KS4-Curriculum-Gallery (ID 1001)

• City and Guilds Construction
  City and Guilds Construction

  At Horizons Academy Bexley, our Construction curriculum offers a dynamic and engaging pathway for learners with a passion for hands-on, practical work. The course provides a comprehensive skills base and a solid understanding of key industrial practices, equipping students with the confidence and technical ability to pursue further education, apprenticeships, or entry-level employment in the diverse and growing construction industry. Students benefit from access to specialist workshop facilities and are supported by a team of experienced and skilled staff, ensuring a high-quality learning experience that mirrors real-world industry standards. Key Learning Areas The curriculum allows learners to explore a wide range of construction trade specialisms, providing both breadth and depth of experience. Through a combination of theory and practical application, students build core competencies in: · Painting and Decorating Pupils develop techniques for surface preparation, painting, wallpapering, and decorative finishes, learning how to work with different materials and tools to achieve professional results. · · Bricklaying Students gain hands-on experience in brick and block work, including measuring, mixing mortar, and constructing walls and structures with accuracy and safety in mind. · · Health and Safety in Construction A crucial foundation for all construction trades, students learn about industry regulations, safe working practices, risk assessment, PPE (Personal Protective Equipment), and workplace responsibilities. · Electrics Learners are introduced to electrical installation basics, including wiring, circuitry, tools, and safe procedures, developing both theoretical knowledge and practical capability. These units are designed to provide students with a broad repertoire of skills to become capable craftspeople, while also introducing them to the planning, management, and professional standards expected within the construction sector. Teaching and Learning Approach The course promotes the development of practical, transferable skills such as: · Problem-solving and critical thinking · Time management and teamwork · Communication and safe working practices Learners are encouraged to take pride in their work, reflect on their progress, and apply their learning in realistic, hands-on scenarios. This approach fosters independence, responsibility, and a strong work ethic. Assessment · Exam Board: City & Guilds · Qualification: Construction Skills 6219 · Assessment Method: 100% non-examined; internally assessed via written and practical tasks completed throughout the course Students maintain a portfolio of evidence that showcases their skills, knowledge, and progression, providing a valuable resource for future study or employment opportunities. Progression and Career Opportunities The successful completion of this qualification, combined with essential qualifications in Maths, English, and Science, can support progression to a wide range of post-16 pathways, including: · Vocationally related or occupational qualifications · Apprenticeships in trades such as plumbing, electrical installation, bricklaying, or multi-trade construction The construction industry offers diverse and in-demand career opportunities, from skilled trades to technical and managerial roles. This course lays the foundation for learners to access those opportunities with practical experience, core knowledge, and a clear understanding of industry expectations. Please click here for the curriculum plan

• Art
  Art

  Curriculum Overview

  At Horizons Academy Bexley, we are committed to providing our KS4 students with a comprehensive and supportive art and design curriculum that prepares them for success in their GCSE Art examination and nurtures their emotional well-being and artistic growth. Our curriculum focuses on developing technical skills, critical thinking abilities, and personal expression, enabling students to build a comprehensive portfolio and excel in their artistic endeavours.

  Intent: Our intent is to equip KS4 students with the skills, knowledge, and confidence necessary to excel in their GCSE Art examination and beyond. We aim to:

  • Foster artistic growth and self-expression.
  • Develop critical thinking skills and conceptual understanding.
  • Support students in building a comprehensive portfolio.
  • Prepare students for the assessment objectives of the GCSE Art examination.
  • Nurture students' emotional well-being through artistic exploration.

  Implementation

  Through targeted implementation strategies, we ensure the effective delivery of our KS4 Art curriculum at Horizons Academy Bexley:

  • Through Focused Instruction and Practical Guidance:
  • Provide explicit instruction and practical guidance on the assessment objectives (AO1 Critical understanding, AO2 Creative making, AO3 Reflective recording, AO4 Personal presentation).
  • Scaffold learning experiences to support students in developing the necessary skills and techniques across various art mediums, including traditional and digital approaches.
  • Through Thematic Exploration and Conceptual Development:
  • Encourage students to engage in thematic exploration, allowing them to develop a deeper understanding of concepts and ideas in their artwork.
  • Foster the development of personal narratives in students' artwork, encouraging them to express their unique perspectives and experiences.
  • Through Engagement with Diverse Artists and Cultural Contexts:
  • Expose students to a diverse range of artists, art movements, and cultural contexts through in-class discussions, research, and exploration.
  • Organise gallery visits, workshops, and guest artist interactions to provide firsthand exposure to different artistic styles and practices.
  • Through Individualised Support and Feedback:
  • Offer individualised support and feedback to students, providing guidance throughout their artistic journey, including idea development, skill-building, and refinement of artwork.
  • Foster a collaborative and inclusive artistic community, encouraging peer critique and constructive feedback to promote growth and improvement.
  • Through Integration of Technology and Digital Art Tools:
  • Incorporate technology and digital art tools into the curriculum, allowing students to explore and experiment with new artistic mediums and techniques.
  • Provide opportunities for students to develop digital literacy skills and engage in digital art forms, such as graphic design, photography, and video art.

  By implementing these strategies, we create a stimulating and supportive learning environment that empowers students to develop their artistic skills, explore diverse themes and concepts, engage with diverse artists and cultural contexts, receive individualised support and feedback, and harness the potential of technology in their artistic practice.

  Impact

  Our KS4 curriculum empowers our students, prepares them for their GCSE Art examination and fosters their artistic growth and emotional well-being. The impact being:

  • Enhanced artistic skills and technical proficiency.
  • Deepened understanding and appreciation of art history, artists, and cultural contexts.
  • Development of critical thinking skills through the analysis and interpretation of artworks.
  • Building a comprehensive portfolio that reflects personal growth and artistic voice.
  • Preparation for the assessment objectives of the GCSE Art examination.
  • Increased self-confidence, emotional well-being, and resilience through artistic expression.

  Curriculum Map

  Please click here for the GCSE Art curriculum map

• Applied Science
  Applied Science

  Curriculum Overview

  The Science department will deliver a strong knowledge-based curriculum, providing opportunity for students to discover the excitement of Science and the phenomena surrounding the subject; it will aim to instil a desire for practical discovery, while fostering the inquisitive nature of students.

  A strong focus will also be placed upon literacy. Teachers will be aware of the vocabulary demands of a topic and will make a conscious choice to focus on the words that students most need to understand. New scientific vocabulary will be taught explicitly and by using direct instruction and modelling, students will quickly gain insight into how these words are to linked to other aspects of science.

  The department will also strive to provide a current foundation in the elements of scientific method, theory, applicability and laboratory practice that will encourage and inspire students to acquire an in-depth appreciation of the scientific endeavour. Students undertake experiments or view demonstrations where possible which, in addition to developing their practical skills, will also develop their ability to of hypothesise, predict, analyse, interpret and evaluate.

  To fulfil this aim, the Science staff will provide a safe environment in which students’ views and personal aims are valued. Staff will encourage students to actively participate in their well-planned and highly differentiated lessons; where students of all abilities are given an appropriate level of challenge. Through a practically based course, skilled, deep and lifelong learning can be achieved, as students are prepared for the world of work and further study in the Sciences.

  Assessment

  • Exam Board: Pearson
  • Qualification: GCSE
  • Paper 1: Written Exam: 1 hour 45 minutes, Topics 1-4, Foundation and Higher Tier (50% of GCSE)
  • Paper 2: Written Exam: 1 hour 45 minutes, Topics 5-7, Foundation and Higher Tier (50% of GCSE)

  Links to Future Study and Careers

  The study of science develops many skills such as observation and enquiry skills, logic reasoning, critical analysis, teamwork and creative problem solving, all of which are sought after by employers regardless of the sector. Students completing GCSE Biology with a good pass can access all A-Level Biology, apprenticeships and vocational courses. After A Levels students can move into higher education, completing foundation and degree courses specialising in their area of interest. Science provides a foundation for many careers. For example: medical sciences (nursing, radiology, midwifery, surgeon, anaesthesiologist, pharmacist, sports science), engineering (mechanical, electrical, chemical, aerospace), architecture, food and drugs manufacturing or research, marine biologist, environmental science, botanist, agriculture, astronomer, veterinary science, hairdressing, teaching and many more.

  Please click here for the curriculum plan

• GCSE English Language
  GCSE English Language

  Curriculum Overview

  Our intention is to inspire our students with a love of English to form roots that lie deep within them which will carry them successfully into their future lives. We want to inspire students to read widely, and deeply, to explore a range of cultures, experiences and opinions that stem from a wide range of social, cultural and political concepts. This will support them to not only form their own opinions of the world in which they live, but to develop their empathy skills, to make sure they are aware of the opinions of others and accept those perspectives.

  Not only do we feel the reading of fiction is imperative in developing the young people in our care, but we also seek to ensure that students feel confident and comfortable in reading a range of non-fiction, especially news articles and reports, to allow the opportunity to develop their own cultural capital and feel inspired to keep up with current affairs.

  We wish to instil a curiosity within the students which means they seek to find answers and create questions through their breadth of reading. Through exposure to a range of texts from the Literary Canon and beyond, we aim to reveal to students the society in which they are growing up in and the societies that have come before. This reflection and appreciation for reading should help to end the cycle of poverty and disadvantage that some of our students unfortunately find themselves in.

  Alongside their appreciation of reading, a love of writing must thrive. Written communication is vital to our students to ensure they can accurately, and eloquently, communicate their own thoughts and opinions. We will ensure students are able to write for a range of forms and purposes, to prepare them for future employment opportunities but to be able to articulate their own feelings to others. Communication is key to success and our students will build on, and master, their writing skills year by year. Students will also write in response to ideas and ideologies raised in texts which they have studied as we encourage students to form their own views of sociological and historical whilst being able to communicate effectively with others about it.

  The final strand that will help build our students into English excellency is through the spoken word. Every lesson will have an opportunity for our students to communicate their ideas with others using support and guidance in how to ensure their mode of communication is effective. Students will also have opportunities throughout the year to debate topics of interest, deliver speeches to their peers or communicate their own work to others. We want to build a confidence within the students to use their voice as a method to ensure their opinions are heard and matter.

  Assessment

  • Exam Board: AQA
  • Qualification: GCSE
  • Paper 1: Explorations in creative reading and writing (50% of final mark)
  • 1hr 45 minute written exam
  • Paper 2: Writers’ viewpoints and perspectives (50% of final mark)
  • 1hr 45 minute written exam
  • Spoken Language Endorsement: students give a presentation in a formal context, responding appropriately to questions and feedback

  Links to Future Study and Careers

  Students who study GCSE Language can go on to study A-Level Language, exploring the wider world, society and the way we use language to communicate.

  Due to the wide range of transferrable skills that it equips students with, English Language is highly valued in many career sectors, such as journalism, the media, the government and civil service, heritage organisations, conservation, teaching, archives, museums and galleries; any workplace sector which uses language to inform wider decision making and interactions with the wider world.

  Please click here for the curriculum plan

• GCSE Maths
  GCSE Maths

  Curriculum Overview

  We aim to develop students’ mathematical confidence allowing them to solve a range of complex problems and critically analyse the world around us. We seek to expose them to the beauty of mathematics through a universal language which underpins many other areas of the curriculum. Mathematics fosters reasoning and problem solving, leading to mastery and logical thinking which builds students into well rounded and aspirational citizens of the future.

  In order to be learned, ideas need to be understood deeply; they must not merely be passively received but must be worked on by the student, thought about, reasoned with and discussed with others.

  Our curriculum will vary the way a concept is initially presented to students, by giving examples that display a concept as well as those that don’t display it. We will also carefully vary practise questions so that mechanical repetition is avoided, and thinking is encouraged.

  Our philosophy is grounded in the quick and efficient recall of facts and procedures to allow students the flexibility to move between different contexts and representations of mathematics. Students should be able to connect new ideas to concepts that have already been understood. This ensures that, once understood and mastered, new ideas are used again in next steps of learning.

  Assessment

  • Exam Board: Pearson
  • Qualification: GCSE
  • Paper 1 – Non-calculator (Foundation and Higher papers – 1hr 30mins)
  • Paper 2 – Calculator (Foundation and Higher papers – 1hr 30 mins)
  • Paper 3 - Calculator (Foundation and Higher papers - 1hr 30 min)

  Links to Future Study and Careers

  Studying Mathematics gives you lifelong problem-solving skills and develops your ability to think logically and systematically. You will need a good GCSE in Mathematics to study A-Level Mathematics and Science, and you will need at least a Grade 7 to go on to study A-Level Further Maths.

  Advanced Mathematics qualifications are highly regarded by employers and universities. They are often required or recommended. Studying mathematics helps you develop skills in logical thinking, problem-solving and decision-making, which are valued by employers across many job sectors. Mathematics leads to a vast array of careers, including but not limited to Accounting, Finance, Research Science, Meteorology and Software Development, business management, psychology, banking, ICT, engineering and medicine, to name just a few

  Please click here for the curriculum plan

• Home Cooking Skills
  Home Cooking Skills

  At Horizons Academy Bexley, we are committed to providing pupils with the practical knowledge and confidence to cook healthy, nutritious meals in an enjoyable, supportive, and inclusive environment. The BTEC Home Cooking Skills course empowers students to make informed food choices and equips them with essential life skills for adulthood and independent living. Pupils learn that healthy food can be exciting and flavourful, developing a positive relationship with cooking and nutrition. Each term is built around engaging and accessible themes such as healthy lunches, picnic food, or budget-friendly meals, all underpinned by a strong focus on nutritional value, cost-effectiveness, and sustainability. Key Learning Areas Throughout the course, pupils are taught a wide range of practical and theoretical skills, including: · Safe and hygienic food preparation · Use of kitchen equipment and electrical appliances · Cooking methods such as boiling, baking, stir-frying, grilling, and roasting · Meal planning and time management · Understanding food origins and seasonality · Applying nutritional knowledge in real-life cooking scenarios In addition to technical cooking skills, the curriculum integrates themes of British Values and Global Learning, encouraging students to reflect on cultural, historical, and international food traditions. For example: · Stir-fry for Chinese New Year · Pancakes for Shrove Tuesday This cross-curricular approach enhances cultural awareness and promotes social responsibility. Qualification Pathway Students work towards achieving both the Level 1 and Level 2 BTEC in Home Cooking Skills, with opportunities for progression based on individual development. · Level 1 Qualification Focuses on foundational cooking skills and includes a practical assessment where pupils prepare and cook a main meal. · Level 2 Qualification Builds on Level 1 and requires pupils to plan, prepare, and serve a two-course meal to demonstrate their advanced cooking skills and understanding of nutrition, presentation, and time management. All work is compiled in a portfolio of evidence, including written reflections, photographic evidence, and practical assessments. This portfolio forms the basis of internal assessment and showcases each pupil’s journey and progression. Assessment · Exam Board: Pearson (BTEC) · Qualification: Level 1 and Level 2 BTEC in Home Cooking Skills · Assessment Method: 100% non-examined; internally assessed via practical and portfolio-based work Personal Development and Progression Beyond cooking skills, this course helps pupils develop valuable life and social skills, including: · Independence and self-care · Confidence and resilience · Teamwork and communication · Organisation and personal responsibility These skills are essential for independent living and can support pupils in both personal and professional settings. The BTEC Home Cooking Skills qualifications provide a solid foundation for further study at college or can lead to vocational pathways, including apprenticeships in catering, hospitality, or health and social care. Pupils are encouraged to view cooking not only as a necessity but as a creative, empowering skill that enhances their health, well-being, and future opportunities. Please click here for the curriculum plan

• NCFE Employability
  NCFE Employability

  Curriculum Overview

  We recognise that a strong foundation in employability and employment skills are essential for future success in the world of work and offer a high-quality vocational and applied curriculum that is broad and engaging for all learners. Therefore, we aim to support students to achieve a certificate in Employability skills, while completing these qualifications, Learners may develop the knowledge, understanding and essential skills employers look for in employees. These range from familiar ‘key skills’ such as team working, independent learning and problem solving, to more tricky-to-measure skills such as:

  • An appreciation for appropriate behaviour and dress
  • Appropriate interpersonal skills
  • Communicating with professional colleagues/peers and/or hierarchical seniors
  • Supporting other aspiring employees
  • Personal manners and deportment
  • Understanding work practices and how different roles and departments function within an organisation.

  Assessment

  The qualification provides an engaging, practical and relevant introduction to the world of Employment and the skills required to be successfully employed. There are a variety of units that can be completed in an adaptive manner. 10 units have been chosen to enable the learners to achieve a certificate in Employability skills and develop a broad range of skills necessary to excel in the world of employment.

  You will study various units and complete assignments for the individual units. Each unit carries a credit amount and 15 credits are required to achieve the full level 1 certificate in Employability.

  The unit delivery is as follows:

  1. Understanding Mindset, (understand how mindset can improve employability) This is the only mandatory unit and once completed accrues 2 credits
  2. Managing your time (2 credits)
  3. Understanding personal finance (2 credits) Learners can achieve an award at this stage ut it is best to continue to the certificate and broaden their knowledge further
  4. Setting yourself targets (1 credit)
  5. Introduction to Independence (1 credit)
  6. Coping with Change (1 credit)
  7. Using telephones in the workplace (2 credits)
  8. Job and training search skills (1 credit)
  9. Writing a CV (2 credits)
  10. Interview Skills (1 credit)

  Lessons are delivered in conjunction with our experienced careers advisor and learners will have access to a range of employers and work experience throughout the course.

  Links to Future Study and Careers

  The knowledge and skills acquired will support progression to a broad range of qualifications including:

  • Level 2 Diploma in Business Administration
  • Level 2 Diploma in Team Leading
  • Employment in a wide range of sectors

  They may also be useful to learners studying qualifications in the following sectors:

  • Business
  • Customer service
  • Team leading and management

  The vast majority of employers require learners to have certain technical skills, knowledge and understanding to work in a particular sector, but they are also looking for employability skills to ensure that employees are effective in the workplace.

  Please click here for the curriculum plan

• Pesonal Growth and Wellbeing & PSHE
  Pesonal Growth and Wellbeing & PSHE

  The aims of relationships and sex education (RSE) at Horizons Academy Bexley is 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
  • Teach pupils how RSE relates to Horizon’s ethos and values

  Our RSE curriculum is set out in the policy below, but we may need to adapt it as and when necessary.

  We have developed the curriculum in consultation with parents, pupils and staff, and taking into account the age, developmental stage, needs and feelings of our pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so that pupils are fully informed and don’t seek answers online.

  Primary sex education is not compulsory in primary schools – it is up to your school to determine whether you need to cover any additional content on sex education to meet the needs of your pupils. If your school decides to cover this, please include the following statement which you can add or adapt according to your pupils’ needs.

  Primary sex education will focus on:

  • Preparing boys and girls for the changes that adolescence brings
  • How a baby is conceived and born

  The delivery of RSE is a key focus at Horizons Academy.

  The following outlines:

  • How we teach RSE-related topics within our curriculum
  • How we consider the needs of all pupils, including those with special educational needs
  • When we teach the different aspects of sex education

  RSE is taught within the personal, social, health and economic (PSHE) education curriculum which has been split into RSE (Relationship Sex Education) and HE (health education). Biological aspects of RSE are taught within both the RSE curriculum and the science curriculum.

  Primary:

  Relationships education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:

  • Families and people who care for me
  • Caring friendships
  • Respectful relationships
  • Online relationships
  • Being safe

  For more information about our RSE curriculum, see Appendices 1 and 2.

  Secondary:

  RSE focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds including:

  • Families
  • Respectful relationships, including friendships
  • Online and media
  • Being safe
  • Intimate and sexual relationships, including sexual health

  For more information about our RSE curriculum, see Appendices 1 and 2.

  These areas of learning are taught within the context of family life, taking care to make sure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents and foster parents/carers, amongst other structures), along with reflecting sensitively that some children may have a different structure of support around them (for example, looked-after children or young carers).

  We will also be mindful of the law and legal requirements, taking care not to condone or encourage illegal political activity, such as violent action against people, criminal damage to property, hate crime, terrorism or the illegal use of drugs - this will be covered more extensively in HE (Health Education).

  Please click here for the curriculum plan

• Sport
  Sport

  At Horizons Academy Bexley, the BTEC Level 1 Introductory Award in Sport provides learners with an exciting and practical introduction to the world of sport and physical activity. This course is designed for students wishing to explore a career in the sports industry while developing both personal and professional skills in a supportive and dynamic learning environment. The qualification helps learners build confidence, discover their interests within the sports sector, and prepare for progression into further study or employment. Students are encouraged to reflect on their aspirations, identify their strengths, and set realistic goals for future success. Units Covered Students complete two key units: · Unit A1: Developing a Personal Progression Plan Learners explore potential career and education pathways, develop goal-setting strategies, and create a tailored progression plan to help guide their next steps. This unit encourages self-reflection and supports personal development by identifying interests and aligning them with opportunities in sport and beyond. · Unit SP6: Training for Fitness Students gain a practical understanding of how to improve personal fitness through structured training programmes. They learn about the components of fitness, the importance of warm-up and cool-down routines, and how to plan and carry out basic fitness training sessions. This combination of units provides a strong foundation in both self-development and applied sports knowledge. Progression Opportunities Upon successful completion of the BTEC Award, students have the opportunity to progress onto the Level 2 Sports Leadership Qualification, a nationally recognised mentorship programme that develops leadership and coaching skills. This course prepares learners to take on responsibilities such as planning and delivering sports sessions, mentoring peers, and supporting community-based activities—key stepping stones toward coaching and leadership roles in the sports industry. Teaching and Learning Approach The curriculum promotes: · Practical, real-world application of skills · Teamwork and communication · Personal goal setting and self-evaluation · Health, fitness, and well-being awareness Students engage in active learning and scenario-based tasks that mirror industry contexts, helping them to develop essential employability and life skills in a physical education setting. Assessment · Exam Board: Pearson (BTEC) · Qualification: BTEC Level 1 Introductory Award in Sport · Assessment Method: 100% internally assessed coursework Assessment is designed to reflect real-life situations and vocational expectations. Students are assessed through a variety of practical tasks, written work, presentations, and reflections, all aligned with the skills needed in the sports sector. Units are graded to support development and highlight progress. Progression and Career Pathways The BTEC Introductory Award acts as a springboard to further study, including: · Level 2 Sports Leadership Qualification · Level 2 or Level 3 Vocational Sport Qualifications · T Levels or A-Level PE Students can use the knowledge and skills gained as a stepping stone into higher education or employment in a wide range of careers, both within and beyond the sports sector. Possible future career routes include: · PE Teacher · Sports Coach or Consultant · Fitness Instructor or Personal Trainer · Sports Scientist or Sports Psychologist · Physiotherapist or Sports Medic · Choreographer or Movement Specialist · Sports Official (Referee/Umpire) · Nutritionist or Diet Advisor · Sports Management or Administration · Roles in Sports Policy and Community Development This qualification fosters a love of sport while equipping students with the self-discipline, motivation, and teamwork skills essential for success in any career.

  Please click here for the curriculum plan

• VTCT Hair and Beauty
  ,
  VTCT Hair and Beauty

  At Horizons Academy Bexley, we aspire to deliver an informative, creative, and skilful understanding of the Hair and Beauty industry. Our bespoke curriculum is designed to introduce students to the dynamic world of hair and beauty, combining explorative theory with hands-on practical experience. We celebrate diversity and individuality by developing creative skills suitable for all hair and skin types, fostering confidence and professional standards. This course offers a flexible and personalised progression pathway. Students begin by working towards the VTCT Level 1 Award in Hair and Beauty Skills (3 units), with the opportunity to extend this to the Level 1 Certificate (5 units) by completing additional practical and theory-based modules. Learners can then progress to the VTCT Level 2 Hair and Beauty Skills, starting again with the Award (3 units) and building up to the Certificate (5 units). This structured progression supports both academic achievement and industry readiness. Units covered at Level 1 and 2 may include: Introduction to the hair and beauty sector Students explore career routes, roles, responsibilities, and the services offered within the industry. Present a professional image in the salon Focus on verbal and non-verbal communication skills, including how to adapt communication styles for different audiences and situations. Plaiting and twisting hair Learners develop dexterity and creativity in hair design, creating a variety of plaiting styles such as French, fishtail, and rope plaits, influenced by both current and historical trends. Providing basic manicure treatments Students learn how to prepare for and carry out a basic manicure, including nail preparation, cuticle care, hand massage, and polish application. Nail art application Learners work safely and hygienically to design and create 3D nail art inspired by 2D plans, enhancing their fine motor and creative design skills. Themed face painting Through research and experimentation, students develop their ability to plan and execute fantasy/cartoon face paint designs, learning to transform 2D plans into 3D results using appropriate tools and products. Create a hair and beauty image using colour (Level 2) A creative unit where students develop and apply design concepts using hair and beauty techniques to reflect a cohesive, coloured theme. Working in the hair and beauty industry (Level 2) In-depth exploration of industry expectations, workplace etiquette, and career development opportunities. Health and safety in the salon (Level 2) Understanding of legal and professional responsibilities in maintaining a safe salon environment. Cutting hair, Semi-permanent colour, Styling hair, and Shampooing and conditioning hair (Level 2) Practical skills are developed in line with industry techniques and expectations, focusing on precision, safety, and client satisfaction. Teaching and Learning Approach Students engage in a wide variety of learning methods, including researching, planning, creating, evaluating, and presenting their design ideas. The curriculum helps shape and inspire learners to connect past and present trends while applying their own creative flair to projects. The course also integrates learning technologies, promoting independent learning and digital literacy. Students are encouraged to research current industry practices, use online tools, and develop transferable skills in English and Mathematics, all applied within a practical vocational context. Assessment Exam Board: VTCT Qualification: Level 1 and Level 2 Hair and Beauty Skills Assessment Method: 100% non-examined, internally assessed through a portfolio of practical and written tasks Progression and Career Opportunities Completion of the Hair and Beauty programme at Horizons Academy provides a strong foundation for progression to Level 2 and Level 3 qualifications, apprenticeships, or employment in the sector. It also builds essential skills that are highly desirable for any customer-facing career. A career in the hair and beauty industry is both creative and rewarding, offering a wide range of opportunities in settings such as: Salons and barber shops Spas and wellness centres Hotels, fitness centres, and cruise ships Airlines and travel industries Media, theatre, and film (hair and makeup artistry) Cosmetic science and beauty therapy management In today’s fast-paced society, the personal care industry plays a vital role in promoting well-being, self-confidence, and self-expression. Our curriculum aims to nurture this impact while equipping learners with the knowledge, skills, and inspiration to thrive in this vibrant sector. Please click here for the curriculum plan

• Public Services
  Public Services

  At Horizons Academy Bexley, the BTEC Level 1 Introductory Award in Public Services provides students with an engaging and practical introduction to the public service sector. This qualification is ideal for learners who are interested in careers within the uniformed services, including the police, fire service, ambulance service, armed forces, or other community roles. The curriculum focuses on developing the key skills and personal attributes required to work in these services, as well as helping learners explore the importance of public services in society. It provides an excellent foundation for further vocational learning and career preparation. Units Covered Learners complete two core units as part of the Award: · Unit A1: Developing a Personal Progression Plan This unit helps students to reflect on their own strengths, interests and career aspirations. They will identify realistic and achievable next steps in their education or career journey and develop an individual progression plan tailored to their goals. · Unit PS12: Taking Part in Sport and Adventurous Activities In this unit, students will participate in a variety of physical and outdoor activities that promote teamwork, communication and resilience—key attributes required in public service roles. Activities may include fitness challenges, team-building tasks and entry-level adventurous exercises, developing physical literacy and confidence. This combination of units allows learners to explore the sector while actively building the transferable and practical skills needed for both education and employment pathways. Teaching and Learning Approach The Public Services curriculum at Horizons Academy is built around: · Active participation in real-life and simulated service scenarios · Practical skill development in areas such as communication, planning, leadership and physical fitness · Collaborative learning, with opportunities for teamwork, role-play and group reflection · A focus on British values and the role public services play in supporting society and local communities Students will gain insight into the expectations, disciplines and purpose of working within public services, helping them to make informed decisions about future learning and career options. Assessment · Exam Board: Pearson (BTEC) · Qualification: BTEC Level 1 Introductory Award in Public Services · Assessment Method: 100% internally assessed coursework Students are assessed through practical tasks, reflections, and written work that demonstrate their understanding of public service roles and personal development planning. There are no formal examinations, making this course accessible and supportive for all learners. Progression Opportunities Learners who successfully complete the Award may progress to: · The BTEC Level 1 Introductory Certificate or Diploma in Public Services, offering broader sector exposure and skill development · A Level 2 qualification in Public Services, Sport, or other related fields · A Sports Leadership Level 2 qualification, where students can further develop coaching and mentoring skills relevant to community-based service roles · Further vocational training, apprenticeships, or career-based programmes in uniformed and non-uniformed public services Links to Future Study and Careers This qualification offers a clear pathway into careers where discipline, teamwork, service, and resilience are essential. With continued study and development, students may go on to pursue roles such as: · Police Officer · Firefighter · Paramedic · Soldier or RAF Personnel · Community Support Officer · Border Force Officer · Lifeguard or Coastguard · Youth or Community Worker · Emergency Call Handler The course is also an excellent springboard into future study in sport, health and social care, or other community-focused pathways supporting students to become confident, responsible, and motivated individuals ready to contribute positively to society. Please click here for the curriculum plan

• Land Based Studies
  Land Based Studies

  At Horizons Academy Bexley, the BTEC Level 1 Introductory Award in Land-Based Studies offers a practical and hands-on learning experience for students interested in nature, the environment, and working outdoors. This qualification introduces learners to the essential knowledge and skills associated with working in land-based industries such as horticulture, conservation, and agriculture. The course is ideal for students who enjoy practical learning and are interested in exploring the land-based sector as a future career or educational pathway. It provides an engaging foundation to develop transferable and vocational skills while boosting confidence, teamwork, and independence. Units Covered Learners complete two core units as part of the Award: · Unit A1: Developing a Personal Progression Plan Students will reflect on their individual strengths, learning styles, and career aspirations to produce a clear and realistic personal progression plan. This unit helps learners identify achievable goals, suitable courses, and pathways in the land-based sector or beyond. · Unit LBS8: Growing Plants In this unit, students will develop knowledge and skills in growing and caring for plants. They will prepare containers or soil, sow seeds, monitor growth, and maintain plant health using appropriate tools, materials, and techniques. Students will also learn how environmental factors affect plant development and how to care for plants in different conditions. These units encourage active learning through real-world, outdoor contexts while introducing students to sustainable practices and green sector opportunities. Teaching and Learning Approach The land-based studies curriculum is designed to: · Promote environmental awareness and appreciation of nature · Support practical and kinaesthetic learning in a hands-on setting · Encourage personal responsibility, care, and organisation through plant and land care · Develop key employability skills, including time management, teamwork, and observation · Offer real-life learning experiences in gardens, greenhouses, or outdoor areas on-site Students engage in a variety of activities such as preparing beds, sowing seeds, tending to crops, and monitoring plant health building both competence and confidence in outdoor, land-based environments. Assessment · Exam Board: Pearson (BTEC) · Qualification: BTEC Level 1 Introductory Award in Land-Based Studies · Assessment Method: 100% internally assessed coursework Assessment is conducted through practical activities, project work, written tasks, and visual evidence. Students demonstrate their skills and understanding by completing hands-on challenges supported by reflective and planning exercises. Progression Opportunities Upon successful completion of the Award, students may progress to: · The BTEC Level 1 Certificate or Diploma in Land-Based Studies, offering a broader range of practical units such as animal care, soil preparation, and use of workshop tools · Level 2 vocational qualifications in horticulture, agriculture, animal care or environmental sustainability · Related courses such as conservation, countryside management, or floristry · Apprenticeships in the land-based sector or related green industries Links to Future Study and Careers This qualification can be the first step towards a rewarding career in the land-based sector. With further study and training, students may explore roles in: · Horticulture and gardening · Agriculture or farming · Landscape design · Environmental conservation · Greenkeeping and grounds maintenance · Floristry and botanical work · Animal care and wildlife rehabilitation The course also supports the development of personal wellbeing through outdoor learning, responsibility, and a connection to nature key for personal growth and mental health. Please click here for the curriculum plan

• Caring for Children
  Caring for Children

  At Horizons Academy Bexley, the BTEC Level 1 Introductory Award in Caring for Children Under Five offers students a practical and accessible introduction to the early years sector. The course is designed for learners who wish to develop an understanding of how to care for young children, while gaining essential personal and transferable skills to support progression into further study or training in childcare and related sectors.

  This programme provides a hands-on, engaging experience, where students build knowledge and skills by doing with a strong focus on real-world tasks and scenarios relevant to the care of young children.

  Units Covered

  Learners complete two key units:

  • Unit A1: Developing a Personal Progression Plan
    Students reflect on their strengths, interests and career goals, and develop an individualised progression plan. This unit supports personal development by helping students to explore their next steps in education or employment, particularly within early years or caring roles.

  • Unit CFC7: Providing an Activity to Encourage Children to Eat Healthily
    In this practical unit, students plan and present a fun, age-appropriate activity designed to promote healthy eating habits among young children. They learn the importance of balanced nutrition and how to communicate health messages in a child-friendly and engaging way.

  These units give learners the opportunity to explore key themes in early childhood care—health, well-being, planning, and communication—while also building core employability skills.

  Teaching and Learning Approach

  The curriculum is centred around practical tasks and skill-building activities, allowing learners to:

  • Work independently and as part of a team
  • Develop organisational and communication skills
  • Apply creativity and empathy in planning child-focused activities
  • Gain an understanding of safety, hygiene, and child development principles

  Learning is contextualised in real-life scenarios to make the experience meaningful and relevant. Children are not required to be present for any assessments or activities.

  Assessment

  • Exam Board: Pearson (BTEC)
  • Qualification: BTEC Level 1 Introductory Award in Caring for Children Under Five
  • Assessment Method: 100% internally assessed through coursework

  All units are assessed internally through practical projects, written work, planning tasks, and reflective activities. This flexible approach allows students to demonstrate their learning in a supportive and engaging way, rather than through formal examinations.

  Progression Opportunities

  Students who successfully complete the Award may choose to continue their learning journey through:

  • The BTEC Level 1 Introductory Certificate or Diploma in Caring for Children Under Five, which offer broader learning experiences and a deeper insight into the early years sector
  • BTEC Level 2 qualifications in Childcare or Health and Social Care
  • Level 2 Apprenticeships in Children’s Care, Learning and Development
  • Other vocational or academic pathways, depending on personal progression plans

  These qualifications are designed to support future study and training, giving learners the essential foundation needed to pursue careers in early years settings, schools, or health and social care roles.

  Links to Future Study and Careers

  The BTEC Level 1 in Caring for Children is a stepping stone to a variety of fulfilling careers and study routes. With further qualifications and experience, students may go on to roles such as:

  • Early Years Practitioner
  • Nursery Assistant
  • Teaching Assistant
  • Playgroup Leader
  • Children’s Health Support Worker
  • Childminder
  • Youth and Community Worker

  In addition, learners develop valuable personal and transferable skills including planning, organisation, and empathy which are relevant across a wide range of careers in both caring and non-caring sectors

  Please click here for the curriculum plan