Our English Curriculum is designed with chronology in mind, as the sequential development enables students to build knowledge of significant historical eras and the big issues impacting society at the time. This gives students an ability and confidence to decode new and unfamiliar texts and when studying a text allows students an understanding of the literary tradition that went before, leading students to make thoughtful predictions about writers’ intentions and impacts on audiences.
After a short transitional autobiography unit, students begin right at the very beginning with the conception of stories in the ‘Myths and Legends’ topic. Here students are given the opportunity to explore how and why stories were first created, looking into oracy, origin stories and patterns of narrative that still exist today.
Following on from this we take a brief break from chronology, but use the principles learned regarding myths and legends and narrative to tackle a class reader ‘A Monster Calls’. Then the curriculum returns to chronology, with our first Shakespeare play ‘A Midsummer Night’s Dream’. Here students will again get to build on their previous knowledge of narrative and myths and legends, however learn about Shakespearean drama.
Finally, students will build on all of the inference and deduction skills honed so far with a unit of poetry. This will begin with the sonnet form, building on what students have previously learned in the Shakespeare unit and will teach students key poetry analysis skills that will be imperative for their time in English over the next four years.
Broadly students are taught in mixed ability groups, however those students who require additional support in reading are taught in a specialised group to fast-track their progress.
Students begin the year with an ‘Art of Rhetoric’ unit delving into the origins of persuasive oracy and writing. After this, student build on their knowledge of Shakespeare, poetry and rhetoric with their second Shakespeare play, Romeo and Juliet. Students will begin to explore different themes such as tragedy, violence and romance.
Continuing with chronology, the curriculum then moves to the second unit of poetry which builds on knowledge taught at the end of Y7. This poetry unit begins with the Enlightenment, looking into how this intellectual and philosophical movement changed ways of thinking and developed a new literary tradition. After this, we give students an insight into the Romantic movement again showing a change in ideas and preparing students with knowledge that creates a foundation for their understanding of GCSE poetry.
In the spring, students use this knowledge about changing ideas to learn about Dracula through the use of a play form. Here students use their knowledge of dramatic conventions to learn about the literary tradition of the Gothic and the anxieties prevalent in Victorian society.
We then move to our class novel of the year, The Jungle Book. As well as enjoying a novel together and developing critical analysis skills, this novel offers a springboard for the discussion of Empire, imperialism and conservation.
Armed with the knowledge of what has happened up to the late 19th Century, students now complete their third poetry unit, with a focus on using their skills to look at war poetry. This covers both WW1 and WW2.
In Year 8 students are set in ability groups.
A transition year to GCSE and deliberate choices are made to further introduce a range of challenging texts to support the transition to GCSE whilst building on the knowledge and skills from the previous years. Year 9 begins with the class reader Of Mice and Men. Here students use all their analytical skills so far to delve further into other cultures other than Britain. Among others, issues discussed include the Great Depression, racism and power.
A range of challenging texts from different cultures and different time periods are use to teach the next two units which focus on structure and then perspectives. Through the ‘structure’ unit, students build on what they have already learned about narrative in further detail, looking in detail in the structural choices made in the construction of texts. For the ‘perspectives’ unit, students have a chance to be thoughtful and delve into different worlds discussing how the elements that make up a person e.g. gender, race, where they’re from determine their ability to form and voice a perspective.
We then end Y9 with a transition into GCSE. After a short unit on social and political justice, students are now ready to interact with their first GCSE text: An Inspector Calls.
GCSE English Language (Exam Board: AQA)
Students will first delve into the world of creative reading and writing. With chronology still in mind our curriculum has now moved up to the modern day, as we begin the year discussing the power of language and the impact on society through a dystopian fiction unit, followed by an insight into post-war and postmodern prose.
After this the curriculum moves to non-fiction writing with a focus on viewpoints and perspectives. Students are encouraged to think critically and debate in our ‘big issues’ unit in which we discuss the biggest issues affecting people in the UK now and comparing this to what we have learned about the big issues in history so far. After students have honed their analysis skills and knowledge about non-fiction, the next unit invites students to share and recognise their own voice.
In GCSE English Language, students work towards 100% terminal examinations. This is comprised of two papers:
Paper 1: Explorations in Creative Reading and Writing (50%)
Paper 2: Writers’ Viewpoints and Perspectives (50%)
Students now use all of the knowledge and skills from their English Language course so far to start applying this to the exam papers.
Students work on the exam rubric of Paper 1 before their penultimate CAF, then on the exam rubric of Paper 2 before their final CAF in February.
After a diagnostic analysis of their mock results, teachers then focus the rest of the Paper 1 and 2 revision on weaknesses based on this.
GCSE English Literature (EDEXCEL)
Students begin to use their knowledge so far about historical contexts and literary tradition to analyse and evaluate their GCSE literature texts. Students are advised to be organised, to take care of their books/resources and keep these to revise from in Y11.
Students complete the Shakespeare play Macbeth, followed by either A Christmas Carol or Frankenstein, Time and Place Poetry from the Edexcel anthology and then Unseen Poetry.
In GCSE English Literature, students are also assessed with 100% terminal exams. The papers students sit are:
Paper 1: Shakespeare and Post-1914 Literature (50%)
Paper 2: 19th-century Novel and Poetry since 1789 (50%)
There are no longer tiers to the exams, and all students sit the same exam papers, which can be awarded a Grade 1-9.
In order to achieve highly on the course, Students should read widely outside of lessons and ask questions about texts.
In Year 11, students will begin by finishing the 15 Time and Place poems. Students will then revise all of the literature texts so far before their penultimate CAF.
There will then be a focus on teaching academic writing, including structuring your ideas to show a line of argument, followed by further revision before the final CAF.
The Mathematics curriculum at Bluecoat Wollaton Academy follows a mastery approach, whilst focussing on the three aims of the National Curriculum: fluency, reasoning and problem solving. Students are encouraged to develop confidence in, and a positive attitude towards mathematics and to recognise the importance of mathematics in their own lives and to society. They will also build a strong mathematical foundation for future studies at higher level post-16. The GCSE course in mathematics enables students to acquire, select and apply mathematical techniques to solve problems; reason mathematically, make deductions and inferences and draw conclusions; comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.
Throughout their time at Bluecoat Wollaton Academy, students will also be given the opportunity to engage with various numeracy days and mathematical competitions such as the National Young Mathematicians’ Awards and the UK Mathematics Trust’s Maths Challenges.
Number is at the heart of our early curriculum as this fundamental strand underpins all other areas of their mathematical journey. In Year 7, the curriculum is strongly linked to the KS2 curriculum to enable students to build on their prior learning and connect this to new concepts. Calculator use is discouraged throughout Year 7 to encourage further fluency with the four basic operations of addition, subtraction, multiplication and division. Algebra also runs through every topic. Students will spend longer periods of time studying each unit of work to ensure a robust and embedded understanding. Higher attaining students are challenged through depth rather than acceleration onto new content.
In Year 8 students build on their knowledge and skills gained from Year 7 and KS2 through learning about how to use bar models to understand proportional relationships. Many more algebraic concepts are introduced to enable links to be established between geometry and algebraic manipulation. Calculator use is encouraged in Year 8 alongside regular opportunities for students to practise their mental Maths when appropriate. Students in Year 8 are also introduced to statistical measures and probability.
In Year 9, students are introduced to additional algebraic manipulation, working with polynomials. Following this, students continue their study of coordinate geometry, leading to the application of both in the study of quadratic graphs. Students also spend the time working with more advanced 2D and 3D geometric problems, with focus on angles, construction and congruence before the introduction of Pythagoras’ Theorem and the application of surds. Later, students build on the study of probability in Year 8, with the introduction of Venn Diagrams and Frequency Trees.
During Year 10 students build on prior learning from subsequent years to learn about Trigonometry and its applications. Additional algebraic techniques are introduced to provide students with more tools for solving complex problems. Links between circles and triangles are investigated and applied to further coordinate geometry problems. Statistical representations are explored with opportunities for students to analyse data in a variety of ways.
Tier decisions are made in Year 11 to ensure that students are thoroughly prepared for their GCSE examination in Mathematics. Higher tier students deepen their existing knowledge and skills by exploring further similarity and congruence, vector geometry and loci problems. Foundation students will have an opportunity to further strength and deepen their understanding and knowledge of the most challenging GCSE concepts including working with quadratics and percentage problems. Following mock examinations, bespoke plans are created to suit the needs of individual classes.
Students in Year 10 and 11 are given the opportunity to study Further Mathematics to help the transition of students to Mathematics beyond Year 11. AQA Level 2 Certificate in Further Maths is a unique qualification designed to stretch and challenge high achieving mathematicians who either already have, or are expected to achieve the top grades in GCSE Mathematics or are likely to progress to study A-level Mathematics and possibly Further Mathematics. High-achieving students are introduced to AS topics that will help them develop skills in algebra, geometry, calculus, matrices, trigonometry, functions and graphs
The curriculum at Bluecoat Wollaton follows the seven curriculum aims set out across the Archway Learning Trust. These ensure all students will:
- Encourage an enjoyment of science, promote a natural curiosity and inspire a desire to explore the world around us
- Build on prior knowledge
- Contribute towards their personal, moral and cultural learning and development
- Use evidence informed teaching to develop and embed core knowledge
- Encourage independent research and learning
- Provide a solid foundation of knowledge and skills for further study and lifelong learning
- Expand knowledge and experience of career options and recent scientific developments
The science curriculum is set out and regarded as a five year journey that covers all three main aspects of science; Biological Processes, Chemical Reactions and Physical Phenomena. It has been devised in conjunction with the Royal Societies of Biology & Chemistry and the Institute of Physics’ Big Questions principles.
The scheme of learning follows a sequence of knowledge and concepts that develop secure understanding of each key block of knowledge and the concepts in order to progress to the next stage. Students will be able to describe associated processes and key characteristics using common scientific language, technical terminology accurately and precisely. They should build up an extended specialist vocabulary through embedded use of knowledge organisers. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data.
In Year 7 the simple and fundamental building blocks are developed with students learning about laboratory safety and using and labelling scientific equipment and the specialist vocabulary that accompanies the equipment. Students enhance work done in primary looking at states of matter and how scientists use models to describe complex or abstract phenomena. Work then turns to a biological focus looking at cells and the use of microscopes and magnification calculations as well as other key biological functions that power cells such as respiration. Providing energy and different energy sources follows where students can make connections between the different aspects of science. Work on energy is then elaborated and explored further from a biological aspect looking towards human body systems and how energy is used in the body. Finally students look at the macro and micro aspects of science to explore how atomic structure defines atoms and how the vast scales in space are overcome.
In Year 8 students learn about the different components of electrical circuits and the principals of current. This is expanded to develop how electrical current can interact and be manipulated to create electromagnetic fields. Students then consolidate and expand on knowledge of the human body looking in particular at inheritance and variation. Further refinement of knowledge allows students to develop their understanding of atoms & elements to further explore solutions, separating techniques as well as empirical formulae. The way in which forces interact provides students ample opportunity to enhance their mathematical skills and application to real everyday problems and situations. Aspects of other biological organisms, namely plants, provide the vehicle in which students further expand their knowledge on biological functions such as photosynthesis and how plants play a key role in the production of food and also as an energy source. Students then look at chemical reactions in detail and the interaction between acid and alkali as well as other chemical reactions.
Year 9 science is a transition to the start of GCSE in which students study three hours of science a week taught by specialists. GCSE content is introduced whilst still building on and consolidating skills from previous years.
In Year 9 Biology, students enhance their knowledge and understanding on health and disease. They are taught about diseases, how they are transmitted and how the body’s natural defence mechanisms protect us from pathogens. Work on the process that new medicinal drugs undergo before being approved as treatment is taught before students learn about genetics and how this can be altered by mutations and genetic engineering. Work then turns to a science skills focus where we teach a series of lessons that enable students to hone their practical skills in preparation for their KS4 studies. The focus on Literacy in Science remains crucial as students develop their scientific vocabulary and are explicitly taught about exam command words enabling them to answer exam style questions with greater confidence. Students then commence a GCSE Biology topic in the summer term on Ecosystems. They are taught about abiotic and biotic factors in an ecosystem, the factors that plants and animals compete for and the importance of the carbon and nitrogen cycle in an ecosystem.
In Year 9 Chemistry, students learn about the structure of the atom and can identify the mass and atomic number for elements in the periodic table. Students are taught to describe the electronic configuration of elements and work then leads on to describing the properties of metals and non-metals with this knowledge used to identify trends in Group 1 and 7. This is followed by students being introduced to the pH scale and are taught about Acids and Alkalis. The work on writing chemical equations is reinforced through greater practice by writing neutralisation equations and for reactions of acids. Students then commence a GCSE Chemistry topic in the summer term on Bonding. They are taught about the structure and bonding of some molecules and compounds and are introduced to how Mendeleev’s arrangement of the periodic table was refined into the modern day periodic table.
In Year 9 Physics, students learn about waves and radiation. They are taught about light and how it is reflected by mirrors and can apply this knowledge to understanding that the angle of incidence is equal to the angle of reflection. They are further taught about how light enters the eye, how sound travels, and are provided with an introduction to electromagnetic waves and radiation. Work then turns to a Maths in Science focus where we teach students a series of lessons that enable students to refine their mathematical skills in preparation for their KS4 studies. Students are taught how to rearrange equations, calculate standard form and how to accurately draw and interpret a range of graphs. Students then commence a GCSE Physics topic in the summer term on The Particle Model. They are taught about the model of the atom and how it has changed over the years.
Students follow the OCR Gateway A suite of Science courses. The specific course students will follow depends on a number of factors including performance during Year 9 and discussions with parents. All students have the opportunity to study ‘Combined Science’ whilst a number of students will be offered the choice of ‘Triple Science’. In both routes, students will study all three Sciences; Biology, Chemistry and Physics. The route taken does not affect the chances of students being eligible to study A Level Sciences at post-16.
Assessment is by 6 examinations which cover the content below:
- Biology: Cell-level systems, Scaling up, Organism-level systems, Community level-systems, Genes, inheritance and selection and Global challenges.
- Chemistry: Particles, Elements, compounds and mixtures, Chemical reactions, Predicting and identifying reactions and products, Monitoring and Controlling chemical reactions and Global challenges.
- Physics: Matter, Forces, Electricity, Magnetism and magnetic fields, Waves in matter, Radioactivity and Energy and Global challenges.
Biology is the study of living organisms (including animals, plants, fungi and microorganisms) and their interactions with each other and the environment. Biology in Year 10 builds upon the key ideas that students will have previously studied to help them study the following aspects.
Work begins with cells as they are fundamental units of living organisms. Work then turns to microscopy where students examine cells and sub-cellular structures. Knowledge is elaborated on life processes and genetic material that is used as a code to make proteins. The importance of enzymes as proteins in biological metabolic processes such as respiration are explained. Students are encouraged to utilise prior knowledge to understand that life processes are dependent on photosynthesis & green plants. Cells transport systems and mechanisms is introduced and topics such as diffusion, osmosis and active transport are explored. Work on the role of stem cells that can divide, differentiate and become specialised to form tissues, organs and organ systems is elaborated and explored further from previous study. The role of the human nervous system and the significance of hormones as chemical messengers around the body are taught. Students then look at homeostasis and its crucial role to the regulation of internal environments.
Chemistry is the study of the composition, structure, properties and reactions of matter, understood in terms of atoms, atomic particles and the way they are arranged and link together. It is concerned with the synthesis, formulation, analysis and characteristic properties of substances and materials of all kinds. Chemistry in Year 10 will focus on the following aspects.
Work begins with the particle model and its explanation of different states of matter. A simple particle model can be used to represent the arrangement of particles in the different states of matter and to explain observations during changes in state. Students are taught how elements can combine to make compounds. The many methods of separating mixtures including filtration and crystallisation, distillation and chromatographic techniques are explored. Students learn how to explain chemical reactions in terms of losing, gaining or sharing of electrons. The ability of an atom to lose, gain or share electrons depending on its atomic structure and the types of bonds formed. The fundamental skill of interpreting chemical equations, in symbolic terms, the overall change in a chemical reaction and use of Avogadro to use as the system of measuring the amount of a substance in moles is elaborated and explored further from previous study. Students then learn about chemical reactions being classified according to changes at the atomic and molecular level including reduction, oxidation and neutralisation reactions.
Physics is the study of the fundamental concepts of field, force, radiation and particle structures, which are inter-linked to form unified models of the behaviour of the material universe. Physics in Year 10 will enable students to understand how, through the ideas of physics, the complex and diverse phenomena of the natural world can be described with a focus on the following aspects.
Work begins with the use of models, with an emphasis on the particle model of matter and how this has changed with scientific advances and understanding. It then turns to changes of state and density before focusing on energy and temperature to specific heat capacity and specific latent heat. The concept of cause and effect in explaining the links between force and acceleration is explored. Newton’s three fundamental laws of motions which describe the motion of a body are taught. Students learn that proportionality, for example between weight and mass of an object or between force and extension in a spring, is an important aspect of many models in science. Students then learn about electrical circuits and magnetic fields and this work is elaborated and explored further with links made to the uses of magnetism with some focus on motors, generators and transformers.
Biology in Year 11 will allow students to further develop scientific knowledge and their conceptual understanding of biology. Work begins with the study of Ecosystems in which students learn to appreciate and understand that living organisms may form populations of single species, there are communities of many species and ecosystems, interacting with each other, with the environment and with humans in many different ways. These living organisms are interdependent and show adaptations to their environment and the chemicals in ecosystems are continually cycling through the natural world. Work then turns to students learning about how the characteristics of a living organism are influenced by its genome and its interaction with the environment. Students are taught that evolution occurs by a process of natural selection and accounts both for biodiversity and how organisms are all related to varying degrees. Students then learn about how to monitor and maintain health and disease. Following completion of the GCSE specification, a bespoke revision programme is tailored for individual classes upon mock examination analysis.
Chemistry in Year 11 extends on the fundamentals of knowledge that students will have acquired from prior study and in Year 10. Work begins with the study of predicting chemical reactions in which students learn that elements show periodic relationships in their chemical and physical properties and that these periodic properties can be explained in terms of the atomic structure of the elements. Work then turns to students understanding that there are barriers to reaction so reactions occur at different rates and different quantities of products are formed during theoretical yields and percentage yield and atom economy. Students are taught about controlling variables that affect the rate of reaction and equilibria. Students then learn about organic chemistry, the structure and reactions of alkanes, alkenes and alcohols before understanding polymers and linking this to pollution and the atmosphere. Following completion of the GCSE specification, a bespoke revision programme is tailored for individual classes upon mock examination analysis.
Physics in Year 11 extends on the fundamentals of knowledge that students will have acquired from prior study and in Year 10. Work begins with the study of waves, light and sound. The concept of cause and effect in explaining such links as those between changes in atomic nuclei and radioactive emissions are explored. Teaching then elaborates on the uses and hazards of radiation with a focus on nuclear fission and nuclear fusion. Work on energy then delves into energy stores and transfers, calculating power and efficiency. Students then learn about everyday motion with a focus on reaction time and thinking distance and braking and stopping distance before teaching energy sources and the generation and transfer of electricity through the National Grid. The work on energy is then elaborated and explored further from a focus on space with topics taught on the big bang, the solar system and satellites and orbits. Following completion of the GCSE specification, a bespoke revision programme is tailored for individual classes upon mock examination analysis.
At Bluecoat Wollaton Academy our aim is to inspire a love of languages and an appreciation and respect for different cultures. Not only can learning another language help students to improve their understanding of English but also knowledge of another language can be a valuable asset when seeking employment and other opportunities later in life. To help promote the passion for learning languages we run a range of extra-curricular activities which provide a relaxed and fun environment for students to develop their linguistic skills. Furthermore, we have regular trips abroad which offer students opportunities to practise their language skills in a real life setting and to experience the culture of the country first hand. Previous trips have allowed students to explore a variety of Spanish cities, including Madrid, Barcelona and Valencia.
Students will study Spanish and start by learning the basics of the language including numbers, colours, pets and free time activities. They will move quickly from word to sentence level and develop the ability to express and explain opinions in the present, past and future tenses. As the year progresses they will be able to talk about a variety of foods and mealtimes, as well as learn phrases to arrange future outings and reflect on previous events. They will end the year learning language to talk about different places in the world as well as the traditions, foods and festivals that originate from Hispanic countries. Assessments will examine the four essential language skills: speaking, reading, listening and writing.
In Year 8, our aim is to build upon the foundations made throughout Year 7. Students will start the year talking about their summer holidays, revising and developing their skills in the past tense. They will then extend their vocabulary knowledge from Year 7 to be able to discuss how technology influences their lives and to reflect upon whether they have a healthy lifestyle. This will involve practising writing and speaking in the different tenses as well as learning how to use comparatives and superlatives in Spanish. Later in the year, students will further develop their grammatical skills by learning how to form questions, to use modal verbs and learn phrases in the conditional tense through talking about travelling and student’ daily routines. Assessments will examine the four essential language skills: speaking, reading, listening and writing.
Year 9 allows students to further develop their grammatical skills by refining skills they have previously learnt as well as learning how to form and use reflexive verbs, stem-changing verbs, the conditional tense and the imperfect tense. They will learn these skills through a variety of exciting topics, such as careers, healthy living, children’s rights and the environment. These topics will require students to reflect on how their life has changed as they have grown up and to consider their future plans. Throughout Year 9 they will read more challenging texts and as a result will be able to write more fluently and with a greater level of complexity. Assessments will examine the four essential language skills: speaking, reading, listening and writing.
Throughout Year 10, students will acquire a greater grammatical understanding of the Spanish language, including developing an understanding of two new tenses, the present continuous and perfect tense. Students will learn to build upon their existing knowledge to be able to talk with a greater level of sophistication about a range of topics. First of all, students will follow a unit about holidays, where they will expand on vocabulary learnt in previous years to be able to talk about holiday disasters, as well as their ideal holidays and they will look at how to book accommodation. Secondly students will learn about the cultural differences between the UK and Hispanic countries with regards to their education system and students will be able to discuss their own school life including school rules, problems and achievements. Students will then spend time reflecting upon the people in their lives, describing family and friends and their relationships with them as well as discussing making plans to go out and technological preferences. Towards the end of the year students will spend time talking about their interests and influences as well as their region and will be able to talk in detail about their free time activities, role models they follow, places in a town and the area where they live. Assessments will examine the four essential language skills: speaking, reading, listening and writing.
Year 11 sees the final preparations before students will sit their GCSE exams at the end of the year. Further details of how these work in languages can be seen below. Students will gain some more sophisticated grammatical skills this year, for example they will understand how to use the passive voice, they will further develop their skills to be able to narrate stories in Spanish, and they will learn to use the present subjunctive, the pluperfect and the imperfect continuous tenses. Firstly, students will learn to discuss traditional Hispanic festivals, traditions and foods and they will be able to make comparisons to festivals celebrated here in the UK. Students will then look to discuss their future employment plans, including talking about work experience, gap years and ambitions they have for the future. Finally, students will learn about social and global problems, which include a wide variety of contentious problems such as obesity, the environment, homelessness, natural disasters, additions and unemployment. GCSE assessments will examine the four essential language skills: speaking, reading, listening and writing and further details of this breakdown can be seen in the section below.
Spanish GCSE Information
The GCSE content in Languages is split into three themes covering a wide variety of aspects of life in Hispanic countries. Students will use a variety of authentic texts, as well as written and audio resources with an emphasis on grammar, communication and spontaneity. The three themes that make up the GCSE content and their subtopics are:
- Identity and culture – Me, my friends and family, Technology in everyday life, Free-time activities and Customs and Festivals.
- Local, national, international and global areas of interest – Home, town, neighbourhood and region, Social issues, Global issues and Travel and tourism.
- Current and future study and employment – My studies, Education post 16 and Jobs, career choices and employment.
Students are assessed through an exam in each of the 4 skill areas: Speaking, Listening, Reading and Writing each of which is worth 25% of their overall GCSE grade.
Memrise – https://www.memrise.com/
Quizlet GCSE – https://www.quizlet.com/bwa-mfl/folders/year-11-spanish/sets
Duolingo – https://www.duolingo.com/
AQA Spanish – https://www.aqa.org.uk/subjects/languages/gcse/spanish-8698
BBC Bitesize – https://www.bbc.co.uk/bitesize/examspecs/z4yyjhv
In Year 7 students investigate how invasions, such as the Anglo-Saxons and Normans have changed England, as well as how the Normans conquered and secured their power after 1066. The work of historians and deliberate writing practice are an increasing feature of our curriculum. Students investigate where power and control lay in Medieval England by focusing on the Church, the Crown, and nobles, as well as how the Black Death impacted this balance. A study of the Tudors investigates the religious turmoil of the 1500s through successive monarchs and how Elizabeth I attempted to stabilise England. Our final Year 7 topic looks at the causes of the English Civil Wars, investigating turning points in the civil wars, as well as the question of a republican England with the emergence of Oliver Cromwell.
In Year 8 students begin by reviewing the 18th and 19th centuries, and whether they represent a revolution in industry or a period of social reform. Again, the work of historians and deliberate writing practice are an increasing feature of Year 8. We then focus on the British Empire’s impact and how it should be remembered. This includes focusing on the complex issues of slavery, abolition, the East India Company in India, Indian Rebellion and impacts such as the Boer War and concentration camps. We then investigate how global the First World War was by looking the role of empire and diversity in the First World War, life on the Western Front, as well as impacts of war in Britain. We then investigate the inter-war period with a breadth study of post-WWI America, Russia and Britain, which includes the Wall Street Crash, the 1917 Communist Revolution and the Suffrage Movement. Finally students consider the main reasons for Allied victory over the Nazis in the Second World War.
In Year 9, students evaluate the development of Post-Second World War rights by analysing changes and continuities in political, economic and social freedoms as a result of the Civil Rights Movement, Feminist Movements and LGBT+ community. This is a comparative study looking at how these movements developed in both Britain and America. Students then develop their chronological understanding by analysing how the causes, motivations and consequences of migration have changed through time. This includes analysing a range of contexts such as the American colonies of the British Empire, Jewish and Irish migration in the 18th and 19th centuries, as well as decolonisation and post-WWII migration which includes the Windrush generation. Students then apply their understanding to their Health and the People unit, which investigates the progression of medicine from the Middle Ages to the present day. This includes the causes and treatments of disease, approaches to public health and improvements to surgery.
In Year 10, students focus on the long and short-term causes of the First World War by investigating underlying themes and events which contributed to its outbreak in 1914. This includes building argument in a more nuanced manner, investigating triggers and underlying causes. Students build on this by investigating key battles on the Western Front such as Verdun and the Somme, as well as the war on other fronts including: the war at sea, the Gallipoli Campaign and the war in the air. Students investigate the developments of warfare, including tactics and weaponry, querying the extent to which the generals were ‘donkeys’ leading ‘lions’. Ultimately, the unit culminates in evaluating why Germany lost the First World War and how the Allies broke stalemate. Students also study their Germany: Democracy to Dictatorship unit which looks at the impact of WWI on the German government and society. We trace the rise of Hitler and the Nazi Party and how contributing factors such as the Treaty of Versailles, the Nazi Party machine and the Depression made this rise more likely. We then investigate how life under the Nazis changed for women, children and the Jewish population, including a study on how the Holocaust was allowed to happen.
In their final year, students focus on re-evaluating Elizabethan England in comparison to the common perception of this ‘glorious’ monarch. We investigate the roles and functions of government, and how Elizabeth kept control over her Parliament and council. We investigate religious tensions and the compromise Elizabeth sought. This also includes how her policies altered in response to the actions of the Pope and King Phillip II of Spain, including rebellions and the Spanish Armada. Students finally investigate whether Elizabethan England was truly a ‘Golden Age’, by analysing developments in theatre, fashion, and exploration, but also how this image was controlled through propaganda and even questioned by the increasing issue of Elizabethan poverty. As part of their study, a new Historic Environment depth study is undertaken each year. In previous years this has looked at the Globe Theatre and currently the Spanish Armada.
Google Classroom – History GCSE (ask your teacher for the code)
BBC Bitesize: https://www.bbc.co.uk/bitesize/examspecs/zxjk4j6
AQA GCSE History: http://www.aqa.org.uk/subjects/history/gcse/history-8145
History Revision Videos: https://www.mrallsophistory.com/revision/chronological-list-of-historypod-episodes.html
History Articles: http://www.historytoday.com/archive/history-review/latest
GCSE (Exam Board: AQA HISTORY)
Paper 1 Understanding the Modern World: (2 hours, 50%)
Conflict and Tension: The First World War, 1890-1918
Germany 1890 – 1945, Democracy and Dictatorship
Paper 2: Shaping the Nation (2 hours, 50%)
Britain: Health and the People c1000 to present day
Elizabethan England, c1568-1603
Students begin by learning the fundamental geographical skills which are needed throughout the entire geography course. They learn to use map skills through the topic of rivers. This gives them the skills to go on to explore the African continent, with an overview of the diversity of its physical and human geography and specific country studies. The final topic of year 7 looks at weather and climate and how this can determine different environments. This topic includes a fieldwork study of microclimates around the school.
In Year 8, students begin to develop their conceptual understanding through the concepts of development and sustainability. These concepts underpin all topics in Geography and allow students to develop a deep understanding of the subject. Students study development and population across the world through several different case studies. They then learn about tectonic hazards, looking into specific recent events, drawing on knowledge from the development topic to analyse impacts. Students also investigate the concept of sustainability through studying climate change and energy. This allows students to draw on current news and events and consider both the development and hazards topics in relation to climate.
Students build on their conceptual understanding from Year 8, whilst also strengthening their geographical skills developed throughout Year 7 and 8. They study the ideas of globalisation, global economic changes and population. They then focus on the UK’s economy and how this has changed over time. Students build on their learning from Year 7 with a topic on tropical rainforests; this looks into climate, nutrient cycles and threats from human activity. In the summer term, the focus is Nottingham, looking into the challenges of a growing UK city, followed by a geographical enquiry into contrasting areas of the city, where students will complete a fieldwork study.
Students begin Year 10 by building on their ecosystems learning from Year 9, with a study of cold environments. This looks at the physical features of cold environments, whilst considering the impact human activity has on this particular ecosystem and its resources. They then move on to study the issue of urbanisation across the world, with an in depth study of Lagos. Later in Year 10, students build on their understanding of urbanisation when studying the issues that Nottingham faces as a major UK city. In addition to this, they will study UK rivers and flooding. In the summer term, students will study coasts and complete their physical fieldwork alongside this, with a fieldwork study on the Holderness coast in Yorkshire.
Year 11 begins with a topic on managing resources. This includes an overview of global energy on a global and national scale. Following on from this, we begin to look at the issue evaluation, which gives students the chance to develop skills and revisit learning from the entire geography curriculum. Throughout the rest of Year 11, the focus is on geographical skills, exam technique and studying the issue evaluation for this year’s Paper 3 exam.
Students study the AQA course and are assessed in three exams at the end of year 11. These three papers are:
Living with the physical environment (35%)
Challenges in the human environment (35%)
Geographical applications and skills (30%)
GCSE Google Classroom: xfs3gxq
Seneca Learning: https://www.senecalearning.com/
Y7 Seneca class code: e8u0mex3hb
Y8 Seneca class code: vkutkpqree
GCSE Seneca class code: 2jp3re615z
Students look at what it means to be part of Bluecoat Wollaton Academy and explore the Christian ethos and mission of our school, before examining different approaches to the Bible, to support students receiving their Braithwaite Bible on Founders Day. In the Spring term we study the life and person of Jesus Christ, using artwork as a point for reflection and discussion on the life of Jesus and how he influences Christians today. In the final term, we explore the Sikh faith before studying inspirational people of faith such as Gandhi, Dietrich Bonhoeffer, Malala Yousafzai and considering how they have used their faith to inspire others and bring about social justice
Having studied the foundational beliefs of Christianity , in Year 8 we begin by examining some of the arguments Christian philosophers have developed to prove the existence of God and how these have been challenged by Atheists. The focus of the Spring term is on Morality and Ethics, learning about both Christian and non-religious ethical theories before applying them to issues of justice and equality. In Summer term, we learn about the person of Muhammad and key Muslim beliefs, encouraging open dialogue to address misconceptions about this world faith. Then, as part of our Christian Ethos, we take part in a project called “Spirited Arts” in which students all over the UK explore a given theme and create personal art work as part of a National Competition.
In Year 9 students build on the knowledge through an in depth study of the main theological beliefs of both Christianity and Islam. The Belief in God unit focuses on belief in the Trinity and the person of Jesus as well as Eschatology (Life after Death and Theodicy (solutions to the Problem of Evil. The Belief in Allah unit looks at both the Sunni 6 Beliefs and the 5 Shi’a Roots, including Tawheed (Belief in the oneness of God), Divine Justice and attitudes towards predestination.
The 2nd part of Year 9 builds on the Ethics unit in Year 8 by considering moral issues from the perspective of these faiths as well as considering non-religious responses. Christian attitudes toward marriage and family life are explored as well as issues around gender equality both in the home , the church and the world of work. Within the Islam unit, beliefs towards crime, punishment and forgiveness are studied as well as differing Muslim attitudes towards Capital Punishment.
Having studied the key theological beliefs of Christianity and Islam in Year 9, students then focus on how these beliefs are demonstrated through Worship and Practice. Living the Christian Life explores contemporary worship and prayer, the role of both the local church as well as contrasting Christian views on evangelism and missionary work. The Islam unit focuses on the 5 Pillars as well as an exploration of the actual meaning of Jihad.
This is then followed by the study of the moral and philosophical issues around life and death from a Christian perspective, considering the meaning of the sanctity of life, abortion, euthanasia as well as a the differing views of both science and faith to the origins of the universe and humanity.
The course culminates with another ethical unit exploring issues around Justice, Peace and conflict. This includes a consideration of the Islamic beliefs in Just War and Holy War and how these beliefs can be applied in a world that has nuclear weapons and terrorist attacks.
The focus of is then on consolidation of knowledge and exam technique, The GCSE exam content is revisited with a particular focus on the ability to use this to answer exam questions. Students learn skills so that they are able to write essays that are able to discuss and evaluate a range of beliefs, attitudes and practises. Students develop how to appraise evidence, being able to explain differing interpretations of the same teachings and then consider which is more cohesive with their understanding of the faith tradition.
GCSE (Exam Board: Edexcel B)
Paper 1B Religion and Ethics: Christianity: (1hour 45 mins 50%)
Paper 2C: Religion, Peace and Justice: Islam (1 hour 45 mins 50%)
The PE curriculum not only looks at the physical requirements of students but addresses health and wellbeing aspects that students may face. This combines with the development of lifelong skills that are so important in modern life.
Students focus on developing Core physical movements in a wide variety of sports, including; Football, Rugby, Netball, Dance, Basketball, Athletics, Cricket and Rounders as well as others.
Students build on their core knowledge and understanding and perform more intricate and complex skills. Complementing the physical side of the subject, students look to develop their cognitive ability and apply tactics to their performance.
Whilst continuing to develop physical, thinking and personal skills, students spend more time developing their leadership and organisational abilities. Differing roles such as officiating, managing and planning PE sessions are part of lessons and students are encouraged to develop this at other times during the school week and beyond.
Whilst in Year 10 the curriculum is focused on students leading their own learning and showing creativity in their work. Students are given choices around their Sports and encouraged to create strong lifestyle habits.
In Year 11, Students continue to refine their skills and aim to master their physical, thinking and Leadership skills whilst showing creative ability and a healthy mindset. Students are given more choice and are expected to take individual responsibility for their wellbeing in preparation for their life after school.
GCSE PE (Exam Board: OCR)
In GCSE PE learners develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance. Learners are taught how the physiological and psychological state affects performance in physical activity and sport.
Learners perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas. They develop their ability to analyse and evaluate to improve performance in physical activity and sport.
60% Final Exam
Paper 1 (30%) – Applied anatomy & physiology and physical training (1 hour)
Paper 2 (30%) – Socio-cultural influences, Sports psychology and Health, fitness and well-being (1 hour)
40% Practical Coursework
3 sports (2 team sports and 1 individual sport or visa versa)
Evaluating and Analysing Performance (AEP)
Our Computing curriculum is designed to develop both the skills and knowledge in Computer Science and Digital Media which will prepare them for a world where the use of computer technology is fully embodied. Whether our students want to learn the science behind computers and be able to write algorithms and develop programs, or to design and produce creative digital content for users to see, we aim for them to have an understanding that goes far deeper than the interface that’s in front of them.
We aim to build up and gradually develop our students’ problem solving skills, in order that they may be able to use computer technology confidently, safely, effectively and efficiently in a range of situations and circumstances. The curriculum content in each year has been carefully designed in order to build on skills carefully and allow students to apply their learning to a range of contexts and using a variety of software.
Students begin their study of Computing with a transition unit which covers a range of essential Computing skills such as File management, keyboard shortcuts, using Email and Acceptable Use of the Internet. After this they study the unit ‘Understanding Computers’ which covers aspects of Hardware such as input, output and storage devices. Students also learn how data is represented as binary numbers and will link this to their understanding of storage. We then move onto learning about Algorithms and how they are used in control systems. Students learn to write their own algorithms using Flowcharts which requires them to use decomposition and boolean logic in their problem solving. Both essential skills for any Computer Scientist.
We also teach a range of software skills during Year 7 interleaved with the Theoretical content. Skills such as presentations, research and evaluation are woven throughout each unit. Finally in Year 7 students will study the properties of different Graphics files as well as learn how to create Vector and bitmap graphics using Photoshop and Serif Drawplus.
Students continue their study of Computing in year 8 by creating a game using Scratch. This introduces the idea of sequence, selection and iteration within algorithms, all used within their game. It enables them to develop their problem solving skills and also to embed some of the graphics skills they learnt in Year 7.
After this they will learn Python which is a high level programming language. They will apply their knowledge of variables, and the three programming constructs in a text based language to develop their computational thinking skills much further. They conclude by creating their own Chatbot program which accepts input from a user and provides much scope for higher level thinking and extending their ideas and understanding of programming.
Students then move onto using graphics packages to create a digital advertising campaign for their Chatbot. Their multimedia skills will be developed in a range of applications including vector design software and Photoshop. They will consider the audience and purpose when designing their products.
Finally in Year 8 students will complete the unit ‘Cyber Crime and Security’ where they will learn about a range of Legislation relevant to Computer Science, as well as security threats to data such as Malware and Phishing. They will learn a number of methods to keep computer networks and data safe, as well as their own personal data.
During Year 9 Students studying Computer Science will continue to learn Python and lessons will involve some programming every week in order to develop and retain knowledge of the language. They will also develop their knowledge of writing pseudocode and understanding more complex algorithms.
Alongside developing their programming skills they will study a range of theory topics in Year 9. They begin with how data is represented by computer systems. This builds on their knowledge of binary numbers, but now they will go further by looking at how characters, images and sound are also represented.
After this they study how primary memory works, including the purpose of ROM and RAM. They then move onto secondary memory and the different types of storage devices along with their properties. The final theory topic they study is Wired and Wireless Networks where they learn about how data is transferred.
- GCSE Computer Science (OCR)
Computer Science is both engaging and practical, encouraging creativity and problem solving. It encourages you to develop your understanding and application of the core concepts in computer science. You will also analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs. The course is assessed via two written exams which are divided as follows:
Component 01: Computer systems
Introduces you to the central processing unit (CPU), computer memory and storage, data representation, wired and wireless networks, network topologies, system security and system software. It also looks at ethical, legal, cultural and environmental concerns associated with computer science.
Component 02: Computational thinking, algorithms and programming
You apply knowledge and understanding gained in component 01. You will develop skills and understanding in computational thinking: algorithms, programming techniques, producing robust programs, computational logic and translators.
- BTEC Tech Award in Creative Media Production
The qualification is the same size and level as a GCSE. It is aimed at those who may be interested in pursuing a career in creative media production. The course helps you to explore the sector by undertaking practical media projects.
On this course, you will:
- investigate different media products, such as audio/moving image, publishing and interactive design, considering their style, design, audience, and context
- explore creative media production processes and practices by generating ideas, and planning production and post-production processes
- develop digital media production skills and techniques.
How will I be assessed?
You will carry out mini-tasks as part of a larger project, or projects, throughout the course. Your teacher will mark these, and so you will receive regular feedback as to how you are getting on. Towards the end of the course, you will carry out a larger task to create an effective media product in response to a brief.
The Bluecoat Wollaton Art Department is a dynamic and stimulating environment where
tudents learn a broad and varied curriculum. High achievement is encouraged through an engaging programme of high quality teaching and learning. The staff in the department use a variety of creative approaches in order to engage students as they investigate, experiment, document and realise two and three dimensional work.
Students are given the opportunity to express themselves creatively through independent learning, practical application, teamwork and reflection. Art & Design offers another mode of communication, which enables our students to use their skills and creativity to express ideas and feelings, and to help to understand their own and other cultures.
Year 7 students are given opportunities to develop their skills by exploring a wide range of media and techniques. They will study three separate projects over the course of the year, including basic drawing techniques, colour theory, mixing with coloured pencil and water colour, and manipulating wire to create 3D sculptures.
Year 8 students will refine their skills in observational drawing, and add more skills to their repertoire over the course of three separate projects. This includes exploring the work of other artists and cultures to develop ideas towards personal outcomes. These projects act as a foundation to build upon for GCSE Art.
Year 9 is treated as a foundation year for preparing students for working at GCSE standards. Students will become confident working with a wide range of media, and learn how to create a sustained project. Technical skills are revisited and built upon with the potential to work with pencils, paints, printing methods, 3D media, textiles, photomontage, and mixed media. There is a greater emphasis on studying the work of other artists and students are encouraged to respond to respond to themes and artists in a personal way.
Students begin their GCSE Coursework portfolio (worth 60% of their overall mark). They develop a body of work in response to a range of starting points such as Cultural Identity, Cityscape, Nature or Changed. This will include artist research, analysis, drawings, experimentation with media, and a final outcome.
In year 11 students review and refine their coursework portfolio, ready for final submission at Christmas. In January, students begin Component 2 (40% of their overall mark) on a theme set by the exam board, Edexcel. They have a period of time to respond to the theme and create preparatory studies. The final outcome will be produced over a ten hour controlled assessment period.
The Drama curriculum is designed to be a mixture of both academic rigour and development of skills. In Drama we will develop students’ confidence, leadership, communication and oracy, time management, organisation, creativity, self-control, and co-operation. These skills are not only needed to succeed in Drama but in the wider school curriculum and in future employment.
Pupils will begin their dramatic studies learning the basic necessary dramatic skills such as freeze frames, thought-tracking, ensemble and chorus work. The range of styles, texts and performance work that pupils will engage with and develop is a wide ranging and cohesive experience. Pupils will be introduced to a range of texts from Ancient Greek Theatre to Shakespeare to modern classics.
In Year 8, pupils further develop their drama skills, by focussing on more specific skills, the use of voice and how to create tension within performance. In the Spring term pupils study William Golding’s modern classic The Lord of the Flies and learn how to analyse texts they use this to inform both practical and written work. In addition, pupils look at real life issues and how injustices in society can be highlighted and addressed through theatre. They study the methodologies of Bertol Brecht and how his theatrical techniques can be used to challenge and educate an audience.
Pupils start to refine the dramatic skills learnt in previous years, focusing on improving and controlling both physical and vocal skills. They explore the work of influential theatre practitioners such as Stanislavski and Brecht. They also explore modern theatre styles such as Physical Theatre through the critically acclaimed work of Frantic Assembly, Gecko and DV8. Pupils also devise their own Drama pieces and perform to the public for the first time.
In year 10 students deepen their learning from year 9 whilst expanding their drama vocabulary, learning about proxemics and semiotics within performance. Pupils will also look extensively at a range of styles and genre including Commedia Dell’Arte and Trestle Mask Theatre. Pupils will devise theatrical responses to set briefs as well as working on scripted performances.
In this final year students will complete devised performances with accompanying coursework to detail and analyse their creative processes. Students will also prepare extracts from published plays, to do this they will choose the route of actor or designer and present their fully realised work to an audience. Text analysis will be further developed, overlapping with a key English GCSE text An Inspector Calls, students will also watch live performances and review and analyse them in preparation for the written exam.
During their time at BWA, students in music will study the three disciplines, Performing, Composing and Listening& Appraising. These three branches are taught and developed together.
Subject specific skills that students will develop include reading staff notation, analysing scores, ensemble experience, technical proficiency and aural awareness. Musical literacy is introduced in addition to the practical/ theoretical understanding and application of this. They will have the opportunity to use a range of instruments to explore their creativity and investigate the elements of music. They will have the opportunity to discover and experiment with music notation and sequencing software.
They will study various musical genres (historical and cultural ) and develop an appreciation of works by influential composers, their differing styles dating from the Renaissance to the 21st Century. Music in looked at in the wider context to build appreciation and understanding.
Students are actively encouraged to use their voices at the start of their Bluecoat musical journey with an understanding of musical literacy and the elements of music. The skills of performance, composition and musical listening are embedded through practical music-making, using real instruments such as ukuleles, djembe drums and keyboards within the classroom. They will begin learning the theoretical knowledge for analysing music on a basic level and understand how instruments work. The building blocks of any composition are investigated using a range of musical genre.
Students begin to become more sophisticated in the use of the skills they are developing. They begin to take responsibility for rehearsal techniques and playing in an ensemble. We look at Music in Film and they expand their cultural awareness by studying aspects of World music, including Chinese music and African drumming. Performance skills are developed by working together to produce Blues performances. Other projects include hooks and riffs, music for special occasions and MOBO where the relevance of the music and its importance are studied in greater detail
Students will begin an in-depth analysis of the Music Industry as a whole and the roles and responsibilities within it. Links between jobs and what that looks like in the Industry can be discovered through visits to the theatre or sound recording studios. Students will begin following set briefs for tasks in preparation for Level 2 assessed components. This ensures that they are familiar with the criteria and level needed for Years 10 and 11. In addition students continue to practice their practical music skills of playing and composing music.
Students will begin to take part in practical workshops to understand the creative process involved in producing music. The knowledge from Years 7 and 8 will help them explore differing styles and genres.
Students will learn how to reflect on their progress and apply skills and techniques in order to improve.
The two components for assessment will be Exploring the Music Industry and Music Skills Development. A range of skills will be developed and applied in a musical creation, performance or production.
During this year, students will choose an area of the Industry that appeals to them. A composer, performer or producer and work to a brief in order to fulfil this.
Possible responses and ideas for the brief will be investigated and resources to help will be identified. Techniques to develop and refine musical material will be used.
Students will present their final response to the brief and their outcome which then must be reflected on to show understanding.
Year 7 pupils experience a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing. Pupils are taught the fundamentals of designing, manufacturing and evaluating. Pupils are encouraged to be creative and innovative as well as being able to solve problems through both design and practical activities. They experience working with a range of materials including; woods, metals, plastics, CAD and CAM and graphical communication techniques.
Year 8 we build on this knowledge to further extend pupils understanding and application in a range of contexts. Pupils respond to briefs to design products for specific situations and circumstances. Pupils develop specifications to inform the design of innovative, functional, appealing product that respond to needs in a variety of situations they generate creative ideas and develop and communicate design ideas using annotated sketches, detailed plans, 3-D prototype development.
Year 9 pupils develop the skills they have acquired in key stage 3 to approach contexts which include a wide variety of settings including designing for others, social settings and looking into aspects including sustainable and environmental factors. Pupils take part in ‘Design Ventura’ where they are challenged to design a new product for the Design Museum Shop with the winning product manufactured and sold at the shop. This offers pupils a chance to develop design thinking, creative and business skills.
Year 10 Design and Technology pupils continue to deepen their knowledge and understanding of rapidly changing technologies. Our aim is for students to become autonomous and creative problem-solvers, both as individuals and in teams. They are all encouraged to look for needs and opportunities in the world around us and they respond to them using their prior understanding with creativity, fluency and confidence. In June of year 10 pupils begin their non-exam assessment (NEA) which accounts for 50% of their total GCSE. This is a 30-35 hour task where pupils develop an iterative design approach to an exam board set context.
Year 11 pupils continue on their NEA, generating a range of design ideas, developing the design through sketching, CAD, 3D modelling and CAM modelling. They then focus on producing an accurate working drawing and producing a quality prototype alongside a portfolio of evidence. This is assessed in school throughout and moderated externally.
Exam Board: AQA GCSE Design and Technology (8552)
50% Non-Exam Assessment (NEA) 50% written examination (2 hours)
Year 7 pupils are introduced to food preparation and nutrition. They develop their understanding and apply the principles of a healthy and varied diet. They prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques and equipment independently, safely and hygienically. Pupils in year 7 are taught the foundations of good food hygiene and safety involved in the storage, preparation and cooking of a range of dishes.
Year 8 pupils understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Fairtrade, organic and food miles are covered and pupils plan and make dishes to reflect a range of cultures and food choices. Pupils take part in food investigation tasks where they research and carry out planned observations of the ways microorganisms are used in cooking. They begin to link food science including; shortening, fermentation, heat transfer and protein denaturation to their practical cooking lessons.
Year 9 pupils focus on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. Aiming to develop pupils’ practical cookery skills to give them a strong understanding of nutrition. Looking at commodities, food provenance and food choice to prepare an increasingly complex range of dishes and complete meals.
Year 10 pupils deepen their knowledge around five main areas. These are; food, nutrition and health, food science, food safety, food choice and food provenance. Pupils carry out practical investigations into the chemical and functional working properties of ingredients around food science including; enzymatic browning, gluten development, aeration and raising agents. At the end of year 10 pupils carry out mock practical investigations of the working characteristics, functional and chemical properties of ingredients and also a food preparation practical examination.
Year 11 pupils focus on the two non-exam assessments (NEA). The NEA 1 starts September 1st with a range of contexts from the exam board. This is 15% of the total GCSE and involves pupils looking into food science. They select one context and carry out a range of scientific investigations producing a range of balanced evidence and a report of 1,500 words. They then begin NEA 2 which focuses on food preparation assessment and is 35% of the total GCSE. Pupils’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Pupils will prepare, cook and present a final menu of three dishes within a single period of three hours, planning in advance how this will be achieved. They carry out research, trial dishes and plan the final menu including a full nutritional analysis which is presented in a portfolio of 20 x A4 pages.
Exam Board: AQA GCSE Food Preparation and Nutrition (8585)
50% Non-Exam Assessment (NEA) 50% written examination (1 hour 45 minutes)
Sociology at Bluecoat Wollaton Academy enables students to gain an in-depth knowledge and understanding of society, and relevant and current issues through the study of families, education, crime and deviance and social stratification.
- Sociology students start the course learning about basic terms such as norms and values, and ideas surrounding the nature vs nurture debate. Students then start to apply theory to their new knowledge, such as feminism and functionalism, and discus the contrasting views on society.
- The family topic looks at the idea of family diversity; why some families are more common in the UK now and others are less common. We study divorce and marriage rates and whether roles have changed in the household over the past 70 years.
- In education, we consider how factors such as class and gender affect achievement, and question to what extent we live in a meritocracy.
- In the crime and deviance topic we consider the ‘hidden figure of crime’ and discuss reasons why some crimes are not recorded, detected or reported. We also look at who commits the most crime and why, and apply research and theory to these ideas.
- In social stratification we look at how factors such as class, age, gender, ethnicity, disability and sexuality have an effect on our life chances and opportunities.
Students will also develop their analytical, evaluative and communication skills by comparing and debating different sociological perspectives on a variety of social issues. Students study a variety of different sociological theories, such as Marxism, feminism, functionalism, postmodernism and interactionism. In each topic students are given the chance to discuss and debate each theory, and start to understand which viewpoint(s) they may take on themselves.
Students will learn how to create their own research projects, through sociological research. They will analyse different sociological methods and make judgments on the most appropriate method for different research topics. By the end of Year 11, students will be able to construct reasoned arguments, making supported judgements and drawing clear conclusions.
NCFE CACHE Level 2 Technical Award in Child Development and Care
This qualification provides the opportunity to gain a vocational qualification that gives a basic introduction to the sector. It includes the knowledge and understanding of child development and well-being necessary when preparing for working with children in a variety of settings. It is aimed at a range of learners who wish to be introduced to childcare and development for children aged 0-5 years. It also gives learners an insight into their preferred learning styles and assists in developing their ability to study.
This qualification will enable learners to develop significant transferable knowledge and study skills that will support progression including:
- An awareness of learning styles and study skills
- A basic introduction into working with children in a variety of settings
- An understanding of roles and responsibilities when working in a setting
- An understanding of equality and diversity within a childcare setting
- A basic understanding of the stages and sequence of child development
- An introduction to observing children and how it supports development
- An introduction to the influences that affect holistic development
- An introduction to everyday care routines and the types of activities that can support the development of independence an introduction to supporting children through transition.
- An awareness of safeguarding with reference to case studies
- A basic understanding of the different laws that’s protect children
- A basic understanding of child psychology and how theory implements in practice.
This qualification provides the opportunity to gain a vocational qualification that gives a basic introduction to the sector.
This qualification consists of 3 units:
Units 1 and 2 graded A*– D, assessed by an externally set, internally marked assessment task.
Unit 3 graded A*-D, assessed by an externally set and externally marked synoptic Scenario Based Short Answer Examination – (which you will have two attempts at).