BWT Secondary Curriculum Statement
Brooke Weston Academy
Brooke Weston Trust’s Mission is ‘to transform educational performance in the communities where we work through our long-term commitment to improve student achievement by removing the barriers to learning and providing opportunities for personal development.’ The intent of our curriculum in every academy is to deliver on this purpose. The implementation and impact of our curriculum in each academy is continuously under review as we develop it to meet the changing needs of our students and overcome barriers to learning in the communities we serve.
We are passionate and unrelenting in our desire to give all our students the best start in life academically and as citizens. Above all, we want them to be highly literate and numerate, able to access all the learning necessary to prepare them for a complex, changing, technological and competitive world. We want all our students to be ambitious for themselves and about their futures, whatever their starting point. We will provide the quality of opportunity, care and challenge vital for them to realise their ambitions.
In our academies there is a strong culture of positive relationships built on core principles of ‘the Brooke Weston Way’. Click here for the ‘BWT Way’ brochure. We will know all our students well and care about them enough to challenge them enough. We want all our students to be healthy and happy. We want them to be confident and skilled communicators with the core values to make and good choices and build successful relationships with others from similar and different backgrounds. To do this we must provide them with the breadth of cultural capital to be responsible and tolerant individuals who make a positive contribution to society.
At Brooke Weston, we have high expectations for every child. Underpinned by our values of Excellence, Resilience and Ambition, together our staff and students strive to exceed the limits of their potential through a rigorous curriculum which meets the needs of individual learners’ talents and interests and building the foundation for their future.
Our curriculum offers a wide breadth of academic subjects, alongside the development of essential skills that help our students grow to become confident, independent individuals and excellent communicators.
The student is at the centre of our curriculum model. We believe strongly that a ‘traditional’ curriculum for the majority of students provides the best currency to access university, apprenticeship or work successfully. The majority of students follow the Ebacc but, where appropriate, a bespoke curriculum is offered. P8 outcomes evidence the success of our curriculum. Class sizes are small with an average of 27 students
The Academy day is split into 5 x 75 minute lessons with a 15 minute breakfast in the morning and 30 minutes for meals operate via a rota system. There is a 15 minute tutor and assembly time each day. There is a 30 minute extended tutor time on a Wednesday. Students are able to stay after school from Monday to Thursday until 6pm to take part in extra-curricular activities. The Academy is open 51 weeks of the year allowing students to access academic or student care support.
Key Stage 3
The Academy operates a two-year KS3 curriculum with students taught a broad and balanced curriculum in both mixed ability and banded classes. In year 9 students have the opportunity to tailor their curriculum in non-core areas, enabling them the opportunity for deeper academic study in their options. Final GCSE options are agreed at the end of year 9. The curriculum is as follows:
|Subject / Year||7
(lessons per week)
(lessons per week)
|MFL (French or Spanish)||2||3|
|Humanities (Geography or History)||2||2|
|Enrichment (ICT in Year 8)||1||1|
In Year 7 students have a weekly enrichment lesson where on rotation students explore a creative curriculum in different subjects. This programme starts with a term of competency curriculum lessons helping them develop the skills to be successful in their learning. In Year 7 the Academy has launched the PiXL Edge character development program and in Year 9 PiXL debate through a module in their English lessons to develop oracy.
Key Stage 4
In KS4 over 75% follow an Ebacc curriculum, whilst a small minority undertake a personalised pathway. Additionally students select a range of options (19 optional subjects available). The curriculum is as follows:
|Subject / Year||9
|MFL (French or Spanish)||3||3||3|
|Humanities (Geography or History)||3||3||3|
|BPE/CPD (1 lesson per subject)||2||-||-|
|Options (2 lessons per option)||6||4||4|
Key Stage 5
In KS5 we offer 20 A Levels and 4 applied general subjects. In Year 12 students select 3 subjects and choose a pathway (indicated below). Where appropriate some students study 4 or 5 A Levels. Each subject has 4 periods per week and in addition in Year 12 students follow an IEC programme and can also opt into core physical education lessons. The curriculum is as follows:
|Offer / Year||12
|A Level (lessons per subject chosen)||4||4|
|Applied (lessons per subject chosen)||4||4|
|Core Maths Pathway||4||-|
|Financial Studies Pathway||2||-|
For more information download the relevant prospectus.