KS3-_and_-KS4 (ID 1002)

• English
  5 Compulsory lessons a week
  English

  Pupils are working in a rolling cycle in preparation for their GCSE studies covering the elements of Literacy (gothic, modern text and Shakespeare), Language (pupils study the use of purpose, audience and language techniques and devices) and preparation for Functional Skills with a chance to sit Level 1 by the end of y9

• Maths
  5 Compulsory lessons a week
  Maths

  Preparing for GCSE by assessing foundation Maths and preparation for Functional Skills exams in Numeracy.

• Science
  3 Compulsory lessons a week
  Science

  Our philosophy is to make our students understand that science is for everyone and that there is something in science for everyone. The practical activities of science make it real and this is what our students experience in our laboratory.

  Intent

  Science is a unique driving force for all pupils at Endeavour Academy because it is real, concrete and investigative. Science is the study of nature and is vital for the development of our everyday problem-solving skills and healthy living.

  We intend to teach pupils to solve problems logically and based on concrete evidence devoid of emotions and sentiments. The origin of the universe, theory of evolution, Newton’s laws of motion and gravity are some of the stimulating realities of life that make science unique. Forensics, astronomy, medicine and living healthy are typical examples of topics that inspire our students to apply acquired investigative skills and also adapt to life outside the four corners of schools in terms of problem solving and engaging in intellectual conversations based on facts and figures. With a good background in literacy, our intention is to develop the investigative, communication and problem solving skills of pupils to enable them to evolve as influential members of our society. We recognise that science is a unique and universal language that helps individuals in understanding their environment and live as responsible and healthy citizens. We teach our students to understand the importance of having a constructive motive for our actions, the unnegotiable prominence of health and safety and ability to think logically.

  Reading and the application of logic form an integral part of our science curriculum and this gives our students a chance to develop culturally, emotionally, intellectually, socially and spiritually. Reading facilitates the acquisition of knowledge and helps students to build on what they already know while a logical approach to problem solving which is embedded in scientific investigations help our students to make good decisions and present information based on facts and figures.

  At Endeavour Academy there is an established reading culture that supports students to access the curriculum and information in science is presented in a manner that helps students use information provided to solve problems and discourage rote learning which has no useful place in the modern science communities. Our practicals are organised in a manner that supports our students to have a clear understanding of the theory behind what they are experiencing and its application to real life situations. Enshrined values like taking turns to carry out experiments develops calmness and etiquettes which are premiums that help individuals survive, thrive and become successful in life.

  The teaching of all aspects of Science: Physics, Chemistry and Biology is a priority across the curriculum and this is why all the sciences are taught at key stage 3 in particular and in most cases at key stage 4 also. Our year 11 students have optional routes to academic success because they sit for the 21st Century GCSE Combined Sciences that cover the three major science disciplines and awards two GCSE qualifications in the Sciences . This is in conjunction with the newly introduced OCNLR Level 1 & 2 Awards/certificate in Skills for Professions in Applied Science and Technology. The latter is a course work (classroom assessments) based back up certification run consecutively with the GCSE Sciences.

  We pride ourselves with the ability to provide opportunities for our students to access a science curriculum that is not an alternative to what is obtainable in selective or other mainstream schools, but the same content is delivered in a simple and friendly manner irrespective of the intellectual capabilities of the students. This helps to develop the confidence of our students especially to communicate effectively about scientific concepts, principles and analyse scientific information, and express innovative ideas that prepare them for their future journey through education and beyond.

  In summary, the combined science courses aim to stimulate student curiosity, interest and enjoyment in science. This requires students to develop the skills, knowledge and understanding of working scientifically. Students learn to apply scientific concepts and skills in designing and undertaking experiments to solve problems. They are equally encouraged to consider and discuss the practical application of science and technology in our society and the problems that scientific discoveries can bring.

  Implementation

  Science Curriculum: Key Stage 3

  Purpose of study

  Pupils are taught to:

  • Develop scientific knowledge and conceptual understanding through specific disciplines of biology, chemistry and physics
  • Develop the understanding of nature, processes and methods of science through experiments and investigation or processing and analysing of data provided
  • Be equipped with the scientific knowledge required to understand the application, uses and implications of science, today and in the future
  • Students are provided with glossary of science terms and definitions to access the language of science
  • They carry out research based projects to acquire knowledge about scientific facts, concepts and principles
  • Teacher provides students with audiovisual resources about science and its applications
  • Text are provided for scientific investigation and development of skill investigations
  • Practicals are organised to develop the observation skills of students and record information in a scientific manner
  • Booklets, workbooks and worksheets are provided to help students work independently and are provided with adequate learning support as the occasions arise
  • With the content provided students develop scientific attitudes like paying attention to detail, to objectivity and concern for accuracy, precision, repeatability and reproducibility
  • Experimental skills and investigation: Ask questions and develop a line of enquiry with predictions, hypotheses and suitable variables
  • Analysis and evaluation : Apply mathematical concepts and calculate results
  • Measurement: understand the use of standard units and IUPAC, use simple equations and undertake basic analysis

  Biology:

  1. Structure and function of living organisms
  2. Cell biology
  3. Nutrition and digestion
  4. Gas exchange systems, cellular respiration and transport
  5. Reproduction and body regulation
  6. Ecosystem
  7. Genetics and evolution

  Chemistry

  1. The Particulate nature of matter
  2. Atoms, elements and compounds
  3. Pure and impure substances
  4. Chemical reactions
  5. Energetics
  6. The periodic table
  7. Materials
  8. Earth and atmosphere

  Physics

  1. Energy: calculation of fuel uses and costs in the domestic context
  2. Energy transfer and changes
  3. Changes in systems; total energy, heat and temperature and physical processes
  4. Motion and forces
  5. Waves: Observed, sound, light, EMS, energy
  6. Electricity, electromagnetism and magnetism
  7. Matter and particle model
  8. Space Physics

  Science Programme: Key Stage 4

  Pupils study Physics, chemistry and Biology at key stage 4 in preparation for the 21st Century GCSE Combined sciences (J250). OCN

• Computing/ICT
  2 Compulsory lessons a week
  Computing/ICT

  Use of Entry Level Functional Skills ICT; emphasis on E-safety to keep pupils who are vulnerable safe from exploitation.

• Geography
  1 Compulsory lessons a week
  Geography

  Introduction to key skills and knowledge based on physical and human geography with application of skills to case studies.

• History
  1 Compulsory lessons a week
  History

  Topic based themes introducing concepts, skills and subject matter that will be required for use in GCSE History programmes

• Religious Studies
  Religious Studies

  The Religious Education curriculum encapsulates a range of world views. The core focus is on developing essential knowledge of the six major world faiths represented in this country, as well as a number of non-religious and ethical viewpoints.

  Intent

  The overriding aim is to develop students’ understanding of the beliefs, values, and practices of others in the world around them as well as providing opportunity for reflection to better understand and articulate their own beliefs and opinions. Building respect for themselves and others and preparing for future education and employment.

  Students are encouraged to see the valuable ideas that can be learnt from both religious and non-religious worldviews outside of their own, and to better understand the importance of religion in the modern world. Students are encouraged to be critical thinkers and not to take ideas at face value. This enables students to develop both the knowledge required as well as the ability to interpret information and draw thoughtful and meaningful conclusions.

  Beyond their studies at Key Stage 3, students can develop these skills and knowledge further with GCSE which builds upon the core knowledge as well as considering how religion can respond to ethical and moral issues in the world.

  Pupils will develop confidence reading and analysing extracts of text. They will read increasingly challenging material independently through reading a wide range of historical sources, including primary, secondary, or tertiary materials. They will understand increasingly challenging texts through: learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries; making inferences and referring to evidence in the text; knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension.

  
  Pupils will write accurately, fluently, effectively and at length for historical analysis. They will summarise and organise material, supporting ideas and arguments with any necessary factual detail. Pupils will apply their growing knowledge of vocabulary, grammar and text structure to their writing and select the appropriate form.

  Pupils will speak confidently and effectively, using Standard English in a range of formal and informal contexts, including classroom discussion. They will give short speeches and presentations, expressing their own ideas and keeping to the point and participating in debates and discussions.

  Implementation

  Our religious, moral and ethics based curriculum is delivered through structured, supportive and engaging teaching that empowers SEMH learners to thrive. Implementation is underpinned by the principles of sequencing, retrieval, modelling, scaffolding and adaptive teaching.

  • Clear, explicit teaching of new content, supported by worked examples, modelling and step-by-step explanations to reduce cognitive load.
  • Frequent retrieval practice (short quizzes, recap starters, oral questioning) to strengthen long-term memory and help pupils make secure links between topics such as the six main world religions, right and wrong, the ‘golden rule’, the afterlife.
  • Adaptive teaching strategies tailored to SEMH needs—chunked instructions, visual supports, reduced writing load where appropriate, alternative ways of demonstrating understanding, and structured routines that support emotional security.
  • Vocabulary-rich instruction, explicitly teaching historical terms and supporting the development of literacy and communication skills.
  • Enquiry-based learning aligned with disciplinary thinking, enabling pupils to investigate questions like “Is it right to have the death penalty?” or “how was the universe created?”
  • Trips to various places give opportunities appropriate to SEMH learners, focused on achievable and supportive enquiry tasks that develop confidence, independence and observation skills.

  Impact

  The impact of a Religious Education curriculum is varied, aiming to foster understanding, respect, and empathy for diverse beliefs and lifestyles. It equips students with knowledge of world religions, helps them develop their own values, and enhances skills in critical thinking, dialogue, and reflection. Ultimately, the goal is to prepare students for life in a diverse society by promoting a sense of wellbeing and a stronger understanding of their own and others' moral and cultural development. Each student has the opportunity to sit a GCSE level exam at the end of Year 11 to apply all they have learnt.

  Year Group Curriculum Design

  Year group

  Outline

  7

  Introduction to RE

  Islam

  Hinduism

  Sikhism

  Judaism

  Christianity

  8

  Buddhism

  Religion and Philosophy

  Religion and Moral

  Religion science and Ethics

  Alternative religions

  9

• PSHE
  PSHE

  Personal Growth & Wellbeing at Entry Level 3 (BTEC)
  Improving physical health and wellbeing, Physical health and Fitness, Healthy Eating, Improving physical health and wellbeing, Drugs, alcohol and tobacco, Health and Prevention, Improving physical health and wellbeing, Changing adolescent body, Basic First Aid, Understanding Emotional Wellbeing, Internet Safety and Harms, Understanding the role of relationships in social health and wellbeing, Understanding Sexual Health and Wellbeing
  The aims of relationships and sex education (RSE) are to:
  Provide a framework in which sensitive discussions can take place, Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene, Help pupils develop feelings of self-respect, confidence and empathy, Create a positive culture around issues of sexuality and relationships, Teach pupils the correct vocabulary to describe themselves and their bodies.

• Art
  Art

  Intent

  In Art, we aim for our students to become confident, independent, aspirational and creative thinkers. We aim to develop students’ awareness of their own strengths, imagination and practical skills, through a balanced programme of study. Students acquire effective habits, take pride in their learning and develop a culture of respect for all. Our focus is to expand student’s cultural capital, through the investigation of different materials, exploration of artists and designers

  Our aim is to meet SEN needs, whilst fostering their understanding of themselves to develop their individual ideas and voices. Art plays an important role in the development of an individual’s understanding of empathy and emotional awareness by allowing them to express themselves, educating our students to become emotionally intelligent people. Creating an awareness of other people's needs, wants and values giving them the tools they need to be able to problem solve, therefore preparing them for further education and adult life

  In Art and Design, we aim for pupils to have the ability to engage with, interpret, and produce visual and written work using specialist language, conventions and processes of the art and design world.

  It's not just about reading or writing words, but also about “reading” images, artworks, and visual cultures, and communicating ideas visually as well as verbally.

  This is done by analysing artists and designers by creating a fact file about them, reading artists statements, critical reviews and design briefs and using specialist vocabulary to help describe and express the art forms.

  Discussing and presenting ideas clearly, listening to and interpreting feedback and using art terminology accurately and confidently. Pupils will also communicate ideas visually through drawing, making and designing by using materials, techniques and media purposefully and understanding how visual decisions convey meaning.

  This helps pupils think like artists and designers, builds critical understanding of visual culture and communication, encourages pupils to connect theory and practical, and prepares learners for creative industries where both visual and verbal communication are key.

  Implementation

  A progressive sequence of skills is taught from year 7 to year 11 through the curriculum offered. Students are given the opportunity to explore different materials, techniques and art forms. Projects are planned to build knowledge gradually and links to artists, cultures or themes.

  • Teachers model techniques through demonstrations and pupils are given opportunities to try different materials and styles to develop personal ideas.
  • Pupils in KS3 have 1 Art lesson a week whilst KS4 have the option to complete a GCSE in Art and Design where they have 3 lessons.
  • Trips out are arranged to help inspire students and create opportunities to understand the world around them visually.
  • ARTiculate is offered to year 7 where they are given guidance about how art can be used as a form of communication. We link feelings and emotions to the Zones of Regulation.
  • Feedback from pupils is through termly ‘student reflection’ where pupils give feedback about their learning journey as well as how they are finding the subject. They will also complete a termly recap/review so that teachers can plan accordingly. Students are assessed through sketchbooks, practical work and final pieces where teachers give ongoing guidance to help improve techniques and creative thinking.
  • The curriculum incorporates RSHE, SMSC and British Values throughout, often exploring Personal Development opportunities through exploring and/or celebrating theme of the week topics.
  • Reward system is structured to celebrate personal development as well as academic achievement

  Impact

  Through studying Art and Design, it helps to build a strong creative foundation, develops observation, analysis and problem-solving skills which can be in other subject areas. It enables pupils to open their imagination and creativity. It allows pupils to explore their critical thinking and independent decision making skills as well as resilience and patience. Art helps to build confidence in self-expression by communicating ideas visually and to develop an artistic voice. It can be used as a stress relief and emotional outlet which in turn can have a decrease in behaviour. It supports students to be equipped to progress on to further education.

  Year Group Curriculum Design

  Year group	Outline
  7	Project: ‘Sweet Treats’ - Colour Theory- learning how to mix colours using the colour wheel - Tint, Tone, Shade - Graded pencils, Texture Artist: Wayne Thiebaud Project: ARTiculate (Art and Communication) - Zones of Regulation - How feelings and emotion can be expressed and communicated through Art Project: Still life - Objects - Painting skills Artist: Michael Criag-Martin Project: Insects and Bugs - Zentangle - Symmetry - Grid line drawings - Colour pencil blending - Watercolour painting skills (Link to colour theory) Artist: Paula Duta
  8	Project: Pop Art - Onomatopheia art - Polytile printing - Repeat Printing Artists: Roy Lichtenstein and Andy Warhol Project: Surrealism - Understanding Juxtaposition - Collage Artist: Shaune Marie Hardy Project: Portrait - Facial proportions - Fineline drawing - Mark making Artist: Luke Dixon Project: Retro - Observational drawings - Colour pencil blending - Acrylic painting skills (links to colour theory/tint, tone and shade) Artist: Sarah Graha

• Physical Education
  Physical Education

  Our PE curriculum inspires all pupils to develop confidence, resilience, and a love of physical activity. Through a range of sports and physically engaging activities, pupils build health, fitness, and coordination, while learning important values such as fairness, respect, and teamwork. Beyond sport, our curriculum supports the development of communication, problem-solving, and fine motor skills, helping pupils grow both physically and socially.

  Intent

  PE has a central role in the education of pupils at Endeavour Academy Bexley. We intend to provide high-quality physical education that inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. We intend to provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

  Students will learn the skills of attacking, defending, team cooperation, individual game play, tactical play and refereeing to a set of rules. Students will learn how to correctly score and umpire a variety of racket and net sports including badminton, table tennis, and volleyball as well as knowing the court markings and appropriate equipment for each different type of racket/net sport. Students will also be given the opportunity to practice and transfer their skills and knowledge of racket/net sports and improve on their tactical game-play. Students will learn how to correctly score and umpire a variety of invasion games including basketball and football. As well as knowing the court markings and appropriate equipment for each different type of invasion game. Students will also be given the opportunity to practice and transfer their skills and knowledge of team games and improve on their tactical game-play.

  In the unit of health and fitness training, students will learn how to warm up and stretch before completing weight training, and develop skills relating to completing the appropriate number of repetitions and sets on the appropriate weight. Students aim to increase either the number of repetitions per set, number of sets or weight lifted per week to understand progression of training.

  All these skills will be important for students to analyse their strengths and weaknesses in areas of team and individual sports as well as in fitness and weights classes. It will also allow students to develop and demonstrate an understanding of appropriate attire for engaging in a variety of physical activities

  As all pupils within the school have social, emotional and mental health difficulties, we aim to use the PE curriculum to develop a number of their skills such as; communication, building relations, managing challenges and team work. We use PE as a route to support pupils to meet their personal EHCP outcome targets.

  Our aims, in line with the National Curriculum, are to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives.

  P.E aims to develop key character skills, including decision making, informed risk taking, good communication, and self-regulation strategies. It encourages the exploration of, and respect for, values held by different cultures and groups within our local community, and promotes the development of positive attitudes. The curriculum also encourages honesty and respect in all relationships, and nurtures sensitivity to the needs and feelings of others and the roles within sport

  Implementation

  • Promoting teamwork and the advantages of it
  • Increasing verbal and non-verbal communication skills
  • Opportunities to lead a team within a game/match or for specific activities
  • Problem solving activities
  • Access to external sports tournaments, engaging with other schools
  • Whole school events such as sports day
  • Staff role modelling appropriate communication skills
  • Staff challenging misconceptions and stereotypes

  Reading plays a vital role within the PE curriculum. This is implemented in a number of ways:

  • Clear learning objective, key words and supportive text displayed on the whiteboard in the sports hall.
  • Reading opportunities within all KS4 Sports Studies lessons.
  • Use of displays to support learning for students within the sports hall and fitness areas.
  • Use of key words and word of the week within lessons.

  Year Group Curriculum Design

  Term	Outline
  1	Team sport: Football Introduction to sport, covering basic rules Teamwork and passing Shooting Dribbling Team game Individual sport Badminton Introduction to sport, covering basic rules Grip & ready position Rallies Serve Different shoots Games
  2	Team sport: Football/dodgeball Football Shooting Dodgeball Introduction to sport, covering basic rules Throwing dodging and movement Tactics Team game Individual sport
  3	Team sport: Football Continue to use all the skills learnt over the last 2 terms and implement them into a game and 4 goals. Individual sport: Trampolining Basic techniques used on a trampoline and develop a 10 bounce routine.
  4	Team sport: Football/volleyball Games 2v2 ends 5 aside games using passing drills and shooting skills in a game situation. Basketball Students learn the basic rules of basketball. Students develop understanding of rules and techniques relating to basic dribbling, shooti

• Food and Nutrition
  1 double lesson a week
  Food and Nutrition

  Promoting healthy lifestyles and positive participation. Encouraging good patterns of engagement and sensible food choices. Linked to independence and managing self in interface with peers. Enabling pupils to develop practical hygiene skills. Alongside learning practical skills and equipment safety.

• Design and Technology
  Design and Technology

  Intent

  In Design and Technology, we aim for our students to become confident, independent, aspirational and creative thinkers. We aim to develop students’ awareness of their own strengths, imagination and practical skills, through a balanced programme of study. Students acquire effective habits, take pride in their learning and develop a culture of respect for all. Our focus is to expand student’s cultural capital, through the investigation of different materials.

  Our aim is to meet SEN needs, whilst fostering their understanding of themselves to develop their individual ideas and voices. DT plays an important role in the development of an individual’s understanding of empathy and emotional awareness by allowing them to express themselves, educating our students to become emotionally intelligent people. Creating an awareness of other people's needs, wants and values giving them the tools they need to be able to problem solve, therefore preparing them for further education and adult life.

  In Design and Technology, it uses reading, writing, speaking, listening and numeracy skills specific to their field. It equips learners with the ability to read technical information, communicate design thinking, record processes and use numeracy in applied, problem-solving contexts. It develops their ability to function as designer, engineers, technologists or makers.

  Pupils use a range of literacy skills to investigate ideas, create solutions, and plan and manage projects. Pupils will develop confidence in reading by analysing extracts of text, physical and virtual objects, videos and images. They will read increasingly challenging material independently through reading a wide range of sources, for example health and safety regulations, specifications for materials, instruction manuals for tools and machines as well as from text books.

  Implementation

  The implementation of Design and Technology ensures students learn through practical, creative, and technical experiences, developing the skills needed to design, make, and evaluate products that solve real problems.

  • Lessons are planned in a progressive sequence in KS3 through the curriculum offered. KS4 has the option complete City and Guilds Construction Level 1 course which includes several trade based units.
  • Teaching is through practical hands- on learning with teacher demonstrations of tools, equipment and techniques. Opportunities to explore existing products gives an understanding of how things work. Pupils progressively learn the safe and accurate use of tools, machinery and materials. Technical knowledge is taught through the use of keywords and theory work.
  • Feedback from pupils is through termly ‘student reflection’ where pupils give feedback about their learning journey, how they are finding the subject as well as completing termly recap/review so that teachers can plan accordingly.Students are assessed through sketchbooks, practical work and final pieces where teachers give ongoing guidance to help improve techniques and creative thinking.
  • The curriculum incorporates RSHE, SMSC and British Values throughout, often exploring Personal Development opportunities through exploring and/or celebrating theme of the week topics.

  Impact

  Through completing Design and Technology, it helps to build personal progression by learning how to solve real-world problems using creativity and engineering thinking. It strengthens understanding of maths and science through real applications, for example measurements, forces, electricity etc. It increases confidence in making and creating as well and gaining independence and responsibility when planning and making projects. It can be used as a stress relief and emotional outlet which in turn can have a decrease in behaviour. It allows students to explore their critical thinking and independent decision making skills as well as resilience and patience. D&T enables you to open your imagination and creativity and supports students to be equipped to progress on to further education.

  Year Group Curriculum Design

  Year group	Outline
  7	Introduction to DT Health and Safety around the workshop Carpentry skills Electronic skills Sustainability Recycling Projects: Mobile phone holder Christmas Project Steady hand game Lamp Upcycling
  8	Health and Safety reminder Projects: Steady Hand game Lamp Project Speaker project Flower Box Gardening Skills
  9	Health and Safety reminder Projects: Mobile phone holder Flower box Construction Taster- To include carpentry, painting and decorating skills.
  10	Introduction to City and Guilds construction 6219 Health and safety, introduction to construction and carpentry Unit 002 Construct a Tongued halving joint Unit 114 Painting a panelled door
  11	Unit 001 Construct a tee halving joint Unit 002 construct a tongued halving joint Unit 114 Painting a panelled door

• Personal Development
  1 Compulsory lesson a week
  Personal Development

  Enabling pupils to develop as individuals within a group setting, using strategies including iHeart; Critical Thinking Skills; Team Building; Zones of Regulation

• Music
  Music

  Bexley Music is part of London South East Academies Trust, of which Endeavour Academy is a part of.

  • Welcome from Julie Stanning - Head of Bexley Music

  We are committed to providing high-quality music education for our communities across Bexley and beyond.
  As the lead music provider in the Borough, we work with schools, community groups and individuals, offering exciting musical opportunities to people of all ages. These include individual and group lessons on a range of instruments, ensembles, choirs, concerts and much more.

  Music is an educational building block; it’s fun, it’s for life and it’s for everyone.

  Endeavour Academy has been able to benefit from this partnership with pupils able to access individual instrument lessons and in-school workshops.

  • Bexley Music can provide instruments to pupils through their hire scheme (subject to availability).
  • All young people in the Borough of Bexley are welcome to access music choirs and instrumental ensembles and individual /paired lessons at Bexley Music. Instrumental teaching can lead to performance exams.
  • Bexley Music offers external examinations for pupils receiving tuition with Bexley Music if appropriate. These include ‘Music Medals’ and ABRSM or Trinity/Guildhall graded music examinations.

  Music education is hugely valuable and can help develop a wealth of important skills including:

  • Social development, life skills and confidence
  • Learning skills and concentration
  • Team working
  • Improved behaviour
  • Creativity

  We aim to provide opportunities for pupils to develop these skills. These include

  • Enrichment activities with Music being an optional activity every Friday afternoon
  • Music as part of our Personal Development lessons, learning song writing, deconstructing and rewriting songs. This engages pupils through a creative project that fosters teamwork, self‑expression and wellbeing.
  • African drumming workshops, provided by Bexley music
  • Project with London Symphony Orchestra (LSO), creating a composition with pupils, for a performance.
  • Visits to West End theatre productions to see musicals.