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Art and Design
Art and Design
We are passionate about creativity, and we share a love of Art & Design and Photography with the students.
We teach our students to combine practical skills with creative thinking, to engage, inspire and challenge, equipping them with the knowledge and skills to experiment, invent and create. At key stage three, students learn the key concepts of art and start to develop their work, responding to a range of artists and themes. This develops at key stage 4, when students learn to explore and connect ideas and concepts to develop original ideas to form their art. They acquire ‘leadership’ skills and can show the way to other students through activities like displaying their work and connecting with an audience.
Through our curriculum, we provide students with an experience that is exciting and to ensure that our students combine practical skills with creative thinking, making art that has, and gives, students ‘purpose’, developing highly valuable and transferrable skills for future careers and life. We actively promote looking at the work of others, celebrating other cultures and encouraging diversity. We develop students’ awareness of the impact of art on society and expect them to achieve by applying a variety of skills from the wider curriculum together with those specific to art and photography to produce effective and considered artworks.
We promote confident self-managers and team-workers, who are willing to take risks and keep an open-mind about new ideas and techniques. We provide a positive safe space; the strong relationships we have with our students exemplifies the trust and high expectations we have of them. We create the feeling of ‘belonging’ to Brompton Academy and students and staff are proud to be part of our community.
Learning Journey
Business Studies
Business Studies
We live in a society that is based on business and finance. The business and finance curriculum helps our students to understand concepts of business and finance, developing skill and knowledge to support them to become successful and productive members of society.
Students will gain an understanding of different roles within a business, they will do this through looking at existing businesses in the local area supporting their sense of belonging and purpose and giving them insight into a wide range of business careers.
Students will apply knowledge to real businesses, creating links between theory and the real-world giving purpose to their studies.
Students will have the opportunity to build on personal skills within the subject through presentations and interviews this will prepare them for their future career paths. Through taking ownership and responsibility for their work and making decisions and choices students will build on their leadership skills.
Students will develop an understanding of different types of loans, the benefits of managing healthy debt and maintaining and understanding a healthy credit score supporting students’ future choices.
Students will have the knowledge of the expectations of them, when applying for a job e.g. the relevant documents and the process, supporting them in preparing for the world of work.
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Design Technology
Design Technology
The intent of the Design & Technology department is to develop tenacious leaders, innovative and socially responsible problem solvers who will flourish as part of Britain’s future workforce.
- Students will develop their theoretical knowledge on a range of materials, which will enable them to become leaders who can make informed decisions on how materials are sourced, why they are used and the environmental and social impact this has on society.
- Students will develop their knowledge of the design process, including communication skills through drawing and presenting their ideas in a variety of methods and using industry standard drawing conventions in both 2D and 3D.
- Students will become leaders, by identifying people’s needs and wants, and identifying market opportunities is a key part of the design process. Students will develop their primary and secondary analytical research skills to support them on their journey.
- By looking at a variety of products created by leading UK and international designers, and creating a sense of purpose, students will develop the skills needed to critically analyse strengths, weaknesses, functionality and environmental impact of those products.
- Through practical lessons, students will have a sense of purpose by develop manufacturing skills, looking at traditional and modern methods of manufacturing and applying / building upon skills to mark out material accurately, wasting / cutting and shaping materials, joining them, quality control and applying finishes.
- Creating a sense of belonging, students will develop resilience, independence and responsibility regarding safety of themselves and others during practical lessons.
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English
English
English is the study of who we are and how we build and interact with the worlds around us. In English we learn to become authors of our own stories. Through its study we explore identities and perspectives, discovering where we belong and how we can connect with our society. Here, we develop the skills we need to become leaders. Success in English is rooted in our ability to analyse, communicate and interpret, as such English underpins all aspects of both school life in KS3, 4 and 5 as well as our onward journeys.
The texts and modules we interact with in English are the mirrors through which we understand ourselves and the windows to lives that are different from our own. These help us to open realms and possibilities that we perhaps were unaware of and help us to understand our own purpose in our global community.
By facilitating the freedom to interact with the questions the world poses about who we are, English provides the opportunity to transform the lives of our students.
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Food Technology
Food Technology
The intent of the food technology curriculum is to ensure that all students have the confidence and ability to cook nutritious, fresh meals and to prepare them for adult life.
- Students will understand the governments Healthy Eating Guidelines and will have a healthy relationship with food. They will achieve this by studying both theoretical knowledge and practical skills that combined will ensure a secure knowledge.
- Students will leave KS3 with the ability to prepare food, cook and know about presentation techniques. The KS3 curriculum will give students a secure knowledge of hygiene and safety and enable them to stay safe in any food environment, developing purpose and an opportunity for leadership.
- Through practical lessons, students will develop making skills using a variety of processes and, prepare a variety of British and international cuisine dishes to help investigate the wider world through food.
- Creating a sense of belonging, students will develop resilience, independence and responsibility regarding safety of themselves and others during practical lessons.
- Students will have a sense of purpose, through their personal development of the food curriculum to promote a healthy lifestyle for themselves and their families.
Learning Journey
Geography
Geography
Geography helps to provoke and answer questions about the natural and human worlds, building a purposeful growth mindset and encouraging students across all key stages to develop a greater understanding of their world, and a sense of belonging within it; all the while, giving them an insight into current affairs which helps to build on their tolerance and empathy for different cultures and create global citizens.
Geography helps to develop a range of investigation and problem-solving skills that are transferable to other curriculum areas and will ultimately provide students with meaningful qualifications. We seek to inspire in students a curiosity and fascination about the world and its people which will remain with them for the rest of their lives and, in the fullness of time, give them the motivation to want to travel and experience what they have learnt in Geography first hand. We aim to develop conscientious citizens who have an understanding of the impact their actions have on the world, no matter what ability or background.
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History
History
Our history curriculum prepares all of our students for their future, by equipping them with knowledge from the past. Students develop a broad knowledge of the history of the world, whilst also practicing and developing the written, oral and teamwork skills vital for success outside of the classroom.
Throughout their historical studies, all our students are encouraged to reflect on the history’s purpose; in the classroom, in the wider school and ultimately in the community. Our curriculum is designed to motivate students to achieve their goals, via the subject specific and transferable skills that we teach. We teach students the importance of research, how to craft clear arguments, the art of analysing evidence, to name a few, all whilst focusing on the skill’s importance in their own lives. Therefore, transferable skills vital for future success are cemented within our schemes of work, alongside a broad exploration of careers both directly and indirectly related to our field of study.
The history department is also committed to offering students the opportunity to develop themselves as leaders. The curriculum is ambitious in its breadth, depth and content covered – pushing every student to consider new thinking and take on new challenges in the classroom. Students are taught how to overcome challenges, work as a team and lead others. Whilst studying more challenging historical topics is vital, we also celebrate historical success and progress, in order to inspire confidence and aspiration within our students.
We also provide an inclusive curriculum which reflects our school community, giving all students an understanding of their place in the world and a sense of belonging. Our curriculum reflects our learners, their own experiences, their background, and culture. Local history is spread throughout our curriculum, designed to tackle the misconceptions surrounding the reputation of our local area. Furthermore, students are regularly given the opportunity to participate in extra-curricular activities that foster this sense of belonging and encourage an appreciation of diversity.
Learning Journey
ICT
ICT
Our ICT curriculum at Brompton Academy is designed to provide students with essential technological skills and an understanding of ICT’s role in modern society. Covering Key Stage 3 and Key Stage 4, our program emphasises practical applications and critical thinking to prepare students for academic success and real-world challenges.
At Key Stage 3, students are introduced to a variety of foundational ICT skills. They learn data skills and how to use programs such as Excel, which are essential for managing and analysing information. Internet safety is a crucial part of the curriculum, teaching students how to navigate the digital world securely. Additionally, students explore user interface design and web design, equipping them with the skills to create functional and aesthetically pleasing digital content. This stage promotes British values, such as individual liberty and mutual respect, by encouraging responsible and ethical use of technology.
In Key Stage 4, the focus shifts to more advanced topics, building on the skills acquired in earlier years. Students delve deeper into data management and user interface design, learning how to create efficient and user-friendly digital systems. They also explore the applications of ICT within the workplace, which forms the core of the exam unit. This aspect of the curriculum provides practical insights into how ICT skills are used in various professional settings, preparing students for future careers. The curriculum at this stage emphasises resilience through complex projects and equality by fostering an inclusive learning environment where all students can thrive.
Our ICT curriculum is deeply integrated with our school’s REACH values. Resilience is developed through challenging tasks that require critical thinking and problem-solving. Equality is promoted by ensuring all students have access to the same opportunities and resources. Aspiration is encouraged by exposing students to potential careers in ICT and providing pathways to achieve them. Community is fostered through collaborative projects and activities that reflect social responsibility. Happiness is prioritised by creating a supportive and stimulating learning environment that values innovation and creativity.
Learning Journey
Maths
Maths
Mathematics is essential for everyday life and understanding the world we live in. Maths is everywhere and the more we can engage and become mathematically fluent, the more informed we become and the greater the opportunities we may have. At Brompton Academy students learn how mathematics connects to other subjects, identify transferable skills and links to careers and the workplace.
Students will use their iPads to practise and develop mathematical skills, making a positive difference to their learning outcomes through engaging apps and websites. Through paired and grouped work, students will become mathematically fluent, communicating ideas and developing problem solving skills needed within the maths curriculum and the wider world context. Our mathematics curriculum provides students with the foundation for understanding number, reasoning, thinking logically and problem solving so that they are fully prepared for the future in a data-rich information driven society, having confidence to make informed decisions.
Students will show resilience to develop and improve mathematical skills, aspiring to be the best mathematician they can be. Maths lessons are enriched and vibrant, taught with enthusiasm where effective ways are sought to enable every child to succeed.
Learning Journey
Music
Music
The Music Department at Brompton Academy provides a dynamic and inclusive environment in which students can explore, create, and appreciate music in all its forms. We offer a comprehensive music education that helps students develop their talents. We foster creativity and instil a lifelong love of the art of music. We provide high-quality music education that nurtures technical proficiency, musical literacy and performance skills in a variety of musical styles and traditions.
We ensure students understand and appreciate various musical genres and traditions, as well as valuing cultural diversity and global perspectives. Students will develop their individual musical voices by allowing them to express themselves creatively through composition and performance.
Our curriculum is designed to give students a solid foundation in music while remaining rigorous and accessible. We provide individual and group lessons on a wide range of instruments, all taught by experienced peripatetic teachers. Participating in school bands, orchestras, choirs and other ensembles provides numerous opportunities for performance and collaboration. We use modern music technology and software to improve learning, composition and production skills throughout the curriculum to help students develop their abilities.
We are committed to making music education available to all students at Brompton Academy, regardless of background or ability. Our curriculum is designed to meet each student’s unique learning needs while also providing equal opportunities for participation and success. The Music Department at Brompton Academy strives to inspire and empower students through a diverse music education. We hope that instilling a love of music in our students will enrich their lives and prepare them to be creative, compassionate, and culturally aware individuals.
Learning Journey
Performing Arts
Performing Arts
The Performing Arts Department at Brompton Academy provides a vibrant and inclusive environment where students can explore, create, and appreciate the arts in all their forms, including dance, acting and musical theatre. We offer a comprehensive performing arts curriculum that nurtures talent, fosters creativity and instils a lifelong passion for the performing arts from year 7 to year 13. We deliver high-quality instruction that enhances technical proficiency, artistic literacy and performance skills across a variety of styles and traditions.
We encourage students to understand and appreciate diverse performing arts genres and cultural traditions, promoting a global perspective and valuing cultural diversity. By allowing students to express themselves creatively through dance, acting and musical theatre, we help them develop their unique artistic voices.
Our curriculum is designed to provide a solid foundation in the performing arts, balancing rigor with accessibility. We offer lessons led by experienced instructors in each discipline. We also offer participation in school productions, dance ensembles, theatre groups and musical theatre performances as well as numerous opportunities for collaboration and public performance.
We integrate modern technology and multimedia tools to enhance learning, choreography and stage production skills throughout the curriculum, aiding students in developing their production abilities.
We are dedicated to making performing arts education accessible to all students at Brompton Academy, regardless of background or ability. Our curriculum is tailored to meet the unique learning needs of each student, while ensuring equal opportunities for participation and success.
The Performing Arts Department at Brompton Academy aspires to inspire and empower students through a diverse and enriching arts education. We aim to instil a love for the performing arts that will enhance students’ lives, preparing them to be creative, empathetic, and culturally aware individuals.
Learning Journey
Physical Education
Physical Education
Our Physical Education (PE) curriculum is designed to inspire all students to engage actively in physical activities, develop a lifelong passion for sports, and understand the benefits of a healthy lifestyle. We aim to cultivate a culture of inclusivity, excellence, and holistic development, where every student is encouraged to participate and excel, both within and beyond the curriculum.
Core Aims
Wide Range of Activities and Leadership Opportunities:
- Provide a diverse and comprehensive PE program that includes traditional sports such as football, basketball, and athletics, as well as alternative activities like Kinball, Tchoukball, and Dodgeball.
- Ensure every student can explore various sports and physical activities, catering to different interests and skill levels.
- Ensure that all students have opportunities to lead and develop leadership skills and learn about careers in the sports industry, emphasising the purpose of each lesson.
Outstanding Participation:
- Foster an environment where every student feels motivated and confident to participate in PE lessons and develop a sense of belonging.
- Encourage students to set personal goals, challenge themselves, and celebrate their achievements, fostering a sense of accomplishment and self-esteem.
Extra-Curricular Opportunities:
- Offer a broad spectrum of extra-curricular activities, including sports clubs, inter-school competitions, and recreational sports.
- Collaborate with local sports organisations and facilities to provide students with additional opportunities for skill development and competitive play.
Learning Journey
PSHE
PSHE
The Brompton Academy Personal, Social, Health and Economic (PSHE) curriculum determines and underpins the ethos of our school. We promote the REACH values (resilience, equality, aspiration, community and happiness) in order to foster life-skills that support personal growth and well-being. In addition, we aim to empower students with the knowledge and strategies to protect and prevent themselves and others from harm.
In PSHE lessons, pupils develop the knowledge, understanding and skills needed to manage their lives now and in the future;
- Opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities.
- The personal and social skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives.
- Opportunities to develop positive personal attributes such as resilience, equality, aspiration, community and happiness.
Furthermore, pupils are encouraged to cultivate values of honesty, integrity, tolerance and respect for all, regardless of their nationality, culture or religious belief. Pupils understand the importance of belonging for their health and well-being and the different ways in which this is experienced, in school, in their relationships and within the wider world. We teach pupils the importance of respect for personal boundaries and rules to ensure the safety of all. Lastly, pupils learn about how to access sources of support when needed and the importance of others for their resilience.
The spiral curriculum starts in Year 7 and follows the students through to Year 13.
Learning opportunities for each key stage covers three core themes: ‘Health and Wellbeing’, ‘Relationships’, and ‘Living in the Wider World’. Whilst ‘Living in the Wider World’ is not included in the new statutory requirements, economic wellbeing, careers and enterprise education are equally important to a young person, as learning about personal safety and the ability to assess and manage risk.
PSHE lessons give pupils the skills to lead purposeful lives. In “Living in the Wider World”, students learn about economic wellbeing, careers and enterprise to help them build the skills to live their lives with purpose. Pupils have the opportunity to explore their aspirations, to set goals and develop strategies to achieve them.
Learning Journey
Psychology
Psychology
Psychology is an inspiring, rigorous and relevant subject. Students acquire a broad range of subject knowledge and draw on disciplines such as Mathematics, Biology, ICT and English. Students learn how to take risks, becoming resourceful, innovative, competent learners. Through the evaluation of past and present psychological research, they develop a critical understanding of the impact of psychology on daily life and the wider world.
The teaching of Psychology aims to aid the student’s spiritual, moral, social and cultural wellbeing by enabling students to engage in discussions about their local community and compare it to others around the world using Psychological research as the starting point for these discussions.
Religious Studies
Religious Studies
The intent of Religious Studies is to foster moral and virtuous young leaders, who are well informed about different worldviews and model the qualities of respect and compassion for all.
The aim of Religious Studies is to develop knowledge and understanding of the beliefs, values and practices of different worldviews and to provide opportunities for personal reflection, so that students may explore their own spiritual, moral beliefs and values. This leads students to gain insight into and appreciation of the ultimate (fundamental, deep or big) questions of life.
The Religious Studies curriculum explores a broad range of perspectives, acquiring an awareness of the worldviews represented in Britain, as well as non-religious and ethical viewpoints.
Students are encouraged to see the value in different beliefs and to consider what can be learnt from both religious and non-religious worldviews outside of their own. They will learn how religious identity influences people’s lives and provides some with a sense of belonging and purpose. Furthermore, they are encouraged to be critical thinkers, to challenge and question their own and others’ ideas and assumptions about different beliefs.
Reflecting the secular nature of Brompton Academy, we have a multi-disciplinary framework through which the topics are studied. Students learn about religion, philosophy, and the human / social sciences, which enables them to develop both the substantive knowledge required as well as the ability to interpret and evaluate information in order to draw meaningful conclusions.
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Science
Science
In Science we make use of practical skills and technology to promote enjoyment and curiosity in years 7 and 8 this encourages students to choose the Triple Science GCSE option and take Science through to A-level. Our scheme of work allows students to develop their skills in experimental scenarios with increasing levels of independence. We also encourage the use of iPads as a learning tool in a range of activities from stop frame animation, research projects, augmented reality and holograms. There are also a range of apps and websites that we use to enrich the teaching experience. In terms 2, 4 and 6 we run extended investigations for years 7-10. These ‘X-lab’ projects take place during lesson time and involve the students solving real world problems or take on the role of a potential Science based career.
Leadership
The science curriculum offers leaderships opportunities in a range of situations. Group work is a key part of lessons both in terms of practical activities and independent student led research. Students have opportunities to lead their groups, allocate roles to their team and generate their own questions to answer. Higher attaining students are given responsibility to ‘teach’ small topics to their group and share their expertise with others.
Purpose
Possible science-based careers are highlighted throughout the science curriculum using vocational, scenario-based activities and case studies. We also use our X-lab projects to put the students into careers-based scenarios allowing them to experience a range of tasks associated with scientific investigation and problem solving.
The science curriculum provides both academic (A-level) and vocational (Level 3 BTEC) routes to university. Students are exposed to further education thorough trips to the university of Kent Medway campus, allowing them to experience the laboratories and facilities available. We also work with post graduate ambassadors to mentor our A-level and Level 3 BTEC students in the sixth form.
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Sociology
Sociology
In our Sociology curriculum we enable learners to become critical thinkers that can criticise and evaluate arguments in order to strengthen their own ability to discuss. Whilst exploring British cultural norms and values students gain confidence and endeavour to lead learning, with mutual respect, when working with their peers.
Purpose – Critical Thinkers
Social Scientists gain confidence by having regular opportunities to debate and criticise each other – this too helps with the A03 (evaluative) elements within Social Sciences. We provide the opportunities for the development of the following skills:
Debating, Criticising, Comparing, Evaluating, Analysing, Empathy, Playing Devil’s advocate.
- In Social Sciences there are opportunities to criticise theorists and challenge our own ideas in every extended answer question.
- For example, Functionalists believe poverty motivates workers to work hard which in turn benefits society. Marxists agree that poverty motivates the workforce and makes them obedient, however, they believe this only benefits the ruling classes.
- We debate issues where students are asked for the reasoning behind their opinions.
- For example, do you believe Britain is a meritocracy? Why do you think this?
Belonging – Exploring diversity
The Social Science curriculum is broad and balanced. The topics lend themselves to celebrate differences.
We provide many opportunities for students to look at inequality across the areas of:
Class, Age, Gender, Ethnicity, Disability, Sexuality.
- In family there are opportunities to learn about different family types and the reasons why families are changing.
- In education there are opportunities to learn about class, gender and ethnicity regarding trends in educational attainment.
- In social stratification there are opportunities to learn about theories relating to political parties and the history behind such institutions as the Welfare state.
- In crime and deviance there are opportunities to learn about the Mass media and how it influences societal deviancy and can have an amplifying effect on subcultures.
Leadership – Learning Leaders
We provide opportunities to engage learners and believe that Social Scientists should be investigative, with no limits to their curiosity and a genuine thirst for new experiences and knowledge. We provide the opportunities for the development of the following skills:
Inquisition, Research, Examine, Compete, Reward, Support, Stretch, Elaborate.
- Within social sciences there are opportunities for students to lead learning.
- There are opportunities for wider reading in lessons where students access content from higher level texts.
- There are opportunities for competition, for example, students work on their speed in lessons by keeping up with the pacemaker or perhaps winning a silent debate.
- Students are encouraged to mark and give feedback on each other’s work where appropriate.
Learning Journey
Spanish
Spanish
The MFL Department at Brompton Academy provides all pupils with the opportunity to learn Spanish, fostering cultural awareness and curiosity about different customs, beliefs, history, and literature. Our curriculum helps students understand another language deeply while enhancing their comprehension of their own, breaking down social and cultural barriers.
We aim to develop students’ communication skills, cultural understanding, and personal growth, inspiring a lifelong love of languages and preparing them for future global opportunities. Our high-quality curriculum equips students with the skills needed to communicate effectively in Spanish-speaking contexts, focusing on listening, speaking, reading, and writing. Leadership is crucial in our curriculum, guiding students towards excellence and fostering responsibility and initiative. We aim to develop leadership qualities by encouraging students to take ownership of their learning and support their peers.
Our inclusive curriculum challenges students of all abilities and backgrounds, ensuring accessibility for SEN, PP, and EAL students. We emphasize deep learning by carefully structuring lessons to avoid cognitive overload and promoting a love of languages. We emphasize a sense of belonging within our department and the broader school community, creating an inclusive and supportive environment where every student feels valued and part of a collective journey towards language proficiency.
The KS3 curriculum lays a solid foundation for KS4 and beyond, systematically teaching phonics, vocabulary, and grammar. Our approach encourages students to express themselves confidently and accurately, both independently and collaboratively. Our progressive model ensures that learning in earlier years builds towards mastery in later stages. Online resources and regular interventions support consistent and inclusive learning, while collaborative departmental practices ensure quality teaching.
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