Key Stage 4 Subjects

For an overview of our curriculum offer across all Key Stages, view our Curriculum Map 2017-18.

For those subjects in which Controlled Assessment still features, here are details regarding their content: Controlled Assessment 2017-18

Key Stage 4

Five Ways to Help Your Child – Key Stage 4

Bridgewater students study their National Curriculum and Option Subjects between the ages of 14 and 16. At the end of the two year course it is likely that they will take examinations in a number of subjects. The examination taken will normally be a GCSE (General Certificate of Secondary Education) or a BTEC.

As students move into Year 10, it is necessary to reduce the number of subjects slightly to ensure adequate preparation for vital examinations. However, balance and breadth remain important and the curriculum for Years 10 and 11 has two distinct parts to ensure that students have some freedom of choice within a carefully structured programme.

Compulsory Subjects

These subjects will be followed by our students: English; Mathematics; Science; Physical Education; Citizenship; Religious Education; Personal, Social & Health Education; Careers Education and work related learning (work experience).

Entitlement Subjects

In addition to the compulsory subjects, students will select a further four subjects. This range of subjects is designed to prepare young people for adult life, including further study and employment. They allow students to broaden the base of their studies and educational experience.

In Key Stage 4 pupils are expected to choose to study (at least) one of the following subjects; French, German, Geography, History, Computer Science.

They may also choose subjects from the following list; Art, Business Studies, Catering, Child Development, COPE, Dance, Drama, Food Nutrition, Graphics, ICT, Music, PE, Product Design, RS, Textiles.

Where appropriate, a pupil’s curriculum may be modified so that they take less than 4 option subjects or undertake a work placement. Full details of the Curriculum at Key Stage 4 will be found in our new Options Booklet later in the year.

KS4 Courses

Art

The GCSE Art course allows pupils to express their individuality, through the development of their knowledge and understanding of materials, techniques and processes. Themes such as Identity and Structure are explored during the course in a highly creative and supportive learning environment. Pupils research a wide selection of both contemporary and historical artists to also inform their practice.

Ways in which our highest ability students are challenged in this subject (KS4):

Our highest ability students are encouraged to:-

  • Attend KS4 art club to extend projects.
  • Enter externally promoted competitions responding to design briefs.
  • Visit galleries and museums.
  • Self-reflect on their artwork in order to move projects forward with confidence and independence.
  • Select artists of their own choice to inspire their art work.

Key ways in which we aim to engage and support all students in this subject (KS4):

The art course allows pupils at key stage 4 to access all aspects of the curriculum through:- 

  • An after school art club for all abilities offering extra support and intervention.
  • An Individualised curriculum allows pupils to develop their strengths in art.
  • All pupils will reflect on their work and the work of other people, making judgements that can be articulated in verbal and written terms with the aid of annotation and evaluation guideline sheets.
  • A selection of materials is provided to ensure all pupils can experiment freely with a range of techniques.

 

Business Studies

The GCSE in Business provides students with a unique insight into the world of work. Pupils discover how businesses operate and learn about their key elements and essential business functions. The GCSE course provides a broad foundation of knowledge in Marketing, Finance, Operations and Human Resource Management.

The new GCSE starting September 2017 covers a variety of business contexts ranging from small enterprises to large multinationals and businesses operating in local, national and global contexts. Students develop an understanding of how these contexts impact on business behaviour. Essentially they are studying Business in the real world.

Ways in which our highest ability students are challenged in this subject (KS4):

The quality of teaching in Business means the most able students are sufficiently challenged. The Business department is focused on improving students’ examination results. This is brought about by the tracking of all pupils to ensure they are achieving their target grade and being sufficiently challenged. Pupils routinely receive the information, advice and guidance they need in order to develop a self-assured approach to their studies. Staff have high expectations and homework is issued which stretches and challenges our most able pupils.

Over the years we have developed a culture of high expectations for students and teachers and have improved the quality of curriculum delivery, teaching and assessment so that work for the most able students provides the right level of challenge.

Within the classroom we allow students to choose how they present their work. This could either be done through different forms of writing, or could stretch to more adventurous formats such as debate, computer generated graphics, presentations. This provides challenge because more able students are able to make links between the initial stimulus and their own knowledge, potentially in ways they have not thought of previously.

Following an assessed piece of work, students complete a self-assessment and evaluation of their skills. They can measure themselves against a list of criteria provided in order to identify targets for improvement. Based on the results of this self-assessment, students then focus on developing their weakest skill in the next assessment. This provides challenge because students are identifying their own strengths and weaknesses from a standard list, and choosing to develop this. Each student therefore has a personalised target, or set of targets allowing the most able students to develop top level skills as their target.

Key ways in which we aim to engage and support all students in this subject (KS4):

In Business we adopt a differentiated approach to our teaching in which teachers, strive to ensure that the needs of all students in our class are accommodated, and that each student is provided with the best possible chance of maximising their progress. We have embedded a number of teaching and learning strategies into our schemes of work which provide interesting and engaging tasks, accessible through the Bridgewater VLE. In particularly we make effective use of the ICT facilities to create stimulating and relevant tasks which pupils can participate in.

The quality of teaching in Business means all students are appropriately challenged. The department is focused on improving students’ examination results which is brought about by the tracking of all pupils to ensure they are achieving their target grade and being appropriately challenged. Pupils routinely receive the information, advice and guidance they need in order to develop the best approach to their studies. Staff have high expectations and homework is issued which stretches and challenges all pupils.

In Business we often allow students to choose how they present the final version of their work. This could either be done through different forms of writing, or could stretch to more adventurous formats such as debate, computer generated graphics, presentations. This supports all pupils as they are able to choose a format in which they know they have strength, or an interest in development. So students who struggle can work in a way which they feel confident and so enjoy the challenge and often produce excellent results.

We regularly ask students to articulate what they understand about a topic so we can assess students’ difficulties and comprehension, which informs our planning of future lessons.

Following an assessed piece of work, students complete a self-assessment and evaluation of their skills. They can measure themselves against a list of criteria provided in order to identify targets for improvement. Based on the results of this self-assessment, students then focus on developing their weakest skill in the next assessment. Each student therefore has a personalised target, or set of targets.

A particular target as a Business Studies teacher is to speak individually to every student in the lesson, every lesson as we then get a sense of each student’s understanding of a topic or issue, and students are able to raise any concerns that they have.

 

Children’s Learning and Development – Technical Award

Level 1/2 Technical Award in Children’s Learning and Development is for pupils who want to study how children develop from age 0 to 10 years old. Pupils will also learn about a broad range of roles and careers within the childcare sector.

Ways in which our highest ability students are challenged in this subject (KS4):

Higher ability students are challenged by being given more complex tasks into the development and learning of a child throughout the course. More detail is needed when the two pieces of assessment are carried out, given them the criteria which will extend the learning of the student.

Key ways in which we aim to engage and support all students in this subject (KS4):

All students are provided with high quality worksheets and information around the subject area to support their learning in the child studies. Students are encouraged to read around the subject. Lunch time sessions are available to get help with homework or spend extra time on practical work.

 

Food Preparation & Nutrition

GCSE Food Preparation and Nutrition specification equips students with an array of culinary techniques, as well as knowledge of nutrition, food traditions and kitchen safety. The controlled assessment carries 50% of the grade which is practical and written based and the examination also carries 50%.

Ways in which our highest ability students are challenged in this subject (KS4):

Higher ability students are challenged with the practical element of the subject by producing advanced skills products and developing the products further in the skill level. Pupils with the expertise to deliver more skilful products within the time restraints are asked to do so where possible. The theory level of the subject is extended further for our higher ability students extending the knowledge and expertise in food and nutrition.

Key ways in which we aim to engage and support all students in this subject (KS4):

All students are provided with high quality worksheets and information and teacher demonstrations showing the correct way to produce the practical products. Students are encouraged to read around the subject. Lunch time sessions are available to get help with homework or spend extra time on practical work.

 

Computer Science

Computing is a subject distinct from ICT in that the focus is on developing the skills, knowledge and understanding to create computer systems including software and applications in use on computers and mobile devices.

The OCR GCSE Computer Science course gives students a real, in-depth understanding of how computer technology works including computer programming. This course teaches students to understand the fundamental concepts of computing and develop software applications to solve a range of problems.

Ways in which our highest ability students are challenged in this subject (KS4):

In the ICT/Computing department, all students are encouraged and coached to want to challenge themselves in the subject. This is achieved in the following ways:

  • Each theory topic is taught, discussed and assessed over a number of lessons to allow knowledge to grow throughout the time of delivery.
  • Independent investigations/research into topics is completed to allow students to consolidate their knowledge and stretch both themselves and their understanding.
  • Grade 9/A* GCSE model answers are consistently used throughout the course in order to familiarise students both with exam content/technique and also to constantly encourage students to use higher level thinking. By doing this it will increase their ability to analyse, apply and evaluate in exam situations.
  • Analysis and evaluation are the keys to success in the subject. By using exam technique, formative and summative assessment/feedback we constantly reinforce these skills.
  • In the classroom, we use directed based questioning for ability with an emphasis on justification. They understand that an answer cannot be stand alone and there is always a “why”. Using appropriate verbs such as relate, justify, theorise and formulate help in the classroom to ensure students are challenging themselves.
  • The higher ability students are often given advisory / teaching roles to help when doing practical or group work where they are able to share and demonstrate their knowledge. This helps them consolidate their own knowledge and think through issues more deeply.
  • Students are encouraged to take responsibility for their own learning and explore the subject further in their own time. This means that they come into the classroom with knowledge on the subject, meaning more of the lesson is used to engage the students in higher level thinking skills. Students can then use critical analysis and evaluate problems as well as having the time and gaining the knowledge to understand the topic(s) further and in more detail.

Key ways in which we aim to engage and support all students in this subject (KS4):

In the ICT/Computing department, all students are fully supported by dedicated and knowledgeable staff and we aim to engage all students in every lesson throughout their GCSE journey. This is achieved in the following ways:

  • Personalised Curriculum for individual students: Students are continually assessed in both Y10 and Y11 to ensure that they are working to the best of their ability and in-line with target grade(s). Those students who need extra support are identified and invited to specific workshops in order to make certain they have the best chance to achieve a grade that fully reflects their ability.
  • Detailed Formative/Summative Assessment & Feedback: Detailed feedback from class work, in-class assessments and mock examinations are communicated to students with key areas for improvements highlighted and fully explained.
  • KS4 ICT workshops: The ICT classroom is open every lunchtime and after-school during enrichment in order to support students who need help and advice in relation to their GCSE studies.
  • Use of new technology during lessons
  • Encouraging students to independent learners

 

Year 10: GCSE Dance

GCSE Dance develops performance, choreography and appreciation skills through a mix of practical and theoretical exam pieces.

Practical exam work is focused upon technique, performance and Choreography. Technique and performance is examined by students performing individually and as part of a group in movement set by the exam board and the BHS dance department. Choreographic skills are demonstrated through the creation of a dance piece answering a question set by the exam board. Practical work will be examined by video and sent to the exam board. These video days will be spread across the two year course.

Dance appreciation is focused upon several professional dance pieces that cover a range of styles. Students will develop their critical thinking and analysis skill by watching, learning and analysing the set professional works in detail which ends with a written exam that encompasses questions that also include all areas of practical work.

Year 11: BTEC Dance (Level 1 or 2)

Unit 1 – Individual showcase: Individual choreographic work and an individual performance. There is also a written assessment under controlled conditions.
Unit 2 – Performance/ Production: Final showcase performing a variety of dance styles that have been developed in Unit 4. Students will have input in to the performance pieces and design elements of the show.
Unit 4 – Dance skills: Contemporary/ Jazz/ Commercial/ Musical theatre styles of dance. Technique classes, workshops and performance pieces to showcase the range of skills in each style of dance.

Ways in which our highest ability students are challenged in this subject (KS4):

Much like KS3 we offer a wide variety of different options to continually push and support our learners. There are always extension tasks to further embed learning as well as extra-curricular opportunities that include:

  • KS4 Dance club
  • KS4 practical and Theory intervention
  • Rehearsals for all school productions (see Other)
  • Established relationship with Appleton Thorn Dance School
  • KS4 theatre trips
  • KS4/5 London ‘Move it’ trip workshops & performances
  • KS4 & 5 Exam Performance Evenings
  • Student leadership – choreographing of pieces
  • School production opportunities
  • Dance Oscars 2018-19
  • Workshops with Dance practitioners/artists/companies
  • Winter wonderland showcase

Key ways in which we aim to engage and support all students in this subject (KS4):

We use pupil voice to adapt the curriculum to suit our learners. We run one to one sessions where necessary, as well as personalised learning tasks to develop individual skill sets. There are also lots of extra-curricular opportunities as previously mentioned.

 

Drama

Students will build on the skills they developed in KS3. They will work collaboratively to create a devised piece of drama from a given stimulus, developing a working log book evidencing their progress. Students will also study the set text (Blood Brothers) in preparation for a final written exam, whereby they will also visit the theatre in order to develop a written theatre review. Students will also perform two extracts from a play to a visiting examiner.

Ways in which our highest ability students are challenged in this subject (KS4):

  • Group selection is really important, especially when doing the devising unit. Highest ability can be used to spread their leadership skills, but making sure they are not used for only this purpose, building on their own skills is as important.
  • Expectation – when something is not deemed ‘good enough’, whether written or practical, it is important that high ability students know their shortfall. Otherwise they then think that what they are doing is enough to gain the top levels. One to one chats to ensure students know what they need to do and parental contact is needs be.

Key ways in which we aim to engage and support all students in this subject (KS4):

  • Support – Like in KS3 we know our students by KS4, and understand when something is not working for whatever reason. Parental contact is vital for us to ensure they know if deadlines are not being adhered to, or behaviour/engagement is an issue. If needs to students can be put on report to monitor progress across a period of time. But we find parental contact sooner rather than later works. We can offer enrichment for students when we are completing written work, which can be led by Drama staff one day after school. This year we have introduced a starter sentence help sheet and have been doing bits at a time, rather than in one go, which has been working so far.
  • Engage – When selecting the set text we chose Blood Brothers, some of the Year 10 were in the school production, and all got to watch the matinee in show week. This immediately helped to engage the students with the story. When selecting the stimuli for the devising unit we chose a mixture of different images, words and quotes so students had an array to choose from. This has really worked, and has also given us an array of different performance for the examiner.

 

Design and Technology [Yr10 Only] [Graphic Design and Product Design]

Design and Technology students respond to briefs set by the exam board using a range of materials. This could be the creation of furniture, lighting, packaging and advertising materials. The controlled assessment [50%] consists of making a product or range of products plus a folder of design work carries. For the written examination [50%] students will demonstrate understanding of a range of industrial processes, properties of materials, technological developments, designing and making principles and environmental considerations.

Ways in which our highest ability students are challenged in this subject (KS4):

Higher ability students are challenged by encouraging them to investigate a more complex brief in depth; consider the needs and wants of a client and user group and make a realistic manufacturing specification that would allow a 3rd party to manufacture their product. They are expected to work independently on practical projects, adding complexity of demand and challenging skills to these pieces. They may also, act as experts by demonstrating construction and modelling techniques to the class.

Key ways in which we aim to engage and support all students in this subject (KS4):

All students are provided with high quality worksheets and information and teacher demonstrations showing the correct use of various hand and powered equipment plus, examples of work to be completed. Students are encouraged to read around the subject, use revision guides and technology based websites [www.technologystudent.com/www.mr-dt.com] to deepen and broaden their knowledge and understanding of key theory concepts covered in the written exam and annotation of controlled assessment [NEA] After school ‘Intervention’ sessions are available after school every week.

 

English

Within English lessons in Years 7 and 8, pupils are taught to develop their skills in reading, writing and speaking and listening. They will study a variety of texts, including poetry, plays and novels as well as producing work in contrasting styles for a variety of purposes and audiences. This work will include both imaginative and non-fiction based writing. At all stages, the technical accuracy and sophistication of pupils’ writing is taught explicitly. Close reading skills are developed throughout the Year 7 and 8 Programmes of Study, focusing on reading for pleasure but also skills of retrieval, inference and deduction. Pupils are also assessed on their spoken work, which will be produced in groups and individually. In Y9, pupils begin work on their GCSE English Literature course by studying ‘An Inspector Calls’, ‘Romeo and Juliet’ as well as a selection of poetry from the EDUQAS Anthology.

Ways in which our highest ability students are challenged in this subject (KS3)

All pupils, including the most able, are given opportunities to further develop their skills through their responses to marking and individual feedback. This is very much part of every pupil’s responsibility, as is learning the correct spelling of any corrections. More able pupils will also focus on the ability to comment on writers’ language choices using appropriate, technical terminology.

Key ways in which we aim to engage and support all students in this subject (KS3):

Pupils are taught in ability-related sets (3 broad sets in Y7; 4 sets in Y8) which provide varying levels of differentiation, support and independence, appropriate to pupils’ needs. The lower sets are kept deliberately small in order to provide pupils with maximum opportunities for individual help from the class teacher and available support staff. Those pupils in Y7 with the greatest needs, follow our ‘Fresh Start’ phonics programme, which develops literacy skills through explicitly taught lessons as well by addressing misconceptions.

 

Geography

Geography in Year 10 completes three of the six units covered in the course. Urban issues and challenges, Physical landscapes in the UK and The challenge of resource management.  During the year we also undertake 2 days fieldwork to a large urban area and then to an upland river system.  Students use these to develop and practice the fieldwork skills that are later tested in paper 3 of the examination.
Geography in Year 11 completes the last three of the six units examined in the at the end of the year. Living world looks at deserts, cold environments and rainforests. Changing economic world looks at quality of life, development in Low Income Countries (LIC`s) and economic change in the UK. Finally we look at the challenge of Natural Hazards with special reference to tectonic hazards, weather hazards and climatic change.

Ways in which our highest ability students are challenged in this subject (KS4):

The new 9-1 syllabus is now wide ranging and covers many areas of the subject. Students are able to research numerous case studies to enhance and reinforce their understanding enabling them to access the highest grades. In addition paper 3 is based on a topical issue from any area of the course and students learn to reason, develop arguments and justify their own views.

Key ways in which we aim to engage and support all students in this subject (KS4):

The subject uses video, role play, summary diagrams and summary lesson notes all integrated into the Virtual Learning Environment (VLE) with every lesson online for either reading ahead, independent learning or lesson reinforcement.

 

Graphic Design [Yr 11 Only]

Graphic Designers are responsible for designing logos, posters, advertising campaigns and packaging for products. The controlled assessment carries 60% of their marks and involves designing and making a new product. The final examination based on understanding of properties of materials, industrial processes, environmental factors and design of a product is worth 40%.

Ways in which our highest ability students are challenged in this subject (KS4):

Higher ability students are challenged by encouraging them to investigate a more complex brief in depth; consider the needs and wants of a client and user group and make a realistic manufacturing specification that would allow a 3rd party to manufacture their product. They are expected to work independently on practical projects, adding complexity of demand and challenging skills to these pieces. They may also, act as experts by demonstrating construction and modelling techniques to the class.

Key ways in which we aim to engage and support all students in this subject (KS4):

All students are provided with high quality worksheets and information and teacher demonstrations showing the correct use of various hand and powered equipment plus, examples of work to be completed. Students are encouraged to read around the subject, use revision guides and technology based websites [www.technologystudent.com/www.mr-dt.com]to deepen and broaden their knowledge and understanding of key theory concepts covered in the written exam and annotation of controlled assessment [NEA] After school ‘Intervention’ sessions are available after school every week.

 

History

All GCSE History students will follow the Edexcel course which will give them the opportunity to study a variety of historical topics.

Year 10
Paper I: Students will study Medicine through Time, c.1250-present, gaining an understanding of how far the causes, preventatives and treatments of illness changed over time. Students will also understand how individuals and other factors influenced such ideas. Paper I also includes a historical environment study on the British sector of the Western Front. The unit includes studying the trench system, weapons used and the consequences of such for injuries, illness and disease. This section of Paper I also focuses on developing skills of source analysis.
Paper II: Students will also study the reign of Queen Elizabeth I and the challenges that she faced as monarch as well as key features of Elizabethan society.

Year 11
Paper II: Students will begin by studying the American West, c1835-1895. This includes the early settlement of the West, the development of the Plains and the theme of conflicts and conquest.
Paper III: Finally students will take a source based approach to the topic of Weimar and Nazi Germany, 1918-1939.

Ways in which our highest ability students are challenged in this subject (KS4):

Beyond the teaching and learning in the classroom, students are challenged by;

  • History A-Team – The department will have a History A-Team made up of students whose role will be to develop and review a revision website for GCSE History. This will allow them to consolidate their learning and help their peers to develop their own understanding of the course material and skills.
  • Enrichment – Enrichment sessions include ‘History in a Nutshell’ and ‘Exam Café’ where students will be pushed to further their knowledge and understanding of both the subject and examination technique.
  • Twitter – The History twitter feed will provide students with a forum to debate their learning but will also provide the students with useful links to other reading or visual materials which will further their learning.
  • Students are familiar with the GCSE mark schemes and develop an understanding of how to achieve the highest marks.
  • Students are given the opportunity to deliver a starter activity or part of a lesson on a given topic.

Key ways in which we aim to engage and support all students in this subject (KS4):

Beyond the teaching and learning in the classroom, we aim to engage and support all students as follows;

  • Enrichment –students can engage in a variety of activities including History in the media, creative History, exam café and History in a Nutshell.
  • History Hub – A weekly session will run to support students after school with their History learning
  • Twitter – a History twitter feed will allow students to have an on-going area to discuss their learning and have access to a wider range of resources
  • Use of 6th form students to support students within the classroom
  • A number of competitions will be held throughout the year to develop
  • student engagement with History and focus on different skills – one competition will be focused on photography, one focused on literacy and one focused on multi-media.

 

ICT

The Edexcel GCSE in ICT comprises of two units.The Single Award has one written exam paper worth 40% of the total marks, and one piece of controlled assessment (CAB) worth 60% of the overall GCSE grade.

Unit 1: Living in a Digital World: In this unit, students explore how digital technology affects the lives of individuals, organisations and society. They will learn about current and emerging digital technologies and the issues raised by their use in a range of contexts. Students will develop awareness of the inherent risks of using ICT and the features of safe, secure and responsible practice.

Unit 2: Using Digital Tools: This is a practical unit that will broaden and enhance learners’ ICT skills and capabilities. They will work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. Students will learn to reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible practice.

Ways in which our highest ability students are challenged in this subject (KS4):

See Computing section.

Key ways in which we aim to engage and support all students in this subject (KS4):

See Computing section.

 

Maths

At KS4 students continue to develop the knowledge, skills and understanding gained at KS3 as they complete the EDEXCEL GCSE Maths specification. Students develop confidence in tackling increasingly difficult problems in a variety of contexts. They develop their skills to reason, interpret and communicate mathematically.

Ways in which our highest ability students are challenged in this subject (KS4):

Our highest ability students are challenged through complex problems and more open ended tasks that require students to think for themselves and develop their problem solving strategies. We enter pupils for a variety of individual and team competitions to showcase their talents.

Key ways in which we aim to engage and support all students in this subject (KS4):

We aim to engage pupils by delivering a differentiated curriculum that pupils move through at their own pace. Pupils who require support spend longer on objectives until they master them whilst more able pupils are extended through problem solving. Where possible we make links to maths used in ‘real life’ in addition to equipping pupils with the Mathematical skills needed to access other areas of the curriculum. Pupils can receive additional support at enrichment after school or by using the resources attached to the VLE.

 

MFL

Students study a variety of topics, including relationships with family and friends, free time activities, the environment, social and global issues and education.(Full details at: http://www.aqa.org.uk/subjects/languages/gcse/french-8658/subject-content/themes ) The four skills of listening, speaking, reading and writing are all examined at the end of Year 11 and are worth 25% of the final mark each. The exam tier will be chosen from Foundation or Higher in Year 11 and will apply to each of the skill areas.

Ways in which our highest ability students are challenged in this subject (KS4):

Pupils are expected to learn and use multiple future and past tenses, as well as the conditional. Some will further their knowledge into using the subjunctive mood. They are expected to have a large vocabulary and to build on this throughout the course. Sentence structures are worked on to create longer, more complex sentences, giving greater expression.

Key ways in which we aim to engage and support all students in this subject (KS4):

Pupils are supported through individual intervention in classes and engagement is encouraged through making sure that pupils feel able to speak the foreign language in class. There is also the use of www.memrise.com to support and engage vocabulary learning and www.pearsonactivelearn.com which has online homework that gives the pupils immediate feedback.

 

Music

At Key Stage 4 students further develop their knowledge of music and musical concepts through performing, composition and listening and appraising. Students will learn and expand upon a variety of skills in lesson, enabling them to complete a solo performance, ensemble performance, a free composition and composition to a brief. Students will also study a series of set works and unidentified songs from different genres.

Ways in which our highest ability students are challenged in this subject (KS4):

High ability students at KS4 will be challenged by selecting performance pieces no lower than level 7, in line with the new GCSE grading criteria, as supplied by the examining body. Students will also be encouraged to extend their composition ideas through use of ornamentation, complex rhythms such as triplets, varying dynamics, varying texture, instrumentation and changes to metre.

Key ways in which we aim to engage and support all students in this subject (KS4):

All KS4 students will be supported with differentiated resources to allow them to perform easier level performances, in line with the examining body. Students will be given help to develop their understanding of basic music notation and intervals, through class lessons and after school interventions. Students will develop their use of vocabulary through class discussions and listening and appraising exercises. Furthermore, students will be able to develop their composition skills using music technology and will be shown how to exploit this to its full potential.

 

PE – GCSE

In this course, students will develop their knowledge and understanding of Physical Education and physical activity, in relation to balanced healthy lifestyles. This includes how and why people take part in physical activity, exercise and fitness, personal health and well-being.
Students will also develop their knowledge and understanding of how a healthy, active lifestyle contributes to the growth and development of the skeletal, muscular, cardiovascular and respiratory systems.
In addition, students will develop their understanding of movement analysis whilst also learning about socio-cultural influences on sport and the impact of sports psychology.

Ways in which our highest ability students are challenged in this subject (KS4):

  • Pupils are placed in ability sets ensuring the most able students are pushed and challenged accordingly.
  • All lessons are differentiated so that the higher ability students can be stretched and challenged in the classroom.
  • Pupils in the higher sets are encouraged to do extra reading around the topics they are covering so that their expert knowledge is that of an A-Level standard.
  • Direct and open questioning is used regularly to draw out a much higher standard of response from students.
  • Exam questions are used regularly with model answers accessible to pupils.

Key ways in which we aim to engage and support all students in this subject (KS4):

  • A variety of activities delivered within the curriculum
  • A flexible approach to activities allowing staff to deliver activities which meet the needs of all the group
  • A fully inclusive curriculum with additional sessions of PE and Sport provided (swimming etc)
  • A rich and varied extra-curricular programme
  • Attendance at Warrington School’s Partnership Inclusion events
  • A thriving intra-school competition programme allowing opportunities for pupils to take part in competitive events (inter-form football, netball, swimming etc)
  • An option programme allowing pupils to have a say on what activities they follow

 

PE – CORE

Physical Education Core Curriculum provides every child with a high quality curriculum which inspires them to achieve across a full range of activities. It provides opportunities for pupils to become physically confident in a way which will support their health and fitness.

Ways in which our highest ability students are challenged in this subject (KS4):

  • Pupils are placed in ability groups ensuring the most able work together and are pushed and challenged accordingly.
  • Pupils are challenged by giving them a different role to undertake other than performing. Pupils are often asked to lead or coach a group.
  • Pupils who show a particular strength in a certain sport, are sign posted and encouraged to attend extra-curricular activities.
  • Pupils are selected by the school to attend regional trials for their sport.
  • A number of local, regional and national competitions are entered allowing our more able pupils to compete against a high standard of competition.
  • Pupils, who show a particular strength in a certain sport that we don’t offer extra-curricular provision for, are signposted to local community clubs.

Key ways in which we aim to engage and support all students in this subject (KS4):

  • See GCSE PE.

 

Performing Arts

BTEC Level 2 Tech Award in Performing Arts (Musical Theatre) teaches pupils about the Performing Arts industry. They learn about and take on administration and production jobs (such as lighting designer, sound designer, box office manager, marketing and publicity manager, costume designer) and get the chance to perform Drama, Dance and Music to a professional level. They have the opportunity to push themselves in their favourite areas of the Arts.

Ways in which our highest ability students are challenged in this subject (KS4):

They get the opportunity to perform in theatres. For years we have participated in the National Shakespeare Schools Festival and performed in Manchester and Liverpool – a challenging but rewarding experience. Pupils explore varied Performing Arts genres such as Musical Theatre, Godber, Artaud, contemporary music, Brecht, Shakespeare and they devise their own plays and productions. The class becomes a theatre company and creates these productions over their two years of study. They create their own budget and manage their own finances. This is an extremely challenging course that pushes all pupils. BTEC Performing Arts results in this school have always been extremely high on our results tables.

Key ways in which we aim to engage and support all students in this subject (KS4):

Pupils are expected to perform in groups and also individually. There is a lot of practical work on the course that is supported by detailed written work. Pupils get one to one teacher support for individual work. After school intervention and rehearsals also support pupils and this is consistent. The shows that the pupils do engage them and they become a strong working professional company.

 

Product Design [Yr 11 only]

Product Design is about finding a ‘gap in the market’ and creating a new product to fill it. The controlled assessment carries 60% of their marks and involves designing and making a new product. The final examination based on understanding of properties of materials, industrial processes, environmental factors and design of a product is worth 40%.

Ways in which our highest ability students are challenged in this subject (KS4):

Higher ability students are challenged by encouraging them to investigate a more complex brief in depth; consider the needs and wants of a client and user group and make a realistic manufacturing specification that would allow a 3rd party to manufacture their product. They are expected to work independently on practical projects, adding complexity of demand and challenging skills to these pieces. They may also act as experts by demonstrating construction and modelling techniques to the class.

Key ways in which we aim to engage and support all students in this subject (KS4):

All students are provided with high quality worksheets and information and teacher demonstrations showing the correct use of various hand and powered equipment plus, examples of work to be completed. Students are encouraged to read around the subject, use revision guides and technology based websites [www.technologystudent.com/www.mr-dt.com]to deepen and broaden their knowledge and understanding of key theory concepts covered in the written exam and annotation of controlled assessment [NEA] After school ‘Intervention’ sessions are available after school every week.

 

Religious Studies

Religious Studies at Key Stage 4 is a compulsory subject and is currently split into Option RS and Core RS. All students completing the GCSE course whether full or short course follow AQA Specification A.

Option RS – AQA A Religious Studies (Full Course)

This GCSE provides an academic and rigorous approach to studying two different world religions; Christianity and Islam. As part of the Christianity part of the course students examine the qualities and nature of God and how this relates to evil and suffering, beliefs about Jesus including his birth, death and resurrection, the afterlife and judgement, sin and salvation. Within the religious tradition of Islam students examine the key beliefs of Sunni and Shi’a Islam, predestination and life after death and the Prophet Muhammad. Students then use this as the foundation to look at today’s issues – including things you see or read about in the news. Students will look at different themes and learn about areas such as human sexuality, violent protest and terrorism, war and peace and the origins of the universe.

Core RS – AQA A Religious Studies (Short Course) / ASDAN Beliefs and Values

Students who do not take Religious Studies as an Option complete either a Short Course or ASDAN qualification. The GCSE Short Course covers the beliefs and teachings of both Christianity and Islam together with two themes – Relationships and Families and Religion, Peace and Conflict. We also offer an ASDAN Beliefs and Values course for the small number of students for whom completing an academically challenging GCSE is not appropriate. As part of the ASDAN these students are supported in literacy and social development.

 

Science

AQA GCSE Combined Science : Trilogy
Pupils will study topics in Biology, Physics and Chemistry and learn to apply these to real life situations.  They will gain practical and problem solving skills.  Topics studied over the 2 years include Cell Biology, Infection and Response,  Atomic structure and the periodic table, Organic chemistry, Energy and Waves.

AQA GCSE Separate Sciences : Biology / Chemistry / Physics
Pupils will study towards 3 different qualifications in Biology, Physics and Chemistry.  The topics they cover will be taught in a way that allows them to learn to apply these to real life situations.  They will gain practical and problem solving skills.  Topics studied over the 2 years include Cell Biology, Infection and Response and bioenergetics (Biology), Atomic structure and the periodic table, Organic chemistry and Energy Changes (Chemistry), Energy, Waves and Space (Physics).

Ways in which our highest ability students are challenged in this subject (KS4):

1 Provision of extension work both during lesson and for homework
2 Challenging questions and discussion is common
3 Differentiated assessment on ability including homework and classwork tasks
4 The offer of various science enrichment trips
5 A consistent differentiated scheme of work on ability across the key stage.

Key ways in which we aim to engage and support all students in this subject (KS4)

1 Effective deployment of teaching staff to maximise the impact in teaching and learning
2 Timetabled weekly KS4 intervention for all
3 Revision guides made available for students
4 KS4 online ‘Kerboodle’ resource that allows pupils to recap as well as read ahead during their GCSEs
5 The offer of various science enrichment trips to engage and support
6 A consistent differentiated scheme of work on ability across the key stage

 

Textiles

Pupils learn a variety of hand making skills such as felting, embroidery, wax resist and hand stitching as well as machine stitching skills. These are then used to create outcomes based on given themes such as Natural Form, birds and body image. Pupils research a wide selection of both contemporary and historical textiles artists to also inform their practice.