Curriculum Pathway

The Bridge Primary Centre Curriculum Overview

At The Bridge Primary Centre, we offer a broad, balanced and flexible academic and social curriculum, which is accessible to all our learners so as to ensure that every child feels fully included in all aspects of our school life. The curriculum is all the planned activities that we organize in order to promote learning and personal growth and development.  It includes not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities that the school organizes in order to enrich the experience of the students.  It also includes the ‘hidden curriculum’, or what the students learn from the way they are treated and expected to behave.  We have the highest expectations of all our students.  We plan our curriculum and each lesson to extend our student’s knowledge and experience of a variety of subjects, other cultures, languages and different celebrations.  We ensure that our curriculum reflects the need for future economical outcomes for our students and the diversity of our society – not just one group. We encourage our students to explore the differences and diversity of people in a positive way and we actively seek to combat all forms of discrimination.

Our aim is to provide a nurturing and supportive environment where our students can all become successful learners.  Each student’s individual needs are addressed through differentiated access to the Primary curriculum.  We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills, so that they achieve their true potential.

Students have English and maths lessons daily and all other subject areas are taught through a half termly theme or topic. In KS1 phonics is taught using Read Write Inc.  Students are encouraged to develop independence and motivation in a secure environment where they can also develop skills in:

ICT, problem solving and thinking

Social and behavioural

Personal and emotional

Academic curriculum including Science, Art, Humanities, Modern Foreign Languages, PE an


KS3 Curriculum Statement

Context:                                                                                                                                                                                             ‘We believe that every child matters. All our students are equal and valued and regardless of circumstance or background, they are entitled to personalised learning opportunities, which enable them to succeed as individuals and members of society’.

The Key Stage 3 Centre is a vibrant place to learn and work. We have an intake of students from both Special Education, for whom most have an EHCP and the more traditional intake of students who are excluded from school. Our KS3 Curriculum is linked to statutory guidance based on providing a ‘Broad and Balanced Curriculum’ and we provide the appropriate Programmes of Study to allow for smooth transition and progression at KS4 especially in the core subjects.

We have an excellent teaching staff that deliver high quality lessons and a support team that provide excellent guidance for our youngsters on a day to day basis.

Our Aim

Our aim is to ‘hook’ students in to learning by providing a curriculum that engages our students, often where a more practical approach will allow, but then also by providing enrichment and enhancement in the form of a range of events, activities and trips that promote core values involved in the development of SMSC and good all round individual development.

We believe that each and every one of our young people, have the right to learn in a safe and supportive environment, where there is a focus on individual need and support. We have high expectations for our students in terms of making progress, both in their learning and in making marked improvements in their behaviour and social and emotional development.

Our Curriculum

The KS3 curriculum has as its core, a focus on providing the appropriate knowledge skills and levels of understanding necessary for a successful transition into the world of KS4, exams and preparation for working life.
There is a focus on the core subjects of English Science and Maths alongside a programme of study in the foundation subjects that contributes towards the development of a well-rounded and fully prepared young person for the demands of the challenges at KS4 and of becoming a citizen in the 21st century.
Our foundation curriculum has a practical bias with PE, Creative Technology, Art and Drama (year 7 and 8) providing the back bone of the curriculum alongside a key focus in life skills, PSHE and Citizenship that fully prepares our students for a smooth transition.
Our ‘Hidden Curriculum’ is one that focuses on individual student development that includes appropriate 1-1 support where appropriate, curriculum enrichment in the form of our many trips that enhance student learning and our curriculum enhancement that includes tailored individual programmes in 1-1 art, music, PE and cooking sessions.

Nurture Group

A nurture group is set up for year 7 and year 8.

‘The overarching aim for the Nurture Group at KS3 is to provide our more vulnerable and in some cases our less able students with an environment at the start of the day, where they can feel safe and supported for the rigours of the day ahead and indeed for the challenges as they move through year 7 and year 8.

It provides an environment where students learn key elements of the curriculum together, alongside the development of social and emotional skills which support their smooth transition at the Centre. A key feature for the group is the ongoing monitoring of both academic and personal needs, which may trigger additional support and inform future planning for lessons.d Computing.

Key Stage 4

Our Curriculum will operate with two main pathways at Year 11:

Pathway 1:

7 GCSE offer delivered by WPES staff which would consist of the following:

Core Subjects of English, Maths and Science.

There will also be 4 options blocks delivered by WPES staff which could include Art, Photography, Film Studies, Business studies, Statistics and PE. Students may opt for Core Extra subjects within the option blocks if they have fallen behind in a core subject and need extra support.

Students also follow a programme of additional compulsory subjects consisting of PSCHE & Work skills which may lead to an Award.

Pathway 2:

5 GCSE offer delivered by WPES Staff which would include the Core Subjects of English, Maths and Science. There would be an option block again delivered by WPES Staff. Accredited Vocational courses will be commissioned from and delivered by West Thames College (WTC).

Students also follow a programme of additional compulsory subjects consisting of PSCHE & Work skills which may lead to an Award

Both pathways will ensure pupils gain accreditation and we can continue to maintain our high percentage of students who continue in Education, Employment or Training.

Year 10:

All Year 10 classes will be offered Vocational Options covering Construction, Motor Vehicle Maintenance and Catering from the WTC timetable, this will enable them to experience a variety of potential careers. All Year 10s would additionally have the structured curriculum of English, Maths, Science, Business, PE, Drama, PSCHE, Work skills and Art which are delivered by WPES staff.

In addition we would also continue to operate an Intervention Provision. We will:

  1. Provide all pupils, support for social and emotional well-being and becoming positive citizens who are able to play a role in the wider community, (this will include EP support, liaison with social care, liaison with police, counselling, mentoring, and Careers advice (for year 11’s).
  2. 2. Provide literacy and numeracy support as a vital aspect of our work in supporting all pupils being able to access the curriculum.

CATE Curriculum

The CATE Centre takes a holistic and nurturing approach for pupils who, due to mental health and medical issues, are unable to access mainstream education. Pupils have access to full time provision incorporating flexible and personalised programmes of study where appropriate.

The Key Stage 3 Curriculum includes the core subjects English, Maths & Science. Pupils also have the opportunity to study Geography, Art, Drama, PE, History, PSCHE and Food Technology.

The Key Stage 4 Curriculum includes preparation and study towards GCSE exams and other qualifications. We offer GCSES in the core subjects English, Maths & Science. Students can also choose 4 option subjects including Art, Citizenship, PE, Religious Studies, Geography, Statistics, Drama and Food Technology.

CATE Sixth Form offers a new innovative provision for young people who need support to re-engage with education following a period of ill health. Currently the Sixth Form academic pathway offers core GCSES in English and Maths, and up to 4 option subjects selected from Science, Citizenship, Art, Religious Studies, Geography, PE and Drama. Our Prince’s Trust Pathway focuses on developing interpersonal skills and confidence in learning.

Y11 and the Sixth Form students have 1:1 sessions with a careers advisor, as well as opportunities to complete a work experience placement. We also offer English & Maths at Functional Skills level, and the AQA Unit Award Scheme.

An additional enrichment and social skills curriculum offers all students the chance to develop their resilience and emotional literacy.



Woodbridge Park Education Service

Careers Education Information Advice and Guidance / Work Experience Policy

September 2018 – 19


The mission and vision of Woodbridge Park Education Service underpin our strategic aims and priorities. Teachers provide a broad and balanced curriculum, which develops the skills, concepts and knowledge necessary for future learning. All staff, including learning support professionals, works to remove barriers to learning and support the individual needs of students. We believe all our students deserve access to a high quality planned programme of careers education and impartial information, advice and guidance in an inclusive learning environment where young people can excel.


Staff will contribute to the development of this ethos and inform students of their choices about future careers and educational progression routes. WPES will provide a balanced and broadly based curriculum which prepares students for the opportunities, responsibilities and experiences of adult life, which includes preparation for working life. We are committed to maximising the benefits for every student, in the development of a whole school approach to work-related learning. We recognise that there needs to be work-related learning for all students, and more for some, students their aspirations and methods are termly met by external programmes of work-related learning.


The Education Act 2011 introduced a duty on schools to give pupils access to independent and impartial careers guidance. Schools are expected to work in partnership with external and expert careers guidance providers to ensure that their pupils get quality advice on the full range of post-16 options.

There is a Careers Leader for careers and work-related learning. WPES follows the Gatsby benchmarks for good careers guidance, Ofsted recommendations for effective careers guidance and the DfE requirement to inform students of the full range of options and pathways.


Work-related learning is planned activities that use work as a context for learning or illustrate aspects of working life. WPES encourages innovative approaches to work-related learning in order to motivate students and to raise standards. The accreditation of students’ achievements in work-related learning has an important role to play in supporting our

School’s objectives.

The main purpose of work-related learning is to provide students with a range of activities as part of a balanced and integrated curriculum. The work-related learning opportunities provided by WPES contribute to:


  • Attainment in individual subjects by increasing students’ understanding
  • Achievement of vocational qualifications by enhanced understanding and relevance to general and specific occupations
  • Achievement and development of the main key skills and the wider key skills careers education and guidance by providing an insight into the factors which can inform career choice
  • Learning about the world of work and better preparation for the transition from education and training to work
  • Personal and social education through the improvement of interpersonal skills, presentation skills, self-confidence, taking initiative, teamwork and taking on responsibility
  • Increasing the extent of curriculum experience for every learner to support their preparation for adult life


WPES is committed to providing a planned programme of careers education and information, advice and guidance (CEIAG) for all learners in years 7-11. The programme is designed to provide the learning outcomes of the CDI Framework for careers, employability and enterprise education of:

  • Developing yourself through careers, employability and enterprise education
  • Learning about careers and the world of work
  • Developing your career management employability and enterprise skills.



WPES prioritises opportunities for students to prepare for adult and working life. The aims of careers and work-related learning include to:


  • Acknowledge that work-related learning is an essential part of the full preparation for adult life
  • Ensure that students follow courses and programmes which are appropriate to their longer term aspirations and needs
  • Improve student’s understanding of the world of work and its demands
  • Increase access and choice for all students
  • Improve the employability of students and their transition from school to adult and working life
  • Break down barriers between education and the world of work and enterprise
  • Promote greater awareness for students s about the world of work, the development of key skills and employability
  • Develop a range of appropriate and relevant curriculum activities which assist in raising all students’ aspirations and achievement and which are of the highest quality and are regularly monitored
  • Relate skills attitudes, concepts and knowledge learned in school to applications in the wider world
  • Provide students with high quality informed independent and impartial guidance on the choices available for education, training and employment as well as other interests
  • Develop effective links with key partners and local industry.



      The range of activities in school are currently being used in order to help meet our     objectives include:

  • All students have access to relevant vocational courses eg Entry Level courses in Construction, Catering and Mechanics at West Thames College
  • Careers Education Information Advice and Guidance (CEIAG)
  • Extra-curricular trips support students in developing their understanding of a range of different subjects and careers.
  • All students have opportunities to go on Work Experience
  • All students have opportunities to go on Employer visits
  • All students have access to Personal and Social Education
  • All students have a 1:1 session with the Careers Advisor


There is a student entitlement to CEIAG

The Head Teacher, SLT and the Careers Leader are responsible for and ensuring that:

  • The curriculum structure includes opportunities for all students to follow a programme of work-related learning
  • Provision is made for work-related learning opportunities for all students throughout the school
  • Students have access to information on different career opportunities
  • Opportunities are available for continuous professional development for colleagues and IAG
  • Links are made with the CEIAG curriculum, Vocational curriculum, Careers Education and Work Experience
  • The work-related learning curriculum is resourced, evaluated and developed with regard to the National Framework (CDI) to meet the needs of our students.
  • The Head Teacher, SLT and careers link governor are advised about policy, resources and developments in work-related learning
  • Work-related Learning is in integral part of the whole school curriculum
  • Financial capability for CEIAG will be integrated across the school
  • The CEIAG programme is planned, monitored and evaluated in consultation with the Head Teacher, SLT, Careers Leader and Connexions Advisor who provides careers IAG.


Students with Special Educational Needs or Disabilities (SEND):

  • Transition from one key stage to another and onto careers is part of the action plan for a student with SEND.
  • Personalised support from the SENCO, Careers Advisor, Careers Leader and external bodies is used where appropriate. Students in receipt of Pupil Premium funding
  • Personalised support will be given to these students and they will receive an extra careers appointment in Year 10. Careers Advisor
  • At WPES, there is an independent Careers Advisor, provided by Prospects, who works alongside the Careers Leader with responsibility for careers. The Careers Advisor will work with the Careers Leader and SLT to develop a Careers Development Plan for the school. This is in line with the London Ambitions Careers Offer and the Gatsby Good Careers Guidance. Key Stage 3
  • The pastoral curriculum (PSHE) in Year 7-9 covers economic wellbeing, active citizenship and develops enterprise and entrepreneurship. Key Stage 4
  • One-to-one careers discussions with the school Careers Advisor in Year 10/11 informs Individual Careers Plans that each student and their tutor use to support their GCSE options choices in year 11.
  • Students in Year 10-11 access relevant Vocational Entry Level courses in Construction, Catering or Mechanics at West Thames College
  • Students in Year 11 undertake high quality Work Experience that properly reflects individuals’ studies and strengths and supports the academic curriculum.
  • The pastoral curriculum (PSHE) in Year 10-11 covers economic wellbeing and active citizenship
  • Hearing inspiring speakers introduce students to a world outside their regular communities and ideas of work eg Battersea Dogs Home.
  • Visits to real-world workplaces.
  • Visits to Careers and Jobs Fairs
  • Understanding opportunities in the developing labour market, using resources like plotr ( and testing preconceptions of careers such as in engineering.
  • Widening advice on options to include apprenticeships, or other vocational routes alongside A-levels.
  • Help with CVs and mock interviews are led by external agencies and the Work Skills curriculum.
  • Apprenticeship workshop
  • Interview skills workshop
  • Mentoring and support for those who need it most and are at risk of becoming NEET (Not in education, employment or training) to help build the confidence and character needed to ensure a successful


The aim of work experience is to provide an opportunity for all students to learn in the work place; an experience that cannot be replicated in school.


All students are offered the opportunity of one week work experience in Year 11. This is a compulsory part of the curriculum, and is undertaken by the majority of students.


The overall organisation of work experience is undertaken by the Work Related Learning Teaching Assistant (WRLTA), who liaises with the Head Teacher, SLT and Careers Leader.


Parents are informed and communicated with throughout the process and a work experience agreement form and work experience information form are completed.


The WRLTA checks that the placement meets with the schools requirements, the students will be treated fairly and they will undertake meaningful work.


All students on placement are covered by the employers’ insurance and places of work are risk assessed by the WRLTA.



The Head Teacher, Senior Leadership Team & Careers Leader are responsible for:

  • Ensuring that the arrangements for Work Experience preparation and debriefing fulfil the requirement for work-related learning.
  • Working with the nominated member of the Senior Leadership Team (SLT Lead) to maintain an overview of the work of subject teams in planning and delivering work-related learning, including an update of the work-related learning each academic year.
  • Devising and maintaining the content of careers education and guidance in a personal and social development programme
  • Partnership work with CEIAG Network group for work-related learning activities.


Subject leads are responsible for:

  • Identifying opportunities for work-related learning in the programmes of study operating in their subject areas.
  • Liaising with the Careers Leader to plan which of these opportunities should be implemented and how this may be done.
  • Coordinating and monitoring the delivery of agreed aspects of the work-related learning provision.
  • Identify appropriate learning outcomes: skills, attitudes, concepts, knowledge and the strategies to achieve them
  • Clarify how the activities help progression and learning.


Staff Development

WPES provides a number of opportunities for staff to undertake relevant and appropriate professional development to support the teaching CEIAG and work-related learning. The Career Leader is undertaking the Careers Leader training.





  • Local industry and Businesses- who support employment for work experience placements,
  • Jobs and Careers fair and employability workshops
  • Further and Higher education institutions- who exchange up to date information and advice for Post 16 and Post 19 courses
  • Apprenticeship and traineeship providers- who exchange up to date information and advice for available courses and programmes.
  • Parents and Carers-, who will exchange information, support and contribute to the programme and where appropriate, evaluate provision.


Equality and Diversity

Work-related learning will help to promote WPES’s policy on equal opportunities by providing a range of resources which match individual needs, helping students recognise the importance of Equal Opportunities in working life and monitoring resources to ensure the absence of stereotyping.


Moral, Spiritual and Cultural Education

Work-related learning will contribute to each student’s moral, spiritual and cultural development by helping them to recognise the meaning and value of different types of work to individuals, communities and the country as a whole.


Special Educational Needs

Work-related learning will promote WPES’s policy on SEN by ensuring that the SENCO complements the work of the Careers Leader and together will provide support and a range of resources to match individual needs.



Work-related learning has a number of resources that can be used by out learners. As far as possible these are regularly updated and currently include;


  • Careers Library with a range of literature including books, leaflets, FE and HE prospectuses and guides and reading books on topical careers IAG and skills required for the world of work.




  • Teaching and Learning Policy
  • Assessment Policy
  • Inclusion SEN Policy
  • Safeguarding child Protection policy
  • Keeping Children Safe Policy
  • E-Learning Safe Use Policy
  • Learning Entitlement
  • Spiritual, Moral, Social Cultural Policy



Monitoring, Review, Evaluation and Assessment

Assessment within work-related learning is solely in the form of learner self-assessment supported by discussion with tutors and teachers. Each student will have a portfolio of work to illustrate his or her individual achievements. WPES’s policy on work-related learning will be monitored and reviewed on an annual basis. The key priorities of the review are incorporated into our school development and vision plan annually.


An evaluation of the data of retention, destinations, trips, expedition participation and attendance at WPES, will enable measurement of success.


WPES carries out student surveys to evaluate their careers and work-related learning experiences.

We monitor and track intended and actual destinations of students to ensure progression and as part of our ‘Not in employment, education or training’ (NEET) prevention strategy.

We are committed to obtaining the Investor in Careers quality accreditation.

This policy was agreed September 2018 and will be reviewed annually by:

Cynthia Bundu-Kamara

Careers Leader