Curriculum

Our goal is to ensure that all pupils make the best possible academic progress, so as to enable successful re-integration to mainstream school or successful progression to post-16 education, training or employment.

Our teaching week comprises 6 lessons per day of 45 minutes duration

Key Stage 3

All KS3 pupils are provided with the following compulsory subjects each week:

English 4 x 45 mins
Drama/Media Studies 2 x 45 mins
Maths 4 x 45 mins
Science 3 x 45 mins
ICT 2 x 45 mins
PE 2 x 45 mins
Food 2 x 45 mins
Nurture Group 1 x 45 mins
Art 2 x 45 mins
Land Based Studies 2 x 45 mins
Technology 2 x 45 mins
Photography 2 x 45 mins
SEAL 2 x 45 mins
Assembly 1 x 15 mins
Tutor Time AM/PM 4 x 15 + 5 x 5 mins
Breakfast/Break/Lunch 5 x 15 + 5 x 10 + 5 x 25 mins

Total Time: 28 hours and 20 mins 

Key Stage 4

All KS4 pupils are provided with the following compulsory subjects each week:

English 5 x 45 mins
Maths 5 x 45 mins
Science 5 x 45 mins
ICT 1 x 45 mins
PE 4 x 45 mins
Life Skills 1 x 45 mins
History 3 x 45 mins
Assembly  1 x 15 mins
Breakfast/Break/Lunch 5 x 15 + 5 x 10 + 5 x 25
Tutor Time AM/PM 4 x 15 + 5 x 5

All KS4 pupils choose 2 from the following 4 options each week:

Art 3 x 45 mins
Food 3 x 45 mins
Animal Care 3 x 45 mins
Design Technology 3 x 45 min

Total Time: 28 hours and 20 mins 

Art and Design

Curriculum Content at KS3 During Key Stage 3, Art and Design students will have the opportunity to explore, experiment and respond to ideas.

Our partnership project with Hampshire Cultural Trust and the Horizon 20:20 project means that KS3 students get the opportunity to regularly work with local professional artists in various art forms from drama to singing, glass to willow. Students will begin to develop skills in media which interest them and they will be encouraged to make independent choices.

The art room is a safe place to test out ideas, make mistakes, adapt, try again, and try something new. It is a space where students can develop confidence and an inquiring mind whilst expressing themselves. This supports the development of good life and learning skills.

Qualifications offered in this subject Some KS3 students, depending on how long they stay with us, may have the opportunity to gain the Bronze Arts Award
Curriculum content at KS4 We will build up a tool box of skills and experience in various media whilst looking at art that is relevant to individual students.

Our artists are encouraged to work independently on projects inspired by them. Students must bring their own interests, beliefs, experiences and creativity and be prepared to experiment and explore.

We encourage an interest for the subject by evaluating the work of relevant and contemporary artists to which students may relate.
Qualifications offered in this subject At KS4 pupils study GCSE in Art and Design which, when combined with other GCSEs, can lead to A level courses in the subject. At KS3 some students will have the opportunity to gain their Bronze Arts Award.
Assessment at KS4 e.g. exams and coursework Students are assessed equally over 4 areas - research, experimentation, the recording of their ideas and journey and their final response.

60% of the final grade will be from course work which makes up a portfolio. This consists of more than one extended collection of work chosen from work produced over 2 years.

A final project including a 10 hour exam spread over 3 days accounts for the remaining 40% of the grade.
What are the benefits of this subject Post 16 and beyond? Qualifications in Art and Design are highly respected by many employers and places of further education. They indicate a creative and inquisitive mind – someone who can learn from mistakes, solve problems and show perseverance and resilience.

Students of GCSE Art and Design can progress to A level courses in similar and related subjects, as well as to employment and apprenticeships.

Food Technology

Curriculum Content at KS3 Students develop their practical cooking skills, extend their knowledge of food products and develop a love of cooking, both for pleasure and as a life skill.
Curriculum content at KS4 In KS4 students follow the Eduqas GCSE Food Preparation and Nutrition course.

This is a two year course - in year 10 students learn about food, where it comes from and how to cook it. In year 11 they are required to complete 2 Non Examined Assessment (NEA)tasks, which are set by the examination board. Students also complete a written exam in the summer term of year 11.

Qualifications offered in this subject Year 11 GCSE

Assessment at KS4 e.g. exams and coursework Year 11 GCSE

The final assessment will be a written exam and an 2 internally assessed Non Examined Assessments (NEA
What are the benefits of this subject Post 16 and beyond? The GCSE course may be used as a stepping stone into work in a food based environment, or it may be used to support an application to providers of further education or training, for academic study and / or apprenticeship.

It also enables students to gain an essential life skill.

Information and Communication Technology

Curriculum Content at KS3 At KS3, pupils will undertake different projects, focusing on different areas of ICT, including:
• The Microsoft Office Suite of software
• Scratch computer programming
• Photography
• Adobe Photoshop
• Website creation
• Video editing
Curriculum content at KS4 At KS4, there is a specific focus on the Microsoft Office suite of software, requiring the acquisition of detailed knowledge of Microsoft Word, PowerPoint and Excel.

Pupils will also study:
• The use of ICT in everyday life
• Computer law
• Computer security
• Hardware
• Software
• Networks
Qualifications offered in this subject BCS ECDL ICT Qualification
Assessment at KS4 e.g. exams and coursework Functional Skills: One 2 hour exam

ECDL: 1 x 45 minute exams covering: Microsoft Word, Excel, PowerPoint and Improving Productivity.
What are the benefits of this subject Post 16 and beyond? Pupils completing the ECDL qualification will have attained a qualification that is recognised by colleges and workplaces worldwide.

Physical Education

Curriculum Content at KS3 Pupils will learn and participate in different sports, focusing on key areas of the national curriculum, including:
• Using a range of different tactics and strategies to overcome opponents
• Developing techniques to improve performance in competitive sports
• Taking part in outdoor adventurous activities which present intellectual and physical challenges
• Analysing their own and other pupils’ performances to achieve their personal best
• Seeking to engage in physical activity outside school within the local community.
Curriculum content at KS4 The aim is to attain NCFE Level 1 or Level 2 qualification in Health and Fitness. The focus is to enable breadth and depth of study of health and fitness. Students will also develop core transferable skills such as communication, problem solving and research skills.

Pupils will study:
• Introduction to health, fitness and exercise
• Understanding a healthy lifestyle
• Planning an exercise session
• Understanding a personal fitness programme
Qualifications offered in this subject Sport Science LEVEL 1/2 Cambridge Nationals OCR
Assessment at KS4 e.g. exams and coursework Three internally assessed units with a portfolio for evidence.
One externally assessed unit.
All work will be moderated against the grading criteria.
What are the benefits of this subject Post 16 and beyond? Pupils completing the NCFE course will attain a qualification that is recognised by providers of further education and training and employers worldwide.

Design Technology

Curriculum Content at KS3 Through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They will work in a range of domestic and local contexts, and industrial contexts.

Design

• use research and exploration, such as the study of different cultures, to identify and understand user needs
• identify and solve their own design problems and understand how to reformulate problems given to them
• develop specifications to inform the design of innovative, functional, appealing products that respond to needs in
a variety of situations
• use a variety of approaches, to generate creative ideas and avoid stereotypical responses
• develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical
modelling, oral and digital presentations and computer-based tools

Make

• select from and use specialist tools, techniques, processes, equipment and machinery precisely, including
computer-aided manufacture
• select from and use a wider, more complex range of materials and components, taking into account their
properties

Evaluate

• analyse the work of past and present professionals and others to develop and broaden their understanding
• investigate new and emerging technologies
• test, evaluate and refine their ideas and products against a specification, taking into account the views of intended
users and other interested groups
• understand developments in design and technology, its impact on individuals, society and the environment, and
the responsibilities of designers, engineers and technologists

Technical knowledge

• understand and use the properties of materials and the performance of structural elements to achieve functioning
solutions
• understand how more advanced mechanical systems used in their products enable changes in movement and
force
• understand how more advanced electrical and electronic systems can be powered and used in their products
• apply computing and use electronics to embed intelligence in products that respond to inputs, and control
outputs, using programmable components.

Curriculum content at KS4 GCSE in Design and Technology requires students to demonstrate the necessary knowledge, understanding and skills required to undertake iterative design processes of exploring, creating and evaluating.

The specification requires students to produce one final made prototype based on a design brief they develop in response to a contextual challenge set by the exam board. When completing their project students will apply designing and making principles and their knowledge and understanding of technical principles.

Technical principles

In order to make effective design choices in relation to which materials, components and systems to utilise, students will need a breadth of technical knowledge and understanding that includes:

• the impact of new and emerging technologies on industry, enterprise, sustainability, people, culture, society and
the environment, production techniques and systems
• how the critical evaluation of new and emerging technologies informs design decisions; considering contemporary
and potential future scenarios from different perspectives, such as ethics and the environment
• how energy is generated and stored in order to choose and use appropriate sources to make products and to
power systems
• developments in modern and smart materials, composite materials and technical textiles
• how electronic systems provide functionality to products and processes, including sensors and control devices to
respond to a variety of inputs, and devices to produce a range of outputs
• the use of programmable components to embed functionality into products in order to enhance and customise
their operation
• the functions of mechanical devices, to produce different sorts of movement, changing the magnitude and
direction of forces
• the categorisation of the types and properties of the following materials:

o papers and boards
o natural and manufactured timber
o ferrous and non-ferrous metals
o thermoforming and thermosetting polymers
o natural, synthetic, blended and mixed fibres, and woven, non-woven and knitted textiles

Designing and making principles

• understand that all design and technological practice takes place within contexts which inform outcomes
• identify and understand client and user needs through the collection of primary and secondary data
• demonstrate an ability to write a design brief and specifications from their own and others’ considerations of
human needs, wants and interests
• investigate factors, such as environmental, social and economic challenges, in order to identify opportunities and
constraints that influence the processes of designing and making
• explore and develop their ideas, testing, critically analysing and evaluating their work in order to inform and refine
their design decisions thus achieving improved outcomes
• investigate and analyse the work of past and present professionals and companies in the area of design and
technology in order to help inform their own ideas
• use different design strategies, such as collaboration, user-centred design and systems thinking, to generate initial
ideas and avoid design fixation
• develop, communicate, record and justify design ideas, applying suitable techniques, for example: formal and
informal 2D and 3D drawing; system and schematic diagrams; annotated sketches; exploded diagrams; models;
presentations; written notes; working drawings; schedules; audio and visual recordings; mathematical modelling;
computer-based tools
• design and develop at least one prototype that responds to needs and/or wants and is fit for purpose,
demonstrating functionality, aesthetics, marketability and consideration of innovation
• make informed and reasoned decisions, respond to feedback about their own prototypes (and existing products
and systems) to identify the potential for further development and suggest how modifications could be made

In relation to at least one of the material categories listed in paragraph 9 (above), students are required to develop and apply in-depth knowledge by:

• selecting and working with appropriate materials and components in order to produce a prototype
• using appropriate and accurate marking out methods including: measuring and use of reference points, lines and
surfaces; use templates, jigs and/or patterns; work within tolerances; understand efficient cutting and how to
minimise waste
• using specialist tools and equipment, appropriate to the materials or components used (including hand tools,
machinery, digital design and manufacture), to create a specific outcome
• using specialist techniques and processes to shape, fabricate, construct and assemble a high quality prototype,
including techniques such as wastage, addition, deforming and reforming, as appropriate to the materials and/or
components being used
• using appropriate surface treatments and finishes for functional and aesthetic purposes
Qualifications offered in this subject AQA GCSE Design Technology
Assessment at KS4 e.g. exams and coursework GCSE 1-9

50% Non-Exam Assessment
50% Examination
What are the benefits of this subject Post 16 and beyond? Qualifications in Design Technology are highly respected by many employers and providers of further education. They indicate a creative and inquisitive mind – someone who can learn from mistakes, solve problems and show perseverance and resilience.

Students may choose to go on to study Design Technology at AS level and beyond, or may use this qualification to apply for an apprenticeship or employment requiring practical skills.

Science

Curriculum Content at KS3 At KS3, all students are provided with an investigative Science curriculum, linked directly to the National Curriculum guidelines. KS3 Science, like GCSE, covers all three of the main Science disciplines, Chemistry, Physics and Biology.

Students will develop enquiring minds, critically analysing the information they obtain through a range of teaching styles, resources and materials. Many of the lessons involve practical activities and will encourage students to put theories, already known or recently taught, into practice.

Science topics at KS3 range from drink, drugs and alcohol use and abuse to waves, electricity, plant cells and chemical reactions.

A progressive learning style, combined with a carefully considered curriculum, ensures that all students develop the strong foundations needed to make a successful transition from KS3 to KS4 and GCSE courses of study.
Curriculum content at KS4 Science is a core subject. It explains why we do things the way we do and why we make things in certain ways and it provides reasons for how we live our lives. Science gives us the power to question things, to try and understand them, to explore the world and the environments in which we live so that we get the most from them. Science helps us to stay healthy and live longer.

Employers and colleges are keen to see students leave school with a qualification in Science, since it is an indication that we have a fundamental understanding of the world in which we live.

The course is broken down into the three main scientific disciplines – biology, chemistry and physics.

The biology units covers cells structure and transport, cell division, the digestive system, differences between animals and plants, communicable diseases, preventing disease, non-communicable diseases, photosynthesis, respiration, human nervous system, hormonal coordination, reproduction, variation and evolution, genetics, adaptations and competition, ecosystems and biodiversity.

The chemistry units cover atomic structure, Periodic table, bonding, chemical equations, chemical changes, electrolysis, energy changes, rates of reaction, crude oil and fuels, chemical analysis, Earth’s atmosphere, Earth’s resources.

The physics units cover energy, energy transfers, energy resources, electrical circuits and electricity in the home, molecules and matter, radioactivity, forces, motion, waves, the electromagnetic spectrum and electromagnetism.
Qualifications offered in this subject A GCSE depending on start date, attendance and ability.
Assessment at KS4 e.g. exams and coursework There are 6 modules, each taken as a separate examination for GCSE. Each module is worth 16.7 %. There are two biology exams, two chemistry exams and two physics exams. There is no controlled assessment for GCSE science.
What are the benefits of this subject Post 16 and beyond? A Science GCSE can lead to many things. Science is a core subject. This qualification is often a basic requirement when applying to further education institutions or training providers. Many employers seek potential employees who possess GCSE Science.

English

Curriculum Content at KS3 Present and perform a variety of tasks to develop Speaking and Listening skills
Study the Shakespeare play ‘A Midsummer Night’s Dream’
Create storyboards to consolidate learning
SMSC related topics e.g. Halloween, Remembrance Day and Christmas stories, poems and films
Creative & descriptive writing tasks/short stories/creating characters and setting an instant/Superhero’s - Spelling rules
Informative/Persuasive and argumentative writing skills
Read and study the novel the Hunger games
Grimm Fairy tales – Creative writing projects
Read and study the book ‘ The Island at the End of Everything’ by Kiran Millwood Hargrave.
Curriculum content at KS4 Year 10
Begin their GCSE English Language course by starting with developing writing skills, practice annotation and analysis skills for fiction and non-fiction texts
Commence studying the set texts for GCSE English Literature course and analysing literary traditions, social and historical contexts, and writers’ use of language

Speaking and Listening tasks to develop confidence
Exam paper questions as practice

Year 11
Opportunity to complete Spoken Language Endorsement
Prepare and revise for GCSE in June series
Opportunity to undertake Functional Skills Level 1 and/or 2 including 2x20 minute recorded speaking, listening and communication presentations
Qualifications offered in this subject EDEXCEL Functional Skills – Level 1 and 2
GCSE English Language
GCSE English Literature



Assessment at KS4 e.g. exams and coursework Year 11
GCSE English Language 100% final exam (2 papers)
Spoken Language Endorsement
GCSE English Literature 100% final exam (2 papers)

Year 10
One end of year exam in English Language and English Literature

What are the benefits of this subject Post 16 and beyond? Functional Skills English aims to ensure pupils are confident and capable in using communication skills to adapt to a wide range of audiences and contexts.

Achieving a Grade 4 or above in GCSE English and / or GCSE English Literature can open doors to a variety of college places and Apprenticeships.

Maths

Curriculum Content at KS3 Number
Algebra
Ratio, proportion and rates of change
Geometry and measures
Probability
Statistics
Curriculum content at KS4 Number
Algebra
Ratio, proportion and rates of change
Geometry and measures
Probability
Statistics
Qualifications offered in this subject GCSE in Mathematics– Specification (8300)
Foundation and Higher Tier;
Entry Level Certificate

Assessment at KS4 e.g. exams and coursework GCSE Mathematics (8300) has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). Students must take three question papers at the same tier. All question papers must be taken in the same series.

Paper 1: non-calculator
written paper: 1 hour 30 minutes
80 marks
33⅓% of the GCSE Mathematics assessment

Paper 2: calculator
written paper: 1 hour 30 minutes
80 marks
calculator allowed
33⅓% of the GCSE Mathematics assessment

Paper 3: calculator
written paper: 1 hour 30 minutes
80 marks
calculator allowed
33⅓% of the GCSE Mathematics assessment

Content from any part of the specification may be assessed in any of those papers.
What are the benefits of this subject Post 16 and beyond? Studying maths helps you develop skills in logical thinking and statistical or strategic knowledge, which are valued by employers across many job sectors. It is also the government requirement now for all pupils to achieve at least Grade 4 in Maths GCSE.

Land Based Studies

Curriculum Content at KS3 Learners will have the opportunity to experience a range of practical activities taught on site. These include growing plants from seed and cuttings, plant propagation techniques, health and safety, soil science, plant and shrub maintenance and preparing planting containers for display and animal care.

History

Curriculum Content at KS3 Not studied at KS3
Curriculum Content at KS4 At KS4 pupils study the AQA GCSE History course, which includes a thematic study (Britain: Health and the people), two depth studies (Conflict and tension 1918-1939 and Elizabethan England 1568-1603), and a period study (America, 1920-1973: Opportunity and inequality).
Qualifications offered in this subject AQA GCSE History
Assessment at KS4 e.g. exams and coursework Assessment is through 2 x 1 hour 45 minute written papers.
What are the benefits of this subject Post 16 and beyond? Apart from studying a wide range of historic periods, pupils will learn a range of skills that will help you with A-levels and future work.
These include:
• Excellent communication and writing skills
• How to construct an argument
• Research and problem skills
• Investigation and problem-solving skills
• Analytical and interpretation skills

Photography

Curriculum Content at KS3 & KS4 We are able to offer Photography for our KS3 and Year 10 pupils, with the opportunity of a GCSE. Pupils are introduced to many aspects of Photography, using professional Digital Photography equipment. All pupils studying Photography have access to Apple Macintosh computers with the latest Adobe Lightroom and Photoshop software, allowing them a professional level digital darkroom for editing their work. We also have professional level digital cameras enabling pupils to experiment and develop their skills in Photography further.

Life Skills

Life Skills for Year 11 What course includes:
• Personal awareness
• Healthy lifestyles for work-life balance
• Relationships and differences between people
• The changing world of work
• Applying for jobs and courses
• Economic and financial aspects of life
• Employment opportunities
• Enterprise activities
• Hazard identification at home, on the roads and at work

It is assessed through examination of 1 hour and 30 minutes.
Qualifications offered in this subject This course leads to the AQA Level 1/2: Certificate In Preparation For Working Life (Short Course)

Drama and Media Studies

Curriculum Content at KS3 A programme of study which has the focus on developing communication skills through drama and media texts (which include: films, posters, TV, newspapers and magazines, etc). Students will practise analysis skills of printed and visual texts, learning of their features and conventions. They will develop confidence through the performance of short pieces and begin a study of body language and non-verbal communication in acting. They will study the play Blood Brothers and focus on some performance skills and facets of a theatre production. A trip to the theatre to see a play in performance is planned.

Nurture

Curriculum Covered in KS3 and KS4 This term we will be focusing on Personal Values, Bullying, Anger and Behaviour in the Wider Community; We will be exploring real life examples; how to develop strategies which can help support us if, we are found involved within these circumstances or additionally see others experiencing them; and finally working on what strategies will help best support us to make the right choices.

In addition to this, the following topics will be covered over this academic year:

Healthy Relationships; Friendships; Internet Safety; Working Together as a Team; Behaviour expectations (revisit); Behaviour in the Community; School Rules (including Polices & Procedures - Rewards/Sanctions); Talk around cards - Friends, Families, Myself, Feelings and Teenage worries; How to work through problems; Sexual Exploitation; Self-esteem; Confidence building sessions; Listening Skills; Future Goals and how I can get there; Transition periods; Talk about talking/body language and Understanding assertiveness.'

SEAL

Curriculum for KS3 The SEAL Curriculum is designed to promote the five social and emotional aspects of learning:
● self-awareness;
● managing feelings;
● motivation;
● empathy;
● social skills

Theme 1 - learning to be together, focuses primarily on the social and emotional aspect of learning: social skills and empathy. It is designed to promote the skills of interpersonal relations that are required both within, and outside the classroom and balance the competing needs that this requires. Many of the learning opportunities in this theme require pupils to work together either in pairs or small groups and this provides an opportunity for them to practise the skills they are learning.

Animal Care

Qualifications offered in this subject Pearson BTEC Level 1/2 First Award in Animal Care

Awarding Body - EDEXCEL

Unit 1: Animal Health
Unit 2: Animal Handling
Unit 3: Animal Welfare
Unit 4: Maintain Animal Accommodation
Unit 5: Principles of Animal Behaviour

The course is a mixture of practical assessments, written assignments and a written exam.

You will be spending some time outside with the farm, as well as spending sometime in a classroom.

There will be opportunities for visits to other farms and other animal care associated industries throughout the course.

How will your work be assessed? Complete an Exam which counts for 25% of your overall grade

Complete written assignments implementing independent research

Carryout practical assessments

Your work will be assessed at the end of the course:

● Exam =25% of overall grade
● Externally assessed assignments = 25% of overall grade
● Internally assessed assignments = 50% of overall grade
Progression ● A level or level 3 study at college in animal management, in equine studies, in agriculture, in horticulture, and in Veterinary nursing.

● Apprenticeship in animal care, equine, agriculture and horticulture.

● Leading on to university following a chosen field, for example agriculture, veterinary nursing, animal behaviour, zoology, wildlife and conservation etc.

● A career in Vet nursing, dog groom, animal trainer, animal care technician, landscaper, grounds keeper, florist, game keeper, zoo keeper, wildlife conservationist, a role within the RSPCA or Dogs Trust, pet shop worker/owner, agricultural labourer, farm manager and many more.