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Academic Curriculum

We are one community of adults and young people working together to make sure that each child is supported in fulfilling their potential - academically, socially and emotionally. We are ambitious for everyone – we focus on ‘being the best versions of ourselves’.

“85% of pupils responded that the school prepares them for when they leave school”  The North Yorkshire Children and Young People’s Health & Wellbeing Survey 2020

Strategic Intent

The aim of our curriculum is to enable the best from everyone; realising our core HEART values by inspiring and empowering students to be:

  • Healthy
  • Enthusiastic
  • Ambitious
  • Respectful
  • Tolerant

Our curriculum is based on key principles.  These are outlined below, together with potential impact:

  • To ensure our students experience a clearly communicated curriculum programme that gives them the best opportunities now and in the future for success, independence and fulfilment: underpinned by our belief in the immense potential of our students;
  • To provide a rigorous academic curriculum that is challenging, engaging, enriching and accessible to all: informed by enquiry and research based evidence and adapted where necessary to ensure students’ individual needs are met in order to make excellent progress.
  • To provide a curriculum that puts knowledge and understanding at its centre, and focuses on the best learning to support the development of skills to enable accurate recall, application and making increasingly sophisticated links within subject areas and across the curriculum.
  • To provide a broad range of curriculum experiences, activities and pathway opportunities in and beyond lessons including vocational subjects and leadership opportunities to meet the learning needs, enjoyment and aspirations of our students.
  • To provide continuity and progression between the key stages, using assessment to inform teaching and learning, feedback and improvement.
  • To provide a coherent BHS Values programme of personal, health, social and economic education; careers education, information, advice and guidance; and religious education.  These programmes support our students’ social, moral, spiritual and cultural education and develop full understanding of British values, thus ensuring our students are knowledgeable and well informed citizens,
  • To provide expert, up-to-date careers guidance that is presented impartially and gives our students access to high quality, current information supporting excellent progression to Post 16 pathways, higher education, training and employment;
  • To ensure that student progress is at least in line with national expectations and students are best prepared for national tests and examinations.
  • To maintain the highest standards of literacy and numeracy across the curriculum so that students have essential skills for life and are able to make excellent progress.

Curriculum Vision

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Curriculum Implementation

We run a one-week timetable of twenty-eight lessons. At BHS, we offer a 2-year Key Stage 3 and a 3-year Key Stage 4. 

Additional opportunities

  • Students may study Entry Level and Step up courses prior to GCSE in English and Maths, dependent on ability
  • Opportunities to access a range of awards and qualifications across our 24hr curriculum programme

A broad and balanced curriculum is available for all of our students, however the rate of progression through the curriculum is carefully planned to take into consideration the personal needs and abilities of each and every one of our learners. Our teaching team use a variety of resources, strategies and teaching methods to ensure that all pupils achieve success within the learning environment. The curriculum pathways offered to students are reviewed on an annual basis by the Curriculum Management Team (CMT).

At Brompton Hall School our curriculum covers all three school Key Stages, delivered by a small dedicated teaching staff group. We provide a broad and balanced curriculum, mirroring mainstream practice which enables learners to be reintegrated back into mainstream school, where appropriate. Whilst offering an interesting yet challenging variety of subjects which fulfil both the requirements of the LA, and Government.

Our weekly timetable consists of 28, 45 – 50 minute lessons. The day is divided into three teaching sections of two lessons before break, two lessons after break and two lessons after lunch. The school day begins at 8.40am and ends at 3.20 pm (12.40 pm on Fridays).

A weekly assembly supports the school curriculum through the delivery of a planned programme which encourages students to reflect upon a set of universal values (e.g. truth, respect, co-operation). These values act as the foundation for the development of personal, social and health education (PSHE), as well as citizenship and the spiritual, moral, social and (SMSC) and British Values aspects of the curriculum.

There is an opportunity at the end of the school day for students to complete set tasks, attend revision workshops or complete exam course work. This additional time within the school day can also be used by staff as a sanction for students, where work after school is set as a result of  failing to complete tasks during lessons to the best of their ability or for infringements of the school rules.

Key Stage 2

Our Key Stage 2 cohort spend the majority of their lesson time in their designated classrooms being taught by Key Stage 2 specialist teaching staff, covering Numeracy, Literacy, science, history, geography, art and topic curriculum content. The cohort benefit from lessons with specialist teachers for Technology (Food & Design), P.E., MFL (Spanish), music and textiles subject areas. As would be usual in mainstream education, meetings are planned between Key Stages 2 and 3 teaching staff to pass on information about the curriculum content covered, levels of attainment reached, individual issues and learning styles of students, as part of our transition programme. This is designed to ensure that the move between phases causes minimum disruption to our learners.

Key Stage 3

In Key Stage 3 our students move around the school as they are taught by subject specialist teaching staff within in their dedicated teaching areas. The timetable is broad and balanced as in mainstream education leading towards externally accredited courses or possible re-integration to mainstream school, where possible.

In Year 9 some subject areas begin to deliver externally accredited qualifications (e.g. Level 1/2 BTEC Principles of Applied Science and entry levels in Humanities subjects). The personalised learning pathways for our students is based on their prior learning history, current attainment levels and potential within the subject area. Students also benefit from the addition of careers lessons, where the foundation work for preparing our students for work experience placements in Year 10 & 11 begins.

Key Stage 4

In Year 10 the curriculum is focused towards achieving GCSE examinations in Maths, English Language, ICT and BTEC Principles of Applied Science, as well as beginning 2 year qualifications in Design Technology, RE and Humanities. Music and MFL are no longer taught but students can develop their interest in these areas through 24hr curriculum activities grid.

The school’s work experience programme begins in Y10, where learners experience two ‘week long’ placements during the school year. The first placement is school based, but the second placement is generally based in the student’s own locality, so they attend this placement from home. Decisions about the types of work experience placements organised for a cohort are made on a yearly basis, taking into account the needs of the learners.

Work experience is supported by an established programme of careers lessons, guest speakers, work place visits and individual meetings with the school’s Careers Advisor. The school has traditionally been very successful in finding future employment for pupils via this programme, in addition the placements are used as evidence towards externally accredited work based learning qualifications.

In Year 11 students study further externally accredited qualifications in subjects such as Media Studies and Photography, whilst also completing the 2 year accredited qualifications started in Year 10. The spilt of the range of qualifications is designed to be flexible so that our students remain engaged in their learning, whilst having every opportunity to resit core subjects, if necessary.

Students have the opportunity during Key Stage 4 to take part in appropriate accredited vocational courses at their local FE colleges, as part of the school’s transition programme, this is reviewed on an annual basis and is dependent upon the learning needs of each cohort. This incorporates the future career plans of the students, their predicted qualification grades and educational needs and leads to the achievement of recognised formal qualifications. Students gain a clear understanding of the possible career pathways available to them after leaving school and a greater appreciation of the need to develop their work related skills (e.g. time management, communication, presentation, etc)

Throughout their time at Brompton Hall a portfolio of achievements is generated for every learner. The Record of Achievement includes copies of all accredited qualifications achieved, work placement details and references, as well as evidence of their attainment across all subject areas.

Planning and Recording

The Long Term and Medium term planning of each curriculum subject, is monitored by the Curriculum Management Team (CMT). Up to date planning is kept by the subject teachers and a copy is in electronic form in the ‘Teaching & Learning’ folder on the school SharePoint platform. Planning is reviewed through the Teacher Management meetings and planning scrutinies, as well as more formal performance management meetings, where appropriate.

Record of Achievement (ROA)

Our record of achievement system follows a common format for all subjects and records student progress against subject specific targets. A RoA is produced for every learner in each subject area they are taught. It highlights the key content for each term and half’s work, including the topics covered, the ‘attitude to learning’ of the student and any areas for development identified by the teaching staff. Students also add a comment to record how they have felt about their educational experience over the term. The RoA has three main purposes:

  • it creates a record of the subject content delivered in lessons, as well as creating monitoring data which can be used to assess learner performance over a period of time
  • The RoAs collected form part of the regular ‘updates on progress’ for parents / carers from the class tutor and the pupil’s key worker. They are presented in a reader friendly format which is enables parents / carers to understand how their child is progressing within each subject area.
  • The RoAs are also used to inform different stakeholders on academic progress of individual learners (e.g annual review meetings / Personal Education Plans / etc. for each student).


Pupils who attend Brompton Hall thrive on the routines and systems we have in place. To maintain a settled working environment in the school behaviour problems need to be addressed quickly and effectively to prevent disruptive behaviour spreading amongst the pupil population.

The school will generally cover short term staff absence internally, unless experienced staff are available.  Teaching staff are provided with non-contact periods throughout the week to enable them to complete lesson planning, behavior management and management tasks based on their teaching loads. This gives us a pool of staff to use to cover short term absence and although we cannot guarantee the minimum planning and preparation time every week the staff group are aware of the arrangement in the knowledge that in the long term they receive above the minimum planning and preparation time.

The school employs Classroom Support Assistants (GTAs & ATAs) to assist the teachers in class. These are deployed where necessary. For certain lessons an assistant may not be required as the teacher can satisfactorily manage the needs of the pupils in the lesson on their own. In others one or more may be required to assist with individual or group learning. The level of need and the staff complement and deployment is constantly reviewed.

If you would like to know more about the curriculum delivered to our students please contact the Headteacher (Ms Young) at the school.