Curriculum 2016

At Springwest Academy, the governing body, the Principal and the staff have high expectations of students and challenge all to achieve. Passionate staff provide exciting learning environments in which students thrive. There is no better classroom than the one filled with inquisition; awash with a sea of questions from both staff and students, constantly seek to clarify, criticise and corroborate. Personal development and the wider curriculum exposes students to an extensive number of topics including mental health and society to politics. We seek to educate the ‘whole’ student so that he/she may aspire to, and achieve, the future they choose.

Key Stage 3

It is vital that students make a strong and effective transition from Key Stage 2 to Key Stage 3. As such we work closely with a number of our feeder schools to ensure that our curriculum aims and objectives accurately meet the needs of our learners. We are committed to challenging students with new content whilst ensuring that we deepen understanding in areas that they have already been exposed to.

Alongside content delivery we also focus on a specific set of skills referred to as the Springwest Learner. We believe students must acquire these to be GCSE ready. Students are taught these skills through lessons tasks and activities in all subjects. They also form the basis of the Key Stage 3 reports and are discussed with parent/carers at our parental engagement events.

The Springwest Learner looks at the following four areas:

Independence

Self reliance is at the heart of deep learning. Students must be able to self-motivate to wrestle with challenges before seeking support. Even then the process of getting ‘unstuck’ must be driven by the student; reading through class notes and previous material and gaining support from peers are important first steps before seeking advice from the teacher. This should also be extended outside the class so that students are able to effectively plan, prepare and research from home without the support of their teacher.

Inquisitiveness

We all learn best when we question and critique information we are presented with. Students are encouraged to ask questions when they do understand as well as when they don’t. Getting into the the ‘how’, ‘why’, ‘what if…’ mindset helps students to make strong links between different topics and even different subjects.

Collaboration

Working effectively with others allows us to get the best out of everyone. Often some of the best learning can come from interactions with our peers. In order for this to be successful students must be able to communicate effectively and a large part of this is actively listening to and respecting the views of others. We challenge students to be articulate and argue their point to others in meaningful debate.

Reflection

Being able to critically analyse our own performance allows us to make positive changes to our learning. Whether this be engaging with the range of feedback offered by class teachers, evaluating our own work or setting personal targets for development it is important to think before we act.

By focusing on these skills students become resilient learners capable of adapting to change and the increasing academic demands.

The KS3 curriculum in Years 7 & 8 provides a broad and balanced range of subjects with a strong emphasis on developing literacy and numeracy. Each student receives 25 hours teaching during a normal school week. Students are taught English, Mathematics, Science, Modern Foreign Languages (French or Spanish), Geography, History, RE, and PE along with Creative Arts; this comprises of Drama, Dance & Music, Art, Design Technology and Food Technology some of which are taught on rotation. IT and PSHE are also taught on rotation.

Students are taught in both streamed and mixed ability teaching groups, with a strong emphasis on teacher led differentiation and wave 1 intervention for any student not be progressing as they should. Assessment data that is collect by the school is used to create RAP groups. These are students that are identified as being ‘at risk’ or vulnerable through underachievement in a number of subjects. Staff are then required to outline the intervention that is being put in place to support these students in catching up. PREP is set by English, Maths, Science, Modern Foreign Languages, Geography and History and will typically consist of either knowledge consolidation tasks or preparatory tasks for the subsequent lesson.

Key Stage 4

During Year 9 students transition to becoming GCSE Ready. In many subjects this can entail the teaching of GCSE content or further honing of our Springwest Learner skills to provide a foundation for effective Key Stage 4 learning. At this point students will ‘opt’ to specialise in one of our Creative Arts subjects in preparation for GCSE.

Year 10 and 11 students study a broad but academically rigorous curriculum. Nearly all students study English, Maths, Science and Modern Foreign Languages and at least one Humanity; these are not only vital subjects for securing a place in Higher Education but also for being highly functional within our global society. Additional subjects depend upon the pathway on which the student has been placed. PE is taught to all students with an increased emphasis on developing sporting interests that students will continue with after leaving us.

In Years 9, 10 and 11, students are generally set by ability or grouped according to their individual choice of study or pathway. Again, there is a strong emphasis on teacher led differentiation and wave 1 intervention for any student not be progressing as they should.

A full outline of our curriculum for each year group can be seen below. Please note that as mathematics is taught by ‘stage, not age’ we have included the information in a separate tab. If you want any more detail on the curriculum please email - info@springwestacademy.org -  or contact your child's Achievement Co-ordinator.

 

English

English Department

All students have five lessons of English a week. Year 7 are taught in mixed ability groups.  Through the study of language and literature, we aim to foster independent thinkers who can ‘think outside the box’, and inspire creative thought.

Exposure to a range of literary heritage texts, modern texts, and texts from different cultures challenges students to think critically about the world around them. We have a firm belief in inclusive education, and ensure that all students are given the opportunity to succeed, no matter what their starting point.

KS3

Students focus on developing a critical response to texts as well developing their ability to write sustained, extended pieces of fiction and non-fiction writing. Oracy is embedded into each unit of work, with class teachers using questioning to clarify ideas and extend students’ thinking. Students frequently use talk to generate and share ideas before beginning their own independent writing. One lesson per week has a specific SPAG focus. SPAG is embedded into units of work, giving students the opportunity to see and apply aspects of SPAG in context. This is supported by a weekly writing task (completed during the SPAG lesson) which students must proof-read before handing in to be marked. The Springwest Learner skills are embedded throughout each unit. Teachers model an inquisitive approach to text analysis and encourage students to ‘ask questions’ of texts increasingly as units of work progress. Through discussion and asking students to challenge the ideas of their peers, teachers encourage students to develop their own critical, independent voice. Teachers also give careful thought to how and when to provide scaffolding – and when to remove the scaffolds to enable students to develop their confidence and ability to tackle extended written tasks independently. Every unit is assessed with a GCSE style assessment which is marked according to GCSE Assessment Objectives – with criteria adapted for Key Stage Three students. Two pieces of prep are set per week. One is to be completed during the PREP session and the other is a reading homework, to be completed over the weekend.

In Yr 7 students study

  • Of Mice and Men, gothic creative writing, The Terrible Fate of Humpty Dumpty, poetry from different cultures, exam preparation and an end of year marketing project

 

 

Science

Science Department

We firmly believe that science is an empowering subject, allowing students to question the world around them and discover ways to actively unravel their misconceptions. It is because of this, that we strive to deliver a curriculum which allows students to practically develop their knowledge and understanding of science, with particular emphasis on the benefits of developing scientific literacy through working with others.

KS3

The KS3 Science curriculum has been developed to ensure effective continuity and progression from primary school, but also builds and enhances the knowledge and skills which form basis for success at KS4. Like all other subjects delivered across KS3, students in Years 7, 8 and 9 complete 8 modular topics, with each focusing upon a specific area of chemistry, biology, physics or investigation based skills and techniques.

During the college’s “Pink Weeks”, students complete projects designed through collaboration with the Maths and Technology departments as part of the STEM initiative to allow them to develop an appreciation of the application their knowledge and skills across the curriculum.

Unit 1

C1

  • Lab safety and equipment
  • Bunsen burner
  • Chemical and physical changes
  • States of matter
  • Why can some objects be squashed?
  • Changing states
  • Diffusion
  • Exothermic and endothermic reaction

P1

  • Basics of circuits
  • Electric circuits
  • Resistance in circuits
  • Change in current (insulators and conductors)
  • Comparing power
  • Static charge
  • Magnets
  • Earth’s magnetism
  • Electromagnets and D.C motors

Unit 2

B1

  • Cells
  • Different parts of cells
  • Similarities and differences between plant and animal cells
  • Cells, tissues, organs and organ systems
  • Unicellular organisms
  • Reproductive organs
  • Journey that an egg takes from ovary to producing a baby
  • Twins
  • Pregnancy
  • Influence of a mother’s lifestyle on pregnancy
  • Menstrual cycle

C2

  • Acids and alkali
  • Litmus paper
  • How to determine strengths of different acids and alkalis
  • Making your own Universal Indicator
  • Mixing acids and alkalis
  • Neutralisation
  • Neutralisation in day-to-day life
  • Metals reacting with acids
  • Difference between metal and non-metal oxides
  • Testing to see what gas is produced in a chemical reaction

Unit 3

B2

  • Plants- what are they made of?
  • Photosynthesis
  • Leaves and photosynthesis
  • Gas exchange and photosynthesis
  • Could we survive without photosynthesis?
  • Plant reproduction
  • Plants- how do they pollinate and spread their seeds?
  • Ecosystem

P2

  • Forces
  • The difference between contact and non-contact force
  • Unbalanced forces
  • Changes forces can cause and how they can be stopped
  • Hooke’s Law
  • Speed
  • Representing speed data in a graph
  • Moment
  • Work done
  • Energy
  • How much energy is there in your food?

History

History Department

Feltham Community College has tailored a History curriculum that meets the needs of our learners and our community. We believe that our students deserve access to the best works of history, as well as equipping them with the depth, breadth and skills they need to be life-long historians.

 

KS3

Across KS3, we aim to provide students with a core understanding of the events that have shaped our history over the past 1000 years. In Year 7 this is very much concentrated on British History where students study 6 core units including the Tudors and Industrial Revolution. In Year 8, the focus switches to key events in World History, including the Empire, Slavery and Arab-Israeli Conflict. Finally in Year 9, we aim to equip students with the core skills needed to be successful at GCSE through a study of 20th Century European History.

Year 7 – BRITISH HISTORY

  1. Who was the most famous Briton? What did the Romans do for Britain?
  2. Why was 1066 such an important year in British History?
  3. Who was the most successful Tudor Monarch?
  4. Why was Britain in crisis in the 17th Century?
  5. How did the Industrial Revolution change life for people living in London?
  6. Individual Project: Local history study of Felltham and the surrounding area

Geography

Geography Department

Our aim is to teach a wide range of Geography across all year’s groups, covering engaging and contemporary topics as well as allowing our students the unique opportunity to experience many geographical skills and fieldwork. This is what a Geography offers at Feltham Community College.

KS3

We offer topics that are not only contemporary but always discussed in the media to help out students have a better understanding of the world around them. We incorporate many geographical skills (e.g. map reading and graphical work) in the first term in Year 7. We also incorporate the four Feltham Learning strands in our topics to allow our students to become the best resilient leaners at Feltham Community College.

Year 7

  • Unit 1: How do I use Geography to change my world?
  • Unit 2: Why is Brazil such an important country?
  • Unit 3: Is our world becoming more fragile?

Culture & Society

KS3

CS has two major components; Religious Education and Citizenship/PSHE. Within RE, students study the six major world religions linked to different themes. In Year 7, students study Christianity with the theme of love, Judaism with a theme of leadership and Hinduism related to the soul. Judaism covers the stories of Abraham, Moses and Esther and what made them good leaders. Christianity focuses on the life of Jesus and students have an opportunity to discuss ideas about love as shown in Corinthians as well as consider different types of love such as agape love. Hinduism involves the study of concepts relating to the soul, such as Moksha, Atman and reincarnation. This topic involves a discussion on What is the soul? and Do we have a soul?

Within Citizenship at Year 7, topics covered include starting a new school and how to cope with issues such as racism, bullying, bereavement and friendship problems whilst reading the novel Grange Enders. Students also complete a Citizenship project called ‘I Love Feltham’ where they come up with an idea to promote Feltham. Some write letters to our local MP, make a film about Feltham or create a t-shirt campaign. Students work in groups and come up with their own ideas.

MFL

French & Spanish KS3

Students study either French or Spanish in Years 7 to 9. We focus on 4 skills – listening, reading, speaking & writing, building resilience & fostering an interest in the language & culture of other countries. Our aim is to develop competence in the use & understanding of a foreign language whilst supporting whole school literacy.

French

Year 7

Moi et Ma Famille – My Family & I

La Nouuriture – Food

Mon Collège – School

Où j’habite – Where I live

Les Loisirs – Hobbies (Future Tense)

Exam Revision & Preparation

Spanish

Year 7

Yo y Mi Familia – My family & I

Mi Colegio – My School

Tiempo Libre – Free Time

Dónde vivo – Where I live

Las Vacaciones – Holidays

Exam Revision & Preparation

Creative Arts

Creative Arts Department

Our aim is to develop a faculty known for nurturing innovative and creative thinkers. We empower young people to develop their understanding of Creative Arts and do this by working with them both inside school as well as facilitating projects in the wider community.  Our ethos is to excite and engage students through a varied curriculum so each can find a form of creativity that suits and inspires them.

KS3

Our Dance department adage “Dance is just discovery, discovery, discovery”  clearly describes the experience our students receive across all our Arts subjects.  We cover a breadth of social, historical cultural and stylistic topics that inform students of a variety of genres plus an insight into the world they live in, whether it be discussing Rosa Parks during a segregated America, participating in a whole class Samba ensemble or investigating a specific creative icon such as Mathew Bourne, Constantin Stanislavski or Pablo Picasso. We embody the attributes of our Feltham Learner through extending opportunities to build reflection, inquisitiveness and the core value of resilience.

Dance

Year 7 – Introduction to Dance

  1. Introduction to Dance: Actions, space, dynamic, relationship
  2. Technical skills – Flexibility, posture and alignment, balance, strength, stamina
  3. Performance skills – Projection, focus, musicality, relationshipsDramaYear 7
    1. Basic Skills of Acting – Creating a character.
    2. Darkwood Manor – A narrative based scheme of work.
    3. Improvisation
    4. Titanic – Social Divide
    5. A Midsummer Night’s Dream
    6. Collaborative Project – Devising from a stimulus.
  4. Introduction to choreography
  5. Choreography and Performance in a group
  6. Individual Project: Mock GCSE style choreographic paper

Drama

Year 7

  1. Basic Skills of Acting – Creating a character.
  2. Darkwood Manor – A narrative based scheme of work.
  3. Improvisation
  4. Titanic – Social Divide
  5. A Midsummer Night’s Dream
  6. Collaborative Project – Devising from a stimulus.

Music

YEAR 7 MUSIC

  1. Singing Skills
  2. Ukulele
  3. Keyboard
  4. Reggae
  5. Rock Ukulele
  6. Rhythms of Samba

Art

Year 7 – Basic Skills

Portraits – Learning to draw a real face

Mark Making – Developing a visual language

Colour Theory – Building on prior knowledge

Resistant Materials

Year 7 – Unit one – Students manufacture an Instagram Picture Frame to develop their motor skills. Students learn the basic principles of marking out and shaping. Key tools used in the manufacture of the project include steel ruler, try-square, coping saw, sanding block and jack plane.

PE

PE

The KS3 Physical Education curriculum has been developed to give all students a broad and balanced development of the sports they may have covered at primary school. The aim of the curriculum is to provide a solid basis to engage students in physical activity and exercise through both team and individual sports where they have the opportunity to develop these further through the extra-curricular programme. At KS3 there is a real focus on the development of skills and tactics, evaluation of performance and leadership.

Year 7 and 8 will cover a range of sports from the following on a set rotation: Athletics, Badminton, Basketball (boys), Cricket (boys), Football, Gymnastics, Hockey, Netball (girls), Rounders (girls), Rugby Union, Short Tennis and Softball.

English

English Department

In Year 8 students receive 5 lessons of English a week and are set according to ability.

Through the study of language and literature, we aim to foster independent thinkers who can ‘think outside the box’, and inspire creative thought.

Exposure to a range of literary heritage texts, modern texts, and texts from different cultures challenges students to think critically about the world around them. We have a firm belief in inclusive education, and ensure that all students are given the opportunity to succeed, no matter what their starting point.

At KS3 Students focus on developing a critical response to texts as well developing their ability to write sustained, extended pieces of fiction and non-fiction writing. Oracy is embedded into each unit of work, with class teachers using questioning to clarify ideas and extend students’ thinking. Students frequently use talk to generate and share ideas before beginning their own independent writing. One lesson per week has a specific SPAG focus. SPAG is embedded into units of work, giving students the opportunity to see and apply aspects of SPAG in context. This is supported by a weekly writing task (completed during the SPAG lesson) which students must proof-read before handing in to be marked. The Springwest Learner skills are embedded throughout each unit. Teachers model an inquisitive approach to text analysis and encourage students to ‘ask questions’ of texts increasingly as units of work progress. Through discussion and asking students to challenge the ideas of their peers, teachers encourage students to develop their own critical, independent voice. Teachers also give careful thought to how and when to provide scaffolding – and when to remove the scaffolds to enable students to develop their confidence and ability to tackle extended written tasks independently. Every unit is assessed with a GCSE style assessment which is marked according to GCSE Assessment Objectives – with criteria adapted for Key Stage Three students. Two pieces of prep are set per week. One is to be completed during the PREP session and the other is a reading homework, to be completed over the weekend.

Year 8 English

  • The Woman in Black, dystopian creative writing, the writing of Charles Dickens, Macbeth, exam preparation, end of year Room 101 speech challenge

Science

Science Department


We firmly believe that science is an empowering subject, allowing students to question the world around them and discover ways to actively unravel their misconceptions. It is because of this, that we strive to deliver a curriculum which allows students to practically develop their knowledge and understanding of science, with particular emphasis on the benefits of developing scientific literacy through working with others.

KS3

The KS3 Science curriculum has been developed to ensure effective continuity and progression from primary school, but also builds and enhances the knowledge and skills which form basis for success at KS4. Like all other subjects delivered across KS3, students in Years 7, 8 and 9 complete 8 modular topics, with each focusing upon a specific area of chemistry, biology, physics or investigation based skills and techniques.

During the college’s “Pink Weeks”, students complete projects designed through collaboration with the Maths and Technology departments as part of the STEM initiative to allow them to develop an appreciation of the application their knowledge and skills across the curriculum.

Year 8

 

Unit 1

 

C3

  • Lab safety
  • Difference between chemical and physical changes
  • Changing states
  • Periodic table
  • Elements- why do some react in a similar way?
  • Mass in chemical reactions
  • Combustion and thermal decomposition
  • Most reactive metals
  • Properties of ceramics, polymers, and composite
  • Can mixtures be separated?

B3

  • Inheritance
  • Chances of inheriting a trait
  • Differences between species
  • Variation
  • Variation and natural selection
  • Extinction
  • Plant reproduction
  • Biodiversity
  • Photosynthesis
  • Could we survive without photosynthesis?
  • Menstrual cycle and human reproductive system

Unit 2

 

P3

  • What is energy?
  • Energy in circuits
  • Moments
  • Work done- levers & gears
  • Energy transfer and power ratings
  • Domestic fuel bills, use and costs
  • Conduction and convection
  • Radiation and use of insulators
  • Pressure
  • Atmospheric and liquid pressure
  • Distance- time graph and relative motion

C4

  • Composition and structure of the Earth
  • Different types of rocks
  • Rock cycle
  • Composition of atmosphere and production of CO2
  • Limited resources/recycle
  • Carbon cycles
  • Fuels and energy resources
  • Internal energy stored in materials

Unit 3

 

B4

  • How is the human body organised?
  • Digestive system
  • Enzymes
  • Healthy diet
  • Different food types in diet
  • Energy from food
  • What happens when you don’t have a balanced diet?
  • Breathing
  • Gas exchange in the body
  • What is respiration?
  • Exercise
  • How does smoking affect health?
  • Drugs and their effects on the body

P4

  • What are waves?
  • Light rays and different materials
  • Difference between reflection and refraction
  • How can we change colour?
  • Uses of light
  • How does sound travel?
  • How does sound behave with different materials?
  • Hearing of humans and animals
  • How can we use waves to help us?
  • Solar system and the universe
  • What causes the seasons on Earth?
  • Gravity- is it the same on all planets?

MFL

French & Spanish KS3

Students study either French or Spanish in Years 7 to 9. We focus on 4 skills – listening, reading, speaking & writing, building resilience & fostering an interest in the language & culture of other countries. Our aim is to develop competence in the use & understanding of a foreign language whilst supporting whole school literacy.

French

Year 8

Mon Temps Libre – Free Time (Past Tense)

Mon Collège – School

Où j’habite/ En Ville – Where I live/In town

Les Vêtements et La Mode – Clothes & Fashion

Les Vacances – Holidays

Exam Revision & Preparation

Spanish

Year 8

Dónde vivo – Where I live

En el restaurante – In the Restaurant

La Moda – Fashion

Technologĺa y Los Medios – Technology & The Media

Las Vacaciones – Holidays

Exam Revision & Preparation

Geography

Geography Department

Our aim is to teach a wide range of Geography across all year’s groups, covering engaging and contemporary topics as well as allowing our students the unique opportunity to experience many geographical skills and fieldwork. This is what a Geography offers at Feltham Community College.

KS3

We offer topics that are not only contemporary but always discussed in the media to help out students have a better understanding of the world around them. We incorporate many geographical skills (e.g. map reading and graphical work) in the first term in Year 7. We also incorporate the four Feltham Learning strands in our topics to allow our students to become the best resilient leaners at Feltham Community College.

Year 8

  • Unit 1: Why is my world so unequal?
  • Unit 2: How do rainforests power the globe?
  • Unit 3: Is every city the same?

History

History Department

Feltham Community College has tailored a History curriculum that meets the needs of our learners and our community. We believe that our students deserve access to the best works of history, as well as equipping them with the depth, breadth and skills they need to be life-long historians.

 

KS3

Across KS3, we aim to provide students with a core understanding of the events that have shaped our history over the past 1000 years. In Year 7 this is very much concentrated on British History where students study 6 core units including the Tudors and Industrial Revolution. In Year 8, the focus switches to key events in World History, including the Empire, Slavery and Arab-Israeli Conflict. Finally in Year 9, we aim to equip students with the core skills needed to be successful at GCSE through a study of 20th Century European History.

Year 8 – WORLDWIDE HISTORY

  1. “Amazed or Ashamed?” How should we judge British control of India?
  2. “Slavery in the British Empire: an evil that could have been avoided?”
  3. How close did the World come to destruction in the 1960s?
  4. “Traps or Guns?” Who had the better tactics during the Vietnam War?
  5. “The unresolvable conflict? Why does trouble still exist between Israel and Palestine?
  6. Individual Project: Worldwide Dictators of the 20th Century

Culture & Society
KS3

 

CS has two major components; Religious Education and Citizenship/PSHE. Within RE, students study the six major world religions linked to different themes. In Year 7, students study Christianity with the theme of love, Judaism with a theme of leadership and Hinduism related to the soul. Judaism covers the stories of Abraham, Moses and Esther and what made them good leaders. Christianity focuses on the life of Jesus and students have an opportunity to discuss ideas about love as shown in Corinthians as well as consider different types of love such as agape love. Hinduism involves the study of concepts relating to the soul, such as Moksha, Atman and reincarnation. This topic involves a discussion on What is the soul? and Do we have a soul?

In Year 8, students study Buddhism whilst considering the theme of happiness and Sikhism related to equality. Students also study Islam in Year 8, learning about the Five Pillars of Islam, with a special focus on Zakah or giving to charity. Within Buddhism, students have a chance to discuss big questions such as What is happiness?, What causes suffering? And Do we have a duty to relieve the suffering of others? How Buddhists respond to these questions is covered by addressing the Noble Eightfold Path, the Four Sights of Suffering and the Four Noble Truths. In Sikhism, students have the opportunity to discuss questions such as Are all people equal? and How can we promote equality? Sikh practices such as the Langar Meal and Sewa are discussed in relation to these questions. Finally, within Islam, students discuss Islamic practices such as Salah, praying five times a day, the Hajj pilgrimage to Mecca and the practice of Zakah that Muslims give 2.5% of their annual earnings to charity. Students have the opportunity to discuss the meaning of charity and why it is important.

Within Citizenship at Year 8, students read Refugee Boy and discuss and learn about issues such as being a refugee, peace and conflict and the representation of refugees in the media.

In CS, emphasis is placed on creating a safe environment in which students can discuss relevant and important issues, including those in the media today and current dialogues between religious and non-religious people. Students are encouraged to engage in discussions and debates whilst being sensitive to other views that people hold. Students also have opportunities to study ethical and philosophical issues.

Creative Arts

Creative Arts Department

Our aim is to develop a faculty known for nurturing innovative and creative thinkers. We empower young people to develop their understanding of Creative Arts and do this by working with them both inside school as well as facilitating projects in the wider community.  Our ethos is to excite and engage students through a varied curriculum so each can find a form of creativity that suits and inspires them.

KS3

Our Dance department adage “Dance is just discovery, discovery, discovery”  clearly describes the experience our students receive across all our Arts subjects.  We cover a breadth of social, historical cultural and stylistic topics that inform students of a variety of genres plus an insight into the world they live in, whether it be discussing Rosa Parks during a segregated America, participating in a whole class Samba ensemble or investigating a specific creative icon such as Mathew Bourne, Constantin Stanislavski or Pablo Picasso. We embody the attributes of our Feltham Learner through extending opportunities to build reflection, inquisitiveness and the core value of resilience.

Year 8 – Ingredients of Dance

  1. Ingredients of Dance: Actions, space, dynamic, relationship, choreographic devices. Technical and Expressive skills.
  2. Group choreography in the style of Hofesh Schecter: Contact work and weight bearing movement
  3. Using a range of stimulus to create group compositions: visual, auditory and kinesthetic
  4. Performance piece in the style of a professional work
  5. Choreographic exploration
  6. Individual Project: Mock GCSE style choreography and performance paper

Drama

Year 8

  1. War & Conflict – Evacuees
  2. Mime/Silent Movies
  3. Genre
  4. West Side Story
  5. Introduction to Scripts
  6. Collaborative Project – Devising or Script Work

Music

Year 8

  1. Bhangra
  2. Protest Songs
  3. Orchestra
  4. Film Music
  5. Blues
  6. Minimalism

Art

Year 8 – Deepening Your Learning

Cubism – Exploring multiple viewpoints

Abstract Painting – Using technology for inspiration

Weaving – Textile based outcomes

Cultural Identity – exploring your own culture and identity

Resistant Materials and Graphics

Year 8 – Unit one Graphic Products- Students are introduced to the concept of technical drawing. Students learn how to use different units of measurement when drawing through the completion of a range of logos.  Exercises include Fence, Fireplace, EA sports logo, Adidas logo, Umbro logo, Renault symbol etc.

Year 8 – Unit one Resistant Materials. Students design and make a boat that is capable of traveling in the water. Students are introduced to the concept of joinery and complete a range of joints to assemble the project including a cross halving joint and a housing joint. Students experiment using a combination of plastics and wood to achieve their design solution.

PE
PE – Year 7 & 8

 

The KS3 Physical Education curriculum has been developed to give all students a broad and balanced development of the sports they may have covered at primary school. The aim of the curriculum is to provide a solid basis to engage students in physical activity and exercise through both team and individual sports where they have the opportunity to develop these further through the extra-curricular programme. At KS3 there is a real focus on the development of skills and tactics, evaluation of performance and leadership.

Year 7 and 8 will cover a range of sports from the following on a set rotation: Athletics, Badminton, Basketball (boys), Cricket (boys), Football, Gymnastics, Hockey, Netball (girls), Rounders (girls), Rugby Union, Short Tennis and Softball.

During Year 9 students transition to becoming GCSE Ready. In many subjects this can entail the teaching of GCSE content or further honing of our Springwest Learner skills to provide a foundation for effective Key Stage 4 learning. At this point students will ‘opt’ to specialise in one of our Creative Arts subjects in preparation for GCSE.

English

English Department

 

 

Year 9 English –

  • Unseen poetry, Christmas Carol (plot and character)/descriptive writing, Romeo and Juliet (plot and character)/descriptive writing, GCSE Language Paper 2 preparation, end of year speech challenge

Science

Science Department

We firmly believe that science is an empowering subject, allowing students to question the world around them and discover ways to actively unravel their misconceptions. It is because of this, that we strive to deliver a curriculum which allows students to practically develop their knowledge and understanding of science, with particular emphasis on the benefits of developing scientific literacy through working with others.

KS3

The KS3 Science curriculum has been developed to ensure effective continuity and progression from primary school, but also builds and enhances the knowledge and skills which form basis for success at KS4. Like all other subjects delivered across KS3, students in Years 7, 8 and 9 complete 8 modular topics, with each focusing upon a specific area of chemistry, biology, physics or investigation based skills and techniques.

During the college’s “Pink Weeks”, students complete projects designed through collaboration with the Maths and Technology departments as part of the STEM initiative to allow them to develop an appreciation of the application their knowledge and skills across the curriculum.

 

Year 9

Biology-

  • Inheritance
  • Genetic disorders
  • Infectious disease
  • Defence against disease
  • Prevention of disease
  • Antibody action
  • Drugs
  • Alcohol
  • Smoking
  • Staying alive (homeostasis)

Chemistry-

  • Element to compound
  • Conservation of mass
  • Word equations
  • Acids and alkali
  • Neutralisation
  • Reactivity series
  • Removing metals from ores
  • Extraction of copper
  • Recycling metals
  • Alloys
  • Alloys and smart alloys

Physics-

  • Electricity basics
  • Resistance
  • Investigating resistance
  • Resistance practical
  • Waves
  • Calculating waves
  • Reflection of waves
  • Refraction of waves
  • Waves on the electromagnetic spectrum

Geography

Geography Department

Our aim is to teach a wide range of Geography across all year’s groups, covering engaging and contemporary topics as well as allowing our students the unique opportunity to experience many geographical skills and fieldwork. This is what a Geography offers at Feltham Community College.

Year 9

At Year 9 we teach a water-downed GCSE course to prepare our students for the demands expected them at KS4. There is also opportunities for geographical fieldwork investigating the impacts of tourism in South Kensington. The topics we study are:

  • Unit 1: Our Changing Coastline
  • Unit 2: Crowded Planet
  • Unit 3: A Violent Earth
  • Unit 4: A Tourist’s World

History

History Department

Feltham Community College has tailored a History curriculum that meets the needs of our learners and our community. We believe that our students deserve access to the best works of history, as well as equipping them with the depth, breadth and skills they need to be life-long historians.

 

KS3

Across KS3, we aim to provide students with a core understanding of the events that have shaped our history over the past 1000 years. In Year 7 this is very much concentrated on British History where students study 6 core units including the Tudors and Industrial Revolution. In Year 8, the focus switches to key events in World History, including the Empire, Slavery and Arab-Israeli Conflict. Finally in Year 9, we aim to equip students with the core skills needed to be successful at GCSE through a study of 20th Century European History.

Year 9 – 20th CENTURY HISTORY

  1. How should we remember World War One?
  2. “A visionary or merciless dictator?” How should we reflect on Stalin’s rule?
  3. Deceiving a nation? How did Hitler rise to power in Nazi Germany?
  4. How did Hitler transform life for citizens living in Nazi Germany?
  5. Explain why the Home Front was so terrible during World War II?
  6. Individual Project: MLK or Malcolm X

Culture & Society

MFL

French & Spanish KS3

Students study either French or Spanish in Years 7 to 9. We focus on 4 skills – listening, reading, speaking & writing, building resilience & fostering an interest in the language & culture of other countries. Our aim is to develop competence in the use & understanding of a foreign language whilst supporting whole school literacy.

French

Year 9

Les Vacances – Holidays (Past Tense)

Les Loisirs – Free Time (Future)

Chez Moi – My Home

Au Collège/Les Choristes – School/ Film Study

Routine Quotidienne – Daily Routine

Exam Revision & Preparation

Spanish

Year 9

Technología y La Media

Vamos a salir – Going out

La salud – Health

Los Trabajos – Jobs

El Colegio – School

Exam Revision & Preparation

Creative Arts

Creative Arts Department

Our aim is to develop a faculty known for nurturing innovative and creative thinkers. We empower young people to develop their understanding of Creative Arts and do this by working with them both inside school as well as facilitating projects in the wider community.  Our ethos is to excite and engage students through a varied curriculum so each can find a form of creativity that suits and inspires them.

KS3

Our Dance department adage “Dance is just discovery, discovery, discovery”  clearly describes the experience our students receive across all our Arts subjects.  We cover a breadth of social, historical cultural and stylistic topics that inform students of a variety of genres plus an insight into the world they live in, whether it be discussing Rosa Parks during a segregated America, participating in a whole class Samba ensemble or investigating a specific creative icon such as Mathew Bourne, Constantin Stanislavski or Pablo Picasso. We embody the attributes of our Feltham Learner through extending opportunities to build reflection, inquisitiveness and the core value of resilience.

Dance

Year 9 – Choreography and Performance

  1. Group choreography in the style of the professional work Perfect – Motionhouse
  2. Performance in a trio
  3. Choreography and performance based upon a prescribed stimulus
  4. How to choreograph a solo
  5. Set dance
  6. Individual project: Dance companies – Mock GCSE style choreography and performance paper

Drama

Year 9

  1. Skills for GCSE – Mediums & Elements
  2. Explorative Strategies
  3. Script Writing
  4. Mock Unit 1 Theme: Celebrity Culture
  5. Mock Unit 2: Teechers John Godber
  6. Mock Unit 3: Extended Devising Project

Music

YEAR 9 MUSIC

  1. Introduction to Band Skills and Garage Band
  2. Rehearsal Skills and Film Music for Garage Band
  3. Independent Project 1 and Cover Versions on Garage Band
  4. Independent Band Project 2 and Independent Pop Composition of Garage Band
  5. Independent Band Project 3 and Rock Composition on Garage Band
  6. Independent Band Project 4 and Hip Hop or Dub Step Composition

Art

Year 9 – Becoming GCSE Ready

School Production – Creating advertising and props for the whole school production

Photography – Exploring Photography and moving beyond the selfie

Fine Art – Exploring painting at a deeper level

Resistant Materials

Year 9 – Unit one – Formula one car. Students design and make their own forumala one car. Key processes include trenching and planning. Students are introduced to perspective drawing and orthographic projection.

Unit two – Mug tree – Students are introduced to the mortise and tennon joint.  Other key processes include learning how to cut at an angle and a range of cross halving joints. Focus on different species and categories of wood. Students learn about the structure of wood.

Unit three – Pencil Holder – Students learn to plane at an angle and a curve. Students are introduced to the concept of isometric drawing.

Unit Four – Trinket box – Students design and make a trinket box using a finger joint. Students are challenged to design their own mechanism. Students have to research alternative joints that could be used carcass manufacture.

PE

PE

In Year 9 the students help in the process of developing their own curriculum to build on their prior learning in year 7 and 8. Students are able to select as a class the activities they wish to use to learn through. For example, mixed team games – to develop tactical understanding and strategies, fitness training – to develop an understanding of physical activity and its role in a healthy balanced lifestyle, cricket – to develop specific striking and fielding skills within the specific game.

English

English Department

KS4

Students are set according to ability. All Key Stage Four students have five periods of English per week. We follow the AQA specifications for Language and Literature. Although all students study the same set texts, careful thought is given to the pedagogical approach needed to challenge the most able. Students begin their GCSE course in year nine by developing familiarity with set texts and Language papers. In year ten, students develop their critical response. Lessons in year eleven are structured according to the principles of interleaving. Students have two Literature, two Language and one ‘revision’ lesson per week. As with Key Stage three, a weekly writing task supports students’ ability to write developed responses in exam conditions, about which students receive regular feedback. Lessons begin with a ‘five a day’ starter which encourages recall and knowledge retention. As well as regular, informal feedback, students are assessed formally at the end of each unit of work, and through two periods of mocks in each year. Two pieces of PREP are set per week. One is a flipped learning task to be completed during prep and the other is a revision task – to be completed over the weekend and tested during the Monday lesson. Year 10
    Unseen poetry, Power and Conflict poetry, Christmas Carol (themes), Romeo and Juliet (themes), Inspector Calls, Language paper 2 revision, spoken language endorsement
Science

Science Department

We firmly believe that science is an empowering subject, allowing students to question the world around them and discover ways to actively unravel their misconceptions. It is because of this, that we strive to deliver a curriculum which allows students to practically develop their knowledge and understanding of science, with particular emphasis on the benefits of developing scientific literacy through working with others.

KS4

At KS4, students will either follow a GCSE pathway based on our assessment of their progress at KS3. For GCSE, we follow the Edexcel specification for Core and Additional Science, with some students completing Triple Science through completion of the Further Additional unit. The Core, Additional and Further Additional GCSEs are each composed of 4 units; Biology, Chemistry, Physics and a controlled assessment (CAT). All units have equal weighting, with each subject unit being examined by a 1 hour paper and a CAT investigation completed in lessons. All GCSE students complete Core Science in the summer of Year 10 and the Additional GCSE at the end of Year 11. Students following the triple course achieve a third grade upon successful completion of the Further Additional units at the end of Year 11. Year 10 and 11 are currently following the Edexcel GCSE Science and Additional Science Specifications. Year 10 Topics (Core Science) Unit B1: Influences on life
  • Classification, variation and inheritance,
  • Responses to a changing environment,
  • Problems of, and solutions to a changing environment.
Unit C1: Chemistry in our world
  • The Earth’s sea and atmosphere,
  • Materials from the Earth,
  • Acids,
  • Obtaining and using metals,
Unit P1: Universal physics
  • Visible light and the Solar System,
  • The electromagnetic spectrum,
  • Waves and the Universe,
  • Waves and the Earth,
  • Generation and transmission of electricity,
  • Energy and the future.
Geography
Geography Department Our aim is to teach a wide range of Geography across all year’s groups, covering engaging and contemporary topics as well as allowing our students the unique opportunity to experience many geographical skills and fieldwork. This is what a Geography offers at Feltham Community College. KS4 We offer GCSE Geography to all our students and currently follow the EDEXCEL A specification, which consists of four units, each contribute to 25% of the student’s overall GCSE grade. The 4 units are:
  • Unit 1: Geographical Skills & Challenges for the Planet
  • Unit 2: The Natural Environment
  • Unit 3: The Human Environment
  • Unit 4: Investigating Geography – Controlled Assessment
The Controlled Assessment element of the course offers opportunities to conduct fieldwork on the impacts of tourism on the Dorset Coast.
History
History Department Feltham Community College has tailored a History curriculum that meets the needs of our learners and our community. We believe that our students deserve access to the best works of history, as well as equipping them with the depth, breadth and skills they need to be life-long historians. KS4 At KS4 we teach the Edexcel History A syllabus. Students are required to study four units: Germany 1918 – 1939; The Era of the Cold War 1943 – 1991; War and the transformation of British society 1903–28; and Civil Rights in America for their coursework. GCSE History – Edexcel History A Unit 1: International Relations: The Era of the Cold War 1943 – 1991 Unit 2A: Nazi Germany 1919- 1939 Unit 3A: War and the Transformation of British Society 1903 – 1928 Unit 4: Unit 4: Representations of History – CA6: Civil rights and protest in the USA 1945–70
Creative Arts
Creative Arts Department

KS4

The AQA Dance course consists of 4 units, the first of which is an hour long exam and the other 3 being made up of practical coursework. Students are examined on the areas of performance, composition and appreciation and are offered a number of opportunities to perform as part of the key stage 4 dance company ‘Compendium Dance ’. Students study the Edexcel Drama syllabus which is made up of 3 units; exploring both practical and theory aspects of the course. This allows students the opportunity to examine both a play text and a given theme/stimuli as well as having the chance to work collaboratively on a devised or scripted piece.  The course as a whole encourages the use of imagination and creativity within a group context generating, developing and communicating ideas. The GCSE Dance and Drama students also take part in a weekend residential down in Amersham where they begin working on their final group exam pieces. For both Art and Photography, the courses are split into two sections – a coursework section where students explore the elements of either Art or Photography and experiment with their newly developed skills practically through exciting and challenging project work.  The second part of the course is an exam, which for both disciplines are externally set by the national exam board. The exams for both Art and Photography are ten hour practical examinations which follow a period of development and where students have a set amount of time to create final pieces which will go on to be displayed in the end of year exhibition for both the exam board and friends and family. Music students explore the elements underlying the organisation of sound, through listening, composing, and performing both individually and as a group. The course supports students to develop their own musical interests, but also encourages them to discover and appreciate a wide range of different styles. Through actively engaging in the process of music study, students are supported to become independent, critical and reflective learners. AQA GCSE Dance Unit 1: Critical Appreciation of Dance Unit 2: Set Dance – Find It Unit 3: Performance in a duo/group dance Unit 4: Choreography
  • Task A: Solo composition
  • Task B: Choreography solo/duo/group
Edexcel GCSE Drama   Unit 1 – (Internally assessed) Drama Exploration – ‘A Different State of Mind’ – A study of mental health issues. Unit 2 –  (Internally assessed) Exploring Play Texts – Blood Brother’s – Willy Russell Unit 3 – (Externally assessed) Drama Performance   AQA GCSE Music   Unit 1: Listening to and Appraising Music Unit 2: Composing and Appraising Music Unit 3: Performing Music Unit 4: Composing Music   Edexcel GCSE Art   Unit 1 – C/W – Identity Unit 1 – C/W – Order &/or Disorder Unit 2 – Externally Set Exam     AQA GCSE Photography   Unit 1 – C/W – Inside Out Unit 1 – C/W – Narratives Unit 2 – Externally Set Exam   CACHE Early Years Year 10 – DEVELOPMENT AND WELL-BEING 0-5 YEARS
  1. What is the expected pattern of development of children aged 0-5?
  2. Why do we observe children and what suitable methods can we use?
  3. Research factors which can affect children’s holistic development.
  4. Plan everyday activities which support the care needs of children and promote their   independence, well-being and safety.
  5. Identify transitions which children may experience and how the practitioner can support during these?
  6. How everyday experiences can be used to promote activities which contribute to holistic development.
AQA Resistant Materials Key topics include – design brief analysis, materials and finishes research, product analysis. Students design their own GCSE project under the constraints of the design brief and learn how to evaluate their design solutions against a design specification. Other key concepts include perspective drawing, isometric drawing, orthographic projection, google sketch up and design evaluation.
Culture & Society
MFL
Modern Foreign Languages Department MFL is very popular with our students at all Key Stages and students are encouraged to look at the importance of language and literacy in their everyday lives and to appreciate the language learning skills which many of our students bring to the community from their lives outside school. KS4 Students are entered for AQA GCSE exams and as such, complete Controlled Assessment in Speaking and Writing and sit exams at the end of Year 11 in Listening and Reading. The AQA GCSE course continues to develop the students’ knowledge, skills and understanding acquired at KS3.The course is divided into four themes: Lifestyle, Leisure, Home and Environment, Work and Education. Modules focus on individual skills and students are expected to learn vocabulary independently, each week, as well as in lessons. Teaching staff work closely together to ensure high standards of both teaching and learning. Teachers have high expectations, track progress closely and intervene to support students, both in and outside lessons. Students are encouraged to have high aspirations and to develop an interest in the cultural background to the languages they learn. Currently, students have the opportunity to visit Paris in Year 10.
PE
KS4 All students will continue to participate in core Physical Education until the end of KS4. Students have more scope in choosing their activities and trying alternative sports and activities which have a real focus on development of previously learnt skills and developing a more holistic life-long engagement in sport and physical activity. At KS4, students have the opportunity to opt for a GCSE following the Edexcel syllabus. The Edexcel GCSE PE course includes: Healthy Active Lifestyles, Influences on Participation, Exercise, Drugs in Sport, and Anatomy and Physiology units.

English

Students are set according to ability. All Key Stage Four students have five periods of English per week. We follow the AQA specifications for Language and Literature. Although all students study the same set texts, careful thought is given to the pedagogical approach needed to challenge the most able. Students begin their GCSE course in year nine by developing familiarity with set texts and Language papers. In year ten, students develop their critical response. Lessons in year eleven are structured according to the principles of interleaving. Students have two Literature, two Language and one ‘revision’ lesson per week. As with Key Stage three, a weekly writing task supports students’ ability to write developed responses in exam conditions, about which students receive regular feedback. Lessons begin with a ‘five a day’ starter which encourages recall and knowledge retention. As well as regular, informal feedback, students are assessed formally at the end of each unit of work, and through two periods of mocks in each year. Two pieces of PREP are set per week. One is a flipped learning task to be completed during prep and the other is a revision task – to be completed over the weekend and tested during the Monday lesson.

English Department

Year 11

  • Students revise key texts and language skills every week, using the interleaving and spacing approach. There are two literature, two language and 1 revision lesson per week. Once every two weeks the students do one piece of writing in exam conditions

Science

Science Department

We firmly believe that science is an empowering subject, allowing students to question the world around them and discover ways to actively unravel their misconceptions. It is because of this, that we strive to deliver a curriculum which allows students to practically develop their knowledge and understanding of science, with particular emphasis on the benefits of developing scientific literacy through working with others.

 

KS4

At KS4, students will either follow a GCSE pathway based on our assessment of their progress at KS3.

For GCSE, we follow the Edexcel specification for Core and Additional Science, with some students completing Triple Science through completion of the Further Additional unit. The Core, Additional and Further Additional GCSEs are each composed of 4 units; Biology, Chemistry, Physics and a controlled assessment (CAT). All units have equal weighting, with each subject unit being examined by a 1 hour paper and a CAT investigation completed in lessons. All GCSE students complete Core Science in the summer of Year 10 and the Additional GCSE at the end of Year 11. Students following the triple course achieve a third grade upon successful completion of the Further Additional units at the end of Year 11.

Year 11 Topics (Additional Science)

Unit B2: The components of life,

  • The building blocks of cells,
  • Organisms and energy,
  • Common systems.

Unit C2: Discovering Chemistry

  • Atomic structure and the periodic table,
  • Ionic compounds and analysis,
  • Covalent compounds and separation techniques,
  • Groups in the periodic table,
  • Chemical reactions,
  • Quantitative chemistry.

Unit P2: Physics for your future

  • Static and current electricity,
  • Controlling and using electric current,
  • Motion and forces,
  • Momentum, energy, work and power,
  • Nuclear fission and nuclear fusion,

Advantages and disadvantages of using radioactive materials

Geography

Geography Department

Our aim is to teach a wide range of Geography across all year’s groups, covering engaging and contemporary topics as well as allowing our students the unique opportunity to experience many geographical skills and fieldwork. This is what a Geography offers at the Springwest Academy.

KS4

We offer GCSE Geography to all our students and currently follow the EDEXCEL A specification, which consists of four units, each contribute to 25% of the student’s overall GCSE grade. The 4 units are:

  • Unit 1: Geographical Skills & Challenges for the Planet
  • Unit 2: The Natural Environment
  • Unit 3: The Human Environment
  • Unit 4: Investigating Geography – Controlled Assessment

The Controlled Assessment element of the course offers opportunities to conduct fieldwork on the impacts of tourism on the Dorset Coast.

History

History Department

Feltham Community College has tailored a History curriculum that meets the needs of our learners and our community. We believe that our students deserve access to the best works of history, as well as equipping them with the depth, breadth and skills they need to be life-long historians.

 

KS4

At KS4 we teach the Edexcel History A syllabus. Students are required to study four units: Germany 1918 – 1939; The Era of the Cold War 1943 – 1991; War and the transformation of British society 1903–28; and Civil Rights in America for their coursework.

GCSE History – Edexcel History A

Unit 1: International Relations: The Era of the Cold War 1943 – 1991

Unit 2A: Nazi Germany 1919- 1939

Unit 3A: War and the Transformation of British Society 1903 – 1928

Unit 4: Unit 4: Representations of History – CA6: Civil rights and protest in the USA 1945–70

Creative Arts

Creative Arts Department

Our aim is to develop a faculty known for nurturing innovative and creative thinkers. We empower young people to develop their understanding of Creative Arts and do this by working with them both inside school as well as facilitating projects in the wider community.  Our ethos is to excite and engage students through a varied curriculum so each can find a form of creativity that suits and inspires them.

KS4

The AQA Dance course consists of 4 units, the first of which is an hour long exam and the other 3 being made up of practical coursework. Students are examined on the areas of performance, composition and appreciation and are offered a number of opportunities to perform as part of the key stage 4 dance company ‘Compendium Dance ’.

Students study the Edexcel Drama syllabus which is made up of 3 units; exploring both practical and theory aspects of the course. This allows students the opportunity to examine both a play text and a given theme/stimuli as well as having the chance to work collaboratively on a devised or scripted piece.  The course as a whole encourages the use of imagination and creativity within a group context generating, developing and communicating ideas.

The GCSE Dance and Drama students also take part in a weekend residential down in Amersham where they begin working on their final group exam pieces.

For both Art and Photography, the courses are split into two sections – a coursework section where students explore the elements of either Art or Photography and experiment with their newly developed skills practically through exciting and challenging project work.  The second part of the course is an exam, which for both disciplines are externally set by the national exam board.

The exams for both Art and Photography are ten hour practical examinations which follow a period of development and where students have a set amount of time to create final pieces which will go on to be displayed in the end of year exhibition for both the exam board and friends and family.

Music students explore the elements underlying the organisation of sound, through listening, composing, and performing both individually and as a group. The course supports students to develop their own musical interests, but also encourages them to discover and appreciate a wide range of different styles. Through actively engaging in the process of music study, students are supported to become independent, critical and reflective learners.

AQA GCSE Dance

Unit 1: Critical Appreciation of Dance

Unit 2: Set Dance – Find It

Unit 3: Performance in a duo/group dance

Unit 4: Choreography

  • Task A: Solo composition
  • Task B: Choreography solo/duo/group

Edexcel GCSE Drama

 

Unit 1 – (Internally assessed) Drama Exploration – ‘A Different State of Mind’ – A study of mental health issues.

Unit 2 –  (Internally assessed) Exploring Play Texts – Blood Brother’s – Willy Russell

Unit 3 – (Externally assessed) Drama Performance

 

AQA GCSE Music

 

Unit 1: Listening to and Appraising Music

Unit 2: Composing and Appraising Music

Unit 3: Performing Music

Unit 4: Composing Music

 

Edexcel GCSE Art

 

Unit 1 – C/W – Identity

Unit 1 – C/W – Order &/or Disorder

Unit 2 – Externally Set Exam

 

 

AQA GCSE Photography

 

Unit 1 – C/W – Inside Out

Unit 1 – C/W – Narratives

Unit 2 – Externally Set Exam

 

CACHE Early Years

Year 11 – AN INTRODUCTION TO WORKING WITH CHILDREN IN EARLY YEARS SETTINGS

  1. Understand the types of settings and local provision for children.
  2. Key issues to consider when preparing for placement.
  3. Responsibilities of the early year’s worker, recognizing when they should refer to others.
  4. Inclusive practice and meeting children’s individual needs.
  5. reflecting on own preferred learning style.
  6. Case studies and confidentiality in the workplace.

Unit 1: An introduction to working with children aged 0-5

Unit 2: Development and well-being 0-5 years

Unit 3: Exam Childcare and development 0-5 years

AQA Resistant Materials

Key topics include – design brief analysis, materials and finishes research, product analysis. Students design their own GCSE project under the constraints of the design brief and learn how to evaluate their design solutions against a design specification. Other key concepts include perspective drawing, isometric drawing, orthographic projection, google sketch up and design evaluation.

Culture & Society

MFL
Modern Foreign Languages Department

 

MFL is very popular with our students at all Key Stages and students are encouraged to look at the importance of language and literacy in their everyday lives and to appreciate the language learning skills which many of our students bring to the community from their lives outside school.

KS4

Students are entered for AQA GCSE exams and as such, complete Controlled Assessment in Speaking and Writing and sit exams at the end of Year 11 in Listening and Reading. The AQA GCSE course continues to develop the students’ knowledge, skills and understanding acquired at KS3.The course is divided into four themes: Lifestyle, Leisure, Home and Environment, Work and Education. Modules focus on individual skills and students are expected to learn vocabulary independently, each week, as well as in lessons.

Teaching staff work closely together to ensure high standards of both teaching and learning. Teachers have high expectations, track progress closely and intervene to support students, both in and outside lessons. Students are encouraged to have high aspirations and to develop an interest in the cultural background to the languages they learn. Currently, students have the opportunity to visit Paris in Year 10.

PE

KS4

All students will continue to participate in core Physical Education until the end of KS4. Students have more scope in choosing their activities and trying alternative sports and activities which have a real focus on development of previously learnt skills and developing a more holistic life-long engagement in sport and physical activity.

At KS4, students have the opportunity to opt for a GCSE following the Edexcel syllabus. The Edexcel GCSE PE course includes: Healthy Active Lifestyles, Influences on Participation, Exercise, Drugs in Sport, and Anatomy and Physiology units.

Students are streamed for mathematics and are taught content according to their ability rather than their age. We call this approach ‘Stage, not age’. Details of the content of each stage can be found below. This table gives an indication as to the stage at which the students will be studying.
Less able More able
Year 7 Stage 2 Stage 3 Stage 4
Year 8 Stage 3 Stage 4 Stage 5
Year 9 Stage 4 Stage 5 Stage 6
Year 10 Stage 5 Stage 6 Stage 7
Stage 2
  • Know the place value headings up to millions
  • Recall primes to 19
  • Know the first 12 square numbers
  • Know the Roman numerals I, V, X, L, C, D, M
  • Know percentage and decimal equivalents for 1/2, 1/4, 1/5, 2/5, 4/5
  • Know rough conversions between metric and Imperial units
  • Know that angles are measured in degrees
  • Know angles in one whole turn total 360°
  • Know angles in half a turn total 180°
  • Know that area of a rectangle = length × width
Stage 3
  • Know percentage and decimal equivalents for fractions with a denominator of 2, 3, 4, 5, 8 and 10
  • Know the rough equivalence between miles and kilometres
  • Know that vertically opposite angles are equal
  • Know that the area of a triangle = base × height ÷ 2
  • Know that the area of a parallelogram = base × height
  • Know that volume is measured in cubes
  • Know the names of parts of a circle
  • Know that the diameter of a circle is twice the radius
  • Know the conventions for a 2D coordinate grid
  • Know that mean = sum of data ÷ number of pieces of data
Stage 4
  • Know the first 6 cube numbers
  • Know the first 12 triangular numbers
  • Know the symbols =, ≠, <, >, ≤, ≥
  • Know the order of operations including brackets
  • Know basic algebraic notation
  • Know that area of a rectangle = l × w
  • Know that area of a triangle = b × h ÷ 2
  • Know that area of a parallelogram = b × h
  • Know that area of a trapezium = ((a + b) ÷ 2) × h
  • Know that volume of a cuboid = l × w × h
  • Know the meaning of faces, edges and vertices
  • Know the names of special triangles and quadrilaterals
  • Know how to work out measures of central tendency
  • Know how to calculate the range
Stage 5
  • Know how to write a number as a product of its prime factors
  • Know how to round to significant figures
  • Know the order of operations including powers
  • Know how to enter negative numbers into a calculator
  • Know that a0 = 1
  • Know percentage and decimal equivalents for fractions with a denominator of 3, 5, 8 and 10
  • Know the characteristic shape of a graph of a quadratic function
  • Know how to measure and write bearings
  • Know how to identify alternate angles
  • Know how to identify corresponding angles
  • Know how to find the angle sum of any polygon
  • Know that circumference = 2πr = πd
  • Know that area of a circle = πr²
  • Know that volume of prism = area of cross-section × length
  • Know to use the midpoints of groups to estimate the mean of a set of grouped data
  • Know that probability is measured on a 0-1 scale
  • Know that the sum of all probabilities for a single event is 1
Stage 6
  • Know how to interpret the display on a scientific calculator when working with standard form
  • Know the difference between direct and inverse proportion
  • Know how to represent an inequality on a number line
  • Know that the point of intersection of to lines represents the solution to the corresponding simultaneous equations
  • Know how to find the nth term of a quadratic sequence
  • Know the characteristic shape of the graph of a cubic function
  • Know the characteristic shape of the graph of a reciprocal function
  • Know the definition of speed
  • Know the definition of density
  • Know the definition of pressure
  • Know Pythagoras’ Theorem
  • Know the definitions of arc, sector, tangent and segment
  • Know the conditions for congruent triangles
Stage 7
  • Know the convention for labelling the sides in a right-angle triangle
  • Know the trigonometric ratios, sinθ = opposite/hypotenuse, cosθ = adjacent/hypotenuse, tanθ = opposite/adjacent
  • Know the exact values of sinθ and cosθ for θ = 0°, 30°, 45°, 60° and 90°
  • Know the exact value of tanθ for θ = 0°, 30°, 45° and 60°
  • Know that a^1/n = …
  • Know that a^-n = …
  • Know the information required to describe a transformation
  • Know the special case of the difference of two squares
  • Know how to set up an equation involving direct or inverse proportion
  • Know set notation
  • Know the conventions for representing inequalities graphically
  • Know the formulae for the volume of a sphere, a cone and a pyramid
  • Know the formulae for the surface area of a sphere, and the curved surface area of a cone
  • Know the circle theorems
  • Know the characteristic shape of the graph of an exponential function
  • Know the meaning of roots, intercepts and turning points
  • Know the definition of acceleration
  • Know the corresponding fraction for simple recurring decimals
  • Know how to construct a box plot
  • Know the conditions for perpendicular lines
In Year 11 all of the concepts from stage 1 to 7 are drawn together to form a structured body of knowledge to be applied to the GCSE examination. Foundation pupils are entered for the Pearson IGCSE 4MA01 / KMA01 Higher pupils are entered for the Pearson Edexcel GCSE 1MA01 Students participate in the annual Maths Challenges organised by the UKMT and are entered for the Junior, Intermediate and Senior challenges. The students enjoy considerable success, with a healthy number of Bronze, Silver and Gold certificates being awarded each year. We also select a team of year 8s and 9s and a team of year 12s and 13s to participate in the Intermediate and Senior Team Challenges respectively
SubjectLevelBoardSubject Codeemail contact
Art & DesignGCSEEdexcel2AD01t.gallahue@springwestacademy.org
Art & Design – PhotographyGCSEAQA4206t.gallahue@springwestacademy.org
Child DevelopmentGCSECACHENCFEa.sharkey@springwestacademy.org
DanceGCSEAQA4230s.tennent@springwestacademy.org
DramaGCSEEdexcel2DR01j.kelly@springwestacademy.org
English LanguageGCSEAQA8700c.woodhouse@springwestacademy.org
English Literature Level 1/2GCSEAQA8710c.woodhouse@springwestacademy.org
FrenchGCSEAQA4658j.roberts@springwestacademy.org
GeographyGCSEEdexcel2AG01s.corps@springwestacademy.org
HistoryGCSEEdexcel2HA01l.steel@springwestacademy.org
ICTGCSEEdexcel2IT01j.cadogan@logicstudioschool.org
MathematicsGCSEEdexcel1MA0c.mullins@springwestacademy.org
     
Physical EducationGCSEEdexcel2PE01a.jackson@springwestacademy.org
Religious StudiesGCSEEdexcel2RS01p.swandle@springwestacademy.org
Resistant MaterialsGCSEAQA4562m.gomez@springwestacademy.org
Science CoreGCSEEdexcel2SC01j.morgan@springwestacademy.org
Science AdditionalGCSEEdexcel2SA01j.morgan@springwestacademy.org
SpanishGCSEAQA4698j.roberts@springwestacademy.org