Key Stage 4 Subjects | Bridgewater High School

Key Stage 4

For more information on our curriculum, contact Deputy Head Mr Jones – p.jones@bridgewaterhigh.com

Curriculum Information:

SUBJECT	INTENT	CURRICULUM MAP	ROAD MAP
Art & Textiles	Art & Textiles	Art & Textiles	Art Textiles
Biology	Science	Science	Science
Business Studies	IT & Business	IT, CS and Enterprise	Enterprise
Chemistry	Science	Science	Science
Computer Science	IT & Business	IT, CS and Enterprise	Computer Science
Dance	Dance	Dance	Dance
Drama	Drama	Drama	Acting & Musical Theatre
English	English	English	English
Design Technology	Technology	Design Technology	Design Technology
Food Technology	Technology	Food Preparation & Nutrition	Food Preparation & Nutrition
French	MFL	French	French
Geography	Geography	Geography	Geography
German	MFL	German	German
History	History	History	History
IT	IT & Business	IT, CS and Enterprise	Digital IT
Maths	Maths	Maths	Maths
Music	Music	Music	Music
PE	PE	PE (AQA and KS3) PE (Cambridge National)	PE
Physics	Science	Science	Science
Religious Studies	Religious Studies	Religious Studies	Religious Studies

Y10 SUMMER ASSESSMENTS REVISION RESOURCES

ART & DESIGN
Y10 Art Analysis Revision Sheet
BIOLOGY
AQA Trilogy PLC Biology Paper 1
AQA Biology PLC Paper 1
8461-1F-QP-Biology-G-16May23-AM
8461-1H-QP-Biology-G-16May23-AM
CHEMISTRY
AQA Chemistry PLC Paper 1
AQA Tri logy PLC Chemistry Paper 1
8462-1F-QP-Chemistry-G-22May23-AM
8462-1H-QP-Chemistry-G-22May23-AM
COMBINED SCIENCE
AQA Biology PLC Paper 1 B1-B4 Y10 assessment
AQA Trilogy Physics Assessment 2023 PLC
AQA Trilogy PLC Chemistry Paper 1 Y10 Assessment 2023
COMPUTER SCIENCE
Unit-1—Knowledge-Organiser-Pack-(Complete)
Unit-2—Knowledge-Organiser-Pack-(Complete)
GCSE Level Key Terminology
OCR_GCSE_Computer_Science_Revision_Tracker
DESIGN & TECHNOLOGY
GCSE DT PLC_Graphics 2023
GCSE DT PLC Product Design 2023
DANCE
Year 10 Revision- preparation and paper BTEC Dance Mock 2024
ENGLISH
Revision for R&J
FOOD TECHNOLOGY
Y10 Food Technology PLC
FRENCH
PLC French Y10
GEOGRAPHY
P2C The challenge of resource management
P3 Skills
P1C Physical landscapes in the UK
P2A Urban issues and challenges
GERMAN
PLC German Y10
HISTORY
Medicine Renaissance mc
Unit 1 Elizabeth mc
Unit 2 Elizabeth mc
Unit 3 Elizabeth mc
Medicine 1700-1900 mc
Medicine 1900-modern mc
Medicine Medieval mc
Germany Part 1
Germany Part 2
Germany Part 3
MATHS
Y10 Summer 2024 Foundation Revision List
Y10 Summer 2024 Higher Revision List
Y10 Summer 2023 Foundation Revision List
Y10 Summer 2023 Higher Revision List
MUSIC
PLC Music GCSE – Eduqas Style
PHYSICAL EDUCATION
Y10 PLC Physical Education
PHYSICS
AQA Physics PLC Paper 1
AQA Trilogy PLC Physics Paper 1
RELIGIOUS STUDIES
Christianity Beliefs and Teachings Unit Review
Key Quotes – Christianity Beliefs
Key Words – Christianity Beliefs
TEXTILES
Y10 Textiles Analysis Revision Sheet

GCSE Subjects – PLCs:

BIOLOGY (Triple):
AQA Biology PLC Paper 1
AQA Biology PLC Paper 2
End of Year Information – Separate Science Biology

CHEMISTRY (Triple):
AQA Chemistry PLC Paper 1
AQA Chemistry PLC Paper 2
End of Year Information – Separate Science Chemistry

COMBINED SCIENCE:
AQA Trilogy PLC Biology Paper 1
AQA Trilogy PLC Biology Paper 2
AQA Trilogy PLC Physics Paper 1
AQA Trilogy PLC Physics Paper 2
AQA Trilogy PLC Chemistry Paper 1
AQA Trilogy PLC Chemistry Paper 2
End of Year Information – Trilogy Science Biology
End of Year Information – Trilogy Science Physics
End of Year Information – Trilogy Science Chemistry

COMPUTER SCIENCE:
PLC Full

DANCE:
End of Year Information – Dance

DRAMA:
End of Year Information – Drama

ENGLISH:
PLC Literature
PLC Language

PHYSICAL EDUCATION:
PLC Forms Year 11 Final
PLC Forms Year 10 Final

FRENCH:
PLC French Full Course

GEOGRAPHY:
P3 Skills
P1A The Challenge of Natural Hazards
P1B The Living World
P1C Physical Landscapes in the UK
P2A Urban Issues and Challenges
P2B The Changing Economic World
P2C The Challenge of Resource Management

GERMAN:
PLC German Full Course

GRAPHICS:
GCSE DT PLC Graphics 22_23

HISTORY:
American West Part 2
American West Part 3
Germany Part 1 mc
Germany Part 2 mc
Germany Part 3 mc
Medicine 1700-1900 mc
Medicine 1900-modern mc
Medicine Medieval mc
Medicine Renaissance mc
Medicine WW1 mc
Unit 1 Elizabeth mc
Unit 2 Elizabeth mc
Unit 3 Elizabeth mc American West Part 1
End of Year Information – History

MATHS:
Maths GCSE_Revision_Foundation
Maths GCSE_Revision_Higher

MUSIC:
PLC Music GCSE – Eduqas Style
End of Year Information – Music

PHYSICAL EDUCATION:
PLC Forms Year 10 Final
PLC Forms Year 11 Final

PHYSICS:
AQA Physics PLC Paper 2
AQA Physics PLC Paper 1
End of Year Information – Separate Science Physics

PRODUCT DESIGN:
GCSE DT PLC Product Design

RELIGIOUS EDUCATION:
Religion, Crime and Punishment Unit Review
Christianity Beliefs and Teachings Unit Review
Christianity Practices Unit Review
Islam Beliefs and Teachings Unit Review
Islam Practices Unit Review
Relationships and Families Unit Review
Religion and Life Unit Review
Religion, Peace and Conflict Unit Review

Setting Structure:

Here is a summary of our setting structure for both KS3 and KS4.

5 Ways To Support Your Child at KS4

Further information about how much we value the Arts at Bridgewater:

We Value the Arts

KS4 Courses

Key Stage 4 Subjects

Bridgewater students study their Option Subjects in Years 10 and 11. 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 and Careers Education

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, Separate Science.

They may also choose subjects from the following list; Acting, Art, Business Enterprise, Computer Science, Dance, Drama, Food Preparation, Graphics, ICT, Music, Musical Theatre, PE, Product Design, RS, Textiles.

Full details of the Curriculum at Key Stage 4 will be found in our new Options Booklet later in the year.

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 BTEC Tech Award in Enterprise is an exciting course and is for inspiring pupils with entrepreneurial flair who have a real interest in business enterprise and wish to acquire skills through vocational contexts by studying a practical hand-on business course. This engaging course gives pupils opportunities to be entrepreneurial and to start and run their own enterprises. This is an academic programme which is the equivalent to one GCSE qualification and provides a fantastic progression pathway into numerous roles in an organisation, or onto further education such as an A level programme.

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.

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.

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. 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.

Computer Science and Digital IT

Computer Science and IT are two distinct subjects in that the focus in Computer Science is on developing the skills, knowledge and understanding to create computer systems including software and applications in use on computers and mobile devices. Where as Digital IT gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment.

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. The BTEC Tech Award in Digital IT develops key skills in digital information technology, such as project planning, designing and creating user interfaces and creating dashboards to present and interpret data. Both courses allow students to develop their knowledge relating to user needs, how organisations collect and use data to make decisions, virtual workplaces, cyber security and legal and ethical issues.

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

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

Each 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.
High grade model answers and exemplars v 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 KS4 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.
Use of new technology during lessons
Encouraging students to be independent learners

Dance

BTEC Dance develops performance, choreography and dance appreciation skills through a mix of practical and theoretical exam pieces. Year 10 start the course with a foundation term developing technique and theoretical knowledge to prepare them for Component 1 coursework which then takes place in the Spring term. For the remainder of the school year, Year 10 will then develop performance and choreography skills in preparation for Year 11.

Year 11 complete their Component 2 practical and theory coursework in the autumn term before heading into their final term of BTEC and completing the externally marked choreographic and performance examination for Component 3. Practical exam work, exploration and rehearsal is filmed across 11 to allow students to show progression and for us to evidence where their strengths lie. Attendance to lesson is a vital part of the course.

The BTEC Dance course is split in to three areas: Component 1, 2 and 3

Component 1: Exploring the performing Arts 30%

This is an intensive study in to 3 styles of dance. Dancers will become an expect in 3 styles of dance and professional dance pieces within these styles. Students will create a written portfolio for their coursework that demonstrates their knowledge of one of these styles/ works and their analytical skill in relation to a brief which is set by the exam board.

The styles of dance that we study are: Contemporary, Jazz and Commercial (this is subject to change however depending on the cohort that we have and where their strengths lie).

This component is completed by the end of the Spring term in Year 10.

This component is internally assessed and externally verified.

Component 2: Developing Skills and Techniques in the Performing Arts 30%

Through development of technique and performance skills students will learn repertoire from a professional dance piece for a performance. This varies year on year and the work to be replicated is determined when we know the cohort and where their strengths lie and in relation to the brief which is set by the exam board each year. Evidence for this component is via video recordings of lessons, rehearsals and performances. Students will submit a written portfolio that demonstrates their knowledge of key dance skills, their target areas and strengths and a thorough reflection of their exploration of this work and their practice.

A mock unit of this component is completed in Year 10 to allow students to develop technique, experience and performance skills before doing their final exploration of a professional work in Year 11.

This component is internally assessed and externally verified.

Component 3: Responding to a Brief 40%

Students will be given a stimulus by the exam board where they will have a set allocation of hours to create a group piece. Each dancer is marked individually on their contribution, performance and skill set. Students will complete 3, 1 hour written examinations detailing their skill set and process in creating this piece as well as being assessed in a practical performance that is sent via video to the exam board.

Students will begin exploring Component 3 in the summer term of Year 10 to develop key knowledge and experience in choreography. This builds upon Choreography study at Key stage 3. A mock takes place in the autumn term of Year 11 before the final brief is set by the exam board in the January of Year 11.

This component is externally marked.

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

Much like KS3 we offer a wide variety of different opportunities to continually push and support our learners. Students are challenged in both their written and practical work and through discussion and feedback will understand and be able to improve any short fall in their work. There are always extension tasks to further embed learning as well as extra-curricular opportunities that include:

KS4 Practical and Theory intervention
Use of voice note feedback for all students relating to their coursework.
Rehearsals for all school productions
Established relationship with Appleton Thorn Dance School
KS4 theatre trips
KS4 London ‘Move it’ trip to London – workshops & performances
Student leadership – choreographing of pieces
School production opportunities: Every year
Dance Oscars- Bi annual showcase
TCAT Performances
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, and this varies each year dependent on the cohort we have. We run one to one sessions and rehearsals where necessary, as well as personalised learning tasks to develop individual skill sets. When choosing BTEC Dance, students will be invited to intervention when they need support and/ or a performance is approaching after school. They are expected to attend a minimum of 3 interventions per half term to develop their practical and theoretical knowledge. This is vital to show their exploration of technique and performance.

We have an inclusive environment where we support and nurture our students to achieve. By Key Stage 4 we know our students well and understand when they need more/ less support. Parental contact is vital and we use this regularly to support and engage our students.

Design and Technology [Graphic Design and Product Design]

Design and Technology students respond to briefs set by the exam board using a range of materials. In Product Design this could be the creation of furniture, lighting, storage or a range of items constructed from wood, metal or plastic. In Graphic Design this could be the creation of logos, posters, packaging for a range of products or advertising campaigns.

The controlled assessment [50%] consists of making a product or range of products plus a folder of design work. 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.

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

All students are provided with high quality work booklets in class 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 exam practice workbooks and technology-based websites [GCSE Design and Technology – BBC Bitesize] and [:: Welcome to www.mr-dt.com – A Design & Technology Website ::] to deepen and broaden their knowledge and understanding of key theory concepts covered in the written exam and annotation of controlled assessment/non-examined assessment [NEA] After school ‘Intervention’ sessions are available after school every week.

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 be, 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 offer fortnightly intervention sessions for Year 11 students to complete outstanding work. This will be especially important when compiling the final presentation assessment for Component 1 and preparing written work for Component 3.

Engage – When selecting a text for Component 1, we chose Blood Brothers as it is a play we have studied over several years. It is also accessible to watch on screen and live in theatre. Component 2 is the performance of a part/full script of choice. This is tailor-made for the cohort each year. Final performances are held at Priestley College in their state of the art Drama studio. Technical aspects of the production are developed and led by students from the college. This gives our students a special, enriching experience within the staging of their production to an audience.

English

We currently deliver the Eduqas curriculum for both English Literature and Language at GCSE. Within the English Literature curriculum, students will study ‘An Inspector Calls’ by JB Priestley, ‘Romeo and Juliet’ by William Shakespeare and ‘The War of the Worlds’ by H.G Wells. They will also cover and range of poems from the Eduqas Anthology. Within the English Language Curriculum, students will study narrative and transactional writing, with technical accuracy underpinning every lesson. Students also read a range of fiction and non-fiction extracts as preparation for their reading exam.

Throughout the year, students will be assessed on the unit of work they have been studying. This will lead to a feedback lesson where students revisit work and make improvements. This allows them to fully engage with the feedback and ensure they apply this to make progress.

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

As we teach in sets, the ability range of the class is used to inform planning. Within each set, challenging extension activities are used on a regular basis to allow students to develop the skills required to achieve a grade 8 or 9. The high-ability cohort are invited to attend enrichment sessions to focus the development of the skills required to gain grades 8 or 9.

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

Pupils are taught in ability-related sets which provide varying levels of differentiation, support and independence, appropriate to pupils’ needs. Lower sets are kept small in size in order to provide pupils with maximum opportunities for individual support from the class teacher and support staff.

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. After school intervention sessions are available every week for students to get help with homework or spend extra time on practical work.

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.

History

All GCSE History students will follow the Edexcel course which will give them the opportunity to study a variety of historical topics. The 4 topics students study give breadth and depth from a range of historical periods, including British, European and American History.

The curriculum will be spaced and chunked, whereby topics are visited throughout Year 10/11, to allow for retrieval and retention of information. Please see History roadmap for when each chunk will be taught across the two-year GCSE.

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. Students will explore themes of government, religion, foreign threats and economic challenges which impacted upon the reign of Elizabeth I.

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. Considering the trouble faced by the Weimar government, which eventually led to the rise of Hitler. Then focusing on how Hitler changed Germany and the impact it had on ordinary sections of society.

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;

Students are familiar with the GCSE mark schemes and develop an understanding of how to achieve the highest marks.
Students will be given the option to complete additional exam questions, outside of the usual essays set in the classroom to hone their technique and exam skills.
Students will be directed to additional further reading to widen their understanding of the key topics.

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;

History intervention will focus on exam technique, whilst incorporating retrieval to strengthen previous knowledge and then apply this to potential exam questions.
Knowledge organisers will be provided for all topics.
PLCs will be provided for all topics.
Use of essay plans to scaffold entry to exam questions.

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.

Websites to support Maths revision:

https://vle.mathswatch.co.uk/vle/

https://sparxmaths.com

https://corbettmaths.com

https://www.mathsgenie.co.uk (for past papers)

MFL

Vision and Rationale for MFL

In following the AQA course in either French or German, 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 for French and http://www.aqa.org.uk/subjects/languages/gcse/german-8668/subject-content/themes for German) 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 two 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 grade 4, 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, experimenting with unfamiliar instrumentation and making changes to metre. Students may also be expected to complete a notated score for their compositions.

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 lesson activities 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. A blended curriculum allows all pupils to make links between skills and topics, and recall activities help embed key vocabulary for all learners.

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 (Musical Theatre)

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.

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.

Religious Education is provided for all pupils, and is inclusive and broad minded. Parents have the right to withdraw pupils from RE: if you wish to do this, make an appointment with the Mr Jones (Head of Curriculum) or Ms Griffiths (RE subject leader). The school does not support selective withdrawal from RE but will supervise pupils at these times, although not to provide additional teaching or to incur extra cost.

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.