The curriculum that is offered at Bradfields Academy is the entire set of experiences that students directly, or indirectly, experience during their days at the academy. It is not just that which is taught in the classroom.
All staff, no matter their role, realise that they have a part to play in delivering the curriculum model. The Fortis Trust framework for Excellence has been used to devise an academy framework for the delivery of this curriculum model.
The desired outcomes show that the academy is aspirational and ambitious for all of the students regardless of age, stage, and community.
Within the classroom settings, students follow an academic curriculum that develops concepts and builds on skills in a sequential manner, ultimately leading to qualifications at an appropriate, but challenging, level for the student. Qualifications include, Unit Certification, Entry Level Qualifications, Level 1 GCSE and BTEC, Level 2 GCSE and BTEC and equivalent Level 1 and 2 courses.
Whilst academic qualifications are important for our students the preparation for the next stages in their lives is as equally important. The curriculum has been designed in order to support the students in progression to college, employment, supported employment and independent or supported living.
Opportunities exist within the curriculum to develop in character and resilience through elements in PSHCE, Life Skills, extra-curricular activities and, in the sixth form, the Duke of Edinburgh Award Scheme, Work Experience and Community Volunteering Programmes.
Programmes in PSHCE, RE and Tutor Time promote character development alongside British/International Values which in turn support safeguarding and the Prevent strategy. These are supported in other curriculum areas too. The aim is to give students the skills to engage in recreational activities as part of their future lives.
Reading
A development of a love of reading has been instrumental in securing outcomes that are above expectation for many students.
The academy is determined that every student will be able to read and employs a variety of techniques throughout the communities to support those that struggle in this area.
As students become more confident with reading then they choose to enter a variety of initiatives run by the English Department. For example, Wordless Wednesdays see them writing a story about a picture with no introduction. Students enter this on a purely voluntary basis.
The Academy has secured a double decker bus with the aim of converting it into a library and a sixth form quiet area for reading. The academy also has a book vending machine. Students are awarded tokens and can spend these to gain a book from the machine.
Phonics
The academy has researched a number of phonics schemes and has chosen to employ a selection of those across different communities depending on the need of the students. It must also be recognised that phonics is not suitable for all of our learners and therefore a whole word recognition and/or multi-sensory approach can be used.
Schemes used across the academy include Twinkl Phonics, Phonics for Pupils with SEN, Monster Phonics.
All of these schemes are used as a guide and are adapted for individual students.
Requests to withdraw a student
RE is compulsory in schools up to the age of 18. Parents can ask to withdraw their child from parts or all of the lessons. This includes:
- RE lessons in accordance with the academy’s curriculum
- Acts of Collective Worship
Parents & Carers do not have to provide a reason for requesting the withdrawal however, we would always recommend having an informed discussion prior to any decision.
- Whilst Parents & Carers have a right to withdraw children from RE, they should note that child/ren may also encounter religions and beliefs and wider aspects of faith in other areas of the National Curriculum from which there is no right of withdrawal.
- On occasion, spontaneous questions about religious matters are raised by students or issues related to religion arise in other curriculum subjects such as history or PSHE. For example, schools promote community cohesion and help students to understand ideas about identity and diversity, feelings and emotions within both religious and non-religious contexts.
All requests for withdrawals should be made in writing (or via email), addressed to Mrs Head, Subject Leader for Humanities. The email address is: office@bradfieldsacademy.co.uk.
(Section 71(3), School Standards and Framework Act 1998).
Sex Education
Parents have the right to request that their child be withdrawn from some or all of sex education delivered as part of statutory Relationships and Sex Education.
From three terms before the student turns 16, a student can choose to opt back into sex education even if their parent has requested withdrawal.
Parents do not have the right to withdraw their child from relationships and health education, nor can they be withdrawn from topics taught as part of the science curriculum, including science topics related to puberty or sexual reproduction.
We would always recommend having an informed discussion prior to any decision.
All requests for withdrawals should be made in writing (or via email), addressed to Mrs Klein, Subject Leader for PSHCE. The email address is: office@bradfieldsacademy.co.uk.
Subjects
For further detail on each subject, please click on the drop-down menus.
English and Media (click to expand)
The English Department aims to:
- deliver an individual and personalised curriculum based around the key skills of reading, writing and speaking and listening to develop confident, independent and enthusiastic learners.
- expose learners to a wide range of texts (fiction, non-fiction, poetry and plays) to build a culture and love of reading.
- allow learners to explore characters dealing with situations and adversities and apply these to their everyday life.
- offer a range of qualifications from Entry Level to A Level that stretch and challenge all learners.
Assessments
Students undertake regular formative assessments to look at the development of reading, writing and speaking and listening skills. At the end of each term, students undertake a summative reading and writing assessment. Formative assessments are tasks which are designed to complement the unit of study and are completed as a part of our class book studies.
How Parents Can Help
Students should be reading at home regularly each week and this can be through a range of different mediums (picture books, novels, comics, etc.) Encouraging students to read in the home environment positively contributes to their learning. Reading for pleasure has been proven to have the highest impact on attainment and achievement out of any other strategy. All students also have access to a literacy intervention programme called Lexia to help them with boosting their core literacy skills. It is encouraged, where possible, for families to support students with engaging with this at home as part of their home learning, as continual practice.
Trips and Experiences
Every year, students will have the opportunity to engage in author visits, in house theatre productions, and reading fundraising events each year to boost student engagement and enthusiasm for reading.
English – Key Stage 3
Topics and Key Texts – Power of Reading
At Bradfields, we implement the Power of Reading scheme, devised by the Centre of Literacy in Primary Education). It is a proven professional development programme that allows us to create and deliver a high-quality English curriculum that develops reading comprehension and writing composition, fostering a whole school love of reading and writing.
This puts quality children’s literature at the heart of English learning and enables teaching and learning in English to be centred around specific texts with themes linking to British values. This allows the children to enjoy reading and be fully immersed into a text. This enables the children to have a deeper understanding of the variety of texts, author’s language, the impact of illustrations and opens the discussion of life experiences. It also supports us in raising engagement and attainment in language, vocabulary, reading and writing.
Reading for Life – What it means for our students
At Bradfields Academy, we believe that literacy is the foundation of learning, communication, independence and opportunity. Through our blended Reading for Life curriculum, we aim to develop confident, capable readers who can access the world around them, participate fully in their communities and successfully navigate their next steps in education, employment and adult life. Reading is not viewed as a separate skill, but as a lifelong tool that enables our students to learn, connect, advocate for themselves and achieve their full potential.
Our ambition is to become a nationally and internationally recognised centre of excellence for literacy in SEND education. We believe that every child, regardless of starting point, deserves access to a rich and ambitious literacy curriculum that opens doors to learning, employment, relationships and independence. Through evidence-informed practice, carefully chosen texts and meaningful real-world reading experiences, we are building a culture where literacy empowers students not only to succeed at school, but to thrive in an ever-changing world beyond Bradfields.
English – Key Stage 4 – Entry Level 1, 2 and 3
Description
The course is unitised so units can be selected to suit student needs and to add to their previous achievements. There are three core components:
- Speaking, Listening and Communication
- Reading
- Writing
Assessment
This is a coursework only qualification so students can work on units, submit them and ‘cash in’ for a qualification at the end of any academic year.
An Award in this subject is given for 8+ credits at either Entry Level 2 or 3, a Certificate will be awarded for 13+ credits. This means that a student who achieved an award at EL2 in Year 11 could add units to achieve a certificate during Sixth Form or even improve upon the previous pieces to push for the higher grade (EL3). It is a flexible course which allows students to continue to achieve into Sixth Form.
Entry Level 1:
| Year 10 & 11 | Writing | Reading | Speaking & Listening |
Entry Level 2 and 3:
| Year 10 | Exploring Narratives | Exploring Poetry | Reading for Life: Applying Reading to Real Life |
| Year 11 | Exploring Shakespeare | Exploring Advertising | Reading for Life: Reading the Real World |
Exploring Narratives – This unit which focuses on the timeline of events in a text and how / why the main character changes through the course of a novel, picture book, film or TV programme.
Exploring Poetry – This unit focuses on identifying the key features of a poem and the poet’s choice of language as well as understanding character and events.
Exploring Shakespeare – This unit focuses on one Shakespeare play, analysing characters, their relationships and actions.
Exploring Advertising – This unit aims to enable learners to gain knowledge of purposes, types and techniques of advertising.
English – Key Stage 5 – Entry Level 1, 2 and 3 (WJEC Additional English & Functional Skills)
Description
The course is unitised so units can be selected to suit student needs and to add to their previous achievements. There are three core components:
- Speaking, Listening and Communication
- Reading
- Writing
Assessment
This is a coursework only qualification so students can work on units, submit them and ‘cash in’ for a qualification at the end of any academic year.
An Award in this subject is given for 8+ credits at either Entry Level 2 or 3, a Certificate will be awarded for 13+ credits. This means that a student who achieved an award at EL2 in Year 11 could add units to achieve a certificate during Sixth Form or even improve upon the previous pieces to push for the higher grade (EL3). It is a flexible course which allows students to continue to achieve into Sixth Form.
Entry Level 2 and 3:
| Year 12 | Creating Narratives | Exploring Events in Audio-Visual Texts | Reading for Life: Voice and Communication |
| Year 13 | Communicating Experiences | Reading for Life: Applying Literacy to Everyday Adult Life | Reading for Life: Applying Literacy to Future Destinations |
| Year 14 | Edexcel: BTEC Functional Skills (Entry Level, Level 1 & Level 2) | ||
Creating Narratives – This unit focuses on planning and sequencing ideas for a story, using descriptive techniques before writing a story.
Exploring Events in Audio-Visual Texts – This unit is media based and looks at studying the events, characters and narrative of two different films.
Communicating Experiences – This unit focuses on a student’s ability to organise and communicate ideas clearly, whilst reflecting on real life events. Students will attend two school trips during this unit.
English – Key Stage 5 – GCSE English Language (iGCSE)
Description and Assessment
The Cambridge iGCSE First Language English course enables learners to:
- Develop the ability to communicate clearly, accurately and effectively when speaking and writing
- Use a wide range of vocabulary, and the correct grammar, spelling and punctuation
- Develop a personal style and an awareness of the audience being addressed
Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. The Cambridge iGCSE First Language English also develops more general analysis and communication skills such as inference, and the ability to order facts and present opinions effectively.
The assessment outcomes for reading and writing are:
Reading candidates will be assessed on their ability to:
R1 – Demonstrate understanding of explicit meanings R2 – Demonstrate understanding of implicit meanings and attitudes R3 – Analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text R4 – Demonstrate understanding of how writers achieve effects and influence readers R5 – Select and use information for specific purposes | Writing candidates will be assessed on their ability to:
W1 – Articulate experience and express what is thought, felt and imagined W2 – Organise and structure ideas and opinions for deliberate effect W3 – Use a range of vocabulary and sentence structure appropriate to context W4 – Use registers appropriate to context W5 – Make accurate use of spelling, punctuation and grammar |
| Year 12 | Writing to Discuss | Writing to Describe | Writing to Narrate | |||
| Year 13 | Question 1: Comprehension and Summary Task | Question 2: Short-Answer Questions and Language Task | Question 3: Extended Response to Reading | Exam Revision | Reading for Life: Applying Literacy to Future Destinations | |
English – Key Stage 5 – GCSE English Literature (AQA)
Description and Assessment
The Literature qualification is made up of two exams, encompassing Shakespeare, 19th Century Fiction, Unseen Poetry, a Poetry Anthology and a Post-1950s text.
The assessment outcomes are:
- AO1: Read, understand and respond to texts. Students should be able to maintain a critical style and develop an informed personal response and use textual references, including quotations, to support and illustrate interpretations.
- AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
- AO3: Show understanding of the relationships between texts and the contexts in which they were written.
- AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
The aims of the qualification are:
- Literal and inferential comprehension: understanding a word, phrase or sentence in context; exploring aspects of plot, characterisation, events and settings; distinguishing between what is stated explicitly and what is implied; explaining motivation, sequence of events, and the relationship between actions or events.
- Critical reading: identifying the theme and distinguishing between themes; supporting a point of view by referring to evidence in the text; recognising the possibility of and evaluating different responses to a text; using understanding of writers’ social, historical and cultural contexts to inform evaluation; making an informed personal response that derives from analysis and evaluation of the text.
- Evaluation of a writer’s choice of vocabulary, grammatical and structural features: analysing and evaluating how language, structure, form and presentation contribute to quality and impact; using linguistic and literary terminology for such evaluation.
- Comparing texts: comparing and contrasting texts studied, referring where relevant to theme, characterisation, and context (where known), style and literary quality; comparing two texts critically with respect to the above.
- Producing clear and coherent text: writing effectively about literature for a range of purposes such as to describe, explain, summarise, argue, analyse and evaluate; discussing and maintaining a point of view; selecting and emphasising key points; using relevant quotation and using detailed textual references
- Accurate Standard English: accurate spelling, punctuation and grammar.
Media Studies – Key Stage 3
Media Studies at Key Stage 3 is offered as part of the Arts Rotation and as such, all pupils in Years 7, 8 and 9 will study one topic for a double lesson a week over the course of a 6–7-week period. All topics equip students with subject specific knowledge and understanding and with skills that are directly transferable to study undertaken in the subject at KS4 and 5. Pupils will learn key concepts, working at varying stages of the production process (pre-production, production and post-production) developing their abilities both in front and behind the camera as they are given the opportunity to produce practical video or photographic work as the culmination of their study in each topic. Pupils will get to share their work with the school community in celebration assemblies throughout the year, and with parents/carers and the wider school community at our Film Festival Event at the end of each academic year.
| Topic | Key Areas Assessed | |
| Year 7 | Silent Film |
|
| Year 8 | Photography |
|
| Year 9 | Animation |
|
Media Studies – Key Stage 4
Description
There are three core units that will be covered:
- Exploring Film Genres
- Creating a Print Media Product
- Creating an Audio-Visual Sequence
The units covered allow students to gain an insight into the media industry, with the opportunity to study theories and then apply these through practical tasks. Alongside this, students will be introduced to various media forms with visits from individuals working in the industry and school trips with links to future career opportunities.
Assessment
This is a coursework only qualification so students can work on units, submit them and ‘cash in’ for a qualification at the end of any academic year. An Award in this subject is given for 8+ credits at either Entry Level 2 or 3, a Certificate will be awarded for 13+ credits. This means that a student who achieved an Award at EL2 in Year 11 could add units to achieve a Certificate during Sixth Form or even improve upon the previous pieces to push for the higher grade (EL3). It is a flexible course which allows students to continue to achieve into Sixth Form.
Units
| Year 10 | Coursework Unit: Exploring Film Genres | Coursework Unit: Creating a Print Media Product | ||||
| Year 11 | Coursework Unit: Creating an Audio-Visual Sequence | Introduction to Music Videos | ||||
Media Studies – Key Stage 5 – BTEC Level 1 Introductory Certificate
Description
The BTEC in Digital Media is designed around practical skills and tasks and offers an introduction to the digital media sector.
Over the course of two years, learners will develop the skills needed for:
- Animation pre-production, production and post-production and will use these skills to plan and produce an animated sequence for a specific purpose.
- Producing an interactive presentation that incorporates media content.
- Planning a film shoot, utilising the different functions of a camera and capturing footage.
- Utilising key techniques to help organise their work and priorities and manage their time effectively.
- Progressing to the next stage in their learning, identifying progression opportunities and creating a plan to enable them to get there.
Alongside the qualification, students will also have several visits from individuals working in the industry and school trips with links to future career opportunities.
Assessment
This is a coursework only qualification so students can work on units, submit them and ‘cash in’ for the qualification at the end of Year 13. This qualification is assessed by the tutor and internally verified. Marks awarded by the centre will be subject to external moderation.
Units
| Year 12 | Unit DM9: Creating an Animation | Unit DM6: Designing an Interactive Presentation and Unit A2: Developing a Personal Progression Plan |
| Year 13 | Unit DM10: Shooting a Short Film | Unit A1: Being Organised |
Please read the document(s) below for further information.
Maths (click to expand)
Mathematics is an essential part of a balanced curriculum that is both well matched and challenging to learner’s needs. All learners should work towards becoming fluent in the fundamentals of mathematics and should be able to reason mathematically and solve problems by the application of their mathematical understanding. We endeavour to ensure that students develop an enthusiastic and creative attitude towards mathematics that will stay with them throughout their lives.
We intend for our students to be able to apply their mathematical knowledge across the curriculum. We want them to know that it is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and all forms of employment.
Key Stage 3
ASSESSMENTS
On-going teacher assessment and a series of informal classroom based tests to establish individual student progress. Students are also encouraged to self-assess at the end of each topic to establish next steps and areas for development. Stretch and challenge tasks to ensure a depth of understanding is established.
HOW CAN PARENTS HELP
Parents can support the use of numeracy in the real world using real life examples such as time, money, timetables, calendar involving days of week, months of year and seasons. It is also encouraged where possible for families to support student with home learning and help them to check answers.
TRIPS AND EXPERIENCES
Students experience a variety of learning styles, practical tasks, textbook work, worksheets, outdoor maths and numeracy across the curriculum links. We also have outside agencies come into the Academy to deliver Maths workshops.
TOPICS
| Year 7 | Place value, addition and subtraction, shape, money | Multiplication and division, capacity and temperature, length | Fractions, time, statistics, position and direction |
| Year 8 | Place value, addition and subtraction, multiplication and division, fractions | Length and perimeter, mass and capacity, time | Money, geometry, statistics |
| Year 9 | Place value, addition and subtraction, perimeter, area | Multiplication and division, percentages, fractions, decimals | Time, money, statistics, geometry |
Key Stage 4 & 5
Maths – GCSE Level 1 & 2
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 16S or above.
COURSE DESCRIPTION
The course develops the following key areas:
- Number
- Algebra
- 2D/3D shapes
- Measurement
- Angles
- Co-ordinates
- Area, perimeter, volume
- Geometry
- Averages
- Charts & Graphs
- Data Collection & Handling
ASSESSMENT
Assessment is through written examinations which will be taken in the summer term of Year 11. Students working at Bradfields Steps Level 16S or above at the end of KS3 would be considered for this level, within the GCSE Foundation Tier.
WHAT NEXT
This qualification could lead to a Level 3 qualification.
| Year 10 | Number & Geometry | Algebra and statistics | Ratio and proportion and probability |
| Year 11 | Number & Geometry | Algebra and statistics | Revision |
Maths – Mathematical Skills – ASCENTIS Entry Level 1, 2 & 3
ENTRY REQUIREMENTS
Students should currently be working between Bradfields Steps 6S to 15C.
COURSE DESCRIPTION
The Ascentis Entry Level Awards and Extended Award in Mathematics (Stepping Stones to Functional Skills) and the Entry Level Certificate in Mathematics (Stepping Stones to Functional Skills) are ideal qualifications for adults and young people wishing to develop their mathematical skills. They are intended to aid progression, either to further study through Mathematics Functional Skills or GCSE Mathematics qualifications. These qualifications have been designed to ‘bridge the gaps’ in learners’ mathematical knowledge, thus focus on developing confidence and ability.
ASSESSMENT
Each unit is assessed through an assessment to be taken under supervised conditions. The assessment is then internally assessed and verified by the centre and then externally verified by Ascentis.
WHAT NEXT
The opportunity to move towards Mathematics Functional Skills through each level. Evidence of achievement for learners moving into the world of work or work-based learning.
| Level | Units |
| Entry Level 1 |
|
| Entry Level 2 |
|
| Entry Level 3 |
|
Maths – Mathematical Skills – Ascentis stepping stones to functional skills level 1
ENTRY REQUIREMENTS
Students should currently be working between Bradfields Steps 16S to 25C.
COURSE DESCRIPTION
The Ascentis Level 1 Awards in Mathematics (Stepping Stones to Functional Skills) and the Level 1 Certificate in Mathematics (Stepping Stones to Functional Skills) are ideal qualifications for adults and young people wishing to develop their mathematical skills at Level 1. They are intended to aid progression, either to further study through Mathematics Functional Skills or GCSE Mathematics qualifications. The Ascentis Level 1 Awards in Mathematics (Stepping Stones to Functional Skills) are a range of small qualifications which have been designed to ‘bridge the gaps’ in learners’ mathematical knowledge thus focussing on developing confidence and ability.
ASSESSMENT
Each unit is assessed through an assessment to be taken under supervised conditions. The assessment is then internally assessed and verified by the centre and then externally verified by Ascentis.
WHAT NEXT
Each unit is assessed through an assessment to be taken under supervised conditions. The assessment is then internally assessed and verified by the centre and then externally verified by Ascentis.
| Level | Units |
Level 1 |
|
Maths – Personal Finance – ASCENTIS Level 1
ENTRY REQUIREMENTS
Students should currently be working between Bradfield’s steps 14S to 17C.
COURSE DESCRIPTION
The aim of this qualification is to enable students to:
- Understand the sources of income and expenditure
- Understand the need to balance income and expenditure
- To know how to reduce expenditure
- Have knowledge of products sold by banks and building societies
- Understand the advantages and disadvantages of borrowing money
ASSESSMENT
This qualification is assessed through the completion of a multiple choice test that is completed on paper or e-assessment.
WHAT NEXT
This qualification gives students an introduction to managing personal finance which can be applied to a variety of contexts. Students can use this qualification as part of a longer vocational or academic program of study.
Home Learning
Home learning is set weekly by teachers. Valuable resources that are available to students is the IXL and TT rock stars packages. The Department are actively encouraging students to use the package as part of their Home Learning.
Click here to access the IXL Maths software http://uk.ixl.com/
Click here to access Times Table Rock Stars: – https://ttrockstars.com/
Please read the document(s) below for further information.
Science & Land Studies (click to expand)
The Science Department aims to:
- Encourage children to be inquisitive throughout their careers at the school and beyond.
- Foster a healthy curiosity in children about everything in our universe and promotes respect for everything around us.
- By practical experimentation, students learn to be safe, observant, measure using correct scales and express their findings.
Science
Key Stage 3
The KS3 Science curriculum allows students to learn about a wide variety of scientific topics and techniques.
ASSESSMENTS
Students are continually assessed throughout the year over four strands: Biology, Chemistry, Physics and Practical Skills. The students are assessed against the criteria as set out in the science curriculum. Assessment occurs after each topic or when student work or achievement provides suitable opportunity.
HOW CAN PARENTS HELP
Visits to science museums, environmental centres, exploratory centres etc Watching and discussing Science programmes on TV.
Discussing with students the learning from their weekly lessons.
TRIPS AND EXPERIENCES
Extracurricular experiences will be used as and when available.
TOPICS
| Year 7 | The Chemistry Lab Cells, Organs, Life | Light and Sound Acids and Alkalis | Magnetism Habitats |
| Year 8 | Forces Microbes & Healthy Living | Mixtures in Chemistry Our senses | Materials Space and The Earth |
| Year 9 | Reproduction Reaction Chemistry | Heat Solids, Liquids & Gases | Variation & Classification Electricity |
Forestry
Key Stage 3
Students will learn about the seasonal impact on plants and trees, along with the impact woodlands have on the plants and animals that live in them. Students will learn how to safely work within the woodland environment.
ASSESSMENTS
Each activity in Woodlands is practical based and the students will be assessed throughout.
HOW CAN PARENTS HELP
Students can help carry out gardening activities with friends and family. Another good way to develop skills is to try and identify plants and trees in your local environment.
TRIPS AND EXPERIENCES
Students will take part in woodland based enterprise tasks that are designed to raise money for the academy, in order to develop the outside spaces.
TOPICS
| Throughout Key Stage 3 students will study | ||
Introduction to Woodland Health and Safety. The importance of trees. The structure of a tree Identifying trees Introduction to groundsman ship and woodland enterprise | Identification of plants and animals. Identifying wild flowers Identifying and cultivating edible plants Identification of woodland animals | Woodland Maintenance. Safe use of a range tools Maintenance of plants and their environment Basic business skills for the woodland project work. |
Key Stage 4
Science Today – Entry Pathways Entry Level 2 & 3
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 5S or above
COURSE DESCRIPTION
Entry Pathways is a course which enables teachers to devise a learning programme to match learner’s needs and abilities. It will enable students to:
- Understand the nature of science and its application to the environment and society
- Develop an interest and enthusiasm for science
- Become competent in observational, practical and problem-solving skills, both in the laboratory and in other learning environments
- Understand more of the relationships between data, evidence and explanations and their ability to evaluate scientific claims
- Apply their skills of communication in scientific contexts
ASSESSMENT
All Entry Pathways units are internally assessed and externally moderated. All criteria must be met for each unit to be accredited.
WHAT NEXT
Students can progress to BTEC Science in KS5.
| Teachers will choose units suitable for the group and of particular interest, from the following | |
Food and Health Science: Health and Safety Making Useful Compounds Science and the Human Body Variation and Adaptation | Working with Electrical Circuits Chemical Products Used in the Home Science and our Universe Science and the Plant World |
Sixth Form Options
BTEC Applied Science Introductory Level 1
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 15S or above.
COURSE DESCRIPTION
Students must complete the at least 2 mandatory units and 3 option units for a certificate.
ASSESSMENT
This qualification will be marked internally and will be 100% coursework. No examinations needed.
WHAT NEXT?
Students can progress to A-Level Science. Alternatively, they can progress to NVQs such as Laboratory & Associated Technical Activities or Laboratory Science. With GCSE’s typical employment opportunities may be as a laboratory technician or in roles involving sample analysis in environmental protection or healthcare.
Year 12 units
- Being Organised
- Carry out a Scientific Experiment
- Investigating variations in Plants and Animals
Year 13 units
- Developing a Personal Progression Plan
- Exploring Chemistry
- Practical actions to protect the environment
Key Stage 4 & Sixth Form Option
Forestry – Practical Countryside Skills
SEG Awards Level 1
ENTRY REQUIREMENTS
Students should be comfortable working with plants and be happy to get their hands dirty.
COURSE DESCRIPTION
The qualification gives a broad overview of the tasks and skills involved with looking after plants and trees.
Students will also be developing employability skills, e.g. meeting deadlines, teamwork, following written and verbal instructions.
ASSESSMENT
Each year students are required to complete 2-3 units of work. Each unit has a value of 2-4 points and the number of points achieved determines the level of qualification awarded.
- Award – 10 points
- Certificate – 20 points
- Diploma – 37 points
WHAT NEXT
On completion of the Level 1 Award or Certificate, students may progress on to completion of the Level 1 Diploma.
| Students will study from a range of topics |
|
Please read the document(s) below for further information.
Computing (click to expand)
The Computing Department aims to:
- Promote and develop good digital citizens who are able to use technology safely and responsibly.
- Develops computational thinking and creativity to be able to problem-solve and make things.
- Enables all learners to access an exciting, engaging and challenging learning experience.
- Promotes future careers, informs and prepares aspirant students for their future life outside of the Academy
Key Stage 3
Students will develop the ability to use a variety of key tools that appear in a range of programs to present information in differing ways.
ASSESSMENTS
Most tasks are project-based, as in the real world, the ICT industry and students are assessed on their final product. They are given a set of objectives and are assessed on how well they can meet those objectives and their level of independence when working.
E-safety and careers are built into the curriculum throughout the year to make them relevant to topics being covered and to provide regular recaps.
HOW CAN PARENTS HELP
Access to a computer and office-type programs such as Word, Excel and PowerPoint would be helpful. Students can access online versions of these programs for free as part of their school Office 365 account. Students should be supported with their access to the internet.
TRIPS AND EXPERIENCES
Extracurricular experiences will be used as and when available.
TOPICS
| Year 7 | Identifying hardware and skills building Using computer software to share information | Communicating safely on the Internet Programming skills | Finding information online, collecting and analysing data Multimedia |
| Year 8 | Exploring hardware inside the computer and how messages are sent inside the computer. Using email safely, editing and writing HTML | Exploring how the Internet has changed the way we communicate and work. Public Information Systems | Programming hardware, image editing |
Year 9
| Identify how computer systems work, describing networks, including the Internet | Exploring SMART technology: Exploring how technology has changed shopping and services | Exploring the accuracy of information online: Blogging
|
Key Stage 4
Information Technology – Ascentis Pre-Entry and Entry Level 3 Pathways
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 10S or above.
COURSE DESCRIPTION
Unit levels: Pre-Entry Level, Entry Level 1, Entry Level 2 and Entry Level 3.
There are 4 units available at Pre-Entry Level:
- Digital Awareness and Internet Safety
- Digital Communications
- Digital Documents
- Using Digital Devices and the Internet
There are 7 Award units available at Entry Level 3:
- Computer Basics (Mandatory)
- Online Basics (Mandatory)
- Digital Photography
- Digital Music
- Audio and Video Software
- Digital Media
- Social Networking
The course offers a flexible, inclusive route to achieve the skills needed for work. It is tailored to meet individual needs.
ASSESSMENT
It starts at Pre-Entry Level. There are no examinations for this course.
Assessment is entirely internal and the courses are flexible. Teachers can choose units which match or can tailor the course by choosing units to meet specific candidate needs or interests.
WHAT NEXT
This can lead learners to an Entry Level 1 qualification.
| Units students will study include | |
| Year 12 & 13 | Learning about animation or game making, creating an animation or game making communication IT Jobs |
Key Stages 4 and 5
Information Technology – TLM IT User Skills – Entry Pathways Entry Level 1, 2, 3, Level 1 & Level 2
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 7S or above.
COURSE DESCRIPTION
Unit levels: Entry 1, Entry 2, Entry 3, Level 1 and Level 2 which lead to three sizes of qualification: Award, Certificate or Diploma.
There are 39 different units to choose from:
- Unit 1 – Improving Productivity Using IT
- Unit 2 – Website Software
- Unit 3 – Using Collaborative Technologies
- Unit 4 – IT Security for Users
- Unit 5 – Spreadsheet Software
- Unit 6 – Specialist Software
- Unit 7 – Word Processing
- Unit 8 – Using the Internet
- Unit 9 – Drawing and Planning
- Unit 10 – Presentation Software
- Unit 11 – Database Software
- Unit 12 – Desktop Publishing Software
- Unit 13 – Using Email
- Unit 14 – Audio Software
- Unit 15 – Imaging Software
- Unit 16 – IT Communication Fundamentals
- Unit 17 – Video Software
- Unit 18 – IT Software Fundamentals
- Unit 19 – IT User Fundamentals
- Unit 20 – Using Mobile IT Devices
- Unit 21 – Data Management Software
- Unit 22 – Understanding the Social and Environmental Impact of Architecture and Construction
- Unit 23 – Multimedia Software
- Unit 24 – Additive Manufacture
- Unit 25 – Developing Computer Games and Puzzles
- Unit 26 – Computer Games Development
- Unit 27 – Design Software
- Unit 28 – Optimise IT System Performance
- Unit 29 – Set Up an IT System
- Unit 30 – CAD
- Unit 31 – Internet Safety for IT Users
- Unit 32 – Computerised Accounting Software
- Unit 36 – Financial Modelling
- Unit 38 – Animation Software
- Unit 39 – Digital Art
The course offers a flexible, inclusive route to achieve the skills needed for work. It is tailored to meet individual needs.
ASSESSMENT
It starts at Entry Level 1; additional units can be added to raise the level of the qualification. It is available in three sizes – Award, Certificate and Diploma, across all levels.
There are no examinations for this course.
Assessment is entirely internal and the courses are flexible. Teachers can choose units which match or can tailor the course by choosing units to meet specific candidate needs or interests.
WHAT NEXT
This can lead to a Level 2 ICT qualification. This qualification is also delivered at KS5.
Key Stages 5
Information Technology – Cambridge Technical – Level 2
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 13S or above or have gained an Entry Level 3 in ICT.
COURSE DESCRIPTION
The course has been structured to enable learners to gain qualifications at their own pace and build on their achievements. The Cambridge Technical qualifications offer learners the opportunity for a programme of study to:
- Prepare for further learning or training
- Develop essential knowledge, transferable skills and personal skills in a subject area that interests them, with the aim of enhancing their employability
- Move into different areas of employment and achieve a nationally recognised vocational qualification
Students need to demonstrate the ability to use different types of software in order to enhance presentation of their work.
ASSESSMENT
Students need to be good communicators and independent workers. Evidence will comprise of videos and written documents. The units will be locally assessed and externally moderated. Candidates will be required to meet all the assessment objectives as stated in the unit specifications.
WHAT NEXT
A learner may enter employment and undertake a related qualification at a level appropriate to the job role. This can also lead to Level 3 qualifications.
| Units students will study include | |
| Year 12 & 13 | Learning about animation or game making Creating an animation or game making Communication IT Jobs |
Please read the document(s) below for further information.
Humanities, MFL and RE (click to expand)
The subjects taught within Humanities includes History, Geography, Religious Education/Studies and Modern Foreign Languages.
The Humanities Department aims:
- Humanities promotes individual and personalised development of academic potential by providing as many different opportunities to achieve the appropriate level of accreditation from AQA Unit Awards and ELC to GCSE to enable a successful transition to future training or work related careers.
- We aim to enable all students to make sense of the world from the perspectives of the past, present and future
- We promote an understanding of the wider community by helping to develop their knowledge of diversity, which in turn will help them working with colleagues and the public.
- Humanities subjects help develop resilience, independence and creativity to tackle and overcome future obstacles.
Key Stage 3
History
Throughout Key Stage 3 students will develop their literacy skills, ability to understand causation, and develop their awareness of chronology. They will learn to use and interpret evidence sources (e.g. paintings, photos) in order to develop a greater understanding of key events.
ASSESSMENTS
Each topic ends with the completion of an assessment booklet as well as student work being marked and levelled throughout the year.
HOW CAN PARENTS HELP
- Visiting Museums and places of historical interest
- Talking with your son/daughter about their history classwork
- Watching relevant programmes on TV – on the historical topics detailed above.
- Exploring history books from the local library
TRIPS AND EXPERIENCES
The History curriculum will involve lots of interactive learning such as role plays, model making, food tasting and playing educational games. There will also be a variety of trips including one to Dover Castle to look at the role it played during the Second World War.
TOPICS
| Year 7 | The Romans | The Norman Conquest | The Tudors |
| Year 8 | Slavery | Era of the English Civil War | Industrial Revolution Local history |
| Year 9 | Titanic and era of WW1 | Holocaust and Nazi Germany | WW2 to Vietnam |
Geography
Throughout Key Stage 3 students will build upon their use of map skills, thinking skills and analytical skills as these are important components of every topic, and will help prepare students for Key Stage 4. This subject will enable students to develop an awareness of their local area and places beyond, how places can be linked together, and our role in supporting our local & global communities.
ASSESSMENTS
Students will complete a range of assessment tasks throughout the units they study. These range from practical, experiential, written and an end of unit test.
HOW CAN PARENTS HELP
Practising basic map reading skills (i.e. map symbols and directions). Investigating local environment and further if possible.
Watching geographical TV programmes about wildlife, environments, or natural disasters. Playing geography games on the Internet.
TRIPS AND EXPERIENCES
The Geography curriculum will involve making things (e.g. Volcanoes), exploring news articles, watching video clips and playing games.
There will also be trips to places such as Rochester and the Kent coast.
TOPICS
| Year 7 | Map skills | One world, different places | Settlements |
| Year 8 | Natural disasters | Ecosystems | Weather and climate |
| Year 9 | Coasts | World development | Crime and community |
Religious Education / Religious Studies
Students will develop a range of key skills including literacy, discussion, listening, problem solving and decision making. The course is designed to develop an understanding of six world religions and beliefs and develop student’s confidence in self-expression.
ASSESSMENTS
Each topic ends with the completion of an assessment booklet as well as student work being marked and levelled throughout the year.
HOW CAN PARENTS HELP
You can help further your child’s understanding and appreciation of religion and culture by visiting places with religious features and watching relevant programmes on TV.
TRIPS AND EXPERIENCES
All students will have the opportunity to make things e.g. to develop ideas of Creation, take part in Chinese new year activities, have opportunities to taste different foods and experience different customs. There may also be trips to local churches/places of worship and visits from guest speakers.
TOPICS
| Year 7 | Sikhism and Christianity | Chinese New Year and Easter | Judaism and Hinduism |
| Year 8 | Christianity and denominations. Hinduism and Diwali | Islam and Sikhism Gurdwaras | Buddhism and the Design Argument |
| Year 9 | Islam and Judaism | Christianity, Buddhism, Justine and Suffering | Humanism and the Cosmological Argument |
Modern Foreign Languages
French and Spanish
ASSESSMENTS
There will be on-going assessments for students via listening, speaking, reading and writing exercises within the lesson.
HOW CAN PARENTS HELP
Encourage your son/daughter to practice their speaking with you.
TRIPS AND EXPERIENCES
There will be games and food tasting opportunities. TOPICS
| Students will study | |
| Year 7 French | Greetings and introductions Numbers, age, birthdays |
| Year 8 Spanish | The weather Colours and classroom objects |
Year 9 French
| Family and pets Food and drink Culture and geography, festivals and historical traditions |
Key Stage 4 (Core) HUMANITIES – Geography, History, MFL, RS
ENTRY PATHWAYS ENTRY LEVEL 2 &3
ENTRY REQUIREMENTS
Students will carry on working from their achieved grades in KS3
COURSE DESCRIPTION
The Humanities course will be based on the Entry Level Pathway course comprising of all these humanities subjects. Students will study each of these subjects as part of a carousal system over years 10 and 11 and they will be able to work towards a certificate (13 credits) or a diploma (39 credits). Students will complete projects on humanities subjects, undertake research and develop/participate in presentations.
ASSESSMENT
Students produce coursework which is assessed throughout the two years. There are no examinations.
NEXT STEPS
ASDAN short course certificates
Sixth Form Options
FRENCH
ASDAN SHORT COURSE
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 7S or above.
COURSE DESCRIPTION
Students will work through topics and develop their listening, writing and reading skills. They will cover a variety of different topics including:
- Family and friends
- Leisure and food
- Working with French
- Being a tourist in France
ASSESSMENT
Students produce coursework which is assessed throughout the two years. There are no examinations.
NEXT STEPS
This can lead to Level 1 or 2 qualifications in French
| Students will study from a range of topics | |
| Year 12 | Family and friends Leisure and food Contemporary culture |
| Year 13 | Working with French Being a Tourist in France Creativity and open topics |
GEOGRAPHY
ASDAN SHORT COURSE
ENTRY REQUIREMENTS
Students need to have completed an Entry Level qualification in Geography.
COURSE DESCRIPTION
Students will create evidence for their portfolio. They will complete a range of activities including research, designing presentations, making models and going on trips to gather evidence for assignments. The course contains 6 modules which include:
- My Place
- Food, energy, waste
- Physical processes
- Sport and leisure
- Holidays
- Global Interdependence
ASSESSMENT
Students will complete a portfolio of their work which will contain:
- Geography Short Course activities
- Planning and reviewing documents
- Record of progress
- Summary of achievement and identifying skills for development
There are no examinations for this course.
NEXT STEPS
This can lead to Level 1 or 2 qualifications in Geography
| Year 12 | My Place | Food, energy, waste | Physical processes |
| Year 13 | Sport and leisure | Holidays | Global Interdependence |
GEOGRAPHY
ENTRY LEVEL 1, 2, 3, Level 1 & 2
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 6S or above.
COURSE DESCRIPTION
The Geography course topics will include:
- Rivers
- Coasts
- Earthquakes and volcanoes
- Tropical rainforests
- Population
- Cities
- Urban transport
- Climate change
- Energy sources and use
- Water supply and use
- Global tourism
- Development and inequalities
- Trade and Aid
During the course, a field trip will be organised for students to enable complete their coursework.
ASSESSMENT
Entry Level students will complete coursework which will be submitted at the end of the course.
GCSE students will sit exams at the end of this course.
NEXT STEPS
This will enable students to progress to AS and A-Levels in Geography or a level 3 course at college.
| Year 12 | Population | Cities | Global Tourism |
| Year 13 | Ecosystems | Coasts | Natural Hazards |
HISTORY
ASDAN SHORT COURSE
ENTRY REQUIREMENTS
Students need to have completed an Entry Level qualification in History.
COURSE DESCRIPTION
Students will create evidence for their portfolio. They will complete a range of activities including research, designing presentations, making models and going on trips to gather evidence for assignments. The course contains 6 modules which include:
- British History
- Local History
- European History
- History from below
- The British Empire
- World History
ASSESSMENT
Students will complete a portfolio of their work which will contain:
- History Short Course activities
- Planning and reviewing documents
- Record of progress
- Summary of achievement and identifying skills for development
There are no examinations for this course.
NEXT STEPS
Credits from this Short Course can count towards half the curriculum requirements for the COPE course which has GCSE equivalence of Level 1 and 2.
| Year 12 | World History | History from below | British History |
| Year 13 | European History | Empire and the World | Local History |
HISTORY
ENTRY LEVEL 1, 2, 3, Level 1 & 2
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 6S or above.
COURSE DESCRIPTION
Students will complete a range of activities such as research, presentations and model making in order to develop their understanding of the different topics. The History course covers the following units:
- History of Medicine
- World War One
- Hitler and the Nazi party
- World War Two
- 20th Century British History
- Crime and Punishment
- The Cold War
Some trips will be offered to complement what is being studied e.g. the Imperial War Museum and the Royal Engineers Museum.
ASSESSMENT
Students will be assessed throughout the course on their knowledge and understanding, on their use of evidence and on their ability to identify how the past has been represented. Coursework will be submitted at the end of the course.
GCSE students will sit exams at the end of this course.
NEXT STEPS
This course will lead to AS and A-Level courses in History or a level 3 course at college.
| Year 12 | WW1 Conflict and Upheaval | Nazi Germany | Cold War |
| Year 13 | Medicine | World War Two | Crime and Punishment |
RELIGIOUS STUDIES
GCSE & ASDAN short course
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 9S or above.
COURSE DESCRIPTION
This course will enhance students’ personal, social and cultural development. They will explore historical and contemporary ethical issues and world events. They will develop their language skills both orally and in written form as well as develop their ability to formulate and articulate a strong argument.
Students study two religions and two themes for the GCSE Short Course.
Alongside this, students will complete the ASDAN short course in spirituality
ASSESSMENT
Students will sit exams at the end of the course for GCSE and complete coursework for EL and the short course certificate.
NEXT STEPS
GCSE Religious Studies could lead to an AS or A-Level in RS or a Level 3 qualification at college.
| Students will study the following topics | |
| Year 12 and 13 | Christianity Buddhism Relationships and families Religion, peace and conflict For the full course students would also study two of the following themes: Religion and life The existence of God and revelation Religion, crime and punishment |
Please read the document(s) below for further information.
Physical Education (PE) (click to expand)
Our students benefit from high quality physical education, school sport and physical activity that is at the heart of school life.
Through a wide and varied curriculum, students develop the knowledge, skills, physical health and emotional well-being to achieve the very best that they can.
We aim to create well-balanced, resilient and confident young people who can find success at Bradfields and in the community.
Key Stage 3
Students build on and embed the physical development and skills learned in Key Stages 1 and 2. They become more competent, confident and expert in their techniques. Students improve their understanding of what makes a performance effective. They develop the confidence and interest to get involved in exercise and sports out of school and in later life.
ASSESSMENTS
Students are continually assessed throughout the year during each activity studied. Assessments are collated three times a year to monitor progress.
HOW CAN PARENTS HELP
You can reinforce the importance of staying healthy by being active as a family. This could be by encouraging students to take part in extracurricular clubs.
TRIPS AND EXPERIENCES
There are many opportunities to experience competitions and festivals throughout the year. Students visit schools and leisure facilities across Kent to take part in a range of off-site sporting events.
TOPICS
Year 7
|
Multi skills Team Game Creative Exploration Gymnastics REAL PE Creative Unit |
Multi skills SAQ Team game Benchball REAL PE Social unit
|
Team Game Netball Creative exploration Dance REAL PE Health and fitness |
OAA Problem Solving Target Games Real PE Cognitive Unit |
Individual Athletics Team Game Cricket REAL PE Physical unit | Individual Cycling Individual Tennis REAL PE Personal Unit |
Year 8 | Multi skills Team Game Creative Exploration Gymnastics REAL PE Creative Unit | OAA Problem solving Team Game Netball REAL PE Social Unit | Team Game Handball Health and Fitness Aerobics REAL PE Health and Fitness | Individual Tennis Team game Kurling Real PE Cognitive Unit | Individual Athletics Team game Cricket REAL PE Physical Unit | Team game Individual Tennis Real PE Personal |
Year 9 | Sport Education Cricket Individual Archery | Team Game Netball or Handball Creative Exploration Trampolining | Health and Fitness Circuit Training Individual Table tennis | Team Game Basketball or Football Creative Exploration Dance | OAA Orienteering Individual Cycling | Sport Education Athletics Individual Tennis |
Key Stage 4
Healthy Living & Fitness – Entry Pathways Entry Level 2 & 3
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 9S or above.
Students are guided to select different activities from the following categories:
- Preparing for Sporting Activities
- Team Competitive Activities
- Gymnastics Activities
- Individual or Partner Activities
- Frequent and Regular Physical Activities for Health, Fitness & Well-being
- Adventurous Activities
ASSESSMENT
Students are teacher assessed via observation and oral questioning and are required to:
- Demonstrate a sound knowledge and understanding of the chosen practical activities
- Perform a range of skills demonstrating the areas of planning, performing and evaluating
- Show a variety of skills and abilities, either alone, in pairs or in group situations
- Demonstrate an understanding of rules, laws and safety measures which govern each activity
Video/photographic evidence will be collected, uploaded to the exam website and externally moderated.
WHAT NEXT
ASDAN Short Course during Sixth Form.
Sports Leadership Option – Level 1
ENTRY REQUIREMENTS
Students need an interest in sport and the ability to speak in front of other people.
COURSE DESCRIPTION
Students will be coached to lead small groups in simple sports and recreational activities. Leadership skills, organisation, planning, communication and teamwork are covered via the medium of sport.
Students will work with and lead younger students under the supervision of PE staff.
ASSESSMENT
Students’ evidence records are externally moderated by the exam board. Level 1 – Students must demonstrate one hour of leadership at the end of the course.
WHAT NEXT
Level 2 Award in Sports Leadership, sport specific coaching qualifications and volunteering roles.
Year 10 & 11 | Introduction to Course What makes a good leader? | Establishing Leadership Skills | Plan, assist in leading and review a sports session |
Sixth Form
ASDAN Short Course
ENTRY REQUIREMENTS
Students are expected to bring the correct PE kit and take an active part in all lessons.
COURSE DESCRIPTION
Physical Education develops students’ competence and confidence so that they can take part in a range of physical activities that become a central part of their lives.
We aim for all students to enjoy and succeed in many kinds of physical activity. We support them in finding leisure interests and sports activities that they would like to do in their spare time and when they leave education.
In Sixth Form there are opportunities to use a range of local facilities. Students are encouraged to become increasingly independent and develop self-management skills. Students are able to complete modules for their ASDAN Sports and Fitness Award. Personal qualities, abilities and achievements are recognised and recorded.
ASSESSMENT
Students create a portfolio of evidence based on the course challenges. This portfolio is then assessed.
WHAT NEXT
Students are able to see a range of job opportunities when visiting local facilities. The course could provide the chance for work experience in a leisure or sporting environment.
| Year 12 | Sport Participation | Health, Fitness and Nutrition | Researching Sport |
| Year 13 | Sport in the Community | Coaching and Officiating | Working in Sport |
Sports Leadership Option
Level 1 & 2
ENTRY REQUIREMENTS
Students should have an interest in sport and the ability to speak in front of other people.
COURSE DESCRIPTION
Students will be coached to lead small groups in simple sports and recreational activities. Leadership skills, organisation, planning, communication and teamwork are covered via the medium of sport.
Students will work with younger students under the supervision of PE staff.
ASSESSMENT
Students’ evidence records are externally moderated by the exam board. Level 1 – Students must demonstrate one hour of leadership at the end of the course. Level 2 – Students must demonstrate ten hours of leadership during the course.
WHAT NEXT
Level 3 Award in Sports Leadership, possible career routes into sport specific coaching and volunteering roles.
Level 1
| Year 12 & 13 | Introduction to Course. What makes a good leader? | Establishing Leadership Skills. | Plan, assist in leading and review a sport session. |
Level 2
| Year 12 & 13 | Introduction to Course. Building Leadership Skills | Plan, assist in leading and review a sports session Assist in planning and leading a sports/physical activity event | Lead sport/physical activity sessions in your community. |
Please read the document(s) below for further information.
Primary Curriculum (click to expand)
The Primary Curriculum is specialised, thematic and structured across three distinct learning phases. It has been designed to meet the diverse and individual needs of our learners.
The curriculum uses engaging, termly, cross-curricular topics—such as “Land Ahoy!”, “Moon Zoom” and “Planet Earth”—to engage children and make abstract concepts meaningful and accessible.
The core subjects of English and Maths sit alongside Science, Computing, RE, Humanities and Arts. Maths focuses on individualised progress, ensuring that numeracy is tailored to each student’s specific developmental stage.
Across all subjects, content is carefully adapted between Early Years Foundation Stage (EYFS), Key Stage 1 (KS1) and Key Stage 2 (KS2) pathways, allowing pupils to build functional academic skills, digital literacy, and creative expression at a pace that fosters independence, confidence, and real-world understanding.
Each half-term centres around a narrative-driven theme that links English, scientific inquiry, and creative topics together, providing learning sequences which aid retention and engagement as well as opportunities for recall. Our curriculum ensures we support the children’s social, emotional and creative development by incorporating Art, Design Technology (DT), Music, RE and PSHE alongside English and Maths.
For further details on the Primary Curriculum phases, please click on the three documents below.
PSHCE (click to expand)
PSHCE aims:
- PSHCE develops transferrable skills for everyday life and for the future. Students learn how to navigate life after school and to explore career opportunities.
- The curriculum supports mental, physical and sexual well – being, building understanding, self-esteem and resilience.
- Students are encouraged and supported in their contributions to the local, national and global communities.
- Students are encouraged in developing independence and leadership skllls.
Key Stage 3
Students will develop social, emotional and life skills, now and in the future. These skills will equip them with mutual respect for themselves and others.
ASSESSMENTS
Regular assessment will take place throughout the year; this may take the form of research, surveys, watching the news, worksheets, persuasive posters, costing items, food labels, finding newspaper articles.
HOW CAN PARENTS HELP
Encouraging students to watch or read the news, on television, in a newspaper or on the internet. Respond to survey work
TRIPS AND EXPERIENCES
Life Skills trips e.g. shopping and handling money.
TOPICS
| Students will study the following topics | ||
Year 7, 8 & 9 | Introduction to PSHCE Communities Human Rights Medicines and Health Conflict Resolution Safety Families Healthy Living Puberty Careers Project – topic | Safety and Risk Healthy Lifestyles Money Anti-Bullying Fair Trade Media and Democracy Project – Topic Healthy Living RSE – Relationships and Sex Education Project – Topic Choices Preparation for AQA PSE Course |
Key Stage 4
ASDAN ENTRY LEVEL 1, 2 & 3
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 7S or above.
COURSE DESCRIPTION
The programmes of study are based on key Personal and Social development issues. Students will work towards ASDAN life skills challenges graded at entry level 1, 2 & 3. The course is intended to prepare students for;
- becoming confident individuals who are physically, emotionally and socially healthy
- being responsible citizens who make a positive contribution to society and embrace change
- managing risk together with their own wellbeing
- engaging in active citizenship through key projects e.g. raising awareness about environmental issues in the academy and at home recycling activities
Students will also be following an RSE (Relationships and Sex Education) programme which is not assessed as a part of the PSD course.
ASSESSMENT
Assessment is through a portfolio of work and records of discussions. Supporting evidence is submitted for external moderation purposes. Students are entered for either Entry Level 1, 2 or 3. Students will also be required, in some elements, to be actively involved in activities outside the academy; records of such activity may be required.
NEXT STEPS
It is useful for future study in relation to Life Skills, Health and Social Care courses and for development in wider key skills qualifications in KS5.
| Students will study the following topics | |
| Year 10 & 11 | Community action Citizenship Identity Using technology in the home and community Personal safety in the home and community Individual rights and responsibilities Identifying right and wrong in the home and community Managing stress, mental health & wellbeing First Aid Money Management Healthy lifestyle |
Key Stage 4 Option: Health and Childcare Studies – Caring for Children
BTEC LEVEL 1 Introductory Award
ENTRY REQUIREMENTS
There is no requirement for prior learning.
COURSE DESCRIPTION
Key areas of study include:
- Core units involve students developing organisational skills and creating a personal progression plan
- Additional unit for the award. Promoting health and well-being; understanding and supporting children’s emotional and social needs for growth and development.
- Understanding a child centred approach and implementing their safety in and outside of an early years setting,
- Having an understanding of Health and Social Care values that are promoted within a child care setting. To develop an understanding of how people work in the sector, the skills they need and how they demonstrate good working practices.
- You will be assessed through written, observation tasks and practical assignments.
ASSESSMENT
This qualification is assessed by the assessor of the programme, the grading is graded (Pass, Merit or Distinction). All units have to be completed to obtain an overall mark. Marks awarded by the centre will be subject to external moderation.
NEXT STEPS
This course is designed to help people gain employment in childcare, in jobs such as nursery practitioner, children’s home, health services and tutor. It is possible to progress to further study in this area.
| Units students study may include | |
| Year 10 | Introduction into Health and Social Care and Childcare services. Developing a Personal Progression Plan |
| Year 11 | Providing an Activity to Support Children’s Emotional and Social Needs OR Planning a Safe Childcare Environment |
Sixth Form
ASDAN ENTRY LEVEL 1, 2 & 3
ENTRY REQUIREMENTS
All students are accepted at a range of appropriate levels.
COURSE DESCRIPTION
The course is based on a range of PSE and Citizenship topics. It is intended to cover arrange of key topics such as careers and sex and relationships education.
ASDAN life skills challenges graded at entry level 1, 2 & 3. The course is intended to prepare students for;
- becoming confident individuals who are physically, emotionally and socially healthy
- being responsible citizens who make a positive contribution to society and embrace change
- managing risk together with their own wellbeing
- engaging in active citizenship through key projects e.g. raising awareness about environmental issues in the academy and at home recycling activities
NEXT STEPS
Students are prepared for the future and the topics also relate to a range of college courses.
| Units students will study include | |
| Year 12 & 13 |
Online safety Relationships and Sex Education Healthy relationships, peer and social groups Online safety and recognising danger Exploring relationships and sexuality Identifying right and wrong Hate crime awareness Democracy: UK Parliament Week and voting rights Human Rights: personal & wider UNICEF rights e.g. education & fair trade issues Mental health and wellbeing Health services Environmental issues and world news |
Sixth Form Option: Health and Childcare Studies – Health and Social Care
BTEC LEVEL 1 Introductory Award
ENTRY REQUIREMENTS
There is no requirement for prior learning.
COURSE DESCRIPTION
Key areas of study include:
- Core units involve students developing organisational skills and creating a personal progression plan
- Promoting health and well-being; understanding why good health is important and encouraging individuals to be healthier
- Having an understanding of Health and Social Care values that are promoted within settings. To develop an understanding of how people work in the sector, the skills they need and how they demonstrate good working practices.
- You will be assessed through written, observation tasks and practical assignments.
ASSESSMENT
This qualification is assessed by the assessor of the programme, the grading is graded (Pass, Merit or Distinction). All units have to be completed to obtain an overall mark. Marks awarded by the centre will be subject to external moderation.
NEXT STEPS
This course is designed to help people gain employment in health or social care, in jobs such as adult care, youth work, emergency services and childcare. It is possible to progress to further study in this area.
| Units students study may include |
Finding Out About Health and Social Care Services. Advising Others About Healthy Lifestyles Developing a Personal Progression Plan Being Organised Communication skills for Health and Social Care Making healthy snacks when caring for people |
Please read the document(s) below for further information.
Technology (click to expand)
The aim of the Technology department at Bradfields is to develop pupils’ creativity, technical and practical expertise, and their ability to think critically and solve problems. Design & Food technology is a practical subject that allows pupils to use their imagination and problem-solving skills to create real-world products. It also teaches them about the principles of cooking, manufacturing and construction.
Pupils who study technology develop a range of transferable skills that are useful in many different areas of life. These skills include:
- Creativity and imagination
- Problem-solving skills
- Teamwork skills
- Communication skills
- Critical thinking skills
- Entrepreneurship skills
Design & Food Technology can also help pupils to develop their interest in science, technology, engineering, the arts and mathematics (STEAM).
The study of Design Technology (DT, Material Technology & Food) through all of the key areas is designed to:
- Provides opportunities to engage in real world problems
- Be supported to find safe and relevant solutions, promoting independence,creativityand resilience
- Provides opportunities to realise ideas through a range of practical and accessible activities
- Promotes collaborative working and values the ideas of others
Design Technology
Key Stage 3
Students will learn how to design, make and evaluate a range of projects covering a range of different materials (wood, metal and plastic)
ASSESSMENTS
Each activity in Design Technology is practical based and the students will be assessed throughout the activity.
HOW CAN PARENTS HELP
Students can gain experience in a number of different ways, such as using Lego to design and create their own products and helping family members carry out DIY tasks.
TRIPS AND EXPERIENCES
We aim to take part in competitions during the year depending on the competitions that are being run.
TOPICS
| Students will study | |
Year 7 | Introduction to DT Students will look at health and safety dangers in the workshop. They then design and make key rings. This is followed by making coat hooks out of wood, metal and plastic. |
| Year 8 | Joining different materials Students will aim to work on three different projects in the term. Each of these projects will cover different skills such as: Marking and cutting wood joints. Painting work Bending plastic |
Year 9 | Clock Design During the rotation in Year 9 the students will get the chance to design and make their own clock. This will allow them to research a chosen theme before they start making their product out of materials of their choosing. |
Material Technology
Key Stage 3
Students will learn how to design, make and evaluate a range of projects covering a range of different materials (wood, metal and plastic)
ASSESSMENTS
Each activity in Design Technology is practical based and the students will be assessed throughout the activity.
HOW CAN PARENTS HELP
Students can gain experience in a number of different ways, such as using Lego to design and create their own products and helping family members carry out DIY tasks.
TOPICS
| Students will study | |
Year 7 | Introduction to Material Technology Students will look at health and safety dangers in the workshop. They then design and make light up key rings. This is followed by making little characters out of a mixture of materials.
|
| Year 8 | Electronic products Students make a steady hand games project that will cover a range of different skills such as: Making an electric circuit Making a base using a mixture of materials Understanding the term ergonomics and how this is used to make a handle for their steady hand game using polymorph
|
Year 9 | Light Design During the rotation in Year 9 the students will get the chance to design and make their own light. This will allow them to personalise their own design before test and evaluate their light. |
Key Stage 4 Options
Creative Crafts – NCFE Level 1 Award
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 13S or above in Technology. Students will need to have the ability to work with tools and follow instructions.
COURSE DESCRIPTION
Students will develop a range of techniques including
- Drawing skills using Isometric, 1 Point Perspective and 2 Point Perspective.
- CAD (Computer Aided Design) to design idea.
- Modelling to develop ideas,
- Prototyping of their own ideas
- Making a range of different craft based products.
ASSESSMENT
The certificate does not require an exam at the end of the course, it is 100% coursework. The coursework will include practical, written and drawing elements.
WHAT NEXT
The NCFE Level 1 course will lead students on to the NCFE Level 2 Creative Crafts course by providing them with a wide range of skills and experiences that they can then develop over time.
| Units students study will include | |
| Year 10 | Developing skills in drawing through the use of isometric drawing, 1 point perspective and 2 point perspective Rendering drawings to make them look more realistic Developing understanding of joining methods with different materials. Shaping of materials Developing own ideas into products |
| Year 11 | Using skills learnt in year 10 to research, design, and model and make a product that will be used as their coursework |
Construction – BTEC Level 1
ENTRY REQUIREMENTS
Students will need to have the ability to work with tools and follow instructions.
COURSE DESCRIPTION
Students will develop a range of techniques including
- Organisation skills,
- Working with others,
- Carpentry skills,
- Plumbing skills
- Carrying out DIY jobs such as putting up shelves and painting
ASSESSMENT
The certificate does not require an exam at the end of the course, it is 100% coursework. The coursework will include practical, written and drawing elements.
WHAT NEXT
The BTEC Level 1 course will lead students on to the further Constructions based courses by providing them with a wide range of skills and experiences that they can then develop over time.
Units students study will include
Year 10
Students will be introduced to the course and will complete plans on what they want to achieve. The students will then work through a range of units that include carpentry skills, decorating and plumbing.
Year 11
During the second year students will continue to develop their skills through a range of units carrying out DIY skills, costing jobs and carrying out a range of maintenance tasks.
Sixth Form Options
Creative Crafts – NCFE Level 1 Award
ENTRY REQUIREMENTS
Students will need to have the ability to work with tools and follow instructions.
COURSE DESCRIPTION
Students will develop a range of techniques including:
- Drawing skills using Isometric, 1 Point Perspective and 2 Point Perspective.
- CAD (Computer Aided Design) to design idea.
- Modelling to develop ideas,
- Prototyping of their own ideas
- Making a range of different craft-based products.
ASSESSMENT
The certificate does not require an exam at the end of the course, it is 100% coursework. The coursework will include practical, written and drawing elements.
WHAT NEXT
The NCFE Level 1 course will lead students on to the NCFE Level 2 Creative Crafts course by providing them with a wide range of skills and experiences that they can then develop over time.
| Units students study will include | |
| Year 12 | Further developing skills in drawing through the use of isometric drawing, 1 point perspective and 2 point perspective Rendering drawings to make them look more realistic Developing understanding of joining methods with different materials Shaping of materials Developing own ideas into products |
| Year 13 | Using skills learnt in Year 12 to research, design, and model and make a product that will be used as their coursework |
Creative Crafts – NCFE Level 2
ENTRY REQUIREMENTS
Students should have complete the level 1 course prior to starting Level 2 unless they have an equivalent qualification in an appropriate subject.
COURSE DESCRIPTION
Students will continue to develop a range of techniques including:
- Drawing skills using Isometric, 1 Point Perspective and 2 Point Perspective.
- CAD (Computer Aided Design) to design idea.
- Modelling to develop ideas,
- Prototyping of their own ideas using 3D printers.
- Making a range of different craft based products using a range of materials including leather, metal and 3D printing.
ASSESSMENT
The certificate does not require an exam at the end of the course, it is 100% coursework. The coursework will include practical, written and drawing elements.
WHAT NEXT
The NCFE Level 1 course will lead students on to the NCFE Level 2 Creative Crafts course by providing them with a wide range of skills and experiences that they can then develop over time.
| Units students study will include | |
| Year 12 | Further developing skills in drawing through the use of isometric drawing, 1 point perspective and 2 point perspective Rendering drawings to make them look more realistic Developing understanding of joining methods with different materials shaping of materials, prototyping products using a 3D printer, use of leather and making a jewellery item out of metal. Developing own ideas into products |
| Year 13 | Using skills learnt in Year 12 to research, design, and model and make a product that will be used as their coursework |
Construction – BTEC Level 1
ENTRY REQUIREMENTS
Students will need to have the ability to work with tools and follow instructions.
COURSE DESCRIPTION
Students will develop a range of techniques including
- Organisation skills,
- Working with others,
- Carpentry skills,
- Plumbing skills
- Carrying out DIY jobs such as putting up shelves and painting
ASSESSMENT
The certificate does not require an exam at the end of the course, it is 100% coursework. The coursework will include practical, written and drawing elements.
WHAT NEXT
The BTEC Level 1 course will lead students on to the further Constructions based courses by providing them with a wide range of skills and experiences that they can then develop over time.
Units students study will include
Year 12
Students will be introduced to the course and will complete plans on what they want to achieve. The students will then work through a range of units that include carpentry skills, decorating and plumbing.
Year 13
During the second year students will continue to develop their skills through a range of units carrying out DIY skills, costing jobs and carrying out a range of maintenance tasks.
Food Technology
Key Stage 3
Students will learn to select the ingredients and methods to prepare food and drinks for themselves. This will equip them with a variety of techniques in handling food preparation. Students will also gain knowledge about foods, nutrition and hygiene.
ASSESSMENTS
Each activity in Food Technology is practical based and the students will be assessed throughout the activity.
HOW CAN PARENTS HELP
Encourage students to get involved with preparing meals at home, this will give them confidence in the kitchen and improve their practical skills.
TRIPS AND EXPERIENCES
All students will take part in producing food for different events throughout the year whether this is for a charity sale, seasonal event or the tuck shop.
TOPICS
| Students will study | |
Year 7 | Introduction to Food Technology & Healthy Eating Students will familiarise themselves with the Food Technology room. We will explore basic food preparation focusing on healthy eating, safety and hygiene in the kitchen. All recipes we prepare follow The BNF Eat Well Plate. |
| Year 8 | Healthy Eating Students will build on the skills they have gained in year 7. All students will use a range of different skills to produce a variety of different types of foods, again placing emphasis on healthy eating. |
| Year 9 | Food from different cultures During the rotation in Year 9 the students will focus on preparing a variety of different main meals. We look at food from different cultures and reproduce them as a healthier option. Students will have more freedom in this rotation to experiment with different flavours and techniques. |
Key Stage 4 Option
Home Cooking Skills – BTEC Level 1 & 2
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 7S or above. Students should be prepared to do their own washing up.
COURSE DESCRIPTION
The Edexcel BTEC Level 1 and 2 Award in Home Cooking Skills has been developed to give students the opportunity 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
ASSESSMENT
All units are internally assessed. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes. The BTEC Level 1 qualification offers 4 credits and the Level 2 qualification offers 6 credits.
WHAT NEXT
On successful completion of a BTEC specialist qualification, students can progress to employment within the food industry. Alternatively, they can progress to Asdan Food Wise course.
| Year 10 & 11 | Level 1 Introduction. Development of skills and use of ingredients. | Controlled Assessment for a 1 course meal. | Tasting and evaluation of work. |
Level 2 Menu planning Practice dishes. | Controlled Assessment tasks 2 course meal. | Evaluation of products. |
Sixth Form Option
Home Cooking Skills – BTEC Level 1 & 2 (if not completed at Key Stage 4)
ENTRY REQUIREMENTS
They should show a willingness to have a go and an ability to follow instructions.
COURSE DESCRIPTION
The Edexcel BTEC level 1 and 2 award in Home Cooking Skills has been developed to give Students the opportunity 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
ASSESSMENT
All units are internally assessed. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes.
WHAT NEXT
On successful completion of a BTEC specialist qualification, students can progress to employment within the food industry. Alternatively, they can progress to the Asdan Food Wise course.
Year 12 & 13
| Level 1 Introduction Development of skills | Controlled Assessment for a 1 course meal. | Tasting and evaluation of work. |
Level 2 Menu planning Practice dishes. | Controlled Assessment tasks 2 course meal. | Evaluation of products. |
Food Wise – ASDAN Short Course
ENTRY REQUIREMENTS
Students should have ideally completed the BTEC Home Cooking Skills course prior to studying this course.
COURSE DESCRIPTION
Through the course students will develop Catering skills including food preparation, budgeting and basic event planning. The content gives students important employability skills.
ASSESSMENT
All units are internally assessed prior to the work being externally moderated.
This course provides an introduction to the skills, qualities and knowledge that may be required for employment in the Hospitality and Catering Industry.
WHAT NEXT
This course can help students to attend catering courses at college and possible employment within the Hospitality and Catering industry.
| Year 12 & 13 | Healthy Living | Basic Food Safety |
Please read the document(s) below for further information.
The Arts (click to expand)
The Arts Department has the following aims:
In Art and Applied Art:
- To expose learners to a diverse range of Art forms enabling them to create works exploring: personal interests, realising their intentions, developing persistence, confidence and resiliency skills.
- To develop students’ ability to inquire, be curious, communicate and express themselves, enabling them to be respectful of others, their views, beliefs and ways of self-expression.
- To foster a lifelong love of The Arts as a personal passion and develop the transferable skills required for creative industries.
- Develop learners’ awareness and understanding of the role of the Arts within our society and others, including Art works of different cultures.
In Drama:
- Develop learners’ awareness and understanding of the role of Drama within our society and others, including works from different cultures.
- Develop students’ ability to inquire, be curious, communicate and express themselves, enabling them to be respectful of others, their views, beliefs and ways of self-expression.
- Develop and highlight transferable skills through cross-curricular and work related learning.
- Explore a diverse range of Drama works to create their own pieces exploring personal interests, articulate and realise their aspirations, developing persistence, confidence and resiliency skills.
- To provide all learners with opportunities to explore their feelings, meanings and emotional responses, develop their knowledge and skills, and experience the spiritual, values and purpose.
In Music:
- Developing learners’ awareness and understanding of the role of music within our society and others, including music of different cultures.
- Developing the ability to investigate, appreciate and make critical judgements and to review and reflect on their own and others’ work.
- Developing students’ ability to express themselves, enabling them to be respectful of others, their views and beliefs.
- Developing transferable skills through cross-curricular and work related learning.
- To provide students with opportunities to explore their feelings, meanings and emotional responses, realising their aspirations, developing persistence, confidence and resiliency skills.
In Textiles:
- To expose learners to a diverse range of textiles and related techniques enabling them to create works exploring: design, realising their intentions, developing persistence, confidence and resiliency skills.
- To develop students’ ability to inquire, be curious, communicate and express themselves, enabling them to be respectful of others, their views, beliefs and ways of self-expression.
- To foster a lifelong love of textiles as a personal passion and develop the transferable skills required for life beyond Bradfields.
- Develop learners’ awareness and understanding of the role of textiles within our environment, including textiles works of different cultures.
Key Stage 3
ART
Students will develop their knowledge of the visual elements and how these are used to create artworks through the Arts rotation. Throughout each key stage students will develop their mastery of techniques and process whilst exploring the work of other artists and makers. They will investigate the concept and context of artworks through different time periods and produce their own responses to this. They will develop their communication and reflection skills through reviewing and evaluating their own work and that of others.
ASSESSMENTS
Students are assessed using the Art criteria on the Bradfield Steps.
HOW CAN PARENTS HELP
Encouraging children to engage in any creative activity will help develop their creative skills and knowledge. Creating artworks together can be both very enjoyable and also therapeutic. Encourage students to visit art galleries and museums in the local area and further afield. They should also practise observational drawing at home and junk modelling.
TRIPS AND EXPERIENCES
Students will be given the opportunity to explore their environment, feelings and emotions, still life objects and an extensive range of natural forms within their lessons.
All students will take part in activities such as ‘The Big Draw’; this will allow them to express themselves in creative ways.
TOPICS
| Students will study | |
| Year 7 | Introduction to Art & the visual elements – students complete a series of workshops explore the visual elements. Each lesson will focus on developing students’ knowledge of the visual elements culminating in a final artwork. |
| Year 8 | Portraiture – students will learn the fundamental skills required to draw and paint a self-portrait. They will then explore and investigate the work of other portrait artists and use this to inspire their own response. |
| Year 9 | Realism to Abstraction – students will learn how to use shapes to create an accurate drawing. They will further develop their painting skills through creating a realistic skill life object painting. Students will further their knowledge of the development of art by exploring abstraction processes and artworks. |
APPLIED ART
Students will complete a rotation which will focus on developing basic Applied Arts skills. This will include creating objects and ideas that are both useful and beautiful. Specific areas of study will include fashion, interior and design.
ASSESSMENTS
Students are assessed using the Applied Arts criteria on the Bradfields Steps.
HOW CAN PARENTS HELP
Parents/Carers can encourage their son/daughter to look at items around the home that have purpose and are in their eyes interesting or beautiful. Discuss what they like about it, how they think it was created and what purpose does the item serve.
Parents/carers can visit local shops that stock fashion items and interiors for the home initiating conversations about applied arts.
TRIPS AND EXPERIENCES
Applied Arts will involve a range of workshop based experiences allowing students to explore materials and processes associated within the fashion, interior and design industry.
Students have the opportunity to explore the environment around them including the woodland area to help further support their learning and ideas.
TOPICS
| Students will study | |
| Year 7 | Introduction to Basic Applied Arts Skills |
| Year 8 | Portraiture within Applied Arts |
| Year 9 | Organic forms within Applied Arts |
DRAMA
Students will complete a rotation which will focus on communication, self-control, teamwork, movement and storytelling skills.
ASSESSMENTS
Students are assessed using the Drama criteria on the Bradfield Steps.
HOW CAN PARENTS HELP
Encourage your son/daughter to participate and practise turn taking/social skills through playing games. Reading around the topics being studied in class and providing support with practising and reading lines.
TRIPS AND EXPERIENCES
Students will have the opportunity to see performances given by older students as part of the Bradfields Arts Showcase. During the Christmas term, students may also watch a pantomime.
TOPICS
| Students will study | |
| Year 7 | Key Drama Skill – communication, self-control and teamwork |
| Year 8 | Characters – exploring how to change voices and body language to portray different characters. |
| Year 9 | Storytelling in Shakespeare Tragedies – Macbeth |
MUSIC
Students will complete a rotation which will focus on developing listening skills, composing their own pieces, and evaluating differing styles of music.
ASSESSMENTS
Students’ progress is assessed using the Music Bradfields Steps.
HOW CAN PARENTS HELP
Parents/Carers can talk to students about the music that they like and saying what they like about it.
TRIPS AND EXPERIENCES
Students are given the opportunity to take part in a range of performances, including the Christmas concert, afternoon tea and assemblies.
There are also opportunities to join in workshops given by visiting groups.
TOPICS
| Students will study | |
| Year 7 | Musical Building Blocks – how to read and use staff notation, listening to music and matching/identifying key elements and composing music |
| Year 8 | World Music – music and instruments from different countries and cultures including North America, Indonesia and Africa. Students learn through listening and performing. |
| Year 9 | Popular Music – developing ability to identify and match instruments and sections heard in songs and learning the skills required to be successful playing in a group. |
TEXTILES
During the rotation, students will learn how to design, make and evaluate a range of projects covering different materials and skills (felt, cotton, wool, and plastic).
ASSESSMENTS
Each activity in textiles is practical based and the students will be assessed throughout.
HOW CAN PARENTS HELP
Students can gain experience in different ways. They can design and make their own projects at home, as well as helping family members with simple repair tasks such as sewing on a button.
TRIPS AND EXPERIENCES
Extracurricular experiences will be used as and when available.
TOPICS
| Students will study | |
| Year 7 | Introduction to Textiles part 1 |
| Year 8 | Introduction to Textiles part 2 |
| Year 9 | Bag Design and Hot Textiles |
Key Stage 4
APPLIED ART – Creative, Media and Performance Arts
ENTRY PATHWAYS ENTRY LEVEL 2 & 3
ENTRY REQUIREMENTS
Students will need to have an interest in textiles and photography. They will need to know basic computer functions.
COURSE DESCRIPTION
Students will complete two units of work focussing on textiles and photography.
Students will develop skills in researching, designing, reviewing, planning, making and evaluating within a textiles and photography context. They will have the opportunity to explore a range of tools and techniques and learn how to plan and present their idea.
Within textiles, students will explore a range of textile processes such weaving, fabric design, hot fusing and sewing. They will investigate the work of other textile designers and products. They will design and make a range of their own textile products leading to their final outcome.
Within photography, students will work through a series of themed projects to learn the basic principles of photography. They will use this knowledge to develop a series of their own ideas. They will explore and experiment with digital manipulation, lighting, composition, colour, typography and photomontage techniques.
Students will investigate the work of photographers from a range of styles and genres and will understand the purpose of photography in a wider context.
ASSESSMENT
On the completion of each unit, students will gain credits leading to:
- Award (8 credits)
- Certificate (13 credits)
- Diploma (37 credits)
WHAT NEXT
Students who wish to continue to study at this level can work towards achieving a Certificate and Diploma. This course can also lead to and Arts Award Bronze.
| Units students study will include | |
| Year 10 & Year 11 | Textiles Photography |
ART & DESIGN – Creative, Media and Performance Arts
ENTRY PATHWAYS ENTRY LEVEL 2 & 3
ENTRY REQUIREMENTS
Students will need to have a keen interest in art and be willing to experiment with a range of two dimensional and sculptural materials.
COURSE DESCRIPTION
Students will complete two units of work focussing on sculpture and painting and drawing.
Students will develop skills in researching, designing, reviewing, planning, making and evaluating within a 2D and 3D context. They will have the opportunity to explore a range of tools and techniques and learn how to plan and present their idea.
Students will use a variety of media to experiment with techniques and learn to use visual vocabulary such as colour, line, tone, pattern and texture based on a theme. Students will explore the work of other artists and use this to inspire their own responses.
Projects include:
- Painting and Drawing – Portraiture
- Painting and Drawing – Manmade and Natural forms
- Food and drink – Yummy Sculpture
ASSESSMENT
On the completion of each unit, students will gain credits leading to:
- Award – 8 credits
- Certificate – 13 credits
- Diploma – 37 credits
WHAT NEXT
Students who wish to continue to study at this level can work towards achieving a Certificate and Diploma. This course can also lead to and Arts Award Bronze.
| Units students study will include | |
| Year 10 & Year 11 | Painting and Drawing Three Dimensional Studies |
ART & DESIGN – Arts Award
Level 1 – Bronze
ENTRY REQUIREMENTS
Students should have a keen interest in Art – painting, drawing, sculpture, printmaking and textiles. They must show a willingness to share what they have learnt with others.
COURSE DESCRIPTION
This course is about enjoying the Arts with a focus on the Visual Arts. Through Arts Award, learners will achieve a national qualification that will build confidence through nurturing their individual interests, while also equipping them with life skills that will support their education and future employment.
Bronze Arts Award develops young people’s artistic abilities alongside their research and communication skills. This level involves them in the arts as creators and audience members, and encourages them to take their first steps towards leadership by sharing their learning with others.
This qualification develops art form knowledge and creativity alongside reflective practice, problem-solving skills and confidence. Young people complete a portfolio as their Arts Award journey progresses, explaining what they’ve seen, done and learned along the way.
ASSESSMENT
To achieve the Bronze Arts Award, students create a portfolio that records their progress in each area and must include evidence of:
- actively participating in any art form
- experience at least one arts event and reviewing it
- researching the career and work of an artist or craftsperson
- passing on an arts skill
WHAT NEXT
Students can progress to Arts Award Silver in Visual Arts.
| Units students study will include | |
Year 10 & Year 11 | Part A: Explore the arts as a participant. Part B: Explore the arts as an audience member. Part C: Arts Inspiration – Arts inspiration. Part D: Arts Skills Share – passing on arts skills to others. |
DRAMA – Creative, Media and Performance Arts
ENTRY PATHWAYS ENTRY LEVEL 2 & 3
ENTRY REQUIREMENTS
Students will be expected to participate in all activities and to work co-operatively with others.
COURSE DESCRIPTION
Students will learn through games, performances, and short films. They will study at least three separate modules, these are:
- Using the voice in a dramatic context; Using the body in a dramatic context; Contributing to the creation of a group drama presentation.
ASSESSMENT
Each of these modules is worth a number of credits and can be used to contribute towards an Award (8-12 credits) or a Certificate (13-36 credits).
Once credits have been gained, they can be combined with other creative subjects to achieve a higher award.
WHAT NEXT
Some students can go on to study the Arts Award courses and further develop their skills in this area. Credits can also be transferred between Bradfields and colleges.
| Year 10 | Using the voice in a dramatic context | Using the body in a dramatic context | Contributing to a dramatic improvisation |
| Year 11 | Contribute to the creation of a group drama presentation | Contribute to the creation of a group drama presentation | Final performance and evaluation |
DRAMA – ARTS AWARD
Level 1 – Bronze
ENTRY REQUIREMENTS
Students should have a keen interest in the Performing Arts – drama, music and dance. They must show a willingness to perform in front of others including on stage.
COURSE DESCRIPTION
This course is about enjoying the Arts with a focus on the Performing Arts. The students complete a series of projects in a vocational setting. They will develop their confidence and self-esteem whilst learning about, witnessing and taking part in performances.
ASSESSMENT
To pass this course, students create a portfolio that records their progress in each area. These areas include art form knowledge and understanding, creativity and communication.
WHAT NEXT
Students can progress to Arts Award Silver in Performing Arts.
| Units students study will include | |
Year 10 & Year 11 |
Part A: Explore the arts as a participant
|
MUSIC – Creative, Media and Performance Arts
ENTRY PATHWAYS ENTRY LEVEL 2 & 3
ENTRY REQUIREMENTS
Students should currently be working at Bradfields Steps 7S or above.
COURSE DESCRIPTION
The course is highly practical and enjoyable and allows students to look at a wide variety of music genres from different countries and cultures through the centuries.
There are opportunities for students to be creative in a range of ways through group and solo performances and composing original material.
This course builds upon the music curriculum taught at KS3.
ASSESSMENT
On the completion of each unit, students will gain credits leading to:
- An Award (8 credits)
- A Certificate (13 credits)
- A Diploma (37 credits)
WHAT NEXT
Students can work towards achieving Arts Award Bronze then Arts Award Silver.
| Units students study will include | |
Year 10 & Year 11 | Solo Music Performance Ensemble Music Performance (Working successfully as part of a group) Listening to and Appraising Music (Units 1 – 4) Composing Music Working towards goals Working as part of a group
|
SIXTH FORM
APPLIED ART – Creative, Media and Performance Arts
ENTRY LEVEL 2 & 3
ENTRY REQUIREMENTS
Students will need to have a keen interest in art and be willing to experiment with a range of two dimensional and sculptural materials.
COURSE DESCRIPTION
Through this course students are given the opportunity to explore a diverse range of arts disciplines such as printmaking, textiles and photography. Projects and themes will be focused on developing students’ knowledge, skills and understanding of applied and decorative arts. This will include creating objects and ideas that are both functional and aesthetic.
ASSESSMENT
On the completion of each unit, students will gain credits leading to:
- Award (8 credits)
- Certificate (13 credits)
- Diploma (37 credits)
WHAT NEXT
Students who wish to continue to study at this level can work towards achieving a Diploma. This course can also lead to and Arts Award Bronze and Silver.
| Units students study will include | |
Year 12 & Year 13 | Photography Textiles Printmaking Painting and drawing Graphic Design Ceramics Three Dimensional Studies |
Art & Design – ARTS AWARD
LEVEL 1 – BRONZE
ENTRY REQUIREMENTS
Students should have a keen interest in Art – painting, drawing, sculpture, printmaking and textiles. They must show a willingness to share what they have learnt with others.
COURSE DESCRIPTION
This course is about enjoying the Arts with a focus on the Visual Arts. Through Arts Award, learners will achieve a national qualification that will build confidence through nurturing their individual interests, while also equipping them with life skills that will support their education and future employment.
Bronze Arts Award develops young people’s artistic abilities alongside their research and communication skills. This level involves them in the arts as creators and audience members, and encourages them to take their first steps towards leadership by sharing their learning with others.
This qualification develops art form knowledge and creativity alongside reflective practice, problem-solving skills and confidence. Young people complete a portfolio as their Arts Award journey progresses, explaining what they’ve seen, done and learned along the way.
ASSESSMENT
To achieve the Bronze Arts Award, students create a portfolio that records their progress in each area and must include evidence of:
- actively participating in any art form
- experience at least one arts event and reviewing it
- researching the career and work of an artist or craftsperson
- passing on an arts skill
WHAT NEXT
Students can progress to Arts Award Silver in Visual Arts.
| Units students study will include | |
Year 12 & Year 13 | Part A: Explore the arts as a participant. Part B: Explore the arts as an audience member. Part C: Arts Inspiration. Part D: Arts Skills Share – passing on arts skills to others. |
ART & DESIGN – ARTS AWARD
LEVEL 2 – Silver
ENTRY REQUIREMENTS
Students should have completed the Bronze level Arts Award.
COURSE DESCRIPTION
This course is progression from the Bronze Arts Award course and encourages students to further develop their understanding and enjoyment of the Arts.
Silver Arts Award gives students the chance to take on an artistic challenge and a leadership role too. As well as being about creativity, it’s about becoming a reviewer, researcher and project manager. Students build a broad range of transferable skills as they complete their portfolio and gain a Level 2 qualification.
ASSESSMENT
To achieve Silver Arts Award, young people create a portfolio, presenting evidence that they have completed all the tasks within the award’s two units:
Unit 1: Arts practice and pathways
- planning an arts challenge that develops their skills implementing and reviewing the success of their challenge
- reviewing arts events and sharing their views
- researching careers and future opportunities in the arts
Unit 2: Arts leadership
- identifying an arts leadership role and planning an arts project
- being an effective arts leader, including dealing with practical issues and working effectively with others
- reviewing their project and leadership abilities
WHAT NEXT
This qualification may support access to Level 3 qualifications in Art.
| Units students study will include | |
Year 12 & Year 13 | An Arts Challenge
|
ART & DESIGN – Creative, Media and Performance Arts
ENTRY LEVEL 2 & 3
ENTRY REQUIREMENTS
Students will need to have a keen interest in art and be willing to experiment with a range of two dimensional and sculptural materials.
COURSE DESCRIPTION
Students will use a variety of 2D and 3D media processes and techniques. They will learn the knowledge required to refine their use of the visual elements to express their ideas. Students will explore the work of other artists and use this to inspire their own responses.
Students need to complete at least two units of work over the course of two years. The units students will complete will be selected from the list below and will be based on students’ personal interests and previous unit completion.
Projects include:
- Portraiture and Still Life
- Food and Drink
- Pattern and Texture
- Natural and Manmade Forms
- Graphic Design
ASSESSMENT
On the completion of each unit, students will gain credits leading to:
- Award – 8 Credits
- Certificate – 13 Credits
- Diploma – 37 Credits
WHAT NEXT
Students who wish to continue to study at this level can work towards achieving a Certificate and Diploma. This course can also lead to and Arts Award Bronze and Silver.
| Units students study will include | |
Year 12 & Year 13 |
|
DRAMA – Creative, Media and Performance Arts
ENTRY LEVEL 2 & 3
ENTRY REQUIREMENTS
Students will be expected to participate in all activities and to work co-operatively with others.
COURSE DESCRIPTION
Students will learn through games, performances, and short films. They will study four separate modules, these are:
- Using the voice in a dramatic context;
- Using the body in a dramatic context;
- Contributing to a dramatic improvisation;
- Contributing to the creation of a group drama presentation.
ASSESSMENT
Each of these modules is worth a number of credits and can be used to contribute towards an Award (8-12 credits) or a Certificate (13-36 credits).
Once credits have been gained, they can be combined with other creative subjects to achieve a higher award.
WHAT NEXT
Students who wish to continue to study at this level can work towards achieving a Certificate and Diploma. This course can also lead to an Arts Award Bronze.
| Units students study will include | |
Year 12 & Year 13 |
Using the Voice in a Dramatic Context Using the Body in a Dramatic Context Contributing to a Dramatic Improvisation Contribute to the Creation of a group Drama Presentation |
DRAMA – ARTS AWARD
Level 1 – Bronze
ENTRY REQUIREMENTS
Students should have a keen interest in the Performing Arts – drama, music and dance. They must show a willingness to perform in front of others including on stage.
COURSE DESCRIPTION
This course is about enjoying the Arts with a focus on the Performing Arts. The students complete a series of projects in a vocational setting. They will develop their confidence and self-esteem whilst learning about, witnessing and taking part in performances.
ASSESSMENT
To pass this course, students create a portfolio that records their progress in each area. These areas include art form knowledge and understanding, creativity and communication.
WHAT NEXT
Students can progress to Arts Award Silver in Performing Arts.
| Units students study will include | |
Year 12 & Year 13 |
Part A: Explore the arts as a participant
|
DRAMA – Arts Award
LEVEL 2 – Silver
ENTRY REQUIREMENTS
Students must have completed the Bronze level Arts Award.
COURSE DESCRIPTION
This course is progression from the Bronze Arts Award course and encourages students to further develop their understanding and enjoyment of the Performing Arts.
Silver Arts Award gives students the chance to take on an artistic challenge and a leadership role too. As well as being about creativity, it’s about becoming a reviewer, researcher and project manager. Students build a broad range of transferable skills as they complete their portfolio and gain a Level 2 qualification.
This course is distinct from the original Arts Award course in that it focusses purely on skills within the Performing Arts
ASSESSMENT
To achieve Silver Arts Award, young people create a portfolio, presenting evidence that they have completed all the tasks within the award’s two units:
Unit 1: Arts practice and pathways
- Identify and plan an arts challenge.
- Implement and review the arts challenge.
- Review arts events/ experience and sharing their views.
- Research careers and future opportunities in the arts.
Unit 2: Arts leadership
- Identify leadership role and plan the project’s aims.
- Be an effective arts leader, including dealing with practical issues and working effectively with others.
- Review their project and development of leadership skills.
NEXT STEPS
This qualification may support access to Level 3 qualifications in Art, Music and Drama.
This qualification is recognised nationally.
Units students study will include
Year 12 & Year 13
- An Arts Challenge
- Attending & Reviewing Arts Events
- Undertaking Arts Leadership
- Learning about Artists and Art Organisations through participation and working with others
MUSIC – Creative, Media and Performance Arts
ENTRY LEVEL 2 & 3
ENTRY REQUIREMENTS
Students will be expected to perform in front of others and review their own and others’ performances.
COURSE DESCRIPTION
The course is highly practical and enjoyable and allows students to look at a wide variety of music genres.
There are opportunities for students to be creative in a range of ways through group and solo performances and composing original material.
This course builds upon the music curriculum taught at KS3.
ASSESSMENT
On the completion of each unit, students will gain credits leading to:
- Award – 8 credits
- Certificate – 13 credits
- Diploma – 37 credits
WHAT NEXT
Students who wish to continue to study at this level can work towards achieving a Certificate and Diploma. This course can also lead to an Arts Award Bronze.
Units students study will include
| |
Year 12 & Year 13 | Solo Music Performance Ensemble Music Performance Appraising Music Composing Music Working as part of a group Working towards goals
|
ARTS AWARD – Music
LEVEL 1 – BRONZE
Entry Requirements
Students should have a strong interest in music and performing. Students will be expected to perform in front of others and review their own and others’ performances.
COURSE DESCRIPTION
This course is about enjoying the Arts with a focus on the Music. Through Arts Award, learners will achieve a national qualification that will build confidence through nurturing their individual interests, while also equipping them with life skills that will support their education and future employment.
Bronze Arts Award develops young people’s artistic abilities alongside their research and communication skills. This level involves them in Music as creators and audience members, and encourages them to take their first steps towards leadership by sharing their learning with others.
This qualification develops art form knowledge and creativity alongside reflective practice, problem-solving skills and confidence. Young people complete a portfolio as their Arts Award journey progresses, explaining what they’ve seen, done and learned along the way.
ASSESSMENT
To achieve the Bronze Arts Award, students create a portfolio that records their progress in each area and must include evidence of:
- actively participating in any art form
- experience at least one arts event and reviewing it
- researching the career and work of an artist or craftsperson
- passing on an arts skill
WHAT NEXT
| Students can progress to Arts Award Silver in Music. | |
Year 12 & Year 13 |
Part A: Explore the arts as a participant Part B: Explore the arts as an audience member Part C: Arts inspiration Part D: Arts skills share – passing on arts skills to others
|
ARTS AWARD – Music
LEVEL 2 – Silver
ENTRY REQUIREMENTS
Students should have completed the Bronze level Arts Award.
COURSE DESCRIPTION
This course is progression from the Bronze Arts Award course and encourages students to further develop their understanding and enjoyment of Music.
Silver Arts Award gives students the chance to take on an artistic challenge and a leadership role too. As well as being about creativity, it’s about becoming a reviewer, researcher and project manager. Students build a broad range of transferable skills as they complete their portfolio and gain a Level 2 qualification.
ASSESSMENT
To achieve Silver Arts Award, young people create a portfolio, presenting evidence that they have completed all the tasks within the award’s two units:
Unit 1: Arts practice and pathways
- planning an arts challenge that develops their skills
- implementing and reviewing the success of their challenge
- reviewing arts events and sharing their views
- researching careers and future opportunities in the music.
Unit 2: Arts leadership
- identifying an arts leadership role and planning a music project
- being an effective leader, including dealing with practical issues and working effectively with others
- reviewing their project and leadership abilities.
WHAT NEXT
This qualification may support access to Level 3 qualifications in Music.
| Units students study will include | |
Year 12 & Year 13 | An Arts Challenge Attending & Reviewing Events Undertaking Music Leadership Learning about Artists and Music Organisations through participation and working with others |
Please read the document(s) below for further information.
Work Related Learning in the Sixth Form
Work related learning focuses on:
- Differentiation of resources, planning and delivery allows for individual and personalised development.
- Areas within work related learning develop transferrable skills for everyday life, career and for the future. Students plan for life after school, explore career opportunities and plan transitions.
- The curriculum supports mental, physical and emotional well-being, building understanding, self-esteem and resilience.
- Students are encouraged and supported in their contributions to the local, national and global communities.
- Students are encouraged to develop independence, self-reflection and research skills.
WORK RELATED LEARNING DAYS: Work Experience
ENTRY LEVEL 3 & LEVEL 1
Students’ Work Related Learning Days will provide an opportunity to develop skills for working life through Extended Work Experience placements. These days are designed to build students confidence, develop new skills and meet new people.
Students will be able to attend a work placement for 1 or 2 full days each week. The students can use this experience towards gaining the BTEC WorkSkills qualification at an appropriate level.
COURSE DESCRIPTION
The WorkSkills qualification is designed to develop the students’ Employability Skills either to start work immediately or in the future.
To enable students to experience the World of Work, Bradfields endeavours to allocate the students Work Placements, however, some families prefer to find their own placement. All placements are Health and Safety checked before students are allowed to start work.
Great care is taken to allocate work placements that are most suitable for the individual young adult’s needs and are close to the young adult’s home. Young adults are expected to make their own arrangements to get to and from their placements.
ASSESSMENT
The BTEC WorkSkills course is an Entry Level 3 or Level 1 qualification and the students will be entered at the level most suited to them. The qualification will be achieved through completion of a workbook and reflective diary linked to their work experience.
To gain the BTEC qualification students must complete a minimum of 1 unit and currently students are completing a unit on Preparing for a work placement.
NEXT STEPS
The Work Related Learning Days provide students with valuable work experience which can be used on CV’s or job applications.
WORK RELATED LEARNING DAYS: Vocational Study
ENTRY LEVEL 2 & 3
For those students who are not able to access a work placement off site it is intended that the Students Work Related Learning Days will provide an opportunity to develop skills for working life through creating an Enterprise Project. These days are designed to build students’ confidence and develop new skills.
Most students will be able to use this experience towards gaining an Ascentis qualification in Progression to Further Learning and Work at an appropriate level.
COURSE DESCRIPTION
These courses are designed around practical skills and tasks that place the emphasis on students demonstrating what they can do rather than what they know in theory. The qualifications give students the opportunity to acquire and develop generic transferable skills in order to complete tasks and demonstrate a level of achievement that enables them to progress to further learning or work opportunities.
To gain the qualification students must achieve a minimum of 3 credits for an award and can add more credits as they make progress to gain a certificate or a diploma. This qualification is available from Entry 3 to Level 2. Some of the possible units are listed below. The units will be selected to suit the students and the enterprise project being undertaken.
ASSESSMENT
The method of assessment for this qualifications is through a portfolio of evidence. A wide range of evidence such as worksheets, video and audio recordings, witness statements, observations records, photographs and artefacts can be used.
NEXT STEPS
The Work Related Learning Days provide students with valuable experience which can be used on CVs or job applications.
| Students will study some of the following topics | |
| Year 12, 13 & 14 | Team Working Time Keeping Introduction to Looking after Customers in a Retail Environment Basic Craft Skills Serving Food and Drink |
WORK RELATED LEARNING DAYS: Horticulture
ENTRY LEVEL 2 & 3
For those students who are not able to access a work placement off site it is intended that the Students Work Related Learning Days will provide an opportunity to develop skills for working life through developing Horticulture skills. These days are designed to build students’ confidence and develop new skills.
Most students will be able to use this experience towards gaining an Ascentis qualification in Progression to Further Learning and Work at an appropriate level.
COURSE DESCRIPTION
These courses are designed around practical skills and tasks that place the emphasis on students demonstrating what they can do rather than what they know in theory. The qualifications give students the opportunity to acquire and develop generic transferable skills in order to complete tasks and demonstrate a level of achievement that enables them to progress to further learning or work opportunities.
To gain the qualification students must achieve a minimum of 3 credits for an award and can add more credits as they make progress to gain a certificate or a diploma. This qualification is available from Entry 3 to Level 2. Some of the possible units are listed below. The units will be selected to suit the students and the projects being undertaken.
ASSESSMENT
The method of assessment for this qualification is through a portfolio of evidence. A wide range of evidence such as worksheets, video and audio recordings, witness statements, observations records, photographs and artefacts can be used.
NEXT STEPS
The Work Related Learning Days provide students with valuable experience which can be used on CVs or job applications.
| Students will study some of the following topics | |
| Year 12, 13 & 14 | Team Working Time Keeping Introduction to Garden Maintenance Skills Sowing and Growing Plants Clearing and Weeding a Garden |
WORK RELATED LEARNING DAYS: Hair and Beauty
ENTRY LEVEL 3
For those students who are not able to access a work placement off site it is intended that the Students Work Related Learning Days will provide an opportunity to develop skills for working life through developing Hair and Beauty skills. These days are designed to build students’ confidence and develop new skills.
Most students will be able to use this experience towards gaining a vocational qualification with VTCT at Entry 3. Some students might achieve at Level 1.
COURSE DESCRIPTION
These courses are designed around practical skills and tasks that place the emphasis on students demonstrating what they can do rather than what they know in theory. The qualifications give students the opportunity to acquire and develop generic transferable skills in order to complete tasks and demonstrate a level of achievement that enables them to progress to further learning or work opportunities.
To gain qualifications students must achieve a minimum number of credits. This qualification is available from Entry 3 to Level 2. Some of the possible units are listed below. The units will be selected to suit the students and the projects being undertaken.
ASSESSMENT
The method of assessment for this qualifications is through a portfolio of evidence. A wide range of evidence such as worksheets, video and audio recordings, witness statements, observations records, photographs and artefacts can be used.
NEXT STEPS
The Work Related Learning Days provide students with valuable experience which can be used on CVs or job applications.
| Students will study some of the following topics | |
| Year 12, 13 & 14 |
Introduction to Hair and Beauty Presenting a professional image in the salon Hair plaiting Skin Care Hand Care |
WORK RELATED LEARNING DAYS: Catering
ENTRY LEVEL 2 & 3
For those students who are not able to access a work placement off site it is intended that the Students Work Related Learning Days will provide an opportunity to develop skills for working life through developing Catering skills. These days are designed to build students’ confidence and develop new skills. Students will work in Food 2 Eat our on-site catering organisation which provides hot meals for staff and sixth form students.
Most students will be able to use this experience towards gaining an Ascentis qualification in Progression to Further Learning and Work at an appropriate level.
COURSE DESCRIPTION
These courses are designed around practical skills and tasks that place the emphasis on students demonstrating what they can do rather than what they know in theory. The qualifications give students the opportunity to acquire and develop generic transferable skills in order to complete tasks and demonstrate a level of achievement that enables them to progress to further learning or work opportunities.
To gain the qualification students must achieve a minimum of 3 credits for an award and can add more credits as they make progress to gain a certificate or a diploma. This qualification is available from Entry 3 to Level 2. Some of the possible units are listed below. The units will be selected to suit the students and the projects being undertaken.
ASSESSMENT
The method of assessment for this qualifications is through a portfolio of evidence. A wide range of evidence such as worksheets, video and audio recordings, witness statements, observations records, photographs and artefacts can be used.
NEXT STEPS
The Work Related Learning Days provide students with valuable experience which can be used on CVs or job applications.
| Students will study some of the following topics | |
| Year 12, 13 & 14 | Team Working Time Keeping Basic Cooking Basic Food Preparation Serving Food and Drink |
WORK RELATED LEARNING DAYS: Preparing for the Future
Preparing for the Future will provide an opportunity to develop skills for working life through a range of career focused lessons. These lessons are designed to build on students’ experiences to help them explore, research and understand how their skills and interests can be used to make informed choices for future work, study or volunteering opportunities. The programme promotes equality of opportunity.
Students will have two lessons per week which focus exclusively on preparing for their next steps.
COURSE DESCRIPTION
The Preparing for the Future programme is designed to develop the students’ knowledge and skills needed for their next steps and how that relates to the job market in which they live.
There will also be guest speakers from a range of organisations to support students in making appropriate choices for their next steps and to prepare them for the world of work.
ASSESSMENT
Continuous assessment is used to ensure that students have understood each key concept before moving on to the next.
NEXT STEPS
The Preparing for the Future programme provides students with valuable knowledge and skills that can be applied to empower students to make informed choices for their next steps.
Students will study the following topics | |
| Year 12 | Understanding the workplace Jobs and opportunities Standard occupation classifications Business Structures Work and organisational structures Diversity, equality and stereotyping |
| Year 13 | Saving and managing money Employment and financial management Employability skills practice Targets advertising and your data Exploring a payslip Employment rights |
Year 14
SKILLS FOR LIFE: Progression
ENTRY LEVEL 3 & LEVEL 1
Many young people need support to overcome barriers which are preventing them from achieving what they want to in life and work. This qualification offers a flexible and broad range of subjects which can be tailored to help our students to learn new skills and knowledge.
COURSE DESCRIPTION
The main purpose of this course is to help students prepare for their next steps. Progression is a three-strand programme offered in Year 14 to students prepare for their next steps. Each element lasts two terms.
- Progression – prepares students for independence in life, learning and work. Students will develop a range of skills including transferable skills. Preparing for work, following instructions, skills for shopping, CV writing and budgeting are some of the skills students will develop.
- Travel training – prepares students to travel independently, particularly to and from a place of work but also to access local shops and facilities. It also helps students develop social communication skills as it is based predominately outside the classroom in the local area; and
- Community volunteering – based initially in the classroom and then students will undertake volunteering roles in a range of community settings, this element of the course focuses on work-skills. Skills developed include: time keeping, working as part of a team and following instructions.
ASSESSMENT
To gain the qualification students must complete a minimum of one or two units (depending on the credit value for the unit). Students will complete units on a variety of topics, some of which are listed below:
- Developing skills for gaining employment
- Preparing for work
- Plan and participate in short walks
- Take part in an Activity
- Introduction to Road Safety
- Skills for Shopping
- Accessing public transport
Students will work at an appropriate level for their ability. All units are internally assessed through the students building up a portfolio of evidence that covers the relevant assessment criteria – there is no examination.
NEXT STEPS
The aim of these qualifications is to enable students to operate independently and effectively in life, learning and work.
Year 14 OPTIONS:
BUSINESS ADMIN
ENTRY LEVEL 2 and LEVEL 1 & 2
ENTRY REQUIREMENTS
There is no requirement for prior learning but students must be prepared to work independently, join in all activities ranging from discussions, working in groups and presenting their ideas to the class as well as creating a portfolio of their individual work.
COURSE DESCRIPTION
The Ascentis Progression Award (Entry 3) or NCFE Certificate in Business Administration (Level 1 and Level 2) are qualifications aimed at young people who need knowledge and skills to gain employment in a business administration role. There are 6 compulsory units which demonstrate an understanding of the business environment. There are an addition 13 units and students can choose a variety of units to build up skills in business administration. The qualification is available at Level 1 and Level 2.
ASSESSMENT
The assessment will be through the completion of a portfolio. All units are internally assessed through the building of a portfolio of evidence that covers the relevant assessment criteria – there is no examination.
NEXT STEPS
The NCFE Certificate of Business Administration provides students with the knowledge, confidence and skills they need to seek employment in business administration. Students may also choose to continue their studies at the next level.
| Examples of some of the topics that could be covered on this course: | |
| Year 12, 13 & 14 | Communication Presentation Skills Providing Administrative Support Sending Emails |
DUKE OF EDINBURGH AWARD
BRONZE & SILVER
The Duke of Edinburgh Award (DofE) broadens horizons, skills and friendships. It helps build confidence and become more independent, providing opportunities for young adults to understand and develop the key skills needed for the workplace.
COURSE DESCRIPTION
The DofE Award will provide young adults with the opportunity to develop or build upon new or existing skills, interests and hobbies. Achieving a DofE Award opens doors to education and employment opportunities for any young person. Volunteer, get fit, learn, go on expeditions… its one amazing adventure! The award consists of 3 sections:
- Volunteering: 3 months (6 months Silver)
- Physical section: 3 months
- Skills section: 3 months
- Expedition section: 2 days/1 night (3 days/2 nights Silver)
You also have to do 3 more months in one of sections. These can be completed separately or at the same time.
ASSESSMENT
Students are assessed over the expedition on group work, navigational skills and camp craft, including cooking.
NEXT STEPS
Students can in the future work towards Silver or Gold levels.
| Units students study will include | |
| Year 14 | How to complete volunteering Navigational skills (map reading) Camping skills (fire building, outdoor cooking) Practice walks First aid Expedition training Compass work Tent erection Route planning |
KING’S TRUST ACHIEVE PROGRAMME
ENTRY LEVEL 3 and LEVEL 1
ENTRY REQUIREMENTS
Students will need to be prepared to get involved in all discussions and activities suitable to their ability.
COURSE DESCRIPTION
This qualification seeks to:
- Develop their own personal growth and engagement in, and through, learning
- Engage in learning that is relevant to them and support their development of personal skills and attributes that are essential for working life and employment
- Prepare themselves for progression into further education programmes, apprenticeships or other work based learning
- Develop their English and mathematics skills
ASSESSMENT
The successful completion of each unit enables students to work towards to an Entry Level 3 or Level 1 qualification. There are no exams for this course.
NEXT STEPS
This qualification can lead to:
- Award Qualification – 2 units completed
- Certificate Qualification – 6 units completed
These qualifications provide a platform for learners to progress onto further education opportunities and/or employment, as they develop personal development and employability skills.
| Units students could study are | |
| Year 14 | Undertaking an enterprise project Teamwork skills Sustainability Managing money Preparing for the world of work Experiencing the world of work Wellbeing – healthy eating |
LIFE AND LIVING SKILLS
ENTRY LEVEL 1, 2 & 3
ENTRY REQUIREMENTS
There are no formal requirements for entry to this qualification.
COURSE DESCRIPTION
The qualifications provide the opportunity to build an individualised, rich and varied learning programme based around a wide range of skill areas that will suit individual learner’s skills and interests.
Students will complete units at an appropriate level and the units will be selected once the individual students have been identified, in order to make the course as personalised as possible.
ASSESSMENT
The qualification is pass/fail. All units are internally assessed through the students building up a portfolio of evidence that covers the relevant assessment criteria – there is no examination.
WHAT NEXT
This suite of Entry Level qualifications has been designed to encourage progression through its own structure. Learners may progress to higher level units or achieve additional units at the same level.
These qualifications may also be used as stepping stones towards Functional Skills qualifications at Entry Level or Level 1 for some learners.
| Examples of some of the areas which could be covered are: | |
| Year 14 | Household cleaning Food Safety and storage Shopping for daily living Follow a simple recipe Basic food preparation Dealing with problems in daily life Healthy Living Getting to a destination safely and on time Finding your way around an unfamiliar area Making the most of leisure time Personal safety |
Year 14
Preparing for the future
Preparing for the Future will provide an opportunity to develop skills for working life through a range of career focused lessons. These lessons are designed to build on students’ experiences to help them explore, research and understand how their skills and interests can be used to make informed choices for future work, study or volunteering opportunities. The programme promotes equality of opportunity.
Students will have two lessons per week which focus exclusively on preparing for their next steps.
COURSE DESCRIPTION
The Preparing for the Future programme is designed to develop the students’ knowledge and skills needed for their next steps and how that relates to the job market in which they live.There will also be guest speakers from a range of organisations to support students in making appropriate choices for their next steps and to prepare them for the world of work.
ASSESSMENT
Continuous assessment is used to ensure that students have understood each key concept before moving onto the next.
NEXT STEPS
The Preparing for the Future programme provides students with valuable knowledge and skills that can be applied to empower students to make informed choices for their next steps.
| Students will study the following topics | |
| Year 14 | Exploring options after Bradfields Academy Planning for the future Personal branding Writing a personal statement CV Writing Making applications |
Please read the document(s) below for further information.