form approach of music, adopting the philosophy that any sound is music. The curriculum is split into five imperative areas of music to ensure that we offer a holistic curriculum designed to inspire our students in this field. The five areas of music we explore are: Music Theory, Music Technology, Instrumentation, Musical History and DJ’ing. In addition to this, we are always motivating students to showcase their hard work through live performances, be it in the classroom or on stage with their peers. Our department has focused on collaborating with third party companies to further develop a more bespoke curriculum, introducing more students into the world of DJing with students achieving up to a Level 6 accredited qualification. Furthermore, we are incorporating extracurricular activities through introducing bespoke workshops such as African drumming and even opportunities for student to take additional instrument-based lessons with Bexley Music.
Intent
It is imperative that all students are presented with equal opportunities and the ability to pursue their passion in music, this is only possible through facilitating a positive working environment, Inspiring creativity and present new opportunities as well as career pathways which may not have previously been made apparent to the student, this encourages students to thrive and flourish within an educational setting as they learn and develop completely new skills.
Implementation
Implementing methods of collating evidence accurately as well as developing and designing differentiated resources in order to assist and facilitate students learning no matter their individual ability level. Ensuring to have strong knowledge of the curriculum offer and understanding the strengths and weaknesses of students will help inform judgement and decision making throughout the year in order to achieve the best possible results.
Impact
Music offers a range of new skills that will prove beneficial to every student. Opportunities such as developing their teamwork, articulation, dexterity, reading ability, communication and confidence are all key character traits which will have a huge benefit to those students who suffer from SEMH. By increasing the curriculum offer with NCFE level 2 in Music Technology, Pearson’s Level 3 in Music Technology, up to Level 3 in Noise academy DJ Awards affiliated with AQA, along with a primary focus on music theory in order to ensure that we offer a holistic curriculum that breeds musicians into pursuing a future career within Music.
NCFE Level 2
When students choose to pursue a level 2 qualification in music technology, they will be introduced to a range of technologies and theories within music surrounding composition, recording techniques, file management, Music theory, Dj'ing as well as mixing and mastering. Students will be required to complete a minimum of 4 of the following units to achieve the level 2 qualification, however have the opportunity to achieve the Level 2 Extended qualification by completing a total of 8 of the following units over the 2-year course.
- Set up and operate audio/MIDI sequencing software - This unit is about using modern sequencing to realise musical ideas. It explores the differences between sequencing using audio samples and MIDI (or virtual instrument) sequencing, and how the two can be combined to create music.
- Creating Music - Through using modern audio/MIDI sequencing software to realise musical ideas. Learners should have access to the expertise necessary to set up and operate the software. This unit focuses on the creative and effective (ie musically agreeable) exploitation of the software to create music.
- Using DJ Skills - Designed to develop learners’ DJ techniques. Learners will demonstrate an understanding of the equipment used by modern DJs, and use DJ equipment to perform a set to an audience.
- Dance Music Production - An introduction to dance music production skills through an exploration of the background, technology and production techniques used in modern popular dance music. Learners will investigate a range of dance music styles and will examine factors that have influenced their development and apply their findings to their own compositions.
- Audio Editing - Editing mono and/or stereo audio files using software. Learners will carry out a range of editing operations to create a range of useful audio files, including loops. Learners will be expected to distinguish between different audio formats, show some understanding of audio waveform displays and know the key editing functions of the software they are using.
- Location Recording – Offers learners the opportunity to source their own original sounds, sound-scapes, and FX for themselves by sourcing these sounds from natural objects/places within the real world.
- Multi-track audio recording – This unit is about making multi-track recordings using microphones, mixing equipment and recording devices or software. It covers setting up the equipment required for a recording session, and effectively recording multiple audio sources.
- Multi-track sound mixing techniques – Exploring a range of mixing techniques used by professionals, encouraging learners to refine their abilities and gain a greater understanding of a variety of plug-ins.
- Sound and Music Production - The unit provides a simple overview of sound and acoustics and requires learners to develop a familiarity with some of the technical terminology used.
- Sound Effects techniques for Music Production - This unit is about the production of sound effects for use in music or sound production activity. Learners will explore sound effect production techniques and then apply that knowledge to the creation of a range of sound effects for a music or other sound product (advert, podcast, audiobook etc).
- Microphones use in Music Production – Students will learn all about the purposes and uses of a variety of different microphones as well as develop their understanding of how to capture audio effectively using a range of recording techniques.
Students will understand all of the skills and principles to work freelance or as part of a business. They will be able to work in a range of musical areas such as live events, radio, music studio, sound engineering and music journalism, to name a few. Students can of course continue on to further develop their musical knowledge and understanding by pursuing our Level 3 Music Technology course.
AQA GCSE Music
As our department continues to improve and grow, so does our curriculum offer as we are now offering GCSE Music for the first time in BBAB history. Students will explore new genres and styles of music ranging from Western classical (C. 1650-1910), Popular, Traditional and western classical music and its impact in the modern world since C. 1910. This area of study will present opportunities for students to develop and improve upon their skills as they gain a greater understanding and appreciation for music and its rich cultural history.
Another area of study where students can excel within this course is in performance, as students explore the fundamentals of music, playing styles, cultural influences and impact that music has had over centuries. Students will be required to show case their talents over two separate performances lasting a total of 4 minutes.
Finally, the third area of study is based around composition, this presents the opportunity for students to become artists, using the knowledge that they have gained, they will be able to compose their own form of music in any style they choose, contributing to the ever-growing landscape of music and its unwavering influence on us all. Students will have the freedom to express themselves and be creative in a nurturing environment where there are no wrong answers.
Pearson Level 3
In years 12 and 13 students will be studying the BTEC Level 3 in Music Technology. They will be learning advanced mixing and mastering techniques so that they can confidently conduct a session in high-end music studios across the globe. This is completely designed to help students find their niche in an evolving, dynamic industry where updates and new releases are rife. We have had great successes in the past with students getting professional work as music producers and sound engineers.
- Studio Recording Techniques - equipment and processes used to record music in a studio and experiment with microphone choice and placement. You will plan and make multitrack recordings of different instruments using studio equipment.
- Music to Media - explore a range of music and sound creation scenarios that might exist in a typical portfolio for someone working in the music industry. You will create and produce music for games, films and apps, as well as create original sounds, noises and effects to support interactivity and action.
- DAW production - Explore how the features of a DAW can be used to create and develop your own music. You will understand some of the background principals of how a DAW works, along with the associated specialist and technical terms.
- Mixing and Mastering Techniques - gain experience in mixing down and mastering multitrack digital audio workstation (DAW) projects. You will also realise a sonic vision for a DAW project to achieve a desired sound
Useful Website Links
To view our curriculum maps for Music, click here
To view our knowledge orangisers for Music, please click below:
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Physical Education
Physical Education
The PE curriculum gives every student the opportunity to succeed through physical activity, whilst also improving mental wellbeing. We offer all children chances to compete in competitive sport, which helps them build character and learn values such as fairness and respect. Through PE, we develop the students' knowledge, skills and understanding.
Bromley Beacon Academy represents an opportunity for change for the young people who join our family. The lessons they learn here are more important than the subjects offered in our wide and varied curriculum. We offer students the opportunity to learn about real life, to grow and get ready for the next steps of their lives by shining a light on their potential. How do we do this? Crucially we treat each of them differently, addressing each of their strengths and areas for development.
Intent
In PE we educate the students both physically and mentally. We educate them on training different areas of the body, as well as how to eat and follow a healthy, balanced diet.
We intend to continue to develop the students' fine and gross motor skills through a wide variety of sports. Then to continue to progress these skills into a practice and game situation gaining an understanding of the rules of the sport and investigate ways to outwit their opponent.We offer them the opportunity to study the body further, while also offering them the opportunity to become a qualified sports coach, which in turn opens doors for their future.
We will help our students to gain a NCFE technical qualification in Health & Fitness or Sports Studies. We also provide opportunities for students to specialise in coaching qualifications, Personal Training qualifications and Boxing training.
Implementation
- A varied curriculum across KS4
- Trips to external providers and tournaments
- Level 1/2 NCFE Award in Health & Fitness
- Level 1/2 NCFE Award in Sports Studies
- Level 1 Coaching qualifications
- Developing links with external clubs and providers
- High expectations of students within lessons
- High standards of teaching from experienced staff
- Boxing intervention and coaching
- Swimming lessons at Biggin Hill Swimming Pool
- Well planned lessons catering for each individual’s needs
- Build on students' strength of knowledge and skills
- To embed recap and recall activities at the start of each lesson to refresh previous learning
- Deploy staff effectively to support students ensure they are on task and progressing
Impact
- All students will acquire knowledge and skills that enable them to progress on to their next phase of education, employment or training. As well as this, all students will have high aspirations which is evident in the articulation of their knowledge and understanding and the work that they produce
- All students, including the most disadvantaged, will make at least expected progress and continuously work towards age related targets in academic, EHCP and SEMH. The expected progress for each student is to progress by 4 sub-levels and for 80% of students to work at around one year below their actual age and 20% working at 2 years below their age
- Students will build upon their subject knowledge from KS3/KS4
- Learning about different areas of sport and how to implement them in to practical lessons
- Gaining knowledge about eating healthily and positive lifestyle choices
- Understanding employment opportunities available in the sports industry
- Using coaching qualifications to gain employment assisting coaching
- Learning lifelong skills, such as swimming
To view the curriculum maps for PE, click here
To view the knowledge organisers for PE, click here
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Personal Development
Personal Development
Tutor Time
Please click here to see the tutor timetable for Bromely Beacon Academy
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PSHE and Citizenship
PSHE and Citizenship
Intent
Bromley Beacon Academy’s PSHE and Citizenship scheme of work aims to equip students with essential skills for life; it intends to develop the whole child through carefully planned and resourced lessons that develop the knowledge, skills and attributes children need to protect and enhance their wellbeing. Through these lessons, students will learn how to stay safe and healthy, build and maintain successful relationships and become active citizens, responsibly participating in society around them. The PSHE/RSE mission is that the curriculum coverage is a vital tool in preparing children for life in society now and in the future. Lessons have their foundations in seeing each and everybody’s value in society, from appreciation of others in units such as Diverse Britain, to promoting strong and positive views of self in Think Positive and Be Yourself.
The PSHE and Citizenship lessons cover a wide range of the social and emotional aspects of learning, enabling students to develop their identity and self-esteem as active, confident members of their community whilst addressing the students associated EHCP targets.
The themes and topics support social, moral, spiritual and cultural development and provide our students with protective teaching on essential safeguarding issues, developing their knowledge of when and how they can ask for help.
Learning intentions are fully compliant and fulfils the requirements of 2020 Statutory Relationships and Health Education, setting these learning in the context of a broad and balanced PSHE curriculum.
Implementation
BBA’s PSHE/RSE scheme of work is taught in units, which consist of six themes, each with supporting materials. These units are taught in a spiral curriculum that revisits each theme every year. This enables students to recall and build upon previous learning, exploring the underlying principles of PSHE education regularly at a depth that is appropriate for the age and stage of the student. Lessons also signpost key words, building a rich vocabulary to develop understanding. Resources are also provided for communicating with parents and carers about how and why each theme is covered and suggestions for extending the learning at home.
Assessment for learning opportunities are built into each lesson and enhanced by the ‘I Can’ statements included in each unit, which enable self-evaluation and reflective learning and allow key staff to evaluate and assess progress. Each lesson begins with a discussion of student’s existing knowledge and experience, providing an opportunity for baseline assessment. Each lesson ends with an opportunity to consolidate and reflect upon learning. Tools are provided for summative assessment, allowing progress to be recorded and tracked.
For KS4/5 students, PSHE/RSHE lessons are taught within an accredited programme of study using NCFE awarding body. Students will achieve and Level 1 award in Relationships and Sex and Health Education at the end of Year 9 and a Level 2 award in Relationships and Sex and Health Education at the end of KS4.
Impact
This course provides an effective curriculum for wellbeing. Students are enabled to develop the vocabulary and confidence needed to clearly articulate their thoughts and feelings in a climate of openness, trust and respect, and know when and how they can seek the support of others. They will apply their understanding of society to their everyday interactions, from the classroom to the wider community of which they are a part. Our scheme of work supports the active development of a school culture that prioritises physical and mental health and wellbeing, providing students with skills to evaluate and understand their own wellbeing needs, practise self-care and contribute positively to the wellbeing of those around them. This is especially important in our SEMH setting.
The PSHE/RSE curriculum is proven to have a positive impact on the whole student, including their academic development and progress, by mitigating any social and emotional barriers to learning and building confidence and self-esteem. Our successful PSHE education is proven to help disadvantaged and vulnerable children achieve to a greater extent by raising aspirations and empowering them with skills to overcome barriers they face. PSHE and Citizenship scheme of work is used as a whole-school approach to positively impact wellbeing, safeguarding and SMSC outcomes. This ensures that all students are able to develop the knowledge, skills and attributes they need to succeed at school and in the wider world.
To view the curriculum maps for PSHE , click here
To view the curriculum maps for Citizenship, click here
To view the curriculum, click here
To view the knowledge organisers for PSHE and Citizenship, click here
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Reading
Reading
Bromley Beacon Academy places great importance on reading since it is a vital skill for all students to learn. The Reading curriculum is designed to ensure all students know that reading is an open door to all other learning opportunities. They understand that reading frequently makes them a good reader, and being a good reader expands their world. Our students will embrace their own individual reading journey and will celebrate their reading milestones as they develop new strategies, learn new words, explore different genres, discover unknown authors, experience unfamiliar settings and unpick hidden meanings. We promote independence and encourage all students to read for pleasure, both in school and at home. We recognise that everyone learns at different rates and that reading involves more than just decoding print on a page, it involves listening, questioning and understanding. Our main strategy for reading at Bromley Beacon Academy is to enhance fluency and accuracy in reading which will encourage confidence in reading. By continually reflecting on their own reading journey, our children will not only be able to read, but most importantly, will want to read.
We have many enrichment opportunities which give the students the experiences that further support their engagement with reading. There are 5 areas that reading helps with:
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Exercises & develops the brain
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Improves concentration
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Improves vocabulary & develops imagination
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Develops self-esteem & confidence
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Relaxes the body and calms the mind
Implementation
We do this through:
- Developing children’s competence in both dimensions of reading: word reading and comprehension.
- Prioritising reading for all students; giving them the knowledge and skills to decode, learn and recognise a growing bank of words.
- Ensuring Quality First Teaching, where every child is treated as an individual, and additional support is put in place to make sure all children can ‘keep up’.
- Fostering an appreciation and love of reading for all of our children.
- Placing books, texts and images at the heart of daily school life.
- Ensuring all of our children transition to their next educational setting as enthusiastic, fluent and confident readers.
- A variety of rewards and incentives are used to encourage and motivate students to read for pleasure.
When students join the school, they are assessed for reading accuracy and reading comprehension. Assessment data is used to inform further assessments, teaching, planning and intervention as needed. They are also assessed for Visual Stress, to see if they would benefit from using a coloured overlay to improve their speed, accuracy or comfort when reading.
The school has a well stocked library with a wide selection of fiction and non-fiction books, magazines, and reading resources to suit all abilities and interests. We are happy to purchase particular books for individual students upon request.
Students are able to take books & magazines home through our ‘Book Share Scheme’, and we recommend that students read for 20 minutes per day at home when possible. Support is available for parents and carers in supporting their reading at home. Parents/carers must sign up to this scheme; details are available from the Quality of Education Lead.
Reading for pleasure is the main message behind our reading here at Bromley. We use Accelerated reader, Myon and First news as some of the tools to promote reading. We also have DEAR (Drop Everything and Read) each Thursday afternoon during tutor time to support students with the routines of reading.
It is important that students understand that all reading is worthwhile and can help them on their journey to becoming successful in the future. To encourage reading for pleasure we have a wide range of resources and strategies to enable even the most reluctant readers so they grow in confidence.
Reading currently takes place during tutor group sessions throughout the week. Students needing more support with reading, on a 1:1 or small group basis, have timetabled access to reading intervention during these sessions with Reading Leaders and/or School Staff.
Impact
Phonics
At Bromley Beacon Academy, we follow the Letters and Sounds scheme to teach phonics apart from Green Class who follow the Jolly Phonics scheme. The aim is to prepare children for learning to read by developing their phonetic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills to children with the aim of them becoming fluent readers. Phonics sessions are taught throughout KS1 and KS2 and then consolidated within specific English ability groups in KS3. Children will have a 15-20 minute phonics session at least 4 times a week at the beginning of the day.
The phonic sessions will include a mixture of written work and interactive games during which the children will be recognising, learning and identifying sounds, blending sounds to make words and practicing writing them through dictation of words and sentences.
Guided Reading
At Bromley Beacon Academy, we use a programme called Myon to support teaching reading through guided reading sessions. This is a programme that allows the students to have access to over 1000 books on line. The students are grouped according to their reading age and work daily for 20 minutes at least four times a week with their teacher. During this session, the students read together, explore books together and secure an understanding of comprehension, inference and deduction skills that support their fluency in reading.
Assessment
Bromley Beacon Academy assesses all students upon entry to establish baseline data in reading comprehension, single word reading and single word spelling. All data is reported in a standardised score format enabling students to be compared to their peers nationally. Students with a standardised score of less than 90 are tested twice per year.
This data is then used to inform classroom planning and identify those students who would benefit from further intervention. Dependent upon their level of need, this may be classroom-based within a small-group or withdrawal from class to take part in a bespoke small-group or 1:1 programme. This work aims to overcome barriers to learning, build resilience and confidence and increase self-esteem.
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Science
Science
Our goal in science is to spark the students' interest in and curiosity about the natural world and the things that go on around them. In order to grow and expand their comprehension of the world they live in, we encourage children to explore with confidence. This allows them to explain what is happening, make predictions about how things will behave, and analyse reasons. In order to promote and encourage the growth of science capital, they learn to critically examine and debate science-based topics that could have an impact on their own lives, the course of society, and the fate of the entire planet.
Intent
Science offers learning in the following areas:
The Year 9 science curriculum aims to teach students about the world through the disciplines of physics, chemistry, and biology. Our goal is to cultivate in pupils a deep curiosity and passion for the subject matter through the enthusiasm of the content. The curriculum is designed to provide the right amount of stretch and difficulty at each level, while also being relevant and accessible to all students and staff, in order to foster and cultivate a "can do" mindset in both. Students will acquire the fundamental facts and ideas necessary to recognise the persuasiveness of reasoned explanation and to encourage an enthusiasm and interest about the world around them through the unit sequencing. Students will be urged to comprehend how science may be utilised to analyse reasons, forecast behaviour, and explain what is happening.
The Year 10 science curriculum aims to give students a strong foundation in science and facilitate additional study, Students start to work toward their Entry Level certificate (Single or Double). Our goals are to increase students' cultural capital and instill in them the value of science and how it relates to their own lives, everyday existence, and the wider world. Physics, Chemistry, and Biology are taught to students. Their curiosity for the natural world and understanding of how to operate scientifically are fostered by the education. Students will have the chance to expand their scientific knowledge as well as their investigative, descriptive, explanatory, analytical, quantitative, and evaluative skills through the science program.
Year 11, students will have built a large body of evidence for Single or Double award qualification. They are also offered the chance to take Combined GCSEFoundation or Higher. As a result, children will be able to further think about pursuing a career in science, which is in high demand due to a lack of qualified scientists. Additionally, the curriculum will help kids develop their logical reasoning skills, which will help them analyse the world critically and recognise that things happen for a reason and that processes are connected.
We also intend to offer curriculum trips to Science Museums, Sea life centres, Aero zone and Kent wildlife Trust sites. Science Department will also work with Maths, PE and English department to offer students wide range of curriculum related trips. Our summer school activities have been widely appreciated by our young people, leading one of our learners to say:
Implementation
Key to implementing the science technology curriculum is ensuring that pupils:
- All students should have opportunities for reflective learning and questioning that build on their past knowledge and create connections across curriculum.
- In an atmosphere where students are encouraged to develop their ideas and independence by asking their own questions and offering their own methods of researching their hypothesis
- Fostering and integrating science lessons into practical experiences, giving science significance, and developing "science cultural capital"
- Practical, hands-on learning opportunities using a variety of scientific techniques to ignite students' innate curiosity and encourage it
We have created a knowledge-led curriculum to achieve these objectives and demonstrate impact which are built on a structured ladder of qualifications.
Impact
- The range of activities (written, practical, discussion and teacher input) allows all students to thrive; we have seen good engagement and completion of activities. The impact of the discussion through a quick thought question has allowed students to gain valuable knowledge flashbacks, which aids their learning for the coming lesson; it also has helped with the retention of information from previous lessons
- The combination of written work and practical allows both visual and kinaesthetic learners to understand a concept in a variety of ways
- 1 to 1 discussions with teacher towards the end of the lesson has begun to make a huge difference to recall of information from the lesson and students taking ownership of what they have learnt. By students being questioned away from resources, this has allowed AFL to improve. It also has made students take more pride in their work as they are being made aware that this will be checked with the students present. Students are also receiving verbal feedback instantly as well as summative shown on their Showbie profile
Key Stage 4 Curriculum
Students must comprehend that although there are three main ideas, they are all related to one another and build upon one another. Within these ideas, they will also study significant scientific breakthroughs.
Biology:
Students must learn about complicated systems including interactions between genes, the environment, and random chance in order to comprehend living things and life itself. Some example of topic are:- The structure of the heart and the composition of blood
- Natural and artificial selection
- Genetics: inheritance and engineering
- The effect of lifestyle on health
Chemistry:
Children learn about chemistry by using models and modeling to describe how matter behaves and how the components of the items they study combine. Some example of topic are:- Atoms and elements
- States of matter
- Chromatography
- The current atmosphere
Physics:
According to physics, everything behaves the same way. Children can develop explanations based on quantifiable quantities that can be arranged into numerical relationships by using this concept.- Changes in energy storage
- Energy resources
- Current in a circuit
- Earth and Space
Main Route
9
Unit Award Scheme
10
Entry Level Certificate (Single or Double)
Level 1, 2 and 3
11
Entry Level Certificate (Single or Double) or GCSE combined Synergy Science
Level 1, 2 and 3 or
Foundation or Higher -
Social Skills
Social Skills
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Therapeutic Support
Therapeutic Support
We recognise that people need support to thrive and reach their full potential. The therapy and wellbeing service offer’s a specialised support for students who may benefit from regular therapy sessions; drop-in sessions are open to all. The school prioritises social emotional and mental health within every aspect of school life - policies & environment, curriculum, special events & campaigns - to positively impact outcomes for students.
We currently have one full-time Counsellor on-site who manages the provision.
For Students
Therapeutic work is tailored according to needs, combining either a creative indirect approach, direct talking approach as well as solution focused CBT approach, to supporting emotional and psychological wellbeing. The aim of therapy may include improving self-awareness, self-esteem, relationships, coping strategies, anger management, overcoming negative thoughts, general wellbeing or making difficult events more bearable. We offer all our student’s individual and confidential sessions every day of the school year.
Awareness Events and Campaigns
- Autumn Term: “Let’s think about”; Mental Health – decreasing stigma, stereotyping, whilst increasing learning and discussing Mental Health
- Spring Term: “Let’s think about”; Difference - awareness to difference and diversity in our everyday lives
- Summer Term: “Let’s think about”; Transitions – changes in both mental & physical, and movement through life’s stages
For Parents & Carers
The onsite therapy team are here to support you and happy to hear from any of the parents and carers at Bromley Beacon Academy Bromley. We believe it is fundamental to set up open channels of communication with all of the adults who feature in the lives of our students. Our ethos at Bromley Beacon Academy Bromley is to adopt a ‘whole school’ approach to mental health and wellbeing and give them the opportunity to thrive in a supportive learning environment.
We believe the award reflects the whole school teams’ commitment as well as recognising that the school structures, environment, ethos and culture is one that supports positive mental health and wellbeing, we are truly honoured to have received this highly esteemed accolade for our hard work.
For more information about therapy, please contact james.leverington@bromleybeacon.lseat.org.uk in the schools therapy team.
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Vote for Schools
Vote for Schools
Young People Changing the World
We are passionate about our children's voices having an impact on practice and policy to really make a mark on their world.Votes for Schools gives young people the chance to speak out on issues that matter to them, improving oracy, confidence and critical thinking and covering Prevent, British Values & the SMSC Curriculum.Votes for Schools engages pupils in current affairs, ethics, and social issues through weekly interactive lessons that promote critical thinking, debate, and decision-making. The unique student voting platform allows the school to contribute to a nationwide database of student opinions, providing insights and data for large organisations, charities, and government bodies.