The following information provides a brief outline of each subject area available at Longfield Academy. Where possible a course specification has been given. Please be aware that these are subject to change.
Should you wish to find out more details then please email info@longfieldacademy.org specifying which subject you are asking about.
At KS3 our students explore a range of texts throughout the ages through an MYP thematic approach.
Year 7
In Year 7, texts relate to the theme of heroes via the medium of prose, poetry and drama. Students begin with the study of myths for the purpose of gaining a perspective on human behaviour and individual and cultural ideas. As well as how writers have used poetic style as a means of expression, as a way to make connections and to better understand the motives of others. Students explore closely the themes in women’s literature throughout the ages, developing an understanding of history from a female point of view. Students undertake an interdisciplinary unit (Drama and English Language and Literature) of two Shakespeare plays – ‘Romeo and Juliet’ and ‘The Tempest’. Our final exploration is the relationships between fictional characters that guide the reader to interpret a theme and make text-to-world connections.
Year 8
In Year 8, students build upon the knowledge of Year 7 and explore texts that relate to the theme of good v’s evil. We begin with the genre of the Gothic as a vehicle through which we can explore and interrogate culture. Our reading of ‘Oliver Twist’ is used as a medium for promoting fairness and development and through exploring the theme of thievery and by helping us to understand context, we can gain a new perspective on things we take for granted. Through the analysis of Shakespeare’s plays we explore how the belief in magic has transcended throughout the generations providing modern audiences with an insight into the context of the time. Students explore how speeches are a powerful means of mass communication and why for centuries audiences have turned to them to express and reflect their own point of view, personal beliefs and cultural values. Our final exploration is an exploration of themes that shed light on how our relationships with others can help shape our individual identities.
Year 9
In Year 9, students continue to develop their previous knowledge and explore texts which relate to the theme of conflict. Students begin with an exploration of how writers throughout time have creatively used futuristic settings to explore anxieties about our immediate and future contexts. Within the genre of historical drama – ‘Journey’s End’ students explore how using setting creatively can help us better understand and learn from the events which have shaped history. Our study of Shakespeare’s ‘Romeo and Juliet’ allows us to explore the communication of a particular point of view about an issue that is felt strongly and how the structure of a drama text allows a writer to explore identities and relationships in a relatable format. Students end Year 9 with an exploration of the text – ‘Boy’s Don’t Cry’ – analysing how fictional texts can mirror the choices we make, as individuals and as a society, shaping what may happen to us and those who are important to us.
Year 7
Topics covered: Place value & General Arithmetic, Order of Operations, Directed Numbers, Algebraic Manipulation, Angles, 2D Shape, Area and Perimeter, Coordinates and Transformations, Prime Factorisation, Fractions, Ratio and Proportion, Percentages.
Year 8
Topics covered: Prime Factorisation, Fractions, Percentages, Sequences, Equations and Inequalities, Transformations, Linear Graphs, Ratio and Proportion, Data, Estimation, Circles and Composite Shapes.
Year 9
Topics covered: Coordinates, Linear Graphs, Proportion, Standard Form and Scale, Rounding, Sequences, Expanding and Factorising, Changing the Subject, Circles, 3D Shapes, Construction, Congruence, Pythagoras, Polygons and Angles, Linear Equations and Inequalities, Graphical Solutions, Probability, Data, Scatter Graphs.
Year Group: 7
Topics that will be covered are; The Human Body, Matter, Forces, Chemical reactions, Light and Sound, Life Cycle, Discoveries in space.
Year Group: 8
Topics that will be covered are; Elements and their reactions, Electricity, Energy, Health and Lifestyle. Separating techniques, Ecosystems, Earth.
Year Group: 9
Topics that will be covered are: Fleming and Gilbert, Engineer the Future, Diamond, Our Future Planet, The need for Speed, Science, Innovation and Hope.
Year Group 7:
Topics covered:
History skills, use of historical sources, Norman Conquest, Battle of Hastings, Castles, The Feudal System, Medieval Life, The Power of the Monarchy – Henry VIII
Year Group 8:
Topics covered:
James I, Charles I, Gunpowder Plot, Civil War, Cromwell, Witchcraft, Plague, Great Fire, Slavery, Industrial Revolution, Empire, British India, Independence, First World War, Second World War, Holocaust.
Year Group 9:
Topics covered:
Medicine Through Time from ancient periods to modern times.
Year Group: 7
Topics covered: UK countries, geology, UK job sectors, Dartford, population, migration, Biomes, deserts, rainforests, polar environments, oceans
Year Group: 8
Topics covered: Earthquakes, volcanoes, fossil fuels, wind farms, water-rivers, flooding, scarcity, coasts, climate change.
Year Group: 9
Topics covered: Tropical storms, wildfires, climate change, changing global development, megacities, fair trade, development gap.
Year Group: 7
Topics covered:
1) Individuals and Ideas in faith – Who were Jesus and the Buddha? What are the main things that Christians and Buddhist believe about these two people? What do Christians and Buddhists believe happens when we die?
2) Festivals – What are the main festivals celebrated by Christians, Jews, Hindus and Buddhists? What happens during these celebrations and what is their importance in the wider community?
3) Rites of passage and creation
Year Group: 8
Topics covered:
1) Prejudice and discrimination – What are the causes and impacts of prejudice and discrimination? Why does it exist in our society? What can we do to end it? What do religious believers think about it?
2) Religion and life ethics – What is the Sanctity of Life and should we abide by it? What do different religions believe happens when we die and can we affect this outcome by our actions when alive? A consideration of abortion and euthanasia – should we allow these things to happen? What are the religious perspectives on this and do we agree? Should we experiment on/ eat animals? Is this ok if it helps us to live?
3) Conflict and religious expression
Year Group: 9
Topics covered:
1) Beliefs in Buddhism – What is Buddhism? What are its main beliefs about suffering in the world, it’s cause and its cure? What do Buddhists believe happens when we die and can we control this?
2) Beliefs in Christianity – What is Christianity? What do Christians believe about the nature of God? Who was Jesus and what is his role in the life of an ordinary Christian? What do Christians believe happens when we die and can we control this?
3) Crime and Punishment – Why do people commit crimes? What punishments do we have, what are their aims and do they work? Can human nature be blamed for crime? Should we bring back the death penalty in the UK?
4) Practices in Christianity – What does it mean to be a Christian? How does a person’s faith impact on their lives? What festivals, acts of worship or rites of passage do Christians follow and what is the meaning and purpose of these?
5) Religion and families – What do different religious groups believe about divorce, same sex marriage, contraception, the role of parents etc and do I agree with their views?
6) Peace and conflict – What are the causes of war and conflict? Can the aims ever justify the means? Are nuclear weapons ever acceptable for use in conflict? What is a pacifist and what are their views on war and conflict? What inspires them to think this way?
Year Group: 7
This year the year 7s are experimenting a new methodology and way of learning a language by focusing on phonics and grammatical points.
French and Spanish:
Topics covered:
Module 1: Identities and relationships (Name, age, family members and friends, physical appearance, likes and dislikes)
Module 2: Local and international places (Where you live, your house, places in town, your region)
Module 3: In and out of school (School subjects, likes and dislikes, timetable, description of school)
Module 4: More school life (Description of teachers, likes and dislikes and reasons, school rules, after school activities)
Module 5: Traditions in different cultures (Important dates, celebrations and festivals, study of specific festivals/celebrations).
Module 6: Traditions in different cultures (Research on specific festivals, celebrations and customs).
Year Group: 8
French and Spanish:
During lessons, students experience and undertake various teaching techniques in order to practise their speaking, listening, reading and writing skills.
Topics covered:
Module 1: Media and new technologies (Likes and dislikes, opinions and preferences)
Module 2: The wider world (Where you live, your house, your region and community)
Module 3: Lifestyle and Healthy living. (Food and activities)
Module 4: Holidays and trips (Focus on the past tense)
Module 5: Holidays, dates, carnivals and festivals (focus on the past tense)
Module 6: Tourism and culture (Geography, typical facts, environment)
Year Group: 9
French and Spanish:
During lessons, students experience and undertake various teaching techniques in order to practise their speaking, listening, reading and writing skills.
Topics covered:
Module 1: Me and my social life (Describe yourself, talking about Facebook, Invitations, types of music)
Module 2: Me in the world (My rights and priorities, shopping, human rights issues)
Module 3: Healthy living (Parts of the body, sports, plans to get fit, levels of fitness)
Module 4: Festivals and celebrations. (Dates, festivals, likes and dislikes, buying food, a future trip)
Module 5: Future plans (The importance of languages, description of a job, my ambitions)
Module 6: Me and the world (Good and disastrous holidays, tourist attractions)
Year Group: 7
This year the year 7s are experimenting a new methodology and way of learning a language by focusing on phonics and grammatical points.
French and Spanish:
Topics covered:
Module 1: Identities and relationships (Name, age, family members and friends, physical appearance, likes and dislikes)
Module 2: Local and international places (Where you live, your house, places in town, your region)
Module 3: In and out of school (School subjects, likes and dislikes, timetable, description of school)
Module 4: More school life (Description of teachers, likes and dislikes and reasons, school rules, after school activities)
Module 5: Traditions in different cultures (Important dates, celebrations and festivals, study of specific festivals/celebrations).
Module 6: Traditions in different cultures (Research on specific festivals, celebrations and customs).
Year Group: 8
French and Spanish:
During lessons, students experience and undertake various teaching techniques in order to practise their speaking, listening, reading and writing skills.
Topics covered:
Module 1: Media and new technologies (Likes and dislikes, opinions and preferences)
Module 2: The wider world (Where you live, your house, your region and community)
Module 3: Lifestyle and Healthy living. (Food and activities)
Module 4: Holidays and trips (Focus on the past tense)
Module 5: Holidays, dates, carnivals and festivals (focus on the past tense)
Module 6: Tourism and culture (Geography, typical facts, environment)
Year Group: 9
French and Spanish:
During lessons, students experience and undertake various teaching techniques in order to practise their speaking, listening, reading and writing skills.
Topics covered:
Module 1: Me and my social life (Describe yourself, talking about Facebook, Invitations, types of music)
Module 2: Me in the world (My rights and priorities, shopping, human rights issues)
Module 3: Healthy living (Parts of the body, sports, plans to get fit, levels of fitness)
Module 4: Festivals and celebrations. (Dates, festivals, likes and dislikes, buying food, a future trip)
Module 5: Future plans (The importance of languages, description of a job, my ambitions)
Module 6: Me and the world (Good and disastrous holidays, tourist attractions)
KS3 Overview – Digital Design – MYP
In years 7, 8 and 9 we follow the Middle Years Program for digital design. Students will complete two extended projects each year which covers a range of ICT and Computer Science topics. Below is a breakdown of what is covered in each year group.
Year Group: 7
Students will be introduced to what it means to be a Longfield Learner. This will involve an introduction to their school Google accounts, classrooms and the other resources available. Students will be introduced to their first project which is all about staying safe online, and they will develop key digital literacy skills. Our next topic introduces students to programming. This is a joint project with Science, in which students will be made aware of the impact that plastics are having on our environment, and will create a game that promotes this message. Students will also explore web technologies and the basics of networking.
Year Group: 8
In year 8 we continue to develop students’ understanding of both ICT and Computer Science. The first project is text-based programming, where students will develop their programming abilities by building on the visual programming taught in year 7. Also in year 8, students will be learning how to create digital graphics. Students will also have the opportunity to explore computer architecture, which is a Computer Science-based topic.
Year Group: 9
In year 9 we continue to develop students’ understanding of both ICT and Computer Science. Business studies will be introduced into our extended projects, and the first will see students learn about brand identities and will then design and create a series of digital media products. The second extended project focuses more on the Computer Science side of our curriculum. This introduces students to the new topic which is algorithms. Students will have to solve an industry related problem using either algorithms or pseudocode and then produce a small application. Students will also explore how data is represented within a computer.
Year Group: 7
Modules 1 and 2: Introduction to Voice and Characterisation
Modules 5 and 6: Greek Theatre
Modules 3 and 4: Interdisciplinary unit with English: Shakespeare; Roles within Shakespeare’s plays (Romeo and Juliet and The Tempest)
Year Group: 8
Modules 1 and 2: Physical Theatre: Stage combat, Frantic Assembly, Devising.
Modules 3 and 4: Study of a Set Text: Too Much Punch for Judy.
Modules 5 and 6: Reimagining Shakespeare: Macbeth
Year Group: 9
Modules 1 and 2: Study of a Set Text: DNA
Modules 3 and 4: Devising: Aberfan, Introduction to practitioners: Brecht, Berkoff, Artaud.
Modules 5 and 6: Texts in Practice; Be My Baby, Of Mice and Men, Blood Brothers
Year Group: 7
Module 1: Introduction to music: Rhythm, Beat, Key terminology, Piano skills
Modules 2 and 3: Baroque music: Pachalbel’s Canon, Listening and composition skills on the piano.
Modules 4, 5 and 6: film music: Listening and composition, piano skills.
Year Group: 8
Module 1: Introduction to musical theatre: singing, creating storyline for a musical
Module 2 and 3: Blues – 12 bar Blues, keyboard skills
Module 4, 5 and 6: Pop music – ukulele skills. Listening and ensemble and solo performance skills.
Year Group: 9
Module 1, 2 and 3: World Music – Latin, African and Caribbean music, Reggae, Rhythm, Dictation, piano and drum skills.
Modules 4, 5 and 6: Jazz/World Fusion Music – Bass line and Bass guitar skills, piano skills, composition and listening skills. Solo and ensemble sk
Year Group: 7
Module 1-3: Art in Nature
Characteristics of beauty can be represented or interpreted in different ways: the colours, shapes, textures and the creatures that exist within it. Students will be using visual art to create a project based on nature to show their understanding of the principles & formal elements of Art. Students will create a piece, showing symmetry, pattern, form, space and colour. They will be looking at a range of art and artists to help understand the different ways others create their work and the contextual influences behind it. Students will create a visual art outcome, based on the idea of nature
Module 4-6: Ancient Greek Art
Cultural masks are an ever evolving way to express individual and group identity, spiritual rituals and life-cycle events. Students will learn about the history of the Greek theatre and how people wore masks to hide their status and identity. Students will learn about Greek culture by looking at the masks which reflect old Greek characters and costumes. The Greek masks will then be used in drama for performing Theseus And The Minotaur to celebrate individual and group identity and spiritual rituals through theatre and spectacles. Students will learn how traditional and modern masks are made using decoupage, embossing and embellishing techniques. Students will then design and make their own masks based on their research and skill development.
Year Group: 8
Module 1-3: Pattern and Portrait
Students will build on their knowledge of the formal elements focusing on patterns, lines and shapes to create stylised portraits. Looking at zentangles and motifs, they will explore the focused formal elements through the exploration of zentangles and how they are used as a form of personal expression and mindfulness. Then move onto 2D and 3D shapes and how they are used in graphic design to create geometric style portraits through paper collage and/or digital methods.
Module 4-6: Visual words.
Students will study a Set Text: Too Much Punch For Judy and the art movement Pop Art. Students will study typography and how words can visually represent sounds effects, movements and actions. Sounds are not merely described, they are very much experienced by the reader. Students will study a pop artist and comic book creation. Then generate Onomatopoeic words from Too Much Punch For Judy and create final outcomes by using sound effects that have connection to certain characters or certain moments in the set text.
Year Group: 9
Module 1-3: The Art of Food
Looking at how popular culture can shape the creation of art, students look at how food has always played a significant part in our social and cultural lifestyles. The depiction of food in art spans across cultures and all of recorded human history. Students will be studying typography in more detail and how to arrange type to create food artwork. Students will develop their work further by looking at Islamic calligraphy where they use scripts of poetry to create art which is frequently seen in art and architecture across the Islamic world. Students will create a final outcome using a chosen food poem, with typography to create their own original artwork.
Module 4-6: Symbolic Objects
In which ways do we discover and express ideas, emotions, culture, beliefs and values; through our creativity; our appreciation of the aesthetic? This project will be a self-directed end-of-year assessment where students will be using visual art with written texts as a means to express people’s identity. They will be looking at a range of visual art and artists to help understand the different ways others create their work and the contextual influences behind it. Students will look at how objects are used in symbolic ways to identify groups and individuals. Students will create a visual art outcome, based on the idea of a self-portrait, but expressed through the use of objects that relate individually.
Year Group: 7
Teaching Units 1 & 2: Pencil Holders.
Students will study all areas of the MYP Design Cycle with this introductory project in DT. They will learn how to research in depth to better understand their client and their context, and how to work within the constraints of a brief.
Students will be given opportunities to use their Chromebooks to explore existing products which will inform their own designs. Students will make a small pencil holder with a block from pine and the base from MDF. They will use a variety of tools and some machines too. Students will learn about health and safety in the school workshop and will be expected to follow rules accordingly.
Year Group: 8
Teaching Units 1 & 2: Chinese Lantern
Students will study all areas of the MYP Design Cycle with this introductory project in DT. They will learn how to research in depth to better understand their client and their context, and how to work within the constraints of a brief. They will be given opportunities to use their Chromebooks to explore existing products which will inform their own designs. Students will plan their manufacture with the support of the teacher, and have ample time to complete their finished Lantern. The DT department understands the commitment to the IB and helping students become Global Citizens, and we know that this project will support them in the exploration of other cultures and celebrations.
Teaching Units 3 & 4: CAD & 2D Design
Students will study Criterion C (Making) and Criterion D (Evaluation) of the MYP Design Cycle with this project in DT. They will learn about acrylic and other plastics and where they come from as well as some of the environmental and social impacts of making many products from plastics. Students will design a simple key fob to make for a friend or relative and then use various tools and a pillar drill to make the key fob. They will then sand the edge of the acrylic to make it as smooth as possible. They will the evaluate their product. Once students have made the key fob manually, they will work with 2D Design and make a computerised drawing (CAD) that then will use the laser cutter to output the product.
Year Group: 9
Modules 1 & 2: Acrylic Key Fob
Students will study all the criterion of the MYP Design Cycle with this project in DT. They will learn about acrylic and other plastics and where they come from as well as some of the environmental and social impacts of making many products from plastics. Students will identify a client and create a Specification for their product. Students will design a simple key fob to make for a friend or relative and then use various tools and a pillar drill to make the key fob. They will then sand the edge of the acrylic to make it as smooth as possible. They will the evaluate their product. Once students have made the key fob manually, they will work with 2D Design and make a computerised drawing (CAD) that then will use the laser cutter to output the product.
Modules 3 & 4: Aluminium name plate
Students will research about metals and concentrate on working with aluminium. They will identify a client to make a name plate for and design different ideas for a desk mounted name plaque. The aluminium plate will be screwed to a piece of MDF which has been cut at 450 so leaving the students to cut and drill the MDF to the required length. In accordance with the IB course, students will concentrate on Criterion C and D and will do some research of where particular metals are found around the world.
Year Group: 7
Topics covered:
Teaching Units 1 & 2: Building blocks of meals
Students will be given guidance on planning for healthy eating – the Eatwell guide, the food groups, the job each does in our diet, sources of nutrients. They will be guided to link these foods to the ones grown and available locally and within the UK. The aim is that they can connect benefits of eating fresh, local produce to the impact on themselves – physical health and lifestyle – and others – local businesses/farmers in developing countries.
Students will learn how to implement basic food preparation techniques and tools, such as the bridge and claw technique, coloured chopping boards and basic hand and food hygiene. They will make small, balanced food products using seasonal fruits and vegetables.
Teaching Units 3 & 4: Innovation for Inclusion
Students will consider how the development of new food products happens. We will think about how new taste/textures/cooking processes/commodities are still to be found/invented, when the world is already full of these. Students will look at what drives the innovation of new products, new needs and demands, with a focus on fairness for those who need innovative products because they cannot consume existing/traditional produce (due to special diets). Students will use practical skills to trial basic ideas and make a range of vegetable based dishes.
Teaching Units 5 & 6: Choices and needs
Students will be given guidance on a variety of special diets and the reasons consumers may follow them. This will include religious, health, allergy and ethical reasons. Students will explore their own thoughts, as well as others opinions, on the advantages and disadvantages of following a special diet – whether by choice or need. Students will be asked to form an opinion in response to the statement of enquiry – do special diets improve choice for all consumers? Can the majority benefit by catering for the minority? Students will use practical skills to make products which are suitable for chosen special diets – this should include using commodities.
Year Group: 8
Topics covered:
Teaching Units 1 & 2: Energy needs for life
Students will explore the changes that occur throughout life – natural and chosen – that lead to our energy requirements to be a constantly evolving and shifting entity. Students will be adapting recipes for suitability based on lifestyles/diets for beliefs/choice. Students are formally assessed on their practical skills, time management and independence in the kitchen. To prepare and cook a main meal dish that demonstrates the use of starchy foods, such as savoury rice. Students need to demonstrate the safe use of the hob, sharp knives and other small equipment and apply the principles of food safety and hygiene when cooking.
Teaching Units 3 & 4: What’s in your food?
Students will explore the effectiveness of the written communication on food labels. Students will be pushed to consider the implications of poor communication and whose responsibility it is. Students will plan and produce food products, influenced by appropriateness of dietary needs of groups of people. Students are formally assessed on their practical skills, time management and independence in the kitchen.
Teaching Units 5 & 6: Plate Appeal
Students will explore how choices made by food manufacturers – regarding ingredients selection, food styling and marketing, meet the demands of consumers who want insta worthy food! Students will plan and produce food products, using commodities selected for their sensory appeal. Students are formally assessed on their practical skills, time management and independence in the kitchen. Students will be asked to analyse the strengths and weaknesses of sensory characteristics of the products they make and suggest modifications. Students will be asked to evaluate the possible impact/influence the ingredients used will have on consumer choice.
Year Group: 9
Topics covered:
Modules 1 & 2: Common Commodities
Students will explore how developments in science and technology link to innovation of food products – for example how scientific and technical innovations lead to us knowing more about the functions of ingredients, special diets, production of foods in controlled conditions and mass production.
Students will plan and practice using key, basic commodities to produce staple dishes that have vast development possibilities such as meatballs, fishcakes, fresh pasta and cheesecake.
Modules 3 & 4: Production Planning
Students will be challenged to develop logical planning when creating food products for others. This will include; mathematical logic when exploring how to scale recipes up and down for varying portions and selecting ingredients for the inclusion of specific nutrients.
Students will have to adapt the existing recipes to alter quantities and nutritional content, while keeping the integrity of the original dish. Students will experiment with amounts of commodities (in response to scaling up and down) and with alternative/replacement commodities (to meet nutritional needs), in order to find successful solutions.
Modules 5 & 6: Tricks or Treats?
Students will be challenged to create “treat” style foods with nutrition ingredients. They will have to be creative and experimental in order to successfully use unconventional ingredients, such as vegetables, to create appealing treats. Students will seek to use ingredients in innovative ways, using technical knowledge of how the ingredients will behave in a dish. Students’ practicals will have a scientific drive, as students investigate how alternative commodities lead to a varied outcome.
Year Groups: 7, 8 and 9
Topics covered:
- Developing skills, techniques and roles in sport through winter and summer sports.
- Performing in aesthetic activities.
- Developing and using tactics and strategies.
- Participating in problem solving challenges.
- Participate in competitive activities.
- Demonstrating personal improvement.
- Understanding personal health and fitness.
Sports covered within lessons:
- Dance
- Gymnastics
- Handball
- Trampoline
- Football
- Rugby
- Badminton
- Cricket
- Athletics
The Cambridge National in Creative iMedia will encourage students to:
- understand and apply the fundamental principles and concepts of digital media including factors that influence product design, use of media codes and conventions, pre-production planning techniques, legal issues and creation/publishing/distribution considerations
- develop learning and practical skills that can be applied to real-life contexts and work situations
- think creatively, innovatively, analytically, logically and critically
- develop independence and confidence in using skills that would be relevant to the media industry and more widely
- design, plan, create and review digital media products which are fit for purpose meeting both client and target audience requirements.
The course is assessed through a combination of a written exam, and practical NEA units which are marked by the academy.
Year Groups: 10 & 11
Having mastered a broad body of knowledge at KS3, Year 10 marks the beginning of GCSE study for KS4 and the first units of study for their GCSE examinations. We cover the English literature and English language courses over two years, with students drawing on their KS3 skills and applying them to a range of examination texts in preparation for their GCSEs. In creating our units we have sought to enrich students’ cultural capital through topics and content which have a diverse range of global issues whilst simultaneously supporting their understanding of the wider themes and environment surrounding their literature studies. For example, when studying the post 20th century text of ‘An Inspector Calls’ for literature, the interleaving of language study will focus on the social issues of inequality, political unrest, socialism and capitalism, enhancing student understanding of these issues as they arise within the play as well as contributing to student understanding of language paper 1. This will also build on their understanding of global inequality as explored at KS3. Students will also begin to prepare explicitly for the English Language exam; they will distil and practice the individual skills through the study of a range of extracts, so they become confident in recognising and appreciating narrative structure and developing analytical, evaluative and comparative skills.
Specification: Year 10 English Language GCSE AQA 8700
Specification: Year 11 English Language GCSE Edexcel 1ENO
Specification: Year 10 and Year 11 English Literature GCSE AQA 8702
GCSE English Literature Texts:
- Macbeth
- Jekyll and Hyde or A Christmas Carol
- An Inspector Calls
- AQA Poetry Anthology (Power and Conflict)
- Unseen poetry
GCSE English language content:
- Fictional texts from the 18th century onwards
- Creative writing in a variety of forms and styles
- Transactional and non fiction writing styles (articles, reports, reviews, speech writing ect)
- Analysis of fiction and non-fiction texts
- Speech writing, delivery and performance (Spoken Language Endorsement)
Please click on the links below to access resources for helping your child with GCSE English revision.
Year Groups: 12 & 13
Those students who achieved no higher than a grade 3 in either English language or English literature have extra lessons on their timetable and several opportunities in which to improve their grade.
Students will study towards the Edexcel English Language qualification 1EN0, and cover a range of fiction and nonfiction text types, and are expected to produce their own transactional and fictional writing under timed conditions.
Year 10
| Module | Foundation | Higher |
| 1 | Integers, Place Value, Decimals, Indices, Powers, Roots, Factors, Multiples, Primes, Simplifying Algebra, Expressions and Substitution | Calculations, Checking, Rounding, Accuracy, Bounds, Indices, Roots, Standard Form, Factors, Multiples, Primes, Manipulation of Algebraic Expressions (Brackets, Factorising etc) |
| 2 | Fractions, Decimals, Percentages, Reciprocals, Tables, Charts (Line, Pie etc), Graphs (Inc. Scatter) and Properties of 2D Shapes | Surds, Fractions, Decimals, Percentages, Reciprocals, Polygons, Perimeter, Area, Circles and Pythagoras |
| 3 | Sketching 2D Shapes, Angles in Polygons Perimeter, Area, Pythagoras, Equations and Inequalities | Linear Equations, Inequalities, Linear Sequences, Straight Line Graphs, Linear Simultaneous Equations, Ratio and Proportion |
| 4 | Equations 2, Inequalities 2, Sequences, Straight Line Graphs, Simultaneous Equations | Probability, Average, Range, Collecting/Representing Data, Cumulative Frequency and Box Plots |
| 5 | Ratio, Proportion, Indices 2, Standard Form and Probability | Histograms, Parallel Lines, Bearings, Loci, Congruence, Rearranging Formulae and Iteration |
| 6 | Statistics, Sampling, Averages, Parallel Lines and Bearings | Trigonometry/ Trigonometric Graphs, Similarity and Enlargement |
Year Group: 11
Topics covered:
| Module | Foundation | Higher |
| 1 | Groundwork (Number, Algebra, Geometry, Statistics), Percentages, Indices and Roots | Groundwork (Number, Algebra, Average, Range, Fractions and Percentages |
| 2 | Algebraic Manipulation, Straight Line Graphs, Angle Facts, Accuracy, Circles, Equations and Inequalities | Ratio, Proportion, Angles, Trigonometry, Graphs, Area and Volume |
| 3 | Probability, Construction, Quadratics, Quadratic Graphs, Ratio, Proportion and Compound Measures | Transformations, Equations, Inequalities, Probability, Similarity, Congruence and Circle Theorems |
| 4 | Simultaneous Equations, Pythagoras, Trigonometry, Transformations, Probability, Volume and Surface Area | Further Trigonometry, Algebraic Fractions, Functions, Vectors, Geometric Proof and Proportion |
| 5 | Sampling, Bivariate Data and Statistical Graphs/ Measures | Equations, Graphs and Multiplicative Reasoning |
| 6 | Revision | Revision |
Specification: Edexcel 1MA1
Year Groups: 12 & 13
Students complete a one year GCSE program that is designed to improve their grade from Year 11. For students at Grade 3 it may be appropriate for them to follow the Higher tier. They may also be entered for the November examination series.
Specification: Edexcel 1MA0
Year Group: 10
Topics that will be covered are; Darwin, Rutherford, Mendeleev, Faraday, Genetic diseases, Radiation Poisoning, Medical Breakthroughs, Pharmacology, Fuels
Year Group: 11
Topics that will be covered are; Power, Water, Energy, Fritz Haber, Sports Science, Farming, Artillery
Specification: AQA Combined Science Trilogy
Year Group: 10
Topics that will be covered are; Darwin, Genetic diseases, Medical Breakthroughs, Thanet Earth
Specification: AQA GCSE Biology
Year Group: 11
Topics that will be covered are; Sports Science, Farming, Pharmacology
Specification: AQA GCSE Biology
Year Group: 10
Topics that will be covered are; Rutherford, Mendeleev, Faraday, Pharmacology, Fuels
Specification: AQA GCSE Chemistry
Year Group: 11
Topics that will be covered are; Plastics, Fritz Haber, Agriculture
Specification: AQA GCSE Chemistry
Year Group: 10 & 11
Topics that will be covered are; Energy, Electricity, Radioactivity, Forces
Specification: AQA GCSE Physics
Year Group: 11
Topics that will be covered are; Waves, Electromagnetic waves, Magnets and Space
Specification: AQA GCSE Physics
Year Group: 10
Topics covered:
-The American West c1835-c1895
-Weimar and Nazi Germany 1918-39
-Medieval Depth Option
Specification: Edexcel, GCSE (9-1) 1H10
Year Group: 11
Topics covered:
-Weimar and Nazi Germany 1918-39
-Medieval Depth Option
-Medicine in Britain, c1250–present
-The American West c1835-c1895
Specification: Edexcel, GCSE (9-1) 1H10
Year Group: 10
Topics cover, skills: Urban issues and challenges, Physical landscapes in the UK, The living world
Year Group: 11
Topics covered: The challenge of natural hazards, The challenge of resource management, The changing economic world, Skills
Specification: AQA GCSE 8035
Year Group: 10
Topics covered:
Component 1- The study of religions: Beliefs and practices.
An investigation into the fundamental tenets of Christianity, with a focus on scripture, worship, life after death and the impact of all this on a modern believer.
Component 2 – Thematic studies:
- Theme A: Relationships and families
- Contraception.
- Sexual relationships before marriage.
- Homosexual relationships.
Sex, marriage and divorce
- Human sexuality including: heterosexual and homosexual relationships.
- Sexual relationships before and outside of marriage.
- Contraception and family planning.
- The nature and purpose of marriage.
- Same-sex marriage and cohabitation.
- Divorce, including reasons for divorce, and remarrying.
- Ethical arguments related to divorce, including those based on the sanctity of marriage vows and compassion. Families and gender equality
- The nature of families, including:
- the role of parents and children
- extended families and the nuclear family.
- The purpose of families, including:
- procreation
- stability and the protection of children
- educating children in a faith.
- Contemporary family issues including: • same-sex parents • polygamy. • The roles of men and women. • Gender equality. • Gender prejudice and discrimination, including examples.
2.Theme B: Religion, peace and conflict.
Religion, violence, terrorism and war
*Religious teachings, beliefs and attitudes about the meaning and significance of: • peace
• justice
• forgiveness
• reconciliation.
*Religious teachings, beliefs and attitudes about:
• violence, including violent protest • terrorism.
• Religious teachings, beliefs and attitudes about:
• reasons for war including greed, self-defence and retaliation
• the just war theory including the criteria for a just war
• holy war.
* Religious teachings, beliefs and attitudes about pacifism.
Religion and belief in 21st century conflict
*Religion and belief as a cause of war and violence in the contemporary world.
*Religious attitudes to nuclear weapons and the use of weapons of mass destruction.
*Religion and peacemaking in the contemporary world including the work of individuals influenced by religious teaching.
*Religious responses to the victims of war including the work of one present day religious organisation.
Year Group: 11
Topics covered:
Component 1- The study of religions: Beliefs and practices.
An investigation into the fundamental tenets of Buddhism, with a focus on scripture, worship, life after death and the impact of all this on a modern believer.
Component 2 – Thematic studies:
- a) Religion and life
The origins and value of the universe
*Religious teachings about the origins of the universe, including different interpretations of these.
*The relationship between scientific views, such as the Big Bang theory, and religious views.
*Religious teachings about the value of the world and the duty of human beings to protect it, including stewardship, dominion, responsibility, awe and wonder.
*Religious teachings, beliefs and attitudes about the use and abuse of the environment, including the use of natural resources, pollution.
*Religious teachings, beliefs and attitudes about the use and abuse of animals, including animal experimentation and the use of animals for food.
The origins and value of human life
*Religious teachings, beliefs and attitudes about the origins of human life, including different interpretations of these.
*The relationship between scientific views, such as evolution, and religious views.
*The concepts of sanctity of life and the quality of life.
*Religious teachings, beliefs and attitudes about abortion, including situations when the mother’s life is at risk.
*Religious teachings, beliefs and attitudes about euthanasia.
*Religious teachings, beliefs and attitudes about death and an afterlife.
- b) Religion, crime and punishment.
Religion, crime and the causes of crime
*Religious teachings, beliefs and attitudes about:
• good and evil actions
• good and evil people.
*Religious teachings, beliefs and attitudes about the reasons for crime including poverty, upbringing, mental illness, addiction, greed, hate,opposition to a ‘bad’/unjust law.
*Religious teachings, beliefs and attitudes about those who break the law for these reasons.
*Religious teachings, beliefs and attitudes about different types of crime including hate crimes, theft and murder.
Religion and punishment
*Religious teachings, beliefs and attitudes about the aims of punishment including: retribution, deterrence, reformation.
*Religious teachings, beliefs and attitudes about suffering including causing suffering to others.
*Religious teachings, beliefs and attitudes about the treatment of criminals including prison, corporal punishment, community service.
*Religious teachings, beliefs and attitudes about forgiveness.
*Religious teachings, beliefs and attitudes about the death penalty.
Specification: AQA GCSE Religious Studies A (8062)
Year Group: 10
Topics covered:
Module 1: My family, my friends. Identity and culture (Theme 1)
Module 2: Freetime and hobbies. Identity and culture (Theme 1)
Module 3: Daily life and festivals. Identity and culture (Theme 1 )
Module 4: Town and countryside. Local, national, international and global areas of interest (Theme 2)
Module 5: Holiday. Local, national, international and global areas of interest (Theme 2)
Module 6: School. Current and future study and employment (Theme 3)
Year Group: 11
Topics covered:
Module 1: Work and future plans. Current and future study and employment (Theme 3)
Module 2: The environment and world issues. Local, national, international and global areas of interest (Theme 2)
Module 3: GCSE preparation and reinforcement of prior knowledge. Theme 1 Identity and culture.
Modules 4 & 5: GCSE preparation and reinforcement of prior knowledge.
Final exam 25% per skill (listening, reading, writing, speaking)
Specification: AQA GCSE French 8658
Year Group: 10
Topics covered:
Module 1: Mi Gente. My Family and Friends (Theme 1)
Module 2: Intereses e influencias. Freetime and hobbies (Theme 1)
Module 3: De costumbre. My routine (Theme 1)
Module 4: Ciudades. My town (Theme 2)
Module 5: Ciudades. My town (Theme 2)
Module 6: En el insti. At school (Theme 3)
Year Group: 11
Topics covered:
Module 1: De costumbre. My routine (Theme 1).
Module 2: A currar. Future plans and employment (Theme 3).
Module 3: Hacia un mundo mejor. The environment (Theme 2).
Module 4: Hacia un mundo mejor. The environment (Theme 2).
Module 5: Revision and exam preparation.
Specification: AQA GCSE Spanish 8696
Year Groups: 10 & 11
This qualification will build on the knowledge, understanding and skills established through the Computer Science elements of the Key Stage 3 programme of study. The content has been designed not only to allow for a solid basis of understanding but to engage students and get them thinking about real world application. The course is 100% examination based and this is split up into two components. Component 1 is based upon Computer Systems and Architecture whereas Component 2 is based upon computational thinking, algorithms and programming. Students find this course challenging and rewarding.
Music GCSE Eduqas
Course breakdown: 40% listening written examination, 30% composition, 30% solo and ensemble performance.
Year Group: 10
Module 1: Musical Elements – Set works: Whole class ensemble performance.
Module 2: Set works: Pitch and Rhythm Whole class ensemble performance.
Module 3: Set works: Introduction to composition on Cubase. Introduction to solo performance
Module 4: Set works: Composition techniques: minimalism. Solo performance.
Module 5: Set works: Composition. Ensemble performance practice.
Module 6: Samba. Composition 1 completion.
Year Group: 11
Module 1: Set works revision, an Ensemble performance
Module 2: Set works revision, Composition 2 brief.
Module 3: Composition 2 completion. Solo performance
Module 4: Revision
Module 5: Revision
Specification: Edexcel GCSE Music
Year Group: 10
Topics covered:
Modules 1 – 3: Identity project: Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human. Students will be looking at a range of artists to help understand the different ways others create their work using different skills, techniques and processes to create various outcomes based on Identity themes.
Modules 4 & 5: PPE project: Students will be given a question from the previous year’s exam paper to do a practice project in preparation for the following year’s real exam. Students will spend these two modules researching, recording, experimenting, designing and refining the chosen exam question. Plan for the exam and then create a final outcome in exam conditions.
Module 6: Refinement of year 10 art work produced so far. This module students will refine, develop and rework artwork made throughout the year and exhibit their best work in the end of year show.
Year Group: 11
Topics covered:
Modules 1 & 2: Identity or In The News. Students get a choice between two mini projects to develop their own project, working on their strengths, skills and fostering independent creative processes to create their own personalised project to answer Identity or In The News.
Modules 3 & 4: Exam set by AQA. Students choose one question from the exam paper and spend these two modules researching, recording, experimenting, designing, refining the chosen exam question. Plan for the exam and then create a final outcome in exam conditions in 10 hours.
Modules 5 & 6: Creating coursework portfolio for the exam board: Taking all work from year 10 and year 11 projects, selecting best work to place into a coursework portfolio to be seen by the exam board and exhibited in the end of year show.
Specification: AQA Art and Design (Art, craft and design) 8201
Year Group: 10
GCSE Drama (AQA)
Course breakdown: 40% Devising performance and coursework, 40% written examination, 20% Practical (Texts in Practice)
Module 1: Study of Set Text: Blood Brothers and Things I Know to be True
Module 2: Texts in Practice: Monologues and duologues, introduction to Stanislavski.
Module 3: Mock Texts in Practice performance, introduction to Live Theatre review.
Module 4: Introduction to practitioners and devising techniques.
Module 5: Devising, Set Text revision
Module 6: Performance of devising pieces. Completion of Devising Logs
Year Group: 11
GCSE Drama
Course breakdown: 40% Devising performance and coursework, 40% written examination, 20% Practical (Texts in Practice)
Module 1: Set Text revision, Re-introduction of Texts in Practice; acting skills.
Module 2: Texts in Practice and Component 1 revision
Module 3: Examiner visit: Texts in Practice
Module 4: Revision
Module 5: Revision.
Specification: AQA GCSE Drama 8261
Year Group: 10
Topics covered:
Modules 1 & 2: Typography and Illustration. This project will explore different types of text and fonts to visually communicate information. Students will be looking at a range of graphic artists to help understand the different ways others create their work using text and fonts as well as the contextual influences behind it. Students will then move onto looking at logos and experiment with text and images to create their own logo for branding.
Modules 3 & 4 – Poster project. This project will explore poster layouts and the use of visual language to promote/persuade the target audience. Students will explore graphic artists and experiment with different hand and digital techniques to create their own poster.
Modules 5 and 6 – PPE Project. This end of year project will be based on 4 past exam themes and the students will have a choice of one of them to develop a project from. Students will use their previous skills taught in past projects to develop their own projects independently and then create a final piece in a 10 hour controlled assessment.
Specification: AQA Art and Design (Graphic communication) 8203
Year Group: 10
Topics covered:
Modules 1 & 2: Vanitas. To explore the terms Memento Mori and Vanitas, its use of symbolism through objects and how it could be interpreted in a photographic outcome. Students will explore contemporary and historical still life photography and how they use photographic techniques and processes to show death and the transience and vanity of earthly achievements and pleasures. Students will create lots of photography outcomes based on this theme.
Modules 3 & 4: Distortion. This project is to enhance creative thinking and skills through distortion. It is all about distorting photography.
Students will take a series of portraits and distort them through a series of different skills and processes to enhance their images. An opportunity to use their imagination and take a creative approach to this topic.
Modules 5 & 6: PPE project: Students will be given a question from the previous year’s exam paper to do a practice project in preparation for the following year’s real exam. Students will spend these two modules researching, recording, experimenting, designing and refining the chosen exam question. Plan for the exam and then create a final outcome in exam conditions.
Year Group: 11
Topics covered:
Modules 1 & 2: Materials. Many contemporary photographers combine a variety of materials with their photographic images. Students will explore photographers who make everyday objects, collage using photographs together with found objects. They will use a variety of materials on which to print and display photographs.
Students will study appropriate sources and use suitable techniques to produce their own photographic work using a variety of materials.
Modules 3 & 4: Exam set by AQA. Students choose one question from the exam paper and spend these two modules researching, recording, experimenting, designing and refining the chosen exam question. Plan for the exam and then create a final outcome in exam conditions in 10 hours.
Module 5: Creating coursework portfolio for the exam board: Taking all work from year 10 and year 11 projects, selecting best work to place into a coursework portfolio to be seen by the exam board and exhibited at the end of year show.
Specification: AQA Art and Design (Photography) 8206
Food and Nutrition GCSE equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages learners to cook and enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life.
By studying food preparation and nutrition learners will be able to:
- demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment
- develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks
- understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health
- understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices
- demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food
- understand and explore a range of ingredients and processes from different culinary traditions (traditional Welsh, British and international) to inspire new ideas or modify existing recipes.
Year Group: 10
Topics covered:
In Year 10 students complete many mini projects to make sure they improve their skills and give them a deeper understanding of food and the skills needed to make basic food products. They start the year with an entry to Kent Cooks, with the other mini projects throughout the year giving students knowledge of the main nutrients needed for the body, sauce making skills, pastry making, packaging design and the legal requirements in food and the catering industry.
These projects will cover these areas:
Module 1- Nutrition and health
Module 2- Food safety and raising agents
Module 3- Food providence and cuisine
Module 4- Food science
Module 5- Food choice and meal planning
Module 6- Production/processing and food styling.
Year Group: 11
Topics covered:
Throughout the modules students will be revising for their unit 1 exam.
Unit 1: Principles of Food and Nutrition
Written examination: 40% of qualification
The examination paper in June is 1 hour 30 minutes and contains two sections both containing compulsory questions.
Throughout the modules students will start their NEA assessment.
Unit 2: Food and Nutrition in Action
Non-examination assessment: 60% of qualification
As part of Unit 2, assessment 1 and assessment 2 will be moderated by WJEC.
Specification: WJEC Eduqas Food Preparation and Nutrition 601/8093/6
Topics covered NEA and Written examination.
Written exam: 2 hours
- 100 marks
- 50% of GCSE
Throughout the modules students will be revising for their exam. Students will be revising topics covering:
Section A – Core technical principles (20 marks)
A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.
Section B – Specialist technical principles (30 marks)
Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles.
Section C – Designing and making principles (50 marks)
A mixture of short answers and extended response questions.
Non exam assessment (NEA)- Exam board sets a task.
- Non-exam assessment (NEA): 30–35 hours approx
- 100 marks
- 50% of GCSE
Tasks include:
- Substantial design and make task
- Assessment criteria:
- Identifying and investigating design possibilities
- Producing a design brief and specification
- Generating design ideas
- Developing design ideas
- Realising design ideas
- Analysing & evaluating
- In the spirit of the iterative design process, the above should be awarded holistically where they take place and not in a linear manner
- Contextual challenges to be released annually by AQA on 1 June in the year prior to the submission of the NEA
- Students will produce a prototype and a portfolio of evidence
- Work will be marked by teachers and moderated by AQA
Year Groups: 10 & 11
This course is made up of both practical and theoretical elements. Pupils will be assessed in three practical sports from the AQA list of accepted sports, a written piece of non exam assessment coursework focusing on the analysis and evaluation of their performance in a competitive sport, as well as two written exams.
In year 10 pupils will cover a range of theoretical topics such as
- Anatomy and Physiology
- Movement Analysis
- Health, Fitness and Wellbeing.
In year 11 pupils will cover a range of theoretical topics such as
- Sports Psychology
- Socio Cultural Influences
- Health and Fitness, Training Methods
- NEA Coursework
The two theoretical exams make up 60% of the overall grade.
During years 10 and 11 pupils will be able to take part in practical activities in school where they will develop their individual skills and game play for the practical assessment. We are able to offer in school:
- Netball
- Football
- Badminton
- Basketball
- Handball
- Trampolining
- Table tennis
- Athletics
- Cricket
- Cycling
If students participate in other activities outside of school that are on the approved sports list published by AQA, these can be used as part of their assessment in year 11.
The practical element of the GCSE assessment will make up 30% of the overall grade and the Non Exam Assessment coursework will make up 10% of the overall grade.
Aims and objectives
The aims and objectives of this qualification are to enable students to:
- know and understand business concepts, business terminology, business objectives, the integrated nature of business activity and the impact of business on individuals and wider society
- apply knowledge and understanding to contemporary business issues and to different types and sizes of businesses in local, national and global contexts
- develop as enterprising individuals with the ability to think commercially and creatively to demonstrate business acumen, and draw on evidence to make informed business decisions and solve business problems
- develop as effective and independent students, and as critical and reflective thinkers with enquiring minds
- use an enquiring, critical approach to make informed judgements
- investigate and analyse real business opportunities and issues to construct well-argued, well-evidenced, balanced and structured arguments, demonstrating their depth and breadth of understanding of business
- develop and apply quantitative skills relevant to business, including using and interpreting data
Year 10 Schedule of Learning
Topic 1.1: Enterprise and entrepreneurship
Students are introduced to the dynamic nature of business in relation to how and why business ideas come about. They also explore the impact of risk and reward on business activity and the role of entrepreneurship.
Topic 1.2: Spotting a business opportunity
Students will explore how new and small businesses identify opportunities through understanding customer needs and conducting market research. They will also focus on understanding the competition.
Topic 1.3: Putting a business idea into practice
This topic focuses on making a business idea happen through identifying aims and objectives and concentrating on the financial aspects.
Topic 1.4: Making the business effective
Students will explore a range of factors that impact on the success of the business, including location, the marketing mix and the business plan.
Topic 1.5: Understanding external influences on business
Students are introduced to a range of factors, many of which are outside of the immediate control of the business, such as stakeholders, technology, legislation and the economy. Students will explore how businesses respond to these influences.
Topic 2.1: Growing the business
Students are introduced to methods of growth and how and why business aims and objectives change as businesses evolve. The impact of globalisation and the ethical and environmental questions facing businesses are explored
This is a very popular option at Key Stage 4 and is suited to those students that enjoy showcasing their creative flair through the use of technology.
Old course – 2022-2023 Year 11 only
The course is separated equally into 4 units of work worth 25% each. There are three practical assessment based units which are conducted under controlled assessment regulations. The units that we have picked to study are creating animations, creating websites and developing graphics.There is also an examination unit on pre-production skills.
New course – 2022-2023 Year 10 and beyond
The course is separated into 3 units of work. There are two practical assessment based units which are conducted under controlled assessment regulations, and one written examination. The units are as follows:
- Creative iMedia in the media industry (worth 40%) is a written examination where students will demonstrate their understanding of digital elements of the media industry.
- Visual identity and digital graphics (worth 25%) is a practical unit where students must create an appropriate visual identity for a given client brief.
- Interactive digital media (worth 35%) is the second practical unit, where students will be creating an interactive digital media product to meet the needs of a set client brief.
Year Group: 10 & 11
This course is assessed via coursework (2 Units 25% each) and an exam (1 Unit 50%).
Topics covered: This course comprises three units. The first considers the main activities required to support a start-up business and key factors of this (R064 Enterprise and Marketing concepts -exam), topics covered include : Functional areas of a business, external factors affecting business decisions, pricing theory, breakeven, fixed,variable and profit/loss. The second unit requires the students to create a product proposal to meet a specific need (R065 Design a business proposal- coursework). The final unit requires students to create a promotional plan for the product they created in unit 2 (R066 Market and pitch a business proposal).
Specification: OCR Cambridge National Level 2 in Enterprise and Marketing J819, 603/0646/4
The Technical Award in Finance (TAF) is a vocational qualification which will enable learners to acquire knowledge and skills associated with, and commonly used within, the financial sector. The content of this qualification will cover financial products, finance in business and the financial services sector.
This qualification will focus on developing financial sector-specific knowledge and relevant technical skills in a practical learning environment and thus will be eligible for recognition as a technical award. It is also expected that the qualification forms part of a Key Stage 4 learning programme that enables both academic and vocational progression.
Year 11 Schedule of Learning:
Module 1-3 – TAF Unit 2 – Finance in Business NEA
Module 4-5 TAF Unit 3 – The Financial Services Sector Exam Preparation
Our KS5 courses are dedicated to critical thinking, evaluation of high order concepts and writing coherently and fluently, building upon the skills learnt at KS4; empowering our students for life. Learners will encounter a rich range of literary texts and develop skills of reading, analysis and synthesis. Wider reading is an essential part of the course. Communication, including the ability to discuss the critical context of texts and expressing ideas in an academic register, is at the heart of our courses.
Year Group: 12
Topics covered:
Students begin with a study of the Comparative and Contextual unit. Paper 2 can cover a variety of topics, within the past few years have studied American literature from the periods 1890-1930 with set texts including ‘The Great Gatsby’ and either ‘The Age of Innocence’, or ‘Passing’. Students will also begin a broad study of the context of this period in American history, socially and politically to support the study of the set texts and a focus on close analysis skills with an unseen element counting for 20% of the final A level.
Year 12 will also include some study of paper one texts. Paper 1 covers ‘Drama and Poetry pre 1900’ with the close study of a Shakespeare ‘problem’ play such as ‘Measure for Measure’, or ‘Twelfth Night’.
Coursework will cover post 1900 texts from all three genres: poetry, drama and novel and varies every year.
Year Group: 13
Topics covered:
Paper 1 study continues in Year 13 with a comparative unit which compares the work of a single poet such as Milton, Coleridge or Rossetti, and a play such as Ibsen’s ‘A Doll’s House’; Wilde’s ‘An Ideal Husband’ or Webster’s ‘The Duchess of Malfi’ to be selected as a combination of student interest and teacher expertise. We always try to schedule trips to theatre groups in London and locally where possible, and may choose texts according to performances available.
Our current Year 13 students are also revising their Comparative and Contextual study on Dystopian Literature – refocusing on the texts ‘The Handmaid’s Tale’ and ‘1984’.
Specification: OCR English Literature H472 (Linear A Level)
Our KS5 courses are dedicated to critical thinking, evaluation of high order concepts and writing coherently and fluently, building upon the skills learnt at KS4; empowering our students for life. Learners will encounter a rich range of literary texts and develop skills of reading, analysis and synthesis. Wider reading is an essential part of the course. Communication, including the ability to discuss the critical context of texts and expressing ideas in an academic register, is at the heart of our courses.
Year Groups: 12 & 13
A combined course that allows for a detailed study of the three main genres of literature: novel, poetry and drama; as well as a study of non-fiction texts.
Students will study an anthology of non-fiction texts; a modern play such as ‘A Streetcar Named Desire’; a novel such as ‘The Great Gatsby’ or ‘The Namesake’ and a collection of poetry. Chosen poets in the past few years have included the British/ Guyanian poet Jacob Sam -La Rose and Scottish poet Carol-Ann Duffy.
Students also study creative writing for the exam.
Coursework will consist of a short piece of original non-fiction writing, and an independent study of two texts. One non-fiction text is chosen from a set list- the other is a completely free choice; meaning students are working very independently, and with freedom of choice in style, genre and content.
Specifications: OCR English Language / Literature (EMC) H474
Year Group 12
Students follow an introduction to film in their first term which introduces concepts such as cinematography / editing / sound / performance / auteur/ spectatorship etc. During this time films cover a wide range of genre and filmmaker, time period and culture. Students study three Hollywood films spanning the time period of silent film to 1990. Student study will focus on microelements for short answer questions, and narrative devices and structure for an essay question.
Paper 2 focuses on a study of comparisons between a small independent film, and a big blockbuster – recent choices have included Ex machina and Guardians of the Galaxy or We Need to Talk About Kevin and Star Wars The Force Awakens. Students will also be introduced to an ideology within film, such as; The Outsider / Conflict or Home and Family. This will include the study of a film in a different language.
For coursework students will be required to create a film script, produce a storyboard, and show their planning for the filming of their script.
Year Group 13
Students continue to build on their study from last year. In addition this year students study a film movement (French New Wave – Truffaut’s The 400 Blows) and Surrealist Film – the films of Luis Buenel. Students will complete their study of contemporary documentaries.
The main concepts remain microelements of film, aspects of narrative, auteur theory and spectatorship- but will also include the concept of the digital and how film is changing through technology.
Students will put the finishing touches to their coursework.
Specification: OCR Film Studies H410
Year Group: 12 & 13
Students complete a one year GCSE program that is designed to improve their grade from Year 11. For students at Grade 3 it may be appropriate for them to follow the Higher tier. They may also be entered for the November examination series.
Specification: Edexcel 1MA0
Year Group: 12
Topics covered:
| Module 1 | Algebra and Functions (Expressions, indices, surds, quadratic functions, equations and inequalities), Statistical Sampling, Data Presentation (Measures of variation), Quantities/ Units in Mechanics (Force, velocity, speed etc. Vector and scalar quantities) and Kinematics (Graphical Representations) |
| Module 2 | Algebra and Functions (Graphs and transformations), Coordinate Geometry (Parallel and perpendicular lines and circle geometry), Data Presentation 2 (Regression and Interpretation), Kinematics 2 (SUVAT application and motion under gravity) and Probability (Mutually exclusive events and independent events) |
| Module 3 | Further Algebra (Algebraic division, factor theorem, trigonometric ratios/ graphs, trigonometric identities and equations, binomial expansion), Vectors and Statistical Distribution (Binomial). |
| Module 4 | Differentiation (first/ second derivatives, gradients, tangents minima/maxima), Vectors 2 (Position Vectors and geometric problems), Force and Newton’s Laws, Statistical Hypothesis Testing. |
| Module 5 | Integration (Defining integrals and areas under curves), Exponentials and Logarithms. Newton’s Laws 2, Kinematics 3 (Variable force and calculus) |
| Module 6 | Proof (Deduction and contradictions), Newton’s Laws 2 and Kinematics (Continued), LARGE DATA SET. |
Specification: Edexcel 8MAO
Year Group 13
Topics covered:
| Module 1 | Functions and Modelling (Modulus function, composite and inverse functions, transformations, modelling), Sequences and Series (Arithmetic and geometric progressions, sigma notation and recurrence), Binomial Theorem (Partial fractions), Regression and Correlation |
| Module 2 | Trigonometry (Radians, secant, cosecant and cotangent, R Cos or R Sin and Proving Identities), Moments and Probability |
| Module 3 | Parametric Equations and Differentiation (Parametric and Cartesian forms, differentiating sinx and cos x, differentiating exponents and logarithms), Resolving Forces, Normal DIstribution and Projectiles |
| Module 4 | Differentiation and Numerical Methods (Second derivatives, rates of change, staircase and cobweb diagrams, Newton-Raphson method), Integration (Exponentials and trigonometric functions), Normal Distribution and Application of Forces (Dynamics of a particle and equilibrium) |
| Module 5 | Integration 2 (Substitution, by parts, partial fractions, area under graphs, limit of a sum. trapezium rule, differential equations and areas expressed parametrically), Normal distribution 2 (Statistical hypothesis testing), Vectors (3 dimensions) and Further Kinematics (Constant acceleration and variable acceleration) |
| Module 6 | Revision and Large Data Set |
Specification: Edexcel 9MAO
Year Group: 12
Topics covered: Working as a Physicist; Mechanics; Electric Circuits; Working as a Physicist; Materials; Waves and Particle Nature of Light
Year Group: 13
Topics covered: Working as a Physicist; Mechanics; Electric Circuits; Further Mechanics; Electric and Magnetic Fields; Nuclear and Particle Physics Materials; Waves and Particle Nature of Light; Thermodynamics; Space; Nuclear Radiation; Gravitational Fields; Oscillations
Specification: Pearson Edexcel Level 3 Advanced GCE in Physics PH0
Year Group: 12
Topics covered: Atoms and Reactions. Electrons, bonding and structure. Amount of substances. The periodic table. Qualitative analysis. Enthalpy changes. Reaction rates and equilibrium. Alkanes and Alkenes. Alcohols and Haloalkanes. Infrared spectroscopy and Mass spectrometry.
Year Group: 13
Topics covered: Rates, equilibria and pH. Enthalpy, entropy and free energy. Transition elements. Redox and electrode potentials. Aromatic Compounds. Oxygen-Organic Compounds. Nitrogen-Organic Compounds. Organic Synthesis. Polymers. Chromatography and NMR spectroscopy.
Specification: OCR A Level Chemistry A H032/H432
Year Group: 12
Topics covered: Biological molecules; cells, viruses and reproduction of living things; classification and biodiversity; exchange and transport
Year Group: 13
Topics covered: Energy for Biological Processes; Microbiology and Pathogens; Modern Genetics; Origins of Genetic Variation; Control Systems; Ecosystems.
Specification: Pearson Edexcel level 3 Advanced GCE in Biology B 9BIO
Year Group: 12
Topics covered: Memory, Social Influence, Attachment, Psychopathology (Paper 1) Research Methods, Biopsychology, Approaches (Paper 2)
Year Group: 13
Topics covered: Issues and Debates, Research Methods, Forensic Psychology, Schizophrenia, Relationships (Paper 3)
Specification: AQA 7182
Year Group: 12 & 13
Topics covered:
Paper 1, Option 1H: Britain transformed, 1918–97
Paper 2, Option 2H.2: The USA, 1955–92: conformity and challenge
Paper 3, Option 33: The witch craze in Britain, Europe and North America, c1580–c1750
Paper 4- Coursework
Specification: Edexcel, A Level, 9H10
A Level Geography
Year Group: 12
Topics covered: Coastal Landscapes and Change, Regenerating Places, Tectonic processes and hazards, The water cycle and water insecurity. Independent Investigation
Year Group: 13
Topics covered: The Carbon cycle and energy security, Superpowers, Globalisation, Health, Human Rights and intervention
Specification: Pearson Edexcel Level 3 Advanced GCE in Geography (9GE0)
Year Group: 12
Topics covered: Families and households, education, methods and methods in context.
Year Group: 13
Topics covered: Crime and deviance, beliefs in society and sociological theory. In addition students will be revising all the topics from year one.
Specification: AQA Sociology (7192)
Year Group: 12
Topics covered:
Modules 1 & 2: Basics of Art/Craft and Design
Students use the theme of ‘Natural forms’ to learn how to manipulate and develop materials to create 2D, 3D and digital images. Students build on basic knowledge of art and develop multiple final outcomes.
Each student will develop and be guided to develop their own personal outcome based around this theme. Students will also learn critical contextual analysis of artists and essay writing skills as well as developing the following: observational drawing, dry and wet media, collage, photography, painting, illustration, graphics, sculpture, printmaking and textile techniques.
Modules 3 & 4: Self Initiated personal project.
Students will choose and develop a long project where they uncover personal responses to a personal investigation – some starting points will be provided however students will be allowed to explore their own themes. Emphasis on development and refinement through high-level journal based recording of new ideas and outcomes. Essay writing based on introduction to their theme.
Module 5 & 6: Personal project.
Students will continue to develop outcomes and techniques within their chosen theme. They will be encouraged to develop coherent connections within their work through critical analysis and further research. Essay writing based on their research, exploration and discoveries.
Year Group: 13
Modules 1 & 2: Mock Exam. Students continue to push and develop outcomes relating to their chosen theme. Developed Ideas, 2D and 3D Technique development, mixed media experimentations and further research. The final outcomes and evaluation done under exam conditions of 15 hours.
Essay writing on conclusion and evaluations.
Modules 3 – 5: Exam set by AQA. Students choose one question from the exam paper and spend these three modules researching, recording, experimenting, designing, refining the chosen exam question. Plan for the exam and then create a final outcome in exam conditions in 15 hours.
Specification: AQA Advanced GCE in Art and Design, Art and Design (Art, craft and design) 7201
Year Group: 12
Topics covered:
Modules 1 & 2: Basics of Photography
Students use the theme of ‘Natural Forms’ to learn how to manipulate and develop photographic images. Students build on basic knowledge of the camera and develop multiple final outcomes.
Key Skills to learn
- Use of the camera – Aperture (DoF), Shutter Speed & ISO
- Framing – Rule of thirds, positioning and Point of Focus.
- Annotation – How to record outcomes and developments, how to dissect photographers work and how to be critical about work in order to develop.
- Basic lighting setup to create mood and atmosphere.
- Use of costume and location to emphasize mood and atmosphere.
Each student will develop and be guided to develop their own personal outcome based around the theme improving a variety of skills in the process: observational drawing, dry and wet media, collage, dark room techniques, photographing inside and outside. Students will also learn critical contextual analysis of artists and essay writing skills.
Modules 3 & 4: Self Initiated personal project.
Students will choose and develop a long project where they uncover personal responses to a personal investigation – some starting points will be provided however students will be allowed to explore their own themes. Emphasis on development and refinement through high-level journal based recording of new ideas and outcomes. Essay writing based on introduction to their theme.
Module 5 & 6: Personal project.
Students will continue to develop outcomes and techniques within their chosen theme. They will be encouraged to develop coherent connections within their work through critical analysis and further research. Essay writing based on their research, exploration and discoveries.
Year Group 13
Topics covered:
Modules 1 & 2: Mock Exam. Students continue to push and develop outcomes relating to their chosen theme: develop ideas, use digital manipulation, improve technique development, re-research, create final outcomes and evaluation done under exam conditions of 15 hours.
Essay writing on conclusion and evaluations.
Modules 3 – 5: Exam set by AQA. Students choose one question from the exam paper and spend these three modules researching, recording, experimenting, designing, refining the chosen exam question. Plan for the exam and then create a final outcome in exam conditions in 15 hours.
Specification: AQA Advanced GCE in Art and Design, Art and Design (Photography) 7206
Year Group: 12 & 13
Students will undertake a programme of assessment designed to assess not only their knowledge and understanding of business, but also the way in which this knowledge and understanding can be applied to shape their practical skill in thinking and realising their own plans about business.
In the qualification, the learner will cover topics such as:
- the role of finance in planning an enterprise, analysing and making financial decisions
- how business organisations use the human, physical and financial resources at their disposal to achieve their dynamic goals
- the nature of enterprising behaviour and how this can be personally utilised to best exploit entrepreneurial opportunities within specific market conditions.
- how to manage and lead people by exploring motivation and leadership theories.
- the skills and processes required to develop, present and evaluate a business proposal.
This course is made up of internally assessed units (3 units) and externally assessed units in the form of 2 exams and one controlled assessment (3 units).
Specification: AQA Applied Business 601/7145/5
Year Group: 12
Topics covered: This course comprises two units Financial Capability for the Immediate and Short Term which includes the importance of this, looks at the financial services, cash flow to meet financial needs and individuals responsibilities in terms of personal financial considerations. The second unit is Financial Capability for the Medium and Long Term. It considers the need for budgeting, the risks and rewards of managing personal finances and creates a pathway for developing comparison skills with regards to the different financial service products available on the market.
Specification: The London Institute of Banking and Finance, Level 3 Certificate in Financial Studies, 600 / 8537 / X
Year Group: 13
Topics covered: This course comprises two units Sustainability of an Individual’s Finance which considers the importance of this, develops skills to do this, external factors which affect this and the importance of creating and monitoring budgets. The second unit is the Sustainability of the Financial Services which explores the financial services system and looks at how financial services providers work and compete with one another, their priorities and responses to external influences in maintaining financial sustainability. They will also look at the marketing techniques used by these financial services and whether these practices are moral and ethical in terms of industry standard practice.
Specification: The London Institute of Banking and Finance, Level 3 Diploma in Financial Studies, 600 / 8551 / 4
In order to receive the Diploma, the Certificate must have been sat in year 12.
The course is structured into four themes and consists of three externally examined papers. Students build knowledge and understanding of core economic models and concepts in Themes 1 and 2, and then build on this and apply their knowledge to more complex concepts and models in Themes 3 and 4. Students will need to apply their knowledge and understanding to both familiar and unfamiliar contexts in the assessments and demonstrate an awareness of current economic events and policies.
Theme 1: Introduction to markets and market failure-
This theme focuses on microeconomic concepts. Students will develop an understanding of: ● nature of economics ● how markets work ● market failure ● government intervention.
Theme 2: The UK economy – performance and policies –
measures of economic performance ● aggregate demand ● aggregate supply ● national income ● economic growth ● macroeconomic objectives and policy.
Theme 3: Business behaviour and the labour market-
This theme develops the microeconomic concepts introduced in Theme 1 and focuses on business economics. Students will develop an understanding of: ● business growth ● business objectives ● revenues, costs and profits ● market structures ● labour market ● government intervention.
Theme 4: A global perspective–
This theme develops the macroeconomic concepts introduced in Theme 2 and applies these concepts in a global context. Students will develop an understanding of: ● international economics ● poverty and inequality ● emerging and developing economies ● the financial sector ● role of the state in the macroeconomy.
Specification – Pearson Edexcel Level 3 Advanced GCE in Economics A 601/4106/2
Year Groups 12 & 13
In years 12 and 13 we offer pupils the opportunity to take A Level Physical Education. This qualification allows students to play to their strengths and gain dynamic theoretical and practical skills for further education or work.
Subject content
- 1. Applied anatomy and physiology
- 2. Skill acquisition
- 3. Sport and society
- 4. Exercise physiology
- 5. Biomechanical movement
- 6. Sport psychology
- 7. Sport and society and the role of technology in physical activity and sport
Assessment
Pupils will sit two written exams which are 2 hours long and will make up 70% of their overall grade. They will also complete a written analysis and evaluation of a sporting performance and will also be assessed as a performer or coach in the full sided version of one activity, which will make up 30% of the overall grade.
Specification: AQA Physical Education A Level (7528)
Year Group: 12
In year 12, students will begin working through theory for paper 1. Paper 1 is computer systems, and focuses on topics such as processor architecture, software and software development, data and networking, data types, structures and algorithms, concluding with legal, moral and ethical issues. During year 12 students will also be working through practical programming and so discreetly learning theory for paper 2, whilst working towards the NEA project which will be started towards the end of the year.
Year Group: 13
In year 13, students will be completing their NEA projects as we work through the more complex programming theory for paper 2. This also involves re-visiting certain topics from paper 1 which are better placed to be taught in tandem with topics at this point on the course. Towards the end of the academic year, the focus will turn to revision and preparation for the final exams, whilst ensuring NEA projects are fully completed.
Specification: OCR Computer Science H446
Year Group: 12 & 13
Students are offered the opportunity to complete the extended project in year 13. The project is introduced after Easter in year 12, and students undertake most of the independent research over the summer. The autumn term of year 13 is spent writing the project up.
Students undertake the EPQ in addition to their other 3 A levels. It carries the same weight as an AS level for UCAS points, and is very popular with universities as it shows a student has the ability to undertake an original piece of research.
The Extended Project will develop and extend from one or more of the student’s study areas and/or from an area of personal interest or activity outside their main programme of study. It will be based on a topic chosen by the student(s) and agreed as appropriate by the teacher.
Delivery of the Extended Project Qualification will involve teaching of the necessary skills through classroom delivery and supervision by the teacher on a one to one basis. This is done every Wednesday morning and attendance at the sessions is mandatory.
Students are required to:
- choose an area of interest
- draft a title and aims of the project for formal approval by the teacher
- plan, research and carry out the project
- deliver a presentation to a non-specialist audience
- provide evidence of all stages of project development and production for assessment.
Specification: AQA Extended Project Qualification 7993
Year Group: 12
Topics covered: Principles and Applications of Science, Practical Scientific Procedures and techniques, Science Investigation Skills, Physiology of Human body systems
Year Group: 13
Topics covered: Forensic Investigation Procedures in Practice, Forensic Fire Investigation
Specification: Pearson BTEC Level 3 National Foundation Diploma in Forensic Investigation
In this course you can specialise in:
- Acting
- Dance
- Music
- Music Tech
Year Group: 12
Units covered:
Unit 3: Influential Performance Practice: Exploring context and preparing for a performance from a piece of repertoire
Unit 2: Proposal for a Commissioned Brief (externally moderated controlled assessment)
Unit 8: Performing Repertoire (Study of an influential artist from the performing arts industry [e.g. Brecht, Queen, Bob Fosse])
Year Group: 13
Unit 8: Performing repertoire continued
Unit 1: Preparing to work in the Performing Arts Sector
Unit 4: Combined Arts – Combining your own specialism with a second one of your choice.
Specification: OCR Cambridge Technical Extended Award Performing Arts
Year Group: 12
Topics covered: Changing awareness of crime (controlled assessment) Criminological theories (external exam) Students will be awarded a Level 3 Certificate at the end of the year.
Specification: WJEC Criminology 601/6249/1
Year Group: 13
Topics covered: Crime scene to courtroom (controlled assessment) Crime and punishment (external exam). Students will be awarded a Level 3 Diploma at the end of the year.
Specification: WJEC Criminology 601/6248/X
T-Level Finance is for post-16 September 2023 entry. Learn more about the course on the poster below.