Skip to content ↓

Curriculum

Bredon Hill Academy Curriculum

 

'The range of subjects and learning activities that the students experience make an outstanding contribution to their achievement.'

                                                                                                               Ofsted 2015

 

Pupils at Bredon Hill Academy follow a broad and balanced curriculum throughout Years 6 to 8.  Our curriculum enhances pupils’ learning, attainment, achievement and progress.  It stretches and challenges to help our pupils grow as learners, whilst developing their knowledge, skills and understanding.  Individual subject areas focus on depth of learning, building on prior learning. 

At Bredon Hill Academy, we have a strong social, moral, spiritual and cultural ethos which helps prepare the pupils for life in the modern world.

Our curriculum, combined with our extra-curricular opportunities, supports our pupils to become:

  • Successful learners who enjoy learning.
  • Confident individuals who are able to live safe and healthy lives.
  • Well-rounded young people, prepared for the next stage of their education.
  • Responsible citizens who make a positive contribution to our society.

 

Whilst we are accountable to a degree, for KS2 outcomes, we do not overload the curriculum in Year 6 with English and Maths lessons.  Pupils in Year 6 have scheduled lessons of science, computing, PE and all the Foundation subjects taught, where possible, by specialists.

There is a secondary curriculum for Year 6 scheduled on a two week timetable.  However there is a strong element of developing literacy and numeracy in the delivery of all subjects.

There is a clear and coherent rationale for the design of the curriculum with an emphasis on preparing pupils in our 10 – 13 age range for the next stage of their education, from Year 9, in a high school.

All staff see this as a USP of the school and it is shared and understood by all.

Each curriculum leader has detailed programmes of study which facilitate a progression of skills, knowledge and understanding.  Timely assessment points are factored in to coincide with our reporting schedule ensuring pupils and parents/carers are informed of progress.  There is an expectation that ALL pupils will make progress measured against internal and external tests and assessments.

Reading is prioritised across the school and seen as the foundation stone to learning.  The importance of reading and comprehension is promoted by tutors, teachers, governors and non-teaching staff.  This, along with mathematical fluency, forms the pre-conditions of curriculum design and delivery.

Governors also review and quality assure the curriculum through their involvement in termly academic reviews and challenge the curriculum both in this forum and at sub-committee level.

The staff Continued Professional Development (CPD) programme is entwined in the school’s curriculum, particularly the development of literacy and numeracy together with the promotion of a rich vocabulary.  The curriculum is also equitable for all and core skill interventions are a facility for pupils to more fully access all subject areas, whilst also developing the resilience and persistence to achieve all they possibly can.

Assessments are timely in all subject areas.  Moderation of standards, both internal and external, takes place through curriculum meetings across the pyramid of schools.  The outcomes (Attainment8 and Progress8) at KS 4, including the EBacc, strongly suggest that the KS3 curriculum for Years 7 and 8 is highly effective.  This is also borne out by our own internal data through GL Assessments.

 

Beyond the Curriculum

The range of extra-curricular opportunities at Bredon Hill Academy helps to make our school unique.  It adds to our school ethos and has a substantial impact on our pupils and school life.  These activities support the development of well-rounded, mature individuals and help to prepare them for the next stage of their education; we hold these concepts at the heart of all we do.

The list of extra-curricular opportunities is extensive.  More than 90% of pupils regularly attend at least one club at lunchtime or after school.  Clubs include sport, art, gardening, computing, film, music, Lego, history, birdwatching, coding, chess and STEM to name but a few.

Throughout the year, there are visits, guest speakers, workshops and presentations.  These include Erasmus, trips to France and Spain, residential trips to London and PGL activity centres.  There are trips to the Food Show, theatres, the Houses of Parliament, art galleries.  There are science presentations, guest poet visits and e-safety workshops.  Again, this list is no way exhaustive and just gives a flavour of what is offered.

We follow a fortnightly timetable, with 5 lessons per day. The three morning lessons are 60 minutes long, and the two afternoon lessons are 55 minutes long. The table below details how many lessons students will receive every fortnight, you can also download a more detailed curriculum document for each year group using the links below.

Subject

Year 6

Year 7

Year 8

English

11

9

8

Maths

11

9

8

Science

6

6

6

Art

2

2

2

Computing

2

2

2

PE

4

4

4

History

3

3

3

Music

2

2

2

Geography

3

3

3

RE

2

2

2

Enrichment

0

2

2

PSHE

1

1

1

French

3

3

4

Resistant Materials

0

1

1

Below are copies of our current criteria for the assessment of A.R.E (Age Related Expectations).

Assessment 

Progress Grades
Excellent

You are on track to exceed your target grade.

(Where a student is making excellent progress, and has a target of working above, this shows that the pupil is performing at an exceptional standard.)
 

Good You are likely to meet your target grade.
Inconsistent You may require intervention in order to meet your target grade.
Unsatisfactory You are unlikely to meet your target grade.
 

 

Attitude to Learning Grades
Excellent You are highly motivated and you fully engage with the tasks set in lesson. You complete work with a high level of care and attention. Presentation is exemplary. You are proud of your work.
Good You are motivated in lessons and complete the tasks set in lesson. You complete work with due care and attention. Presentation is good.
Inconsistent You require some teacher support to stay on task in lesson. You complete work that sometimes lacks care and attention. Presentation guidelines are not always followed.
Unsatisfactory You are not engaged with the lesson and you do not complete the tasks set. Your work lacks any care. Presentation guidelines are not followed.
 

 

Homework Grades
Excellent You complete all homework to a high standard. You sometimes go above and beyond what is required by attempting extension exercises or doing personal research into relevant topics. Work is always submitted on time.
Good You complete all homework to a high standard. Work is always submitted on time.
Inconsistent Your homework is sometimes late and/or not completed to a high standard.
Unsatisfactory Your homework is often poorly done, incomplete or not handed in on time.
 

Pupil Progress 

Pupil Progress at Bredon Hill Academy

 

 ‘Teachers have high expectations and set challenging work so that students made rapid progress in lessons. 

Ofsted March 2015

At Bredon Hill Academy we are very proud of the progress our pupils make.

As a middle school, there are no national assessments at the start and end of our pupil’s time here. In order to measure pupil progress from entry to exit, we currently use GL Assessment Progress tests. In addition, pupils take Key Stage 2 Standard Attainment Tests (SATs) after only two terms here.

Progress of students leaving BHA in July 2018
 

2015 Cohort: English Reading Skills

Percentage of Pupils Working At or Above National Expectations on Entry (Working Above National Expectations)

Pupil Group Number on Roll at entry On Entry (Year 6) On Exit (Year 8) Increase
All Pupils 161 88% (25%) 98% (55%) 10% (30%)
Female

74

86% (21%) 100% (55%) 14% (34%)
Male 87 89% (29%) 96% (54%) 7% (25%)
Low Prior Attainment 70 75% (5%) 95% (28%) 20% (23%)
Middle Prior Attainment 44 95% (28%) 100% (70%) 5% (52%)
High Prior Attainment 39 100% (59%) 100% (86%) 0% (27%)
Disadvantaged Pupils 21 78% (28%) 100 (56%) 22% (28%)
Pupils with Special Educational Needs or Disability 10 25% (13%) 88% (25%) 63% (12%)

2015 Cohort: English Writing Skills

Percentage of Pupils Working At or Above National Expectations on Entry (Working Above National Expectations)

Pupil Group Number on Roll at entry On Entry (Year 6) On Exit (Year 8) Increase
All Pupils 161 79% (20%) 88% (32%) 9% (12%)
Female

74

79% (22%) 93% (30%) 14% (8%)
Male 87 80% (18%) 85% (33%) 5% (15%)
Low Prior Attainment 70 58% (2%) 77% (11%) 19% (9%)
Middle Prior Attainment 44 93% (21%) 95% (37%) 2% (16%)
High Prior Attainment 39 100% (49%) 100% (59%) 0% (10%)
Disadvantaged Pupils 21 78% (22%) 83% (39%) 5% (17%)
Pupils with Special Educational Needs or Disability 10 25% (13%) 75% (13%)

50% (0%)

2015 Cohort: Maths

Percentage of Pupils Working At or Above National Expectations (Working Above National Expectations)

Pupil Group Number on Roll at entry On Entry (Year 6) On Exit (Year 8) Increase
All Pupils 161 65% (15%) 96% (34%) 31% (19%)
Female

74

59% (11%) 96% (32%) 37% (21%)
Male 87 70% (19%) 97% (34%) 27% (15%)
Low Prior Attainment 70 36% (0%) 91% (0%) 55% (0%)
Middle Prior Attainment 44 80% (3%) 100% (40%) 20% (37%)
High Prior Attainment 39 97% (46%) 100% (86%) 3% (42%)
Disadvantaged Pupils 21 50% (1%) 86% (24%) 36% (23%)
Pupils with Special Educational Needs or Disability 10 29% (1%) 80% (20%) 51% (19%)

2015 Cohort: Science

Percentage of Pupils Working At or Above National Expectations (Working Above National Expectations)

Pupil Group Number on Roll at entry On Entry (Year 6) On Exit (Year 8) Increase
All Pupils 161 88% (21%) 91% (43%) 3% (22%)
Female

74

86% (18%) 86% (41%) 0% (23%)
Male 87 89% (24%) 95% (46%) 6% (24%)
Low Prior Attainment 70 78% (3%) 81% (10%) 3% (7%)
Middle Prior Attainment 44 93% (6%) 98% (53%) 5% (47%)
High Prior Attainment 39 100% (22%) 100% (88%) 0% (66%)
Disadvantaged Pupils 21 89% (22%) 81% (43%) -8% (21%)
Pupils with Special Educational Needs or Disability 10 59% (12%) 70% (44%) 11% (32%)

Most recent GCSE results

National Measure

Bredon Hill Academy Pupils at Prince Henry's High School

Other Pupils at Prince Henry's High School

National Results

Percentage of pupils working at National Standards or better on exit in English and Maths (Grade 4 or above)

81%

52% 64%
Percentage of Pupils achieving a good standard on exit in English and Maths (Grade 5 or above) 59% 47% 43%
Percentage of Pupils entered in Ebacc Subjects. 71% 62% 40%
Percentage of Pupils achieving Ebacc at Grade 4 or above. 41% 30% 24%
Percentage of Pupils achieving Ebacc at Grade 5 or above. 28% 21% 16%