Subjects

Welcome to our Subjects page, where you can explore the diverse array of courses we offer. Each subject link provides comprehensive details about the course content, examination boards and valuable resources to support your academic journey at Lealands High School.

Art & Design

Subject			Art and Design
Director of subject			Emma Reason
Subject Intent			‘Every human is an artist’ Don Miguel Ruiz ‘Art is much less important than life, but what a poor life without it’ Robert Motherwell Our curriculum has been developed to engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As students progress they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation Our aim is to build student confidence and resilience in parallel with their skills, knowledge and understanding. KS3 - learn fundamental skills, focusing on the building blocks of creativity (formal elements). Students revisit these each year extending and refining skills and knowledge, encouraging creative exploration. KS4 - able to apply skills creatively, able to explain what they are doing and why. Students are increasingly self directed, confident and skillful practitioners
Years of study			SKILLS Yr7 - Theme based, focus on fundamental skills (formal elements: tone, shape, colour, line, composition etc) taught step by step through: drawing, painting, printmaking, 3D ceramics, graphic media. Yr8 - Revisit and build on skills and techniques through new themes Yr9 - Repeat and extend, applying same techniques to a theme but student work becomes more refined KS4 - Respond to a theme increasingly independently. Apply skills creatively and confidently, able to explain what they are doing and why. KNOWLEDGE Yr7/8 - Research an artist/culture per theme developing understanding of the techniques used and can apply them to their own work. Yr9 - more choice of artists/cultures, more opportunity to develop their creativity showing an influence of the artist/culture. KS4 - Able to explain how they have been inspired by their chosen artists/cultures and create their own work showing this influence.
Exam board			AQA GCSE Art and Design: Fine Art and Graphic Communication
External websites utilised			AQA \| Art and Design \| GCSE GCSE Art and Design - AQA - BBC Bitesize
Useful resources			Student Resources \| Tate Explore the Collections · V&A Discover Design
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Formal elements, line & mark making	Drawing: mark making & tone	Colour theory & painting	Colour: harmonious & complementary	2D shape & printing	3D shape & mixed media
Year 8	Drawing: line & proportion	Painting: tone & value	Urban art: mixed media	Everyday Objects: composition & colour	3D shape: sculpture	Staff specialism led
Year 9	Recording: line & mark making	Recording: tone, scale & proportion	Colour theory & painting	Colour & mixed media	Pattern: relief & lino printing	Digital & mixed media
Year 10	Formal Elements: Line & Mark making	Recording: tone, scale & proportion	Colour theory: painting	Colour: harmonious, complementary, tertiary	Printing: relief, lino, stencil	Mixed Media: collage
Year 11	3D ceramics: tile & handbuilding	3D ceramics: pinch & mold techniques	Exam paper & prep	Exam prep	Exam prep & 10 hour exam

Aspire

Subject			Aspire Curriculum
Director of subject			Mr Hall
Subject Intent			The aims of the Aspire Curriculum is to support students with individual needs to develop their personal skills in preparation for Post 16 Education and adulthood. Students will learn about leadership skills and qualities and will demonstrate these skills and techniques whilst learning to communicate effectively with their peers. The Aspire curriculum offers students the opportunity to study Leadership skills. Careers and Work Experience skills and the Duke of Edinburgh Bronze Award. This curriculum gives students the confidence to interact with the wider world, leading to fulfilled and positive life experiences. The curriculum encourages students to ask questions, develop critical thinking skills, and layer a deeper understanding of their personal skills as the courses navigate through the curriculum.
Years of study			10 & 11
Exam board			Asdan Duke of Edinburgh Award
External websites utilised			Asdan Web Site D of E Web Site
Useful resources			Aspire Knowledge Organisers
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 10	Develop Leadership Skills	Plan, arrange and deliver a leadership event	Review Leadership Skills	Careers Self Development	Careers Exploration	D of E Expedition Skills
Year 11	D of E Skills D of E Health & Fitness	D of E Skills D of E Health & Fitness	D of E Skills D of E Health and Fitness	D of E Skills D of E Volunteering

Child Development

Subject			Child development
Director of subject			Miss Griffiths
Subject Intent			Our prime objective within Child Development at Lealands is to provide learners with essential knowledge, transferable skills and tools to improve their learning in other subjects with the aim of enhancing their employability when they leave education, contributing to both their personal development and future economic well-being. Cambridge Nationals in Child Development will equip learners with sound specialist knowledge and skills for everyday use. They will also challenge all learners, by introducing them to demanding material and skills; encouraging independence and creativity; providing tasks that engage with the most taxing aspects of the National Curriculum (including Health and Well-being for Child Development and the importance of softer skills such as communication skills to ensure a child’s right to independence and dignity).
Years of study			Years 10 and 11
Exam board			OCR - J809
External websites utilised			https://www.ocr.org.uk/qualifications/cambridge-nationals/child-development-level-1-2-j809/
Useful resources			Level 1/Level 2 Cambridge National in Child Development (J809) Exam Practice Workbook Judith Adams Cambridge National in Child Development Student Book with Digital Access (2 Years): Level 1/Level 2 (Cambridge Nationals) Paperback – Student Edition, 23 June. 2022 by Brenda Baker (Author), Louise Burnham (Author), Katherine Stapleton (Author) Level 1/Level 2 Cambridge National in Child Development (J809): Second Edition Paperback – 29 April 2022 by Miranda Walker (Author) R059 Knowledge organiser R058 Knowledge organiser R057 Knowledge organiser
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 10	R058 Suitable equipment for a childcare setting	R058 Create a safe environment for a childcare setting	R058 Nutritional needs for children	R058 Evaluating, planning and preparation of a feed	R057 Preconception health and reproduction	R059 Physical, intellectual and social developmental norms from one to five years
Year 11	R059 Observation methods for development	R059 Plan and evaluate play activities	R057 Antenatal care and preparation and Postnatal care	R057 Childhood illnesses and a child-safe environment	Exam paper preparation

Computer Science

Subject			Computer Science
Director of subject			Ms H Ahmed
Subject Intent			Our KS4 we want to create curious learners, who use creative thinking to look at problems and work out how to use a computer to help them solve the problem. To develop students into resilient learners who can learn from their mistakes. We want our students to understand that technology is growing in all industry sectors and good computing skills will allow them to open to a wider range of opportunities. The curriculum focuses around computational thinking, helping students in developing programming skills and the understanding of human and machine intelligence. Building on analytical skills and the ability to provide logical reasons and rationale to the methods they have used. Abstracting and decomposing are fundamental skills taught in computer science with the highlight that no problem is too big or small. Students' knowledge is built on how technology is growing at such a rapid pace that understanding the ethics and morals associated with computer use is very important. Computer network and cyber security and methods that are taken to ensure data is safe, at the same time being up to date with the dangers. Students are equipped with the knowledge to advise on device specification based on user requirement.
Years of study			GCSE Year 10 and Year 11
Exam board			OCR
External websites utilised			www.teach-ict.com www.bbcbitesize.co.uk https://stemtutoring.co.uk/
Useful resources			CGP revision book BBC Bitesize Teach ICT Clear Revise
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 10	Systems Architecture	Memory , storage, data representation	Networking	Legal, ethical & cultural issues	Algorithms & Pseudocode	Programming in Python
Year 11	Testing	Boolean operators	Truth tables, IDE’s	Revision	Revision

Computing

Subject			Computing
Director of subject			Ms H Ahmed
Subject Intent			Our KS3 curriculum provides new experiences in computing. Regardless of their prior knowledge. We aim to build a love for the subject through making students understand that technology is limitless.Students learn awareness about the dangers associated with technology and computers and how the measures that they can take to avoid dangers. We introduce our students to people that have made an impact in the world of technology to inspire and motivate them. Students build on their digital literacy,
Years of study			Year 7 and Year 8 Year 9 Options
Exam board			OCR
External websites utilised			www.teach-ict.com www.bebras.uk Canva.com bbc.co.uk/bitesize
Useful resources			Download python for free CGP KS3 Computing Book
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	E-Safety	Spreadsheets	Computer Networks	Data Representation	Programming in Scratch	Mobile app development
Year 8	E-Safety Cybersecury & Computer Cime	Computer History Computer Systems	Python/Flowcharts	Business Skills	Web Development	Artificial Intelligence Machine Learning
Year 9	Computer Systems	Computer Networks	Data Representation	Digital Media Canva	Programming in Python	Website building HTML

Dance

Subject			Dance
Director of subject Deputy director of subject			Katie Fellows Siobhan Woolmer-Brennan
Subject Intent			KS3 rotation - Year 7 and 8 Students in year 7 and 8 will build key performance and choreographic skills and explore a variety of styles such as Street, Jazz and Capoeira. Students will develop communication and collaborative skills and units encourage students to accept challenges and strive for continual personal improvement. KS3 - Year 9 Students in year 9 will explore a variety of different dance styles and examine professional works in these styles. Students will develop their skills and techniques through learning professional repertoire. Students will also have the opportunity to respond to a variety of stimuli to develop their choreographic skills. KS4 - Year 10 and 11 BTEC Tech Award in Performing Arts (Dance) Component 1 - Exploring the Performing Arts Students will develop their understanding of the performing arts by examining 3 professional works and the processes used to create the performances. Students will also look at the different roles, responsibilities and skills of practitioners and gain an understanding of how they contribute to a performance. Component 2 - Developing Skills and Techniques in the Performing Arts This component allows students to develop their dance skills. Students will: Take part in workshops, classes and rehearsals Gain physical, interpretative and rehearsal skills Apply these skills in performance Reflect on their progress, their performance and how they could improve. You will learn repertoire from a professional work and reproduce this for a performance. Throughout your development, you will review your own progress and consider how to make improvements. Component 3 - Responding to a Brief In this component students bring together all you have learned and apply their knowledge in a performance. The aim of this unit is to consider how practitioners adapt their skills for different contexts, and to put this into practice in a performance. Students will work in groups to create a performance based on a set brief.
Years of study			KS3 - Year 7 and 8 - 1 hour a week on rotation with Dance and Music KS3 - Year 9 - Option subject 2 hours a week KS4 - Year 10 and 11 - Options subject 3 hours a week
Exam board			Edexcel
External websites utilised			EDEXCEL - https://qualifications.pearson.com/content/dam/pdf/btec-tec-awards/performing-arts/2022/specification-and-sample-assessments/btec-tech-award-performing-arts-spec.pdf BBC BITESIZE - https://www.bbc.co.uk/bitesize/topics/zppnhv4
Useful resources			Year 7 Knowledge Organisers: https://drive.google.com/file/d/1PRp6GwEzJ9TxN7hM6qkZEn https://drive.google.com/file/d/1USd4BXTOh54H3Vlp5bpcn0b Year 8 Knowledge Organisers https://drive.google.com/file/d/11W_-s3d7Abeeq0VYFqjnq- https://drive.google.com/file/d/1L-8dcoqtPAEmXane0Sex Year 9 Knowledge Organisers https://drive.google.com/file/d/1aSGjJRqUfGXD3rOrDyAkeCkG https://drive.google.com/file/d/1wCmqWA_ANcue7lJfouSn0UrG2gNe04nM https://drive.google.com/file/d/177yaRTf0WrcMTvNATqqc46nW6y Year 11 Knowledge Organisers https://drive.google.com/file/d/19_huSdCqLOowG8DBGB1KFVvR4q https://drive.google.com/file/d/1-p2M5KrFF-JTqWa4_X9-gBePtzHmhRnS/view?us
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Choreographic Toolkit - Jazz	Rapper’s Delight - Street	Choreographic Toolkit - Jazz	Rapper’s Delight - Street	Choreographic Toolkit - Jazz	Rapper’s Delight - Street
Year 8	Street Dance	Capoeira	Street Dance	Capoeira	Street Dance	Capoeira
Year 9	Styles - Contemporary and Street	Styles - Jazz Choreographic Project - responding to a stimuli	Developing skills and techniques - Street Duet	Developing skills and techniques - Contemporary Duet	Urban Fairytales Mathew Bourne and Kate Prince	Responding to a set Brief
Year 10	Component 1 - Exploring the Performing Arts 30%	Component 1 - Exploring the Performing Arts 30%	Component 1 - Exploring the Performing Arts 30%	Component 1 - Exploring the Performing Arts 30%	Component 2 - Developing Skills and Techniques in the Performing Arts 30%	Component 2 - Developing Skills and Techniques in the Performing Arts 30%
Year 11	Component 2 - Developing Skills and Techniques in the Performing Arts 30%	Component 2 - Developing Skills and Techniques in the Performing Arts 30%	Component 3 - Responding to a Brief 40%	Component 3 - Responding to a Brief 40%	Component 3 - Responding to a Brief 40%

Drama

Subject		Drama
Director of subject Deputy director of subject		Siobhan Woolmer-Brennan Katie Fellows
Subject Intent		KS3 rotation - Year 7 and 8 Students in year 7 and 8 will study many different exciting units of work that are designed to build key drama skills and allow students to explore drama as well as developing key employability skills such as communication and teamwork. Units of work are based on the following areas; characterisation, physical theatre, script work and devising drama. KS3 - Year 9 Students in year 9 will begin their introduction to GCSE Drama following the structure of EDQUAS GCSE Drama specification. Throughout the year students will study the following drama skills; working with a text, core devising skills, study of live theatre, an understanding of design elements (lighting, sound, set design) KS4 - Year 10 and 11 EDUQAS GCSE Drama - C690QS Component 1 - Devising Theatre (practical and written unit) Students participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by the exam board. Learners must produce: • a piece of devised theatre • a portfolio of supporting evidence • an evaluation of the final performance Component 2 - Performance from a Script (practical unit) Students will study two extracts from the same performance text. They will participate in one performance using sections of text from both extracts. Component 3 - Interpreting Theatre (written unit) Set text: ‘Find Me’ by Olwen Wymark. Students will complete a series of questions on the set text from the perspective of a designer, director and performer. Students will also complete one question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.
Years of study		KS3 - Year 7 and 8 - 1 hour a week on rotation with Dance and Music KS3 - Year 9 - Option subject 2 hours a week KS4 - Year 10 and 11 - Options subject 3 hours a week
Exam board		Eduqas
External websites utilised		EDUQAS - https://www.eduqas.co.uk/media/lb1dmlvt/eduqas-gcse-drama-spec-from-2016-e-04-09-23.pdf BBC BITESIZE - https://www.bbc.co.uk/bitesize/subjects/zk6pyrd DRAMA RESOURCES - https://dramaresource.com/drama-resources/
Useful resources		Year 7 Knowledge Organisers: https://drive.google.com/drive/folders/1pjWJF3EW2aZFpA1C7KAeEofFZLTZTAOC Year 8 Knowledge Organisers https://drive.google.com/drive/folders/1B3q_lLfZiE01L_w5GXEzpRvwkNyBVh3- Year 9 Knowledge Organisers https://drive.google.com/drive/folders/1iUrpGj6rMkUEeX_eQ-gma_iJy1Pht5GU Year 10 Knowledge Organisers https://drive.google.com/drive/folders/11UwJrTuzLEuNznQ0jXFkjGEQENj-9UAi Year 11 Knowledge Organisers https://drive.google.com/drive/folders/1iDdXt-nLq0-SCrCHxhJW-yKukRM5DHMl
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Characterisation and Physical Theatre	Script Work and Storytelling	Characterisation and Physical Theatre	Script Work and Storytelling	Characterisation and Physical Theatre	Script Work and Storytelling
Year 8	ASBO - Kirsty Walters Script study and performance	Witches Devising from a stimulus	ASBO - Kirsty Walters Script study and performance	Witches Devising from a stimulus	ASBO - Kirsty Walters Script study and performance	Witches Devising from a stimulus
Year 9	DNA - Dennis Kelly Interpreting theatre	Augusto Boal and Theatre in Education	Hamilton the Musical: A study of live performance and theatre design	Performance from a script: Characterisation, unit and actions, theatre design.	Romeo and Juliet - William Shakespeare	Physical Theatre Steven Berkoff and Frantic Assembly
Year 10	20th Century Practitioners: Bertolt Brecht, Steven Berkoff. Konstantin Stanislavski,	20th Century Practitioners: Kneehigh Theatre Antonin Artaud	Performance from a script: Duologues and Monologues (Component 2)	Interpreting Theatre: Find Me - Olwen Wymark (Component 3)	21st Century Practitioners: Julie Taymor Frantic Assembly	Devising from a stimulus: Creating work based on EDUQAS based stimuli with a focus on a specific theatre practitioner
Year 11	Component 1: Devising Theatre (NEA component 40% of GCSE)	Component 1: Devising Theatre (NEA component 40% of GCSE)	Component 2: Performance from a script (Examination component 20% of GCSE)	Component 3 Interpreting Theatre: Find me - Olwen Wymark. Live Theatre Review (Written exam 40% of GCSE)	Component 3 Interpreting Theatre: Find me - Olwen Wymark. Live Theatre Review (Written exam 40% of GCSE)

English

Subject			English
Director of subject Deputy director of subject			Miss Duge Mrs Alexander
Subject Intent			The English curriculum is designed to develop fluency, both in written and spoken English. English forms the basis for students’ development and understanding of the world around them. English is key to students’ personal growth and, through the development of effective written and spoken communication, it is the foundation for all of their learning. The ability to communicate effectively, confidently and with clarity is crucial in school, and to accessing the world of work and adult life The English curriculum offers opportunities to study a range of texts and topics, rich in skills and knowledge, which ignites curiosity and prepares students well for future learning or employment. Students develop reading skills in order to enjoy a wide range of fiction and non-fiction texts, confidently and methodically. Developing analytical skills enables students to interpret language and structure and demonstrate mastery of reading through discussion and writing. Writing clearly, fluently and accurately in standard English and employing a wide range of appropriate and ambitious vocabulary helps to develop confidence and character. Class discussions and formal presentations enable students to articulate and express their ideas, views and opinions about a wide range of topics clearly, confidently and respectfully. Reading, writing and speaking skills empower resilience, confidence and independence, so that students contribute positively to the life of the school.
Years of study			Years 7, 8, 9, 10 and 11
Exam board			AQA 8700
External websites utilised			https://www.gcsepod.com/ https://www.bbc.co.uk/bitesize
Useful resources
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Creative Writing	‘A Christmas Carol’	Spoken Language	Poetry	‘A Midsummers Night’s Dream’	‘A Midsummer’s Night’s Dream’
Year 8	Creative Writing	Poetry	Spoken Language	‘The Tempest’	‘The Tempest’	‘The Speckled Band’
Year 9	Writing to Argue	‘Animal Farm’	Poetry	Poetry	‘Twelfth Night’	‘Twelfth Night’
Year 10	‘An Inspector Calls’	‘An Inspector Calls’	GCSE English Language Paper 1	Pre-19th Century Novel	Pre-19th Century Novel	GCSE English Language Paper 2 Spoken Language
Year 11	‘Macbeth’	AQA Poetry Anthology	English Language Paper 2	English Language and English Literature preparation	English Language and English Literature Preparation

Enterprise & Marketing

Subject			Enterprise and Marketing
Director of subject			Ms H Ahmed
Subject Intent			We intend our curriculum to be interesting and challenging. We aim to build the key skills and knowledge required for students to understand the challenges of the rapidly growing business environment. The curriculum enables all students to meet or exceed their aspirations. To cater for a variety of learning styles, there is a combination of theory , practical , independent and group learning. Students understand that the business world is now global and how they would need to ensure a much larger target audience is met. The knowledge to understand the importance of market segmentation and customer profiling, how to design, develop and promote a product. Students will develop employability skills , such as working with other people, being reliable and dependable , and willingness to learn.
Years of study			Year 10 and Year 11
Exam board			OCR Cambridge Nationals
External websites utilised			Businessed.co.uk
Useful resources			My Revision Notes OCR
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 10	Market Research	Customer profile	Designing a product	Evaluation, pricing & costing	Developing a brand identity What are promotions?	Planning a promotional campaign
Year 11	Delivering a promotional campaign	Reflect on your pitch and business proposal	Exam Revision Rewards and risk taking	Exam Revision R067	Exam Revision R067

French

Subject			French
Director of subject Deputy director of subject			Mr. McCracken Mr. Marie
Subject Intent			As a Languages department, we aim to continually raise academic standards for all our students by maintaining high expectations of both staff and students in order that all are motivated to learn a language, enhance their curiosity of different cultures and take pride in their work. Through our varied curriculum, we strive to Foster positive attitudes and enthusiasm for language learning. Ensure that all students make at least expected progress from Year 7 to 11. Offer students a range of activities to explore language including cross-curricular activities. Develop the critical thinking skills of students by spreading awareness of the cultures of the countries of the languages studied. Achieve understanding and communicative confidence and competence in the language. Provide enjoyment and intellectual stimulation, which may encourage students to continue their study of the language. Encourage students in their whole school journey. In order to achieve this, the languages department is committed to: Creating an atmosphere where students feel at ease and able to thrive so that they achieve their full potential. Providing a languages curriculum that delivers the National Curriculum in each key stage. Providing students with the skills they will need in everyday life. Choosing learning experiences that build upon previous work and pupils' present knowledge and understanding. Providing opportunities for students to take responsibility for their learning, encouraging development of research, practical and investigative skills. Providing opportunities for pupils to work independently and as a group. Providing opportunities for pupils to apply their knowledge, skills and understanding in a range of situations.
Years of study			Years 7, 8, 9, 10 and 11
Exam board			AQA - 8658 (Current Year 10 and 11) AQA - 8652 (Current Year 7, 8 and 9)
External websites utilised			AQA GCSE French Specification - Current Year 10 and 11 AQA GCSE French Specification - Current Year 7, 8 and 9 ActiveLearn - Our Online Extended Learning Website Memrise for Year 7 Vocabulary Practice Memrise for Year 8 Vocabulary Practice Memrise for Year 9, 10 and 11 Vocabulary Practice Memrise for GCSE Vocabulary Practice
Useful resources			GCSEPod - GCSE Revision Seneca - GCSE Revision BBC Bitesize - GCSE Revision Word Reference - An Online Dictionary Global Radio - Listen While You Work French Newspaper Articles
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Personal Details	Personal Details Family	Family School	School	School	Free Time
Year 8	Free Time	Free Time Holidays	Holiday	Holidays Social Life	Social Life	Diet
Year 9	Identity and People	Identity and People	Interests and Influences	Interests and Influences	Food and Celebrations	Food and Celebrations
Year 10	Town and Local Area	Town and Local Area	Free Time and Holidays	Free Time and Holidays	Studies and Life at School	Studies and Life at School
Year 11	Jobs and Education Post-16	Jobs and Education Post-16	Social and Global Issues	Social and Global Issues	Exam Preparation and Past Papers

Geography

Subject			Geography
Director of subject Deputy directors of subject			Mr Paul White Mr Jake Sharpe and Miss Hannah Wenham
Subject Intent			The Geography curriculum at Lealands High School allows us to inspire students to think about the Earth and provide them with a deep and rich understanding of the world they live in.. Although we have a culturally diverse student body, opportunity to expand horizons beyond their immediate context is often limited. The geography curriculum provides many opportunities for cultural capital which is outlined below and in more detail in the documents for the individual year groups. The NC states that at KS3, students must be taught about: Location knowledge Place Knowledge Human geography Physical geography Geographical skills (maps skills, GIS and fieldwork.) As the NC does not stipulate specific topics to study, geography at Lealands uses the GCSE course to structure KS3 to ensure cohesion between the studies and enable all students, whether they go on to study GCSE Geography, so leave with a deep understanding of diverse places, people, resources and natural and human environments. KS3: The curriculum is has a breadth and depth of knowledge, which allows students to investigate the contemporary world around them, understanding of big themes such as: political decisions and economic forces can lead to change. social differences across location and place and the different development speeds this creates. environmental impacts of physical and human factors. In addition to the aims of the NC, the aims of Lealands High School Geography are to: Challenge students to think and speak like a geographer, leaving their study with an understanding of how to communicate their thoughts about the world around them with fluidity. Apply principles of geography to familiar and unfamiliar contexts Build on cultural capital in order to bring the world around them alive. Increase literacy skills. Students will develop a global ‘open mindedness’ so that they can challenge stereotypes and understand the fluidity of key ideas and concepts. Students will be encouraged to develop a deep and descriptive conceptual world knowledge that enables them to explain relationships in both the natural and human realms. Students will then utilise the knowledge and be equipped with the tools to think through alternative social, economic and environmental futures for a range of places. We recognise that recent employment statistics show that geographers are the most employable graduates and wish to transmit that benefit to school leavers.
Years of study			Compulsory at KS3 Foundation Option at GCSE
Exam board			AQA
External websites utilised			https://www.bbc.co.uk/bitesize/subjects/zrw76sg https://senecalearning.com/en-GB/seneca-certified-resources/geography-ks3-1/ https://www.aqa.org.uk/subjects/geography/gcse/geography-8035 https://www.bbc.co.uk/bitesize/examspecs/zy3ptyc https://www.internetgeography.net/aqa-gcse-geography/ https://www.physicsandmathstutor.com/geography-revision/gcse-aqa/
Useful resources			As above Plus: Progress in Geography: Key Stage 3, Hodder GCSE 9-1 Geography AQA Revision Guide: 1st edition, Oxford Press
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Fantastic Places and Weather & Climate	Russia	Population and Migration	The Middle East	Natural Hazards	Resource Management
Year 8	China	Development	Rivers and Climate Change	Cold Environments	Rocks and Soils	The Geography of Crime
Year 9	Coasts	Energy	Newly Emerging Countries	Africa	Tectonic Hazards	Weather Hazards
Year 10	Climate Change	Ecosystems and Tropical Rainforests	Cold Environments	Urban Challenges (Rio De Janeiro) and London)	Development	Coasts
Year 11	Rivers and Fluvial Processes	Changing Economics (Nigeria and UK)	Resource Management	Paper 3 and the Field Trip	Targeted Exam Preparation

Health & Social Care

Subject			Health and Social Care
Director of subject			Miss Griffiths
Subject Intent			Our prime objective within Vocational studies at Lealands is to provide learners with essential knowledge, transferable skills and tools to improve their learning in other subjects with the aim of enhancing their employability when they leave education, contributing to both their personal development and future economic well-being. The subject areas that will be covered are Health and Social Care, Enterprise and Marketing and Child Development.
Years of study			Year 9
Exam board			OCR
External websites utilised			https://www.ocr.org.uk/qualifications/cambridge-nationals/
Useful resources			Child development knowledge organiser Enterprise and Marketing knowledge organiser Health and Social Care knowledge organiser
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 9	Child Development Physical, intellectual emotional and social development	Child Development Physical, intellectual emotional and social development	Health and Social Care Communication Skills	Health and Social Care Factors that affect development	Enterprise and Marketing Business Proposals	Enterprise and Marketing

Subject

Health and Social Care

Director of subject

Miss Griffiths

Subject Intent

Our prime objective within Health and Social Care at Lealands is to provide learners with essential knowledge, transferable skills and tools to improve their learning in other subjects with the aim of enhancing their employability when they leave education, contributing to both their personal development and future economic well-being.
Cambridge Nationals in Health and Social Care will equip learners with sound specialist knowledge and skills for everyday use. They will also challenge all learners, by introducing them to demanding material and skills; encouraging independence and creativity; providing tasks that engage with the most taxing aspects of the National Curriculum (including Values of Care, the current legislation requirements and the importance of softer skills such as communication skills to ensure individuals right to independence and dignity).

Years of study

Years 10 and 11

Exam board

OCR - J835

External websites utilised

https://www.ocr.org.uk/qualifications/cambridge-nationals/health-and-social-care-level-1-2-j835/

Useful resources

Level 1/Level 2 Cambridge National in Health and Social Care (J835) Exam Practice Workbook
Judith Adams

Cambridge National in Health and Social Care Student Book with Digital Access (2 Years): Level 1/Level 2 (Cambridge Nationals) Paperback – 21 July 2022 by Justine Bath (Author), Colette Burgess (Author), Sian Lavers (Author), Sue Northeast (Author)

Level 1/Level 2 Cambridge National in Health & Social Care (J835): Second Edition Paperback – 29 April 2022 by Mary Riley (Author), Judith Adams (Author), Maria Ferreiro Peteiro (Author)

R032 Knowledge organiser

R033 Knowledge organiser

R035 Knowledge organiser

Years

HT1

HT2

HT3

HT4

HT5

HT6

Year 10

R033
Life stages and development

R033
Impacts of life events

R033
Sources of support

R032
The rights of service users in health and social care settings

R032
Person centred values

R035
Current public health issues

History

Subject			History
Director of subject Deputy director of subject			Mr Paul White Miss Hannah Wenham and Mr Jake Sharpe
Subject Intent			The History curriculum at Lealands High School allows us to tackle big, 21st century issues with our students and broaden their horizons beyond Luton. Although we have a culturally diverse student body, opportunity to expand horizons beyond their immediate context is often limited. The history curriculum provides many opportunities for cultural capital which is outlined below and in more detail in the documents for the individual year groups. The NC states that at KS3, students must be taught about: The development of Church, state and society in Medieval Britain 1066-1509 The development of Church, state and society in Britain 1509-1745 Ideas, political power, industry and empire: Britain 1745-1901 Challenges for Britain, Europe and the wider world 1901 to present day (must include Holocaust education) A local history study The study of an aspect or theme in British history that consolidates and extends pupils chronological knowledge from before 1066 At least one study of a significant society or issue in world history and its interconnections with other world developments The links to these have been made explicit in the Scheme of Work and related documentation. In addition to the aims of the NC, the aims of Lealands High School History are to: Develop chronological history pre 1066 - present day to spot trends over time - often using comparison across lessons or referring back to previous learning Learning is knowledge based to give a breadth of understanding across all of the chosen history we study. Relate key areas of GCSE topics either through content or skills. Focus on the ability to write historically, meaning a heavy focus on literacy skills from the beginning of KS3 - taking into account the context of our students. Build a knowledge rich base for students to develop a robust understanding of the events of the past that enables and underpins their ability to join the dots of the story of the world. Build on second order concepts each year Provide different levels of challenge - students are pushed to justify their own opinions of people or events so formative assessment is ongoing as they demonstrate their understanding Demonstrate a wide range of personalities and experiences throughout history; Consider a wide range of national and international history, with local analogies used to demonstrate certain teaching points. Create critical thinkers. Prepare each student for the next phase of their education, beyond the discipline of history, as we recognise that statistics show that history students develop many transferable skills that make it a highly valued subject in the employment market.
Years of study			Compulsory at KS3 Foundation Option at GCSE
Exam board			Pearson Edexcel
External websites utilised			https://www.bbc.co.uk/bitesize/subjects/zk26n39 https://schoolhistory.co.uk/ks3/ https://qualifications.pearson.com/en/subjects/history.html
Useful resources			KS3 Revision guide: https://collins.co.uk/products/9780008551490 Collins KS3 Knowling History books: Books 1-4 Edexcel GCSE 9-1 Text books covering the 4 GCSE topics below. Pearson.
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Britain 1066-1250		Life in Medieval Britain		The Tudors
Year 8	Migration and Slavery		The Industrial Revolution		Crime and Punishment across time
Year 9	Birth of the modern age: 1910-1939		World War Two		The Cold War: 1945-1989
Year 10	Medicine Through Time			Anglo Saxon and Norman England
Year 11	The American West		Weimar and Nazi Germany		Targeted Exam Preparation

Maths

Subject			Maths
Director of subject			Muktadir Ali
Subject Intent			Aim of the curriculum is to create successful learners who are confident mathematicians. We want to equip them with the necessary mathematical skills needed to problem solve, reason mathematically and apply the skills in a wider context. Many students at Lealands are underprivileged and don’t always get the same opportunities as everyone else. Therefore, we plan to use technology, enrichment opportunities, trips and competitions within our curriculum to narrow the gap. The rationale behind our curriculum design includes trying to make learning stick by having a spiral curriculum. The five main areas of number, algebra, ratio, geometry, and data are taught in a cycle. Each time students revisit an area, they are exposed to more complex content, building on what they have already learnt. We ensure the level of challenge is high enough for the most able, with scaffold and support available for students who need it. We aim to provide a breadth of curriculum coverage whilst still providing opportunities for in-depth learning. Students learn maths cumulatively, building on and deepening their understanding of mathematical ideas and concepts that become increasingly complex. A coherent curriculum knows where students are in this progression of mathematics learning and understanding and builds upon it. That’s why our KS3 curriculum follows on from the KS2 curriculum, acknowledging what students should already know from their primary years, and covering all the knowledge and skills they need as a starting point for GCSE.
Years of study			7-11 (5 years )
Exam board			Edexcel
External websites utilised			https://sparxmaths.com/ https://corbettmaths.com/ https://www.mathsgenie.co.uk/ https://www.drfrostmaths.com/
Useful resources
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Sequences, Understand & Use Algebraic Notation, Equality & Equivalence	Place value & ordering integers & decimals, Fraction, Decimal & Percentage Equivalence	Solving problems with addition & subtraction, Solving problems with multplication & division	Operations & equations with directed number, Addition & Subtraction of Fractions	Constructing, measuring & using geometric notation, Developing geometric reasoning	Developing number sense, Sets & probability, Prime numbers & proof
Year 8	Ratio & Scale, Multiplicative Change, Multiplying and dividing fractions	Working in the Cartesian plane, Representing Data, Tables & Probability	Brackets, equations and inequalities, Sequences, Indices	Fractions & Percentages, Standard Index Form, Number Sense	Angles in parallel lines and polygons, Area of trapezia and circles, Line symmetry and reflection	The data handling cycle, Measures of location
Year 9	Straight line graphs Forming and solving equations Testing conjectures 3d shapes	3d shapes Construction Congruency Surds Directed Number	Decimals HFC & LCM fractions standard form Percentages Money	angles in parallel lines angle problems geometrical reasoning rotations translations pythagoras enlargement similarity	enlargement similarity ratio proportion compound measures speed distance and time graphs	probability algebraic graphs: quadratic, reciprocal, simultaneous equations, represent inequalities
Year 10	Negatives, Decimals, indices, prime factorisation, HCF & LCM, Algebra	Expanding brackets Substitution writing expressions using formula Charts, Tables & Graphs	Fractions & Percentages Equations Inequalities Sequences	Angles Averages and the range	Averages & the range Perimeter, Area and Volume	Ratio and Proportion. Right angled triangles
Year 11	Algebra Inequalities Solving quadratics Percentages and interest Angles and 2d shapes Bearings Circle theorem Laws of indices Fractions	Standard form Bounds & accuracy surds Graphs Equations of lines ratio & proportion gradients perimeter, volume, area, arc length	Volumes of cone & sphere Averages from tables Charts and graphs correlation cumulative frequency box plots histograms, frequency polygons sequences Rearranging formulae functions	Pythagoras Trigonometry Sine rule Cosine Rule Transformations - graphs and shapes congruency similarity construction & loci	probability tree diagrams quadratic inequalities iterations capture recapture Vectors

Music

Subject			Music
Director of PA Subject Lead			Siobhan Woolmer-Brennan Andrew Gillon
Subject Intent			KS3 rotation - Year 7 and 8 Students study a range of units with the aim of developing their performance, composition and appraising skills. They will also develop key skills such as; teamwork, self-motivation among others during their performance & composition tasks. The first unit is the Elements of Music, and aims to get students using key terminology in a range of settings. The second unit looks at taking these ideas further whilst also looking at a specific genre - Classroom Jazz. KS3 - Year 9 (Options) & Year 9 (Rotation) Year 9 rotation looks at two units, the first being Rock & Folk, which links in the EDUQAS gcse music spec. The second unit is then Video Game Music, over this unit students will both perform and develop their compositional skills, importantly looking at more developed use of the software following on from Year 8. The year 9 options class has closer links to the GCSE spec and students will develop specifically their composition, performance and appraising skills. Importantly they will also start to learn and use ableton live - the software that they would be using during the GCSE music course. KS4 - Year 10 and 11 EDUQAS GCSE Music Component 1 - Performing: A minimum of two pieces, one of which must be an ensemble performance of at least one minute duration. The other piece(s) may be either solo and/or ensemble. One of the pieces performed must link to an area of study of the learner’s choice. Component 2 - Composing: Two compositions, one of which must be in response to a brief set by WJEC. Learners will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition for which learners set their own brief. Component 3 - Appraising: This component is assessed via a listening examination. Eight questions in total, two on each of the four areas of study. Area of study 1: Musical Forms and Devices Area of study 2: Music for Ensemble Area of study 3: Film Music Area of study 4: Popular Music Two of the eight questions are based on extracts set by WJEC.
Years of study			KS3 - Year 7 and 8 - 1 hour a week on rotation with Dance and Music KS3 - Year 9 - Option subject 2 hours a week KS4 - Year 10 and 11 - Options subject 3 hours a week
Exam board			Eduqas
External websites utilised			EDUQAS - https://www.eduqas.co.uk/media/by5boopf/eduqas-gcse-music-spec-from-2016-d.pdf
Useful resources			Year 7 Knowledge Organisers: KS3 Elements of Music Keyboard Skills Year 8 Knowledge Organisers KS3 Form & Structure Hooks & Riffs Year 9 Knowledge Organisers KS3 Film music Video Game Music Year 10 Knowledge Organisers https://docs.google.com/document/d/1edSl9VaXhKMf7ZUGQBpm03r5H-Ot4OVWNsPoGfFZu_M/edit Year 11 Knowledge Organisers https://docs.google.com/document/d/1edSl9VaXhKMf7ZUGQBpm03r5H-Ot4OVWNsPoGfFZu_M/edit
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Elements of Music	Rhythm & Meter	Elements of music	Rhythm & Meter	Elements of music	Rhythm & Metre
Year 8	Form & Structure	Hooks & Riffs	Form & Structure	Hooks & Riffs	Form & Structure	Hooks & Riffs
Year 9	Rock & Folk	Game Music	Rock & Folk	Game Music	Rock & Folk	Game Music
Year 10	AOS 1 - Musical Forms & Devices	AOS 4- popular Music	AOS 3 - Film Music	Aos 1 (Q1) /All areas of study -long answer	AOS 2:Music for ensemble	ASQ/All areas of study - long answer
Year 11	Badninaire & Component 2	Toto & Component 2	AOS Mastery	ASQ
School Music Development Plan

PE

Subject			Physical Education
Director of subject Deputy director of subject			Shayne Harnett Mark Gilbert
Subject Intent			All pupils at Lealands will have a broad and balanced curriculum, which has sufficient depth and breadth to enable our pupils to develop their full physical and mental confidence. We aim to contribute to the overall education of young people by helping them to lead full and active lives through engaging in purposeful physical activity and sport. As well as developing core skills and tactical awareness through various sporting activities, we are also concerned with the development of other educational qualities such as leadership, social and communication skills and problem solving skills. We therefore see the variety of physical activity areas as a vehicle to develop and educate the ‘Whole Child’. Structured and developmental schemes of work provide for progression, challenge and a sense of achievement.
Years of study			KS3 - Year 7, 8 and 9 - 2 hours a week rotating through the activity rotations. Students in year 7, 8 and 9 will receive 2 hours of core PE a week. Students will practically perform and develop key skills and techniques in many different activities and develop these into games and individual activities. These skills and learning episodes will develop students' physical, mental and emotional wellbeing. KS4 - Year 10 and 11 - 1 hour of core PE a week This lesson will be based on either a games for understanding approach or a healthy active lifestyles appproach. Students will explore and develop tactical awareness in games and develop key skills of how to stay healthy and active for life in the healthy active lifestyles strand. KS4 - Year 10 and 11 - Options subject 3 hours a week + 1 hour core PE a week.
Exam board			GCSE PE - OCR (exam board) Paper 1 - Applied Anatomy and Physiology: The structure and function of the skeletal system The structure and function of the muscular system Movement analysis The cardiovascular and respiratory systems Preventing injury in physical activity and training The effects of exercise on the body systems Components of fitness Applying the principles of training Socio-cultural influences: Engagement patterns of different social groups in physical activities and sports Commercialisation of physical activity and sport Ethical and socio-cultural issues in physical activity and sport Paper 2 - Sports psychology concepts and application Health, fitness and well-being Practical activities will consist of: Practical content: Developing quality of skills, range of skills, physical attributes and decision making in; Rugby, Football, Netball, Basketball, Handball, Table Tennis and Swimming Pearson BTEC SPORT Tech Award level 1 / 2 The Tech Award gives learners the opportunity to develop sector-specific applied knowledge and skills through realistic vocational contexts. Learners will have the opportunity to develop applied knowledge and skills in the following areas: Investigating provisions for sport, including equipment and facilities to enhance sport Planning and delivery of sports drills and sessions Fitness for sport including fitness testing and methodology.
External websites utilised			BTEC SPORT - https://qualifications.pearson.com/en/qualifications/btec-tech-awards/sport-2022.html OCR GCSE PE - https://www.ocr.org.uk/qualifications/gcse/physical-education-j587-from-2016/
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Boys - Football, Basketball Girls - Fitness, Netball	Boys - Swimming, Fitness Girls -Football, Basketball	Boys - Rugby, Badminton Girls - Table Tennis, Swimming	Boys Handball, Athletics, Girls - Rugby, Rounders	Boys Cricket, Softball Girls - Athletics, Cricket	Boys Table Tennis Girls - Badminton
Year 8	Boys - Football, Basketball Girls - Fitness, Netball	Boys - Swimming, Fitness Girls -Football, Basketball	Boys - Rugby, Badminton Girls - Table Tennis, Swimming	Boys Handball, Athletics, Girls - Rugby, Rounders	Boys Cricket, Softball Girls - Athletics, Cricket	Boys Table Tennis Girls - Badminton
Year 9	Boys - Football, Basketball, Girls - Fitness, Netball	Boys - Water Polo, Fitness Girls - Football, Basketball	Boys - Rugby, Badminton Girls - Table Tennis, Swimming	Boys - Handball, Athletics Girls - Rugby, Rounders	Boys - Cricket, Softball Girls - Cricket, Athletics	Boys - Table Tennis Girls - Badminton
Year 10	Boys - Football Girls - Table Tennis	Boys - Basketball Girls - Netball	Boys - Water Polo Girls - Basketball	Boys - Tchoukball Girls - Football	Boys - Athletics Girls - Athletics	Boys - Softball Girls - Rounders
Year 11	Boys - Football Girls - Table Tennis	Boys - Basketball Girls - Netball	Boys - Water Polo Girls - Basketball	Boys - Tchoukball Girls - Football	Boys - Athletics Girls - Athletics

Religion & Society

Subject			Religion and Society
Director of subject Deputy director of subject			Mr Paul White Miss Hannah Wenham and Jake Sharpe
Subject Intent			A spiralled curriculum merging learning in 3 key areas of student growth, PSHE, Citizenship and Religious Studies. The curriculum is arranged to build age-appropriate content from across the three disciplines. Encourage students to live healthy, safe, productive, proactive, responsible and balanced lives for themselves and be able to understand the society around them and their own role in it. The curriculum is accessible to all and develops the students spiritual, moral, cultural, mental and physical development. Representative of our context. Returning to key themes each year in more depth, such as human rights, politics, drug and alcohol education, mental health, religious beliefs in context. We also wish to promote good behaviour, positive character traits and transferable skills that will benefit them when they leave school. At KS3 & KS4: This is a non-examination subject, taught across both Key Stages in an age appropriate way. We follow advice from the DfE on PSHE, Citizenship and Religious Studies education and the PSHE Association.
Years of study			Compulsory at KS3 and 4
Exam board			Not Applicable
External websites utilised			https://pshe-association.org.uk/ https://www.childnet.com/resources https://www.youngcitizens.org/ https://www.teachingcitizenship.org.uk/ https://www.redcross.org.uk/ https://www.bigtalkeducation.co.uk/
Useful resources			https://www.nhs.uk/every-mind-matters/ https://www.familylives.org.uk/ https://www.ceopeducation.co.uk/ https://www.brook.org.uk/education/ https://www.safe4me.co.uk/portfolio/drugs/
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	What is Religion and Society?Introduction to Judaism	Introduction to Judaism	Drug and Alcohol Education Relationship and Sex Education	First Aid - Common Injuries	Careers Introduction to Buddhism	Principles of Healthy Eating What do LBC do? Digital Citizenship
Year 8	What is Crime and the Law? Introduction to Christianity	Introduction to Christianity	Drug and Alcohol Education Relationship and Sex Education	Careers What is good leadership?	Non-religious world views	What is healthy living? Risks of being online
Year 9	What is prejudice and discrimination? Anti-Bullying project	Introduction to Islam	Drug and Alcohol Education Stress Management	Careers What are Human Rights?	What are Human Rights? Relationship and Sex Education	UK Government and elections
Year 10	Introduction to Year 10 (Time management, Stress Management, Target setting etc) Matters of Life and Death	Matters of Life and Death Drug and Alcohol Education	Relationship and Sex Education Obsessive online behaviours and self help	Careers What is conflict? What is resolution?	Migration	Keeping safe in relationships What is the UK’s role in the world? Money Matters
Year 11	Welcome to Year 11 (healthy lifestyles, revision strategies, mock preparation and ) Post-16 Options Targeted Revision for Mock exams	College Application Process	Preparing for interviews Coping with exam stress and anxiety. Dangers of recreational drugs	Targeted Revision for Mock Exams Everyday stressors in adult life Positive mental health Targeted Revision for final exams	Targeted Revision for final exams

Science

Subject			Science
Director of subject			Miss Cole
Subject Intent			For students to build an understanding of the world through enquiry, problem solving, active involvement and the development of investigative skills; resulting in them achieving their maximum potential, to aid their future aspirations. See the world through scientific eyes and develop an inquisitive nature.
Years of study			7-11
Exam board			AQA trilogy combined science AQA biology AQA Chemistry AQA Physics
External websites utilised			https://senecalearning.com/en-GB/ Past exam papers https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464/assessment-resources Specification https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464/specification-at-a-glance Past papers, mark schemes and questions based on topic physicsandmathstutor.com
Useful resources			Keycards app (Android & iPhone available) Past papers
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Safety & particles	Cells, tissues & organs	Energy	Chemical reactions	Forces & motions	Ecological Relationships & Classification
Year 8	Light & space	Atoms & the periodic table	Digestion & nutrition Electricity & Magnetism	Materials & The Earth	Biological Systems & Processes	Matter
Year 9	Plants & Photosynthesis Forces in action	Reactivity	Energetics & Rates	Sound waves	B1 Cell biology	B2 Organisation
Year 10	B2 Organisation (Continued) B3 Infection & Response B4 Bioenergetics	C1 Atomic structure and the periodic table C2 Bonding, structure and the properties of matter	C3 Quantitative chemistry C4 Chemicals changes C5 Energy changes	P1 Energy	P2 Electricity P3 Particle model of matter	P4 Atomic structure B5 Homeostasis and response
Year 11	B6 Inheritance and genetics B7 Ecology	C6 Rate and extent of chemical change C7 Organic chemistry C8 Chemical analysis C9 Chemistry of the atmosphere C10 Using resources	P5 Forces P6 Waves P7 Magnetism and electromagnetism	CURE	CURE

Sociology

Subject			Sociology
Director of subject			Mr Paul White
Subject Intent			Sociology is a subject that students can not study until Year 10 as a GCSE. The subject of sociology enables students to understand the structure of society and the connections and patterns of human behaviour. The GCSE course is designed to give students the opportunity to draw on their own experience of the social world, whilst encouraging them to build on this knowledge by analysing and reflecting on different aspects of society and the opinion of others. We aim to develop a deeper level of thinking and questioning in students, in order to fully engage them in the multifaceted and thought provoking topics we will investigate. Students are expected to develop strong knowledge and understanding of: Sociological beliefs and perspectives Families and Households Education Crime and Deviance Social Stratification (the hierarchical structure of society) Research methods and application Skills developed by studying sociology are applicable to many areas of work. It allows students to develop teamwork, self-dependence and autonomy skills. It will enhance their willingness and ability to try to see the world from other people’s perspectives and to form well rounded, critical opinions of their own.
Years of study			Option at GCSE
Exam board			AQA
External websites utilised			Seneca https://revisesociology.com/ https://www.youtube.com/watch?v=pORmot5WUM4&list=PLZA1J-rBdlYlDvfdgPWl40yrRkCXvwP-v https://www.youtube.com/watch?v=riH-rqueNFU
Useful resources			Grade 9-1 GCSE Sociology AQA All-in-One Complete Revision and Practice (ISBN: 978-0-00-822745-6) AQA GCSE (9-1) Sociology - AQA GCSE 9-1 Sociology Exam Practice Papers (ISBN: 978-0-00-826476-5)
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 10	Introduction to Sociology	Sociological Methods	Sociology of the Family and Households	Sociology of the Family and Households	Sociology of Education	Sociology of Education
Year 11	Sociology of Crime and Deviance	Sociology of Crime and Deviance	Social Stratification	Social Stratification	Focused exam preparation

Spanish

Subject			Spanish
Director of subject Deputy director of subject			Mr. McCracken Mr. Marie
Subject Intent			As a Languages department, we aim to continually raise academic standards for all our students by maintaining high expectations of both staff and students in order that all are motivated to learn a language, enhance their curiosity of different cultures and take pride in their work. Through our varied curriculum, we strive to Foster positive attitudes and enthusiasm for language learning. Ensure that all students make at least expected progress from Year 7 to 11. Offer students a range of activities to explore language including cross-curricular activities. Develop the critical thinking skills of students by spreading awareness of the cultures of the countries of the languages studied. Achieve understanding and communicative confidence and competence in the language. Provide enjoyment and intellectual stimulation, which may encourage students to continue their study of the language. Encourage students in their whole school journey. In order to achieve this, the languages department is committed to: Creating an atmosphere where students feel at ease and able to thrive so that they achieve their full potential. Providing a languages curriculum that delivers the National Curriculum in each key stage. Providing students with the skills they will need in everyday life. Choosing learning experiences that build upon previous work and pupils' present knowledge and understanding. Providing opportunities for students to take responsibility for their learning, encouraging development of research, practical and investigative skills. Providing opportunities for pupils to work independently and as a group. Providing opportunities for pupils to apply their knowledge, skills and understanding in a range of situations.
Years of study			Years 7, 8, 9, 10 and 11
Exam board			AQA - 8698 (Current Year 10 and 11) AQA - 8692 (Current Year 7, 8 and 9)
External websites utilised			AQA GCSE Spanish Specification - Current Year 10 and 11 AQA GCSE Spanish Specification - Current Year 7, 8 and 9 ActiveLearn - Our Online Extended Learning Website Memrise for Year 7 Vocabulary Practice Memrise for Year 8 Vocabulary Practice Memrise for Year 9, 10 and 11 Vocabulary Practice Memrise for GCSE Vocabulary Practice
Useful resources			GCSEPod - GCSE Revision Seneca - GCSE Revision BBC Bitesize - GCSE Revision Word Reference - An Online Dictionary Global Radio - Listen While You Work Spanish Newspaper Articles
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Personal Details	Personal Details Free Time	Free Time	Free Time School	School	Family
Year 8	Holidays	Holidays Free Time	Free Time	Free Time Diet	Diet	Social Life
Year 9	Free Time and Holidays	Free Time and Holidays	Studies and Life at School	Studies and Life at School	People and Technology	People and Technology
Year 10	Interests and Influences	Interests and Influences	Town and Local Area	Town and Local Area	Food and Celebrations	Food and Celebrations
Year 11	Jobs and Education Post-16	Jobs and Education Post-16	Social and Global Issues	Social and Global Issues	Exam Preparation and Past Papers