For more information about the curriculum, please visit our other Curriculum pages or contact Louise Kidger, Assistant Principal, via the school office tel: 01895 446 747 or email: info@theprideacademy.co.uk
Parents/Carers have the right to withdraw their child from RE lessons but we would ask you to contact the school and ask to speak to Louise if you are considering doing so.
You can read more about our approach to character development here:
Within our English curriculum we offer a selection of different texts. These texts include 19th Century Literature, Shakespearean texts, contemporary texts and texts that are relatable to our students’ individual backgrounds and needs. Students are introduced to cross-curricular activities within the English curriculum, as this allows for our students to broaden their experiences across all subject areas. The main thread of grammar and literacy being implemented in English lessons is transferable in all subjects.
The English curriculum is personalised and adapted to meet our diverse learners’ needs through tailored lessons, adaptive teaching strategies, and differentiated instruction. Classic texts are modified for accessibility, while assistive tools like computers and scribes support individual working styles. Teaching is tailored to personal outcomes, ensuring students progress towards their desired outcomes. Various learning styles are considered, and cross-curricular activities further enhance engagement, linking English with other subjects. These strategies create an inclusive learning environment where all students can access, engage with, and succeed in English.
Students are given the opportunity to experience different encounters in relation to ‘thinking and practicing’ their knowledge and skills. The English curriculum focuses on three strands: Reading, Writing and Oracy. These strands are interweaved throughout our sequenced curriculum. Our students are exposed to different authors that have different perspectives within Literature.
The English curriculum prepares students for adulthood by equipping them with essential literacy, communication, and critical thinking skills needed for future education, careers, and independent living. It focuses on next steps by developing skills for qualifications and examinations, ensuring students achieve strong outcomes and reach their intended endpoints. Career preparation is embedded through college interviews, workplace communication, analysis, and writing tasks. Independent living skills, such as comprehension, formal writing, and discussion, are nurtured to support real-world interactions. This holistic approach ensures students leave school confident and capable of succeeding in their chosen paths.
The Maths curriculum covers a wide range of topics. The topics ensure that every student can achieve success at a level appropriate to their ability. Topics are revisited and students will have opportunities to reinforce and extend their skills in that area.
Some students will have lessons that have a more practical hands-on approach, adapted to their learning. Support will be scaffolded in lessons to support students varying levels of ability and confidence. Students will have opportunities to follow 3 different pathways and will take entry level and functional skills exams at the time that is most appropriate for them.
Students will learn about different currencies and how to use exchange rates to convert accurately. They will look at how Maths is used in different cultures and learn the origins of important mathematical theorems.
The aim ultimately is for students to gain qualifications at entry level, functional skills or GCSE as well as learning the skills they need in their everyday life. The numeracy skills they learn will help them in the workplace as well as supporting them with their own personal, financial management.
At The Pride Academy, our science curriculum is designed to foster curiosity, critical thinking, and the development of practical skills that will empower students to engage confidently with the world. Our learning journey encompasses a wide range of scientific disciplines, including biology, chemistry, and physics, alongside critical thinking and practical skills in scientific inquiry. We set high expectations to ensure that all students engage with challenging, forward-thinking content. Through a curriculum that builds progressively across key stages, we provide opportunities for students to develop a deep understanding of science while also encouraging them to explore more advanced scientific concepts. Students will have the opportunity to gain qualifications such as the Entry Level Certificate in Science and Further Science in addition to the GCSE in Biology, giving them the knowledge and skills needed for further study or careers in science-related fields.
Understanding that every student is unique, we ensure that our curriculum meets the diverse needs and interests of all learners. We tailor learning experiences to allow all students to progress at their own pace through employing one-to-one support, opportunities for independent research and adapted teaching strategies to help students build confidence and expertise in scientific thinking, enabling them to achieve their full potential. By offering a range of qualifications, we ensure that students can take ownership of their learning, whether they are aspiring future scientists or aiming to use science to enhance their understanding of the world.
Our curriculum embraces the global nature of science by integrating diverse scientific contributions and perspectives. We highlight the achievements of scientists from various cultures and backgrounds, allowing students to appreciate the broader context of scientific discovery. By emphasising the connections between science and society, we encourage students to see themselves as part of a global scientific community. This culturally rich approach ensures that all students feel represented and valued in their learning journey, reinforcing the idea that science is for everyone, regardless of background or identity.
We believe that a strong foundation in science is essential for preparing students for adulthood, whether they choose to pursue further studies or enter the workforce. Whichever qualification students work towards, our students gain valuable skills such as critical thinking, problem-solving, data analysis, and the ability to communicate scientific ideas effectively. These skills are transferable across a wide range of careers and essential for informed, responsible citizenship in a world that is increasingly shaped by science and technology. Ultimately, we aim to develop students who are prepared for future study, career opportunities, and the challenges of adulthood, ready to contribute positively to a scientifically literate society.
Personal, Social, Health and Economic (PSHE) education is a subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. These skills and attributes help pupils to stay healthy, safe and prepare them for life and work in modern Britain.
The intent of our PSHE curriculum is to deliver a curriculum which is accessible to all and ensures that each of our students will understand more about how to play a positive and successful role within our society. Our aim is to support students’ spiritual, moral, cultural, mental and physical development, prepare and equip them for the opportunities, responsibilities and experiences of life. Our aim is to provide students with a knowledge of their world, locally, nationally and globally and give them confidence to tackle many of the moral, social and cultural issues that they face as they grow up. We aim to provide our students with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society.
PSHE education follows the framework provided by the PSHE Association (www.pshe-association.org.uk). This national programme of study covers Key Stages 3 to 4 and is based on three core themes:
This framework has been further subdivided and resourced into six core themes using which have all been mapped to the PSHE Association and statutory DfE requirements. Additional mapping against Gatsby benchmark, Fundamental British Values and SMSC has also been conducted.
These modules form part of a spiral curriculum, delivering content appropriate to each year group:
Relationships and Sex Education (RSE) is a requirement; our school adheres to the statutory guidance from the Department for Education.
The spiral nature of the curriculum allows students to revisit areas and explore them at an age-appropriate level and provides them with opportunities to reflect on and clarify their values and attitudes, allowing them to engage in a meaningful way with a world where values and attitudes may be complex and at times in direct conflict with their own.
Our Religious Studies curriculum aims to provide all students with a broad and balanced understanding of world religions, philosophies, and belief systems. It is designed to equip students with the knowledge of the diverse religious traditions and practices that shape both historical and contemporary societies. By covering a wide range of topics, including ethical teachings, sacred texts, and religious practices, we ensure that students are exposed to multiple perspectives, encouraging them to think critically and engage with complex moral and philosophical issues.
We strive to personalise the learning experience in Religious Studies to meet the individual needs of every student. Differentiated teaching approaches, including flexible resources and tailored support, enable students of all abilities to access and engage with the curriculum. We recognise that students come with varying levels of prior knowledge and personal beliefs, and we foster a respectful environment where students can reflect on their own values while exploring the beliefs of others. This personalised approach ensures that every student can progress, building both academic understanding and personal growth.
Religious Studies plays a key role in developing a culturally rich understanding of the world. Through the study of a diverse range of religious traditions, students develop a deeper appreciation for cultural differences, fostering empathy, respect, and intercultural dialogue. The curriculum highlights both global and local perspectives, providing opportunities for students to learn about the role of religion in shaping identities, communities, and global events. By incorporating a variety of religious viewpoints, students can explore the shared values and unique contributions of different belief systems to human culture and society.
Religious Studies supports students in preparing for adulthood by encouraging them to engage with ethical dilemmas, moral questions, and personal beliefs. The curriculum helps develop essential life skills such as critical thinking, reflection, and empathy, which are vital for navigating the complex world in which we live. Students are encouraged to evaluate religious and philosophical ideas and consider their implications on both individual and societal levels. By exploring themes such as justice, equality, and human rights, students are equipped to make informed decisions and contribute meaningfully to their communities, ensuring they are prepared for life in a diverse, global society.
At The Pride Academy our history curriculum is designed to provide a broad and balanced education that fosters a deep understanding of the past while preparing our students for a successful and meaningful future. We aim to create an environment where students can appreciate the richness of human history, develop critical thinking skills, and engage with diverse cultural perspectives. Our curriculum is carefully crafted to ensure that all students receive a personalised and inclusive experience, promoting a lifelong love of learning and an awareness of the world around them.
We are committed to delivering a comprehensive history curriculum that encompasses a wide range of time periods, geographical locations, and historical themes. From ancient civilizations to modern-day developments, students explore both global and national histories, ensuring they develop a well-rounded understanding of key events and figures. Our curriculum is designed to meet the needs of all learners, ensuring that students gain a deep knowledge base while honing essential skills such as historical inquiry, critical analysis, and source interpretation.
We recognise that each student has unique needs and interests. To ensure all learners can thrive, we offer a personalised approach that allows students to explore historical topics that resonate with them while maintaining academic rigor. Our history curriculum is flexible, offering opportunities for differentiation, enrichment, and targeted support. Whether through tailored resources, varying levels of challenge, or Personal development activities, we strive to meet the individual learning needs of each student and encourage them to take ownership of their learning journey.
History is not only about understanding events and dates but also about engaging with the diverse cultures, perspectives, and narratives that have shaped the world. Our curriculum is designed to introduce students to a wide range of cultures, traditions, and historical experiences, ensuring they develop a deep respect for diversity and inclusion. Through a culturally rich history curriculum, students learn to appreciate the global interconnectedness of human history, fostering empathy, respect, and a broader worldview.
A strong historical understanding equips students with the skills and knowledge to navigate the complexities of the modern world. Our history curriculum is designed not only to inform students about the past but also to help them develop critical life skills that will serve them in adulthood. These include the ability to think critically, analyse information, communicate effectively, and make informed decisions. By studying history, students gain the tools to understand current events, engage in informed debates, and participate actively in society as responsible citizens.
Through our history curriculum, we aim to inspire students to become lifelong learners who are curious, open-minded, and equipped to face the challenges of the future.
Our geography curriculum aims to provide students with a comprehensive understanding of the world around them. By exploring a wide range of geographical topics, including physical geography, human geography, and environmental issues, we strive to create a balanced learning experience. This approach ensures that all students develop a broad knowledge base, critical thinking skills, and an appreciation for the complexity of global systems, cultures, and environments. Through the study of diverse locations and geographical processes, students will be equipped with the skills to explore and understand both local and global contexts.
We are committed to ensuring that every student’s geographical learning journey is personalised to meet their unique needs and interests. By offering differentiated resources and tailored activities, we encourage students to take ownership of their learning, progressing at a pace that suits their individual abilities. Our curriculum encourages inquiry-based learning and the development of lifelong geographical skills.
The geography curriculum celebrates cultural diversity by integrating global perspectives, histories, and traditions. We provide students with the opportunity to explore a wide range of cultures, helping them to understand the interconnectedness of the world and the influence of geography on culture. We aim to foster respect, empathy, and curiosity for diverse societies, encouraging students to recognise the importance of cultural awareness in shaping our global future. By examining various cultures and geographical locations, we prepare students to become globally responsible citizens.
Through our geography curriculum, we aim to equip students with the skills and knowledge necessary for active and informed participation in adult life. We focus on developing critical thinking, problem-solving, and decision-making skills, alongside an understanding of the economic, social, and environmental challenges that individuals and communities face. By examining contemporary global issues such as climate change, migration, and sustainability, we empower students to become responsible global citizens, prepared to navigate the complexities of adulthood in an increasingly interconnected world.
At the Pride Academy our art curriculum is designed to develop student’s creativity using a variety of media and techniques through the implementation of a challenging, engaging and inspiring programme of study. We aim for knowledge gained to be both receptive and productive meaning students will know more so that they can do more. Students are encouraged to develop mastery over time through learning about artistic methods and techniques so that they can demonstrate technical proficiency through applying this knowledge.
The art curriculum ensures that students are provided with a comprehensive introduction to art techniques allowing students to discover personal strengths and skills before specialising in chosen areas of making, supporting students to gain expertise in their chosen areas. At The Pride Academy we recognise that while the receptive knowledge that students need to learn must be clear, what students may do with that knowledge, the productive knowledge, needs to be flexible so that artwork produced is not restricted or prescribed, instead accommodating student’s skills, interests and passions. Divergent goals allow students to develop personal and meaningful outcomes through using different materials, applying a range of techniques so that classroom activities become increasingly varied and open ended as students develop their proficiency in areas of practical knowledge.
Within the art curriculum we ensure that students are introduced to a wide range of artists from varying time periods and cultures. We promote student progress through the planning and sequencing of the three domains of art knowledge. Students develop their practical knowledge, where technical skills are enhanced through the exploration of a range of artistic media and processes such as drawing, painting, sculpture, printmaking, collage and photography and exploring origins of techniques and related art movements. Theoretical knowledge, introducing students to cultural and contextual content about artists and artworks enables students to gain inspiration from themes and diverse connections that have existed over time in art history. Disciplinary knowledge, where students learn about how art is studied, discussed and judged is interleaved throughout the curriculum. This encourages students to ask questions liked artists and critics, considering ideas about the quality, value and purpose of art recognising that art is not fixed but fluid and dynamic.
Our art curriculum is carefully sequenced with knowledge and skills spaced and repeated over time, deepening in complexity allowing students to work towards convergent ‘fixed’ goals that enable them to gain the skills and knowledge necessary for success while following thematic schemes of work where learning is developed from set starting points.
The art curriculum is underpinned with disciplinary literacy so that students learn and apply subject specific vocabulary allowing them to critique, analyse, annotate and evaluate the artwork, deepening their knowledge and practicing thinking skills relevant to the context of the course.
Students are enabled to find their strengths and passions, be introduced to styles and artists that inspire and inform their own artwork and create ambitious and imaginative outcomes. Students ultimately develop confidence in their own visual literacy and personal ideas that elevate and extend them creatively as well as providing them with the tools to become individual, creative and critical thinkers who have greater cultural awareness and understanding of the world around them.
Our Design Technology and Construction curriculum is broad and ambitious, empowering students with the skills, creativity, and knowledge to design, innovate, and build with confidence. We believe that these subjects are essential in preparing students for the modern world, equipping them with technical expertise, problem-solving abilities, and an appreciation for how design and construction shape our environments.
We take a personalised approach, recognising that every student has unique interests and talents. Through hands-on projects, we nurture creativity and technical skills, ensuring each student can develop their individual passions and career aspirations.
There’s a growing emphasis on modern construction techniques, materials, and designs driven by efficiency and sustainability. On the other, there’s a profound appreciation for preserving and celebrating cultural heritage, architectural traditions, and historical significance. Striking the delicate balance between tradition and innovation has become an imperative in modern construction. Through our curriculum design we explore the interplay between cultural heritage and modern construction, examining the challenges, opportunities, and strategies for achieving harmony between the two.
Ultimately, our DT and Construction curriculum prepares students for adulthood by developing essential life skills such as teamwork, resilience, problem-solving, and adaptability. Whether they pursue careers in engineering, architecture, carpentry, or product design—or simply use these skills in everyday life—our students leave with the confidence to innovate, create, and contribute meaningfully to the built environment and society.
At the Pride Academy, we have focused on creating an inclusive and supportive environment for students in food technology, particularly in helping them recognise how literacy and numeracy skills play a critical role in their success. Strategies used to support students in identifying their interests and abilities while ensuring equitable education include:
By recognising individual learning differences, food technology adapts the curriculum to reflect students’ passions, strengths, and contexts. The goal is to use varied teaching methods that promote engagement, enabling all students to meet the same high standards and challenging objectives in the kitchen. This approach ensures every student can succeed, regardless of their prior experiences or unique learning needs.
The Pride Academy approach focuses on fostering cultural awareness and community engagement within food technology by offering students the chance to explore both their local heritage and that of other cultures. We endeavour to do this through:
This approach not only enriches students’ knowledge of food but also helps them become more socially conscious and aware of the diverse cultures and contexts around them.
We aim to foster independence and prepare students for future success by emphasising autonomy, decision-making, and social mobility. Key elements prioritised in the subject include:
This approach empowers students to take charge of their learning and future, fostering the skills and knowledge they need for a successful transition to life beyond school.
The Duke of Edinburgh Award offers a comprehensive and well-rounded programme designed to challenge students beyond the classroom. It allows young people to develop a broad range of skills, including physical activities, volunteering, and skills development, which complement their academic learning. The DofE encourages students to explore new experiences, pushing them outside their comfort zone and giving them a balanced set of opportunities to grow. Whether they’re participating in expeditions, learning a new skill, or volunteering in the community, students engage in a holistic and balanced approach to personal development.
The DofE Award is tailored to meet the individual needs, interests, and aspirations of each student. It offers flexibility, allowing students to choose activities that resonate with them and align with their passions, helping them take ownership of their development journey. The personalisation of the award ensures that all participants, regardless of their background or abilities, can access and benefit from the programme. Whether students are motivated by sports, arts, or community work, they can design their award experience to be meaningful, enjoyable, and aligned with their personal goals.
The Duke of Edinburgh Award programme promotes cultural awareness by encouraging students to engage in activities that expose them to diverse perspectives, ideas, and traditions. Whether through volunteering with national charities, engaging with local cultural projects, or experiencing new adventures in unfamiliar settings, students gain a deeper understanding of the global community. The award supports students in developing a sense of responsibility towards society, fostering inclusivity, and enabling them to appreciate cultural diversity in all aspects of their lives.
The DofE Award is designed to equip students with the essential skills, confidence, and resilience required for adulthood. It fosters qualities such as teamwork, leadership, problem-solving, and self-discipline, all of which are essential for success in later life. The award’s focus on challenging expeditions, volunteering, and skills development encourages independence and a proactive attitude, preparing students for the demands of work, further education, and life beyond school. By completing the DofE Award, students are better equipped to navigate the transition into adulthood, both in terms of practical skills and emotional maturity.
Our curriculum is broad and ambitious, ensuring all students—regardless of background or ability—have the opportunity to explore a diverse range of physical activities, sports, and movement-based experiences. Through culturally rich and inclusive content, we celebrate global sporting traditions, challenge stereotypes, and promote values of teamwork, respect, and self-discipline.
We recognise that students with SEMH needs can come across specific physical and emotional challenges. Which is why we focus on concentration, hand and eye coordination, gross motor skills, communication and interaction skills through team games, leadership and coaching opportunities. Students are taught the benefits of being mentally and physically healthy and how physical activity can improve both whilst instilling healthy habits and supporting students’ personal and social development.
Our Physical Education Curriculum strives to empower students to lead active, healthy, and fulfilling lives by embracing physical activity as a lifelong pursuit. Ultimately, our aim is to create a positive relationship with physical activity, where students see movement as a tool for well-being, self-expression, and success beyond school, ensuring they leave us with the knowledge and motivation to lead active and healthy lives.
By embedding personal development, emotional regulation, and social skills into our lessons, we prepare students for the challenges of adult life. We prioritise building resilience, communication, and leadership, helping students develop the confidence to engage in lifelong physical activity, employment, and community participation. We offer GCSE AQA PE in Year 10 and 11 and Sports Leadership from Year 9.
The Life Skills curriculum at The PRIDE Academy is tailored to equip students with the essential practical, social and emotional skills necessary for navigating everyday life. Through a hands-on approach students learn crucial life skills such as budgeting, cooking, time management and problem solving.
The curriculum also incorporates elements of emotional regulation, communication and self-care, providing students with the tools to manage stress, build resilience and foster positive relationships. Emphasis is placed on personalised learning and support to address the specific needs of each student promoting a sense of autonomy and confidence in their abilities.
By empowering students with the skills to effectively navigate real world challenges, the Life Skills curriculum aims to enhance their independence, self-esteem and overall wellbeing, preparing them for a successful transition into adulthood.
The BTEC Level 1 Child Development course provides students with a foundational understanding of child growth, development, and care. The curriculum covers a broad range of topics, including physical, cognitive, social, and emotional development from birth to early childhood. By exploring real-world applications and hands-on learning, students gain valuable insights into childcare practices, fostering both academic and personal growth.
Lessons incorporate practical activities, role-playing, and case studies to make learning relevant and meaningful. Students are encouraged to reflect on their own experiences as children, as well as those within immediate family to share ideas and discuss support. This subject is tailored to meet the individual needs of our learners, ensuring accessibility and engagement for all students. Adaptive strategies, such as visual and tactile tasks, scaffolded learning, and emotional regulation techniques, enable students to develop at their own pace while building confidence in their abilities.
The course encourages students to explore diverse perspectives on child development, including how different cultures, traditions, and family structures influence early childhood experiences. Through discussions on parenting styles, childcare practices, and historical changes in child development theories, students develop a broader understanding of the world and the children they may one day support.
In addition, students engage in practical activities and art-based learning to gain appreciation for the role of creativity in early years education. Students develop their confidence in delivering inclusive experiences for children.
This course equips students with essential knowledge and practical skills that can lead to further education, training, or employment in childcare and related fields. Students develop key life skills such as responsibility, communication, teamwork, and problem-solving. Additionally, they gain an understanding of potential career pathways, including childcare, early years education, and social care, helping them to make informed decisions about their futures.
At the Pride Academy, our Photography curriculum offers students a dynamic and creative exploration of the visual arts. As part of their journey towards achieving a GCSE in Photography, students engage with a wide range of techniques, from learning about traditional photography methods, pin hole cameras and cyanotypes to studying the mechanisms of contemporary digital processes, learning about the exposure triangle, shutter speed, aperture and a multitude of techniques and processes used when capturing imagery in addition to the digital and physical editing of images after production. This curriculum provides opportunities for self-expression, artistic exploration, and technical mastery, allowing students to build a rich and diverse portfolio of work that demonstrates their individual critical thinking and creativity.
The course is designed to meet the unique needs and interests of each student, encouraging them to explore photography from different perspectives and to express their feelings, opinions and insights. Students develop ideas from given starting points, researching subjects and themes that reflect their own personal interests and passions in order to enhance student engagement. By fostering an environment where students are challenged and supported, we enable them to develop critical thinking, problem-solving, and reflection skills that are essential for artistic success and personal growth.
The curriculum exposes students to a variety of historical, contemporary, and global photography practices, artists, art movements and materials encouraging them to understand and appreciate diverse perspectives as well as the origins of a range of artistic and photographic techniques. This approach not only broadens their understanding of art and society but also helps them connect with global issues and storytelling through photography.
Through the development of their personal portfolios, students are prepared for the demands of adulthood by learning transferable skills such as time management, self-discipline, and the ability to present and critique their work effectively. The curriculum also supports career aspirations in creative industries, such as media, advertising, fine art, and design, equipping students with the skills and confidence to succeed in both higher education and future employment opportunities.
The Pearson WorkSkills Level 1 course provides a comprehensive foundation in essential employability and life skills, preparing students for the workplace and independent living. Covering areas such as teamwork, problem-solving, communication, and personal development, the course equips students with the confidence and practical skills needed for future success in a range of employment sectors.
This course is designed to meet the individual needs of our learners, ensuring accessibility and engagement for all students. A flexible and supportive approach allows students to work at their own pace, with differentiated tasks, real-life scenarios, and practical activities that make learning relevant. Emotional regulation strategies and individualised support help students build resilience and self-esteem in a safe learning environment.
Students explore their own strengths by discussing key skills and qualities needed for their chosen careers. They have opportunities to research jobs of their choice, produce CVs and Personal Statements to develop confidence in the future job searching.
This course helps students explore the world of work through different cultural perspectives, understanding how industries, job roles, and workplace expectations vary across sectors. Students will engage in discussions on workplace diversity, equality, and inclusion, helping them develop an awareness of different working environments and their rights as employees.
Through case studies, and role-playing activities, students will examine real-world employment scenarios, learning about different career journeys and workplace challenges.
This course directly supports students in developing key skills for employment, further education, and independent living. By focusing on practical skills such as CV writing, interview techniques, financial literacy, and workplace behaviour, students are equipped with the tools they need for a successful transition into adulthood. Work experience opportunities and progression pathways ensure students can take their next steps with confidence.
The Btec Hair and Beauty curriculum provides a robust and varied learning experience designed to equip students with a diverse set of skills for the hairdressing industry. Students will explore essential techniques such as preparing, styling, and hair treatments, alongside learning about hair health, salon hygiene, and customer care. The programme is designed to offer both practical and theoretical knowledge to ensure that students are well-rounded in all aspects of the hair industry. This broad approach ensures students gain the necessary skills to pursue a wide variety of careers in hairdressing, from salon roles to freelance opportunities, and prepares them for further learning or employment.
Our Btec Hair and Beauty course is committed to meeting the individual needs and goals of each student. Recognising that learners have different strengths and interests, we offer personalised learning pathways, giving students the opportunity to specialise in areas such as, hair styling for special events, or working with different hair types. With a focus on practical experience, students receive targeted support to develop their skills and understanding at their own pace, ensuring that they leave the course with a clear sense of their professional direction in the hair industry.
The Btec Hair and Beauty curriculum celebrates the diverse range of hair types, textures, and cultural influences found in the modern hairdressing industry. Students will gain the expertise to work with various hair textures and styles ensuring that they can serve a broad spectrum of clients. This culturally rich approach provides students with the understanding and respect for different hair care practices across cultures, helping them stay current with global hairdressing trends. Students will also engage in learning about the cultural significance of hairstyles, embracing the diverse beauty standards that exist around the world.
Our programme is designed to develop more than just technical hairdressing skills. Students will acquire essential life skills such as communication, problem-solving, and customer service, all crucial for success in the professional world. The Btec Hair and Beauty course also introduces students to the entrepreneurial and business aspects of the hairdressing industry, teaching them about salon management, marketing, and the financial elements of running a business. Real-world experiences such as work place encounters and guest speakers from the professional industry will prepare students for the transition into the workplace, ensuring they are ready for a career in the hairdressing industry or for further education and training
Business education provides students with a broad and dynamic understanding of the modern economic world. Students will work towards achieving a Btec Level 1 in Business studies, exploring two different units of study to learn about the world of Business. Unit 1 supports students in identifying strengths and weaknesses, exploring career pathways, and setting personal and professional goals. Unit 2 introduces students to the power of marketing and brand identity, encouraging creativity. This ensures that students develop employability skills whilst gaining knowledge around key branding strategies.
This course offers structured activities, scaffolded learning tasks and personal reflection which meets the diverse needs of all our learners. With the use of several different adaptive teaching strategies, we ensure accessibility and engagement for all learners.
Students are exposed to diverse career journeys, business leaders and branding examples from different industries. They analyse how branding differs across global markets and explore the impact of culture on consumers behaviour. The curriculum includes case studies of entrepreneurs from different backgrounds and opportunities to connect with the local business community.
This course is highly focused on students’ future progression and independence. Unit 1 supports students in creating an actionable progression plan, developing goal setting, decision-making and self-reflection skills. They explore different routes into employment, further education, apprenticeships and self-employment. This helps ensure that they have clear pathways for their next steps. Unit 2 prepares students by helping them develop communication, problem-solving, and branding skills. Financial literacy, professionalism and workplace expectations are embedded throughout the course, giving students the confidence to transition into adulthood with clear goals and a strong sense of direction.
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