At Abbey College, we are dedicated to providing a comprehensive and enriching educational experience for students from Key Stage 3 to Key Stage 5. Our curriculum is thoughtfully structured to cater to the diverse interests and aspirations of our students, equipping them with the knowledge and skills they need to thrive.
Curriculum Subjects Overview
Our curriculum is divided into three categories:
|
Curriculum Category |
Category Descriptiom |
|---|---|
|
Basic Subjects |
Essential core subjects that form the foundation of our students' education. These subjects emphasize critical thinking, literacy, and numeracy skills. |
|
EBacc Subjects |
Designed to ensure students engage with a broad and academically rigorous curriculum, the EBacc includes subjects like languages, sciences, and humanities. This pathway prepares students for higher education and future careers. |
|
Open Subjects |
A flexible selection of subjects that allows students to explore their passions and interests. These can include creative arts, technology, and vocational courses, fostering creativity and practical skills. |
You can view our individual subjects by clicking in a subject heading below or use the links on the side of the page (or below on mobile devices) to open the chosen subject on its own page.
Basic Subjects
Across the two-year curriculum, students read and analyse a variety of fiction and non-fiction spanning from Shakespeare to the modern day.
Students in year 7 will be exposed to carefully selected extracts from texts such as The Red Room, Dracula, Frankenstein, Macbeth, The Tempest and Othello, before reading both Boy, Everywhere and Green Rising. They will complete the year by reading Elie Wiesel's memoir, Night.
Students in year 8 will be exposed to a carefully curated selection of conflict poetry, followed by a non-fiction unit on speeches that changed the world during which they will develop their own transactional writing skills. After completing a study of Shakespeare's A Midsummer Night's Dream, students will end the year with Lord of the Flies. Students in both year groups will also have the chance to develop their imaginative writing skills at multiple points during the year.
Students study the Edexcel exam board for both KS4 and KS5. In Year 9, English lessons cover both Language and Literature skills. It acts as a bridging year between KS3 and the full requirements of GCSE. Students will therefore study elements of the GCSE but at a differentiated level and with alternative topics, including Dystopian Fiction (imaginative writing), 'Of Mice and Men', 'Othello' and Tragedies and Disasters (Non-Fiction).
Across both Year 10 and 11, students study the full range of both GCSE English Language and GCSE English Literature requirements. In Year 10, this includes study of 19th century fiction analysis and imaginative writing, either 'A Christmas Carol' or 'Dr Jekyll and Mr Hyde', a collection of conflict and unseen poetry, followed by the play 'An Inspector Calls'.
In Year 11, students finalise their 'An Inspector Calls' learning before studying non-fiction and transactional writing, followed by 'Macbeth'.
Over the course of Year 10 and Year 11, students will sit a full mock of each exam paper: GCSE English Literature Paper 2 and GCSE English Language Paper 1 in Year 10, followed by GCSE English Language Paper 2 and GCSE English Literature Paper 1 in Year 11.
In year 12, students study two novels ranging from Frankenstein and The Handmaid's Tale, to Beloved and The Picture of Dorian Gray. Students also analyse a collection of poetry from the Poems of the Decade anthology; study then moves onto drama and the reading and analysis of A Streetcar Named Desire by Tennessee Williams. The curriculum focuses on developing independent learning skills, analysis of dramatic techniques, analysis of poetic techniques and forms, as well as comparing.
Year 13 sees students begin their study of Christina Rossetti poetry and Shakespeare's Othello. These are the final 'taught' elements. Students then move on to assisted revision in lesson.
Concurrently, students independently work on their non examination unit - coursework. Students are tasked with picking two texts to compare on a theme of their choice. The first draft of this is due before the Christmas holidays and then students submit their final piece by February half term. There is an opportunity to visit Cambridge University Library in the summer term of Year 12; this trip gives students member access to the library, lessons in how to research critical responses to their chosen texts, and a study session that arms them with tools for independent study.
Our Key Stage 3 curriculum is based on the revised Mathematics Programme of Study for Key Stage 3. The implementation of our year 7 and 8 curriculum considers both the range of topics that students have studied at KS2 and the varying degrees of mastery that students have achieved as they enter KS3. During Year 7 and 8 we cover all five GCSE assessment objectives (number, algebra, geometry, ratio and proportion, probability and statistics) and build the key knowledge that students need to develop their understanding of more complicated concepts to come. All students follow the same curriculum until the spring term of year 9 when they move onto a Foundation, Crossover or Higher course, determined by their level of mastery across the topics they have studied up to this point. Students and classes may move between these courses based on their assessment outcomes. Development of fluency, mathematical reasoning and problem-solving are core to our teaching across all topics.
We are currently redeveloping our curriculum in collaboration with the Meridian Trust. This begins with a new program of study for our year 7 cohort in 2023-4. The development of the curriculum is research informed and aims to build procedural and conceptual fluency and foster an appreciation for and enjoyment of mathematics for all students during their 7 year journey through secondary education.
Homework
Students in year 7 and 8 complete their homework using Eedi, an online platform which uses diagnostic questions to identify any misconceptions and then assigns follow up questions that provide fluency support, intelligent practice or stretch and challenge, specifically targeted to the needs of each student. Homework is set every Thursday and should take approximately 30 minutes to complete.
Enrichment
Lessons provide opportunities for students to complete enrichment activities that deepen their understanding of the core curriculum. We also enter students for the United Kingdom Mathematics Trust (UKMT) challenge at the junior level and deliver Careers lessons once per half term to expose students to a diverse range of mathematicians and career sectors that involve mathematics. In the 2023-4 academic year, we are launching Maths Circles in collaboration with MESME. This is an exciting initiative for our most enthusiastic mathematicians and will run as an OOP.
At Key Stage 4, content required by the GCSE specification is taught from the Spring term in year 9 but forms part of an integrated 7 year journey through our department. The Mathematics team motivate students by ensuring that the syllabus is taught in a positive and engaging manner, and by providing them with the opportunity to work in a variety of ways. Our programme of study builds on the material learnt in Key Stage 3 and includes problem solving, half termly careers lessons and space for students to develop conceptual and synoptic understanding over time. Assessment objectives are shared with students throughout the course and are regularly tested in low stakes assessments. Students and teachers use these to identify each individual learner's needs and next steps and to make their progress visible. Some of our students study for an additional GCSE qualification in Statistics, examined in Year 10. All year 9 and 10 students are able to access this course through an after school OOP. Students working towards a grade 8 or 9 in year 11 may also be entered for level 2 Further Mathematics which extends their understanding of the most challenging GCSE topics and provides a transition into A-Level Mathematics.
Homework
Students in years 9, 10 and 11 complete weekly homework through the Dr Frost online platform. This should take 30-60 minutes to complete, is comprised of a mixture of fluency and exam questions and requires a more substantial written component than is expected at KS3. We believe that practicing written mathematical communication is vital to the development of students mathematical reasoning skills and therefore give whole class feedback on the quality of written solution that is expected for homework assignments.
Enrichment
To promote and encourage students' love for mathematics, we enter them into the United Kingdom Mathematics Trust (UKMT) intermediate challenge. To support them, we provide additional study sessions, weekly after school revision Interacts and one-off masterclasses, all run by our mathematics teachers or experienced external tutors. We also aim to invite outside speakers and run external trips to promote learners' interest in mathematics and give them a taste of post-16 mathematics. Careers lessons in KS4 showcase a broad range of opportunities for both further study and the world of work that require mathematical skills and thinking. Students opting to study Mathematics at KS5 complete personalised summer assignments to help them prepare for their new courses.
At Key Stage 5, the Mathematics department offers three different Level 3 courses: A-Level Mathematics, A-level Further Mathematics and Core Mathematics. All of these curricula build on knowledge acquired during GCSE study.
A-Level Mathematics deepens understanding of concepts previously seen at GCSE, particularly in Algebra and Geometry and introduces new topics including Calculus and Exponentials and Logarithms. In addition, it gives some applied context in the form of Mechanics and Statistics and this is useful for a broad range of post-18 pathways. The entry requirement for this course is a grade 7 at GCSE. A-Level Further Mathematics is targeted at students who attain a grade 8 or 9 at GCSE and supports study of Mathematics and related areas at University. Core Mathematics is aimed at students who are looking to explore mathematics used in real-life. In this course, students are engaged by discovering various areas of mathematics used in, for instance, personal finance, logistics and estimation. This course supports the study of post-16 courses that involve applied mathematics including Science, Geography, Engineering, Business and many more.
Our curricula and our teachers ensure that students are continuously exposed to problem-solving and supported as they tackle innately challenging mathematical concepts. All teachers working with KS5 groups are experts in their field and are able to deliver high quality feedback that effectively supports students to improve. We also offer individual support to students who are intending to take University entrance tests in year 13 or are preparing for interviews for any course related to their mathematical studies.
Enrichment
To promote and encourage students' love for mathematics, we enter them into the United Kingdom Mathematics Trust (UKMT) senior challenge. To support them, we provide additional study sessions and masterclasses, all run by our mathematics teachers. We also aim to invite outside speakers and run external trips to promote learners' interest in mathematics and give them a taste of post-18 mathematics. Students in year 12 have the opportunity to tutor younger students and are supported in developing effective tutoring practices.
Students are assessed in class at the end of each topic. These assessments are used to help students and teachers identify strengths and weaknesses and to guide Close the Gap activities. Students keep a record of these assessments in their assessment books but results are not reported home to parents. Students sit major assessments two or three times a year, these are formally marked and moderated and results reported home to parents following the school’s assessment calendar and reporting guidelines. Our teachers undertake training in exam marking and moderation practices to ensure that our grading in Key Stage 4 accurately reflects the level that students are currently working at.
All major assessments are completed under controlled conditions in order to build up vital skills required for success at all levels. In exam years, we ensure that students sit the trial examinations under exam conditions in the hall to prepare them for their external assessments. Students with access arrangements will have the opportunity to practice using them effectively. Revision lists will be posted on Teams in advance alongside assessment dates and guidance about calculators and equipment.
We believe in Quality First teaching, as focussing on inclusive, flexible, empowering teaching leads to the best outcomes for all of our students, including those with SEND. APDR (Assess Plan Do Review) documents detail the strategies that allow teachers to best support each individual SEND student. This may include providing coloured handouts, chunking tasks, using Now Then Next boards, early verbal check ins, a second Ask or any other strategy that has been identified as effective for a particular student.
We will also support SEND students with login details for online homework platforms and verbal reminders to help them organise their homework schedule. A homework support session runs in M2 to give our SEND students a quiet place in school to complete their homework.
Some of our SEND students are invited to numeracy interventions if this is an area where they need support. Students who have successfully completed a numeracy intervention may be supported with a resource pack to help them to maintain this success in their mainstream lessons.
EBacc Subjects
At Key Stage 3 it is important that learners have an introduction to key skills in Computer Science and IT. Students will have 1 lesson a week to cover a wide range of topics that will give students varied skills and knowledge.
Pupils will develop their skills by applying their knowledge to practical situations using creativity and problem solving. To ensure that students are constantly progressing they will take part in a range of assessments using the new KS3 assessment criteria.
At Key Stage 4 students can currently choose Creative I-media, and Computer Science from next year. The Creative I-media curriculum consists of 3 pieces of internally assessed coursework and 1 external exam. The units cover a wide range of topics and software that will give students varied skills and knowledge. This subject is ideal for learners who want to work in the creative industries later.
Topics include:
- Pre-production skills
- Digital Graphics
- Multi page website
- Interactive Multimedia products
| Title | Download |
|---|---|
| pdf Curriculum Update BITE | Download |
| pdf iMedia Keywords | Download |
Our KS3 course develops our students’ knowledge and understanding of scientific theory, our curriculum has an integrated working scientifically component and a clear focus on literacy and communication that seeks to develop students’ confidence in articulating their scientific ideas. Each student studies six hours of Science per fortnight.
All students in Y9, Y10 and Y11 follow the KS4 AQA Science curriculum linked to the KS4 National Curriculum. Each student studies nine hours of Science per fortnight. KS4 is taught by all members of the Science Department, at the relevant depth depending on Science Specialism.
Biology at Advanced Level is a fascinating and demanding subject building on concepts that have been introduced at GCSE. Studying Biology gives a greater understanding of Biochemistry, Digestion, Circulation, DNA technology, Nervous System, Environment, Microbes and Disease and the study of Plant Physiology. Biology provides a framework for further study on a number of Undergraduate Courses at University and future employment. Underpinning Biology is also the consideration of ‘How Science Works’ and topics to the relevance of Biology in Society.
There are no downloable documents for this section at the moment.
Our KS3 course develops our students’ knowledge and understanding of scientific theory, our curriculum has an integrated working scientifically component and a clear focus on literacy and communication that seeks to develop students’ confidence in articulating their scientific ideas. Each student studies six hours of Science per fortnight.
All students in Y9, Y10 and Y11 follow the KS4 AQA Science curriculum linked to the KS4 National Curriculum. Each student studies nine hours of Science per fortnight. KS4 is taught by all members of the Science Department, at the relevant depth depending on Science Specialism.
There are no downloable documents for this section at the moment.
The Key Stage 3 curriculum consists of the units outlined in the supporting document. These cover a broad range of geographical topics and skills. There is an emphasis on developing both literacy and numeracy skills via extended writing, analytical and interpretive skills, and practical fieldwork skills in our local area. Students are also encouraged to develop their skills of critical thinking through creating and sharing opinions and discussing environmental problems.
At Key Stage 4, Geography is examined and assessed by AQA. Across the key stage, we study interesting and engaging topics that are relevant to today’s world. These not only gives students a deep understanding of the geographical content and skills, but also focuses heavily on examination technique and the answering of questions to provide students with the confidence in this area. There are currently a range of trips at GCSE level; Cambridge City Centre and Hunstanton.
Most work is assessed on an ongoing basis through completion of work in their books in order to build up vital skills required for success at GCSE level. For more structured assessments the pupils are made aware of what they are being assessed on, and how, early on in the unit.
There are no downloable documents for this section at the moment.
Click an icon to visit. the associated website.
Learning a language is a skill for life. At Abbey College all students study Spanish in KS3. The Key Stage 3 curriculum covers the key skills of listening, speaking, reading and writing and is based on the topics in the Viva text book. New language is acquired through the use of phonics, grammar progression, key topics and sentence builders which greatly help students become independent learners & more confident speakers. We also want students to enjoy their lessons, be successful language learners and find the subject rewarding as Spanish is a core subject in KS4.
Current Year 11 students are following the GCSE Spanish course which is examined and assessed by AQA (Code is 8698). Across the Key Stage, key language is delivered through three themes devised by the examination board:
Theme 1 - Identity & culture
Theme 2 – Local, national, international & global areas of interest
Theme 3 – Current & future study and employment
While the course is of a practical and useful nature, GCSE students will also acquire a sound knowledge and understanding of grammar. Whatever plans you may have for the future, knowledge of a language will increase your options. The transferable skills gained on the course will be ideal for learning future languages and for studying in the 6th Form.
In light of GCSE Modern Languages reforms, we are in the process of rewriting out Key Stage 4 Schemes of Work to align more closely with new exam content. These schemes of work will be added to and updated throughout the year.
Current Year 9 & 10 students are following the GCSE Spanish course which is examined and assessed by AQA (Code is 8692). Assessment is set in the context of these three themes.
- Theme 1: People and lifestyle
- Theme 2: Popular culture
- Theme 3: Communication and the world around us
GCSE Spanish has a Foundation tier (grades 1–5) and a Higher tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series.
GCSE Spanish has a Foundation tier (grades 1–5) and a Higher tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series.
Both specifications are examined with terminal exams in the skills of listening, speaking, reading & writing. They are all weighted at 25% each.
Wording under {slider=FCSE Spanish Curriculum}
The AQA FCSE (Foundation Certificate of Secondary Education) can be used as a standalone qualification or as a preparation for GCSE.
The topics and themes are closely linked to those at GCSE and the knowledge and skills are directly transferrable. At Abbey College, students will study the three following topics in Years 9 & 10 as part of the full course:
Theme 1: My World -
Unit 2 – Education and Future Plans – what school/college is like, plans for future eg jobs, likes/dislikes and opinions
Theme 2: Holidays -
Unit 3 – Holidays and Travel – holiday destinations and activities, getting around, preferences and opinions
Theme 3: Lifestyle -
Unit 6 – Food and Drink – shopping for food and drink, preferences and opinions on food/drink, eating habits.
The FCSE is studied as a Full Course at Abbey College with accreditation for all four skill areas: Listening, Speaking, Reading and Writing.
Assessment
There are 3 levels of award: Pass, Merit, Distinction.
A Distinction is roughly equivalent to a Grade 3 at GCSE.
There is no end of course exam. Over the course of 2 years, students must complete one assignment in each skill for three different units taken from three different themes. All assignments are marked by the teacher and moderated by the exam board.
The AQA FCSE (Foundation Certificate of Secondary Education) can be used as a standalone qualification or as a preparation for GCSE.
The topics and themes are closely linked to those at GCSE and the knowledge and skills are directly transferrable:
Theme 1: My World
Theme 2: Holidays
Theme 3: Lifestyle
Theme 4: My Community
The FCSE is flexible and can be studied as a Full Course which provides accreditation for all four skill areas, or as a Short Course in either Spoken Language (Listening and Speaking) or Written Language (Reading and Writing).
Assessment
There are 3 levels of award: Pass, Merit, Distinction.
A Distinction is roughly equivalent to a Grade 3 at GCSE.
There is no end of course exam. Over the course of 1 or 2 years, students must complete one assignment in each skill for three different units taken from three different themes. All assignments are marked by the teacher and moderated by the exam board.
Further Information
More information on the FCSE in Spanish can be found on the AQA Website
The Spanish A’ Level course helps students develop confident, effective communication skills in the language and a thorough understanding of the culture of countries and communities where the language is spoken. It also covers the study of set texts and films which broadens students’ horizons and cultural knowledge. An A’ Level in a language will also aid students preparing for future studies.
Our KS3 course develops our students’ knowledge and understanding of scientific theory, our curriculum has an integrated working scientifically component and a clear focus on literacy and communication that seeks to develop students’ confidence in articulating their scientific ideas. Each student studies six hours of Science per fortnight.
All students in Y9, Y10 and Y11 follow the KS4 AQA Science curriculum linked to the KS4 National Curriculum. Each student studies nine hours of Science per fortnight. KS4 is taught by all members of the Science Department, at the relevant depth depending on Science Specialism.
Open Subjects
The Key Stage 3 Enterprise curriculum covers a wide range of skills and techniques, and a range of transferable skills in Enterprise. Pupils will develop their strengths in identified key areas and focused sets of skills each term.
In Year 9 learners cover a range of business related topics with assessments throughout the year that focus on the key skills needed to complete BTEC tasks in Year 10/11. Pupils will develop their strengths in these key areas before moving each half term onto another focussed set of skills in preparation for coursework beginning at the end of the year.
Assessment
In Year 9 students start the BTEC Tech Award in Enterprise. All assessments are completed in lessons in order to build up vital skills required for success at BTEC level. Pupils are made aware of what they are being assessed on, and how, during each learning activity. These assessments are based on Exploring Enterprises, Planning for and Pitching an Enterprise Activity and Promotion and Finance.
Business is assessed through the completion of 2 mandatory units of coursework plus one written exam. The learning journey shows how students develop their skills to help support their progress in each unit in the best way possible to facilitate all learners achieving the best possible results.
| Title | Download |
|---|---|
| pdf Curriculum Update BITE | Download |
| pdf iMedia Keywords | Download |
Through a combination of practical experience and written assignments, this BTEC tech award course provides learners with the knowledge, skills and understanding needed for a career in the child care sector. The course gives students the opportunity to develop a range of personal skills and techniques, through a selection of units that are essential for successful performance in working life.
The course consists of 1 examined unit called ‘supporting children to play, learn and develop’ (worth 40% of overall grade) and 2 internally assessed assignment units (worth 60% of overall grade). Each internally assessed unit has specific assessment criteria that must be met in order to arrive at a grading decision for the unit as a whole. A final unit grade is awarded after all opportunities for achievement are given. Students must achieve all the assessment criteria for that grade. Therefore to achieve a Level 2 Distinction a learner must have satisfied all the Distinction criteria in a way that encompasses all the Level 2 Pass, Merit and Distinction criteria, providing evidence of performance of outstanding depth, quality or application.
The internally assessed units are ‘children’s growth and development’ which is worth 30% of the overall grade and ‘learning through play’ which is also worth 30% of the overall grade.
The intent of the art and design curriculum is to provide students with a structured and coherent program of study that develops their understanding, skills, creativity, and appreciation in the visual arts and design. This curriculum aims to help students to:
1. Develop practical and technical skills in a range of art and design disciplines, such as drawing, painting, printmaking, sculpture, textiles, and 3D design.
2. Explore and experiment with different materials, techniques, styles, and contexts of art and design, and apply them to personal, cultural, and social themes and issues.
3. Foster critical and analytical thinking and evaluation in relation to own and other artists' work, and develop an understanding of the historical, cultural, and theoretical concepts and movements of art and design.
4. Develop creativity, imagination, innovation, and problem-solving skills, and apply them to communicate, express, and represent ideas, emotions, and experiences through visual language.
5. Develop personal and interpersonal skills and attributes that support learners' personal and social development, such as self-confidence, resilience, collaboration, reflection, and respect for diversity.
6. Develop an appreciation and enjoyment of visual arts and design as a source of pleasure, inspiration, and cultural enrichment, and acquire the knowledge and skills to engage with them as a informed and critical audience.
The intent of an art and design curriculum is not only to enable learners to achieve academic qualifications and future careers in related fields but also to enrich their lives as individuals and members of the community by providing them with the means to express themselves freely, to think creatively, and to appreciate the diversity and beauty of the arts.
There are no downloable documents for this section at the moment.
Through a combination of practical experience and written assignments, this BTEC tech award course provides learners with the knowledge, skills and understanding needed for a career in the sector. The course gives students the opportunity to develop a range of personal skills and techniques, through a selection of units that are essential for successful performance in working life.
The course consists of 1 examined unit called ‘health and wellbeing’ (worth 40% of overall grade) and 2 internally assessed assignment units (worth 60% of overall grade). Each internally assessed unit has specific assessment criteria that must be met in order to arrive at a grading decision for the unit as a whole. A final unit grade is awarded after all opportunities for achievement are given. Students must achieve all the assessment criteria for that grade. Therefore to achieve a Level 2 Distinction a learner must have satisfied all the Distinction criteria in a way that encompasses all the Level 2 Pass, Merit and Distinction criteria, providing evidence of performance of outstanding depth, quality or application.
The internally assessed units are ‘human lifespan development’ which is worth 30% of the overall grade and ‘health and social care services and values’ which is also worth 30% of the overall grade.
Faith and Ethics has a unique role in preparing our students for life in a multi-cultural society. Our KS3 curriculum covers some of the key questions surrounding religion, including the role of religion, equality and life after death as well as discreet study of the world religions. Our aim is to ensure that our students recognise the role of Faith and Ethics in the 21st world and are able to respond in a mature, thoughtful and reflective manner to the many questions that are raised daily in the news.
All students in Years 9, 10 and 11 follow the AQA GCSE Religious Studies course. Across the key stage, Students study a range of philosophical and Ethical issues in addition to deepening their understanding of the beliefs, teachings and practices of Christianity and Islam. Students are assessed on their knowledge, understanding and ability to critically evaluate a range of religious and ethical issues.
The Key Stage 3 curriculum covers a range of performing, composing and listening assessments throughout the year that focus on key skills. Pupils will develop their strengths in these identified key areas and focused sets of skills each term. They will experience and understanding culture and styles through their journey. Engage in performing and composing and getting to work with a variety of instrumentals.
At Key Stage 4, we offer BTEC Music and this course allows you to engage with the music industry and develop a range of relevant practical and technical skills. You will explore music product development and events management, and apply your knowledge in new and practical industry-related contexts. Students will study a breadth of styles and works but get a great opportunity to work practically and creatively during their time studying Music.
The Abbey College is very fortunate to have its own music provision which offers private music tuition to any student within the college and nije of its feeder schools.
For further information contact Lucy Sheldrake on and visit our ASCA website.
Performing Arts has an important role to play in the personal development of our pupils. The skills and qualities developed by pupils in drama and dance, such as teamwork, creativity, leadership and risk-taking are assets in all subjects and all areas of life. Drama and Dance stimulates the imagination and allows pupils to explore issues and experiences in a safe and supportive environment. It is vital to create an atmosphere of security, trust and concentration. Drama and Dance promotes self-esteem and provides all pupils with a sense of achievement regardless of academic ability.
Drama remains one of the most popular GCSE examinations in the country, because it is one of the few subjects which can demonstrate a young person’s ability to work creatively and co-operatively within a group situation, to achieve a common goal. Pupils learn to collaborate with others, think analytically and evaluate effectively. They gain confidence to pursue their own ideas, reflect and refine their efforts.
Students learn through experience, seeing theatre and making theatre for themselves. Students are introduced to a wide range of theatrical styles and contexts as they explore plays practically, devise and work on performances. Students of AQA Drama and Theatre develop skills that are not just essential for drama but applicable to a wide range of higher education subjects and in the workplace.
This specification refines students' collaborative skills, their analytical thinking and their approach to research. Students grow in confidence and maturity as they successfully realise their own ideas. They learn to evaluate objectively and develop a sound appreciation of the influences that cultural and social contexts can have on decision making.
| Title | Download |
|---|---|
| pdf Drama Knowledge Organiser | Download |
Students are assessed in 5 areas – skill acquisition, physical fitness, key terminology and understanding, rules, regulations and officiating and decision making – in each of the 10 activities on the curriculum in Year 7 and 8. Students are given opportunities across the schemes of work to demonstrate skills in each of these areas and an average across each activity gives pupils a current working grade.
Assessment
All assessments are completed in practical tasks in order to build up vital skills required for success at GCSE level. Students are made aware of what they are being assessed on, and how, early on in the unit. These assessments are based on five areas for Assessment Objectives (AO’s) which have been devised from the GCSE specifications.
At Key Stage 4, PE is examined by 2 separate courses - OCR GCSE PE and OCR Cambridge National Sports Studies. Across the key stage, Students study a range of practical and theory topics. They are assessed on theoretical knowledge in the end of year 11 exam. The practical controlled assessment is on-going and will take place at the end of each practical activity.
At Key Stage Five we offer the BTEC Level 3 National Extended Certificate in Sport which consists of 4 units, 2 examined units on Anatomy and Physiology and Fitness Training and two internally assessed units from a wide range of practical and coursework based units.
The aim of the psychology curriculum is to equip students with the appropriate knowledge, skills and vocabulary needed to be able to understand and explain the causes of human behaviour. Students will understand underlying psychological principles and apply them in a variety of familiar and unfamiliar contexts. Students will be constantly challenged to work collaboratively and think independently when engaging in all lessons and class debates, and as a result students will be able to think analytically and reach logical conclusions based on scientific evidence.
The intent for the Psychology curriculum is to ensure that our young psychologists are equipped with the necessary scientific knowledge, skills and vocabulary to develop a better understanding of themselves and the wider world. The psychology curriculum will enable our learners to value the importance of Psychological research and will promote an awe-driven curiosity of the human body and mind.
Videos for the Y8 STEM day
This is Year 13 Engineering studetns preparing a starter video in preparation for a STEM day event for Year 8 on the 16th November. Year 13s have a coursework unit they are working on this year on the importance of working as a team and this exercise will also contribute to one of their learning Aims.
Well done Year13 for a great contribution to the STEM event.
There are no downloable documents for this section at the moment.
