Wheatley Park School Curriculum Information |
“Reading, writing, and arithmetic are important only if they serve to make our children more human.” (Extract from a letter to teachers written by a concentration camp survivor.) Everyone Learning At Wheatley Park, we teach a rich curriculum that equips every student with the key knowledge, skills and understanding to progress successfully in the next stages of their education and for the rest of their lives as learners. Everyone Caring At the same time, our curriculum is designed to ‘make our children more human’: to develop every student into a compassionate, respectful and tolerant individual who will use their learning to make a positive difference to the world. |
Please find below:
- A list of the subjects taught in each year group and the number of periods allocated to each of these
- A description of the important role each subject plays in the curriculum
- An overview of what is taught in each subject in each year group
Years 7-9
| Years 10-11
Further information can be found in the Guided Choices Booklet * Students have the option to opt into Separate Sciences with 2 extra lessons. Students study at least one of Geography, History or a language as well as the core subjects listed above. Further information regarding EBacc entry rates can be seen here. | Years 12 and 13 Students in Years 12-13 study up to 5 AS or A Levels from the following courses: Art: Fine Art Art: Textiles Biology Business Studies Chemistry Computing Drama Economics English Language and Literature English Literature French Further Mathematics Geography History Mathematics Media Studies Music Philosophy Photography Physical Education Physics Psychology Sociology Spanish BTEC Level 3 Extended Certificate in Health and Social Care BTEC Level 3 National Diploma in Applied Science Enrichment - An Enrichment programme runs every Wednesday afternoon for sixth form students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Subject Purpose
We deliver our curriculum through a range of subjects. Each of these is unique and adds to the development of the individual as well as being important domains in their own right. Below is the core purpose of the curriculum in each of the discrete subjects that make up our curriculum.
Subject | Purpose |
Art | To provide all students with the skills to observe, record and experiment with a range of media, enabling them to express creative ideas with confidence and contextual understanding. |
Business | To help students develop the knowledge and skills needed to analyse data, think critically about issues, make informed decisions as well as understand the impact and value of our money and purchasing decisions and how the world of work operates. |
Computing | To help students become not only digitally literate but problem solvers with the ability to see and analyse a number of potentially very different solutions. |
Design and Technology | To help students decompose problems, provide creative solutions and develop the practical skills that are going to become crucially more important as the world around us changes. |
Drama | To help students develop the skills to turn the subjective (our thoughts and feelings) into the objective (performance, direction and design). To develop the skills to engage with an audience and encourage them to question the world around them. |
Economics | To help students develop the knowledge and skills needed to analyse data, think critically about issues, make informed decisions from qualitative and quantitative data as well as understand the impact and value of our money and purchasing decisions. |
English | To help students to harness the power of language, engaging respectfully with the best that has been thought, said and written, and expressing their own views with precision and purpose |
Food | To help students decompose problems, provide creative solutions and develop the practical skills that are going to become crucially more important as the world around us changes. |
French | To provide students the opportunity to develop a deep understanding of the French language through building on our listening, reading, writing and speaking skills, whilst enhancing cultural awareness through gaining an insight into French and francophone cultures. |
Geography | To develop students into global citizens through a deep understanding of the wide ranging interactions between people and their environment so they are able to make informed and balanced decisions. |
Health and Social Care | To help students develop an understanding of human health and relationships, issues affecting the quality of health care, and the role of health and care services in society. |
History | To develop a clear understanding of past events in a way that helps students conceptualise the world around them today and how events, people and innovation have caused continuity and change over time. |
Latin | To develop analytical and critical skills by exploring the wonderful language of Latin, whilst gaining a deep and meaningful insight into the related ancient literature, values and society. |
Mandarin | To provide students the opportunity to develop a deep understanding of the Chinese language through building on our listening, reading, writing and speaking skills, whilst enhancing cultural awareness through gaining an insight into Chinese culture. |
Mathematics | To develop students’ powers of abstract reasoning and equip them for the problem-solving and numeracy demands of future life and work. |
Media Studies | To empower students to make better informed choices through a deeper understanding of the media-rich world they inhabit. |
Music | To provide all students with the language, listening and physical skills, which will allow them to understand and perform a range of culturally significant music as well as be able to compose their own. |
PE and Sport | To provide all students with the opportunity to develop a lifelong love of participation in sport or physical activity. Guiding them to make the right choices regarding a healthy and active lifestyle. |
PSHE | To equip pupils to live healthy, safe, productive, capable, responsible and balanced lives. Encouraging them to be enterprising and supporting them in making effective transitions, positive learning and career choices and in achieving economic well-being. Contributing by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. |
Psychology | To build a scientific understanding of human behaviour, promoting the critical, independent thought and consideration for their own and others' motivation and wellbeing that are essential for academic and personal success. |
Religious Studies | Students learn about religions and beliefs which have influenced the lives of millions of people and heavily influenced the development of human cultures. They apply academic skills such as analysis and critical and creative thinking, approaching the study of religion with different disciplines as they mature. Students learn more about themselves and their place in the world from their increasingly academic and creative explorations of religions and beliefs. |
Science | To explain the world: understanding the nature, processes and methods of science To develop cognitive skills: observational, practical, modelling, enquiry, and problem-solving skills To promote scientific literacy: developing the ability to evaluate claims based on science |
Sociology | To develop well-informed, critical and unprejudiced understanding of others through the cultivation of critical engagement with the cultural, political, historical and social factors that shape modern society. |
Spanish | To provide students the opportunity to develop a deep understanding of the Spanish language through building on our listening, reading, writing and speaking skills, whilst enhancing cultural awareness through gaining an insight into Spanish and hispanic ways of life. |
Curriculum Overview
We carefully choose what we teach. This is sequenced to ensure students are able to build on their existing knowledge and revisit key concepts regularly.
Subject | Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | Year 12 | Year 13 |
Art | Formal Elements Line and tone - explore weight and expression of line using pen, ink, charcoal. Van Gogh Shape and form - understanding organic and geometric shape using coloured paper and card. Kazimir Malevich. Texture and mark making - exploring how implied texture is created through a range of mark making. Durer. Colour and colour theory - understand how colours can be used to create emotion. Use of paint, pastel and photography to create your own still life interpretation. Henri Matisse | Portraits and realism Understand how to draw the face, focusing on proportion and accuracy. Portraits and distortion. Understand the work of Picasso, Basquiat and Francis Bacon and their distorted elements, using pencil, ink, paint, pastel. Explore effective paint techniques in your own work Pattern - Understand different types of repeat patterns. Develop observational drawing skills and composition design. Understand the poly printing process through creating prints inspired by William Morris, Yayoi Kusama and Alexander McQueen | Still life/ 3D project Understand how ellipses and tonal variation can be used to effectively show 3D qualities of still life objects. Develop these skills in a range of observational studies. Understand the work of Grayson Perry and his links to popular culture and social issues. Develop 3D design and construction skills by designing and creating your own clay pot. Architecture - Develop observational and material experiments by working with mixed media and printing techniques. Ian Murphy/John Virtue Improve practical photography skills and understanding of the key principles of photography. | The Environment: Rural/Urban Develop a wide range of artistic references and understanding of how different environments can be viewed. David Hockney - Acrylic paint Hasegawa Tohaku - bleached paper and ink Louise Davidson - watercolour Experimenting with a range of print and paint techniques. Louise Hayward - etching Learning how to create confident and personal responses to the theme of environments. | Portraits/Identity Developing ways to interpret artists’ work into your own work. Use materials appropriately and with purpose. Max Pechstein - Lino printing. Egon Schiele - mixed media. Lucian Freud - acrylic/oil painting. Use photography to develop artistic ideas and personal responses Platon - Photography Self Portrait Learning how to create confident and personal responses to the theme of Identity. GCSE Exam | Still life Develop still life studies, focusing on composition, proportion and photography. Understand 3D and 2D abstract still life artists and movements, such as Purism. Develop oil painting and colour theory skills, such as value and saturation. Explore print making such as screen printing, monotype and etching with a focus on creating atmospheric landscape prints Student self identified mini project Personal Investigation | Personal Investigation Personal Study (essay) A Level Exam Learn about wider contexts within art and how events or personal circumstances can affect artistic decisions. Generate own research around a chosen theme, using specific research strategies. |
Business | The purpose and nature of business Business ownership Aims and objectives Business calculations | Stakeholders Business planning Business location Expanding a business Technology Ethics The economic climate Globalisation Legislation The competitive market Production processes Procurement Quality Customer service Organisational structures Recruitment and selection Motivation Training | Identifying and targeting customers Segmentation Market research Marketing mix: Product and price Promotion and distribution Sources of finance Cash flow Financial terms and calculations Financial performance | What is business? Managers, leadership and decision making Decision making to improve marketing performance Decision making to improve operational performance Decision making to improve financial performance Decision making to improve human resources performance | Analysing the strategic position of a business Choosing strategic direction Strategic methods: how to pursue strategies Managing strategic change | ||
Computing | Introduction to Computer Systems Algorithms I inc. Computational Thinking BEBRAS Challenge Networks Data Representation I Scratch Programming | HTML and Web Development BEBRAS Challenge Computer Systems Artificial Intelligence (AI) Data Representation II Python Programming I | Computer Systems BEBRAS Challenge Algorithms II Python Programming II | Algorithms Networks Cyber Security Databases Data Representation Computer Systems | Impacts of Digital Technology Year 10 Content Recap, Review and Consolidation | The characteristics of contemporary processors, input, output and storage devices Types of software and the different methodologies used to develop software Data exchange between different systems Data types, data structures and algorithms Legal, moral, cultural and ethical issues. What is meant by computational thinking (thinking abstractly, thinking ahead, thinking procedurally etc.) Problem solving and programming – how computers and programs can be used to solve problems Algorithms and how they can be used to describe and solve problems. | Non-examined assessment Programming inc. OOP Data Structures Algorithms Computation Data Rep Recap Computer Systems Architecture Databases Big Data Functional Programming Consequences |
Design and Technology | Design & Technology 1 Design and make task: Children’s stool 3D presentation techniques Properties and uses of manufactured boards CAD CAM Workshop safety Measuring tools Marking out tools Cutting tools Shaping tools Application of finishes Refection ,evaluation and modification Design & Technology 2 Design and make: Phone chair. Workshop Health & Safety Adhering timber Designing templates Marking out accurately Cutting timber using hand tools. Basic circle geometry. Drilling holes safely. Fault finding and overcoming them. Bending timber to create curves Sources of timber . Painting timber Product evaluation. | Design & Technology 1 Pneumatic can crusher Systems and control Properties and uses of materials Environmental impact of materials Planning for accurate manufacture CAD CAM Workshop safety Measuring tools Marking out tools Cutting tools, equipment and machinery Shaping tools, equipment and machinery Application of finishes Refection ,evaluation and modification Knowledge of forces and structures Design & Technology 2: Metal photo frame: Different joining methods Ferrous & Non Ferrous metals. Differences and applications of common metals. Safety in a Metalworking environment Material Recycling. Using hand tools with metal. Methods of cutting metal. Finishing techniques in metal. | Design & Technology 1 Mood Light Systems and control - electronics Properties and uses of materials Environmental impact of materials Planning for accurate manufacture CAD CAM Workshop safety Measuring tools Marking out tools Cutting tools, equipment and machinery Shaping tools, equipment and machinery Knowledge of electronics Design & Technology 2: Recycled plastic project Plastic and the environment Plastic and sustainable use Different groups of recycled plastic Use of CAD to develop design ideas Use of CAD to create a sample product Using standard tools with different groups of plastic | New and emerging technologies Energy generation and storage Developments in new materials Mechanical devices Materials and their working properties Selection of materials and components Forces and stresses Ecological and social footprint Using and working with materials Stockforms, types and sizes Scales of production Specialist techniques and processes Surface treatments and finishes | Environmental, social and economic challenge The work of others Communication of ideas Prototype development Selection of materials and components Tolerances Materials management Specialist tools and equipment Specialist techniques and processes Non-Exam Assessment | ||
Drama | Creating drama Basics of collaboration, character and plot Panto Exploring the genre, development of character and plot Intro to physical theatre | Genre - horror Creating Drama with a stimulus Experimenting with different starting points and drama styles and techniques A Monster Calls An exploration of bring abstract scripts to the stage using physical theatre and soundscaping | Darkwood Manor: The sequel Brecht Live theatre Deconstructing the elements of a successful live theatrical performance Frantic Assembly Experimenting with Frantic Assembly techniques. Developing drama in this style. | Building blocks Peter Pan - Section B exam Watching live theatre and responding to artistic intention, technical aspects and acting Blood Brothers - Section A exam Exploration of plot, character, play structure and social/historical context. | Devising Exploration of 10 stimuli Post exploration choosing a stimulus to focus on through researching context, developing character and plot and performing an original piece of drama Presenting and Performing texts. Exploration of a text. Understanding of the playwright's artistic intention, development of character and plot. Understanding of social / historical context. Performance of 2 extracts | Hedda Gabler Exploration of set text. Understanding practically and theoretically how the text is constructed Understanding social, historical and cultural context, creation of character and plot. Influences of live theatre on own interpretation and concepts. playwright’s intentions. Understanding concepts of Stanislavski. Editing and adapting a set work to create a new spin Use of Frantic Assembly as key practitioner. Performance of new work in the style of Frantic. Exploration of technical aspects of Curious Incident. | Saved Understanding social, historical and cultural context, creation of character and plot. Influences of live theatre on own interpretation and concepts. Devising an original piece of theatre with the influence of Artaud and a contrasting script performance in a naturalistic style. Exploration of technical aspects of Curious Incident after pre-release material issued by the exam board. |
Economics | Microeconomics: Economic methodology Price determination in a competitive market Production, costs and revenue Competitive and concentrated markets The market mechanism, market failure and government intervention in markets Macroeconomics: The measurement of macroeconomic performance How the macroeconomy works Economic performance Macroeconomic policy | Microeconomics: Economic methodology and the economic problem Individual decision making Price determination in a competitive market Production, costs and revenue Perfect competition, imperfectly competitive markets and monopoly The labour market The distribution of income and wealth: poverty and inequality The market mechanism, market failure and government intervention in markets Macroeconomics: The measurement of macroeconomic performance How the macroeconomy works Economic performance Financial markets and monetary policy Fiscal policy and supply side policies The international economy | |||||
English | How do writers scare us? (Gothic short stories) How do writers express feelings? (Modern poetry) | What makes us all the same? (The Great Depression, Of Mice and Men)
How do writers create great characters? (Modern fiction) | How do writers represent society? (Animal Farm) How can I influence society? (Speech writing) | An Inspector Calls Explorations in Creative Reading and Writing Jekyll and Hyde
| Writers’ Viewpoints and Perspectives Paper 1 Literature Revision Paper 2 Literature Revision
Interleaved Revision | Literature: Language and Literature:
| Literature: |
Food and Nutrition | Health and safety Nutrition, The Eatwell guide and the importance of fruits and vegetables in the diet Seasonality How to prevent Enzymatic Browning Dishes made: Fruit salad Apple crumble Rainbow Pasta Salad Chocolate chip cookies Fruity Flapjacks Skills Learnt Bridge and claw grip, peeling, rubbing in, creaming, melting, baking, boiling, stirring, | Continued Health and safety, and learning how to handle meat (mince) correctly and safely. Diet and nutrition with reference to specific nutrients eg calcium and iron, energy balance, and the impact of not having the right energy Balance. Dishes made: Cheese scones Vegetable Soup Bolognese Carrot cake muffins Skills Learnt Bridge and claw grip, peeling, rubbing in, baking, boiling, stirring, simmering, blending, frying, rolling, cutting, dicing, sauteing , | Different cuisines around the world, Introduction into food science including gelatinisation, and how to safely handle meat (chicken) - including the application or core crucial food safety temperatures. Dishes made: Cauliflower cheese Chicken curry Sausage rolls Lemon and ginger cheesecake Skills Learnt Bridge and claw grip,, baking, boiling, whisking, simmering, frying, rolling, cutting, dicing, sauteing , handling raw meat, using a temperature probe, | Food Safety Health and safety in the kitchen Personal hygiene Food poisoning and contamination, Microorganisms in food production Food, Nutrition and health Macronutrients and micronutrients Diet and disease Nutrient requirements Dietary allergies and intolerance Food Science How ingredients work together. Enzymic browning, dextrinisation, coagulation and gluten formation Heat transfer Food Choice Religion, ethical and moral beliefs and food intolerances. Food labelling and sensory evaluation. | NEA 1 Science investigation report NEA 2 Food preparation practical exam - 3 dishes in 3 hours. Food Provenance Food sustainability, seasonality and food waste. Primary and secondary processing Revision for all 5 topics for the Exam | ||
French | Introduce yourself School Describe yourself Hobbies Project lessons - Francovision; design a superhero | In Town Holidays Festivals and Celebrations Free-time | Hobbies Where I leave Grammar | Who am I? Leisure Daily routine and Celebrations Where I live Holidays, Travel and tourist transaction | School Future aspirations, study and work International and global dimension Environmental issues Bringing the world together Exam Practice | La famille en voie de changement La cybersociété Le rôle du bénévolat Une culture fière de son patrimoine La Haine - analyse du film La musique francophone contemporaine Cinéma: le septième art | Les aspects positifs d’une société diverse Quelle vie France pour les marginalisés? L’étranger - 1ère partie Comment on traite les criminels L’étranger - 2ème partie Les ados, le droit de vote et l’engagement politique Manifestations et grèves - à qui le pouvoir? La politique et l’immigration |
Geography | Fantastic Places Introduction to fieldwork -Woodstock Africa & Kenya Urban Environments | South America (River processes and contemporary global issues e.g. enhanced greenhouse effect) Asia (India & China) Physical processes affecting UK landscapes (coasts, geological timescales and glaciation) | Tectonic landscapes and hazards (volcanic and seismic processes) Global Issues Global People (Globalisation Population & Development) Middle East and Russia Wasteful World Fieldwork | Landscapes and physical processes (river and coastal processes) Coastal hazards and their management Rural-Urban links Fieldwork and Geographical skills (applied fieldwork inquiry) | Weather, Climate and Ecosystems Development and Resource Issues Social Development Issues
| Hazards Water and Carbon Cycles Changing Places Fieldwork Global Systems and Global Governance Non-Examined Assessment | Global Systems and Global Governance Coastal Systems and Landscapes Resource Security Non-Examined Assessment |
Health and Social Care | (New) Year 10 Supporting individuals through life events: Students will develop a deeper understanding of how certain factors affect life events and affect different life stages. Students will be able to apply this knowledge in practical situations. Health promotion campaigns Students will explore different priorities and issues within public health, and the policies and systems in place to support people on an individual and public level. | Year 11 Principles of care in health and social care settings Students will examine key aspects of working in health and social care settings, and learn ways of supporting service users rights and using effective communication skills so that you can provide person centred care. Students will also learn about ways of valuing diversity and providing equal opportunities in order to meet the needs of service users who are using care settings. | Human lifespan development: Physical, intellectual, emotional and social development across the human lifespan and the factors affecting development and the effects of ageing. Meeting individual care and support needs: The principles and practicalities that underpin meeting individuals’ care and support needs, which are the foundation of all the care disciplines. | Working in health and social care: What is it like to work in the health and social care sector, including the roles and responsibilities of workers and organisations. Physiology of human body systems The physiological make up of three human body systems: musculoskeletal, lymphatic and digestive, including how the system functions and what occurs during dysfunction. | |||
History | “How much change to what is now called England was there under the Anglo Saxons?” (400 - 1000) “Why did Duke William of Normandy get the nickname the ‘conqueror’?” (c.1066 - 1087) “Was the Black Death of 1348 a disaster for England?” (c.1300 - 1400) “Was the 16th century all change, change, change?” | “What caused the Mughal Empire to rise and fall?” (C.1526 - 1857) “Should the British Empire be a source of national pride?” (C.1485 - 1918) How far do sources help us to understand why so many young men died between 1914 and 1918? How did Europe shift its shape between 1918-1939? What did the outbreak of War in 1939 mean for the world? (1939 - 1945) | “How has democracy evolved over time?” (C.BC - 1969) “Did ordinary German people willingly participate in the Jewish persecution of the 1930/40s?” (C.1933 - 1945) “What is the story of the American Civil Rights movement?” (1865 - 2008) “How did the USA rise and what threatened its fall in the 20th Century?” (C. 1900 - 2001) “How has migration to Britain changed over time?” (c.400 - 1000) | “How has medicine in Britain changed between c.1250 and the present day?” “How severe were Superpower Relations between 1941 and 1991?” “How was England shaped by the reigns of King Richard and King John c.1189-1216?” | “How did Germany change between 1918 and 1939?” | “Was the 20th century in Britain the story of things simply getting better and better?” “What caused the boom, bust and recovery of the USA c.1900 - 1955?” | “What caused the spike and decline in cases of witchcraft c.1580 - 1750?” “Historians have disagreed over the success of FDR’s New Deal” what is your view on the issue?” |
IT | Spreadsheets Using Media | ||||||
Latin | Lifestyle and home of a rich Pompeian family The forum / town life The theatre in Pompeii Slaves and freedmen Roman beliefs about life after death Gladiatorial shows, hunting, riots Baths Roman schools and education Local government and elections Destruction and excavation of Pompeii Grammar: noun declensions, present tense, perfect tense and imperfect tenses Latin stories project | Language: All noun cases Declensions 1-3 Tenes (present, perfect, imperfect + future) Adjectives Adverbs Translation practice Verse literature module | Language: Pluperfect tense Participles Ablative absolute Imperfect subjunctive Translation practice and exam practice Prose literature module | ||||
Mandarin | Greetings Numbers Months and days Chinese characters Family members Age Body parts Countries Animals and pets Food and drink Telling the time | Countries and nationalities Languages Meals Shopping Jobs and places Directions Time phrases and activities Weather Health | The basics My life and family Free Time Food and drink My studies | Life at school/college Home, town, neighbourhood and region Customs and festivals in Chinese-speaking countries/communities Education post-16 Marriage/partnership Social issues Healthy/unhealthy living Career choices and ambitions | Technology in everyday life Social media Global issues The environment Homelessness/poverty Social issues Charity/voluntary work Career choices and ambitions | ||
Mathematics | Decimals and place value Multiplication and division. Use the correct order of operations Working in different bases Fractions Convert between fractions and decimals Multiply and divide fractions Algebraic expressions Algebraic manipulation. Term to term sequences. Find the perimeter of a shape. Area of rectangles, triangles and parallelograms. Angles. Symmetry Convert linear units Calculate the mean,median and range of a list of numbers | Prime numbers Indices Prime factorisation. Find Highest Common Factors Find Lowest Common Multiples Add and subtract fractions including mixed numbers Order negative numbers. Four operations with negative numbers. Form and solve linear equations (unknowns on one side) - One variable only. Manipulate more complex algebraic expressions. (indices). Linear sequences - nth term. Area of trapezium Compound shapes Angles in parallel lines Percentages of amounts Fraction, decimal and percentage equivalence Construct and interpret tally charts, pictograms, bar charts and pie charts Calculate the mode from lists and charts Probability Speed,distance time Coordinates Real life graphs | Ratio Proportional reasoning Scale drawings Percentage change Estimating calculations Standard form Pythagoras’ theorem Circles Nets of 3D shapes Volume and surface area Linear graphs Equations, inequalities Charts, graphs and bivariate data Transformations Congruence and similarity Angles in polygons | Types of number Algebra Length, area and volume Decimals Averages Equations and inequalities Fractions Real life graphs Indices and standard form Algebra Angles Ratio and proportion Representing Data Scale and similarity Constructions | Transformations and vectors Probability Compound Units Percentages Simultaneous equations Scatter diagrams Pythagoras and trigonometry Foundation Tier: Non-linear equations Loci Higher Tier: Composite functions | Pure Polynomials and their graphs Equations and inequalities Circles Factor theorem Binomial expansion Trigonometry Vectors Differentiation Integration Exponentials and logarithms Mechanics Modelling Constant acceleration Forces and motion Variable acceleration Statistics Data collection Measures and spread Representations of data Correlation Probability Hypothesis testing Statistical distributions | Pure Functions and graphs Sequences and series Binomial expansion Radians Trigonometry Parametric equations Differentiation Integration Numerical methods Vectors Mechanics Moments Forces and friction Projectiles Application of forces Further kinematics Statistics Regression , correlation and hypothesis testing Conditional probability Normal distribution Further Maths |
Further Maths Product rule Surds Functions Pascal’s triangle Factor theorem Quadratics Graphs Inequalities Sequences Linear graphs Coordinate geometry of circles Differentiation Matrix transformations Geometric proof Pythagoras and Trigonometry Ratios of angles and their graphs | Further Maths Pure Proof Complex numbers Matrices Further algebra and functions Further calculus Further vectors Mechanics Momentum and impulse Work, energy and power Elastic collisions in 1D Decision Algorithms and graph theory Algorithms on graphs Critical path analysis Linear programming | Further Maths Pure Polar coordinates De Moivre’s Theorem Hyperbolic functions Differential equations Series Further calculus 2 Mechanics Momentum as a vector Elastic strings and Hooke’s Law Elastic energy Elastic collisions in 2D Decision Planarity algorithm Floyd’s algorithm Travelling salesman and nearest neighbour Resource histograms Simplex algorithm | |||||
Media Studies | Constructing Reality. Media Language How the Media Industry creates a narrative: analysis of narrative techniques and exploration of theoretical ideas about narrative structure (Todorov/Levi-Strauss) Media Representation Gender theory.(Mulvey) Media Context Media Industry Understanding the Industrial context of the media. Ownership & control /digital convergence/regulation Media Audiences Exploring the effect of media products on the audience- key theoretical ideas -(Hall,Blumler& Katz) .targeting/segmentation
| Practical development Non-Examined Assessment Creation of a media product (5 briefs) In-depth review of the Newspaper Industry In-depth review of the television Industry Review : Key theories and set texts Advertising and marketing online social Participatory and video games Magazines Radio Film Music video | Power and media industries as summarised by Curran and Seaton: The Future of News - the impact of ownership & media convergence An overview of the film industry - The Future of Independent Film ? (Hesmondalgh and the Cultural industries) The effects debate: Moral panic and The War of the Worlds (Audience & Cultivation Theory) Investigating Contemporary Radio (BBC) How the media constructs narratives to appeal to audiences (advertising & marketing) Media Representations & Identity (the study of magazines & online,social & participatory media ) The study of gender theories & gender performativity. | Practical development Non-Examined Assessment Creation of a cross-media product demonstrating digital convergence (6 briefs) Synoptic Case studies In depth case study Television Review of case studies all genres Media Regulation Regulation as summarised by Livingstone and Lunt Postcolonial Theory Theories around ethnicity and postcolonial theory Including Gilroy’s ideas. Exploring Postmodernism Postmodernism Baudrillard's ideas and theories on postmodernism: | |||
Music | Rhythm & Melody Reading and writing staff notation Singing and playing melodies from Musical Theatre Timbre The Orchestra, its families and the sounds of its different instruments Playing Beethoven’s Ode To Joy Texture Layering different parts of a piece of music together Composing a multi-layered piece in a minimalist style Playing ’In C’ by Terry Riley Structure Understanding how Pop Songs are constructed Playing ‘Thinking Out Loud’ by Ed SHeeran Harmony Understanding chords and triads Playing Bob Marley’s ‘3 Little Birds’ | Harmony & Structure Understanding the musical features and historical context of Blues music Playing the 12 Bar Blues structure Melody Understanding the musical features of Jazz Playing music by Miles Davis Timbre, Tonality, Dynamics and Rhythm Understanding how these elements are combined in orchestral film music Playing film music by John Williams, Danny Elfman and Hans Zimmer Composing music suitable for a short film Rhythm Understanding the musical features of dance music Performing dance music Texture & Timbre Understanding how to use a Digital Audio Workstation to compose a multi-layered dance piece | Understanding composition through use of elements of music Understanding and recognising elements of music through listening Developing solo and ensemble performance skills Understanding Popular Music: The Broadway Musical Rock Music of the 60s and 70s including songs by the Beatles Film and Computer Game Music Modern pop music 1990 - the present | Baroque oratorio and the coronation anthems of Handel Orchestral music by Mozart Beethoven and Haydn Piano music by Chopin and Schumann Requiems of the late 19th century The Blues Afro-Caribbean fusions Contemporary latin dance music Contemporary Folk Music of The British Isles The Orchestral Music of Aaron Copland 20th Century British music The Orchestral Music of Zoltan Kodaly and Bela Bartok Minimalist music by John Adams, Steve Reich and Terry Riley Solo and Ensemble performance | GCSE AOS 1 Set work study: Mozart’s Clarinet Concerto GCSE AOS 2 Set work study: Little Shop Of Horrors by Alan Menken Composing to a brief Performing: solo assessment Performing: ensemble assessment | Describing and explaining , in detail, a variety of music from the following areas 1 - Vocal Music 2 - Instrumental Music 3 - Music for Film 4 - Popular Music and Jazz 5 - Fusions 6 - New Directions Describing and explaining unseen music and placing within its wider context Understanding and harmonising chords and lines Performing a 6 minute recital on your chosen instrument / voice Composing 2 pieces: 1 of which must be to a brief set by Edexcel | Describing, explaining and evaluating, in detail, music from the following areas of study in addition to those studied at AS 1 - Vocal Music 2 - Instrumental Music 3 - Music for Film 4 - Popular Music and Jazz 5 - Fusions 6 - New Directions Describing, explaining and evaluating unseen music and placing within its wider context Performing an 8 minute recital on your chosen instrument / voice Harmonising a 4 part chorale is the style of JS Bach Composing a piece of music either to a self defined brief or a brief set by Edexcel |
Core PE | Rugby Netball Football Cross Country Gymnastics Dance Badminton Fitness Basketball Tennis Athletics Rounders Cricket | Rugby Netball Football Cross Country Gymnastics Dance Badminton Fitness Basketball Tennis Athletics Rounders Cricket | Rugby Netball Football Cross Country Gymnastics Dance Badminton Fitness Basketball Tennis Athletics Striking & Fielding Trampolining Table Tennis | Rugby Netball Football Cross Country Dance Badminton Fitness Basketball Tennis Athletics Striking & Fielding Trampolining Table Tennis Orienteering Team Games/Alternative Games | Rugby Netball Football Cross Country Dance Badminton Fitness Basketball Trampolining Table Tennis Orienteering Team Games/Alternative Games | Enrichment Activity Options Badminton Football Gym Squash Table Tennis | |
Sport, Health and Fitness | PE Health, Fitness and Wellbeing Applied Anatomy and Physiology Physical Training Sports Psychology Badminton Trampolining Table Tennis Athletics | PE Movement Analysis Socio and Cultural Influences Use of Data Netball Moderation Preparation | PE Applied Anatomy and Physiology Exercise Psychology Biomechanical Movement Skill acquisition Sport Psychology Sport and Society The Role of Technology | PE Applied Anatomy and Physiology Exercise Psychology Biomechanical Movement Information Processing Sport Psychology Sport and Society The Role of Technology | |||
Sport Science Nutrition Factors affecting diet. Designing diet plans Training methods Fitness testing | Sport Science Principles of training Designing and completing training programme Factors that influence injuries Warm up / cool down How to respond to an injury Common medical conditions | ||||||
Photography | Portfolio Elements of art and design Developing key skills, knowledge and understanding Developing technical skills including traditional darkroom photography and digital photograph- Developing understanding of contextual practice | A Level Exam Personal Study | |||||
Psychology | Research Methods Psych Approaches Social Influence Biopsychology Memory Psychopathology Attachment | Research Methods Issues & Debates Schizophrenia Forensic Psychology Gender | |||||
PSHE | Relationships and Sex Education Careers 1 Staying safe by choice Safer Internet Day Careers 2 The science of health and happiness | Relationships and Sex Education Developing strong bonds with friends and family Safer Internet Day Rights and responsibilities as we get older How can I be a tolerant and considerate citizen? | Relationships and Sex Education Guided Choices and Careers Safer Internet Day Health and healthy behaviours Staying smart when it comes to money Drugs and alcohol | Relationships and Sex Education: Talk Relationships Extremism Careers: work experience planning; post 16 options and online presence Mental Health | Personal finance/budgeting Relationships and Sex Education Post 16 Options/Education How to write a letter of application Study skills Power to perform: Nutrition, sleep and exercise Apprenticeships Fire Service: 365 choices and consequences | Time management Study skills/ Prepare to perform - organisation, motivation, wellbeing Resilience and growth mindset Relational bullying British values First aid Safe drive, stay alive Radicalisation Personal Finance Study higher - budgeting, mental health, making friends INTO uni - student finance, study skills Healthy relationships Mental health Risky behaviours | |
Religion, Philosophy and Ethics | Hinduism-beliefs and practices Judaism -beliefs and practices Buddhism-beliefs and practices | Biblical literacy-The New Testament (The Life and Teachings of Jesus) Christianity Islam- beliefs and practices Sikhism- beliefs and practices | Understanding humanism: What is humanism? Comparing and contrasting Christian and Muslim key beliefs God and revelation Peace, Justice and Human Rights Peace, Justice and Strong Institutions (UN SDG 16) Connecting with Siyabonga Senior Secondary School through global learning by focussing on the UN Development Goal of Peace Justice and Strong Institutions | Marriage and the family in Christianity: Marriage Sexual relationships Families Support or the family in the local parish Family planning Divorce and remarriage Equality of men and women in the family Gender prejudice and discrimination Living the Christian life: Worship The role of the sacraments in Christian life The nature and purpose of prayer Pilgrimage Christian religious celebrations The future of the Church The importance of the local church The worldwide church Matters of life and death in Christianity: Origins and value of the universe Sanctity of life The origins and value of human life The issue of abortion Death and the afterlife Non-religious arguments against life after death Euthanasia The natural world | Crime and Punishment in Islam: Justice Crime Muslim attitudes to good, evil and suffering Attitudes to punishment The aims of punishment Forgiveness Treatment of criminals The death penalty Living the Muslim life: The Ten Obligatory Acts Shahadah Salah Sawm Zakah and Khums Hajj Jihad Celebrations and commemorations Peace and Conflict in Islam: Muslim attitudes towards peace The role of Muslims in peacemaking Attitudes to conflict Pacifism Just War Theory Holy War Weapons of mass destruction Issues surrounding conflict | Philosophy Epistemology What is knowledge? Perception as a source of knowledge Reason as a source of knowledge The limits of knowledge Moral Philosophy Normative ethical theories Applied ethics Meta-ethics | Philosophy Metaphysics of God The concept and nature of 'God' Arguments relating to the existence of God Religious language Metaphysics of Mind What do we mean by ‘mind’? Dualist theories Physicalist theories Functionalism |
Science | 7B1 Cells 7C1 Atoms & Elements 7B2 The Human Body 7C2 Particles 7C3 Chemical Reactions 7P1 Changes in Systems 7B3 Reproduction 7P2 Forces 7C4 The Periodic Table 7P3 Motion 7B4 Photosynthesis & Ecosystems 7P4 Magnetism & Space | 8B5 Respiration 8C5 Acid Reactions 8C6 Pure & Impure Substances 8P5 Electricity 8B6 Nutrition & Digestion 8P6 Waves 8B7 Genetics 8P7 Energy Resources 8C7 The Earth 8P8 Pressure & Sound 8B8 Evolution 8C8 Using Materials | Key ideas in Science C1 Periodic Table P3 Matter C2a Bonding B1 Cell Biology C3a Mass P2a Electrical Circuits C4a Reactivity B2a Animal & Plant Tissues C6 Rates P5b Motion Scientific project | B4 Bioenergetics C9 Atmosphere P5a Forces B3 Infection & Response C5/8 Monitoring Reactions P1 Energy B2b Disease C7 Organic P6 Waves B5 Homeostasis C2b Properties P4 Atoms & Radiation B6 Inheritance C4b Electrolysis P2b Applications of Electricity B7 Ecology C10 Using Resources P7 Magnetism | Key ideas in Biology Key ideas in Chemistry Key ideas in Physics | Biology Biological molecules Cells Organisms and environment Genetics Chemistry Elements of life Developing fuels Elements from the sea The ozone story What’s in a medicine? Physics Mechanics Electric circuits Materials Waves and Photons Applied Science Chemistry of the periodic table Waves & Communication Cells Techniques used in chemistry Investigation Skills Physiology | Biology Energy transfer Organisms respond to environment Genetics, populations and evolution The control of gene expression Chemistry The chemical industry Polymers and life Oceans Developing metals Colour by design Physics Fields Particle physics Nuclear radiation Thermodynamics Oscillations Space Gravitational Fields Applied Science Organ Systems Organic Chemistry and Extraction of Metals Material Properties and Thermal Systems Industrial processes Investigative skills Forensics |
Sociology | Theories and Methods Types of method Types of data Rationales in RM choice Education Role of Education Class & achievement Ethnicity & achievement Gender & achievement School systems Social policy & education Family & Households Structure & change Social policy Demographic trends Unions & diversity Familial labour & power Childhood | Theories and Methods Sociological perspectives Modernism & postmodernism Sociology & science Ideology & RM choice Subjectivity vs objectivity Values in research Sociology & social policy Crime and Deviance Nature of crime Purpose of criminal acts Causes of crime Patterns & trends Ethnicity & crime Gender & crime Social class & crime Global crime Media influence on crime Crimes of the state Prevention of crime Social control Justice systems Punishment Global Development Theories of development Globalisation Agencies of development Aid Industrialisation & trade Urbanisation & environment War and conflict Employment Education Health Gender Demographic changes | |||||
Spanish | - The basics - My life and family - Free Time - My region and area - Holidays | Theme 1 (Identity and culture) - Mi gente - Interesas y influencias Theme 2 (Holiday and area) - Desconéctate - Ciudades Theme 3 (School life) - Mi vida en el insti Tenses consolidation | Theme 1 (Identity and culture) - De costumbre Theme 2 (Holiday and area) - Ciudades Theme 4 (Future aspirations, study and work) - A currar Theme 5 (International and global dimension) - Hacia un mundo mejor Mock exams and revision | Los valores tradicionales y modernos El ciberespacio La igualdad de los sexos La influencia de los ídolos La identidad regional en España El Patrimonio Cultural Film: El laberinto del fauno | La inmigración La convivencia El racismo Jóvenes de hoy, ciudadanos del mañana Monarquías y dictaduras Movimientos populares Literature: Como Agua Para Chocolate Individual Research Project | ||
Textiles | Design and make: Matisse inspired Drawstring bag and Set of juggling balls. - Threading the sewing machine - machine functions: straight stitch, reverse stitch and turning a corner - Sew a seam with an equal seam allowance - construct a drawstring - Block printing - create repeat patterns - looking at the work of other artists/ designers for inspiration (Matisse) - Making identical items - creating 3d forms in fabric | Design and make: Pop art inspired pencil case - Threading the sewing machine - machine functions: straight stitch, reverse stitch and turning a corner - Sew a seam with an equal seam allowance - block printing - looking at the work of other artists/ designers for inspiration (Warhol and Lichtenstein) - Inserting a zip - Using a lining - Broadening machine functions: zig zag stitch and changing a presser foot. | Broaden knowledge of a variety of textile techniques: - Applique - Reverse applique - Stencilling - Foiling - Sashiko - Tucks - Waves Whilst following a given theme In addition to this pupils will consider: - the importance of analysing the work of past and present designers - textiles from different cultures - the impact fast fashion has in the world of sustainable design | Researching a range of artists/ designers and makers. This will form their coursework portfolio. Pupils will complete themed project from the following lists: - Light and Dark - Fragments - Events And will continue to explore and develop a range of the following techniques: - Applique, loose applique and reverse applique - Trapping - Quilting - Bead and sequin work - Silk painting - Lino printing - Needle felting - Using the embellisher - Monoprinting - Batik - screen printing - freehand machine embroidery - Dye techniques - Developing first hand research skills - Analysing the work of others | Completion of ‘Events’ project Mock exam ‘Events’ GCSE practical Exam (10 hours over 2 days) Gallery/ museum visit | ||