Y7-11 Subject Information
Below are the subjects for KS3 and KS4.
Click on the buttons for more detailed information about each subject.
Below are the subjects for KS3 and KS4.
Click on the buttons for more detailed information about each subject.
The English department at KGAEP aim to install a love of the subject through a focus on creativity and expression. This love of the subject will come through being exposed to many different types of text; fiction to nonfiction, modern to the classics, prose to plays etc, hopefully all students will find something they will love. We also believe you can only love English by creating, by writing. Pupils are given time to discuss and write commentaries of their own work so they can further see the skill and value in their own writing.
Students have five seventy minute lessons per two week cycle.
Homework: Wider reading and comprehension work based on allusions commonly found in literature.
Over the six half terms in year 7 we will study
Forensic Linguistics And Dahl
Julius Caesar
History of Literature
Animal Farm
Persuasive writing Travel Writing
Over the six half terms in year 8 we will study
Genre Exploration - Dystopia followed by Gothic
Dickensian Characters
Thematic Shakespeare
The History of Rhetoric
The Book Thief (cross-curricular collaboration with Humanities and the Holocaust unit)
We have picked texts that will allow pupils to be exposed to a variety of viewpoints and issues as well as giving them the skills and vocabulary to explore these texts fully.
Homework is set weekly and should last around 45 minutes. The homework set is designed to give pupils the wider reading and cultural knowledge base that will aid them in the future
We would also hope the pupils are reading at home, a reading age appropriate novel or a variety of non-fiction texts will greatly help them in all subjects.
In KS4 pupils have seven lessons per two week cycle.
Year 9 is a transition year where we introduce them to the skills that they will need in years 10 and 11. We also want them to discover new authors and their own “voice” in our portfolio building module that will close out the year.
Over the six half terms in year 9 we will study
Of Mice and Men
An Inspector Calls
Portfolio building
Comparative war poetry
Year 10 introduces the compulsory texts for the English Literature GCSE.
Over the six half terms in year 10 we will study
Romeo and Juliet
Great Expectations
Unseen poetry
Over the six half terms in year 11 we will study
Shakespeare play
Power and Conflict poetry
Revision for literature texts
Language paper revision.
Homework is set weekly and should last around 45 minutes, sometimes the homework will be set on some of the excellent revision resources we subscribe to either GCSE Pod or the PIXL app both of which can be accessed on any computer, mobile phone or in the school’s library or computer rooms.
We would also hope the pupils are reading at home; as well as their own independent reading pupils should read their exam texts multiple times as they are not allowed to bring books into the exam and thus must know them very well.
KS3
Homework is set weekly and should last around 45 minutes. The homework set is designed to give pupils the wider reading and cultural knowledge base that will aid them in the future.
We would also hope the pupils are reading at home, a reading age appropriate novel or a variety of non-fiction texts will greatly help them in all subjects.
View/download the KS3 Reading list here.
KS4
Homework is set weekly and should last around 45 minutes, sometimes the homework will be set on some of the excellent revision resources we subscribe to either GCSE Pod or the PIXL app both of which can be accessed on any computer, mobile phone or in the school’s library or computer rooms.
We would also hope the pupils are reading at home; as well as their own independent reading pupils should read their exam texts multiple times as they are not allowed to bring books into the exam and thus must know them very well.
The easiest and most effective way to support your child is simply to encourage reading – push your child to more challenging reads, read with your child and have discussions with your child about what you have read. Good habits for GCSE preparation start at Key Stage 3. Parents can help support and foster independence in learning by encouraging students to start their homework projects early and work on them continuously throughout the term.
Skills based invitation sessions
The Perfect Piece - essay skills
Coming soon - 2019
The Writers Club
Our aim is to:
Year 7 Combined Humanities
Bracknell Local Study - discover how the people of Bracknell lived during the Iron Age
This Sceptred Isle -
The Sun Never Sets: British Empire and the Transatlantic Slave Trade - How far and wide did the Empire stretch? What impact did Gandhi have on the Empire? What is the legacy of the Empire?
Passport to the World - Collect your passport and travel through South Africa and China.
Sands of Time: The Majestic Middle East - Explore the wonders of a region like no other. The birthplace of three major world religions, home to conflict and a unique landscape
Year 8 Religious Studies
Hinduism - Concepts of God, Dharma, Karma and Moksha
Christianity - Concepts of Authority, Sin, Fear and Atonement
Judaism - Concepts of Law, Guidance, Tradition, Passover
Islam - Concepts of Submission, Prophethood and Jihad
Man and his Universe - Darwin, Creation and other Big Questions
Year 8 History
Medieval Matters - From the Feudal System to the Black Death.
Superstitious Stuarts - Charles I, Cromwell, Great Fire of London and the Plague
The Vindication of Women: Wollstonecraft to Pankhurst - Class, Marriage, Suffrage
World War 1 - Causes, Conditions in the trenches, Censorship and Propaganda, The Somme
World in Revolt: The French Revolution - What is a Revolution? King Louis, The Terror, Robespierre
Fascism and Genocide - The road to the Holocaust
Year 8 Geography
Restless Earth - Earthquakes, Volcanoes, Tsunamis
Climate Change Earth - Climate Change, Natural and Human Impacts
Crowded Earth - Population, Urbanisation, Slums, Dharavi
Earth’s Ecosystems - Biomes, Small Ecosystems, Food webs
Blue Earth - Oceans, Waves, Plastic Pollution
Frozen Earth - Be a geo-explorer on the Arctic
Year 9 Geography
Tectonic Hazards - develop your knowledge of major hazards by looking at case studies of earthquakes in Nepal and New Zealand
Weather Hazards - From Typhoon Haiyan to Storm Desmond, discover the causes of consequences of major weather events
Climate Change - Causes, Prevention, Mitigation
Ecosystems - Learn about major biomes in details
Rainforests - Investigate the wonders of the Tropical Rainforests of Brazil and Borneo
Year 9 History
Ancient Advances -
Medieval Medicine -
Vive le Renaissance -
Industrial Interpretations
The Inter-War Years -
Post-war Britain -
Year 9 Religious Studies
Buddhism - Concepts of Renunciation, Guidance, Dukkha, Discipline, Meditation
Afghanistan - Uncover the truth behind this beguiling yet tragic nation through the movie Kite Runner
Man and his Universe - Darwin, Creation and other Big Questions
GCSE Geography
Students follow the AQA Geography GCSE specification.
Year 9
Natural Hazards, Tectonic Hazards, Weather Hazards, Climate Change
Ecosystems, Tropical Rainforests
Urban issues and challenges - The Development Gap
Coasts
Barton-on-Sea Fieldwork
Year 10
Energy Management
Lexicon Fieldwork
Hot Deserts
Urban Sustainability
Urban Change in the UK
Year 11
Rivers
Urban World (Rio)
Nigeria economy
UK economy
Paper 3 Issue Evaluation (Geographical Applications)
GCSE History
Students follow the Edexcel exam board.
Year 9
Medicine in Britain, c1250–present and the British sector of the Western Front 1914–18: injuries, treatment and the trenches
Year 10
The American West, c1835-c1895
The Reigns of King Richard and King John, 1189-1216
Year 11
Weimar and Nazi Germany, 1918-39
Trips to: Battlefields in Belgium and France, Sorrento, Germany (Munich and Berlin), Poland (Auschwitz), Imperial War Museum & Florence Nightingale Museum in London, River Museum in Henley, Kew Gardens, Barton-on-sea, Lexicon shopping centre, Snowdonia, plus more
Mock Trial competition
Geography quiz
Ancient History club
“Youth Speaks” group
Numerous different revision sessions run throughout the year
Our vision is to maintain and stimulate student interest and enjoyment in Physical Education in order to promote lifelong participation in sport and to increase students’ awareness of healthy, active lifestyles.
We aim to inspire all students to become highly motivated individuals, who strive to do their best and be their best in all areas that we cover. We share our knowledge and expertise with all students in order to develop a positive attitude towards lessons and beyond.
Students in Year 7 and 8 have three lessons of 70 minutes and Year 9 have two lessons per fortnight. The curriculum is organised with regard to the individuals in the group, the facilities and the specialist teacher for the group. All students follow different activities throughout the key stage and are assessed in four strands: Performing, performance analysis, leadership and knowledge of health and fitness.
During key stage 3, students become more expert in their skills and techniques, and learn how to apply them in different activities. They start to understand what makes an effective performance and how to apply these principles to their own and others’ work. They learn to take the initiative and make decisions for themselves about what to do to improve performance. They start to identify the types of activity they prefer, and take a variety of roles, such as leader, coach and official.
We cover many activities including activities from the following areas: Invasion games, net and racket sports, athletics, gymnastics, health and fitness and striking and fielding games.
All students in Key Stage 4 have two lessons of 70 minutes per fortnight. The curriculum is organised with regard to the individuals in the group, the facilities and the specialist teacher for the group. All students follow different activities throughout the key stage and are assessed in each activity.
In Key Stage 4 students become more independent and take more control over their roles and responsibilities in lessons and activities.
We cover many activities including activities from the following areas: Invasion games, net and racket sports, athletics, health and fitness and striking and fielding games.
Theory
We currently offer the NCFE Level 1/2 in Health and Fitness to Year 10 and 11. Students study two units, one is examined and one is coursework based.
The following content is covered:
Full PE kit must be worn for all PE lessons, clubs and training sessions. Please label all items.
Full PE kit must be worn for all PE lessons, clubs and training sessions. All items must be named.
Compulsory kit:
Optional / recommended kit:
Additional Information
We offer extra curricular clubs throughout the year, the timetable is shared with students at the start of every term. Clubs run during lunch times and after school. We also have fixtures against other schools throughout the year.
Master classes also run alongside the practical extra curricular timetable to support our theory courses.
A small number of students in Year 10-11 select 'Public Services' as one of their options. As part of this course, students work to develop employability skills including confidence, team work and resilience. The course includes cross curricular links to a range of different subjects including English, Maths and Science, and is designed to support students with accessing their wider curriculum. There are also a number of compulsory trips, allowing the students to learn in real world contexts. Students work towards obtaining a BTEC qualification in Public Services.
The BTEC Public Services qualification has been designed to offer learners a flexible programme of study to improve their understanding and application of employability skills.
Students will attend a variety of trips including Virginia Waters, Burnham Beeches and the Lookout. They will use these to enhance classroom based learning of navigation and environmental awareness.
Students will attend a variety of trips including Brookwood Cemetery, Arborfield and the Surrey hills to take part in a 2 days expedition.
The Maths department is a place where students can feel safe, encouraged and challenged in a purposeful environment. Students are at the heart of every decision we make in building their confidence, participation and talent whilst acquiring essential skills for life. Maths is a universal language that links to every job and is highly regarded by all employers.
We aim to enable students to be numerate and use Maths beyond school fluently, in real life contexts and to further their education and aspirations. Maths helps develop reasoning, logical thinking and problem solving skills. We look for youngsters to develop perseverance, resilience and clear written communication.
We build positive relationships and mutual respect. We like students to take pride in their learning and be accountable for their own success. We work collaboratively with students, LSAs and each other. We thrive to make lessons relevant and engaging in order to motivate and build confidence with a strong ethos of ‘knowing the client’ in order to optimise individual progress.
We foster success through progressive lessons and an encouraging environment where students feel supported towards continual improvement. It is important for us to develop numeracy, thinking skills, enquiry and growth mindsets. Using assessment regularly, we monitor performance against targets and believe in allowing focused reflection time and self assessment as an integral part of the learning process. This is because Maths is a marathon, not a sprint.
The Maths department is based in an all-inclusive corridor with classrooms that are fully equipped with purposeful learning environment. Each room has a wall mounted interactive whiteboard that is compatible with the staff desktops, with sound. Our display boards are well used for whole department displays and maths tools to support visual aids in learning.
We have the use of interactive whiteboards to help deliver the work and are a department that uses a combination of textbooks, worksheets and the board to bring variety into our classrooms. We do not underestimate the power of questioning and encouraging mathematical dialogue to explore and deepen understanding. The residual skill, we hope, is an inquisitive and reflective learner.
At KS3, students learn Maths according to the National DfE Framework. We believe that this gives us a good structure to build on previous knowledge and move students forward. We teach each topic for a few weeks and structure our scheme of work with Mastery and retention at the core of what we do.
Teaching in stages makes every classroom unique as we thrive to know our students’ data and needs in order to inform our planning and the work we cover. We group students in Maths so that each group is of a similar nature and the topic and content is shared and taught for students to grasp concepts easily before building it up from prior knowledge and recall.
More often than not, students practice work based on model examples and discussions in class. This is followed by self or peer assessment, giving students instant feedback on what has gone well and where they can improve. This links back to the lesson objectives, allowing the teacher to assess and move on.
We put a great emphasis in student exercise books, their presentation and they are encouraged to show step-by-step working out, key words and definitions. As the year goes on, students should be building a book that can easily be used as a friendly and personalised revision guide of their work. Therefore, pace and detail is paramount.
Maths is more than just number work or numeracy. There are four main areas:
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Maths is more than just using numbers and basic numeracy. Maths allows students to build up and practice existing skills that are transferable to many other subjects that are studied at GCSE (such as Science, Geography and Business Studies) and skills that are used in real life, such as:
Students may already think mathematically, or may use GCSE Maths to help become more mathematically minded. A mathematically minded person is very employable and these mathematical skills will be a great benefit to students for the future in terms of their resilience, perseverance and thought process.
There are 4 areas of mathematics, each looking at various methods and rules, and how we can apply them to real life situations:
Numbers and Algebra
Number properties, fractions, decimals, percentages, ratio, proportion, place value, estimation, rounding, negative numbers, number patterns, sequences, graphs, algebra skills including: solving, substitution, simplifying, rearranging and using formulae.
Shape, Space and Measure
Area, perimeter, volume, Pythagoras’ theorem, angles, measure, constructions, circles, surface area, 2D and 3D shapes, loci, similarity, transformations and compound measures.
Handling Data
Probability and chance, representing data, comparing data and analysing data.
Using and Applying
This involves a combination of the above with real life problems and comparisons.
GCSE work is not really ‘new’ Maths but a build on the knowledge that was been learnt at KS3, so students do need to work on mastering the basics so that they can apply this to the more advanced topics at GCSE. Maths is not a subject that can be read from a revision guide. It needs to be something to do. Rehearsing, revisiting, repeating and revising mathematical topics again and again until it becomes natural. Asking questions to break a problem down is one of the most important mathematical skills. Patience and perseverance are also important as certain topics can take time to sink in and connect with other topics that are already known.
Equipment in Maths is key
KS3
KS3 assessment takes place three times a year in line with reporting and we use this information in various ways. Students sit two papers that are one hour each; testing non-calculator and calculator skills. Papers have been carefully designed to incorporated GCSE questions since this is ultimately how students will be measured in year 11.
KS4
KS4 assessment takes place three times a year in line with reporting and we use this information in various ways. Students sit GCSE practice papers that are 90mins each; testing non-calculator and calculator skills. We build up the number of papers from the start of year 9 and into year 10 and 11 so that students can see how it feels to sit three papers by the time they reach their actual GCSE exams.
We believe that this best tests their retention, allowing them to see patterns in popular exam questions as well as the paper structure, time management, showing clear methods and working to optimise their marks. Students are given time to reflect on their score and focus on their weaknesses for next time with the use of real examiner’s mark-schemes.
The above are more summative assessments in their nature to mimic the real experience in a GCSE Maths exam, where students are required to switch from topic to topic in a 90min sitting and so we are keen to train the students for this regularly. In addition to the above we have now started to incorporate a more formative assessment structure. This means that students have a more regular, shorter ‘Fitness Checks’ based on only the recent topics they’ve covered. This allows teachers to check and react more frequently by using starters, homework and feedback. We hope this looks after all earners and capabilities in their short and long term learning cycles.
Parents/carers can support at home by:
Maths is a subject that is better learnt through practice as opposed to just reading. Parents are encouraged to invest in workbooks rather than revision guides where children are able to work on problems and mark this work as they go along. This is rewarding and easily tracked at home and can support school work. We recommend that this is done with a time delay to what is being covered at school. This can help improve retention and self esteem in a positive way. The main textbooks we use in lessons are mainly kept in the classroom but can be purchased from all major stationary shops or online.
KS3
KS3 homework is set in a variety of ways. Weekly homework is aimed to be 45 mins long and linked to the current topic being covered as well as recall and recent skills to boost memory and long term retention. It is this written piece that is done in exercise books, usually marked by the teacher or peer/ self assessed to diagnose misconceptions. Half-termly literacy homework has been developed to incorporate the increasing literacy demands of Maths at GCSE, promote Maths with the family and to showcase how Maths links to everyday life. Students are given a short written piece of work every half term and during the summer break to embed this ethos in Maths. For example, uses of Maths on their holiday, looking up definitions and writing a poem or song about it.
KS4
KS4 homework is set in a variety of ways. Weekly homework is aimed to be 45 mins long and linked to the current topic being covered as well as recall and recent skills to boost memory and long term retention. It is this written piece that is done in exercise books, usually marked by the teacher or peer/ self assessed to diagnose misconceptions. Half termly homework consists of a practice exam paper or two, depending on the length of the holiday.
Maths is a subject that is better learnt through practice as opposed to just reading. Parents are encouraged to invest in workbooks rather than revision guides where children are able to work on problems and mark this work as they go along. This is rewarding and easily tracked at home and can support school work. We recommend that this is done with a time delay to what is being covered at school. This can help improve retention and self esteem in a positive way. The main textbooks we use in lessons are mainly kept in the classroom but can be purchased from all major stationary shops or online.
We offer extensive support to students with a weekly after-school maths club. Students are good at using the weekly after-school drop-in to support their course; working with teachers and each other to extend their maths ability. There are also on-line resources that do well at helping maths be more accessible.
Students can access mymaths.co.uk from our school website. We are real advocates of this resource as a key tool in learning Maths. It is great for revision or catching up with missed work, where students can pick the own topic to work on. The school log- in and password is well known by the students. Their own username and password is in the back of their books and with tutors as well as the Maths teachers.
MyMaths has two functions: to learn through an interactive lesson or, to go through a quiz that is instantly marked and gives students an opportunity to revise. It is also a tool that we link to our assessment system by encouraging students to work on their weaknesses. The feedback we have about MyMaths is that students like the independent learning and it is all online. This can be used at any time and students can access all the work in the library within MyMaths. There are also games and booster packs to help personalise their learning.
Other places to find good materials to support your child at home are BBC bitesize and Youtube, where the odd reading or video of a maths technique can help some children internalise topics which they find hard to grasp, memorise or apply.
Students will be able to confidently use the computer system that EPCS run and be aware of the functionality of a range of software that we use on the system. They will have a grasp of programming skills in relation to sequencing and logical thinking and will be able to apply their knowledge across a range of curriculum subjects. They will be taught in mixed ability classes and have a range of opportunities to prepare them for options in KS4.
Our KS3 Computing curriculum is designed to develop confident, digital citizens who have an enthusiasm for computational thinking and problem solving. The curriculum is designed to familiarise students with the Google Environment and give them opportunities to use a variety of programs for different tasks, thereby increasing their digital literacy. They will experience a range of programming languages in which to demonstrate their creativity in analysing and solving problems. They will recognise that the software and self-management skills learned in their Computing lessons can be transferred to other subjects. This will empower them to use their computational skills across a wide ranging curriculum - to enhance their learning, their confidence and their resilience as digital citizens of the 21st century.
GCSE Computer Science
GCSE in Computer Science is engaging and practical, encouraging creativity and problem solving. It encourages students to develop their understanding and application of the core concepts in computer science. Students also analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs.
Creative iMedia
Cambridge National qualification in Creative iMedia equips students with the wide range of knowledge and skills needed to work in the creative digital media sector. They start at pre-production and develop their skills through practical assignments as they create final multimedia products
GCSE Business
Our GCSE in Business equips students with the skills and confidence to explore how different business situations affect decision-making. They develop their understanding of concepts, objectives and terminology, and the impact of contemporary issues on business operations.
All businesses need enterprising employees to drive their organisations forward, to have ideas and initiatives to ensure that businesses survive in this fast-changing world. Through quality first teaching, which stretches and challenges all learners, we aim to develop a wide range of transferable skills in all students. Students will develop market research, planning, promotional and financial skills. They will do this through relating learning to real business contexts and news stories, so it is relevant to the students. They will learn how to use business information critically, to develop arguments and make justified decisions, understanding the impacts of business on wider society.
RSE Healthy Relationships
Intimacy and Pleasure
To know what enthusiastic consent looks and feels like
To understand how to assess the importance of readiness for intimacy as an individual and as a couple
To be able to explain the role that communication and respect play in healthy relationships and consent
Impacts of Pornography
To know the law relating to pornography and sharing explicit images
To understand the impact pornography can have on people’s understanding and expectations of consent
To be able to challenge inaccurate and dangerous messages perpetuated by pornography, about sexuality, gender, and consent
Expectations, Pressure, Persuasion and Coercion
To know the law relating to pornography and sharing explicit images
To understand the impact pornography can have on people’s understanding and expectations of consent
To be able to challenge inaccurate and dangerous messages perpetuated by pornography, about sexuality, gender, and consent
RSE Relationship Communication
Personal Values
Assertive Communication
Challenges and Abuse
RSE Families
Committed Relationships and Family Life
Fertility and Pregnancy Choices
Change, Loss, Grief and Bereavement
Parents and carers are encouraged to discuss PSHE topics with their child, to listen to their ideas and help them to develop their understanding.
In Science we aim for our students to be big thinkers; to be scientifically literate; to be able to make accurate inferences from the data they are provided with every day and to make informed choices that will create a better future for themselves and our global community.
We aspire for our students to discover a love of Science at the very start of their career at Easthampstead Park that we, as their teachers, will strive to nurture and grow.
Students will study Biology, Chemistry and Physics topics that provide an excellent foundation for further study, whilst enthusing the students about the scientific process itself. In designing our curriculum, we have included all the aspects that make Science fantastic; whether it be investigating, observing, experimenting or testing out ideas and critically thinking about them. The way scientific ideas flow through the course will support our students in building a deep understanding of Science.
Students will be taught topics from all three disciplines in each block of learning and will be assessed on the breadth of their knowledge through a written test that will cover aspects of all three. The sequencing of the topics is such that key ideas develop in depth and complexity over time. For example, students first meet the particle model soon after they begin in year 7. They will then begin to classify particles as atoms, elements and compounds. They learn how elements are organised in the Periodic table in year 8 and then how particles transform through the rock cycle later that year.
Our students will be confident “do-ers” of Science. They will practice using apparatus and techniques through regular practical work. We have identified key skill areas that students will master over time. We will encourage the development of skills through regular opportunities for working scientifically in lesson time. We will talk, read and write about Science and represent Science both mathematically and visually through models. Our teachers will lead by example and demonstrations will generate opportunities for students to question and be questioned. Students will be able to work resiliently and independently, but also learn from each other in group or whole-class activities.
The key skill areas are:
We aim to raise the profile of the key skill areas through formal, formative assessments each block that, over the course of the key stage, will enable students to demonstrate their progress. Students will be provided with a level ladder that will clearly show their strengths, achievements and their areas for development so that they can reflect, improve and plan the next steps in their learning. Communication skills will be assessed each time. These include; use of scientific conventions, scientific vocabulary and numerical manipulation.
Examination board: AQA
Specification title: Trilogy (Years 9, 10 and 11)
Throughout Science at KS4 we want students to increasingly question the natural world around them.
Year 9 Science is an exciting time as students begin to work scientifically in more demanding contexts that expect an increasing depth of understanding. We will guide students to see the links between the traditional Biology, Chemistry and Physics disciplines so they can transfer and apply scientific ideas in a range of situations. For example, the scientific idea of Energy underpins all three disciplines and we will explore this explicitly at the start of the year.
In years 10 and 11, topics have been grouped into blocks of Biology, Chemistry and Physics. Students will rotate through the topics within each block and the breadth of their knowledge will be assessed through a written test at the end. The sequencing of the topics has been designed to allow thinking skills to develop over time, to provide increasingly abstract cognitive demand and to facilitate progression into Science subjects at KS5.
Alongside the demands of preparing for their GCSE qualifications, students and teachers will celebrate curiosity within the classroom. In our planning, we will provide opportunities for problem-solving and putting resilience into practice. Teachers will use precise questioning in class to test conceptual knowledge and skills, and assess students regularly to identify those students with gaps in learning, so that all students keep up.
It is expected that students will build upon the scientific enquiry skills they developed at KS3. They will take part in “required practicals” that will eventually form the basis of assessment at GCSE. Questions in the written exams will draw on the knowledge and understanding students have gained by carrying out the practical activities. Many questions will also focus on investigative skills and how well students can apply what they know to practical situations often in novel contexts.
The key skill areas are:
We aim to raise the profile of the key skill areas through formal, formative assessments related directly to required practicals that, over the course of the key stage, will enable students to demonstrate their progress. Students will be provided with a level ladder that will clearly show their strengths, achievements and their areas for development so that they can reflect, improve and plan the next steps in their learning. Communication skills will be assessed each time. These include; use of scientific conventions, scientific vocabulary and numerical manipulation.
We intend for our students to become ambassadors for Science. Our teachers will encourage this through fostering links with other STEM subjects (Science, Technology, Engineering and Mathematics), guiding them to paths into further study and an increasing range of extra-curricular opportunities with our partners in the community and the Enterprise program currently in place in school.
Students experience many science opportunities from external opportunities such as science trips and internal opportunities such as science week.
Students shall be provided with knowledge organisers. Students’ engagement with and recall of the information on these sheets should be assessed as part of class time activities. Teachers should be explicit with the students which parts of the information will be assessed and when. Teachers are also responsible for sharing the relevant summary sheets with the students electronically.
Tassomai provides students with daily, low stakes quizzes that require students to retrieve knowledge on targeted topics or across the Science curriculum. Students are expected to complete 3 (KS3) or 5 (KS4) “Daily Goals” over the period of a week (Monday-Sunday). Teachers should monitor this once a week and follow up with students that complete less than this requirement. Homework Support Sessions should be issued. If the expectations are still not met, detentions should be set, escalating if persistently missed.
Home Learning grids provide students a variety of tasks that cater for a range of learning preferences, e.g. writing stories, filming advertisements, modelling. These continue to be offered as additional home learning work for those that would like that opportunity.
Students deserve their home learning to be acknowledged. Excellent work should be praised and rewarded with positive points on Classcharts, postcards and/or a phone call home.
Language learning is a life skill highly valued by employers and universities in today's global job market. As a team we aim to deliver a stimulating, quality first learning environment in which students of all abilities feel supported, valued and challenged on their language learning journey.
Through Enrichment projects, MFL club and language workshops we also aim to develop wider cultural awareness and offer students an insight into other languages spoken within our school community and beyond.
Students study either German OR Spanish on entry in year 7. They have 3 x 70 min lessons a cycle (2 weeks) and all MFL groups are mixed ability.
MFL lessons are delivered with enthusiasm and focus on interactive, fun activities which maximise engagement and promote a positive learning environment for students.
Our curriculum at KS3 focuses on developing and embedding language learning skills through a variety of theme based projects.
Year 7
“My Fairytale Family”
“Through the Keyhole”
“My Town”
“Life at School”
“Gruffalo Creative Writing Project”
Year 8
“Healthy Living”
“Eating Out”
“The World of Work”
“Technologie”
“Holidays”
“Holiday Project”
Year 9 is a FOUNDATION year in which we focus on developing a range of transactional language and structures for use in real life scenarios e.g at the train station, in a shop, buying tickets etc... There is also an emphasis on developing spontaneous speech, knowledge of grammar and understanding of customs and traditions.
In year 10 and 11 we follow the AQA course for both German and Spanish.
KS3
Students are assessed at the end of each unit of work on two or more skills:
LISTENING, SPEAKING, READING and WRITING
KS4
Students are formally assessed for GCSE in Listening, Speaking, Reading and Writing (25% each) at the end of year 11 (there is no controlled assessment).
Year 8-11: Christmas Markets trip to Cologne, Germany.
Year 9+10: Munich trip, Germany
Languages Club (all years): every Thursday after school
Coming soon: We are currently developing links with a school in Leverkusen - the Freiherr-vom-Stein Gymnasium in Leverkusen
GCSE Media students study a broad range of Media content, such as: Photography, News & Newspapers, Magazines, Print & TV Advertising, Video Gaming Industry, Television, Music Videos and Websites, Film Marketing, Comics & Animation.
Each module has been designed to provide balanced subject content with a strong emphasis on personalised learning, often engaging students through creative and analytical assignments whereby students work independently, often on computers, to explore their own creative ideas, and develop design and technical skills.
Media Studies is a subject filled with awe and wonder. The course provides students with the opportunity to develop their understanding of the impact of Media on audiences and society. The interaction with this world of Media encourages students to develop a curiosity and appreciation by studying topics that are inclusive and equitable, whilst promoting diversity. Quality First teaching within this subject focuses on broadening each student’s appreciation of different cultures and values that are fully compliant with today’s modern educational requirements and essential for a well developed individual.
The Media Studies curriculum is also designed for students to develop their creative, technical and analytical skills, whilst developing an individual awareness and understanding of the media world around them. The Curriculum provides students with the opportunity to explore personal interests and develop creative skills accordingly, whilst getting hands-on experience of professional software programmes, such as Photoshop and PremierPro editing suite.
Media modules studied in year 9 are designed to provide students with a strong foundation for GCSE, exploring a range of Media topics designed to develop creative and analytical skills. The Photography module develops student understanding of the importance of Photography in Media focusing on genre, propaganda, narrative and key media terms. News and Newspapers encourages students to explore issues surrounding journalism and the free press, whilst Magazines focus on the representation of gender and celebrity. The TV Advertising and Animation modules aim to develop student understanding of the moving image, filming, directing and editing of short films. Throughout year 9 students also create their own productions using their own photographs and filming, designed to develop students creative and technical skills, working with Photoshop and Premiere Pro editing suites.
Media modules in year 10 are designed to meet the criteria of WJEC Eduqas GCSE Media Studies. Students will study a wide range of set Media products, covering Film Marketing, Television Crime Drama, Music Videos and Music Websites. Students are expected to analyse how each product is marketed to a specific target audience using appropriate Media terminology and to develop their own ideas. During final term students are required to Research and produce a range of creative and original Coursework Productions which constitute 30% of their GCSE.
The modules studied in year 11 include, Print Advertising, Magazines, News, Radio and Video Games, each module is designed to build upon and refine student’s knowledge and understanding of Genre, Narrative and Representation in Media Studies, with greater focus on exam preparation. To ensure success at GCSE, students are expected to apply appropriate Media terminology and Theory to their analytical work whilst sitting the two exams at the end of the Media Studies course, both exams combined constitute 70% of the GCSE
A weekly extra curricular Media club runs throughout the school year, in which students explore a range of different media mediums. The club very much emphasises practical skills, and allows students to get 'hands on,' creating short films and a variety of print based media.
The design department comprises a number of different subjects operating with the creative curriculum. We encompass the teaching of Art, Photography, Technology, Food and Child Development with a large team of passionate educators offering extensive subject knowledge from KS3 through to KS5. As an ‘Arts Mark’ school, we strive to engage our students in the Arts within all our lessons and develop an understanding of how Art and Design benefits society.
Curriculum intent:
Our KS3 curriculum comprises Fine Art, Resistant Materials, Textiles, Food Technology and Child development beneath the ‘Design’ banner. Central to our educational ethos is to instill a passion and excitement for creativity whether via a paintbrush, pan or pillar drill. We believe artistic expression and creative, practical problem solving to be an integral tool children need to become successful adults. Art and Technology provide a platform for practical competence, life-skills and confident problem solving much sought after by every employer in the 21st century.
As an ‘Arts Mark’ school we are immensely proud to spearhead a passion for the arts within our students. The Design dept lead a ‘criss-cross’ day for yr 7 annually where the year group are responsible for producing a mural which decorate the school, and students can be proud of all through their time at EPCS.
We believe that young people must develop independence and practical knowledge which is why our Design curriculum is so important. Art enables un-constrained creative thinking and problem solving, and our food curriculum enable students to share nutritional knowledge and prepare healthy meals for themselves and their family. In an increasingly ‘disposable’ society we believe practical skills learnt in the Technology workshops can help the next generation engineer a brighter, more sustainable future.
The Design dept feel passionately about students gaining cultural as well as intellectual wealth during their time with us. To this end we would normally provide trips to Tate Modern, the Science Museum and a working organic farm during KS3. These visits feed directly into class-work and enable students the experience of the Arts and Technology in a non-classroom environment.
In year 10 students embark on their GCSE/Level 2 journey in preparation for final examinations in year 11.
Fine Art:
We want the students to be able to be creative and learn how to express themselves alongside developing the necessary technical skills to competently paint, draw, plan, evaluate, develop and refine their work as it progresses. We want our students to be independent and to confidently discriminate approaches. We want our students to have a no fear approach to their work, pushing the media and discovering their own creative voice. We want our students to explore techniques, processes, concepts and develop an understanding of culture and how art impacts society. This independence and resilience will enable our students to be successful in building a quality portfolio of coursework. The wide variety of artists selected for study have been specifically chosen to broaden the students' knowledge as well as their confidence using specialist materials and media, to cater for both the confident student and those who have yet to find their individual voice.
Students will, over time, reflect critically upon their creative journey and its effectiveness in relation to their own outcomes, enabling them to confidently make informed choices finding joy and success in the exploration of the creative subjects.
Photography:
Students with any inclination towards creativity, digital expression and cultural awareness will thrive studying Photography at GCSE. It provides an integral basis for any further study in the Arts, and a gateway into the creative industries. Fine Artist, Architect, Graphic designer, Illustrator, Fashion Photographer, Advertising Photographer, Documentary Photographer, Film-maker, Director, Computer game designer, Comic artist, Art Director, Fashion designer, Set designer, Conceptual artist…… the list of lucrative and successful professions which begin with a GCSE in Photography is endless. As the world changes, media is at the heart of how we interact with it. Understanding and utilising the historical, technical, and artistic importance of photography, and its influence on the 21st century is at the root of this course. EPCS offers an extremely well equipped Photography department, and teaching staff with a passion for the subject and desire to see students succeed in their classroom and beyond.
3D Design:
Our 3D design course at EPCS is unique in its scope, ethos and delivery. We have a strong belief in the need for a practical education that bridges the gap between traditional engineering and Art courses. Where the majority of current Technology and Engineering GCSE courses are predominantly weighted towards written exams- 3D design bridges the gap between art studio and workshop by providing a practical syllabus in an arts context. This course will suit students with a creative impulse to realise intentions away from the traditional 2D canvas, paper, pencil and paintbrush. Operating within the security of the Design department, students will have the opportunity to further develop 3D construction skills explored through KS3 in both Art and Technology lessons. Students will work in a variety of materials from wood, metal and clay to produce Artworks linked to revered 3D artists and designers. This course provides a practical avenue for students who wish to pursue a career within the trades, engineering or design professions.
The Design department offers a number of educational visits throughout KS3, KS4 and KS5
Year 7 Food - Trip to a farm
Year 8 Art - Trip to the Science Museum
Year 9, 10 & 11 Art & Photography - London gallery visit
Year 10 3D Design - Trip to the Design Museum
Year 10 Hospitality & Catering - Trip to France and a Trip to a London Hotel professional kitchen
Year 10 Art & Photography - Trip to Brighton
Year 11 3D Design - Trip to Harry Potter World
KGAEP6 Art & Photography - London gallery visit
The Design department also offer after school opportunities for KS3:
Art club
Cooking club
Our aims are to invoke and inspire student interest and enjoyment in all aspects of Performing Arts. Through extra curricular activities and events we promote participation within out school and for the wider community.
We encourage students to become motivated, independent learners who are keen to do their best and follow the PA motto of ‘give it a go’. All teachers share their expertise of working within the profession to lead and guide students to achieve their full potential.
All students in Key Stage 3 have 2 lessons of Dance, Drama and Music per fortnight. Our KS3 Performing Arts curriculum has been designed to evoke excitement in the three art forms that we offer. In our department we recognise the importance that the creative arts have in the life of pupils and this knowledge has guided us to form a comprehensive and exciting approach to developing all pupils’ creativity building on their strengths and interests. We cover many topics for example Piano technique, Musical Theatre and Stage Combat.
In year 9 students carousel through the department, undertaking a term in each of our 3 artforms Dance, Drama and Music. In Dance the students look at the evolution of Hip Hop, whilst in Drama they look at improving key dramatic techniques such as improvisation starting from a variety of starting points. In Music we look to create our next Pop Band sensation looking at what makes a band successful before making our own interpretation of a current song.
All students in KS4 have 4 lessons of their subject a fortnight. Students can choose to take either Dance, Drama or Music and over the course of their studies explore a variety of work by different practitioners in different styles. The explore both existing repertoire, develop their
Through the written coursework elements of the largely practical BTEC courses, students have the opportunity to reflect on their practice and develop key skills such as independence and ownership of their own learning.
Practically students are provided time to work alongside teachers with specialist subject knowledge and get to work in creative spaces featuring superb facilities and equipment.
As a department we offer a range of extracurricular activities from the school musical, to our vocal group, drama and dance club. All of these clubs have the opportunity to perform at one of our many events calendered throughout the academic year. We work closely with our feeder primary schools to create and build relationships with students and staff to ease with the transition from KS2 to 3.
KS3 Project
Rather than studying a modern foreign language, a small, select group of students each year in Year 7-9 have additional ‘project’ lessons, focused on supporting them with developing the literacy, numeracy, social skills and self-confidence required to succeed in their wider curriculum. To learn more about our Project curriculum, please explore the documents linked below.
Click here to view/download our Year 7 and 8 Project Curriculum rationale. This includes a breakdown of the different support programmes offered to Project group students.
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