ST CHAD’S HIGH SCHOOL CURRICULUM...

FAITH IN ABILITY, FAITH IN EACH OTHER

ST CHAD’S HIGH SCHOOL CURRICULUM PACK

“The school’s work to keep students safe and free from harm is outstanding.”

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St Chad’s operates a one week timetable cycle of 25 x 60 minute lessons utilising a Pathway approach across all Key Stages. RE time allocation is 10% of the teaching cycle in KS3 & 4. As a faith-based Language College, RE and MFL are given priorities in timetabling allocations. In Year 7 Pathway L is a discrete class created to focus intervention on specific aspects of literacy. Pathways A and B are parallel bands containing classes set on average KS2 points score for Art, MFL, Geography, History, Computer Science, Music, Science and RE ; English, Maths, PE and Technology set within their own separate Pathway blocks. Corrective Reading runs within an English allocation of 4 hours per week for two discrete classes. Initial Mandarin Chinese provision is organised within the 2 hours per week given to MFL.

In Year 8 Pathway C is a discrete class created to focus intervention on specific aspects of learning. From September 2014 this Pathway has included 3 hours per week of the ASPIRE Programme. Pathways A and B are parallel ability bands set on literacy and MFL data for Creative Learning , English, MFL, Geography, History & RE ;Maths, PE, Science &Technology are set within their own separate Pathway blocks. A second language, which includes Mandarin Chinese, is introduced for sets 1 and 2 for Pathways A & B.

From September 2015 KS4 (Years 9-11) will have four Pathways. Pathway A will contain the two classes who have chosen Separate Sciences; they will remain in this Pathway for core PE, Computer Science, English, RE and MFL. Pathway B is an Ebacc Pathway; they

will remain in this Pathway for Dual Science, History or Geography, core PE, Computer Science, English, RE and MFL. From September 2015 Pathway C contains 2 or 3 classes who are not required to select an MFL course but are able to do so; they remain in this Pathway for Science, core PE, Computer Science, English, Maths and RE. Pathway D is a discrete class created to deliver an alternative curriculum based on the ASPIRE Programme. There are 3 option blocks that combine different Pathways with 2 hours per week allocated to each. Maths classes are combined across pathways A and B.

In Year 12 a traditional AS Pathway offers 21 subjects in 5 option blocks as well as the option for AS Polish and Chinese. Applied Science is offered in conjunction with one AS subject from a choice of 14. The CACHE L3 Early Years Educator course is being offered from September 2014 with students in school for 3 days and on work placement for two days per week. BTEC Travel & Tourism, Dance and Business Studies are available. Compulsory GCSE English & Maths classes for those without a C grade at GCSE run after school. Core RE is compulsory. A range of enrichment activities is also provided. Pathway C provides progression from KS4. This is based around elements of the ASPIRE Programme with additional Maths, English, ICT, MFL, Music and technology.

In Year 13 there are option blocks with 25 A2 subjects. Applied Science, Core RE, CACHE L3 and enrichment activities also run with the addition of the L3 Extended Project. The school is also in partnership

Debbie BurkeHead of School

Welcomefrom the Head of School

with Little League Sports and are a host centre for the delivery of Level 3 Soccer Coaching. Compulsory GCSE English & Maths classes run for those without a C grade at GCSE after school. From September 2014 The ASPIRE Programme has been extended into Year 13 to provide support and progression.

For more information regarding the curriculum at St Chad’s, please contact Mrs D Burke or Mr A Lear on 01928 564106.

ContentsEnglish ...................................................................................................................................................6Mathematics ......................................................................................................................................8Music ......................................................................................................................................................9Art ........................................................................................................................................................10Modern Languages .......................................................................................................................12RE .........................................................................................................................................................16Expressive & Performing Arts ...................................................................................................18GCSE Child Development ...........................................................................................................20Psychology ........................................................................................................................................21GCSE Sociology ...............................................................................................................................22Health & Social Care GCSE ........................................................................................................23BTEC Health & Social Care .........................................................................................................24Business Studies .............................................................................................................................25Geography / Leisure & Tourism ................................................................................................26ICT/Computer Science .................................................................................................................28Design & Technology....................................................................................................................30PE .........................................................................................................................................................32Science ...............................................................................................................................................34History ................................................................................................................................................37PSHE ....................................................................................................................................................38CEIAG .................................................................................................................................................42ASPIRE ...............................................................................................................................................43

“St Chad’s is an outstanding joint-denominational school which is seen within the local community and beyond, as committed to living out its mission as a joint-church school.”

Sixth Form course information can be found in our e-pack which can be located in the downloads section of the St Chad’s Sixth Form website. For any other information on Sixth Form courses,

please contact Sarah Craven, Head of Sixth Form by email, or call 01928 564106.

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http://www.stchadssixthform.co.uk

http://www.stchadssixthform.co.uk

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EnglishAs English is a core subject in the National Curriculum, every student at St Chad’s High School studies it. English is at the heart of all learning and also prepares our students for real life so that they are successful in their lives beyond their school years. The study of English involves the key skills of Reading, Writing and Speaking & Listening; skills that students will use daily for the rest of their lives. Our English teaching provides opportunities to exercise the English skills that have been learnt by daily use in a multitude of different contexts and develops pupils’ ability to both know about language and manipulate it effectively across a range of experiences.

Drama is integrated into the KS3 curriculum and is used to enhance the delivery of specific units. Due to the requirements of the new curriculum, it is essential that pupils are offered opportunities to participate in a variety of drama activities. The revised Schemes of Work for Years 7 and 8 have taken this into account and pupils can perform both scripted and unscripted

Year 10 AQA GCSE English Language & Literature

Year 11 iGCSE English & AQA Literature

Year 9: AQA GCSE English Language & Literature

• English Language Paper 1 Section A – Key Skills for Reading • English Language Paper 1 Section B – Key skills for Written response to reading• English Literature – Modern play or prose text Paper 2 Section A From;-An Inspector Calls, Blood Brothers,A Taste of Honey, or Lord of the Flies,Animal Farm,Telling Tales AQA Anthology.• English language Paper 2 Sections A & B – Reading & Writing key skills• English Literature Shakespeare Paper 1 section A; Macbeth, Romeo & Juliet or the Tempest.• English Language Paper 1 Section A – Key Skills for Reading • English Language Paper 1 Section B – Key skills for Written response to reading• English Literature Paper 2 Section C- Unseen poetry

• Language – Paper 1 Core: writing focus• Paper 2 Extended: writing focus• Literature Coursework re-visit• Language Paper 1 Core: reading focus• Paper 2 Extended: reading focus• Speaking &Listening paired assessment• Literature – A View From The Bridge or Romeo & Juliet• Speaking &Listening role-play/drama focus assessment• Literature – Poetry• Language –Paper 1 Core: writing focus• Paper 2 Extended: writing focus• Paper 1 Core: writing focus• Paper 2 Extended: writing focus• Speaking & Listening individual assessment• Literature – revision A View From The Bridge or Romeo & Juliet• Poetry

For further information, please contact the Head of Department by email or call 01928 564106.

• English Language Paper 1 Section A – Key Skills for Reading • English Language Paper 1 Section B – Key skills for Written response to reading• English Literature – Modern play or prose text Paper 2 Section A From;-An Inspector Calls, Blood Brothers,A Taste of Honey, or Lord of the Flies,Animal Farm,Telling Tales, AQA Anthology.• English Language Paper 2 Sections A & B – Reading & Writing key skills• English Literature Paper 2 Section C- Unseen poetry.

of vocabulary, punctuation and sentence structure to create particular effects and shape ideas.

• Non-Fiction : AnimalsReading skills – information retrieval, inference and deduction, writer’s effective use of language, effect on the reader.Point of view writing.

• ShakespeareThe Merchant of Venice or Romeo & JulietAnalyse character relationships. Comment on obvious and subtle themes.

• Fiction & Non-Fiction : War and Conflict Explore and comment on writer’s use of language. Understand how language, structure and organisational features are used in persuasive texts.To appreciate a poet’s thoughts and feelings and the way these are presented through the poetic form, language and structure.

• GCSE TransitionDescriptive / Narrative writing – grammar work, extending vocabulary, developing sentence structures.

work. Additionally, all students read complete books to prepare them for the study of English Literature at Key Stage 4. Grammar, spelling and key literacy skills have high priority and are a key feature of all lessons. English Literature also has a special place in the English curriculum. Pupils experience a wide range of literature from all genres and cultures including non-literary, drama, media, moving image and e-texts and are encouraged to read for enjoyment, as well as for information gathering. Skills of analysis and evaluation are also developed. GCSE will begin in Year 9 to give students time to complete curriculum content as well as to develop the skills needed. The study of English at Key Stage 4 has two components: English Language and English Literature both of which are examined at the end of Year 11. Students in Years 9 and 10 will be preparing for the new 1-9 GCSE courses in English Language & Literature. Our current Year 11 students have followed an iGCSE programme of study.

Year 7 • Gothic Horror

Explore how writers use language to describe: settings and characters.

• Shakespeare (Macbeth or The Tempest)Explore how writers use language to present characters. Analyse character relationships. Write analytically about a text Spoken English: Understand how to use appropriate vocabulary and structure to suit purpose and audience.

• Non-fiction – Healthy LifestylesReading skills and point of view writing.

• NovelChoices from: Goodnight, Mister Tom, The Tulip Touch, Holes or Skellig. Explore how writers use language to present characters. Analyse character relationships.Write analytically about a text. Comment on themes.

• Poetry from Different Cultures & TraditionsExtract the main ideas and relevant information. Comparison. Writer’s viewpoint. Writer’s use of language.Spoken English: Performance poetry

• Drama scriptsChoices from: Dr Jekyll & Mr Hyde, Dracula, Frankenstein or The Demon Headmaster. Convey ideas, themes and characters.

Year 8Charles Dickens – his life and worksExtracts from: Oliver Twist, Bleak House, Hard Times and Great Expectations.Descriptive / narrative techniques.

• NovelChoices from: Wonder, Frozen in Time, Trash or Millions. Explore how writers use language and comment on obvious and subtle themes. Develop use page 7

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Key Stage 3

The mathematics programme of study at Key Stage 3 aims to ensure that all pupils: become fluent in the fundamentals of mathematics; can reason mathematically and justify arguments using mathematical language; can solve problems by the application of mathematics to a variety of situations. Pupils also apply their mathematical knowledge in science, geography, computing and other subjects.

The programme of study at key stage 3 is organised into six domains which will each be visited several times over the key stage, building on prior learning and with increasing levels of complexity and challenge.

The domains are:

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

Recognising mathematics as an interconnected subject and developing the ability to move fluently between mathematical ideas is an important factor in the programme of study.

Key Stage 4

In Key Stage 4 pupils build on learning from Key Stage 3 to further develop fluency, mathematical reasoning and competence in solving increasingly complex problems.

The programme of study is divided into the six domains:

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

Pupils are challenged through being offered increasingly rich and sophisticated problems and the opportunity to apply their knowledge including, wherever relevant, in other subject areas and in financial contexts. The programme of study contains the full range of material in the GCSE Mathematics qualification. Pupils study towards the GCSE qualification at either Higher or Foundation tier with external examinations taken with Edexcel.

Assessment is by examinations taken at the end of Year 11.

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MathematicsOur foremost priority is to ensure that our students receive a high-quality mathematics education that provides a foundation for understanding the world. Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. We aim to enable students to reach their full potential in mathematics by providing appropriate learning experiences which include: building confidence and competence with mathematical concepts through challenging activities where students can apply their knowledge flexibly to solve problems; the development of analytical thinking, mathematical reasoning and communication skills; an appreciation of the beauty and power of mathematics and encouraging a sense of enjoyment and curiosity about the subject. Inherent in this is the necessity for students to have a clear understanding of mathematical processes and their computation, combined with ensuring that they are fully prepared for the rigours of external assessment.


For further information, please contact the Head of Department by email or call 01928 564106. page 9

GCSE AQA Music UNIT 1: Listening & Appraising Music (exam) - 20%

UNIT 2: Composing and Appraising - 20% UNIT 3: Performing - 40% (Solo & Ensemble) UNIT 4: Composition - 20%

Units 1 and 2 are compulsory. Students are given a taster of other units and choose to focus on a further 2 units.

UNIT 1: The Music Industry (exam) - 25%

UNIT 2: Managing a Music Product - 25%

UNIT 3: Introducing Live Sound - 25% UNIT 4: Introducing Music Composition - 25%

UNIT 5: Introducing Music Performance - 25%

UNIT 6: Introducing Music Recording - 25%

UNIT 7: Introducing Music Sequencing - 25%

Key Stage 3 Topics

• Introduction to vocal performance techniques• Introduction to keyboards• Music Technology• The Orchestra• The Beatles• Pop Ballads & chords• Reggae• Film Music & Logic Pro• The Blues

Key Stage 4

Students studying music in KS4 have two lessons each week. One lesson will be based on composing and appraising music, and another based on developing their performance skills. Students are also given the opportunity to develop their skills by attending a peripatetic lesson each week.

The music departments gives students the opportunity to learn an instrument while developing their skills and confidence through performing.Extra-curricular activities include choir, band work, guitar club, keyboard club, song writing club and music technology club.

GCSE Examination Information

BTEC Music Examination Information

Music

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All Year 7 are given a benchmark test involving objective drawing and a piece of contextual research, in order to give predicted target grades throughout the key stage. A generic theme of work based upon the art formal skills is delivered until February half term. Year 7 will then develop more specialist skills an techniques to finish the year. All students will then have access to all specialism’s in Year 8 where they will be constantly developing their skills and utilising a variety of techniques through the specialism’s below:

• Painting/drawing, printmaking and mixed media at all key stages.

Delivered by Mr P. Waller (CTL)• Creative textiles delivered at all key stages

Delivered by Mrs A Wilde• Ceramics

Delivered by Ms Davies to Key stage 3 only• Other mixed media and 3D aspects

Delivered by Technology staff to key stage 3 only All students will experiment and explore a variety of themes using painting/drawing and printing techniques, drawing from observation, studying contextual influences, batik applications, ceramic constructions and mixed-media layering processes etc.

GCSE Art and Design provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personally relevant and developmental in nature. This two unit specification enables students to develop their ability to actively engage in the processes of Art and Design – to build creative skills through learning and doing, then will also develop imaginative and intuitive ways of working to evolve knowledge and understanding of media, materials and technologies in historical and contemporary contexts, societies and cultures.

The GCE in Art and Design has been designed to ensure that not only practical artistic skills and abilities should be developed in any course of study, but also that the study of art and design and its various contexts should form part of any student’s education. Therefore, in addition to making artefacts, students should be encouraged to reflect on their own work and on the work of others. AS in art, craft and design students should engage in integratedcritical, practical and theoretical study.

• Work is assessed on a monthly/weekly basis and progress is discussed with students.• Coursework for A/S and A2 is graded at 50% of the overall grade and 50% for the exam controlled test.• The basic areas of assessment involve, experiment and explore with media, skills and techniques, visual language and research analysis and development of a final outcome.

The Art department at St Chad’s presents a unique and diverse opportunity for all students to study art at the school at all Key stages and working in many cross-curricular events. The Visual Arts present a strong link in the Artsmark gold award which the school has achieved. The art department has also recognised the importance of working with other professional partnerships outside the school such as; The Inspired Creations exhibition at the Brindley and the Dot Arts Liverpool competition, to name but a few. As an endorsement of the success of the Art department, students’ works are displayed around the whole school.

Unit 1: Portfolio of Work (Controlled Assessment) 60% Unit 2: Externally Set Task 40 per cent.

It is a strong foundation for further progression to Art and Design related courses such as A-level Art and Design and enhanced vocational and career pathways.

ArtThe Art department has evolved as a department due to its mutual interests to encourage the child to develop both aesthetically and skilfully.

Art has always developed strong cross-curricular projects within their Schemes of work. Art specialist teachers have been able to deliver their specialism’s as and when relevant:

• To foster a sense of enquiry about Art • To develop the means by which sensory experience can be explored and expressed.• To give the acquisition and understanding for students to achieve technical competence, but also enable them to realise their intentions.• Provide opportunities for students’ personal discovery, imagination through the inventive use of materials.• To encourage students to be self-motivated and self-critical.• To empower students to organise and relate abstract concepts to practical out comes, situations with knowledge and understanding.• To encourage students to develop a working vocabulary, relevant to specific skills.• To give students the confidence to foster commitment and tenacity of purpose.• To encourage students to have an awareness of the broad cultural and social context and to.• Develop a strong interest in the work of other artists and crafts people through historical and contemporary settings.

Key Stage 3

Years 9, 10 and 11

Key Stage 5


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Modern LanguagesFrench / Spanish is taught to all pupils in year 7 on a rolling programme. In September 2015 all Year 7 pupils will study French. Some year 7 pupils also follow an introductory course in Mandarin Chinese. Spanish / French or Mandarin Chinese is taught as a second language to all pupils in year 8. Pathway 1 students are given the option to continue studying 2 languages in KS4. All pupils in the triple Science and e-bacc pathways in KS4 must study a Modern Foreign Language. If they have studied more than one language in KS3 they can choose which of these languages they would like to study at GCSE. French, Spanish and Mandarin are offered at AS/A2 level.

Extra-curricular Activities

Enrichment activities are mapped across the KS. Pupils in Year 7 take part in Chinese cultural activities to celebrate Chinese New Year. Year 7 tutor groups take part in a European Carol competition in December. The Language College runs the Language Leaders award for pupils in Year 10. Year 7 pupils have the opportunity to go on a day trip to Boulogne. There is a trip to Paris or Barcelona for Years 8 & 9 in July. There is a French exchange during the spring term with our partner school in Brittany. The return visit takes place in the first half of the summer term. Clubs for French, Spanish and Mandarin Chinese are on offer and there are specific activities for the G&T pupils, including a Year 8 Gifted and Talented day run by St Chad’s for all schools in Runcorn. AS/A2 students are given the opportunity to visit France & Spain and go on conferences/language days organised at local universities. The Language College and the school are linked with Tongling No.3 High School in China and with St Mary’s High School in Kenya. This provides pupils and staff with a wide range of international opportunities such as study visits and curriculum projects.

Bienvenu(e) à Paris

In this unit pupils will learn to introduce themselves to a person that they might meet on a visit to Paris. They will be able to say what attractions they would like to visit and give opinions about them.

Mon collège In this unit pupils will learn to take part in a dialogue about their school and subjects using set phrases and high-frequency words that I have learnt. They will be able to give opinions and use connectives to extend sentences.

Ma famille In this unit pupils will learn to talk about themselves and family members. They will learn family members, possessive pronouns and vocabulary linked to physical descriptions. They will also learn how to use negative verb phrases.

Mes passe-temps In this unit pupils will learn to talk about their hobbies. They will learn how to use key verbs in the present and past tenses. They will how to use the connectives when and where so that they can extend their sentences.

Donde vivo yo In this unit pupils will learn to describe where they live, extend sentences and use adjectives correctly. They will be able to say where they would like to live in the future and what their future house would be like. They will learn to use a range of prepositions.

Bien estar In this unit pupils will learn to say what the matter is when they feel unwell. They will also be able to describe people’s faces and write a description of an alien or monster. They will be able to use past, present and future verbs to talk about healthy lifestyles.

De compras In this unit pupils will learn to name a range of shops and say what you can buy there. They will also know how to take part in a conversation in a shop. They will be able to use and respond to directions when finding the way around a shopping centre. They will also learn to describe what they like / don’t like to wear and use colours, sizes, opinions and connectives correctly. They will also know how to describe what they wear depending on the weather or the occasion. They will be able to use and recognise the imperfect tense to describe what they wore in the past.

Me presento In this unit pupils will learn basic greetings and how to ask how someone is. They will also learn to talk about themselves and family members. They will learn family members, possessive pronouns and vocabulary linked to physical descriptions. They will also learn how to use negative verb phrases.

Mi colegio In this unit pupils will learn to take part in a dialogue about their school and subjects using set phrases and high-frequency words that I have learnt. They will be able to give opinions and use connectives to extend sentences.

Mis pasatiempos In this unit pupils will learn to talk about their hobbies. They will learn how to use key verbs in the present and past tenses. They will how to use the connectives when and where so that they can extend their sentences.

Voyages et vacances

At the end of this unit pupils will be able to recognise countries, weather expressions and transport. They will be able to describe a holiday in speaking and in writing in at least 2 tenses using connectives.

Les rapports familiaux

At the end of this unit pupils will be able to describe who is in their family in extended sentences. They will also be able to understand and describe their own and other peoples’ character and say how and why they get on with family members. They will be able to talk about their rights and responsibilities at home.

Mes années d’école

At the end of this unit pupils will be able to describe their school day and give opinions on school subjects and rules using extended sentences. They will be able to say what they like and what others have said they like. They will be able to compare their secondary school with their primary school. They will be able to talk about their plans for the future including future studies & jobs.

Donde vivo yo At the end of this unit pupils will be able to describe where they live, extend sentences and use adjectives correctly. They will be able to say where they would like to live in the future. They will also learn how to use the imperfect tense so that they compare their town now to what it was like 50 years ago.

Mis vacaciones At the end of this unit pupils will be able to recognise countries, weather expressions and transport. They will be able to describe a holiday in speaking and in writing in at least 2 tenses using connectives.

En el futuro At the end of this unit pupils will be able to talk about their future plans including future studies & jobs. They will learn how to use the future and conditional tenses.


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Year 8 French (Second Language)

Year 8 Spanish

Year 9 French

Year 9 Spanish

Year 7 French

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In Years 10 & 11 pupils studying French and Spanish follow the AQA GCSE course over 2 years. In Mandarin pupils follow the Edexcell GCSE course. Pupils are assessed in all 4 Attainment Targets – Listening, Reading, Speaking and Writing. Speaking and Writing are assessed throughout the 2 years in the form of Controlled Assessments. Each skill is worth 30% each of the final grade. Listening and Reading are assessed in an exam at the end of Year 11 and are worth 20% each of the final grade. In order to achieve a grade C

and above pupils must include enough information with a variety of vocabulary, past / present and future tenses, extended sentences using connectives, opinions and points of view. To achieve a grade A / A*they must be able to narrate events using a range of complex structures in past, present and future tenses and my work must be accurate. In Year 9 Pupils will be assessed in Listening, Speaking, Reading and Writing (25% each) at the end of the course in Y11.

Pupils studying Chinese at GCSE follow the Edexcel course over 2 years. Pupils are assessed in all 4 Attainment Targets – Listening, Reading, Speaking and Writing. Speaking and Writing are assessed throughout the 2 years in the form of Controlled Assessments. Each skill is worth 30% each of the final grade. Listening and Reading are assessed in an exam at the end of Year 11 and are worth 20% each of the final grade. In order to achieve a grade C and above pupils must include enough information with a variety of vocabulary, past / present and future tenses, extended sentences using connectives, opinions and points of view. To achieve a grade A / A*they must be able to narrate events using a range of complex structures in past, present and future tenses and their work must be accurate.

Holidays At the end of this unit pupils will be able to recognise countries, weather expressions and transport. They will be able to describe a holiday in speaking and in writing in at least 2 tenses using connectives.

Family and relationships At the end of this unit pupils will be able to describe who is in their family in extended sentences. They will also be able to understand and describe their own and other peoples’ character and say how and why they get on with family members. They will be able to talk about their rights and responsibilities at home.

School and future plans At the end of this unit pupils will be able to describe their school day and give opinions on school subjects and rules using extended sentences. They will be able to say what they like and what others have said they like. They will be able to compare their secondary school with their primary school. They will be able to talk about their plans for the future including future studies & jobs.

Unit 1: Sept-Dec我的生活My Life

In this topic pupils will learn to write and speak in detail about healthy lifestyles including giving advice and future plans.

Unit 2: Jan-Apr运动和休闲Sports & Leisure

In this topic pupils will learn to write and speak in detail about their hobbies including TV and cinema habits and the advantages and disadvantages of technology.

Unit 3: May-Oct旅游Travel & Tourism

During this topic pupils will learn to write and talk in detail about holidays. They will use the present, past and future tenses.

Unit 4: Nov-Feb媒体和文化Media & Culture

In this unit pupils will learn to talk about their family and friends, including relationships with other people. They will also talk about their future plans.

Unit 5: Mar-Apr工作Business, Work and Employment

In this unit pupils will learn about school life including school rules and the arguments for and against school uniform.

Donde vivo yo At the end of this unit pupils will be able to describe where they live, extend sentences and use adjectives correctly. They will be able to say where they would like to live in the future. They will also learn how to use the imperfect tense so that they compare their town now to what it was like 50 years ago.

Mis vacaciones At the end of this unit pupils will be able to recognise countries, weather expressions and transport. They will be able to describe a holiday in speaking and in writing in at least 2 tenses using connectives.

En el futuro At the end of this unit pupils will be able to talk about their future plans including future studies & jobs. They will learn how to use the future and conditional tenses.

Unit 1Sept - Dec (Y10)

Healthy lifestyles


Unit 1Sept-Dec(Y10)

Relationships and choices


Unit 2Jan - Apr (Y10)

Free time and media

In this topic pupils will learn to write and speak in detail about their hobbies including TV and cinema habits and the advantages and disadvantages of technology.

Unit 2Jan - Apr (Y10)

Work and money

In this topic pupils will learn to talk about jobs, including their own future ambitions. They will also learn to talk about part-time jobs and work experience.

Unit 3May - Oct (Y10-11)

Holidays During this topic pupils will learn to write and talk in detail about holidays. They will use the present, past and future tenses.

Unit 3May-Jul (Y10)

Healthy lifestyles


Unit 4Nov - Feb (Y11)

Family & relationships


Unit 4Sep-Dec(Y10-11)

Town and local area

In this topic pupils will learn to talk about their town and what facilities it has. They will also talk about the leisure facilities they use in their town. They will also look at the wider issue of the environment.

Unit 5Mar-Apr

Work and education

In this unit pupils will learn about school life including school rules and the arguments for and against school uniform.

Unit 5(Jan-Apr)

Holidays During this topic pupils will learn to write and talk in detail about holidays. They will use the present, past and future tenses.

Year 9 French / Spanish (First Language)

Year 9 Spanish (Second Language)

GCSE French GCSE Spanish

GCSE French and Spanish


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问候语Greetings

In this unit, pupils will learn Chinese culture and basic greetings.

自我介绍 Introducing Yourself

In this unit, pupils will learn to introduce themselves, to talk about their age and family members.

颜色和动物 Colour and animals

In this unit, pupils will learn to say colours and animals. In this unit, pupils will learn to talk about likes or dislikes food and drink.

食品和饮料 Food and drink

In this unit, pupils will learn to talk about likes or dislikes food and drink.

中文基础知识Fundamental knowledge of Chinese

In this unit, pupils will have developed their knowledge of fundamental Chinese and generated a good understanding of the Chinese language tonal system and written system.

嗨 Hi

In this unit, pupils will learn to talk about their age and apply some verbs correctly when introducing themselves.

家 Family and home

In this unit pupils will learn to talk about the different members of their family and say how many people they have in their family. Pupils will also be able to say what pets they have.

爱好 Hobbies

In this unit pupils will learn to talk about their hobbies, give opinions using 喜欢，不喜欢 and be able to talk about when they do their activities.

学校 School

In this unit pupils will learn to give opinions about the subjects they study and talk about their school life.

食品和饮料 Food and drink

In this unit pupils will learn to give opinions about food and drink, describing different kinds of food and drink in daily meals.

假期 Holiday

In this unit pupils will learn to use past and future tenses to talk about holidays in details.

我 All about me

In this unit pupils will learn to use adjectives, verb adjectives, prepositions and time connectives to describe themselves, their rooms and their daily routine.

家在哪儿？ Where do you live?

In this unit pupils will learn to use relative place words to describe their town, the location of their home, and to give directions.

购物 Shopping

In this unit pupils will learn to use their language skills to show contrast, practice present progressive tense, ask questions to indicate a choice and have a basic understanding of the language used in shopping.

Year 7 Chinese Curriculum



GCSE Chinese

GCSE Chinese Curriculum

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Our scheme of work enables pupils to explore their personal relationship with God as well as explore the teachings of the Church and world religions. Each unit has been specially written to serve our joint faith nature and aims to provide a stimulating, creative and accessible curriculum for our pupils.

REAt St Chad’s pupils study RE from Years 7-11, with many also choosing Philosophy and Ethics at A level. All pupils study for an RE GCSE commencing in Year 9. All students in KS5 follow a General RE enrichment programme.

At KS3 pupils are enriched with a varied, engaging RE curriculum which encompasses our Joint Faith status. Topics are taught with a variety of teaching and learning experiences, such as classroom based learning, Chapel visits, guest speakers, out of school trips, RE through art to name but a few!

At KS4 we follow the WJEC examination board. Year 9 pupils follow a Programme of Study in order to compare the practices and beliefs of both Christianity and Judaism. GCSE skills are introduced along with examination techniques. They will study ‘Religion and Life Issues’ in Year 10 and ‘Religion and Human Experience’ in Year 11. The short course option will follow one of these units across KS4. These stimulating topics enable pupils to engage, comment on and evaluate major issues within society and those which are part of our human experience. We study both Catholic and Quaker beliefs as part of this process.

A level Philosophy and Ethics is studied over Years 12 and 13. Again we have celebrated excellent results in this and our students enjoy the rigorous and highly academic nature of the topics studied, such as ‘The existence of God, ‘Natural Law and ‘Evil and Suffering’.

The KS5 General RE programme has been enhanced to now include an enrichment element which enables students to become active within both our school and local community. This experience is invaluable when completing applications for university entry or other areas of continuing education.

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KS4 pupils follow the WJEC examination board at GCSE.

In Year 10 pupils will study the unit ‘Religion and Life issues’. This unit of work is split into four separate topics :-

• Relationships• Is it fair?• Looking for Meaning• Our World

In Year 11 pupils will study the unit ‘Religion and Human Experience’. This unit of work is split into four separate topics:-

• Religion and Conflict• Religion and Medicine• Religious Expression• Authority: Religion and State

Pupils will examine the different issues, teachings and practices surrounding the above topics. Pupils will then apply the knowledge and understanding of two Christian traditions to the topics that you have learnt. Pupils will study the religious views, beliefs and teachings of both Catholics and Quakers, and then apply this knowledge in your examination.

• Unit 1: Initiation: Diversity, community and belonging.• Unit 2: Advent and Christmas• Unit 3: Hinduism• Unit 4: God, Jesus and the Bible• Unit 5: Lent, Easter and Pentecost• Unit 6: Creation and Stewardship

• Unit 1: Prejudice and Discrimination 1: Poverty and Injustice• Unit 2: Prejudice and Discrimination 2: MLK, Oscar Romero, Trevor Huddlestone• Unit 3: Islam• Unit 4: Eucharist and The Last Supper • Unit 5: Pilgrimage and Miracles

• Unit 1: Judaism: Beliefs and sources of Authority• Unit 1: Worship and the Synagogue• Unit 2: Relationships and Family• Unit 3: Crime and Punishment• Unit 4: Peace and Conflict• Unit 5: Human Rights and Social Justice • Unit 6: Consolidation and examination practice

Key Stage 4

Year 7

Year 8

Year 9: GCSE

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Examination Presentation (42601)Practical work in response to set stimuli. Following a preliminary preparation period, candidates have 15 hours to produce a presentation of practical work integrating two art forms (dance and visual art) This stimuli is set by AQA and is externally marked.(80 marks – 40%)

Controlled Assessment 1 (42602)The first topic that pupils will study is ‘Knife Crime’, looking specifically at Street Dance and Graffiti Art as these areas are commonly associated with Knife Crime. Pupils will look in detail at these different topics and gain a sound knowledge and understanding of how they are formed and be able to analyse them

Unit 1: Individual ShowcaseGLH: 30 - External AssessmentThis unit will cover what to include in a letter of application and how to prepare audition pieces that demonstrate specific skills and knowledge.The presentation aspect of the unit will give the individual knowledge and experience of the audition process and allow them the opportunity to demonstrate their strengths through performance.

Unit 2: Preparation, Performance and ProductionGLH: 30 - Internal AssessmentThis unit will allow you to learn how to develop a performance piece as a member of a fictional performance company. You will take on a specific performing or production role and will prepare for, and produce, a performance by carrying out tasks that are appropriate to your role.

Unit 3: Dance SkillsGLH: 60 - Internal AssessmentThis unit is all about developing your versatility as a dancer. You will explore and develop your dance skills in workshops and lessons were you will perform short sequences, before building up to a longer dance sequence.

Unit 4: Production Skills for PerformanceGLH: 60 - Internal AssessmentIn this unit you will learn about, develop and then apply the skills and techniques required in carrying out a specific production role. Your skills and techniques will be put into practice when you take on a production role for a live performance that will be staged for a real audience.

AssessmentYou will be graded either:Pass (GCSE C), Merit (GCSE B), Distinction (GCSE A) & Distinction* (GCSE A*).

GCSE Expressive & Performing ArtsBTEC Level 2 First Award in Performing Arts (Dance)

in detail. Pupils will then plan and develop their own piece of Graffiti Art and choreograph a Street Dance basing both around the topic of Knife Crime and the knowledge they have gained from studying the work of others in these areas. Pupils are then required to reflect on and to analyse and evaluate the effectiveness of their practical work at all stages of its progress.(60 marks – 30%)

Controlled Assessment 2 (42602)The second topic that pupils will study is ‘Past and Present’. This theme will look specifically at dance and art from the past and present day. Again pupils will study dance and art in detail from these specific areas and gain a secure understanding of how it has changed and developed. Pupils will plan and develop dance and art ideas based on the ‘past and present’ theme.(60 marks – 30%)

Each controlled assessment task assesses objectives with the following weightings:

• AO1 (Preliminary Studies) 5%• AO2 (Practical Portfolio - applying skills) 10%• AO3 (Presentation Performance) 10%• AO4 (Practical Portfolio - evaluating) 5%

Expressive & Performing Arts Expressive Arts is a GCSE subject where pupils study both Dance and Visual Art based on various themes. Within the course pupils with complete 2 Controlled Assessments (Unit 2) and an Examination Presentation (Unit 1). Each task requires candidates to study the work of practitioners (arts works) and the connections between them, and to develop and present their own practical work, integrating two art forms (dance and visual art).

• Unit 1 (Examination Presentation) – 40% • Unit 2 (Controlled Assessment) – 60% (2 tasks, each 30%)

This qualification is taught over three years and consist of four compulsory units. One of the compulsory units is externally marked and the other three units are marked internally.


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Parenthood• What is a family?• Planning for a family• Preparing for the baby• Provision of a safe environment

Pregnancy• Reproduction • Pre-conceptual care• Pregnancy• Preparation for the birth• Labour and birth• The newborn baby• Postnatal care

Diet, health and care of the child• A healthy diet• Feeding a baby• Weaning• Feeding the young child• Food related problems • Child care • Child health

Development of the child• Physical development • Intellectual development • Social and emotional development • Learning and play

Support for the Parent and Child• Types of financial/emotional/social support available for parent and child• Child care provision• Educational and developmental provision in the Early Years Foundation Stage

There is one tier of assessment, with a single examination paper which covers A* to G grades.

At the end of the course you will be tested on three areas:

Unit 1 Written paper - 40%1 hour 30 minute paper 6-8 compulsory questions on all topics covered in the two years

Unit 2 Research Task - 20%A written piece of research into a child development topic which is set by the examination board

Unit 3 Child Study - 40%This is a study of a child over a period of approximately four months to observe aspects of physical, intellectual, emotional and social development. The child should be between 0-5 years by the end of the study.

The exam board is OCR and is assessed by three external exams at the end of Year 11.

Year 9• Research methods• Social Psychology - Obedience• Cognitive Psychology - Memory• Developmental Psychology - Attachment

Year 10• Biological Psychology - Sex and gender• Individual Differences - Atypical behaviour• Social Psychology - Non-verbal communication• Individual Differences - The self

Year 11• Biological Psychology - Criminal behaviour• Cognitive Psychology - Perception• Developmental Psychology - Cognitive development

This is a two year course with AQA examination board. This course is suitable for students who are interested in children and wish to have a career working in areas such as nursery nurse, nurse, primary school teacher or classroom assistant, social worker or midwife. It is also a useful qualification for progression to a Child Care Diploma in the Sixth form or Further Education.

Psychology GCSE helps students to develop an ability to think and evaluate independently, and apply theories and research in a variety of different topic areas. It also encourages the development of transferable skills such as evaluation, questioning and debating skills. This qualification promotes a hands-on approach to research methods. The most effective way to understand research techniques is to conduct research and this is integrated within the course over Years 10 and 11. It also provides excellent progression onto further study in A Level.

Course Content

Assessment

Course Outline



GCSE Child Development Psychology

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This is a two year course which consists of two units: Unit 1 - Understanding Personal Development and Relationships This includes:

• Stages of physical growth and intellectual, social and emotional development• Factors that affect development• Effects of relationships on personal development• Self Concept• The effects of life events on personal development

Unit 2 - Health, Social Care and Early Years Provision This includes:

• The needs of client groups• Ways people obtain care services • Barriers to health provision • Job roles in the care sector

All examinations are at the end of Year 11:

Unit One (25%) • Culture, Socialisation & Identity / Research Methods

Unit Two (50%)

• Crime & Deviance, Youth & Education Unit Two (25%)

• Pre-release Material Exam - Applying Research Methods.

GCSE Sociology is delivered by Ms Hanson in Year 9 and Mr Lawless in Years 10 & 11 using the OCR exam specification.

Sociology helps students develop a wide range of knowledge and understanding about culture and society. It also develops an understanding of how sociologists study and understand its structures, processes and issues. Sociology is a fascinating subject because it involves the study of everything around us, our society!

Sociology is an academic subject that does require a good standard of literacy as all the assessment is in the form of examinations as there is no coursework or controlled assessments involved. In the process of studying Sociology you will be able to bring your own wider experiences of society to the classroom to help in the study of topics like the family, youth and education. Sociology will also allow you to have a deeper understanding of your social life and the world around you. You will become more informed and eager to participate in your society.

As part of the three year GCSE course you will study the following topic areas: Unit 1

• Gender and Identity• Culture• Socialisation • Research Methods

Unit 2• Crime & Deviance • Youth & Gangs • Education

Unit 3• Pre-release Material: Applying Research Methods.

GCSE Health & Social Care is a popular GCSE course which actively engages independent learners whilst encouraging pupils to understand aspects of personal development and the health, social care and early-years sectors through investigation and evaluation of a range of services and organisations

Health & Social Care students will develop a critical and analytical approach to problem-solving within the health, social-care and early-years sectors. The course also examines issues which affect the nature and quality of human life including an appreciation of diversity and cultural issues.

Assessment

Course Structure

Course Structure


GCSE Sociology Health & Social Care GCSE

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Assessment At the end of year 11 Health & Social Care pupils complete a 75 minute external examination which is worth 40% of the total marks. During the course pupils will also complete a controlled assignment consisting of two tasks set by the examination board. This makes up 60% of the total marks.

There is one tier of assessment and pupils will be graded A* to G grades for this single award GCSE.

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GCSE Business studies develops students’ ability to recall, select, communicate and apply their knowledge and understanding of concepts, issues and terminology in a variety of contexts. Through planning and carrying out investigations and tasks they will develop the skills to analyse and evaluate evidence by making reasoned judgements and presenting appropriate conclusions.

GCSE Business Subjects will encourage students to:• engage in the study of Business to develop as effective and independent learners.• use a critical approach to distinguish between fact and opinion, build arguments and make informed judgements.• develop and apply knowledge, understanding and skills to contemporary issues in local, national and global contexts.• appreciate the range of perspectives of different stakeholders in relation to business and economic activities.• consider the extent to which business activity can be ethical and sustainable.• recall, select and communicate their knowledge and understanding of concepts, issues and terminology.• apply skills, knowledge and understanding in a variety of contexts and in planning and carrying out investigations and tasks.• analyse and evaluate evidence, make reasoned judgements and present appropriate conclusions.

GCSE Business Communications (Year 10) - AQA

Business Studies

Exam (25%):The examination is a one hour written paper that has a total of 50 marks. This is a one tier assessment which covers pass, merit and distinction grades. It will include scenarios and questions relating to them. These are designed so that pupils can demonstrate and apply their health & social care knowledge to different situations. Controlled Assessment (75%):Controlled assessment will be completed during lessons. Assessments can take the form of posters, essays, presentations, photographs, observations, role plays and leaflets etc. We aim to have a variety to suit all learners.

How to apply health and social values to everyday situations, and to develop an understanding of the part that health and social care plays in the world around us including how people should be treated. To solve problems, present solutions clearly and to demonstrate the ability to handle tasks with confidence. Practicing and gaining valuable skills such as communication, team and interpersonal skills, problem solving, planning and organisation as well as time management. The course will involve pupils working individually, in pairs and in groups to research, present and demonstrate a wealth of knowledge about people and their roles and needs in our society

This course is suitable for students who are interested in a career caring for people in any role including employment in the health, social or education sectors of work.

It is a useful qualification for progression to further and higher education studies, including A Level Health and Social Care or CACHE Level 3 in the Sixth Form.

This course consists of four units at KS4: Unit 1: Human Lifespan DevelopmentUnit 2: Health and Social Care ValuesUnit 3: Effective Communication in Health and Social CareUnit 7: Equality and Diversity in Health and Social Care

Assessment

What does it involve?

Progression Route

Course Structure



BTEC Health & Social CareHealth & Social Care students will develop a critical and analytical approach to problem-solving within the health, social-care and early-years sectors. The course also examines issues which affect the nature and quality of human life including an appreciation of diversity and cultural issues.

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Geography / Leisure & TourismThe Geography Department aims to broaden pupils’ understanding of different cultures, environments and issues on local, national and global scales. Every pupil will learn to appreciate how important he or she is in helping the world develop in a sustainable manner for the generations of tomorrow. Students will appreciate the important role that Geography plays when tackling issues such as poverty, global warming, and the effects of natural disasters in countries unable to predict and effectively plan for them.

Term 1 Unit 1• History of the Earth (geological timescale)• Structure of the Earth• Location of plates and plate boundaries

Term 1 Unit 2• Map Symbols• 4 and 6 figure grid references• Population distribution and density• Settlement site and situation

Term 2 Unit 1• When do ice ages happen and why?• Climate change• The Polar ecosystem

Term 2 Unit 2• What is South Asia like?• Population in India• Is India developed? Why is there a development gap?• Economic activity in India• How has India solved its population problem?

Term 3• How does weather affect us?• How do we measure the weather? (micro- climate fieldwork)

Term 1 Unit 1• Continental drift• Iceland

Term Unit 2• Health in Halton and the UK• Global health problems• Ebola• Obesity

Term 2 Unit 1• Youthful and ageing populations in Japan and Gambia• China’s One Child Policy

Term 2 Unit 2• Urbanisation• Changing land use in cities• Regeneration (field trip)

Term 3 Unit 1• Coastlines• How does the sea shape the coast?• How do people manage coastlines?

Term 3 Unit 2• Dark tourism

Unit 1: Physical Geography 37.5% - 1 ½ Hour Examination Section A – The Living World, the Restless Earth Section B – Coastal Landscapes

Unit 2: Human Geography37.5% - 1 ½ Hour Examination

Section A – Tourism, Population ChangeSection B – The Development Gap

Unit 3: Local Fieldwork Investigation 25%- Controlled Assessment

NB: As all GCSE examinations now have to follow a linear course, all examinations/controlled assessment will be sat in the summer of Year 11.

Unit 1: Understanding the Leisure and Tourism Industries – 40% - 1 ½ hour Examination

• Different types of leisure and tourism organisations• The reasons why people use leisure and tourism facilities• Employment opportunities in the leisure and tourism industry• How leisure and tourism organisations operate as businesses• Health and safety issues• How people travel and why they select their chosen method• Where people go in their leisure time and why they select their chosen destination(s)• Visitor attractions and activities, both in the UK and internationally• Leisure and tourism industry• The importance of sustainability, both in the UK and international leisure and tourism/the importance of recognising similarities and difference of attitudes and cultures.

Unit 2: Moving Forward in Leisure and Tourism – 60% - Controlled Assessment

• Features of leisure and tourism facilities• Operating as a business• Customer information• Marketing in action• Impact on the external environment• Promotional activity• Action planning• Researching• Sourcing

The qualification is studied at AWARD level (120 GLH) and is equivalent to 1 GCSE grade C.

The course consists of CORE, MANDATORY and OPTIONAL units worth 30 GLH each.

Two external examinations, two compulsory internal assignments and four optional internal assignments make up the 240 GLH. External examinations are sat in Year 10 and Year 11 and the internal assignments are completed consecutively during the course.

Year 7

Year 8

GCSE Geography

GCSE Leisure & Tourism (Year 11 Only) BTEC Level 2 Travel and Tourism (Years 10 & 11)


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Year 7Welcome to St Chad’sIn this unit pupils will demonstrate their Digital Literacy skills they have learnt in primary school to show their abilities and help staff target learning. The main focus will be on E-safety and the use of Microsoft office tools and software to help them with their studies in St Chad’s.

Understanding ComputersThis is a theoretical unit covering the basic principles of computer architecture and use of binary. Pupils will revise some of the theory on input and output covered in previous learning and continue to look at the Input-Process-Output sequence and the Fetch-Decode-Execute cycle through practical activities. Pupils will then look at some simple binary to decimal conversion and vice versa, and learn how

text characters are represented using the ASCII code. This will be followed by some simple binary addition. Pupils will look more in depth at how storage devices store or represent data using binary patterns. A final lesson covers the history and development of communication and technology, and some of its applications.

Games Programming in ScratchPupils begin this unit with an introduction to the Scratch programming environment, and by reverse- engineering some existing games. They then progress to planning and developing their own game, learning to incorporate variables, procedures (using the Broadcast function), lists and operators. They should be able to create a fully working game with lives, scoring and some randomisation of objects. Finally they will learn to test and debug their programs.

Computer Crime and Cyber SecurityThis unit covers some of the legal safeguards regarding computer use, including overviews of the Computer Misuse Act, Data Protection Act and Copyright Law and their implications for computer use. Phishing scams and other email frauds, hacking, “data harvesting” and identity theft are discussed together with ways of protecting online identity and privacy. Health and Safety Law and environmental issues such as the safe disposal of old computers are also discussed. Safety is discussed outside the realm of e-safety which is covered in greater detail in the Using computers safely, effectively and responsibly unit.

Year 8 As the curriculum has changed from September 2015, pupils will now spend one term in Computer Science, Music and Art on a rotation.Pupils will have the opportunity to create digital applications whilst learning new and exciting ways to produce evidence for GCSE work, for example, as part of the unit pupils will be able to produce podcasts, websites and explore many other ways of submitting work for GCSE. The main focus of the unit will be to develop an idea for a music festival in your local

area and create some digital products to promote the festival.

Core Computing Year 10 All pupils must have the opportunity to study aspects of information technology and Computer Science at sufficient depth to allow them to progress to higher levels of study or to a professional career. At St Chad’s pupils will have 1 hour to produce work that will make sure they are fully Digitally Literate ready for their GCSE’s and further study.

Qualifications offered within the Department

GCSE Computer Science – AQAComputing is of enormous importance to the economy, and the role of Computer Science as a discipline itself and as an ‘underpinning’ subject across Science and Engineering is growing rapidly. Computer technology continues to advance rapidly and the way that technology is consumed has also been changing at a fast pace over recent years. The growth in the use of mobile devices and web-related technologies has exploded, resulting in new challenges for employers and employees. For example, businesses today require an ever-increasing number of technologically-aware individuals. This is even more so in the gaming, mobile and web related industries and this specification has been designed with this in mind.

GCSE ICT – EdexcelEdexcel’s GCSE ICT provides excellent coverage of both information technology and digital literacy.

In Unit 1 pupils learn about the information and communication technologies that enable people to operate online (Topics 1 and 2), how information technology impacts upon the way in which individuals and organisations operate (Topics 3, 4 and 5) and the social, economic and legal issues associated with the pervasive use of technology (Topic 6). Security issues associated with operating online, along with safe and responsible practice are recurring themes.

In Unit 2 pupils learn how to be effective researchers and how to design, create and re-purpose different types of digital artefacts, including spreadsheets, databases, animations, multimedia presentations and websites. The controlled assessment is a creative project, which involves the selection and use of multiple software tools to develop products, which are fit for audience and purpose.

Cambridge Nationals iMedia - OCRThis vocationally-related qualification takes an engaging, practical and inspiring approach to learning and assessment. It will equip learners with a range of skills and provide opportunities to develop, in context, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. The hands on approach has strong relevance to the way young people use the technology required in creative media.Benefits

• To share the load, we have introduced some external assessment• You can teach in either a holistic or modular style• Units can end with a practical product e.g. website

Computers are now part of everyday life and, for most of us, technology is essential to our lives, at home and at work. ‘Computational thinking’ is a skill that all pupils must learn if they are to be ready for the workplace and able to participate effectively in the digital world.

The new national curriculum for computing has been developed to equip young people in England with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives. Through the new programme of study for computing, they will learn how computers and computer systems work, they will design and build programs, they will develop their ideas using technology, and create a range of digital content.

At St Chad’s the Computing Curriculum is offered at all Key Stages. Years 7, 8 and 9 follow units of work that allow them to access the new national curriculum strands, giving them the opportunity for further study at Key Stage 4 and beyond.


ICT/Computer Science

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Resistant Materials and Graphic ProductsFor pupils who have opted for the areas in Year 9 and would like to progress onto the GCSE courses.

The purpose of studying Design and Technology resistant materials or Graphic Products at any level but especially at GCSE is to give you an understanding of the way in which people change the world around them to make life easier or more comfortable. This is done by understanding the environment that we live in; by inventing, designing, adapting, improving and then again redesigning much of what has gone before.Resistant Materials is the process of problem solving to design and make a product to the standard of a shop bought item. It should be designed and made in an innovative and interesting way.Graphic Products is for those who would like to further their skills on the graphical side of design and technology via the process of model making and computer graphics. (Desktop publishing, Photoshop etc)

Assessment is as follows:Folder 38%Practical (Making) 22%Final Exam 40%Total 100%

Textiles TechnologyThis course will allow Students to specialise in designing and making activities delivered through textiles. Candidates will have the opportunity to complete a major project in which the focus will be on either ‘fashion’, ‘accessories’, ‘furnishings’ or ‘soft toys’. Students will learn about and apply a range of manufacturing processes, techniques and technologies appropriate to their designs.

The main purpose of GCSE Textiles Design Course is to prepare the students for the world of work, introducing them to industrial techniques and developing skills to communicate ideas effectively to a wide audience. By recognising past and current design trends, students can develop original creative design proposals.

The ideal candidate will have an interest in fashion or interior design; be creative and imaginative, but also committed and hard working. Products must be carefully researched, ideas fully developed and modelled with final designs completed to a professional standard. Successful candidates finish Year 11 with one major project consisting of a design portfolio and a final practical outcome.

GCSE CateringThis course will allow students to extend their skills in catering within a vocational context. Candidates will have the opportunity to concentrate on food preparation and service within catering industry. The main purpose of the GCSE Catering Course is to prepare the students for the world of work, a suitable qualification for those who want a broad background in this area and for those who wish to progress to further education.

The ideal candidate will have an interest in the catering industry; be creative and imaginative, but also committed and hard working.

All students will complete two practical examinations, and a final written examination completed at the end of Year 11.

Practical Task 1- Researching, exploring and producing a range of dishes using either fruit and vegetables, dairy products, rice and pasta (15 hours)Practical Task 2 - Researching, exploring and producing a range of international, vegetarian or healthy inspired dishes. (30 hours)

Exam Board: WJEC Coursework - 60%: Task 1- 20% of the overall mark Task 2- 40% of the overall mark

Written examination - 40%

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In the first two years at St Chad’s pupils will follow this design process following a product design course using various materials, foods and equipment. The work is divided into 5 units.

There are two areas of assessment: Designing and Making. Pupils are given a level for designing and making in each unit.

We aim to teach a product design course using five areas in the Technology department. These are:

• Food• Graphics• Resistant Materials• Textiles• Product Design

At St. Chad’s our pupils are taught not only practical skills but are also challenged to improve their creative skills. We aim to encourage pupils to think creatively through their experiences. Pupils at St. Chad’s become confident in their design capabilities and their practical skills. They learn to apply their creative thinking and learn to be innovators whilst developing their confidence.

We provide opportunities for pupils:• To be successful learners• To make progress and gain a sense achievement.• To be confident in their abilities.• To experience five different areas of Technology.

Our pupils are taught in well resourced and safe environments. The Technology Staff are highly committed and motivated to bring out the best in our pupils. We aim to give them an understanding of the world of work and also preparing them for higher education.

Years 7 and 8

Design & Technology


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All KS3 pupils participate in two hours of compulsory PE lessons.

Throughout Years 7 and 8 pupils receive a broad and balanced mixture of activities in order to experience the full range of five key PE Concepts and six Ways of Learning. The curriculum in these two years is fairly uniform for all pupils, although there are small variations to reflect the needs of the various groups.

The Physical Education department at St Chad`s seeks to develop all pupils, irrespective of any individual differences, by offering structured and meaningful physical learning experiences, based on the following mission statement:

Inclusion – a foot on the ladder for allParticipation – taking part for the joy of itPersonal qualities – developing the whole childHealthy lifestyles – life-long learningEvaluation – striving to improveProgress – linking pupils’ learningAchievement – making progress at every levelExcellence – being the best you can

The Physical Education staff believe that health, fitness and physical activity are of growing

importance in our rapidly changing society and that we have the capacity to influence the attitudes of future generations towards sport and exercise. We believe that every child benefits from regular exercise in terms of their physical, social and mental health and that it is our duty to provide for a wide variety of ability and interest groups. Physical Education must be challenging and enjoyable, with children and adults working together to support each others` learning. Leadership will be developed at all levels by offering the full range of SLUK awards. Extra-curricular activities must provide equal opportunity and access for all, develop positive attitudes and provide links with the wider community. Students` knowledge and understanding should be extended through the delivery of appropriate examination courses and accreditation.

Key Stage 3

PE Key Stage 4

Core PEIn Year 9 pupils have one hour per week or core PE, in which they opt for a Learning Pathway to suit their interests and abilities, using what they have learned about themselves as PE learners in Year 7 and 8. They are given support and guidance with this process by their PE teacher, using their assessment profile.

In Year 10 and 11 all pupils also have one hour a week of compulsory PE and they continue to pursue the pathways identified in Year 9. In addition to working as a performer, there are opportunities to take on the role of coach, official and choreographer. We offer the SLUK Leadership programme, Level 1 in Year 10 and Level 2 in Y11.

There is also a range of National Governing Body coaching, officiating and skill awards on offer throughout the Key Stage.

GCSE PEEdexcel – Physical Education: 2PE01This is available as an additional optionin Year 9, delivered over the three years and amounts to two extra hours per week. Pupils work towards the Edexcel GCSE in Physical Education.

The course comprises two units, which run side by side and are both assessed at the end of Year 11.

Unit 1 – Theory – 40%Ten topics are covered:

• Year 10 - Benefits of physical activity, Influences, Fitness, Training, Diet, • Year 11 - Drugs/Injury, Bones, Muscles, Circulation and Respiration

Pupils are tested at the end of each unit with an in-class written assessment.

Unit 2 - Practical – 60%• Your 4 best practical activity scores• Your Personal Exercise Programme (written controlled assessment)• Your Analysis of Performance in your practical specialism

NB As of September 2016 the weighting will reverse:Theory - 60%Practical - 40%

This applies to the Year 9 September 2015 cohort.

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Term One - Chemistry• Transition• Particles and their behaviour• Elements, atoms, and compounds• Reactions• Acids and alkalis

Term Two - Biology• Cells• Structure and function of body systems• Reproduction

Term Three - Physics• Forces• Sound• Light• Space

Term One - Chemistry• The periodic table• Separation techniques• Metals and acids• The Earth

Term Two - Physics• Electricity and magnetism• Energy• Motion and pressure

Term Three - Biology• Health and lifestyle• Ecosystem processes• Adaptation and inheritance

Term One• Big practical• Turning points in biology• Turning points in chemistry• Turning points in physics

End Of KS3 AssessmentTerms Two and ThreeGCSE

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

The national curriculum for science aims to ensure that all pupils:

• develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics• develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them• are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Year 7 Year 8

Year 9

Key Stage 4Science Biology B1: You and Your Genes

• What are genes and how do they affect the way that organisms develop?• Why can people look like their parents, brothers and sisters, but not be identical to them?• How can and should genetic information be used? How can we use our knowledge of genes to prevent disease?• How is a clone made?

B2: Keeping Healthy• How do our bodies resist infection?• What are vaccines and antibiotics and how do they work?• What factors increase the risk of heart disease?• How do our bodies keep a healthy water balance?

B3: Life on Earth• Systems in balance – how do different species depend on each other?• How has life on Earth evolved?• What is the importance of biodiversity?

ChemistryC1: Air Quality

• Which chemicals make up air, and which ones are pollutants? How do I make sense of data about air pollution?• What chemical reactions produce air pollutants? • What happens to these pollutants in the atmosphere?• What choices can we make personally, locally, nationally or globally to improve air quality?

C2: Material Choices• How do we measure the properties of materials and why are the results useful?• Why is crude oil important as a source of new materials such as plastics and fibres?• Why does it help to know about the molecular structure of materials such as plastics and fibres?

• What is nanotechnology and why is it important?

C3: Chemicals in our lives – risks and benefits• What were the origins of minerals in Britain that contribute to our economic wealth?• Where does salt come from and why is it so important?• Why do we need chemicals such as alkalis and chlorine and how do we make them?• What can we do to make our use of chemicals safe and sustainable?• C4: Chemical patterns • What are the patterns in the properties of elements?• How do chemists explain the patterns in the properties of elements?• How do chemists explain the properties of

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B4: The processes of life • How do chemical reactions take place in living things?• How do plants make food?• How do living organisms obtain energy?

B5: Growth and development • How do organisms develop?• How does an organism produce new cells?• How do genes control growth and development within the cell?

B6: Brain and mind• How do animals respond to changes in their environment?• How is information passed through the nervous system?• Can reflex responses be learned?• How do humans develop more complex behaviour?

B7: Further Biology• Peak performance – movement and exercise• Peak performance – circulation• Peak performance – energy balance• What can we learn from natural ecosystems?• New technologies

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compounds of Group 1 and Group 7 elements?C5: Chemicals of the natural environment

• What types of chemicals make up the atmosphere?• What reactions happen in the hydrosphere?• What types of chemicals make up the Earth’s lithosphere?• How can we extract useful metals from minerals?

C6: Chemical synthesis• Chemicals and why we need them.• Planning, carrying out and controlling a chemical synthesis.

C7: Further chemistry• Green chemistry.• Alcohols, carboxylic acids and esters.• Energy changes in chemistry.• Reversible reactions and equilibria.• Analysis

PhysicsP1:The Earth in the Universe

• What do we know about the place of the Earth in the Universe?• What do we know about the Earth and how it is changing?

P2: Radiation and life • What types of electromagnetic radiation are there? • What happens when radiation hits an object?• Which types of electromagnetic radiation harm living tissue and why?• What is the evidence for global warming, why might it be occurring, and how serious a threat is it?• How are electromagnetic waves used in communications?

P3: Sustainable energy• How much energy do we use?• How can electricity be generated?• Which energy sources should we choose?

P4: Explaining motion • How can we describe motion?• What are forces?

• What is the connection between forces and motion?• How can we describe motion in terms of energy changes?

P5: Electric circuits • Electric current – a flow of what?• What determines the size of the current in an electric circuit and the energy it transfers?• How do parallel and series circuits work?• How is mains electricity produced? • How are voltages and currents induced?• How do electric motors work?

P6: Radioactive materials• Why are some materials radioactive?• How can radioactive materials be used and handled safely, including wastes?

P7: Further Physics – Studying the Universe• Naked eye astronomy• Light, telescopes and images• Mapping the Universe• The Sun, the stars and their surroundings• The astronomy community

For further information, including Core and Additional Science, please contact the Head of Department by email or call 01928 564106.


The History Department is staffed by a dedicated team of qualified and experienced History teachers who share a vision of a subject that is at once engaging, challenging and relevant. The department believes that History has an important role to play in helping pupils to grow as individuals and develop socially, morally and spiritually. To this end, the department draws out the universal lessons of History and aims to shape students with the ability to empathise, evaluate and think critically.

Year 7• What is History?• The Middle Ages• The Tudors

Year 8

• Black peoples of America • The First World War• The Second World War

Years 9 – 10AQA Specification BUnit 1: Written Paper – 1 hour 45 mins60 marks – 37.5%

• 1.1 Causes of World War One• 1.2 Peacekeeping 1918-19 and the League of Nations• 1.3 Hitler’s Foreign Policy and the Origins of World War 2

Unit 2: Written Paper – 1 hour 45 mins69 marks – 37.5%:

• USA, 1919 – 41• 2.5 Hitler’s Germany, 1929 – 39• Unit 3: Controlled Assessment – 40 marks – 25%

Year 11 Edexcel Certificate in History Paper 1—1/2 Hours – 50%

• Nazi Germany • Civil Rights in the USA

Paper 2— 1/2 Hours– 50% • Medicine 1845 —1945 • USA 1917—29

History Skills• to develop effective and independent students with enquiring minds • to develop their knowledge and understanding of selected periods, societies and aspects of history • to develop an awareness of how the past has been interpreted for different reasons and purposes • to develop the ability to ask relevant questions about the past using a range of sources • to organise and communicate their historical knowledge and understanding and reach judgments

History

mailto:science%40st-chads.halton.sch.uk?subject=Curriculum%20Enquiry%3A%20Science

mailto:history%40st-chads.halton.sch.uk?subject=Curriculum%20Enquiry%3A%20History

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PSHE takes place throughout the year. There are six areas with three lessons per area which will be delivered by subjects suited to each area.

The lessons have been developed by specialist teams of teachers over the last three years. we will hold PSHE themed days throughout the year to allow pupils to take part in activities not covered by the lessons.

The areas in PSHE are well suited to delivering the Spiritual, Moral, Social and Cultural development to all pupils

SREPupils are reflective about beliefs, values and other aspects of human experience, they take part in a range of activities requiring social skills, they develop an awareness and respect for diversity.

CitizenshipPupils develop the skills and attitudes to enable them to participate fully and positively in democratic, modern Britain. They develop and apply an understanding of right and wrong in their school life and life outside.

Financial Capability and CareersPupils gain a well informed understanding of the options and challenged facing them as they move through school and onto the next stage.

Enterprise and CitizenshipPupils respond to a range of artistic ,sporting and other cultural opportunities to understand and appreciate the range of different cultures within school and further afield as essential.

HealthCovers all aspects of living a healthy lifestyle.

SREYear 7 - Building Relationships

• Self esteem• Friendship – sense of self• Family relationships• Staying safe – risks

Year 8 - Building Relationships• Attraction and managing feelings• Family relationships• Love and commitment• Staying safe – focus on risk, sexual activity and alcohol• The right to be sexually inactive

Year 9 - Sex and Relationships• Learning about sex• Values and belief – prejudice and discrimination• Pregnancy and STI’s• Breast and testicle awareness• Staying safe• Partying – links between drugs and alcohol and sexual activity• Communication in relationships• Parenting – consequences and wider impact of early pregnancy

Year 10• Sexual maturity / appropriate behaviour• Do values influence behaviour• Do I want to do it / negotiating safer sex• Influences and pressure• Contraception

Year 11• Challenging unacceptable behaviour• Alcohol and sexual behaviour• Taking risks• The effect of STI’s on the body• HIV and its effects on the body

CitizenshipYear 7 - Human Rights

• Human Rights• Voluntary groups and human rights• The global community – European Union, United Nations and the Commonwealth• Fair Trade and sustainable development

Year 8 - All about the Law• The criminal justice system• The civil justice system• Parliament, Government and the Courts• Making and shaping the Law

Year 9 - Politics and Government• How young people influence government – Active Citizens• The key characteristics of parliament and other forms of government• The electoral system and the importance of voting• Making real choices and decisions• Democracy and voting

Year 10 - The United Kingdom• The UK’s relationship with Europe• The UK’s relationship with the UN• The UK’s relationship with the Commonwealth• Global interdependence and universal responsibility

Year 11 - The World in the UK• The world as a village• Diverse religious and ethnic identities in the UK• Diverse national and regional identities• Community, National and International Voluntary groups

HealthYear 7

• Good Personal Hygiene• Understanding puberty (changes in boys & girls)• Recognising what makes a balanced diet• The body’s need for rest, sleep, exercise

• Fitness – using leisure time effectively• Body image and media pressure

Year 8• Smoking – why do people smoke?• Alcohol – why do people drink?• Know what high risk behaviours are• Understand the laws relating to smoking and alcohol• Understand the social consequences of the misuse of smoking and alcohol

Year 9• Using medicines safely• Understand the difference between drugs and illegal drugs• Understand the law in relation to drugs and illegal drugs• Making choices for the future• Assessing information from a variety of sources

Year 10• Looking at challenges related to health – diets and eating disorders, sun / sun beds, stress, lack of sleep, dehydration, poor diet• Recognising the need for balance between work and leisure• Body image and media pressure• The importance of making good personal choices

Year 11• Wider implications of alcohol and drug misuse (social and global)• Addiction and the effects on families and communities / understanding dependency• Fitting in and resisting peer pressure• Understanding and valuing differences and challenging discrimination• Recognise strengths and weaknesses in others• Looking at role models• Resisting unhelpful peer pressure• Local and national support systems

PSHEPERSONAL, SOCIAL, HEALTH & ECONOMIC EDUCATION

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• To develop an understanding of our economy and understand the principles of taxation and government spending- Made of Money Bank of England resources.

Year 11• To develop an understanding of the global economy- recognising the economic links between the UK and abroad- Made of Money Bank of England resources.• To have an understanding of exchange rates and how they change- Made of Money Bank of England resources.• To understand the causes of inflation and its effect on the value of money- Made of Money Bank of England resources.• To explain what interest rates are and how they can control the level of inflation- Made of Money Bank of England resources.

EnterpriseYear 7

In Year 7 pupils will look at the skills and abilities needed to create a summer fete.

This will focus on the following entrepreneurial skills:• What skills are needed to create and run your own business?• assess, undertake and manage risk • use approaches to working with others, problem-solving and action planning• demonstrate and apply understanding of economic ideas

Year 8

In Year 8 pupils will produce project work looking at how to set up a new shopping centre in their local area.

This will focus on the following entrepreneurial skills:• identify the main qualities and skills needed to enter and thrive in the working world• demonstrate and apply understanding of economic ideas

Financial Capability and CareersYear 7

• Identifying the difference between needs & wants and understanding the role money plays in providing them- PfEG resources.• To understand the need for a bank account and identify suitable accounts to meet current requirements-PfEG & Natwest resources.• Understand why people save-PfEG resources.

Year 8• Identifying current and future financial responsibilities- My Money PfEG resources.• To understand the need to prioritise spending, highlighting the need to be responsible with money-My Money PfEG resources.

Year 9• To understand the concept of saving and borrowing money- PfEG & Money Sense RBS resources.• To understand the need for financial planning and plan simple personal budgets- PfEG & Money Sense RBS resources.• To know about employment laws for under 16’s, understand different jobs pay different wages- PfEG & Money Sense RBS resources. • To interpret wage slips and understand why people pay income tax and national insurance- PfEG & Money Sense RBS resources.

Year 10• To understand the flow of money- further investigating the concepts of earning, spending, saving and borrowing- Made of Money Bank of England resources.• To understand the concept of supply and demand and identify how prices influence our spending- Made of Money Bank of England resources.

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• take action to improve their chances in their career

Year 9

Year 9 will take part in an Enterprise day, which will reinforce the skills they have acquired in Year 7 and 8. This will include project based work focusing on the skills required to create a successful business

Year 10 / Year 11

Pupils will complete project work that focuses on setting up a new shop in their local area. Pupils will look at logo design, shop design, marketing, finance and many other key areas that make a business successful. The lessons will reinforce the skills and knowledge from Key Stage 3.

This will focus on the following entrepreneurial skills:• identify the main qualities and skills needed to enter and thrive in the working world• assess, undertake and manage risk • take action to improve their chances in their career• manage change and transition• use approaches to working with others, problem-solving and action planning• understand and apply skills and qualities for enterprise• demonstrate and apply understanding of economic ideas

For further information, please contact the Head of Department by calling 01928 564106.

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CEIAG is impartial and current information offered to all of our students in Years 8 to 13. Our CEIAG provider is Career-Connect.

Year 7• This is me• Exploring job roles• Life tracker game

Year 8• Who am I?• My career goals• Local job market

Year 9• Decisions and pathways• Exploring LMI• Carrying out a job search

Year 10• Skills and qualities• C.V. writing• Writing a personal statement

Year 11• Post-16 options• UCAS• Interview techniques

Years 8 onwards are fully inducted in accessing and using the Connexions ‘Get Connected’ portal.

St.Chad’s believes that every child really matters. We believe that every child deserves the best education and thereby the best opportunities for their future, after education, that we can give them. At St.Chad’s we have recognised that some pupils cannot access a purely academic curriculum, due to particular needs and/or circumstances which form a barrier to their learning. In order to address this we have created ‘ASPIRE’.

ASPIRE (Alternative Specialised Pathway In Refined Education) is the name for our alternative curriculum, here at St.Chad’s. Pupils in Years 8, 9, 10, 11, 12 & 13 can benefit from our Programme of Study which includes, but is not restricted to; gaining the NICAS award, achieving their NNAS award, completing the John Muir ‘Discovery’ Award, participating in a variety of Forest Schools activities, completion of the ASDAN CoPE award (KS4), completion of the ASDAN Employability Award (KS5), achieving the NCFE SAW and/or PSA Awards, gaining the PE Entry Level qualification, receiving First Aid training and organising and participating in charitable fundraising events.

ASPIRE aims to provide a unique learning experience, with a focus upon learning outside the classroom, which is different from the mainstream learning experience. We have a three-tiered progressive and challenging course which is delivered over three Key Stages by highly motivated, dedicated and experienced staff. Our timetable allows us great flexibility and our sessions are, therefore, able to run over half days and full days, as opposed to traditional one hour lessons. This flexibility is essential to ensure that we can meet the varying needs of our pupils and cater for the variety of their individual needs.ASPIRE aims to improve pupils’ confidence, communication, cooperation, coordination, competence, concentration and creativity.

ASPIRE is in its developmental stages and we are constantly striving to deliver a relevant, exciting,

challenging and fulfilling course encompassing SMSC, academic and physical elements. Pupils benefit from ASPIRE by; achieving nationally recognised academic qualifications, developing a wide variety of practical skills, building personal responsibility/self-reliance and developing social responsibility and empathy.

Our staff are proud to be a part of the ASPIRE programme here at St.Chad’s, and seek to develop the pupils’ academic, intra-personal and inter-personal skills to their fullest potential. Our ASPIRE curriculum is integrated into the school’s established Christian values.

CEIAG ASPIRECAREERS EDUCATION, INFORMATION, ADVICE & GUIDANCE

For further information, please contact the Head of Department by calling 01928 564106.

St Chad’s Catholic & Church of England High School | Grangeway | Runcorn | Cheshire | WA7 5YHEmail: [email protected] | Tel: 01928 564106 | Fax: 01928 572902

www.st-chads.co.uk

mailto:admin%40st-chads.halton.sch.uk?subject=Enquiry%20via%20SC6F%20E-Pack

http://www.st-chads.co.uk

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