Every school must offer a curriculum which is balanced and broadly based and which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school.   It must also prepare pupils at the school for the opportunities, responsibilities and experiences of later life. DfE

Our aspirations for our students:

A curriculum exists for those it serves.  If our curriculum is successful, it will allow our students when they leave us to “Be The Best They Can Be.”

Our curriculum is underpinned by our values, and as such we seek to ensure our students show the following characteristics when they leave our institutions:

Responsibility:

They will understand their place in society, valuing their own contributions to social and economic activity and be always dedicated to lifelong learning and enjoyment of their endeavours.

Our children will be self-motivated to drive their own learning and fully understand the role they can play as citizens of their school, their local community and their world. Our learners understand the different needs of others and believe they can make a difference. Across our Trust we constantly seek to forge, sustain and deepen our relationships to provide the best we can for our children.

Respect:

British values underpin beliefs and actions. Our children will be tolerant and respectful, taking care of others and valuing personal and shared resources. They will be understanding and reflective; being willing to reason and accept new people, new ideas and new challenges. They will make a meaningful contribution to their communities and families.

We all acknowledge people are good at different things and that we can all learn from each other. We show care for the environment and have the highest expectations of our own behaviours in how we interact with people with different beliefs.

Resilience:

They will understand and embrace challenges, be continual with effort in the face of adversity. As a result our children will develop their own self-esteem and self-respect enabling them to cope with challenge and to accept that personal growth comes from taking risks and experiencing failure. They will develop problem solving skills and self- help strategies to live a fulfilling and healthy life. They will be given opportunities across the curriculum to demonstrate perseverance, build aspirations for the future and experience challenge.

Intent

Powerful Knowledge and The Best In Everyone

Our aim is to provide an excellent education for all our students; an education which brings out the best in all of them and prepares them for success in life.  Our curriculum is designed to provide children with the core knowledge they need for success in education and later life, to maximise their cognitive development, to develop the whole person and the talents of the individual and to allow all children to become active and economically self-sufficient citizens.  The education we provide is designed to endow our students with “powerful knowledge:”

  • We want our students to be able to predict, explain and to envisage alternatives.
  • We will enable our students to grasp knowledge about where they live, surpassing the knowledge that students acquire through everyday life.
  • We will teach concepts that are systematically related to each other so that students are able to generalise and think beyond particular contexts.
  • We will ensure students acquire specialised knowledge developed by distinguished groups with a clear focus and field of enquiry. Students will be taught by qualified subject specialists who’s aim is to pass on knowledge and understanding from the leading experts such as mathematicians, scientists, novelists and musicians.At its heart the CET Curriculum as a core academic curriculum, founded on these key delivery principles:
  • By drawing on the best that’s been thought, said and done in each subject, we hope that our curriculum enables children to appreciate and participate in the full richness of the human experience.
  • Entitlement – We believe that all children have right to learn what is in the CET Curriculum; schools have a duty to ensure that all children are taught the whole of it.
  • Mastery – We want all students to achieve a full understanding of the knowledge specified in the Curriculum for each year, and teaching should not move on until this is achieved.
  • Stability – We won’t constantly amend the Curriculum: while we should make occasional adjustments in the light of feedback and experience, we will aim for stability over many years, so that teachers can develop expertise, and we constantly build assessments and teaching materials to support the Curriculum.
  • Concepts not context – The Curriculum is intended as a concise specification of knowledge and content to be taught and learned; it is for schools and teachers to decide how to teach and bring it to life.

Our curriculum:

  • Is fully compliant with all statutory aspects of the revised National Curriculum for 2014.
  • Always caters for the individual and their needs; making adjustments where reasonable and possible.
  • Is broad, balanced and gives all students fair access to the full range of subjects on offer.
  • Provides opportunities to make and learn from mistakes, achieve success and find enjoyment in learning.
  • Ensures all are exposed to the Arts, Culture, Community and the Outdoors beyond the academic core.
  • Adapts and evolves to meet local and national needs.
  • Fosters high aspirations and enables all to make successful transition to employment or the next steps in their education.

Curriculum Roadmaps

Business

English

Expressive Arts

Food

French

Geography

German

History

PD and RPE

PE

Science 

Spanish

English, as a school subject, is both a tool and a way of gaining knowledge and personal insight. It enables students to communicate with others on personal, social, literary and interdisciplinary topics. The subject helps to build up general language proficiency through listening, speaking, reading and writing.

Key Stage 3

At Key Stage 3, English provides students with a range of opportunities to explore how language is used in a variety of texts and contexts across time. Students will also study a wide range of literature from Greek Myths to Shakespeare, War poetry to modern plays and novels, and there are many opportunities to develop their creativity as writers, poets, and storytellers. Students will develop skills in oracy, understanding and analysing the use of language in texts and learn how to make critical comparisons. By exposing students to a breadth of literature as a platform to support the development of these skills, students will have several opportunities to refine and master these key skills throughout KS3.

GCSE

What is English Language?

GCSE English Language allows you to demonstrate your ability to use English in real-life contexts and use an investigative and analytical approach to language topics, drawing on personal experience. A numerical grade will be awarded at the end of the course. This will be in the range 1 to 9 (9 being the top grade, with a grade of 4 or 5 being approximately equivalent to a current C grade).

Course Structure

Paper 1: External examination, 50% of the total GCSE marks.

Explorations in creative reading and writing; one literature non-fiction text; descriptive or narrative writing.

Paper 2: External examination, 50% of the total GCSE marks.

Writers’ viewpoints and perspectives; one non-fiction and one literary non-fiction text; writing to present a viewpoint.

Non examination assessment. Spoken language; presenting; responding to questions and feedback; use of standard English.

What is English Literature?

GCSE English Literature allows you to explore a variety of literary texts including Shakespeare, modern drama and novels, contemporary poetry and poetry from the English literary heritage. Students are encouraged to draw on stage productions and films of the texts studied to enrich and inform their work. Through their studies students will increase their knowledge and understanding of history and human nature by analysing and empathising with characters and situations in influential texts spanning the last 400 years.

Course structure

Paper 1: External examination, 40% of the total GCSE marks.

Shakespeare and the 19th-century novel.

Paper 2: External examination, 60% of the total GCSE marks.

Modern texts and poetry, modern prose or drama/poetry anthology/unseen poetry.

Why study English Language and English Literature

English Language is the core qualification that all students have to study and which is required as a minimum entry qualification to many courses of further study, including those at university. English literature provides students with the opportunity to study a range of diverse texts and make links across time and through themes.

Mathematics concerns the study of numbers, patterns and relationships, shape and space, statistics and probability, which are combined with problem solving and reasoning. Mathematics is used throughout the world as an essential tool in many fields, including Science, Engineering, Medicine and the social sciences.

Key Stage 3

In Key Stage 3 a flexible setting structure and consistent core Programme of Study provides opportunity for us to best cater for individual need, in line with achievement and progress. All strands of the curriculum are covered, with an increasing focus on problem solving, investigation and functional skills as we work towards equipping all students with essential life skills.

Students follow the White Rose scheme, with the simple mantra “Everyone can do maths: everyone can”. 

GCSE

Course structure

GCSE Mathematics assesses the new Key Stage 4 programme of study which schools and colleges are required to teach. The secondary mathematics programme of study has expanded with additional higher level content than has been seen previously.

There is also a stronger focus on geometry and ratio, for example trigonometry is now covered in both tiers. There will still be some emphasis in examinations on the assessment of applying mathematics and using mathematics to solve problems, and some questions will be set in contexts that students should be expected to deal with in the real world.

You will follow the linear specification at either Foundation or Higher tier– this means that all of the examinations are taken at the end of the course. Within each tier they will explore topics in algebra, number, ratio, geometry, statistics and probability.

Assessment for the course is by three terminal papers taken at the end of Year 11, which are equally weighted.

Linear Mathematics

Paper 1 (non-calculator)

Paper 2 (calculator)

Paper 3 (calculator)

A numerical grade will be awarded at the end of the course. This will be in the range 1 to 9 (9 being the top grade, with a grade of 4 being a Standard Pass and grade 5 being a Good Pass).

Why study Mathematics?

This is a core subject that you have to study as it is a basic entry requirement for many courses and forms of employment. Mathematics should encourage learners to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study. The most able students will be in a position to access A-level Mathematics at Key Stage 5 and some students might choose the further Mathematics A-level which is considered helpful for Oxbridge Mathematics and Science courses.

Science is a way of discovering what’s in the universe and how those things work today, how they worked in the past, and how they are likely to work in the future. The knowledge generated by science is powerful and reliable. Science is continually refining and expanding our knowledge of the universe, and as it does, it leads to new questions for future investigation.

KS3

At Key Stage 3, students study a wide range of topics in Biology, Chemistry and Physics.

  • In Year 7 students learn about topics such as space, forces, cells, movement, magnetism, energy, reproduction, matter & acids and alkalis
  • In Year 8 students learn about topics such as digestion, breathing, periodic table, chemical reactions, evolution, inheritance, waves, pressure, heating and cooling.
  • Year 9 will build upon the topics taught in Years 7 and 8, in order to ensure a firm base before moving onto the GCSE.

All lessons are taught by science specialist teachers, who are passionate about their subjects and student education.

Students have plenty of opportunities to take part in extra-curricular activities such as the Lego League Tournament, and the regional Salters Institute competition.

GCSE

Students will study the 3 separate sciences of Biology, Chemistry and Physics, or they will follow a combined science course. Science is a core subject and all students must study it at GCSE. There is no specific equipment needed, however, it is advisable for students to bring a scientific calculator to all lessons.

Students on all science courses develop a wide range of skills, including data analysis, evaluating problems, practical skills, team work and research. Many of these skills are transferable to other areas of the curriculum and to later life.

Key information about the separate sciences

Students on this pathway will get an individual grade for each separate science (Biology, Chemistry and Physics). This pathway is geared towards academic and well-motivated students who have an interest in studying science at A-level or beyond.

Main methods of assessment

Each separate science at GCSE is assessed with two end-of-course examinations, each 1 hour 45 minutes long.

Students are able to sit exams in either higher tier (grades 9-4) or foundation tier (5-1) depending on their ability.

Examinations will assess students’ knowledge of the curriculum and their knowledge of required practicals done throughout the course.

Possible career pathway

Past students have gone on to study Medicine, Veterinary Science, Applied Sciences, Biomedical sciences, Physiotherapy and Sport Science to name but a few.

Key information about the combined science course

Students on this pathway study for a double award GCSE in science. Students on this pathway will get two grades (e.g. 4-4) based on the total marks gained in exams in the Biology, Chemistry and Physics units.

This pathway is geared towards students in sets 2-4 and will give students a broad knowledge of all areas of the sciences. Students gaining high grades on this pathway are able to go on to study sciences at A-level.

Main methods of assessment

GCSE Combined Science is assessed with six end-of-course examinations, each 1 hour 15 minutes long (two biology, two chemistry, two physics papers).

Students are able to sit exams in either higher tier (grades 9-4) or foundation tier (5-1) depending on their ability.

Examinations will assess students’ knowledge of the curriculum and their knowledge of required practical’s done throughout the course. 

Possible career pathway

Past students have gone on to study Applied Sciences, Biomedical Sciences, Physiotherapy and Sport Science to name but a few.

Art, in any form, can give people emotions that lift up their spirit and make them more driven than ever, which is why art is important in our daily lives. The art we are surrounded by can have a huge impact on our mood and emotions, whether it’s a painting, sculpture, music or even video.

Key stage 3

During Year 7, students begin to develop the skills required for different types of art, craft and design. They explore a range of contemporary artists and make art in response to themes of Endangerment and Recycling. Students are encouraged to investigate, explore and begin to develop the skills for designing and making. There is also the opportunity to participate in “The Big Draw” which is a national event that celebrates the use of drawing to develop new ideas, confidence and well-being.

In Year 8, students learn about art from around the world in projects inspired by Japan, Africa and Australia. Students continue to develop skills and broaden their study of art by engaging with processes of print, textiles and three-dimensional making. Students participate in a range of exciting artist workshops working on individual and ambitious group projects.

Students respond to a range of themes in Year 9, and are given the opportunity to explore a range of current issues. They build on the skills gained in Years 7 and 8, gaining the confidence to analyse the work of artists critically and reflect and evaluate their own work. Students are encouraged to make art in response to their personal interests and local environment and build those skills appropriate for GCSE study.

GCSE

At Key Stage 4, students follow the Fine Art course that explores ideas, conveys experiences or responds to a theme or issue of personal significance. The areas of study are very broad and cover drawing, painting, sculpture, installation and mixed media.

Key areas and skills

Alongside improving practical art skills, you’ll learn how to:

  • Develop, refine and record ideas.
  • Present a personal response that realises intentions.
  • Improve your creative skills through the effective use of media, materials, techniques and processes.
  • Successfully use visual language and the formal elements e.g. colour, line, form, shape, tone and texture.
  • Use drawing skills for different needs and purposes.

Main methods of assessment

There are two components:

Component 1 Portfolio. Produce a sustained project and a selection of further work that represents the course of study. This is worth 60% of your overall marks.

Component 2 Externally set assignment. The externally set task paper features seven tasks and you have to complete one of them. You get preparation time, plus ten hours of supervised time. This is worth 40% of your total marks.

Possible career pathway

Art and design opens the door to lots of exciting careers. Here are some examples: artist, teaching, fashion design, graphic design, theatre designer, animator, video game designer, illustrator, museum curator, photographer, product design, ceramics, advertising, interior design, fashion and media design, hair and make-up design, exhibition design, jewellery design.

Key Information about the GCSE course

Students consider the practical application of business concepts. The units detailed below provide opportunities to explore theories and concepts in the most relevant way, through the context of events in the business and economic world.

  1. Business in the real world
  2. Influences on business
  3. Business operations
  4. Human resources
  5. Marketing
  6. Finance

Key areas and skills

Students apply their knowledge and understanding to different business contexts, ranging from small enterprises to large multinationals and businesses operating in local, national and global contexts. Students are able to develop an understanding of how these contexts impact on business behaviour. They are able to apply knowledge and understanding to business decision making and how these interdependencies underpin business decision making, how different business contexts affect business decisions and the use and limitation of quantitative and qualitative data in making business decisions.

Main methods of assessment

Paper 1: Influences of operations and HRM on business activity. Written exam: 1 hour 45minutes (50%)

What’s assessed: Business in the real world; influences on business; business operations; human resources.

Section A has multiple-choice questions and short-answer questions worth 20 marks.

Section B has one case study/data response stimuli with questions worth approximately 34 marks.

Section C has one case study/data response stimuli with questions worth approximately 36 marks.

Paper 2: Influences of marketing and finance on business activity. Written exam: 1 hour 45minutes (50%)

What’s assessed: Business in the real world; influences on business; marketing; finance.

Section A has multiple-choice questions and short-answer questions worth 20 marks.

Section B has one case study/data response stimuli with questions worth approximately 34 marks.

Section C has one case study/data response stimuli with questions worth approximately 36 marks.

Possible career pathway

Accountant, management consultant, social media manager, financial analyst, business teacher, business reporter, business owner, corporate attorney, health care administrator and many more.

Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, students design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as Mathematics, Science, Engineering, Computing and Art. Students learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education make an essential contribution to the creativity, culture, wealth and well-being of the nation.

Key stage 3

Design and Technology provides a constructive channel for a child’s creative needs and it directly provides a framework for learning and formulating ideas. Our newly developed curriculum encourages students to consider design problems and develop their own learning in a wide variety of different contexts in lots of different ways. Every project is 50% practical work and staff in the department thrive to facilitate and support our students to think, act and speak like a designer.

Year 7:

  • Unit 1 – Creative Textiles – Ocean Inspired pencil case
  • Unit 2 – DT – Healthy fast food packaging revamp

Year 8:

  • Unit 1 – Creative Textiles – Pop Art candy cushion
  • Unit 2 – DT – Endangered Animals pop up card

Year 9:

  • Unit 1 – Creative Textiles – Smart materials
  • Unit 2 – DT – Educational board games

What can students do to develop their skills in this subject area?

Students can practice DT skills at home creating new inventions.

Use a range of different pieces of equipment at home with adults in the garden or DIY.

Watch TV programmes such as The Great British Sewing Bee, DIY SOS, Homes under the Hammer, Abstract: the art of design, to name a few suitable programmes.

GCSE

Students are able to use the skills they have learned at Key Stage 3 and choose to study Engineering at GCSE.

This award gives you the opportunity to develop sector – specific knowledge and skills in a practical learning environment.

Key Information about the course

The three components students study, develop a broad knowledge and understanding of engineering sectors and technical skills in designing and making.

Method of assessment

Component 1: Exploring Engineering Sectors and Design Applications. (36 guided learning hours)

  • Understand engineering sectors, products and organisations, and how they interrelate.

Component 2: Investigating an Engineering project (36 guided learning hours)

  • Understand materials, components and processes for a given engineered product.
  • Investigate a given engineered product using disassembly techniques.
  • Plan the manufacture of and safely reproduce/inspect/test a given engineered component.

Component 3: Responding to an Engineering brief (48 guided learning hours)

  • Understand how to respond to an engineering brief
  • Select skills and techniques in response to an engineering brief
  • Apply skills and techniques in response to an engineering brief
  • Evaluate and review the outcomes of the application of skills and techniques in response to an engineering brief

Key areas and skills

The main focus is on four areas of equal importance, which cover the development of key engineering practical and technical skills, such as research, observation, measurement, making, using computer-aided design (CAD) and disassembly; knowledge of key engineering sectors (mechanical, electrical/electronic and engineering design) and the interrelation of each in industry; knowledge of the stages involved in planning and implementing an engineering project; and knowledge and skills involved in the investigation of solutions to engineering problems in response to a given brief.

Possible career pathway

Chemical engineer, mechanical engineer, electrical engineer, civil engineer, software engineer, environmental engineer, design technology teacher and many more.

Diet, nutrition, food and health have never been discussed so much in our lives and media as it is today. There are many health issues attributed to poor diet and nutrition and it is important that students are given the opportunities to explore this.

Good nutrition is an important part of leading a healthy lifestyle and your food choices each day affect your health — how you feel today, tomorrow, and in the future.

Key Stage 3

The topics covered at KS3, build up skills and knowledge needed for students to progress to study the subject at GCSE level. The topics studied at KS3 are detailed below:-

Year 7:

  • Unit 1 – Leading a fruitful life
  • Unit 2 – The Eatwell guide and Multicultural Cuisine
  • Unit 3 – Nuritional properties and functions of ingredients

Year 8:

  • Unit 1 – Nutrition and good health
  • Unit 2 – Functions of ingredients and the food industry
  • Unit 3 – Staple foods
  • Unit 4 – Novel foods
  • Unit 5 – Raising agents

Year 9:

  • Unit 1 – Hygiene and food safety
  • Unit 2 – Working characteristics of ingredients in baking
  • Unit 3 – Food trends and food choices

GCSE

Key Information about the course:

This new GCSE, Food Preparation and Nutrition, is an exciting and creative course which focusses on practical cooking skills to ensure you develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focusses on nurturing your practical cookery skills and gives you a strong understanding of nutrition. This course is a very popular course and has successful results for students who enjoy combining theoretical knowledge with practical skills. The team of dedicated and hardworking staff are very experienced and knowledgeable and are driving forward standards rapidly in this subject area.

Content Overview

Food preparation skills: these are intended to be integrated into these five sections:

  1. Food, nutrition and health
  2. Food science
  3. Food safety
  4. Food choice
  5. Food provenance
  6. The range of food and ingredients studied reflect the recommended guidelines for a healthy diet based on the main food commodity groups. Food groups include:
  • bread, cereals, flour, oats, rice, potatoes and pasta
  • fruit and vegetables (fresh, frozen, dried, canned and juiced)
  • milk, cheese and yoghurt
  • meat, fish, eggs, soya, tofu, beans, nuts and seeds
  • butter, oil, margarine, sugar and syrup.

Method of assessment: Theoretical knowledge of food preparation and nutrition from sections 1-5 above.

  • Non-examined assessment (NEA) (50%)
  • Paper 1: Food preparation and nutrition (50%)
  • Task 1: Food Investigation. Your knowledge and understanding of the working characteristics, functional and chemical properties of ingredients will be assessed. This is in the form of a written report (1,500-2,000 words) including photographic evidence of the practical investigations you have carried out. The practical investigations are a compulsory element.
  • Task 2: Food preparation assessment. Your knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and the application of nutrition related to the chosen task will be assessed.
  • You will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved. An electronic portfolio will be completed with photographic evidence of the three final dishes and should show case as many skills as possible.
  1. General practical skills
  2. Knife skills
  3. Preparing fruit and vegetables
  4. Using the cooker
  5. Using equipment
  6. Cooking methods
  7. Preparing, binding and shaping
  8. Sauce making
  9. Tenderising meat
  10. Dough
  11. Raising agents
  12. Setting mixtures

Possible career pathways:

Food technologist, dietician, nutritional therapist, product developer, teacher, sport and exercise related careers, health sector professions e.g. nursing, occupational therapy courses.

Upon completion of this course, you would be qualified to go onto further study, or embark on an apprenticeship or full time career in the catering and food industries.

Geography is the study of places and the relationships between people and their environments. Geographers explore both the physical properties of Earth’s surface and the human societies spread across it. Geography seeks to understand where things are found, why they are there, and how they develop and change over time.

Key Stage 3

Our overarching aim when teaching Geography is also to foster a love for and enjoyment of the subject. The Geography curriculum intends to build in skills required to be successful in Geography now and in the future, as well as contextual knowledge relevant to students’ future study of the subject, whilst engaging and enthusing students with Geography that is most relevant to them and their lives. We therefore aim to develop students’ reading comprehension and written accuracy, as well as developing locational knowledge, place knowledge, knowledge of human and physical geography, geographical skills (such as map skills, graph skills, GIS and data analysis) and fieldwork, thus enabling them to communicate their thoughts accurately and effectively.

Topics covered:

Year 7: Introduction to Geography, Map Skills, Mapping the UK / Europe / the World, Rivers, Africa, Horn of Africa

Year 8: Population, Urbanisation, Weather and Climate, Global Warming, Asia, China, Plate Tectonics

Year 9: Geographical skills, UK Landscapes, Coasts, Glaciation 

GCSE

Key Information about the course

Component 1: The Physical Environment (coastal landscapes and processes, glaciated landscapes and processes, weather hazards and climate change, ecosystems, biodiversity and management).

In this component you will learn about what is around you, how it was formed and how processes worked together to create landscapes. In addition, you will study aspects of climate and weather and learn how they affect the lives of millions of people daily.

Component 2: The Human Environment (changing cities, global development, resource management and energy resource management).

In this component you will learn about how man interacts with both other humans and physical barriers in order to live where different processes and cultures are at work. You will study some challenging concepts, which at times will be testing, but after this you will have a balanced view of the world around you and how you fit into it and how your future looks in the years ahead.

Component 3: Geographical Investigations (Fieldwork and UK Challenges)

In this component you will be active in the field. You will attend a compulsory four-day and three-night fieldwork element during which you will study in some depth processes and features created by coastal erosion and deposition. You will conduct measurements in the field and collate and write these up in line with the course requirement. During the urban studies element of the fieldwork you will undertake work in a CBD of a local town and calculate how people interact in a town and shopping environment, as well as study how a town changes from its central point to its outer fringes. You will not need any specific equipment as this is provided, however there is a parental cost for the field visit of approximately £50, to help towards transport costs. Currently we use the Field Studies Centre at Castlehead in Grange-over-Sands and are likely to continue doing so. At the centre all equipment and board are provided.

Key areas and skills

Key skills that you will develop will enable you to see things differently, work out why decisions have been made and work out why things are as they are. Your map skills are inherent to this and will be skilled to a higher level and your interpretation skills will be tested at a much higher level. You will analyse data, make calculations, formulate opinions with justified reasoning and use mathematical skill to present findings from appropriate investigations.

Main methods of assessment

This is assessment by written examinations of the three different topics.

Paper 1: The Physical Environment (1 hour 30 minutes)

Paper 2: The Human Environment (1 hour 30 minutes)

Paper 3: Geographical Investigations (1 hour 30 minutes)

Possible career pathway

Cartographer, commercial/residential surveyor, environmental consultant, geographical information systems officer, planning and development survey, primary and secondary school teacher or town planner.

Key information about the course:

This qualification will give you the opportunity to apply knowledge of health and social care through a practical approach. It will provide you with essential knowledge, transferrable skills and tools to improve your learning with the aim of enhancing your employability when you leave education, contributing to both your personal development and future economic well-being. The qualification design, including the range of units available, allows you the freedom to explore more deeply the things that interest you, as well as providing a good opportunity to enhance your learning in a range of areas.

Content Overview

You will complete a range of different topics whilst completing the following units:

  • R021: Essential values of care for use with individuals in care settings.
  • R022: Communicating and working with individuals in health, social care and early years settings.

And then two from the following:

  • R023: Understanding body systems
  • R025: Understanding life stages
  • R026: Planning for employment in health, social care and children and young people’s workforce.
  • R027: Creative activities to support individuals in health social care and early years settings.
  • R028: Understanding the development and protection of young children in early years settings.
  • R029: Understanding the nutrients needed for good health.
  • R031: Using basic first aid procedures.

How it is assessed:

Students will complete 2 compulsory units (R021 and RO22) and two additional units that are decided by the teacher. Each unit is worth 25% of the course.

R021: Essential values of care for use with individuals in care settings.

This mandatory unit focuses on the rights of individuals and will instil the values of care to be used when working in health, social care or early years environment. All good practice is based on those values and enables those who use and work in care settings to apply quality practice. The unit also provides an overview of legislation and its impact on the care settings and covers the hygiene, safety and security matters that relate to promoting a healthy and safe environment.

This is assessed by a one hour written examination paper.

R022: Communicating and working with individuals in health, social care and early years settings.

This mandatory unit will provide the underpinning knowledge and understanding of how to communicate effectively and what personal qualities will contribute to the creation of a caring environment when working with individuals in a health, social care and early years setting. On completion of this unit you will be able to appreciate how the way you communicate and the personal qualities that you utilise when working with individuals in a health and social care or early years setting will have an impact on the care of those individuals. You will be able to demonstrate that you have those effective communication skills that are needed to work in a health, social care or early years setting. You will be able to plan effectively for interactions in a health, social care and early years setting.

RO22 and the two teacher-elected units are centre-assessed tasks that are moderated by the exam board.

Possible career pathways

Nurse, occupational therapist, physiotherapist, carer, health administration, counsellor, social worker, teacher, nursery worker, health therapies, charity worker, youth worker and many more health and social care provisions.

Studying history allows us to understand our past, which in turn allows us to understand our present. Studying history can provide us with insight into our cultures of origin as well as cultures with which we might be less familiar, thereby increasing cross-cultural awareness and understanding.

Key Stage 3

Our overarching aim when teaching History is to foster a love for the subject and enjoyment of the stories. The History curriculum intends to build in skills required to be successful in History now and in the future, as well as contextual knowledge relevant to students’ future study of the subject, whilst engaging and enthusing students with History that is most relevant to them and their lives. We want students to be able to coherently tell the stories of History that make it such an interesting and exciting subject! We therefore aim to develop students’ reading comprehension and written accuracy, as well as developing source skills and the key concepts of History (such as significance, cause and consequence, change and continuity, interpretation and similarity and difference), thus enabling them to communicate their thoughts accurately and effectively.

Topics covered:

Year 7:

Early Britain (c.500BC-1066), Norman invasion and conquest, Life for people in the Middle Ages, Royal Power in the Middle Ages, The Renaissance

Year 8:

Tudor religion, Mughal India and the Kingdoms of Benin and Mali in Africa, Transatlantic Slave Trade and slavery, Industrial Revolution, Rise of the British Empire

Year 9:

World War One, USA in the 1920s, The Holocaust, Fall of the British Empire, Protest across time

GCSE

Key Information about the course

Paper 1: Understanding the Modern World

Germany, 1890-1945: Democracy and dictatorship

This course explores how and why Germany changed over this period from an autocracy ruled by an emperor, to a democracy and then to a dictatorship. We will assess how the German people were affected by World War One, the challenges democracy faced as it was set up and throughout the 1920s, and ultimately how and why Hitler and the Nazis came to power and controlled and governed Germany.

Conflict and Tension, 1919-1939: The Interwar years

This course explores how World War One led to World War Two. We evaluate the decisions of the leaders of Europe at the time and assess the strengths and weaknesses of the League of Nations. We assess the impact of Hitler and analyse whether it was his actions alone which led to World War Two.

Paper 2: Shaping the Nation

Britain: Health and the People: c1000 to the present day

This course explores why and how medicine has changed since the medieval times. We will explore which factors have had the most significant impact on changing medicine: war, government, individual genius, art and religion. We look at the impact of certain medicines, such as penicillin and anaesthetics and how knowledge about diseases and public health developed.

Norman England, 1066-c1100

This course explores how a French ruler came to be King of England through conquest and the consolidation of his rule. We will assess how successful William I and his successors were in establishing and maintaining control, consider what life was like for the English under Norman rule, and evaluate the power of the church during this time. Within this unit is a site study which changes each year. You will either study or visit this site to then write about it within the exam.

The units selected have been carefully chosen to build upon what students will have learnt during their time at The Whitehaven Academy in Key Stage Three, as well as to provide an interesting and exciting course that provides opportunities for learning outside the classroom. It is the history department’s intention to arrange trips to sites that will enhance students’ learning across the course, such as a trip to the Thackray Medical Museum and the Royal Armouries Museum in Leeds and a possible future trip to Berlin.

Key areas and skills

Analysis, evaluation and explanation are the main skills examined by the questions. Understandably, it is a subject with a high written focus, however, we endeavour to break down the fear of essays and make the course accessible to all.

You will also develop skills of analysing sources and interpretations against your own opinions and reaching judgements about the effectiveness or use of a piece of history, and these skills can be applied to a wide variety of contexts outside of the study of history.

Main methods of assessment

Paper 1: Written exam: 2 hours, 50% of GCSE

Paper 2: Written exam: 2 hours, 50% of GCSE

Possible career pathway

History is a subject highly valued by employers and colleges due to its status as a facilitating subject as it pushes students to develop many skills, including analysis, evaluation and explanation. However, specific careers areas include anything where you will need to analyse and evaluate evidence to reach a judgement on something, such as law, politics, research and medicine.

Currently technology is becoming a centre point of our day to day lives. Studying ICT at The Whitehaven Academy helps our students develop skills that are required in both current and future jobs in the modern, digital world that we live in.

ICT isn’t all about computers, it takes a broader approach and focuses on the way in which digital information is communicated. Sure, computers still play a big part, but ICT also looks at how devices like telephones or audio/visual networks can be used alongside computers.

The vast amount of experience and enthusiasm within this subject from our ICT team greatly aid in supporting the teaching of this subject within The Whitehaven Academy.

Key Stage 3

The topics which are covered at KS3 to build on skills and knowledge needed for KS4 are listed below:

  • Year 7: E-Safety
  • Year 7: Computing Fundamentals
  • Year 7: Video Editing
  • Year 8: Graphic Design and Development
  • Year 8: Games Design and Development
  • Year 8: Web Design and Development

Key stage 4 Computer Science

OCR’s GCSE (9–1) in Computer Science will encourage students to:

  • Understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation
  • Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs
  • Think creatively, innovatively, analytically, logically and critically
  • Understand the components that make up digital systems, and how they communicate with one another and with other systems
  • Understand the impacts of digital technology to the individual and to wider society
  • Apply mathematical skills relevant to Computer Science

How it is assessed:

Students will sit two written examination papers; both 1 hour and 30 minutes. Each paper is worth 50% of the total GCSE.

Microsoft Office: We teach students how to use some of the latest Microsoft office packages effectively, including word processing skills, data management through Excel and Access while developing students presentation skills using PowerPoint.
Adobe: Students will learn how to use Adobe Photoshop to combine multiple graphics together. They will use a range of tools to create different graphics on the computer, which meet a suitable Target Audience and Purposes.

Does This Take Me Into The Future?

In today’s world, ICT is used everywhere; every day. Choosing to major in ICT would certainly put you above those without when applying for future careers. Some of the possible careers ICT could lead you into include:

  • Website Designer
  • Games Designer
  • Teacher
  • Systems Analyst
  • Administration and ICT Support

At The Whitehaven Academy, we teach French, German and Spanish at KS3. Modern Foreign Languages are compulsory at KS3 and KS4 is offered as an option.

Language learning is one of the most enjoyable and rewarding experiences. In our language lessons, we not only learn a language, but we also learn social skills, team work skills, communication skills, confidence and flexibility to name but a few. These are all key attributes that future employers will look for. When applying for jobs, speaking another language is very advantageous – you are more likely to be successful and get the job you have always dreamed of!

We want our students to be able to communicate with people from around the world as well as develop an understanding of different cultures. Students are taught about the cultures of countries where their language is spoken and are actively encouraged to spend time researching this themselves. We want to ensure that languages are accessible, yet challenging, so more students opt to study languages past the compulsory years. As a result, our curriculum is ambitious; our students are taught complex grammar and structures from year 7 onwards in an engaging and scaffolded manner.

Key Stage 3

In Years 7-9 students learn the necessary skills to be able to communicate in either French, German or Spanish. Our curriculum is planned as a five-year course, based upon research by key professionals in the MFL field.

We focus on core phonological sounds to ensure that our students feel confident in speaking the foreign language. We then introduce parallel texts and sentence builders to support students and build up their reading, writing and speaking skills. The aim of this is to expose students to language in a similar way to when they were babies- they learn through repetition and accurate modelling. We learn vocabulary in chunks, rather than individual words (we try to avoid traditional style grammar lessons at this stage) – this is to help aid the retention of the language through memorisation.

All our lessons and homework involve retrieval practice, to aid in the retention of this key language. Our parallel texts focus on key language and structures. Students are repeatedly exposed to these key structures so they can commit this to memory and prepare them for GCSE and beyond.

Key Stage 4

In Years 10 and 11 we regularly interleave all of the topics covered in KS3 with the AQA GCSE specification content, so that students can see a use to all language in a range of topics. We teach our students using parallel texts and sentence builders, as well as through using a range of GCSE style tasks, where language is repeated and recycled. At this stage, we have grammar lessons where we explicitly teach the grammar. However, this is done through texts and audios in which this grammar can be seen in practice.

A range of topics are covered under the three themes of: Identity and Culture; Local, national, international and global areas of interest and Current and future study and employment.

All four skills (listening, reading, speaking and writing) will be assessed at the end of Year 11. Students can be entered for either Foundation (grades 1-5) or Higher tier (grades 4-9), but must enter the same tier for all four skills. Each exam is worth 25%, meaning all exams are equally weighted.

Assessment

Each language has specific allocated marking points throughout the year. All members of staff teaching the same language will give students the same assessment at the same time. This is so that we can moderate within and across languages, so that we can maintain high standards and ensure these are being achieved in the different skills.

Possible Career Pathways

Learning a language at GCSE opens doors to further and higher education. There are lots of different careers in which knowing a language is a great advantage, for example: interpreter, translator, teacher, political risk analyst, language analyst at GCHQ, journalist, flight attendant, accountant and civil servant.

Music is a form of art that uses sound organised in time. Music can raise someone’s mood, get them excited, or make them calm and relaxed. Music also allows us to feel almost all the emotions that we experience in our lives.

Peripatetic 101 Music provision is also offered at The Whitehaven Academy for those wishing to learn to play a specific instrument such as Drums, Guitar, Violin, vocal skills and more.

Key Stage 3

The overall intent for KS3 is to develop a love for the Performing Arts as a whole; to experience a wide variety of practical workshops and skills that will develop confidence and creativity.

Year 7: Develop core music skills such as form and structure, vocal skills and cultural capital in exploring Chinese Music. Development of skills in keyboard and ukulele.

Year 8: Further exploration of key musical vocabulary and skills in exciting music genres such as Blues and Jazz, Reggae beats and developing their creative skills in the project Music and Space.

Year 9: Students will develop an understanding and hone their skills to study works from musicals and films where they will then be able to play excerpts and create some of their own work in song composition and band skills.

GCSE

Key Information about the course

GCSE Music enables you to develop and enhance your knowledge and understanding of music through four interrelated areas of study.

Key areas and skills

1: Musical Forms and Devices

2: Music for Ensemble

3: Film Music

4: Popular Music

The course has three components based on the skills of performing, composing and appraising.

These three skills are developed through the study of each area and serve to highlight the importance of the relationship between composer, performer and audience.

Preferred entry requirements

This course builds upon skills and knowledge learnt throughout KS3, however the ability to either play an instrument, or to learn how to play an instrument/sing is desirable. A willingness to learn how to use notation software such as Sibelius or Muse score is essential. It is recommended that you take one-to-one instrumental lessons, however, this is not essential as long as you immerse yourself in music both in and out of school. Regular independent practice on the student’s chosen instrument is essential.

Main methods of assessment

Component 1: Performing. Internally assessed, externally moderated. 30% of qualification.

Component 2: Composition. Internally assessed, externally moderated. 30% of qualification.

Component 3: Appraising. Written examination (approx. 1 hour 15 minutes). 40% of qualification.

Possible career pathway

This course can lead on to a study of music and/or music technology at A Level or Level 3 National BTEC or Level 3 Rock School. It is accepted in all colleges and universities as a recognised qualification. There are many career opportunities through the study of music. Some examples are: songwriter, composer (film music composer/orchestral composer), session musician, radio DJ, music teacher (school teacher or instrumental teacher), sound engineer, music promoter.

Performing Arts allow children to develop creative passions, whilst simultaneously teaching language and communication skills, helping them to communicate effectively with others with confidence. The Performing Arts are all about self-expression, exploring alternative options and embracing individuality.

Key Stage 3

The overall intent for KS3 is to develop a love for the Performing Arts as a whole; to experience a wide variety of practical workshops and skills to develop confidence, communication and creativity.

In Year 7 students develop core skills through experiencing different genres of Performing Arts through practical workshops and exploring new skills. Students learn the importance of warming up, different dance styles, basic dance actions, drama skills such as freeze frames, slow motion and stereotypical characters in exciting workshops and schemes such as Superheroes and Bugsy Malone.

In Year 8 students focus on deepening understanding and awareness of Drama skills and techniques through collaborating using themes. Raising cultural awareness and capitol through the exploration of different dance styles, circus skills and showcasing their talents in our Musical Theatre project based on the Greatest Showman.

In Year 9 students develop further knowledge, concepts and skills to prepare them for the BTEC Tech Award in Performing Arts by exploring more complex repertoire such as Street Dance, Blood Brothers and Musical Theatre. They develop a clear understanding of processes when creating their own work, along with confidence for informed decision making and independent thinking, key skills which can be applied across their subjects.

GCSE

Key Information about the course

You will learn about all aspects of Performing Arts and the industry. The course will explore professional practitioners and repertoire, which you will learn, develop, adapt and perform.

You will work collaboratively to create and perform pieces of theatre, exploring many different styles, techniques and practitioners. As well as being taught by your teacher, you will work with professionals from the theatre industry.

There will be various performance opportunities, including an end of year production. You will also get opportunities to watch live theatre.

Key areas and skills

Performing Arts will give you lots of transferable skills for the future. Studying Performing Arts increases confidence and self-esteem, improves communication and listening skills and the ability to work as part of a team. You will learn self-discipline, develop your critical thinking skills and understand what it takes to be involved in professional rehearsal and productions.

Main methods of assessment

Component 1: Exploring the Performing Arts

AIM: Get a taste of what it’s like to be a professional actor, dancer or musical theatre performer

ASSESSMENT: Internally assess assignment

EXPLORE – performance styles, creative intentions and purpose

INVESTIGATE – how practitioners create and influence what’s performed

DISCOVER – performance roles, skills, techniques and processes

Component 2: Developing skills and techniques in the Performing Arts

AIM: Develop skills and techniques in the chosen discipline(s) of acting, dance and musical theatre

ASSESSMENT: Internally assess assignment

TAKE PART – in workshops, classes and rehearsals

GAIN – physical, interpretive, vocal and rehearsal skills

APPLY – these skills in performance

REFLECT – on progress, performance and how you can improve

Component 3: Performing to a brief

AIM: Consider how practitioners adapt their skills for different contexts, and put this into practice in a performance

ASSESSMENT: Externally Assessed Task – work in a group of 3-7 to create a performance-based on a set brief

BUILD – on skills in classes, workshops and rehearsals

REVIEW – the process using an ideas and skills log

PERFORM – in a group to your chosen audience

Students across all Key Stages have the opportunity to join EAT (Expressive Arts Team) for extra enrichment opportunities in the Arts and chances to take part in performances such as Christmas Showcases, International Dance Day and U.Dance.

Physical Education provides a range of experiences that form the basis for lifelong sporting and recreational activity which inspires all students to succeed and excel in competitive sport and other physically demanding activities.

Physical Education provides learners with a platform from which they can build physical competences, improve aspects of fitness, and develop personal and interpersonal skills and attributes. It enables learners to develop the concepts and skills necessary for participation in a wide range of physical activity, sport, dance and outdoor learning, and enhances their physical wellbeing in preparation for leading a fulfilling, active and healthy lifestyle.

They encounter a variety of practical learning experiences, including working on their own, with a partner and in small and large groups. Students use a variety of equipment and apparatus, both outdoors and indoors.

The aim of the department is to provide a high quality PE programme that will include learning to move (learning the skills, techniques and understanding required for participation in physical activities and sport) and moving to learn (physical activity as a context and means for learning).

KEY STAGE 3

At Key Stage 3 students take part in and develop a range of skills in PE activities including Netball, Football, Rugby, Table Tennis, Dance, Health Related Fitness, Athletics, Cricket, Softball, Tennis, Basketball, Cross Country and Badminton.

KEY STAGE 4

At Key Stage 4, students can opt to take BTEC Level 1/2 First Award in Sport, which provides an engaging and relevant introduction to the world of sport. It incorporates important aspects of the industry, such as fitness testing and training for sport and exercise, the psychology of sport, practical sports performance and sports leadership. It enables students to develop and apply their knowledge, while also developing a range of relevant practical, communication and technical skills.

All students still have one core PE lesson per week where they pursue activities they have enjoyed during KS3.

Key Information about the course

The Physical Education course provides an engaging and relevant introduction to the world of sport. Students will study four units of work, which are broken down into several assignments, including practical work.

  • Fitness for Sport and Exercise
  • Practical Performance in Sport
  • Applying the Principles of Personal Training
  • Leading Sports Activities

Equipment Required: PE Kit. Learners must have an excellent participation rate in PE.

Key areas and skills

The vast majority of employers require learners to have certain technical skills, knowledge and understanding to work in a particular sector, but they are also looking for employability skills to ensure that employees are effective in the workplace.

Throughout this course learners will develop a range of employability skills, engage with employers and carry out work-related activities. As part of the course we also try to run Leadership awards for students, examples including a Rugby Young Leaders Award and a Dodgeball Leaders Award, which are extra qualifications.

Main methods of assessment

Each unit has specific assessment criteria that are used to judge learners’ work.

75% of the course is assessed via practical work and coursework assignments. It is possible for students to be assessed in sports that they participate in outside of school.

25% of the course is assessed via an online examination.

Possible career pathway

This course prepares young people for careers in sport, fitness and coaching, along with developing teamwork, leadership skills and an understanding of the importance of health and fitness to maintain a healthy lifestyle. The course is recognised by further education and higher education institutions, as well as by employers and other training providers.

Key Information about the course

Religion, Philosophy and Ethics is for thinkers; students who question and want a better understanding of the world they live in. We will discuss, explore and share ideas on a variety of religious, philosophical and ethical issues, including topics such as ‘What is the evidence for a God?’ and ‘Is there a life after death?’ We also deal with modern issues such as euthanasia, abortion and fertility treatment. You will approach these from your viewpoint and that of Muslims, Christians and atheists too. We focus on bringing this subject to life by listening to speakers of different faiths and engaging in projects.

Recent global research suggests that more than 84% of the world’s population follow a religion. Christianity and Islam have the most followers worldwide. One in two people is Christian and one in five people is Muslim. Exploring religious and philosophical ideas and beliefs in our modern climate has become increasingly necessary. You won’t regret studying RPE.

Key areas and skills

  • Develops learners’ knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism.
  • Develops learners’ knowledge and understanding of religious beliefs, teachings, practices, and sources of wisdom and authority, including through their reading of key religious texts, other texts, and scriptures of the religions they are studying.
  • Develops learners’ ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject.
  • Provides opportunities for learners to engage with questions of belief, value, meaning, purpose, truth, and their influence on human life.
  • Challenges learners to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contributes to their preparation for adult life in a pluralistic society and global community.

Main methods of assessment

Component 1: Religious, Philosophical and Ethical Studies in the Modern World.

Two-hour written examination based upon knowledge, understanding and evaluation of the four key themes (50%).

Issues of Relationships

Issues of Life and Death

Issues of Good and Evil

Issues of Human Rights

Component 2: Study of Christianity.

One-hour written examination based upon knowledge, understanding and evaluation of the beliefs, teaching and practices of the religion (25%).

Component 3: Study of a World Faith.

One-hour written examination based upon knowledge, understanding and evaluation of the beliefs, teaching and practices of the chosen religion (25%).

Possible career pathway

Any career that involves people. This will give you a much deeper understanding of human behaviour. You will be encouraged to debate, research, question, challenge and think critically. These skills are relevant to any kind of job. You will be able to think for yourself, have a broader understanding of the world around you and the beliefs that shape it. Some jobs that ask for these skills are civil service, police, Armed Forces, social work, journalism, law, teaching, medical profession, third sector and a never-ending list of possibilities.

Personal Development at The Whitehaven Academy

Personal development is a thread that runs through all areas of school life: PD lessons, the wider curriculum, tutor time, assemblies, extra-curricular clubs etc. The three key themes of Personal Development at The Whitehaven Academy are: Health and Wellbeing, Relationships and Sex Education and Life beyond school. These big themes will cover a vast number of topics, including:  

Rights, Responsibilities and British Values ​

Celebrating diversity and equality ​

Relationships and sex education ​

Staying safe online and offline ​

Health and wellbeing ​

Life beyond school ​

Assembly and tutor time programme Autumn 2020

DFE doc for parents

Personal Development map 2020-2021

At each Key Stage we develop these intentions through both the structured curriculum and informal learning to provide the conditions in which individuals can flourish.

Key Stage 3 entitlement

In all CET schools each child will be taught a curriculum which is at least as ambitious at the national curriculum from years 7 to 9.  Each programme of study will be clearly sequenced, with interleaving themes taught at appropriate times across different subject areas.

Key Stage 4 entitlement

At the heart of an effective key stage 4 curriculum is a strong academic core: the EBacc. The government’s response to its EBacc consultation, published in July 2017, confirmed that the large majority of pupils should be expected to study the EBacc. It is therefore the government’s ambition that 75% of Year 10 pupils in state-funded mainstream schools should be starting to study EBacc GCSE courses nationally by 2022 (taking their examinations in 2024), rising to 90% by 2025 (taking their examinations in 2027).  CET intend our schools to work towards the government’s ambition, taking account of different students and their different starting points.  All schools within CET will guide students who’s prior attainment suggests they will be successful in the EBacc towards this pathway.  As a minimum it is expected that all CET schools will have a broadly similar proportion of students studying the EBacc as the national average by 2022 (taking examinations in 2024).

The arts (comprising art and design, music, dance, drama and media arts), design and technology, the humanities (comprising geography and history) and modern foreign language are not compulsory national curriculum subjects after the age of 14, but all pupils in maintained schools have a statutory entitlement to be able to study a subject in each of those four areas.

The statutory requirements in relation to the entitlement areas are:

  • Schools must provide access to a minimum of one course in each of the four entitlement areas
  • Schools must provide the opportunity for pupils to take a course in all four areas, should they wish to do so
  • A course that meets the entitlement requirements must give pupils the opportunity to obtain an approved qualification.

It is CET’s intention that all students will have access to at least one course in each of the four entitlement areas.

Guided learning hours and option subjects

Recommendations are that GCSE subjects receive between 120-140 guided learning hours over the duration of the course. Schools will manage their curriculum to provide appropriate curriculum time for all subjects. The number of option subjects studied by students should allow sufficient time to learn all the content and practice the relevant skills for the course.

Typically a student’s core diet at Key Stage 4 will consist of:

English (language and literature)

Mathematics

Science (Trilogy or Triple- see below)

Personal Development (including Citizenship and CEIAG)

Physical Education

Provision for triple science should be made where appropriate and students must be provided with additional time to study all three sciences.

A further three options will be chosen from a suite of subjects, arranged to ensure students take an appropriate balance of subjects for them.  They will choose these from subject areas including Humanities, the Arts (including music), ICT & Computing, Modern Foreign Languages, Design Technology, PE/Sport and vocational learning.  Some schools may choose to offer more than three option subjects to some students, where sufficient guided learning hours can be provided to ensure sufficient knowledge is retained to enable success for these students.  No student should be placed at a disadvantage because they are studying more GCSE’s than their peers with the resultant workload, nor should students be asked to sit more than the expected number of qualifications outlined above, where to do so would not benefit them in preparing them for further study or the workplace.

Key Stage 5

The CET key stage 5 curriculum consists of three pathways which are aimed at meeting the personalised needs of all students.

The A Level Pathway

Consists of many subjects and all students will additionally study core maths or an extended project, subjects on offer include the facilitating subjects of Biology, MFL, Further Maths, History, Physics, Chemistry, English Literature, Geography and Maths.

The Combined Pathway

Offers a choice of A Levels, extended project and vocational level 3 qualifications. The vocational subjects include BTECs in Business Studies, Drama, Sports Studies, Science and Childcare.

The Vocational Pathway

Consists of a choice of vocational subjects or completion of an extended diploma.

All the above pathways also offer students PSHE/Citizenship and CEIAG (Careers Education, Information, Advice and Guidance) opportunities.

Transition

Key Stage 2 to Key Stage 3

All students and their families entering secondary school will be provided with appropriate support that will ensure the transition is effective.  Students that do not meet the secondary ready requirements may be placed in the Transition Curriculum.  The Transition Curriculum aims to accelerate progress so that students can return to the main curriculum when ready to continue their education.

Key Stage 3 to Key Stage 4

All students will be provided with a range of advice and guidance to support families in making appropriate choices at GCSE.  Different pathways will be available to meet the needs and abilities of learners thus enabling them to have the best chance of achieving a range of qualifications.  Consideration of the wider expectations of the proportion of students required to take the EBACC will be considered, alongside the needs of the individual.  All schools will endeavour to ensure that the curriculum offered meets the needs of students, whilst maximising progress measures for the individual and school.

Key Stage 4 to Key Stage 5

Personalised support, advice and guidance will be provided to all students who apply to study post 16 qualifications at a CET secondary academy.  Offers to prospective students will be based upon prior attainment at GCSE.

KS3 and KS4 Curriculum Overview

Year 7 and 8 Curriculum  Hours p/w
Subject
Art 1
Biology 1
Chemistry 1
Computing 1
Drama/Performing Arts 1
Design and Technology 2
English 4
French ** 2
German (additional language with French time)
Geography 1
History 1
Mathematics 4
Music 1
Personal Development 1
Physical Education 2
Physics 1
Religious Education 1

 

Year 9 Curriculum  Hours p/w
Subject
Art** 1
Biology 1.3
Chemistry 1.3
Computing 1
Drama/Performing Arts** 1
Design and Technology** 1
English 4
French 2
German (additional language with French time)
Geography 1
History 1
Mathematics 4
Music** 1
Personal Development 1
Physical Education 2
Physics 1.3
Religious Education 1

 

Year 10 Curriculum  Hours p/w
Subject
Mathematics 4
English 4
Science
Combined Science 5
Triple Science 5
Physical Education 2
Personal Development 1
Pathway 1 (Triple Science) – 4 Option Choices 9
Pathway 2 (Combined Science) – 5 Option Choices 9
Pathway 2 (Work based) – 4 Option Choices

 

Year 11 Curriculum  Hours p/w
Subject
Mathematics 4
English 5
Science
Combined Science 5
Triple Science 7
Physical Education 2
Personal Development 1
Pathway 1 (Triple Science) – 4 Option Choices 6
Pathway 2 (Combined Science) – 5 Option Choices 8
Pathway 2 (Work based) – 4 Option Choices

 

KS4 Exam Board Information

Subject Exam Board/Course Number
Art AQA 8202
Business AQA 8132
Computer Services Pearson 1CP1
Textiles Pearson/Edexcel 1DTO/1E
English Language AQA 8700
English Literature AQA 8702
French Eduqas C800
Geography Pearson 1GA0
Health and Social Care OCR Cambridge National Certificate Level 1/2 J811
History Edexcel 1H10/F6
Maths AQA 8300
Music Pearson 1MU0 BTEC First Award Level 1/2 60182040
PE/Sport Pearson/Edexcel BTEC Level 1/2 First Award – NQF 60047793
Science AQA 8464
Biology AQA 8461
Chemistry AQA 8462
Physics AQA 8463
Engineering Pearson/Edexcel BTEC Level 1/2 First Award – NQF 60047884
Hospitality and Catering Eduqas Level 1/2 Vocational Award 5569QA
BTEC Workskills Pearson/Edexcel BTEC Entry Level 2 QCF 50088555