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Subject ENGLISH Head of Subject Mrs A Quine
Curriculum Organisation
Each student will study four lessons of this subject each week Groups in this subject are
based on assessment information
Subject Content
What is studied over the Academic Year
Term 1 Fun with Writing using language for effect varying sentence structures
crafting writing proof reading and editing
Poetry - War Poetry knowing key poetic and analytical terms analysing
writerrsquos use of language and structure comparing poems
Term 2 Novel reading and analysing a text exploring characterisation exploring
themes analysing how a writer uses language and structure understanding
context
Jaws writing module developing skills in writing to review and revising and
building on creative writing skills from Term 1
Term 3 Shakespeare Henry V or Julius Caesar ndash understanding the play analysis
of Shakespearersquos use of language persuasive language comparison
between texts
Preparation for Exam ndash Reading unseen texts and Writing to Describe or
Narrate
There may be some variation in order where classes are shared between teachers
How are students assessed
Students are assessed on Reading Writing and Speaking and Listening in most modules
Assessments are linked to the work in the module and are awarded a National Curriculum
Level Students are given targets to work on to encourage progression in each strand The
extended writing tasks are designed to prepare students for the demands of KS4
What skills are developed
Creativity analysis empathy groupteam work expansion of vocabulary self-expression
awareness of media influence on every-day lives social and moral exploration
independent thinking ability to evaluate and reflect on own work
What equipment is needed
Pens pencils ruler rubber sharpener colouring pencils small dictionarythesaurus
How can parents help
(a) Encourage your child to read a variety of texts on a regular basis (b) Examine exercise books on a regular basis and encourage neatness (c) Feel free to offer some help with checking homeworktesting vocabulary etc
Subject MATHEMATICS Head of Subject Miss O Graham
Curriculum Organisation
Each student will study four lessons of this subject each week Groups in this subject are
setted based on assessment information
Subject Content (this will vary slightly depending on the set)
What is studied over the Academic Year
Term 1 NUMBER decimals fractions rounding ratio number properties
proportion percentages
ALGEBRA manipulating expressions sequences equations graphs
Term 2 GEOMETRY AND MEASURES angles constructions mensuration
GEOMETRY MEASURES amp PROBLEMS coordinates transformations
symmetry Pythagoras trigonometry
Term 3 STATISTICS presenting data probability averages
Students will begin their GCSE course during Summer Term 2
How are students assessed
Initial assessment test
Homework tasks
Module tests
End of year examination
End of key stage examination
What skills are developed
Mathematical thinking skills
Information processing skills
Enquiry skills
Creative thinking skills
Reasoning skills
Evaluation skills
Ability to formulate clear and concise solutions to problems
What equipment is needed
Pen sharpened pencil ruler graduated in cm and mm scientific calculator eraser
protractor pair of compasses
How can parents help By ensuring students always bring the correct equipment and books to lessons
By ensuring homework is completed and brought in for deadlines
By supporting students in preparation for module tests and end of year examination
Subject SCIENCE Head of Subject Mr M Buchanan
Curriculum Organisation Students will study four lessons of this subject each week Units are taught in 20 lesson sections and students are rotated between specialist teachers They will take six units in Year 9 (2 x Biology 2 x Chemistry 2 x Physics)
Subject Content Students finish their KS3 studies in the first half of the year Students
start their study of IGCSE Science with topics in Biology Chemistry
and Physics in the second half of the year
What is studied over the Academic Year
KS3 Curriculum C23 Metals and Acids C24 The Earth P23 Motion and Pressure
KS4 Curriculum Principles of Biology
Foundations of Chemistry
Forces and Motion (Physics)
How are students assessed
Each unit of work is assessed by homework assignments in-class knowledge checks and
an end of unit summative test
What skills are developed
Practical and enquiry skills Use a range of scientific methods and techniques to
develop and test ideas and explanations assess risk and work safely in the laboratory
field and workplace plan and carry out practical and investigative activities both
individually and in groups
Critical understanding of evidence Obtain record and analyse data from a wide range
of primary and secondary sources including ICT sources and use their findings to provide
evidence for scientific explanations evaluate scientific evidence and working methods
Communication Use appropriate methods including ICT to communicate scientific
information and contribute to presentations and discussions about scientific issues
What equipment is needed
Activate and IGCSE textbooks are available in laboratories Students also have access to
an online textbook and online revision resources for the KS3 material Students should
come to all Science lessons equipped with pens pencils rulers and calculators
How can parents help
We should be most grateful if you would talk to your child about what they are learning in
Science lessons and encourage them to extend their knowledge and experience of the
subject at every opportunity Please contact us immediately if you have any concerns
Subject ART Head of Subject Mrs V Blackburn
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Term 1 Drawing and Painting Module Students will focus on developing knowledge skills
and understanding gained in units one and four They will be encouraged to record
observations insights and ideas in a range of media and on a variety of different
scales They will explore the formal elements with particular emphasis on mark
making observation composition and scale
They will work individually andor in groups to develop a creative personal
response They will produce a series of related homeworks
Term 2 Printmaking This unit continues to build on previously developed skills to further
explore printmaking specifically lino printing Students will study the work of
relevant artists designers andor craftspeople and will be encouraged to respond to
this in an appropriate way They will record observations through drawing painting
and digital photography They will develop ideas considering the formal elements
and use both traditional and digital media to produce a design for a two ndash cut lino
print Students will then explore lino printing techniques producing a creative
personal response to a given theme They will produce a series of related
homeworks
Term 3 Ceramic module Building on skills knowledge and understanding developed in
units two and five students will develop a body of work focusing on ceramic slab
building techniques Students will continue to develop an awareness and
understanding of the work of other artists designers craftspeople and record
observations in forms appropriate to intentions They will relate this to their own
work to assist with the development of a creative and personal response They will
produce a series of related homeworks
How are students assessed Assessment will take place throughout units of work with students receiving an overall National Curriculum level and effort grade at the end of each unit The department makes use of the following assessment strategies bull Formative Assessment bull Holistic Assessment bull Self-Assessment bull Peer Assessment All work is marked in accordance with National Curriculum Levels
What skills are developed
Exploration of mark making mixed media and genre Slab building Two-cut lino printing
What equipment is needed
Paper pencils charcoal biros oil pastels paint coloured pencils clay clay tools slab
roller storage boards material for impressing collagraph material ink rollers pallets
How can parents help
Ensure homework is done on time
Subject DESIGN amp TECHNOLOGY Head of Subject Mr J McCubbin
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Product This area of DampT incorporates what the pupils have learn in Resistant
Design Materials and Product Design in previous years Students will design and create a
project using these skills Continuing to utilise CAD amp CAM (Computer Aided Design
Manufacturing) and hand skills students will identify Target Markets and Design
and Make products from Wood Metal Plastic and other materials
Textiles Using the inspiration of local artists Nicola Dixon Kate Jerry and Colette Gambell
with their love of the seaside and Celtic design pupils are to experiment with a
variety of different textiles techniques to design and create an imaginative
accessory outcome based upon their work Evaluation and development and
creative flair are key to this project
Food Students will start their time in Food covering a series of focused practical tasks to
build on their making skills The course is designed to give students a taste of Food
and Nutrition at GCSE level with strong emphasis on designing and making new
recipes aimed at a specific brief Topics covered will include investigation methods
sensory testing recipe development and practical skills
Graphics Students will analyse the way in which we communicate through the graphic image
They will learn how to use desktop publishing programmes to create their own
graphic images and will then learn how these images could be applied to alternative
documents such as advertisements At the end of the unit students should have a
confident understanding of how to use Photoshop and apply it to their own work in
anticipation for students embarking on a GCSE in Graphic Communication
How are students assessed
Students are assessed using National Curriculum Levels for the designing and making of
various products in the various material areas of Design and Technology
What skills are developed
The development of their design skills including the ability to research analyse create ideas
and develop them plan and organise the production of a product and evaluate the end
result They are also developing their making skills in all the different materials available
including their knowledge of tools and equipment and processes
What equipment is needed
When working in workshops they might need aprons they will need to bring in various
ingredients for Food projects
How can parents help
Encourage students to be observant of designs and question how and why they are
different
Subject FRENCH Head of Subject Ms A Beales
Curriculum Organisation
Students who opt to continue with French will study two lessons of this subject each week
Subject Content
What is studied over the Academic Year
Studio 3 Module 1 Teenage Lifestyle
Module 2 Healthy Lifestyle
Module 3 The World of Work
Module 4 Holidays
Module 5 The Environment
How are students assessed
Students are assessed throughout the year in the four skill areas of listening speaking
reading and writing and these assessments are used to inform National Curriculum Levels
and help individuals make personal progress
What skills are developed
The Year 9 course is based on Studio 3 ensuring comprehensive coverage of the five
strands of the Modern Foreign Language Framework creating a strong foundation for
GCSE French
Words
Sentences
Texts reading and writing
Listening and speaking
Cultural knowledge and contact festivals and celebrations music and cinema all of
which are important strands for GCSE as well as A-level French
What equipment is needed
Each student is provided with an exercise book and a textbook which they need to bring to
each lesson as well as the normal school equipment planner pen pencil crayons and
ruler
How can parents help
Encourage students to use the interactive websites wwwlinguascopecom and quizlet (fun interactive websites that help students learn revise and consolidate vital vocabulary and complex sentences) as well as wwwitslearningcom (for homework assignments and music videos and film clips)
Subject GEOGRAPHY Head of Subject Mr T Kelly
Curriculum Organisation
Students will study two lessons of Geography each week Classes are taught in mixed
ability groups
Subject Content
Year 9 ndash lsquoGeographical Issuesrsquo ndash A focus on Analysis
Topic 1 ndash Environment amp Resources
Describing and explaining how natural resources are exploited and how they are impacting
the environment
Analysing the use of sustainable resources to manage future energy needs
Topic 2 Antarctica
An analysis of how the environment in Antarctica affected the lsquoRace to the South Polersquo
Topic 3 Rainforests
A detailed description and explanation of the processes involved in the rainforest
An analysis into the exploitation of the rainforest by humans
Topic 4 Coasts
A description and explanation of the features and processes found along the coast
An analysis of why the coastline should be managed and how this can be achieved
How are students assessed
Teacher self and peer assessment against the National Curriculum levels using a variety
of techniques including
- Written tests
- Research projects
- Group presentations
What skills are developed
Students will develop the full range of the Employability Skills as well as key Geographical
skills focussing on the analysis of current issues facing humankind Students will also
develop the ability to appreciate alternative viewpoints and challenge their own
understanding of complex topics
What equipment is needed
Students will be issued with an exercise book required for each lesson and should attend with basic school equipment
How can parents help
Reading about and discussing current affairs (such as Climate Change and the Amazon Rainforest) with your child will encourage them to link classroom theory with the lsquoreal worldrsquo This will improve the quality of discussion in lessons and in their exam answers
Subject GERMAN Head of Subject Frau Kelly
Curriculum Organisation
Students who opt for German in Year 9 will have two lessons a week They will be
taught either in sets or in mixed ability groups depending on numbers
Subject Content
What Is Studied Over The Academic Year
Kapitel 2 Bist du ein Medienfan (ldquoAre you a media fanrdquo)
Kapitel 3 Bleib gesund (ldquoStay healthyrdquo)
Kapitel 4 Klassenreisen machen Spaszlig (ldquoSchool trips are funrdquo)
Kapitel 5 Wir gehen aus (ldquoWersquore going outrdquo)
How Are Students Assessed
Students are continually assessed in the four skills of listening speaking reading and
writing formally and informally against National Curriculum Levels throughout the year
through end of module tests classroom performance and pairsmall group work as well
as exercises completed in class or at home
What Skills Are Developed
The Stimmt 2 course features a wealth of activities for individual work both at home and
in class to deepen and broaden their knowledge skills and understanding In addition
constant reference is made to National Curriculum Level descriptors so that students
can set their own improvement targets throughout the year encouraging them to take
responsibility for their learning By the end of Stimmt 2 pupils have the opportunity to
reach NC Level 7 They will learn many skills in Year 9 which will help prepare them for
the demands of the GCSE syllabus including translation
What Equipment Is Needed
Students will be provided with an exercise book and textbook which must be brought to
every German lesson as well as their standard school equipment
Access to the internet is also advantageous so pupils can take full advantage of excellent
language-learning websites such as wwwlinguascopecom memrisecom or quizlet as
well as to be able to access homework assignments on google classroom Laptops andor
iPads are also available in teaching rooms to allow students to access these sites at breaks
or lunchtimes
How Can Parents Help
Parents can help by encouraging their child to complete all homework on time and by
ensuring that it is done to the best of their childs ability presented neatly and checked
for errors They can also help their child to rehearse answers for modular speaking tests
Subject HISTORY History Department
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Year 9 History is based around the concept of lsquoConflict and Co-operationrsquo
Term 1 Who was Jack ndash A Historical Enquiry on lsquoWhy was it so difficult to capture
Jack the Ripperrsquo
Why should we remember the First World War
Term 2 Was the USA lsquoroaringrsquo in the 1920rsquos
Was Al Capone a gangster or a hero
The rise of the Dictators and the Road to War
Term 3 The experience of the British people during the Second World War
Conspiracy Theories in History
How are students assessed
Homework will be set regularly and specific coursework exercises and presentations will be
assessed as part of the studentsrsquo yearly profile There are four core assessments through
the year which help to inform our overall judgment on pupilrsquos attainment
What skills are developed
We aim to introduce students to the social and communication skills that they will use later
in life and it is common for students to be involved with group work for example to give
presentations We encourage the historical skills involved in using sources and analysing
evidence and interpretations of the past We also emphasise the importance of explaining
and communicating ideas and arguments effectively
What equipment is needed
Students will be issued with a notebook which they will need for every History lesson They
will also need a pen pencil ruler rubber coloured pencils and their school-issued planner
Above all they will need to bring a lively sense of enquiry
How can parents help
All parental support is welcomed in this subject area whether that is help with the
Literacy skills that are so important or encouragement to do a little extra research during
Homework any help you can contribute will be appreciated
Subject Performing Arts (DANCE) Head of Subject Miss E Wainwright
Curriculum Organisation
Each student will study two lessons of Dance a week for 8 weeks on a Performing Arts carousel
with Music and Drama Students will then opt for one of the Performing Arts specialisms and
continue to develop their skills in this subject for the remainder of the academic year
Subject Content
What is studied over the Academic Year
Carousel 1 Title lsquoStyles of Dancersquo
Throughout this carousel students will take part in workshops based on different
styles of dance The styles of dance will range from contemporary jazz street
dance musical theatre and capoeira to the haka and social dancing such as barn
dance The students will understand the fundamental key features of these genres
and their stylistic qualities and will be able to develop learnt phrases working both
within groups and independently Choreographic devices such as retrograde
accumulation mirroring and dynamics will be used to develop and adapt the
movement The students will watch professional works to be inspired and
appreciate dances of different genres Discussions will occur focusing on how
dance has developed historically and how historical events and fashions have
influenced the changes
Opted carousel Title lsquoAppreciation of movementrsquo
Students that have opted to continue with Dance for the rest of the academic year
will begin to watch and understand professional work Looking at different dance
and physical theatre companies who use different styles of dance and
understanding how works are created Students will also take part in technique
lessons to develop physical performance and interpretative skills
How are students assessed
Throughout all Dance lessons students will be assessed verbally and advised on how to improve
their various movement performance evaluation and teamwork skills Studentsrsquo performances will
be recorded and assessed at the end of each carousel Peer and self-assessment are used to help
develop key understanding and interpersonal skills
What skills are developed
Physical technical skills such as stamina strength and spatial awareness As well as performance
confidence leadership self-presentation teamwork collaboration self-awareness self-discipline
time management rehearsal techniques and organisational skills The ability to have an open mind
and to move beyond boundaries and explore with different ideas Communication skills critical and
research skills are also developed within Dance lessons using evaluation to allow students to give
and take constructive criticism
What equipment is needed
PEGames kits students can wear tracksuit bottoms or leggings for Dance lessons
How can parents help
Parents can support students in their organisational skills by ensuring appropriate practical Dance
wear is packed the evening before
Subject PERFORMING ARTS (DRAMA) Subject Leader Mrs H Greenlees
Curriculum Organisation
There will be a Performing Arts carousel in Year 9 that will allow students to have lessons
in Music Drama and Dance So each student will have up to a eight week block rotation
with two lessons a week
Subject Content
What is studied over the Academic Year
Project 1 Script Alive
Pupils will explore several scripts and use techniques and exercises to help them unlock
their acting and staging abilities to make effective performances They will work on how they
can effectively show location in their work using the fourth wall concept minimal set and
mime They will use the naturistic style of acting to develop their characterisation skills
Pupils will have to learn script for their assessment
Project 2 Thematic work
Pupils will look at a key themeissue and explore it including techniques such as role-play
improvisation still image show and tell and tableaux Pupils will incorporate music and
lighting into their work to help add atmosphere to their work The module is about how drama
can tell an important story and communicate meaning to an audience
How are students assessed
There will be ongoing assessment through verbal and written teacher feedback on
homework practical and end of module performances
Key assessments 1) Script Alive 2) Tableaus
What skills are developed
Confidence presentation skills teamwork and collaboration memorising lines self
awareness awareness of issues discussed self-discipline time management and
organisational skills an open mind and the ability to move beyond boundaries and
experiment with different ideas communication skills analytical critical and research skills
the ability to cope with criticism and learn from it stamina use of voice and movement of
body using drama techniques in performance learning about key concepts in drama such
as Naturalism and Gestus
What equipment is needed
Use of drama equipment in lessons and some extra props or costumes brought from home
How can parents help
Encourage pupils to learn their lines as this is good for improving skills in memorising and
help them produce a better piece of performance If they show an interest in the theatre and
drama encourage them to go to see live performances and get involved in school drama
clubs and productions either in technical or an acting capacity
Subject PERFORMING ARTS (MUSIC) Head of Subject Miss J Withey
Curriculum Organisation
Each student will have 2 Performing Arts lessons a week in a subject carousel They will
study Music Dance and Drama in eight week blocks Then before Easter of Year 9 they will
be able to prioritise a subject to study in the final term to help prepare for GCSE work
Subject Content
8 Week Rotation in Music
Main Project 1 lsquolsquoFilm Music and Soundtracksrsquo This project focusses on three genres of
film soundtracks Students begin by exploring Leitmotifs and how they have been used to
represent certain ldquocharactersrdquo or ldquosituationsrdquo in films before exploring how Themes have
been used in film soundtracks and performing a number of ldquoJames Bondrdquo
Themes Students compose their own soundtrack to the new James Bond film trailer ldquoNo
Time to Dierdquo learning how film composers use ldquoCue-sheetsrdquo to create music to fit with exact
timings
Mini Project 2 lsquoJazz and Bluesrsquo Students will be developing an understanding of bass
lines and chords as a harmonic foundation upon which a melody can be constructed They
learn about the history origin and development of the Blues and its characteristic 12-bar
Blues structure They also explore the effect of adding a melodic improvisation using the
Blues scale and the effect which ldquoswungrdquo rhythms have as used in jazz and blues music
After Easter Students will be asked to concentrate on both the theory of music reading
music notation performance skills on their own instrumentvoice and gain an understanding
of lsquoThe History of Western Musicrsquo
How are students assessed
Throughout all lessons students will be assessed through verbal and written feedback and
advised on how to improve their various skills with a view of work in progress and final
performances Music assessment comes under five categories 1) Knowledge with Listening
skills 2) Exploring Music 3) Composing 4) Performing and 5) Evaluation
What skills are developed
Listening appraising performing and composing skills will be developed Personal skills
such as working with groups and sharing ideas will also take a lead in this subject Being a
self-manager creative thinker and reflective learner is very important in music
What equipment is needed
Untuned and tuned percussion instruments electric keyboards computers musical scores
and a variety of listening and visual material
How can parents help
Encourage students to research or practise any work that is set for homework Encourage
them to do wider listening online to classical radio stations and programmes Learn key
words and try to apply to music they hear in everyday situations
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject MATHEMATICS Head of Subject Miss O Graham
Curriculum Organisation
Each student will study four lessons of this subject each week Groups in this subject are
setted based on assessment information
Subject Content (this will vary slightly depending on the set)
What is studied over the Academic Year
Term 1 NUMBER decimals fractions rounding ratio number properties
proportion percentages
ALGEBRA manipulating expressions sequences equations graphs
Term 2 GEOMETRY AND MEASURES angles constructions mensuration
GEOMETRY MEASURES amp PROBLEMS coordinates transformations
symmetry Pythagoras trigonometry
Term 3 STATISTICS presenting data probability averages
Students will begin their GCSE course during Summer Term 2
How are students assessed
Initial assessment test
Homework tasks
Module tests
End of year examination
End of key stage examination
What skills are developed
Mathematical thinking skills
Information processing skills
Enquiry skills
Creative thinking skills
Reasoning skills
Evaluation skills
Ability to formulate clear and concise solutions to problems
What equipment is needed
Pen sharpened pencil ruler graduated in cm and mm scientific calculator eraser
protractor pair of compasses
How can parents help By ensuring students always bring the correct equipment and books to lessons
By ensuring homework is completed and brought in for deadlines
By supporting students in preparation for module tests and end of year examination
Subject SCIENCE Head of Subject Mr M Buchanan
Curriculum Organisation Students will study four lessons of this subject each week Units are taught in 20 lesson sections and students are rotated between specialist teachers They will take six units in Year 9 (2 x Biology 2 x Chemistry 2 x Physics)
Subject Content Students finish their KS3 studies in the first half of the year Students
start their study of IGCSE Science with topics in Biology Chemistry
and Physics in the second half of the year
What is studied over the Academic Year
KS3 Curriculum C23 Metals and Acids C24 The Earth P23 Motion and Pressure
KS4 Curriculum Principles of Biology
Foundations of Chemistry
Forces and Motion (Physics)
How are students assessed
Each unit of work is assessed by homework assignments in-class knowledge checks and
an end of unit summative test
What skills are developed
Practical and enquiry skills Use a range of scientific methods and techniques to
develop and test ideas and explanations assess risk and work safely in the laboratory
field and workplace plan and carry out practical and investigative activities both
individually and in groups
Critical understanding of evidence Obtain record and analyse data from a wide range
of primary and secondary sources including ICT sources and use their findings to provide
evidence for scientific explanations evaluate scientific evidence and working methods
Communication Use appropriate methods including ICT to communicate scientific
information and contribute to presentations and discussions about scientific issues
What equipment is needed
Activate and IGCSE textbooks are available in laboratories Students also have access to
an online textbook and online revision resources for the KS3 material Students should
come to all Science lessons equipped with pens pencils rulers and calculators
How can parents help
We should be most grateful if you would talk to your child about what they are learning in
Science lessons and encourage them to extend their knowledge and experience of the
subject at every opportunity Please contact us immediately if you have any concerns
Subject ART Head of Subject Mrs V Blackburn
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Term 1 Drawing and Painting Module Students will focus on developing knowledge skills
and understanding gained in units one and four They will be encouraged to record
observations insights and ideas in a range of media and on a variety of different
scales They will explore the formal elements with particular emphasis on mark
making observation composition and scale
They will work individually andor in groups to develop a creative personal
response They will produce a series of related homeworks
Term 2 Printmaking This unit continues to build on previously developed skills to further
explore printmaking specifically lino printing Students will study the work of
relevant artists designers andor craftspeople and will be encouraged to respond to
this in an appropriate way They will record observations through drawing painting
and digital photography They will develop ideas considering the formal elements
and use both traditional and digital media to produce a design for a two ndash cut lino
print Students will then explore lino printing techniques producing a creative
personal response to a given theme They will produce a series of related
homeworks
Term 3 Ceramic module Building on skills knowledge and understanding developed in
units two and five students will develop a body of work focusing on ceramic slab
building techniques Students will continue to develop an awareness and
understanding of the work of other artists designers craftspeople and record
observations in forms appropriate to intentions They will relate this to their own
work to assist with the development of a creative and personal response They will
produce a series of related homeworks
How are students assessed Assessment will take place throughout units of work with students receiving an overall National Curriculum level and effort grade at the end of each unit The department makes use of the following assessment strategies bull Formative Assessment bull Holistic Assessment bull Self-Assessment bull Peer Assessment All work is marked in accordance with National Curriculum Levels
What skills are developed
Exploration of mark making mixed media and genre Slab building Two-cut lino printing
What equipment is needed
Paper pencils charcoal biros oil pastels paint coloured pencils clay clay tools slab
roller storage boards material for impressing collagraph material ink rollers pallets
How can parents help
Ensure homework is done on time
Subject DESIGN amp TECHNOLOGY Head of Subject Mr J McCubbin
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Product This area of DampT incorporates what the pupils have learn in Resistant
Design Materials and Product Design in previous years Students will design and create a
project using these skills Continuing to utilise CAD amp CAM (Computer Aided Design
Manufacturing) and hand skills students will identify Target Markets and Design
and Make products from Wood Metal Plastic and other materials
Textiles Using the inspiration of local artists Nicola Dixon Kate Jerry and Colette Gambell
with their love of the seaside and Celtic design pupils are to experiment with a
variety of different textiles techniques to design and create an imaginative
accessory outcome based upon their work Evaluation and development and
creative flair are key to this project
Food Students will start their time in Food covering a series of focused practical tasks to
build on their making skills The course is designed to give students a taste of Food
and Nutrition at GCSE level with strong emphasis on designing and making new
recipes aimed at a specific brief Topics covered will include investigation methods
sensory testing recipe development and practical skills
Graphics Students will analyse the way in which we communicate through the graphic image
They will learn how to use desktop publishing programmes to create their own
graphic images and will then learn how these images could be applied to alternative
documents such as advertisements At the end of the unit students should have a
confident understanding of how to use Photoshop and apply it to their own work in
anticipation for students embarking on a GCSE in Graphic Communication
How are students assessed
Students are assessed using National Curriculum Levels for the designing and making of
various products in the various material areas of Design and Technology
What skills are developed
The development of their design skills including the ability to research analyse create ideas
and develop them plan and organise the production of a product and evaluate the end
result They are also developing their making skills in all the different materials available
including their knowledge of tools and equipment and processes
What equipment is needed
When working in workshops they might need aprons they will need to bring in various
ingredients for Food projects
How can parents help
Encourage students to be observant of designs and question how and why they are
different
Subject FRENCH Head of Subject Ms A Beales
Curriculum Organisation
Students who opt to continue with French will study two lessons of this subject each week
Subject Content
What is studied over the Academic Year
Studio 3 Module 1 Teenage Lifestyle
Module 2 Healthy Lifestyle
Module 3 The World of Work
Module 4 Holidays
Module 5 The Environment
How are students assessed
Students are assessed throughout the year in the four skill areas of listening speaking
reading and writing and these assessments are used to inform National Curriculum Levels
and help individuals make personal progress
What skills are developed
The Year 9 course is based on Studio 3 ensuring comprehensive coverage of the five
strands of the Modern Foreign Language Framework creating a strong foundation for
GCSE French
Words
Sentences
Texts reading and writing
Listening and speaking
Cultural knowledge and contact festivals and celebrations music and cinema all of
which are important strands for GCSE as well as A-level French
What equipment is needed
Each student is provided with an exercise book and a textbook which they need to bring to
each lesson as well as the normal school equipment planner pen pencil crayons and
ruler
How can parents help
Encourage students to use the interactive websites wwwlinguascopecom and quizlet (fun interactive websites that help students learn revise and consolidate vital vocabulary and complex sentences) as well as wwwitslearningcom (for homework assignments and music videos and film clips)
Subject GEOGRAPHY Head of Subject Mr T Kelly
Curriculum Organisation
Students will study two lessons of Geography each week Classes are taught in mixed
ability groups
Subject Content
Year 9 ndash lsquoGeographical Issuesrsquo ndash A focus on Analysis
Topic 1 ndash Environment amp Resources
Describing and explaining how natural resources are exploited and how they are impacting
the environment
Analysing the use of sustainable resources to manage future energy needs
Topic 2 Antarctica
An analysis of how the environment in Antarctica affected the lsquoRace to the South Polersquo
Topic 3 Rainforests
A detailed description and explanation of the processes involved in the rainforest
An analysis into the exploitation of the rainforest by humans
Topic 4 Coasts
A description and explanation of the features and processes found along the coast
An analysis of why the coastline should be managed and how this can be achieved
How are students assessed
Teacher self and peer assessment against the National Curriculum levels using a variety
of techniques including
- Written tests
- Research projects
- Group presentations
What skills are developed
Students will develop the full range of the Employability Skills as well as key Geographical
skills focussing on the analysis of current issues facing humankind Students will also
develop the ability to appreciate alternative viewpoints and challenge their own
understanding of complex topics
What equipment is needed
Students will be issued with an exercise book required for each lesson and should attend with basic school equipment
How can parents help
Reading about and discussing current affairs (such as Climate Change and the Amazon Rainforest) with your child will encourage them to link classroom theory with the lsquoreal worldrsquo This will improve the quality of discussion in lessons and in their exam answers
Subject GERMAN Head of Subject Frau Kelly
Curriculum Organisation
Students who opt for German in Year 9 will have two lessons a week They will be
taught either in sets or in mixed ability groups depending on numbers
Subject Content
What Is Studied Over The Academic Year
Kapitel 2 Bist du ein Medienfan (ldquoAre you a media fanrdquo)
Kapitel 3 Bleib gesund (ldquoStay healthyrdquo)
Kapitel 4 Klassenreisen machen Spaszlig (ldquoSchool trips are funrdquo)
Kapitel 5 Wir gehen aus (ldquoWersquore going outrdquo)
How Are Students Assessed
Students are continually assessed in the four skills of listening speaking reading and
writing formally and informally against National Curriculum Levels throughout the year
through end of module tests classroom performance and pairsmall group work as well
as exercises completed in class or at home
What Skills Are Developed
The Stimmt 2 course features a wealth of activities for individual work both at home and
in class to deepen and broaden their knowledge skills and understanding In addition
constant reference is made to National Curriculum Level descriptors so that students
can set their own improvement targets throughout the year encouraging them to take
responsibility for their learning By the end of Stimmt 2 pupils have the opportunity to
reach NC Level 7 They will learn many skills in Year 9 which will help prepare them for
the demands of the GCSE syllabus including translation
What Equipment Is Needed
Students will be provided with an exercise book and textbook which must be brought to
every German lesson as well as their standard school equipment
Access to the internet is also advantageous so pupils can take full advantage of excellent
language-learning websites such as wwwlinguascopecom memrisecom or quizlet as
well as to be able to access homework assignments on google classroom Laptops andor
iPads are also available in teaching rooms to allow students to access these sites at breaks
or lunchtimes
How Can Parents Help
Parents can help by encouraging their child to complete all homework on time and by
ensuring that it is done to the best of their childs ability presented neatly and checked
for errors They can also help their child to rehearse answers for modular speaking tests
Subject HISTORY History Department
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Year 9 History is based around the concept of lsquoConflict and Co-operationrsquo
Term 1 Who was Jack ndash A Historical Enquiry on lsquoWhy was it so difficult to capture
Jack the Ripperrsquo
Why should we remember the First World War
Term 2 Was the USA lsquoroaringrsquo in the 1920rsquos
Was Al Capone a gangster or a hero
The rise of the Dictators and the Road to War
Term 3 The experience of the British people during the Second World War
Conspiracy Theories in History
How are students assessed
Homework will be set regularly and specific coursework exercises and presentations will be
assessed as part of the studentsrsquo yearly profile There are four core assessments through
the year which help to inform our overall judgment on pupilrsquos attainment
What skills are developed
We aim to introduce students to the social and communication skills that they will use later
in life and it is common for students to be involved with group work for example to give
presentations We encourage the historical skills involved in using sources and analysing
evidence and interpretations of the past We also emphasise the importance of explaining
and communicating ideas and arguments effectively
What equipment is needed
Students will be issued with a notebook which they will need for every History lesson They
will also need a pen pencil ruler rubber coloured pencils and their school-issued planner
Above all they will need to bring a lively sense of enquiry
How can parents help
All parental support is welcomed in this subject area whether that is help with the
Literacy skills that are so important or encouragement to do a little extra research during
Homework any help you can contribute will be appreciated
Subject Performing Arts (DANCE) Head of Subject Miss E Wainwright
Curriculum Organisation
Each student will study two lessons of Dance a week for 8 weeks on a Performing Arts carousel
with Music and Drama Students will then opt for one of the Performing Arts specialisms and
continue to develop their skills in this subject for the remainder of the academic year
Subject Content
What is studied over the Academic Year
Carousel 1 Title lsquoStyles of Dancersquo
Throughout this carousel students will take part in workshops based on different
styles of dance The styles of dance will range from contemporary jazz street
dance musical theatre and capoeira to the haka and social dancing such as barn
dance The students will understand the fundamental key features of these genres
and their stylistic qualities and will be able to develop learnt phrases working both
within groups and independently Choreographic devices such as retrograde
accumulation mirroring and dynamics will be used to develop and adapt the
movement The students will watch professional works to be inspired and
appreciate dances of different genres Discussions will occur focusing on how
dance has developed historically and how historical events and fashions have
influenced the changes
Opted carousel Title lsquoAppreciation of movementrsquo
Students that have opted to continue with Dance for the rest of the academic year
will begin to watch and understand professional work Looking at different dance
and physical theatre companies who use different styles of dance and
understanding how works are created Students will also take part in technique
lessons to develop physical performance and interpretative skills
How are students assessed
Throughout all Dance lessons students will be assessed verbally and advised on how to improve
their various movement performance evaluation and teamwork skills Studentsrsquo performances will
be recorded and assessed at the end of each carousel Peer and self-assessment are used to help
develop key understanding and interpersonal skills
What skills are developed
Physical technical skills such as stamina strength and spatial awareness As well as performance
confidence leadership self-presentation teamwork collaboration self-awareness self-discipline
time management rehearsal techniques and organisational skills The ability to have an open mind
and to move beyond boundaries and explore with different ideas Communication skills critical and
research skills are also developed within Dance lessons using evaluation to allow students to give
and take constructive criticism
What equipment is needed
PEGames kits students can wear tracksuit bottoms or leggings for Dance lessons
How can parents help
Parents can support students in their organisational skills by ensuring appropriate practical Dance
wear is packed the evening before
Subject PERFORMING ARTS (DRAMA) Subject Leader Mrs H Greenlees
Curriculum Organisation
There will be a Performing Arts carousel in Year 9 that will allow students to have lessons
in Music Drama and Dance So each student will have up to a eight week block rotation
with two lessons a week
Subject Content
What is studied over the Academic Year
Project 1 Script Alive
Pupils will explore several scripts and use techniques and exercises to help them unlock
their acting and staging abilities to make effective performances They will work on how they
can effectively show location in their work using the fourth wall concept minimal set and
mime They will use the naturistic style of acting to develop their characterisation skills
Pupils will have to learn script for their assessment
Project 2 Thematic work
Pupils will look at a key themeissue and explore it including techniques such as role-play
improvisation still image show and tell and tableaux Pupils will incorporate music and
lighting into their work to help add atmosphere to their work The module is about how drama
can tell an important story and communicate meaning to an audience
How are students assessed
There will be ongoing assessment through verbal and written teacher feedback on
homework practical and end of module performances
Key assessments 1) Script Alive 2) Tableaus
What skills are developed
Confidence presentation skills teamwork and collaboration memorising lines self
awareness awareness of issues discussed self-discipline time management and
organisational skills an open mind and the ability to move beyond boundaries and
experiment with different ideas communication skills analytical critical and research skills
the ability to cope with criticism and learn from it stamina use of voice and movement of
body using drama techniques in performance learning about key concepts in drama such
as Naturalism and Gestus
What equipment is needed
Use of drama equipment in lessons and some extra props or costumes brought from home
How can parents help
Encourage pupils to learn their lines as this is good for improving skills in memorising and
help them produce a better piece of performance If they show an interest in the theatre and
drama encourage them to go to see live performances and get involved in school drama
clubs and productions either in technical or an acting capacity
Subject PERFORMING ARTS (MUSIC) Head of Subject Miss J Withey
Curriculum Organisation
Each student will have 2 Performing Arts lessons a week in a subject carousel They will
study Music Dance and Drama in eight week blocks Then before Easter of Year 9 they will
be able to prioritise a subject to study in the final term to help prepare for GCSE work
Subject Content
8 Week Rotation in Music
Main Project 1 lsquolsquoFilm Music and Soundtracksrsquo This project focusses on three genres of
film soundtracks Students begin by exploring Leitmotifs and how they have been used to
represent certain ldquocharactersrdquo or ldquosituationsrdquo in films before exploring how Themes have
been used in film soundtracks and performing a number of ldquoJames Bondrdquo
Themes Students compose their own soundtrack to the new James Bond film trailer ldquoNo
Time to Dierdquo learning how film composers use ldquoCue-sheetsrdquo to create music to fit with exact
timings
Mini Project 2 lsquoJazz and Bluesrsquo Students will be developing an understanding of bass
lines and chords as a harmonic foundation upon which a melody can be constructed They
learn about the history origin and development of the Blues and its characteristic 12-bar
Blues structure They also explore the effect of adding a melodic improvisation using the
Blues scale and the effect which ldquoswungrdquo rhythms have as used in jazz and blues music
After Easter Students will be asked to concentrate on both the theory of music reading
music notation performance skills on their own instrumentvoice and gain an understanding
of lsquoThe History of Western Musicrsquo
How are students assessed
Throughout all lessons students will be assessed through verbal and written feedback and
advised on how to improve their various skills with a view of work in progress and final
performances Music assessment comes under five categories 1) Knowledge with Listening
skills 2) Exploring Music 3) Composing 4) Performing and 5) Evaluation
What skills are developed
Listening appraising performing and composing skills will be developed Personal skills
such as working with groups and sharing ideas will also take a lead in this subject Being a
self-manager creative thinker and reflective learner is very important in music
What equipment is needed
Untuned and tuned percussion instruments electric keyboards computers musical scores
and a variety of listening and visual material
How can parents help
Encourage students to research or practise any work that is set for homework Encourage
them to do wider listening online to classical radio stations and programmes Learn key
words and try to apply to music they hear in everyday situations
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject SCIENCE Head of Subject Mr M Buchanan
Curriculum Organisation Students will study four lessons of this subject each week Units are taught in 20 lesson sections and students are rotated between specialist teachers They will take six units in Year 9 (2 x Biology 2 x Chemistry 2 x Physics)
Subject Content Students finish their KS3 studies in the first half of the year Students
start their study of IGCSE Science with topics in Biology Chemistry
and Physics in the second half of the year
What is studied over the Academic Year
KS3 Curriculum C23 Metals and Acids C24 The Earth P23 Motion and Pressure
KS4 Curriculum Principles of Biology
Foundations of Chemistry
Forces and Motion (Physics)
How are students assessed
Each unit of work is assessed by homework assignments in-class knowledge checks and
an end of unit summative test
What skills are developed
Practical and enquiry skills Use a range of scientific methods and techniques to
develop and test ideas and explanations assess risk and work safely in the laboratory
field and workplace plan and carry out practical and investigative activities both
individually and in groups
Critical understanding of evidence Obtain record and analyse data from a wide range
of primary and secondary sources including ICT sources and use their findings to provide
evidence for scientific explanations evaluate scientific evidence and working methods
Communication Use appropriate methods including ICT to communicate scientific
information and contribute to presentations and discussions about scientific issues
What equipment is needed
Activate and IGCSE textbooks are available in laboratories Students also have access to
an online textbook and online revision resources for the KS3 material Students should
come to all Science lessons equipped with pens pencils rulers and calculators
How can parents help
We should be most grateful if you would talk to your child about what they are learning in
Science lessons and encourage them to extend their knowledge and experience of the
subject at every opportunity Please contact us immediately if you have any concerns
Subject ART Head of Subject Mrs V Blackburn
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Term 1 Drawing and Painting Module Students will focus on developing knowledge skills
and understanding gained in units one and four They will be encouraged to record
observations insights and ideas in a range of media and on a variety of different
scales They will explore the formal elements with particular emphasis on mark
making observation composition and scale
They will work individually andor in groups to develop a creative personal
response They will produce a series of related homeworks
Term 2 Printmaking This unit continues to build on previously developed skills to further
explore printmaking specifically lino printing Students will study the work of
relevant artists designers andor craftspeople and will be encouraged to respond to
this in an appropriate way They will record observations through drawing painting
and digital photography They will develop ideas considering the formal elements
and use both traditional and digital media to produce a design for a two ndash cut lino
print Students will then explore lino printing techniques producing a creative
personal response to a given theme They will produce a series of related
homeworks
Term 3 Ceramic module Building on skills knowledge and understanding developed in
units two and five students will develop a body of work focusing on ceramic slab
building techniques Students will continue to develop an awareness and
understanding of the work of other artists designers craftspeople and record
observations in forms appropriate to intentions They will relate this to their own
work to assist with the development of a creative and personal response They will
produce a series of related homeworks
How are students assessed Assessment will take place throughout units of work with students receiving an overall National Curriculum level and effort grade at the end of each unit The department makes use of the following assessment strategies bull Formative Assessment bull Holistic Assessment bull Self-Assessment bull Peer Assessment All work is marked in accordance with National Curriculum Levels
What skills are developed
Exploration of mark making mixed media and genre Slab building Two-cut lino printing
What equipment is needed
Paper pencils charcoal biros oil pastels paint coloured pencils clay clay tools slab
roller storage boards material for impressing collagraph material ink rollers pallets
How can parents help
Ensure homework is done on time
Subject DESIGN amp TECHNOLOGY Head of Subject Mr J McCubbin
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Product This area of DampT incorporates what the pupils have learn in Resistant
Design Materials and Product Design in previous years Students will design and create a
project using these skills Continuing to utilise CAD amp CAM (Computer Aided Design
Manufacturing) and hand skills students will identify Target Markets and Design
and Make products from Wood Metal Plastic and other materials
Textiles Using the inspiration of local artists Nicola Dixon Kate Jerry and Colette Gambell
with their love of the seaside and Celtic design pupils are to experiment with a
variety of different textiles techniques to design and create an imaginative
accessory outcome based upon their work Evaluation and development and
creative flair are key to this project
Food Students will start their time in Food covering a series of focused practical tasks to
build on their making skills The course is designed to give students a taste of Food
and Nutrition at GCSE level with strong emphasis on designing and making new
recipes aimed at a specific brief Topics covered will include investigation methods
sensory testing recipe development and practical skills
Graphics Students will analyse the way in which we communicate through the graphic image
They will learn how to use desktop publishing programmes to create their own
graphic images and will then learn how these images could be applied to alternative
documents such as advertisements At the end of the unit students should have a
confident understanding of how to use Photoshop and apply it to their own work in
anticipation for students embarking on a GCSE in Graphic Communication
How are students assessed
Students are assessed using National Curriculum Levels for the designing and making of
various products in the various material areas of Design and Technology
What skills are developed
The development of their design skills including the ability to research analyse create ideas
and develop them plan and organise the production of a product and evaluate the end
result They are also developing their making skills in all the different materials available
including their knowledge of tools and equipment and processes
What equipment is needed
When working in workshops they might need aprons they will need to bring in various
ingredients for Food projects
How can parents help
Encourage students to be observant of designs and question how and why they are
different
Subject FRENCH Head of Subject Ms A Beales
Curriculum Organisation
Students who opt to continue with French will study two lessons of this subject each week
Subject Content
What is studied over the Academic Year
Studio 3 Module 1 Teenage Lifestyle
Module 2 Healthy Lifestyle
Module 3 The World of Work
Module 4 Holidays
Module 5 The Environment
How are students assessed
Students are assessed throughout the year in the four skill areas of listening speaking
reading and writing and these assessments are used to inform National Curriculum Levels
and help individuals make personal progress
What skills are developed
The Year 9 course is based on Studio 3 ensuring comprehensive coverage of the five
strands of the Modern Foreign Language Framework creating a strong foundation for
GCSE French
Words
Sentences
Texts reading and writing
Listening and speaking
Cultural knowledge and contact festivals and celebrations music and cinema all of
which are important strands for GCSE as well as A-level French
What equipment is needed
Each student is provided with an exercise book and a textbook which they need to bring to
each lesson as well as the normal school equipment planner pen pencil crayons and
ruler
How can parents help
Encourage students to use the interactive websites wwwlinguascopecom and quizlet (fun interactive websites that help students learn revise and consolidate vital vocabulary and complex sentences) as well as wwwitslearningcom (for homework assignments and music videos and film clips)
Subject GEOGRAPHY Head of Subject Mr T Kelly
Curriculum Organisation
Students will study two lessons of Geography each week Classes are taught in mixed
ability groups
Subject Content
Year 9 ndash lsquoGeographical Issuesrsquo ndash A focus on Analysis
Topic 1 ndash Environment amp Resources
Describing and explaining how natural resources are exploited and how they are impacting
the environment
Analysing the use of sustainable resources to manage future energy needs
Topic 2 Antarctica
An analysis of how the environment in Antarctica affected the lsquoRace to the South Polersquo
Topic 3 Rainforests
A detailed description and explanation of the processes involved in the rainforest
An analysis into the exploitation of the rainforest by humans
Topic 4 Coasts
A description and explanation of the features and processes found along the coast
An analysis of why the coastline should be managed and how this can be achieved
How are students assessed
Teacher self and peer assessment against the National Curriculum levels using a variety
of techniques including
- Written tests
- Research projects
- Group presentations
What skills are developed
Students will develop the full range of the Employability Skills as well as key Geographical
skills focussing on the analysis of current issues facing humankind Students will also
develop the ability to appreciate alternative viewpoints and challenge their own
understanding of complex topics
What equipment is needed
Students will be issued with an exercise book required for each lesson and should attend with basic school equipment
How can parents help
Reading about and discussing current affairs (such as Climate Change and the Amazon Rainforest) with your child will encourage them to link classroom theory with the lsquoreal worldrsquo This will improve the quality of discussion in lessons and in their exam answers
Subject GERMAN Head of Subject Frau Kelly
Curriculum Organisation
Students who opt for German in Year 9 will have two lessons a week They will be
taught either in sets or in mixed ability groups depending on numbers
Subject Content
What Is Studied Over The Academic Year
Kapitel 2 Bist du ein Medienfan (ldquoAre you a media fanrdquo)
Kapitel 3 Bleib gesund (ldquoStay healthyrdquo)
Kapitel 4 Klassenreisen machen Spaszlig (ldquoSchool trips are funrdquo)
Kapitel 5 Wir gehen aus (ldquoWersquore going outrdquo)
How Are Students Assessed
Students are continually assessed in the four skills of listening speaking reading and
writing formally and informally against National Curriculum Levels throughout the year
through end of module tests classroom performance and pairsmall group work as well
as exercises completed in class or at home
What Skills Are Developed
The Stimmt 2 course features a wealth of activities for individual work both at home and
in class to deepen and broaden their knowledge skills and understanding In addition
constant reference is made to National Curriculum Level descriptors so that students
can set their own improvement targets throughout the year encouraging them to take
responsibility for their learning By the end of Stimmt 2 pupils have the opportunity to
reach NC Level 7 They will learn many skills in Year 9 which will help prepare them for
the demands of the GCSE syllabus including translation
What Equipment Is Needed
Students will be provided with an exercise book and textbook which must be brought to
every German lesson as well as their standard school equipment
Access to the internet is also advantageous so pupils can take full advantage of excellent
language-learning websites such as wwwlinguascopecom memrisecom or quizlet as
well as to be able to access homework assignments on google classroom Laptops andor
iPads are also available in teaching rooms to allow students to access these sites at breaks
or lunchtimes
How Can Parents Help
Parents can help by encouraging their child to complete all homework on time and by
ensuring that it is done to the best of their childs ability presented neatly and checked
for errors They can also help their child to rehearse answers for modular speaking tests
Subject HISTORY History Department
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Year 9 History is based around the concept of lsquoConflict and Co-operationrsquo
Term 1 Who was Jack ndash A Historical Enquiry on lsquoWhy was it so difficult to capture
Jack the Ripperrsquo
Why should we remember the First World War
Term 2 Was the USA lsquoroaringrsquo in the 1920rsquos
Was Al Capone a gangster or a hero
The rise of the Dictators and the Road to War
Term 3 The experience of the British people during the Second World War
Conspiracy Theories in History
How are students assessed
Homework will be set regularly and specific coursework exercises and presentations will be
assessed as part of the studentsrsquo yearly profile There are four core assessments through
the year which help to inform our overall judgment on pupilrsquos attainment
What skills are developed
We aim to introduce students to the social and communication skills that they will use later
in life and it is common for students to be involved with group work for example to give
presentations We encourage the historical skills involved in using sources and analysing
evidence and interpretations of the past We also emphasise the importance of explaining
and communicating ideas and arguments effectively
What equipment is needed
Students will be issued with a notebook which they will need for every History lesson They
will also need a pen pencil ruler rubber coloured pencils and their school-issued planner
Above all they will need to bring a lively sense of enquiry
How can parents help
All parental support is welcomed in this subject area whether that is help with the
Literacy skills that are so important or encouragement to do a little extra research during
Homework any help you can contribute will be appreciated
Subject Performing Arts (DANCE) Head of Subject Miss E Wainwright
Curriculum Organisation
Each student will study two lessons of Dance a week for 8 weeks on a Performing Arts carousel
with Music and Drama Students will then opt for one of the Performing Arts specialisms and
continue to develop their skills in this subject for the remainder of the academic year
Subject Content
What is studied over the Academic Year
Carousel 1 Title lsquoStyles of Dancersquo
Throughout this carousel students will take part in workshops based on different
styles of dance The styles of dance will range from contemporary jazz street
dance musical theatre and capoeira to the haka and social dancing such as barn
dance The students will understand the fundamental key features of these genres
and their stylistic qualities and will be able to develop learnt phrases working both
within groups and independently Choreographic devices such as retrograde
accumulation mirroring and dynamics will be used to develop and adapt the
movement The students will watch professional works to be inspired and
appreciate dances of different genres Discussions will occur focusing on how
dance has developed historically and how historical events and fashions have
influenced the changes
Opted carousel Title lsquoAppreciation of movementrsquo
Students that have opted to continue with Dance for the rest of the academic year
will begin to watch and understand professional work Looking at different dance
and physical theatre companies who use different styles of dance and
understanding how works are created Students will also take part in technique
lessons to develop physical performance and interpretative skills
How are students assessed
Throughout all Dance lessons students will be assessed verbally and advised on how to improve
their various movement performance evaluation and teamwork skills Studentsrsquo performances will
be recorded and assessed at the end of each carousel Peer and self-assessment are used to help
develop key understanding and interpersonal skills
What skills are developed
Physical technical skills such as stamina strength and spatial awareness As well as performance
confidence leadership self-presentation teamwork collaboration self-awareness self-discipline
time management rehearsal techniques and organisational skills The ability to have an open mind
and to move beyond boundaries and explore with different ideas Communication skills critical and
research skills are also developed within Dance lessons using evaluation to allow students to give
and take constructive criticism
What equipment is needed
PEGames kits students can wear tracksuit bottoms or leggings for Dance lessons
How can parents help
Parents can support students in their organisational skills by ensuring appropriate practical Dance
wear is packed the evening before
Subject PERFORMING ARTS (DRAMA) Subject Leader Mrs H Greenlees
Curriculum Organisation
There will be a Performing Arts carousel in Year 9 that will allow students to have lessons
in Music Drama and Dance So each student will have up to a eight week block rotation
with two lessons a week
Subject Content
What is studied over the Academic Year
Project 1 Script Alive
Pupils will explore several scripts and use techniques and exercises to help them unlock
their acting and staging abilities to make effective performances They will work on how they
can effectively show location in their work using the fourth wall concept minimal set and
mime They will use the naturistic style of acting to develop their characterisation skills
Pupils will have to learn script for their assessment
Project 2 Thematic work
Pupils will look at a key themeissue and explore it including techniques such as role-play
improvisation still image show and tell and tableaux Pupils will incorporate music and
lighting into their work to help add atmosphere to their work The module is about how drama
can tell an important story and communicate meaning to an audience
How are students assessed
There will be ongoing assessment through verbal and written teacher feedback on
homework practical and end of module performances
Key assessments 1) Script Alive 2) Tableaus
What skills are developed
Confidence presentation skills teamwork and collaboration memorising lines self
awareness awareness of issues discussed self-discipline time management and
organisational skills an open mind and the ability to move beyond boundaries and
experiment with different ideas communication skills analytical critical and research skills
the ability to cope with criticism and learn from it stamina use of voice and movement of
body using drama techniques in performance learning about key concepts in drama such
as Naturalism and Gestus
What equipment is needed
Use of drama equipment in lessons and some extra props or costumes brought from home
How can parents help
Encourage pupils to learn their lines as this is good for improving skills in memorising and
help them produce a better piece of performance If they show an interest in the theatre and
drama encourage them to go to see live performances and get involved in school drama
clubs and productions either in technical or an acting capacity
Subject PERFORMING ARTS (MUSIC) Head of Subject Miss J Withey
Curriculum Organisation
Each student will have 2 Performing Arts lessons a week in a subject carousel They will
study Music Dance and Drama in eight week blocks Then before Easter of Year 9 they will
be able to prioritise a subject to study in the final term to help prepare for GCSE work
Subject Content
8 Week Rotation in Music
Main Project 1 lsquolsquoFilm Music and Soundtracksrsquo This project focusses on three genres of
film soundtracks Students begin by exploring Leitmotifs and how they have been used to
represent certain ldquocharactersrdquo or ldquosituationsrdquo in films before exploring how Themes have
been used in film soundtracks and performing a number of ldquoJames Bondrdquo
Themes Students compose their own soundtrack to the new James Bond film trailer ldquoNo
Time to Dierdquo learning how film composers use ldquoCue-sheetsrdquo to create music to fit with exact
timings
Mini Project 2 lsquoJazz and Bluesrsquo Students will be developing an understanding of bass
lines and chords as a harmonic foundation upon which a melody can be constructed They
learn about the history origin and development of the Blues and its characteristic 12-bar
Blues structure They also explore the effect of adding a melodic improvisation using the
Blues scale and the effect which ldquoswungrdquo rhythms have as used in jazz and blues music
After Easter Students will be asked to concentrate on both the theory of music reading
music notation performance skills on their own instrumentvoice and gain an understanding
of lsquoThe History of Western Musicrsquo
How are students assessed
Throughout all lessons students will be assessed through verbal and written feedback and
advised on how to improve their various skills with a view of work in progress and final
performances Music assessment comes under five categories 1) Knowledge with Listening
skills 2) Exploring Music 3) Composing 4) Performing and 5) Evaluation
What skills are developed
Listening appraising performing and composing skills will be developed Personal skills
such as working with groups and sharing ideas will also take a lead in this subject Being a
self-manager creative thinker and reflective learner is very important in music
What equipment is needed
Untuned and tuned percussion instruments electric keyboards computers musical scores
and a variety of listening and visual material
How can parents help
Encourage students to research or practise any work that is set for homework Encourage
them to do wider listening online to classical radio stations and programmes Learn key
words and try to apply to music they hear in everyday situations
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject ART Head of Subject Mrs V Blackburn
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Term 1 Drawing and Painting Module Students will focus on developing knowledge skills
and understanding gained in units one and four They will be encouraged to record
observations insights and ideas in a range of media and on a variety of different
scales They will explore the formal elements with particular emphasis on mark
making observation composition and scale
They will work individually andor in groups to develop a creative personal
response They will produce a series of related homeworks
Term 2 Printmaking This unit continues to build on previously developed skills to further
explore printmaking specifically lino printing Students will study the work of
relevant artists designers andor craftspeople and will be encouraged to respond to
this in an appropriate way They will record observations through drawing painting
and digital photography They will develop ideas considering the formal elements
and use both traditional and digital media to produce a design for a two ndash cut lino
print Students will then explore lino printing techniques producing a creative
personal response to a given theme They will produce a series of related
homeworks
Term 3 Ceramic module Building on skills knowledge and understanding developed in
units two and five students will develop a body of work focusing on ceramic slab
building techniques Students will continue to develop an awareness and
understanding of the work of other artists designers craftspeople and record
observations in forms appropriate to intentions They will relate this to their own
work to assist with the development of a creative and personal response They will
produce a series of related homeworks
How are students assessed Assessment will take place throughout units of work with students receiving an overall National Curriculum level and effort grade at the end of each unit The department makes use of the following assessment strategies bull Formative Assessment bull Holistic Assessment bull Self-Assessment bull Peer Assessment All work is marked in accordance with National Curriculum Levels
What skills are developed
Exploration of mark making mixed media and genre Slab building Two-cut lino printing
What equipment is needed
Paper pencils charcoal biros oil pastels paint coloured pencils clay clay tools slab
roller storage boards material for impressing collagraph material ink rollers pallets
How can parents help
Ensure homework is done on time
Subject DESIGN amp TECHNOLOGY Head of Subject Mr J McCubbin
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Product This area of DampT incorporates what the pupils have learn in Resistant
Design Materials and Product Design in previous years Students will design and create a
project using these skills Continuing to utilise CAD amp CAM (Computer Aided Design
Manufacturing) and hand skills students will identify Target Markets and Design
and Make products from Wood Metal Plastic and other materials
Textiles Using the inspiration of local artists Nicola Dixon Kate Jerry and Colette Gambell
with their love of the seaside and Celtic design pupils are to experiment with a
variety of different textiles techniques to design and create an imaginative
accessory outcome based upon their work Evaluation and development and
creative flair are key to this project
Food Students will start their time in Food covering a series of focused practical tasks to
build on their making skills The course is designed to give students a taste of Food
and Nutrition at GCSE level with strong emphasis on designing and making new
recipes aimed at a specific brief Topics covered will include investigation methods
sensory testing recipe development and practical skills
Graphics Students will analyse the way in which we communicate through the graphic image
They will learn how to use desktop publishing programmes to create their own
graphic images and will then learn how these images could be applied to alternative
documents such as advertisements At the end of the unit students should have a
confident understanding of how to use Photoshop and apply it to their own work in
anticipation for students embarking on a GCSE in Graphic Communication
How are students assessed
Students are assessed using National Curriculum Levels for the designing and making of
various products in the various material areas of Design and Technology
What skills are developed
The development of their design skills including the ability to research analyse create ideas
and develop them plan and organise the production of a product and evaluate the end
result They are also developing their making skills in all the different materials available
including their knowledge of tools and equipment and processes
What equipment is needed
When working in workshops they might need aprons they will need to bring in various
ingredients for Food projects
How can parents help
Encourage students to be observant of designs and question how and why they are
different
Subject FRENCH Head of Subject Ms A Beales
Curriculum Organisation
Students who opt to continue with French will study two lessons of this subject each week
Subject Content
What is studied over the Academic Year
Studio 3 Module 1 Teenage Lifestyle
Module 2 Healthy Lifestyle
Module 3 The World of Work
Module 4 Holidays
Module 5 The Environment
How are students assessed
Students are assessed throughout the year in the four skill areas of listening speaking
reading and writing and these assessments are used to inform National Curriculum Levels
and help individuals make personal progress
What skills are developed
The Year 9 course is based on Studio 3 ensuring comprehensive coverage of the five
strands of the Modern Foreign Language Framework creating a strong foundation for
GCSE French
Words
Sentences
Texts reading and writing
Listening and speaking
Cultural knowledge and contact festivals and celebrations music and cinema all of
which are important strands for GCSE as well as A-level French
What equipment is needed
Each student is provided with an exercise book and a textbook which they need to bring to
each lesson as well as the normal school equipment planner pen pencil crayons and
ruler
How can parents help
Encourage students to use the interactive websites wwwlinguascopecom and quizlet (fun interactive websites that help students learn revise and consolidate vital vocabulary and complex sentences) as well as wwwitslearningcom (for homework assignments and music videos and film clips)
Subject GEOGRAPHY Head of Subject Mr T Kelly
Curriculum Organisation
Students will study two lessons of Geography each week Classes are taught in mixed
ability groups
Subject Content
Year 9 ndash lsquoGeographical Issuesrsquo ndash A focus on Analysis
Topic 1 ndash Environment amp Resources
Describing and explaining how natural resources are exploited and how they are impacting
the environment
Analysing the use of sustainable resources to manage future energy needs
Topic 2 Antarctica
An analysis of how the environment in Antarctica affected the lsquoRace to the South Polersquo
Topic 3 Rainforests
A detailed description and explanation of the processes involved in the rainforest
An analysis into the exploitation of the rainforest by humans
Topic 4 Coasts
A description and explanation of the features and processes found along the coast
An analysis of why the coastline should be managed and how this can be achieved
How are students assessed
Teacher self and peer assessment against the National Curriculum levels using a variety
of techniques including
- Written tests
- Research projects
- Group presentations
What skills are developed
Students will develop the full range of the Employability Skills as well as key Geographical
skills focussing on the analysis of current issues facing humankind Students will also
develop the ability to appreciate alternative viewpoints and challenge their own
understanding of complex topics
What equipment is needed
Students will be issued with an exercise book required for each lesson and should attend with basic school equipment
How can parents help
Reading about and discussing current affairs (such as Climate Change and the Amazon Rainforest) with your child will encourage them to link classroom theory with the lsquoreal worldrsquo This will improve the quality of discussion in lessons and in their exam answers
Subject GERMAN Head of Subject Frau Kelly
Curriculum Organisation
Students who opt for German in Year 9 will have two lessons a week They will be
taught either in sets or in mixed ability groups depending on numbers
Subject Content
What Is Studied Over The Academic Year
Kapitel 2 Bist du ein Medienfan (ldquoAre you a media fanrdquo)
Kapitel 3 Bleib gesund (ldquoStay healthyrdquo)
Kapitel 4 Klassenreisen machen Spaszlig (ldquoSchool trips are funrdquo)
Kapitel 5 Wir gehen aus (ldquoWersquore going outrdquo)
How Are Students Assessed
Students are continually assessed in the four skills of listening speaking reading and
writing formally and informally against National Curriculum Levels throughout the year
through end of module tests classroom performance and pairsmall group work as well
as exercises completed in class or at home
What Skills Are Developed
The Stimmt 2 course features a wealth of activities for individual work both at home and
in class to deepen and broaden their knowledge skills and understanding In addition
constant reference is made to National Curriculum Level descriptors so that students
can set their own improvement targets throughout the year encouraging them to take
responsibility for their learning By the end of Stimmt 2 pupils have the opportunity to
reach NC Level 7 They will learn many skills in Year 9 which will help prepare them for
the demands of the GCSE syllabus including translation
What Equipment Is Needed
Students will be provided with an exercise book and textbook which must be brought to
every German lesson as well as their standard school equipment
Access to the internet is also advantageous so pupils can take full advantage of excellent
language-learning websites such as wwwlinguascopecom memrisecom or quizlet as
well as to be able to access homework assignments on google classroom Laptops andor
iPads are also available in teaching rooms to allow students to access these sites at breaks
or lunchtimes
How Can Parents Help
Parents can help by encouraging their child to complete all homework on time and by
ensuring that it is done to the best of their childs ability presented neatly and checked
for errors They can also help their child to rehearse answers for modular speaking tests
Subject HISTORY History Department
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Year 9 History is based around the concept of lsquoConflict and Co-operationrsquo
Term 1 Who was Jack ndash A Historical Enquiry on lsquoWhy was it so difficult to capture
Jack the Ripperrsquo
Why should we remember the First World War
Term 2 Was the USA lsquoroaringrsquo in the 1920rsquos
Was Al Capone a gangster or a hero
The rise of the Dictators and the Road to War
Term 3 The experience of the British people during the Second World War
Conspiracy Theories in History
How are students assessed
Homework will be set regularly and specific coursework exercises and presentations will be
assessed as part of the studentsrsquo yearly profile There are four core assessments through
the year which help to inform our overall judgment on pupilrsquos attainment
What skills are developed
We aim to introduce students to the social and communication skills that they will use later
in life and it is common for students to be involved with group work for example to give
presentations We encourage the historical skills involved in using sources and analysing
evidence and interpretations of the past We also emphasise the importance of explaining
and communicating ideas and arguments effectively
What equipment is needed
Students will be issued with a notebook which they will need for every History lesson They
will also need a pen pencil ruler rubber coloured pencils and their school-issued planner
Above all they will need to bring a lively sense of enquiry
How can parents help
All parental support is welcomed in this subject area whether that is help with the
Literacy skills that are so important or encouragement to do a little extra research during
Homework any help you can contribute will be appreciated
Subject Performing Arts (DANCE) Head of Subject Miss E Wainwright
Curriculum Organisation
Each student will study two lessons of Dance a week for 8 weeks on a Performing Arts carousel
with Music and Drama Students will then opt for one of the Performing Arts specialisms and
continue to develop their skills in this subject for the remainder of the academic year
Subject Content
What is studied over the Academic Year
Carousel 1 Title lsquoStyles of Dancersquo
Throughout this carousel students will take part in workshops based on different
styles of dance The styles of dance will range from contemporary jazz street
dance musical theatre and capoeira to the haka and social dancing such as barn
dance The students will understand the fundamental key features of these genres
and their stylistic qualities and will be able to develop learnt phrases working both
within groups and independently Choreographic devices such as retrograde
accumulation mirroring and dynamics will be used to develop and adapt the
movement The students will watch professional works to be inspired and
appreciate dances of different genres Discussions will occur focusing on how
dance has developed historically and how historical events and fashions have
influenced the changes
Opted carousel Title lsquoAppreciation of movementrsquo
Students that have opted to continue with Dance for the rest of the academic year
will begin to watch and understand professional work Looking at different dance
and physical theatre companies who use different styles of dance and
understanding how works are created Students will also take part in technique
lessons to develop physical performance and interpretative skills
How are students assessed
Throughout all Dance lessons students will be assessed verbally and advised on how to improve
their various movement performance evaluation and teamwork skills Studentsrsquo performances will
be recorded and assessed at the end of each carousel Peer and self-assessment are used to help
develop key understanding and interpersonal skills
What skills are developed
Physical technical skills such as stamina strength and spatial awareness As well as performance
confidence leadership self-presentation teamwork collaboration self-awareness self-discipline
time management rehearsal techniques and organisational skills The ability to have an open mind
and to move beyond boundaries and explore with different ideas Communication skills critical and
research skills are also developed within Dance lessons using evaluation to allow students to give
and take constructive criticism
What equipment is needed
PEGames kits students can wear tracksuit bottoms or leggings for Dance lessons
How can parents help
Parents can support students in their organisational skills by ensuring appropriate practical Dance
wear is packed the evening before
Subject PERFORMING ARTS (DRAMA) Subject Leader Mrs H Greenlees
Curriculum Organisation
There will be a Performing Arts carousel in Year 9 that will allow students to have lessons
in Music Drama and Dance So each student will have up to a eight week block rotation
with two lessons a week
Subject Content
What is studied over the Academic Year
Project 1 Script Alive
Pupils will explore several scripts and use techniques and exercises to help them unlock
their acting and staging abilities to make effective performances They will work on how they
can effectively show location in their work using the fourth wall concept minimal set and
mime They will use the naturistic style of acting to develop their characterisation skills
Pupils will have to learn script for their assessment
Project 2 Thematic work
Pupils will look at a key themeissue and explore it including techniques such as role-play
improvisation still image show and tell and tableaux Pupils will incorporate music and
lighting into their work to help add atmosphere to their work The module is about how drama
can tell an important story and communicate meaning to an audience
How are students assessed
There will be ongoing assessment through verbal and written teacher feedback on
homework practical and end of module performances
Key assessments 1) Script Alive 2) Tableaus
What skills are developed
Confidence presentation skills teamwork and collaboration memorising lines self
awareness awareness of issues discussed self-discipline time management and
organisational skills an open mind and the ability to move beyond boundaries and
experiment with different ideas communication skills analytical critical and research skills
the ability to cope with criticism and learn from it stamina use of voice and movement of
body using drama techniques in performance learning about key concepts in drama such
as Naturalism and Gestus
What equipment is needed
Use of drama equipment in lessons and some extra props or costumes brought from home
How can parents help
Encourage pupils to learn their lines as this is good for improving skills in memorising and
help them produce a better piece of performance If they show an interest in the theatre and
drama encourage them to go to see live performances and get involved in school drama
clubs and productions either in technical or an acting capacity
Subject PERFORMING ARTS (MUSIC) Head of Subject Miss J Withey
Curriculum Organisation
Each student will have 2 Performing Arts lessons a week in a subject carousel They will
study Music Dance and Drama in eight week blocks Then before Easter of Year 9 they will
be able to prioritise a subject to study in the final term to help prepare for GCSE work
Subject Content
8 Week Rotation in Music
Main Project 1 lsquolsquoFilm Music and Soundtracksrsquo This project focusses on three genres of
film soundtracks Students begin by exploring Leitmotifs and how they have been used to
represent certain ldquocharactersrdquo or ldquosituationsrdquo in films before exploring how Themes have
been used in film soundtracks and performing a number of ldquoJames Bondrdquo
Themes Students compose their own soundtrack to the new James Bond film trailer ldquoNo
Time to Dierdquo learning how film composers use ldquoCue-sheetsrdquo to create music to fit with exact
timings
Mini Project 2 lsquoJazz and Bluesrsquo Students will be developing an understanding of bass
lines and chords as a harmonic foundation upon which a melody can be constructed They
learn about the history origin and development of the Blues and its characteristic 12-bar
Blues structure They also explore the effect of adding a melodic improvisation using the
Blues scale and the effect which ldquoswungrdquo rhythms have as used in jazz and blues music
After Easter Students will be asked to concentrate on both the theory of music reading
music notation performance skills on their own instrumentvoice and gain an understanding
of lsquoThe History of Western Musicrsquo
How are students assessed
Throughout all lessons students will be assessed through verbal and written feedback and
advised on how to improve their various skills with a view of work in progress and final
performances Music assessment comes under five categories 1) Knowledge with Listening
skills 2) Exploring Music 3) Composing 4) Performing and 5) Evaluation
What skills are developed
Listening appraising performing and composing skills will be developed Personal skills
such as working with groups and sharing ideas will also take a lead in this subject Being a
self-manager creative thinker and reflective learner is very important in music
What equipment is needed
Untuned and tuned percussion instruments electric keyboards computers musical scores
and a variety of listening and visual material
How can parents help
Encourage students to research or practise any work that is set for homework Encourage
them to do wider listening online to classical radio stations and programmes Learn key
words and try to apply to music they hear in everyday situations
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject DESIGN amp TECHNOLOGY Head of Subject Mr J McCubbin
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Product This area of DampT incorporates what the pupils have learn in Resistant
Design Materials and Product Design in previous years Students will design and create a
project using these skills Continuing to utilise CAD amp CAM (Computer Aided Design
Manufacturing) and hand skills students will identify Target Markets and Design
and Make products from Wood Metal Plastic and other materials
Textiles Using the inspiration of local artists Nicola Dixon Kate Jerry and Colette Gambell
with their love of the seaside and Celtic design pupils are to experiment with a
variety of different textiles techniques to design and create an imaginative
accessory outcome based upon their work Evaluation and development and
creative flair are key to this project
Food Students will start their time in Food covering a series of focused practical tasks to
build on their making skills The course is designed to give students a taste of Food
and Nutrition at GCSE level with strong emphasis on designing and making new
recipes aimed at a specific brief Topics covered will include investigation methods
sensory testing recipe development and practical skills
Graphics Students will analyse the way in which we communicate through the graphic image
They will learn how to use desktop publishing programmes to create their own
graphic images and will then learn how these images could be applied to alternative
documents such as advertisements At the end of the unit students should have a
confident understanding of how to use Photoshop and apply it to their own work in
anticipation for students embarking on a GCSE in Graphic Communication
How are students assessed
Students are assessed using National Curriculum Levels for the designing and making of
various products in the various material areas of Design and Technology
What skills are developed
The development of their design skills including the ability to research analyse create ideas
and develop them plan and organise the production of a product and evaluate the end
result They are also developing their making skills in all the different materials available
including their knowledge of tools and equipment and processes
What equipment is needed
When working in workshops they might need aprons they will need to bring in various
ingredients for Food projects
How can parents help
Encourage students to be observant of designs and question how and why they are
different
Subject FRENCH Head of Subject Ms A Beales
Curriculum Organisation
Students who opt to continue with French will study two lessons of this subject each week
Subject Content
What is studied over the Academic Year
Studio 3 Module 1 Teenage Lifestyle
Module 2 Healthy Lifestyle
Module 3 The World of Work
Module 4 Holidays
Module 5 The Environment
How are students assessed
Students are assessed throughout the year in the four skill areas of listening speaking
reading and writing and these assessments are used to inform National Curriculum Levels
and help individuals make personal progress
What skills are developed
The Year 9 course is based on Studio 3 ensuring comprehensive coverage of the five
strands of the Modern Foreign Language Framework creating a strong foundation for
GCSE French
Words
Sentences
Texts reading and writing
Listening and speaking
Cultural knowledge and contact festivals and celebrations music and cinema all of
which are important strands for GCSE as well as A-level French
What equipment is needed
Each student is provided with an exercise book and a textbook which they need to bring to
each lesson as well as the normal school equipment planner pen pencil crayons and
ruler
How can parents help
Encourage students to use the interactive websites wwwlinguascopecom and quizlet (fun interactive websites that help students learn revise and consolidate vital vocabulary and complex sentences) as well as wwwitslearningcom (for homework assignments and music videos and film clips)
Subject GEOGRAPHY Head of Subject Mr T Kelly
Curriculum Organisation
Students will study two lessons of Geography each week Classes are taught in mixed
ability groups
Subject Content
Year 9 ndash lsquoGeographical Issuesrsquo ndash A focus on Analysis
Topic 1 ndash Environment amp Resources
Describing and explaining how natural resources are exploited and how they are impacting
the environment
Analysing the use of sustainable resources to manage future energy needs
Topic 2 Antarctica
An analysis of how the environment in Antarctica affected the lsquoRace to the South Polersquo
Topic 3 Rainforests
A detailed description and explanation of the processes involved in the rainforest
An analysis into the exploitation of the rainforest by humans
Topic 4 Coasts
A description and explanation of the features and processes found along the coast
An analysis of why the coastline should be managed and how this can be achieved
How are students assessed
Teacher self and peer assessment against the National Curriculum levels using a variety
of techniques including
- Written tests
- Research projects
- Group presentations
What skills are developed
Students will develop the full range of the Employability Skills as well as key Geographical
skills focussing on the analysis of current issues facing humankind Students will also
develop the ability to appreciate alternative viewpoints and challenge their own
understanding of complex topics
What equipment is needed
Students will be issued with an exercise book required for each lesson and should attend with basic school equipment
How can parents help
Reading about and discussing current affairs (such as Climate Change and the Amazon Rainforest) with your child will encourage them to link classroom theory with the lsquoreal worldrsquo This will improve the quality of discussion in lessons and in their exam answers
Subject GERMAN Head of Subject Frau Kelly
Curriculum Organisation
Students who opt for German in Year 9 will have two lessons a week They will be
taught either in sets or in mixed ability groups depending on numbers
Subject Content
What Is Studied Over The Academic Year
Kapitel 2 Bist du ein Medienfan (ldquoAre you a media fanrdquo)
Kapitel 3 Bleib gesund (ldquoStay healthyrdquo)
Kapitel 4 Klassenreisen machen Spaszlig (ldquoSchool trips are funrdquo)
Kapitel 5 Wir gehen aus (ldquoWersquore going outrdquo)
How Are Students Assessed
Students are continually assessed in the four skills of listening speaking reading and
writing formally and informally against National Curriculum Levels throughout the year
through end of module tests classroom performance and pairsmall group work as well
as exercises completed in class or at home
What Skills Are Developed
The Stimmt 2 course features a wealth of activities for individual work both at home and
in class to deepen and broaden their knowledge skills and understanding In addition
constant reference is made to National Curriculum Level descriptors so that students
can set their own improvement targets throughout the year encouraging them to take
responsibility for their learning By the end of Stimmt 2 pupils have the opportunity to
reach NC Level 7 They will learn many skills in Year 9 which will help prepare them for
the demands of the GCSE syllabus including translation
What Equipment Is Needed
Students will be provided with an exercise book and textbook which must be brought to
every German lesson as well as their standard school equipment
Access to the internet is also advantageous so pupils can take full advantage of excellent
language-learning websites such as wwwlinguascopecom memrisecom or quizlet as
well as to be able to access homework assignments on google classroom Laptops andor
iPads are also available in teaching rooms to allow students to access these sites at breaks
or lunchtimes
How Can Parents Help
Parents can help by encouraging their child to complete all homework on time and by
ensuring that it is done to the best of their childs ability presented neatly and checked
for errors They can also help their child to rehearse answers for modular speaking tests
Subject HISTORY History Department
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Year 9 History is based around the concept of lsquoConflict and Co-operationrsquo
Term 1 Who was Jack ndash A Historical Enquiry on lsquoWhy was it so difficult to capture
Jack the Ripperrsquo
Why should we remember the First World War
Term 2 Was the USA lsquoroaringrsquo in the 1920rsquos
Was Al Capone a gangster or a hero
The rise of the Dictators and the Road to War
Term 3 The experience of the British people during the Second World War
Conspiracy Theories in History
How are students assessed
Homework will be set regularly and specific coursework exercises and presentations will be
assessed as part of the studentsrsquo yearly profile There are four core assessments through
the year which help to inform our overall judgment on pupilrsquos attainment
What skills are developed
We aim to introduce students to the social and communication skills that they will use later
in life and it is common for students to be involved with group work for example to give
presentations We encourage the historical skills involved in using sources and analysing
evidence and interpretations of the past We also emphasise the importance of explaining
and communicating ideas and arguments effectively
What equipment is needed
Students will be issued with a notebook which they will need for every History lesson They
will also need a pen pencil ruler rubber coloured pencils and their school-issued planner
Above all they will need to bring a lively sense of enquiry
How can parents help
All parental support is welcomed in this subject area whether that is help with the
Literacy skills that are so important or encouragement to do a little extra research during
Homework any help you can contribute will be appreciated
Subject Performing Arts (DANCE) Head of Subject Miss E Wainwright
Curriculum Organisation
Each student will study two lessons of Dance a week for 8 weeks on a Performing Arts carousel
with Music and Drama Students will then opt for one of the Performing Arts specialisms and
continue to develop their skills in this subject for the remainder of the academic year
Subject Content
What is studied over the Academic Year
Carousel 1 Title lsquoStyles of Dancersquo
Throughout this carousel students will take part in workshops based on different
styles of dance The styles of dance will range from contemporary jazz street
dance musical theatre and capoeira to the haka and social dancing such as barn
dance The students will understand the fundamental key features of these genres
and their stylistic qualities and will be able to develop learnt phrases working both
within groups and independently Choreographic devices such as retrograde
accumulation mirroring and dynamics will be used to develop and adapt the
movement The students will watch professional works to be inspired and
appreciate dances of different genres Discussions will occur focusing on how
dance has developed historically and how historical events and fashions have
influenced the changes
Opted carousel Title lsquoAppreciation of movementrsquo
Students that have opted to continue with Dance for the rest of the academic year
will begin to watch and understand professional work Looking at different dance
and physical theatre companies who use different styles of dance and
understanding how works are created Students will also take part in technique
lessons to develop physical performance and interpretative skills
How are students assessed
Throughout all Dance lessons students will be assessed verbally and advised on how to improve
their various movement performance evaluation and teamwork skills Studentsrsquo performances will
be recorded and assessed at the end of each carousel Peer and self-assessment are used to help
develop key understanding and interpersonal skills
What skills are developed
Physical technical skills such as stamina strength and spatial awareness As well as performance
confidence leadership self-presentation teamwork collaboration self-awareness self-discipline
time management rehearsal techniques and organisational skills The ability to have an open mind
and to move beyond boundaries and explore with different ideas Communication skills critical and
research skills are also developed within Dance lessons using evaluation to allow students to give
and take constructive criticism
What equipment is needed
PEGames kits students can wear tracksuit bottoms or leggings for Dance lessons
How can parents help
Parents can support students in their organisational skills by ensuring appropriate practical Dance
wear is packed the evening before
Subject PERFORMING ARTS (DRAMA) Subject Leader Mrs H Greenlees
Curriculum Organisation
There will be a Performing Arts carousel in Year 9 that will allow students to have lessons
in Music Drama and Dance So each student will have up to a eight week block rotation
with two lessons a week
Subject Content
What is studied over the Academic Year
Project 1 Script Alive
Pupils will explore several scripts and use techniques and exercises to help them unlock
their acting and staging abilities to make effective performances They will work on how they
can effectively show location in their work using the fourth wall concept minimal set and
mime They will use the naturistic style of acting to develop their characterisation skills
Pupils will have to learn script for their assessment
Project 2 Thematic work
Pupils will look at a key themeissue and explore it including techniques such as role-play
improvisation still image show and tell and tableaux Pupils will incorporate music and
lighting into their work to help add atmosphere to their work The module is about how drama
can tell an important story and communicate meaning to an audience
How are students assessed
There will be ongoing assessment through verbal and written teacher feedback on
homework practical and end of module performances
Key assessments 1) Script Alive 2) Tableaus
What skills are developed
Confidence presentation skills teamwork and collaboration memorising lines self
awareness awareness of issues discussed self-discipline time management and
organisational skills an open mind and the ability to move beyond boundaries and
experiment with different ideas communication skills analytical critical and research skills
the ability to cope with criticism and learn from it stamina use of voice and movement of
body using drama techniques in performance learning about key concepts in drama such
as Naturalism and Gestus
What equipment is needed
Use of drama equipment in lessons and some extra props or costumes brought from home
How can parents help
Encourage pupils to learn their lines as this is good for improving skills in memorising and
help them produce a better piece of performance If they show an interest in the theatre and
drama encourage them to go to see live performances and get involved in school drama
clubs and productions either in technical or an acting capacity
Subject PERFORMING ARTS (MUSIC) Head of Subject Miss J Withey
Curriculum Organisation
Each student will have 2 Performing Arts lessons a week in a subject carousel They will
study Music Dance and Drama in eight week blocks Then before Easter of Year 9 they will
be able to prioritise a subject to study in the final term to help prepare for GCSE work
Subject Content
8 Week Rotation in Music
Main Project 1 lsquolsquoFilm Music and Soundtracksrsquo This project focusses on three genres of
film soundtracks Students begin by exploring Leitmotifs and how they have been used to
represent certain ldquocharactersrdquo or ldquosituationsrdquo in films before exploring how Themes have
been used in film soundtracks and performing a number of ldquoJames Bondrdquo
Themes Students compose their own soundtrack to the new James Bond film trailer ldquoNo
Time to Dierdquo learning how film composers use ldquoCue-sheetsrdquo to create music to fit with exact
timings
Mini Project 2 lsquoJazz and Bluesrsquo Students will be developing an understanding of bass
lines and chords as a harmonic foundation upon which a melody can be constructed They
learn about the history origin and development of the Blues and its characteristic 12-bar
Blues structure They also explore the effect of adding a melodic improvisation using the
Blues scale and the effect which ldquoswungrdquo rhythms have as used in jazz and blues music
After Easter Students will be asked to concentrate on both the theory of music reading
music notation performance skills on their own instrumentvoice and gain an understanding
of lsquoThe History of Western Musicrsquo
How are students assessed
Throughout all lessons students will be assessed through verbal and written feedback and
advised on how to improve their various skills with a view of work in progress and final
performances Music assessment comes under five categories 1) Knowledge with Listening
skills 2) Exploring Music 3) Composing 4) Performing and 5) Evaluation
What skills are developed
Listening appraising performing and composing skills will be developed Personal skills
such as working with groups and sharing ideas will also take a lead in this subject Being a
self-manager creative thinker and reflective learner is very important in music
What equipment is needed
Untuned and tuned percussion instruments electric keyboards computers musical scores
and a variety of listening and visual material
How can parents help
Encourage students to research or practise any work that is set for homework Encourage
them to do wider listening online to classical radio stations and programmes Learn key
words and try to apply to music they hear in everyday situations
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject FRENCH Head of Subject Ms A Beales
Curriculum Organisation
Students who opt to continue with French will study two lessons of this subject each week
Subject Content
What is studied over the Academic Year
Studio 3 Module 1 Teenage Lifestyle
Module 2 Healthy Lifestyle
Module 3 The World of Work
Module 4 Holidays
Module 5 The Environment
How are students assessed
Students are assessed throughout the year in the four skill areas of listening speaking
reading and writing and these assessments are used to inform National Curriculum Levels
and help individuals make personal progress
What skills are developed
The Year 9 course is based on Studio 3 ensuring comprehensive coverage of the five
strands of the Modern Foreign Language Framework creating a strong foundation for
GCSE French
Words
Sentences
Texts reading and writing
Listening and speaking
Cultural knowledge and contact festivals and celebrations music and cinema all of
which are important strands for GCSE as well as A-level French
What equipment is needed
Each student is provided with an exercise book and a textbook which they need to bring to
each lesson as well as the normal school equipment planner pen pencil crayons and
ruler
How can parents help
Encourage students to use the interactive websites wwwlinguascopecom and quizlet (fun interactive websites that help students learn revise and consolidate vital vocabulary and complex sentences) as well as wwwitslearningcom (for homework assignments and music videos and film clips)
Subject GEOGRAPHY Head of Subject Mr T Kelly
Curriculum Organisation
Students will study two lessons of Geography each week Classes are taught in mixed
ability groups
Subject Content
Year 9 ndash lsquoGeographical Issuesrsquo ndash A focus on Analysis
Topic 1 ndash Environment amp Resources
Describing and explaining how natural resources are exploited and how they are impacting
the environment
Analysing the use of sustainable resources to manage future energy needs
Topic 2 Antarctica
An analysis of how the environment in Antarctica affected the lsquoRace to the South Polersquo
Topic 3 Rainforests
A detailed description and explanation of the processes involved in the rainforest
An analysis into the exploitation of the rainforest by humans
Topic 4 Coasts
A description and explanation of the features and processes found along the coast
An analysis of why the coastline should be managed and how this can be achieved
How are students assessed
Teacher self and peer assessment against the National Curriculum levels using a variety
of techniques including
- Written tests
- Research projects
- Group presentations
What skills are developed
Students will develop the full range of the Employability Skills as well as key Geographical
skills focussing on the analysis of current issues facing humankind Students will also
develop the ability to appreciate alternative viewpoints and challenge their own
understanding of complex topics
What equipment is needed
Students will be issued with an exercise book required for each lesson and should attend with basic school equipment
How can parents help
Reading about and discussing current affairs (such as Climate Change and the Amazon Rainforest) with your child will encourage them to link classroom theory with the lsquoreal worldrsquo This will improve the quality of discussion in lessons and in their exam answers
Subject GERMAN Head of Subject Frau Kelly
Curriculum Organisation
Students who opt for German in Year 9 will have two lessons a week They will be
taught either in sets or in mixed ability groups depending on numbers
Subject Content
What Is Studied Over The Academic Year
Kapitel 2 Bist du ein Medienfan (ldquoAre you a media fanrdquo)
Kapitel 3 Bleib gesund (ldquoStay healthyrdquo)
Kapitel 4 Klassenreisen machen Spaszlig (ldquoSchool trips are funrdquo)
Kapitel 5 Wir gehen aus (ldquoWersquore going outrdquo)
How Are Students Assessed
Students are continually assessed in the four skills of listening speaking reading and
writing formally and informally against National Curriculum Levels throughout the year
through end of module tests classroom performance and pairsmall group work as well
as exercises completed in class or at home
What Skills Are Developed
The Stimmt 2 course features a wealth of activities for individual work both at home and
in class to deepen and broaden their knowledge skills and understanding In addition
constant reference is made to National Curriculum Level descriptors so that students
can set their own improvement targets throughout the year encouraging them to take
responsibility for their learning By the end of Stimmt 2 pupils have the opportunity to
reach NC Level 7 They will learn many skills in Year 9 which will help prepare them for
the demands of the GCSE syllabus including translation
What Equipment Is Needed
Students will be provided with an exercise book and textbook which must be brought to
every German lesson as well as their standard school equipment
Access to the internet is also advantageous so pupils can take full advantage of excellent
language-learning websites such as wwwlinguascopecom memrisecom or quizlet as
well as to be able to access homework assignments on google classroom Laptops andor
iPads are also available in teaching rooms to allow students to access these sites at breaks
or lunchtimes
How Can Parents Help
Parents can help by encouraging their child to complete all homework on time and by
ensuring that it is done to the best of their childs ability presented neatly and checked
for errors They can also help their child to rehearse answers for modular speaking tests
Subject HISTORY History Department
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Year 9 History is based around the concept of lsquoConflict and Co-operationrsquo
Term 1 Who was Jack ndash A Historical Enquiry on lsquoWhy was it so difficult to capture
Jack the Ripperrsquo
Why should we remember the First World War
Term 2 Was the USA lsquoroaringrsquo in the 1920rsquos
Was Al Capone a gangster or a hero
The rise of the Dictators and the Road to War
Term 3 The experience of the British people during the Second World War
Conspiracy Theories in History
How are students assessed
Homework will be set regularly and specific coursework exercises and presentations will be
assessed as part of the studentsrsquo yearly profile There are four core assessments through
the year which help to inform our overall judgment on pupilrsquos attainment
What skills are developed
We aim to introduce students to the social and communication skills that they will use later
in life and it is common for students to be involved with group work for example to give
presentations We encourage the historical skills involved in using sources and analysing
evidence and interpretations of the past We also emphasise the importance of explaining
and communicating ideas and arguments effectively
What equipment is needed
Students will be issued with a notebook which they will need for every History lesson They
will also need a pen pencil ruler rubber coloured pencils and their school-issued planner
Above all they will need to bring a lively sense of enquiry
How can parents help
All parental support is welcomed in this subject area whether that is help with the
Literacy skills that are so important or encouragement to do a little extra research during
Homework any help you can contribute will be appreciated
Subject Performing Arts (DANCE) Head of Subject Miss E Wainwright
Curriculum Organisation
Each student will study two lessons of Dance a week for 8 weeks on a Performing Arts carousel
with Music and Drama Students will then opt for one of the Performing Arts specialisms and
continue to develop their skills in this subject for the remainder of the academic year
Subject Content
What is studied over the Academic Year
Carousel 1 Title lsquoStyles of Dancersquo
Throughout this carousel students will take part in workshops based on different
styles of dance The styles of dance will range from contemporary jazz street
dance musical theatre and capoeira to the haka and social dancing such as barn
dance The students will understand the fundamental key features of these genres
and their stylistic qualities and will be able to develop learnt phrases working both
within groups and independently Choreographic devices such as retrograde
accumulation mirroring and dynamics will be used to develop and adapt the
movement The students will watch professional works to be inspired and
appreciate dances of different genres Discussions will occur focusing on how
dance has developed historically and how historical events and fashions have
influenced the changes
Opted carousel Title lsquoAppreciation of movementrsquo
Students that have opted to continue with Dance for the rest of the academic year
will begin to watch and understand professional work Looking at different dance
and physical theatre companies who use different styles of dance and
understanding how works are created Students will also take part in technique
lessons to develop physical performance and interpretative skills
How are students assessed
Throughout all Dance lessons students will be assessed verbally and advised on how to improve
their various movement performance evaluation and teamwork skills Studentsrsquo performances will
be recorded and assessed at the end of each carousel Peer and self-assessment are used to help
develop key understanding and interpersonal skills
What skills are developed
Physical technical skills such as stamina strength and spatial awareness As well as performance
confidence leadership self-presentation teamwork collaboration self-awareness self-discipline
time management rehearsal techniques and organisational skills The ability to have an open mind
and to move beyond boundaries and explore with different ideas Communication skills critical and
research skills are also developed within Dance lessons using evaluation to allow students to give
and take constructive criticism
What equipment is needed
PEGames kits students can wear tracksuit bottoms or leggings for Dance lessons
How can parents help
Parents can support students in their organisational skills by ensuring appropriate practical Dance
wear is packed the evening before
Subject PERFORMING ARTS (DRAMA) Subject Leader Mrs H Greenlees
Curriculum Organisation
There will be a Performing Arts carousel in Year 9 that will allow students to have lessons
in Music Drama and Dance So each student will have up to a eight week block rotation
with two lessons a week
Subject Content
What is studied over the Academic Year
Project 1 Script Alive
Pupils will explore several scripts and use techniques and exercises to help them unlock
their acting and staging abilities to make effective performances They will work on how they
can effectively show location in their work using the fourth wall concept minimal set and
mime They will use the naturistic style of acting to develop their characterisation skills
Pupils will have to learn script for their assessment
Project 2 Thematic work
Pupils will look at a key themeissue and explore it including techniques such as role-play
improvisation still image show and tell and tableaux Pupils will incorporate music and
lighting into their work to help add atmosphere to their work The module is about how drama
can tell an important story and communicate meaning to an audience
How are students assessed
There will be ongoing assessment through verbal and written teacher feedback on
homework practical and end of module performances
Key assessments 1) Script Alive 2) Tableaus
What skills are developed
Confidence presentation skills teamwork and collaboration memorising lines self
awareness awareness of issues discussed self-discipline time management and
organisational skills an open mind and the ability to move beyond boundaries and
experiment with different ideas communication skills analytical critical and research skills
the ability to cope with criticism and learn from it stamina use of voice and movement of
body using drama techniques in performance learning about key concepts in drama such
as Naturalism and Gestus
What equipment is needed
Use of drama equipment in lessons and some extra props or costumes brought from home
How can parents help
Encourage pupils to learn their lines as this is good for improving skills in memorising and
help them produce a better piece of performance If they show an interest in the theatre and
drama encourage them to go to see live performances and get involved in school drama
clubs and productions either in technical or an acting capacity
Subject PERFORMING ARTS (MUSIC) Head of Subject Miss J Withey
Curriculum Organisation
Each student will have 2 Performing Arts lessons a week in a subject carousel They will
study Music Dance and Drama in eight week blocks Then before Easter of Year 9 they will
be able to prioritise a subject to study in the final term to help prepare for GCSE work
Subject Content
8 Week Rotation in Music
Main Project 1 lsquolsquoFilm Music and Soundtracksrsquo This project focusses on three genres of
film soundtracks Students begin by exploring Leitmotifs and how they have been used to
represent certain ldquocharactersrdquo or ldquosituationsrdquo in films before exploring how Themes have
been used in film soundtracks and performing a number of ldquoJames Bondrdquo
Themes Students compose their own soundtrack to the new James Bond film trailer ldquoNo
Time to Dierdquo learning how film composers use ldquoCue-sheetsrdquo to create music to fit with exact
timings
Mini Project 2 lsquoJazz and Bluesrsquo Students will be developing an understanding of bass
lines and chords as a harmonic foundation upon which a melody can be constructed They
learn about the history origin and development of the Blues and its characteristic 12-bar
Blues structure They also explore the effect of adding a melodic improvisation using the
Blues scale and the effect which ldquoswungrdquo rhythms have as used in jazz and blues music
After Easter Students will be asked to concentrate on both the theory of music reading
music notation performance skills on their own instrumentvoice and gain an understanding
of lsquoThe History of Western Musicrsquo
How are students assessed
Throughout all lessons students will be assessed through verbal and written feedback and
advised on how to improve their various skills with a view of work in progress and final
performances Music assessment comes under five categories 1) Knowledge with Listening
skills 2) Exploring Music 3) Composing 4) Performing and 5) Evaluation
What skills are developed
Listening appraising performing and composing skills will be developed Personal skills
such as working with groups and sharing ideas will also take a lead in this subject Being a
self-manager creative thinker and reflective learner is very important in music
What equipment is needed
Untuned and tuned percussion instruments electric keyboards computers musical scores
and a variety of listening and visual material
How can parents help
Encourage students to research or practise any work that is set for homework Encourage
them to do wider listening online to classical radio stations and programmes Learn key
words and try to apply to music they hear in everyday situations
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject GEOGRAPHY Head of Subject Mr T Kelly
Curriculum Organisation
Students will study two lessons of Geography each week Classes are taught in mixed
ability groups
Subject Content
Year 9 ndash lsquoGeographical Issuesrsquo ndash A focus on Analysis
Topic 1 ndash Environment amp Resources
Describing and explaining how natural resources are exploited and how they are impacting
the environment
Analysing the use of sustainable resources to manage future energy needs
Topic 2 Antarctica
An analysis of how the environment in Antarctica affected the lsquoRace to the South Polersquo
Topic 3 Rainforests
A detailed description and explanation of the processes involved in the rainforest
An analysis into the exploitation of the rainforest by humans
Topic 4 Coasts
A description and explanation of the features and processes found along the coast
An analysis of why the coastline should be managed and how this can be achieved
How are students assessed
Teacher self and peer assessment against the National Curriculum levels using a variety
of techniques including
- Written tests
- Research projects
- Group presentations
What skills are developed
Students will develop the full range of the Employability Skills as well as key Geographical
skills focussing on the analysis of current issues facing humankind Students will also
develop the ability to appreciate alternative viewpoints and challenge their own
understanding of complex topics
What equipment is needed
Students will be issued with an exercise book required for each lesson and should attend with basic school equipment
How can parents help
Reading about and discussing current affairs (such as Climate Change and the Amazon Rainforest) with your child will encourage them to link classroom theory with the lsquoreal worldrsquo This will improve the quality of discussion in lessons and in their exam answers
Subject GERMAN Head of Subject Frau Kelly
Curriculum Organisation
Students who opt for German in Year 9 will have two lessons a week They will be
taught either in sets or in mixed ability groups depending on numbers
Subject Content
What Is Studied Over The Academic Year
Kapitel 2 Bist du ein Medienfan (ldquoAre you a media fanrdquo)
Kapitel 3 Bleib gesund (ldquoStay healthyrdquo)
Kapitel 4 Klassenreisen machen Spaszlig (ldquoSchool trips are funrdquo)
Kapitel 5 Wir gehen aus (ldquoWersquore going outrdquo)
How Are Students Assessed
Students are continually assessed in the four skills of listening speaking reading and
writing formally and informally against National Curriculum Levels throughout the year
through end of module tests classroom performance and pairsmall group work as well
as exercises completed in class or at home
What Skills Are Developed
The Stimmt 2 course features a wealth of activities for individual work both at home and
in class to deepen and broaden their knowledge skills and understanding In addition
constant reference is made to National Curriculum Level descriptors so that students
can set their own improvement targets throughout the year encouraging them to take
responsibility for their learning By the end of Stimmt 2 pupils have the opportunity to
reach NC Level 7 They will learn many skills in Year 9 which will help prepare them for
the demands of the GCSE syllabus including translation
What Equipment Is Needed
Students will be provided with an exercise book and textbook which must be brought to
every German lesson as well as their standard school equipment
Access to the internet is also advantageous so pupils can take full advantage of excellent
language-learning websites such as wwwlinguascopecom memrisecom or quizlet as
well as to be able to access homework assignments on google classroom Laptops andor
iPads are also available in teaching rooms to allow students to access these sites at breaks
or lunchtimes
How Can Parents Help
Parents can help by encouraging their child to complete all homework on time and by
ensuring that it is done to the best of their childs ability presented neatly and checked
for errors They can also help their child to rehearse answers for modular speaking tests
Subject HISTORY History Department
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Year 9 History is based around the concept of lsquoConflict and Co-operationrsquo
Term 1 Who was Jack ndash A Historical Enquiry on lsquoWhy was it so difficult to capture
Jack the Ripperrsquo
Why should we remember the First World War
Term 2 Was the USA lsquoroaringrsquo in the 1920rsquos
Was Al Capone a gangster or a hero
The rise of the Dictators and the Road to War
Term 3 The experience of the British people during the Second World War
Conspiracy Theories in History
How are students assessed
Homework will be set regularly and specific coursework exercises and presentations will be
assessed as part of the studentsrsquo yearly profile There are four core assessments through
the year which help to inform our overall judgment on pupilrsquos attainment
What skills are developed
We aim to introduce students to the social and communication skills that they will use later
in life and it is common for students to be involved with group work for example to give
presentations We encourage the historical skills involved in using sources and analysing
evidence and interpretations of the past We also emphasise the importance of explaining
and communicating ideas and arguments effectively
What equipment is needed
Students will be issued with a notebook which they will need for every History lesson They
will also need a pen pencil ruler rubber coloured pencils and their school-issued planner
Above all they will need to bring a lively sense of enquiry
How can parents help
All parental support is welcomed in this subject area whether that is help with the
Literacy skills that are so important or encouragement to do a little extra research during
Homework any help you can contribute will be appreciated
Subject Performing Arts (DANCE) Head of Subject Miss E Wainwright
Curriculum Organisation
Each student will study two lessons of Dance a week for 8 weeks on a Performing Arts carousel
with Music and Drama Students will then opt for one of the Performing Arts specialisms and
continue to develop their skills in this subject for the remainder of the academic year
Subject Content
What is studied over the Academic Year
Carousel 1 Title lsquoStyles of Dancersquo
Throughout this carousel students will take part in workshops based on different
styles of dance The styles of dance will range from contemporary jazz street
dance musical theatre and capoeira to the haka and social dancing such as barn
dance The students will understand the fundamental key features of these genres
and their stylistic qualities and will be able to develop learnt phrases working both
within groups and independently Choreographic devices such as retrograde
accumulation mirroring and dynamics will be used to develop and adapt the
movement The students will watch professional works to be inspired and
appreciate dances of different genres Discussions will occur focusing on how
dance has developed historically and how historical events and fashions have
influenced the changes
Opted carousel Title lsquoAppreciation of movementrsquo
Students that have opted to continue with Dance for the rest of the academic year
will begin to watch and understand professional work Looking at different dance
and physical theatre companies who use different styles of dance and
understanding how works are created Students will also take part in technique
lessons to develop physical performance and interpretative skills
How are students assessed
Throughout all Dance lessons students will be assessed verbally and advised on how to improve
their various movement performance evaluation and teamwork skills Studentsrsquo performances will
be recorded and assessed at the end of each carousel Peer and self-assessment are used to help
develop key understanding and interpersonal skills
What skills are developed
Physical technical skills such as stamina strength and spatial awareness As well as performance
confidence leadership self-presentation teamwork collaboration self-awareness self-discipline
time management rehearsal techniques and organisational skills The ability to have an open mind
and to move beyond boundaries and explore with different ideas Communication skills critical and
research skills are also developed within Dance lessons using evaluation to allow students to give
and take constructive criticism
What equipment is needed
PEGames kits students can wear tracksuit bottoms or leggings for Dance lessons
How can parents help
Parents can support students in their organisational skills by ensuring appropriate practical Dance
wear is packed the evening before
Subject PERFORMING ARTS (DRAMA) Subject Leader Mrs H Greenlees
Curriculum Organisation
There will be a Performing Arts carousel in Year 9 that will allow students to have lessons
in Music Drama and Dance So each student will have up to a eight week block rotation
with two lessons a week
Subject Content
What is studied over the Academic Year
Project 1 Script Alive
Pupils will explore several scripts and use techniques and exercises to help them unlock
their acting and staging abilities to make effective performances They will work on how they
can effectively show location in their work using the fourth wall concept minimal set and
mime They will use the naturistic style of acting to develop their characterisation skills
Pupils will have to learn script for their assessment
Project 2 Thematic work
Pupils will look at a key themeissue and explore it including techniques such as role-play
improvisation still image show and tell and tableaux Pupils will incorporate music and
lighting into their work to help add atmosphere to their work The module is about how drama
can tell an important story and communicate meaning to an audience
How are students assessed
There will be ongoing assessment through verbal and written teacher feedback on
homework practical and end of module performances
Key assessments 1) Script Alive 2) Tableaus
What skills are developed
Confidence presentation skills teamwork and collaboration memorising lines self
awareness awareness of issues discussed self-discipline time management and
organisational skills an open mind and the ability to move beyond boundaries and
experiment with different ideas communication skills analytical critical and research skills
the ability to cope with criticism and learn from it stamina use of voice and movement of
body using drama techniques in performance learning about key concepts in drama such
as Naturalism and Gestus
What equipment is needed
Use of drama equipment in lessons and some extra props or costumes brought from home
How can parents help
Encourage pupils to learn their lines as this is good for improving skills in memorising and
help them produce a better piece of performance If they show an interest in the theatre and
drama encourage them to go to see live performances and get involved in school drama
clubs and productions either in technical or an acting capacity
Subject PERFORMING ARTS (MUSIC) Head of Subject Miss J Withey
Curriculum Organisation
Each student will have 2 Performing Arts lessons a week in a subject carousel They will
study Music Dance and Drama in eight week blocks Then before Easter of Year 9 they will
be able to prioritise a subject to study in the final term to help prepare for GCSE work
Subject Content
8 Week Rotation in Music
Main Project 1 lsquolsquoFilm Music and Soundtracksrsquo This project focusses on three genres of
film soundtracks Students begin by exploring Leitmotifs and how they have been used to
represent certain ldquocharactersrdquo or ldquosituationsrdquo in films before exploring how Themes have
been used in film soundtracks and performing a number of ldquoJames Bondrdquo
Themes Students compose their own soundtrack to the new James Bond film trailer ldquoNo
Time to Dierdquo learning how film composers use ldquoCue-sheetsrdquo to create music to fit with exact
timings
Mini Project 2 lsquoJazz and Bluesrsquo Students will be developing an understanding of bass
lines and chords as a harmonic foundation upon which a melody can be constructed They
learn about the history origin and development of the Blues and its characteristic 12-bar
Blues structure They also explore the effect of adding a melodic improvisation using the
Blues scale and the effect which ldquoswungrdquo rhythms have as used in jazz and blues music
After Easter Students will be asked to concentrate on both the theory of music reading
music notation performance skills on their own instrumentvoice and gain an understanding
of lsquoThe History of Western Musicrsquo
How are students assessed
Throughout all lessons students will be assessed through verbal and written feedback and
advised on how to improve their various skills with a view of work in progress and final
performances Music assessment comes under five categories 1) Knowledge with Listening
skills 2) Exploring Music 3) Composing 4) Performing and 5) Evaluation
What skills are developed
Listening appraising performing and composing skills will be developed Personal skills
such as working with groups and sharing ideas will also take a lead in this subject Being a
self-manager creative thinker and reflective learner is very important in music
What equipment is needed
Untuned and tuned percussion instruments electric keyboards computers musical scores
and a variety of listening and visual material
How can parents help
Encourage students to research or practise any work that is set for homework Encourage
them to do wider listening online to classical radio stations and programmes Learn key
words and try to apply to music they hear in everyday situations
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject GERMAN Head of Subject Frau Kelly
Curriculum Organisation
Students who opt for German in Year 9 will have two lessons a week They will be
taught either in sets or in mixed ability groups depending on numbers
Subject Content
What Is Studied Over The Academic Year
Kapitel 2 Bist du ein Medienfan (ldquoAre you a media fanrdquo)
Kapitel 3 Bleib gesund (ldquoStay healthyrdquo)
Kapitel 4 Klassenreisen machen Spaszlig (ldquoSchool trips are funrdquo)
Kapitel 5 Wir gehen aus (ldquoWersquore going outrdquo)
How Are Students Assessed
Students are continually assessed in the four skills of listening speaking reading and
writing formally and informally against National Curriculum Levels throughout the year
through end of module tests classroom performance and pairsmall group work as well
as exercises completed in class or at home
What Skills Are Developed
The Stimmt 2 course features a wealth of activities for individual work both at home and
in class to deepen and broaden their knowledge skills and understanding In addition
constant reference is made to National Curriculum Level descriptors so that students
can set their own improvement targets throughout the year encouraging them to take
responsibility for their learning By the end of Stimmt 2 pupils have the opportunity to
reach NC Level 7 They will learn many skills in Year 9 which will help prepare them for
the demands of the GCSE syllabus including translation
What Equipment Is Needed
Students will be provided with an exercise book and textbook which must be brought to
every German lesson as well as their standard school equipment
Access to the internet is also advantageous so pupils can take full advantage of excellent
language-learning websites such as wwwlinguascopecom memrisecom or quizlet as
well as to be able to access homework assignments on google classroom Laptops andor
iPads are also available in teaching rooms to allow students to access these sites at breaks
or lunchtimes
How Can Parents Help
Parents can help by encouraging their child to complete all homework on time and by
ensuring that it is done to the best of their childs ability presented neatly and checked
for errors They can also help their child to rehearse answers for modular speaking tests
Subject HISTORY History Department
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Year 9 History is based around the concept of lsquoConflict and Co-operationrsquo
Term 1 Who was Jack ndash A Historical Enquiry on lsquoWhy was it so difficult to capture
Jack the Ripperrsquo
Why should we remember the First World War
Term 2 Was the USA lsquoroaringrsquo in the 1920rsquos
Was Al Capone a gangster or a hero
The rise of the Dictators and the Road to War
Term 3 The experience of the British people during the Second World War
Conspiracy Theories in History
How are students assessed
Homework will be set regularly and specific coursework exercises and presentations will be
assessed as part of the studentsrsquo yearly profile There are four core assessments through
the year which help to inform our overall judgment on pupilrsquos attainment
What skills are developed
We aim to introduce students to the social and communication skills that they will use later
in life and it is common for students to be involved with group work for example to give
presentations We encourage the historical skills involved in using sources and analysing
evidence and interpretations of the past We also emphasise the importance of explaining
and communicating ideas and arguments effectively
What equipment is needed
Students will be issued with a notebook which they will need for every History lesson They
will also need a pen pencil ruler rubber coloured pencils and their school-issued planner
Above all they will need to bring a lively sense of enquiry
How can parents help
All parental support is welcomed in this subject area whether that is help with the
Literacy skills that are so important or encouragement to do a little extra research during
Homework any help you can contribute will be appreciated
Subject Performing Arts (DANCE) Head of Subject Miss E Wainwright
Curriculum Organisation
Each student will study two lessons of Dance a week for 8 weeks on a Performing Arts carousel
with Music and Drama Students will then opt for one of the Performing Arts specialisms and
continue to develop their skills in this subject for the remainder of the academic year
Subject Content
What is studied over the Academic Year
Carousel 1 Title lsquoStyles of Dancersquo
Throughout this carousel students will take part in workshops based on different
styles of dance The styles of dance will range from contemporary jazz street
dance musical theatre and capoeira to the haka and social dancing such as barn
dance The students will understand the fundamental key features of these genres
and their stylistic qualities and will be able to develop learnt phrases working both
within groups and independently Choreographic devices such as retrograde
accumulation mirroring and dynamics will be used to develop and adapt the
movement The students will watch professional works to be inspired and
appreciate dances of different genres Discussions will occur focusing on how
dance has developed historically and how historical events and fashions have
influenced the changes
Opted carousel Title lsquoAppreciation of movementrsquo
Students that have opted to continue with Dance for the rest of the academic year
will begin to watch and understand professional work Looking at different dance
and physical theatre companies who use different styles of dance and
understanding how works are created Students will also take part in technique
lessons to develop physical performance and interpretative skills
How are students assessed
Throughout all Dance lessons students will be assessed verbally and advised on how to improve
their various movement performance evaluation and teamwork skills Studentsrsquo performances will
be recorded and assessed at the end of each carousel Peer and self-assessment are used to help
develop key understanding and interpersonal skills
What skills are developed
Physical technical skills such as stamina strength and spatial awareness As well as performance
confidence leadership self-presentation teamwork collaboration self-awareness self-discipline
time management rehearsal techniques and organisational skills The ability to have an open mind
and to move beyond boundaries and explore with different ideas Communication skills critical and
research skills are also developed within Dance lessons using evaluation to allow students to give
and take constructive criticism
What equipment is needed
PEGames kits students can wear tracksuit bottoms or leggings for Dance lessons
How can parents help
Parents can support students in their organisational skills by ensuring appropriate practical Dance
wear is packed the evening before
Subject PERFORMING ARTS (DRAMA) Subject Leader Mrs H Greenlees
Curriculum Organisation
There will be a Performing Arts carousel in Year 9 that will allow students to have lessons
in Music Drama and Dance So each student will have up to a eight week block rotation
with two lessons a week
Subject Content
What is studied over the Academic Year
Project 1 Script Alive
Pupils will explore several scripts and use techniques and exercises to help them unlock
their acting and staging abilities to make effective performances They will work on how they
can effectively show location in their work using the fourth wall concept minimal set and
mime They will use the naturistic style of acting to develop their characterisation skills
Pupils will have to learn script for their assessment
Project 2 Thematic work
Pupils will look at a key themeissue and explore it including techniques such as role-play
improvisation still image show and tell and tableaux Pupils will incorporate music and
lighting into their work to help add atmosphere to their work The module is about how drama
can tell an important story and communicate meaning to an audience
How are students assessed
There will be ongoing assessment through verbal and written teacher feedback on
homework practical and end of module performances
Key assessments 1) Script Alive 2) Tableaus
What skills are developed
Confidence presentation skills teamwork and collaboration memorising lines self
awareness awareness of issues discussed self-discipline time management and
organisational skills an open mind and the ability to move beyond boundaries and
experiment with different ideas communication skills analytical critical and research skills
the ability to cope with criticism and learn from it stamina use of voice and movement of
body using drama techniques in performance learning about key concepts in drama such
as Naturalism and Gestus
What equipment is needed
Use of drama equipment in lessons and some extra props or costumes brought from home
How can parents help
Encourage pupils to learn their lines as this is good for improving skills in memorising and
help them produce a better piece of performance If they show an interest in the theatre and
drama encourage them to go to see live performances and get involved in school drama
clubs and productions either in technical or an acting capacity
Subject PERFORMING ARTS (MUSIC) Head of Subject Miss J Withey
Curriculum Organisation
Each student will have 2 Performing Arts lessons a week in a subject carousel They will
study Music Dance and Drama in eight week blocks Then before Easter of Year 9 they will
be able to prioritise a subject to study in the final term to help prepare for GCSE work
Subject Content
8 Week Rotation in Music
Main Project 1 lsquolsquoFilm Music and Soundtracksrsquo This project focusses on three genres of
film soundtracks Students begin by exploring Leitmotifs and how they have been used to
represent certain ldquocharactersrdquo or ldquosituationsrdquo in films before exploring how Themes have
been used in film soundtracks and performing a number of ldquoJames Bondrdquo
Themes Students compose their own soundtrack to the new James Bond film trailer ldquoNo
Time to Dierdquo learning how film composers use ldquoCue-sheetsrdquo to create music to fit with exact
timings
Mini Project 2 lsquoJazz and Bluesrsquo Students will be developing an understanding of bass
lines and chords as a harmonic foundation upon which a melody can be constructed They
learn about the history origin and development of the Blues and its characteristic 12-bar
Blues structure They also explore the effect of adding a melodic improvisation using the
Blues scale and the effect which ldquoswungrdquo rhythms have as used in jazz and blues music
After Easter Students will be asked to concentrate on both the theory of music reading
music notation performance skills on their own instrumentvoice and gain an understanding
of lsquoThe History of Western Musicrsquo
How are students assessed
Throughout all lessons students will be assessed through verbal and written feedback and
advised on how to improve their various skills with a view of work in progress and final
performances Music assessment comes under five categories 1) Knowledge with Listening
skills 2) Exploring Music 3) Composing 4) Performing and 5) Evaluation
What skills are developed
Listening appraising performing and composing skills will be developed Personal skills
such as working with groups and sharing ideas will also take a lead in this subject Being a
self-manager creative thinker and reflective learner is very important in music
What equipment is needed
Untuned and tuned percussion instruments electric keyboards computers musical scores
and a variety of listening and visual material
How can parents help
Encourage students to research or practise any work that is set for homework Encourage
them to do wider listening online to classical radio stations and programmes Learn key
words and try to apply to music they hear in everyday situations
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject HISTORY History Department
Curriculum Organisation
Each student will study two lessons of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Year 9 History is based around the concept of lsquoConflict and Co-operationrsquo
Term 1 Who was Jack ndash A Historical Enquiry on lsquoWhy was it so difficult to capture
Jack the Ripperrsquo
Why should we remember the First World War
Term 2 Was the USA lsquoroaringrsquo in the 1920rsquos
Was Al Capone a gangster or a hero
The rise of the Dictators and the Road to War
Term 3 The experience of the British people during the Second World War
Conspiracy Theories in History
How are students assessed
Homework will be set regularly and specific coursework exercises and presentations will be
assessed as part of the studentsrsquo yearly profile There are four core assessments through
the year which help to inform our overall judgment on pupilrsquos attainment
What skills are developed
We aim to introduce students to the social and communication skills that they will use later
in life and it is common for students to be involved with group work for example to give
presentations We encourage the historical skills involved in using sources and analysing
evidence and interpretations of the past We also emphasise the importance of explaining
and communicating ideas and arguments effectively
What equipment is needed
Students will be issued with a notebook which they will need for every History lesson They
will also need a pen pencil ruler rubber coloured pencils and their school-issued planner
Above all they will need to bring a lively sense of enquiry
How can parents help
All parental support is welcomed in this subject area whether that is help with the
Literacy skills that are so important or encouragement to do a little extra research during
Homework any help you can contribute will be appreciated
Subject Performing Arts (DANCE) Head of Subject Miss E Wainwright
Curriculum Organisation
Each student will study two lessons of Dance a week for 8 weeks on a Performing Arts carousel
with Music and Drama Students will then opt for one of the Performing Arts specialisms and
continue to develop their skills in this subject for the remainder of the academic year
Subject Content
What is studied over the Academic Year
Carousel 1 Title lsquoStyles of Dancersquo
Throughout this carousel students will take part in workshops based on different
styles of dance The styles of dance will range from contemporary jazz street
dance musical theatre and capoeira to the haka and social dancing such as barn
dance The students will understand the fundamental key features of these genres
and their stylistic qualities and will be able to develop learnt phrases working both
within groups and independently Choreographic devices such as retrograde
accumulation mirroring and dynamics will be used to develop and adapt the
movement The students will watch professional works to be inspired and
appreciate dances of different genres Discussions will occur focusing on how
dance has developed historically and how historical events and fashions have
influenced the changes
Opted carousel Title lsquoAppreciation of movementrsquo
Students that have opted to continue with Dance for the rest of the academic year
will begin to watch and understand professional work Looking at different dance
and physical theatre companies who use different styles of dance and
understanding how works are created Students will also take part in technique
lessons to develop physical performance and interpretative skills
How are students assessed
Throughout all Dance lessons students will be assessed verbally and advised on how to improve
their various movement performance evaluation and teamwork skills Studentsrsquo performances will
be recorded and assessed at the end of each carousel Peer and self-assessment are used to help
develop key understanding and interpersonal skills
What skills are developed
Physical technical skills such as stamina strength and spatial awareness As well as performance
confidence leadership self-presentation teamwork collaboration self-awareness self-discipline
time management rehearsal techniques and organisational skills The ability to have an open mind
and to move beyond boundaries and explore with different ideas Communication skills critical and
research skills are also developed within Dance lessons using evaluation to allow students to give
and take constructive criticism
What equipment is needed
PEGames kits students can wear tracksuit bottoms or leggings for Dance lessons
How can parents help
Parents can support students in their organisational skills by ensuring appropriate practical Dance
wear is packed the evening before
Subject PERFORMING ARTS (DRAMA) Subject Leader Mrs H Greenlees
Curriculum Organisation
There will be a Performing Arts carousel in Year 9 that will allow students to have lessons
in Music Drama and Dance So each student will have up to a eight week block rotation
with two lessons a week
Subject Content
What is studied over the Academic Year
Project 1 Script Alive
Pupils will explore several scripts and use techniques and exercises to help them unlock
their acting and staging abilities to make effective performances They will work on how they
can effectively show location in their work using the fourth wall concept minimal set and
mime They will use the naturistic style of acting to develop their characterisation skills
Pupils will have to learn script for their assessment
Project 2 Thematic work
Pupils will look at a key themeissue and explore it including techniques such as role-play
improvisation still image show and tell and tableaux Pupils will incorporate music and
lighting into their work to help add atmosphere to their work The module is about how drama
can tell an important story and communicate meaning to an audience
How are students assessed
There will be ongoing assessment through verbal and written teacher feedback on
homework practical and end of module performances
Key assessments 1) Script Alive 2) Tableaus
What skills are developed
Confidence presentation skills teamwork and collaboration memorising lines self
awareness awareness of issues discussed self-discipline time management and
organisational skills an open mind and the ability to move beyond boundaries and
experiment with different ideas communication skills analytical critical and research skills
the ability to cope with criticism and learn from it stamina use of voice and movement of
body using drama techniques in performance learning about key concepts in drama such
as Naturalism and Gestus
What equipment is needed
Use of drama equipment in lessons and some extra props or costumes brought from home
How can parents help
Encourage pupils to learn their lines as this is good for improving skills in memorising and
help them produce a better piece of performance If they show an interest in the theatre and
drama encourage them to go to see live performances and get involved in school drama
clubs and productions either in technical or an acting capacity
Subject PERFORMING ARTS (MUSIC) Head of Subject Miss J Withey
Curriculum Organisation
Each student will have 2 Performing Arts lessons a week in a subject carousel They will
study Music Dance and Drama in eight week blocks Then before Easter of Year 9 they will
be able to prioritise a subject to study in the final term to help prepare for GCSE work
Subject Content
8 Week Rotation in Music
Main Project 1 lsquolsquoFilm Music and Soundtracksrsquo This project focusses on three genres of
film soundtracks Students begin by exploring Leitmotifs and how they have been used to
represent certain ldquocharactersrdquo or ldquosituationsrdquo in films before exploring how Themes have
been used in film soundtracks and performing a number of ldquoJames Bondrdquo
Themes Students compose their own soundtrack to the new James Bond film trailer ldquoNo
Time to Dierdquo learning how film composers use ldquoCue-sheetsrdquo to create music to fit with exact
timings
Mini Project 2 lsquoJazz and Bluesrsquo Students will be developing an understanding of bass
lines and chords as a harmonic foundation upon which a melody can be constructed They
learn about the history origin and development of the Blues and its characteristic 12-bar
Blues structure They also explore the effect of adding a melodic improvisation using the
Blues scale and the effect which ldquoswungrdquo rhythms have as used in jazz and blues music
After Easter Students will be asked to concentrate on both the theory of music reading
music notation performance skills on their own instrumentvoice and gain an understanding
of lsquoThe History of Western Musicrsquo
How are students assessed
Throughout all lessons students will be assessed through verbal and written feedback and
advised on how to improve their various skills with a view of work in progress and final
performances Music assessment comes under five categories 1) Knowledge with Listening
skills 2) Exploring Music 3) Composing 4) Performing and 5) Evaluation
What skills are developed
Listening appraising performing and composing skills will be developed Personal skills
such as working with groups and sharing ideas will also take a lead in this subject Being a
self-manager creative thinker and reflective learner is very important in music
What equipment is needed
Untuned and tuned percussion instruments electric keyboards computers musical scores
and a variety of listening and visual material
How can parents help
Encourage students to research or practise any work that is set for homework Encourage
them to do wider listening online to classical radio stations and programmes Learn key
words and try to apply to music they hear in everyday situations
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject Performing Arts (DANCE) Head of Subject Miss E Wainwright
Curriculum Organisation
Each student will study two lessons of Dance a week for 8 weeks on a Performing Arts carousel
with Music and Drama Students will then opt for one of the Performing Arts specialisms and
continue to develop their skills in this subject for the remainder of the academic year
Subject Content
What is studied over the Academic Year
Carousel 1 Title lsquoStyles of Dancersquo
Throughout this carousel students will take part in workshops based on different
styles of dance The styles of dance will range from contemporary jazz street
dance musical theatre and capoeira to the haka and social dancing such as barn
dance The students will understand the fundamental key features of these genres
and their stylistic qualities and will be able to develop learnt phrases working both
within groups and independently Choreographic devices such as retrograde
accumulation mirroring and dynamics will be used to develop and adapt the
movement The students will watch professional works to be inspired and
appreciate dances of different genres Discussions will occur focusing on how
dance has developed historically and how historical events and fashions have
influenced the changes
Opted carousel Title lsquoAppreciation of movementrsquo
Students that have opted to continue with Dance for the rest of the academic year
will begin to watch and understand professional work Looking at different dance
and physical theatre companies who use different styles of dance and
understanding how works are created Students will also take part in technique
lessons to develop physical performance and interpretative skills
How are students assessed
Throughout all Dance lessons students will be assessed verbally and advised on how to improve
their various movement performance evaluation and teamwork skills Studentsrsquo performances will
be recorded and assessed at the end of each carousel Peer and self-assessment are used to help
develop key understanding and interpersonal skills
What skills are developed
Physical technical skills such as stamina strength and spatial awareness As well as performance
confidence leadership self-presentation teamwork collaboration self-awareness self-discipline
time management rehearsal techniques and organisational skills The ability to have an open mind
and to move beyond boundaries and explore with different ideas Communication skills critical and
research skills are also developed within Dance lessons using evaluation to allow students to give
and take constructive criticism
What equipment is needed
PEGames kits students can wear tracksuit bottoms or leggings for Dance lessons
How can parents help
Parents can support students in their organisational skills by ensuring appropriate practical Dance
wear is packed the evening before
Subject PERFORMING ARTS (DRAMA) Subject Leader Mrs H Greenlees
Curriculum Organisation
There will be a Performing Arts carousel in Year 9 that will allow students to have lessons
in Music Drama and Dance So each student will have up to a eight week block rotation
with two lessons a week
Subject Content
What is studied over the Academic Year
Project 1 Script Alive
Pupils will explore several scripts and use techniques and exercises to help them unlock
their acting and staging abilities to make effective performances They will work on how they
can effectively show location in their work using the fourth wall concept minimal set and
mime They will use the naturistic style of acting to develop their characterisation skills
Pupils will have to learn script for their assessment
Project 2 Thematic work
Pupils will look at a key themeissue and explore it including techniques such as role-play
improvisation still image show and tell and tableaux Pupils will incorporate music and
lighting into their work to help add atmosphere to their work The module is about how drama
can tell an important story and communicate meaning to an audience
How are students assessed
There will be ongoing assessment through verbal and written teacher feedback on
homework practical and end of module performances
Key assessments 1) Script Alive 2) Tableaus
What skills are developed
Confidence presentation skills teamwork and collaboration memorising lines self
awareness awareness of issues discussed self-discipline time management and
organisational skills an open mind and the ability to move beyond boundaries and
experiment with different ideas communication skills analytical critical and research skills
the ability to cope with criticism and learn from it stamina use of voice and movement of
body using drama techniques in performance learning about key concepts in drama such
as Naturalism and Gestus
What equipment is needed
Use of drama equipment in lessons and some extra props or costumes brought from home
How can parents help
Encourage pupils to learn their lines as this is good for improving skills in memorising and
help them produce a better piece of performance If they show an interest in the theatre and
drama encourage them to go to see live performances and get involved in school drama
clubs and productions either in technical or an acting capacity
Subject PERFORMING ARTS (MUSIC) Head of Subject Miss J Withey
Curriculum Organisation
Each student will have 2 Performing Arts lessons a week in a subject carousel They will
study Music Dance and Drama in eight week blocks Then before Easter of Year 9 they will
be able to prioritise a subject to study in the final term to help prepare for GCSE work
Subject Content
8 Week Rotation in Music
Main Project 1 lsquolsquoFilm Music and Soundtracksrsquo This project focusses on three genres of
film soundtracks Students begin by exploring Leitmotifs and how they have been used to
represent certain ldquocharactersrdquo or ldquosituationsrdquo in films before exploring how Themes have
been used in film soundtracks and performing a number of ldquoJames Bondrdquo
Themes Students compose their own soundtrack to the new James Bond film trailer ldquoNo
Time to Dierdquo learning how film composers use ldquoCue-sheetsrdquo to create music to fit with exact
timings
Mini Project 2 lsquoJazz and Bluesrsquo Students will be developing an understanding of bass
lines and chords as a harmonic foundation upon which a melody can be constructed They
learn about the history origin and development of the Blues and its characteristic 12-bar
Blues structure They also explore the effect of adding a melodic improvisation using the
Blues scale and the effect which ldquoswungrdquo rhythms have as used in jazz and blues music
After Easter Students will be asked to concentrate on both the theory of music reading
music notation performance skills on their own instrumentvoice and gain an understanding
of lsquoThe History of Western Musicrsquo
How are students assessed
Throughout all lessons students will be assessed through verbal and written feedback and
advised on how to improve their various skills with a view of work in progress and final
performances Music assessment comes under five categories 1) Knowledge with Listening
skills 2) Exploring Music 3) Composing 4) Performing and 5) Evaluation
What skills are developed
Listening appraising performing and composing skills will be developed Personal skills
such as working with groups and sharing ideas will also take a lead in this subject Being a
self-manager creative thinker and reflective learner is very important in music
What equipment is needed
Untuned and tuned percussion instruments electric keyboards computers musical scores
and a variety of listening and visual material
How can parents help
Encourage students to research or practise any work that is set for homework Encourage
them to do wider listening online to classical radio stations and programmes Learn key
words and try to apply to music they hear in everyday situations
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject PERFORMING ARTS (DRAMA) Subject Leader Mrs H Greenlees
Curriculum Organisation
There will be a Performing Arts carousel in Year 9 that will allow students to have lessons
in Music Drama and Dance So each student will have up to a eight week block rotation
with two lessons a week
Subject Content
What is studied over the Academic Year
Project 1 Script Alive
Pupils will explore several scripts and use techniques and exercises to help them unlock
their acting and staging abilities to make effective performances They will work on how they
can effectively show location in their work using the fourth wall concept minimal set and
mime They will use the naturistic style of acting to develop their characterisation skills
Pupils will have to learn script for their assessment
Project 2 Thematic work
Pupils will look at a key themeissue and explore it including techniques such as role-play
improvisation still image show and tell and tableaux Pupils will incorporate music and
lighting into their work to help add atmosphere to their work The module is about how drama
can tell an important story and communicate meaning to an audience
How are students assessed
There will be ongoing assessment through verbal and written teacher feedback on
homework practical and end of module performances
Key assessments 1) Script Alive 2) Tableaus
What skills are developed
Confidence presentation skills teamwork and collaboration memorising lines self
awareness awareness of issues discussed self-discipline time management and
organisational skills an open mind and the ability to move beyond boundaries and
experiment with different ideas communication skills analytical critical and research skills
the ability to cope with criticism and learn from it stamina use of voice and movement of
body using drama techniques in performance learning about key concepts in drama such
as Naturalism and Gestus
What equipment is needed
Use of drama equipment in lessons and some extra props or costumes brought from home
How can parents help
Encourage pupils to learn their lines as this is good for improving skills in memorising and
help them produce a better piece of performance If they show an interest in the theatre and
drama encourage them to go to see live performances and get involved in school drama
clubs and productions either in technical or an acting capacity
Subject PERFORMING ARTS (MUSIC) Head of Subject Miss J Withey
Curriculum Organisation
Each student will have 2 Performing Arts lessons a week in a subject carousel They will
study Music Dance and Drama in eight week blocks Then before Easter of Year 9 they will
be able to prioritise a subject to study in the final term to help prepare for GCSE work
Subject Content
8 Week Rotation in Music
Main Project 1 lsquolsquoFilm Music and Soundtracksrsquo This project focusses on three genres of
film soundtracks Students begin by exploring Leitmotifs and how they have been used to
represent certain ldquocharactersrdquo or ldquosituationsrdquo in films before exploring how Themes have
been used in film soundtracks and performing a number of ldquoJames Bondrdquo
Themes Students compose their own soundtrack to the new James Bond film trailer ldquoNo
Time to Dierdquo learning how film composers use ldquoCue-sheetsrdquo to create music to fit with exact
timings
Mini Project 2 lsquoJazz and Bluesrsquo Students will be developing an understanding of bass
lines and chords as a harmonic foundation upon which a melody can be constructed They
learn about the history origin and development of the Blues and its characteristic 12-bar
Blues structure They also explore the effect of adding a melodic improvisation using the
Blues scale and the effect which ldquoswungrdquo rhythms have as used in jazz and blues music
After Easter Students will be asked to concentrate on both the theory of music reading
music notation performance skills on their own instrumentvoice and gain an understanding
of lsquoThe History of Western Musicrsquo
How are students assessed
Throughout all lessons students will be assessed through verbal and written feedback and
advised on how to improve their various skills with a view of work in progress and final
performances Music assessment comes under five categories 1) Knowledge with Listening
skills 2) Exploring Music 3) Composing 4) Performing and 5) Evaluation
What skills are developed
Listening appraising performing and composing skills will be developed Personal skills
such as working with groups and sharing ideas will also take a lead in this subject Being a
self-manager creative thinker and reflective learner is very important in music
What equipment is needed
Untuned and tuned percussion instruments electric keyboards computers musical scores
and a variety of listening and visual material
How can parents help
Encourage students to research or practise any work that is set for homework Encourage
them to do wider listening online to classical radio stations and programmes Learn key
words and try to apply to music they hear in everyday situations
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject PERFORMING ARTS (MUSIC) Head of Subject Miss J Withey
Curriculum Organisation
Each student will have 2 Performing Arts lessons a week in a subject carousel They will
study Music Dance and Drama in eight week blocks Then before Easter of Year 9 they will
be able to prioritise a subject to study in the final term to help prepare for GCSE work
Subject Content
8 Week Rotation in Music
Main Project 1 lsquolsquoFilm Music and Soundtracksrsquo This project focusses on three genres of
film soundtracks Students begin by exploring Leitmotifs and how they have been used to
represent certain ldquocharactersrdquo or ldquosituationsrdquo in films before exploring how Themes have
been used in film soundtracks and performing a number of ldquoJames Bondrdquo
Themes Students compose their own soundtrack to the new James Bond film trailer ldquoNo
Time to Dierdquo learning how film composers use ldquoCue-sheetsrdquo to create music to fit with exact
timings
Mini Project 2 lsquoJazz and Bluesrsquo Students will be developing an understanding of bass
lines and chords as a harmonic foundation upon which a melody can be constructed They
learn about the history origin and development of the Blues and its characteristic 12-bar
Blues structure They also explore the effect of adding a melodic improvisation using the
Blues scale and the effect which ldquoswungrdquo rhythms have as used in jazz and blues music
After Easter Students will be asked to concentrate on both the theory of music reading
music notation performance skills on their own instrumentvoice and gain an understanding
of lsquoThe History of Western Musicrsquo
How are students assessed
Throughout all lessons students will be assessed through verbal and written feedback and
advised on how to improve their various skills with a view of work in progress and final
performances Music assessment comes under five categories 1) Knowledge with Listening
skills 2) Exploring Music 3) Composing 4) Performing and 5) Evaluation
What skills are developed
Listening appraising performing and composing skills will be developed Personal skills
such as working with groups and sharing ideas will also take a lead in this subject Being a
self-manager creative thinker and reflective learner is very important in music
What equipment is needed
Untuned and tuned percussion instruments electric keyboards computers musical scores
and a variety of listening and visual material
How can parents help
Encourage students to research or practise any work that is set for homework Encourage
them to do wider listening online to classical radio stations and programmes Learn key
words and try to apply to music they hear in everyday situations
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
Curriculum Organisation
Each student will study three lessons of this subject each week Groups in this subject are mixed
ability and single sexed
Subject Content
What is studied over the Academic Year
BOYS Year 7 Year 8 Year 9
Term 1 Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Rugby Cross-Country
Basketball Gymnastics
Term 2 Football Short Tennis
Hockey
Football Table Tennis
Boxing
Football Badminton
Fitness Training
Term 3 Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
Athletics Cricket
Swimming
Outdoor Education
GIRLS Year 7 Year 8 Year 9
Term 1 Hockey Cross-Country
Football Basketball
Hockey Cross-Country
Gymnastics Volleyball
Hockey Cross-Country
Gymnastics Rugby
Term 2 Netball Gymnastics Short
Tennis
Netball Boxing Table
Tennis
Netball Badminton
Fitness Training
Term 3 Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
Athletics Rounders
Swimming
Outdoor Education
The department offers a range of extra-curricular opportunities for students to develop their skills in
a variety of clubs and fixtures Clubs include ndash Athletics Badminton Basketball Boxing Cricket
Football Hockey Netball Dodgeball Rounders Rugby and Cross-Country The department also
run Sports Trips to the UK in the Spring Term
How are students assessed
Assessment is undertaken by staff throughout the activity block culminating with a final assessment
in the last lesson of the unit Students are assessed using the National Curriculum level descriptors
and we align these with IGCSE practical assessment terminology and grading Students will use
these levels through peer and self-assessment at the end of the unit
Students will also be learning about the human body during the modules and will be required to
complete a mini quiz on these at the end of every half term Included in this will be the Skeletal
system the Muscular system Components of fitness and other PE related topics
What skills are developed
Physical Education increases a childrsquos physical fitness and develops core skills in each of the
activities covered In addition students develop their self-confidence and skills involving co-
operation communication problem solving teamwork and inter personal relationships
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject PHYSICAL EDUCATION Head of Subject Mr D Winrow
What equipment is needed
Girls PEGames Kit
Plain black shorts maroon polo shirt white sports socks black games skirt QEII black
tracksuit bottoms (optional) QEII black sweater (optional) black skins (optional) maroon and
white hockey socks and trainers Shin pads and gum shields are required for hockey
Boys PEGames Kit
Plain black shorts maroon rugby shirt maroon polo shirt rugby or football boots trainers
maroon and white football socks white sports socks (for PE lessons) gum shield shin pads
There will be further options of outerwear jackets becoming available for both boys and girls
very soon These will be optional
How can parents help
Give your child support and encouragement in PE and Games as much as possible We
believe in every child trying as many different sports and physical activities as possible so
they can find one they enjoy and hopefully instil healthy habits for life If your child is playing
for the school teams there will be one lunchtime and one after school practice per age group
and all players are expected to be at these sessions If they canrsquot they must communicate
that with the teacher in charge before training commences This teaches them commitment
and that they must prepare properly to ensure they can learn as much as possible and be at
their best as a team when representing the school
The department would welcome any parent with coaching experience who feels they could
offer their assistance If a parent has a particular skill set of a chosen sport and would like to
support any extra-curricular coaching we would like to hear from you
If a student is unable to participate in PE and Games for 3 consecutive weeks or more
then a Doctorrsquos note is required explaining their absence Students who forget their kit will
still be expected take part in some capacity
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject PSHE Head of Subject Miss L Franklin
Curriculum Organisation
Each student will study PSHE each week through the tutorial scheme of learning
Students are taught in their mixed ability tutor groups
Subject Content
What is studied over the Academic Year
Term 1 Enjoying a Healthy and Active Lifestyle
Good habits to promote success and develop positive working habits
Healthy amp Wellbeing
Understanding the importance of balance between work leisure and
exercise to develop healthy lifestyle habits amp to explore how the media
portrays body image
Term 2 Living in the Wider World
To consider how to make good choices and identify their interests linked to
option choices
Relationship amp Sex Education
Examining different relationships amp the qualities you look for in a partner
Term 3 Living in the Wider World
Exploring the World of Work and developing employability skills through an
enterprise project
Relationship amp Sex Education
Understanding the issues that cause conflict between adults and teens
examining gender roles and stereotypes amp having an awareness of sexual
transmitted disease
How are students assessed
Whilst there is no formal assessment students are teacher assessed against their
understanding of the curriculum content This is informed in part by written pieces of work
presentations group discussions team participation leadership and organisational skills in
addition to Employability Skills
What skills are developed
As well as general life skills aspects of the school PLTS are covered in this area of the
curriculum Self-manager Team worker Reflective Learner Effective Participator
Creative Thinker Independent Enquirer
What equipment is needed
Students should come to PSHE with the standard basic school equipment student
planner pens pencils rubber sharpener ruler calculator colouring pencils etc
How can parents help
Encourage discussion of the issues at home and independent research
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
Subject RELIGIOUS EDUCATION Head of Subject Mr R Simpson
Curriculum Organisation
Each student will study one lesson of this subject each week Groups in this subject are
mixed ability
Subject Content
What is studied over the Academic Year
Throughout the year students will explore Rites of passage ndash Journey Through Life
Term 1 Islam What is the Ummah How do the Five Pillars help a Muslim follow
God What is the importance of The Prophet to this faith
Term 2 Faith in Action Martin Luther King and his struggle for equality Prejudice
and Discrimination Do we have a responsibility to others
Faith and Film How is religion portrayed in the media How does the fiction
we read and watch relate to religious values of life
Term 3 Existence of God Can we prove that God does or does not exist
Prejudice and Discrimination Do we have a responsibility to others
How are students assessed
Self-assessment
Peer assessment
Written assessments
Levels of assessment literacy and progression check
What skills are developed
Reading identifying key words and their meanings extended writing
Effective participating
Reflective participating
Self-managing
Team working
Creative thinking
What equipment is needed
An enquiring mind
How can parents help
Encourage questioning and wider reading
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