Curriculum
At The Brookfield School we strive to ensure that our trauma-informed approach contributes effectively to building self-regulating, self-motivated individuals who consistently demonstrate the values of our school CREATE ethos as:
Confident, Resilient, Emotionally Literate, Ambitious learners who are Tolerant and Effective Communicators; prepared for adulthood as part of modern Britain.
Our curriculum is designed to ensure that academic achievement, physical and mental wellbeing and personal development are intrinsically linked to provide our pupils with the skills, knowledge and strength of character to succeed.
The Brookfield School curriculum aims to:
- Respond to what we know about our pupils and to build on what has previously been taught and learned.
- Provide a coherent, carefully sequenced curriculum designed to engage pupils and promote a love of learning.
- Ensure our curriculum includes clear, planned opportunities for pupils to thrive together, with an appreciation of what makes us unique.
- Provide high quality teaching experiences which excite and motivate pupils in the classroom and beyond.
- Be ambitious with a clear focus on developing skills and understanding in order for our pupils to access the all areas of the curriculum successfully.
- Meet the needs of all our pupils so they can realise their potential, with a focus on progress being measured from individual starting points.
- Encourage pupils to nurture, develop and extend their interests beyond school.
- Provide enrichment opportunities where teaching and learning can take place beyond the classroom and involve the wider community.
- Prepare pupils for the next steps in their education, training and employment and equip them to make informed choices at school and throughout their lives.
- Promote pupils’ self-esteem and emotional well-being and help them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the community.
- Develop pupils’ knowledge, understanding and appreciation of their own and different beliefs and cultures, and how these influence individuals and societies.
For more information on our curriculum please contact the office.
Parents have the right to withdraw their children from all or part of RE. Should you wish to consider this option for your child, please contact the school.
Primary (Key Stage 2)
Intent
The aim of our Key Stage 2 provision is to narrow the attainment gap and ready pupils to re-enter mainstream schools. For younger pupils, this means a focus on readiness to learn, building attention, early development skills and self esteem. For others, the focus is on learning to self regulate and tolerate others so that their education can continue in other settings. Some of our very youngest pupils are working at Pre Key Stage and so follow an Early Years approach in some areas of their learning. PE for older pupils in KS2 is taught by a specialist in readiness for secondary school.
Implementation:
The National Curriculum is taught through a thematic approach with opportunities for overlearning and a mastery approach to key skills.
The personal development curriculum is key: pupils have opportunities for weekly Forest Schools and outdoor education, PE lessons taught by a specialist, music (instrument teaching), counselling, PSHE and e Safety lessons. Creative and performance arts are taught thematically in school and through community based projects.
Key Stage 3
Secondary_essential_careers_curriculum_2025-2027.
We have adopted a primary style to best support our Key Stage 3 pupils. Pupils in years 7 and 8 benefit from the consistency of one class teacher for most subjects although there may be some movement in core subjects. PE is taught by our specialist staff.
Intent:
The curriculum is designed to continue to follow many aspects of the National Curriculum, preparing pupils for GCSE but also for a more vocational approach. Some pupils in Year 9 follow a Key Stage 4 approach in readiness for GCSE. The Personal Development curriculum is crucial during Key Stage 3; focusing on self regulation, building self esteem and positive relationships. The SRE curriculum is fully personlized and the School Nurse supports fully with additional sessions or materials.
Implementation:
In English, Maths and Science, students begin to be entered for external accreditations or qualifications in year nine. These include GCSE, Functional Skills qualifications or Entry Levels as appropriate. As well as providing valuable examination practice, it allows students to gain external recognition for their efforts and helps to motivate and focus students on their learning as they transfer into Key Stage Four.
In addition to English, Maths and Science, students also study Art, Design and Technology, Computing, Physical Education and Outdoor Education, Personal, Social & Health Education, Careers, Citizenship studies and Religious Education.
Optional music sessions are provided by Hereford Music Pool including opprtunities for instrument tuition.
Vocational Option Choices
Some students also have work placements or take part in vocational study options through our partnered external providers.
Extra Support
Students who require extra Literacy and Numeracy support will receive this either in 1:1 or small group withdrawal. Personalised programmes are arranged for Reading (Sound Reading System and Yorkshire Comprehension ) and Handwriting (Nelson) as well as individual or small group intervention sessions to improve basic skills in Maths.
Targeted Enterprise Groups focus on organising and running whole school community events to further support social and emotional development. These groups are primarily focused on students who are looked after, are subject to special guardianship orders and those adopted from care.
Key Stage 4
Intent:
The key stage four curriculum is designed to offer students more flexibility in over their studies by allowing students to follow a personalised curriculum based on their preferred learning styles, interests and skills. The aim of the curriculum is to equip our students with the understanding, experience and necessary qualifications to continue their studies and to allow them to play an active and fulfilled role in society.
Implementation:
Core Curriculum
Students study English, Maths and Science at either GCSE or Functional Skills at Level 1 or Entry Level. Students also study Physical Education, Religious Education, PSHE (including RSE) and Careers. Students also have option choices including Level 1 award in Sports Leadership, ASDAN Animal Care, ASDAN/ NCFE certificates in Food & Nutrition, Expressive Arts, GCSE Design & Technology, Photography and Art.
Vocational Option Choices
Some students also have extended work placements (in addition to individualized work experience, completed in Year 10 or Year 11 where deemed appropriate) or take part in vocational study options through our partnered external providers. These are usually in farming, horticulture, or motor vehicle and are aimed at young people who will go onto apprenticeships or into further training in these areas.
Extra Support
Students who require extra Literacy and Numeracy support will receive this either in 1:1 or small group withdrawal. Personalized programmes are arranged for Reading (Sound Reading System and Yorkshire Comprehension ) and Handwriting (Nelson) as well as individual or small group intervention sessions to improve basic skills in Maths.
The World of Work
On top of a comprehensive and personalized careers programme (see Careers), Key Stage Four students are also involved in our STEM and Industry days throughout the year. Weekly Careers lessons each week include industry visits, a programme of study delivered by a school advisor from JobcentrePlus, sessions with an independent careers advisor and visits to colleges, training providers and careers fairs.
The Arrow Group
This is an off-site provision for some of our most vulnerable learners who have historically been non/ low attenders or had a high level of suspensions. It allows students to concentrate on a more practical curriculum and a tutoring approach to core subjects. Young people study L1/2 Functional Skills in English and Maths, PSHE, RE, Cooking and all receive personalized Careers education and guidance. Their individualized timetables focus on pursuing vocational studies, extended work placements and outdoor education. For more information, please click on the Arrow tab or contact the school.
Impact:
The flexible and dynamic approach ensures all students have a personalized curriculum to meet their needs. The impact of the curriculum is reviewed regularly to ensure it is fully inclusive for all students and that learning outcomes are maximized. All pupils in 2024 went on to college, employment or further training with the majority attending Hereford and Ludlow College, some attending Hoople or Hereford Arts College and a small number into work or apprenticeships.
English KS1- Y8
In English, we aim to develop all students’ skills and abilities in the four main areas of the subject: Speaking; Listening; Reading; Writing and Language use as a whole. Students study a wide range of texts used for assessing their ability in the above areas including fiction, non-fiction, poetry and plays with a view to successfully readying themselves for life beyond school. This includes practice at using and writing letters of application and the analysis of advertising in reference to Careers teaching.
Year 7: Autumn Term – Propaganda and Media based writing to persuade; linked to work on Careers. Alternatively, pupils will consider poetry and vocabulary for effect.
Spring Term – Poetry and plays – including Shakespeare. Alternatively, Pupils will consider report writing.
Summer Term – Creative Writing and Modern Fiction – studying a novel.
Year 8: Autumn Term – problem solving and journal writing and Pre-20th Century writing. Alternatively, pupils will consider report writing or non-fiction.
Spring Term – Shakespeare and Media/Non-Fiction. Linked to work on Careers. Alternatively, pupils will consider poetry writing and expanding their use of vocabulary and writing techniques.
Summer Term – Non-Fiction/Travel writing – linked into Careers work and Modern Fiction studying the novel.
Year 9 – Autumn Term – studying the novel/text and Poetry analysis.
Spring Term – Shakespeare and Media or Nineteenth Century Fiction/Non-Fiction.
Summer Term – Non-Fiction and Creative Writing and the beginning of study for examinations with Functional Skills exams and qualifications to be taken in Year Nine, ready for transition into Key Stage Four.
All year groups consider aspects of Careers, through analysis of job adverts, formal letter writing, persuasive language, structure and application letters. They also take part in interview techniques as a speaking and listening exercise as they enter Key Stage Four.
Throughout the Key Stages there are a number of interventions for those individuals who have specific difficulties in reading, comprehension and handwriting.
Chloe Evans English and Early Leaving Lead.pdf
Maths KS1- Y8
Maths at the Brookfield School aims to give all pupils access to the National Curriculum in preparation for adulthood. We aim to encourage children to develop a positive attitude to mathematics, to enjoy it and to give them regular experience of achievement.
We aim to help children to develop computation skills in the four rules of number and be able to apply relevant mathematical techniques to solve real life situations beyond school. We aim to maintain and increase confidence in mathematics, shown by the ability to express ideas fluently, to talk about the subject with assurance and to use the language of mathematics. We aim to develop the skills of working systematically in independent, co-operative and collaborative situations.
'Mathematics is not only taught because it is useful. It should also be a source of delight and wonder, offering pupils intellectual excitement, for example, in the discovery of relationships ...Pupils should also appreciate the essential creativity of mathematics: it is a live subject which is continuously evolving as technology and the needs of society evolve'. (page 3 - DES 1988)
We have a variety of maths interventions which involve 1:1 sessions for official Catch Up interventions in basic number skills, 1:1 sessions for booster sessions covering all skills, 1:1 booster extension sessions for more able pupils and small group interventions.
All pupils are encouraged to sit Functional Skills exams from Year 9. We are currently offering GCSE Maths and/or GCSE Statistics at Key Stage 4 alongside the Functional Skills qualifications.
Science KS1- Y8
Computing KS1- Y8
Whole School Intent
At the Brookfield School the Computing Curriculum endeavours to ensure our pupils become:
Confident – Pupils to develop the necessary skills in a variety of computing programmes. They will be confident in using these and demonstrate researching, programming, multimedia and computer processing skills throughout all areas of the curriculum.
Resilient – Pupils will be able to debug algorithms successfully, independently and whilst working with others. They will persevere when faced with challenges and problems that need to be solved.
Effective communicators - By providing pupils with access to a range of devices and programmes they will be encouraged to be become effective communicators. They will be able to use multimedia to share thoughts, feelings and knowledge about a range of curriculum areas.
Ambitious - Pupils will be ambitious in their desire to develop an understanding of ever-changing technology and coding system. Through a diverse and engaging programme of study, pupils will be inspired to use information technology skills as they progress through qualifications and towards further education or into the world of work.
Tolerant - Pupils develop tolerant of each other when sharing ideas and ways of presenting information. They will also develop tolerance towards varying programmes that require increased stamina to master.
Emotionally Literate – By sharing individual experiences regarding the using of computer technology, pupils will develop their own emotional response in the boundaries of computer/device usage in a safe and trusting environment. Pupils will have a secure understanding of the parameters of a range of computer platforms and be able to keep themselves safe within and outside of school
Subject Leader Report for Governors - Summer 2024.pdf
Computing
Physical Education KS1- Y8
PE
PE TBS SUBJECT LEADERSHIP INFO FOR WEBSITE.docx
Aims
The aims of Physical Education (PE) are:
1 – To develop confidence through a varied range of activity areas
2 – Provide students with the information needed in order to make healthy lifestyle choices and remain lifelong learners, specifically around Physical Activity
3 – Embed key theoretical knowledge of health and fitness within sport and physical activity in order to inform students to be able to train independently and create individualised training programmes
4 – Contribute to mental health and wellbeing in all students through effective promotion of physical activity and its benefits
5 – Develop and embed a culture of student leadership throughout the school to encourage and nurture responsibility and key life skills through the leadership of peers
6 – Provide a pathway for Key Stage 4 students to opt for a certified option route through Junior Sports Leaders Award and an ASDAN qualification in sport and fitness.
7 – Where possible begin to implement extra-curricular opportunities with neighbouring schools both within mainstream and special school partners
8 – Provide regular links to outside facilities including gyms, outdoor education sites and local club sites to raise student’s awareness of such opportunities and develop confidence to join clubs and leisure providers outside of school through effective signposting.
Linked Whole School Department Aims –
1 – Strengthen links and partnership with key stakeholders across the county and regionally including clubs, national governing bodies, coaches, volunteers, county sports partnership and potential funding grants to enhance equipment and facilities.
2 – Develop a whole school (Primary & Secondary), Intra-School Competition structure by planning termly timetable drop down days where all students are involved, either performing, officiating or as part of a media team showcasing the day. To instill in the children a curiosity and understanding of events, places and people in a variety of times and environments.
We aim to link these to our school values and overarching vision around our CREATE ethos: Confidence, Resilience, Effective Communication, Ambitious, Tolerant, Emotional Literacy.
Intent
At The Brookfield School the Physical Education Curriculum endeavors to ensure our pupils become:
Confident to develop physical skills in addition to becoming more confident socially through group tasks and leadership responsibility.
Resilient to persevere with challenges they may face during learning and into the world of work, with sufficient physical and related multi ability skills to enable them to pursue given vocational routes in the world of sport, physical activity and any related sector.
Effective Communicators who can listen to others, comprehend and share their views. In addition, they will develop the ability to offer feedback on their own and others work and identify strengths and weaknesses in a variety of tasks.
Ambitious, striving for their personal goals and prepared for further education or employment. This will include achieving accredited qualifications such as Junior Sports Leaders Award or other appropriate courses.
Tolerant by experiencing a broad range of different activities as well developing the ability and confidence to lead their peers through tasks, who are of a varied ability level.
Emotionally Literate through the sharing of experiences and the development of their personal strand of the 5 multi ability curriculum. Objectives of which include overcoming new and challenging activities and dealing with others’ feelings when playing competitive games.
Across KS2 pupils will typically cover Tennis, Basketball, Dodgeball, Exercising Safely and Effectively, Gymnastics, Football, Tag Rugby, Athletics, Rounders and Cricket
In KS3 pupils will cover Badminton and Table Tennis in addition to many of the activities from KS2 and from year 8 onwards will receive an induction to Halo Gym and write their own personalised exercise programme that by year 9 they will be expected to follow independently.
Additional activities are covered in KS4 including Boxing and Martial Arts where possible in addition to the main programme followed in KS3.
At the end of year 9 pupils will select their option subjects and across the 2 year period of key stage 4 will complete a sports leadership award and an ASDAN qualification in Sport & Fitness. On these courses pupils will link with community facilities and clubs to try new sports such as Contact Rugby, Kung Fu & Kick Boxing, Footgolf & Futsal. In the sports leadership award pupils will plan and lead sessions to our younger classes.
We work in partnership with a number of key stakeholders in the local community where we access their facilities as part of the curriculum.
Facilities we pay to hire as part of our curriculum offer (Often at discounted rates)
Halo Leisure Services – Including The Gym, Badminton Courts, Athletics Track, All Weather Pitch, Golf and Squash.
Whitecross Tennis Club – Tennis
Community Club Partnerships that we work with where the club provide sessions without cost and introduce their club to our pupils.
Matt Hudd Martial Arts Centre
South Wye Boxing Club
Hereford FC Community Programme
Worcester Warriors Rugby Community Programme
Mr Reed
Art and Design and Food Technology KS1- Y8
KS2 and KS3 Design and Technology
During KS3 pupils undertake a number of varied and exciting projects in their art and design and technology lessons. All students can expect to work with and learn about a broad range of materials such as woods, manufactured boards, plastics, Styrofoam and metals as well as using a number of ready-made components.
In KS2, we use the Kapow Scheme of Work to support our understanding in both DT and Art. Students will also gain experience of industrial techniques such as CAD/CAM where possible in KS3. Projects have been specifically designed to cover many areas so students gain maximum benefit from the subject.
Students are supported to participate in every stage of the design process. This can include learning activities such as researching, analyzing products, designing, developing ideas, modelling, planning, constructing, testing and evaluating.
Students also have blocks of teaching and learning in Food & Nutrition, where they look at the principles of nutrition as well as learning the basic skills for them to successfully achieve a formal qualification at Key Stage four. Much of the Food curriculum at Key Stage three is based on life skills and personal development.
KS2 and KS3 Art and Design
Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world around us. Our students use colour, form, texture, pattern, design and different materials (ceramics, glass, fabric etc.) and processes to communicate what they see, feel and think. Students learn to make informed judgements and aesthetic and practical decisions, exploring ideas and meanings in the work of artists, craftspeople and designers. Art is particularly valuable for our students, not only in terms of building self confidence, but also to develop key fine motor skills and to explore emotions, for some pupils art can help them self regulate and our HLTA for Wellbeing is trained in the principles of art therapy to support this.
At KS4 - GCSE Design and Technology, Photography and GCSE Food & Nutrition are available, as well as NCFE Level one or two qualifications.
Pupils are taught the technical aspects of photography as well as artistic processes like perspective, framing and pinhole photography. The GCSE is examined through a portfolio of their work examining their and other artists work in order to influence their own progression. This also has an internally examined component which will be through a timed portfolio element in Y11.
In GCSE Food and Nutrition, students spend year 10 acquiring both the theoretical and practical knowledge and skills required in order to successfully undertake two pieces of controlled assessment as well as the final written examination. One controlled assessment unit is based on an investigation into food properties, whilst the other concentrates on practical cookery skills.
In NCFE or ASDAN Food & Cookery award, students undertake a variety of practical and written tasks which make up a portfolio of evidence. There is no written examination.
PSHE/ PSD
PSHE IN School
At The Brookfield School, we use a PSHE curriculum created by Jigsaw PSHE. The Jigsaw curriculum holds children at its heart and aims to equip them for happy, healthy lives and to be effective learners. Pupils in Key Stage 2 and 3 have access to this curriculum through dedicated weekly lessons, while in Key Stage 4; pupils have access to 90 minutes of dedicated PSHE education a week.
Jigsaw provide teaching and learning materials, which are user friendly and easy to adapt to suit individual needs. Jigsaw is a whole-school approach to PSHE / Health & Well-being, which includes statutory RSHE (England DfE 2019). Every year group studies the same learning theme at the same time, really spiralling the learning up through the age groups.
Jigsaw encourages self-reflection towards the end of each lesson and includes a “workbook” of summative assessment tasks in Piece (Lesson) 6 of each Puzzle. These workbooks also provide the assessment process needed to meet the Learning Objectives for the NCFE (Northern Council for Further Education) Levels 1 and 2 Awards in Relationships, Sex and Health Education (see www.ncfe.org.uk for more details).
The 6 puzzles that all pupils follow are-
- Being in my world (Autumn 1)
- Celebrating difference (Autumn 2)
- Dreams and goals (Spring 1)
- Healthy me (Spring 2)
- Relationships (Summer 1)
- Changing me. (Summer 2)
jigsaw-11-16-snapshot-overview-sept-21b.pdf
ks3-rshe-info-for-parents-and-carers.pdf
uk-3-11-12-snapshot-overview-map.pdf