Curriculum statement and subject maps

Cambourne Village College is committed to providing a broad, balanced and academically ambitious curriculum that enables every student to acquire the powerful knowledge needed to thrive both within and beyond their school years. Our curriculum is the foundation of our work to secure equity, raise aspiration and ensure that all students, regardless of background or starting point, are equipped to succeed.

We recognise the curriculum as the central mechanism through which we address disadvantage, close knowledge gaps and remove barriers to learning. Through careful design and sequencing, we ensure that all students can access, understand and apply the key concepts that underpin each discipline. This includes targeted support for students with SEND, those from disadvantaged backgrounds and those with lower prior attainment, alongside appropriate stretch and challenge for the most able.

Cambourne Village College offers a full and rich Key Stage 3 experience, maintaining breadth and depth across all subject areas. Students study a wide range of disciplines—including the arts, humanities (including RPE), sciences (including Computer Science), Modern Foreign Languages, Design Technology, PE, PSHE, English and Mathematics—before making informed option choices in the Spring Term of Year 9 for a two‑year Key Stage 4. We believe that every child deserves access to a curriculum that is both intellectually challenging and culturally enriching.

Subject leaders design their curricula in line with the following principles:

Coherence and progression: Curriculum content builds systematically from the end of Key Stage 2 towards the knowledge and skills required for success at Key Stage 4 and for further study or employment. Where possible, liaison with primary colleagues supports continuity and progression.
Powerful knowledge: Each curriculum identifies and prioritises the disciplinary knowledge that enables students to understand the world, think critically and participate fully in society.
Equity and inclusion: Curricula are designed to identify and address knowledge gaps, ensuring that students who face disadvantage or have lower prior attainment are supported to achieve highly.
Challenge and aspiration: The most able students are provided with opportunities to deepen and extend their learning beyond core expectations.
Cultural capital: Students are introduced to the ideas, experiences and knowledge that broaden horizons and enrich understanding, particularly for those who may not encounter such opportunities elsewhere.
Diversity and representation: The curriculum reflects a commitment to inclusion, actively seeking to decolonise content, diversify perspectives and challenge prejudice. All students should see themselves represented and valued within what they study.

Through these principles, Cambourne Village College ensures that its curriculum is ambitious, inclusive and transformative. Our aim is to empower every student with the knowledge, skills and confidence to flourish academically, personally and socially, both now and in the future.

Art & Design – course information

The KS3 curriculum aims at balance between being a self-contained, logical passage of study that spirals in technical challenge, while also developing pupils’ skills should they opt for Art or Photography at KS4.

We frequently revisit key skills across the years, particularly in drawing, but also in printmaking, painting, sculpture and photography. Wherever we can, we have tried to break from the traditions of ‘high art’ that dominate art historical development, and instead embrace art from diverse cultures rather than just white European men.

From the outset pupils will have opportunity to respond to open briefs and themes to encourage creativity and ideas generation, which is the bedrock of success at GCSE.

The KS3 Art and Design curriculum in a nutshell is detailed below:

7	What pupils will learn	How it builds on learning
	To draw with confidence from observation in a range of media	We assume pupils have an elementary understanding and experience of drawing and some processes from KS2. However, to ensure a base level of understanding, we cover key aspects of the ‘formal elements’ like line, tone, colour etc. Regardless of individuals’ experience at KS2, we give creative opportunities in the key areas of drawing, painting, printmaking, 3D and Photography. This, along with contextual studies work, allows us to baseline pupils and measure progress against baselines by the end of the year.
	To explore motivations for making art and the importance of contextual studies
	Knowledge and experience of techniques in printmaking, painting, 3D and photography
8	What pupils will learn	How it builds on learning
	To expand drawing skills into abstraction and distortion	Year 8 projects and tasks will seek to revisit and build upon knowledge and skills from Year 7. Pupils will apply drawing skills in more experimental ways, beyond realism and exploring alternative ways of seeing and presenting. They will have increased opportunity to make creative decisions and control the direction of their work – ideas development will be a key feature of projects and tasks.
	To further explore motivations for making art and how and why art breaks traditions
	To build confidence in creative decision making
	To expand knowledge and experience in printmaking, painting, 3D and photography
9	What pupils will learn	How it builds on learning
	To revisit and further develop a broad range of drawing skills, applied to develop outcomes with complex meaning	Projects in Year 9 seek to consolidate and further extend skills in drawing, painting, printmaking, 3D and photography. Pupils will need to show confidence to manipulate media to suit and communicate intentions and increasingly sophisticated meanings in their art.
	To further explore motivations for making art and how art moved toward the ‘individual voice’ and ‘concept’
	To revisit, further develop and manipulate processes to suit creative intentions

Assessment

Your child will be given regular formative feedback and targets, both verbal and written, as we progress through projects and tasks.

Pupils will be assessed on their ability to:

Record accurately
Develop ideas
Explore materials
Review and analyse
Present and realise outcomes

Summative assessment will be communicated through a half year and end of year report. Latest assessments and progress toward assessment areas listed above will be ‘live’ data and can be viewed on go4schools.

Supporting your child

What you can do at home:

Try to get your child out to see some and experience some art. We will have a noticeboard up in department but also send information in the parent bulletin about local and national exhibitions and events.

Pupils will be encouraged to photograph classwork and keep a digital record in their pupil work folders on Microsoft Teams. Please encourage them to share their progress with you. When they are set homework, please discuss the aims of the task with them.

Equipment:

Pupils will be provided with sketchbooks and equipment to complete classwork in school. We advise pupils have the following at home to ensure they can enjoy and complete homework fully:

Sketching pencils (HB to 9B)
Drawing pens
Colouring pens / pencils
Watercolour paints and brush
Oil pastels

Extended learning

Homework policy:

Pupils will be set nine homework tasks across the year. They will have chance to review and act on feedback in order to improve this work where they can. Homework tasks will be a mix of both analytical work and practical making tasks.

Clubs/ Enrichment opportunities:

Art club will run weekly. There is an open door for art club. Photography club will run once every two weeks. In addition, pupils may be invited for masterclass workshops at points throughout the year.

Extended study suggestions and reading lists:

On the Art and Design subject area of the CATalogue is a list of useful tutorials your child might want to investigate in order to push and develop their skills further.

We will endeavour to highlight local opportunities for workshops and events through the parent bulletin.

Possible trips and visits:

We will endeavour to run a KS3 trip to visit a London exhibition.

Curriculum

Photography skills will be taught as a skill in KS3 through timetabled Art and Design lessons and homework tasks. Pupils will use photography in order to gather resources for their art making as well as investigate photography as the main process and outcome.

Assessment

See KS3 page for Art and Design.

Supporting your child

What you can do at home:

Encourage your child to investigate the Snapseed app on their iPad. There are loads of YouTube tutorials on creative uses of this app.

Equipment:

Beyond school iPad, none is essential. However, if your child shows an interest, you may want to consider purchasing some fun clip-on lenses for iPad and Smartphone cameras or some prisms to shoot through. If they are really keen, consider a second hand DSLR camera. We always recommend a Canon 450d; there are lots of second-hand cameras on MVB website.

Extended learning

Homework policy:

Will be set occasionally through Art and Design lessons.

Clubs/ Enrichment opportunities:

Photography club (KS3) runs a masterclass workshop in the summer term, look out for details of how to sign up in tutor time.

At KS4, pupils have the chance to study GCSE Art, Craft and Design. We follow the Eduqas specification for Art, Craft and Design GCSE. Within this, there are options to specialise and be entered for 3D or Fine Art. We choose to work with this course specification as it values creative making and encourages pupils to explore ideas, self-direct within themes and personalise their learning journey.

Exam Board and Course

A link to course area of Eduqas website is below:

https://www.eduqas.co.uk/qualifications/art-and-design-gcse/#tab_keydocuments

Curriculum

Year 10	What students will learn	How it builds on learning
September February July	The first term of Year 10 is spent gaining skills within three of the course Assessment Objectives. Each are worth 25% of final mark: AO1 Critical understanding; develop ideas through investigations, demonstrating critical understanding of sources. AO2 Creative making; refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. AO3 Reflective recording; record ideas, observations and insights relevant to intentions as work progresses. Pupils will explore and develop ideas through techniques covered in KS3 as well as in new process such as: – Dry-point printing – Acrylic painting – Oil painting – Digital drawing From February, pupils start to compile and make plans for the Unit 1 Portfolio. In this they will reflect on the first term, build on ideas and select their coursework themes. Up until the summer, they will explore ideas relating to their themes, working to provide evidence of all three assessment objectives already mentioned above.	The first term of Year 10 will lean heavily on practical and analytical skills and approaches developed through KS3. Beyond introducing new processes like acrylic and oil painting, pupils will be pushed to develop reflective and evaluative skills and the importance of experimentation in developing ideas. Pupils will increasingly ‘self-direct’ and need to show independence in their ability to progress while showing evidence of work that can be rewarded against the three assessment objectives introduced in term 1.
11	What students will learn	How it builds on learning
September December January April	Pupils will learn how to ‘refine’ an idea toward a final outcome. We will look at the final assessment objective, worth 25% of final mark: AO4 Personal Presentation Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. At the start of January pupils will receive and Exam Booklet and commence work on their Externally Set Assignment Unit. This unit will culminate in a 10 hour exam spread across two school days.	In completing their final outcome, pupils will learn and demonstrate skills in planning, time management and the sustained focus and resilience needed to realise an ambitious piece. In completing their Externally Set Assignment Unit, pupils will need to apply their knowledge and skills in all assessment areas but in a more decisive. They will use their experiences from Unit 1 to identify a direction and creative response, explore it and refine it efficiently and with purpose toward their final outcome.

Assessment

Teacher assessment and feedback will be ongoing and detailed. As pupils move through the Units, they will have increasingly personalised feedback and targets to act on. These will inform regular review of progress against teacher targets and predicted grades.

Supporting your child

What you can do at home:

Try to get your child out to see some art. We will have a noticeboard up in department and also send info on the parent bulletin about local and national exhibitions and events.

Equipment:

You will be given the opportunity to order an art ‘starter pack’ through the school. We offer this to try and buy in bulk and save you some money. Details about ordering the pack will be communicated around the end of year 9. The cost will be around £28. In the pack will be:

A3 Hardback sketchbook
A4 Sketchbook
Sketching pencils
Drawing pen
Set of acrylic paints
Set of watercolour paints
Various brushes
Oil pastels
A carry case

Extended learning

Homework policy:

GCSE pupils are required to complete 60 minutes of homework/independent study per week

Clubs/ Enrichment opportunities:

Catch up sessions for GCSE Art will run as and when needed. There will be an open door for these sessions but, if they are falling behind or need extra support, your child might be ‘invited’ to these catch-up sessions!

Extended study suggestions and reading lists:

We will endeavour to highlight local opportunities for workshops and events through the parent bulletin.

On the Art and Design subject area of the CATalogue is a list of useful tutorials your child might want to investigate in order to push and develop their skills further.

Possible trips and visits:

Cambridge drawing trips

London galleries trip

4-day trip to Berlin

At KS4, pupils have the chance to study GCSE Photography. Our exam board is Eduqas and, although a separate subject and course code, Photography is an endorsement of the Art and Design Specification. We choose to work with this course specification as it values creative making and encourages pupils to explore ideas, self-direct within themes and personalise their learning journey.

A link to course area of Eduqas website is below:

https://www.eduqas.co.uk/qualifications/art-and-design-gcse/#tab_keydocuments

Curriculum

10	What students will learn	How it builds on learning
September February July	The first term of Year 10 is spent gaining skills within three of the course Assessment Objectives. Each is worth 25% of final mark: AO1 Critical understanding: develop ideas through investigations, demonstrating critical understanding of sources. AO2 Creative making: refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. AO3 Reflective recording: record ideas, observations and insights relevant to intentions as work progresses. Pupils will explore and develop ideas through skills in: – Composition – Aperture and Shutter Speed Priority – Studio lighting – Photoshop editing – Manual editing / collage – App editing From February, pupils start to compile and make plans for the Unit 1 Portfolio. In this they will reflect on the first term, build on ideas and select their coursework themes. Up until the summer, they will explore ideas relating to their themes, working to provide evidence of all three assessment objectives already mentioned above.	Pupils will have some knowledge of composition and basic edits using Snapseed app from KS3. We will build on this from September to February of Year 10, learning to shoot and edit using both smartphone/iPad and manual DSLR cameras. Learning in regard to use of DSLR camera is likely to be from scratch as pupils seldom have prior knowledge. However, skills picked up in app editing are quickly translated to both Procreate and Photoshop, both of which we move on to use in Year 10. Pupils will increasingly ‘self-direct’ and need to show independence in their ability to progress while showing evidence of work that can be rewarded against the three assessment objectives introduced in term 1.
11	What students will learn	How it builds on learning
September December January April	Pupils will learn how to ‘refine’ an idea toward a final outcome. We will look at the final assessment objective, worth 25% of final mark: AO4 Personal Presentation Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. At the start of January pupils will receive and Exam Booklet and commence work on their Externally Set Assignment Unit. This unit will culminate in a 10-hour exam spread across two school days.	In completing their final outcome, pupils will learn and demonstrate skills in planning, time management and the sustained focus and resilience needed to realise an exciting series of photographs and edits. In completing their Externally Set Assignment Unit, pupils will need to apply their knowledge and skills in all assessment areas but in a more decisive. They will use their experiences from Unit 1 to identify a direction and creative response, explore it and refine it efficiently and with purpose toward their final outcome.

Assessment

Supporting your child

What you can do at home:

Try to take your child to see some Photography / Art. We will have a noticeboard up in department and also send information on the parent bulletin about local and national exhibitions and events.

Equipment:

Pupils will have Snapseed and Procreate apps on their iPads. If they want to work in a physical sketchbook, they will have one provided.

You will need to provide your child with an SD card and USB card reader. 32GB is plenty big enough in terms of storage on the SD card. Your child will also need white gel pens if they choose to present work in a physical sketchbook.

If you can afford it, we advise buying your child a second-hand DSLR camera. The model we go for is a Canon 450d with 18mm – 55mm lens. This will cost around £100 – £150.

Extended learning

Homework policy:

GCSE pupils are required to complete 60 minutes of homework/independent study per week.

Clubs/ Enrichment opportunities:

Catch up sessions for GCSE Photography will run as and when needed. There will be an open door for these sessions but, if they are falling behind or need extra support, your child might be ‘invited’ to these catch-up sessions!

Extended study suggestions and reading lists:

We will endeavour to highlight local opportunities for workshops and events through the parent bulletin.

On the Photography subject area of the CATalogue is a list of useful tutorials your child might want to investigate in order to push and develop their skills further.

Possible trips and visits:

Cambridge drawing trips

London galleries trip

4-day trip to Berlin

Business Studies – course information

Curriculum

10	What students will learn	How it builds on learning
	Term 1: the first topic will focus on business in the real world. This will include learning about the purpose of business activity, the role of business enterprise and entrepreneurship, and the dynamic nature of business. Students will be aware of the impact real word business has on the four functional areas of business: business operations, human resources, marketing, and finance. Key topics taught: 1.1 Purpose and nature of business 1.2 Business ownership 1.3 Setting aims and objectives 1.4 Stakeholders 1.5 Business location 1.6 Business planning 1.7 Expanding a business	This topic will build on prior learning from PSHE and careers education. New ideas and content will also be introduced, focusing on business in the real world. Students will learn about how business context influences what is right for a business. Basic business calculations such as revenue, costs, and profit will be introduced. Students will also calculate percentages and percentage changes. These skills will develop on prior learning from mathematics.
	Term 2: the second topic will focus on influences on business. This will include learning about the importance of external influences on business and how businesses change in response to these influences. Students need to be aware of the impact of these influences on the four functional areas of business: business operations, human resources, marketing, and finance. Key topics taught: 2.1 Influences on business technology 2.2 Ethical and environmental considerations 2.3 The economic climate on businesses 2.4 Globalisation 2.5 Legislation 2.6 Competitive environment	Students will build on learning from the first topic. They will explore how businesses can be influenced by the external environment and how this impact varies depend on the purpose, nature, and type of business. Functional areas knowledge will also be built upon, with the students developing their understanding of these areas within a business and how they are influenced.
	Term 3: the third topic will focus on human resources. This will include the purpose of human resources, its role within business, and how it influences business activity. Skills developed include interpretation of HR data using business case studies, with written analysis and evaluation. Key topics taught: 4.1 Organisational structures 4.2 Recruitment and selection of employees 4.3 Motivating employees 4.4 Training	This topic will continue to build on the students’ understanding of business in the real world and the different types of business. For example, how the aims and objectives of a business are linked to the type of organisation structure that a business chooses to adopt. Also, how human resources has an impact on the costs incurred by a business.
11	What students will learn	How it builds on learning
	The first topic in Year 11 will focus on business operations. This will include learning about what business operations involve, their role within the production of goods and the provision of services, and how they influence business activity. Key topics taught: 3.1 Production processes 3.2 The role of procurement 3.3 The concept of quality 3.4 Good customer services	Students will continue to make links with the interdependent nature of business. This will include how business operations are linked to the other functional areas as well as the external influences that can impact on a business. Links with the units taught in Year 10 will also be made especially when looking at answering exam style questions in context. Analysis and evaluation skills will continue to be developed.
	The second topic in Year 11 will focus on marketing. This will include understanding the purpose of marketing, its role within business and how it influences business activity. Skills include interpretation of marketing data, including primary market research, secondary market research, analysing and evaluating a business’s marketing strategy. Key topics taught: 5.1 Identifying and understanding customers 5.2 Segmentation 5.3 The purpose and methods of market research 5.4 The marketing mix	Links will be made with prior learning to enable students to understand the interdependent nature of business. For example, how the marketing strategy adopted by a business will be influenced by the nature of the business, its size, as well as its aims and objectives.
	The final topic will focus on finance. This will include understanding and explaining the purpose of the finance function, its role within business and how it influences business activity. Students will also learn how to interpret and analyse financial forecasts and statements such as break-even analysis, cash flow forecasts, income statements and statements of financial position. Key topics taught: 6.1 Sources of finance 6.2 Cash flow 6.3 Financial terms and calculations 6.4 Analysing the financial performance of a business	Basic business calculations were taught as part of the business in the real world topic in Year 10. This topic will deepen knowledge and understanding of business finance. Analysis skills that have already been taught will enable students to interpret the financial performance of a given business.

Assessment

Progress will be continuously assessed over the year via end of topic tests. Each test will be a mixture of multiple choice, explain, analyse, and recommend questions. Some of the questions will require students to respond in relation to a case study. The test format will help students to become familiar with the external assessment paper.

There will also be two practice exam papers during Year 11, which will take place in November and February.

The final external assessment is via two 90-minute exam papers at the end of Year 11. Each paper is worth 50% of the final GCSE Business grade:

Paper 1: Influences of operations and HR on business activity

Paper 2: Influences of marketing and finance on business activity.

The format of both papers is as follows:

Section A has multiple choice questions and short answer questions worth 20 marks.

Section B has one case study/data response stimuli with questions worth approximately 34 marks.

Section C has one case study/data response stimuli with questions worth approximately 36 marks.

Supporting your child

What you can do at home:

You can support your child at home by encouraging them to take an interest in and understand relevant current affairs as well as the business and economic news. Encouraging your child to read business and economy related articles on apps such as BBC news will help to support and develop their understanding of the various topics taught in lessons.

Equipment:

As well as the standard school equipment students will need to bring a calculator to their Business Studies lessons and assessments.

Extended learning

Homework policy:

Homework will be set where it is meaningful and appropriate. It will involve researching lesson topics with the emphasis on real-world and current affairs. It will increasingly involve writing skills and essay planning in preparation for the exams.

Clubs/ Enrichment opportunities:

In Year 11, after-school revision sessions will run in the lead up to internal mock exams and in the lead up to the final GCSE exams. These will be tailored according to the needs of the year group.

Extended study suggestions and reading lists:

The following books are recommended and available to purchase through the school or via well-known retailers:

CGP GCSE Business AQA Revision Guide

CGP GCSE Business AQA Exam Practice Workbook

Possible trips and visits:

There are currently no trips of educational visits planned for the GCSE Business Studies course.

Child Development – course information

Head of Department: Miss L Wood

Years 10 & 11

Course Content

Child Development is a Level 1/2 BTEC Tech course that is split into 3 inter-related units. In Year 10 we cover Unit 1 (Children’s Growth and Development) and Unit 2 (Learning through Play), and both are assessed through internal, extended writing coursework pieces which makes up 60% of the grade. In Year 11 we cover Unit 3 (Supporting Children to Play, Learn and Develop) and this is assessed via an external exam in the February, which makes up 40% of the grade.

During the two-year course, you will develop your knowledge and technical skills in:

the characteristics of children’s development from birth up to five years
factors that affect growth and development
the importance of play
how play promotes children’s learning and development
reasons why children may need support
child-friendly environments to support play, learning and development in children from birth to five years old
supporting all children to learn and develop physically, intellectually, emotionally and socially, and adapting activities to support children’s play, learning and development

Homework

The majority of homework set will be coursework based, allowing the student to work independently and manage their time to meet a deadline. There are sometimes other homework tasks such as creating leaflets/poster and completing research on your own experiences of Child Development!

Equipment

Having a computer at home is helpful for homework and coursework but the iPad is more than suitable. We have a limited collection of textbooks to use in school which the students can borrow, but the students are free to purchase one of their own if they wish.

Visits/Extra-curricular

We are looking forward to taking trips to local parks to assess play environments and even local pre-schools to observe how they support the learning and development in young children.

Computing – course information

Curriculum

7	What pupils will learn	How it builds on learning
	Start of Year Pupils set up and manage their school accounts on desktop computers and personal iPad devices. They learn and follow the school’s acceptable use of IT policy, including password safety, appropriate online behaviour, and protecting personal information.	This introductory unit focuses on responsible digital citizenship and online safety. Pupils will develop essential skills in managing their digital identity, understanding acceptable use of IT policy, and practicing secure computing habits. This foundation enables them to use technology safely and effectively throughout their learning journey.
	Clear Messaging in Digital Media Pupils learn to evaluate online content, practice safe internet behaviour, and create clear, accurate digital communications using Microsoft OneNote and PowerPoint.	Building on their foundational IT skills and device setup knowledge, pupils will now advance to critically evaluating online content, practicing digital safety, and creating clear communications through Microsoft OneNote and PowerPoint, while applying their understanding of acceptable use policies and secure computing practices.
	Functional Programming Pupils will use GeomLab to explore the manipulation of shapes using a functional programming language.	Building upon pupils’ early work with digital communications and online safety, they now apply pattern recognition and problem-solving skills to explore diverse approaches to computational challenges, strengthening their logical thinking abilities.
	Spreadsheets Pupils further their knowledge of Microsoft Office software with an emphasis on Excel. Using formulas and conditions to analyse data.	Following on pupil’s work in Clear Messaging in Digital Media using PowerPoint, pupils advance to Excel spreadsheets, learning how conditional logic and mathematical functions lay essential groundwork for programming while developing practical data analysis skills.
	Turtle Graphics Pupils are introduced to the Python programming language using the Turtle module to draw repeated patterns, introducing the programming techniques of iteration and creating procedures.	We teach Python as an accessible first high level programming language using the beginner-friendly IDE, Mu. Building on pupils’ geometric understanding from GeomLab and computational thinking skills, they create shapes and patterns while reinforcing mathematical concepts learned in spreadsheets.
	Flowol Pupils learn about algorithms and flowcharts using Flowol to create programs that control virtual simulations of real-life scenarios such as a traffic light or theme park attraction.	Computational thinking as a skill underpins all the learning pupils do in Computing lessons. This unit explicitly covers computational thinking by exploring the algorithms behind scenarios. The problem-solving skills and programming concepts developed in Turtle Graphics are taken further here as pupils apply those skills in a different context.
8	What pupils will learn	How it builds on learning
	Block Based Programming with Micro:bits Pupils use BBC micro:bits and the Microsoft MakeCode website to understand physical computing and programming.	Pupils are programming in a different environment using block-based coding rather than writing lines of code. By this point in Year 8 pupils will have experienced a wide range of programming languages and should begin to recognise the underlying programming concepts being used.
	Digital Graphics: Creating Vectors with Inkscape Pupils will learn to create vector graphics like logos, icons, and illustrations using open source software, Inkscape. Pupils will develop practical design skills and understanding of vector graphic creation processes.	Following Year 7’s introduction to Microsoft Office applications and digital content creation, pupils advance to using Inkscape’s professional vector graphics tools, applying their understanding of digital design principles while enhancing their creative and technical skills in visual communication
	Layers of Computer Systems Pupils will explore computing systems across multiple layers – from binary and physical components to programs and operating systems, including topics like AI and open source software.	Building upon pupils’ initial experience with operating systems during account setup and their exploration of software applications like Microsoft Office, the computer systems unit deepens their understanding of hardware, software interaction, and system architecture, connecting their practical computer use with fundamental technical concepts.
	Web Design Pupils learn to write HTML and CSS code to edit elements of a webpage, before designing and coding a website on a topic of their choosing.	HTML and CSS, while not truly programming languages, allow pupils further experiences of coding, building upon Python and GeomLab while also allowing further development of good programming practices. This unit also links back to the Clear Messaging in Digital Media unit from Year 7 where pupils learned how a website works.
	Data Representation: From Clay to Silicon with Binary Numbers Pupils explore how computers use binary digits to represent and process data, focusing on how text and numbers are converted between human-readable symbols and computer-readable binary format.	Pupils explore how computers use binary digits to represent and process data, focusing specifically on how text and numbers are converted between human-readable symbols and computer-readable binary format; this builds upon pupils understanding of computer systems and data handling from spreadsheets where they learned how computers store and process information.
	Python Programming Pupils develop core programming concepts through pair programming, live coding, and worked examples, with emphasis on understanding program execution and debugging.	This unit builds upon pupil’s foundational experience with Python’s syntax and basic structures from Turtle graphics, problem solving skills from GeomLab, algorithmic thinking from Flowol, and numerical logic from spreadsheets, allowing pupils to now tackle more complex programming challenges.
	Introduction to Artificial Intelligence and Machine Learning Pupils will explore artificial intelligence concepts and applications, developing critical thinking skills to understand AI’s role in society and how to use it creatively for problem-solving in their future.	Building upon previous programming concepts from Python and HTML/CSS units, while connecting to earlier topics in data representation, algorithms, and computer systems, preparing pupils to understand how AI uses these foundations to process data and make decisions.
9	What pupils will learn	How it builds on learning
	Python Programming Pupils are introduced to algorithms by recognising that they have been using them in all their programming work. Pupils then formalise their understanding by solving algorithmic solutions to problems.	This unit builds upon pupils’ foundational experience with Python through Turtle Graphics in Year 7, algorithmic thinking from Flowol, Block-Based Programming with Micro:bits, and their more advanced Python work in Year 8, allowing pupils to recognise and apply the algorithmic patterns they’ve been unconsciously using throughout their programming journey now formally.
	JavaScript Programming: p5.js Pupils use the p5.js JavaScript library for programming with a focus on creativity and applying problem solving skills.	This unit builds upon pupils’ extensive programming experience from Python and Micro:bit block coding, while leveraging their web development skills from HTML/CSS work in Year 8, enabling pupils to apply their programming concepts creatively in a new language that combines visual elements with problem-solving skills.
	Digital Graphics: Animations with Blender Pupils learn to create 3D models, apply textures, and produce animated sequences using the professional software Blender, building practical skills in digital content creation for media, gaming, and architectural visualisation.	This unit advances from pupils’ 2D vector graphics work with Inkscape in Year 8, applying similar design principles to 3D space, while building upon their understanding of digital media creation and creative problem-solving developed throughout earlier units.
	Data Representation: Audiovisual Pupils explore how digital images and sound are represented as binary data, using professional software like GIMP and Audacity to manipulate and create digital media while understanding the underlying technical principles.	From their foundation in Year 8’s Data Representation unit on binary and text encoding, pupils extend their understanding by exploring how digital images and sound are represented as binary data, using professional software like GIMP and Audacity to manipulate and create digital media while understanding the underlying technical principles.
	Cybersecurity Pupils explore cybersecurity threats, social engineering techniques, and data protection methods, learning to identify and defend against potential cyber attacks while understanding the value and vulnerability of personal data.	Building upon pupils’ Year 7 foundations in digital citizenship and online safety, along with their Year 8 understanding of computer systems and data representation, pupils now explore more sophisticated aspects of digital security and data protection.

Assessment

Assessment in Computing is an ongoing process backed up by summative tasks at the end of each unit. Verbal feedback and formative comments are given by teachers in lessons and further teaching is then adapted to suit the needs of each class. End of unit assessments take the form of written tests, tasks to be completed, presentations of work or a project summing up the unit’s learning.

Supporting your child

What you can do at home:

The most meaningful thing you can do to support your child in Computing lessons is simply to take an interest and ask them to show you what they have been doing in lessons. We will teach everything in class and ensure suitable support is in place for those who may be struggling.

Equipment:

No additional equipment is required for Computing lessons.

Extended learning

Homework policy:

Computing homework is set once per unit in Years 7-9, focusing on consolidating classroom learning through reading tasks, comprehension questions, and key vocabulary, which helps prepare pupils for advanced programming and concepts.

Clubs/ Enrichment opportunities:

The Computing department offers a range of lunchtime and after-school clubs focused on programming and robotics. Pupils can also compete against other schools in prestigious competitions including the Bebras Challenge, Perse Coding Competition, RoboCon and PA Raspberry Pi competition. During Activities Week, Year 8 and 9 pupils are offered the opportunity to take part in further activities within the department.

Extended study suggestions and reading lists:

All required programming skills will be taught in lessons, but for those wanting to go further we suggest the following ‘teach yourself’ websites:

org (Learn Python) – Official Python tutorials and interactive exercises
Scratch – Visual block-based programming perfect for beginners
W3Schools – Web development tutorials covering HTML, CSS, and JavaScript
BBC micro:bit – Online editor and tutorials for physical computing
Codewars – Programming challenges to develop problem-solving skills
Raspberry Pi Projects – Hands-on computing projects and tutorials
Swift Playgrounds – Learn coding concepts through interactive puzzles on iPad/ Mac.

Possible trips and visits:

While we do not have any fixed trips in the Computing Department at Key State 3, we have previously visited the Centre for Computing History in Cambridge. We would welcome any suggestions for potential trips.

Exam Board and Course Code

AQA GCSE Computer Science 8525

Curriculum

10	What students will learn	How it builds on learning
	Data Representation Binary and Hexadecimal number systems, conversions, and calculations Sound and image representation and storage Data compression	Sets up the foundation for understanding how computers work and the basis for all logic and constraints for designing storage, and programming computers.
	Storage How data is stored in the main mediums of magnetic and optical storage, and SSDs.	Uses the knowledge about data representation to understand how data is stored for long term use, the mediums that can be used, and how they are used.
	Memory, the CPU, and Programming Languages How memory is used within a computer system How processes occur within the fetch execute cycle using the von Neumann architecture Hierarchy of high- and low-level programming languages, and translation into machine code	Further extended knowledge on data and storage, extends knowledge to the understanding of computer memory, and how data and instructions form processes carried out by computers.
	Logic · Boolean logic · Logic gates and circuits	Brings together the knowledge of binary representation and Boolean logic to lead into computational thinking.
	Python Programming Creating simple algorithms in the Python programming language Writing extended programs that require the use of subroutines through structured programming	The Python programming language is revisited (having learnt its basics in Years 7 and 9) and extended to incorporate a fuller understanding of algorithmic solutions, data structures, and structured programming.
	Networks and Cyber Security Wired and wireless networks Network protocols Security of Networks Cyber security threats and prevention/damage limitation	Networks, their benefits, and security issues are introduced.
11	What students will learn	How it builds on learning
	Databases Relational databases SQL	Relational databases are introduced, and the SQL language is learnt, drawing on understanding of data types and structures from algorithms and Python programming.
	Further Python Programming Consolidation and enhancing of Python programming
	Algorithms Principals of computational thinking and algorithm creation Data types and structures Programming constructs	Following on from the knowledge of logic circuits, and work done throughout KS3, algorithms are examined, and the basis of computational thinking is reinforced and extended.
	Software System software Application software	Different types of software are introduced, drawing on knowledge of the workings of a computer system.
	Legal, Ethical, and Environmental Issues The law surrounding computer and data usage Ethical issues that arise around computers The environmental impact of computers	The legal, ethical, and environmental issues surrounding computer and data usage are explored, drawing on knowledge of the workings and issues surrounding computer systems and networks.

Assessment

Year 10

Pupils sit three formal, written assessments:

November – Formal Assessment 1 (autumn term’s curriculum content)

February – Formal Assessment 2 (autumn term’s and first spring half term’s curriculum content)

July – Year 10 Mock (Year 10 curriculum content)

Year 11

Pupils sit two formal, written assessments:

November/December – Year 11 Mock (Past paper containing curriculum content covered)

February – Year 11 Mock (all course material)

Supporting your child

What you can do at home:

The most meaningful thing you can do to support your child in Computer Science is simply to take an interest and ask them to show you what they have been doing in lessons. We will teach everything in class and ensure suitable support is in place for those who may be struggling.

Equipment:

No additional equipment is required for Computer Science lessons.

Extended learning

Homework policy:

Homework is usually set weekly. Some homework tasks consolidate and practise work done within lessons, others prepare pupils for the content of subsequent lessons.

Clubs/ Enrichment opportunities:

For those keen to go beyond the classroom and do more in the Computing department we run several clubs at lunchtime and after school, including programming and revision of GCSE topics.

Extended study suggestions and reading lists:

All required programming skills will be taught in lessons, but for those wanting to go further we suggest the following ‘teach yourself’ websites:

Codecademy – free and paid courses covering a wide range of languages.
Khan Academy – free introductory and advanced courses for a wide range of languages.
Code.org – free courses and activities exploring computing concepts.

The CraigNDave YouTube channel is a good resource for all aspects of the course.

Possible trips and visits:

Pupils have the opportunity to visit Bletchley Park in Milton Keynes to explore computational history and attend specialised lessons from specialists from Bletchley Park.

Curriculum

Developing capability, creativity and knowledge in computer science, digital media and information technology

All pupils have a 1:1 iPad and are expected to be able to use it effectively in all lessons, in conjunction with the Office 365 suite of software. At KS4, pupils have already been using these devices and systems throughout KS3 but can keep abreast of developments through easily accessible and well signposted video tutorials. Teaching staff are kept informed of these developments and provide opportunities for students to develop their capability through use.

Through their subjects, pupils are encouraged to exploit the multimedia capabilities of their devices and school systems to creatively respond to tasks.

In PSHE lessons, throughout KS4, pupils are taught to use Office software in meaningful situations, such as using Word for CV writing, and Excel to create an interactive revision timetable.

Develop and applying analytic, problem-solving, design, and computational thinking skills

In Maths, pupils sit end of unit assessments at points throughout the year. After these assessments, lesson time is designated for lessons that look at designing algorithmic solutions to problems, promoting and assessing analytic and computational thinking skills.

Understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns

Online safety is addressed through PSHE, registration time, and at other designated times. The member of staff with responsibility for pupil online safety education coordinates delivery, content, and timing of these sessions and resources. Pupils are able, and encouraged, to report any concerns through an icon that is on every pupil iPad, and through the usual pastoral and safeguarding channels.

Assessment

We do not assess the IT and esafety strands of Core Computing, but the Computational Thinking strand is assessed and recorded according to a rubric designed to track progress across Years 10 and 11.

Supporting your child

What you can do at home:

You do not need to do anything to support at home beyond allowing access to technology and showing an interest in what your child is doing. It may be helpful to discuss online safety as a family.

Equipment:

No additional equipment is required for Core Computing.

Extended learning

Homework policy:

No homework is set for Core Computing.

Clubs/ Enrichment opportunities:

There are no clubs for Core Computing specifically, but all pupils are welcome to join the Computing Department for lunchtime and after school clubs such as programming, image editing or games design.

Extended study suggestions and reading lists:

Problem solving algorithms can be applied in everyday life but you can always challenge yourself with a Sudoku or Wordle.

Possible trips and visits:

We do not run any Core Computing trips.

Exam Board and Course Code

Cambridge National in Information Technology Level 1/2 J836

Curriculum:

10	What students will learn	How it builds on learning
	R050 IT in the Digital World In this unit pupils learn about essential IT concepts including design tools, human-computer interfaces, data and testing, cyber-security and legislation, digital communications, and the Internet of Everything (IoE).	This unit serves as the foundational unit for the course, providing essential underpinning knowledge of the IT industry. While pupils may have some familiarity with basic concepts like mind maps and research methods, most of the content introduces new learning about IT systems, processes, and industry practices that will support their understanding of later units.
	R060 Data Manipulation using Spreadsheets In this unit pupils learn how to plan, design, create, test and evaluate spreadsheet solutions to meet client requirements. While pupils may have some basic experience with spreadsheets, this unit develops their skills in using advanced features, formulas and tools to manipulate data effectively, focusing on creating practical business solutions that process and present information in a professional way.	This unit builds upon the foundational knowledge gained in R050, particularly in areas such as design tools, data handling, and testing methodologies, while extending pupils’ practical skills from basic spreadsheet operations encountered in Key Stage 3 to more sophisticated data manipulation techniques required in business contexts. The understanding of business requirements, user needs, testing procedures, and evaluation methods developed in Year 9’s Computing curriculum are directly applied here when planning, creating, and reviewing spreadsheet solutions.
11	What students will learn	How it builds on learning
	R070 In this unit pupils learn how to design, create, test and review an Augmented Reality (AR) model prototype to meet client requirements. While AR may be an entirely new concept for most pupils, they will learn about its various applications across different sectors, understand different types of AR and user interactions, and develop practical skills in creating AR prototypes.	This unit builds upon the design and testing principles learned in R050, while applying digital communication concepts to a cutting-edge technology context. The project management and client requirement skills developed in R060 are further enhanced here, as pupils create AR solutions that effectively present information to specific target audiences.
	R050 IT in the Digital World (again) We return to this unit to finish learning the last few aspects before revising and preparing for the final exam.	By returning to R050 for the terminal exam having studied most of the unit already and since completed projects for R060 and R070.

Assessment

R050 is assessed via external exam at the end of Year 11; a written paper that allows pupils to demonstrate their knowledge and apply their understanding. This is worth 40% of the final grade. The other two units are assessed via in-class projects or Non-Examined Assessments which are internally moderated and externally verified. These projects build upon the learning from each unit and require pupils to complete a number of tasks planning, designing and developing creative media products. R060 is worth 30% of the final grade and the R070 worth 30%. Throughout the course pupils will sit past papers and exam questions and will receive feedback as they develop their in-class projects. Verbal feedback and 1-to-1 conversations give pupils support and targets for further improvements.

Supporting your child

What you can do at home:

To support at home please just take an interest and ensure that subject homework is completed in a timely manner.

Equipment:

No additional equipment is required for Information Technology lessons.

Extended learning

Homework policy:

Homework is set throughout the course where it is meaningful and appropriate. This may take the form of exam questions to complete and be marked, watching videos and taking notes in a flipped learning approach, and in consolidating skills and understanding through activities building upon lessons.

Clubs/ Enrichment opportunities:

Creative iMedia pupils are always welcome in the Department at lunchtimes or afterschool to drop-in and practise or complete work. Focused revision sessions run near exams and pupils may wish to attend clubs.

Extended study suggestions and reading lists:

Computing and IT textbooks, revision guides and workbooks (hoddereducation.com)

Possible trips and visits:

We do not have any trips or visits planned on the Information Technology course but are open to suggestions.

Dance – course information

Curriculum

On a carousel rotation within the PE curriculum, students will study a range of dance styles and professional works with one lesson every fortnight; these schemes of work will last one term- Autumn, Spring and Summer with an average of 5/6 lessons per term per class.

7	What pupils will learn	How it builds on learning
	Key Elements in Dance
	Performance & Choreography Skills: Pupils will be introduced to the fundamentals of Dance through the participation in a unit during PE, learning how to use improvisation as a tool to explore a variety of movements, how to apply the key elements of dance, what performance skills are needed and how to appreciate the work of their peers. There will be an emphasis on exploring the key elements in dance: Relationships, Actions, Dynamics, Space. Students will then be given creative tasks by exploring ‘Action and reaction’, ‘Manipulation and power’. These tasks will build on learning and demonstrate how we can use our bodies in space with others by focusing on three key words: Over, Under and Round, creating shapes and of different levels using the theme to respond to these tasks.	By understanding how to explore these key elements, students will develop their knowledge of dance improvisation as a group. They will gain an understanding of how to use the music as a starting point. Students will learn how to use the key elements of dance to create a choreography through group work, duets, trios, and ensemble work; they will learn three key choreographic devices to develop their dance further: Unison, Cannon, and Motif. .
	Introduction to a Stimulus
	Pupils will be given a piece of music as a starting point for choreography.	Students will understand how to explore their response to a musical stimulus by applying and exploring the key elements of dance.
	Safety in Dance
	Pupils will learn how to warm up and cool down correctly.	Laying the foundations of understanding safe practices, which will help to prevent injury and improve technical skills.
	Pupils will develop spatial awareness.	This encourages the students to improvise with the dance space around them using it as a tool to explore a variety of movements.
8	What students will learn	How it builds on learning
	Autumn Term ‘Let’s Explore Dance’-
	Pupils will revisit the Key Elements deepening their understanding of Relationships, Actions, Dynamics, Space.	This will help to build and develop their knowledge of the fundamental skills required.
	Dance Techniques
	Through the delivery of the class warm up students will get the chance to explore and use different dances styles and ideas to explore dance in their own chosen style.	This will give the students a greater understanding of the safe practices in dance and will progress their dance technique further through warm up in different styles of dance and exploring of the theme pupils will build different dance vocabulary and techniques.
	Choreography From a Stimulus Pupils will be given a stimulus as a starting point for choreography which will be to create their own celebration dances inspired by the different professional works that have opened/closed the Olympic ceremony with focus on the theme and being inclusive like the Olympics promoting sport inspiration for everyone by exploring dance and creating something unique that people can be inspired by.	This exercise progresses knowledge of choreographic devices; using a stimulus as a starting point will help to develop themes and ideas. It will also challenge the student to think of dance in a cultural context. Students will be able to develop their own ideas by responding to a musical stimulus by exploring themes that relate to them for their performance.
	Spring Term Hip Hop Meets Contemporary
	Dance Appreciation Students will be introduced to dance appreciation as we study a professional dance. The scheme of work is inspired by professional works of Boy Blue Entertainment, ‘Emancipation of Expressionism’ choreographed by Kenrick ‘H20 Sandy. This unit is an insight into learning the diverse signature movements of hip hop fused with contemporary dance as art forms, which is an exciting combination to learn.	Through discussion and analysis of watching the professional works, students will develop their knowledge and ideas for their own choreography and performance.
	Choreography Skills and Performance skills Students will look at the choreographic approach and what key elements of dance are used with particular focus on Relationships. Pupils will also develop their understanding of the principles in choreography and how to use choreographic devices such as structure and use of space, unison, cannon, formation, motif. Pupils will learn how to utilise and apply these skills to their choreography. A musical stimulus will be given which was a key starting point for the professional choreography; the musical stimulus inspires the idea of being free and how to express as an individual and together through movement from creative tasks. Using improvision as a tool to explore movement, pupils will build on their dance awareness and learn and understand how to explore movement and be able to express as individuals. Focusing on the theme of ‘The beginning’ – the starting point of our journey and how we grow from these struggles and experiences – pupils are introduced to the themes of ‘Connection/Flow’ and ‘Empowerment’. They will explore these as a stimulus through discussion and analysis of watching the professional works. ‘Connection/Flow’ focuses on the key element ‘Relationships’. Pupils will explore these as a stimulus through discussion and analysis of watching the professional works. Understanding what the choreographic approach and intentions are, students will learn how to adapt and abstract signature hip-hop movements using contemporary dance art forms from phrases they have been taught. They will learn hip-hop signature movements and a contemporary dance phrase based on the themes. Students are then required to create their own phrases of movement based on the professional work in response to these intentions from the choreographer. Exploring ‘Action/Reaction’, ‘Empowerment’, ‘Connection and Flow’ as a relationship device, the application of transitions to their dance using choreographic devices, including creating motifs. Accompanied by learning set movement and learning how to understand and utilise and apply choreographic devices with particular focus on structure, motif, formations, cannon, and unison, use of space and performance focus.	This unit continues the growth of learning and understanding how to use a stimulus as a starting point to devise choreography and understand the principles. The unit aims to develop learners’ knowledge further through these key areas of creative process, improvisation, choreography, performance, and dance appreciation of professional works. The creative process will include a response to a musical stimulus and themes that will contrast the hip-hop style of movement. Improvisational tasks will inspire pupils to enhance their movement skills further to create and devise their group choreography. Pupils will develop deeper understanding of how different dance ideas develop in response to a range of different stimuli; the fundamentals of the key elements in dance will be established with students being able to demonstrate and identify RADS through different styles of dance and choreography. Throughout the unit there is a key focus on musicality as a stimulus and performance students will perform their final pieces for assessment.
	Summer Term Musical Theatre, Ensemble Performance
	Pupils will be introduced to an Introduction to Musical Theatre and Ensemble Performance. Some learners may already have experience of Musical Theatre dance and performance through being involved in our extracurricular musical theatre clubs. All learners will be familiar with musical theatre songs having looked at them in their music lessons. Students will be shown some different musicals focusing on ensemble dance and how to tell a story through this genre using dance. Students will appreciate and explore the musical theatre and how it is delivered. They will be set a creative task to choreograph their own version of dance for the musical song. Through dance appreciation and the stimulus to inspire them to create their own musical theatre choreography, students will discuss, understand, and learn how to apply these skills to in for performance. The scheme of work will focus on the style of choreography and how it relates to the narrative and music as a stimulus to express the feeling and mood of the song, with particular focus on the importance of performance skills in musical theatre and why it is so important in this genre and how ensemble dance is key to create the impact of performance for Musical Theatre. Through dance appreciation, students will study ensemble dance and learn how each individual performance plays a key part for the musical theatre performance together. There will be emphasis on working as a team and a company together to demonstrate how this genre works on stage. Pupils will have the opportunity to appreciate and understand the different variety of musicals. Students will learn a set musical dance phrase and will perform as an ensemble together at the end of the unit.	This scheme of work will allow students to build from prior learning of understanding what a stimulus is and how to apply it through dance and use this idea to create choreography. The skills that they have already learnt through the key elements of choreography, improvisation and creative tasks will enable students to express themselves creatively through this process and to use these skills for musical theatre genre of dance and performance. The Musical Theatre unit provides the opportunity for students to engage with a storyline by using the stimulus to express themselves creatively and apply these skills physically to the choreography, whilst improving their appreciation and understanding of the importance of performance skills. Students will learn and understand that each Musical Theatre song and dance tells a different story through performance; this will help students engage with their social and emotional development by understanding and empathising with the characters and their journey in which each character encounters a range of themes. Along with developing a range of different dance styles within the musicals, students will build on learning to perform as a soloist in a duet or group and as a full ensemble – all of which are important aspects of performing arts and identify the different types of musical. Students will build from prior learning of how to use a stimulus and how to portray the narrative through dance. Students will also be able to describe and explain the stylistic features of musical theatre, describe different features of production, and explain how they support the dance idea. At the end of the unit students will perform an ensemble performance. This unit will focus on developing appreciation of professional dance and peers.
9	What pupils will learn	How it builds on learning
	Autumn Term Contact ‘The Frantic Method’
	The unit aims to develop physical and technical skills, with a key focus on contemporary dance technique, creating and devising choreography by using approaches from contemporary dance forms and physical theatre. Pupils will learn how to explore weight, space, connection, using receptive skills. The schemes of work will explore contact in dance. Pupils will learn how to progress to the next level of advanced dance technique. Through dance appreciation students will look at contact and contemporary dance. Looking at professional works by Frantic Assembly, pupils will learn ‘The frantic method’ and techniques; building blocks, round- by- through, push hands; we will explore these methods through contact and dance to drive forward the narrative. Pupils will gain an understanding of performing and demonstrate choreographic intentions and artistry through movement. The choreography will be individual and collective piece with an exciting a mix of lifts, duet work, athletic pace, and sensitivity and set phrase that will be taught and utilised within the choreography through devising and creative process.	Pupils will have secured their knowledge of the Key Elements of Dance from Year 7 exploring over and under techniques, reaction, and action, and the four key elements in dance. Now it is time to take them to the next level and build their skills to progress further through dance, play and improvisation. This scheme of work will prepare learners for more challenging creative tasks and advanced contemporary dance techniques for Key Stage 4. They will have progressed their own practical skills and recognition of how to improve key skills needed for Dance in preparation for learning more challenging choreography and applying their knowledge through the devising and creative process. Pupils will have developed an appreciation for peer work and professional dance, understanding the artistic and choreographic intentions of Dance. Students will know what a stimulus is and how stimuli are used as a catalyst to inspire and create choreography for performance. Students will lead contemporary dance warm- up exploring technique that will strengthen their ability to progress and develop contact and devising skills further through creative tasks using practitioners’ methods to understand and create their own contact duets and ensemble piece for performance. Pupils will gain a deeper knowledge through exploring improvisation and contact techniques at a higher and more challenging level. The ‘Frantic methods’ will improve their skills by breaking boundaries, taking risks, exploring new movement through contact improvisation. Students will then build on this by applying their knowledge of choreographic skills and devices to their work. Pupils will have sound understanding of use of narrative and how to push this forward using performance skills and physical technique of contact work. This unit builds on students’ knowledge by exploring contemporary dance techniques and forms whilst learning and exploring a physical theatre aspect which runs cross curricular with drama topics. Students will perform as an ensemble choreography together. This unit will challenge students by taking them out of their comfort zone through improvisation, physical and choreography skills and with a key focus on workshop and creative process and strong performance skills.
	Spring Term Street Dance
	Pupils will explore Street Dance and the social culture, background and context, as well as its key elements: moving and grooving, use of character, originality and unique style, intention, creativity, and social interaction, through dance appreciation of the professional works. Students will learn signature hip-hop movements and stylistic features of Street dance and the importance of storytelling through dance and performance. Through the scheme of work students will develop their performance skills and will creatively explore street dance style movements and will be taught a street dance phrase which will be the stimulus for devising this piece of choreography in groups. Pupils will learn and explore key features of different street foundations and Hip-Hop movements and be able to make links with the stylistic qualities of these styles within the professional works. Learners will discuss critical appreciation skills to be able to understand, explore repertoire of the professional dance work and will learn how to refine and develop choreography skills and practise techniques. Collaboration, individual movement vocabulary and social interaction will be explored through the scheme of work and style of street dance.	Pupils have already been introduced to signature hip- hop movements in Year 8 and the key elements of dance. Students build on how to express the dance style from the inspiration of appreciation of professional works. Learners can advance their skills through dance appreciation by exploring style and repertoire and using improvisation as a tool to express and respond to a theme and musical stimulus. This will build and develop their choreography and devising skills. Students have prior knowledge and understanding of how to apply the key elements in dance. This scheme of work will help to expand their choreography skills which will enhance the devising process. Students will build on their dance appreciation skills taking them to the next level through the Appreciation of Dance analysis, by looking at different professional works in this dance style. This will inspire their ideas and help develop their skills through creative tasks. They will understand how to recall the movement and develop from memory using ideas from the dance phrase taught to them. Learners will use the prior knowledge to begin devising their choreography. As a group we will look and analyse the works again exploring choreographic skills which students will use to build their knowledge and develop their choreography and progress further by understand the style and stylistic features of Hip Hop to develop choreographic skills: unison, canon, formation, repetition, level, direction, mirror, dynamics, question and answer, accumulation and retrograde. Students will then focus on interpretive skills such as timing, focus, fluency, musicality, dynamics, projection, energy, expression, quality, and emphasis. Throughout the unit and building from prior learning, developing technical and physical skills throughout the process, these skills are fundamental when performing. Musicality is a key part of street dance history, culture and context, and an influence that demonstrates the key features and styles. Students will perform their pieces at the end of the unit.
	Summer Term Advanced Contemporary dance skills and technique: ‘This is how we feel’
	This unit is aimed to bridge the gap and prepare students on their journey to take to the next level in Key stage 4. The unit aims to develop physical and technical skills. With a key focus on contemporary dance technique, students will devise choreography by using approaches from contemporary dance forms and physical theatre. The stimulus for the choreography is explored through dance appreciation, inspired by professional works of Company Chameleon, ‘Witness this,’ a brave choreography that highlights mental health and wellbeing, its impact on others around us, how we cope with individual circumstances and how we can support each other. Using the key words ‘Support’. Each lesson will be delivered through practical dance workshops, engaging students through participation and response to the stimulus. Students will research, plan, and explore their response to the stimulus by developing different ideas using contemporary dance forms, contemporary dance techniques, improvisation, trust exercises, lifts, weight bearing, connections. They will learn how to apply the choreographic processes, by using choreographic devices and methods through dance workshops. The students will have the freedom to explore creativity, push boundaries, and use their expressive skills. Students will gain an understanding of performing and demonstrate choreographic intentions and artistry through movements. Students will work in duets/trios piece with an exciting a mix of lifts, duet work, athletic pace, and sensitivity, response to a stimulus demonstrating the narrative through their choreography and performance skills.	Students will already have sound understanding of how to respond to a stimulus. They will have the freedom to build on their knowledge and explore creativity, push boundaries, and use their expressive skills. This unit is the most in-depth scheme of work where students can utilise and apply their knowledge and understanding of dance physically and mentally from prior learning. They will analyse and reflect on the professional works; they will be able to recognise how the dancers physically respond to the stimulus. Students will demonstrate the skills they have learnt throughout their dance units. Through prior learning the narrative and choreographic intention of the dance should clear. This will be their most advanced choreography and performance.

Assessment

Each unit of work will be assessed practically at the end of each term, requiring pupils to work in groups to create a performance to share with the class. Pupils will also be expected to evaluate both their own work and that of their peers.

They are assessed in the 3 categories:

Performance Skills

Physical and technical skills; mental skills and qualities; expressive skills; and safe dance practice

Choreography Skills

The application and understanding of choreographic devices; choreographic processes; structuring devices; response to a stimulus; and choreographic intentions for performance

Dance Appreciation

Students should be able appreciate own works and professional works, through analysing, evaluation, and reflection with a non-judgemental approach

Supporting your child

What you can do at home: You can support your child in Dance by encouraging your child to participate in extracurricular dance classes to gain confidence and improve dance techniques. If you can, take them to see live dance and drama where possible.

Equipment:

Other than standard (Pencil case, HB pencils, pencil sharpener; rubber, coloured pencils, black or blue biros, or ink pen and cartridges, short ruler, reading book – and charged iPad)

Pupils should have bare feet or proper grip sock that can be used for dance/drama – We do also sometime wear indoor trainers that are also used for pupils PE activities.

Extended learning

Homework policy:

Homework is not set on a regular basis in Dance due to the practical nature of the subject – although pupils are often asked to read, research, or watch professional works, depending on the scheme of work being followed.

Clubs/ Enrichment opportunities:

Dance club takes place in the Drama studio on Tuesday 3-4pm after school

There is also an opportunity to be involved in the school production, which is open to all pupils: pupils can work backstage as part of the crew, or be part of the cast.

Auditions are held at the start of the year for pupils who wish to be a part of the cast; please do speak to any member of the Drama, Dance or Music department if you have any questions.

Extended study suggestions and reading lists:

We encourage students to read articles and watch dance performances and research about the choreographer’s work, to encourage and widen their understanding of dance across its genres.

https://www.companychameleon.com/

https://www.rambert.org.uk/

https://zoonation.co.uk/

https://www.franticassembly.co.uk/

(The Frantic method and Ignitions)

Free Your Mind (boyblue.co.uk)

Possible trips and visits:

Theatre visits are run when opportunity allows. Previously we have been to see productions in the West End, Milton Keynes, Cambridge and Norwich.

There will also be opportunities for pupils to work creatively and collaboratively with cross-trust groups at Comberton and Melbourn.

Exam Board and Course

Pearson

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/performing-arts-2022.html

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/performing-arts.html

Curriculum

10/11

What students will learn

How it builds on learning

BTEC Tech Award in PERFORMING ARTS Level 1/Level 2

This is a vocational course with practical delivery of performing arts, with a specific focus on dance. This course will be taught through participation in workshops and classes with a focus on dance technique, understanding the role of a dancer, professional dance companies, choreographers, and the performing arts industry. This course will provide students with a real flavour of the professional industry, and they will train in dance preparing them for the next steps ahead.

Within this course, students will study three components:

Component 1: Exploring the Performing Arts (internally assessed)

This component will teach students the requirements of being a dance performer across a range of dance styles. They will develop their understanding of dance techniques, styles, and key elements by examining practitioners’ work and the processes used to create dance performance. Students will be introduced to a range of performance styles and professional practice from established dance practitioners or companies. They will explore the role of a dancer, the creative intention behind the work, how a choreographer works, what happens during the rehearsal process, and the relationship between the performers and the audience. Students will watch and discuss through dance appreciation and keep a log of their work. Pupils will produce a power point or another choice of evidence to demonstrate their understanding of the processed involved being in a professional company by responding to a theme set by Pearson that links with the professional works.

Component 2: Developing Skills and Techniques (internally assessed)

In this component, students will develop dance performance skills and techniques from existing repertoire from a professional dance company or choreographer. They will take part in workshops and classes where they will develop technical, interpretative and performance skills through rehearsal and performance processes. They will learn set repertoire from professional dance works and will be able to learn the set dance for performance. Students will develop their own performing arts skills and techniques, by reproducing professional performance. They can work in groups exploring the professional repertoire that will be shown as a performance. Students will review and reflect on their process and performance.

Component 3: Performing to a Brief: Externally Assessed

In this component, students will have the opportunity to respond to a brief using the stimulus given whilst working as part of a group. They will develop original ideas for a workshop performance and will apply skills and techniques to communicate their creative intentions to an audience for a final performance. Component 3 is an external assessment and provides the main synoptic assessment for the qualification. This component builds directly on Components 1 and 2 and enables students to build on their prior learning and connect and develop dance skills further to prepare them for the future. It requires students to apply their knowledge of how to respond to a stimulus, creative processes, choreography skills, technical ability and to apply their performance skills and techniques in response to a stimulus. The response to a brief provided by Pearson will have a specific intended audience. This unit prepares students for the roles of dancers and performers when working for a choreographer and company, and for the exciting opportunities of creating and performing to different audiences.

Through prior learning students will have developed their technical ability, creative and choreography skills, understanding of dance appreciation and will be ready to take their performance skills to an advanced level. For those aspiring to study dance further, dance can offer all types of opportunities that engages with both community, educational and professional dance, working with dance specialists, professional dance companies, theatre and performing arts. We will explore these areas in dance, look and study professional dance repertoire and works through dance appreciation. Students will build on contemporary dance technique and a range of styles. Their choreography and performance skills will be developed to a higher level to prepare them for the next step in dance.

Students will have the opportunity to develop sector-specific knowledge and skills in a practical and professional learning environment by taking the Pearson BTEC Tech Award in Performing Arts (Dance Approach).

Assessment

PSA Pearson set assignment is released with a theme to explore and follow- Completed in Y10/11 (Coursework across the two years)

Year 10: Component 1 – PSA release December – 15^th May Deadline

Year 11: Component 2- PSA release September – 15^theDecember Deadline

Year 11: Component 3- PSA release January- 15^th May Deadline

Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts

1 – Exploring the Performing Arts: 36 Guided learning hours – Internally assessed and externally moderated

The Pearson Set Assessment for Component 1: Exploring the Performing Arts will be completed in approximately 12 hours of supervised assessment.

How will you be assessed?

Two learning aims (A and B) to be covered in 2 tasks (produce one portfolio for evidence)

30% of overall grade

Out of 60 marks

More theoretical lessons to collect evidence and some practical lessons to explore professional dance work.

Evidence required:

Task 1 & Task 2 evidence can be produced by:

Checklist of evidence required

Portfolio of work that may include:

video

written/audio commentary

presentations

scrapbooks (digital or paper based)

research journals (digital or paper based)

blog/vlog.

Approximate length of evidence

8-12 pages of A4 (or equivalent slides for electronic evidence) and/or 4-6 minutes of video/digital footage

2 – Developing Skills and Techniques in the Performing Arts: 36 guided learning hours – Internally assessed and externally moderated. The Pearson Set Assignment will be completed in approximately 15 hours of supervised assessment.

How will you be assessed?

Three learning Aims (A, B and C) to be covered in 3 tasks (Task 1, 2 and 3)

30% of overall grade

Out of 60 marks

Evidence required:

Task 1 (12 marks) – Video footage of your rehearsal for the professional repertoire at a Milestone point with written reviews (10 mins)

Task 2 (24 marks) – Video footage of performance of repertoire in front of audience

Task 3 (24 marks) – Written review (supported by your logbook)

3 – Responding to a Brief: 48 guided learning hours – Externally-assessed synoptic. The three components focus on the assessment of applied knowledge, skills, and practices. These are all essential to development and progression; it is important that students aim to achieve all components to gain the qualification. Component 3 is the external assessment, comprising 40% of the total guided learning hours. This component will be taught and assessed at the end of the course. The brief task is set and marked by Pearson and completed under supervised conditions. Students will be given the set task in January, 12 weeks before the supervised assessment period, to enable the process and development, creative ideas, and rehearsals for the workshop performance. The set task will be completed in 3 hours.

How will you be assessed?

Four learning Aims to be covered in 4 tasks.

40% of overall grade

Out of 60 marks

Evidence required:

Activity 1 – Written ideas log 800 words (15 marks)

Activity 2 – Written skills log 800 words (15 marks)

Activity 3 – Practical choreography 7-15 mins with a group (18 marks)

Activity 4 – Written Evaluation 800 words (12 marks)

Supporting your child

What you can do at home:

Help discuss and reflect on professional dance works by watching these with them; ask them to share and show their choreography and dance ideas with you. If you can, take them to see theatre and dance live to understand the different roles in the industry and to observe how performers carry these out. Provide opportunities to take part in dance classes and workshops. Encourage your child to get involved with extra-curricular clubs in school, to watch and take part in the school shows and productions, and to help the performing arts team.

Equipment:

Other than standard (Pencil case, HB pencils, pencil sharpener; rubber, coloured pencils, black or blue biros, or ink pen and cartridges, short ruler, reading book – and charged iPad)

Dance clothing:

Dance leggings or trousers, black leotard, t-shirt, jumper, long sleeve top, socks, and indoor trainers, barefoot, dance grips, water bottle

Extended learning

Homework policy:

Homework is not set on a regular basis in Dance due to the practical nature of the subject – although pupils are often asked to: read specific articles or books; watch and analyse professional dance; research choreographers and companies; practise dance repertoire; work on their techniques; rehearse choreography; create dance movement for ideas.

Clubs/ Enrichment opportunities:

Dance club takes place in the Drama studio on Tuesday 3-4pm after school

There is also an opportunity to be involved in the school production, which is open to all pupils, and pupils can work backstage as part of the crew or as part of the cast.

Auditions are held at the start of the year for pupils who wish to be a part of the cast; please do speak to any member of the Drama, Dance or Music department if you have any questions.

Extended study suggestions and reading lists:

We encourage students to read articles, and to watch dance performances and research the choreographer’s work, which will widen their understanding of dance across genres.

Books:

Tufnell, Miranda, & Crickmay, Chris (1990). Body, Space, Image. London. Dance Books Ltd.

Scheff, Helen, Sprague, Marty, Mcgreevy-Nichols, Susan (2005). Experiencing Dance, From Student to Dance Artist. United States of America: Human Kinetics.

Buckroyd, Julie (2000). The Student Dancer. London: Dance Books Ltd.

Adair, Christy (1992). Women and Dance: Sylphs and sirens. London: Macmillan

Minton, C. Sandra (1997). Choreography: A basic approach using improvisation. 2^nd Edition. Leeds: Human Kinetics

Bremser, M. 1999. Fifty Contemporary Choreographers. London, RoutledgeAdshead, J.1994. Dance History an introduction. London and New York, Routledge

Jordan, S. 1992. Striding out: aspects of contemporary and new dance in Britain. London, dance books.

Mackrell, J. 1997. Reading Dance. London, Michael Joseph

Lee, Rosemary (2001). ‘Dancing Nation: Four People, Four Stories, Four Communities’. Foundation For Community Dance, BC Publications, United Kingdom

Useful websites:

ZooNation – The Kate Prince Company

https://rosiekay.co.uk/

https://www.shapercaper.com/

https://www.rambert.org.uk/

https://theplace.org.uk/

Home – Rambert

Trinity Laban Conservatoire of Music and Dance

Free Your Mind (boyblue.co.uk)

Home | New Adventures (new-adventures.net)

Home – Company Chameleon

Home | Frantic Assembly

Possible trips and visits:

Trips to watch live dance are run when opportunity allows.

There will also be opportunities for pupils to work creatively and collaboratively with cross-Trust groups at Comberton and Melbourn.

Design & Technology – course information

Year 7

The DT curriculum introduces pupils to creative thinking and problem solving, whilst developing skills to communicate ideas effectively and realise them as models or finished practical outcomes. There are opportunities to experiment with and investigate a range of materials, techniques, processes and approaches. As their designs develop, pupils are encouraged to take risks and think in alternative ways, producing individualised outcomes within a class. Pupils learn within three key areas of study during Year 7 and they will be assessed during each unit of work. We intend to teach the following projects if circumstances allow.

Unit	Knowledge and Skills
Communication	Pupils will be introduced to a range of communication skills throughout this unit of work. Pupils will be taught how to communicate their ideas through drawing techniques such as oblique drawing, one point perspective drawing, two- point perspective drawing and crating. Alongside this, pupils will learn how to annotate their ideas effectively to best communicate their thoughts surrounding their ideas. Finally, pupils will learn how to use the CAD program ‘Sketch Up’ so they can produce realistic renders of their ideas. Key Assessment: portfolio of drawing work, annotations, CAD drawings and end of unit knowledge test on drawing techniques.
Food Preparation and Nutrition	Pupils will be introduced to the kitchen environment and cooking techniques including learning how to use knives, stoves and the oven safely and hygienically. They will build up skills through demonstrations and practical making activities which focus on the key skills of chopping, frying, baking and tidying up. Pupils will learn about healthy eating relating to the ‘eat well’ plate and different ways of analysing dishes through sensory analysis. Pupils will utilise their skills to design and make their own healthy dish. Please be aware that pupils will need to bring their own ingredients to cook with and will require a large watertight container to transport their dishes home- they will be given recipe sheets in the lesson prior to their practical. Key assessment: Assessed practical outcome
Metals	The ‘Metals’ project provides pupils with a toolkit of further strategies for creative idea generation that they can use throughout and beyond the course. They will spend quality time developing their ideas into realistic design solutions, which they will plan and make following experimentation with different material options. This year, pupils will work with Pewter and learn how to cast. Pupils will need to plan effectively, taking into account constraints such as time and materials. As they make their designs, they will become familiar with the workshop environment, tools, equipment and processes such as cutting, joining and forming. They will gain understanding of how to safely use hand-held tools and machines such as the hegna saws and pillar drill. They will test and evaluate their product to consolidate their learning. Key assessment: Final idea milestone, final practical outcome and end of unit knowledge test on metals

Groupings

Pupils will be taught in either all male or all female mixed ability classes. Pupils will be taught by the same teacher throughout the year for each area of the curriculum.

Homework Information

Homework will be set every two weeks and should take students an average of 30 minutes to complete.

Equipment

Food Preparation and Nutrition – pupils will be expected to bring ingredients from home, along with a large container so that food can be safely transported. They will be told each week what is needed. Pupils on free school meals should inform the Head of Department if they require ingredients to be provided.

Metals – pupils may bring a craft apron to lessons. However, aprons are provided.

Year 8

The DT curriculum is designed to embed the learning of creative thinking and problem solving from Year 7, whilst developing skills effectively to communicate ideas and realise them as models or finished practical outcomes. Students will continue to experiment with and investigate a range of materials, techniques, processes and approaches. As their designs develop, students are encouraged to take risks and think in alternative ways, producing individualised outcomes within a class. Students learn within three key areas of study during Key Stage Three. We intend to teach the following projects if circumstances allow.

Unit	Knowledge and Skills
Polymers	This unit of work aims to provide students with a toolkit of further strategies for creative idea generation which they can use throughout and beyond the course. They will spend quality time developing their ideas into realistic design solutions, which they will plan and make following experimentation with polypropylene. This year, students will work mainly with sheet polypropylene to make a creative piece of lighting design. Students will need to plan effectively, taking into account constraints such as time and materials. As they make their designs, they will develop their skills in a workshop environment using tools, equipment and construction processes such as cutting and joining. They will also gain familiarity with heat processes such as bending and forming using a plastics oven and line bender. They will test and evaluate their product to consolidate their learning. Key assessment: Final idea milestone, final practical outcome and end of unit knowledge test on polymers
DOT – Dexterity & Vision	In this unit of work, students will explore the topic of inclusive design and work through the cyclical process of iterative design. Pupils will look at how to design for all rather than just designing for one part of a diverse population. Using their research and task analysis’s, pupils will respond to a design brief and produce a series of conceptual models working through an iterative design process leading to a final practical outcome. All resources have been provided via the DOT project in collaboration with the University of Cambridge. Key assessment: Final idea milestone and final practical outcome and end of unit knowledge test on anthropometrics and ergonomics
Food	Building on skills learnt in the Year 7 cooking module, students will develop their skills within the kitchen environment. Pupils will use their school as inspiration to design their own health food bar to be sold in their school cafeteria. In order to build the understanding to this final outcome, pupils will look at Healthy Eating including the Eatwell guide and importance of a balanced diet. Pupils will also learn about nutritional value, labelling and the importance of allergies within design. Key assessment: Final recipe milestone ‘design your own health food bar and wrapper’ and final practical outcome

Groupings

Students will be taught in their tutor groups and therefore will be fully mixed ability and gender. However, there are some exceptions to this where students will not be in their tutor group. This decision will be made by the Head of Department. Students will be taught by the same teacher throughout the year for each area of the curriculum.

Homework Information

Homework will be set every two weeks and should take students an average of 30 minutes to complete.

Equipment

Polymers – pupils may bring a craft apron to lessons. However, aprons are provided.

DOT Dexterity and Vision – pupils may bring a craft apron to lessons. However, aprons are provided.

Year 9

The DT curriculum is designed to embed the learning of creative thinking and problem solving from Year 7 and Year 8, whilst developing skills effectively to communicate ideas and realise them as models or finished practical outcomes. Pupils will continue to experiment with and investigate a range of materials, techniques, processes and approaches. As their designs develop, pupils are encouraged to take risks and think in alternative ways, producing individualised outcomes within a class. We intend to teach the following projects if circumstances allow.

Unit	Knowledge and Skills
Material Exploration	In this unit of work, students will explore the topic of designing an inclusive product. Whilst designing, students will explore the properties and qualities of different materials when testing their ideas. Students will take the project in the direction of their choosing designing for a primary user and other stakeholders. Key assessment: Final idea milestone, final practical outcome, and a manufacturing diary.
Asthma Project	Pupils will be given a real life design problem and they will need to respond to the design brief in a creative and unique manor. The challenge is to re-brand the packaging for asthma inhalers and asthma equipment for users under the age of 5 to improve the experience for all stakeholders. Pupils will research into why this problem exists, explore different ideas that aim to solve the problem and then through development work and feedback they will arrive at a final idea. The final prototype will need to meet all of the design specification criteria. Key assessment: Final idea milestone and final practical outcome
Food	Pupils will build on their understanding from Year 7 + 8 within theory lessons including health and safety, The Eatwell guide, Food Miles and Sustainability. This will be taught within the theme ‘All around the world’ where pupils will also learn about different cultural foods and important ingredients to those cultures. Key assessment: Final written/design milestone and practical outcome.

Groupings

Pupils will be taught in fully mixed ability and gender groups. Pupils will be taught by the same teacher throughout the year for each area of the curriculum.

Homework Information

Homework will be set weekly and should take pupils an average of 30 minutes to complete.

Equipment

Material Exploration – pupils may bring a craft apron to lessons. However, aprons are provided.

Asthma – pupils may bring a craft apron to lessons. However, aprons are provided.

Years 10 & 11

GCSE Design and Technology

Course Content

The course is spilt into the following two areas:

* Component 01 – Principles of Design and Technology – 2-hour external examination – 50% of final grade.

* Component 02 – Iterative Design Challenge – Approximately 40 hours of internal controlled assessment – 50% of final grade.

Before students start Component 02 in June of Year 10, they will work on multiple short projects focusing on developing their design skills, making skills and theoretical knowledge of a whole range materials and processes.

Component 02 will start in June of the first year of the course. Students will design and make a product using the iterative design process that responds to a contextual challenge released by the exam board on June 1st. At the end of the project, students will submit multiple prototypes, a final prototype and a design portfolio that explains the journey of their idea and how they have attempted to respond to the contextual challenge.

Following the submission of the controlled assessment, students will then focus their attention to Component 01 which is a 2-hour written examination testing the theoretical aspect of the course.

Homework

Pupils should expect to receive an hour of homework a week, which will consist of a variety of research, design-based tasks, and revision for formative tests.

Equipment

Pupils may bring a craft apron to lessons. However, aprons are provided. All workshop tools will be provided. Pupils are required to purchase the course textbook and course revision guide to aid them with their studies.

Visits/Extra-curricular

In Year 10 pupils will go to the Design Museum in London and participation in work experience to gain vital design experience is an optional element of the course but is encouraged.

Engineering Manufacture

Course Content

The course is split into three different units.

R014: This is assessed by an exam. In this unit you will learn about the different types of manufacturing processes, and the different materials that can be used within manufacturing. Topics include manufacturing processes; engineering materials; manufacturing requirements; developments in engineering manufacture.
R015: This is assessed by a set assignment. In this unit you will learn how to safely plan and produce a one-off product by using appropriate processes, tools and equipment. Topics include planning the production of a one-off product; measuring and marking out; safely use processes, tools and equipment to make a product.
R016: This is assessed by a set assignment. In this unit you will learn how to manufacture using simple jigs and templates to support manufacturing in volume using Computer Aided Design (CAD) software and Computer Numerical Control (CNC) equipment. Topics include preparing for manufacture; developing programmes to operate CNC equipment; safely using processes and equipment to make products in quantity.

Assessment

Students will study three units which will provide them with a clear and coherent understanding of the world of engineering manufacture. Considerable time is spent learning both practically and theoretically about many engineering manufacturing techniques and processes. Students will also spend a lot of time completing practice questions and understanding exam technique throughout the course. The exam (R014) makes up 40% of your overall grade and then R015 and R016 are worth 30% each.

In Yr10 we will focus on:

Mock coursework: This will be a practical task to equip you with the knowledge needed for completing R015.
R014: principles of manufacturing (exam) 40%
R015: manufacturing a one-off product (NEA coursework) 30%

In Yr11 we will focus on:

R016: manufacturing in quantities (NEA coursework) 30%
R014 revision: principles of manufacturing (exam)

Homework

Pupils should expect to receive an hour of homework a week, which will consist of a variety of research, engineering-based tasks, and revision for formative tests.

Equipment

Visits/Extra-curricular

Participation in work experience to gain vital engineering experience is an optional element of the course but is encouraged.

GCSE Food Preparation and Nutrition

Course Content

The course is spilt into five areas; food, nutrition and health, food science, food safety, food choice and food provenance.

Pupils will complete three assessments:

Paper : Food Preparation and Nutrition – written exam (1 hour and 45 minutes), 100 marks and worth 50% of GCSE grade.
Non-Exam Assessment (NEA) – Task 1 – Food Investigation – Students understand the working characteristics, functional and chemical properties of ingredients.
Non-Exam Assessment (NEA) – Task 2 – Food Preparation Assessement – Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.

Homework

Pupils should expect to receive an hour of homework a week, which will consist of a variety of research, food preparation and nutrition-based tasks, and revision for formative tests.

Equipment

Pupils may bring an apron to lessons. However, aprons are provided. All kitchen tools will be provided. Pupils are required to purchase ingredients, the course textbook and course revision guide to aid them with their studies.

Visits/Extra-curricular

Participation in work experience to gain vital food preparation and nutrition experience is an optional element of the course but is encouraged.

Suggested Reading

AQA GCSE Food Preparation and Nutrition Second Edition : Tull, Anita, et al

AQA GCSE Food Preparation & Nutrition: Revision Guide : Tull, Anita

GCSE AQA Food Preparation and Nutrition: Illustrated Revision and Practice

Online Resources

Design icon : Find out designs that truly challenge the norm and change the way we live. These disruptive designs and designers inspire us to keep thinking differently.

Drama – course information

Curriculum

7	What pupils will learn	How it builds on learning
	Team Building Introduction to Year 7 Drama Strategies. We explore working in pairs, small and large groups. This unit explores improvisation, creating characters and story telling.	This unit begins to look at how pupils work creatively together whilst introducing core skills that will be developed throughout the year.
	Historical Drama Pupils will continue to develop their skills and begin to explore working from a stimulus. This unit looks at WWII evacuees which allows pupils to consider the lives of others from a different time and culture.	Having begun to develop core skills such as facial expressions and body language, this unit builds on these skills and looks to create more in-depth work using a stimulus – this being an important skill that will be used throughout Drama lessons in KS3 and KS4.
	Drama Mediums This unit uses the story of Pandora’s Box and pupils are introduced to scripted pieces whilst continuing to work on their devising skills.	This continues to build on core skills in drama whilst also introducing the use of scripts. Developing the ability to interpret characters from a script is incredibly important as they are a fundamental tool during Drama lessons.
	Shakespeare This unit looks at the play “The Tempest” by William Shakespeare. Pupils will learn about how theatre has changed and developed into what we know now. Students will also have the opportunity to stage and perform extracts from the play.	This unit develops pupils’ skills in script reading, developing characters and performance skills all whilst studying a famous Shakespearian play.
	Historical Drama Pupils will then learn about the “Oregon Trail” and will once again use a stimulus to create drama, work in a group and develop skills their performance skills. This unit gives pupils the opportunity to look at the role of both adults and children in society of that time.	This unit allows for pupils to draw on all of the skills and techniques they have learnt so far and gives them the opportunity to create drama that follows a story where new pieces are created each lesson as the story moves on.
	Script Work This unit looks at a script that approaches some of the human dilemmas and the choices made in the face of adversity.	This builds on the skills learnt through previous script work whilst giving pupils a more challenging script and theme to work with.
8	What pupils will learn	How it builds on learning
	Historical Drama Greek Theatre This unit explores Greek Theatre using the story of Oedipus Rex. Students will be devising their own pieces using the story as a stimulus and incorporating the various techniques used in Greek theatre.	This unit builds on the foundation skills learnt in Year 7 and explores a new style and new techniques.
	Script Work Pupils will explore a script based on friendship, bullying and peer pressure where they will use a combination of the text and their own work to continue developing practical skills and working collaboratively.	This builds on the skills learnt through previous script work whilst giving pupils a more challenging script and theme to work with.
	Comedy This unit is all about Commedia dell’arte = Italian Comedy! Pupils will learn how to tell stories through fun stock characters, improvisation, script work and stage combat.	Pupils will continue to learn about various styles and types of drama so they are able to recognise where modern day theatre has developed from.
	Story telling and Theatre Design Students will continue to learn how to use their voices as we explore how ghost stories are told. We will also learn how to successfully apply design elements such as sound and lighting.	Whilst developing practical and performance skills, this unit gives students the chance to consider how other elements of theatre are as important as the actor.
	Stylised Drama Students will learn about physical theatre and how we can use it to tell stories and explore characters. We will do this using the popular story of ‘Alice in Wonderland’.	This unit will develop pupils’ physical skills further by challenging them in new and different ways. This style does not rely on lots of dialogue and therefore students will need to think creatively about how to tell the audience what’s happening on stage.
	Script Work The unit allows pupils to develop their skills in voice, movement and interaction using the well-known play Blood Brothers.	This unit builds on pupils’ performance skills and gives them a chance to explore accents and characterisation as well as social class and moral dilemmas.
9	What pupils will learn	How it builds on learning
	Script Work This unit continues to develop the pupils’ skills in voice, movement and interaction using the play “SparkleShark”. The play focuses on a group of teenagers and explores friendship, peer pressure, storytelling and family.	Pupils have been exploring scripts and characterisation throughout Year 7 and 8, and this unit gives pupils the opportunity to continue to build their skill set and knowledge all whilst reading and performing a fast-paced and witty play.
	Theatre in Education This unit allows students to explore challenging social scenarios and vulnerable emotions in a safe and supportive environment. Performances can help to develop empathy for the experiences of others and explore diverse perspectives.	This unit builds on the pupils’ knowledge of different theatre styles and techniques and gives opportunity for taking on a directorial role should pupils wish to.
	Social Drama Students will explore a script based on friendship, peer pressure and racism where they will use a combination of the text and their own work.	This unit develops pupils’ skills in both script work and improvisation all whilst exploring a challenging theme.
	Stylised Drama In this unit pupils are taught about Melodrama and Silent movies and how modern theatre has been shaped by these conventions.	This unit further teaches pupils about how modern-day theatre has developed and gives pupils a chance to create stylised work.
	Social Drama and Script Work This unit looks at Verbatim style theatre whilst exploring the plays of Mark Wheeler.	The plays of Mark Wheeler are based on true stories and real life events and this allows pupils to learn about how to perform in the verbatim style.
	Social Drama This unit looks at themes that will challenge and stretch the students,whilst developing and embedding the skills learnt over the last 3 years.	This unit develops pupils’ skills in both script work and improvisation all whilst exploring a challenging theme.

Assessment

Each unit of work will be assessed practically at the end of each half term, requiring pupils to work in groups to create a performance to share with the class. Pupils will also be expected to evaluate both their own work and that of their peers.

They are assessed in the 3 categories: Creating, Performing and Evaluating.

Supporting your child

What you can do at home:

Two of the most meaningful things you can do to support your child in Drama are taking an interest in lessons and taking them to see live theatre where possible.

Equipment:

Students are asked to work bare foot or with “grip socks” (unless medically exempt) when in the studios. The “grip socks” can be purchased from school, or if you already own these please feel free to bring these along to your lessons.

Extended learning

Homework policy:

Homework is not set on a regular basis in Drama due to the practical nature of the subject – although pupils are often asked to read, research or complete script writing, depending on the scheme of work being followed.

Clubs/ Enrichment opportunities:

The whole school production is open to all pupils, and pupils are able to work backstage as part of the crew or as part of the cast.

Auditions are held at the start of the year for pupils who wish to be a part of the cast; please do speak to any member of the Drama, Dance or Music department if you have any questions.

Extended study suggestions and reading lists:

Encouraging pupils to read plays and explore different theatre styles will help to develop any keen actor/performer.

Possible trips and visits:

Theatre visits are run when opportunity allows. Previously we have been to see productions in the West End, Milton Keynes, Cambridge and Norwich.

There will also be opportunities for pupils to work creatively and collaboratively with cross-trust groups at Comberton and Melbourn.

Exam Board and Course Code

Eduqas

https://www.eduqas.co.uk/qualifications/drama-gcse/#tab_keydocuments

Curriculum

10	What students will learn	How it builds on learning
	Practitioners Pupils will learn about a variety of theatre practitioners to enable them to make an informed choice when choosing a style for their Component 1 exam. Pupils will also do a mock exam of this during the first half of Year 10 to ensure students know what to expect during the autumn term of Year 11.	This builds on students wider knowledge of practitioners and styles. The foundation of which was started in KS3. This is also an integral part of the GCSE and students will use this information throughout their GCSE years and into A Level should they choose.
	Performing from a text Pupils will explore a variety of scripts giving them the opportunity to work collaborative with their classmates and to prepare them for the component 2 exam in the spring term of Year 11.	This builds on students understanding of how to create and perform characters. Students have explored a range of scripts in KS3 and continue do so at GCSE. Scripts are significantly more challenging with a variety of themes and issues to explore.
	Set Text exploration Pupils will practically explore the text that the Year 11 summer exam will be on. They will explore this from the perspective of an actor, director and designer. This includes set, lighting, sound, costume, hair and make-up.	The detailed study of one exam text builds a wider knowledge of all aspects of theatre and gives students a greater appreciation for the design elements that are studied. These include things such as set and lighting design.
11	What students will learn	How it builds on learning
	Component 1 – Devising Pupils will work in small groups to create their own original performances based from a choice of stimulus. Pupils will also write a portfolio to support their devising process and complete an evaluation to reflect on their performance. This is worth 40% of the overall grade.	Students will take what they have learnt in Year 10 and apply this to the first GCSE component. Using a range of techniques and practitioners students will create and perform an original devised performance.
	Component 2 – Performing from a text Pupils will be in pairs or groups where they will rehearse and then perform an extract form a professionally published script. An examiner from the Eduqas exam board will come and assess the pupils in person. This is likely to be around February/March of Year 11. This is worth 20% of the overall grade.	Further building on the script work done in KS3 and in Year 10, students will then put this into practice by performing a chosen extract of script for the second component.
	Component 3 – Interpreting theatre In the summer of Year 11, pupils will sit their exam. They will answer questions the set text explored in both Year 10 and 11. They will also answer one question on live theatre. Pupils will watch a professional theatre production and will answer a question either as an actor, director or designer.	Students will take what they have learnt throughout Years 10 and 11 to apply this to the exam in the summer of Year 11.

Assessment

Component 1 is internally marked and externally moderated; this will be completed by October of Year 11.

Component 2 and 3 are externally marked and moderated. Component 2 is usually undertaken around February/March of Year 11 and the written exam is usually around mid-May of Year 11.

Supporting your child

What you can do at home:

Pupils will be required to learn lines, complete coursework and rehearse outside of lesson time for their homework. Please do ensure that this is being completed and that pupils are keeping on top of their workload.

Equipment:

Where possible pupils should have their own copy of the “set text” studied for their exam. Pupils will be told what this at the start of Year 10 and which edition to purchase.

Extended learning

Homework policy:

Homework will be both written and practical. Written work may include researching drama practitioners, performance skills and dramatic devices, reading and annotating scripts. Practical work will include rehearsals and line learning.

Clubs/ Enrichment opportunities:

The whole school production is open to all pupils, and pupils are able to work backstage as part of the crew or as part of the cast.

Auditions are held at the start of the year for pupils who wish to be a part of the cast; please do speak to any member of the Drama, Dance or Music department if you have any questions.

There may be the opportunity to take part in workshops with external practitioners.

Extended study suggestions and reading lists:

Encouraging pupils to read plays and explore different theatre styles will help to develop any keen actor/performer.

Possible trips and visits:

It is required that you attend theatre trips for this subject. There will be more information in due course.

English – course information

Curriculum

7	What pupils will learn	How it builds on learning
	Journey to The Underworld Students will study a range of Greek myths, including the stories of Persephone and Orpheus. Using these texts for inspiration, students will write their own journey to the underworld.	This unit offers students an opportunity to develop their understanding of narrative writing, building on skills acquired at primary school. It will also lay the foundations for further study of literature texts by introducing them to some of the stories alluded to in texts studied throughout their schooling.
	Novel: Analytical Response Students will begin to read and study a novel as a class, developing close reading, inference and analytical skills. Students will then be assessed on these skills through the close study of an extract from the novel. (Note: the novel to be studied may vary according to teacher and group).	This unit offers students an opportunity to develop their inferential and language analysis skills, building on skills acquired in Key Stage 2. It will also lay the foundations for literary analysis which underpins all reading assessments in secondary school.
	Novel: Creative Response Students will finish reading the novel from Autumn Term 2, examining how an author has created a particular character, atmosphere or setting. This unit will culminate in students producing a piece of creative writing in which they seek to recreate the author’s techniques.	This unit builds on students’ learning from the first half term and applies narrative writing skills with a tighter focus, this time stemming from the ‘model’ of the author’s own style.
	Non-Fiction. Technology: Friend or Foe? Students will be immersed in reading and writing a range of non-fiction texts, exploring their structural and grammatical conventions. The theme of the unit is the use of Artificial Intelligence in modern life and its impact on the human race.	This unit develops students’ knowledge of non-fiction texts from Key Stage 2 and begins to make finer distinctions between these text types, considering the purpose, audience and format of texts and how these function in context.
	Introduction to KS3 Poetry Students study a range of poems and will be taught how to identify and analyse key features and forms of poetry. Students will then transform a poem they have read into an original piece of creative writing.	This unit builds on the poetry that students will have encountered in primary school and introduces more advanced aspects of form and structure.
	Shakespeare Smorgasbord Students will study various famous speeches and key scenes from Shakespeare’s plays as well as being taught to identify common features of Shakespearean language and stagecraft. By the end of the unit, students will understand Shakespeare’s place and importance in the English Literature canon and have applied their technical knowledge to a close analysis of a famous scene from one of the Tragedies.	This unit builds on students’ knowledge of Shakespeare from Year 6 and develops a more technical appreciation of the construction of Shakespeare’s plays.
8	What pupils will learn	How it builds on learning
	Dystopian Fiction: Reading Students will study three dystopian short stories in detail: ‘The Pedestrian’ and ‘There Will Come Soft Rains’ by Ray Bradbury, and ‘Harrison Bergeron’ by Kurt Vonnegut. Through the study of these stories, students will develop an understanding of the key features of the dystopian genre and be able to write analytically about how these are developed through the authors’ use of language and structure.	This unit offers an opportunity for students to revisit their basic analysis skills built in Year 7 and hone their precision of evidence selection to support their contentions about a text.
	Dystopian Fiction: Writing Building on their knowledge from the previous half term, students will write their own short story (or the opening of a short story) in the dystopian genre, recreating the key genre features and coming up with their own dystopian narrative concept.	This unit retains the genre focus of the previous half term but requires students to develop their creative writing skills from Year 7. They will, additionally, be encouraged to focus on whole-text structure as well as sentence-level variation.
	Global Poetry Students study a range of different poems from cultures around the world, considering the contextual influences and social purposes of these texts as well as their linguistic and structural features. Students will then complete an in-depth thematic analysis of a single poem, including evaluative comment on how the poet’s viewpoint is influenced by context.	In this unit, students build on their poetry analysis skills developed in Year 7 and start to consider in more detail how contextual circumstances influence authors’ viewpoints.
	19^th Century Prose: Sherlock Holmes Students will study ‘The Adventure of the Speckled Band’, by Sir Arthur Conan Doyle, alongside independent study of other stories from ‘The Adventures of Sherlock Holmes’. At the end of the unit, students will complete a reading assessment in which they analyse how Doyle creates mystery and suspense.	This unit builds on students’ extract analysis skills, developed in the Novel unit in Year 7 as well as the Dystopian Fiction: Reading unit earlier in the year.
	Campaigns and Causes Students will study a range of different campaign resources, looking in detail at persuasive rhetoric. They will learn how to create a coherent campaign for a particular cause, with a focus on writing rhetorically for impact.	This unit builds on the Year 7 Technology: Friend or Foe? Unit and encourages students to take a more personal stance in their own writing.
	20^th Century Drama Students will study ‘Our Day Out’ by Willy Russell, with a focus on evaluating their own views on the opposing philosophies of education presented in the play. Students will then write a persuasive formal letter in role, espousing these views.	This unit offers immediate opportunity to build on the persuasive rhetoric writing learnt in the previous half term, as well as providing students with the framework for formal letter writing, which is one of the potential GCSE writing formats. Additionally, it introduces students to modern drama texts and develops the vocabulary needed to analyse these.
9	What pupils will learn	How it builds on learning
	Shakespeare Students study a Shakespeare play with a focus on the portrayal of an individual character, studying in-depth the methods used and developing an understanding of the context that shaped Shakespeare’s portrayal.	This unit gives students the chance to revisit Shakespeare, this time from a whole-text perspective, and requires them to construct an argument-led essay in response.
	Voices for Equality Students study a range of fiction and non-fiction foregrounding the experiences of voices from minority groups. Using these texts as a stimulus, students will produce a written speech from an adopted viewpoint.	This unit builds on the Campaigns and Causes unit from Year 8 and offers students an opportunity to explore more provocative and sensitive issues, encouraging them to formulate their own responses in a more considered and crafted manner.
	20^th Century Novel Students will begin to study a provocative 20^th century novel as a class, with a focus on the presentation of prejudice and characters’ reaction to it. Students will then produce a viewpoint article in response to a chosen area of prejudice or oppression presented in the text, for example, the treatment of women. (Note: the novel to be studied may vary according to teacher and group).	This unit offers immediate opportunity to build on the exploration of controversial issues undertaken in the previous half term, and to examining how prejudice and oppression are presented in challenging literature.
	20^th Century Novel Students will finish reading the novel from Spring Term 1, evaluating how overarching themes and issues are presented, in preparation for responding to a GCSE-style literature essay question.	This unit continues from last half term, with a shift in focus to the literary analysis skills practised throughout Key Stage 3 and fine tuned here.
	Spoken Language and Power Students study attitudes to spoken language. They will understand how spoken language differs from the written word and be able to comment on power, gender and social attitudes towards spoken language.	This unit serves as a brief introduction to Spoken Language Study, building on students’ text-analysis skills but reframing these to focus on spoken-word transcripts. This unit offers a basic introduction to the esoteric skills needed for A Level English Language.
	Power and Conflict Poetry Students study a range of poems based on the themes of Power and Conflict (not from the exam anthology, but rather ranging across different voices, contexts and interpretations of the themes). At the end of the unit, students will produce a comparative essay focusing on literary and historic contexts as well as the authors’ methods.	This unit builds on students’ prior knowledge of poetry analysis but also introduces the skill of analytic comparison.

Assessment

Students will be assessed formally once per half term but will receive formative feedback at least once during each unit prior to this final assessment. This formative feedback will provide meaningful, specific information about the strengths and weaknesses of a student’s work and offer guidance to help them prepare for their final assessment. Each final assessment task will be given a band, and will be returned to students with a feedback sheet on which teachers will highlight the success criteria achieved and targets for improvement. All formal assessments will be kept in students’ Key Stage 3 assessment folders which will be kept in school from Years 7-9.

Supporting your child

What you can do at home:

Read with your child and encourage them to read! Discuss books or articles together and encourage your child to share their opinions on what they read. Reading doesn’t have to be fiction; biographies or even magazines can provide an engaging and informative reading experience. If your child is a reluctant reader, suggest books on topics in which they are interested and encourage them to use the school Library catalogue search to help them find something that appeals to them. Many examples of young-adult fiction have accompanying films or TV series – these can provide a great starting point for reading engagement.

Equipment:

Other than standard (pencil case, HB pencils, pencil sharpener, rubber, coloured pencils, black or blue biros, or ink pen and cartridges, green pen for corrections, short ruler, reading book and charged iPad)

Exercise book.

Library booklet.

Private reading book.

Extended learning

Homework policy:

Homework will be set according to the unit being taught. This will average between 30 minutes to 1 hour per week for most pupils. It is also expected that students will read for at least 20 minutes five times a week.

Clubs/ Enrichment opportunities:

Creative Writing Club and competitions

Reading Club (with the possibility of shadowing the Carnegie shortlist)

Author visits

Extended study suggestions and reading lists:

Private reading: pupils should try to read a wide range of fiction and non-fiction. Reading ladders are available on different genres and are provided in the Key Stage 3 Library Booklet which will be issued to each Key Stage 3 student at the start of the academic year. If you would like further suggestions for your child, please contact the College and ask to talk to the Librarian.

Independent reading study: the Key Stage 3 Library Booklet contains three homework projects that span the course of the year and encourage students to read a range of fiction and non-fiction texts in more depth.

Possible trips and visits:

Globe Theatre trip (subject to availability).

Shakespeare in the Gardens, Summer Term.

Exam Board and Course Code

At Cambourne Village College, we follow the AQA Examination Board for GCSE English Language and GCSE English Literature.

AQA GCSE in English Language (8700)

https://www.aqa.org.uk/subjects/english/gcse/english-language-8700

AQA GCSE in English Literature (8702)

https://www.aqa.org.uk/subjects/english/gcse/english-literature-8702

Curriculum

10	What students will learn	How it builds on learning
	Autumn Term Introductory Unit Language Paper 2: Viewpoint Writing ‘Don’t Get Me Started On…’ Literature Paper 2: Modern Prose/Drama Either An Inspector Calls or Lord of the Flies Literature Paper 2: Poetry Anthology The Impact of War War Photographer Poppies Kamikaze Remains The Emigree	Language Paper 2 builds on students’ persuasive writing skills developed throughout Key Stage 3. Literature Paper 2 units build on students’ literary analysis skills developed throughout Key Stage 3 and the comparative poetry analysis skills from the final unit in Year 9.
	Spring Term Language Paper 1: Explorations in Creative Reading and Writing Spoken Language Students prepare and complete oral presentations. Literature Paper 1: Shakespeare Start either Macbeth or Romeo & Juliet	Language Paper 2 builds on students’ creative writing skills developed throughout Key Stage 3 as well as their reading comprehension and analysis skills. Spoken Language builds on the Voices for Equality and Spoken Language and Power units in Year 9. Shakespeare study builds on students’ general knowledge of Shakespeare established in Year 7 and the whole-play study at the start of Year 9.
	Summer Term Literature Paper 1: Shakespeare Finish either Macbeth or Romeo & Juliet Literature Paper 2: Poetry Anthology Conflict in Society London Checking Out Me History The Power of Humans Ozymandias My Last Duchess Tissue Literature Paper 2: Modern Prose/Drama REVISION Language Paper 1: Explorations in Creative Reading and Writing REVISION Year 10 Exams	These units continue to build on prior learning as outlined in the two previous terms. During revision, students will also be taught how to improve their initial attempts at these exam-style questions and to develop their essay writing skills.
11	What students will learn	How it builds on learning
	Autumn Term Literature Paper 1: 19^th Century novel Either A Christmas Carol or Jekyll and Hyde. Language Paper 2: Writers’ Viewpoints and Perspectives Year 11 Mock Exams	Literature Paper 1 study of the 19^th century novel builds on students’ encounters with 19^th century texts at Key Stage 3, Sherlock Holmes for example, as well as continuing to build on literary analysis skills developed throughout this Key Stage. Language Paper 2 builds on students’ transactional writing and comparative skills, as well as their previous study of a range of non-fiction texts, including texts from the 19^th century.
	Spring Term Language Paper 1: Explorations in Creative Reading and Writing REVISION Literature Paper 2: Poetry Anthology On the Front Line Exposure Bayonet Charge The Charge of the Light Brigade The Power of Nature Extract from The Prelude Storm on the Island Literature Paper 1: 19^th Century novel REVISION Year 11 Mock Exams	These units consolidate the course content and complete the study of set Anthology poems.
	Summer Term Revision of all course content for GCSE Language and Literature Public Examinations	Consolidation of all course content for GCSE Language and Literature

Assessment

Students will be assessed formally roughly once per half term but will receive formative feedback at least once during each unit prior to this final assessment. This formative feedback will provide meaningful, specific information about the strengths and weaknesses of a student’s work and offer guidance to help them prepare for their final assessment. Each final assessment task will be marked using the GCSE mark schemes and will be returned to students with a feedback sheet on which teachers will highlight the success criteria achieved and targets for improvement. Students will also sit three sets of mock exams: one at the end of Year 10; one in the Autumn term of Year 11; one in the Spring term of Year 11.

Supporting your child

What you can do at home:

Ensure your child has their own copies of each of their set GCSE English Literature texts. All these set texts have film versions; watch and discuss these together and evaluate their portrayal of the stories. Encourage them to read news articles on current affairs and discuss the views and opinions presented in these texts.

Equipment:

Pupils must have all standard stationery including a highlighter. They must bring the correct exercise book for the unit studied. They must also have their own copy of each of their set Literature texts, which are available to purchase through the school.

Extended learning

Homework policy:

Homework will be set to consolidate and extend understanding and should be undertaken with care. Pupils should expect to spend at least an hour each week on this.

We also expect pupils to continue their reading for pleasure at home, as encountering literary fiction, quality journalism and other non-fiction texts will help significantly with their ability to access unseen texts. Reading for at least 20 minutes, three times per week constitutes a key part of their English homework.

Clubs/ Enrichment opportunities:

Creative Writing Club and competitions

Reading Club (with the possibility of shadowing the Carnegie shortlist)

Author visits

Revision sessions will be offered in the run up to mock exams

Extended study suggestions and reading lists:

There will be resources available for each unit of work for English Language and English Literature on the CATalogue and Microsoft Teams.

Possible trips and visits:

Theatre trip to see ‘An Inspector Calls’, Autumn Term.

If opportunities arise to attend school trips or attend examination sessions, pupils should take full advantage of these.

We will seek to arrange visits from authors and other speakers throughout the Key Stage.

Film Studies – course information

Overview

The WJEC Eduqas specification in GCSE Film Studies aims to develop knowledge and understanding of:

The ways in which meanings and responses are generated through film
A contrasting, culturally diverse range of films from different national contexts
Film as an aesthetic medium
How films reflect the social, cultural and political contexts in which they are made
The relationship between film and film technology over time

Over the course of Year 10 and 11, students will prepare for the three different components. At the same time students will also produce their own film extract or screenplay using the techniques gained from their analysis of films spanning different time periods and cultures.

How will I be assessed?

Component 1: Key Developments in US Film (Written examination: 1 hour 30 minutes)
Component 2: Global Film: Narrative, Representation and Film Style (Written examination: 1 hour 30 minutes)
Component 3: Production (Non-exam assessment. Internally assessed, externally moderated by WJEC)

Please note, these are the final assessments for the course. Internal assessments run throughout the two years in the form of homework, quizzes, mock exams and practice questions.

Who is the course suited to?

This course is suited to students who have a passionate interest in films and film production.

It will also suit students who want to explore, through formal study and their own productions, how films are constructed as well as the role the screenplay takes in the film production process.

In addition to this, students who have strong skills in English, Literacy and IT will find it easier to progress with this qualification.

Supporting your child

The best way you can support your child in the study of this course is to ensure you sit and watch as many films as possible, from a wide variety of time periods and genres. Exposure to as much film-making as possible allows each student to gain a greater understanding of the key developments in film over the last 100+ years and will better enable them to understand the place each set film has in the history of cinema.

Geography – course information

Curriculum

7 What pupils will learn

How it builds on learning

Earth’s Story

The purpose of this module is to stimulate an interest in and a sense of wonder about planet Earth by telling its story – from the ‘Big Bang’ to the present day. Pupils will be introduced to physical and human geography, and develop an understanding of our changing planet.

Pupils learn about the changing nature of the Earth and the development of life on our planet over the past few billion years, the evolution of life over a few hundred million years, and the increase in human capabilities and dispersal around the world over the past hundred thousand years. In future topics pupils look at the progression of civilisation over the last ten thousand years, and the most recent trends of commercialisation, industrialisation and globalisation of the last millennium.

This topic harnesses the natural interest pupils have about Earth in space from primary school (Scoffham 2013 & 2018). Pupils are introduced to geological timescales, human and natural processes evident throughout this time, and the three types of geography – physical, human, and environmental.

The Best of the British Isles

In this unit pupils learn about the incredible physical and human geography of the British Isles. They examine their perceptions of the British Isles and begin to search for thematic patterns and contrasts using different types of maps, e.g. weather, relief, settlement. The unit concludes with a group challenge – pupils create a tour that gives a fair view of the British Isles.

Pupils will develop their geographical skills

by working with a range of geographical

resources e.g. maps, diagrams, photographs

and Geographical Information Systems (GIS). OS maps are used to practice 4 and 6 figure grid references, distance, direction, and height using contour lines in familiar and unfamiliar locations. Pupils apply their understanding of physical and human geography and begin to work with and interpret more complex geographical sources including aerial photographs and choropleth maps.

Frozen Planet

Pupils go back in time to study glacial environments, from the frozen land mass of Great Britain in the last Ice Age to the snow-covered plateau of Antarctica. Pupils will find out what it is like to explore and live in these places. They will also discover that ice moves and flows, which creates some spectacular landforms.

This topic further enhances pupils’ locational knowledge by considering the locations of Earth’s major glaciers. Pupils are introduced to detailed physical geographical concepts (e.g. glaciation, erosion) that underpin future topics.

Climate & Weather

Pupils are introduced to Earth’s climate and weather systems. This unit begins with a global approach – focusing on climate zones and the factors that affect global climate. The UK’s climate and weather is then considered. Fieldwork around the school (microclimates) completes the topic.

This topic consolidates geographical and locational knowledge and understanding from previous topics and stretches this by getting pupils to apply climatic understanding to explain environmental variation between different countries and locations within the UK.

Pupils develop their understanding of the fieldwork enquiry process by collecting, analysing and communicating information gathered through fieldwork.

Africa – A Land of Contrasts

This topic is all about the second largest continent in the world – Africa. Any stereotypes pupils may hold or be aware of will be challenged as they learn about the differences that exist across the continent. Pupils will also learn about one region in detail – the Horn of Africa.

This is a synoptic unit which draws together key concepts in Year 7. Pupils will cover human geography relating to population and diversity, along with physical geography relating to climate and the natural environment.

8 What pupils will learn

How it builds on learning

Cracking Coasts and a Town in Trouble: Walton-on-the-Naze

7,000 properties in the UK will be lost to coastal erosion over the next century. Pupils explore this issue, focusing on the key features and processes that work to shape our coastlines. They focus on how coastlines can be managed and the conflicts between stakeholders, which makes this management a complicated task.

Increasingly detailed knowledge of physical processes introduced in Year 7 allows pupils to describe and explain different environments.

Once pupils are more secure in their understanding of physical processes, students complete a complex enquiry which supports the development of disciplinary knowledge. It increases their capacity to recognise and ask geographical questions and to critique unfamiliar sources of information.

Why Do Borders Matter?

Governments manage borders, but humans live inside them. Pupils consider how the lines we use to split up the planet play a decisive role in the past, present and future of billions of people. Pupils also consider the issues surrounding migration using contemporary case studies including the Ukraine-Russia conflict and migrant workers in Qatar.

This topic primarily focuses on human geographical concepts introduced in the Best of the British Isles topic in Year 7, building pupils’ understanding of how borders are created, and why and how population structure changes. This will enable pupils to begin to consider the impacts of this change on governmental systems and human populations.

Through a variety of unfamiliar place-based exemplars (Mexico, Qatar, Ukraine-Russia, Democratic Republic of Congo) pupils will begin to gain a greater understanding of the key differences and similarities between these locations.

Raging Rivers and Ferocious Floods In this unit, pupils look at some of the world’s most spectacular rivers, how they shape the land, and how flooding can lead to disastrous impacts in places around the world.

This topic considers the interactions between human and physical activity.

Pupils will apply their previous knowledge and geographical skills gained in the Coasts topic to new and unfamiliar contexts.

Utilising the enquiry skills developed at the start of the year, pupils will become increasingly confident in working independently through the fieldwork process on the school site. The topic finishes with climate change, which reinforces connections to prior topics (Coasts, Climate, Glaciers) and establishes the foundations for more sophisticated climate debates in Year 9.

Changing Cities

As the global population grows, towns and cities will be expected to cope with an extra 2.5 billion people by 2050. In this unit, pupils begin to understand the opportunities and challenges that urbanisation presents.

This unit requires an existing understanding of population distribution and density (established in Year 7), and how processes interact to change this over time.

Pupils consider more substantive theories and ideas including urbanisation, urban growth, urban decline and regeneration using a range of examples (Hong Kong, Detroit, Mumbai).

How is Asia being transformed?

Asia is a diverse continent of 49 countries. Dynamic changes have taken place here in the last 50 years. India and China are now very important to the world’s economy, cities are growing rapidly, and no other continent in the world has seen greater levels of economic growth in the last twenty years than Asia. This unit introduces pupils to some of these transformational changes – both positive and negative.

This is a synoptic unit which draws together key concepts in Year 8. Pupils will cover human geography relating to population, urbanisation, development and economic activity and consider how these interact to create change.

Pupils will extend their locational and contextual knowledge of globally significant places through place-based exemplars.

This topic also builds upon pupils’ prior understanding of environmental change. Pupils will more extensively consider how environmental change can be brought about by human activity through globalisation including the role of trans-national corporations and an example of the fast fashion industry. Pupils become more confident with their geographical higher order skills.

9 What pupils will learn

How it builds on learning

The Power of the Planet

We live in an amazing, ever-changing world full of natural wonders. This topic focuses on great forces that have created and shaped the Earth and impacted on people all around the world. Volcanoes are one of the most fundamental forces on our planet. Students explore the impact of dramatic volcanic eruptions in contrasting places.

With a sound knowledge of physical and human processes developed in Year 7 and 8, pupils consider more extensively how physical

and human geographical processes interact at different scales to cause varied impacts.

Pupils build on their decision-making skills by considering a complex decision-making exercise about development on a volcanic island. This helps students to

understand the natural challenges people face

across the globe and begin to utilise a problem- solving mentality to ‘real world’ issues.

Perceptions of the Planet – is our understanding of the world wrong?

The purpose of this module is to challenge our perceptions of the planet, change the way students see the world, and suggest things are probably better than they think. This scheme of work reveals some instincts that distort our perspective â€• from our tendency to divide the world into two camps (usually some version of “us” and “them”) to the way we consume media (paying attention to the negative and dramatic stories) to how we perceive progress (believing that most things are getting worse). Using positive stories and real, data-based information, this topic encourages a new thinking habit that will challenge the way students see the world and empower them to respond to challenges and opportunities of the future.

This topic consolidates prior learning,

requiring students to have an understanding of

population, natural resources, industrial

structure, as well as climatic and environmental conditions. Students will apply this previous knowledge and consider how these factors enable and limit the development of countries around the world.

Pupils also learn about disciplinary knowledge and the practices of geographers by considering how views of development have changed over time.

Our Blue Planet – How can oceans be sustainably managed for the future?

Our ocean is the earth’s defining feature. But the blue of our blue planet is so much more than just a colour. It is rich with life and plays an important role in keeping our planet stable and healthy. Worryingly, we are seeing our ocean change, for the worse. Our Blue Planet introduces students to the value of the world’s oceans, why they’re under threat, the cutting-edge research science to protect species across the world, and clever technological solutions to manage our oceans sustainably.

Pupils build on their understanding of physical geography. They consider complex changes (e.g. trophic cascades) and interconnections (food webs) and develop a more complex understanding of sustainability and sustainable management.

This topic also stretches pupils’ geographical higher order thinking skills with several opportunities to assess and evaluate geographical information.

Extreme Environments

This unit is all about harsh and challenging places on Earth including hot deserts and tropical rainforests. Pupils learn about the characteristics of these places, understand how plants, animals and people survive, and consider the ways in which these places are under threat.

Pupils will build upon their previous experience of considering the interactions between physical and human processes. Pupils will explore and analyse the complex relationships that exist within these biomes, and the effect that human interaction and intervention can have. Pupils will more extensively consider how environmental change can be brought about by human activity by analysing local and global changes and an example of the palm oil industry.

Adventures in the Anthropocene

We live in epoch-making times. The changes humans have made in recent decades have altered our world beyond anything it has experienced in its 4.5 billion-year history – we have become a force on par with earth-shattering asteroids and planet-cloaking volcanoes. This topic explores how humanity’s changes are reshaping our living planet, transforming our relationship with the natural world, and suggests how we might engineer Earth for the future.

This is a synoptic unit which draws together key concepts taught throughout Key Stage 3 including change, climate change, and human development.

Locational knowledge and concepts covered over the three-year course will be reconsolidated and embedded within this topic, encouraging students to actively retrieve previous knowledge.

Assessment

A range of assessment opportunities are used to gauge learning, provide feedback, and help your child to make progress in Geography. Approaches include short tests, more developed enquiries to assess conceptual understanding and skills, essays, oral presentations, and problem-solving and decision-making exercises.

Supporting your child

What you can do at home:

Geography is topical, so encouraging your child to watch the news and read newspapers will help inform them of the issues facing the world. Good sources include the BBC Science & Environment pages, relevant documentaries on the BBC and Channel 4 in addition to quality newspaper articles. Geography is full of opinions, so debating controversial topics is a way of training the Geographer within!
Buy your child an atlas, or a map of the world, or a globe… not only will it help with their studies, but also you can look at the location of places you have travelled to, find unknown places in the news, or ask them to locate places they have studied.
Encourage your child to read fiction and non-fiction with a geographical theme. The ‘Horrible Geography’ series is highly recommended for Year 7. The series consists of 12 titles; each book has a clear geographical focus. The books are suitable for ages 9-12.
Use Google Earth and take a virtual journey to any location in the world! Explore 3D buildings, imagery and terrain. Find cities, places and local features. Great to explore places you have been or places you dream of travelling to…
Using an Ordnance Survey map, ask your child to locate their home and the homes of others on the map. Ask them to provide 4- and 6-figure grid references. You could also ask your child to plan a family walk or outing using the map.
Elements of the Geography topics at KS3 follow the geog.123 pupil books. Pupils will have access to these textbooks in lessons. An additional copy at home could be useful to help review classwork, although this is not essential.

Equipment:

A pencil, ruler and writing pens are essential in every Geography lesson. It may also be useful to have the following items: sharpener, eraser, colouring pencils (green, red, blue, brown as a minimum), compass, calculator, highlighter, glue stick, scissors.

Extended learning

Homework policy:

The Geography department sets homework on average twice per half term. These tasks will usually take approximately 30 minutes to complete. The type of homework varies depending on the topic but could include competitions, revision, research, quizzes, essays, etc.

Clubs/ Enrichment opportunities:

‘Explore More!’ is the Geography department’s programme of extra-curricular opportunities: competitions, trips, and talks to connect pupils to real-life Geographers! These opportunities will be advertised during tutor time, assemblies, and by your child’s Geography teacher in lessons.

Extended study suggestions and reading lists:

Any opportunity to read around the subject by looking at recent geographical events in the news and online is welcome. This should help develop pupils’ global understanding and knowledge. Good sources include the BBC Environment and Science pages, relevant documentaries on the BBC and Channel 4 in addition to quality news articles. Further reading opportunities are also included in lessons.

Possible trips and visits:

Microclimate investigation around the school site (Year 7)
Walton-on-the-Naze to study coastal environments (Year 8)
Infiltration investigation around the school site (Year 8)
International trip to the Azores, Iceland, or Italy (Year 9 and above)

Exam Board and Course Code

AQA GCSE Geography 8035 – https://www.aqa.org.uk/subjects/geography/gcse/geography-8035

Curriculum

10	What students will learn	How it builds on learning
	The Challenge of Natural Hazards This topic looks at a range of different natural hazards, tectonic hazards, weather hazards and climate change. This topic will look at the dynamic nature of physical processes and systems and human interaction with them in a variety of places and at a range of scales. It will consider the influence the level of development of a place can have on the impacts caused by hazards and the need for management strategies.	Students begin their GCSE Geography journey studying Natural Hazards. This topic allows students to make a smooth transition from KS3 to KS4 successfully as they have already been introduced to some of the key concepts. Students will have some prior knowledge from the Year 9 ‘Power of the Planet’ topic and climate change. This topic in Y10 builds on the knowledge gained in KS3 and then moves on to much more challenging concepts such as global atmospheric circulation and the formation of tropical storms. This topic also builds on students’ prior knowledge of differing levels of development around the world. Students gain a deeper knowledge of how these tectonic hazards affect the levels of development and how the level of development within a country affects their ability to predict, prepare and protect.
	Urban Issues and Challenges This topic looks at the fact a large and growing percentage of the world’s population lives in urban areas. Urban growth creates opportunities and challenges for cities in LICs (low-income countries) and NEEs (newly emerging economies). Students will study Rio de Janeiro as a case study of urban growth in a NEE. Urban change in cities in the UK leads to a variety of social, economic and environmental opportunities and challenges; students will study London as a case study of urban change in the UK.	This topic will build on theories and concepts covered in Year 8 ‘Changing Cities’ such as urbanisation, urban change, urban growth, urban decline, and regeneration. It also means students are not just studying physical geography in Year 10 but are starting to build their knowledge and skills of human geography as well.
	The Living World This topic looks at global ecosystems. Students start by looking at ecosystems at a range of scales and the interaction between their biotic and abiotic components. Students will the look at tropical rainforests and cold environments through two detailed case studies – the Amazon Rainforest and Svalbard. Students will understand the physical environment, the challenges and opportunities of these environments, and the impacts human interaction has on each environment leading to a need for sustainable management strategies.	This topic encourages students to develop and extend their knowledge of locations, places, environments and processes. Students build on their KS3 understanding of ecosystems, biomes and their geographical locations, and the location and environmental characteristics of tropical rainforests – their climate, soils and biodiversity. Sustainable management is covered in more depth as students consider the three pillars of sustainability in more detail (social, economic, environmental).
	The Challenge of Resource Management This topic looks at the importance of resources, namely food, water and energy and their significance to economic and social wellbeing. Students will develop an understanding of the global inequalities in the supply and consumption of resources, the changing demand and provision of resources in the UK and the opportunities and challenges these create. Students will then look more in depth at energy resources and the reasons for increasing energy consumption, factors affecting energy supply and the impacts of energy insecurity. They will then look at different strategies that can be used to increase energy supply and how to move towards a sustainable future.	This topic develops a more complex understanding of natural resources introduced to students in the Anthropocene topic in Year 9. Students consider three resources with a UK focus (food, water, energy), before then exploring one of these in more detail (energy) with a global focus.
11	What students will learn	How it builds on learning
	Physical Landscapes in the UK Students will study coastal landscapes in the UK and river landscapes in the UK. Students will study the key physical processes that shape these environments and create unique landscapes. Students will study an example of each of these landscapes form the UK. Students will also look at how different management strategies can be used to protect coastlines from the effects of physical processes and to protect river landscapes from the effects of flooding.	In this topic, there is a greater emphasis given to process studies that lead to an understanding of change. By considering processes linked to examples in the UK, students broaden and deepen their understanding of locational contexts, including greater awareness of the importance of scale. By considering management strategies, there is a greater stress on the multivariate nature of ‘human-physical’ relationships and interactions.
	The Changing Economic World This topic looks at the global variations in economic development and quality of life that exist around the world. Students will develop their understanding of the global development gap and the causes and consequences of this. Students will then study strategies for reducing the global development gap. Students will study Nigeria as an example of a NEE that is experiencing rapid economic development which leads to significant social, environmental, and cultural change. Students will then study economic futures in the UK and how major changes in the economy of the UK have affected, and will continue to affect, employment patterns and regional growth.	The final topic finishes the content ready for Paper 2. This topic is taught at the end of Year 11 as the concepts are challenging and pull together skills built throughout KS3 and KS4.
	Geographical Applications preparation The Geographical Applications unit is designed to be synoptic in that students will be required to draw together knowledge, understanding and skills from the full course of study. Section A: Issue evaluation A resource booklet about a controversial geographical issue will be released twelve weeks before the exam. Students will be guided through the resource through a series of lessons enabling them to become familiar with the material. Students will be guided through practice questions and a more extended piece of writing which will involve an evaluative judgement. Section B: Fieldwork Students will undertake two geographical enquiries (one in Year 10 to the Olympic Park in London, the other in Year 11 to Epping Forest). Students will collect primary data in the field. Students will apply knowledge and understanding to interpret, analyse and evaluate information and issues related to geographical enquiry and select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings in relation to geographical enquiry. Geographical skills are embedded in this topic and feature in all other topics.	Students develop and extend their competence in a range of skills including those used in fieldwork, in using maps and Geographical Information Systems (GIS) and in researching secondary evidence, including digital sources. Students also develop their competence in applying sound enquiry and investigative approaches to questions and hypotheses and learn to ‘study like a geographer’. Students more independently apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced arguments drawing on their geographical knowledge and understanding. In fieldwork, there is an increased involvement of students in planning and undertaking independent enquiry in which skills and knowledge are applied to investigate geographical questions. Students become competent in a range of intellectual and communication skills, including the formulation of arguments, that include elements of synthesis and evaluation of material.

Assessment

A range of assessment opportunities are used to gauge learning, provide feedback, and help your child to make progress in Geography. Lessons feature regular guided exam practice with model answers. At the end of each topic, students complete a 50-minute end of topic test in the style of the GCSE exams.

Supporting your child

What you can do at home:

Encourage students to use revision websites like Seneca Learning and BBC Bitesize
Test your child once a fortnight on the keywords and key content covered in Geography lessons
Encourage your child to work through past papers and practise answering exam questions
Geography is topical, so encouraging your child to watch the news and read newspapers will help inform them of the issues facing the world. Good sources include the BBC Science & Environment pages, relevant documentaries on the BBC and Channel 4 in addition to quality newspaper articles. Geography is full of opinions, so debating controversial topics is a way of training the Geographer within!
Buy your child an atlas, or a map of the world, or a globe… not only will it help with their studies, but also you can look at the location of places you have travelled to, find unknown places in the news, or ask them to locate places they have studied
Encourage your child to read fiction and non-fiction with a geographical theme
Use Google Earth and take a virtual journey to any location in the world! Explore 3D buildings, imagery and terrain. Find cities, places and local features. Great to explore places you have been or places you dream of travelling to…
Using an Ordnance Survey map, ask your child to locate their home and the homes of others on the map. Ask them to provide 4- and 6-figure grid references. You could also ask your child to plan a family walk or outing using the map

Equipment:

Extended learning

Homework policy:

Homework is set every week with a range of activities and challenges including reading, research, note-taking and practice examination questions. In Year 11, homework is mainly the use of an interactive revision website (Seneca Learning) along with practice examination questions.

Clubs/ Enrichment opportunities:

Extended study suggestions and reading lists:

Pupils are encouraged to read the WideWorld magazine (available in the library) which contains topical new case studies and exam advice from experts.

Any opportunity to read around the subject by looking at recent geographical events in the news and online is welcome. This should help develop students’ global understanding and knowledge. Good sources include the BBC Environment and Science pages, relevant documentaries on the BBC and Channel 4 in addition to quality news articles. Further reading opportunities are also included in lessons.

Possible trips and visits:

Fieldwork is an essential aspect of Geography. It ensures that pupils are given the opportunity to consolidate and extend their geographical understanding by relating learning to real experiences of the world. Pupils visit East London in Year 10 to investigate inequalities around the Olympic area. In Year 11, pupils visit Epping Forest to undertake rivers fieldwork and recap the Living World topic. Both of these trips form an important part of the course and students will be examined on their fieldwork experiences at the end of the course.

An international trip to the Azores, Iceland, or Italy is also being considered.

History – course information

Curriculum

7 What pupils will learn

How it builds on learning

EQ1. What can we claim about life in Pompeii? (6 lessons)

Pupils learn about how historians such as Mary Beard use sources (including ancient letters, bones, and carbonised bread) to make claims about life in the Roman Empire.

*This enquiry is assessed with students constructing their own historical claims

This enquiry builds upon what pupils learnt about the Roman Empire in Key Stage 2. It builds towards learning about the fall (EQ2) and the legacies (EQ8) of the Roman Empire.

EQ2. Did the Roman Empire disappear? (5 lessons)

Pupils learn about European history from 400 to 800 AD – and work out how much really changed after the Sack of Rome.

This enquiry builds upon what pupils learnt about the Roman Empire and Pompeii (EQ1). It builds towards learning about the rediscovery of Roman ideas during the Renaissance (EQ8).

EQ3. How similar were the early Islamic and Christian empires? (5 lessons)

Pupils learn about the intellectual achievements of Baghdad and Cordoba – and compare these to Charlemagne’s Frankish Empire and the Byzantine Empire.

*At the end of this enquiry, students will sit Knowledge Test 1

This enquiry builds upon what pupils learnt about Constantinople and Charlemagne’s Frankish Empire (EQ2). It builds towards learning about the Crusades (EQ5).

EQ4. What can one saint’s story teach us about medieval Christianity? (4 lessons)

Pupils study the nature of medieval Christianity through the story of St Foy.

EQ5. How disruptive were the Normans? (7 lessons)

Pupils learn about how the Norman Conquest of 1066 disrupted politics, religion and daily life in Anglo-Saxon England.

*This enquiry is assessed with an essay

This enquiry builds upon what pupils learnt about Christianity (EQ2 and 3) It builds towards learning about the Reformation (EQ10)

This enquiry builds upon what pupils learnt about how medieval kings controlled their kingdoms (EQ2). It builds towards learning about how the Black Death disrupted the feudal social structures introduced by the Normans (EQ7).

EQ6. Why did Crusaders ‘take the cross’? (4 lessons)

Pupils learn about the different religious, political and financial motives of the Crusaders.

This enquiry builds upon what pupils learnt about early Christianity and Islam (EQ2, EQ3, and EQ4). It builds towards learning about Mansa Musa’s Islamic empire and pilgrimage to Mecca (EQ6).

EQ7. What can Mansa Musa reveal about medieval Africa? (4 lessons)

Pupils learn about Mansa Musa and his prosperous Malian Empire – and decide what he can reveal about medieval Africa.

*At the end of this enquiry, students will sit Knowledge Test 2

This enquiry builds upon what pupils learnt about medieval Islamic civilisations (EQ3 and EQ4). It builds towards learning about the Transatlantic Slave Trade and colonisation in Year 8, ensuring that all pupils know about the richness and diversity of ‘pre-colonial’ Africa.

EQ8. How did the Black Death change life in Walsham? (7 lessons)

Pupils learn about how fourteenth-century England responded to a disastrous disease, using John Hatcher’s study of one English village (Walsham le Willows). They will then analyse the wider impacts (long and short term) of the Black Death.

*This enquiry is assessed with an essay.

This enquiry builds upon what pupils learnt about the Feudal System (EQ4). It builds towards learning about the Renaissance (EQ8), as the Black Death created new opportunities for people in states like Florence and Rome.

EQ9. What fuelled the Renaissance? (4 lessons)

Pupils learn about what made the Renaissance possible: artistic geniuses; kings and popes showing off; and gold from the Americas after 1492.

This enquiry builds upon what pupils learnt about the Roman Empire (EQ1 and EQ2). It builds towards learning about the Reformation (EQ9), as Martin Luther was critical of the Pope’s expensive and extravagant re-building of St. Peter’s.

EQ10. Was the Reformation a reform or a revolution? (5 lessons)

Pupils learn about Martin Luther’s criticisms of indulgences and Henry VIII’s Break with Rome – and decide how ‘revolutionary’ were these changes.

*At the end of this enquiry, students will sit Knowledge Test 3

This enquiry builds upon what pupils learnt about the power of the medieval popes (EQ2, EQ5, and EQ8). It builds towards learning about the English Civil War and conflicts between Catholics, Protestants, and Puritans in Year 8.

8 What pupils will learn

How it builds on learning

EQ1. Why did people think their world was ‘upside down’ by 1649? (5 lessons

Pupils learn about the Gunpowder Plot, the English Civil War, and the Execution of Charles I – events which turned seventeenth-century England ‘upside down’.

This enquiry builds upon what pupils learnt about the monarchy and the church in Year 7. It builds towards learning about other political revolutions (EQ6) and the impact of the Industrial Revolution (EQ7 and EQ8).

EQ2. Why did some people believe in witches? (4 lessons)

Pupils learn about why a ‘witch craze’ swept across seventeenth-century England and America. We read extracts from historian Malcolm Gaskill’s books Witchfinders and The Ruin of All Witches.

*At the end of this enquiry, students will sit Knowledge Test 1

This enquiry builds upon what pupils learnt about the ways Britian was turned ‘upside down’ in the seventeenth century (EQ1). It builds towards learning about attitudes towards ‘outsiders’ (EQ8) and gender discrimination (Year 9).

EQ3. How much can we know about the lives of enslaved people? (6 lessons)

Pupils learn about how historians have used different sources (autobiographies, paintings, oral histories) to try and recover the voices and experiences of enslaved Africans.

*This enquiry is assessed with a selection of source-analysis questions

This enquiry builds upon what pupils learnt about pre-colonial Africa in Year 7. It builds towards learning about the rise of British Empire (EQ5 and Year 9).

EQ4. What can Empress Nur Jahan reveal about Mughal India? (4 lessons)

Pupils learn about Nur Jahan (using the work of historian Ruby Lal) and use her life as a lens to study the Mughal Empire.

This enquiry builds upon what pupils learnt about non-European empires (Year 7). It builds towards learning about the East India Company and the British Raj (EQ5).

EQ5. How should we describe the British Empire? (6 lessons)

Pupils learn about the features of the British Empire in India, Australia, and South Africa.

*This enquiry is assessed with an essay.

This enquiry builds upon what pupils learnt about ancient and medieval empires (Year 7) and the Mughal Empire (EQ4). It builds towards learning about the First World War and decolonisation (Year 9)

EQ6. Did new ideas lead to revolutions in the 1700s? (5 lessons)

Pupils learn about the American (1776), French (1789), and Haitian (1791) revolutions – and decide whether they were caused by Enlightenment ideas or something else.

*At the end of this enquiry, students will sit Knowledge Test 2

This enquiry builds upon what pupils learnt about the English Revolution (EQ1). It builds towards learning about the demands that the Chartists (EQ7) and the Suffragettes (Year 9) made for voting rights.

EQ7: Did the Industrial Revolution make life worse for ordinary people? (4 lessons)

Pupils learn about the impact of the Industrial Revolution on working class people and weigh up the positive and negative impacts

This enquiry builds upon what pupils have learnt about the lives of ‘ordinary’ people (Y7 EQ8 and builds towards the towards learning about the Chartist movement (EQ7)

EQ8. What did the Chartists want to change? (6 lessons)

Pupils learn about the millions of working-class men and women who fought for the right to vote and improved living conditions in the 1840s.

*This enquiry is assessed with an essay.

This enquiry builds upon what pupils learnt about how ordinary people challenged those who held power (EQ1 and EQ6). It builds towards learning about why middle-class reformers became interested in the ‘condition of England question’ (EQ8).

EQ8. What can different sources tell us about the ‘condition of England question’? (3 lessons)

Pupils learn about how reforms like Elizabeth Fry and the Earl of Shaftsbury tried to improve working and living conditions in Victorian England.

This enquiry builds upon what pupils learnt about conditions in industrial Britain (EQ7). It builds towards learning about the campaign for votes for women (Year 9).

EQ9. How ‘free’ were Black Americans between 1863 and 1963? (7 lessons)

Pupils learn about the coexistence of Black resistance and racist oppression in the USA from the Civil War to the Civil Rights Movement.

*At the end of this enquiry, students will sit Knowledge Test 1

This enquiry builds upon what pupils learnt about enslaved people (EQ3). It builds towards learning about the USA as a superpower in the twentieth century (Year 9).

9 What pupils will learn

How it builds on learning

EQ1. How did two bullets lead to

twenty million deaths?

EQ2. What can the ‘often forgotten armies’ reveal about the First World War? (5 lessons)

Pupils learn about the contributions that Indian, Algerian, a Chinese soldiers made to the First World War – drawing on the work of historian David Olusoga.

*At the end of this enquiry, students will sit Knowledge Test 1

This enquiry builds on what pupils have learnt about the British Empire in Year 8 and lays the foundation for EQ2

This enquiry builds upon what pupils learnt about the British Empire in Year 8. It builds towards learning about the end of the British Empire (EQ8).

EQ3. Did words or deeds win women the vote? (4 lessons)

Pupils learn about the actions of the Suffragists, the Suffragettes, and the women who worked in factories during WW1 – and decide which group secured women the vote in 1918.

*This enquiry is assessed with an essay.

This enquiry builds upon what pupils learnt about how working-class Chartists campaigned for the right to vote (Year 8). It builds towards learning about other freedom fighters in the twentieth century (EQ8).

EQ4. How did Hitler come to power in Germany? (6 lessons)

Pupils learn about how the Treaty of Versailles, hyperinflation, and antisemitic propaganda created the conditions for Hitler and the Nazi party to be voted into power in 1933.

This enquiry builds upon what pupils learnt about the First World War (EQ1). It builds towards learning about the Second World War (EQ5) and the Holocaust (EQ6).

EQ5. How did Stalin control the USSR? (4 lessons)

Pupils learn about how Stalin used terror and propaganda to control the Soviet Union by analysing posters and statues.

This enquiry builds upon what pupils learnt about the French Revolution (Year 8). It builds towards learning about the Second World War (EQ5) and the Cold War (EQ7).

EQ6. What was the most significant turning point in the Second World War? (5 lessons)

Pupils learn about the most significant battles of WW2: the Battle of Britain; Moscow and Stalingrad; Pearl Harbour; D Day; and the bombing of Hiroshima and Nagasaki.

*At the end of this enquiry, students will sit Knowledge Test 2

This enquiry builds upon what pupils learnt about WW1 (EQ1), Hitler (EQ3) and Stalin (EQ4). It builds towards learning about the Cold War (EQ7).

EQ7. Who or what was responsible for the Holocaust? (6 lessons)

Pupils learn about origins, events and key questions around the Holocaust. The enquiry culminates in a discussion of who holds most responsibility.

*This enquiry is assessed with an essay.

This enquiry builds upon what pupils learnt about Hitler (EQ3) and the Second World War (EQ5). It builds towards learning about the modern world at GCSE.

EQ8. Why is it challenging to tell the story of the Cold War? (6 lessons)

Pupils learn about the tensest moments of the Cold War, such as the construction of the Berlin Wall and the Cuban Missile Crisis and come to a decision as to which event holds must significance.

*This enquiry is assessed with a selection of source-analysis questions

This enquiry builds upon what pupils learnt about the Stalin (EQ4) Second World War (EQ5). It builds towards learning about the modern world at GCSE.

EQ9. Why do people disagree about Thatcher’s Britain?

Pupils learn about the state of Britain in the 1970s and 1980s and investigate how and why Margaret Thatcher has been interpreted in such different lights.

*At the end of this enquiry, students will sit Knowledge Test 3

This enquiry builds upon what pupils learnt about the Cold War (EQ8). It builds towards learning about the politics and the modern world at GCSE.

Assessment

Informal assessment happens constantly in lessons through teachers questioning, quick conversations around and looking at students’ work. Students will complete a mix of low stakes knowledge tests and formal written assessments once a term.

Supporting your child

What you can do at home:

Equipment:

Pupils will need a pen, pencil, ruler, and charged iPad. A set of three or more highlighters will be extremely useful for pupils.

Extended learning

Homework policy:

Homework is set at least twice per term and will primarily be in the form of a set reading with a short comprehension task.

Clubs/ Enrichment opportunities:

There are a variety of enrichment opportunities available for students with an interest in History. These include a lunch time reading club and public lectures.

Extended study suggestions and reading lists:

Additional reading lists are also made available to pupils at the beginning of a scheme of work that include novels, online texts and suitable films to watch to acquire more knowledge of specific topics studied. All students are encouraged to borrow books from both the school library and our own History class libraries. Additionally, all pupils should try to watch or access international, national and local news in some form at least once a week to help them develop an understanding of the historical issues that influence the way we live our lives today. We also suggest watching one of our pre-recorded History lectures: https://www.cambournevc.org/news-and-events/historic-all

Possible trips and visits:

Every year the History department look for opportunities for trips and visits for KS3 students. In the past this has included a trip to the National Archives in London and a one-day visit to the World War One battlefields in France. Keep your eyes peeled for opportunities!

Exam Board and Course Code

Pupils will follow the AQA History GCSE course https://www.aqa.org.uk/subjects/history/gcse/history-8145

Curriculum

10	What students will learn	How it builds on learning
	The Norman conquest and its impact on Britain.	This study builds upon students’ learning in KS3 on the Roman Empire (Y7 EQ1), the Norman Invasion of 1066 (Y7 EQ5) and the impact of later imperial expansion. It also develops students understanding of change which has been a conceptual focus throughout KS3.
	Power and the People– a story of power and protest from Medieval to Twentieth Century.	This thematic study directly builds upon a number of KS3 enquiries. Many of the key historical moments and movements (the Reformation, English Civil War, American Revolution, Chartism, Women’s Suffrage) have been studied in KS3 which allows students to draw comparisons and make thematic judgements over a longer period.
11	What students will learn	How it builds on learning
	The Cold War in Asia (including the Vietnam War) from 1950 to 1975.	This wider world depth study directly builds upon the work that students have done in Y9. Most notably the impact of the First and Second World Wars (Y9 EQ2 and EQ3 and EQ5) and the nature of the Cold War (EQ8).
	The making of the USA from 1840 to 1895.	This period of study directly builds upon the work students have done in Y8 looking at the emergence of the United States (EQ6) and the impact of the Civil War on black Americans (EQ8).

Assessment

Students will be assessed through two examinations, weighted at 50% each and requiring students to answer questions from their own knowledge and in response to source material. Each exam will be 2 hours in length and will take place during the summer exam period in Year 11.

Supporting your child

What you can do at home:

We encourage pupils to discuss ideas that they have studied in lesson time at home. We would also encourage you to ask your child about what they have studied in History as this will enrich the discursive element of the subject. Additional reading lists are also made available to pupils at the beginning of a scheme of work that include novels, online texts and suitable films to watch to acquire more knowledge of specific topics studied. All students are encouraged to borrow books from both the school library and our own History class libraries. Additionally, all pupils should try to watch or access international, national and local news in some form at least once a week to help them develop an understanding of the historical issues that influence the way we live our lives today.

Extended learning

Homework policy:

Homework will be set regularly. This will be a combination of flipped learning to prepare pupils for work in lessons and consolidation of previously learned material. Pupils will need to retain a wide range of key information over the course due to the particular knowledge demand in History, and it is strongly recommended that pupils review what they have studied in History briefly at the end of each week. All pupils are encouraged to borrow books from both the school library and our own History class libraries.

Clubs/ Enrichment opportunities:

There are a variety of enrichment opportunities available for students with an interest in History. These include a lunch time reading club, public lectures, and a new afterschool archaeology club.

Extended study suggestions and reading lists:

Possible trips and visits:

Every year the History department look for opportunities for trips and visits for students studying History GCSE. In the past this has included a trip to the National Archives in London and a one-day visit to the World War One battlefields in France. Keep your eyes peeled for opportunities!

Exam Board and Course Code

Students will follow the OCR Entry Level course: https://www.ocr.org.uk/qualifications/entry-level/history-r435-from-2016/

Curriculum

10	What students will learn	How it builds on learning
	Depth Study: The Norman Conquest	This study builds upon students’ learning in KS3 on the Roman Empire (Y7 EQ1), the Norman Invasion of 1066 (Y7 EQ5) and the impact of later imperial expansion. It also develops students understanding of change which has been a conceptual focus throughout KS3.
	Thematic Study: Migration to Britain	This thematic study directly builds upon several KS3 enquiries (The Black Death, The Reformation, The British Empire, Industrial Revolution, The Holocaust and The World Wars). The course covers key historical periods when people moved to the British Isles for various reasons, such as economic opportunities, conflict, and political or religious persecution. We will revisit many of the key historical periods we have been studying in KS3, looking through the lens of different groups of migrants and the differing experiences they had. This will allow students to draw comparisons and make thematic judgements about migration over a longer period.
11	What students will learn	How it builds on learning
	Individual/Site Study: Students choose either a site or an individual to study and complete two pieces of work.	• A 150-word biography (of the person) or guide (to the site). • A 250-word explanation of the importance and impact of their site or individual over time

Assessment

Students will follow the OCR Entry Level course. Students will be assessed through three internally assessed and externally moderated tasks . Each task will be completed in lessons and full access arrangements will be made. There are no exams for this course.

Supporting your child

What you can do at home:

Extended learning

Extended study suggestions and reading lists:

There are loads of brilliant fiction and non-fiction books you can read to give you a taste of what we will be studying. Feel free to borrow any of the following books or films from the History Department.

Exam Board and Course Code

Students will follow the OCR Ancient History GCSE course: https://www.ocr.org.uk/qualifications/gcse/ancient-history-j198-from-2017/

Curriculum

10	What students will learn	How it builds on learning
	Persian period study Rise of Achaemenid Empire: This period study focuses on the Persian Empire under Cyrus the Great, Cambyses II, Darius I and Xerxes I. Students develop their understanding of the unfolding narrative of substantial developments and issues associated with this period.	This study builds upon students understanding of the origin and nature of imperialism. This is is first introduced in in Y7 EQ2 and developed throughout KS3 (Y8 EQ5 and Y9 EQ2). The course has a conceptual focus on change and continuity which is also developed throughout KS3
	Greek depth study: Alexander the Great, 356 – 323 BC: This depth study covers similar geographical areas to the period study but allows learners to understand the Macedonian invasion, conquest of the Persian Empire and advance as far as India. The events covered in this depth study allow learners to study some of the events associated with the end of the Achaemenid Empire, which began under Cyrus the Great	This study builds upon students understanding of Imperialism (Y7 EQ2, Y8 EQ5 and Y9 EQ2) and links directlyd to their study of the Persian Empire (Y10 Topic 1). The unit has a conceptual focus on evidential thinking that students have developed throughout KS3.
11	What students will learn	How it builds on learning
	Roman period study: Rome: Kingship to Republic, 753 – 440 BC: This longer period study focuses on the kings of Rome and the early Roman Republic, with an emphasis on the most interesting events and characters	This study builds upon students learning on the Roman Empire and its later impacts (Y7 EQ 1, 2 and 9). It has a conceptual focus of change and continuity which is also developed throughout KS3
	Cleopatra: Rome and Egypt, 69–30 BC This depth study enables learners to understand the complexity of the relationship between Rome and Egypt between 69 and 30 BC and the political, military, religious, economic, social and cultural factors affecting the reign of Cleopatra and her relationships with key historical figures during this period of significant upheaval in the Mediterranean world.	This study builds upon students understanding of Imperialism, in particular imperial crisis, directly links to the study of the Origins of Rome (Y11 Topic 1), The unit has a conceptual focus on evidential thinking that students have developed throughout KS3.

Assessment

Students will follow the OCR Ancient History GCSE (9-1) course. Students will be assessed through two examinations, weighted at 50% each and requiring students to answer questions from their own knowledge and in response to source material. Each exam will be 2 hours in length.

Supporting your child

What you can do at home:

There are a wide range of support materials available via the CATalogue. These include a bespoke revision guides, podcasts, all lesson materials and further reading. There is no need to purchase any additional workbooks, but the History department will recommend revision guides that can be optionally purchased from school

Extended learning

Clubs/ Enrichment opportunities:

Extended study suggestions and reading lists:

Languages – French course information

Curriculum

7	What pupils will learn	How it builds on learning
	Pupils in specified form groups will begin learning French in February 2023.
	Greetings, introduction to French pronunciation; key sentence stems	Comparison with English and Spanish
	Continue greetings; “j’aime”	Continued practice of French pronunciation and sentence stems
	Numbers (start); j’ai, tu as, il/elle a, c’est	Key sentence stems are recycled; French pronunciation is practised with new vocabulary
	Personality: je suis, tu es, il/elle est; concept of adjective agreement	Concept of adjective agreement is related back to Spanish. Sentence stems are practised and recycled with the new vocabulary and sentence builders
	Brothers and sisters	J’ai, tu as, il/elle a practised again.
	Birthdays and dates	Revise c’est; use the months to highlight the differences with Spanish to practise pronunciation; build on previous learning of numbers
	Descriptions and ages	Revision of j’ai, tu as, il/elle a, je suis, tu es, il/elle est
	Emma et Ed: two celebrities meet	Consolidation of previous material into a substantial conversation
	Colours	Phonics and adjective endings revisited
	Tu es sportif?	Continued practice of pronunciation; building on the concepts of verb endings using jouer and faire; building on the skill of pronouncing cognates; dealing with longer texts; build on giving opinions and key sentence stems
8	What pupils will learn	How it builds on learning
	Ma famille, mes animaux	Revise and extend descriptions; key sentence stems; revise verb forms in 3^rd person in particular
	Au collège – school subjects, school routine	Continued practice of pronunciation, and specific focus on asking questions with French intonation; a wider range of ER verbs building on the verbs work in Year 7; clock times revise and practise numbers
	Food and snacks at school	Experience with verbs built on with manger, prendre, boire; continued pronunciation work with food and drink items. Work on gender built on with the introduction of du, de la, des
	Mon ordi et mon portable – use of technology	Revision of verbs; pronunciation practice; revision of time phrases and opinions
	Ma zone – where you live	Practice of key sentence stems; describing leisure activities to build on earlier work on sports; arranging to go out – invitations and verbs vouloir, pouvoir, aller; building on likes/ dislikes; revise other verbs including faire
	Future plans for holidays	Build on verbs with the future tense- aller plus near future; building on likes, dislikes, opinions
9	What pupils will learn	How it builds on learning
	Present and past holidays	Introduction of the passé composé builds on previous verbs/ tenses work; revision of opinions, time phrases, sequencers, present tense verbs
	Dream holiday	Consolidation of future tense (2022: introduction of future) with aller
	Mon weekend	Consolidation of arranging to go out; revision of the three main tenses; a night out
	A comme amitié – relationships	Revision of adjectives, family, friends Work on reflexive verbs builds on present tense work
	Une soirée	Revision of tenses
	Il était une fois	Imperfect tense builds on previous work on verbs (not 2022)
	Une personne que j’admire	Builds on descriptions, verbs, adjectives and opinions
	Tu es plutôt foot, tennis ou basket?	Building on hobbies with the revision of sports plus opinions; revision of present tense verbs; cinema and TV
	Intervention programme	Revision of key grammar points to book-end the course for those discontinuing French and to provide a firm basis for those starting the GCSE course

Assessment

Two skills out of listening, speaking, reading and writing per term (excl. spring Year 7)

Supporting your child

What you can do at home:

Encourage them to use the Language Guide (on Microsoft Teams – Files, Class Materials) to review vocabulary and grammar regularly;

Encourage them to read aloud – to practise French in a low-stakes way;

Test them with vocabulary learning;

Listen to French language music/radio using e.g. the radio.garden app

Keep an eye out for films, documentaries, travelogues etc featuring the French-speaking world

Extended learning

Homework policy:

Pupils will be typically be set homework on their last French lesson of the week due for the last lesson of the following week.

Extended study suggestions and reading lists:

All lessons are available on the CATalogue

BBC Bitesize Key Stage 3 French

www.pearsonactivelearn.com – pupils provided with a log-in and password at the start of the year

www.quizlet.com – pupils create a log-in and password when they start languages at CamVC

www.linguascope.com – pupils provided with a log-in and password at the start of the year

www.memrise.com

www.duolingo.com

ww.digitaldialects.com/French.htm (online games)â€‹

www.francaisextra.comâ€‹

www.apprendre.tv5monde.comâ€‹

Possible trips and visits:

French exchange and study visit to Paris

Exam Board and Course Code

AQA GCSE French Syllabus 8658

https://www.aqa.org.uk/subjects/languages/gcse/french-8658

Curriculum

10	What students will learn	How it builds on learning
	Qui suis-je? – family relationships; imperfect tense; describing role models	Consolidation and completion of work from Key Stage 3; revision of past, present, future including common present tense irregulars
	Le temps des loisirs – sports and pastimes; film, TV, cinema, reading; depuis + present tense; direct objects; comparative and superlative adjectives	Builds on and practises the tenses introduced previously; the pastimes topic areas build on material from KS3; the comparative and superlative adjectives build on adjectives covered previously
	Jours ordinaires, jours de fête – daily routine and reflexive verbs; tu vs. vous; en; venir de	Combination of tenses; food topic and du/de la /des from KS3; pouvoir and devoir from KS3
	De la ville à la campagne – simple future tense; negatives	Combination of tenses; negatives from KS3; asking questions
	Le grand large – conditional mood; hotel bookings	Building on tenses work and asking/answering questions
11	What students will learn	How it builds on learning
	Le grand large continued – restaurants, shopping, holiday problems; present participles, avant de; demonstrative adjectives	Revision of gender with demonstratives; revision of reflexive verbs; topic work builds on KS3 work on holidays and on food
	Au collège – life at school; misc. advanced grammar points; unhealthy and healthy lifestyles	Combination of tenses, revision of negatives, pronouns and adjectives
	Bon travail! – career wishes, applying for jobs, describing job roles	Finding new ways of expressing the future; using and understanding a wider range of verbs; practising questions and answers; practice of object pronouns
	Un œil sur le monde – environmental and social issues; arguing for and against	Giving opinions; extended reading; combination of tenses

Assessment

Pupils will be assessed on two skills at the end of each module except where this occurs near the time of the Year 10 summer exams or the Year 11 mock exams.

Supporting your child

What you can do at home:

Encourage them to use their Quizlet.com class and the textbook vocab pages to review vocabulary and grammar regularly;

Encourage them to read aloud – to practise French in a low-stakes way; they could use their end of module questions

Test them with vocabulary learning;

Listen to French language music/radio using e.g. the radio.garden app

Keep an eye out for films, documentaries, travelogues etc featuring the French-speaking world

Extended learning

Homework policy:

Pupils will be typically be set homework on their last French lesson of the week due for the last lesson of the following week.

Extended study suggestions and reading lists:

All lessons are available on the CATalogue; you will particularly note the revision resources in the Year 11 section

BBC Bitesize Key Stage 3 and GCSE French

Oak National Academy French Key Stage 4

CGP Revision Guide and Workbook if you buy it or a similar book

www.pearsonactivelearn.com – pupils provided with a log-in and password at the start of the year

www.quizlet.com – pupils create a log-in and password when they start languages at CamVC

www.linguascope.com – pupils provided with a log-in and password at the start of the year

www.memrise.com

www.duolingo.com

Possible trips and visits:

Exchange visit to Paris

Languages – German course information

Curriculum

7	What pupils will learn	How it builds on learning
	Pupils in specified form groups will begin learning German in February 2023.
	The sounds of German; basic greetings	Compare and contrast with English and Spanish; pupils look again at how sounds and spellings are represented
	Introducing nouns with the German for “the” and “a”	Builds on the concept of gender learnt in Spanish; practice of German pronunciation
	Countries – verbs “sein” and “haben”	Builds into the basic conversations with greetings; practice of pronunciation
	Schoolbag items	Practice of words for the/a and of the verbs “haben” and “sein”
	Age and birthday	Builds on the earlier introduction of numbers and months build on the skill of comparing with English
	Plurals and question words	Build on earlier basic dialogues and key questions; build on work with nouns and pronunciation
	Describing personality and favourite things	Practice and consolidation of “sein”
	Colours	Practice of favourite things; use to practise with schoolbag items
	Free time; opinions	Continued practice of pronunciation, questions, answers; introduction of regular verbs following “sein” and “haben”; using cognates to increase vocabulary; further practice of question words
	Places in town	Build on work on nouns and gender
	Summer plans – present tense with future meaning	Practise and extend free time and opinions
8	What pupils will learn	How it builds on learning
	Places in town	Build on work on nouns and gender
	Summer plans – future	Practise and extend free time and opinions
	School subjects	Build on sentence structure with inverted word order and subordinate clauses; build on opinions; describing teachers and revising personality; telling the time to build on numbers
	Food and drink	Builds on gender, opinions, question words and work on word order
	Family – describing people	Builds on work on personality and colours, and work with the verbs “sein” and “haben”.
	Revision of verbs and word order	Revision of verbs, word order and opinions
9	What pupils will learn	How it builds on learning
	Holidays – past present and future	Introduction of past and future tenses builds on earlier work on verbs; revision of opinions, countries, word order
	Wild auf Musik	Revision and extension of opinions and of use of cognates; revision of questions and word order; description of a trip to a concert/festival to revise tenses and opinions
	Life at school – introduction of imperfect tense with a range of verbs; seit + present tense	Builds on Year 8 topic; revision of colours; clothes to revise gender and use of articles; use of modals to describe school rules builds on previous work on verbs and word order; class trip sub-topic to revise tenses; describing the school day builds on work on telling the time
	Filme	Extension of opinions and continued practice with tenses and word order
	Summer intervention	Revision of key grammar points to book-end the course for those discontinuing German and to provide a firm basis for those starting the GCSE course

Assessment

Two skills out of listening, speaking, reading and writing per term (excl. spring Year 7)

Supporting your child

What you can do at home:

Encourage them to use the Language Guide (on Microsoft Teams – Files, Class Materials) to review vocabulary and grammar regularly;

Encourage them to read aloud – to practise German in a low-stakes way;

Test them with vocabulary learning;

Listen to German language music/radio using e.g. the radio.garden app or

Keep an eye out for films, documentaries, travelogues etc featuring the German-speaking world

Extended learning

Homework policy:

Pupils will be typically be set homework on their last German lesson of the week due for the last lesson of the following week.

Extended study suggestions and reading lists:

All lessons are available on the CATalogue

BBC Bitesize Key Stage 3 German

www.pearsonactivelearn.com – pupils provided with a log-in and password at the start of the year

www.quizlet.com – pupils create a log-in and password when they start languages at CamVC

www.linguascope.com – pupils provided with a log-in and password at the start of the year

www.memrise.com

www.duolingo.com

https://www.dw.com/en/learn-german/s-2469 online German courses

Possible trips and visits:

German exchange visit to Bad Hersfeld and study visit to Aachen

Exam Board and Course Code

AQA GCSE German Syllabus 8668

https://www.aqa.org.uk/subjects/languages/gcse/german-8668

Curriculum

10	What students will learn	How it builds on learning
	Zeit für Freizeit: Leisure activities – sport, reading, cinema and TV; conditional tense; gern/lieber/am liebsten	Opinions and hobbies from Key Stage 3; continued practice with word order and verbs; revision of nouns and articles
	Menschliche Beziehungen: Family relationships; possessives, separable verbs	Separable verbs build on previous work with verbs; extension of adjectives and word order; extension of imperfect tense and modal verbs
	Willkommen bei mir: Life at home, routine, food, house rules, healthy lifestyles, social media and technology	Reflexives and separable verbs revise the use of tenses; further work on nouns and articles; complex opinions build on simpler opinions; practice of word order
	Ich liebe Wien: travelling and tickets	Questions and answers
11	What students will learn	How it builds on learning
	Wien und Wiener Schnitzel: travel, restaurant dining, shopping, hotels	Continued practice of questions and answers; use of “seit”; consolidation of comparative and superlative adjectives and of the use of nouns and articles
	Im Urlaub und zu Hause: holidays, pluperfect tense	Revision of adjectives and extension of tenses; further practice of word order; practice of modal verbs
	Rund um die Arbeit: The world of work	Conjunctions with word order; practice with using a range of tenses and nouns
	Eine wunderbare Welt: Social and environmental issues	Subordinate clauses, continued practice with a range of tenses; gender of nouns

Assessment

Pupils will be assessed on two skills at the end of each module except where this occurs near the time of the Year 10 summer exams or the Year 11 mock exams.

Supporting your child

What you can do at home:

Encourage them to use their Quizlet.com class and the textbook vocab pages to review vocabulary and grammar regularly;

Encourage them to read aloud – to practise German in a low-stakes way; they could use their end of module questions;

Test them with vocabulary learning;

Listen to German language music/radio using e.g. the radio.garden app;

Keep an eye out for films, documentaries, travelogues etc featuring the German-speaking world.

Equipment:

Other than standard (Pencil case, HB pencils, pencil sharpener; rubber, coloured pencils, black or blue biros, or ink pen and cartridges, short ruler, reading book – and charged iPad)

Extended learning

Homework policy:

Pupils will be typically be set homework on their last German lesson of the week due for the last lesson of the following week.

Extended study suggestions and reading lists:

All lessons are available on the CATalogue; you will particularly note the revision resources in the Year 11 section

BBC Bitesize Key Stage 3 and GCSE German

Oak National Academy German Key Stage 4

CGP Revision Guide and Workbook and similar can be purchased

www.pearsonactivelearn.com – pupils provided with a log-in and password at the start of the year

www.quizlet.com – pupils create a log-in and password when they start languages at CamVC

www.linguascope.com – pupils provided with a log-in and password at the start of the year

www.memrise.com

www.duolingo.com

https://www.dw.com/en/learn-german/s-2469 online German courses

Languages – Spanish course information

Curriculum

7 What pupils will learn

How it builds on learning

Topic 1:

· Learning a song for the ‘Spanglovision’ competition.

· Alphabet.

· Personality.

· Pets.

Recalling prior knowledge from KS2.

This module will lay the foundations of Spanish phonics and pronunciation. It will consolidate and extend previous knowledge of personal information sentences, and vocabulary about personality and pets.

Topic 2:

· Talking about your family (physical description).

· Animals.

· Adjective endings.

· The verb ‘tener’ (to have).

This module develops knowledge of new vocabulary and consolidates prior knowledge of noun-adjective agreement and verb conjugation.

Topic 3:

· Free time.

· Present tense regular AR verbs.

· Revision of the weather.

· Talking about sports.

· Giving opinions.

This module develops knowledge of verb conjugation of ‘-ar’ ending verbs. It will consolidate prior knowledge of giving opinions in Spanish.

Topic 4:

· School subjects.

· Opinions.

· Telling the time.

· Timetable.

· Transport.

· School day.

This module develops knowledge of new vocabulary and consolidates noun-adjective agreement, giving opinions and verb conjugation.

Topic 5:

· My town.

· Describing town.

· Using the verb ‘ir’ in the present tense.

· Talking about what you do.

· Future plans.

This module develops knowledge of new vocabulary, the conjugation in the present tense of the irregular verb ‘ir’ (to go), and how to communicate future plans using the future tense. It will also consolidate prior knowledge of noun-adjective agreement and giving opinions.

Topic 6:

· Spanish History unit.

This module offers students the opportunity to develop knowledge of Spanish History.

8 What pupils will learn

How it builds on learning

Topic 1:

· Talking about past holidays using the preterite tense.

This module develops knowledge of new vocabulary about holidays and the conjugation of some verbs in the past tense. It will also consolidate prior knowledge of noun-adjective agreement and giving opinions.

This module sees a particular focus on writing skills.

Topic 2:

· Talking about free time, interests and preferred types of films and music.

This module develops knowledge of new vocabulary about free time, interests and preferred types of films and music.

It will also consolidate prior knowledge of noun-adjective agreement and giving opinions.

This module includes particular focus on speaking skills.

Topic 3:

· Talking about food, eating out, and what people eat at different mealtimes.

· Revision of the present and the future tenses.

This module develops knowledge of new vocabulary about food, eating out, and mealtimes.

It will consolidate prior knowledge of conjugating verbs both in present and future tenses, noun-adjective agreement and giving opinions.

Topic 4:

· Talking about clothes and what to wear using the present and future tenses.

· Giving an account of a party.

This module develop knowledges of new vocabulary about clothes.

It will consolidate prior knowledge of conjugating verbs both in present and future tenses, noun-adjective agreement and giving opinions.

Topic 5:

· Arranging to go out.

· Revising the time and arranging to meet up.

· Making excuses.

· Practising conversations about going out.

This module develops knowledge of new vocabulary.

It will consolidate prior knowledge of giving the time, verb conjugation, and giving opinions.

Topic 6:

· Talking about different types of houses.

· Describing rooms in a house.

This module develops knowledge of new vocabulary about types of houses and parts of a house.

It will consolidate prior knowledge of verb conjugation, noun-adjective agreement and giving opinions.

9 What pupils will learn

How it builds on learning

Topic 1:

· Talking about hobbies, activities, and things that you like.

· Describing weekly routines and focusing on questions.

· Media – types of TV programme, film and TV watching habits and preferences.

· Using comparatives and superlatives.

· Consolidating past, present and future.

· Describing a day out.

This module consolidates prior knowledge about hobbies, free time activities, and films. It will also develop knowledge of new vocabulary about media and TV.

It will also lay the foundations for further study of adjective forms: comparatives and superlatives.

It will consolidate prior knowledge of conjugating verbs both in present, past, and future tenses, noun-adjective agreement and giving opinions.

Topic 2:

· The world of work.

· What you need to do in different jobs.

· Future plans and the world of work.

· What happens next? – talking about plans for the future.

This module develops knowledge of new vocabulary about the world of work.

It will consolidate prior knowledge of conjugating verbs both in present and future tenses, noun-adjective agreement and giving opinions.

Topic 3:

· Healthy lifestyle.

· What you do to stay in shape.

· What your daily routine is like.

· Giving advice on health issues.

· Body parts.

This module offers students the opportunity to develop knowledge of new vocabulary about health, and body parts. It will also develop knowledge of how to give advice in Spanish.

It will also consolidate prior knowledge of verb conjugation.

Topic 4:

· Rights and responsibilities.

· Recycling.

· Describing my town/city and focusing on world issues.

· Giving points of view.

This module offers students the opportunity to develop knowledge of new vocabulary.

It will also consolidate prior knowledge of vocabulary about town and city.

It will also consolidate and extend prior knowledge of giving opinions.

Topic 5:

(GCSE Module 1)

· Talking about holidays and weather.

· Talking about the best and the worst thing of the holidays.

· Using regular and irregular verbs in present and past tenses.

Students start working on GCSE content.

This module revisits vocabulary about holidays and introduces new vocabulary about weather.

It will also consolidate and extend prior knowledge of conjugating and using regular and irregular verbs in the past tense.

Topic 6:

(GCSE Module 1)

· Describing accommodation.

· Booking a hotel room.

· Making complaints.

· Describing places in the past.

This module introduces new vocabulary about hotels.

It will also lay the foundations for further study and use of regular and irregular verbs in the past tense for descriptions in the past.

Assessment

Pupils are assessed on an on-going basis in Spanish to help them realise that language learning is something that cannot be ‘crammed for’ before one major assessment at the end of a school year. Language learning is a continual process that constantly builds on previous vocabulary and grammar. For this reason, we have milestone tasks in the skills of listening, reading, speaking and writing and also on grammar. These are taken throughout the year and when the class is ready for them rather than at a set time. Pupils will learn the date of these assessed tasks in advance.

Supporting your child

What you can do at home:

You can help your child find time daily for practising. Ensure they practise writing by reviewing their class notes and completing assignments. Regular contact with the language has proven to be effective in committing it to memory.

If you know the language, talk to your child to help them practise. If you do not speak the language, encourage them to teach you a few phrases daily. Speaking foreign languages at home establishes a solid foundation. Watching movies in the language will assist in pronunciation and further develop their understanding of the language and real-life application. Videos and music are also exciting ways to learn.

Equipment:

A pencil, rubber, ruler and a couple of writing pens are always essential in every Spanish lesson. Students should also make sure they bring their exercise books to every class. Students may find that their own set of highlighters may be useful, but these are not compulsory.

Extended learning

Homework policy:

Year 7 and Year 8 pupils will receive an average of 30 minutes’ homework every week; this may represent one piece of work, or the total of more than one shorter task.

Year 9 pupils will be set an average of 40 minutes’ homework every week; this may represent one piece of work, or the total of more than one shorter task.

Clubs/ Enrichment opportunities:

Early in the first term of Year 7 there is the Spanglovision competition when each tutor group learns and performs a song in Spanish. Pupils also are entered to the Spanish Spelling Bee which is now a national competition.

There are other opportunities to participate in different clubs such as Language Leaders in Year 9, Spanish Club at lunch time (one day a week TBC), Languages Taster, etc.

Extended study suggestions and reading lists:

There are many online resources which your child can access to further improve their Spanish. The advantage of these is that they offer immediate feedback to the learner. The main websites that pupils will be familiar with are linguascope and pearsonactivelearn. Class teachers will provide pupils with login information.

Pupils are also encouraged to revise vocabulary using quizlet that they have met on a regular basis to make sure it stays in their long-term memory. They can also research further vocabulary on the topics met in class and vocabulary in areas of their own personal interests.

Possible trips and visits:

There is an immersion trip to the town of Zaragoza in north-east of Spain in May of Year 7. Pupils stay in a hotel and do day trips as well as meet and work with Spanish secondary school pupils in the local school.

Pupils in Year 7 also have the opportunity to take part in Spanish club and Spelling Bee club, both of which run at lunchtimes.

There is a Spanish exchange link especially for Year 9 with a school in Zaragoza. This is a shared exchange with Comberton Village College and was a great success in previous years.

It is worth bearing in mind that there is an opportunity in Year 10 and 11 for a week-long study visit to a Spanish language school in Granada.

Exam Board and Course Code

AQA GCSE Spanish (8698)

https://www.aqa.org.uk/subjects/languages/gcse/spanish-8698

Curriculum

10 What students will learn

How it builds on learning

Autumn Term

My studies. Life at school/college:

· Giving opinions about school subjects.

· Describing school facilities.

· Describing school uniform and the school day.

· Talking about subjects and teachers.

· Talking about school rules and problems.

· Talking about plans for a school exchange.

· Talking about activities and achievements.

Technology in everyday life:

· Talking about social networks.

· Talking about socialising and family.

This term students consolidate and extend prior knowledge on the topics of school and technology.

Students will have the opportunity to consolidate and extend prior knowledge and develop new one of using verbs both in present and future tenses, noun-adjective agreement, comparative and superlative forms of adjectives, negative sentences, object pronouns, and giving and justifying opinions.

Spring Term

Free-time activities:

· Talking about free-time activities.

· Talking about reading preferences.

· Talking about TV programmes and films.

· Talking about what you usually do.

· Talking about sports.

· Making arrangements.

· Describing people.

· Talking about friends and family.

This term students consolidate and extend prior knowledge on the topic of free-time activities.

Students will have the opportunity to consolidate and extend prior knowledge and develop new one of using verbs in present, present continuous, past and future tenses, stem-changing verbs, ‘soler’ plus infinitive, the imperfect tense to say what you used to do, noun-adjective agreement, and giving and justifying opinions.

Summer Term

Interests and influences:

· Talking about what’s trending.

· Discussing different types of entertainment.

· Talking about who inspires you.

Home, town, neighbourhood and region:

· Talking about places in town.

· Asking for and understanding directions.

· Talking about shops.

· Shopping for souvenirs.

· Describing the features of a region.

· Shopping for clothes and presents.

· Talking about problems in a town.

· Describing a visit in the past.

This term students consolidate and extend prior knowledge on the topics of interests, influences, home, town, neighbourhood and region.

Students will have the opportunity to consolidate and extend prior knowledge and develop new one of using verbs in present, future, in a range of past tenses, and in the conditional tense, words which have more than one meaning, synonyms and antonyms, ‘se puede’ and ‘se pueden’, noun-adjective agreement, demonstrative adjectives, explaining preferences, recognising and using idioms, and giving and justifying opinions.

11 What students will learn

How it builds on learning

Autumn Term

Food and eating out:

· Describing mealtimes.

· Talking about daily routine.

· Talking about typical foods.

· Describing a special day.

· Ordering in a restaurant.

Health:

· Talking about illnesses and injuries.

· Asking for help at the pharmacy.

Customs and festivals in Spanish-speaking countries/communities:

· Comparing different festivals.

· Talking about a music festival.

Jobs, career choices and ambitions:

· Talking about different jobs.

· Discussing job preferences.

· Talking about how you earn money.

· Talking about work experience.

This term students consolidate and extend prior knowledge on the topics of food, health, customs and festivals in Spanish-speaking countries/communities, jobs, career choices and ambitions.

Students will have the opportunity to consolidate and extend prior knowledge and develop new one of using the passive, spotting words which indicate an increase/decrease, using reflexive verb in the past tense, inferring meaning in literary texts, using absolute superlatives, using expressions followed by the infinitive, adding interest when narrating a story, using ‘soler’ in the imperfect tense, and giving and justifying opinions.

Spring Term

Education post-16:

· Talking about the importance of learning languages.

· Applying for a summer job.

· Discussing gap years.

· Discussing plans for the future

Global issues – The environment and poverty:

· Describing types of houses.

· Talking about the environment.

· Talking about healthy eating.

· Discussing healthy lifestyles.

· Considering global issues.

· Talking about local actions.

· Talking about international sporting events.

· Talking about natural disasters.

This module offers students the opportunity to develop knowledge of new vocabulary on the topics of Education post-16, and global issues.

Students will have the opportunity to consolidate and extend prior knowledge and develop new one of using the present and present continuous, the conditional tense, the present subjunctive, the pluperfect tense, the imperfect continuous, grammar knowledge in translation, and giving and justifying opinions.

Summer Term

· Revision of all course content for GCSE Spanish.

· Public Examinations

Consolidation of all course content for GCSE Spanish.

Assessment

Pupils will be assessed on two skills at the end of each module except where this occurs near the time of the Y10 summer exams or the Y11 mock exams.

Supporting your child

What you can do at home:

Equipment:

Pupils will be issued with a GCSE textbook which they must be responsible for and bring to every lesson and return to the Library at the end of Y11. In addition to this, pupils need to have a blue or black pen, pencil, and ruler. Many pupils find it useful to have a glue stick and a set of highlighters for highlighting key vocabulary.

Extended learning

Homework policy:

Homework will be set every week and will be a combination of vocabulary learning and reading, writing or grammar consolidation. It is essential that pupils dedicate 30—60 minutes per week to vocabulary learning. Key vocabulary for the course can be accessed via the vocabulary learning website, Quizlet.

Extended study suggestions and reading lists:

There is a good selection of easy-to-read books available in the school Library students can benefit from.

All pupils’ lessons are available on the CATalogue; you will particularly note the revision resources in the Y11 section

BBC Bitesize Key Stage 3 and GCSE Spanish

Oak National Academy Spanish Key Stage 4

CGP Revision Guide and Workbook if you buy it or a similar book

www.pearsonactivelearn.com – pupils provided with a log-in and password at the start of the year

www.quizlet.com – pupils create a log-in and password when they start languages at CamVC

www.linguascope.com – pupils provided with a log-in and password at the start of the year

www.memrise.com

www.duolingo.com

Possible trips and visits:

There is a new study visit designed for Y10 & Y11 for a week to a Spanish language school in Granada where students will attend lessons in the morning for a week.

Pupils also had the opportunity to take part in the Spanish Exchange in Year 9. If other opportunities arise, they should take full advantage

Mathematics – course information

Curriculum

The study of mathematics is vital to the fast-developing minds of Key Stage 3 pupils. Mathematics is more than just arithmetic. It is about learning how to think and how to apply one’s mind in disciplined yet creative ways to solve problems. Our KS3 curriculum has been developed to begin the process of giving pupils these thinking skills whilst providing the opportunity for pupils to develop and demonstrate mastery of key knowledge and skills, to lay the foundations for future success in mathematics.

7	What pupils will learn	How it builds on learning
	Number 1: Number skills including order of operations, place value and negative numbers. Investigating and discovering special properties of certain numbers.	Consolidates and extends the Number content of the Key Stage 2 Maths curriculum
	Algebra 1: Expressions and manipulating algebra including using letters to represent numbers and simplifying expressions.	Consolidates and extends the Algebra content of the Year 6 programme of study from the Key Stage 2 Maths curriculum
	Data Handling 1: Using different types of graphs to represent data.	Consolidates and extends the Statistics content of the Key Stage 2 Maths curriculum
	Geometry 1: Angles and angle facts at a variety of levels from looking at angles along a straight line to angles in polygons of various sizes. Accurately drawing shapes using a ruler and a protractor. Developing an understanding of mathematical convention for labelling sides and angles.	Consolidates and extends the Geometry, properties of shapes, content of the Key Stage 2 Maths curriculum
	Number 2: Calculations including different methods of multiplication or division and rounding.	Consolidates and extends the Number content of the Key Stage 2 Maths curriculum
	Algebra 2: Forming equations, looking at ways to solve them including using a number machine and writing the problem as a sentence.	Consolidates and extends the Algebra content of the Year 6 programme of study in the Key Stage 2 Maths curriculum
	Data Handling 2: Analysing data using averages and measures of how spread out the data is. At some levels this will include finding averages from data presented in frequency tables or graphs.	Consolidates and extends the Statistics content of the Key Stage 2 Maths curriculum
	Geometry 2: Area and perimeter of shapes, ranging from rectangles to compound shapes and then circles.	Consolidates and extends the Measurement content of the Key Stage 2 Maths curriculum
	Number 3: Fractions, decimals and percentages. Ratio and Proportion.	Consolidates and extends the Number and Ratio & Proportion content of the Key Stage 2 Maths curriculum
	Algebra 3: Sequences including spotting patterns; filling in gaps and finding the rule to generate the sequence. Plotting coordinates onto a graph and plotting ones which follow a set rule with a view to looking at how this links in with straight line graphs.	Consolidates and extends the Algebra content of the Year 6 programme of study in the Key Stage 2 Maths curriculum
	Data Handling 3: Starting to investigate probability ranging from words to describe likelihood, working out numerical probabilities and drawing diagrams to display all possible outcomes.	New content at Key Stage 3.
	Geometry 3: Reflective and rotational symmetry, similarity, and a selection of the different transformations depending on the level of the pupil – from translations, reflections, rotations and enlargements.	Consolidates and extends the Geometry, position and direction, content of the Key Stage 2 Maths curriculum
8	What pupils will learn	How it builds on learning
	Number 1: Number skills including working with decimals, negative numbers, indices and prime factors.	Builds on the content and skills learnt in Year 7 Number 1
	Algebra 1: Expressions and manipulating algebra including substituting into expressions; expanding brackets; and at the higher end, working with indices.	Builds on the content and skills learnt in Year 7 Algebra 1
	Data Handling 1: Representing data using a variety of graphs suitable to the level of the students – pie charts, scatter graphs or stem and leaf diagrams leading into bar charts.	Builds on the content and skills learnt in Year 7 Data Handling 1
	Geometry 1: Using angle facts and Pythagoras’ theorem to solve problems. Standard constructions and loci.	Builds on the content and skills learnt in Year 7 Geometry 1
	Number 2: Learning to use a calculator well, thinking about accuracy and estimation. There will be an emphasis on using a calculator to solve multi-step problems. Understanding measures and some compound measures such as speed and density.	Builds on the content and skills learnt in Year 7 Number 2
	Algebra 2: Forming and solving equations and inequalities.	Builds on the content and skills learnt in Year 7 Algebra 2
	Data Handling 2: Analysing data, presented in a variety of ways, using averages and range.	Builds on the content and skills learnt in Year 7 Data Handling 2
	Geometry 2: Perimeter and area of 2D shapes, including triangles, parallelograms, trapezia and circles. Some groups will also focus on volumes and surface area of prisms.	Builds on the content and skills learnt in Year 7 Geometry 2
	Number 3: Fractions, decimals and percentages. Working with fractions, performing operations with them and working out reciprocals. Working with percentages to look at how percentage increase and decrease can affect amounts. Solving problems involving ratio and proportion.	Builds on the content and skills learnt in Year 7 Number 3
	Algebra 3: Different groups will look at different difficulties of sequences from linear and geometric to basic quadratic. Using graphs to investigate straight lines. Some groups will also look at real-life graphs.	Builds on the content and skills learnt in Year 7 Algebra 3
	Data Handling 3: Experimental probability and theoretical probability. Looking at compound events and how to display information, including using sample space diagrams.	Builds on the content and skills learnt in Year 7 Data Handling 3
	Geometry 3: A range of different topics depending on the level of the pupils including understanding similarity and congruency, carrying out transformations of shapes and investigating scale drawings.	Builds on the content and skills learnt in Year 7 Geometry 3
9	What pupils will learn	How it builds on learning
	Number 1: Working with decimals, negative numbers, indices, standard form and prime factors.	Builds on the content and skills learnt in Year 8 Number 1
	Algebra 1: Expressions and manipulating algebra including substituting into expressions; expanding brackets; working with indices and at the higher end, starting to look at quadratic equations.	Builds on the content and skills learnt in Year 8 Algebra 1
	Data Handling 1: Representing data using a variety of graphs suitable to the level of the pupils – two way tables, pie charts, scatter graphs or stem and leaf diagrams leading into bar charts.	Builds on the content and skills learnt in Year 8 Data Handling 1
	Geometry 1: Using angle facts and Pythagoras’ theorem to solve problems. Standard constructions and loci. Introduction to trigonometry for some.	Builds on the content and skills learnt in Year 8 Geometry 1
	Number 2: Learning to use a calculator well, thinking about accuracy and estimation and how to use a calculator to solve multi-step problems. Understanding measures and some compound measures such as speed, density and pressure. Practice of multiplication and division methods without a calculator.	Builds on the content and skills learnt in Year 8 Number 2
	Algebra 2: Forming and solving equations and inequalities.	Builds on the content and skills learnt in Year 8 Algebra 2
	Data Handling 2: Analysing data, presented in a variety of ways, using averages and range.	Builds on the content and skills learnt in Year 8 Data Handling 2
	Geometry 2: Perimeter and area of 2D shapes, including circles and sectors. Volume and surface area of 3D solids, including prisms, pyramids, cones and spheres.	Builds on the content and skills learnt in Year 8 Geometry 2
	Number 3: Calculations with fractions, decimals and percentages. Percentage amounts, increase and decrease including compound percentages. Solving problems involving ratio, direct and indirect proportion.	Builds on the content and skills learnt in Year 8 Number 3
	Algebra 3: Different groups will look at different difficulties of sequences from linear and geometric to basic quadratic. Using graphs to investigate straight lines and tangents to curves.	Builds on the content and skills learnt in Year 8 Algebra 3
	Data Handling 3: Experimental and theoretical probability. Looking at compound events and how to display information, including use of sample space diagrams, Venn diagrams, and probability trees.	Builds on the content and skills learnt in Year 8 Data Handling 3
	Geometry 3: A range of different topics depending on the level of the pupils including understanding similarity and congruency, carrying out transformations of shapes and investigating scale drawings. Some groups will also be introduced to vectors.	Builds on the content and skills learnt in Year 8 Geometry 3

Assessment

After each unit, pupils complete an end of topic review task; this may be in class or at home.

At the end of each term, students sit a progress test in class. The test is to assess the students’ learning and understanding of the topics taught in each term.

Supporting your child

What you can do at home:

Please regularly look at your child’s individual learning log with them. This can be found either in the front of their exercise book or on OneNote. This will detail the learning objectives that are being covered in each topic and your child’s progress in relation to them. Please support us with the expectations on equipment and homework (detailed below) and encourage your child to be independent with these too.

Equipment:

We would expect all pupils to have the following equipment the core equipment, plus some maths essentials. During assessments the department operates a zero-tolerance policy and will not lend out any equipment.

The additional maths equipment is: a pair of compasses, a scientific calculator and a protractor

Extended learning

Homework policy:

Year 7 and Year 8 students will be set an average of 30 minutes homework every week; this may be one piece of work, or the total of more than one shorter tasks. Year 9 students will be set an average of 40 minutes homework every week; again, this may be one piece of work, or the total of more than one shorter tasks.

Homework tasks will range from question-and-answer based homeworks, to activities set on www.SparxMaths.com, investigations, posters or revision for an upcoming assessment. These may include end-of-topic homework sheets, which will be found on Satchel One and Microsoft Teams, although these are set at the discretion of the teacher.

Enrichment opportunities:

The UKMT Junior Maths Challenge for Year 7 and Year 8 students takes place in April, and the UKMT Intermediate Maths Challenge for Year 9 takes place in February. Other enrichment opportunities will be provided throughout the year. Examples from previous years include Christmas origami, Hurricane Houses project and MegaMenger.

Extended study suggestions:

The school subscribes to the Sparx website: www.SparxMaths.com

This resource can be used both to review learning done in classes but also to complete online homework on topics recently covered.

All pupils are encouraged continually to practise their timetables to ensure fast and accurate recall. A fun way to do this is through www.ttrockstars.com

For a more open-ended selection of maths problems the nrich website can prove useful: http://nrich.maths.org

If you click onto the ‘for students’ section, you can find a selection of problems suitable for a variety of levels. Within live problems are tasks which are currently open for solution and for which pupils could submit their own solution – the website publishes the best solutions each month referencing the students who submitted these.

Exam Board and Course Code

AQA 8300 GCSE Mathematics

https://allaboutmaths.aqa.org.uk/newspec8300

Curriculum

In GCSE Mathematics pupils learn about six aspects of mathematics:

Number
Algebra
Ratio, proportion and rates of change
Geometry and measure
Probability
Statistics

In addition to learning to use and apply standard techniques, pupils will learn to:

Reason, interpret and communicate mathematically;
Solve problems within mathematics and in other contexts.

10	What students will learn	How it builds on learning
	Number 1: Number skills including order of operations, place value, negative numbers, decimal numbers, indices, surds and standard form. Investigating and discovering special properties of certain numbers.	Builds on the content and skills learnt in Number 1 across Key Stage 3
	Algebra 1: Expressions, including linear and quadratic, and manipulating algebra including using letters to represent numbers. Manipulation of more complex expressions, in particular fractions.	Builds on the content and skills learnt in Algebra 1 across Key Stage 3
	Geometry 1: Angles and angle facts at a variety of levels from looking at angles along a straight line to angles in polygons of various sizes and circle theorems. Accurately drawing shapes using a ruler and a protractor. Pythagoras’ theorem. Trigonometry for both right-angled and, at some levels, non-right-angled triangles.	Builds on the content and skills learnt in Data Handling 1 across Key Stage 3
	Data Handling 1: Representing data using tables, charts and graphs. Understanding correlation. Methods of sampling. Use of quartiles and representing data using boxplots and cumulative frequency diagrams.	Builds on the content and skills learnt in Geometry 1 across Key Stage 3
	Number 2: Calculations including different methods of multiplication or division and rounding. Developing skills at using a calculator. Compound measures and upper and lower bounds. Using the product rule for counting.	Builds on the content and skills learnt in Number 2 across Key Stage 3
	Algebra 2: Forming equations, looking at ways to solve them including using a number machine and writing the problem as a sentence. Solving equations as well as inequalities. Solving linear simultaneous equations and for some groups more advanced simultaneous equations. Drawing more complicated graphs, eg. the reciprocal and exponential functions. Using iteration to find solutions to equations.	Builds on the content and skills learnt in Algebra 2 across Key Stage 3
	Geometry 2: Area and perimeter of shapes, ranging from rectangles to compound shapes and then circles, including arcs, sectors and segments. Volume and surface area of 3D shapes.	Builds on the content and skills learnt in Data Handling 2 across Key Stage 3
	Data handling 2: Analysing data using averages and measures of how spread out the data is. At some levels this will include finding averages from data presented in frequency tables or graphs and presenting data in histograms.	Builds on the content and skills learnt in Geometry 2 across Key Stage 3
	Number 3: Fractions, decimals and percentages, including recurring decimals.	Builds on the content and skills learnt in Number 3 across Key Stage 3
	Algebra 3: Sequences including spotting patterns; filling in gaps, finding the rule to generate the sequence and finding the nth term. Plotting coordinates onto a graph and plotting ones which follow a set rule with a view to looking at how this links in with straight line graphs. Further work with straight line graphs, including mid points of line segments, linear inequalities, perpendicular gradients and kinematics graphs. At some levels transformations of graphs is introduced.	Builds on the content and skills learnt in Algebra 3 across Key Stage 3
	Ratio and Proportion 3: Looking at the differences between ratio and proportion, then linking this to skills done previously with percentages. Percentages of amounts. Simple and compound interest. Creating and using scale drawings. Iterative processes. Direct and inverse proportion.	Builds on the content and skills learnt in the Ratio & Proportion parts of Number 3 across Key Stage 3
	Geometry 3: Reflective and rotational symmetry, similarity including congruency, and a selection of the different transformations depending on the level of the pupil – from translations, reflections, rotations and enlargements. Properties of 2D and 3D shapes will also be considered. Use of vectors. Combinations of transformations of shapes, including the use of matrices for such transformations.	Builds on the content and skills learnt in Geometry 3 across Key Stage 3
	Data handling 3: Continuing to investigate probability ranging from words to describe likelihood, working out numerical probabilities and drawing diagrams to display all possible outcomes. Conditional probability.	Builds on the content and skills learnt in Data Handling 3 across Key Stage 3
11	What students will learn	How it builds on learning
	Algebra 1: Expressions, including linear and quadratic, and manipulating algebra including using letters to represent numbers. Manipulation of more complex expressions, in particular fractions. Identities and proof. Factor theorem. Composite functions.	Builds on the content and skills learnt in Year 10 Algebra 1
	Geometry 1: Angles and angle facts at a variety of levels from looking at angles along a straight line to angles in polygons of various sizes and circle theorems. Accurately drawing shapes using a ruler and a protractor. Pythagoras’ theorem including in 3D for some groups. Trigonometry for both right-angled and, at some levels, in 3D and for non-right-angled triangles. More advanced students will also investigate the trigonometric functions in more depth and meet differentiation and some of its applications.	Builds on the content and skills learnt in Year 10 Geometry 1
	Data Handling 1: Representing data using tables, charts and graphs. Understanding correlation. Methods of sampling. Use of quartiles and representing data using boxplots and cumulative frequency diagrams.	Builds on the content and skills learnt in Year 10 Data Handling 1
	Number 2: Calculations including different methods of multiplication or division and rounding. Developing skills at using a calculator. Compound measures and upper and lower bounds. Using the product rule for counting.	Builds on the content and skills learnt in Year 10 Number 2
	Algebra 2: Forming equations, looking at ways to solve them including using a number machine and writing the problem as a sentence. Solving equations as well as inequalities; for some groups solving quadratic inequalities. Solving linear simultaneous equations and for some groups more advanced simultaneous equations. Drawing more complicated graphs, e.g. the reciprocal and exponential functions. Using iteration to find solutions to equations. Inverse functions	Builds on the content and skills learnt in Year 10 Algebra 2
	Geometry 2: Area and perimeter of shapes, ranging from rectangles to compound shapes and then circles, including arcs, sectors and segments. Volume and surface area of 3D shapes.	Builds on the content and skills learnt in Year 10 Geometry 2
	Data handling 2: Analysing data using averages and measures of how spread out the data is. At some levels this will include finding averages from data presented in frequency tables or graphs and presenting data in histograms.	Builds on the content and skills learnt in Year 10 Data Handling 2
	The summer term will be spent revising.	Consolidation and review of all learning from across Key Stage 3 and Key Stage 4 in preparation for GCSE assessment.

Assessment

During Year 10, students will continue the same assessment structure as in Key Stage 3. After each unit, pupils complete an end of topic review task; this may be in class or at home.

At the end of the Autumn and Spring terms, students sit a progress test in class. The test is to assess the students’ learning and understanding of the topics taught in each term. At the end of the Summer term, student will sit a practice GCSE exam paper in order to assess their understanding of all topics taught across Key Stage 3 and Key Stage 4 so far.

At the end of Year 11, pupils sit three exam papers. Each exam is 1 hour 30 minutes long.

For two of the three papers, pupils are allowed to use a calculator. The three papers are weighted equally, and each paper may assess content from any part of the specification.

There is no coursework or controlled assessment for GCSE Mathematics.

Pupils sit papers at one of two tiers:

Tier	Grades available
Higher	4, 5, 6, 7, 8, 9
Foundation	1, 2, 3, 4, 5

We choose each pupil’s tier of entry based on which course will allow that pupil to achieve the highest GCSE grade possible.

Pupils who may not achieve a GCSE grade 1 are able to work towards a nationally recognised Entry Level Certificate.

Supporting your child

What you can do at home:

Please regularly look at your child’s individual learning log with them. This can be found either in the front of their exercise book or on OneNote. This will detail the learning objectives that are being covered in each topic and your child’s progress with them. Please support us with the expectations on equipment and homework (detailed below) and encourage your child to be independent with these too.

Many pupils find revision guides helpful and we make recommendations about appropriate guides once the course have started.

Equipment:

The additional maths equipment is: a pair of compasses, a scientific calculator and a protractor.

Extended learning

Homework policy:

Homework is set weekly, which will take between 30 to 60 minutes to complete, depending on the task set.

We will regularly assess pupils to monitor attainment and to adjust targets as necessary. This assessment will continue to include end-of-term progress tests as well as practice GCSE papers in class; homework for the preceding 1 to 2 weeks will be revision for the test.

Clubs/ Enrichment opportunities:

The UKMT Intermediate Maths Challenge takes place in February. Other enrichment opportunities will be provided throughout the year. Examples from previous years include Christmas origami, Hurricane Houses project and MegaMenger.

Extended study suggestions:

The school subscribes to the SparxMaths website: www.SparxMaths.com

This resource can be used both to review learning done in classes but also to complete online homework on topics recently covered.

For a more open-ended selection of maths problems, the nrich website can prove useful: http://nrich.maths.org

If you click onto the ‘for pupils’ section, you can find a selection of problems suitable for a variety of levels. Within live problems are tasks which are currently open for solution and for which pupils could submit their own solution – the website publishes the best solutions each month referencing the pupils who submitted these.

Many pupils find revision guides helpful, and we make recommendations about appropriate guides once the course have started.

Media – course information

Exam Board and Course Code

EDUQAS C680QS [GCSE Media Studies | Eduqas]

Curriculum

10	What students will learn	How it builds on learning
	Introduction to Media Studies (Autumn Term 1)	Students will be introduced to the key concepts and terminology that they will need to succeed in Media Studies.
	Component 1, Section A: Advertising (Autumn Term 1)	Students will apply what they have learned in the introduction, as well as analysis skills from Key Stage 3 English, to study the set print advertisements for the exam. We consider representations of gender in the media, building on skills gained in Key Stage 3 English and PSHE.
	Component 1, Section A: Magazines (Autumn Term 2)	Students will continue to use their analysis skills from the Advertising unit. They will also begin to apply these skills independently by analysing unseen texts. We consider representations of gender and ethnicity, further building on skills from the previous unit.
	Component 1, Section A and B: Film Promotion (Autumn Term 2/Spring Term 1)	Students continue to build on and develop their analysis skills. The study of Media Industries is also introduced, where students consider how industries create, market and distribute their products.
	Component 1, Section B: Radio (Spring Term 1)	This builds on learning about media industries in the previous unit. We also learn about how media products reach audiences and how and why audiences consume media products, building on discussions from the introduction.
	Component 1, Section A and B: Newspapers, in-depth study (Spring Term 1 & 2)	This unit involves applying skills from all the previous units, as well as building on skills from PSHE, looking at how the news portrays political issues and how and why news sources may be biased.
	Component 1, Section B: Video Games (Summer Term 1)	This unit builds on study of industries and audiences from previous units, as well as consideration of online media, as introduced in the Radio unit.
	Component 3: NEA (Summer Term 2)	As well as revision and completing mock exams, students will begin to consider how they can apply all the conventions they have learned about to a media text of their own.
11	What students will learn	How it builds on learning
	Component 3: NEA (Autumn Term 1)	Students will begin to consider how they can apply all the conventions they have learned about to a media text of their own. They will use editing skills gained from homework throughout Year 10.
	Component 2: TV Crime Drama (Autumn Term 2)	This unit involves skills from all the previous units, this time applying those skills to audio-visual media texts for the first time. Students will have an opportunity to look at a current and historic media text, developing comparison skills from previous units and English.
	Component 2: Music Video (Spring Term 1)	This unit involves skills from all the previous units, again applying those skills to audio-visual media texts although in a different context.

Assessment

How students are assessed (including ongoing/formative + key dates if helpful)

Students work will be marked twice a half term, and this will involve marking of exam questions. In Year 10, students will be able to sit a full Component 1, and a full Component 2 in Year 11, as part their mock exams.

Supporting your child

What you can do at home:

Help students remain up-to-date with what is happening in the media around them. Encourage them to get their news from multiple sources and look out for bias. Encourage them to read magazines, watch documentaries and consider how the media around them affects the way they see the world.

Equipment:

Other than standard (Pencil case, HB pencils, pencil sharpener; rubber, coloured pencils, black or blue biros, or ink pen and cartridges, short ruler, reading book – and charged iPad)

Students will be given their own copies of the set products. They must ensure that they keep these safe, and up-to-date with notes from class.

Extended learning

Homework policy:

You will be expected to work on your coursework, including gathering images/footage, independently, and regularly showing your teacher what you have done towards your work.

Clubs/ Enrichment opportunities:

Revision sessions will be offered in the run up to mock exams

Relevant guest speakers for Aspirational Fridays

Extended study suggestions and reading lists:

You are all media consumers – take advantage of what is around you!

Possible trips and visits:

We will seek to arrange visits of speakers who work in different Media industries for Aspirational Fridays. We will also look to arrange trips alongside Sixth Form students in the future.

Music – course information

Curriculum

Year 7

What Pupils Will Learn	How it builds on learning
Keyboard Skills 1: Playing Oh When the Saints (American Traditional)	This introduces basic keyboard skills, starting with the five-finger position and learning the notes C, D, E, F & G.
Music and Storytelling: Composing Wayang Kulit Gamelan (Indonesian Traditional) The Planets (Holst) The Storm (Beethoven)	This unit explores the different ways music can be used to tell stories. Students will work in groups or pairs to produce their own piece of descriptive music, focussing on using the musical elements of tempo, dynamics, and articulation.
Musical Structures: Performing Drum Line Tuxedo Junction (Glenn Miller)	Students will look in detail at the ways in which refrains are structured and how composers balance repetition and change to create effective melodies and rhythms. They will perform a group composition, thinking carefully about what makes an effective performance.
Sequencing 1: Music Technology	Students will be introduced to the basics of sequencing in music technology, using their iPads to explore the technical aspects of music production.
Music for Communication: Appraising Something inside so strong (Labi Siffre) Blowing in the wind (Bob Dylan)	Students will learn about how songs have been used to communicate political ideas and galvanise political movements throughout history.
Band Skills 1: Ensemble Shotgun (George Ezra)	Students will learn the basics of ukulele playing, including primary chords and strumming patterns. Students will work as part of a group to produce an ensemble performance.

Year 8

What Pupils Will Learn	How it builds on learning
Keyboard Skills 2: Playing Toccata in D Minor (J S Bach)	Keyboard skills are developed and phrases including sharps and flats are introduced.
Music and Media: Composing Berk Leitmotif (John Powell) Skyrim	This unit explores the different ways music is used in visual media including films and video games. Students will compose their own music demonstrating an understanding of the musical elements of melody, texture and timbre.
Musical Textures: Performing Clapping music (Steve Reich) In C (Terry Riley) London School (LS of Samba)	Students will look in detail at the ways in which composers balance repetition and change to create effective pieces of music. They will perform both minimalism and samba, thinking carefully about what makes an effective performance.
Sequencing 2: Music Technology	Students will build on their understanding of sequencing in year 7 and refine their technology skills using iPads.
Music for Dance: Appraising	Students will learn about the relationship between music and movement. Students will learn about common features of dance music, and experience the music from a variety of dance traditions.
Band Skills 2: Ensemble 4-chord songs	Students will revise the primary triads on the ukulele from year 7 and add in more complex chords and strumming patterns. They will work in groups to produce a performance of a song from a range of choices.

Year 9

What Pupils Will Learn	How it builds on learning
Keyboard Skills 3: Playing Star Wars Theme (John Williams)	Keyboard skills are further developed with music of greater melodic and rhythmic complexity.
Music and Ritual: Composing Rite of Spring (Igor Stravinsky) Requiem (Giuseppe Verdi)	This unit explores the distinct relationship between music, rituals and rites. Students will experience a variety of different ritualistic music, and then compose their own demonstrating an understanding of the musical element of rhythm and dissonant harmony.
Harmony: Performing Blues Pop	Students will look at the way that chords are constructed and develop their harmonic understanding through playing extended and altered chords and inversions. Students will perform the 12-bar blues.
Manipulation: Music Technology Music Concrete Billie Eilish	Students will bring together their technology skills to explore the ways in which producers manipulate found sounds to create works of art.
Music for Community: Appraising Haka (Maori Traditional) Yankedi Macru (Guinean Traditional)	Students will discover the ways in which making music can engender a sense of community and belonging. Students will perform a range of music from West Africa and explore the importance of making music together.
Band Skills 3: Ensemble	Students will bring together their experience playing keyboard, ukulele and singing to create a band performing a song of their choice.

Assessment

Students are informally assessed throughout the year. We use on the spot verbal feedback to support the improvement of instrumental technique and ensemble skills, as well as to develop the use of musical vocabulary and analytical skills. Once per project (effectively once per half term) students are more formally assessed on one aspect of their musical development: technical playing skills, composing skills, performing, music technology skills, appraising, and ensemble skills. Over the course of the year this then builds up a picture of the whole musician. Throughout the year teachers may teach topics in a different order, depending on the availability of resources.

Supporting your child

What you can do at home:

They can spend time practising performances, and even if they don’t have access to a piano or keyboard, they can benefit by working on the Garageband app on their iPad.

We encourage listening widely to music in a range of genres.

If they are keen to progress in music, they would benefit from receiving more one-to-one input through instrumental or singing lessons. These are offered in a wide range of instruments, and although there is an associated cost, pupils receiving the Pupil Premium can receive a substantial discount on the cost of these lessons.

Equipment:

It is essential that all pupils bring a pair of in-ear (or over-ear) headphones with them to lessons. These must be the kind of headphones with a mini-jack, rather than Bluetooth headphones, or other connectors (eg. lightning connector). Pupils are not encouraged to bring large and expensive headphones; the kind of earphone / headphone they need can be purchased for £2-3 from supermarkets or online.

If they have other instruments, they are often able to use these in music lessons, especially when the class is working on ensemble performances.

Extended learning

Homework policy:

Once per project students will be given a reading homework that links to their current topic.

Aside from this, we will not set formal homework and instead encourage students to spend time listening to a variety of genres of music and playing or singing where possible.

Clubs/ Enrichment opportunities:

We offer a wide range of clubs with plenty of performance opportunities for groups and soloists throughout the year.

Monday 3-4: Orchestra (for all instrumentalists, years 7-12)

Tuesday 3-4: Junior choir (years 7 and 8)

Tuesday 3-4: Jazz Band (year 9+)

Wednesday lunchtime: String orchestra (years 7-12)

Thursday 3-5: Production rehearsals

Friday 3-4: Senior choir (years 9+)

Exam Board and Course Code

OCR GCSE Music J536

Curriculum

10	What students will learn	How it builds on learning
	Performance skills	Developing their skills as a performer, and preparing for their Year 11 submitted solo and ensemble performances
	Composition skills	Initially exploring a range of methods and styles of musical composition, and in the second half of the year, working on their Free Composition (as part of their final Practical Music portfolio)
	Listening Skills	Pupils will focus on various of the Areas of Study from the OCR syllabus, including: – The Concerto Through Time (Baroque, Classical & Romantic) – Conventions of Pop Since 1950 – Rhythms of the World (some areas, not all studied in Year 10) – Music for Film and Computer Games Pupils will develop a fully musical vocabulary, and specific music listening skills, such as aural dictation (writing down melodies), and identifying a range of instruments through listening. This will be supported by some elements of music theory that are covered as part of the course.
11	What students will learn	How it builds on learning
	Performance Skills	These continue to develop as they did in Year 10, and recordings are made of best solo and ensemble performances.
		They work on a second submitted composition, which is written in response to a brief set by OCR. There is also further time to develop and refine their earlier composition, or write further compositions is a style and manner of their choosing.
		Pupils will revisit all the Areas of Study focused on Year 10, but in greater depth, and complete the exploration of music from different countries and cultures in the Rhythms of the World units.

Assessment

How students are assessed (including ongoing/formative + key dates if helpful)

Pupils are assessed using the frameworks provided by OCR for their final exam.

They are given ongoing feedback on performances, which are sometimes presented to the class, and at other times submitted as recorded performances. More formal performances are marked out of 30 – using the bands provided by OCR.

They regularly submit their composition projects for feedback, and guidance. When these compositions are completed, they are given a mark out of 30 – using the bands provided by OCR. For both performance and composition these marks are provisional, and whilst we strive to make them accurate, all submitted coursework goes through a thorough process of moderation before the final marks are given to the exam board.

The listening work is often assessed through exam-style questions, which are a combination of short questions, and more extended mini-essays which are answered in response to music they listen to.

Supporting your child

What you can do at home:

They will need to practise their instrument (or vocals) regularly in order to maximise their potential for the performance element of the course. They would certainly greatly benefit from receiving more one-to-one input through instrumental or singing lessons. These are offered in a wide range of instruments, and although there is an associated cost, pupils receiving the Pupil Premium (and other GCSE pupils in need of financial assistance) can receive a substantial discount on the cost of these lessons.

Pupils should be helped to fit a regular practice into their weekly routine – maybe five times a week for between 15 minutes and an hour (depending on their level).

Pupils should also be encouraged to listen to as much music as possible from the broadest range of styles and genres, from different times throughout history, and from different areas of the world.

Equipment:

It is essential that all pupils bring a pair of in-ear (or over-ear) headphones with them, to lessons. These must be the kind of headphones with a mini-jack, rather than Bluetooth headphones, or other connectors (eg. lightning connector). Pupils are not encouraged to bring large and expensive headphones; the kind of earphone / headphone they need can be purchased for £2-£3 from supermarkets or online.

If they are an instrumentalist, they should bring their instruments to most lessons – they will be given notice about which lessons this is especially necessary for – but whether it is Performance, Composition or Listening work, their own instrument will be very useful.

Extended learning

Homework policy:

As mentioned above, instrumentalists and singers should be practising their performance skills at least 5 times a week in order to continue to progress at a good pace. This is not considered to be part of their homework time.

They will be usually working on a composition project – which they will develop in lessons, but they will be expected to further extend and develop these composition projects outside of lessons. This can either be done at home, or in school – where they have access to equipment in the music department, and further guidance is on hand where needed.

Clubs/ Enrichment opportunities:

We offer a wide range of clubs with plenty of performance opportunities for groups and soloists throughout the year.

Monday 3-4: Orchestra (for all instrumentalists, years 7-12)

Tuesday 3-4: Junior choir (years 7 and 8)

Tuesday 3-4: Jazz Band (year 9+)

Wednesday lunchtime: String orchestra (years 7-12)

Thursday 3-5: Production rehearsals

Friday 3-4: Senior choir (years 9+)

PE – course information

Curriculum

7	What pupils will learn	How it builds on learning
	We offer a variety of traditional activities that look to develop and build on the skills that were previously taught during KS2 and these skills will be covered in activities such as striking and fielding, Health and fitness, invasion games, track and field events and dance and gymnastics.	We aim to build confidence by empowering students to become more confident across a wide variety of activities such as Netball, Hockey, and football. We promote tactical awareness and strategies for outwitting opponents, as well as skill development.
	Pupils will learn about the techniques needed for various skills and the knowledge to play in a game situation where the rules are applied and their understanding is developed through the opportunity to perform, identify effective performance and to assess and improve their own and others work	Within PE we operate a continuous assessment process across the whole year. We have recently developed our curriculum to give our students the opportunity to achieve and progress in every lesson through performance and other important attributes like team work, resilience and communication.
8	What pupils will learn	How it builds on learning
	Students are given the opportunity to build on the foundations delivered in Year 7 where they are exposed to greater tactical awareness, more advanced drills and a greater appreciation of the knowledge and understanding for the games. We start to introduce some racquet sports which will allow for a specific technical focus but also the knowledge of tactics and rules.	Skills are re-visited and refined and there is a greater focus on applying the rules along with a greater understanding of how to outwit your opponents. The introduction of certain racquet sports like badminton and table tennis is designed to promote further breadth and depth in the activities that are explored across KS3.
	There continues to be a focus on performance but equally building on resilience, teamwork and coaching and leading small groups.	More opportunity to lead and problem solve using knowledge and understanding of previous skills and ideas
9	What pupils will learn	How it builds on learning
	A great opportunity to make new connections with the possibility of life-long physical activity and so a variety of alternative games are included like American ‘touch’ rugby, Ultimate Frisbee and Handball so that students can experience something new with regards to activities, but start to make connections between the knowledge, tactics and strategies that they had previously experienced in Year 7 and 8.	By offering alternative activities alongside the more traditional games, it creates a great opportunity for everybody to involved in something that they enjoy whilst embedding previous tactics and strategies in Year 7 and 8. We have also started to create pathways in our KS4 curriculum and so being able to participate in some alternative games allows every student to choose a pathway that they will get fun and enjoyment from.

Assessment

Is on going but in every lesson we take a holistic approach with a focus on the head, the heart and the hands.

Supporting your child

What you can do at home:

The most important thing you can do is to promote an active lifestyle. Research shows that where parents and carers model the enjoyment and participation of sport and activity, children are more likely to pursue it themselves – and not to give up. Encourage your child to try new sports (you can try them too!), to join after-school clubs, and to see physical activity as part of their general wellbeing, both physical and mental.

Equipment/ PE Kit:

Compulsory CamVC branded items

Red CamVC Sports T-shirt

Red CamVC Sports Hoody

Compulsory non-branded items

Plain Black Shorts (not cycling shorts nor skin-tight shorts) and/or skort OR

Black Tracksuit Trousers (our field is very windy) OR CamVC Black Leggings OR all three *

Indoor Trainers (not school shoes or pumps eg Vans, Converse, Air Force 1s)

Outdoor Astro Trainers (for football, rugby and hockey on the 3G)

Long Black Hockey/Football Socks or an alternative pair of sports socks (students should have a change of socks for their PE lesson for hygiene reasons)

Optional Additional Kit

CamVC Black Leggings

Red CamVC Fleece

Red CamVC Rugby Top

A plain black, red or white base layer top

Shin pads for football and hockey are strongly recommended for both lessons & fixtures.

Gum Shields for rugby and hockey are strongly recommended for both lessons & fixtures.

Outdoor “Astro-style” studs: These are training shoes that have soles with a higher-than-normal raised moulded pattern, for use on artificial grass surfaces. Boots need to have either dimpled soles, plastic studs or moulded blades; flat soled trainers, metal capped or metal studs are not permitted for health and safety reasons and for maintenance of the artificial infill.
EXAMPLE “astro-style” studs, under £20:
- Decathlon – CLICK HERE
- M&M Direct – CLICK HERE
- Sports direct – CLICK HERE
CamVC Black Leggings: The only black leggings that will be allowed in PE lessons will be CamVC black leggings purchased from the School PE Kit Provider. These have a clear CamVC PE logo down the back calf to be easily identifiable.
- Non-CamVC Black leggings can be worn but must be worn under a pair of regulation black sports shorts.

SAFETY PRECAUTIONS

Absolutely no jewellery is allowed in PE lessons (this includes earrings in any part of the ear).

Nails are to be of an appropriate length for PE lessons and to adhere to the school uniform policy.

Extended learning

Clubs/ Enrichment opportunities:

At Cambourne Village College we recognise the importance of involving as many students as possible from all backgrounds to have fun and participate in extra curricular activities. Many of the clubs held afterschool are used in preparation for fixtures but also to include sports that are currently trending in our communities and cultures.

Curriculum

10	What pupils will learn	How it builds on learning
	Practical performance: Students will develop further their throwing and catching, cardiovascular fitness, jump, speed and agility, balance and motor skills. They will do so now in competitive games across a range of sports, with accuracy, skill and consistency. They will be able to select movements for particular purposes and contexts, and perform them fluently and consistently, under some degree of pressure. Sports in Year 10 may include dodgeball, softball, American football, table tennis, volleyball and trampolining, in addition to some of those performed at KS3: football / futsal, basketball, tennis, cricket, rounders, rugby, dance and badminton.	The same strands of movement are developed, across a variety of different sports, with students learning to perform with greater consistency, accuracy and fluency, in increasingly pressurised and competitive situations, and with more precision and intention in their selection and understanding of movement.
	Knowledge and Understanding: Students will learn to apply rules and regulations consistently, and to apply knowledge of positional, attacking and defensive play, across the range of sports listed above. They will be learn to confidently influence play and outwit opponents, and they will learn to find space to their own and their team’s advantage. They will learn to design a warm-up that is effective for different sports with minimal teacher input, and learn the difference between work load intensities, heart rates and training zones.	They build on their understanding of these aspects from KS3, across a wider range of sports and with greater consistency. They are able to take knowledge acquired in relation to certain sports and apply it more widely. Their understanding of warm-ups develops with them able to apply it almost independently, and their understanding of effects of exercise becomes more specific.
11	What pupils will learn	How it builds on learning
	Practical performance: Students will develop further their throwing and catching, cardiovascular fitness, jump, speed and agility, balance and motor skills. They will learn to do so with a high degree of accuracy, skill and consistency, to their own and their team’s advantage. They will learn to select movements and perform them under a range of varying pressure, in game situations across the range of sports listed for Year 10.	The same strands of movement are developed, with the variety of situations and range of pressure increasing, and with students also developing greater levels of fitness and agility.
	Knowledge and understanding: The same strands of knowledge as in Year 10 are further developed. Students will learn to design and deliver a warm-up that is effective for different sports to a half or whole teaching group, and to link their learning about different work load intensities, heart rates and training zones to aerobic or anaerobic training.	Students will become more confident in the application of their theoretical knowledge, as well as making more specific links in their learning about the physiological effects of exercise.

Assessment

Pupils are assessed on an ongoing basis in lessons, with teachers forming a holistic judgement based on their performance in a matrix of aspects of PE: Practical Performance and Physical Literacy; Knowledge and Understanding; Coaching; Teamwork and Leadership; Participation and Attitude. It is often the case that children will excel in certain sports and be less familiar with others; teachers will band students according to their overall attainment across all of these strands and across all sports.

Supporting your child

What you can do at home:

Equipment/ PE Kit:

Compulsory CamVC branded items

Red CamVC Sports T-shirt

Red CamVC Sports Hoody

Compulsory non-branded items

Plain Black Shorts (not cycling shorts nor skin-tight shorts) and/or skort OR

Black Tracksuit Trousers (our field is very windy) OR CamVC Black Leggings OR all three *

Indoor Trainers (not school shoes or pumps eg Vans, Converse, Air Force 1s)

Outdoor Astro Trainers (for football, rugby and hockey on the 3G)

Long Black Hockey/Football Socks or an alternative pair of sports socks (students should have a change of socks for their PE lesson for hygiene reasons)

Optional Additional Kit

CamVC Black Leggings

Red CamVC Fleece

Red CamVC Rugby Top

A plain black, red or white base layer top

Shin pads for football and hockey are strongly recommended for both lessons & fixtures.

Gum Shields for rugby and hockey are strongly recommended for both lessons & fixtures.

Outdoor “Astro-style” studs: These are training shoes that have soles with a higher-than-normal raised moulded pattern, for use on artificial grass surfaces. Boots need to have either dimpled soles, plastic studs or moulded blades; flat soled trainers, metal-capped or metal studs are not permitted for health and safety reasons and for maintenance of the artificial infill.
EXAMPLE “astro-style” studs, under £20:
- Decathlon – CLICK HERE
- M&M Direct – CLICK HERE
- Sports direct – CLICK HERE
CamVC Black Leggings: The only black leggings that will be allowed in PE lessons will be CamVC black leggings purchased from the School PE Kit Provider. These have a clear CamVC PE logo down the back calf to be easily identifiable.
- Non-CamVC Black leggings can be worn but must be worn under a pair of regulation black sports shorts.

SAFETY PRECAUTIONS

Absolutely no jewellery is allowed in PE lessons (this includes earrings in any part of the ear).

Nails are to be of an appropriate length for PE lessons and to adhere to the school uniform policy.

Extended learning

Homework policy:

We do not set homework; instead, we strongly encourage pupils regularly to attend at least one sports club after school.

Clubs/ Enrichment opportunities:

At Cambourne Village College we offer a wide variety of sport and dance clubs after school, many of which include fixtures against other local schools.

Posters are displayed outside the PE office, and all team information is put up before the fixture so pupils can let parents and carers know.

We have a strong and successful programme of Sports Leaders, which is an excellent way of pupils developing their leadership skills in this area. Interested pupils, with a history of attending school sports clubs, can apply for a role and, if successful, benefit from externally-led training, and then help to lead various events: primary athletics festivals, events for children with SEND, our own school sports’ days, for instance.

Extended study suggestions and reading lists:

Look out for opportunities like the coaching and refereeing courses that we offer, which lead to qualifications and the development of key skills and understanding that can see pupils taking on roles as coaches and referees for matches outside school.

We encourage children to read articles relating to sport in the news and media, and we promote these via Twitter as well as on Teams. They are often a source of interesting debate and help to contextualise an understanding of sport and its relation to current issues.

Possible trips and visits:

Typically, pupils will have the opportunity to attend live sporting events throughout the year. We also hope to offer both a Sports Tour and a Snowsports trip.

Exam Board and Course Code

Edexcel Pearson (1PE0): Exam board information

Curriculum

10	What students will learn	How it builds on learning
	Autumn Term: Physical Training (Paper 1) Students will learn about the relationship between health and fitness and the role that exercise plays in both; the components of fitness benefits for sport and how fitness is measured and improved, principles of training and their application to personal exercise; how to optimise training and prevent injury; and effective use of warm up and cool down.	This topic will build on previous core PE knowledge and understanding. For example preparation for sport and PE and warming up will be further built on and extended.
	Spring Term 1: Health, Fitness and Wellbeing (Paper 2) Students will learn about physical, emotional and social health; fitness and wellbeing; the consequences of a sedentary lifestyle and energy use; diet, nutrition and hydration.	This topic will build on prior learning in PSHE on health and well-being, and nutrition from both PSHE, Science and DT. It will also further develop concepts of a sedentary lifestyle and its effects from KS3 Core PE lessons.
	Spring Term 2: Sport Psychology (Paper 2) Students will learning the different classification of skills, as well as the use of goal setting and SMART targets. They will study how guidance, feedback and mental preparation can affect performance.	Much of the sport psychology unit will be new information for students; however, they may have touched on target setting in both PSHE and previous PE lessons. Students will also have experienced a variety of guidance and feedback and the unit will explicitly teach them the specific information and their effects on performance.
	Component 4: Personal Exercise Programme	This coursework will be taught in the summer term and will be an application of the learning in the Physical Training unit.
11	What students will learn	How it builds on learning
	Paper 1: Anatomy & Physiology Students will learn the structure and functions of the Musculo-skeletal, cardio-respiratory system, aerobic and anaerobic exercise as well as short- and long-term effects of exercise.	Students will have covered topics of anatomy and physiology in Biology in KS3; the GCSE PE course will build on breathing and respiration taught in Year 8 Science in greater detail. There is also cross-over with the GCSE Science course and will build on specific human biology topics of anatomy and physiology in further detail.
	Paper 2: Socio-cultural Influences Students will learn about the different engagement patterns of different social groups in physical activity and sport, commercialisation and the ethical and socio-cultural issues in physical activity and sport.	Students may have covered areas of socio-cultural influences both in form time and in PSHE.
	Paper 1: Movement Analysis Students will learn about the different lever systems, specific examples of their use in activity and the mechanical advantages they provide in movement. Student will also learn about planes and axes of movement.	This topic will build on prior learning in both the physical training unit and anatomy and physiology unit of GCSE PE.

Assessment

Throughout the two years, students will be continually assessed on their theoretical knowledge through informal quizzes, key word tests and end of unit tests.

At the end of Year 11, students will sit two exam papers which will contribute to 60% of their final GCSE PE.

Paper 1 will be 1 hour 30 minutes and will be worth 36%, while Paper 2 will be 1 hour 15 minutes and will be worth 24%.

Students will also complete 30% practical which will cover three different sports, and 10% written coursework based on a personal exercise programme.

Supporting your child

What you can do at home:

Ensuring your child is repeatedly referring back to their learning and notes in their OneNote GCSE PE notebook. Supporting them with the use of the parent questioning booklet which is sent to parents, carers and students in the Autumn term of Year 10 and 11.

Students will also need support with the filming of their three practical sports. An explanatory video will be sent to parents, carers and students with guidance in how to support your child with their practical coursework.

Equipment:

Pupils must bring their fully charged iPad to every GCSE PE lesson. There will be no exercise books but rather all notes will be made on OneNote. The notebook will also include copies of all their tests, homework and revision.

Extended learning

Homework policy:

Homework will be set to consolidate and extend understanding and should be undertaken with care. Students should expect to spend at least 30 to 45 minutes each week on this.

Clubs/ Enrichment opportunities:

PE clubs and fixtures will support students with their practical sport preparation.

GCSE PE revision sessions held weekly as per the PE timetable.

Extended study suggestions and reading lists:

Extended student, revision materials and reading lists can all be found on the student OneNote notebooks.

Possible trips and visits:

For those who do not have a third practical sport, we offer a climbing course for 5 weeks. This is a paid course and students will travel to Grafham water as a group to complete it.

Exam Board and Course Code

Pearson BTEC Level1/Level2 First Award in Sport

Curriculum

10	What students will learn	How it builds on learning
	Unit 2: Practical performance in sport Students will investigate two sports in detail, exploring the rules, regulations and scoring systems for a team and individual sport. They will compare and contrast the merits of each, before drawing conclusions on how rules and regulations could be improved for players and spectators. Students will practically demonstrate their skills, techniques and tactics in both a team and individual sport, before reviewing their own performance in these activities and suggesting aspects of their performance as strengths and development needs.	This unit will build on previous core PE knowledge and understanding of team and individual sports studied in KS3 -for example, football, basketball, rugby, netball, badminton, tennis and table tennis. This unit will allow pupils to begin to draw on knowledge of fitness and impact on performance.
	Unit 1: Fitness for Sport and Exercise In this unit, students will learn about the physical and skil- related components of fitness and how these components impact a performer. They will learn how to test each component of fitness and will determine their own fitness test scores by completing each test. Students will then learn about and perform a variety of training methods used to improve each component of fitness.	Students will be able to build on their knowledge and understanding of fitness studied in KS3. The unit will further develop concepts of fitness testing and training. Pupils will draw on skills and understanding from Maths when scoring fitness tests, working out averages and best scores, as well as comparing numerical data.
11	What students will learn	How it builds on learning
	Unit 3: Applying the Principles of Personal Training In this unit, students will study the musculoskeletal and cardiorespiratory system in detail, developing their understanding of the effects of exercise on the body. Drawing on their knowledge and understanding of fitness (Unit 1), and their performance in two sports (Unit 2), students will independently design and then complete their own personal fitness training programme over a period of 7 weeks. Throughout their programme, students will review and reflect on each session, suggesting ways in which it could be improved, before completing an overall review of their programme.	This unit draws on the knowledge and understanding of fitness testing and training developed in Unit 1 and allows pupils to apply this knowledge in a practical setting. Further, pupils will also draw on reflections from their performance in sports in Unit 2 and design their programme to correspond to their development needs.
	Unit 6: Leading Sports Activities The final unit of study sees pupils developing their knowledge and understanding of the qualities associated with sports leadership. Pupils will be given the opportunity to study two sports leaders in detail, identifying attributes and qualities they possess to make them successful. Pupils will then be given the opportunity to become a leader of sport and will plan and lead a sports activity session to Year 7 pupils. Finally, pupils will reflect on and review their leadership of the session and will suggest ways they could improve.	This unit will build on prior learning in both KS3 and KS4 core PE in terms of warm-ups, developmental activities, conditioned games and cool-downs. Pupils will draw on their experience of planning a session from Unit 3 and apply this knowledge and understanding throughout the unit. Pupils will reflect on their performance and develop their ability to do so from Unit 2 and Unit 3.

Assessment

BTEC Sport is made up of four units, with each unit being assessed and graded. The grades for each unit are combined to give a final overall grade for the course. Grades are Level 1 Pass, Level 2 Pass, Merit, Distinction and Distinction*.

Unit 2, Unit 3 and Unit 6 are all coursework-based and assessed units. Within each unit, pupils will sit assignments which are marked and graded. The grade from each assignment goes towards their overall grade for the unit. Pupils have one resit opportunity for each assignment. Assignments comprise both written and practical aspects. All written work is completed on documents saved in Teams, which pupils have access to in lessons, in school and at home.

Unit 1 is assessed as an exam. The exam lasts 1 hour 15 minutes and is sat on a computer. The paper is marked and graded. Pupils have one resit opportunity, and the best grade is used as their grade for this unit.

Supporting your child

What you can do at home:

Ensuring your child is completing any coursework if they missed or were absent for any lessons or if they did not complete the work during lesson time.

Ensuring your child has a full change of PE kit on the days they will be completing practical work during BTEC lessons.

Equipment:

Pupils should bring a fully charged iPad to every BTEC sport lesson. There will be no exercise books but rather all work will be saved in and completed on Teams. Pupils should ensure they have a full change of PE kit, including shoes, on the days they have BTEC.

Extended learning

Homework policy:

During Unit 1, homework will be set to consolidate and extend understanding and should be undertaken with care. Students should expect to spend at least 30 to 45 minutes each week on this.

For Unit 2,3 and 6, pupils will be asked to complete any unfinished work at home.

Clubs/ Enrichment opportunities:

PE clubs and fixtures will support students with their knowledge and understanding of different sports.

BTEC revision sessions held weekly as per the PE timetable.

Extended study suggestions and reading lists:

All extended student revision

PSHE – course information

Curriculum

7	What pupils will learn	How it builds on learning
	Transition & Safety	Managing the transition into secondary education and dealing with the changes in friendships that this transition may bring. Recognising what it means to stay safe and how to respond to an emergency situation.
	Developing Skills & Aspirations	An introduction to careers education, thinking about what a career journey actually looks like and how you can work on developing the skills required for future career paths during your time at school. Considering what the future will look like in terms of jobs and careers.
	Diversity	Students will learn about protected characteristics and bulling, cyberbullying and what a healthy relationship looks like. They will also look at ways to manage conflict and deal with issues in a proactive and healthy manner.
	Health & Puberty	Here students will be encouraged to look to their own healthy and unhealthy behaviours, including physical, mental and dental health as well as the importance of sleep to education and development. Also examining the changes young bodies go through as they enter and move through puberty, touching on consent, FGM and breast-ironing.
	Building Relationships	Recognising and working on self-esteem and self-efficacy, managing conflict and building an understanding of how society has a set of ‘unwritten rules’ that need to be managed and navigated as you move through the world.
	Financial Decision Making	Understanding how to make safe financial choices, including saving, spending and budgeting. Looking at Ethical and unethical business practices and consumerism and examining risk-taking behaviours both financially and beyond.
8	What pupils will learn	How it builds on learning
	Drugs & Alcohol	Here we address the myths of drugs and alcohol and ensure that students understand the dangers of illegal substances and the laws surrounding drugs and alcohol. We also look at tobacco and vaping and look at the dangers and issues surrounding both. We build on the Year 7 topic of Health & Well-being, looking at how to stay safe and healthy in the face of these issues.
	Community & Careers	Building on the careers work from Year 7, we continue to look at recognising and reflecting on growing strengths both socially and academically. We also look at how to make the most of opportunities and learn from setbacks as well as looking at balance in life, ensuring well-being is placed at the forefront of any career decision.
	Cultural Differences and Discrimination	Students will learn about how our culture differs from those around the world and examine how one person can make a difference. They will look at discrimination from a cultural perspective and learn how to become a more understanding and compassionate person. They will also look at gender discrimination and re-visit consent from a legal standpoint.
	Emotional Wellbeing	Building on from looking at well-being in careers, here we will examine attitudes towards mental health and how to challenge stigmas surrounding it in society. We also look at the importance of sleep when coping with the challenges of life, along with healthy and unhealthy coping strategies, including self-harm.
	Identity and Relationships	This unit looks at understanding what qualities you should expect in positive, healthy relationships and how to identify and act when faced with unhealthy or unacceptable behaviours. We also look at identity and stereotypes and well as the pressures of relationships, including the dangers of ‘sexting’ and how to manage any requests or pressure to send or share images.
	Digital Literacy	Here we look at our online presence and communication, including addressing how to navigate social networking sites safely and recognise bias or misleading information online. We consider the ‘shelf-life’ of an online presence formed in adolescence and link it to future employment, as well as looking at the dangers of grooming, gambling and financial traps that can be found online.
9	What pupils will learn	How it builds on learning
	Peer Influence, Substance Use & Gangs	Building on from the last unit of Year 8, students begin to consider what negative and potentially dangerous information there might be about that that could be shared or exploited by someone posing as a friend. Students are taught to assess and manage risks as well as how to communicate effectively and assertively, so their needs are met. We then look at managing the risks in relation to gangs and knife crime and finish up by revisiting the dangers of drug and alcohol use in young people.
	Setting Goals	Building on the Careers unit in Year 8, students are encouraged to consider their own skills and goals and use these to aid their decision making when it comes to thinking ahead to GCSE options. We also explore how to take full control of our own career journeys, tailoring hobbies, subjects and outside-of-education experiences accordingly. Finally, we explore the legal limits to working hours and look at how to manage to money earned through work.
	RHSE – Intimate and Respectful Relationships (double unit – 6 lessons)	Building on all Health & Well-being learning so far, this unit examines the complexities of family, parenting and long-term relationships as well as looking at gender identity and sexuality. The students look at how to form relationships in a healthy and respectful manner and learn about sexual health, STIs and contraception options. We also examine what a healthy and unhealthy relationship looks like and look at issues surrounding Female Genital Mutilation (FGM) and breast ironing, as well as fertility, pregnancy, and sanitary items.
	Healthy Lifestyles	In this unit we revisit the Health & Wellbeing units previously covered to extend our learning into examining the outside influences that affect our own mental and physical health. We look at how the media in all its platforms influences feelings about body image and link this with learning how to balance work, leisure, exercise and sleep to ensure every student is the healthiest version of themselves in every way.
	Living in the Wider World	Leading on from management of self, here students learn about how we manage our country, how our government is formed and works, looking at the law in relation to previous PSHE topics such as Drugs and Alcohol and examining how change is affected through voting and becoming informed and involved citizens of our country. We then link this to enterprise and employability and our digital footprint, learning that what we put online in our younger years, can stay with us forever.

Assessment

Students are assessed both on their engagement and understanding of the subject. We have regular knowledge checks using Microsoft Forms, Mentimeter and in-class discussions/polls, to ensure the students understand the content and have retained the key information. Retrieval Practice is also used throughout the year to ensure that topics are not forgotten once we’ve moved on. However, our main focus is that students are enjoying their PSHE lessons and taking these vital life lessons on board and remembering them for the future. Here parents can support us by continuing these topical discussions at home.

Supporting your child

What you can do at home:

As with the delivery of RSHE education, we see PSHE as a partnership between home and school, providing the opportunity for all pupils to learn about important topics in safe environments and support their journey to becoming healthy, happy, and secure adults. The most important way to support your child with their PSHE learning and progression is to be ready to have open and honest conversations with your child about the topics covered in the classroom. If you would like any support with this or feel nervous about what or how to broach certain topics, do please email remilne@cambournevc.org for help and guidance.

There are also many excellent websites out there offering help, advice, and guidance for parenting in the 21^st century. We have included links below in the Extended Study Suggestions and Reading Lists section as a starting point. There is also an excellent section in our school library on issues covered within PSHE such as dealing with bulling, processing puberty changes and emotional and physical health.

Please note, we will offer support to parents and carers to extend their knowledge where we can, such as our annual online safety training, and are always available to answer questions and help in any way we can. Just because we have all been teenagers does not mean we are experts in raising them as parents and carers!

Equipment:

All students will be expected to attend their PSHE lessons with the following: Pencil case, HB pencils, pencil sharpener; rubber, coloured pencils, black or blue biros, or ink pen and cartridges, short ruler, and charged iPad. Please also ensure they always have their iPad charger with them.

Extended learning

Homework policy:

Students are not set formal homework in PSHE. We only ask that the students go away from each lesson and are prepared to continue the discussions facilitated in lessons with their friends and their adults at home. Thinking through the issues covered and how they relate to the individual student, is the ongoing aim of PSHE.

Clubs/ Enrichment opportunities:

As a subject that supports emotional and physical health and well-being, all clubs that are offered at CVC, whether it be a sporting club, of which there are many that run throughout the year, or something more meditative like Art Club or Reading Club, are beneficial to furthering elements of learning in PSHE. There is an excellent LGBTQ+ and Allies club called We Are All Made of Molecules that offers a safe space and wonderful support for all students wanting to find out more about LGBTQ+ issues.

Extended study suggestions and reading lists:

If you would like to look further into any of the issues studied in PSHE, then the Internet is usually the best place to start. However, research in PSHE is a very personal thing and the needs of one student might be totally different to the needs of another. Below are a few websites that are more specific to the areas of interest that might come up:

NSPCC | The UK children’s charity | NSPCC (excellent help with childhood issues, particularly surrounding abuse, and mistreatment.)

Sexual Health & Wellbeing – Brook – Healthy lives for young people (Brook is an amazing service that offers help and guidance for all young people on many different topics surrounding sexual health, identity, drugs, alcohol, and many others.)

Honest information about drugs | FRANK (talktofrank.com) (Focusing specifically on all issues and concerns surrounding drugs, this site is informative and helpful if you have any queries or concerns. It details all illegal drugs and explains the law relating to them, as well as side-effects and alternative names.)

YoungMinds | Mental Health Charity For Children And Young People | YoungMinds A comprehensive guide for both students and parents, this website contains lots of information pertaining to mental health and emotional well-being.

If Your Child is Aged 13 or Over – Get Safe Online (This is an excellent website about digital safety for all. I have linked specifically to the area for young adults, but there is so much useful information here for everyone.)

Teenagers | Family Lives This website has information useful to all elements of family life but this specific section is all about how to communicate and help your teenage children as they navigate through young adulthood.

Possible trips and visits:

Unfortunately, at this point, there are no specific PSHE trips or visits. However, the last week of the school year sees all Year 7-10 students take part in Activities Week which offers a range of options from outdoor education to work experience. Every one of these options in Activities Week has an explicit PSHE link, be it looking at physical health with the many extreme sports options or mental health with therapeutic options such as crocheting or art, there is something to aid the personal development of every student.

Curriculum

10	What students will learn	How it builds on learning
	Exploring Influence	Starting with a look at the positive and negative role models in society and how students can become positive role models for their peers, we then move onto to a refresh on the Drugs and Alcohol topic previously looked at. Here students re-visit their learning about the dangers of drugs, alcohol and vaping and looks at issues surrounding these, including gangs and crime, looking at what to do if in a dangerous situation and how to keep safe.
	Work Experience	Using Unifrog resources, we examine what the students have done so far to prepare them for their individual career journeys and look to the future, at what can be done to prepare for the best possible career. We also examine the changing world of work and consider what type of working situation would best suit each individual student. Finally, we introduce Work Experience (to be taken at the end of Year 10) and being to look at how to find and apply for appropriate Work Experience, utilising contacts and looking at how to apply, meet and complete a successful Work Experience
	RSHE – Healthy Relationships	We begin our KS4 RSHE by looking at relationship values, assessing what is important to each individual. We examine the ethical and legal implications of consent, in all of its forms, including manipulation, coercion and capacity to consent. We then move onto examining abuse in relationships, learning where to get support and how to give support to those close to you who might find themselves in an abusive relationship. Finally, we look at the dangers of sexting and online pornography and how both can have detrimental effects on healthy relationships.
	Mental Health	Building on students consideration of their career journeys in Term 1, here we look at how to revise and prepare for exams and consider how much preparation is required for success. We then link this learning to managing stress and reframing negative thinking, as well as revisiting the importance of sleep learning from Year 8.
	Addressing Radicalisation and Extremism	Here students examine how people become radicalised and form extremist views, learning how to support and challenge friends who may be sharing concerning viewpoints. We link this to the role the Media plays in misinformation and manipulation and then move on to look at how to safely challenge discrimination, including that found online.
	Financial Decision Making	In this unit, students learn how to manage budgets and understand debt, including how to understand credit ratings and the dangers of ‘pay day lenders’. We also look illegal financial activities, including fraud and cybercrime and learn how to manage risk in relation to financial activities. Finally, we look ahead to Work Experience (last week of the Summer Term) and prepare the students for their experiences, ensuring they have a clear understanding of how to present themselves, how to check and understand health & safety procedures and how to get the most of this exciting opportunity.
11	What students will learn	How it builds on learning
	Next Steps	Building on their Work Experience challenges and opportunities, here students begin to look more specifically at their post-16 choices and options and start looking at how to write the perfect personal statement to get them into the sixth form or college, or onto an apprenticeship, of their choosing. We examine how their options close and open up different career pathways for them and complete their applications forms on the MyChoice@16 platform. Finally, we look at employment and how to maximise employability skills, while also recognising the challenges that may be faced and/or overcome in the world of work.
	Building for the Future	Here we link to our learning on employability to ensure students understand the dangers of judgements and stereotyping in the workplace and as an individual. We link this to the development of a self-concept; how to balance ambition and expectations and develop self-efficacy, including motivation, perseverance and resilience. Finally, we revisit the topic of stress and how to manage it though the all-important GCSE exam period and revisit online presence and the positive and safe ways to create and use content online.
	RSHE – Communication in Relationships	Here we revisit all the RSHE learning that has taken place over the 5 years at Cambourne Village College and turn inwards, to explore individual core values and emotions. We recap our learning on gender identity and sexual orientation, as well as relationship values and how to stay safe. We extend the learning on values to consider what drives each of us as we move through the world. We then look at how to stay physically healthy and how to manage change in relationships. Finally, we revisit the dangers of sexting, including online, searchable profiles in terms of future employment and ensure that every student understands how different pressures in relationships can have negative effects and dangerous consequences.
	Independence	Here we begin to prepare the students for their futures, by looking at how to maintain a healthy lifestyle and the importance of finding oy in growing older and embracing change. We look at the importance of cancer prevention in terms of smoking and vaping, as well as cancer fundraising and the hopes for a cure. Finally, we touch on some emergency first aid basics and learn how to assess and manage risk in emergency and non-emergency situations.
	Final term round-up	As the GCSE exams begin, we use these lessons to revisit the key information required for moving on in the world – we look are managing personal finances, understanding tax and national insurance and how to manage a budget, as well as how to cope with loss and change in a meaningful way. We look at grief and bereavement and learn how to channel loss into a positive, by making positive life changes.

Assessment

Students are assessed both on their engagement and understanding of the subject. We have regular knowledge checks using Microsoft Forms, revisiting baseline assessments and in-class discussions/polls, to ensure the students understand the content and have retained the key information. Retrieval Practice is also used throughout the year to ensure that topics are not forgotten once we’ve moved on. However, our main focus is that students are enjoying their PSHE lessons and taking these vital life lessons on board and remembering them for the future. Here parents can support us by continuing these topical discussions at home.

Supporting your child

What you can do at home:

Equipment:

All students will be expected to attend their PSHE lessons with the following: Pencil case, HB pencils, pencil sharpener; rubber, coloured pencils, black or blue biros, or ink pen and cartridges, a green pen, short ruler, and charged iPad. Please also ensure they always have their iPad charger with them.

Extended learning

Homework policy:

Clubs/ Enrichment opportunities:

As a subject that supports emotional and physical health and well-being, any and all clubs that are offered at CVC, whether it be a sporting club, of which there are many that run throughout the year, or something more meditative like Art Club or Reading Club, are beneficial to furthering elements of learning in PSHE. There is an excellent LGBTQ+ and Allies club called We Are All Made of Molecules that offers a safe space and wonderful support for all students wanting to find out more about LGBTQ+ issues.

Extended study suggestions and reading lists:

NSPCC | The UK children’s charity | NSPCC (excellent help with childhood issues, particularly surrounding abuse, and mistreatment.)

Possible trips and visits:

Unfortunately, at this point, there are no specific PSHE trips or visits. However, the last week of the school year sees all Year 10 students take part in Work Experience, an excellent opportunity for students to put a lot of their PSHE learning into practise; from planning their future careers, to understanding how the world of employment functions and progresses with the help of individual workers.

Psychology – course information

Exam Board and Course Code:

OCR J203

What will I study in Psychology?

You will learn fascinating theories of human behaviour such as what might make a person turn to crime and how children’s thinking develops. You will also learn about the supporting evidence of these theories and critically evaluate them. In addition, you will develop an understanding of how these psychological theories have been applied to real life. Lastly, you will also gain insight into the research methods used to study human behaviour.

What will I learn?

Over the course of the two years, you will develop in the following areas:

Develop knowledge and understanding of various areas of Psychology and use this knowledge to explain everyday occurrences
Gain an appreciation for how psychological research is conducted
Develop critical thinking and essay-writing skills

Curriculum

10	What students will learn	How it builds on learning
	Criminal Psychology	Develop understanding of the key concepts, theories/explanations, research studies and applications within this area of psychology
	Development	Develop understanding of the key concepts, theories/explanations, research studies and applications within this area of psychology
	Psychological Problems	Develop understanding of the key concepts, theories/explanations, research studies and applications within this area of psychology
	Research Methods	Develop knowledge of a range of experimental and non-experimental methodologies and techniques. Develop the ability to design an investigation.
11	What students will learn	How it builds on learning
	Social Influence	Develop understanding of the key concepts, theories/explanations, research studies and applications within this area of psychology
	Memory	Develop understanding of the key concepts, theories/explanations, research studies and applications within this area of psychology
	Sleep and Dreaming	Develop understanding of the key concepts, theories/explanations, research studies and applications within this area of psychology
	Research Methods	Develop knowledge of a range of experimental and non-experimental methodologies and techniques. Develop the ability to apply knowledge to a novel source.

Assessment

2 components that are externally assessed.

Each component is worth 50% of the overall qualification. Each component is assessed via a written paper that is worth 90 marks. The duration of each written paper is 1 hour and 30 minutes. Each written paper will consist of a range of question styles, from multiple choice questions to an extended essay worth 13 marks.

Supporting your child

What you can do at home:

Encourage regular revision and completion of homework

If possible, help them revise by quizzing them based on flashcards they make

Equipment:

Essential stationery, folder, notebook, scientific or graphical calculator, OCR Psychology textbook

Extended learning

Homework policy:

Homework will be set weekly and the homework usually involves making notes from the textbook, completing past paper questions, revising for mid-unit/end-of-unit quizzes or making corrections to their assessments.

Clubs/ Enrichment opportunities:

Lectures by Guest Speakers

Extended study suggestions and reading lists:

‘Can You See Me?’ by Libby Scott & Rebecca Westcott

Most of what we know about autism is based on men/boys. This is a fictional story about a young girl’s experience of autism, that is co-written by a young girl with autism. It provides insight into what it is like to have autism.

‘Inventing Ourselves: The Secret Life of the Teenage Brain” by Sarah-Jayne Blakemore

This book is a good introduction to neuropsychology and provides a fascinating insight into the psychology of adolescents, which might be particularly interesting and relevant to GCSE students.

RPE – course information

Curriculum

7	What pupils will learn	How it builds on learning
	7.1 Is Britain a ‘religious’ country? This topic is focused through a predominantly social sciences lens and asks students to explore what is meant by the term religion, what the religious make-up of Britain is and how that has changed over time, as well as how the diversity of the country, and a range of religious beliefs have shaped Britain today.	This topic builds on KS2 learning for all pupils of simple facts about significant world religions, and places them into context of Britain today.
	7.2 What does it mean to have a worldview? Students will be introduced to the ideas around different disciplinary approaches used in the subject and explore how these might influence a viewpoint. Using case studies to consider both their own perspective and how others reach their views, students will explore how the concept of a worldview shapes our lives.	This topic will set up lots of future study, highlighting how different disciplinary foci will shape their learning. It also builds on 7.1 as this used a sociological lens, and students will be able to reflect on how this shaped the topic
	7.3 How does Abraham influence modern religious belief? Focusing theologically, students will explore the life of Abraham, and how this is both influences and is remembered in the three Abrahamic traditions, Judaism, Christianity, and Islam today.	This topic builds on lots of KS2 learning about the Abrahamic faiths, and shows links between them that sets students up for later study.
	7.4 Is the ‘unexamined life’ worth living? Building on the famous quotation from Socrates, students will be introduced to some of the great philosophical theories throughout history and consider whether these can help us understand our life, or it is better to focus on the world around us instead.	This is the first philosophically focused topic of Key Stage 3. Students will be able to draw links between some theologically influenced philosophers and explore how their worldview shaped their thinking (7.2).
	7.5 Islamic art as an expression of belief This topic is focused through a theological lens, but does touch on a social sciences lens, and introduces students to the diversity and complexity of artwork in Islam. This is used to explore the beliefs that are represented within the artwork, and what this can tell us about belief in Islam throughout history.	This topic builds on KS2 learning about Islam, with students recalling key ideas about the faith when beliefs and practices are encountered. Students will also build on their knowledge of Abraham from earlier in the year (7.3), revisiting some of the influence he has on Islam.
8	What pupils will learn	How it builds on learning
	8.1 Can God and evil coexist? This topic is focused through both a theological and philosophical lens, raising the question of how God is defined, introduces students to the philosophical problem of evil, and a range of different theological views that attempt to solve this problem.	This topic builds on KS2 learning of Abrahamic faiths, and their teachings about the nature of God, as well as drawing on ideas about Abraham (7.3), philosophical thinking (7.4), and considering how their perspective might influence responses to the question (7.2).
	8.2 How do Hindus understand Dharma? This topic is focused through both a social sciences and theological lens, introducing students to the concept of Dharma, and how this is central Hindu traditions despite variations in practices, before considering how this influences the actions of believers around the world. Students are also introduced to the challenges of viewing Dharma from a Eurocentric perspective that is heavily influenced by Abrahamic faiths and Greek philosophy.	This topic will build on the philosophical ideas encountered philosophically (7.4) and the way our experience shapes our perspective on the world (7.2).
	8.3 How is Christianity growing globally? Students will explore the global picture of Christianity from a sociological perspective to consider why Christianity is growing in some areas but declining in others. Theological differences in expressions of Christianity will be explored to consider how wide and varied the faith is today.	Starting from the sociological data explored in topic 7.1, students will then build on Christian ideas covered in the study of Abraham (7.3) and God (8.1), as well as drawing parallels between the diversity of Hindu expressions (8.2) and Christian diversity to question whether faiths are monolithic or not.
	8.4 Should we class Buddhism as a philosophy or a religion? Starting with a philosophical focus around what makes something a religion, students will explore varied expressions of Buddhist thinking and consider whether these lead to a philosophical belief system or a religion. Bringing in theologically focused questions about what it means to be Buddhist will help guide the thinking around this question later in the topic.	Students will build on ideas about what makes a religion (7.1) and a philosophical viewpoint (7.4), as well as how the formation of Buddhist thought is shaped by Hindu ideas (8.2)
	8.5 Can anything be a religion? Using a sociological lens, students will explore the changing nature of belief in Britain, and question whether other ideas have taken on the role of religion in the 21^st Century. Theological questions around what makes these replacements significant will help to consider what classifies as a religion	This will build on ideas about what makes a religion and the changing nature of Britain (7.1) as well as how we understand different philosophical viewpoints (7.4). Questions considered in 8.4 will also be relevant to the topic
9	What pupils will learn	How it builds on learning
	9.1 What does it mean to do the ‘right’ thing? This topic is focused through a philosophical lens but does also touch on some elements of a theological lens. Students explore the question of right and wrong, looking at a range of different views about how we know, understand, and use these concepts, including considering how both they and key thinkers would respond to a range of ethical dilemmas.	This topic will build on ideas about Christian views on right and wrong, focused around Jesus (8.3), as well as questions about why people want to live a good life including suffering (8.1) and philosophical views on the world (7.2 and 7.4)
	9.2 Do ethical ideas actually work in the real world? Moving from the theoretical to the application of ethical theories, students will consider questions raised in the development of new technologies that have an ethical dimension. Applying the ideas from earlier in the year, students will question whether ethical theories have any place in reality.	Mainly focusing on applying the ethical theories from 9.1, students will also draw on ideas from topics about perspectives (7.2 and 7.4), as well as ideas about how we should live from a variety of perspectives (7.3, 7.5, 8.1, 8.2 and 8.4)
	8.3 Why is it so important for Sikhs to help others? Exploring the origins of Sikh beliefs about equality will guide students to consider how this is lived out in the modern world, considering different expressions of Sewa and why this is central to Sikh life today.	Using ideas from other Dharmic traditions (8.2 and 8.4) to understand the development of Sikh traditions, students will also consider worldviews (7.2) and ethical thinking (9.1)
	9.4 Elective topic Students are given a choice of topic to explore, with a range of resources designed to guide them on a self-led exploration of the topic. Each topic is designed to look at how religious and philosophical ideas can be applied to modern situations, allowing students to consider a wide range of perspectives on these topics. Each topic will have slightly different disciplinary foci, depending on the specifics but each topic will touch on all three disciplines in some way.	Each of the elective topics will ask students to apply their learning from across KS3 to the modern situation they are focused on.

Assessment

During every topic, students will complete a writing task, designed to check understanding of the topic, and highlight any areas to improve on in terms of the quality of explanation. This will then be used by teachers to develop later lessons, and ensure every student is given opportunities to develop their academic writing.

Towards the end of each topic, students will be assessed on the content of the topic. This may also rely on knowledge from previous topics due to the links between the topics. Each assessment will have two parts to it. Part one is a series of short questions, including multiple choice, and short written answers, designed to test knowledge of key areas of the topic. Part two is a longer written question, that test students’ ability to explain the key ideas of the topic and discuss the strengths and weaknesses of different views. Both parts will combine to give the band for the assessment.

Supporting your child

What you can do at home:

The best support for RPE work is to engage in discussions about both the topics being covered, and issues that are in the news. Current affairs issues often link to the topics we discuss in lessons, or allow an opportunity to discuss views on what is happening.

A key area of focus is on the ability to explain difficult ideas, or personal views, in a clear and understandable manner, and discussions can often be used to help students develop their ability to explain their ideas in these ways.

Equipment:

There is no requirement to bring any extra or specialist equipment to RPE lessons

Extended learning

Homework policy:

During KS3 students will usually get one or two pieces of homework set each topic. This may include new information ready for a future lesson, consolidation of prior work, reading that extends students’ knowledge of the topic, or revision of the topic ready for assessments. Individual teachers will decide when it is best for homework to be set for a class in relation to their progress through a topic.

Clubs/ Enrichment opportunities:

Students are able to engage in events which link to their RPE studies through the school’s lunchtime Aspiration talks.

Extended study suggestions and reading lists:

There are suggestions for additional reading and resources to explore located on the CATalogue for students to access if they wish to extend their knowledge of the subject. There are also a range of subject-focused books available in the RPE classrooms if students wish to borrow them.

Possible trips and visits:

There are currently no planned RPE trips for Key Stage 3 students. There is the possibility of trips being arranged in the future if they are suitable.

Core RE (Key Stage 4) – this is currently non-examined

Curriculum

Our Core KS4 RE curriculum is provided in a variety of different ways allowing students to access the content in situations that are most beneficial for that information. The curriculum is designed to mirror significant elements of content from a mix of Religious Studies GCSE courses, chosen to provide a breadth of information about how different religions and worldviews interact with a complex modern society that allows knowledge from KS3 to be reviewed and placed in context.

10	What students will learn	How it builds on learning
	Lived Religion All students will be given the opportunity to visit a significant local place of worship and explore how key beliefs and practices are understood in modern Britain. Locations have recently included: Gurdwaras, Mosques, Cathedrals, Mandirs	Students are able to see how individual beliefs covered throughout KS3 are lived out today. Specific links will depend on the location visited.
	Religious attitudes to the environment Utilising a wealth of local faith speakers, students are given a tour of different perspectives on the way humans treat all parts of the environment. Non-faith speakers and campaigners also allow students to consider how the concept of belief doesn’t limit itself to religion.	Students are able to draw on knowledge from topics as diverse as: the religious make up of Britain (7.1), Life after Death (8.1), Ethical theories (9.1), Religion – good or bad? (9.4) as well as topics that focus on individual faith perspectives to ask questions to the speakers and engage with the challenges that are posed to them.
11	What students will learn	How it builds on learning
	Human Rights and Social Justice Students look at some of the topical issues around the rights of others both locally and internationally, considering questions about how we can provide for all people, especially in areas of conflict, to ensure that the value of humanity is maintained.	Students are able to draw on knowledge from their study of Ethical Theories (9.1), and Religion – good or bad? (9.4) to consider the challenges that are posed, as well as topics that focus on individual faiths to understand some of the reasons for action, or for conflict.

Assessment

There are no formal assessments in Core RE, but students are given questions related to both the content covered in Core RE, and previous learning to check how well their earlier study has been remembered.

Supporting your child

What you can do at home:

Enabling students to have a suitable space to complete their online tasks is the best support that can be offered for Core RE.

Equipment:

Generally, students will only need their standard school equipment. For any trips out, information about required clothing and equipment will be sent out in advance of the trip.

Extended learning

Homework policy:

There is no homework set for Core RE, although some of the curriculum is completed remotely utilising student iPads.

Clubs/ Enrichment opportunities:

There are no clubs for Core RE, but students can engage in events which link to their RPE studies through the Aspiration talks.

Extended study suggestions and reading lists:

There are a range of further reading materials and resources available on the CATalogue for students to access.

Possible trips and visits:

Part of the Core RE curriculum involves the Curriculum Extension Days for Year 10 students. This usually involves one day being a trip to a place of religious significance, looking at questions around what faith looks like as a lived experience in 21^st Century Britain, and how believers apply their beliefs to their everyday life.

Exam Board and Course Code

GCSE Religious Studies (Option subject)

OCR J625, studying Christianity (/01), Islam (/02), and Religion, philosophy and ethics in the modern world from a Christian perspective (/06) – https://www.ocr.org.uk/qualifications/gcse/religious-studies-j625-j125-from-2016/

Curriculum

10 What students will learn

How it builds on learning

Christianity (J625/01)

Students will start their study by exploring the Christian faith, and how it is lived out today.

This includes:

the nature of God,

the concept of the Trinity,

views on Creation,

the problem of evil,

the person and teachings of Jesus,

the concept of salvation,

eschatology,

worship and sacraments,

prayer,

pilgrimage,

celebrations,

the role of the church in both the local community and the wider world.

Students will study this following a roughly chronological curriculum, which means that they can understand the flow of Christian narratives and how this shapes the faith today.

Students will find links between this topic and lots of their prior learning going back to KS1 and KS2. Within the KS3 curriculum there are clear links between the problem of evil (7.2), beliefs about life after death (8.1) different perspectives on Jesus (8.4), Christian ethics (9.1) the impact of religion today (7.1 and 9.4).

This topic is also a building block for all of the thematic units (J625/06) in the course.

Relationships and Families (J625/06)

Students look to apply their knowledge of religion and faith to a range of ethical questions.

This includes:

the concept of a family relationship today, marriage,

divorce,

changing patterns in society,

gender equality,

same sex relationships,

attitudes to LGBT+ people,

prejudice and discrimination.

Students look at the issues of the topic, as well as both religious (predominantly Christian) and non-religious perspectives on each one.

All of the thematic units in the GCSE build upon the Christianity topic (J625/01) as they are looking at the content via a Christian perspective.

This topic also has links to topics in KS3 including; the religious views of the country (7.1), perspectives on Jesus (8.2), Christian ethics (9.1), the impact of religion on shaping society (7.1 and 9.4), and may link to the elective topic students study (9.3).

Religion, Peace and Conflict (J625/06)

Students look to apply their knowledge of religion and faith to a range of ethical questions.

This includes:

questions around the use of violence;

reasons for and different types of warfare;

the concept of pacifism;

the role of peace, forgiveness, and reconciliation in the world today;

as well as examples of people and organisations who work in the areas covered.

Students look at the issues of the topic, as well as both religious (predominantly Christian) and non-religious perspectives on each one.

All of the thematic units in the GCSE build upon the Christianity topic (J625/01) as they are looking at the content via a Christian perspective.

This topic also has links to topics in KS3 including: the concept of suffering (7.2), beliefs about life after death (8.1), perspectives on Jesus (8.4), Christian ethics (9.1), attitudes to forgiveness (9.2), the impact of religion on society today (9.4) ), and may link to the elective topic students study (9.3).

The existence of God (J625/06)

Students look to apply their knowledge of religion and faith to a range of ethical questions.

This includes:

questions around the nature of God and the problem of evil,

arguments for the existence of God and the purpose of humans,

claims of experiencing God and their verifiability.

Students look at the issues of the topic, as well as both religious (predominantly Christian) and non-religious perspectives on each one.

All of the thematic units in the GCSE build upon the Christianity topic (J625/01) as they are looking at the content via a Christian perspective.

This topic also has links to topics in KS3 including: the problem of evil (7.2), claims about the afterlife (8.1), perspectives on Jesus (8.4) ), and may link to the elective topic students study (9.3).

11 What students will learn

How it builds on learning

Islam (J625/02)

Students will explore the Islamic faith, and how it is lived out today.

This includes:

core beliefs about Allah,

the range of Holy books and their significance,

chains of prophecy,

judgement and predestination,

different schools of Islamic thought,

the roles of angels in Islam,

eschatology,

prayer,

fasting,

almsgiving and charity,

pilgrimage,

the concept of jihad, and challenging misconceptions around this

festivals and celebrations

Students will find links between this topic and lots of their prior learning going back to KS1 and KS2. Within the KS3 curriculum there are clear links between the study of Islamic artwork (7.3), as well as perspectives on the problem of evil (7.2), life after death (8.1), Jesus (8.4), as well as the impact of religion on society today (7.1 and 9.4).

Dialogue between religions and non-religious beliefs and attitudes (J625/06)

Students look to apply their knowledge of religion and faith to a range of ethical questions.

This includes:

the history of Christianity as the established faith in Britain;

the role of Christianity in modern Britain, changing attitudes to religion;

secular and non-religious perspectives; potential areas of dispute between religious and secular views on topics; medical ethics.

Students look at the issues of the topic, as well as both religious, predominantly Christian, and non-religious perspectives on each one.

All of the thematic units in the GCSE build upon the Christianity topic (J625/01) as they are looking at the content via a Christian perspective.

This topic also has links to topics in KS3 including: the religious nature of Britain (7.1), the impact of religion on society today (9.4), ethical arguments (9.1), and may link to the elective topic students study (9.3).

The existence of God (J625/06) – Completion of the topic

Students look to apply their knowledge of religion and faith to a range of ethical questions.

This includes:

questions around the nature of God and the problem of evil;

arguments for the existence of God and the purpose of humans;

claims of experiencing God and their verifiability.

Students look at the issues of the topic, as well as both religious (predominantly Christian) and non-religious perspectives on each one.

All of the thematic units in the GCSE build upon the Christianity topic (J625/01) as they are looking at the content via a Christian perspective.

Assessment

Students will complete regular knowledge checks as part of lessons and homework that are used to identify areas of weakness, and to shape teaching of the topics.

At the end of each topic, plus midway through the study of each religion, students will sit a formal assessment. This will be made up of a range of knowledge questions to check understanding across the topic, and some exam style questions to check student’s ability to explain their ideas.

In both Year 10 and Year 11, students will sit Internal Examinations, designed to simulate the final exam series, and allow them to both experience the exam situation, and provide an opportunity to show their understanding of the course.

Examinations: Students will sit three exams for the course. The first two are sat in one exam session and will cover the study of religions (Christianity and Islam). Each of these exams is 1 hour long, giving a total exam time of 2 hours. The second exam will cover the religion, philosophy, and ethics in the modern world topics, and will be a 2 hour exam. Details on exam paper styles and timings advice will be given to students in lessons as preparation.

Supporting your child

What you can do at home:

Particularly for the religion, philosophy, and ethics in the modern world topics there is a link to current affairs. It is beneficial to engage students with the news, from a variety of sources to broaden their knowledge of these topics.

Equipment:

There is no requirement to bring any extra or specialist equipment to RPE lessons

Students will be given the opportunity to purchase revision materials during both Year 10 and Year 11, which will help them with their work. There is no requirement to bring these to lessons, or to purchase them, but they can help benefit student work at home.

Extended learning

Homework policy:

All GCSE students will be set regular homework, usually once a week. This will cover a range of different tasks including; reading around the subject, completing knowledge checks of prior learning, sample exam questions, and more.

From early in Year 10, students will also be set monthly homework focused on revision, designed to produce and use a range of revision resources throughout the course.

Clubs/ Enrichment opportunities:

There are currently no direct RPE related clubs, but these have run in the past. Students are able to engage in events which link to their RPE studies through the Aspiration talks.

Revision sessions will run throughout Year 11, and Year 10 students will be given the opportunity to attend these if relevant.

Extended study suggestions and reading lists:

There are suggestions for additional reading and resources to explore located on the CATalogue for students to access if they wish to extend their knowledge of the subject. There are also a range of subject focused books available in the RPE classrooms if students wish to borrow them.

Possible trips and visits:

There are no currently planned trips for students undertaking this course, but we have looked at the possibility of trips to a range of places of worship, which may be arranged during the course of study.

Science – course information

Curriculum

7	What pupils will learn	How it builds on learning
	Being a Scientist Pupils become accustomed to using scientific apparatus safely and practise the skills a scientist needs in carrying out an investigation from the planning stage to the evaluation.	Students complete this as their first unit to ensure that all students start the KS3 science in the same position with regards to disciplinary knowledge, which is then interwoven with the KS3 course
	Core Science Pupils cover the key ideas and vocabulary needed for KS3 Science, with four lessons each on Biology, Chemistry and Physics	Biology Takes students through the hierarchy of biological systems building on topics they have encountered at primary school and setting them up to study these further at secondary school. The unit looks at cells and the major organ systems of the body. Chemistry Builds on concepts of particles taught in KS2 and extends this to look at the idea of elements, compounds and mixtures, which are fundamental knowledge for the study of chemistry Physics Taught early as basic knowledge of forces is fundamental to most physics topics and is repeatedly returned to most units
	Reproduction Plant reproduction, fertilisation, puberty, human reproduction, pregnancy and birth	A fundamental unit taught in year 7 as this is also relevant to the student’s current developmental stage.
	Living World Habitats, ecosystems, adaptations, variations and feeding relationships, the impact of food choices on the environment, the water cycle	Allows students to gain a deeper understanding of the natural world and our relationship with this. Exposes students to the concept of interdependence within the biological world.
	Atom and its History Structure of atom, history of the atom, electronic structure and reactivity, chemical formulae	Taught in year 7 to deepen students understanding of the nature of matter, which underpins all subsequent KS3 chemistry topics
	Simple Chemical Reactions Atoms, molecules and compounds. Signs of chemical reactions, oxidation and combustion, gas tests and decomposition reactions	Introduces students to the fundamental concept of chemical reactions and introduces students to writing and understanding equations.
	Space Planets in our solar system and their motions, day and night, seasons, moon and its phases, mass and weight	Taught in year 7 as most of the concepts are simple, and it is a topic likely to engage students. Not revisited in KS3 as only triple science students need knowledge of Space at GCSE.
	Light Seeing things, reflection, refraction, colour, lenses, cameras and eyes	Taught in year 7 as most concepts are simple, and prepares students for more detailed study of waves in year 8.
8	What pupils will learn	How it builds on learning
	Cell Biology: Cell structure, unicellular organisms, microscopy, diffusion, osmosis, anaerobic respiration and fermentation	The cellular basis of life is a fundamental biological concept, it is studied in more detail here so that students have a sound grounding ahead of their GCSE studies and year 9 units.
	Breathing and respiration Human respiratory system, aerobic and anaerobic respiration, circulatory system, smoking and asthma, non-communicable diseases	Builds on their KS2 and year 7 exposure to the unit and sets the groundwork for the GCSE Organisation unit. Students begin to develop a greater understanding of inter-related systems and the importance of energy for living things.
	Understanding Health The skeletal and muscular system. Fitness, health, communicable and non-communicable diseases. Immunity and drug development.	A closer look at some of the body systems introduced in the Core Biology unit. Explores important ideas about staying healthy and how scientists use the scientific process to develop new treatments.
	Periodic Table Understanding patterns in the periodic table, metals and non-metals, chemical symbols and balancing equations.	Builds on Atoms and Simple Chemical Reactions Units as students begin to study the patterns in reactions and the reasons behind them. The unit continues to develop the idea that science changes with evidence.
	Reactions of acids Word equations, acids and alkalis, reactions of acids and rates of reactions, gas tests	Builds on simple chemical reactions unit to further develop understanding of reactions (specifically in the context of acids and alkalis). Introduces key concept of acids and neutralisation.
	Separating mixtures Solutions and solubility, filtration, evaporation, simple and fractional distillation, chromatography, formulations.	Taught in year 8 as concepts are simple and builds on core chemistry topic taught in year 7.
	Waves Longitudinal and transverse waves, wave terminology, sound in solids liquids and gases, the human ear, music, ultrasound	Builds on Light topic by placing light in the context of other waves and comparing similarities and differences.
	Matter Heat transfer, conduction, radiation, convection, evaporation, heating and cooling curves, radioactivity,	Taught in Year 8 so students will have already studied Year 7 Core Chemistry, so will have studied solids, liquids and gases which this topic builds on.
	Forces and motion Forces, friction, Hooke’s law, speed, distance time graphs, velocity- time graphs	Builds on Year 7 Core Forces, further deepening their understanding of forces. Students should also have good experience of plotting graphs from BAS and from other experiments by this point.
9	What pupils will learn	How it builds on learning
	DNA Structure of DNA, inheritance, variation, evolution, natural selection, selective breeding	Follows on from the year 8 cells unit, taught here as it is more conceptually challenging. Concepts are revisited in year 11 and so this provides a solid grounding.
	Photosynthesis Parts of a flower, photosynthesis reaction, rate of photosynthesis, limiting factors, transport in plants, respiration in plants	Provides an understanding of the importance of plants to our existence and sets students up to understand these concepts at GCSE level.
	Food and digestion Food groups, deficiency diseases, energy in food, digestion and digestive system, enzymes	Follows on from the Core Biology unit and helps students to think about choices that can impact their own health as well as providing a grounding for their GCSE studies.
	Environmental Chemistry Evolution of atmosphere, carbon cycle, greenhouse effect and climate change, acid rain, human impacts on the planet	Introduces ideas of climate change – covered in year 9 as foundational knowledge to fully understand concepts has been introduced in previous years
	Energy Changes in Chemical Reactions Word and symbol equations, thermal decomposition, catalysts, exothermic and endothermic reactions, changes of state	Builds on year 7 and 8 units, bringing a variety of concepts together including reactions, changes of state and the nature of matter. Introduces the idea of energy change in preparation for year 11.
	Materials Word and symbol equations, displacement reactions, reactivity series, polymers, composite materials	Builds on year 7 and 8 units – looking at specific materials and the reasons behind their properties. Also links to Earth chemistry and prepares students for year 10 using resources unit/year 11 organic chemistry unit.
	Pressure and moments Pressure in solids, liquids and gases, Hooke’s Law, Machines and moments, Density	Students again return to the concept of forces, deepening their understanding. Taught in year 9 as it introduces some harder maths such as pressure calculations with different units for area/pressure, and balancing moment equations.
	Energy Types of energy, energy conversions, efficiency, fossil fuels, renewable energy, power	Taught in year 9 as it formalises concept of energy embedded in all topics in earlier years, and prepares students for year 10 unit on Energy. Also contains significant mathematical demand, introducing equations for power and efficiency.
	Electricity and Magnetism Static electricity, series and parallel circuits, potential difference, current, resistance, Ohm’s law, plugs and electrical safety, magnets, electromagnets	In Year 9 as ideas around current and voltage in series and parallel are conceptually challenging, as well as introducing Ohm’s Law.
	Introduction to GCSE Students study short units as an introduction to GCSE. In Biology students study proteins, epidemics, evolution and ecology. In Chemistry students focus on deepening their understanding of the atom and in Physics students study waves	Biology A series of four lessons which tackle fundamental biological ideas in an exciting way to both prepare students for their GCSE studies and get them excited about biology. Chemistry History of the atom is revisited in more detail, isotopes and RAM are introduced – building on ideas introduced in year 7 and preparing for year 10. Physics Students are taught 4 lessons of the GCSE waves topic, giving students the opportunity to return to this in year 11. It also allows students to practice unit conversions, a key maths skill, in a familiar context.

Assessment

Supporting your child

What you can do at home:

Parents can support students in a number of ways, including:

Asking students about what they have learnt in lessons and by trying to move them from thinking about what happens around them to why these things happen.
Supporting students with revision for tests – revision resources for these are provided via SatchelOne and Teams, along with instructions. It can be really helpful if parents guide the students through using these resources.
Reading about science – resources for this could include texts provided by the school library or BBC Science Focus magazine.

Equipment:

In addition to standard school equipment, students should bring a green pen and a calculator to lessons.

Extended learning

Homework policy:

Homework will usually set every two weeks, although the exact frequency of this is at the discretion of the teacher. Homework should take approximately 30 minutes to complete. Extension homework may also be set as appropriate.

Clubs/ Enrichment opportunities:

STEM club will run once a week 3-4pm on a Wednesday. Enrichment activities also take place throughout the year.

Extended study suggestions and reading lists:

The library has a range of texts and study guides to support learning. The BBC Bitesize for KS3 Science website contains up-to-date subject content that can be used for revision.

Possible trips and visits:

All year 7 students go to Colchester Zoo at the end of the first half term. Year 8 and 9 students interested in science also can also opt for science-based activities during Activities Week. These currently include a trip to the National Space Centre in Leicester and a trip to Banham Zoo. In addition, a number of STEM based trips are offered over the course of the year.

Exam Board and Course Code

AQA Combined Science: Trilogy

https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464

Biology Curriculum

10	What students will learn	How it builds on learning
	Cell Biology (Paper 1) Eukaryotes and prokaryotes, animal and plant cells, cell differentiation, microscopy, chromosomes, mitosis, stem cells, transport in cells	Cells have been taught throughout KS3; this is taught as the first unit due to the fundamental nature of the concepts covered which feed into the rest of the GCSE content.
	Organisation (Paper 1) Principles of organisation, human digestive system, heart and blood vessels, blood, coronary heart disease, health issues, effects of lifestyle on disease, cancer, plant tissues, plant organ systems	A unit which follows on from a number of the KS3 biology units, in particular Core Biology, Breathing and Respiration, Food and Digestion and Understanding Health.
	Infection and response (Paper 1) Communicable diseases (including viral, bacterial, fungal and protist diseases), human defence systems, vaccination, antibiotics and painkillers, discovery and development of drugs	Aspects of this topic were covered in much less detail in the Understanding Health topic. This unit goes into the greater detail needed for the GCSE level.
	Bioenergetics (Paper 1) Photosynthesis (reaction, rates and uses of glucose), aerobic and anaerobic respiration, responses to exercise, metabolism and the rate of photosynthesis Foundation tier: Students are not required to know how factors affecting photosynthesis interact. They are also not required to understand photosynthesis and the inverse square law. Students are not required to know how lactic acid is converted back to glucose.	Building on both the Photosynthesis and Breathing and Respiration units, this unit focuses on energy use and transfer in biological systems: a key concept that reappears throughout the course.
	Ecology (Paper 2) Introduction to ecology and variation	Follows on from the Year 7 Living World unit and parts of several other units.
11	What students will learn	How it builds on learning
	Ecology (Paper 2) Communities, abiotic factors, biotic factors, adaptations, levels of organisation of an ecosystem, cycling of materials, biodiversity, waste management, land use, deforestation, global warming, maintaining biodiversity	Follows on from the Year 7 Living World unit and parts of several other units. Taught in the early autumn term due to the outdoor nature of one of the required practicals.
	Inheritance, variation, and evolution (Paper 2) Sexual and asexual reproduction, meiosis, DNA and the genome, genetic inheritance, inherited disorders, sex determination, variation, evolution, selective breeding, genetic engineering, evidence for evolution, fossils, extinction, resistant bacteria, classification Foundation tier Students do not need to understand the main steps in genetic engineering.	Builds on several KS3 units but in much greater detail. Taught in Year 11 when students have a stronger grounding in biological concepts after their Year 10 studies.
	Homeostasis (Paper 2) Homeostasis, human nervous system, endocrine system, control of blood glucose, hormones in reproduction, contraception, hormone treatments for infertility, negative feedback, Foundation tier: Students are not required to understand how glucagon is involved in the regulation of blood sugar. Students are not required to understand the interaction of hormones in the menstrual cycle. Students are not required to student hormone treatments for infertility or negative feedback.	The unit follows on from the Core Biology and Reproduction units as well as other lessons within different units they have covered at KS3. The understanding of many elements of the Year 10 GCSE course are important to enable students to fully understand this unit.

Chemistry Curriculum

10	What students will learn	How it builds on learning
	Bonding, structure and the properties of matter Chemical bonds, ionic bonding, ionic compounds, covalent bonding, metallic bonding, states of matter, properties of ionic compounds, properties of small molecules, polymers, covalent structures, properties of metals and alloys, structure and bonding of carbon Foundation tier Students do not study the limitations of the particle mode.	Foundational content is covered in this unit, which needs to be covered with Atomic Structure unit before other units are introduced. Separating mixtures not covered here as this is covered in chemical analysis. Builds on material covered in a variety of units at KS3.
	Atomic Structure and the periodic table Atoms, elements and compounds; mixtures; development of the model of the atom; charges of subatomic particles; size and mass of atoms; relative atomic mass; electronic structure; development of periodic table; metals and non-metal; properties of group 0, 1 and 7	Foundational content is covered in this unit, which needs to be covered with Bonding unit before other units are introduced. Builds on material covered in a variety of units at KS3.
	Chemical analysis Pure substances, formulations, chromatography, tests of common gases Foundation tier Students do not study strong and weak acids	Builds on ideas covered in year 8 – separating mixtures. These ideas include separating mixtures, chromatography and gas tests.
	Quantitative Chemistry Conservation of mass and balancing equations, relative formula mass, chemical measurements, moles and balancing equations, limiting reactants, concentration of solutions, calculations based on chemical equations Foundation tier Students do not study moles or the amounts of substances in equations Students do not study using moles to balance equations or limiting reactants	Introduced in year 10 as there are opportunities in year 11 to revisit the ideas covered here. Concepts within this unit are challenging, and students tend to grasp the ideas better when exposed to them twice.
	Using resources Using the Earth’s resources and sustainable development, potable water, waste water treatment, alternative methods for extracting metals, life cycle assessment, reducing resource use Foundation tier Students do not study alternative methods of extracting metals	Builds on ideas covered in year 9 in materials unit and also allows revisiting of concepts from year 10 Bonding and Atomic Structure units – these include potable water, types of material, life cycle assessments.
	Chemistry of the Atmosphere Atmospheric composition, Earth’s early atmosphere, greenhouse gases and the influence of human activity, climate change, common atmospheric pollutants and their sources	Builds on ideas covered in environmental chemistry in year 9, also allows revisiting of ideas related to combustion/chemical reactions/chemical formulae which are covered in Energy Changes unit in year 9 and Periodic Table unit.
11	What students will learn	How it builds on learning
	Energy Changes Exothermic and endothermic reactions, reaction profiles, energy changes in reactions Foundation tier Students do not do bond energy calculations	Allows revisiting of ideas in bonding and builds on year 9 unit introducing ideas of energy changes in chemical reactions.
	Chemical changes Reactivity of metals, extraction of metals, oxidation and reduction in terms of electrons, reactions of acids, production of salts, pH scale and neutralisation, strong and weak acids, electrolysis of molten ionic compounds and aqueous solutions, half equations, use of electrolysis for metal extraction. Foundation tier Students do not study oxidation and reduction in terms of electrons Students do not study strong and weak acids Students do not study half equations	Allows revisiting of ideas covered in quantitative chemistry in year 10 and also formation of ions in Atomic Structure unit. Builds on Reactions of Acids unit in year 8.
	Rate and extent of Chemical Change Calculating rates of reaction, factors which affect rates, collision theory and activation energy, catalysts, equilibria and reversible reactions, Foundation tier Students do not study the effect of changing conditions on equilibrium or the effect of changing concentration, temperature or pressure	Allows revisiting of ideas covered in year 10, including bonding. It also introduces the challenging concept of equilibrium at a stage where students are most likely to be prepared for it. In addition, it revisits the concept of the Haber process studied in year 10.
	Organic Chemistry Crude oil, hydrocarbons and alkanes, fractional distillation, properties of hydrocarbons, cracking and alkenes,	This unit comes after Bonding and Atomic Structure units as it allows concepts in these units to be revisited.

Physics curriculum

10	What students will learn	How it builds on learning
	Electricity 1 Standard circuit symbols, electrical charge and current, current, resistance, potential difference, series and parallel circuits,	Topic needs to be taught before electromagnetism so that students can draw on concepts from electricity topic. Students build on their understanding of electricity from the Year 9 Electricity and Magnetism topic. This topic also allows the more mathematical nature of GCSE science to be introduced.
	Atomic Structure Atoms and isotopes, structure of atom, mass number and atomic number, development of atomic model, radioactive decay, nuclear equations, half lives and the nature of radioactive decay, contamination and irradiation, Foundation tier Students do not study net decline	Students study this unit early in year 10 as the concepts are relatively simple, and in order to not overwhelm students with the amount of maths in GCSE physics. Students able to draw on knowledge from Year 8 Matter topic.
	Energy 1 Energy stores and systems, kinetic energy, elastic potential energy, gravitational potential energy, power, efficiency, conservation of energy Foundation tier Students do not study how to improve the efficiency of energy transfers	Topic is taught before forces, as a number of concepts in forces draw on the Energy unit. Students build on their knowledge from the Year 9 Energy unit, as well as energy content embedded within KS3.
	Particle model of matter Density, changes of state, internal energy, specific latent heat, particle motion in gases, pressure in gases	Topic is taught in year 10 as the concept are easier than later topics. Students draw on knowledge from Year 7 Core Chemistry unit, Year 8 Matter topic and Year 9 Pressure unit.
	Energy 2 Thermal conductivity, insulation and rates of cooling, specific heat capacity, national and global energy resources	Topic is taught before forces, as a number of concepts in forces draw on the Energy unit. Students build on their knowledge from the Year 9 Energy unit, as well as energy content embedded within KS3. Topic is taught separately to Energy 1 as all content relates to heat energy.
	Electricity 2 Resistance of a wire; IV characteristics; LDRs, thermistors and sensing circuits; direct and alternating potential difference; mains electricity; the national grid	Topic is taught after Electricity 1 as Electricity 1 contains foundation knowledge for this unit, which primarily looks at applications of electricity.
11	What students will learn	How it builds on learning
	Forces 1 Scalar and vector quantities, contact and non-contact forces, gravity and weight, speed, acceleration, distance time graphs, velocity time graphs, Newton’s laws of motion, terminal velocity and weight, resultant forces and resolving forces Foundation tier Students do not study resolution of forces Students do not study velocity in the context of circular motion Students do not learn to determine acceleration as the tangent to a velocity time graph Students do not learn that the area under a distance time graph is the distance	Forces is taught after Energy as knowledge of energy is required. Students draw on knowledge, which is acquired in a number of units KS3, including Year7 Core Physics, Yr8 Forces and Year 9 Pressure and moments. Topic is also taught late because cognitive demand is high.
	Waves Transverse and longitudinal waves, properties of waves, wave equation, relationship between period and frequency, electromagnetic spectrum, properties and uses of electromagnetic waves, refraction Foundation tier Students do not study refraction Students study electromagnetic waves in less detail	Students able to draw on knowledge from Year 7 Light, Year 8 Waves topics and Year 9 Introduction to Physics Unit.
	Forces 2 Forces and elasticity, Hooke’s law, stopping distances, reaction times, factors affecting braking distances, centre of mass, momentum and conservation of momentum, centre of mass Foundation tier Students do not study momentum	Forces is taught after Energy as knowledge of energy is required. Students draw on knowledge, which is acquired in a number of units KS3, including Year7 Core Physics, Yr8 Forces and Year 9 Pressure and moments. Topic is also taught late because cognitive demand is high. Forces is taught in two parts due to the amount of content in the unit.
	Electromagnetism Magnetic poles, magnetic fields, the motor effect, Fleming’s left-hand rule, electric motors Foundation tier Students do not study Fleming’s left-hand rule or electric motors	Topic taught after Electricity topics in year 10 as knowledge from this unit is required. Students are able to draw on understanding developed in year 10 and year 11.

Assessment

Students undertake formative assessments at the end of each topic. The aim of these is for students to be able to improve their understanding of the topic that they have just completed and to consolidate their learning. Students also undertake summative tests. In year 10 students have an exam after the Christmas holidays which focuses on Electricity and Radioactivity. Students have another exam at the end of year 10 which covers all content covered in year 10 (content studied in year 10 is primarily Paper 1 content). In year 11 students take a mock exam in December, which covers paper 1 material, giving students an opportunity to revise and consolidate. Students then undertake a second mock in March which covers all the content covered in year 11.

Supporting your child

What you can do at home:

Parents can support students in a number of ways, including:

Supporting students with revision for tests – revision resources for these are provided via SatchelOne and Teams, along with instructions. It can be really helpful if parents guide students through using these resources.
Reading about science – resources for could include texts provided by the school library or BBC Science Focus magazine.

Equipment:

In addition to standard school equipment, students should bring a green pen and a calculator to lessons.

Extended learning

Homework policy:

Homework set is meaningfully related to classwork and includes: planning and writing up experiments, reading, note-taking and answering questions to aid understanding, and extending understanding of a topic through research and revision for the end of unit tests and end of year examinations. Homework will usually be set every two weeks for each subject, but the exact frequency of this is at the discretion of the teacher

Clubs/ Enrichment opportunities:

Enrichment opportunities are provided throughout year 10 and 11. All students are given the opportunity to undertake the British Physics Olympiad.

Extended study suggestions and reading lists:

The library has a range of texts and study guides to support learning. The BBC Bitesize for GCSE Science website contains up-to-date subject content that can be used for revision.

Possible trips and visits:

A number of STEM based trips are typically offered over the course of the year.

Curriculum

Biology

AQA Biology 8461

https://www.aqa.org.uk/subjects/science/gcse/biology-8461

10 What students will learn

How it builds on learning

Cell Biology

Eukaryotes and prokaryotes, animal and plant cells, cell specialisation, cell differentiation, microscopy, culturing micro-organisms, chromosomes, mitosis, stem cells, transport in cells

Cells have been taught throughout KS3; this is taught as the first unit due to the fundamental nature of the concepts covered which feed into the rest of the GCSE content.

Organisation

Principles of organisation, human digestive system, heart and blood vessels, blood, coronary heart disease, health issues, effects of lifestyle on disease, cancer, plant tissues, plant organ systems

A unit which follows on from a number of the KS3 biology units, in particular Core Biology, Breathing and Respiration, Food and Digestion and Understanding Health.

Infection and response

Communicable diseases (including viral, bacterial, fungal and protist diseases), human defence systems, vaccination, antibiotics and painkillers, discovery and development of drugs, monoclonal antibodies, uses of monoclonal antibodies, plant disease, plant defence response

Foundation tier

Students do not study monoclonal antibodies.

Students do not study detection of plant diseases.

Aspects of this topic were covered in much less detail in the Understanding Health topic. This unit goes into the greater detail needed for the GCSE level.

Bioenergetics

Photosynthesis (reaction, rates and uses of glucose), aerobic and anaerobic respiration, responses to exercise, metabolism

Foundation tier

Students do not study how the factors which affect photosynthesis interact.

Students do not look at the inverse square law and photosynthesis.

Building on both the Photosynthesis and Breathing and Respiration units, this unit focuses on energy use and transfer in biological systems – a key concept that reappears throughout the course.

Ecology

Communities, abiotic factors, biotic factors, adaptations, levels of organisation of an ecosystem, cycling of materials, decomposition, impact of environmental change, biodiversity, trophic levels in an ecosystem, food production

Foundation tier

Students do not study the impacts of environmental change.

Follows on from the Year 7 Living World unit and parts of several other units. Taught in the summer term due to the outdoor nature of one of the required practicals.

11 What students will learn

How it builds on learning

Ecology

Waste management, land use, deforestation, global warming, maintaining biodiversity

Follows on from the Year 7 Living World unit and parts of several other units.

Inheritance, variation, and evolution

Sexual and asexual reproduction, advantages and disadvantages of sexual and asexual reproduction, meiosis, DNA and the genome, DNA structure, genetic inheritance, inherited disorders, sex determination, variation, evolution, selective breeding, genetic engineering, cloning, development of theory of evolution, speciation, evidence for evolution, fossils, extinction, resistant bacteria, classification

Foundation tier

Students look at the structure of DNA in a lot less detail.

Students do not look at the main steps of genetic engineering.

Builds on several KS3 units but in much greater detail. Taught in Year 11 when students have a stronger grounding in biological concepts after their Year 10 studies.

Homeostasis

Homeostasis, human nervous system, endocrine system, control of blood glucose, maintaining water and nitrogen balance in the body, hormones in reproduction, contraception, hormone treatments for infertility, negative feedback, plant hormones

Foundation tier

Students do not study the role of glucagon in maintaining blood sugar levels.

Students do not study the role of ADH in controlling blood water levels.

Students do not study hormone treatments for infertility or negative feedbacks.

Students do not study the uses of plant hormones.

The unit follows on from the Core Biology and Reproduction units as well as other lessons within different units they have covered at KS3. The understanding of many elements of the Year 10 GCSE course are important to enable students to fully understand this unit.

Chemistry

AQA Chemistry 8462

https://www.aqa.org.uk/subjects/science/gcse/chemistry-8462

10	What students will learn	How it builds on learning
	Bonding, structure and the properties of matter Chemical bonds, ionic bonding, ionic compounds, covalent bonding, metallic bonding, states of matter, properties of ionic compounds, properties of small molecules, polymers, giant covalent structures, properties of metals and alloys, structure and bonding of carbon, bulk and surface properties of matter including nanoparticles. Foundation tier Students do not explore the limitations of the particle model	Foundational content is covered in this unit, which needs to be covered with Atomic structure unit before other units are introduced. Separating mixtures not covered here as this is covered in chemical analysis. Builds on material covered in a variety of units at KS3.
	Atomic Structure and the periodic table Atoms, elements and compounds; mixtures; development of the model of the atom; charges of subatomic particles; size and mass of atoms; relative atomic mass; electronic structure; development of periodic table; metals and non-metal; properties of group 0, 1 and 7; properties of transition metals. Foundation tier Students do not have to write balanced half and ionic equations	Foundational content is covered in this unit, which needs to be covered with Bonding unit before other units are introduced. Builds on material covered in a variety of units at KS3.
	Chemical analysis Pure substances, formulations, chromatography, tests of common gases, identification of ions by chemical and spectroscopic means.	Builds on ideas covered in year 8 – separating mixtures. These ideas include separating mixtures, chromatography and gas tests.
	Quantitative Chemistry Conservation of mass and balancing equations, relative formula mass, chemical measurements, moles and balancing equations, limiting reactants, concentration of solutions, percentage yield, atom economy, calculations based on chemical equations, gas volumes. Foundation tier Students do not study moles , the amounts of substances in equations or balancing equations using moles Students do not study using concentrations of solutions in mol/dm³	Introduced in year 10 as there are opportunities in year 11 to revisit the ideas covered here. Concepts within this unit are challenging, and students tend to grasp the ideas better when exposed to them twice.
	Using resources Using the Earth’s resources and sustainable development, potable water, waste water treatment, alternative methods for extracting metals, life cycle assessment, reducing resource use, corrosion and its prevention, alloys, ceramics, polymers and composites, the Haber process, production and uses of NPK fertilisers. Foundation tier Students do not study alternative methods of extracting metals	Builds on ideas covered in year 9 in materials unit and also allows revisiting of concepts from year 10 Bonding and Atomic Structure units – these include potable water, types of material, life cycle assessments.
	Chemistry of the Atmosphere Atmospheric composition, Earth’s early atmosphere, greenhouse gases and the influence of human activity, climate change, common atmospheric pollutants and their sources	Builds on ideas covered in environmental chemistry in year 9, also allows revisiting of ideas related to combustion/chemical reactions/chemical formulae which are covered in Energy Changes unit in year 9 and Periodic Table unit
11	What students will learn	How it builds on learning
	Energy Changes Exothermic and endothermic reactions, reaction profiles, energy changes in reactions, chemical cells and fuel cells. Foundation tier Students do not study energy changes in terms of bond energies	Allows revisiting of ideas in bonding and builds on year 9 unit introducing ideas of energy changes in chemical reactions.
	Chemical changes Reactivity of metals, extraction of metals, oxidation and reduction in terms of electrons, reactions of acids, production of salts, pH scale and neutralisation, titration, strong and weak acids, electrolysis of molten ionic compounds and aqueous solutions, half equations, use of electrolysis for metal extraction. Foundation tier Students do not study oxidation and reduction in terms of electrons Students do not study strong and weak acids Students do not study half equations during electrolysis	Allows revisiting of ideas covered in quantitative chemistry in year 10 and also formation of ions in Atomic Structure unit. Builds on Reactions of Acids unit in year 8.
	Rate and extent of Chemical Change Calculating rates of reaction, factors which affect rates, collision theory and activation energy, catalysts, equilibria and reversible reactions. Foundation tier Students do not study the effect of changing conditions on equilibrium (including concentration, temperature and pressure	Allows revisiting of ideas covered in year 10, including bonding. It also introduces the challenging concept of equilibrium at a stage where students are most likely to be prepared for it. In addition, it revisits the concept of the Haber process studied in year 10.
	Organic Chemistry Crude oil, hydrocarbons and alkanes, fractional distillation, properties of hydrocarbons, cracking and alkenes, reactions of alkenes, alcohols, carboxylic acids, addition and condensation polymerisation, amino acids and DNA. Foundation tier Students do not study condensation polymerisation Students do not study amino acids	This unit comes after Bonding and Atomic Structure units as it allows concepts in these units to be revisited.

Physics

AQA Physics 8463

https://www.aqa.org.uk/subjects/science/gcse/physics-8463

10	What students will learn	How it builds on learning
	Electricity 1 Standard circuit symbols, electrical charge and current, current, resistance, potential difference, series and parallel circuits,	Topic needs to be taught before electromagnetism so that students can draw on concepts from electricity topic. Students build on their understanding of electricity from the Year 9 Electricity and Magnetism topic. This topic also allows the more mathematical nature of GCSE science to be introduced.
	Atomic Structure Atoms and isotopes, structure of atom, mass number and atomic number, development of atomic model, radioactive decay, nuclear equations, half-lives and the nature of radioactive decay, contamination and irradiation, hazards and uses of radioactive emissions and background radiation, fission and fusion Foundation tier Students do not study net decline	Students study this unit early in year 10 as the concepts are relatively simple, and in order to not overwhelm students with the amount of maths in GCSE physics. Students able to draw on knowledge from Year 8 Matter topic.
	Energy 1 Energy stores and systems, kinetic energy, elastic potential energy, gravitational potential energy, power, efficiency, conservation of energy Foundation tier Students do not study ways of increasing the efficiency of energy transfers	Topic is taught before forces, as a number of concepts in forces draw on the Energy unit. Students build on their knowledge from the Year 9 Energy unit, as well as energy content embedded within KS3.
	Particle model of matter Density, changes of state, internal energy, specific latent heat, particle motion in gases, pressure in gases Foundation tier Students do not study how doing work on a gas increases pressure	Topic is taught in year 10 as the concept are easier than later topics. Students draw on knowledge from Year 7 Core Chemistry unit, Year 8 Matter topic and Year 9 Pressure unit.
	Energy 2 Thermal conductivity, insulation and rates of cooling, specific heat capacity, national and global energy resources	Topic is taught before forces, as a number of concepts in forces draw on the Energy unit. Students build on their knowledge from the Year 9 Energy unit, as well as energy content embedded within KS3. Topic is taught separately to Energy 1 as all content relates to heat energy.
	Electricity 2 Resistance of a wire; IV characteristics; LDRs, thermistors and sensing circuits; direct and alternating potential difference; mains electricity; the national grid	Topic is taught after Electricity 1 as Electricity 1 contains foundation knowledge for this unit, which primarily looks at applications of electricity.
11	What students will learn	How it builds on learning
	Forces 1 Scalar and vector quantities, contact and non-contact forces, gravity and weight, speed, acceleration, distance time graphs, velocity time graphs, Newton’s laws of motion, terminal velocity and weight, resultant forces and resolving forces Foundation tier Students do not study resolving forces Students do not study velocity in the context of circular motion Students do not study that the tangent to a velocity time graph is the acceleration Students do not study that the area under velocity time graph is the distance Students do not study intertia	Forces is taught after Energy as knowledge of energy is required. Students draw on knowledge, which is acquired in a number of units KS3, including Year7 Core Physics, Yr8 Forces and Year 9 Pressure and moments. Topic is also taught late because cognitive demand is high.
	Electromagnetism Magnetic poles, magnetic fields, the motor effect, Fleming’s left hand rule, electric motors, Generator effect, transformers Foundation tier Students do not study Fleming’s left hand rule or electric motors or loudspeakers. Students do not study the generator effect or transformers	Topic taught after Electricity topics in year 10 as knowledge from this unit is required. Students are able to draw on understanding developed in year 10 and year 11.
	Waves 1 Transverse and longitudinal waves, properties of waves, wave equation, relationship between period and frequency, electromagnetic spectrum, properties and uses of electromagnetic waves Foundation tier: Students study the properties of EM waves in less detail	Students able to draw on knowledge from Year 7 Light, Year 8 Waves topics and Year 9 Introduction to Physics Unit.
	Forces 2 Forces and elasticity, Hooke’s law, stopping distances, reaction times, factors affecting braking distances, centre of mass, momentum and conservation of momentum, centre of mass, moments, pressure Foundation tier Students do not study calculating pressure in a liquid Students do not study momentum	Forces is taught after Energy as knowledge of energy is required. Students draw on knowledge, which is acquired in a number of units KS3, including Year7 Core Physics, Yr8 Forces and Year 9 Pressure and moments. Topic is also taught late because cognitive demand is high. Forces is taught in two parts due to the amount of content in the unit.
	Space Life cycle of a star, redshift, circular motion, the big bang	Topic is only taught in separate science. It is taught after forces as it draws on concepts from a number of units including Forces and Particle Model of Matter.
	Waves 2 Sound, seismic waves, colour, reflection and refraction, lenses, black body radiation, waves for detection and exploration Foundation tier Students do not study sound waves Students do not study waves for detection and exploration Students do not study black bodies	Topic is taught after Waves 1 as Waves 1 contains foundation knowledge for this unit, which mainly focus on applications of waves or deep focus on a number of aspects of waves. Students able to draw on knowledge from Year 7 Light, Year 8 Waves topics and Year 9 Introduction to Physics Unit.

Assessment

Supporting your child

What you can do at home:

Parents can support students in a number of ways, including:

Supporting students with revision for tests – revision resources for these are provided via SatchelOne and Teams, along with instructions. It can be really helpful if parents can guide the students through using these resources.
Reading about science – resources for could include texts provided by the school library or BBC Science Focus magazine.

Equipment:

In addition to standard school equipment, students should bring a green pen and a calculator to lessons.

Extended learning

Homework policy:

Clubs/ Enrichment opportunities:

Enrichment opportunities are provided throughout year 10 and 11. All students are given the opportunity to undertake the British Physics Olympiad.

Extended study suggestions and reading lists:

The library has a range of texts and study guides to support learning. The BBC Bitesize for GCSE Science website contains up-to-date subject content that can be used for revision.

Possible trips and visits:

A number of STEM based trips are typically offered over the course of the year.

Art & Design – course information

KS3 Art

7

What pupils will learn

How it builds on learning

8

What pupils will learn

How it builds on learning

9

What pupils will learn

How it builds on learning

Assessment

Supporting your child

What you can do at home:

Equipment:

Extended learning

Homework policy:

Clubs/ Enrichment opportunities:

Extended study suggestions and reading lists:

Possible trips and visits:

KS3 Photography

Curriculum

Assessment

Supporting your child

What you can do at home:

Equipment:

Extended learning

Homework policy:

Clubs/ Enrichment opportunities:

KS4 Art Craft and Design

Exam Board and Course

Curriculum

Year 10

What students will learn

How it builds on learning

11

What students will learn

How it builds on learning

Assessment

Supporting your child

What you can do at home:

Equipment:

Extended learning

Homework policy:

Clubs/ Enrichment opportunities:

Extended study suggestions and reading lists:

Possible trips and visits:

KS4 Photography

Curriculum

10

What students will learn

How it builds on learning

11

What students will learn

How it builds on learning

Assessment

Supporting your child

What you can do at home:

Equipment:

Extended learning

Homework policy:

Clubs/ Enrichment opportunities:

Extended study suggestions and reading lists:

Possible trips and visits:

Business Studies – course information

KS4 Business Studies

Curriculum

10

What students will learn

How it builds on learning

11

What students will learn

How it builds on learning

Assessment

Supporting your child

What you can do at home:

Equipment:

Extended learning

Homework policy: