To establish a safe and secure learning environment which is conducive to learning, is stimulating, and imaginative.
To link to different curriculum areas in order to develop a set of transferable skills they can enjoy in school and use in their future working lives.
To enable students to combine their creativity and imagination with knowledge, skills and understanding, in order to create high quality artwork.
The aim of the art curriculum is firstly to foster and hone students’ passions for art with open minds to enjoy engaging with art throughout life. The curriculum aims to equip pupils with the skills and knowledge they create original, interesting and high-quality work, ultimately preparing them for GCSE Art and beyond. At KS3, pupils undertake a variety of different projects in different material disciplines on a mixed ability carousel. Each unit of work lasts 8 weeks and the KS3 course last three years. The KS3 course is designed to prepare students for the necessary skills required for GCSE Art and beyond.
Pupils will learn to confidently explore and investigate how to, and how artists, create visual images. They will learn how to apply these processes to their own creative work and progressively deepen their knowledge, understanding and appreciation of art. Students will develop a range of subject-specific skills, language and techniques; they will learn how to create and experience art in an imaginative, engaging and creative way. The curriculum will be delivered through regular and structured opportunities to reflect and evaluate their own and others’ work across a range of cultures and content.
The curriculum is continually reviewed and updated each year to improve progress. This is dependent on NC/Exam board requirements, student cohort ability, non-specialist teaching staff.
The curriculum is designed to enable all pupils to have success and make progress, no matter what their ability. Each lesson, objective, task, skill is broken down into smaller steps, and lessons are continually reviewed to ensure no–one is left behind. Often, lessons are tweaked to ensure specific planning for less able pupils, e.g. to allow them more time to create a drawing, or more time on printing if they are having success with it. Templates are often used, e.g. when the accuracy of drawing is not the main learning, a fully or partially drawn template can be given to pupils. This is sometimes the case for example when we are working on a pen tonal drawing – having the pupil spend hours drawing meaning they might not actually have time to get onto the pen work, which is the main focus of the learning, seems a poor use of their time when we have already completed a drawing focusing on accurate planning and mapping out.
SoW across KS3 have been designed with GSCE specification points in mind. Each project is geared to build upon prior learning, with a focus on the following areas; Practical Skills, Artist Studies and Final Piece, similar to the GCSE assessment objectives. Pupil progress is measured against these areas.
The sequence of lessons and units of work at KS3 has worked well in building skills. This helped to bridge the gap when pupils study the course at GCSE.
Schemes of Learning: Projects are updated and improved to accommodate the learners on reflection of short and medium- planning.
Assessment design: Pupils can actively reflect and improve on work with mid-point assessments.
Pupils will be taught computational thinking, Computer Science, IT and digital literacy. They will experience these in Y7, Y8 and Y9 with revision, building on the content
delivered. Pupils are regularly assessed through class tasks, tests and homework to check understanding and inform planning. Students then have the opportunity to
work on areas of misunderstanding (as highlighted through assessments). There are creative opportunities during each year to enable pupils to extend their learning in a
variety of contexts and to develop links between the theoretical and practical elements of the course. Pupils are encouraged to demonstrate their knowledge of IT by
being responsible users both online and in other areas of the curriculum. Pupils will be taught to be problem solvers and be able to respond positively to changes in
society. Pupils will experience a range of computer systems and become digitally literate. Pupils will apply and evaluate a range of digital technologies, both new and
unfamiliar. Aim to increase the number of female students choosing to study GCSE Computer Science in KS4.
Design & Technology
The Design and Technology department aims to create a stimulating learning environment where students learn about materials, processes and creative designing and thinking. We utilise different design strategies including iterative and user centred design to develop confidence when investigating design problems or opportunities. Students must learn about the social and ethical responsibilities of designers and engineers and the importance of managing finite resources with care.
- Annotate design ideas using the acronym ACCESS FM.
- Represent design ideas using a range of techniques including modelling and CAD.
- Use relevant research to inform and develop creative design ideas.
- Work safely and independently using a range of tools and equipment to produce high quality products.
- Being confident cutting, bending, shaping and joining different types of materials
- Reflecting on their progress and ability.
- Analysing and evaluating the work of others to influence their own work.
- Understand the main categories and properties of common DT materials.
- To be able to identify the impact D&T has on wider social, environmental and moral issues.
The curriculum is continually reviewed and updated each year to improve progress. At KS3, pupils undertake a variety of different projects in different material disciplines on a mixed ability carousel. Each unit of work lasts 8 weeks and the KS3 course last three years. The KS3 course is designed to prepare students for the necessary skills required for KS4 Design and Technology and beyond.
SoW across KS3 have been designed with GSCE specification points in mind. Each project is geared to build upon prior learning, with a focus on the following areas; Designing, Making, Evaluating, Technical Knowledge.
Students work across the 3 main resistant material areas using wood, metal and plastics to develop their design ideas and make products, from concept to completion. A product can be anything from a docking station for an MP3 player to a piece of jewellery.
Use of technology is an important part of the course and students are encouraged to use technology both for design and manufacturing of their products.
In Year 10 students focus on improving their practical and creative skills through a series of ‘design and make projects’. The emphasis in Year 10 is very much on developing practical and creative skills in preparation for the NEA in Year 11.
About the Assessment which takes place in year 11:
- A Controlled Assessment Task taking 35, hours’ worth 50% of the marks.
Students design, develop, test and evaluate a prototype of their own creation in response to a design brief.
- A single tiered exam of 2 hours’ worth 50% of the marks.
The development and progression of skills is a major focus throughout both KS3 and 4. Key GCSE terms and vocabulary are often referenced and investigated at KS3 to build the foundations for GCSE. Pupils at KS3 will often undertake example GCSE tasks. KS4 pupils have a tracking sheet that is used to identify their current performance against GCSE NEA marking criteria. Each unit of work builds on the previous work in the lead-up to the final NEA.
A combination of formative and summative assessment is used throughout KS3 to determine current progress. Verbal feedback, along with peer/self-assessment is used to predominantly at the mid-point. For GCSE pupils (particularly those in Yr11) a 1-1 tutorial is used with the student to review current work and progress. Exemplar GCSE work is used to model and scaffold key pupils.
Adaption and development of SoW happens throughout the academic year. Short- and medium-term planning of lessons works well to adapt and cater for key pupil groups. Additional resources, of differentiated materials are produced and added to the resource area. Major changes to assessment strategies, work booklets, and SoW are made at the end of the school year.
The sequence of lessons and units of work at KS3 has worked well in building knowledge, particularly with GSCE concepts and terminology. This helped to bridge the “gap” when pupils study the course at GCSE.
Schemes of Learning: Projects are updated and improved to accommodate the learners on reflection of short- and medium- planning. The linking of GCSE theory and vocabulary to KS3 SoW has worked well, as evidenced by GCSE progress of at all least at or above national averages.
Assessment design: Pupils can actively reflect and improve on work with mid-point assessments.
English – Media – Drama
Our Curriculum key principles:
- Knowledge Rich – The knowledge that we have selected to include in our curriculum ensures a wide breadth and balance through our text choices. We offer a wide range of texts in terms of genre, gender and other cultures in order to develop a deep and broad knowledge of literature and media texts from around the world and from different eras.
- Vocabulary Rich – A broad, sophisticated vocabulary is integral to all aspects of our curriculum. We explicitly teach vocabulary and promote students’ development of sophisticated “tier 2” vocabulary throughout the key stage to build the complex active vocabulary that will prepare our students for the demands of Key Stage 4.
- Lasting Learning – We’ve designed our KS3 curriculum as a separate, enriching and valuable stage in and of itself that develops what has been taught at KS2 and provides the skills essential for success at KS4. It allows learning through making connections to ensure an effective transition between Key Stages. The quality of the curriculum must enable learning which will provide students with durable, flexible knowledge and skills. Time is planned into our curriculum for retrieval of prior learning in both KS2/3 to ensure progress and learning is lasting: ‘Learning for good, not just for now’ (Bjork).
- High Aspirations – Our curriculum is intentionally challenging as we try to extend the learning of all our students. Work given to more able students leads to deeper understanding. At the heart of our curriculum is high aspirations for all learners. We teach to the top and scaffold skilfully where needed with a view to taking that scaffolding away. The focus is on differentiating the support not the task.
- Cultural Understanding – We ensure that we explore and teach a wide variety of cultural allusions to ensure the concepts help students have a gateway to social mobility and a greater understanding of the world that we live in. Context is taught explicitly to help students understand the authorial intention, but also the wider cultural significance.
- Oracy Skills – The ability to express and discuss ideas is fundamental to English, Media Studies and Drama. It is essential to the development of students as individuals and as articulate communicators.
Explicit Grammar instruction – Key to developing students’ literacy and therefore their ability to communicate effectively in writing, is mastery of grammar. We take a systematic approach to the teaching of grammar focusing on grammatical structures at word and sentence level to promote students’ confidence in recognising and applying these structures independently.
Reading for Pleasure – Our curriculum embeds wider reading throughout KS3 and KS4.
Exploration and Application of Practitioners: Students will learn to confidently explore and investigate how practitioners create and make performances. They will learn how to apply these processes to their own creative work and progressively deepen their knowledge, understanding and appreciation of the drama.
Subject Specific Skills: Students will develop a range of subject-specific skills, language and techniques; they will learn how to compose, create, perform, devise and experience drama in an imaginative, engaging and creative way.
Reflection: The curriculum will be delivered through regular and structured opportunities to reflect and evaluate their own and others’ work across a range of cultures and content.
Critical Thinking: the media studies curriculum aims to develop our students’ confidence in critically engaging with media texts of all styles and types. Across the course of study, students will develop an understanding of and analytical approach to television, radio, music, video games, advertising, film, print media and online and social participatory media. The curriculum is designed in order to encourage critical evaluation skills and personal approaches to a variety of texts- within the study of these close study products (CSPs), students will be prompted to consider their own experience and approach to the media industry and analytically consider the role that it plays in their own lives.
Theoretical Exploration: Within the media curriculum there are frequent opportunities for cross curricular links with aspects of English language, history, politics and psychology and sociology. In particular, the reference to multiple theoretical studies allows students to explore how media texts are purposefully manipulative, and the strategies that media production teams have utilised and refined over the last century.
Evaluation of the key concepts of Media: The media curriculum is underpinned by an engagement with the key concepts of media studies: industry, audience, language and representation. Each of the CSPs will be used as a representative example of their specific sub-category of media text and are designed to invite close scrutiny and analytical evaluation.
Reading skills: to retrieve information; support ideas; understand the writers’ methods; infer/analyse information; understand how texts are influenced by social, cultural and historical traditions.
Writing skills: to produce texts appropriate to purpose audience and form which are engaging; to structure text effectively; to vary sentence structure and type; to use a wide range of ambitious vocabulary and to write with technical accuracy.
Spoken language skills: To express challenging ideas and feeling using a range of vocabulary; to organise talk to meet the needs of the audience; to listen and respond perceptively to questions and feedback and elaborate ideas with further ideas and information.
We focus on the six assessment objectives defined by Ofqual: reading to identify information, make inferences, compare ideas and analyse language as well as context; writing that is effective, and accurate, for a range of purposes and in a variety of contexts.
Our curriculum ensures that topics are interconnected with multiple cross referencing between units of work enabling students to have a variety of pathways to access knowledge and skills. The design helps students to have an overall picture of the five-year curriculum and significantly helps them with the ability to recall information from each component. This also assists us in our teaching as we have become more conscious of when to link sections of the course and how to sequence it.
The multiple themes running through the topics covered provide numerous opportunities for students to engage with the texts and develop strong lines of arguments when writing responses. Knowing the content of the text and the authorial intention behind it is imperative for successful progress and therefore forms the first port of call before moving on to detailed inference and analysis. The development of writing all stems from this initially as students are encouraged to piece together arguments to form and essay and then by creating stories which can be advanced by emulating the way authors develop theme, use characters, sentence structure, plot, vocabulary etc.
Each unit of work has a knowledge organiser which tracks the progression of all concepts, subject specific vocabulary, knowledge and skills. These are stuck in the students’ exercise books and regularly referred to both in the classroom and for homework.
Processes are assessed, modelled and implements as part of the learning process.
Assessment has been carefully integrated into the curriculum. Each unit has an initial baseline formative assessment which tests the students’ ability to recall prior learning which is integral to the unit of work. It also provides an opportunity to review their initial response to the new learning informing teachers how to adapt the unit to meet the needs of the class. Feedback is in the students’ books so that they can easily access it and see clearly how to make improve. Lesson time is dedicated to responding to feedback. Good practice is reviewed, modelled and implemented.
We have moved away from regular summative assessment as a school and instead use a variety of formative methods to give students regular feedback and time to act upon it. A summative assessment is completed at the end of the unit to establish the retention of the content, knowledge and skills.
All assessments across classes and year groups are used to evaluate and develop the quality of progress and learning. As all students do the same assessments at the same time it enables us to effectively identify areas that need reinforcing or ones where we can extend ideas further. It also facilitates the departments’ ability to standardise, moderate and reflect upon the learning.
In Drama, students will explore a range of genres and theatre styles that will prepare students for both GCSE Drama. Students will have the opportunity to learn about the history of theatre exploring Greek Theatre and its influences on modern theatre as well as devising strategies and political theatre through the study of practitioners. Students will be able to devise their own work within those styles as well as exploring more topical and social issues and themes.
They will also have the opportunity to study playscripts including Noughts and Crosses and Teechers. Students will learn how to analyse and evaluate performance in both written form and verbal feedback. The feedback culture in KS3 Drama is crucial as it enables them to be self-reflective and highlights thier understanding of the subject.
In KS4 we are reshaping our curriculum and are introducing the study of Drama practitioners and Theatre Companies such as Stanislavski, Brecht, Frantic Assembly, Wise Children Theatre Company and many more in order for students to understand the different methods of creating material and theories about the world of Drama. This will greatly aid students when it comes to creating and developing their own pieces of theatre and writing in exams. Students will be required to complete three components as part of the AQA GCSE.
Component 1: Understanding Drama (1hr 45 mins) 40% of the GCSE
Students will be required to sit a 1 hour and 45 minute exam that tests their understanding of drama and theatre. Students will answer general questions based on job roles, staging types and positions as well as answering questions based on a set text which will be Willy Russell’s Blood Brothers, testing their knowledge of the play and how they would approach certain scenes from a variety of different roles such as: a performer, director and designer. Students will also be asked to analyse and evaluate the work of live theatre makers using drama terminology. This will be based on live theatre viewed throughout the year.
Component 2: Devising Drama (practical) 40% of the GCSE
Students will be given the opportunity to create their own pieces of theatre on a topic of their choice. They will contribute to these pieces in groups as either a performer or designer. Alongside this module students will need to maintain a devising log that outlines their initial steps, development of the practical pieces and an analysis and evaluation of the final product. This work will be marked by the Drama department and sent off for moderation.
Component 3: Texts in Practice (practical) 20% of the GCSE
Students will be tasked to perform two extracts from a play showing character progression and development. The play chosen in this section will contrast from the play studied for the set text. This performance will be watched by a live audience as well as a visiting examiner who will award the final marks for this component.
The key concepts represent the toolkit required by media students in order to engage with media texts critically and analytically. The four concepts are: industry, language, representation and audience. At the beginning of their media course, students will be exposed to audience theory and consider the ways in which audiences are manipulated by media texts. They will critically evaluate the extent to which these audiences are aware of their own manipulation and consider their own experiences of media manipulation. Media language will be introduced to students to allow them to articulate ideas about the production of media texts and technically consider their construction of reality. Industry will be introduced through the consideration of how texts are approved and made, as well as monitored and regulated. The concept of representation, perhaps most crucial, will involve a comprehensive consideration of varied groups within society and the multitude of ways in which these groups are depicted and constructed within mainstream media texts.
Subject Specific Language: The media curriculum includes a deliberate focus on broadening students’ media technical language, something that is supported by our knowledge organisers, as students are actively encouraged to experiment with the application and use of technical and theoretical terminology throughout their studies.
Independent Study: The independent coursework task will allow students to creatively design and produce a media product of their own and actively apply the theoretical approaches to the industry that they have acquired across the course. The freedom of personal choice in their design represents the overriding intent of the media course, which is to encourage passionate, personal interaction with this vast, creative and constantly shifting industry.
Regular formative assessment is used to track how well the students are learning and retaining the learning.
Summative assessments are completed three times a year.
Information from assessments is evaluated reviewing individual progress as well as progress across the year and for key groups of students so that changes to the schemes can be made and interventions can be delivered.
As Media Studies and Drama GCSE include coursework, progress records are kept for both staff and students to track learning and target areas for devlopment.
Schemes of Learning
Medium term plans are annotated to track the impact of the scheme of learning. This is combined with the feedback tracking documents to identify how to adapt and improve the lessons in future.
In order to ensure our assessments facilitated students’ ability to target the higher-level skills, there are three tiers to the assessments; Core, Challenge and Aim High. This was an approach adopted in response to evaluating the quality of assessment by the department. Our marking policy focuses clearly on vocabulary, providing formative feedback on students’ word choices. This also enables us to monitor the quality of vocabulary and adapt work as necessary.
Our Geography curriculum aims to provide a good experience of geography that inspires students to become curious about the world they live in. It provides opportunities to develop an understanding of the connection between physical, human and environmental geography, both locally and globally. Our curriculum aims to encourage a desire to find out about different countries and cultures and to appreciate the diversity in them. We aim to enable students to develop geographical questions and develop the skills to discover the answers independently. Our students have the opportunity to attend a 3-day residential educational experience to Malham in year 8 to gain hands on geographical skills.
At KS4, students build on the foundations laid in KS3 and further develop their knowledge and understanding of geography. Connections are made between the KS4 and KS3 programmes of study.
KS3 Curriculum plan
|Year 7||Year 8||Year 9|
|Term 1||Geography issue Heathrow
(Arctic, Antarctica, glacial env)
|Term 2||Deforestation||Cold environments||Dangerous Earth continued|
|Term 3||Weather and climate||Changing Landscapes (rivers)||Population|
|Term 4||Africa||Changing Landscapes (flooding)||Going global|
|Term 5||The British Isles||Development||Coastal Environments|
|Term 6||The British Isles continued||Hot Deserts||Changing China|
|End of year test||End of year test|
KS4 Curriculum plan
|Year 10 2019-2020|
|Term 1 and 2||Weather and climate
How ecosystems function
Ecosystems under threat
|Term 3 and 4||Water resources and management
A global perspective on development issues
|Term 5 and 6||Shaping the landscape – rivers and river management
|Year 11 2019-2020|
|Term 1 and 2||Urban and rural processes and change in the UK
Climate change – cause and effect
|Term 3 and 4||Water resources and management
A global perspective on development issues
|Term 5 and 6||Shaping the landscape – coasts and coastal management
Urbanisation in contrasting global cities
A focus on a current geographical issue, the pros and cons and different stake holder opinions.
Find my way with geography skills
A focus on map skills including how to use a compass, grid references and scale whilst looking at the British Isles.
Weather and climate
Why does weather and climate vary? What are the impacts of weather systems? How do you read weather charts?
Why are tropical rainforests important? What are the causes of deforestation? Why do they need protecting?
What is Africa like? The physical and human features and connections globally.
What are the different types of jobs around the world? How have jobs in Britain changed? Why have jobs changed?
How did the ice erode, transport and deposit material to create distinctive glacial landscapes? Why are glacial landscapes popular tourist destinations?
What is Antarctica like? Why is Antarctica a desert? Should Antarctica be developed or conserved?
How does the river erode, transport and deposit material? How does a river change from source to mouth? What distinctive landforms can a river create?
Changing landscapes (rivers and flooding)
Why do rivers create distinctive landforms? Why do rivers flood? What can be done to manage a river?
What are the different ways to measure development? What are the pros and cons of measuring development? How do levels of development vary across the world?
Urban and Rural Change
How have urban and rural areas grown and changed? Why have urban and rural areas changed?
What is the internal structure of the earth like? Where and why are earthquakes and volcanoes found?
What effects does an earthquake cause? What are the strategies to reduce the impacts of an earthquake? What effects does a volcano cause? What are the benefits of a volcanic eruption?
How are countries interconnected? What are the pros and cons of fast fashion? What can be done to reduce the negative impacts?
What are the global patterns of population and how have they changed? What influences people to migrate and what can the impacts be?
How does the sea erode, transport and deposit beach material? What are the distinctive coastal landforms and how are they formed? How can we manage a coastline to protect against coastal erosion?
How is China changing? Why did China adopt a one child per family policy?
GCSE: WJEC Eduqas spec b
- Weather and climate
- How ecosystems function
- Ecosystems under threat
- Water resources and management
- A global perspective on development issues
- Shaping the landscape – rivers and river management
- Fieldwork rivers/physical
- Urban and rural processes and change in the UK
- Fieldwork urban/human
- Climate change – cause and effect
- Shaping the landscape – coasts and coastal management
- Urbanisation in contrasting global cities
Pupils are continually assessed in geography through for example every day teacher led questions, plug the gap exercises and true and false statements. Feedback is given by self and peer assessment where pupils can reflect on their work and develop areas for improvement. Formal assessments are completed at the end of a topic or key area. At KS3 these mainly follow the format of one extended question which asses pupil’s knowledge, understanding and skills. A baseline assessment is sued at the start of year 7 to identify pupils strengths and areas for development. KS4 assessments are based on past and sample exam papers which endeavour to cover several topics, allowing students to gain a clearer picture of the real exam. Practice questions are also used throughout units to consolidate and refine knowledge and understanding.
Our vision is to create reflective citizens who can identify and understand patterns of human behaviour throughout History. We aim to inspire an awareness of one’s self in relation to the varying cultures, religions and political systems around the world. As a team we endeavour to expand student horizons beyond their immediate surroundings; to imbue empathy, tolerance and respect and to elevate their aspirations for the future. The ambition is to produce well-rounded, confident, proactive, critical thinkers.
National curriculum key topics:
- the development of Church, state and society in Medieval Britain 1066-1509 (A)
- the development of Church, state and society in Britain 1509-1745 (B)
- ideas, political power, industry and empire: Britain, 1745-1901 (C)
- challenges for Britain, Europe and the wider world 1901 to the present day (D)
- a local history study (E)
- the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 (F)
- at least one study of a significant society or issue in world history and its interconnections with other world developments [for example, Mughal India 1526-1857; China’s Qing dynasty 1644-1911; Changing Russian empires c.1800-1989; USA in the 20th century] (G)
Year 10: Edexcel
- Early Elizabethan England, 1558-1588
- Medicine Through Time
- Superpower relations and the Cold War
- Weimar and Nazi Germany, 1918-1939
Year 11: AQA
- Germany, 1890–1945: Democracy and dictatorship
- Conflict and tension between East and West, 1945–1972
- Britain: Health and the people: c1000 to the present day
- Elizabethan England, c1568–1603
Hospitality & Catering
In food at KS3 students are taught how to prepare and cook safely, applying the principles of nutrition and healthy eating. Students cook predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet.
- To be able to plan, prepare and cook a range of dishes that enables students to lead a healthy lifestyle.
- To know and understand the nutrients and function of ingredients in the dishes they cook or consume.
- How food is produced and the impact this has on the environment.
The curriculum is continually reviewed and updated each year to improve progress. This is dependent on NC/Exam board requirements and students cohort ability.
At KS3, pupils cook a variety of dishes on a mixed ability carousel. Each unit of work lasts 8 weeks and the KS3 course last three years. The KS3 course is designed to prepare students for the necessary skills required for KS4 Hospitality and Catering and beyond.
Results are outstanding with 100% Level 2 Passes 2019 in The Level 1/ 2 Award in Hospitality and Catering.
SoW across KS3 have been designed with the Level 2 Award in Hospitality and Catering specification points in mind. These points have been worked back through down to year 7 whilst also using the Department for Educations ‘Food Teaching in Secondary Schools’ and the National Curriculum.
The content is well sequenced over the 8-week rotations in KS3. Lesson plans are updated regularly.
KS4 units of work and split up and are taught then assessed with a written exam. Results of these unit tests are on G4S. Folders are used with dividers to keep each section of work together with its PAS with key words and unit test.
The development and progression of skills is a major focus throughout both KS3 and 4. Key Level 2 Award terms and vocabulary are often referenced and investigated at KS3 to build the foundations for the KS4 course. Pupils at KS3 will often undertake example Level 2 Award tasks. KS4 pupils have a practical skills and evaluation tracking sheet, that is used to identify their current performance against the Level 2 Award marking criteria. Each practical is a possible example of a dish that could be used in their final practical 3 hour exam that takes place in February.
Assessment at KS3 is at a minimum of two set points; mid-point teacher/peer assessment and an end of unit assessment.
A combination of formative and summative assessment is used throughout KS3 to determine current progress. Verbal feedback, along with peer/self-assessment is used to predominantly at the mid-point. Exemplar KS4 work is used to model and scaffold key pupils.
The sequence of lessons and units of work at KS3 has worked well in building knowledge, particularly with GSCE concepts and terminology. This helped to bridge the “gap” when pupils try the course at GCSE.
An area for further development is the practical hand skills, as for some pupils this an area that would benefit from more time. Many pupils elect to study GCSE D&T and some struggle with the practical aspects of the course.
Schemes of Learning: Projects are updated and improved to accommodate the learners on reflection of short- and medium- planning. The linking of GCSE theory and vocabulary to KS3 SoW has worked well, as evidenced by GCSE progress of at all least at or above national averages.
Assessment design: The current assessment process at KS3 does work overall, and pupils can actively reflect and improve on work with mid-point assessments.
Modern Foreign Languages at Winchcombe School.
Welcome to Modern Foreign Languages at Winchcombe School. Our aim is to encourage all students to broaden their horizons and embrace language learning opportunities.
With the total number of speakers increasing steadily over the past decade, Spanish is currently the 2nd most spoken language globally, opening the door to communicate with the 550 million Spanish speakers of the World.
Compared to many other languages, Spanish is easy because most words are spelled phonetically, which means less time spent learning complicated and confusing spelling rules and a better chance of getting pronunciation right.
English has many words of Latin origin. Spanish, one of the Romance languages, comes from Latin which means some of the words are similar. Since Latin roots are the basis of so many English words, especially scientific and technical words, knowledge of Spanish helps us to expand our own vocabulary.
Spanish speakers are a huge asset for companies to tap into and Spanish speaking countries have excellent business prospects, which makes Spanish speakers more valuable than ever to corporations.
We teach both Spanish and French from Key Stage 3 to Year 11. There are three members of our department:
- Ms. Beard (who is also Head of Phase)
- Mrs. Hastings (who is also Head of Phase)
- Mrs. Playfair (Head of MFL)
All teach both languages in the purpose built MFL area comprising rooms 22, 23 and 1. All classrooms have projectors, interactive whiteboards and speakers, and we are well resourced with textbooks, cds and dvds. We use authentic materials such as songs and videos from the internet to introduce students to the culture in Spanish and French speaking countries.
We bring language learning alive with games, subscribing to Linguascope. All students have personalised digital access to all textbook resources. All KS3 students can access vocabulary booklets on Sharepoint and GCSE students are given a textbook as well as having independent access to additional resources from the school website. We set all homework on the VLE and upload all test / exam results onto Go4 Schools which parents can monitor.
In Year 7 all pupils study Spanish
In Years 8 and 9 the most able linguists learn French as well as Spanish
Our current Year 7 Spanish Scheme of Work broadly follows Viva 1. Topics include describing family, school, the home, directions and places in towns, hobbies and holidays.
As part of a variety of resources we use the differentiated textbooks in Years 8 and 9
Studying a language at GCSE is strongly advised. With the importance of the EBacc, from September 2016 all students in Year 7 are required to continue one language at GCSE. For students who have already studied both languages there is the choice of either French or Spanish. Continuing both to GCSE is a highly recommended option and several of our students have gone on to pursue their language studies at AS at local 6th form centres.
At GCSE we use the AQA exam board. The key themes are: Identity and culture; Local, national, international and global areas of interest; and current and future study and employment. Our Scheme of Work follows the GCSE AQA textbooks for both French and Spanish.
Our extra-curricular activities have included a Japanese club every for all students in Years 7-11. We are developing our penfriend links with Collège Jacques Brel near Rennes in Brittany, and liaise with the History department to enable students to practise their French and experience French culture for themselves in Year 9. In addition we have led a KS4 Spanish trip to Valencia. We also have a partner school, Tsurumine High School in Tokyo. We were the first Gloucestershire school to lead a trip to Japan in 2017.
Throughout the year we celebrate events such as European Day of Languages and provide further enrichment opportunities such as welcoming visitors from Japan. We are committed to inspiring each student to enjoy the exciting and rewarding experiences of languages by equipping them with the skills to be successful global citizens.
The ambition of the Mathematics Department is to mould young people into logical thinkers, able problem solvers and lifelong mathematicians as a product of stimulating and reflective teaching. Our expert team of enthusiastic specialists strive to promote interest, curiosity and enjoyment in the learning of Mathematics by providing a supportive yet challenging environment, where pupils believe they can achieve.
Maths: Simplifies life, multiplies opportunities
- To ensure that all students progress from their individual starting points. Identify gaps and ensure T&L is adapted appropriately, making sure students are supported, as well as, challenged.
- Throughout KS3 and KS4 the key topics that underpin the curriculum are: Number, Algebra, Ratio & Proportion, Geometry and Statistics. Each year the expectations increase and students build on their prior knowledge.
- The curriculum design is reviewed each year, we currently run a mastery style programme to give students time to think deeply about their topics and how it applies across other modules. Students can develop their confidence and understand how different concepts link together.
- Maths groups are organised in such a way that similar ability students can work together from Year 7 and the work covered can be differentiated appropriately. All students are supported and challenged to develop their skills. Assessments are carried out at the end of each unit and termly, groupings are regularly reviewed following these.
- The curriculum plans have been reviewed and adapted over the last few years. Subject teachers are able to put forward their views and schemes have been updated. Teachers are integral to the design of the modules and the skills covered. We also take input from local Maths Hub groups and PIXL conferences.
- The SOW used in the department gives clear outcomes and this enables the teachers to create detailed sequenced plans for their classes. The overall plan is displayed centrally, enabling all teachers to keep track on pace and timing. Assessments are carried out at the end of each term to assess the students learning.
- The Kangaroo KS3 SOW has clear progression from Year 7 to 9, the AQA GCSE course then develops knowledge and understanding further.
- The skills and expectations of the work is made very clear to students. Links between prior learning, as well as, how the learning links to future topics is made clear to all students.
- All students are given to opportunity to complete ‘Core’, ‘Challenge’ and ‘Aim Higher’ tasks in their lessons.
- KS3 Assessments this year have been designed to assess the topics covered and to check for understanding and identify any gaps. These are completed at the end of every full term. Students are given support in preparation and have access to a number of revision materials to help them.
- KS4 students complete GCSE past papers to give them the best preparation for the real thing. Time is spent reviewing the paper and identifying misconceptions and gaps.
- Revision materials and websites are available to all students
- Assessments are designed to assess the students’ understanding and help inform the planning of future topics.
- Assessments will identify gaps which may need to be revisited by the teacher. They also identify misconceptions that may need to be reviewed in class.
- In KS3, the new mastery style approach is enabling students to create links between topics and build confidence, knowledge an understanding. We are spending more time ensuring students appreciate the applications of key topics in real life and how they link across other subjects. Assessments are carried out at the end of each unit, as well as, at the end of each full term.
- In KS4, the curriculum also follows a mastery style approach, grouping similar topics together to enable deeper understanding. This is a new approach and the impact of which will be seen in the summer.
Year 10 complete unit assessments and then an End of Year exams.
Year 11 complete mocks in Nov/Dec and another set in Feb/March.
The curriculum aims to engage and inspire creativity, confidence, enjoyment and an understanding of the cultural importance of Music through engagement with a range of music from different times and places. Knowledge and understanding of musical techniques and processes are developed through the integrated skills of Performing, Composing, Listening and Appraising so that pupils become increasingly confident musicians and may wish to engage in further musical opportunities beyond the classroom. The practical focus of the curriculum enables the development of important transferable skills which can be applied beyond the music classroom such as perseverance, resilience, team work and problem-solving.
- Music is a one-person department, delivered by the HoD. This allows consistency across classes / year groups and key stages as well as the ability to be flexible and adaptable to the needs of learners.
- KS3 Music is topic-based but skill focussed with the aim of integrating Performing, Composing and Listening.
- Tasks at KS3 are practical-based and topics interrelate/build upon previous learning/skills.
- 10 minute starters are now used largely as opportunities to develop Listening skills.
- Lessons at KS3 are delivered on the Creative Arts/Tech carousel (2 X 16 lessons for years 7 and 8, 2 X 12 lessons for year 9), positives of which are smaller class sizes allowing for greater individual support and scope for practical activities.
- Topic content at KS3 is regularly reviewed, developed and refined. Resources are largely developed in-house and are therefore bespoke with contributions from subscription sites “Focus on Sound” and “Musical Contexts”.
- The KS4 music course follows the OCR GCSE music syllabus. Resources are developed in-house and adapted from Rhinegold OCR GCSE Music publications, OCR, Focus on sound and Musical Contexts (subscription sites).
- Assessment at both key stages is based upon the three skill areas of Performing, Composing and Listening.
- Pupils complete a self evaluation at the end of each unit of work in order to review and make targets.
- Each year group has a document detailing the expected outcomes at the end of the year for each of the three skill areas. Tasks are designed with this in mind and specific assessment criteria provided.
- Pupils are assessed based upon OCR exam board marking criteria.
- An inclusive curriculum which allows all pupils to experience the benefits of physical activity by developing fundamental skills which will lead to lifelong participation. The curriculum has been designed to promote a health body and mind. A blend of different sporting topics allow each pupil to experience physical activity as a team member and as an individual.
- Links are made to the local community by promoting extra-curricular clubs with ambitions of pupils joining sporting clubs outside of the school environment.
- At Key stage 4 pupils can experience both practical the theoretical elements that Physical Education can offer. During practical lessons pupils will build upon previous learning and develop understanding on a skill and match situation.
- The PE curriculum is designed to complement the different stages within the year. Sporting topics and activities are taught when the season allows. For example Athletics with the summer term.
- Cambridge Nationals Sport was introduced in 2018 to allow pupils to access the KS4 curriculum across the breadth of attainment.
- Due to changes in GCSE syllabus KS3 topics has been modified. Table tennis has been introduced at KS3 as viable option for GCSE pupils. Athletics and tennis focus in summer term to allow pupils to develop techniques in preparation for KS4 GCSE level. Tennis links have been made with Winchcombe Tennis club to develop links for pupils.
- Cambridge Nationals and GCSE PE are now options in the same option block to allow pupils to access PE at KS4 easier.
- Pupils are assessed based upon OCR exam board marking criteria for Cambridge Nationals & AQA for GCSE PE.
- Resources for both CGSE PE and Cambridge Nationals have been developed with collaboration with local schools and CPD opportunities.
- Links with local sport clubs has developed creating more opportunities for Winchcombe pupils. For example Winchcombe football club, Winchcombe tennis club and Cheltenham Harriers.
Religion, Ethics & Philosophy
An inlcusive curriculum providing every student with the opportunity to experience all 3 strands of the subject; religion, ethics and philosophy, which forms the basis for further study. REP supports the personal development of students, enabling them to be curious, intellectually challenged, grapple with challenging personal and social moralities (Lundie’s models 3&4). The curriculum has been designed to allow for the development of skills, to support natural developmental stages (Piaget), prepare students for life in modern multifaith Britain, to be mindful global citizens. The blend of thematic and systematic units allow for depth of study alongside comparative work and application of beliefs. Links are made with students’ own lives, global events and the local community so that students appreciate the positive impact of faith. This subject area is named to reflect the academic nature of the subject at University, and study units & assessment skills have been chosen to best support GCSE and A-level. The spiralling curriculum allows students to reflect upon earlier learning, build learning and move from factual to complex evaluation of the subject. For example: year 7 Hindu beliefs about God & the use of physical images including female and animal, year 8 Hindu beliefs about the soul and ahimsa, starting to put beliefs into practice, to year 9 Hindu perspectives on suffering and stewardship. This development of learning sets the foundation for the detailed study of Hinduism at GCSE, but for those who do not choose this option, they have an overview of this local faith.
Curriculum is structured into 3 topics per year group (ideally one per term) and assessment of both skills is completed for each topic. At KS3 each year has a theme for which the topics feed into and links are made between topics. The skills being assessed get more complex each year preparing for GCSE & beyond. This is especially the case for AO2 evaluation – students have copies of the criteria in books, showing ‘challenge’ goals which are the criteria for the year ahead, so that student can see progression of their work.
SOW’s are designed to blend consistency with diversity; the idea is to have a familiar look to the lessons to build confidence with tasks, but with sufficient variety to capture curiosity and enthusiasm. Every lesson for every topic has been planned and resourced by the HoD and is review annually, using student voice.
The outcome of assessments is used to inform learning progression and understanding. Time is flexible so that lessons can pause to go over topics or alter the sequence of lessons. For example; the new Sikhism was updated as a planned documentary to use disappeared from you tube, but additional lessons on seva and the langar was introduced to develop learning and link with the new school value of stewardship. From 2019/20, quizzes, word matches and ‘starter for 5’ were introduced for starters to embed knowledge and key words. Lessons are expected to be challenging, so that students are encouraged to question, explore, be curious, evaluate; with an emphasis on high literacy levels and with students encouraged to develop perr answers or challenge their responses.
Data is reviewed after each assessment, comparing across groups and checking that individual students are working in line with their ability. This enables personalised goals and 1-1 conversations. Data is recorded and analysed by skill and topic.
At GCSE a detailed reflection and discussions with students takes place after formal exams. For 2019/20, timed tests were introduced from October of year 10, mixing planned topics with unplanned topics. Final GCSE data is analysed in August, after results, by target group, gender, and results drilled down by question using ERA. This informs planning for the forthcoming year.
It is important to note that for REP progress may not be evidenced in writing but may be a personal development for a student. To reflect this at KS4 Ethics we use Progress Records for students to track their own personal reflections from lessons linked to skills which are used post 16/in work place.
Science at Winchcombe School is based around the founding principles of our school. (ASPIRES)
We believe that science should be relevant to pupils and should not be seen as isolated school study. Science underpins the understanding of the world we live in and the understanding of scientific concepts allows pupils to grow up at the crest of technological developments.
Our programme of study progresses throughout key-stage 3 and 4. Assessments are carefully designed to develop the skills pupils need for GCSE. We build on knowledge and understanding of key concepts as well as thinking skills and hands on practical experience.
Our curriculum is based around The National Curriculum, supported by Pearson’s Exploring Science 7, 8 and 9 and Oxford GCSE Kerboodle. At GCSE we follow the AQA Combined Trilogy and the AQA Biology, Chemistry and Physics specifications. Our lessons are created to inspire curiosity and engage pupils in practical, hands on science. In return we expect pupils to learn scientific terms and develop their understanding of scientific concepts whilst applying these to familiar and unfamiliar situations. AQA GCSE curriculum allows us to teach as separate sciences for our more able pupils, combined trilogy to give pupils a breadth of study across all three scientific disciplines and Entry level certificate to support our foundation learners. This is combined with extra time for our most able pupils and our foundation learner’s, helps support pupils in a curriculum that meets their needs.
A core of lessons has been pre prepared to support teaching of the GCSE science curriculums. Teachers have differentiated resources and scaffold learning to enable pupils to achieve the best of their ability.
Key Stage 3 – The lessons show a progression in terms of building knowledge and applying skills to the topic of study. In addition to this, each topic introduces a literacy skill related to the science they are studying and a working scientifically skill that helps pupils apply the science to an everyday example.
Key Stage 4 – Each subject discipline follows a route through the course that is sequenced to help build the best understanding of the subject matter. Usually at GCSE there is an underlying concept that follows through the topic or sequence of topics. Whilst literacy is not directly taught at GCSE, IMPROVE cards are used to support 6 mark questions and exam technique is taught as an integral part of the topic.
At Key Stage 3 work is assessed in a number of ways.
- Tests – modified assessments to meet the needs of our curriculum.
- Tasks – Written assessments based on a prescribed marking criteria to summarise the works covered in the topic.
- Practical Assessments – The development of practical skills based on a prescribed criteria.
At GCSE each topic is concluded with an end of topic test using past exam questions on the area they have just studied.
Following each assessment, pupils complete a PAS sheet to review their understanding and evaluate their learning in that area.
Teachers use marking and pupil performance in assessments to evaluate and inform their teaching. In addition to this, teachers use department time to discuss, evaluate and refine the teaching across all years.
At GCSE, the most recent exam papers are utilised for Mock exams to represent an experience as close to the real thing as possible. In addition we support revision with a number of resources including past GCSE papers taken from the same specification that the pupils are sitting.
At KS3 pupils make good progress.
GCSE combined Science results have been above the national average for Grades 4+. This is evidence to support that out pupils are learning the content required for a grade 4+.
GCSE Biology results are above the national average for grade 4+ (100%).
GCSE Chemistry results are a little below national average for grade 4+ (83%).
GCSE Physics results are in line with the national average for grade 4+ (90%).