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Curriculum principles 

Below is an outline of the principles we have sought to apply in our planning within Mathematics. These are adapted for Mathematics from the generic principles that guide all lessons at Brandles. 

At Brandles we strive for the pupils to become fluent in the fundamentals of Mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. 

Staff actively encourage pupils to follow a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. 

We seek to challenge the pupils to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. 

Knowledge Sequencing and Coherence 

We deliver a broad and balanced curriculum; not only including the coverage of the National Curriculum but extending beyond to ensure personal development and needs of all our students. 

In Mathematics we have used a combination of the National Curriculum and working backwards from the KS4 GCSE Mathematics specifications to sequence programmes of study. We also believe in investing time to give students the knowledge and skills to beyond their everyday experiences in order to build cultural capital that supports aspirational life goals.​ 

The Mathematics curriculum is designed with clear intentions that detail the vital knowledge and key skills through devices such as curriculum maps and learning journeys. The sequencing of topics allows pupils to work chronologically through a scheme of work that looks to build on prior knowledge gained during KS2 and early KS3..  

The KS3 scheme of work strands are as follows; Numbers and the number system, Calculating, Checking, approximating and estimating, counting and comparing, visualising and constructing, investigating properties of shapes, algebraic proficiency, exploring and calculating fractions, decimals and percentages, proportional reasoning, pattern sniffing, measuring space, investigating angles, solving equations and inequalities, calculating space, mathematical movement, presentation of data, measuring data. 

Knowledge organisation  

The units in the Mathematics curriculum are grouped by key stage, with a suggested route through, organised within year groups. In most circumstances, the units within a given year can be sequenced flexibly, but there is an assumption in the creation of the units that knowledge in any given year is building on units from previous years.  

In order for the pupils to gain a deeper knowledge and understanding of the curriculum, we have embedded a spiralling curriculum allowing the pupils to visit each strand twice within an academic year.  

Inclusive and ambitious 

Our units will be pitched so that children with different starting points can access them. Students need to have a large amount of subject knowledge stored in their long-term memory in order to become competent at any subject, and this is especially true of Mathematics where application is often an application of knowledge. For this reason, these lessons are designed to teach Mathematics in a clear and deliberate fashion, emphasising secure content knowledge before moving onto tasks. In this approach the teacher is the subject expert and the emphasis is on instruction and explanation, followed by deliberate practice supported by modelling, guided practice and scaffolding. Models and analogies will be used where appropriate to allow pupils to visualise or contextualise abstract ideas. 

Click here for subject sequencing

Curriculum principles 

Below is an outline of the principles we have sought to apply in our planning within science. These are adapted for science from the generic principles that guide all lessons at Brandles. 

Knowledge Sequencing and Coherence 

We deliver a broad and balanced curriculum; not only including the coverage of the National Curriculum but extending beyond to ensure personal development and needs of all our students. 

In science we have used combination of the National Curriculum and working backwards from the BTEC First in Applied Science specification to sequence our programme of study. We also believe in investing time to give students the knowledge and skills beyond their everyday experiences in order to build cultural capital that supports aspirational life goals.​ 

The science curriculum is designed with clear intentions that detail the vital knowledge and key skills through devices such as curriculum maps and learning journeys. The sequencing of topics will allow for a blend of both substantive and disciplinary knowledge.  

The science curriculum is structured into biology, chemistry and physics units, with working scientifically skills taught in context throughout. This will be made explicit to the students within lessons. 

Knowledge organisation 

The units in the science curriculum are grouped by key stage, with a suggested route through, organised within year groups. In most circumstances, the units within a given year can be sequenced flexibly, but there is an assumption in the creation of the units that knowledge in any given year is building on units from previous years. 

As stated above, the substantive knowledge (i.e. the science content) will be taught in units, and the disciplinary knowledge (i.e. working scientifically) is taught in context. Hierarchical elements of working scientifically will be reflected in the units and therefore this will be built up accordingly. While this will take account of prior learning assumptions from the previous key stage, or units, there will also be reminders of prompts and scaffolds to help pupils. 

Inclusive and ambitious 

Our units will be pitched so that children with different starting points can access them. Students need to have a large amount of subject knowledge stored in their long-term memory in order to become competent at any subject, and this is especially true of science where application is often an application of knowledge. For this reason, these lessons are designed to teach science in a clear and deliberate fashion, emphasising secure content knowledge before moving onto tasks. In this approach the teacher is the subject expert and the emphasis is on instruction and explanation, followed by deliberate practice supported by modelling, guided practice and scaffolding. Models and analogies will be used where appropriate to allow pupils to visualise or contextualise abstract ideas. 

Click here for subject sequencing

Curriculum principles 

Below is an outline of the principles we have sought to apply in our planning within Art. These are adapted for Art from the generic principles that guide all lessons at Brandles. 

 
Knowledge Sequencing and Coherence 

We deliver a broad and balanced curriculum; not only including the coverage of the National Curriculum but extending beyond to ensure personal development and needs of all our students. 

In Art we have used a combination of the National Curriculum and working backwards from GCSE specifications to sequence programmes of study. We also believe in investing time to give students the knowledge and skills to beyond their everyday experiences in order to build cultural capital that supports aspirational life goals.​ 

The Art curriculum is designed with clear intentions that detail the vital knowledge and key skills through devices such as curriculum maps and learning journeys. The sequencing of topics will allow for a blend of both substantive and disciplinary knowledge.  

Knowledge organisation  

The units in the Art curriculum are grouped by key stage, with a suggested route through, organised within year groups. In most circumstances, the units within a given year can be sequenced flexibly, but there is an assumption in the creation of the units that knowledge in any given year is building on units from previous years.  

Inclusive and ambitious 

Our units will be pitched so that children with different starting points can access them. Students need to have a large amount of subject knowledge stored in their long-term memory in order to become competent at any subject, and this is especially true of Art where application is often an application of knowledge. For this reason, these lessons are designed to teach Art in a clear and deliberate fashion, emphasising secure content knowledge before moving onto tasks. In this approach the teacher is the subject expert and the emphasis is on instruction and explanation, followed by deliberate practice supported by modelling, guided practice and scaffolding. Models and analogies will be used where appropriate to allow pupils to visualise or contextualise abstract ideas. 

Click here for subject sequencing

Curriculum principles

Below is an outline of the principles we have sought to apply in our planning within computing. These are adapted for computing from the generic principles that guide all lessons at Brandles.

We deliver a broad and balanced curriculum; not only including the coverage of the National Curriculum but extending beyond to ensure personal development and needs of all our students.

In computing we have used a combination of the National Curriculum and working backwards from the OCR CamNat in iMedia specifications to sequence programmes of study. We also believe in investing time to give students the knowledge and skills to beyond their everyday experiences in order to build cultural capital that supports aspirational life goals.​

The computing curriculum is designed with clear intentions that detail the vital knowledge and key skills through devices such as curriculum maps and learning journeys. The sequencing of topics will allow for a blend of both substantive and disciplinary knowledge. 

Knowledge organisation

The units in the computing curriculum are grouped by key stage, with a suggested route through, organised within year groups. In most circumstances, the units within a given year can be sequenced flexibly, but there is an assumption in the creation of the units that knowledge in any given year is building on units from previous years.

Inclusive and ambitious

Our units will be pitched so that children with different starting points can access them. Students need to have a large amount of subject knowledge stored in their long-term memory in order to become competent at any subject, and this is especially true of Media and computing where application is often an application of knowledge. For this reason, these lessons are designed to teach Media and computing in a clear and deliberate fashion, emphasising secure content knowledge before moving onto tasks. In this approach the teacher is the subject expert and the emphasis is on instruction and explanation, followed by deliberate practice supported by modelling, guided practice and scaffolding. Models and analogies will be used where appropriate to allow pupils to visualise or contextualise abstract ideas.

Click here for subject sequencing

Curriculum principles 

Below is an outline of the principles we have sought to apply in our planning within Design Technology. These are adapted for Design Technology from the generic principles that guide all lessons at Brandles. 

Knowledge Sequencing and Coherence 

We deliver a broad and balanced curriculum; not only including the coverage of the National Curriculum but extending beyond to ensure personal development and needs of all our students. 

In Design Technology we have used a combination of the National Curriculum and working backwards from BTEC construction specifications to sequence programmes of study. We also believe in investing time to give students the knowledge and skills to beyond their everyday experiences in order to build cultural capital that supports aspirational life goals.​ 

The Design Technology curriculum is designed with clear intentions that detail the vital knowledge and key skills through devices such as curriculum maps and learning journeys. The sequencing of topics will allow for a blend of both substantive and disciplinary knowledge.  

Knowledge organisation  

Through the KS3 curriculum students will learn and develop skills in all areas of the design process. At Brandles students use different design approaches, to explore a variety of tools, materials and processes. Widening their understanding of the impact of an products life cycle can have on the environment. Students will be challenged through a variety of ‘Design and Make’ projects, creating their own wooden products. Using a variety of materials and techniques and processes, including CAD and CAM. Whilst also developing independent learning skills, and problem-solving skills. 

In year seven students will have an introduction to the workshop covering 

• Health and Safety of tools and equipment (ongoing process throughout the year as new tools are introduced) 

• Design process and sustainability 

• Basic carpentry processes. 

• Computer Aided Design 

In year eight Students continue to develop and master their current carpentry skills. As well as looking into other areas of design technology. Students will as explore the design process in more depth and the importance of sustainable design. Before creating their own sustainably designed wooden products. 

Students will also have an introduction to electronics, where they will learn the basic tools and skills needed to create their own simple circuit and a ‘Steady Hand’ buzzer game. Using CAD and CAM to design and create components of the game.  

Year nine is a an introduction to trades. Where students will learn the basics in: 

• Skirting 

• Tiling 

• Plumbing 

• Bricklaying 

Giving them a taste of the KS4 curriculum. If they wish to develop their skills further and take up construction as a KS4 option. 

The units in the Design Technology curriculum are grouped by key stage, with a suggested route through, organised within year groups. In most circumstances, the units within a given year can be sequenced flexibly, but there is an assumption in the creation of the units that knowledge in any given year is building on units from previous years.  

Inclusive and ambitious 

Our units will be pitched so that children with different starting points can access them. Students need to have a large amount of subject knowledge stored in their long-term memory in order to become competent at any subject, and this is especially true of Design Technology  where application is often an application of knowledge. For this reason, these lessons are designed to teach Design Technology  in a clear and deliberate fashion, emphasising secure content knowledge before moving onto tasks. In this approach the teacher is the subject expert and the emphasis is on instruction and explanation, followed by deliberate practice supported by modelling, guided practice and scaffolding. Models and analogies will be used where appropriate to allow pupils to visualise or contextualise abstract ideas. 

Click here for subject sequencing

Curriculum principles

Below is an outline of the principles we have sought to apply in our planning within Food Technology. These are adapted for Food Technology from the generic principles that guide all lessons at Brandles.

Knowledge Sequencing and Coherence

We deliver a broad and balanced curriculum; not only including the coverage of the National Curriculum but extending beyond to ensure personal development and needs of all our students.

In Food Technology we have used a combination of the National Curriculum and working backwards from BTEC Home Cooking Skills specifications to sequence programmes of study. We also believe in investing time to give students the knowledge and skills to beyond their everyday experiences in order to build cultural capital that supports aspirational life goals.

The Food Technology curriculum is designed with clear intentions that detail the vital knowledge and key skills through devices such as curriculum maps and learning journeys. The sequencing of topics will allow for a blend of both substantive and disciplinary knowledge.

Knowledge organisation

The units in the Food Technology curriculum are grouped by key stage, with a suggested route through, organised within year groups. In most circumstances, the units within a given year can be sequenced flexibly, but there is an assumption in the creation of the units that knowledge in any given year is building on units from previous years.

As stated above, the substantive knowledge (i.e. the theory content) will be taught in specific units, and the disciplinary knowledge (i.e. working practically) is taught in context. Hierarchical elements of working practically will be reflected in the units and therefore this will be built up accordingly. While this will take account of prior learning assumptions from the previous key stage there will also be reminders of prompts and scaffold to help the pupils.

Inclusive and ambitious

Our units will be pitched so that children with different starting points can access them. Students need to have a large amount of subject knowledge stored in their long-term memory in order to become competent at any subject, and this is especially true of Food Technology where application is often an application of knowledge. For this reason, these lessons are designed to teach Food Technology in a clear and deliberate fashion, emphasising secure content knowledge before moving onto tasks. In this approach the teacher is the subject expert and the emphasis is on instruction and explanation, followed by deliberate practice supported by modelling, guided practice and scaffolding. Demonstrations and analogies will be used where appropriate to allow pupils to visualise or contextualise abstract ideas.

Content Coming soon 

Content Coming soon 

Music lessons are fun and can provide a therapeutic outlet for many of our students.  Mr Fairey provides small group and one to one sessions for any boys that are interested in learning a musical instrument.  Lessons take place in thirty-minute slots on Wednesdays.  If your son has not taken advantage of this opportunity yet, then this can be rectified in one of two ways.  You could call the school and ask for music lessons to be arranged, or your son can speak to a member of the Senior Leadership Team to put this in place for them.

If the boys choose to,  they can have the opportunity to form small bands, play in front of audiences in school and/or play for parents.  If this is not their scene, then they can play for their own relaxation, pleasure, and amusement.

Content Coming soon 

Content Coming soon 

Content Coming soon 

Adventurous activities
Bike repair
Fieldcraft
Golf
Guided reading
Life skills
Photography
RC cars
Social skills
Strategy games
Zen