Intent

Introduction

The BTEC Tech Award Level 2 in Animal Care aims to provide students with a comprehensive understanding of animal care principles, practical skills, and the knowledge necessary to pursue further education and careers in the animal care sector. Our intent is to develop competent, confident, and compassionate individuals equipped with the skills to excel in animal care roles and contribute positively to the welfare of animals.

Key Aims

• Knowledge and Understanding: To ensure students acquire a solid foundation in animal biology, health, welfare, and behaviour.

• Practical Skills: To develop hands-on skills in handling, grooming, feeding, and maintaining the health of various animals.

• Workplace Readiness: To prepare students for real-world scenarios in animal care settings, emphasizing safety, professionalism, and effective communication.

• Career Pathways: To introduce students to a range of careers in the animal care industry and provide guidance on further education and employment opportunities.

• Ethical Awareness: To instil a strong sense of ethics and responsibility towards animal welfare and conservation.

Our BTEC Tech Award in Animal Care curriculum is designed to provide a balanced mix of theoretical knowledge and practical experience, preparing students for future success in the animal care industry. By fostering a passion for animal welfare and equipping students with essential skills, we aim to inspire the next generation of animal care professionals.

Key Stage 4

The curriculum is structured around three components, each focusing on different aspects of animal care.

Component 1: Animal Handling

Students will develop their animal handling skills whilst gaining an understanding of the principles of animal behaviour, enabling them to handle and restrain animals safely.

Component 2: Animal Housing and Accommodation

Students will develop their understanding of the accommodation and housing requirements of different animal species. They will also carry out the preparation, checking and cleaning out of animal accommodation.

Component 3: Animal Health and Welfare

Students will cover all aspects of animal health and welfare; understanding the visible signs of good and ill health, common diseases and disorders, the legalities of animal welfare, animal roles in society and the moral responsibilities of the animal owner.

Assessment: Components 1 and 2 are assessed through non-exam internal assessment. The non-exam internal assessment for these components have been designed to demonstrate application of knowledge underpinning the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice.

There is one external assessment, Component 3, which provides the main synoptic assessment for the qualification. Component 3 builds directly on Components 1 and 2 and enables learning to be brought together and applied to realistic contexts.

Progression: Successful completion of the KS4 BTEC Tech Award Level 2 in Animal Care provides a solid foundation for progression into further education, including BTEC Level 3 courses in Animal Care or related subjects, apprenticeships, or employment within the animal care sector. Additionally, the skills and knowledge acquired through this qualification are transferable to a range of other professions and industries.

Enrichment and Extension: To enhance students' learning experience and provide opportunities for enrichment and extension, the curriculum may include:

• Guest speakers from the animal care sector
• Visits to animal care settings

Equality, Diversity, and Inclusion: The curriculum is designed to promote equality, diversity, and inclusion by creating a supportive and inclusive learning environment where all students feel valued and respected.

Monitoring and Evaluation: Continuous monitoring and evaluation of the curriculum are essential to ensure its effectiveness and relevance. This includes:

• Regular review of learning outcomes, assessment methods, and teaching strategies.
• Gathering feedback from students, teachers, employers, and other stakeholders to identify areas for improvement.
• Making adjustments to the curriculum based on feedback and evaluation data to ensure it remains current and responsive to the needs of students and the animal care sector.

Intent

All students within our department will have the opportunity to use a range of materials, techniques and processes including drawing, printmaking, mixed media experimentation and painting. The majority of Art lessons focus on practical tasks that allow students to gain knowledge and skills from these new experiences.

To be successful in Art students must master skills in FOUR key areas:

• Creative Making - developing knowledge and understanding of a range of techniques, materials and processes.

• Reflective Recording of Ideas - becoming active participants in their own learning. Exploring personal ideas and concepts.

• Contextual Understanding and Knowledge- researching artists and designers helps the students to put their own practice in to context.

• Personal Presentation and Evaluation - concluding learning through evaluation and with outcomes. Personal links throughout the broad theme. 

Key Stage 3

We select themes/topics each year taking into account our experience, the students we teach and the world they are living in.

We aim to provide an art and design education that engages, inspires and challenges students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As students’ progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

• Produce creative work, exploring their ideas and recording their experiences

• Become proficient in drawing, painting, sculpture and other art, craft and design techniques

• Evaluate and analyse creative works using the language of art, craft and design

• Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. 

Subject Content: Students are taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.

Students are taught:

• To use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas

• To use a range of techniques and media, including painting

• To increase their proficiency in the handling of different materials

• To analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work

• About the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.

Year 7 Information

Autumn 1: Diagnostic: introduction and key Art skills, Overlapping letters looking at Jasper Johns. Texture, mark making with Van Gogh colour theory.

Autumn 2: Reading images: Picasso’s Guernica & Weeping woman. How to do an artist study using the grid method. The story behind Guernica, research, discuss and study images and symbolism within painting. Make studies of sections, using graphite pencil skills.

Spring 1: Diwali or Tapa Art: Multicultural Art, Repeating patterns, borders, preparing backgrounds, poster layout and text in art.

Spring 2: Final poster linked story telling within Diwali or Tapa.

Summer 2: Final mixed media piece, food image layered on repeat pattern print linked to Pop art.

Year 8 Information

Autumn 1: Lettering Project: Exploring the word ART or students own first name in different fonts, introducing experiments with mixed media and layering. This leads on from oil pastel and watercolour experiments at the end of year 7.

Autumn 2: Still life: Basic shapes, observational drawing, reflections, themed still life, perspective, key vocabulary and meaning, drawing from observation, own photography and Artist studies. Create a still life composition with objects in room, choose viewpoint, then use symmetry and basic shapes to make observational study.

Spring 1: Masks: Exploring the meanings behind masks, their cultural relevance, impact on artists. Symbolism, designing own mask on theme. Construction techniques and use of 3D materials. Construction of mask in card, papier mache and painted.                                                                    

Spring 2: 2D and /or 3D African masks                                                                                            

Summer 1: Notan shapes, exploring positive and negative designs. Zentangle patterns in black and white.

Year 9 Information

 Autumn 1: Portrait project: Introduce Cubism, Pop Art and 21^st Century portraits that explore collage and fragments. Own photography, working from own photos, how to draw the basic face. Using the grid method. Collage and montage, creating a face using magazine collage and creating images linked to Portraits using images from magazines. Weaving images to explore distortion. Monoprinting using line and printed portraits.

Autumn 2: Fragmented Portrait in the style of chosen artist. Art History, what is Portraiture? Analysis of meaning and storytelling in Portraits. Explore NPG website. Shoe Project or through the minds eye both of these projects explore the Surrealist artists and techniques.                                                    

Spring 1: T-Shirt Project: T-Shirt design based on chosen band and art movement, Either Cubism, Pop art or Surrealism (all previously explored in other projects, so applying learning)                              

Spring 2: Final T-shirt: On paper or painted onto fabric shirt.                                                                        

Summer 1: Metamorphosis shoe Surrealist shoes, What is Surrealism? Design skills, V&A research              

Summer 2: Use research, development and refine skills to create outcome. A metamorphosed shoe.

Key Stage 4

It is important that students have a passion for the subject and a desire to know more about historical and contemporary art, how to use art materials and processes to develop and express their own ideas. This course will give students the skills to enjoy, engage with and produce visual arts throughout their life.  Students will develop visual skills and build a portfolio of work by completing a wide range of activities and in-depth assignments. Throughout the course, students will develop and explore ideas, select and experiment with appropriate media, materials, techniques and processes, record your ideas, observations and insights and present personal and meaningful responses.

Through this course students develop transferable skills, such as problem solving, communication and critical thinking skills, which will prepare them for further study or the world of work, regardless of the subjects or career they wish to pursue.

Year 10 Information

Autumn 1: Still life on an Individual Theme or Portraits: Build up observational skills in a range of media, learn how to experiment, work in the style of an artist. Own photography, range of viewpoints, how to make a composition. Experiment with surfaces, build confidence with new approaches and techniques.

Autumn 2: Technical skills with media, use of acrylics. Media test and composition designs, use own photograph and work from direct observation. Then start final outcome.

Spring 2: Project using a WJEC exam paper, with a choice of 12 starter questions: Students will learn the process of research, record refine and present, but working through a series of tasks that enable them to develop an individual outcome.

Summer: Summer exam creating a final piece for the WJEC exam question selected.

Year 11 Information

Autumn 1: Project using a WJEC exam paper, with a choice of 12 starter questions. Students will learn the process of research, record refine and present, but working through a series of tasks that enable them to develop an individual outcome.

Two day Mock exam creating a final piece for the WJEC exam question selected.

Assessment

Coursework: Three projects: This component is worth 60% of your GCSE. You will produce a portfolio of work based on tasks agreed with your teacher.

Exam: One project: This component is worth 40% of your GCSE. You will produce preparatory studies and personal outcome(s) based on a theme set by the examination board. 

Each project will be assessed according to the following four assessment objectives

AO1: Develop ideas through investigations, demonstrating critical understanding of sources.

AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.                                                                                

AO3: Record ideas, observations and insights relevant to intentions as work progresses.   

AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language 

Supporting Information

http://www.art2day.co.uk

A website giving easy access to the work of contemporary artists from around the world.

 http://www.tate.org.uk

The Tate holds the national collection of British art from 1500 to the present day as well as international modern and contemporary art.

 http://www.vam.ac.uk

The Victoria and Albert Museum in London promotes the practice of design, and knowledge, understanding and enjoyment of the designed world.

 http://www.britishmuseum.org

The British Museum houses a vast collection of world art and artefacts.

http://www.npg.org.uk

National Portrait Gallery showcases the world’s most extensive collection of portraits.

http://www.Musee-orsay.fr

Musée d’Orsay in Paris houses the largest collection of impressionist and post-impressionist masterpieces in the world by painters including Monet, Manet, Degas, Renoir, Cézanne, Seurat, Sisley, Gauguin and Van Gogh.

Three things you can do to support you child

1, Help them to have access to different forms of research; this can be use of a camera, access to the internet, visiting the library.

2, Encourage them to persevere with homework tasks and to seek support from their teacher before the due in date if they are struggling.

3, Help them to look at the world around them with fresh eyes, look at everyday objects like an artist investigating an object before drawing it.

Intent

GCSE Business (Edexcel 9–1)

Business is embedded in every sector of society—from creative industries such as media and fashion, to technical fields like construction and engineering, and essential services including healthcare and education. Regardless of a student’s future aspirations—whether in sport, science, design, or finance—an understanding of business principles provides a vital foundation for success.

The GCSE Business course equips students with the knowledge and skills to understand how businesses operate, make decisions, and respond to external influences. It fosters commercial awareness and develops key competencies such as communication, problem-solving, and strategic thinking. Students learn to analyse business scenarios, evaluate options, and present reasoned arguments—skills that are transferable across all career paths.

Through the study of marketing, finance, human resources, and operations, students gain insight into how businesses grow, adapt, and compete. They explore the motivations behind entrepreneurship, the importance of innovation, and the impact of global and economic events on business performance. The course also supports the development of financial literacy and an understanding of economic principles, enabling students to make informed decisions in both professional and personal contexts.

By the end of the course, students will be confident in applying business concepts to real-world situations, preparing them for further study, employment, or enterprise. The curriculum is designed to be inclusive, engaging, and relevant, ensuring that every student can see the value of business education in their future.

Key Stage 4

Theme 1: Investigating Small Business (Year 10)

• Enterprise and entrepreneurship
• Spotting a business opportunity
• Putting a business idea into practice
• Making the business effective
• Understanding external influences on business

Theme 2: Building a Business (Year 11)

• Growing the business
• Making marketing decisions
• Making operational decisions
• Making financial decisions
• Making human resource decisions

Assessment

Two written examination papers (Theme 1 and Theme 2), each worth 50% of the final grade

Each paper includes multiple-choice, short-answer, and extended-response questions

Case study materials are used to assess application of knowledge in real-world contexts

Useful websites

Business - BBC Bitesize

www.businessed.co.uk/

3 things you can do to support your child

• Discuss current news stories and their impact on businesses of different sizes and sectors

• Encourage your child to explain business concepts and relate them to real-life examples

• Regularly test key business terminology to reinforce understanding and exam readiness

Intent

At Carrington school, we are committed to providing a rich and inspiring Dance curriculum that fosters individuality, creativity, confidence, uniqueness, team work and a lifelong love for dance and appreciation of dance in all forms. Our intent is to equip students with the knowledge, skills, and confidence to explore, experiment, and express themselves through various genres of dance.

1. Engagement and Inspiration:

   • We aim to engage students by teaching the history of dance and the journey that has lead us to dance as we now know it.

   • Through exposure to both historical and contemporary dance works and the choreographers who have impacted and changed the dance world through the years

2. Skills Development:

   • Our curriculum embodies dance in both practical and theoretical practices.

   • Students will explore a multitude of dance genres, choreography, dance appreciation and experience professional works and repertoire.

   • We encourage individuality and uniqueness to show themselves and their own dance experience in what ever form that may be.

3. Exploration of Materials and Processes:

   • Students will experience with a number of professional dance works such as Shadows, Revelations, A Linha Curva and others.

   • They will learn to appreciate and choreograph phrases and sections of dance with and without teacher guidance.

   • Students with experiment with and explore a variety of different choreographic devices, including, question and answer, retrograde, manipulation, unison and fragmentation.

4. Contextual Understanding:

   • Dance is shown in many different forms.  We explore its place in the performing arts industry and wider world.

   • They will analyse the work of different choreographers from different time periods and cultures, considering how dance has responded and developed over time.

5. Creativity and Personal Expression:

   • We encourage individuality and encourage students to express their ideas, emotions, thoughts and feelings around dance.

   • Students will express them selves using their body as the vessel to show themselves.

6. Critical Thinking and Evaluation:

   • Our curriculum encourages analysis of performance encouraging students to evaluate their own work and that of others and provide positive constructive opinions.

   • They will learn to examine their ideas and skills and evaluate performance.

7. Cross-Curricular Connections:

   • Dance is interconnected with other subjects. We promote cross-curricular learning by integrating with Drama, Music, PE and.

   • Students will explore interdisciplinary projects that deepen their understanding of various topics including the school musical performance annually.

8. Exhibition and Celebration:

   • We believe in celebrating student achievements. Regular performances in school and attendance at local shows

   • Students will gain confidences they learn to express themselves .

Dance is not merely a sequence of movements; it's a symphony of expression, a language of the soul that transcends boundaries and speaks volumes where words falter. In the realm of education, dance emerges as a potent tool, igniting fires of creativity, fostering discipline, and nurturing a profound understanding of the self and the world. Through its fluid motions, dance becomes a channel for emotional intelligence, teaching students to communicate with their bodies, to listen intently to the silent whispers of music, and to weave narratives that resonate with the depths of human experience. In the classroom, dance cultivates resilience, teaching learners to embrace failure as stepping stones towards mastery and the courage to express themselves unabashedly, breaking free from the shackles of self-doubt. Moreover, dance fosters a sense of community and collaboration, where individuals learn to synchronize their movements with others, forging bonds that transcend differences and celebrating the beauty of diversity. As an integral component of education, dance empowers students to embody their aspirations, to navigate the complexities of existence with grace, and to leave an indelible mark on the world stage with every graceful step they take

Key Stage 3

Students will have access to Dance as part of the PE curriculum throughout Key Stage 3 as well as the opportunity to join in extra-curricular clubs. These activities will introduce them to various styles of Dance including Contemporary, Lyrical, Jazz, Hip Hop and Musical Theatre, as well as enhance their general dance ability and skills. Through these activities students may also have the opportunity to represent the school in local Dance festivals and performances.

Year 7 Information

Students will begin by exploring the four key elements of choreography: action, space, dynamics and relationships. This will be a guided exploration giving students the opportunity to begin to develop their creativity. Performance skills will also be introduced such as focus, projection and musicality. The main style of Dance studied is Contemporary however influences from other styles will be explored in lessons.

Year 8 Information

Students will evolve their knowledge and understanding of the key elements of choreography through more sophisticated creative based activities known as Motif Development. Performance skills will be highlighted in greater detail to understand what skills a dancer requires in order to deliver an exceptional performance. They will also learn about physical skills, particularly co-ordination, balance and strength. This is to help them understand that a dancer must have a high level of fitness in different areas to be a successful performer in the Dance industry.

Year 9 Information

Stimuli is introduced as a starting point to create choreography using motif development and other choreographic devices. Students begin to develop a deeper understanding and question why movement is created and how it is performed in order to express the theme, intention or story to an audience. They will also investigate further into physical and performance skills being introduced to the concept of technique. This is all essential knowledge and understanding for students to have gained if they desire to study Dance to a higher level at GCSE.

Key Stage 4

Students who choose to study BTEC Dance in Year 10 and 11 will have both theoretical and practical based sessions. Both sessions will cover and support learning from different aspects of each component. In all components students will be assessed according to criteria assessing their theoretical and practical performance. This qualification gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment.

Year 10 Information

Students will complete two of the three components of this course during their first year of study, Component 1: Exploring the Performing Arts and Component 2: Developing Skills and Techniques in the Performing Arts. Both of these components are designed to relate to the Dance industry sector through realistic tasks and activities. The style of assessment promotes deep learning through ensuring connection between knowledge and practice.

In Component 1

In this unit of work, students will examine professional practitioners’ performance work and explore the interrelationships between different features of performance, as well as developing an understanding of the skills and responsibilities of both performing and non-performing jobs roles within the Dance industry.

In Component 2

Students will develop skills and techniques for Dance performance and learn in greater depth how to apply these in rehearsal and performance. They will focus on the genre of Contemporary Dance and will work to enhance their physical skills in technique exercises, as well as their performance skills by individually learning and performing a section of repertoire from a professional Dance production. Over the course of the year, students will track their progress and review their development and contribution to the rehearsal process and in performance.

Year 11 Information

The final component of the course, Component 3: Responding to a Brief, will be the focus of the second year of study on this course. This is an externally assessed unit of work and builds directly on Components 1 and 2 which enables learning to be brought together and related to a real-life situation.

In Component 3

This unit of work focuses on students working in groups to create a performance piece in response to a brief. The students will learn to understand how to respond to a brief, selecting and developing appropriate skills and techniques whilst work within a group to apply these by creating a performance. In addition to the practical section of the exam, students will also be required to produce written logs detailing their ideas and skills used within the rehearsal period to create the performance. Finally students will evaluate the development process and outcome of their performance.

Assessment Breakdown

Students are graded on Pass, Merit and Distinction levels.

Component 1 – Internal assessment (36 guided learning hours)
Component 2 – Internal assessment (36 guided learning hours)
Component 3 – External assessment (48 guided learning hours)

Useful Websites

Professional Work One – Christopher Bruce Shadows

https://vimeo.com/225398876

Professional Work Two – Andrew Winghart Cry Me A River

https://www.youtube.com/watch?v=-I-SE6Q9Le0

Professional Work Three – Kenrick Sandy Emancipation of Expressionism

https://vimeo.com/225398249

Pearson Qualifications BTEC Tech Awards Performing Arts

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

One Dance UK – the industry body and subject association for dance.

https://www.onedanceuk.org/

South East Dance (Oxfordshire, Surrey, Berkshire, Kent, East Sussex and West Sussex)

https://www.southeastdance.org.uk/

Arts Council England

https://www.artscouncil.org.uk/

BBC Bitesize Dance Factfile

https://www.bbc.co.uk/bitesize/guides/z3hhycw/revision/1

BBC Bitesize Dance Essential Skills and Techniques

https://www.bbc.co.uk/bitesize/guides/zgnn39q/revision/1

Intent

Technological progress is inevitable. From the day humans discovered fire, manufactured tools or created the wheel they were on an unstoppable path to technological advancement. Our intent is to aspire future generations of Engineers, Product Designers, Mechanics, Project Managers and Architects to name but a few. We believe that Design and Technology promotes a wide range of skills that last a lifetime from practical problem solving to innovation, both of which play a huge part in improving human existence and making the world a better place for everyone!

1. Fostering Creativity and Innovation

   • Encourage students to explore their creativity through hands-on projects, allowing them to express individual ideas and develop innovative solutions to real-world problems.

   • Provide opportunities for students to experiment with various materials and technologies, understanding their properties and potential applications.

2. Developing Technical Skills and Knowledge

   • Equip students with essential technical skills, including cutting, shaping, joining, and finishing a variety of materials such as wood, metal, and polymers.

   • Introduce students to digital technologies, including Computer-Aided Design (CAD) and Computer Aided Manufacture (CAM), to enhance their design and manufacturing capabilities.

3. Building Problem-Solving and Critical Thinking Skills

   • Encourage a problem-solving mindset where students identify needs, research, plan, and test their solutions through iterative design processes.

   • Teach students to critically evaluate their work and the work of others, considering functionality, aesthetics, sustainability, and ethical implications.

4. Encouraging Communication

   • Develop students' ability to present their ideas and designs confidently, using appropriate technical language and visual communication methods.

Key Stage 3

Students will have the equivalent of one double lesson per week on rotation with Food and Design Technology.

Year 7 Information

Students will complete an introductory lesson highlighting the health and safety practices required for safe working conditions in the workshop environment, the foundations for their Key Stage 3 and Key Stage 4 experience. They will be taught a variety of skills required for investigating, designing and evaluating future projects.

The students are tasked with an exciting project to initiate their creative minds, with the opportunity to design and develop a pencil pot, for the Design and Technology classrooms in the new school build.

The topics we cover include:

• Health and safety
• Tools and machinery
• Isometric drawing techniques
• Tonal shading and rendering
• Product analysis
• Specification
• Initial ideas
• Design development
• Evaluating design concepts

Year 8 Information

Practical skills and a range of visualisation techniques will underpin Year 8. 

Students will explore topics which build on prior knowledge and learn skills which will prepare them for Design and Technology at Key Stage 4. Students will experience an enterprise task that allows them to investigate, design and manufacture a key tag for a specific end-user.

The topics we cover include: 

• Customer needs/requirements
• Existing product research
• CAD/CAM
• Polymer sources and properties
• Design visualisation
• Quality control/assurance
• Modelling techniques
• Evaluating design concepts 

Year 9 Information

Students will further explore topics which will increase their prior knowledge and develop skills that prepare them for Design and Technology at Key Stage 4. Students will be provided with a contextual brief from the teacher in which they will independently be able to investigate, design, manufacture and evaluate a product within limitations to suit their target market.

The topics we cover include:

• Investigating a problem
• Primary data gathering
• Creating a design brief
• Specification
• Design visualisation
• Manufacturing log
• Modelling techniques
• The work of others
• Evaluating outcomes

Key Stage 4

Students who choose to study Design and Technology in Year 10 and 11 will have 6 lessons every 2 weeks

Year 10 Information

Students will have the opportunity to develop a variety of skills, including research, teamwork, organisation, time management, planning, design communication, visualisation and problem solving while learning theory alongside mini practical projects.

Theory units they will learn about:

• New and emerging technologies
• Energy, materials, systems and devices
• Materials and their working properties
• Specialist technical principles
• Timber based materials
• Polymer based materials
• Designing principles
• Making principles

Practical projects:

• Techno-Olympics challenge
• CAD/CAM Christmas decoration
• Key tag production line
• Desk tidy mini NEA
• Quality control and assurance testing
• Easter POS project

The Non-examination assessment is introduced in the summer term of Year 10 where students are provided with a contextual challenge from the exam board.  In the final term, they will be tasked with researching into one of three contextual challenges ahead of designing and making their project in Year 11.

Year 11 Information

The Non-examination assessment is continued from Year 10, this is where students become independent project managers taking products from concept to reality and making links with real world contexts when designing, testing, manufacturing and evaluating a final product that they have personally created.

Revision is taught through recapping the theory learnt throughout their Design and Technology experiences from KS3 to Year 11 in preparation for the exam in the summer term. The use of fun revision activities incorporated into lessons such as Snakes and Ladders, Connect 4 and small ‘Dragon’s Den’ style projects are used to make revision lessons engaging and beneficial to link the theory required for the exam to real world context and case studies.

Assessment

Exam (2-hour) – 50% of overall qualification

Non-Examination Assessment – 50% of overall qualification

Useful Web Sites

http://www.technologystudent.com/

https://www.youtube.com/channel/UC62Ngsd_ZBWkX-6yFV-10UQ

https://www.jamesdysonfoundation.co.uk/

3 things you can do to support your child

1. Actively speak to them about the project they are currently working on, provide suggestions and feedback as this could contribute to their iterative design process.

2. Encourage them to be actively engaged with the homework tasks set from Design and Technology, which are set to develop and deepen your child’s understanding of the subject.

3. Support their reading development by having books or magazines in the home and let your child see you and other family members reading them.

Intent

Drama is a specialist performing arts subject which promotes and develops the creative imagination of young people whilst building self-confidence and important skills for life.

At Carrington, we want our Drama lessons to provide a rich and diverse curriculum that inspires, challenges, and engages all students. We aim to foster a deep appreciation for the arts and an understanding of theatrical performance whilst also equipping students with essential skills for their future endeavours, such as public speaking, problem solving or teamwork skills. Our curriculum is designed to be inclusive, culturally relevant, and responsive to the needs and interests of our students here in Redhill. We want students to gain a passion for learning in Drama in multiple ways: as a performer, creator, collaborator, director, audience member or critic!

Drama at Carrington School should provide a platform for personal growth, expression, and social development. We believe that by offering a high-quality and varied Drama curriculum, we can enhance students' communication skills, empathy and resilience whilst also increasing their cultural capital to ensure they leave Carrington as well-rounded, independent critical thinkers.

Key aims

1. To develop skills and techniques particular to performing, exploring a range of drama styles through the history of theatre
2. To develop life and transferable skills
3. To build and nurture confidence
4. To explore differing viewpoints and perspectives
5. To explore stories and their historical, social and cultural contexts
6. To work confidently with scripts

Key Stage 3

KS3 lessons are focused on interesting themes, stories or periods of history that will capture students’ interest and develop their understanding of the world, and those that live in it. Students in KS3 will have access to at least one lesson of Drama per week, as well as the chance to take part in an extra-curricular club. Students will regularly have the opportunity to perform to an audience and also provide feedback to their peers on skill & technique development.

Year 7 Information

Students begin their first year by introduced to the 3 main principles of drama: devising, performing, and evaluating. They will learn expectations, routines and transitions that allow them to thrive in Drama and create a positive learning environment. They will understand how to give and share ideas in a beneficial way, and how to enjoy and observe drama offering constructive criticism. In their first year, students will explore core drama techniques and performance styles.

Year 8 Information

In Year 8, students develop their skills base further through a spiralled curriculum. Techniques and methods are acquired, practiced and developed over time and through different ideas, texts or themes. Students are introduced to some more complex techniques and are able to recognise key conventions associated with a particular style of performance whilst also developing their confidence using scripts.

Year 9 Information

In Year 9, students are introduced to a huge range of Drama styles through the course of history. Through careful scaffolding, students are taught the skills to combine multiple scenes together showcasing a range of more advanced performance techniques. Students are also challenged to consider historical context further when approaching scripts or issue-based performance should be able to evaluate successfully the messages within a piece of performance. In a later extended project they are given the opportunity to research a theme of their choice to devise a piece of Theatre in Education aimed at a specific target audience. The curriculum is sequenced so that higher level skills that are acquired are embedded and prepare them for the rigour and challenge of Acting at Key Stage 4 should they wish to opt for it.

Key Stage 4

Students who choose to study BTEC Acting in Year 10 and 11 will approach Drama from a theoretical and practical perspective. Students will conduct extensive research into existing performance repertoire, participate in technical workshops to develop their performance skills and will study a variety of acting styles and practitioners throughout the course, exploring how to perform scripted works as well as creating their own performances in response to a brief. In all components, students will be assessed on their theoretical understanding of acting as well as their practical performance. Studying BTEC Acting should foster a deeper appreciation for drama, develop students' creativity, confidence, and collaborative skills, and instil a passion for performance that extends beyond the classroom. 

Year 10 Information

Students will start their course by taking part in advanced drama style & practitioner workshops which aim to develop their performance skills and techniques to deepen their understanding of theatre; students will also create a performance as an individual (monologue) or as part of a group (ensemble) and will respond to feedback provided and set personal targets for improvement. Between January and June, students will then complete Component 1 in response to the Pearson Set Assignment. This unit is called Component 1: Exploring the Performing Arts and this is where students will study an existing professional performance in depth and demonstrate their understanding of how the piece got from page to stage. Students will learn about the interrelationships between different features of performance, as well as developing an understanding of the skills and responsibilities of both performing and non-performing jobs roles within the industry. There are opportunities for students to explore the piece practically themselves throughout this unit in the style of their chosen production company in order to promote deep learning through ensuring connection between knowledge and practice. Students will complete a written report in response to the Pearson Set Assignment which will be submitted in Year 10.

Year 11 Information

Students begin Year 11 by completing Component 2 where they will develop their acting skills and techniques and learn in greater depth how to apply these in rehearsal and performance. Through more practical workshops they will learn techniques to improve their vocal and physical skills. Simultaneously, the group will learn lines and perform a professional piece of repertoire in the form of a whole class play. Students will track their progress and review their development and contribution to the rehearsal process and in performance and submit developmental logs to the exam board to support their performance marks.

The final component of the course is Component 3: Responding to a Brief. This is an externally assessed unit of work and builds directly on Components 1 and 2 which enables learning to be brought together and related to a real-life situation. In this unit, students will use the exam board stimulus to devise a piece that fits the brief in small groups. Students will learn to plan, rehearse and polish a response to an explicit target audience, before performing for an examiner. In addition to the practical element of the exam, students will complete three 1-hour exam logs where they justify their ideas and skills and evaluate their developmental process and final performance.

Assessment Breakdown

Students receive moderated marks out of 60 for each unit which are combined to achieve a Pass, Merit or Distinction grade.

Component 1 – Internal assessment (36 guided learning hours)
Component 2 – Internal assessment (36 guided learning hours)
Component 3 – External assessment (48 guided learning hours)

Useful Websites

EXAM BOARD & COURSE SPECIFICATION

Performing Arts (2022) | BTEC Tech Awards | Pearson qualifications

BBC Bitesize Drama

Styles, genres and practitioners - GCSE Drama - BBC Bitesize

Professional Work One – I love you Mum, I promise I won’t die - Mark Wheeler

I Love You, Mum - I Promise I Won't Die » Daniel Spargo-Mabbs Foundation (dsmfoundation.org.uk)

Professional Work Two – The Crucible - Yael Farber

The Crucible — Yaël Farber (yfarber.com) 

Professional Work Three – The Trial – Berkoff

Digital Theatre :: The Trial

Professional Work Four – The Curious Incident of the Dog in the Nighttime – Frantic Assembly

The Curious Incident of the Dog in the Night-Time | Frantic Assembly

Professional Work Five – Time of Your Life – GECKO

The Time of Your Life — Gecko (geckotheatre.com)

Arts Council England

Homepage (artscouncil.org.uk)

National Theatre At Home

National Theatre at Home | National Theatre

Three things you can do to support your child:

1. If you are able to, take your son/daughter to the theatre. This could be anything from the local pantomime or a play or musical in London!

2. Discuss television programmes or films or online streamed theatre performances that you can watch together. What do you like about the story, themes, acting performance, production elements such as sound & lighting, design elements such as costumes & set etc.? What parts could have been better? Who was the best actor and why?

3. Encourage your child to read. Regular reading will improve their vocabulary and ability to work successfully with texts to later interpret their characters and understand their scripts.

Intent

Economics is arguably the most powerful of the social sciences combining both creativity and rational thought. We offer GCSE Economics to our Key Stage 4 students as part of the Purple Options Pathway. Our students will analyse and interpret data, build rational and logical arguments and provide clear, convincing judgements.

Economics is fundamental to our everyday living. It is found in all aspects of life, culture, science and society; a driving force for the world we live in. A high-quality economics education provides a basis for understanding the world. Our mission is to stimulate a life long passion for economics, by developing enquiring minds with unparalleled analytical tools to interpret the world around them. As developing scholars our students will confidently use a wide range of mathematical skills, and balance these with strong communication, both written and verbal, to present holistic arguments. We will provide students with unparalleled economic tools, a lifelong thirst for knowledge and a greater understanding of the economic world around them. Students that study Economics will be financially perceptive, logical and ambitious members of society.

Key Stage 4

Over the two years, we study a range of economic topics grouped into two distinct Components.

Component 1: Introduction to economics

Students are introduced to fundamental economic terms and concepts and apply them to explain how markets work in contemporary and historical economic contexts. They study the roles of the main economic agents, how they interact, and the importance of financial markets.

There are two topics:

• Introduction to economics
• The role of markets and money 

Component 2: National and international economics

Students develop their understanding of how governments aim to achieve economic objectives and the effects of economic policies on markets, as well as the importance and impact of international trade.

There are two topics:

• Economic objectives and the role of government
• International trade and the global economy

In both components students are encouraged to evaluate the moral, ethical and sustainability issues that arise from economic activity.

Assessment

The GCSE is assessed in two written examination papers, one for each component, both worth 50% of the final grade.

The exam papers comprise a combination of multiple choice, short-answer and more extended answer questions. The first section of both papers tests the students’ business knowledge in a general sense, whereas the questions in the remaining two sections are centred on a range of specific economic contexts given to students as Case Study material in the examination paper.

Supporting Information

Useful Web Sites

Ideally, it’s best to read a wide variety of newspapers and their columnists, for example:

• The BBC
• The Guardian
• The Independent
• The Times
• The Economist

By reading widely, not only will you find out about the different perspectives that the papers have, but you’ll also develop a wider understanding of the topic you’re reading about, whether that’s fiscal policy or the global economy.

3 things you can do to support your child

1. Follow news items together and talk about the different economic impacts that the top stories are having
2. Ask them to explain economics concepts to you and give you examples from real-life of those concepts; speaking and explaining is a POWERFUL way to reinforce their own understanding
3. Test them on their economic key terms definitions. This knowledge forms the building blocks from which they will craft their exam answers, and is ABSOLUTELY critical to their success

Intent

Engineering is vital to the UK’s economy, contributing 21.4% to the turnover. It spans from everyday items to sectors like space and healthcare, addressing challenges such as sustainability and resource management. The field includes Mechanical Engineers, who design and maintain machines, Electrical Engineers, who handle electrical systems, Civil Engineers, who build infrastructure, Automotive Engineers, who specialize in vehicles, Aerospace Engineers, who design aircraft, Biomedical Engineers, who advance healthcare technology, and Mechatronics Engineers, who create robotics.

As part of their curriculum at Carrington School, students explore engineering roles through projects that foster innovation and practical application. The curriculum boosts manufacturing, drawing, mathematical, and computing skills. Access to a well-stocked workshop allows students to experiment with tools and techniques, discovering their interests and strengths. This experience is crucial for those considering further engineering education. Key Stage 3 focuses on design and creation skills, introducing students to new machinery and methods, influencing their decision to pursue engineering at Key Stage 4.

Key Stage 3

Year 7 Information 

Students will have the equivalent of one double lesson per week on rotation with Food and Design Technology. Engineering is taught through DT in KS3

Students will complete an introductory lesson highlighting the health and safety practices required for safe working conditions in the workshop environment, the foundations for their Key Stage 3 and Key Stage 4 experience. Students will complete the years tasks with the design and make outcome of a themed keyring.

The topics we cover include:  

• Health and safety
• Tools and machinery
• Isometric drawing
• Perspective drawing
• Polymer Properties
• Product analysis
• Designing and Making

Year 8 Information 

Practical skills and a range of activities to build their skills in designing, developing ideas and planning for production will underpin Year 8. Students will explore topics which build on prior knowledge and learn skills which will prepare them for Design and Technology at Key Stage 4. Students will complete the design and make task with the outcome of a steady hand game. 

 The topics we cover include: 

• Customer needs/requirements
• Investigate electronic options
• Circuit diagrams
• Component identification
• Soldering
• Making a steady hand game

Year 9 Information 

Students will deepen their understanding of topics, building on existing knowledge and honing skills for Key Stage 4 Design and Technology. They’ll receive a teacher-provided brief to independently design and create a light display project.

The topics we cover include:  

• Investigating a problem
• CAD/CAM
• Making of light display
• Manufacturing log
• Evaluating outcomes 

Key Stage 4

This course offers a mix of learning and skill-building. Some parts are about thinking and understanding, and others are about doing things hands-on. Students will use the Design and Technology Department’s tools and space to practice these skills Making of light display. This course builds on what students have learned before, especially in reading, math, using technology, and designing things.

The Level 1/2 Award in Engineering is a hands-on option instead of the usual GCSE. It’s all about engineering and helps students learn about different areas in this field. The course is designed to be like how engineers work: they plan, do the work, and then check what they’ve done. Students will learn by doing tasks that feel like real jobs. Maths and Science are important parts of this subject, and students will need to understand both to solve problems in engineering. The Level 1/2 awards in Engineering get students ready for more learning after they’re 16 or for starting work. They’ll learn important ideas and how to do things that will help them in life. We want to make sure all students, whether they finish school after KS3 or KS4, have the skills they need and love the subject. 

Year 10 information

In Year 10 the students will make a range of practical projects and learn engineering theory tasks for dispersed throughout the year the theory topics are numerous and will include among others: 

• Drawing Skills Workbook
• Mathematical Techniques Workbook
• Engineering Materials Workbook
• 3rd Angle and Orthographic Projection and Sectional Views
• Isometric Drawing

Year 11 information

In Year 11, students engage in a controlled assessment focused on machining and tooling, adhering to set criteria, with resources such as briefs and drawings provided. They also study theoretical aspects and undertake a manufacturing project, which includes reverse engineering, product modeling, and creating a portfolio with cost, manufacturing, and material analysis. These activities aim to develop fundamental skills in communication, numeracy, ICT and problem-solving.

Unit 1 Manufacturing engineering products

Manufacture a product using secondary machining processes, learning to use processes to work within a given tolerance in the workshop.

Unit 2 Designing engineering products

An in-depth analysis of a redesign of the Manufactured prototype from Unit1 covering theory and materials and manufacturing processes used, followed by the design of a similar product using 3D CAD.

Unit 3 Solving Engineering Problems

Theory Exam 1 ½ hours with questions covering the entire unit content of the specification including processes covered in Units 1 and 2 and revealing the student’s depth of knowledge in Engineering related issues.

Overall grades are within the range of Graded Level 1 Pass, Level 1 Merit, Level 1 Distinction, Level 1 Distinction star, Level 2 Pass, Level 2 Merit, Level 2 Distinction and , Level 2 Distinction star.

Useful Web Sites

http://accessfm.com/ http://www.bpf.co.uk/Plastipedia/Default.aspxhttp://www.roymech.co.uk/Useful_Tables/Drawing/Drawing.html 

METALS - ENGINEERING 4 EVER (weebly.com)

Intent

Being able to read, write and speak fluently are the key cornerstones of both academic and personal success which is why they form the basis of study in English at Carrington School. Our intent is to provide lessons which inspire / ignite a passion for the written and spoken world whilst opening students’ eyes to different contexts and experiences. By the time students leave, they are confidently able to express their own opinions and communicate with others in a range of situations in a considered, eloquent manner.

Communication

• We want our students to be able to communicate with others whether this be through their written work or verbal interactions.
• Students will learn how others shape their ideas and arguments and also to recognise how to recognise the ways a writer might try to influence their reader.
• We understand the importance of spoken communication too and build opportunities for this within our curriculum and lessons.

Literate

• Students should be able to read and comprehend a wide variety of texts.
• Students will practise explicit reading skills to support this aim.
• Give our students the vocabulary to navigate the academic and professional worlds they want to follow.

Develop key knowledge and skills

• How to read and analyse a text for meaning, to analyse writer’s use of methods and their intent
• Write for a variety of purpose sharing ideas that are clear, crafted, well structured and grammatically accurate.
• The confidence to talk to others and listen to what others think, asking meaningful questions.

Awareness of wider world / different experiences / opinion

• Our curriculum will be designed to expose students to a range of diverse texts in terms of author, form, context and opinion.
• Students will regularly be given the opportunity to question and develop their analytical skills.
• Extra curricula opportunities like trips and performances.

Love of the written and spoken word

• We want students to read independently outside of the classroom and find active enjoyment in the act of reading.
• Our students will leave school able and willing to continue reading and exploring

Key Stage 3  

At Key Stage 3 lessons will often include time spent in the school library to foster a love of reading for pleasure and to allow wider reading around the subject. 

Year 7 Information 

In Year 7, we aim to bridge the gap between Key Stage 2 and Key Stage 3 curriculums by focusing on analysing written texts and writing for a variety of different purposes and audiences. The topics we cover include: 

• ‘War Horse’ by Michael Morpurgo (both reading and creative writing skills)
• Writing to Argue and Persuade
• Sherlock Holmes and other murder mystery short stories
• An introduction to Shakespeare
• Non-fiction reading skills to include a variety of texts including food, sport and biographies.

Year 8 Information 

In Year 8, students consolidate the skills they have learnt in Year 7 but also begin to consider the impact of context on an author and the texts they write as well as how to use their spoken language to influence others. The topics we cover include: 

• ‘Of Mice and Men’ by John Steinbeck (both reading and creative writing skills)
• Speaking and Listening – students prepare a presentation to share with their class
• Media genres including a study of James Bond and the film ‘Casino Royale’
• Unseen poetry focusing on an anthology of our teacher’s favourite poems
• A modern play

Year 9 Information 

In Year 9, students continue to develop the skills required for GCSE though no content is taught at this point to ensure students continue to explore new genres and ideas. The topics we cover include: 

• The gothic genre and Mary Shelley’s ‘Frankenstein’ (both reading and creative writing skills)
• Writing to argue and persuade
• Non-fiction reading skills exploring contemporary, controversial issues
• Poetry on the theme of ‘Identity’
• Gender and relationships in Shakespeare’s ‘Macbeth’

Key Stage 4  

All students will study both GCSE English Language and English Literature.

Year 10 Information 

Students predominately focus on the GCSE English Literature course which gives students the opportunity to develop and debate different interpretations, study how an author uses language, structure and form for effect and explore the ways context can shape a text. Students currently study the following units for the AQA specification: 

• ‘Romeo & Juliet’ by William Shakespeare
• ‘Dr Jekyll & Mr Hyde’ by Robert Louis Stevenson
• ‘An Inspector Calls’ by J.B. Priestley
• Power & Conflict Poetry
• Unseen Poetry

Students in Year 10 will also complete the Spoken Language component of their GCSE English Language in which they will deliver a presentation on a topic of their choice and answer questions from their audience. 

Year 11 Information 

Students will continue to revise GCSE English Literature whilst also developing the skills required for GCSE English Language. This course offers students an opportunity to read a wide range of fiction and non-fiction extracts as well as develop core communication skills through their written work. Students will prepare for the following units within the AQA specification: 

• Reading and responding to unseen fiction extracts
• Creative and narrative writing
• Reading, responding and comparing unseen non-fiction extracts
• Writing to argue and persuade

Assessment 

All assessment is exam based (with the exception of the spoken language NEA which is separately endorsed). 

Students sit a total of 4 English exams at the end of Year 11: 2 for GCSE Literature and 2 for GCSE Language. 

Useful Web Sites 

www.schoolreadinglist.co.uk  

www.bitesize.co.uk 

www.aqa.org.uk/subjects/english  

3 things you can do to support your child 

1. Encourage your child to read widely and as much as possible.  

2. Discuss and debate interesting topics, news items and issues with your child.  

3. Take your child to the theatre, museums and on days out to give them a range of experiences. 

Intent 

Everyone needs to consume food on a daily basis; our intent is to develop an understanding of food, healthy eating, food purchasing, storage, preparation and making skills so that students can make informed decisions throughout their life about the type of food they consume. It is our aim to develop a love of all things culinary. 

Food is a creative, practical and fun subject. Students have the opportunity to be hands on and imaginative; to develop good practical skills that will be with them for life; to solve real life problems; to make edible products to take home and share with their family. This can give students a huge sense of achievement and self-worth. Studying Food helps students to adapt, be resourceful with finance and ingredients and be flexible making them more resilient to finding solutions to problems that occur in their lives. Working as a team in a practical environment makes students aware of others around them and helps to develop the skills of consideration, courtesy and communication.  

The practical nature of the subject gives students the opportunity to work with their hands and to develop fine manipulative skills. This suits all students and allows them to move around in lesson time, rather than to be confined by a desk. We aspire to encourage students to have fun in lessons and be driven by the excitement of learning new skills and using new equipment. Ingredients are provided by families.  

Key Stage 3  

Students will have lessons on rotation with other Technology subjects.

Year 7 Information 

Students will complete an introductory programme to basic cooking which will be the foundation for food lessons in Key Stage 3 and if taken as an option, Hospitality and Catering BTEC Level 1 and 2. They will have either a theory or practical lesson once per fortnight. Families are required to provide ingredients so that dishes can be taken home and enjoyed by all of the family. The topics we cover include: 

• Nutrition  
• Healthy eating  
• Cooking utensils  
• Hand held electrical equipment 
• Cooking methods 

Year 8 Information 

Ingredients and a variety of cooking methods will underpin year 8.  

Students will explore topics which build on prior knowledge, and study topics which will prepare them for Hospitality and Catering at Key Stage 4. Students will be expected to engage in either theory or practical lessons once per fortnight. They will cook a selection of savoury or sweet dishes using several different cooking methods and a range of cooking techniques. The topics we cover include: 

• Customer needs/requirements 
• Health and safety  
• Food safety  
• Menu planning  
• Production of dishes  
• Commodities 

Year 9 Information 

Students will explore topics which build on prior knowledge, and study topics which will prepare them for Hospitality and Catering at Key Stage 4 should they wish to follow this path. Students will be expected to take part in practical work once per fortnight for the term they study Food. Increasingly, students will be required to select their own dishes to make with an emphasis on predominantly savoury foods. We encourage students to make from scratch and families are required to provide ingredients so that dishes can be taken home and enjoyed by all of the family. The topics we cover include: 

• Nutrition  
• Healthy Eating  
• Diet Through Life  
• Creating Production Plans for practical work to manage time effectively  
• Food Commodities such as pasta, rice  
• Functional and Chemical Properties of ingredients such as egg, fat, flour  
• Development of Practical Skills such as pastry making 

Key  Stage 4  

Students can choose to study Hospitality and Catering in Year 10 and 11.

Year 10 Information 

Students will have the opportunity to develop a variety of skills, including food preparation and cooking skills, organisation, time management, planning, communication and problem solving. 

Success in this course will enable you to progress on to further training if they decide to choose a career in this industry. 

The course is made up of two units:  

Unit 1 Hospitality and Catering Industry

Unit 2 Hospitality and Catering in Action 

In Unit 1 they will learn about:  

• All the different parts of the Hospitality and Catering industry.  

• Different types of hospitality and catering establishments and job roles. 

• Different types of hospitality and catering provision for particular situations. 

• Front of house and kitchen operations. 

• The needs and requirements of customers. 

• What makes hospitality and catering businesses successful. 

• Issues related to nutrition and food safety. 

In Unit 2 students will apply their learning in order to: 

Plan, prepare, cook and serve a variety of nutritional dishes, in a safe and hygienic manner, that are suitable for different situations and customer needs and requirements. 

Year 11 Information 

Subject knowledge for unit 1 needs to be complete in preparation for the summer written examination. 

Unit 2:  

• Produce a written proposal.

• Plan the production of dishes for a menu. 

• Produce an annotated and dovetailed time plan for their chosen dishes.

• Evaluate the effectiveness of their dishes and of their work. 

Assessment 

Unit 1 Hospitality and Catering industry – 40% External assessment 

Unit 2 Hospitality and Catering in Action – 60% Internal assessment: Controlled Assessment Task 

Useful Web Sites 

www.nutrition.org.uk   

www.foodsafety.gov  

www.s-cool.co.uk  

3 things you can do to support your child: 

1. Ensure that you provide your child with ingredients once every 2 weeks during the term they are studying food 
2. Encourage them to be involved in the production of meals in the home  
3. Support their reading development by having recipe books or food magazines in the home and let your child see you and other family members reading them

Intent

In KS3 we are constructing a curriculum to try to support students to develop their learning skills and resilience to be successful and thrive across all curriculum areas. Whilst there are no formal units to be completed in KS3 the course will prepare students for the academic, developmental and social challenges of KS4 and Future Learning Certificate in Year 10 and 11. Through units of study including Revision techniques and Study Skills, Accelerated Reader, Problem solving, Team Building and Basic ICT skills we intend to build their confidence, self-esteem and resilience. FLC in Year 9 is also designed to be adapted to be ambitious, and accessible to meet the needs of those students with SEND, developing skills with increased fluency and independence, whilst focusing on physical, social and mental wellbeing.

In KS4 the OCR Life and Living Skills suite of Entry Level qualifications provide learners with high quality, nationally recognised qualifications. They are credit-based qualifications that provide valuable opportunities for individuals to develop skills, gain underpinning knowledge and understanding and offers opportunities for learners to progress to higher level units in the suite or to achieve units at the same level, where progression to a higher level is not possible. The qualifications have been designed for both young people and mature learners, including those with profound and multiple learning disabilities. Over 140 bite-sized units are available across a wide range of engaging skill areas. Any combination of units, at any level, can be selected to suit the particular needs and interests of the learner/s. This provides the opportunity to build a rich and varied personalised learning programme for the learner. The suite of qualifications contains units suitable for learners working at different stages of the Entry 1 Achievement Continuum. These Foundation Learning qualifications are in the Regulated Qualifications Framework and appear on the Register of Regulated Qualifications. OCR Life and Living Skills is also designed to be adapted to be fully accessible to meet the needs of those students with SEND, developing skills with increased fluency and independence, whilst focusing on physical, social and mental wellbeing.

We aim to develop students’ confidence and broad skills, especially those of collaboration, communication, group work, problem solving, developing interpersonal skills, independence and ICT skills. These, together with the development of positive values and attitudes towards the world of work, careers, transition to further education, employment or training and the future provide a good foundation for students’ lifelong learning and personal success.

Key Stage 3 

Year 9 Information 

The curriculum for FLC aims to ensure that all students:  

• develop competence to excel in a broad range of study-based activities 
• are able to work together and communicate effectively individually and in groups
• engage in classroom activities whether physical, practical, reading, writing or group work
• aspire, innovate and demonstrate respect.

 Topics we plan to cover include:  

• Revision techniques and Study Skills
• Accelerated Reader
• Problem solving
• Team Building
• Basic ICT skills
• Communication Skills
• Basic Food Preparation
• ‘You are Awesome’

Key Stage 4

Year 10 Information 

Students continue to build on the skills they have developed in Year 9.

Units we cover include: 

• Personal Skills (Level 1) - Healthy Living (M9)
• Personal Skills (Level 2) - Healthy Living (M16)
• ICT (Level 1) - Obtaining Information from an ICT-Based Source (F3)
• Personal Skills (Level 2) - Managing Own Money (M19)
• World of Work (Level 1) - Preparation for Work (N5)

 Optional Units may also be covered depending on needs and profile of cohort;

• Communication (Level 2) - Presenting written information in different styles and formats (B10)
• Communication (Level 2) - Understanding short texts and simple instructions (B11)
• Communication (Level 2) - Asking questions and making requests in everyday situations (B12)
• Communication (Level 2) - Providing personal information in writing (B13)
• Communication (Level 2) - Managing social relationships (B14)

Year 11 Information 

Students continue to build on the skills they have developed in Year 10.

Units and topics we cover include: 

• Next Steps 1 – Researching next steps – Employment, education or training?
• Next Steps 2 - College applications, process, timeframes, and on-line applications
• Next steps 3 – Preparation for College interviews – advice and guidance
• Next steps 4 – Working towards Examinations (Revision, Study Skills, Time Management, Revision skills, Tackling Anxiety)
• English, Maths and Science Support Sessions
• (Optional Unit) Individual Responsibilities in the Community (Level 2) - Environment and Community (C7)

Useful Web Sites 

Entry Level Life and Living Skills Centre Handbook (ocr.org.uk)

Vocational Qualifications (QCF) - Life and Living Skills Entry Level 1 - 3 - 10160-10172, 10181-10183 - OCR

Intent 

Teaching should equip students with knowledge about diverse places, people, resources, natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

As students' progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.  

The geography aims are to ensure that all students:  

• develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.  

• understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time. 

• are competent in the geographical skills needed to:  

• • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes  

  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)  

  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Key Stage 3 

Year 7 Information 

Students will complete an engaging and varied content at year 7 exploring aspects of the physical, human and environmental world at a variety of scales.  The units are designed to introduce students to the Geographical skills that underpin the latter years, examples including fieldwork collection and data presentation and analysis within the immediate locality.  Other key skills include an introduction to mapping and the various skills needed to interpret and read OS maps, whilst within the variety of topics students will engage in current issues, construct balanced arguments and debate key ideas.

Year 8 Information 

During the second year we venture a little further afield, exploring issues in a variety of regions and ecosystems around the world.  Introducing the concept of sustainability and indigenous groups living in harmony with their surroundings whilst exploring the threats to their traditions, culture and ultimately way of life.  Towards the end of the year, within the topics of weather and climate, students undertake their second piece of fieldwork, measuring the subtle changes in microclimates.  This enquiry, around the school grounds, broadens skills learnt in year 7, adding mathematical concepts to data analysis and presentation skills.   

Year 9 Information 

Year 9 really is designed to help the students decide upon whether geography is a viable option for them as a GCSE.  During the latter stages of year 8 but more readily in year 9 assessments take on the format of GCSE style questions and the skills further developed to prepare the youngsters for the GCSE course.  The various topics will challenge them intellectually, make them see and consider the world in ways that may be new to them. The fieldwork here in year 9 involves an enquiry into the local area with the students completing their own pieces of individual data collection. 

Key Stage 4  

The GCSE Geography course comprises 3 distinct areas - global issues, aspects of UK Geography, exploring the past and present of our Isles considering both human and physical topics and finally a requirement that students have an in-depth understanding of global ecosystems and the variety of threats to them at local and global scales. 

The variety of skills delivered in Geography make it a subject that makes links with so many other aspects of the curriculum.  We have a range of numeracy skills from simple mathematical functions to data presentation in various graph formats, linked to art we expect students to complete labelled diagrams as well as field sketches. 

The links to History and Science include the extraction of information from sources and finally there is the expectation to write both single word answers and a page of text with a balanced argument and compelling conclusions. We are one of the few subjects that still requires the completion of coursework with 2 pieces undertaken over the 2 years.  

Students are assessed in 3 examination papers – components 1, 2 and 3, which we break up

In Component 1 students will learn about:  

• The hazardous Earth includes a study of both tectonic and climatic hazards, their impacts on communities and the science trying to understand their occurrence. 
• Development dynamics explores the variety of issues as to why levels of development vary across regions and within countries, with a detailed focus on Mumbai.   
• Challenges of the urbanizing world looks at the wealth of problems associated with population growth and its impacts on communities, authorities and ecosystems. 

In Component 2 students will learn about:  

• The UKs evolving landscape explores the origins of our island, how we got here and what created the British Isles 60 million years ago. 
• UK coastal change and conflict– a unit comprising the traditional debate around coastal protection from the natural forces on our island and the various engineering plans to hold nature at bay. 
• The UKs evolving human landscape– this unit explores the changes to communities, the birth of urbanization in the UK and examining its various impacts up to the modern day. 

In Unit 3 students will learn about:  

• People & the biosphere– the inter-relationship between humans and various environments 
• Forests under threat- focus on the impacts to TRFs and Taiga forest of various human actions 
• Consuming energy resources– explores the pressures we are putting on various resources around the world. 

Assessment 

Unit 1. 1 hour 30 minutes written exam 

Unit 2. 1 hour 30 minutes including questions relating to the student’s fieldwork 

Unit 3. 1 hour 30 minutes of comprehension style, synoptic paper 

Useful Web Sites 

National Geographic

Worldmapper | rediscover the world as you've never seen it before

KS3 Geography - BBC Bitesize

GCSE Geography - Edexcel - BBC Bitesize

GCSE Learning and Revision | GCSEPod

Carrington Geography - Home (sharepoint.com)

3 things you can do to support your child 

1. Be globally aware and keep up to date with current affairs

2. Watch geographical documentaries whether it be a Planet Earth or something from National Geographic 

3. Have a world map and or a globe in their room to improve locational knowledge 

Intent

Introduction

The KS4 BTEC Tech Award Level 2 in Health and Social Care is designed to provide students with a comprehensive understanding of the principles, practices, and challenges within the health and social care sector. This curriculum aims to equip students with the knowledge, skills, and values necessary for further study or employment in this field.

Key Aims

• To develop a thorough understanding of the core concepts and principles of health and social care.

• To foster critical thinking and analytical skills in assessing health and social care needs.

• To cultivate empathy, compassion, and professionalism in dealing with individuals and communities.

• To provide practical, hands-on experience through work-related learning opportunities.

• To prepare students for progression into further education, apprenticeships, or employment within the health and social care sector.

Curriculum Structure

The curriculum is structured around three components, each focusing on different aspects of health and social care:

Component 1: Human Lifespan Development

• Understanding human growth and development across the lifespan.
• Exploring factors affecting human growth and development, including genetics, lifestyle choices, and socio-economic factors.
• Assessing the impact of life events and transitions on individuals' health and well-being.

Component 2: Health and Social Care Services and Values

• Investigating different health and social care services and their roles in promoting well-being and meeting the diverse needs of individuals.
• Exploring the values and principles that underpin effective practice in health and social care, including dignity, respect, and empowerment.
• Evaluating the effectiveness of health and social care services in meeting the needs of individuals and communities.

Component 3: Health and Well-being

• Understanding factors influencing health and well-being, including lifestyle choices, socio-economic factors, and environmental influences.
• Exploring strategies for promoting health and well-being, including health education, prevention, and early intervention.
• Investigating the role of health and social care practitioners in supporting individuals to maintain and improve their health and well-being.

Assessment

Assessment in the KS4 BTEC Tech Award Level 2 in Health and Social Care is designed to be practical, authentic, and varied, allowing students to demonstrate their knowledge, skills, and understanding in different ways.

Components 1 and 2 are assessed through non-exam internal assessment. The non-exam internal assessment for these components has been designed to demonstrate application of the conceptual knowledge underpinning the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice.

Component 3 is assessed through an external written assessment that requires learners to demonstrate that they can identify and apply concepts, theories and knowledge from across the whole qualification in an integrated way.

Enrichment and Extension: To enhance students' learning experience and provide opportunities for enrichment and extension, the curriculum may include:

• Guest speakers from the health and social care sector
• Visits to health and social care settings

Equality, Diversity, and Inclusion: The curriculum is designed to promote equality, diversity, and inclusion by:

• Ensuring that learning materials and resources represent a diverse range of individuals and communities.
• Creating a supportive and inclusive learning environment where all students feel valued and respected.
• Providing opportunities for students to explore issues of equality, diversity, and inclusion within the context of health and social care practice.

Safeguarding and Professionalism: Safeguarding and professionalism are integral components of the curriculum, with an emphasis on:

• Understanding the importance of safeguarding vulnerable individuals and promoting their welfare.
• Developing professional attitudes and behaviours, including confidentiality, integrity, and accountability.
• Ensuring that students are aware of their responsibilities as future practitioners within the health and social care sector.

Monitoring and Evaluation: Continuous monitoring and evaluation of the curriculum are essential to ensure its effectiveness and relevance. This includes:

• Regular review of learning outcomes, assessment methods, and teaching strategies.
• Gathering feedback from students, teachers, employers, and other stakeholders to identify areas for improvement.
• Making adjustments to the curriculum based on feedback and evaluation data to ensure it remains current and responsive to the needs of students and the health and social care sector.

Progression Opportunities

Successful completion of the KS4 BTEC Tech Award Level 2 in Health and Social Care provides a solid foundation for progression into further education, including BTEC Level 3 courses in Health and Social Care or related subjects, apprenticeships, or employment within the health and social care sector. Additionally, the skills and knowledge acquired through this qualification are transferable to a range of other professions and industries.

Intent 

As a department we aim to fire a student's curiosity about the History of Britain and the wider world.  We believe it is important for students to study the major events of the past and how societies have been organised. By doing so, students have a greater understanding of how the past influences the present and shapes the future. 

The study of History should aim to create a spirit of harmony and tolerance. It should seek to explain the differences but also emphasise the similarities. History has a part to play in the creation of a just and equitable society. Moreover, the department will promote this through a decolonised, balanced curriculum, which seeks to break down preconceptions about certain sections of society including minority groups. It will also endeavour to promote British Values.

The department also has a role to play in providing genuine academic enjoyment. It is also, therefore, the remit of the department to produce thoughtful and stimulating lessons which access a wide range of teaching and learning methods. 

Key Stage 3  

Year 7 Information 

At the start of Year 7 we begin with a short course introducing students to key skills of History, before diving into 1066 and the development of medieval England, examining how people lived, what they believed and how they died.

In the summer term we move forward onto the Tudors – the Radical Renaissance monarchs who defined first English, then British identity.

Year 8 Information 

In Year 8 History students examine how Britain became a superpower and how our fate became increasingly connected to people around the world through trade, empire, migration and war.

The topics we cover include: 

Year 9 Information 

Year 9 History focuses on the turbulent 20^th century – a time of increasing freedoms and prosperity by also calamity and great evil.

Civilization stood on the brink and so did we.

The topics we cover include:

Key Stage 4  

GCSE History

GCSE History builds upon the skills and narrative knowledge built at Key stage 3

The course is made up of four topics across 3 examined units:  

In Unit 1 

Medicine in Britain c1250 - present, which is a thematic paper and has a source based historical environment element. 

They will learn about:  

• Treatment, prevention and cures of Medieval Medicine
• The changes made during Renaissance Medicine
• Medical discoveries of the Industrial age
• Breakthroughs of Modern Medicine
• A historical environment unit looking at Medicine in World War One

In Unit 2 

This paper is divided into two halves – an international breadth study and a British depth study:

In Year 10 students examine global politics and the world on the brink during the Cold War 1941-1991. The unit is further subdivided into: 

• Origins of the cold war – 1941 to 1960 – allies to enemies
• Crises – 1961-1979 – on the brink of nuclear war
• End of the Cold War – defeat of the USSR, America triumphant

In the Autumn of Year 11 students go back to the Renaissance to examine the long and storied reign of Elizabeth I – students learn:

• The problems Elizabeth faced when she became Queen
• The challenges she faced both at home and from abroad
• Aspects of Elizabethan life such as poverty, leisure and entertainment, exploration

In Unit 3 

Students complete a Modern depth study on the USA. 

They will learn about:  

• The events which led to the forming of the Civil Rights Movement
• The successes of the Civil Rights Movement and how it changed during the 1960s and 1970s
• Why the USA got involved in the Vietnam war
• Major events of the war
• Why people opposed the war and how people protested

Assessment 

Unit 1. Medicine in Britain c1250-present 

Unit 2. Early Elizabethan England 1554-1558, the American West c 1835-c1895 

Unit 3. The USA, 1954-1975: conflict at home and abroad  

Useful Web Sites 

 (17) History Matters - YouTube

KS3 History - BBC Bitesize

GCSE History - Edexcel - BBC Bitesize

BBC - Programmes categorised as Factual: History - Available now

GCSE Learning and Revision | GCSEPod

3 things you can do to support your child 

1. Encourage your child to question what they hear or read e.g. in books, the media and social media  

2. Support their reading development by encouraging them to read historical fiction or non-fiction books. Also, if possible, visit historic sites.  

3. Tell them and share your family history or local history stories 

Finally, it is essential that the work that the students undertake in this subject should create and enforce an intellectual discipline that students will carry with them to other areas of study and furnish them with analytical, evaluative and literacy skills which will help them in later life. 

Intent

The aim of our curriculum is to give all students the opportunity to learn and develop their computer science knowledge and skills. All students will get a flavour of the developing in a world of technology, leaving them confident, equipped and able to tackle the ever-changing modern world. Students learn to be confident and are prepared to risk in the safety of their surroundings.

The computer science curriculum aims to foster problem solvers and motivate learners to take risks, reach for the stars and who are not afraid to fail. The school has grown in its understanding of the subject and has the facilities and resources to enable every student to succeed. Students become lifelong learners as they navigate the challenges ahead of them.

Our well-rounded curriculum has been developed to enable all students to reach their goal. With cross curricular emphasis and rich in diversity, students are able to see where computer science fits in with other subjects. With this awareness the curriculum helps to raise intelligent and forward-thinking citizens in our current society and wider world.

Key Stage 3 Computer Science

Students will study Computer Science and will learn various skills from how to stay safe online developing a project, understanding the difference between free content, Creative Commons and copyright and learning the laws that govern computer use. The content build upon each year and develop the students knowledge as they journey and navigate through KS3.

Year 7 Information

Students are introduced to Computer Science and learn of the school network and how it works, and how they should use it and finish with programming developing their coding and preparing to create code in Year 8 and Year 9.

Skills and knowledge covered in Year 7:

• Networks
• E - Safety
• Introduction to Computers
• Binary
• Kodu

Year 8 information

Students are introduced to computer systems from the earliest form, develop their networks skills and understanding further, then move onto Python programming before continuing to use coding knowledge in developing spreadsheets.

 Skills and knowledge covered in Year 8:

• E – Safety
• Computer Systems
• Networks
• Python Programming
• Spreadsheets

Year 9 Information

Students are introduced to the understanding and the importance of data and its uses. Students will build upon this knowledge at KS4.

Skills and knowledge covered in Year 9:

• Data Representation
• Data Science
• Cyber Security
• Python Programming
• Food Festival Project

Key Stage 4 GCSE Computer Science

Students will have six lessons over a two week timetable.

The GCSE Computer Science course is a two year course that leads to two exams taken in Year 11. The first exam is a written paper covering the Principle of Computer Science. The second exam, Application of Computational Thinking is a practical onscreen exam. Each exam is worth 50%. Both exams are set by Pearson Edexcel. Each paper is out of 75 marks.

Skills and knowledge covered in KS4:

• Computational thinking
• Data
• Texture and surface quality in Textiles
• Computers
• Networks
• Issues and Impact
• Problem solving with programming

Year 10 information

Skills and knowledge developed in Year 10:

• Data
• Binary
• Compression and Encryption
• Software
• Networks
• Cyber Security and the Internet
• Python Programming

Year 11 information

Y11 students continue to through the topics until completion. Students sit mock exams in the second half of Year 11 and also revise topics.

• The Bigger Picture
• Algorithms
• Python Programming
• Revision
• Mock exams

Assessment

Paper 1: Principle of Computer Science = 75 marks 50% (worked on in Year 10 and Year 11).

Paper 2: Application of Computational Thinking = 75 marks 50%. (worked on in Year 10 and Year 11).

Supporting information

All topics covered by Craig “n” Dave.

Zig Zag revision guide is available on student revision zone

Isaac Computer Science website also offers a helpful range of revision material

Pearson Edexcel GCSE (9-1) Computer Science Revision Guide available from Amazon

Pearson Edexcel GCSE (9-1) Computer Science Revision Workbook available from Amazon

Past papers and specification can be found on the Pearson Edexcel website

Python is a free download and can be downloaded from reputable websites

Online Python IDE including REPLIT, Thonny, Trinket, Sololearn, Jupyter can be accessed from the internet.

Key Stage 4 Digital Information Technology

Students have six lessons over a two week timetable.

The BTEC DIT is studied over two years and consists of three components. Two Pearson Set Assignments (PSA) and one written exam.

Year 10 Information

Students study Component 1: Exploring User Interface Design Principles and Project Planning Techniques. Students will understand interface design for individuals and organisation, be able to use project planning techniques to plan, design and develop a user interface and be able to review a user interface

• Type of user interface
• Range of uses and devices
• Factors affecting the choice of user interface
• Hardware and software influences

Students study Component 2: Collecting, Presenting and Interpreting Data. Students will understand the characteristics of data and information and how they help organisations in decision making. Students will use data manipulation methods to create a dashboard to present and draw conclusion from information.

•  Characteristics of data
• Characteristics of information
• Validation methods
• Data collection methods

Year 11 information

Students continue to complete component 2 and begin Component 3: Effective Digital Working Practices.

Students will explore how organisations use digital systems and the wider implications associated with their use.

• Communication technologies
• Features and uses of cloud computing
• How the selection of platforms and services impacts on the use of cloud technologies
• How cloud and traditional systems are used together
• Implications for organisations when choosing cloud technologies

Assessment

Demonstrate knowledge of facts, terms, processes and issues in relation to digital information technology

Demonstrate an understanding of facts, terms, processes and issues in digital information technology

Apply an understanding of facts, terms, processes and issues in relation to digital information technology

Make connections with the concepts, issues, terms and processes in digital information technology

Useful websites

Specification - Pearson BTEC Tech Award Level 1/2 in Digital Information Technology

Computer Science (2020) | Pearson qualifications

Intent 

Our curriculum aims for everyone be become fluent in the mathematical concepts with our students having fluency in number and to be able to make connections within the curriculum and to understand the different representations in maths. Our students will become confident in solving problems, being able to reason mathematically with increasing complexity, and to be able to persevere in seeking solutions that require multiple stages. Our students will be able to successfully apply their maths skills and knowledge in new contexts and real-life situations. Our students will have a wide vocabulary of mathematical language and specific terminology and be able to communicate, reason and justify their approach with confidence with quick and efficient recall of mathematical knowledge. Our students will be aware of how their mathematical knowledge will be to support their future lives and employment.

Curriculum Structure

Our curriculum follows the White Rose Schemes to ensure full coverage in KS3 and KS4. The scheme is delivered to secure fundamental maths skills to develop conditional and procedural knowledge.  We encourage the development of links between mathematical concepts. Increased variation is introduced to develop fluency, reasoning and problem solving within a maths mastery and interleaving approach. Students are encouraged to discuss and attempt different mathematical techniques to develop confidence and fluency with their mathematical knowledge, recall and understanding. Teaching is planned with high quality questioning and the deliberate introduction of misconceptions to enable students to develop confidence and resilience in application of knowledge in new contexts.

Progression of skills is done in each year in the following blocks with Yr 7 primarily focusing on developing fluency in number and building on skills and knowledge acquired at KS2, it also induces algebraic notation early in the scheme. Yr 8 and 9 continues to develop number and introduces more shape, measure and statistics blocks.

3 ways to support your child

1. Checking that homework is done on time and to a satisfactory standard and assisting in any way they can to complete it if necessary.

2. Encouraging use of maths in everyday contexts

3. To encourage your child to revise regularly throughout the school term.

Intent 

Studying Media will enable students to develop the analytical and critical skills required to evaluate and decode the many modes of media that they are exposed to in the modern world. 

It is important that students have a frame of reference for understanding the representations they see in television, social media, advertising, radio and the news. The subject encourages students to develop their opinions on how the media represents the world.  

We offer Media Studies at GCSE level and it is a course that combines both the academic and the creative; students will have the chance to produce their own media products and therefore begin to gain valuable experience in an industry estimated to be worth approximately £68.2 billion.  

Key Stage 4  

Students can choose to study GCSE Media Studies as part of their options.

Year 10 Information 

Students will be introduced to the 4 main theoretical components that frame the subject: media language, media representations, media industries and media audiences. Students will explore these components through a study of: 

• Television: A contextual comparison of the programmes ‘Cuffs’ and ‘The Avengers’
• Advertising: ‘The Lego Movie’ and associated products 
• Music: ‘MOJO Magazine’
• News: ‘The Observer’

Students will create their own media product as part of their coursework (NEA). Students must work independently to research, plan and produce one of the four following media forms in response to a set brief: magazine, TV programme, music video or online content.   

Year 11 Information 

Students will continue to revise the exam content from Year 10 as well as build their knowledge by exploring: 

• Music: A comparison of two music videos and a study of Radio One’s ‘Live Lounge’
• News: A contextual study of contemporary and historic editions of ‘The Observer’

Assessment 

The course is split between exams and Non-Examined Assessments: 70% exam and 30% NEA. 

Students sit 2 exams at the end of Year 11. 

We follow the OCR specification.  

Useful Web Sites 

https://www.mediaed.org/ 

http://mediahistoryproject.org/ 

https://www.ocr.org.uk/qualifications/gcse/media-studies-j200-from-2017/  

3 things you can do to support your child 

1. Provide your child with access to the news and discuss interesting stories.  

2. Visit the cinema together to watch new releases.  

3. Discuss the use of stereotypes and representations in advertising and other aspects of media. 

Intent

At Carrington School, we are committed to making French and Spanish accessible, memorable and enjoyable for all students. Our intention is to open up opportunities to communicate with people all around the world which we do by

Exploration of world cultures

We will explore the diverse and exciting customs, festivals and traditions of other cultures.

Self Expression

We will teach the vocabulary and structures which allow pupils to express themselves and justify their opinions to a much wider audience.

Embracing change

We will provide opportunities for pupils to enjoy surprising aspects of other cultures including food, drinks, literature and even new sounds!

Celebrating diversity

Pupils will experience new cultures on a weekly basis and continue to learn to tolerate and cherish our differences.

Global perspective

Topics will promote discussion of global issues such as climate change and fair trade.

Working collaboratively

Pupils will continue to practise working harmoniously through pair work and group collaboration.

Aiming Ad Astra

Pupils will have the unique experience of setting their own ambitious goals at GCSE.

With tools such as Duo Lingo and TV films with Spanish / French readily available to everyone, all pupils can aim Ad Astra in MFL.

Technical MFL

Grammar  will be taught, preparing some pupils for A Level and beyond.

Key Stage 3 

Year 7 Information

Students will complete an introductory programme to French or Spanish. There is no requirement to have any previous knowledge. All lessons will be based around the four skills of Listening, Reading, Speaking and Writing. Any new phonics will be introduced and practised.  Native speakers will have extra challenges.

The topics we cover include: 

• Talking about yourself  
• School  
• My free time  
• My family life  
• My town  

Year 8 Information

Students will build on the knowledge they gained in Year 7, more grammar will be introduced and we work on different tenses.  We will continue to work on the four skills listening, reading, speaking and writing developing confidence. The topics we cover include: 

• Holidays  
• Festivals and celebrations  
• Leisure time  
• Where we live  
• Sport

Year 9 Information

Students will build on the knowledge they gained in Year 7 and 8. They will begin to be able to express themselves in different tenses, with increasing fluency and confidence.  The lessons will continue to be based on the four key skills listening, reading, speaking and writing.  Students will begin to write and speak at length and can understand longer passages in spoken and written French.  The topics we cover include: 

• Social time 
• Healthy living  
• The future world of work  
• Holidays  
• World issues 

Key Stage 4 information

The majority of pupils will study French or Spanish in Years 10 and 11.

Students will study the AQA GCSE course. They will build on what they have learnt at Key Stage 3 and apply the grammar and vocabulary in a more complex way.  As before, pupils will learn via the four different skills of Listening, Reading, Speaking and Writing.

Success in this course can lead to many different avenues including travel and tourism, working in a global company, journalism, aviation and business. 

Topics will include 

• Relationships with Family and Friends
• Marriage and partnership
• Social media
• Technology
• Music, cinema and TV
• Food and eating out
• Sport
• Customs, festivals and celebrations
• Where I live
• Charity and voluntary work
• Healthy and Unhealthy living
• Poverty and homelessness
• Holidays and Travel
• School and subjects
• Life at school and college
• University, apprenticeship or work?
• Choice of career
• The environment

Assessment 

The GCSE is assessed in four exams Reading, Writing, Listening and Speaking, each worth 25% .

Useful websites

www.wordreference.com 

www.duolingo.com 

www.conjuguemos.com 

4 things you can do to support your child

1. Talk about French and Hispanic culture: food, sport, music etc.  eg Can they name all the Sapnish/French speaking countries?
2. Encourage your child to have a go. For many this will be a new subject. Encourage them to be involved in the lessons and encourage them when doing their homework. 
3. Maybe download the Duolingo app and start learning too!  
4. Support with your child’s homework by testing them on vocabulary and grammar. This will help boost their confidence. 

Intent

Music is a specialist performing arts subject with its own vocabulary, conventions and methodology. It provides a valuable learning experience which develops the creative, intellectual, social and emotional life of students whilst building self-confidence and important life skills.

 At Carrington School, we are committed to providing a diverse and inspiring Music curriculum that develops creativity, critical thinking, social and emotional skills, as well as developing an appreciation for music in all of its many and varied forms. Our intent is to equip students with knowledge and understanding of musical vocabulary and conventions to be able to explore musical styles, and the skills to be able to express themselves through musical performance and composition.

Key Aims

Engagement and Inspiration

We aim to engage students by introducing them to a wide range of musical styles from diverse social, cultural and historical contexts.

Skills Development

Our curriculum enables students to develop the key musical skills of listening, performing and composing

Through studying varied musical styles, students are able to apply performing and composing skills in different contexts

Exploration of Musical Processes

Students will work with a range of instruments, including keyboards, drums and ukuleles, and with music-specific software, including Cubase and MuseScore

They will learn how to make effective use of musical processes, for example instrument-specific techniques, performing as a soloist and with others, creating recordings, or performing and composing using musical notation

Contextual Understanding

Our curriculum enables students to explore the cultural, social and historical contexts of diverse musical styles, including folk music, Blues, and computer game music.

Students will listen to and learn about the different styles of music, developing an understanding of how music both shapes, and is shaped by, the society and culture from which it comes

Creativity and Personal Expression

Through the application of musical skills and understanding, our students are encouraged to express themselves creatively through musical composition and performance

Critical Thinking and Evaluation

Our curriculum encourages critical thinking by enabling students to evaluate their own work and that of others

Students will be able to discuss the music that they listen to by applying knowledge and understanding of musical features and techniques, making use of appropriate musical vocabulary

They will undertake research tasks into social, cultural and historical contexts of music, developing research and presentation skills

Celebration

We believe that is essential to celebrate students’ successes; work is regularly shared within lessons and through larger performance opportunities, such as department concerts or the Choir of the Year competition

Students will gain confidence by sharing their work with others

Key Stage 3

KS3 lessons are focused musical styles from a diverse range of social contexts, cultures, and times in history, that will grab students’ interest and develop knowledge and understanding of music and its role in the world in which they live. Students have access to three lessons per fortnight, and have the opportunity to take part in extra-curricular music-making. They will have regular opportunities to perform to an audience and to both provide and receive feedback from peers on skills development.

Year 7 Information

Lessons through Year 7 focus on learning and developing key musical knowledge and skills and the areas of listening, performing and composing. Students will learn the expectations and routines that will create a positive learning environment and allow them to thrive in music lessons. They will develop group performance skills through singing and rhythmic performances, and more individual performance skills through the use of keyboards and computers; they will develop composition through the creation of soundscapes and melodies. Students will further embed these performance and composition skills by applying these when learning how to read musical notation.

Year 8 Information

In Year 8, students continue to develop musical skills, knowledge and understanding. There is an increased focus on a diverse range of musical styles that enables students to learn more about music and its role in different cultures and societies over time. They will continue to develop key musical skills by applying these to the musical features found in different musical styles, and will gradually be introduced to more complex musical techniques and conventions, as well as building a broader musical vocabulary.

Year 9 Information

In Year 9, students continue to explore a diverse range of musical contexts that allow them to build upon existing musical skills, while also developing more advanced techniques through the use of a wider range of resources. There is an increased emphasis on critical thinking through undertaking research and presentation tasks that enable students to build knowledge and understanding of more musical styles, whilst also developing valuable cross-curricular skills. Topics in Year 9 are sequenced so that students who will choose to opt for Music Practice at Key Stage 4 are adequately prepared for the demands of that course.

Key Stage 4

Students who choose to study Music Practice in Years 10 and 11 will approach music from a theoretical, practical and vocational perspective. Students will be introduced to and research a range of musical styles and will participate in practical workshops to continue to develop listening, performance, composition and music production skills. They will also explore the personal and professional attributes and skills needed to be successful in the music industry, and will be presented with a number of opportunities to respond to a brief and to create high-quality portfolios of their work. Studying BTEC Music Practice should develop a deeper understanding of the qualities needed in the music industry, can lead into further musical study in the future, and instil a passion for music that extends beyond the classroom.

Year 10 Information

Students start their course by learning about a broad selection of musical styles and taking part in practical activities designed to develop performance and composition skills that can be applied to those musical styles. They will learn how to identify and understand musical features found in different musical styles, and how to identify these in specific musical examples, and how to create music products that demonstrate the use of these musical features. Between January and June, students will complete their first coursework assignment, called Component 1: Exploring Music Products and Styles. They will carry out research into four different musical styles and produce a portfolio exploring in depth the musical features of these styles, as well as identifying specific musical examples that demonstrate these features. The second part of the assignment gives students the opportunity to create three music products, for example a performance or a composition, that responds to a specific brief, and demonstrates understanding of the musical features explored in the styles portfolio. Upon completion of Component 1, students then began exploration and preparation work for the second coursework assignment, which will include skills auditing, performance and composition workshops, and workshops that explore the recording of skills development and progress over time.

Year 11 Information

Students begin Year 11, from September to December, by completing the second coursework assignment, Component 2: Music Skills Development. Through this assignment, students will develop performance and composition skills in greater depth through the preparation a performance and a composition. They will have time to independently rehearse for a performance, and to create an original composition, and will learn how to keep a log outlining the development of these pieces, as well as reflecting on their own skills development during the process of developing these music products. Students will have the opportunity to experience performing to an audience through an informal concert in which they will be able to showcase their work.

The final component of the course is Component 3: Responding to a Music Brief. This is an externally assessed assignment and builds directly on Components 1 and 2, enabling learning to be brought together and related to a real-world music industry situation. Students will use a stimulus provided by the exam board to individually create a piece of music that responds to the brief. Students will learn how to plan what they will do and how to find the resources they will need, they will need to write a proposal that outlines what they will do and how they will use musical elements in order to respond to the brief, and will complete a final commentary that outlines and reflects upon their process and progress.

Assessment Breakdown

Students receive moderated marks out of 60 for each unit which are combined to achieve a Pass, Merit or Distinction grade. 

• Component 1: Exploring Music Products and Styles – Internal assessment (12 guided learning hours)
• Component 2: Music Skills Development – Internal assessment (15 guided learning hours)
• Component 3: Responding to a Music Brief – External assessment (23 guided learning hours) 

Useful Websites

 Exam Board and Course Specification: Music Practice (2022) | BTEC Tech Awards | Pearson qualifications

 BBC Bitesize (loads of information about musical styles): Music - BBC Bitesize

 Bandlab (free online music production software): BandLab - Make Music Online

 MuseScore (free download music notation software): Download | MuseScore

 Musictheory.net (supporting musical understanding): musictheory.net

 Three things you can do to support your young person

1. If you are able to do so, take your young person to a live music event; this could be anything from an open mic night, an amateur orchestra playing at a local venue, to a major gig at a big venue!

2. Encourage your young person to do a little bit of independent individual practice on their instrument or singing, on a regular basis, as regular rehearsal helps to develop performance techniques

3. Listen to different music together that is outside of your comfort zone, or that you would not normally listen to, and then have a conversation about what you can hear in that music eg instruments, and how the music makes you feel

Intent 

In Key Stage 3 at Carrington School, we have constructed a curriculum to develop students’ physical talent and understanding of movement and wellbeing, and their ability to use these to perform in a wide range of physical activities, either individual or group activities, associated with the development of an active and healthy lifestyle.

The spiral curriculum is coherently planned and sequenced to accumulate sufficient knowledge that allows skills to be acquired and transferred to different sporting contexts, this is revisited periodically in order to secure understanding over time and transfer into long term memory.

The curriculum is designed to:

• to be adapted to be ambitious and accessible to meet the needs of those students with SEND
• develop skills with increased fluency and independence
• focus on physical, social and mental well-being.

We aim to develop students’ confidence and broad skills especially:

• those of collaboration, communication, creativity, critical thinking and aesthetic appreciation.
• development of positive values and attitudes in PE, provide a good foundation for students’ lifelong learning.

In KS4 we have constructed a curriculum to try to individualise students' lessons, allowing students to contribute to the choice in activities, resulting in increased motivation. The students continue developing physical talent and understanding of movement and wellbeing, and their ability to use these to perform in a wide range of physical activities, either as individual or group activities, associated with the development of an active and healthy lifestyle.  There is also a focus on students' ability to officiate, score and organise activities in the different curriculum areas they undertake.  There is a continuation of the spiral curriculum, planned and sequenced to accumulate sufficient knowledge that allows skills to be acquired and transferred to different sporting contexts, this is revisited periodically in order to secure understanding over time and change in long term memory. It is also designed to be adapted to be ambitious, accessible to meet the needs of those students with SEND, developing skills with increased fluency and independence, whilst focusing on physical, social and mental wellbeing.

Key Stage 3

Year 7 Information 

The curriculum for Physical Education aims to ensure that all students:  

• develop competence to excel in a broad range of physical activities  

• are physically active for sustained periods of time  

• engage in competitive sports and activities  

• lead healthy, active lives.  

The topics we cover include:  

• Components of physical and skill-related fitness  

• Training methods  

• Training principles  

• Fitness tests  

• Practical activities from a variety of invasion games, net games, striking and fielding games, athletic activities, OAA, dance and gymnastic activities  

Year 8 Information 

Students continue to build on the skills they have developed in Year 7.

Topics we cover include: 

• Components of physical and skill-related fitness  

• Training methods  

• Training principles  

• Fitness tests  

• Practical activities from a variety of invasion games, net games, striking and fielding games, athletic activities, dance and gymnastic activities  

Year 9 Information 

Students will explore topics which build on prior knowledge, and continue studying topics which will prepare them for BTEC Sport at Key Stage 4 should they wish to follow this path.               

Topics we cover include: 

• Components of physical and skill-related fitness  

• Training methods  

• Training principles  

• Fitness tests  

Practical activities from a variety of invasion games, net games, striking and fielding games, athletic activities, trampolining, dance and gymnastic activities  

Key Stage 4  - core PE

All students will study core PE in Year 10 and 11. Students will tackle complex and demanding physical activities. They will get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle. 

Students will: 

• use and develop a variety of tactics and strategies to overcome opponents in team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]  

• develop their technique and improve their performance in other competitive sports, for example, athletics and gymnastics, or other physical activities for example, dance 

Key Stage 4 – BTEC Sport

Students can choose to study BTEC Sport in Year 10 and 11.

This course provides an engaging and relevant introduction to the world of sport. It incorporates important aspects of the industry, such as fitness testing and training for sport and exercise, practical sports performance and sports leadership. It enables students to develop and apply their knowledge, while also developing a range of relevant practical, communication and technical skills. 

In the Pearson BTEC Tech Award in Sport Level 1/Level 2, assessment is through 3 components: components 1 and 2 are internally assessed. Component 3 is externally assessed in an examination marked by Pearson.

The course develops learners as they progress either into higher levels of vocational learning or to related academic qualifications, by providing independent assessment evidence of learning alongside the portfolio-based assessment. This approach will also assist learners in developing a range of transferable skills, and in applying their knowledge in unfamiliar contexts. The two components that are internally assessed enables learners to develop a wider range of skills and provide evidence towards meeting the component assessment criteria. 

Evidence for assessment can be generated through a range of activities, including written work, practical performance and verbal presentations. 

Component 1   - Preparing participants to take part in sport and physical activity they will:  

• explore types and provision of sport and physical activity for different types of participant
• examine equipment and technology required for participants to use when taking part in sport and physical activity
• be able to prepare participants to take part in sport and physical activity
• internally assessed using a Pearson Set Assignment (PSA)

Component 2 - Taking part and improving other participants’ sporting performance they will:  

• understand how different components of fitness are used in different physical activities 
• be able to participate in sport and understand the roles and responsibilities of officials 
• demonstrate ways to improve participants’ sporting technique
• internally assessed using a Pearson Set Assignment (PSA)

Component 3 - Developing Fitness to Improve Other Participants’ Performance in Sport and Physical Activity they will: 

• explore the importance of fitness for sports performance 
• investigate fitness testing to determine fitness levels
• investigate different fitness training methods
• investigate fitness programming to improve fitness and sports performance 
• externally assessed

Assessment 

Component 1 Preparing participants to take part in sport and physical activity (30%)

Component 2 Taking part and improving other participants’ sporting performance (30%)

Component 3 Developing Fitness to Improve Other Participants’ Performance in Sport and Physical Activity (40%)

Useful Web Sites 

www.sportengland.org 

www.youthsporttrust.org 

www.uksport.gov.uk  

3 things you can do to support your child

1. Ensure that your child has their PE kit in school for every PE lesson and/or club 

2. Encourage them to be involved in extra-curricular clubs and/or teams at Carrington School 

3. Encourage them to be active outside of school and/or become involved in physical activity in a club or sporting activity in the community 

Intent

Psychology is the scientific study of the human mind and its functions; how it dictates and influences our behaviour. It's about understanding what makes people tick and how this understanding can help us address many of the problems and issues in society today. The OCR specification is designed with the Time to Change programme from leading mental health charities Mind and Rethink Mental Illness to promote positive mental health and to reduce the stigma associated with it. Along with Time to Change we hope to inspire a new generation to know more about mental health to support not only their own but their peers’ mental health too and create a better future for all of us. As psychology is the study of human behaviour and thought process, the applications are limitless from working within public services such as the NHS, the Criminal Justice system or Education to working in Businesses in departments like Marketing or Human Resources.

Our intention is to develop critical thinkers who can use their understanding of human behaviour to improve society; to enable students to be able to understand not only theirs but others behaviour and to give lifelong skills in preparation for living successful adult lives.

Key Stage 4

Students following the Purple Pathway can opt to study Psychology GCSE.

Assessment

100% externally assessed consisting of 2 exam papers taken at the end of the course that each make up 50% of the whole GCSE. They are written papers with a range of multiple choice, short and long written answer questions. Each paper is 90 minutes and 90 marks.

Students will look at the following contexts of psychology including key research/ experiments and their findings:

• Criminal psychology – why do people commit crime?

• Development – how do we learn?

• Psychological problems – depression and schizophrenia

• Social influence – why do we behave differently in social situations?

• Memory – how do we remember different things?

• Sleep and dreaming - do our dreams have meaning?

• Psychological research methods including planning psychological research and experiments and analysing their findings

Throughout each module we will look at the neuropsychology (the structure and workings of the brain) involved in each context and theoretical approaches in each area as well as real life applications of psychological principles.

3 ways to help your child:

• Encourage them to observe behaviours around them and think about what could be motivating them? This could be directly witnessed or seen in the media or on the news.

• Discuss news stories relating to any research findings. Think about the methods used, results and statistics and how they are reported to aid with understanding and representing information. This could be directly related to any of the areas of psychology listed above or not. Any exposure to statistics and graphs / charts will be useful.

• If they have younger family members encourage interactions with them to help them observe developmental milestones (Year 11).

Intent 

‘All children need to acquire core knowledge and understanding of the beliefs and practices of the religions and worldviews which not only shape their history and culture but which guide their own development. The modern world needs young people who are sufficiently confident in their own beliefs and values that they can respect the religious and cultural differences of others, and contribute to a cohesive and compassionate society.’ 

The Right Hon, Michael Gove, former Secretary of State for Education

At Carrington School we believe that this subject is definitely not just for people who are religious. Achieving top grades in this subject is evidence that students have accomplished what Mr. Gove talks about and is an indication that students have developed a high degree of emotional intelligence and skills, making them more attractive to colleges, universities and employers but more importantly, good citizens. This is the main intent of our curriculum, which we undertake through coverage of the worldviews outlined in our Religious Studies Subject Information document, examined using theological, sociological and philosophical lens.

Key Stage 3 

Year 7 Information 

Students will spend a week completing an introduction to the subject, which includes a baseline test to gauge their existing knowledge and skills, the results of which will act as one of the factors against which their Yr7 progress will be measured. They will study the six main world and UK religions alongside humanism, agnosticism and atheism and considering philosophical and ethical questions such as:

1. Whether there is a God

2. How religious and non-religious beliefs influence UK society and

3. A study of alternative religions and cults  

Each of the above will be followed by an assessment of the knowledge and skills developed during the study of each religion. 

Year 8 Information 

Students will study the six main world and UK religions alongside humanism, agnosticism and atheism and considering philosophical and ethical questions such as:

1. How beliefs influence medical treatment

2. How AI and technology influence religious and non-religious beliefs

3. Peace, Conflict and Justice

Each of the above will be followed by an assessment of the knowledge and skills developed during the study of each religion. 

Year 9 Information

The Worldviews we will cover are:

• Term 1: How do different beliefs influence decisions about medical treatments?
• Term 2: What does it mean to be good?
• Term 3: How do different beliefs shape our understanding of justice?
• Term 4: How do different beliefs approach the ethical considerations of AI?
• Term 5: What do different religions & non-religious perspectives teach about conflict & peace?
• Term 6: Debate Unit

Key Stage 4 

Year 10 Information

Students will have the option to begin their study of GCSE Religious Studies, Philosophy & Ethics. They will build on the knowledge and skills developed across Years 7, 8 and 9 and will explore their own ideas and the points of view of others regarding relevant political, economic, legal, sociological, historical and religious issues in today’s world. The GCSE provides a unique opportunity to look at the important issues in their lives, and to develop an understanding of questions concerning morality and the meaning of life in today’s society. We provide a highly inclusive environment where learners enjoy their classes and pupils at all levels are supported to achieve their potential.

Students will study Paper 1- Christianity, which accounts for 50% of their GCSE. They will study the following topics alongside atheism and humanism:

Section A: Christian Beliefs

Section B: Marriage and the Family

Section C: Living the Christian Life

Section D: Matters of Life and Death 

At the end of each unit, students will have a written assessment to check their progress. 

Year 11 Information

Students will build on the knowledge and skills developed across Year 10 and will continue their GCSE studies. They will complete the remaining 50% of the course and study the following topics:

Paper 2- Islam 

Section A: Muslim Beliefs

Section B: Crime and Punishment

Section C: Living the Muslim Life

Section D: Peace and Conflict

At the end of each unit, students will have a written assessment to check their progress.

Students will sit two written exams which will be externally assessed by the exam board Edexcel: GCSE Paper 1 and GCSE Paper 2. Each exam is 1 hour and 45 minutes each and each is worth 50% of their GCSE Grade. There is no coursework.

Useful Web Sites 

https://www.natre.org.uk/ 

https://www.cofeguildford.org.uk/education/standing-advisory-council-on-religious-education/surrey-agreed-syllabus-for-religious-education 

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/religious-studies-b-2016.html 

https://www.bbc.co.uk/bitesize/subjects/z7hs34j 

https://ethicsonline.co.uk/ 

http://re-definitions.org.uk/ 

https://www.reonline.org.uk/subject-knowledge/ 

http://www.cleo.net.uk/resources/index.php?ks=4&cur=15  

https://request.org.uk/ 

https://www.westminster-abbey.org/learning/teaching-resources 

https://www.truetube.co.uk/ 

https://humanism.org.uk/education/ 

3 things you can do to support your child 

1. Ensure they are completing all the homework set  

2. Encourage them to respond to teacher feedback in their exercise books and improve on their work 

3. Extend their answers by not just writing one line to explain their point but instead a small paragraph to justify their point- see class teacher for details on how this can be more effectively done if unsure. 

Intent 

Science is all around us. It explains why “in space, no one can hear you scream”, provides the electricity that we would struggle to live without, and the strategies for how to overcome a pandemic. However, without the inquisitive minds of past and future scientists, there would not be the developments in medicine, resources and technology that we rely on; and yet there is still so much more to discover and many questions left to answer.  

Our intention is to develop an understanding of the ‘Big ideas’ within the scientific disciplines of Biology, Chemistry and Physics in order to provide a solid foundation that may inspire our students to pursue the subject into further education and a career in Science Technology, Engineering and Mathematics (STEM). Practical investigations and demonstrations are included as much as possible to excite and motivate the students, showing the relevance of the subject in the world around them. Lessons not only develop opportunities to apply knowledge but aims to develop the investigative and mathematical skills needed to prepare our students for a rapidly changing future. The science curriculum gives students the opportunity to develop the confidence to work both collaboratively and independently, organize their writing logically and eloquently, problem solve, consider moral questions, such as genetic screening and stem cell research and consider their responsibility for the world around them.

Key Stage 3  

Year 7 Information 

Students will complete an introductory unit to familiarise themselves with the laboratory, equipment and the importance of health and safety.  They will plan an investigation with the aim to explore a hypothesis, consider variables, write a method, present and interpret results.  

Further topics we cover are: 

• Cells and reproduction 
• Particles and separating techniques 
• Introduction to elements and the periodic table 
• Introduction to Forces 
• Breathing and respiration
• Plants and photosynthesis

Year 8 Information 

Students will explore topics that interleave key concepts from Year 7 and introduce further new content.  

The topics we cover are: 

• Waves (light and sound) 
• Enzymes and digestion 
• Simple chemical reactions 
• Energy 
• Forces - Newton’s Laws 
• Ecological relationships and human impact

Year 9 Information 

Students will continue to build on prior knowledge, and study topics which will prepare them for Science at Key Stage 4.  

The topics we cover are: 

• Acids and alkalis 
• Electricity and magnetism 
• Microbes and disease 
• Inheritance and evolution 

In the summer term, students will study the first topics of the GCSE course: 

• Key Concepts in Biology 
• States of matter and separation techniques 
• Forces and motion 

Key Stage 4  

All Students study Combined Science in Year 10 and 11, unless they have opted to study Triple Science. Combined science awards 2 GCSEs.

Year 10 Information 

Students will build on the skills and knowledge from the KS3 Science curriculum to further develop their understanding of concepts in more depth and within a range of contexts. Amongst the range of hands-on opportunities, they will also complete core practical investigations, students may need to recall these methods in the final examinations. 

Topics studied in Year 10 are:  

Biology 

• Cells and control
• Genetics
• Natural selection and genetic modification
• Health, disease and the development of medicines

Chemistry 

• Atomic structure and the periodic table 
• Chemical structures and bonding
• Acids and alkalis
• Calculations involving masses
• Reactivity and extracting metals

Physics  

• Conservation of energy 
• Waves 
• Light and the Electromagnetic Spectrum
• Radioactivity

Year 11 Information 

Students continue to build on previous skills and knowledge, including core practical investigations. 

Topics studied in Year 11 are:  

Biology 

• Plant structure and functions
• Animal co-ordination, control and homeostasis
• Exchange and transport in animals
• Ecosystems and material cycles

Chemistry 

• Groups in the periodic table
• Rates of reaction
• Fuels
• Earth and atmosphere

Physics  

• Energy and forces
• Electricity and circuits 
• Magnetism and electromagnetic induction
• Particle matter and forces

Assessment 

The course is 100% externally assessed consisting of 6 written examination papers. There are 60 marks available in each paper: 

Biology Paper 1 – Key concepts of Biology (Year 9 topic) and all Year 10 topics 

Biology Paper 2 - Key concepts of Biology (Year 9 topic) and all Year 11 topics 

Chemistry paper 1 - States of matter and separation techniques (Year 9 topic) and all Year 10 topics 

Chemistry paper 2 - Atomic structure and the periodic table, Chemical structures and bonding, Calculations involving masses (Year 10 topics) and all Year 11 topics 

Physics paper 1 – All year 10 topics 

Physics paper 2 – All year 11 topics 

Useful Web Sites 

https://www.sciencenewsforstudents.org/ 

BBC Bitesize 

Edexcel Science exam board specification 

3 things you can do to support your child 

1. Ensure that your child completes at least 4 daily goals a week of the intelligent on-line learning quiz platform “Tassomai”  

2. Support their home learning to develop regular revision habits. This could involve; producing revision cards, mind maps and glossaries of key words. Working through topics and quizzes on-line e.g. BBC Bitesize, watching revision videos on GCSEpod and completing past paper questions via home learning tasks.   

3. Encourage further reading or watching of television programmes and news features regarding current scientific topics and developments.  

Intent

A world without Textiles would be a world without clothes, shoes, beds, bedding, curtains, carpets, bags to carry our belongings in, suitcases to take on holiday, comfortable seats to sit on in cars or flags to wave to cheer on our sporting heroes. The world would not be a comfortable place to be – in short, the Textile industry is not only huge, it is massively important to every one of us every day.

Textiles is a highly creative, practical subject in which students are able to grow in confidence and independence, learn to manage their time, develop analytical and self-evaluation skills and, of course, their problem-solving ability. Textiles is a skills based subject and, as students see their outcomes improving, it is a subject that sees the growth of a real sense of pride, not only in their work but in themselves too. The life skills they will learn can become the foundation of a wide range of careers or remain in their lives as something that improves their general well-being.

Key Stage 3

Students will have the equivalent of one double lesson per week on rotation with Food and Design Technology.

This is an exciting, creative course which will cover lots of different skills and techniques which develop and build from Year 7 to Year 9. It will include lots of demonstrations and exemplar work as they are guided through projects designed to build both skills and confidence.

Year 7 Information

Holly Levell Cushion

Students are introduced to design and hand stitched appliqué through the work of the Textile artist Holly Levell.

Skills and knowledge covered in this project:

• Analysing the work of an artist and using this as a ‘source’
• Drawing and designing skills including developing ideas and shading techniques
• Hand stitching, appliqué, embroidery and embellishment         
• Textile construction
• Evaluation

Year 8 Information

Edo Morales Selfie

Students are introduced to the sewing machine and are able to explore mark making through both machine and hand-stitching techniques.

 Skills and knowledge covered in this project:

• Analysing the work of an artist and using this as a ‘source’
• Using a sewing machine
• Developing Appliqué and learning Reverse Appliqué
• Applying colour to fabric by printing using Marbling
• Using Quilting to create texture
• Planning for making
• Evaluation

Year 9 Information

African Patterns Draw-string Bag

Students are introduced to fabric dyeing and lino printing to created their own unique piece of fabric.

Skills and knowledge covered in this project:

• Using a cultural ‘source’ to design and develop ideas.
• Using the Resist Dyeing method (Tie-Dye)
• Cutting Lino and printing an original motif to create a unique pattern on fabric
• Using a sewing machine to develop construction techniques
• Evaluation

Key Stage 4

KS4 Textiles is structured to encourage students to develop their own style and to work towards being able to choose the direction that their individual projects will take. All work, after the initial few weeks, will contribute to the final GCSE grade. Component one (Coursework) begins in September Y10 until December Y11. Component two (exam question set by AQA) is then worked on until May when a final Practical exam is taken over two days. There is no written exam.

Skills and knowledge covered in KS4:

• Using a source to inspire ideas
• Mark Making from a source using mixed media and developing in stitch
• Texture and surface quality in Textiles
• Drawing including continuous line drawing using a range of mediums including stitch
• Recording ideas using a range of methods and mediums
• Printing techniques: lino, collagraph, polystyrene, mono and screen printing
• Appliqué, Reverse Appliqué and Quilting
• Hand and machine sewing
• Hand and Machine Embroidery
• Embellishment techniques including the ‘Embellisher’ Machine

Year 10 Information

Skills are developed through a range of projects.

• A short project on mark making which focuses on developing sewing machine skills and a range of different hand sewing skills. Presentation ideas are considered.
• A medium length project ‘Natural Forms’ includes using an artist as a source, printing methods and developing ideas through a range of techniques.
• An extended project ‘Under the Sea’ uses a range of ways of recording ideas, more printing methods and textile techniques. More detailed ways of using annotation and refining ideas. Production of final outcomes which are chosen by the student.

Year 11 Information

Y11 students continue to work on Component one to produce a sustained piece of work. In the second term they will be set a range of assignments by the exam board and students will choose one and then produce work through research, trialling and design which culminates in a two-day practical exam taken in the Textile room. The final outcome is student led and could be a piece of clothing or jewellery, a hat, a piece of soft furnishing or a wall hanging.

Assessment

Component 1: Portfolio = 96 marks 60% (worked on in Year 10 and in the first term of Year 11).

Component 2: Exam = 96 marks 40% 10 hours (prepared for in lessons from January and completed in the Textiles room). This is not sat in the exam hall.

Useful websites

https://www.textileartist.org

https://www.pinterest.com

https://www.vam.ac.uk

3 things you can do to support your child:

1. Buy some basic art equipment (2B pencil, small sketchbook, good quality rubber).

2. Put together some basic sewing equipment (needlework scissors, coloured threads, needles, a range of fabrics – could be recycled ones).

3. Encourage them to look on websites (see links) and go to museums, fabric shops and exhibitions looking for inspiration.

Intent 

Triple Science is offered to students who are following our Purple Options Pathway.  Our intent is to further develop the breadth, depth and confidence in their knowledge and skills so that they can potentially go on and study science post-16 and beyond.  

As with Key Stage 3 Science, practical investigations and demonstrations are included as much as possible to excite and motivate the students, showing the relevance of the subject in the world around them. Lessons not only develop opportunities to apply knowledge but aims to develop the investigative and mathematical skills needed to prepare our students for a rapidly changing future. The science curriculum gives students the opportunity to develop the confidence to work both collaboratively and independently, organize their writing logically and eloquently, problem solve, consider moral questions, such as genetic screening and stem cell research and consider their responsibility for the world around them.  

All Triple Science students study the same topics as in Combined Science, with additional content included in order to be awarded 3 separate GCSE grades (one for each discipline of Biology, Chemistry and Physics).

Key Stage 4

Year 10 Information 

Students will build on the skills and knowledge from the KS3 Science curriculum to further develop their understanding of concepts in more depth and within a range of contexts. Amongst the range of hands-on opportunities they will also complete core practical investigations, students may need to recall these methods in the final examinations. 

Topics studied in Year 10 are (italics represent Triple science only content):  

Biology 

• Cells and control (the brain and the eye)
• Genetics (protein synthesis, multiple and missing alleles)
• Natural selection and genetic modification (development of Darwin’s theory)
• Health, disease and the development of medicines (Virus lifecycles, plant defences and diseases, monoclonal antibodies)

Chemistry 

• Atomic structure and the periodic table 
• Chemical structures and bonding
• Acids and alkalis
• Calculations involving masses
• Reactivity and extracting metals (Transitional metals, alloys and electroplating)
• Quantitative methods, dynamic equilibria, volume of gases calculations, chemical and fuels cell

Physics  

• Conservation of energy 
• Waves (Ears and hearing, ultrasound and infrasound)
• Light and the Electromagnetic Spectrum (Ray diagrams, colour, heat and radiation)
• Radioactivity (Nuclear fission and fusion)
• Astronomy

Year 11 Information 

Students continue to build on previous skills and knowledge, including core practical investigations. 

Topics studied in Year 11 are:  

Biology 

• Plant structure and functions (plant adaptations and plant hormones)
• Animal co-ordination, control and homeostasis (Thermoregulation and Osmoregulation)
• Exchange and transport in animals (factors affecting diffusion)
• Ecosystems and material cycles (assessing pollution, food security and decomposition)

Chemistry 

• Groups in the periodic table 
• Rates of reaction
• Fuels
• Earth and atmosphere
• Alcohols, carboxylic acids and polymers
• Qualitative analysis, composite materials and nanoparticles

Physics  

• Energy and forces
• Electricity and circuits (static electricity and electric fields)
• Magnetism and electromagnetic induction 
• Particle matter and forces (pressure in air and fluids)

Assessment 

The course is 100% externally assessed consisting of 6 written examination papers. 

There are 100 marks available in each paper: 

Biology Paper 1 – Key concepts of Biology (Year 9 topic) and all Year 10 topics 

Biology Paper 2 -  Key concepts of Biology (Year 9 topic) and all Year 11 topics 

Chemistry paper 1 - States of matter and separation techniques (Year 9 topic) and all Year 10 topics 

Chemistry Paper 2 - Atomic structure and the periodic table, Chemical structures and bonding, Calculations involving masses (Year 10 topics) and all Year 11 topics 

Physics Paper 1 – All year 10 topics 

Physics Paper 2 – All year 11 topics 

Useful Web Sites 

https://www.sciencenewsforstudents.org/ 

BBC Bitesize - Chemistry 

BBC Bitesize - Physics 

BBC Bitesize - Biology 

Edexcel Science exam board specification 

Exam question practice 

3 things you can do to support your child 

1. Ensure that your child completes at least 4 daily goals a week of the intelligent on-line learning quiz platform “Tassomai”  
2. Support their home learning to develop regular revision habits. This could involve; producing revision cards, mind maps and glossaries of key words. Working through topics and quizzes on-line eg BBC Bitesize, watching revision videos on GCSEpod and completing past paper questions via home learning tasks.   
3. Encourage further reading or watching of television programmes and news features regarding current scientific topics and developments.