Number of Periods

Year 7

Year 8

Year 9

Year 10

Year 11

1

English

English

English

English

English

2

English

English

English

English

English

3

English

English

English

English

English

4

English

English

English

English

English

5

Mathematics

Mathematics

English

English

English

6

Mathematics

Mathematics

Mathematics

Mathematics

Mathematics

7

Mathematics

Mathematics

Mathematics

Mathematics

Mathematics

8

Mathematics

Mathematics

Mathematics

Mathematics

Mathematics

9

Science

Science

Mathematics

Mathematics

Mathematics

10

Science

Science

Mathematics

Mathematics

Mathematics

11

Science

Science

Science

Science

Science

12

MFL

MFL

Science

Science

Science

13

MFL

MFL

Science

Science

Science

14

Geography

Geography

Science

Science

Science

15

Geography

Geography

MFL

Science

Science

16

History

History

MFL

Option Block A

Option Block A

17

History

History

Geography

18

Citizenship & RE

Citizenship & RE

Geography

19

Computing

Computing

History

Option Block B

Option Block B

20

Art

Art

History

21

Technology

Technology

Citizenship & RE

22

Drama

Drama

Computing

Option Block C

Option Block C

23

Music

Music

Art & Technology

24

PE

PE

Performing Arts

25

PE

PE

PE

PE

PE

Guardian Time

Students have a 40minute session per day which incorporates Personal Development, Reading for Growth & personalised interventions.

GCSE Offer

Subjects offered are reviewed on a yearly basis.

A full content breakdown for each subject, each year can be found on the school website.

GCSE Options

Option Subjects

Art

Business Studies

Citizenship

Computer Science

Construction (LCoB)*

Dance*

Drama

Geography

Health & Social Care

History

Hospitality*

iMedia*

MFL - Spanish

Music

Photography

Religious Studies

Statistics*

Triple Science

Sport

Curriculum Core

English language AQA

3.1 Scope of study This GCSE specification in English Language will require students to study the following content: 3.1.1

Critical reading and comprehension

• critical reading and comprehension: identifying and interpreting themes, ideas and information in a range of literature and other high-quality writing; reading in different ways for different purposes, and comparing and evaluating the usefulness, relevance and presentation of content for these purposes; drawing inferences and justifying these with evidence; supporting a point of view by referring to evidence within the text; identifying bias and misuse of evidence, including distinguishing between statements that are supported by evidence and those that are not; reflecting critically and evaluatively on text, using the context of the text and drawing on knowledge and skills gained from wider reading; recognising the possibility of different responses to a text

• summary and synthesis: identifying the main theme or themes; summarising ideas and information from a single text; synthesising from more than one text evaluation of a writer’s choice of vocabulary, form, grammatical and structural features: explaining and illustrating how vocabulary and grammar contribute to effectiveness and impact, using linguistic and literary terminology accurately to do so and paying attention to detail; analysing and evaluating how form and structure contribute to the effectiveness and impact of a text

• comparing texts: comparing two or more texts critically with respect to the above.

3.1.2 Writing

• producing clear and coherent text: writing effectively for different purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue; selecting vocabulary, grammar, form, and structural and organisational features judiciously to reflect audience, purpose and context; using language imaginatively and creatively; using information provided by others to write in different forms; maintaining a consistent point of view; maintaining coherence and consistency across a text

• writing for impact: selecting, organising and emphasising facts, ideas and key points; citing evidence and quotation effectively and pertinently to support views; creating emotional impact; using language creatively, imaginatively and persuasively, including rhetorical devices (such as rhetorical questions, antithesis, parenthesis). 3.1.3 Spoken language

• presenting information and ideas: selecting and organising information and ideas effectively and persuasively for prepared spoken presentations; planning effectively for different purposes and audiences; making presentations and speeches

• responding to spoken language: listening to and responding appropriately to any questions and feedback

• spoken Standard English: expressing ideas using Standard English whenever and wherever appropriate.

English Literature AQA

Courses based on this specification should encourage students to develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. Studying GCSE English Literature should encourage students to read widely for pleasure, and as a preparation for studying literature at a higher level. Courses based on this specification should also encourage students to: • read a wide range of classic literature fluently and with good understanding, and make connections across their reading • read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas • develop the habit of reading widely and often • appreciate the depth and power of the English literary heritage • write accurately, effectively and analytically about their reading, using Standard English • acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read.

Mathematics: Edexcel GCSE 9-1 

The Edexcel mathematics GCSE provides a broad, coherent, satisfying and worthwhile course of study. It encourages learners to develop confidence in, and a positive attitude towards, mathematics, and to recognise the importance of the subject in their own lives and wider society. The course also provides a strong mathematical foundation for learners who go on to study mathematics post-16, whether at A level, Core Maths or undergraduate. Edexcel’s specification and assessment includes mathematics fit for the modern world, presenting problems in authentic contexts.

The aims and objectives of the Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Mathematics are to enable students to:

• develop fluent knowledge, skills and understanding of mathematical methods and concepts
• acquire, select and apply mathematical techniques to solve problems
• reason mathematically, make deductions and inferences, and draw conclusions
• comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context

Science: Pearson EDXCEL Combined Science

GCSE study in the sciences provides the foundation for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity. All students should learn essential aspects of the knowledge, methods, processes and uses of science. They should gain appreciation of how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas that relate to the sciences and that are both inter-linked and of universal application.

 These key ideas include:

● the use of conceptual models and theories to make sense of the observed diversity of natural phenomena

● the assumption that every effect has one or more cause

● that change is driven by differences between different objects and systems when they interact

● that many such interactions occur over a distance and over time without direct contact

● that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review

● that quantitative analysis is a central element both of many theories and of scientific methods of inquiry. These key ideas are relevant in different ways and with different emphases in the three subjects as part of combined science.

The GCSE in Combined Science should enable students to:

● develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics

 ● develop understanding of the nature, processes and methods of science, through different types of scientific enquiries that help them to answer scientific questions about the world around them

● develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills in the laboratory, in the field and in other learning environments

● develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively. Students should study the sciences in ways that help them to develop curiosity about the natural world, that give them an insight into how science works and that enable them to appreciate its relevance to their everyday lives. The scope and nature of the study should be broad, coherent, practical and satisfying. It should encourage students to be inspired, motivated and challenged by the subject and its achievements.

Optional Subjects

Art GCSE (Art, Crafts and Design and Photography): AQA

Courses should encourage students to:

• Actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds

• Develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products

• Become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques

• Develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills

• Develop and refine ideas and proposals, personal outcomes or solutions with increasing independence

• Acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent

• Develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures

• Develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries

• Develop an awareness of the purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work

• Demonstrate safe working practices in art, craft and design.

Citizenship GSCE EDXCEL:

Citizenship Studies is about how people take an active part in democratic politics and work together for a better society, locally, nationally and globally. Students will learn about power, democracy, the operation of government and the legal system, and the role of the UK in the wider world. They will explore and learn about different controversial and topical issues with political, social, ethical, economic and environmental dimensions in local to global contexts. They will experience taking citizenship action and learn from trying to make a difference themselves.

 The course should enable students to:

● know and understand what democracy is, how parliamentary democracy operates within the constituent parts of the UK, how government works and how democratic and nondemocratic systems of government are different beyond the UK

 ● know and understand the relationship between the state and citizens, the rights, responsibilities and duties of citizens living and working in the UK and how people participate in democracy

● know and understand the role of the law in society, how laws are shaped and enforced and how the justice system works in England and Wales

● know and understand how taxes are raised and spent by governments, and how national economic and financial policies and decisions relate to individuals

 ● use and apply knowledge and understanding of key citizenship ideas and concepts, including democracy, government, justice, equality, rights, responsibilities, participation, community, identity and diversity, to think deeply and critically about a wide range of political, social, economic and ethical issues and questions facing society in local to global contexts

● use and apply knowledge and understanding as they formulate citizenship enquiries, explore and research citizenship issues and actions, analyse and evaluate information and interpret sources of evidence

 ● use and apply citizenship knowledge and understanding to contribute to debates, show understanding of different viewpoints, make persuasive and reasoned arguments, and justify and substantiate their conclusions

● use and apply citizenship knowledge, understanding and skills in order to participate in responsible actions to address citizenship issues aimed at improving society and positively contributing to democracy and public life, as individuals and in collaboration with others

Citizenship skills, processes and methods This qualification will require students to demonstrate the ability to:

● form their own hypotheses, create sustained and reasoned arguments and reach substantiated conclusions when appropriate

● understand the range of methods and approaches that can be used by governments, organisations, groups and individuals to address citizenship issues in society, including practical citizenship actions

● formulate citizenship enquiries, identifying and sequencing research questions to analyse citizenship ideas, issues and debates

● select and organise their knowledge and understanding in responses and analysis, when creating and communicating their own arguments, explaining hypotheses, ideas and different viewpoints and perspectives, countering viewpoints they do not support, giving reasons and justifying conclusions drawn

● present their own and other viewpoints and represent the views of others, in relation to citizenship issues, causes, situations and concepts

● plan practical citizenship actions aimed at delivering a benefit or change for others in society

● critically evaluate the effectiveness of citizenship actions to assess progress towards the intended aims and impact for the individuals, groups and communities affected

● show knowledge and understanding of the relationships between the different citizenship aspects studied, using the concepts to make connections, identify and compare similarities and differences in a range of situations from local to global.

Computer Science OCR

 Aims and leanring outcomes

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

• understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation

• analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs

• think creatively, innovatively, analytically, logically and critically

• understand the components that make up digital systems, and how they communicate with one another and with other systems

• understand the impacts of digital technology to the individual and to wider society

• apply mathematical skills relevant to Computer Science

Computer systems This component will assess: • 1.1 Systems architecture • 1.2 Memory and storage •          1.3 Computer networks, connections and protocols • 1.4 Network security •       1.5 Systems software •   1.6 Ethical, legal, cultural and environmental impacts of digital technology

Computational thinking, algorithms and programming This component will assess:

• 2.1 Algorithms

• 2.2 Programming fundamentals

• 2.3 Producing robust programs

• 2.4 Boolean logic

• 2.5 Programming languages and Integrated Development Environments

Drama BTEC in Performing Arts until Exams 2024

The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:

• Development of key skills that prove your aptitude in Performing Arts such as reproducing repertoire or responding to stimuli

• Process that underpins effective ways of working in the Performing Arts, such as development of ideas, rehearsal and performance

• attitudes that are considered most important in the Performing Arts, including personal management and communication

• Knowledge that underpins effective use of skills, process and attitudes in the sector such as roles, responsibilities, performance disciplines and styles.

This Award ensures participation in different type of performance activities with the opportunity to practically apply your knowledge and skills, through project work such as developing ideas and performing for specific audiences.

Component 1: Exploring the Performing Arts Levels:  Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. Introduction To develop as a performer and/or designer you will need a broad understanding of performance work and influences. This component will help students to understand the requirements of being a performer (in acting, dance, or musical theatre) and/or designer across a range of performances and performance styles. Students will look at elements such as roles, responsibilities and the application of relevant skills and techniques. They will broaden their knowledge through observing existing repertoire and by learning about the approaches of practitioners, and how they create and influence performance material. This component provides an understanding of practitioners’ work and the processes and practices that contribute to a range of performance styles.  Transferable skills, such as research and communication will be developed, which will support your progression to Level 2 or 3 vocational or academic qualifications. Learning aims A Examine professional practitioners’ performance work B Explore the interrelationships between constituent features of existing performance material.

Component 2: Developing Skills and Techniques in the Performing Arts Levels: Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. Introduction Working as a performer or designer requires the application of skills, techniques and practices that enable you to produce and interpret performance work. Students will communicate intentions to an audience through a variety of disciplines such as through performing or designing in any performance style from acting, dance or musical theatre. In this component, students will develop performing or design skills and techniques. They will have the opportunity to specialise as a performer or designer in one or more of the following disciplines: acting, dance, musical theatre. They will take part in workshops and classes where you will develop technical, practical and interpretative skills through the rehearsal and performance process. They will work from existing performing arts repertoire, applying relevant skills and techniques to reproduce performance or design elements of the work.

Developing performance or design skills and techniques will enable students to consider you’re their aptitude and enjoyment for performing arts, helping then to make informed decisions about what you study in the future.  This component has many transferable qualities, for example communication skills and teamwork, which will be valuable whatever you decide to do. Learning aims A Develop skills and techniques for performance B Apply skills and techniques in rehearsal and performance C Review own development and contribution to the performance.

Component 3: Responding to a Brief: Learners will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or designer in response to a given brief and stimulus.  The performance or design skills the students will use will vary depending on features such as the selected performance discipline and the content of the work, your venue and target audience. The work may involve improvisation, vocal work, movement techniques or assisting with audience involvement. The group performance may involve some solo or small-group work or it may be an ensemble piece. You will have the opportunity to inform the performance using existing or newly developed skills, in performing or designing and adapting them to suit the performance. This component will also enable you to develop transferable skills, such as communication and teamwork, which will help you to progress onto further study.

Drama from 2024 onwards GCSE Drama: OCR’s GCSE (9–1)

Drama will encourage learners to:

• Apply knowledge and understanding of drama when making, performing and responding to drama

• Explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created (a performance text is one that has been written specifically for theatrical performance)

• Develop a range of theatrical skills and apply them to create performances

• Work collaboratively to generate, develop and communicate ideas

• Develop as creative, effective, independent and reflective students able to make informed choices in process and performance

• Contribute as an individual to a theatrical performance

• Reflect on and evaluate their own work and that of others

• Develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice

• Adopt safe working practices

Geography: GCSE AQA:

This exciting and relevant course studies geography in a balanced framework of physical and human themes and investigates the link between them. Students will travel the world from their classroom, exploring case studies in the United Kingdom (UK), higher income countries (HICs), newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes.

This course encourages students to:

•Develop and extend their knowledge of locations, places, environments and processes, and of different scales including global; and of social, political and cultural contexts (know geographical material)

• Gain understanding of the interactions between people and environments, change in places and processes over space and time, and the inter-relationship between geographical phenomena at different scales and in different contexts (think like a geographer)

 • Develop and extend their competence in a range of skills including those used in fieldwork, in using maps and GIS and in researching secondary evidence, including digital sources; and develop their competence in applying sound enquiry and investigative approaches to questions and hypotheses (study like a geographer)

• Apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced arguments drawing on their geographical knowledge and understanding (applying geography).

Health and Social Care Pearson BTEC TECH Award Level 2

The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:

• development of key skills that prove your aptitude in health and social care such as interpreting data to assess an individual’s health

• process that underpins effective ways of working in health and social care, such as designing a plan to improve an individual’s health and wellbeing

• attitudes that are considered most important in health and social care, including the care values that are vitally important in the sector, and the opportunity to practise applying them

• knowledge that underpins effective use of skills, process and attitudes in the sector such as human growth and development, health and social care services, and factors affecting people’s health and wellbeing.

Component 1: Human Life span development: Learners will investigate how, in real situations, human development is affected by different factors and that people deal differently with life events.in this component, you will study how people grow and develop over the course of their life, from infancy to old age, this includes physical, intellectual, emotional and social development, and the different factors that may affect them. An individual’s development can be affected by major life events, such as marriage, parenthood or moving to a new house, and you will learn about how people adapt to these changes, as well as the types and sources of support that can help them. You will develop transferable skills, such as written communication skills, which will support your progression to Level 2 or 3 vocational or academic qualifications. Learning aims A Understand human growth and development across life stages and the factors that affect it B Investigate how individuals deal with life events.

Component 2: Health and Social Care Services and Values Levels: Learners study and explore practically, health and social care services and how they meet the needs of real service users. They also develop skills in applying care values. Introduction At some point in your life you will need health care. It is likely that you have already had an appointment with a doctor. If you did, you are described as a ‘service user’. This means that you have been given health care from a person who was trained to give you care – they are called ‘service providers’. You might know someone who needs social care. This is different from health care, although both types of care are closely linked. People who need social care are not always ill – they may be unable to carry out everyday activities like getting dressed or feeding themselves, or they may need help with their day-to-day lives. Providing good health and social care services is very important and a set of ‘care values’ exists to ensure that this happens. Care values are important because they enable people who use health and social care services to get the care they need and to be protected from different sorts of harm. This component will give you an understanding of health and social care services and will help you develop skills in applying care values that are common across the sector (some of which are transferable to other sectors that involve interactions with clients or customers). This component will help you to progress to Level 1 or 2 vocational or academic qualifications. Learning aims A Understand the different types of health and social care services and barriers to accessing them B Demonstrate care values and review own practice.

Component 3: Health and Wellbeing: Learners will study the factors that affect health and wellbeing, learning about physiological and lifestyle indicators, and how to design a health and wellbeing improvement plan. Introduction What does being healthy actually mean? It can mean different things to different people: you might think ‘healthy’ is not having to visit the doctor but an older person might consider it being mobile and able to get out and about, being happy and having friends. In this component, you look at the factors that can have a positive or negative influence on a person’s health and wellbeing. You will learn to interpret physiological and lifestyle indicators, and what they mean for someone’s state of health. You will learn how to use this information to design an appropriate plan for improving someone’s health and wellbeing, including short- and long-term targets. Additionally, you will explore the difficulties an individual may face when trying to make these changes. You will develop skills in analysing information and communicating for a specific purpose

History: EDUQAS until exams 2024

The WJEC Eduqas GCSE in History encourages learners to:

·         Develop their interest in and enthusiasm for history and an understanding of its intrinsic value and significance

·         Develop and extend their knowledge and understanding of specific historical events, periods and societies acquire an understanding of different identities, including their own, within a society and an appreciation of social, cultural, religious and ethnic diversity

·         Build on their understanding of the past and the diversity of human experience through experiencing a broad and balanced course of study improve as effective, independent and resilient learners and as critical and reflective thinkers through a process of historical enquiry

·         Develop the ability to ask relevant and considered questions about the past and to investigate historical issues

·         Critically acquire an understanding of the nature of historical study, for example, that history is concerned with judgements based on available evidence and that some historical judgements may be more valid than others

·         Develop their use and understanding of historical terms, concepts and skills develop the ability to construct valid and realistic historical claims by using a range of sources in context

·         Develop a critical appreciation of the concept of historical significance and why some people, events and developments are seen as historically significant

·         Develop a critical appreciation of how and why different interpretations have been constructed about historically significant people, events and developments

·         Make links and draw comparisons within and/or across different periods and aspects of the past organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements create their own structured accounts, selecting organising and communicating their knowledge and understanding in written narratives create their own balanced, reasoned and well substantiated extended responses.

This course giving learners the opportunity to study: history from three eras: Medieval (500-1500), Early Modern (1450-1750) and Modern (1700-present day) specific aspects of the past in depth (short term), and breadth (medium and long term) history in three geographical contexts: local, British and European and/or Wider World settings continuity, change, cause, consequence, significance and similarity and difference over different periods of time both short term, medium term and long term the nature and purpose of history as a discipline. The structure of the specification is distinctive, giving learners the opportunity to study history in depth and in breadth. The structure of the specification allows learners to make a clear distinction between the study of history in the short term and the medium and long term. It provides, therefore, a substantial programme of study. At the same time it actively encourages connections between different periods and eras in history, and as such represents a coherent programme of study.

GCSE History Edexcel from 2024

Topic One: Medicine in Britain C1250 – present and The British sector of the Western Front 1914 – 1918: Injuries, treatment and trenches

Studying four time periods:

c1250-c1500 Medicine in Medieval England and case study Black Death 1348 -49

c1500 – c1700 The Medical Renaissance in England and case studies Harvey and the Great Plague of London 1665

c1700- c1900 Medicine in Eighteen and Nineteenth Century Britain and case studies Jenner and Cholera in London 1854

C1900 – present Medicine in Modern Medicine and case studies Fleming, Florey and Chain and fight against lung cancer

In each of the time periods they will learn about the ideas about the cause of disease and illness, approached to prevention and treatment and a case study.

Topic Two: Early Elizabethan England 1558 – 88

Key Topic One: Queen, government and religion 1558-69

·         The situation on Elizabeth’s accession

·         The ‘settlement’ of religion

·         Challenge to the religious settlement

·         The problem of Mary, Queen of Scots

Key Topic Two: Challenges to Elizabeth at home and abroad 1569 – 88

·         Plots and revolts at home

·         Relations with Spain

·         Outbreak of war with Spain, 1585–88

·         The Armada

Key Topic Three: Elizabeth and Society in the Age of Exploration 1558 – 88

·         Education and leisure

·         The ‘problem’ of the poor

·         Exploration and voyages of discovery

·         Raleigh and Virginia
Topic Three: Weimar and Nazi Germany 1918 –1919

Key topic 1: The Weimar Republic 1918–2

·         The origins of the Republic, 1918–19

·         The early challenges to the Weimar Republic, 1919–23

·         The recovery of the Republic, 1924–29

·         4 Changes in society, 1924–29

Key Topic Two: Hitler and the Rise to Power 1919 - 1933

·         Early development of the Nazi Party, 1920–22

·         The Munich Putsch and the lean years, 1923–29

·         The growth in support for the Nazis, 1929–32

·         How Hitler became Chancellor, 1932–33

Key Topic Three: Nazi Control and dictatorship 1933 – 1939

·         The creation of a dictatorship, 1933–34

·         The police state

·         Controlling and influencing attitudes

·         Opposition, resistance and conformity

Key Topic Four: Life in Nazi Germany 1933 – 1939

·         Nazi policies towards women

·         Nazi policies towards the young

·         Employment and living standards

·         The persecution of minorities

Topic Four: Option P4: Superpower relations and the Cold War, 1941–91

Key Topic One: The origins of the Cold War 1941-1958

·         Early tension between East and West

·         The development of the Cold War

·         The Cold War intensifies
Key Topic Two: Cold War Crises 1958 – 70

·         Increased tension between East and West

·         Cold War crises

·         Reaction to crisis

Key topic Three: The end of the Cold War 1970-91

·         Attempts to reduce tension between East and West

·         Flashpoints

·         The collapse of Soviet control of Eastern Europe

Music: Pearson BTEC Level 1/Level 2 Tech Award in Music Practice

The Tech Award gives learners the opportunity to develop sector-specific applied knowledge and skills through realistic vocational contexts. The main focus is on four areas of equal importance, which cover the:

 ● development of key skills that prove learners’ aptitude in music, such as responding to a musical brief using musical skills and techniques

● processes that underpin effective ways of working in the music sector, such as the development of musical ideas, and using skills and techniques for rehearsal, creation, production and performance to respond to a music brief

● attitudes that are considered most important in the music sector, including personal management and communication

 ● knowledge that underpins effective use of skills, processes and attitudes in the sector, such as musical skills and styles. This Tech Award complements the learning in GCSE programmes by broadening experience and skills participation in different types of musical techniques for different musical styles. The Tech Award gives learners the opportunity to apply knowledge and skills in a practical way through exploration and development of techniques and styles.

Sport Studies  OCR Cambridge National Certificate

Sport is a key theme in most areas of both education and health policy. The need for people to lead healthy and active rather than sedentary lifestyles is increasingly prominent in respect of government initiatives, and this is reflected in the school curriculum, where physical education and sport remains core; these qualifications seek to build upon this provision at key stages 3.  These sport qualifications offer learners the chance to develop different types of skills through largely practical means; communication, problem solving, team working, evaluation and analysis, performing under pressure, and formulating written findings from practical investigation are all transferable skills which can be learned and assessed through these qualifications and utilised in many other educational and employment settings.

Both qualifications have been designed with practical and engaging ways of teaching in mind and enable learners to:

• develop a range of skills through involvement in sport and physical activity in different contexts and roles

• develop their ability to apply theoretical knowledge to practical situations

• gain a better understanding of the complexity of different areas of sport and the sports industry

• increase their awareness of different ways to stay involved in sport and physical activity and of different careers and roles within sport.

Spanish GCSE AQA

This course should encourage students to develop their ability and ambition to communicate with native speakers in speech and writing. The study of Spanish should also broaden their horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world. Courses based on this specification should enable students to:

• Develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy

• Express and develop thoughts and ideas spontaneously and fluently • listen to and understand clearly articulated, standard speech at near normal speed

• deepen their knowledge about how language works and enrich their vocabulary to increase their independent use and understanding of extended language in a range of contexts

• Acquire new knowledge, skills and ways of thinking through the ability to understand and respond to authentic spoken and written material, adapted and abridged, as appropriate, including literary texts

• Develop awareness and understanding of the culture and identity of the countries and communities where Spanish is spoken

• Make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge

• Develop language learning skills both for immediate use and prepare them for further language study in school, higher education or employment

• Develop language strategies, including repair strategies.