Report a Concern Subjects
SUBJECTS
English:
At Borough Academy, our vision is for all of our students to recognise the value of English Literature and Language not merely as academic disciplines, but as a means to make sense of the world, relate to other people and better understand ourselves. We engage with the world through words, so we want our students to appreciate the powerful potential of language as a tool that will empower them to articulate their own ideas and challenge those with which they disagree with sensitivity and respect.
Our curriculum is designed to be engaging, inclusive and relevant; English will serve students beyond the classroom and emphasise the value of exploring the opinions of others in order to better define their own. We look at literature through the classic English canon in order for students to develop their own ideas about taste and to be able to critique from the position of knowledge rather than ignorance. This foundation is enriched with diverse texts from a variety of cultures, genres, authors, and time periods to advance critical thinking, which in turn enables eloquent verbal expression, both in discussion and writing. All of these skills coalesce in writing and our fundamental ambition is for all our students to produce reflective, crafted writing, whether that be analysing the work of others or producing their own original work.
Our curriculum offers a traditional study of prominent English Literary texts by major British writers such as Charles Dickens, Charlotte Bronte and William Shakespeare as well as a variety of complementary texts. Our curriculum is cumulative and integrated building on connected content and knowledge so that students form a firm foundation of literary and linguistic knowledge that enables them to read and write accurately and critically.
The curriculum shares fully the guiding principle of the National Curriculum: to develop a deep appreciation and love of reading and writing. We help students develop culturally, emotionally, intellectually and socially through the texts they study and the activities they complete. Our curriculum enables our students to master the skills and knowledge needed to provide a solid foundation for future study at GCSE and beyond.
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Maths:
Here at Borough Academy our curriculum intent for Mathematics is to give all students an opportunity to thrive, experience success and to develop a love for learning the subject. We achieve this by following a Mastery curriculum. Students are given opportunities to apply the big 5 ideas; Coherence, Representation and Structure, Mathematical Thinking, Fluency and Variation in solving real life problems. We believe our curriculum not only because informs, but because it also develops resilience and builds confidence in students at all levels so that they are able to participate in an ever changing society. At KS3, students will develop number, graphical, probability and data handling skills as well as developing algebraic and geometrical thinking along with proportional reasoning in a mastery style. This enables them not only able to compute algorithms but fully understand what they are doing and why. We encourage our students to become masters of the subject content. The GCSE curriculum consolidates and extends these concepts and builds further on the foundation years. This course aims to provide a strong foundation for further academic and vocational study as well as for employment. We aim to give students the appropriate mathematical skills, knowledge and understanding to help them progress to a full range of courses including A level (KS5) and beyond. A good GCSE in Mathematics will be crucial in pursuing other disciplines, such as the Sciences, the Social Sciences and Economics, just to name a few.
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Biology:
Our curriculum aims to train students so that they are scientifically literate. This means that a large number of pupils will be able to access Higher and Further courses in Science but, perhaps most importantly, all students will leave school with an understanding of the importance of Science in their lives and an ability to reason in scientific terms. This is vital because pupils will need to understand science in order to lead happy and healthy lives, both for them and their own children. Furthermore, the importance of STEM to our society’s future prospects means that it is vital that we produce students who are capable of contributing to society through scientific knowledge. Additionally, the course aims to develop pupils who are able to use their knowledge of scientific concepts to develop a powerful understanding of how their world works. They will be challenged to think deeply about topics, using their knowledge, so as to be able to apply this understanding to the challenging ideas they will encounter at University, whether this is in the traditional disciplines of Biology, Chemistry and Physics or the plethora of other subjects which benefit from a rigorous understanding of Science.
Please click here for KS3-4 Learning Journey
Chemistry:
Our curriculum aims to train students so that they are scientifically literate. This means that a large number of pupils will be able to access Higher and Further courses in Science but, perhaps most importantly, all students will leave school with an understanding of the importance of Science in their lives and an ability to reason in scientific terms. This is vital because pupils will need to understand science in order to lead happy and healthy lives, both for them and their own children. Furthermore, the importance of STEM to our society’s future prospects means that it is vital that we produce students who are capable of contributing to society through scientific knowledge. Additionally, the course aims to develop pupils who are able to use their knowledge of scientific concepts to develop a powerful understanding of how their world works. They will be challenged to think deeply about topics, using their knowledge, so as to be able to apply this understanding to the challenging ideas they will encounter at University, whether this is in the traditional disciplines of Biology, Chemistry and Physics or the plethora of other subjects which benefit from a rigorous understanding of Science.
Please click here for KS3-4 Learning Journey
Physics:
Our curriculum aims to train students so that they are scientifically literate. This means that a large number of pupils will be able to access Higher and Further courses in Science but, perhaps most importantly, all students will leave school with an understanding of the importance of Science in their lives and an ability to reason in scientific terms. This is vital because pupils will need to understand science in order to lead happy and healthy lives, both for them and their own children. Furthermore, the importance of STEM to our society’s future prospects means that it is vital that we produce students who are capable of contributing to society through scientific knowledge. Additionally, the course aims to develop pupils who are able to use their knowledge of scientific concepts to develop a powerful understanding of how their world works. They will be challenged to think deeply about topics, using their knowledge, so as to be able to apply this understanding to the challenging ideas they will encounter at University, whether this is in the traditional disciplines of Biology, Chemistry and Physics or the plethora of other subjects which benefit from a rigorous understanding of Science.
Please click here for KS3-4 Learning Journey
Modern Foreign Languages:
French:
Our French curriculum aims to equip students with the skills, knowledge and passion to confidently use the French language to communicate effectively, as well as providing students with an in-depth knowledge of the rich cultural backdrop of the Francophone world. We aim and work towards mastery of the language and all its components, with a spiral-based curriculum that allows students to re-visit key grammar and vocabulary points at different phases over time in order to master increasing levels of complexity. As well as focusing on mastering the four skills of reading, writing, listening and speaking, we have a strong focus on strengthening inter-cultural communication skills through exploration of the French-speaking world. In order to do this, we continually work on de-colonising our curriculum, exposing students to literature, music, film, history, politics and more from all corners of the Francophone world. We also have a particular focus on developing speaking skills in our curriculum and supporting increasing levels of 'spontaneous' target language through the use of Knowledge Organisers and other techniques that help to improve those problem-solving and critical-thinking skills needed to become confident and competent linguists.
German:
Our German curriculum aims to equip students with the skills, knowledge and passion to confidently use the German language to communicate effectively, as well as providing students with an in-depth knowledge of the rich cultural backdrop of the German-speaking world. We aim and work towards mastery of the language and all its components, with a spiral-based curriculum that allows students to re-visit key grammar and vocabulary points at different phases over time in order to master increasing levels of complexity. As well as focusing on mastering the four skills of reading, writing, listening and speaking, we have a strong focus on strengthening inter-cultural communication skills through exploration of the German-speaking world. In order to do this, we continually work on de-colonising our curriculum, exposing students to literature, music, film, history, politics and more from all corners of the German-speaking. We also have a particular focus on developing speaking skills in our curriculum and supporting increasing levels of 'spontaneous' target language through the use of Knowledge Organisers and other techniques that help to improve those problem-solving and critical-thinking skills needed to become confident and competent linguists.
Please click here for KS3-4 Learning Journey
History:
The Borough Academy curriculum aims to provide students with powerful knowledge and cultural capital to allow our students to thrive in modern society. Our curriculum is diverse and taught chronologically ensuring students gain a key understanding of British, European and global History. This allows our students to link historical individuals, events, periods, and societies to current affairs. Through historical scholarship we critique text, analyse sources and interpretations as well as studying causation, significance and change and continuity though time. We challenge misconceptions and teach our students to not only answer questions but also to ask questions, encouraging ethical and moral debates. At the Borough Academy, History is in every story.
Please click here for History Resource List and click here for Paper 1: Migrants to Britain c.800 – Present
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Geography:
The Geography curriculum is concerned the world; including the influences we have on it, the natural processes that shape it and ultimately what sustains it. Students learn about the world at different scales so that they understand the big picture but are still able to locate the particular. The curriculum is highly relevant to the current day; concerning itself with everything from climate change to earthquakes to global population growth. Where possible, contextualisation and case studies are used to develop students’ understanding of geographical theory. Students develop a rich geographic vocabulary and learn to write, talk, collect data, analyse and evaluate as geographers. The vertical integration of knowledge throughout each year ensures that essential skills can be developed from year 7 onwards. Finally, the curriculum serves a moral purpose. Those that choose to discontinue the course in year 9 are equally equipped with a love of the world as those that continue their studies through to higher education.
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RS:
It is our intent for the Religious Studies element of the Borough Academy curriculum to engage, inspire, challenge and encourage pupils. Studying RS will equip students with the literacy, knowledge and critical thinking skills to engage in an exploration of a range of religions and world views so that they can understand religious beliefs and practices; and philosophical and ethical ideas. It will also cultivate their insightful curiosity, and imaginative empathy to explore and to answer challenging questions about their place in the world and their relationship to others, and to their environment. Religious Studies contributes significantly to the ethos of the school in which diversity is celebrated, and all students are valued. It enables pupils to ask deep and often searching questions about their own beliefs, and the beliefs, faiths and opinions of others regarding pertinent contemporary moral issues. The teaching of RS at Borough Academy will uphold British Values and help to prepare young people with the academic, social, moral, spiritual and cultural awareness needed to flourish as part of local, national and global communities. Academic success will be measured through the regular use of a range of formative assessment methods in class, and also through summative assessments taken in line with the Federation assessment calendar.
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PE:
‘The intention of the PE curriculum is to provide students with experience of a broad range of sports in a way which is accessible to all, developing lifelong habits that promote a healthy and active lifestyle. This will allow students to:
Experience new and unfamiliar sports. Students will study traditional sports such as Football and Rugby. However, the PE curriculum will also provide opportunities for students to experience sports such as Handball and Tchoukball which they may be unlikely to participate in beyond their school experience.
Develop Thematic Proficiency and transferable skills. Similar themes will be covered in various sports and therefore allow for greater depth of application. For example, comparison can be drawn between sending and receiving skills in Rugby where students use their hands and Football where they use their feet.
Achieve their Personal Best. The visual and performance nature of the subject makes assessment a very obvious process. Value will be placed on students achieving a personal best for themselves and making progress over time relevant to their own starting point. The intention of the PE curriculum is not to provide only for elite performers.
Experience competitive Sport. Through lesson time, enrichment activities and school sports teams, students will have multiple avenues through which to experience and enjoy competitive sport. The hard work and emotions that come with winning and losing will build resilience and character.
Gain an Academic Qualification in Physical Education. The intention of the PE curriculum at key stage 3 is to provide students with both an interest and understanding in the subject that leads to KS4 study in the appropriate GCSE or equivalent.
Develop habits for life long sports participation. Through their exposure to various sports and instruction on how to participate in sport and exercise appropriately, students will be in a position when leaving the school to continue life long habits around a healthy and active lifestyle.’
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DNA:
In DNA we believe that every student is an artist. Our inclusive Design+Art curriculum embeds a solid foundation of artistic skills and processes. Projects explore a variety of relevant themes and have been developed in direct response to the real world interests of our students.Through working creatively and collaboratively our students develop a toolkit of ways to think and make. In projects rich with diverse Art historical references we learn to appreciate and value images and artefacts across times and cultures, and to understand the contexts in which artists and designers create. Students also reflect critically on their own practice. At KS4 and beyond the students have opportunities to apply their own personal visual language in a variety of sustained and developed coursework projects.
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We are thrilled to have been awarded the Artsmark Gold Award in recognition of our fantastic arts provision.
Drama:
Drama at Borough Academy builds a student who becomes confident and expert in the key skills needed to become a highly effective performer and an informed, enquiring and reflective theatre maker. The curriculum builds from year 7 up, facilitating students to access deep knowledge and experience of Drama across diverse cultures. The Borough Academy student has a practical enjoyment and critical appreciation of reading text in theory and practice, applying learnt knowledge of form and structure in playtexts of the work of classic, historical and current playwrights from Shakespeare to contemporary texts commissioned for National Theatre Shell Connections. They will have the opportunity to create costume and set design portfolio work for text and devised work, using the work of well-known artists, photographers and the influence of local and wider cultures other than their own. All students can access this curriculum and find areas which challenge and develop skills that they will build and revisit across all Key Stages.
Please click here for KS3-4 Learning Journey
We are thrilled to have been awarded the Artsmark Gold Award in recognition of our fantastic arts provision.
Music:
Vision statement: Music education is unparalleled in its ability to stimulate personal, emotional and intellectual development, and motivate social change. Its purpose is to prepare the next generation of informed and content citizens to appreciate music for its own sake. We believe every student is inherently musical, given the right conditions. We want to open up the vast world of music making, spanning different times, places and cultures, allowing all students to interact in a multitude of different ways; as vocalists, instrumentalists, composers and through technology. We want to inspire students to pursue a life enriched by music, giving them the knowledge and skills to access their creativity. We recognise that many students’ involvement in music occurs outside of the classroom, in extracurricular activities, both within and outside of school. These include visits to musical events, organised ensembles and opportunities for independent learning. This brings a wealth of knowledge and understanding into the classroom and brings with it habits and behaviours that foster a community which is resilient, respectful and joyful. Above all, music teaches us to listen, not only to our own ‘voices’ but to those of others.
Please click below to view some of our Music Production Events -
Joseph and the Amazing Technicolor Dreamcoat
Haberdashers' Musician of the Year
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Computer Science:
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