In Key stage 3 form groups in years 7 and 8 are also taught as a form group in some subjects. In year 9 the form groups are taught in different teaching groups.

The form groups meet for registration and notices at the beginning of the day and again after dinnertime. During the afternoon session and 1 hour during the week pupils are taught a PHSE programme and have time to read and practise their literacy skills.

In Key stage 4, there are year 10 and 11 form groups. Pupils are taught in different teaching groups. During the afternoon session and 1 hour during the week pupils are taught a PHSE programme and have time to read and practise their literacy skills.

The Post 16 meet together in their common room. During the afternoon session and 1 hour during the week pupils are taught a PHSE programme.

During the 1 hour session pupils also attend either a Key stage 3, Key stages 4 and 5, or whole secondary assembly. School council and VI forum meet during this time every half term.


Key Stage 3 Curriculum

We explore English in Key Stage 3 in a very practical and exciting way. Theatre companies as well as authors come to visit school regularly to bring the texts the pupils study to life. As part of their author study on Roald Dahl, Year 7 visit The Roald Dahl Museum and Story Centre in Great Missenden in Buckinghamshire. Year 8 visit the Harry Potter Warner Brothers Studio Tour and Year 9 visit the Royal Shakespeare Theatre in Stratford Upon Avon and The Hippodrome Theatre in Birmingham. At Key Stage 3, to promote reading for pleasure amongst our pupils, we work closely with Warwickshire Schools Library Service and participate in reading activities and writing competitions as well as author events. The school uses Accelerated Reader which is a web-based program which enables pupils to quiz on books they have read and is a powerful tool for monitoring and managing independent reading practice while promoting reading for pleasure.

In Year 7 the pupils have the opportunity to:

• To write for a variety of audiences and purposes with a particular focus on discursive and descriptive writing.

• To read and study Roald Dahl’s Autobiography ‘Boy’ and conduct an Author study on Roald Dahl which includes a visit to Roald Dahl’s Museum and Story Centre where pupils participate in workshops which explore the writing techniques used by Roald Dahl.

• Explore and analyse poems for meaning through the study of Pre and Post 1914 poems on the theme of ‘Childhood memories’.

• Study a Shakespeare play and to perform key scenes.

• Study short stories and extracts by Charles Dickens in relation to their Victorian social and historical context. Pupils also complete a Charles Dickens Author study.

• Consider non- fiction articles from pre and post 1914 on the topic of the Environment and Pollution which are compared in relation to how their different viewpoints and perspectives over time are conveyed.

• Read and study Michael Morpurgo’s ‘Private Peaceful’ and learn about the social and historical context of World War 1.

In Year 8 the pupils build on their skills already learnt and study:

• How to write for a variety of audiences and purposes.

• Pre and Post 1914 Detective Fiction focussing closely on the reading skill of inference.

• Poetry in relation to the theme ‘Character and Voice’ where pupils will compare two poems in relation to how the poets convey meaning through poetic methods.

• Shakespeare’s ‘The Tempest’.

Horror and Gothic Horror Stories.

Non- fiction articles from pre and post 1914 on the topic of Child Labour which are compared in relation to how their different viewpoints and perspectives over time are conveyed.

• The novel ‘A Monster Calls’ by Patrick Ness.

In Year 9 the pupils further develop their English skills through exploring:

Pre and Post 1914 Travel Writing articles, examining the language devices and descriptive techniques employed by travel writers across time.

• World War 1 Poetry, which focuses on a close study of poetic techniques, language and its intended effect on the reader.

Short stories with specific focus on how the writer has structured the story to interest the reader as well as teaching the pupils the skills of critically evaluating an extract of a text.

Shakespeare’s play Macbeth where emphasis will be placed on analysing the play within its social and historical context.

John Steinbeck’s ‘Of Mice and Men’ where pupils will compare the themes and issues present in the novella with poems written by Langston Hughes, Mariya Angelou and Tutamkhulu Afrika.

Mark Haddon’s ‘The Curious Incident Of The Dog In The Night-time’ where pupils are encouraged to not only to analyse the language and structure of the novel but also to consider the issues raised in the novel and write discursively about them.

This curriculum allows the pupils to fully engage in every aspect of the English Curriculum and provides a wide and varied approach to exploring the different aspects of reading, writing and speaking and listening through interactive opportunities and resources which are available to them.

Most importantly, it strives to create people who have a love for English and a love for learning.

Key Stage 4 Curriculum

At Key Stage 4 pupils study for a GCSE in English Language or an Entry Level in English and some pupils also study GCSE English Literature. English Literature pupils are encouraged to engage with the texts in a very practical way. Theatre companies come into school regularly to perform the pupils’ set texts and then work with the pupils in workshops to consolidate their understanding of the language and themes contained in their set text. As well as visiting the RSC theatre, we also visit the RSC Clore Centre in Stratford Upon Avon for a day and work with the Year 10 GCSE students to explore the stage craft and language of specific scenes of their set Shakespeare play to deepen their understanding and appreciation of the text.

In GCSE English Language:

Pupils will study a range of texts as reading stimulus and engage with creative as well as real and relevant contexts.

Pupils will have opportunities to develop higher-order reading and critical thinking skills that encourage genuine enquiry into different topics and themes.

Pupils have the opportunity to develop the fluency of their reading and the effectiveness of their writing.

Pupils will experience a range of texts as reading stimulus and engage with creative as well as real and relevant contexts. Pupils will have opportunities to develop higher-order reading and critical thinking skills that encourage genuine enquiry into different topics and themes.

Pupils will learn to demonstrate a confident control of Standard English and aim to write grammatically correct sentences, deploying figurative language and analysing texts.

The GCSE exam has two papers:

1 Explorations in creative reading and writing

In section A, pupils will read a literature fiction text in order to consider how established writers use narrative and descriptive techniques to capture the interest of readers

In section B, they will write their own creative text, inspired by the topic that they have responded to in section A to demonstrate their narrative and descriptive skills in response to a written prompt, scenario or visual image.

2 Writers’ viewpoints and perspectives

In section A, pupils will read two linked sources from different time periods and genres in order to consider how each presents a perspective or viewpoint to influence the reader

In section B, they will produce a written text to a specified audience, purpose and form in which they give their own perspective on the theme that has been introduced to them in section A.

In GCSE English Literature pupils will focus on the following texts:

• One Shakespeare Text – Either Macbeth or Romeo and Juliet.

• One 19th Century Novel- The Strange Case Of Doctor Jekyll and Mr Hyde by Robert Louis Stevenson

• A modern prose or drama text – An Inspector Calls by J.B.Priestley

• A collection of poetry from the AQA Anthology ‘Power And Conflict’ Cluster and an unseen poem

Pupils will learn how to:

1. Understand a word, phrase or sentence in context and explore aspects of plot, characterisation, events and setting.

2. Identify themes and distinguish between different themes supporting their point of view with evidence in the text

3. Recognise that there may be different responses to a text and understand how the writers’ social, historical and cultural context will inform personal response

4. Evaluate the writer’s choice of vocabulary, grammatical and structural features by analysing how language, structure and form and presentation contribute to the quality and impact of a text

5. Use linguistic and literary terminology in their evaluation

6. Compare and contrast texts studied referring to: theme, characterisation, context, style and literary quality.

7. Produce clear and coherent writing about literature using accurate spelling, punctuation and grammar.

Step up to English assists entry level pupils build basic and relevant literacy skills.

There are two ‘Steps’: Silver Step (Entry Level 1 and 2) and Gold Step (Entry Level 3) which are available so the specification can be tailored to the individual needs of the pupils. The two step approach is ideal to build confidence and provide access to the study of GCSEs.

There are two components in each step, which each assess reading and writing. Spoken language is included in Component 1 and contributes to the overall mark.

Each component thematically links reading and writing and supports high-quality provision and engaging teaching and learning.

Component 1, Literacy Topics asks pupils to complete a number of tasks based around a theme.

Component 2, Creative Reading and Writing, is literary in nature and pupils will be asked to respond to excerpts from literary and literary non-fiction texts and write creatively. In the Gold step texts from the 19th, 20th and 21st Century.

English Functional Skills is studied by Post 16 pupils at Level 1 or Level 2. They focus on the skills in each subject area that are needed in everyday life.

Examples include:

Speaking and Listening for particular purposes including presenting information to a variety of audiences and discussing different subject matter

Reading and understanding different texts and documents such as non-fiction texts, leaflets and information documents.

Writing for particular purposes including formal and informal letters, emails, reports, reviews and newspaper articles.

Key Stage 3 and 4.

Students follow the guidelines set out in the 2015 curriculum.

The main areas of work are:- Number, Algebra, Ratio, Proportion and Rates of Change, Geometry and Measures, Probability and Statistics.

This work links into GCSE mathematics and we assess and track our students’ progress by using the GCSE Grades 1-9.

As well as practising important skills, students are encouraged to apply their knowledge in different situations and choose appropriate methods, give explanations and reasons using correct vocabulary, and make connections between different topics. Maths is practised in other areas of the curriculum, when appropriate.

Key Stage 4

In Key Stage 4, students have 5 lessons of maths a week where they work towards an ability appropriate qualification. The majority of students are able to take GCSE maths at either foundation or higher tier. We follow the Edexcel courses. To find out about the changes to GCSE course content and exams, information can be found at and parent information evenings.

Students working at a lower level take the Edexcel Entry Level qualification which is assessed through papers taken in class leading to a qualification at Entry Level 1, 2 or 3.

Key Stage 5

All students in Key Stage 5 take maths at an appropriate level. Students generally follow a GCSE resit course in order to improve grades and/or an OCN course at Entry Level, Level 1 or Level 2. Those who already have a C or Grade 4/5 at GCSE will undertake a Level 3 course.

Science provides pupils with an understanding of the physical, chemical and biological world. The subject develops pupils’ understanding of our diverse and changing environment through different types of scientific enquiries that prepare them to ask and answer scientific questions about the wider world.

The department has three well equipped specialist laboratories, and offers a practical and engaging curriculum ranging from Entry Level to GCSE studies, which progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review.

The Curriculum


At Key Stage 3, pupils follow the National Curriculum programme of study, which incorporates Biology, Chemistry, Physics and the skills involved in working scientifically.

In year 7, the topics studied are:

  • Acids and alkalis
  • Cells and organisation
  • Forces
  • Particles and matter
  • Photosynthesis
  • Reproduction
  • Rocks and the earth
  • Waves

In year 8, the topics studied are:

  • Atoms, elements and compounds
  • Energy
  • Forces and motion
  • Gas exchange systems
  • Digestion, nutrition and health
  • Pure and impure substances
  • Skeletal and muscular system
  • The periodic table

In year 9, the topics studied are:

  • Cellular respiration
  • Chemical reactions and materials
  • Earth as a source
  • Electricity and magnetism
  • Energetics
  • Genetics and evolution
  • Space



At Key Stage 4, pupils study a range of qualifications from the OCR examination board. These include Entry Level certificate in Science (R483) and GCSE Gateway Combined Science (J250), which is worth two GCSEs.

The Entry Level certificate comprises three elements:

  • End of item tests – 72%
  • Can-do tasks – 8%
  • Practical task – 20%

There are twelve topics for each of the three Science disciplines, each of which culminates in an end of item test.

Practical skills are developed through the can-do tasks and a more in-depth practical investigation.

All elements are assessed internally and moderated externally.

In GCSE Combined Science, pupils will study six topics in each of the Science disciplines:

  • B1: Cell level systems
  • B2: Scaling up
  • B3: Organism level systems
  • B4: Community level systems
  • B5: Interaction between systems
  • B6: Global challenges
  • C1: Particles
  • C2: Elements, compounds and mixtures
  • C3: Chemical reactions
  • C4: Predicting and identifying reactions and products
  • C5: Monitoring and controlling chemical reactions
  • C6: Global challenges
  • P1: Matter
  • P2: Forces
  • P3: Electricity and magnetism
  • P4: Waves and radioactivity
  • P5: Energy
  • P6: Global challenges

Practical and mathematical skills are developed within each topic and assessed in the examination papers.

Pupils will complete six written papers; two in Biology, two in Chemistry and two in Physics. Each examination lasts 1 hour and 10 minutes, and is worth 60 marks, accounting for 16.7% of the total GCSE.

The current year 11 pupils will remain following either the OCR Entry Level certificate or the 21st Century Science Triple award they started at Key Stage 4.



At Key Stage 5, pupils will continue to study Science, following the OCNWMR Science qualifications at either level 1 or level 2. This is a vocationally centred science qualification that is designed to develop an interest in scientific enquiry and develop the skills and knowledge needed to progress to higher level study in Science. 

There are a number of units of study. These include:

  • Basic science skills
  • Electricity
  • Science and our universe
  • Science and cosmetics
  • Forensic Science
  • Science and the human body

To achieve the Extended Award in Science, pupils must complete at least four units, which is worth a total of 12 credits. Some pupils may work towards the certificate in Science, which requires 24 credits in total.

Some year 13 pupils will complete a BTEC level 1/level 2 in Principles of Applied Science



Geography is the study of the earth’s landscapes, peoples, places, processes and environments. It is, quite simply, about the world in which we live. The study of Geography will help equip our pupils with the knowledge and understanding to become informed citizens of the 21st century. It will inspire in pupils a curiosity and fascination about our world and its people.

Through discussion and debate it will help pupils make sense of our complex and dynamically changing world. Pupils will study where places are, how landscapes are formed and how people and the environment interact. Pupils will study the importance of different spatial scales – global to local – and time scales for physical and human processes, together with their interactions and interdependence. They will also examine our natural resources and their sustainable use. Pupils will accumulate the skills of how to observe, describe, analyse, represent, interpret and report information about the world.

As pupils progress they will become more competent in the skills needed to collect, analyse and communicate a range of data gathered through appropriate experiences of field work. They will be able to interpret a range of sources of geographical information including maps, globes, photographs, diagrams and use of GIS. Pupils will be able to communicate their findings in a variety of ways including maps, numerical and quantitative skills and writing at length e.g. case studies.

Geography will enable pupils to understand some of the very big questions e.g. climate, poverty, development, migration, energy, as the world’s population grows and pressures on Earth’s systems increase.

Pupils will develop as geographers that not only have a good knowledge of the subject but will go on to further develop the skills and understanding to apply that knowledge to ‘real life’ global issues.

Geography in its broadest sense is an education for life and for living helping all pupils to be more socially and environmentally sensitive, informed and responsible citizens.

The Curriculum


Throughout this key stage students will be engaging with topical geographical news stories as and when they occur.

Map work will be a continuous thread throughout all units to include OS maps, aerial and satellite photography and use of GPS.

Fieldwork will be incorporated as and when appropriate.

In year 7 students begin by learning what ‘geography’ actually is, developing the knowledge and understanding of key concepts .They will learn about the physical and human elements of geography

whilst developing their spatial awareness of the world. Topics covered include Planet Earth, Maps and mapping, focus on Africa, Glaciation and climate change, Rivers and flooding with case studies in both the U.K. and Asia.

Year 8 study global weather to include weather events in LEDC’s and MEDC’S and the capacities of communities and societies in coping with such events. Pupils undertake a study of coasts which also incorporates a residential visit to the Suffolk coast to see at first hand physical and human coastal features. Place studies include China as a superpower including the interaction of population and economy and links with the wider world and also Russia and the Middle East including issues of conflict. Tourism is another topic seen from the perspective of a range of scales, local to global culminating in an in depth case study of National Parks.

Geography in year 9 includes the physical geography topic of tectonics and natural hazards with an emphasis on the social, economic and environmental impacts of major events and how these may differ in LEDC’s and MEDC ‘s. Pupils participate in a residential experience in conjunction with Calvert Trust where Geography fieldwork is carried out consolidating previous studies. Human Geography units studied are Population with a particular focus on migration, Globalisation focusing on food and clothing industries and a place study of India.


Geography is offered as an optional subject.

Pupils will be following AQA GCSE Geography (8035).This is a linear qualification with all exams at the end of the two year course.

There are four components to the course:

 Living with the physical environment (the challenge of natural hazards, the living world, physical landscapes in the UK.)

 Challenges in the human environment ( urban issues and challenges, the changing economic world, the challenge of resource management )

 Geographical applications ( issue evaluation, fieldwork )

 Geographical skills

There are three assessment papers:

 Paper 1 Living with the physical environment – written exam 1 hour 30 minutes 35% of GCSE

 Paper 2 Challenges in the human environment – written exam 1 hour 30 minutes 35% of GCSE

 Paper 3 Geographical applications – written exam 1 hour 15 minutes 30% of GCSE.

Question types will include multiple choice, short answers, levels of response and extended prose.

A study of history will help pupils gain a coherent knowledge and understanding of Britain’s past and its position in the wider world. It should inspire pupil’s curiosity to know more about their past and to know and understand the history of Britain as a coherent, chronological narrative, from the earliest times to the present day. History equips pupils to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement.

The Curriculum


In Year 7 pupils study two historical units.

A study of the Roman Empire in Britain will consolidate and extend pupils’ chronological knowledge of events from before 1066. This topic will look at the changing nature of political power in Britain, the changing landscape and include a study of the social impact of the Roman invasion.

Pupils will also study aspects of Medieval Britain from 1066 – 1485. This unit will include the Norman Conquest, the struggle between Church and crown, Magna Carta, feudalism, castles, medieval towns and the Black Death.


In Year 8 pupils study the development of Church, state and society in Britain 1509-1745. This includes the English Reformation and Counter Reformation during the reigns of Henry VIII and Mary I, Elizabethan England and the threats from Scotland and Spain, the causes of the Civil War, the Interregnum and Restoration.

Pupils will also study the transatlantic slave trade and examine the moral issues associated with this, the reasons for its abolition and its legacy on the world today. This leads on to a study of Britain as the world’s first industrial nation and the impact on society and peoples’ lives.


In Year 9 pupils will study the challenges for Britain, Europe and the wider world from 1901 to the present day. Topics in this Unit will include women’s suffrage, the First World War and the Peace Settlement, the rise of dictators, the Second World War and the Holocaust.



In Key Stage 4 pupils will be following an Edexcel GCSE (9-1) History course. This is a new and exciting specification and will be taught for the first time in September 2016 to Year 10 pupils.

Pupils will study the following topics:

  1. Paper 1: Medicine in Britain 1250 to the present day and The British sector of the Western Front 1914-18: injuries, treatment and the trenches.
  2. Paper 2: Early Elizabethan England 1558-88 – Super power relations and the Cold War 1941-91
  3. Paper 3: Weimar and Nazi Germany 1918-39

All three papers are assessed by a written examination each lasting 1 hour 45 minutes which provides the opportunity for students to answer at length.

Students will be required to demonstrate knowledge and understanding of key events of the period studied, describe why these events happened and evaluate historical sources to reach a valid conclusion.

We also offer some pupils an AQA Unit Award Scheme where small units of study bring credits which can be used towards an Entry Level.


In Year 11 pupils are completing an AQA GCSE History (Specification A) course. This is divided into three separate Units.

In Unit A pupils study Medicine through Time which looks at changes in medicine and public health from the Ancient World of the Egyptians, Greeks and Romans right up to the present day.

In Unit B pupils study Britain 1815-51 as part of an in depth enquiry. This looks at the treatment of the poor in Victorian workhouses and other areas of social reform as well as the history of railways.

For Unit 3 pupils carry out an historical enquiry after visiting Richard Arkwright’s Mill at Cromford in Derbyshire – the first cotton spinning factory in the world and dating back to 1771. The work that is produced is then used to answer questions set by the examination board as part of a Controlled Assessment.


GCSE Media Studies engages pupils in the in depth study of media products in relation to the four areas of the theoretical framework:

  1. Media language
  2. Media representation
  3. Media industries
  4. Media audiences

Pupils are required to study media products from all of the following media forms:

  • Television
  • Film
  • Radio
  • Newspapers
  • Magazines
  • Advertising and marketing
  • Online, social and participatory media
  • Video games
  • Music video


Media Examination Paper One

Section A:
Will focus on Media Language and Media Representations. Questions in this section can test any two of the following forms:

  1. Magazines
  2. Advertising and marketing
  3. Newspapers
  4. Online, social and participatory media and video games.

Section B
Will focus on Media Industries and Media Audiences. Questions in this section can test any two of the following forms:

  1. Radio
  2. Music video
  3. Newspapers
  4. Online, social and participatory media and video games
  5. Film (industries only).


How it’s assessed

  • Written exam: 1 hour 30 minutes
  • 84 marks
  • 35% of GCSE

A range of questions relating to an unseen source and Close Study Products.

An extended response question (20 marks).

Media Examination Paper Two

Section A
Will be based on a screening from an extract of one of the television Close Study Products and can test any area of the theoretical framework.

Section B
Will be based on either newspapers or online, social and participatory media and video games and can test any area of the framework.

How it’s assessed

  • Written exam: 1 hour 30 minutes
  • 84 marks
  • 35% of GCSE

Short, medium and extended response questions assessing depth of knowledge and understanding of the course.

Non-exam assessment: Creating a media product

What’s assessed
Application of knowledge and understanding of the theoretical framework.

Ability to create media products.

How it’s assessed

  • A choice of one of five annually changing briefs, set by AQA.
  • 60 marks and 30% of GCSE
  • Assessed by teachers and Moderated by AQA.


Pupils produce:

  • A statement of intent
  • A media product for an intended audience.
Music in KS3.

Music is taught through these main topics: Great composers; History of Rock and Roll; Instruments of the Orchestra; Jazz and Blues; and World Music.

Using a variety of untuned and tuned instruments including the keyboard, ukuele, recorders and the voice, pupils learn and work on skills in three areas:-

Listening and Appraising
I can evaluate and make critical judgements about the use of musical conventions.
I know how different contexts are reflected in my own and others’ work.

I can perform in different styles and make significant contributions to the ensemble.
I can use relevant notations.

I can create coherent compositions drawing on internalized sounds.
I can adapt, improvise, develop, extend and discard musical ideas.
I can compose within given and chosen musical structures, genres, styles and traditions.

We have a weekly choir practice and take part in assemblies and concerts especially our School Christmas concert.

Art provides pupils with the opportunity to work outside of the traditional classroom environment. Through engaging, well planned programmes of study pupils are able to experience and explore a wide range of materials and techniques, including ceramics. Pupils actively engage in the process of art and design in order to progress as effective and independent Artists.

Work throughout key stage three is aimed at broadening pupil knowledge and experience while developing creative skills, through the pupils learning to use imagination and intuition when exploring and creating artwork. Our pupils will learn to take risks and learn from their experiences and mistakes while exploring and experimenting with ideas, tools and techniques. It is through this experimentation that pupils will develop personal attributes that include self-confidence, resilience, perseverance, self-discipline and commitment. All study programmes are linked closely to the work of artists, craftspeople and designers, as well as art from other cultures. It is important that pupils understand where their influences come from as well as where their interests lie.

The Department offers a two year rolling programme.

The Curriculum


Year 7

In year 7 pupils are introduced to a broad range of new techniques, materials, artists and themes. These experiences will set the foundations for developing as effective artists and creative thinkers.

Pupils will work through different topics each term and participate in practical tasks, discussion, group work and homework projects. Each theme is designed to support a balance of practical skills, knowledge and understanding. Pupils experiment with both 2D and 3D formats and explore techniques including painting, printing, collage, ceramics and sculpture.

Drawing is a fundamental art skill, which is encouraged and developed across all year groups. In year 7 students begin to develop a more realistic style of drawing and are taught the importance of precise observation, accurate line and use of tone.

Year 8

In year 8 pupils will build on the skills, techniques, knowledge and understanding introduced in year 7. They will be encouraged to refine their work and challenge themselves creatively.

Pupils are given greater independence in their work and ownerships over their outcome and well as learning about the research, presentation, refinement and development of work.

Drawing continues to be developed as a fundamental skill and students will further develop their use of accurate line, shape, texture and tone.

Year 9

The pupil’s development into creative thinkers and effective independent artists continues. Pupils study topic areas that are designed to expose pupils to a broad curriculum of study. Within each topic pupils explore multiple artists, techniques and ideas through independent study, group work, discussion, written tasks, practical tasks and homework projects. Pupils will also have the challenge of developing their work and create a final pieces that will see the project through to completion.


GCSE and Entry Level Art and Design offers an inspiring programme of study, which will challenge pupils to refine and develop practical art skills, understanding of visual imagery and creative thinking. Pupils will have 3 lessons per week over the duration of the two years and the course is made up of 60% coursework and 40% final exam.

Pupils will cover different projects per year, which will include a combination of research, recording/drawing, artist study, development and final pieces. The projects enable pupils to work within the parameters of a given topic and set of criteria but also to develop an individual style and/or direction.

Pupils are assessed throughout the course to support and guide their development. They will receive a mixture of group critiques and individual feedback.

The Art department currently uses OCR for its examination.

Pupils will study a GCSE or Entry Level Certificate in Art and Design

Autumn Term Spring Term Summer Term
Year 7 Introduction to drawing and tonal work, drawing 3D using shading and tone.


Discovering the techniques of accurate colour mixing.

Creating tonal 3D mosaic and pattern designs that include a wide variety of cultural influences. Landscapes and the environment. Painting and drawing from both primary and secondary sources.


Close observation work of found objects.

Year 8 Pupils will be introduced to a range of artefacts from a culture that will ultimately inform a design for a 3D piece.


Pupils will consider the shape, form, texture and decoration of the objects and relate them to their own developing ideas.

Pupils will review and extend upon their colour theory knowledge and are to create an abstract piece of art using examples of artist work as a source of inspiration.


Pupils will study Still life and using close observation create their own.


Pupils explore symbolism and abstraction after studying several examples of artist work create their own piece.


Year 9 Contextual References:


Students create a 3D construction and refer to prior knowledge of artists’ work to create an individual final piece.

Introduction to 1 and 2 point perspective.


Discovering features of architecture from both primary and secondary sources.

Figure drawing, both from a classical viewpoint and a contemporary stand. Students are formally taught skills and techniques to gain greater confidence in drawing the figure.


Using a wide range of teaching techniques and learning materials, and through carefully planned lessons tailored to the strengths of the individual, students are encouraged to develop their own responses to these starting points.

Key Stage 4 pupils who opt to take art as a GCSE subject produce coursework (60%), and sit a final examination (40%). Students work under one area of study, for example ‘Manmade’ or ‘Natural Form’, for the coursework element. Under this broad title they produce a wide range of work, looking at a variety of artists, artistic movements and calling upon their previous experiences of materials and techniques. Pupils are encouraged to play as active a role in the development of their work as they possibly can, preparing them for their final examination where they are expected to have a clear plan and direction for the work they produce.


Learning a foreign language should provide an opening to other cultures. In our MFL lessons we try to foster pupils’ curiosity and deepen their understanding of the world. We enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. We also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read literature in the original language. We provide the foundation for learning further languages, equipping pupils to study and work in other countries.

In Key Stage 3 pupils have two 50 minute lessons. We currently offer French at Key Stage 3 and French and Spanish at Key Stage 4. The lessons are split equally between all 4 skills of listening, reading, writing and speaking. We use a wide range of resources including ICT, videos, native speakers, a variety of written texts and games. We want pupils to enjoy language lessons so that they retain an enthusiastic approach. Pupils will learn how to transcribe words and short sentences that they hear with increasing accuracy. They will begin to initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address. As they progress through school pupils will try and speak coherently and confidently, with increasingly accurate pronunciation and intonation. We provide pupils with the skills to write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language

The Curriculum


In Year 7 pupils build on the language learning foundations that have been established in Key Stage 2. Pupils begin to learn about French culture and the culture of other French speaking countries. They begin to use short phrases and individual words to talk about and to describe themselves. Pupils will learn how to talk about their school day and to compare it to a school day in France. Pupils begin to learn how to give their opinions and give reasons for their opinions. Pupils learn how to describe where they live and to talk about what they do on a daily basis.

In Year 8 pupils talk and write in longer sentences and try and do more work from memory. We learn how to talk about different countries and languages. Pupils develop their knowledge of different tenses whilst learning how to describe their

holidays. Pupils talk about their interests; including sports, hobbies, television, films and modern technology.

In Year 9 pupils continue to develop their use of different tenses and consolidate giving their opinion. Pupils talk about holidays, clothes and food and drink. We learn how to talk about illness and healthy lifestyles using a variety of grammar and vocabulary.


There are currently three courses on offer to students who wish to continue with their language learning:


This qualification is linear which means that students will sit all their exams at the end of the course. GCSE French has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students study the themes of identity and culture, local, national, international and global areas of interest and current and future study and employment.


This is equivalent to the lower grades at GCSE and is 100% internally-assessed. FCSE covers all four language skills: Listening, Speaking, Reading and Writing and there are three levels of award: pass, merit or distinction. Students study the themes of my world, holidays and leisure, lifestyle and my community

OCR Entry Level Spanish

This is 100% internally assessed in all 4 skills of listening, speaking, reading and writing with 4 short tests at the end of each topic area. We cover home and local area, health and sport, leisure and entertainment, travel and the wider world and education and work. Pupils can work towards levels 1, 2 and 3.

Design and Technology is about providing opportunities for pupils to develop their capability, combining their designing and making skills with knowledge and understanding in order to create quality products. Pupils may be given the opportunity to focus on specific aspects of the subject such as resistant materials, product design, food technology, engineering, electronics, textiles and graphics. At its core, is creativity and imagination. Pupils learn to design and make products that solve genuine, relevant problems within different contexts whilst considering their own and others’ needs, wants and values. To do this effectively, they will acquire a broad range of subject knowledge and draw on additional disciplines such as mathematics, science, engineering, computing and art. Design and technology is a practical and valuable subject. It enables children to actively contribute to the creativity, culture, wealth and well-being of themselves and their community. It teaches how to take risks and so become more resourceful, innovative, enterprising and capable. Pupils develop a critical understanding of the impact of design and technology on daily life and the wider world. Some of the pathways that pupils can pursue are linked to: Cuisine, Catering, Leisure, Tourism, Nutrition, Product Development, Architecture, Graphic Design, Fashion Design, Merchandising, Product Design, Shoe Design, Fine Art, Photography, Education, Animation, Advertising, Illustration and Film.

Pupils will study in well-equipped specialist rooms which include;

  • A resistant materials workshop for working with wood, metal and plastics,
  • A Food Technology room which provides experiences across a range of equipment pupils may encounter both at home and within a catering environment,
  • A Multimedia Design suite that enables pupils to work on designs using both CAD and hand drawn skills, simple construction work using kits, electronics and textiles technology.
  • A computer suite which enables pupils to develop their designs using 2D and 3D computer aided design (CAD) software and then output this to computer aided manufacturing (CAM) equipment such as the laser cutter, 3D rapid prototyping printer and thermal heat press equipment to produce quality outcomes


The Curriculum


Year 7

The key holder project gives pupils their first experience of working with wood, metal and plastics and use a wide variety of tools and equipment to mark out, cut and finish these materials. Pupils will develop basic understanding of the source and different types of materials and some of their working properties

The torch project gives pupils their first experience of electronics and learning how circuits work along with experience of soldering components onto a circuit board to produce a functioning product. They will then look at the packaging industry and develop their own unique package design to promote and pitch their torch to an audience

The desk tidy project develops pupils skills further with more independent use of workshop tools and machinery and introduces elements of design to personalise the desk tidy combining elements of computer manufactured components to support a quality outcome.


Year 8

The mobile phone project enables pupils to experience the design process from research and design through to concept development. Pupils will gain an insight into product design along with materials and techniques that can be used to model and prototype products

The engineering projects unit gives pupils a flavour of engineering in the wider world from looking at mechanisms and structures to the use of renewable energies. The projects include a mini land yacht, bridge building both simulation and small modelling and the rocket car challenge. Pupils will be given the opportunity to develop team skills in all of the projects.

The USB powered night light project reinforces and develops further independent electronics project work from Year 7. The project encourages pupils to personalise a computer designed and manufactured case for the circuit which incorporates light edged acrylic material to introduce them to smart materials.


Year 9

The MP3 player project builds on the experience of the Year 8 mobile phone project with pupils developing a product through use of the design process. The final outcome will be created using CAD/CAM equipment and the graphic user interface developed using computer design software along with an advertising poster created to support their final design

The clock project gives pupils a full Design and Make activity and provides them with a grounding for GCSE or Certificate level courses in the future should they choose to take the subject in Key Stage 4. Pupils will be given the opportunity to choose their own materials and produce their own clock using a simple mechanism provided

The board game project enables pupils to complete a full design and make assignment and reinforce the skills required for GCSE studies, linked to an electronics theme. It also enables them to experience the departments’ 3D rapid prototyping machine to model a counter for the game.



Design and Technology is a practical subject area which requires the application of knowledge and understanding when developing ideas, planning, producing products and evaluating them.

For Resistant Materials the department currently uses AQA for its examination (

Pupils will study a GCSE in Resistant Materials (Resistant Materials Technology 4562)

The course is currently made up of two components:

Unit 1: Written Paper (45601) 2 hours –120 marks – 40%
Pupils answer all questions in two sections, with Pre-Release material issued.

Unit 2: Design and Making Practice (45602) Approximately 45 hours – 90 marks – 60%
Pupils complete a single design and make activity selected from a range of board set tasks.

Pupils will need to show an understanding of:

Materials and Components
Pupils should be aware of the processes and techniques which aid manufacture of a range of materials used in manufacturing. Whilst undertaking product analysis activities, it is expected that pupils will make detailed references to the materials used as well as the associated manufacturing issues.

Design and Market Influences
Pupils should consider how design and technology affect the manufacturer, user and environment, and the importance of health and safety issues. They should consider the advantages of working collaboratively as a member of a design team to design and make products.

Sustainability of design
Pupils should consider the choices of materials and processes and how they would impact on the life cycle of the product and its sustainability.

Pupils should be able to use a range of 2D/3D techniques to communicate ideas.

Consumer choice
Pupils should identify the factors involved in consumer choice; carry out market research to establish consumer preferences of target market(s) and use this information to influence the design.

Consumer rights legislation, product maintenance and codes of practice
Pupils should take legal requirements concerning consumer rights and codes of practice relating to safety into account when designing products.

Health and Safety Issues
Pupils should recognise that safety of the individual is essential; take responsibility to ensure that hazards are minimised and the working environment is safe to use and observe health and safety regulations when working with tools, equipment, components and materials including the use of Personal Protective Equipment (PPE).

Processes and Manufacture
Pupils should be aware of and use as appropriate, manufacturing processes and techniques including CAD and CAM. They should have an industrial and commercial awareness and be familiar with the processes involved in manufacturing in quantity.

Joining techniques
Pupils should have knowledge of permanent and non-permanent methods of joining materials together.

Information and Communication Technology
Pupils should use ICT as appropriate to research, record, gather, sort and present relevant material for the planning of tasks and generation of solutions.

Industrial Practices and Manufacturing Systems
Pupils should understand how products are produced for various markets and the types of production systems used, including one-off, batch and continuous production.

The Controlled Assessment Criteria
Pupils should undertake a single design and make activity which is selected from a range of board-set tasks. Pupils should submit a 3-dimensional outcome and a concise design folder and/or appropriate ICT evidence. The design folder should consist of approximately 20 pages of A3 paper. It is expected that pupils should spend approximately 60 hours on this activity to include additional time to support their individual needs. All pupils need to provide photographic evidence of the finished outcome.



In the past, the department has enabled pupils to successfully gain an Edexcel BTEC Level 1 Award in Engineering QCF Qualification Number (QN) 500/8859/2, which included units on Working Safely in Engineering and Developing Skills in Making Engineering Components Using Hand Tools.

In addition the department has also delivered units on Welfare, First Aid, Personal Safety and Getting around Safely as part of the sixth form wider curriculum and OCNWMR qualifications.


In PE, we want to inspire our pupils to participate and enjoy physical activity. We want them to recognise the importance of an active and healthy lifestyle which continues into life after school. Our ethos aspires to promote and develop the following values:

FRIENDSHIP – Enjoyment, cooperation & teamwork

RESPECT – Take responsibility for their own and the learning of others.

EXCELLENCE – Always strive to achieve your potential

DETERMINATION – Work hard to overcome challenges

INSPIRATION – Take responsibility for learning to inspire others and instil positive attitudes

COURAGE – Grasp new opportunities as they arise

EQUALITY – Recognise that everyone deserves their chance to shine

As a department we strive to instil these values through effective teaching and learning. We are constantly looking to move forward, providing new opportunities and experiences for our pupils. We consistently engage our pupils’ inquisitive minds and provide pupils with the highest standards of teaching. As a consequence the same high standards are expected of our students in every lesson.

We provide a Physical Education programme that motivates, inspires and excites pupils of all ages and abilities. We are striving to be an ever developing department with a passion for allowing pupils to grow and learn. We want to provide moments of inspiration and enjoyment that will remain with them beyond their time at school.

The Curriculum


All KS3 pupils are time tabled for 2 X 50 minute lessons plus 1 X 50 Minute Swimming Lesson

In KS3 our Pupils build on and embed the physical development and skills learned in key stages 1 and 2, with the aim of becoming more competent, confident and expert in their techniques across different sports and physical activities. They further understand what makes a performance effective and how to apply these principles to their own and others’ work. They develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand the long-term health benefits of physical activity.

Pupils are taught to:

Use a range of tactics and strategies to overcome opponents in direct competition through team and individual games.

Develop their technique and improve their performance in other competitive sports.

Perform dances using advanced dance techniques within a range of dance styles and forms

Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group

Analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best

Take part in competitive sports and activities outside school through community links or sports

All activities are differentiated according to ability and disability in order for all children to access learning.


All KS4 pupils are time tabled for 2 X 50 minute lessons including swimming.

In KS4 our pupils tackle increasingly more complex and demanding physical activities. They get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle.

Pupils are taught to:
• Use and develop a variety of tactics and strategies to overcome opponents in team and individual games.
• Develop their technique and improve their performance in other competitive sports.
• Evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best
•Encouraged to take part in competitive sports and activities outside school through community links or sports clubs.

Key Stage 4 pupils are all entered for an entry level exam following the specification from the OCR exam board. Activities are tailored to the needs for the pupils with classes being split according to ability and needs. Adaptive games are introduced to meet the needs of pupils to ensure that they can excel in appropriate activities.


There are four units in the BTEC first award in sport; two mandatory and two optional units. The BTEC course is 25% exam, which is completed online, and 75% coursework. The coursework is a mixture of practical and written work. Pupils will participate in a range of activities

Mandatory units:
• Fitness for Sport and Exercise
• Practical Sports Performance

Optional units:
• The mind of the sports performer
• The performer in action
• Training for personal fitness
• Leading sports activities


Key Stage 5 pupils are all entered for the Sports Leaders Award Level 1, where they take responsibility for organising and delivering a program of sports festivals for primary pupils

Swimming Curriculum
• All pupils in secondary take part in swimming lessons. Lessons are tailored to meet the needs of the group, with different levels of support in the water and use of swimming aids.

The modules covered are: Stroke development, water skills, challenge, personal survival, life saving and distance.

Teaching follows the National Curriculum with pupils working towards badges from the Amateur Swimming Association Award Schemes.

The Star of the Week Award Scheme

After every lesson one pupil is named the “Star of the Week.” This pupil is selected for good participation, good attitude, good sportsmanship and good progress. The pupil receives a card and their name is put up on the noticeboard. Additionally a “Star of the Term” and “Star of the Year” are selected.

Extra-Curricular Clubs

The department offers an extensive programme of activities at lunchtimes, afterschool and weekends.

At lunchtimes there are daily clubs with activities rotated each half-term. The clubs are open to both Primary and Secondary pupils. We also have a state of the art fitness suite which Secondary pupils can access on a weekly basis outside of lessons.

After school, there is a club for Primary and Secondary pupils on a Thursday until 4:30pm. Pupils experience a variety of games activities and swimming. Clubs are linked to external coaches, including Wasps Rugby, Sky Blues Football and Nuneaton & Bedworth Leisure Trust

Once a term we host sports and social nights to allow pupils to experience sport and socialise in a safe environment. These sessions involve a sporting activity and then a film with light refreshments.

The department also arranges one off trips at weekends and in the school holidays such as bike trips, climbing trips, walking trips, fishing, orienteering trips and the parent and pupil camping trip.

Sports Council

At the start of the Academic Year pupils are selected to be on the Sports Council. The group meets once a half-term to discuss issues, ideas and up & coming plans on the sporting calendar. The Sports Council also organise the activities for the extra-curricular timetable and the activities for the sport & social night.


Religious Education is an exciting and relevant subject introducing pupils to both philosophical and ethical issues by exploring the world around them. Pupils will be challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own values and attitudes towards religious issues.

Pupils will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills. All these will help prepare them for further study.

The Curriculum


In year 7 pupils explore the following topics, adopting a philosophical approach which encourages open debate and discussion.

Topic 1: Who am I – Pupils are encouraged to look at their own beliefs and consider why beliefs differ from person to person.

Topic 2: The Big story in the Bible – Pupils study a variety of Bible stories and consider the overall message of the Bible.

Topic 3: What is so radical about Jesus – This topic encourages pupils to look at the character of Jesus both historically and from a religious standpoint.

Topic 4: Should religious buildings be sold to feed the starving – Pupils will explore the purpose of worship and look at different places of worship. Pupils will consider the place of communal worship in the modern world.

Topic 5: What does it mean to believe in…. rules – Pupils will look at the key beliefs and rules of various religions and consider the importance of rules.

Topic 6: What does it mean to believe in…. prayer? – Pupils will explore how different religions approach prayer and think about the reasons for prayer.

Each topic will be formally assessed by the teacher and all pupils will complete a topic checklist to assess their own learning at the end of each topic.

In year 8 pupils explore the following topics, adopting a philosophical approach which encourages open debate and discussion.

Topic 1: I death the end? – Pupils look at Christian beliefs in the afterlife.

Topic 2: Does religion help people be good? – Pupils will explore how religion affects a person’s behaviour.

Topic 3: Who was Martin Luther King? – Pupils study the life of Martin Luther King and his lasting effect on America.

Topic 4: How can people express the spiritual through the arts? Pupils will explore how art is used within religion and also look at controversial religious art.

Topic 5: What is good and what is challenging about being a teenage Sikh / Muslim in the UK? – Pupils will explore how religion affects our everyday lives as well as exploring issues of racism.

Topic 6: Fate and determinism: Pupils explore the philosophic implications of a determined world.

Each topic will be formally assessed by the teacher and all pupils will complete a topic checklist to assess their own learning at the end of each topic.

In year 9 pupils explore the following topics, adopting a philosophical approach which encourages open debate and discussion.

Topic 1: Should happiness be the purpose of life? – Pupils will explore what happiness means and religious goals and aspirations.

Topic 2: Why is there suffering? – In this unit pupils will explore the problem of evil.

Topic 3: Judaism and the Holocaust – Pupils start by exploring the history of Judaism before embarking on a study of the Holocaust with a focus on the nature of God as all loving.

Topic4: The holocaust, “Never again” – Pupils look at war and peace in the wake of the Holocaust.

Topic 5: Do we need to prove God’s existence? – Pupils will explore the arguments from science and look at whether Religion and science can work as one. They will also look at the nature of God.

Topic 6: Can we prove Gods existence? – Pupils will critically evaluate the arguments in favour of Gods existence.

Each topic will be formally assessed by the teacher and all pupils will complete a topic checklist to assess their own learning at the end of each topic.


At GCSE pupils study for either a Full or Short course GCSE in RE. Pupils follow the AQA specification which covers two main religions and is divided into themes. Those pupils studying for a Full course GCSE will undertake an in depth study of both Christianity and Sikhism, looking at the beliefs and practices of each religion.

Pupils will also study 4 themes:

Theme A: Relationships and Families

Theme B: Religion and Life

Theme C: The existence of God and Revelation

Theme E Crime and punishment

Each theme will be explored from both a personal and Christian perspective, some themes involving comparison with other religions, in particular, Islam.

Pupils studying for the Short course GCSE will undertake an in-depth study of both Christianity and Buddhism and study 2 themes comparatively.

Theme A: Relationships and Families

Theme B: Religion, Peace and Conflict

Pupils will study religious, philosophical and ethical arguments related to the issues raised, and their impact and influence on the modern world.

Students will be expected to show their understanding of religion through the application of teachings from religion and beliefs. They will also be expected to make specific references to sources of wisdom and authority including scripture and/or sacred texts.

Both Full and Short courses will be assessed at the end of year 11 where Full course pupils will sit two exams and Short course pupils, one exam.

For those pupils not yet ready for GCSE we offer the new Unit Award Scheme from AQA. This will allow pupils to explore ethical and philosophical questions at their own pace and allow for discussion and critical analysis. Pupils will study the same themes as offered at GCSE and complete externally set assignments for which they will receive certificates from AQA.


Key Stage 3 Overview

  Year 7 Year 8 Year 9
Autumn 1 Transition to secondary school and diet and exercise

Alcohol and drug misuse

Managing peer influence

Peer pressure, assertiveness and gang crime

Body image

Autumn 2 Introduction to careers

Road safety


Managing conflict at home and the dangers of running away

Tackling homophobia, transphobia and sexism

Spring 1 Diversity, prejudice and bullying

Racism and discrimination

Online safety

Spring 2

Alcohol and Tobacco

Mental health

Mental health


Drugs and alcohol
Summer 1

Mental health


Relationships and sex education Mental health
Summer 2


Financial decisions

Financial decisions Relationships and sex education

CPR and AED workshop for Year 8 and 9 at the beginning of December. This will then continue every year for year 8.

The Journey

Throughout the spring term they will have a session delivered by Sam Hemus from the Journey Programme.

Year 7
Independent Travel, taking account of student’s new risks and consequences

Year 8
Independent Travel, taking account of student’s new risks and consequences

Year 9
Risk Taking – this starts with general risk taking and then focuses on specific risks to road safety

Key Stage 4 Overview

  Year 10 Year 11
Autumn 1

Learning habits

Mental health

Dealing with stress

Study skills


Autumn 2

Debt and gambling


Post 16 options



Spring 1 Relationships and sex Mental health
Spring 2 Drugs and alcohol

Relationships and sex

Drugs and alcohol

Summer 1

Families and parenthood


Mental health check in with links to exam preparation

Keeping safe and emergency responses

Summer 2



Careers and enterprise

Life style choices

Breast and testicular cancer

The Journey

Throughout the spring term they will have a session delivered by Sam Hemus from the Journey Programme.

Year 10
Driver distractions and seatbelts – hopefully by now young people are more aware of risks and are prepared to challenge poor behaviour in regards to road safety. 14 is the age of responsibility in regards to wearing seat belts, so a good time to reinforce the message.

Year 11
Driving under the influence of drink/drugs – Understanding the effects and consequences of driving while impaired and the importance of looking out for friends