Our Vision

Egglescliffe School and Sixth Form curriculum is ambitious for all and designed to equip all students with the knowledge and skills to transition successfully to the next stage in their learning, preparing them for their future in modern Britain. It promotes and develops ready, respectful and responsible learning habits, empowering all students to be the best they can be. Through this vision we inspire excellence in both learning and life.

Curriculum Aims

At Egglescliffe we believe our ambitious curriculum inspires excellence through:

  • Fostering a love of learning new knowledge both within and outside of the curriculum
  • Embedding powerful knowledge so all students can fulfil their future ambitions
  • Ensuring equality of access for all students through an ambitious curriculum for all students
  • Providing a challenging learning environment to develop independent, resilient and critical thinkers
  • Promoting a deep understanding of the diverse and changing world in which we live, instilling fundamental British Values
  • Empowering students to make a positive difference to the world in which they live

Subject Curriculum

  • Project 1 – Formal Elements – Work based around improving and understanding knowledge of the formal elements.  Focus on acquiring skills and ability to analyse artists work.
  • Project 2 – Portraiture – Formal introduction to the construction of the portrait.  This will result in a piece linked to the work of a specific portrait artist.
  • Project 3 – Colour & the Landscape – Focus on the environment and how colour can be used to enhance it.
  • Project 1 – Illustration Project – Investigation into different techniques and styles relating to a more illustrative style.
  • Project 2 – 3D Project – Includes sculptural responses linked to the moving figure.
  • Project 3 – Pop Art – Project linked to the art movement, Pop Art.  To look at the main protagonists involved in the art movement, and to then produce an applied final outcome in the style.
  • Project 1 – Perspective – Formal unit that explores the concept of perspective through small exercises creating an understanding of principals relating to it.
  • Project 2 – Artists Applied Artwork – Creating a functional item that relates to the work of a specific artist.
  • Project 3 – Bugs – Illustrative and mixed media project linked to the theme of bugs and their environment.

GCSE Fine Art Exemplar Work
BTEC Art and Design Exemplar Work

Fine Art Examination Board: AQA (8202)

Year 10

  • Project 1 – Observational Unit – Unit that focusses on the four Assessment Objectives – RECORD, DEVELOP, REFINE, PRESENT.
  • Project 2 – Portrait Unit – Begins formally, looking at the work of other portrait artists and then changes focus where pupils develop own work based on the theme.

Year 11

  • Project 2 continued – Including a 5 hour mock assignment inserted into the course structure.
  • Project 3 – Externally set task – four months preparatory period and a ten hour final piece conducted in exam conditions.

BTEC Level 1/Level 2 Tech Award in Art and Design PracticeExamination Board: Pearson (603/7056/7)

The course comprises of two units over the two year course. Both units are broken down into four distinct areas. During this time students will explore how to research, develop ideas, explore media & materials and presentation of a portfolio.

  • Component 1—Creative Practise in Art & Design
  • Component 2— Responding to a Brief.

A level Fine Art Exemplar Work
A level Photography Exemplar Work
A level Textiles Exemplar Work

Fine Art Examination Board: AQA (7202)

Year 12

  • Project 1 – The Everyday – Responses include Everyday Objects, Issues, Views, Routines, and Situations etc.
  • Project 2 – Personal Study linked to an area of interest – Work must include reference to the four Assessment Objectives.

Year 13

  • Project 2 continued – Personal Study continued, including a 5 hour mock assignment linked to the theme – Included in this is a 1500 essay linked to the project and its content.
  • Project 3 – Externally set task – three months preparatory period and a fifteen hour final piece conducted in exam conditions.

Textiles Examination Board: AQA (7204)

Year 12

  • Project 1 – The Seashore – Inspired by trip to Whitby – Work based on artists’ work and own photos.
  • Project 2 – Textile Illustration – Gather inspiration from personal experiences and surroundings.  Work must include reference to the four Assessment Objectives.

Year 13

  • Project 2 continued – Textile Illustration continued, including a 5 hour mock assignment linked to the theme – Included in this is a 1500 essay linked to the project and its content.
  • Project 3 – Externally set task – three months preparatory period and a fifteen hour final piece conducted in exam conditions.

Photography Examination Board: AQA (7206)

Year 12

  • Project 1 – Introduction to photographic techniques, both traditional and modern – responses to both figurative and experimental reference points.
  • Project 2 – Personal Study linked to an area of interest – Work must include reference to the four Assessment Objectives.

Year 13

  • Project 3 –Personal Study linked to a further area of interest – Included in this is a 1500 essay linked to the project and its content.
  • Project 4 – Externally set task – three months preparatory period and a fifteen hour final piece conducted in exam conditions.
  • Living Systems
  • Variation and Reproduction
  • Plant Reproduction and Ecology
  • Reproduction & Respiration
  • Diet & Health
  • Genetics & Evolution
  • How Science Works Skills
  • Cells
  • Microscopy
  • Transport
  • Cell Division

Examination Board: AQA Trilogy (8464) / AQA (8461)

Year 10

  • Organisation
  • Infection & Response
  • Bioenergetics
  • Ecology

Year 11

  • Homeostasis & Response
  • Inheritance, Variation and Evolution

Examination Board: AQA (7402)

Year 12

  • Biological Molecules
  • Cell Structure & Division
  • Cell Membranes
  • Cells & the Immune System
  • Exchange & Transport Systems
  • DNA, RNA & Protein Synthesis
  • Diversity, Classification & Variation

Year 13

  • Photosynthesis & Respiration
  • Energy Transfer & Nutrient Cycles
  • Stimuli & Response
  • Nervous Coordination
  • Homeostasis
  • Genetics
  • Populations & Evolution
  • Populations in Ecosystems
  • Genome Projects & Gene Technologies
  • Mutations & Gene Expression

Examination Board: Pearson (1BS0)

Year 10

  • Enterprise and entrepreneurs
  • Spotting a business opportunity
  • Putting a business idea into practice
  • Making the business effective
  • Understanding external influences on business

Year 11

  • Growing a Business
  • Making marketing decisions
  • Making operational decisions
  • Making financial decisions
  • Making human resource decisions

Examination Board: Pearson (9BS0)

Year 12

  • Meeting customer needs
  • The market
  • Marketing mix and strategy
  • Managing people
  • Entrepreneurs and leaders
  • Globalisation
  • Global markets and expansion
  • Global marketing
  • Global industries and companies

Year 13

  • Objectives and strategy
  • Decision making techniques
  • Influences on business decisions
  • Assessing competitiveness
  • Managing change
  • Raising finance
  • Financial planning
  • Managing finance
  • Resource management
  • External factors
  • Particles
  • Mixtures
  • Acids and alkalis
  • Atoms, elements & compounds
  • Reactions
  • Earth & Atmosphere
  • How Science Works Skills
  • Elements, compounds and formulae
  • Using Resources
  • Atmosphere

Examination Board: AQA (8462)

Year 10

  • Atomic structure and periodic table
  • Bonding, structure and properties
  • Quantitative chemistry
  • Chemical changes
  • Energy changes

Year 11

  • The rate and extent of chemical change
  • Organic chemistry
  • Chemical analysis
  • Chemistry of the atmosphere
  • Using resources

Examination Board: AQA (7405)

Year 12

  • Atomic structure and bonding
  • Amount of substance
  • Energetics and kinetics
  • Periodicity and properties of groups 2 and 7
  • Equilibria and redox
  • Organic, Alkanes, alkenes, haloalkanes, alcohols
  • Organic analysis

Year 13

  • Thermodynamics
  • Rate equations
  • Equilibria constants
  • Electrochemical cells
  • Acids and bases
  • Transition metal chemistry
  • Organic, carbonyls, aromatic chemistry, amines, polymers, proteins and DNA
  • Organic synthesis
  • Spectroscopy
  • eSafety
  • Computer Programming with Micro:Bits
  • Binary Representation
  • Presenting Information with Productivity Software
  • Basic Image Editing
  • Multimedia Editing
  • Data Handling with spreadsheets
  • Program flow and flowcharts
  • Computer Programming with Python
  • Searching and Sorting algorithms
  • Intermediate Image Editing
  • Web Design
  • Binary Representation & Boolean Logic
  • Social, Moral, Legal and Environmental consequences of Computing
  • Digital Photography
  • Computer Programming and Problem Solving
  • CAD and Project Management
  • Digital Innovation
  • Audience and Purpose for Digital Products
  • Advanced Image Editing

Computer Science Examination Board: OCR (J277)

Year 10

  • Number systems, including binary, denary and hexadecimal
  • Binary representation of characters, images and sounds
  • Computer architecture
  • Computer memory
  • Secondary storage
  • Systems software
  • Fundamentals of computer programming
  • Programming project

Year 11

  • Networking and the Internet
  • Cyber security
  • Ethical, legal, environmental and cultural concerns
  • Producing robust programs
  • Programming tools – translators and IDEs

Level 2 Cambridge Nationals Creative iMedia Examination Board: OCR (J817)

Year 10

  • Image Editing
    • Uses and purpose of digital images
    • Digital image properties
    • Design principles
    • Practical skills for Photoshop
    • Assessed Project
    • Evaluation skills
  • Photography
    • Rules of composition
    • Camera settings
  • Pre-production
    • Pre-production documents
    • Work plans and contingencies
    • Legislation and health & safety

Year 11

  • Photography
    • Assessed Project
    • Evaluation skills
  • Web Design
    • Uses and purpose of websites
    • Devices used to connect to the web
    • Connection methods
    • Practical skills for Adobe Muse
    • Assessed Project
    • Evaluation skills

Computer Science Examination Board: AQA (7517)

Year 12

  • Introduction to computer programming with Java
  • Sequences, selection and iteration
  • 1- and 2- dimensional arrays and file handling
  • Computational abstraction
  • Data representation
  • Fundamentals of computer hardware
  • Fundamentals of computer software
  • Boolean logic and Boolean algebra
  • Introduction to databases and SQL
  • Programming project (NEA)

Year 13

  • Programming project (NEA)
  • Advanced programming techniques including recursion
  • Complex data structures including trees, graphs, stacks, queues and vectors
  • Complex algorithms including tree traversal, graph traversal, searching, sorting and optimisation
  • Time complexity (Big O notation) and the limits of computation
  • Regular languages, including finite state machines, regular expressions, RPN and BNF
  • Networking and the Internet
  • Big Data
  • Functional programming with Haskell

Information Technology Examination Board: Pearson Level 3

Year 12

  • Social Media for Business
    • Types of social media
    • Uses of social media for business
    • Working with real clients
    • Social media analytics
    • Evaluating the impact of social media
    • Assessed project
  • Managing Information
    • Database entities and structures
    • Properties of data and their characteristics
    • Interpreting and storing datasets
    • Managing data using queries
    • Data input and output (using forms, reports & macros)
    • Planning, testing and evaluating data related solutions

Year 13

  • Data Modelling
    • Spreadsheet features
    • Data Modelling principles
    • Analysing & interpreting data
    • Data model design and construction
    • Testing the data model solution
    • Assessed project
  • Information Technology Systems
    • Uses of various digital devices in a business
    • Types and uses of software in a business
    • Uses of different types of networks and network hardware within a business
    • The range of online services available to businesses and how it impacts them
    • Threats to data and countermeasures
    • Moral and Ethical factors pertaining to ICT use.
    • Legislation in relation to ICT that impacts upon individuals and organisations
  • Mirror project- material properties
  • Electronic card project – electronic theory
  • Acrylic door sign project- material properties
  • Aluminium key fob project- material properties
  •  Tea light project – material theory and CAD/CAM
  • Electronic money box project- electronic theory, design theory
  • Electronic car project- material theory & mechanisms
  • Mood light, combing tie-dying from Food and Textiles
  • Electronic amplifier project- electronic theory, CAD/CAM & design theory
  • Bird feeder project- material properties, structural theory
  • Structures; structural elements, forces, testing

Examination Board: AQA (8552)

Year 10

  • PIC Alarm – material properties and electronic systems
  • PIC game- CAD/CAM,  electronic systems and material properties
  • FM Radio – CAD/CAM, designing and making theory
  • Foot Stool – material properties, shaping materials & joining materials
  • Sun Dial – Shaping materials, material properties & designing and making theory
  • Modelling – shaping materials, exploring ideas & forces and stresses
  • Material theory

Year 11

  • NEA assignment
  • Designing and making theory

Examination Board: AQA (7552)

Year 12

  • Design task- portfolio development
  • Technical principles

Year 13

  • NEA assignment
  • Designing and making principles

Textiles

  • Equipment and machine safety
  • Design and make a storage case/pouch using a bonded fabric
  • Hand embroidery and applique
  • Design and make a door stop using resistant dying- tie dye
  • Introduction to the sewing machine

Food and Nutrition

  • Practical skills: Knife skills, using the hob/oven, range of basic cooking methods covered
  • Eat well plate
  • Main nutrients, their function and sources
  • Working safely and hygienically

Textiles

  • Specification, understanding user needs
  • Design strategies and techniques
  • Design and make a block print bag
  • Components and toy safety
  • Design and make a product for a child

Food and Nutrition

  • Practical skills: intermediate skills covered, handling raw meat, roux sauce, improving independence and timing
  • Modifying and adapting recipes
  • Consequences of an unhealthy diet
  • Tips to improve diets

Textiles

  • Looking at the work of others
  • Exploring and developing decorative techniques
  • Drawing techniques
  • A range of small design and make tasks focused around users and their needs
  • A range of practical skills for example stencilling, Lino printing, electronic textiles

Food and Nutrition

  • Practical skills: intermediate to higher skills, meals and desserts including presentation
  • Understanding nutritional needs for different groups and menu planning
  • Food trends: Multicultural foods
  • Environmental: food wastage

Textiles Examination Board: AQA (8552)

Year 10

  • Textiles based materials: fabrics and their properties
  • Common specialist technical principles: joining/ shaping, dyeing and printing
  • Designing and making principles
  • Environmental issues: sustainability, social issues, 6Rs

Year 11

  • Design and make coursework
  • Materials and their working properties core DT: timber, metals, polymers
  • New and emerging technologies
  • Energy, materials, systems and devises

Hospitality and Catering Examination Board: WJEC Level 1/2 (601/7703/2)

Year 10

  • All the different parts of the hospitality and catering industry
  • Different types of hospitality establishments and job roles
  • Different types of hospitality and catering provision for particular situations
  • Front of house and kitchen operations
  • The needs and requirements of customers
  • What makes a business successful
  • Issues relating to nutrition and food safety

Year 11

  • Nutrients: function, unsatisfactory intake, impact of cooking
  • Nutritional needs for specific groups
  • Menu planning: meeting needs, environmental issues,
  • Production of a dish for a menu

Health and Social Care Examination Board: WJEC Level 1/2 (601/7703/2)

Year 10

  • Understanding human growth and development across the life stages and factors that affect it
  • Investigate how individuals deal with life events
  • Understanding the different types of health and social care services and barriers to accessing them
  • Demonstrate care values and review practices

Year 11

  • Factors that affect health and wellbeing
  • Interpreting health indicators
  • Person centred health and wellbeing improvement plans

Health and Social Care Examination Board: Pearson BTEC Level 3(601/7197/2)

  • Unit 5 – Meeting individual care and support needs
  • Unit 14 – Physiological disorders and their care
  • Unit 1 – Human life span development
  • Unit 2 – Working in Health and Social
  • Mime
  • Paired improvisation
  • Centre of the circle improvisation
  • Whole group spontaneous Drama
  • Whole group planned Drama
  • Accepting Project – paired & group work
  • Whole Group Drama
  • Exploring extracts from a script
  • Paired Improvisation
  • Planning and rehearsing a paired scene – responding to stimulus
  • Whole Group Drama
  • Group Devised pieces on risk-taking – responding to stimulus
  • Exploring extracts from a script

Examination Board: Edexcel (1DRO)

Year 10

  • Intro to the course and group
  • An introduction to Devising
  • Devising mock exam & mock portfolio
  • An Inspector Calls
  • Devising Real exam and Portfolio

Year 11

  • Completion of portfolio
  • Live Theatre Trip followed by analysis and evaluation with formal “500 words – Notes” prepared.
  • Component 3 Revision: Live Theatre & An Inspector Calls for Mock Exam
  • Component 2 – Rehearsal and performance of 2 extracts from the same script
  • Component 3 Revision: Live Theatre & An Inspector Calls for Mock Exam
  • Component 3 – Real Exam

Examination Board: AQA (7262)

Year 12

  • Antigone
  • Live Theatre, including;Theatre trips with analysis and evaluation
  • Exploring 2 extracts from 2contrasting scripts, with the application of the chosen practitioner’sideas & techniques and completing the reflective reports on each
  • Our Country’s Good
  • Component 2 – Creating OriginalDrama – Introduction & Mock 

Year 13

  • Our Country’s Good
  • Antigone
  • Component 2 Exam – Creating Original Drama 
  • Live Theatre, including; Theatre trips with analysis and evaluation
  • Component 3 Exam – Exploring & performing the 3rd & final extract from a new, contrasting script with the application of the chosen practitioner’s ideas & techniques. Completion of reflective report. 
  • Component 1 Exam – Antigone, Our Country’s Good and Live Theatre. 

Economics

Examination Board: AQA (7136)

Year 12

  • Markets and market Failures
  • Behavioural Economics
  • Growth of GDP
  •  Unemployment
  • Inflation
  • Trade and the Balance of Payments

Year 13

  • Structure of industry- competition, monopoly etc
  • Regulation of industry
  • Wage Determination
  • Poverty
  • Financial markets and the role of the Bank of England, Globalisation and EU topics
  • Development topics
  • Novel: The Breadwinner
  • ‘Innocence and Experience’ Victorian Life
  • ‘A Writer’s Craft’ – Writing a Short Story
  • ‘Heroes vs Villains’ An Introduction to Shakespeare’s Heroes and Villains
  • Novel: Noughts and Crosses
  • War Poetry: ‘Words at War’
  • ‘Supernatural vs Spiritual’ Edgar Allen Poe
  • Shakespeare’s Romeo and Juliet (NB: current Y8s studying Shakespeare’s ‘Heroes vs Villains’
  • Novel: Of Mice and Men
  • Non-Fiction: ‘Issues and Ideas’
  • Modern Drama: Blood Brothers (NB: current Y9s studying ‘Supernatural vs Spiritual’ – Edgar Allen Poe)
  • Manipulation and Madness: Browning Poetry (leading to Macbeth)
  • Shakespearean Tragedy: Macbeth

English Language Examination Board: AQA (8700)

Year 10

  • Language Paper 1
  • Literature A Christmas Carol
  • Literature Power and Conflict Anthology Poetry
  • Literature Unseen Poetry / Mastering Macbeth
  • Literature An Inspector Calls

Year 11

  • Language Paper 2 / Mastering Literature
  • Mastering Language Paper 1
  • Mastering An Inspector Calls and Power and Conflict Poetry
  • Mastering Language Paper 2
  • Mastering A Christmas Carol and Macbeth
  • Final Exam Preparations

English Language Examination Board: AQA

Year 12

  • Linguistic frameworks
  • Language varieties: Gender
  • Language varieties: Regional & National Variation
  • Text Analysis
  •  Language and social groups/status
  • Language and occupational groups
  • Text Analysis – recap on topics
  • Working through independent
  • study coursework

Year 13

  • Language Change
  • Child Language Acquisition
  • World English & Language ethnicity
  • Continuing Language Change

English Literature Examination Board: AQA

Year 12

  • Introduction to Social and Political Protest Writing Genre (Paper 2)
  • Prose – The Kite Runner by Khaled Hosseini 
  • Prose – The Handmaid’s Tale by Margaret Atwood 
  • Poetry – ‘Songs of Innocence and Experience’ by William Blake 
  • Non-Exam Assessment (Literary Critical Theory- Prose) 

Year 13

  • Introduction to Tragedy Genre (Paper 1) 
  • Non-Exam Assessment (Literary Critical Theory- Poetry)
  • Drama – Othello by William Shakespeare 
  • Poetry – Study of Keats (selected tragic poems) 
  • Drama – Death of a Salesman by Arthur Miller
  • Revision 

Enterprise

Examination Board: Pearson (BHDY9)

Year 10

  • Examining the characteristics of enterprises
  • Explore how market research helps enterprises meet customer needs
  • Investigate the factors that contribute to the success of an enterprise
  • Promotion
  • Financial records
  • Financial planning and forecasting

Year 11

  • Explore ideas and plan for a micro-enterprise activity
  • Pitch a micro-enterprise activity
  • Review own pitch for a micro-enterprise activity

Extended Project Qualification

Examination Board:

The Extended Project (AQA) is a qualification that is internally assessed in Y13. It can take the form of a 5000 word essay or a group project for a specific audience or the creation of an artefact for evaluation. The qualification can develop and extend from one or more of the student’s study areas and/or from an area of personal interest or activity outside their main programme of study. It will be based on a topic chosen by the student(s) and agreed as appropriate by the centre. Students are required, with appropriate supervision

Year 12

  • Attend 6 taught skills sessions in enrichment time from Jan – June
  • Choose an area of interest to research
  • Attend a University Workshop on academic referencing
  • Meet with their supervisor to share their initial ideas and begin recording them in their log
  • Research their project over the six week holidays

Year 13

  • Plan, research and carry out the project by February of Y13
  • Meet with their supervisor when appropriate in Y13 to complete their candidate record form to evidence the stages of their project development and assessment
  • Deliver a presentation to a non-specialist audience about their project in March
  • All about me
  • My Family
  • Free time
  • Media
  • Paris
  • Home and away
  • Healthy liviing
  • Jobs and ambitions
  • Special holidays

Examination Board: AQA (8658)

Year 10

  • Free time and technology
  • Customs and festivals
  • Home town, neighbourhood and region
  • Holidays
  • School

Year 11

  • Post-16 study and work
  • Global issues
  • Social issues and moral responsibility

Examination Board: AQA (7652)

Year 12

  • Family and relationships
  • Contemporary French music
  • Cyber society
  • Cinema
  • Aspects of French society – voluntary work
  • French heritage
  • Film study – La Haine (Mathieu Kassovitz)

Year 13

  • Diversity in society
  • Marginalisation
  • Politics and immigration
  • Trade unions, demonstrations and strikes – aspects of political life
  • Young people and political engagement
  • Literature study – Bonjour Tristesse  (Françoise Sagan)
  • Individual research project
  • Local Action, Global Impact
  • Africa
  • Coasts
  • Weather and Climate
  • Cold Environments
  • Rivers and flooding
  • Ecosystems
  • Population
  • Development in Deserts
  • Globalisation
  • Tectonics Hazards
  • A Contrasting World
  • Weather Hazards
  • Geographical Skills
  • Settlement

Examination Board: AQA (8035)

Year 10

  • Urban Issues and Challenges
  • The Challenge of Natural Hazards
  • Physical landscapes in the UK-Coasts and River
  • Fieldwork and geographical skills

Year 11

  • The Changing Economic World
  • The Living World
  • The Challenge of Resources Management
  • Pre-Release: Issue Evaluation

Examination Board: AQA (7037)

Year 12

  • Population and Environment
  • Natural Hazards
  • Coastal Systems and Landscapes
  • Changing Places
  • NEA: Fieldwork Investigation

Year 13

  • NEA: Fieldwork Investigation
  • Global Systems and Global Governance
  • Water and Carbon Cycle
  • Me and my world
  • Free time
  • Family and pets
  • School
  • Where I live
  • Media
  • Holidays
  • Music and role models
  • Ambitions and jobs
  • Rights and Responsibilities

Examination Board: AQA (8668)

Year 10

  • Free time
  • Relationships
  • House and home
  • Media
  • Healthy living

Year 11

  • Holidays
  • Post-16 study and work
  • Travelling and shopping
  • Festivals and Events
  • The environment
  • Social issues and moral responsibility

Examination Board: AQA (7662)

Year 12

  • Family and relationships
  • Digital world
  • Youth culture: Fashion, music and TV
  • Customs and festivals in German speaking countries.
  • Art and architecture in German speaking countries
  • Berlin – cultural life then and now.
  • Film study – Goodbye Lenin! (Wolfgang Becker)

Year 13

  • Multi-culturalism in German speaking society
  • Integration
  • Racism
  • Germany and the European union
  • Politics and young people
  • German re-unification and its consequences
  • Literature study – Der Vorleser (Bernhard Schlink)
  • Individual research project

Government and Politics

Examination Board: Edexcel (9LP0)

Year 12

  • Voting behaviour in the UK
  • Electoral systems in the UK
  • Political Parties
  • Pressure Groups
  • The history of Suffrage
  • Human Rights in the UK
  • Democracy and Participation
  • The Constitution
  • Relationships between the Legislative, Judiciary and Executive
  • Parliament
  • The UK Supreme Court
  • Relationships with the EU

Year 13

Comparative Politics: The USA

  • Democracy and participation in the USA
  • Voting Behaviour
  • Electoral Systems – Presidential and Congressional
  • The constitution – Bipartisanship, Federalism, Separation of Powers, Checks and Balances
  • The roles and powers of congress
  • The role of the Supreme Court and Civil Rights
  • The executive – the power of the President
  • Theoretical comparisons with the UK

Political ideologies

  • Conservatism
  • Liberalism
  • Socialism
  • Feminism
  • What can we learn about the empty mound?
  • What did the Anglo Saxons do all day?
  • Why was one kind of England annihilated and another set up? 
  • Why did people in the Middle Ages build glorious cathedrals but live in such simple houses?
  • Could medieval monarchs always do whatever they wanted?
  • Would you have preferred to be rulers from around the world? 
  • Were the lives of medieval peasants ‘really measly’?
  • Did rats and rebels really change people’s lives by 1500?
  • Was there a World Wide Web in the Middles Ages?
  • Was the period 1500-1750. A Period of constant change? 
  • How did ordinary people react to religious ‘Tudor roller coaster’ of the Reformation?
  • What can Lucy Hay tell us about life during the Civil War?
  • Was 1649 a significant event in the development of parliament?
  • Were the Mughals more successful than the Tudor and Stuarts?
  • How united was the United Kingdom by 1745?
  • What can the Great Exhibition tell us about the period 1750-1900?
  • Was Yarm typical of life in the Industrial Revolution?
  • How similar were the experience of different parts of the Empire?
  • What can we learn from the experience of John Jackson and Equiano about the slave trade?
  • What can the Olympics tell us about the Twentieth Century?
  • Was the war the most significant reason why women got the vote?
  • What would you put in a 30 second news bulletin about the cause of World War One?
  • Were ‘Mud, rats, poppies and success all that we should remember about WW1?
  • Does the negative impact of the First World War outweigh the positive impact? 2 lessons
  • Sir could a dictator have ended up ruling Britain in 1930?
  • What was the impact of World War Two on civilians?
  • How did the Holocaust happen and how was it resisted?
  • How far is the historian John Darwin correct that the reason for decline of the Empire was because it was Vast, Variegated and far flung’?
  • Was time magazine correct did the swinging sixties really swing?
  • What 9/11 caused by the need for resources?

Examination Board: Edexcel (1HI0)

Year 10

  • Medicine in Britain, c1250-present and the British Wester Front, 1914-15: injuries, treatment and the trenches.
  • Early Elizabethan England 1558-1588

Year 11

  • Superpower relations and the Cold War, 1941-1991
  • Weimar and Nazi Germany 1918-1939

Examination Board: OCR (H505)

Year 12

  • French Revolution and Napoleon 1774-1815
  • Alfred and the Making of England 871-1016
  • Russia and its Ruler 1855-1964
  • Independent study

Year 13

  • Russia and its Rulers 1855 -1964
  • Independent study
  • Revision of French Revolution and Napoleon 1774-1815
  • Revision of Alfred and the Making of England 871-1016

Examination Board: OCR (H415)

Year 12

  • Parliamentary law making
  • Delegated legislation
  • Statutory interpretation
  • Judicial precedent
  • Law reform
  • Legal personnel
  • Civil courts and other forms of dispute resolution
  • Criminal courts and lay people
  • Criminal law

Year 13

  • Tort law
  • Nature of law
  • Human rights law
  • Fractions, decimals and percentages
  • Area, volume and surface area
  • Algebra manipulation & solving equations
  • Averages
  • Sequences
  • Directed number
  • Functions
  • Constructions
  • Developing geometric reasoning with angles
  • Sets & probability
  • Prime numbers and proof
  • Fractions, decimals and percentages
  • Sequences
  • Constructions & angles
  • Area, volume and surface area
  • Averages
  • Equation of a line
  • Indices
  • Standard index form
  • Brackets, equations & inequalities
  • Tables and probability
  • Data handling cycle
  • Number – estimations, using calculator effectively and more calculations with fractions, decimals and percentages.
  • Ratio & proportion
  • Algebra – algebraic manipulation, solving harder equations, plotting graphs and equation of a line
  • Shape – compound measures, transformations, trigonometry, loci and volume/surface area of harder shapes.
  • Probability, including Venn diagrams
  • Data handling

Examination Board: Edexcel

Throughout Year 10 and Year 11 pupils will cover topics under the following headings at both Foundation and Higher level.

  • Number
  • Algebra
  • Ratio, proportion and rates of change
  • Geometry and measures
  • Probability
  • Statistics

Mathematics Examination Board: Edexcel

Year 12

  • Pure Maths (Number, Algebra, Trigonometry & Graphs)
  • Mechanics
  • Statistics

Year 13

  • Pure Maths (Number, Algebra, Trigonometry & Graphs)
  • Mechanics
  • Statistics

Further Maths Examination Board: Edexcel

Year 12

  • Further Pure Maths
  • Decision
  • Further mechanics

Year 13

  • Further Pure Maths
  • Decision
  • Further mechanics
  • Autumn term
    • Identifying mise en scene and symbolism in media texts
    • Understanding how media language creates meaning
    • Discussing the motivations of producers and audiences to create and consume the media
    • Be able to explore representations of different social groups in the media and their impact upon audiences
  • Spring term
    • Produce deconstructions of close study products in television, music and magazine
    • Understanding of convergence and synergy in film
    • Plan mise en scene and representations in response to a client brief
  • Summer term
    • Combine assets in image editing software to produce a magazine cover
    • Complete NEA assessment in magazine production

Examination Board: A Level: OCR H409

Year 12

  • Autumn term
    • Exploring the conventions of a range of media products
    • Define and discuss the use of media language to create meaning in the media
    • Use mise en scene to construct meaning in photography
  • Spring term
    • Explore the theories behind media language and discuss their relevance
    • Identify links between ownership ideology and media language in newspapers
    • Discuss the context of the producer and its influence on media production
    • Plan detailed media language to construct representations in response to NEA briefs
  • Summer term
    • Combine assets in image editing software to produce a magazine cover and contents page
    • Conduct photoshoots to build clear representations of two social groups

Year 13

  • Autumn term
    • Construct representations using media language to complete NEA projects
    • Deconstruct meaning and representations in long form television drama
    • Explore the contexts of television production and its influence on media language
    • Explore context of the audience and its impact on media reception
  • Spring term
    • Explore the impact of technology and audience evolution on media industries
    • Consider developments in digital media and computer gaming and the role of the prosumer
    • Understand the role of public service broadcasting and its position in the global media landscape
    • Explore changes in film production, distribution and consumption through a study of Disney
  • Music and the natural world
  • Performance and composition skills development at the keyboard
  • Structured melody writing
  • Programmatic music
  • Continued performance and composition skills development at the keyboard
  • Writing about music
  • Use of two parts in musical composition
  • Chords and broken chords
  • Complex rhythmic patterns/polyrhythm
  • Individual final project – composition or performance

Examination Board: Eduqas

Year 10

  • Performance practice: solo and ensemble
  • Composition skills and development of individual composition
  • Listening skills development
  • Study of set works
  • Development of Music Theory

Year 11

  • Recording of solo and ensemble final performances
  • Composition of two compositions, one to a brief set by the exam board
  • Listening questions in examination using key vocabulary and listening skills
  • Short written answers on set works

Examination Board: Eduqas

Year 12

  • Performance practice including ½ hour individually accompanied rehearsal per week
  • Grounding in all key music theory
  • Development of listening skills – Musical Theatre, Jazz, Popular Music,
  • Composition techniques in a variety of styles
  • Study of set works by Haydn and Poulenc

Year 13

  • Completion of two compositions, one to a brief set by the exam board
  • Composition of performance recital consisting of solo, ensemble, or a mix of both
  • Continued development of listening skills
  • Study of set works by Mendelssohn and Debussy

Examination Board:

Year 12


Year 13

  • Athletics – cross-country, track & field events
    • running, jumping & throwing principles; rules & procedures for safe activity
  • Dance
    • social dances, response to music, teamwork in dance
  • Gymnastics
    • principles of balance & travel
  • Health Related Exercise
    • ‘S factors of fitness & fitness testing
  • Invasion Games – basketball/netball, football, hockey, rugby
    • sending & receiving skills to maintain possession; basic rules to stop/start
  • Net Games – tennis
    • serving & rallying; using simple scoring systems
  • Striking & fielding Games – cricket, rounders/softball
    • developing throwing, catching & hitting skills; basic rules & simple scoring systems
  • Athletics – cross-country, orienteering, track & field events
    • event-specific techniques to improve scores & times; evaluating strengths & weaknesses in performance
  • Dance
    • developing techniques within dance styles; principles of cannon & unison
  • Gymnastics
    • principles of flight; using criteria to judge performance & suggest improvements
  • Health Related Exercise
    • muscle groups and types of training; benefits of exercise on health/lifestyle.
  • Invasion Games – basketball/netball, football, hockey, rugby
    • attacking skills to create space & score; applying rules & consequences in small-sided competition
  • Net Games – badminton, tennis, volleyball
    • attacking and rallying shots; applying rules in singles & doubles play.
  • Striking & fielding Games – cricket, rounders/softball
    • fielding, bowling & batting techniques; adapting skills to different situations
  • Athletics – cross-country, orienteering, track & field events
    • applying techniques to maximise performance; teamwork & problem solving
  • Health Related Exercise
    • applying training principles; analysing training types and the body’s response to training
  • Invasion Games – football, hockey, netball, rugby
    • attacking & defending skills & tactics; adapting techniques to outwit/utilise space
  • Net Games – badminton, table tennis, tennis, volleyball
    • shot combinations & variety to outwit/utilise space; officiating competition
  • Striking & fielding Games – cricket, rounders/softball
    • adapting batting, bowling & fielding in specific situations; officiating competition

GCSE Examination Board: OCR (J587)

Year 10

  • Components of fitness and fitness testing
  • Optimising training and Principles of training
  • Skeletal & muscular systems and movement analysis (levers)
  • Cardiovascular and respiratory systems
  • Preparation for activity and prevention of injury
  • Effects of exercise on the body
  • Health, fitness and well-being

Year 11

  • Skill classification, guidance and feedback
  • Goal Setting
  • Mental preparation techniques
  • Factors affecting participation in sport
  • Organisation of sport, commercialisation and media
  • Ethics, drugs and violence in sport
  • Diet and nutrition for sports performance

BTEC Examination Board: Pearson (600/4779/3)

Year 10

  • Unit 1: Fitness for Sport & Exercise
  • Unit 3: Applying the Principles of Personal Training

Year 11

  • Unit 2: Practical Performance in Sport
  • Unit 6: Leading Sports Activities

Examination Board: OCR (H555)

Year 12

  • Skeletal and muscular systems
  • Cardiovascular and respiratory systems
  • Diet and nutrition
  • Preparation and training methods
  • Biomechanical principles, levers and the use of technology
  • Classification of skills
  • Types of practice, transfer and stages of learning
  • Individual differences, group and team dynamics
  • Emergence and evolution of modern sport
  • Global sporting events
  • EAPI: Performance Analysis

Year 13

  • Energy systems and recovery
  • Injury prevention and rehabilitation
  • Linear and angular motion, fluid mechanics and projectile motion
  • Memory models, attribution, leadership and stress management
  • Ethics and deviance
  • Commercialisation and the media
  • Routes to excellence
  • Modern technology
  • EAPI: Performance Analysis & Development Planning
  • Forces
  • Electricity
  • Energy
  • Heating & Cooling
  • Space & waves
  • Levers
  • AQA GCSE Skills
  • GCSE Energy

Examination Board: AQA (8463)

Year 10

  • Electricity
  • Particle Model of Matter
  • Atomic Structure

Year 11

  • Forces
  • Waves
  • Magnetism and Electromagnetism
  • Space Physics (Triple Only)

Examination Board: AQA (7408)

Year 12

  • Measurements and their Errors
  • Particles and Radiation
  • Waves
  • Mechanics and Materials
  • Electricity

Year 13

  • Further Mechanics and Thermal Physics
  • Fields and their Consequences
  • Nuclear Physics
  • Option Topic

Examination Board: AQA (7182)

Year 12

  • Biopsychology
  • Approaches in Psychology
  • Psychopathology
  • Memory
  • Research Methods

Year 13

  • Social Influence
  • Gender Development
  • Attachment
  • Schizophrenia
  • Forensic Psychology
  • Issues and Debates
  • How does Religion welcome?
  • What do Christians believe?
  • What is Evil and How do People overcome it?
  • What can we learn from Hinduism?
  • What is Man’s Origin Meaning and Purpose?
  • Jesus- Saviour or Troublemaker?
  • How good are you?
  • What can we learn from Islam?
  • Current issues and religion?
  • What does it mean to be a Christian today?
  • What can we learn from Philosophy?
  • What can we learn from Judaism?

Examination Board: Edexcel (1ROB)

Year 10

  • Christian Beliefs
  • Marriage and the Family
  • Christian Practices
  • Matters of Life and Death
  • Study of Muslim Beliefs

Year 11

  • Crime and Punishment
  • Muslim Practices
  • War and Peace

Examination Board: Edexcel (9RS0)

  • Philosophy of Religion
    • Philosophical issues and questions
    • The nature and influence of religious experience
    • Problems of evil and suffering
    • Philosophical language
    • Works of scholars
    •  Influences of developments in religious belief
  • Religion and Ethics
    • Significant concepts in issues or debates in religion and ethics
    • A study of three ethical theories;
    • Application of ethical theories to issues of importance
    • Ethical language
    • Deontology
    • Virtue Ethics
    • The works of scholars
    • Medical ethics: beginning and end of life issues
  • Study of Hinduism
    • Religious beliefs
    • values and teachings
    • Sources of wisdom and authority
    • Practices that shape and express religious identity
    • Social and historical developments
    • Works of scholars
    • Religion and society
    • Primary texts

Examination Board: AQA (7192)

Year 12

  • Family and Households
  • Education
  • Research Methods

Year 13

  • Media
  • Theory
  • Crime and Deviance
  • Autorretrato + Mi pueblo
  • Mis gustos – Recall of the main 4 grammar items: justified opinions, preterite, present and future tense
  • Mi trabajo – World of work and future choices
  • Mi vida sana – Healthy lifestyles
  • Mi mundo – Social issue and the environment
  • Desconéctate –Travel and Tourism
  • En el insti – School
  • Mi gente – Family and Relationships and Technology use
  • Intereses e Influencias – Free time activities and Role models
  • Ciudades – Home and Region
  • Desconéctate –Travel and Tourism
  • Ciudades (continued) – Home and Region
  • De Costumbre – Festivals, Traditions and Culture
  • A Currar – The World of work and Future ambitions
  • Hacia un mundo mejor – Global and Social issues
  • Revision