KS4 Curriculum Guide - asa.hslt.academy

KS4 CURRICULUM GUIDE

The purpose of this guide is to give parents/carers and students an overview of the curriculum on offer in Year 10 and 11. Sentamu Academy offers a broad and balanced curriculum which is tailored to the needs of the individual. It offers opportunities both within lessons and during extra curricular time for every student to develop their key skills in communication and numeracy. The development of spiritual, moral, social and cultural understanding also features across the curriculum. Students are encouraged to fully participate in our extra curricular and collective worship programme which includes a diverse range of sporting, cultural and academic enrichment opportunities. At Sentamu Academy we firmly believe that a strong partnership approach between parents/carers and our staff will ensure academic excellence, which is what we strive for as outcomes for every young person that attends the academy. Attendance is a key ingredient to academic excellence and we expect every student to be committed to attending the Academy every day. The student’s planner is a key tool for home/school communication. We encourage parents/carers to check their son/daughter’s planner daily to ensure home learning tasks are completed. It is also encouraging for the young people when their reward stamps are discussed and praised.

Contents

Religious Education: 3

Physical Education 5

Sport 7

Motor Vehicle Technology 9

French 11

Maths 13

Art 15

Photography 17

Graphic Communication 18

Science 20

Drama 22

BTEC ICT 23

Hospitality and Catering (Food) 25

English 27

PSHCEE 29

Geography 31

History 32

Animal Care 34

Business 35

Chinese 37

Film 38

Music 40

Citizenship 41

Careers 42

Religious Education:

Rationale for design of KS4 Curriculum:

As a Church of England Academy all students follow an accredited qualification at KS4. The majority of students complete the Eduqas Full Course GCSE with some completing the Eduqas Short Course GCSE. The KS4 curriculum develops further knowledge gained from KS3 particularly knowledge and understanding of Christianity and students are introduced to more detailed Judaism content at KS4. The skills of description, explanation, analysis and evaluation has been sequenced throughout the curriculum to ensure students build on these skills at each stage of their learning in the academy.

At KS4 we do the following: Y10 20/21: All students follow the Full Course. Half Term 1: Issues of Life and Death

Half Term 2: Issues of Life and Death/ Issues of Good and Evil

Half Term 3: Issues of Good and Evil

Half Term 4: Issues of Human Rights

Half Term 5: Issues of Human Rights/ Issues of Relationships

Half Term 6: Issues of Relationships/ PPE revision and DIRT

Y11 21/22:

Half Term 1: Christianity beliefs

Half Term 2: Christianity practices/ PPE revision and DIRT

Half Term 3: Judaism beliefs/ PPE revision and DIRT

Half Term 4: Judaism practices

Half Term 5: Revision

Half Term 6: N/A exam in May/June

Y11 20/21: Full Course Half Term 1: Issues of Good and Evil (incorporating Christianity)

Half Term 2: Issues of Good and Evil/PPE revision and DIRT then Issues of Human Rights (incorporating Christianity)

Half Term 3: Issues of Human Rights (incorporating Christianity)/ PPE revision and DIRT

Half Term 4: Judaism practices

Half Term 5: Judaism beliefs

Half Term 6: N/A (exam always in May/June)

Y11 20/21 : Short Course Half Term 1: Issues of Good and Evil (incorporating Christianity)

Half Term 2: Issues of Good and Evil/PPE revision and DIRT

Half Term 3: Christian beliefs/ PPE revision and DIRT

Half Term 4: Issues of Relationships (incorporating Christianity)

Half Term 5: Judaism beliefs

Half Term 6: N/A (exam always in May/June)

Assessment details:

In Year 10 and 11 students sit two rounds of PPEs where they are assessed on every unit then have studied so far in their RE GCSE.

Full Course exam structure:Component 1 - Religious, philosophical and ethical studies in the modern world. 2 hoursComponent 2 - Study of Christianity. 1 hourComponent 3 - Study of a world faith - Judaism. 1 hour.

Short Course exam structure:Component 1 - Religious, philosophical and ethical studies in the modern world. 1 hourComponent 2 - Study of Christianity. 35 minutesComponent 3 - Study of a world faith - Judaism. 35 minutes.

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Physical Education

Rationale for design of KS4 Curriculum:Students should build on and embed the physical development and skills learned in Year 7, 8 and 9, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities outside of school and in later life, and understand and apply the long-term health benefits of physical activity.

At KS4 we do the following:• Use a range of tactics and strategies to overcome opponents in direct competition

through team and individual games.

• Develop their technique and improve their performance in other competitive sports.

• Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group.

• Analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best.

• Take part in competitive sports and activities outside school through community links or sports clubs

Y10 : Core PE Half Term 1: Practical Sport Options : Baseline testing : Invasion (team games) : Football; Rugby; Hockey; Netball; Basketball; Benchball; Dodgeball.Net/Wall (individual sports): Volleyball; Badminton; Table Tennis.

Half Term 2: Continuation of Practical Sport Options : Invasion (team games) : Football; Rugby; Hockey; Netball; Basketball; Benchball; Dodgeball.Net/Wall (individual sports): Volleyball; Badminton; Table Tennis.Problem solving: OrienteeringCross Country

Half Term 3: Continuation of Practical Sport Options : Continuation of Practical Sport Options : Invasion (team games) : Football; Rugby; Tukball.Net/Wall (individual sports): Volleyball; Badminton; Table Tennis; Golf; Fitness.

Half Term 4: Continuation of Practical Sport Options : Invasion (team games) : Football; Rugby; Tukball.Net/Wall (individual sports): Volleyball; Badminton; Table Tennis; Golf; Fitness.

Half Term 5: Continuation of Practical Sport Options : Net/Wall: Tennis; Golf; Rounders; Softball, cricket.Athletics track & field: Sprinting, middle distance, throws & jumps

Half Term 6: Continuation of Practical Sport Options :Net/Wall: Tennis; Golf; Rounders; Softball, cricket.Athletics track & field: Sprinting, middle distance, throws & jumps

Assessment details:Students are assessed based upon the whole school assessment policy, using RAG (Red, Amber, Green) scores for performance. Students are also graded on Attitudes to Learning (Score rating 5 - Outstanding to 1- Exceptional Negative Circumstances)

Y11 : Core PEKey Stage 4 - Key Focus Yr 11 : Options based and Main focus - regular participation. Half Term 1: Practical Sport Options : Baseline testing : Invasion (team games) : Football; Rugby; Hockey; Netball; Basketball; Benchball; Dodgeball.Net/Wall (individual sports): Volleyball; Badminton; Table Tennis.

Half Term 2: Continuation of Practical Sport Options : Invasion (team games) : Football; Rugby; Hockey; Netball; Basketball; Benchball; Dodgeball.Net/Wall (individual sports): Volleyball; Badminton; Table Tennis.Problem solving: OrienteeringCross country

Half Term 3: Continuation of Practical Sport Options : Continuation of Practical Sport Options : Invasion (team games) : Football; Rugby; Tukball.Net/Wall (individual sports): Volleyball; Badminton; Table Tennis; Golf; Fitness.

Half Term 4: Continuation of Practical Sport Options : Invasion (team games) : Football; Rugby; Tukball.Net/Wall (individual sports): Volleyball; Badminton; Table Tennis; Golf; Fitness.

Half Term 5: Continuation of Practical Sport Options : Net/Wall: Tennis; Golf; Rounders; Softball, cricket.Athletics track & field: Sprinting, middle distance, throws & jumps

Half Term 6: Continuation of Practical Sport Options :Net/Wall: Tennis; Golf; Rounders; Softball, cricket.Athletics track & field: Sprinting, middle distance, throws & jumps

Assessment details:Students are assessed based upon the whole school assessment policy, using RAG (Red, Amber, Green) scores for performance. Students are also graded on Attitudes to Learning (Score rating 5 - Outstanding to 1- Exceptional Negative Circumstances)__________________________________________________________________

Sport

Rationale for design of KS4 Curriculum:Sport is a key theme in most areas of both education and health policy. The need for people to lead healthy and active rather than sedentary lifestyles is increasingly prominent in respect of government initiatives, and this is reflected in the school curriculum, where physical education and sport remains core; both OCR and BTEC Sport qualifications seek to build upon this provision at key stages 4.

At KS4 we do the following:

In year 10 and 11 we deliver the OCR Level 1 / 2 Cambridge National Certificate in Sport Studies;

The OCR qualification have been designed with practical and engaging ways of teaching in mind and enable students to:

• Develop a range of skills through involvement in sport and physical activity in different contexts and roles.

• Develop their ability to apply theoretical knowledge to practical situations.

• Gain a better understanding of the complexity of different areas of sport and the sports industry.

• Increase their awareness of different ways to stay involved in sport and physical activity and of different careers and roles within sport.

Y10 : OCR Level 1 / 2 Cambridge National Certificate in Sport Studies:

Key Stage 4 - Key Focuses: Completion of RO54: Sport and the Media unit and preparation / sitting first attempt at External Examination Unit: RO51: Contemporary Issues in Sport; Half Term 1: Unit RO54: Sport and the Media : Coursework based;Half Term 2: Continuation and completion of Unit RO54: Sport and the Media : Coursework based; Half Term 3: Examination Preparation : Unit RO51: Contemporary Issues in Sport: Theory based; Half Term 4: Continuation of Examination Preparation : Unit RO51: Contemporary Issues in Sport: Theory based;

Half Term 5: Continuation of Examination Preparation : Unit RO51: Contemporary Issues in Sport: Theory based;Half Term 6: Individual and Team Sports: Practical based; Y11 : OCR Level 1 / 2 Cambridge National Certificate in Sport Studies

Key Stage 4 - Key Focuses: Completion of RO52: Developing Sport Skills; RO53: Sports Leadership and preparation / sitting final attempt at External Examination Unit: RO51: Contemporary Issues in Sport;

Half Term 1: Unit RO52: Developing Sport Skills: Practical based;Half Term 2: Continuation of Unit RO52: Developing Sport Skills: Theoretically based;Half Term 3: Unit RO53: Sports Leadership; Practical based;Half Term 4: Continuation of Unit RO53: Sports Leadership; Theoretically based;Half Term 5: Examination Preparation / Resits : Unit RO51: Contemporary Issues in Sport: Theory based; Half Term 6: Examination Preparation / Resits : Unit RO51: Contemporary Issues in Sport: Theory based;

Assessment details:Grades awarded are Pass, Merit, Distinction and Distinction * for the OCR course based on the total points gained per unit covered.

The examination unit is worth 25% of the final course grade and is set / marked externally by the OCR examination board. Other units covered are internally assessed and set as coursework; Coursework is completed in class and at home over the two years, with each year focusing on one of the units as shown above.

Grading structure: • Distinction* at Level 2 (*2)• Distinction at Level 2 (D2)• Merit at Level 2 (M2)• Pass at Level 2 (P2)

• Distinction at Level 1 (D1)• Merit at Level 1 (M1)• Pass at Level 1 (P1).

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Motor Vehicle Technology Rationale for design of KS4 Curriculum: At KS4 we do the following: This qualification is for learners who have a keen interest within the engineering sector. It includes the knowledge and skills which can be applied to maintenance and repair, generic engineering practices and hand skills when working with materials. This qualification will support an individuals progression into employment within the motor vehicle engineering sector. It will provide them with the opportunity to develop their knowledge at the level suiting their ability at entry.

Knowledge relating to engine and chassis component maintenance; Understand housekeeping and health and safety practices within an engineering environment. Understand how engine and chassis systems operate. Understand how to carry out engine and chassis component maintenance.

Skills in maintaining engine and chassis components; Be able to follow health and safety practices. Be able to use tools, equipment and information when maintaining engine and chassis system components. Be able to remove, inspect and replace engine and chassis system components. Be able to record information and make suitable recommendations.

Y10Key Stage 4 - Key FocusesHalf Term 1 - Chassis Systems - Braking systems Half Term 2 - Chassis Systems - Suspension systemsHalf Term 3 - Chassis Systems - Steering systemsHalf Term 4 - Engine Systems - Lubrication systemsHalf Term 5 - Engine Systems - Liquid Cooling systemsHalf Term 6 - Engine Systems - Exhaust systems

Y11Key Stage 4 - Key FocusesHalf Term 1 - Engine Systems - Fuel systemsHalf Term 2 - Transmission Systems - DrivelineHalf Term 3 - Transmission Systems - Clutch & GearboxHalf Term 4 - Electrical Systems - Vehicle electrical systems & principlesHalf Term 5 - Electrical Systems - Vehicle lighting components & operationHalf Term 6 - Electrical Systems - Electrical & Hybrid vehicle principles

Assessment details: This qualification is assessed using a range of methods appropriate at this level of introduction to technical qualifications. Learners will gain their knowledge and skills mainly in a workshop based environment by carrying out tasks which their tutor or assessor will observe.

Learners can complete an online assessment and practical support material as evidence of their skills and knowledge in a ‘portfolio of evidence’. Learners will complete a written report of the practical task undertaken as part of the synoptic assessment. This report will be graded by their assessor; Refer, Pass, Merit or Distinction.Learners will also complete an online test that will be automatically externally marked and graded as Refer, Pass, Merit or Distinction. Achievement of this qualification is graded Refer, Pass, Merit, or Distinction. As a result of learners successfully completing this qualification they will be well prepared for the next level of study and/or employment.

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French Rationale for design of KS4 Curriculum:

The MFL department aims to develop confident, capable linguists who have an interest in the language and a curiosity about the culture and identities of the countries where the language is spoken. We want students to enjoy the challenge of learning a foreign language and give them skills both for immediate use and to prepare them for further study, higher education or in future employment.

Our curriculum is designed to develop the skill areas of Listening, Speaking, Reading and Writing with a view to enabling students to express and develop ideas clearly and with increasing accuracy and fluency both orally and in writing as well as being able to understand and interact with different types of written and native spoken language.

The Key Stage 4 curriculum in French has been designed to build on the grammar and structures encountered in Key Stage 3. We follow the AQA specification which is divided into three themes.

Y10Students encounter parts of Themes 2 and 3 which build in complexity and consolidate tenses. They develop their ability to give opinions and further develop their exam specific oral skills (role play, photocard) and extended writing (90, 150 words) as well as becoming more familiar with the listening and reading elements of the exam. Key Stage 4 - Key FociHalf Term 1 - Là où j’habite - Where I liveHalf Term 2 - Là où j’habite - Where I liveHalf Term 3 - Le monde de travail - The world of work Half Term 4 - Le monde de travail - The world of work Half Term 5 - Au collège - SchoolHalf Term 6 - Au collège - School

Y11Students complete the remaining sections of Themes 2 and 3 and become more proficient with exam practice questions. In addition to revisiting elements of Theme 1, alternative

lessons start with listening and reading questions from past papers to upskill students to contend with the rigours of the listening and reading examinations.

Key Stage 4 - Key FociHalf Term 1 - Les Vacances - HolidaysHalf Term 2 - Les Vacances - HolidaysHalf Term 3 - Un oeil sur le monde - global and local issuesHalf Term 4 - Consolidation of exam skills across all themesHalf Term 5 - Transactional skills recap and consolidation of all themes covered over the three year course Half Term 6 - French examination takes place in the first 2 weeks of half term 6.

Assessment details: Students are regularly tested on different elements of parts of the GCSE examination and complete full GCSE papers in their PPE exams. Each skill area counts for 25% of the final grade.

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Maths

Rationale for design of KS4 Curriculum:The Maths curriculum is designed to provide a template where students develop fluency and confidence in their studies. Each half term they are issued a Key Question booklet which they work on and it forms the basis of each of their assessments. Key question booklets are based on previous exam papers so exposes students to exam-style questions and subject specific language throughout the KS4 course.

At KS4 we do the following:

Every half term each class has access to all broad areas of the Maths curriculum. Individual class teachers will decide on what is appropriate to teach their classes based on a number of factors; prior knowledge of the class, diagnostic assessments, opportunities to close gaps in understanding, and importantly, suitable stretch and challenge. Y10Key Stage 4 - Key FocusesHalf Term 1 - Number, Algebra, Ratio and proportion, Geometry and measure, Probability and Statistics.Half Term 2 - Number, Algebra, Ratio and proportion, Geometry and measure, Probability and Statistics.Half Term 3 - Number, Algebra, Ratio and proportion, Geometry and measure, Probability and Statistics.Half Term 4 - Number, Algebra, Ratio and proportion, Geometry and measure, Probability and Statistics.Half Term 5 - Number, Algebra, Ratio and proportion, Geometry and measure, Probability and Statistics.Half Term 6 - Number, Algebra, Ratio and proportion, Geometry and measure, Probability and Statistics.

Y11Key Stage 4 - Key FocusesHalf Term 1 - Number, Algebra, Ratio and proportion, Geometry and measure, Probability and Statistics.Half Term 2 - Number, Algebra, Ratio and proportion, Geometry and measure, Probability and Statistics.Half Term 3 - Number, Algebra, Ratio and proportion, Geometry and measure, Probability and Statistics.

Half Term 4 - Number, Algebra, Ratio and proportion, Geometry and measure, Probability and Statistics.Half Term 5 - Number, Algebra, Ratio and proportion, Geometry and measure, Probability and Statistics.Half Term 6 - Number, Algebra, Ratio and proportion, Geometry and measure, Probability and Statistics. Assessment:There are 2 tiers, Higher and Foundation. The Higher tier is designed as stretch and challenge for the most able students. We persevere to carefully select the appropriate tier for students based on numerous contributory factors.

Every student, regardless of tier, is assessed across three exam papers. Each paper is equally weighted (80 marks each) and are 1hr 30mins long. The first paper is Non-calculator with the second and third being Calculator papers. All material studied can be assessed across all three papers.

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Art Rationale for design of KS4 Curriculum:

The Art Curriculum is specifically designed to provide the students with a strong foundation in the arts, giving them the tools necessary to express their creativity. Tasks escalate in difficulty with previously studied techniques being combined together to allow the creation of more complex outcomes.

KS4 Art builds upon the knowledge blocks that were constructed during KS3. Students are given the opportunity to develop creative solutions to set briefs but with the aim remaining firmly fixed on producing high quality outcomes that showcase a confident grasp of key skills.

We use the Art, Craft & Design endorsement which means that we have greater creative freedom when it comes to selecting media, techniques and processes. The controlled assessment will be supplemented with photography based work to increase overall attainment. Including photography based work allows all students to create quality outcomes whilst then allowing more time for the refinement of more traditional key skills.

At KS4 we do the following: Y10Key Stage 4 - Key FocusesHalf Term 1 - A Matter of Life and Death - Vanitas & EscherHalf Term 2 - A Matter of Life and Death - Caulfield & BratbyHalf Term 3 - A Matter of Life and Death - De Graaf, Watts & HirstHalf Term 4 - A Matter of Life and Death - Evaluate & refineHalf Term 5 - Bauhaus - Moholy-NagyHalf Term 6 - Bauhaus - Judith Turner

Y11Key Stage 4 - Key FocusesHalf Term 1 - Bauhaus - Jenny Okun & Mondrian Half Term 2 - Bauhaus - TessellationsHalf Term 3 - Externally Set AssignmentHalf Term 4 - Externally Set AssignmentHalf Term 5 - Review & refineHalf Term 6 - Review & refine

Assessment:Unit 1 is worth 60% of the overall final grade, Unit 2 is worth 40%. These units are assessed internally and then moderated by an external examiner.

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Photography Rationale for design of KS4 Curriculum:

The Photography Curriculum is specifically designed to provide the students with a strong foundation in the subject, equipping them with the required skills, knowledge and understanding to succeed. We aim to teach a range of skills that escalate in difficulty. Once the students have covered a wide range of skills they will have the tool kit necessary to produce creative responses and sustained investigations, both essential components of the course.

Y10Key Stage 4 - Key Foci

Half Term 1 - Still Life - Vanitas & Vedi DjokichHalf Term 2 - Still Life - Evaluate & RefineHalf Term 3 - Distorted - Carsten WitteHalf Term 4 - Distorted - WorkshopsHalf Term 5 - Distorted - Sustained InvestigationHalf Term 6 - Structures - Judith Turner & Sol Lewitt

Y11Key Stage 4 - Key FociHalf Term 1 - Structures - Jenny OkunHalf Term 2 - Structures - Sustained InvestigationHalf Term 3 - Externally Set AssignmentHalf Term 4 - Externally Set AssignmentHalf Term 5 - Review & RefineHalf Term 6 - Review & Refine Assessment details: Unit 1 is worth 60% of the overall final grade, Unit 2 is worth 40%. These units are assessed internally and then moderated by an external examiner.

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Graphic Communication

Rationale for design of KS4 Curriculum: AQA Graphic Communication specification: ‘Graphic communication is defined here as the process of designing primarily visual material to convey information, ideas, meaning and emotions in response to a given or self-defined brief.’

At KS4 we do the following: The Graphic Communication Course will provide the skills and understanding to achieve throughout the GCSE course. It also gives the chance to develop and extend the skills, knowledge and understanding by refining different ideas.

The Graphic Communication Course will give you the opportunity to recall the skills and techniques learned throughout key stage three as they will become more important while working through briefs, most importantly, the formal elements of design. Design outcomes are in answer to different briefs which will require the application of all the skills previously taught. When completing work, the motivation to practice the skills learned and try to develop your outcome further is encouraged. Art and Design is like sport or music, the more practice is done, the better pupils will become.

‘Good Art Inspires. Good Design Motivates. Good Art Is Interpreted. Good Design Is Understood. Good Art Is a Taste. Good Design Is an Opinion. Good Art Is a Talent. Good

Design Is a Skill. Good Art Sends a Different Message to Everyone. Good Design Sends the Same Message to Everyone.’

From the AQA Graphic Communication specification we cover:In Component 1 and Component 2 students are required to work in one or more area(s) of graphic communication, such as those listed below:

• communication graphics

• design for print

• advertising and branding

• illustration

• package design

• typography

Y10Key Stage 4 - Key FocusesHalf Term 1 - Research and experimentation - Mental Health MagazineHalf Term 2 - Research and experimentation - Mental Health MagazineHalf Term 3 - Development and refinement - Mental Health MagazineHalf Term 4 - Refinement and Application - Layout and Typography - Mental Health MagazineHalf Term 5 - Research and development - Brand IdentityHalf Term 6 - Development and Refinement - Typography and colour schemes - Brand Identity

Y11Key Stage 4 - Key FocusesHalf Term 1 - Application - Brand IdentityHalf Term 2 - Refinement and Presentation of Unit 1 - Mental Health Magazine and Brand IdentityHalf Term 3 - Externally Set AssignmentHalf Term 4 - Externally Set AssignmentHalf Term 5 - Externally Set Assignment

Assessment:

Unit 1 comprises of a magazine cover and layout design and designing from concept to realisation of a Brand Identity. Covering all assessment objectives from research, analysis, idea development and refinement to presentation and outcomes.Unit 2 comprises an externally set assignment that follows the same structure as unit 1.

Unit 1 is worth 60% of the overall final grade, Unit 2 is worth 40%. These units are assessed internally and then moderated by an external examiner.

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Science

Rationale for design of KS4 Curriculum: The KS4 curriculum at Archbishop Sentamu Academy, represents the middle third of our seven year curriculum. Students will build on the work that they have done at KS3 and prepare, not only for the demands of GCSE examinations, but also for further study at KS5. A rich diet of practical work forms a core part of the course, in which students will be explicitly taught practical skills and techniques.

At Archbishop Sentamu Academy we use the AQA as our exam board. Most students will be entered for AQA Trilogy Combined Science. On this pathway, students will receive one qualification worth two GCSEs and based on a combined score across the three sciences. Students on the Enhanced Pathway will be entered for each of the three science GCSE qualifications separately.

All the students will study the following units:

Year 10 BiologyHalf Term 1 - Cells Half Term 2 - Infection and ResponseHalf Terms 3 and 4 - HomeostasisHalf Terms 5 and 6 - Inheritance, Variation and Evolution

ChemistryHalf Term 1 - Quantitative ChemistryHalf Term 2 - Energy ChangesHalf Term 3 - Rate and Extent of Chemical ChangeHalf Term 4 - Organic ChemistryHalf Term 5 - Chemical AnalysisHalf Term 6 - Chemistry of the Atmosphere

PhysicsHalf Term 1 - RadiationHalf Term 2 - ForcesHalf Terms 3 and 4 - MotionHalf Terms 5 and 6 - Waves

Year 11BiologyHalf Terms 1 and 2 - EcologyHalf Terms 3 to 6 - Revision for GCSE examinations

ChemistryHalf Terms 1 and 2 - Using ResourcesHalf Terms 3 to 6 - Revision for GCSE examinations

PhysicsHalf Term 1 - MagnetismHalf Term 2 (Separate Science Students Only) - Space PhysicsHalf Terms 3 to 6 - Revision for GCSE examinations

Scheme of Assessment: All assessments in science are linear. All students will sit six exam papers in the summer of Year 11, two for each of the sciences. Trilogy papers are 1hour 15minutes, while the separate science papers are 1hour 45minutes.

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Drama

Rationale for design of KS4 Curriculum: ‘Our curriculum engages and encourages students to become confident performers with the skills they need for a bright and successful future. Students can be sure to gather many invaluable skills, both theatrical and transferable to expand their horizons.’ At KS4 we do the following: AQA GCSE Drama Y10Key Stage 4 - Key FocusesHalf Term 1 - Study of set text: Blood Brothers (with a focus on Comp 1, Section B of the GCSE Course) Half Term 2 - Study of Live Theatre: Billy Elliot - with a focus on how acting styles can be used within a performance to develop the portrayal of a character. (with a focus on Comp 1, Section C of the GCSE Course)Half Term 3 - Devising workshops (Comp 2)Half Term 4 - Creating drama logbooks (Comp 2)Half Term 5 - Staging Contemporary Theatre (Comp 3)Half Term 6 - Staging Contemporary Theatre (Comp 3) (Work Experience/Enrichment)

Y11Key Stage 4 - Key FocusesHalf Term 1 - Evaluating and refining theatre: Devising Logbooks (Comp 2)Half Term 2 - Texts in practice exam preparation (with extracts from selected contemporary texts) (Comp 3)Half Term 3 - Texts in practice exam preparation and performance (Comp 3)Half Term 4 - Study of Theatre roles and the set text blood Brothers (Comp 1)Half Term 5 - Study of Live Theatre (Comp 1) Half Term 6 - N/A

Assessment: Component 1: Written Exam - 1hr 45mins (40%) Component 2: Devising - Logbook (30%) Performance (10%)

Components 3: Text in Practice - Performance (20%)

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BTEC ICT


The BTEC Tech Award in Digital Information Technology is an exciting and challenging course which will introduce students to the digital sector. By studying for the Award, students will gain important knowledge, understanding and skills that are the foundations for working in this area. This will include many of the skills that are used by professionals on a day-to-day basis, such as project planning, designing and creating user interfaces and keeping data secure. They will also learn about virtual workplaces, cyber-security and legal and ethical issues, with the opportunity to apply these in realistic scenarios. At KS4 we do the following: Y10Key Stage 4 - Key Focuses Half Term 1 Component 1 Learning Aim A - Part A - “Basic and Complex User interfaces, choosing a user interface, how hardware and software affects a user interface” Component 1 Learning Aim A - Part B - “Design principles of 2 different user interfaces - visual elements, text elements, layout, users expectations, keeping the user engaged, intuitive design” Component 1 Learning Aim A - Part C - “Accessibility needs, user skills and demographics, improving the speed of user interfaces and reducing user selection time”Half Term 2 Component 1 Learning Aim B - Part A - “Purpose and audience, project methodologies, project planning tools”Component 1 Learning Aim B - Part B - “Defining the project requirements, constraints and risks, design specifications, storyboards”Half Term 3 Component 1 Learning Aim C - “Creating the User interface and showing key aspects of a user interface”Component 1 Learning Aim C - “Testing and refining the user interface, evaluating the user interface and project planning techniques”Half Term 4Component 2 Learning Aim A - “Data and information, How to present information, Making Data suitable for processing, Collecting Data”Component 2 Learning Aim A - “Why is quality important, who uses data modelling, data security for individuals”

Half Term 5 Component 2 Learning Aim B - “What is a dashboard, importing and manipulating data, presentation methods and features”Component 2 Learning Aim B - “Creating the dashboard using formulas, functions, validation, macros, conditional formatting, linking spreadsheets”Half Term 6 Component 2 Learning Aim C - “Drawing conclusions, making recommendations and how presentation affects understanding”

Y11Key Stage 4 - Key Focuses Half Term 1 - Component 3 LAA - preparation for externally assessed unit - “Communication technologies, cloud storage, cloud computing, maintenance, set-up and performance, collaborative technologies”Half Term 2 - Component 3 LAA - preparation for externally assessed unit - “Communication with stakeholders, how modern technologies impact on organisations and individuals”Half Term 3 - Component 3 LAB - preparation for externally assessed unit - “External and internal threats and data security, policies and procedures”Half Term 4 - Component 3 LAC - preparation for externally assessed unit - “Sharing data, the impact of technology on the environment, equal access to information and services, legal and professional guidelines, net neutrality, AUPs, Data Protection Principles, Data and the use of the internet, Intellectual property and the criminal use of computer systems”Half Term 5 - Component 3 LAD - preparation for externally assessed unit - “Information and Data flow diagrams, interpreting system diagrams, flowcharts and tables” Half Term 6 - Exam prep, Component 3 exam.

Assessment details:Learners are assessed in two different ways. Components 1 and 2 are assessed through internal assessment (coursework) - this is worth 60% of the final grade.

Component 3 is externally assessed with an exam set and marked by the exam board. This is a written exam. There are two windows for the exam - January and June. Learners will have 2 chances at the exam in Year 11.

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Hospitality and Catering (Food)

Rationale for design of KS4 Curriculum: At KS4 we do the following: Y10Key Stage 4 - Key Focuses Half Term 1 - AC1.1 Describe the structure of the hospitality and catering industry. AC1.1 Describe the structure of the hospitality and catering industry. Recap on Unit 1 AC1 and 2. Focussing on previous years exam questions.

Half Term 2 - AC1.2 Analyse job requirements within the hospitality and catering industry. AC1.3 Describe working conditions of different job roles across the hospitality and catering industry. AC1.4 Explain factors affecting the success of hospitality and catering providers.

Half Term 3 - AC2.1 & 2.2 Describe the operation of the kitchen and front of house. AC2.1 & 2.2 Describe the operation of the kitchen and front of house.Half Term 4 - AC3.1 Describe the personal responsibilities in the workplace. AC3.2 - Identify risks to personal safety in hospitality and catering. AC3.3 - Recommended personal safety control measures for hospitality and catering provisions. AC4.1 Describe food related causes of ill health, AC4.2 describe the role and responsibilities of the EHO, AC4.3 Legislation. AC4.4 Describe common types of food poisoning, AC4.5 describe the symptoms of food induced ill health.Half Term 5 - Exam PrepHalf Term 6 - Unit 1 Exam

Y11Key Stage 4 - Key Focuses Half Term 1 - Unit 2 NutritionHalf Term 2 - Unit 2 Menu PlanningHalf Term 3 - Unit 2 Controlled assessment theoryHalf Term 4 - Unit 2 Controlled assessment practicalHalf Term 5 - Pupils taken for Core Subject RevisionHalf Term 6 - Unit 1 Exam

Assessment details:

At KS4 Y10 students follow the WJEC Vocational Hospitality and Catering Level 1/2 course.Unit 1 LO1 Understand the environment in which hospitality and catering providers operate.LO2 Understand how hospitality and catering provision operatesLO3 Understand how hospitality and catering provision meets health and safety requirements.LO4 Know how food can cause ill health.LO5 Be able to propose a hospitality and catering provision to meet specific requirements.

Unit 2LO1 Understand the Importance of nutrition when planning menusLO2 Understand menu planningLO3 Be able to cook dishesDuring Y9 and Y10 practical lessons are incorporated into the scheme enabling the students to learn, practice and enhance their practical skills when cooking and serving food.Y10 students are then given the opportunity of sitting the external exam as they are allowed to take the exam twice with the best grade going forward in Y11.Pre 6th will carry out the controlled internal assessment which is worth 60% they will also have the opportunity to retake the external exam worth 40% to improve on the grade they received in Y10.

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English


The KS4 curriculum here at Archbishop Sentamu Academy is designed to build upon the skills base developed at KS3 and inspire and encourage students to progress into our 6th form at KS5.

Language and literature is split across the curriculum, with a focus in language on the writer’s craft and manipulation of language to create a range of effects. We explore a vast range of different fictional texts across a number of genres, thus easily linking back to KS3 studies and building on students prior learning. Creative writing opportunities often use literature study as an inspiration, and students are also encouraged to explore their language crafting as part of our fortnightly ‘Writing Weekday’ lessons.

Y10Key Stage 4 - Key FocusesHalf term 1 - Macbeth (Shakespeare study) Language Paper 2

Half term 2 - Christmas Carol (19th Century novel)Fiction writing: Language Paper 1, Question 5

Half term 3-Blood Brothers (Modern drama)Language Paper 1 and 2: Reading

Half term 4- Introduction to Power and Conflict PoetryWriting non-fiction: Paper 2, Q5 Language

Half term 5/6- English Language Revision (Papers 1 and 2)Unseen poetry revision

Students are assessed half termly, after completion of each unit. This supports ongoing assessment, with teachers regularly setting short exam questions and marking these every

4 lessons for students to focus on and improve misconceptions. Y10 PPEs take place at the end of the year to more formally assess students on all units and prepare them for the rigours of Y11.

Y11Key Stage 4 - Revision of all content

Half term 1 - Blood Brothers (modern drama)English Language Paper 2 re-cap

Half term 2 - Power and Conflict Poetry English Language Paper 1 - re-cap

Half term 3- Christmas Carol (19th century novel)Language Paper 2, Q 4 and 5

Half term 4- Macbeth (Shakespeare study) Language Paper 1, Q4 and 5

Half term 5 Intensive revision (personlised SOW for each group based on PLCs)

In Year 11 our students are tested at the end of each Unit of Work on the content studied that half term. They also sit additional PPE examinations in November and February which acts as excellent practice of the routines and habits required of them to do well in their terminal GCSE examinations. Additionally to this, there is regular and ongoing in-class assessment, with teachers regularly setting short exam questions and marking these every 4 lessons for students to focus on and improve misconceptions.

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PSHCEE

Y10Key Stage 4 - Key FocusesHalf Term 1 - Being Me in My WorldHalf Term 2 - Celebrating DifferenceHalf Term 3 - Dreams and GoalsHalf Term 4 - Healthy MeHalf Term 5 - RelationshipsHalf Term 6 - Changing Me

Y11Key Stage 4 - Key FocusesBeing Me in My WorldDreams and GoalsHealthy MeRelationships

PSHE at ASA is less of a traditional skills based subject and is designed to enable pupils to build up emotional, mental, physical and cultural knowledge and skills to successfully navigate the world outside of the classroom. Pupils are exposed to cultures and groups that they may not have come across in their day to day lives: LGBTQ+ people, different belief systems, cultural differences and political variations.

Pupils are encouraged to explore, discuss and question their place in the world on an individual level but also on a global level: where do they fit in? Pupils will use a huge variety of skills that inform each and other topic they will study in school and skills that are vital to living a fulfilled life outside of school.Students develop the qualities and attributes they need to thrive as individuals, family members and members of society. Students are equipped to live healthy, safe, productive, capable, responsible and balanced lives.

Students are supported in building their confidence, resilience and self-esteem, and in identifying and managing risk, and making informed choices, students learn to work in groups, delegate, manage conflict.

Students are encouraged to be enterprising and the programme supports them in making effective transitions, career choices and in achieving economic wellbeing as well as

providing students with the skills and understanding to prepare them to play an active part in society as responsible citizens. Students are able to clarify their own values and attitudes and explore the conflicting range of values and attitudes they encounter, including a range of faiths, religions, genders, and sexual identities (SMSC). Links are made from students’ KS3/KS4 learning in R.E, Citizenship, Biology, P.E, English, Maths as well as various other KS5 programmes of study.

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Geography


The intent of the KS4 Geography curriculum is to build on students’ knowledge and understanding from their KS3 studies and further foster curiosity and wonder about the world around them increasing their cultural capital. There is a carefully thought-out balance of physical and human topics throughout Y10 & Y11, ensuring topics are taught in an order that allows effective prior and future links to be made, as well as providing them with an understanding of a range of topics to prepare them for their studies in KS5.

At KS4 we do the following: Y10:Term 1 - Recap: The Challenges of Natural Hazards / The Living WorldTerm 2 - Physical Landscapes in the UKTerm 3 - Urban Issues & Challenges / Fieldwork Investigation

Y11:Term 1 - The Changing Economic WorldTerm 2 - The Challenge of Resource Management / Revision UnitTerm 3 - Issue Evaluation

Assessment Details:

Throughout KS4, students complete regular PPEs based on what they have studied so far that year and these are done in exam conditions centrally in the hall. They complete a full cumulative GCSE-style exam paper at the end of each topic/term, as well as some mid-unit tests in the longer units. They also complete a variety of exam style questions every fourth lesson that are FAR marked. Students also use Knowledge Organisers for homework and are quizzed on these every fortnight, as well as alternately using the Seneca Learning Platform fortnightly for homework.

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History


Our History curriculum is specifically designed to enrich, enhance and build upon students' understanding of important historical individuals and events that they have learnt at KS3. The units are taught chronologically, and range from medieval to modern History, whilst we also give many opportunities for students to make links and further their understanding of continuity and change. We also continue to develop student’s historical skills alongside deepening their understanding of key historical events.

Y10

Half Term 1 - Medicine Through Time: Medieval and Renaissance MedicineHalf Term 2 - Medicine Through Time: Industrial and Modern MedicineHalf Term 3 - Medicine Through Time: The British Sector on the Western FrontHalf Term 4 - Early Elizabethan England 1558-1588Half Term 5 - Weimar and Nazi Germany 1919 to 1945Half Term 6 - Weimar and Nazi Germany 1919 to 1945

Y11

Half Term 1 - Weimar and Nazi Germany 1919-1945Half Term 2 - Superpower relations and Cold WarHalf Term 3 - Superpower relations and Cold WarHalf Term 4 - Exam Content and Skills revisionHalf Term 5 - Exam Content and Skills revision

Assessment details:Students complete EOU assessments every ½ term which consist of GCSE past paper questions and knowledge tests. Students use knowledge organisers for fortnightly knowledge quizzes and are set assignments each week via Seneca app and exam questions weekly.

Students will sit the Edexcel History GCSE in year 11 which entails 3 examined papers across 4 topics. Exam paper details are below:

Paper 1 = Medicine through Time and Historic Environment =30% = 1 hr hour 15 minsPaper 2= Early Elizabethan England & Superpower relations and the Cold War = 40% =1 hour 45 minsPaper 3= Weimar and Nazi Germany =30% =1 hour 20 mins

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Animal Care

Rationale for design of KS4 Curriculum: In Animal Care we begin with animal welfare, as this underpins all that students will do during the course, before moving on to look at animal health, handling and housing. We have multiple animals in the academy, and the course is structured to allow hands on, practical, experience with the animals. We look at aspects of Unit One, the examined unit, across both year 10 and 11 to ensure that students are regularly revisiting and revising the content; and that they are able to apply it to their coursework.

Students work toward the Pearson Lvl. 1/2 BTEC First in Animal CareStudents will study the following units throughout the course: Year 10Half Term 1 - The Roles of Animals in Society, and Animal Welfare LegislationHalf Term 2 - Animal Welfare Considerations and Animal Health ChecksHalf Term 3 - Common Animal Diseases and ParasitesHalf Term 4 - Practical Animal HandlingHalf Term 5 - Maintaining Animal Care EquipmentHalf Term 6 - Revision of Animal Health

Year 11Term 1 - Revision of Animal HealthHalf Term 3 - Building, Maintaining and Cleaning Animal HousingHalf Terms 4 and 5 - Revision of Animal Health Assessment This course is a BTEC course, which means that it is possible to attain the following five grades: Pass Lvl 1, Pass Lvl 2, Merit, Distinction and Distinction*.

Overall, coursework accounts for 75% of the final grade, and the externally set Animal Health Exam for 25%. Students complete coursework in their lessons across both Year 10 and Year 11.

The exam is 1 hour long, and is sat in the January of Year 11. There is a resit opportunity for students in the summer that students can use to improve their grades.

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Business

Rationale for design of KS4 Curriculum:In teaching theme 1 we focus on the key business concepts, issues and skills involved in starting and running a small business. Theme 1 provides a framework for students to explore core concepts through the eye of an entrepreneur setting up a business.

In this theme, students will be introduced to local and national business contexts and will develop an understanding of how these contexts impact business behaviour and decisions. We will use local contexts and refer specifically to small businesses or those operating in a single UK location and national contexts relate to businesses operating in more than one location or across the UK.

Students will develop an understanding of the interdependent nature of business activity through interactions between business operations, finance, marketing and human resources, as well as the relationship between the business and the environment in which it operates. Students must understand how these interdependencies and relationships underpin business decisions. In theme 2 we will examine how a business develops beyond the start-up phase. It focuses on the key business concepts, issues and decisions used to grow a business, with emphasis on aspects of marketing, operations, finance and human resources. Theme 2 will look at the impact of the wider world on the decisions a business makes as it grows.In this theme, students will be introduced to national and global business contexts and will develop an understanding of how these contexts impact business behaviour and decisions.

Students will also develop their understanding of the interdependent nature of business activity through interactions between business operations, finance, marketing and human resources, as well as the relationship between the business and the environment in which it operates. Students must understand how these functional areas influence business activity and how interdependencies and relationships between them underpin business decisions.

Y10 Key Stage 4 - Key FociHalf Term 1 - Topic 1.1 Enterprise and entrepreneurshipHalf Term 2 - Topic 1.2 Spotting a business opportunityHalf Term 3 - Topic 1.3 Putting a business idea into practiceHalf Term 4 - Topic 1.4 Making the business effectiveHalf Term 5 - Topic 1.5 Understanding external influences on business

Half Term 6 - Topic 1.5 Understanding external influences on business Y11Key Stage 4 - Key FociHalf Term 1 - Topic 2.1 Growing the business Half Term 2 - Topic 2.2 Making marketing decisions Half Term 3 - Topic 2.3 Making operational decisions Half Term 4 - Topic 2.4 Making financial decisionsHalf Term 5 - Topic 2.5 Making human resource decisionsHalf Term 5 - RevisionHalf Term 6 - Revision Assessment details: There are 2 examinations that last 1 hour and 30 minutes each.

• Theme 1 is out of 90 marks

• Theme 2 is out of 90 marks

Questions will relate to the content that appears in each of the themes. Both papers are divided into 3 sections:

o Section A: 35 markso Section B: 30 markso Section C: 25 marks.

Please note: all questions in section B & C MUST be answered in context, which means using information in the case study to support the answer.

The paper will consist of calculations, multiple–choice, short–answer and extended–writing questions.

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Chinese Rationale for design of KS4 Curriculum:The GCSE topics are designed with progressive grammar structures, which allows the students to revisit the prior knowledge in each topic, the difficulty level of vocabulary is increasing too so that the students are confident in dealing with the later topics once built a solid foundation. The last and the most tested topic is the World of Work so that the students can still have a fresh memory when the GCSE exams starts.

Y10Key Stage 3 - Key FociHalf Term 1 - GCSE Topic 1-4 My life and family revision and GCSE SpeakingHalf Term 2 - GCSE Topic 5 My townHalf Term 3 - GCSE Topic 6 HolidayHalf Term 4 - GCSE Topic 7 Food and DrinkHalf Term 5 - GCSE Topic 6 - 7 Revision Speaking and WritingHalf Term 6 - GCSE Topic 8 The world of work

Y11Key Stage 3 - Key FociHalf Term 1 - GCSE Topic 1-4 My life and family revision and GCSE SpeakingHalf Term 2 - GCSE Topic 5-6 My Town and HolidayHalf Term 3 - GCSE Topic 8 The World of WorkHalf Term 4 - Preparing for GCSE Speaking assessmentHalf Term 5 - Preparing for GCSE Listening, Reading and Writing assessments

Assessment details: Students are regularly tested on different elements of parts of the GCSE examination and complete full GCSE papers in their PPE exams. Each skill area counts for 25% of the final grade.

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Film Rationale for design of KS4 Curriculum: The aim of the KS4 Film Studies curriculum is to both enhance our students literacy in reading and questioning visual imagery, and expose them to a range of cultures and beliefs that may be different from their own. Our choice of films, from those set by the exam board is carefully chosen to widen our students understanding of the world around them and the experiences of others. Studying film allows our students to learn and discuss a diverse topics such as as Apartheid South Africa, the Iraq War, Japanese Industrialisation, Black Britsh experience, 1980s High Capitalism and 1950’s post war culture and the birth of the teenager. Students will study a variety of American, global and British films allowing them to compare and contrast different cultures and experiences from around the world.

Y9Key Stage 4 - Key FociHalf Term 1 - Introduction to Film FormHalf Term 2 - Introduction to Film ConceptsHalf Term 3 - 1980s Film and Contexts Half Term 4 - 1950s Film and Contexts Half Term 5 - World Film and Japanese CultureHalf Term 6 - American Independent Film and Specialist Writing Y10Key Stage 3 - Key FociHalf Term 1 - Film Concepts and Film FormHalf Term 2 - Genre, Narrative and RepresentationHalf Term 3 - World Film in EnglishHalf Term 4 - British FilmHalf Term 5 - Non Examined AssessmentHalf Term 6 - Non Examined Assessment

Y11:• Revisiting each set film to refine skills and subject knowledge in preparation for the

exam.

• Refining NEA.

Assessment details: Throughout KS4, students complete regular PPEs based on what they have studied so far and these are done in exam conditions. They complete a full cumulative GCSE-style exam question at the end of each topic, as well as key terms and knowledge tests for each topic. They complete an exam style questions every fourth lesson that are FAR marked so the students can see how to improve to the next level.

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Music Rationale for design of KS4 Curriculum:This is designed to allow students to develop musical knowledge and instrumental skill before applying this in year 11 in the external performance assessment which is externally assessed. Y10Key Stage 4 - Key FociHalf Term 1 - Introduction to MusicHalf Term 2 - Different styles/genres of musicHalf Term 3 - 201ta Musical KnowledgeHalf Term 4 - 201ta Musical KnowledgeHalf Term 5 - 204ta Instrumental StudyHalf Term 6 - 204ta Instrumental Study

Y11Key Stage 4 - Key FociHalf Term 1 - External Assignment PracticeHalf Term 2 - External Assignment PracticeHalf Term 3 - 202ta - External AssignmentHalf Term 4 - 202ta - External AssignmentHalf Term 5 - Resubmissions.Half Term 6 - N/A Assessment details: 201ta - internally assessed coursework202ta - Externally assessed 30 hour project and performance204ta - internally assessed coursework with recordings to show development

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Citizenship

Rationale for design of KS4 Curriculum:GCSE Citizenship educates and encourages students to become thoughtful and active citizens who engage intelligently and enthusiastically with public life. Students gain knowledge of democracy, government and law, and develop the ability to create sustained, well balanced arguments. Communication skills are enhanced, as are students writing and speaking styles. All students must complete a citizenship action that addresses a citizenship issue, question or concern and critically evaluate their own learning as a result of the citizenship action. Y10 Key Stage 4 - Key FociHalf Term 1 - Diversity, Beliefs & Religious understandingHalf Term 2 - Migration, Barriers & discriminationHalf Term 3 -Human RightsHalf Term 4 - Local GovernmentHalf Term 5 - Elections & Voting, Power & government & Making lawsHalf Term 6 - Civil v Criminal law, Solving civil disputes

Y11Key Stage 4 - Key FociHalf Term 1 - Sentencing and crime, Sentencing and crimeHalf Term 2 - he Media & Pressure groups, International organisationsHalf Term 3 - Taking Citizenship ActionHalf Term 4 -Taking Citizenship ActionHalf Term 5 - RevisionHalf Term 6 - Revision Assessment details: Examinations 1 hour 45 minutes each. Each accounts for 50% of the marks.Paper 1

• Active Citizenship• Politics and Participation

Paper 2• Life in Modern Britain• Rights and Responsibilities

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Careers

The Academy is committed to delivering high quality Careers Education, Information, Advice and Guidance (CEIAG) which is personalised and impartial. CEIAG is a crucial part of our students’ development, enabling young people to make informed choices that will shape their future careers.

Year 10 – The World of Work. During PSHE students look at discrimination in the workplace and looking for work. Students take part in a range of activities to boost their employability skills. Students learn about work/life balance, different work styles, employment types and skills development. Students are introduced to the Logon Moveon website. Year 10 students go on Work Experience for one week. This experience helps our students gain an insight into the world of work. Work experience opens students’ eyes to the realities of the workplace: the need to dress and behave in the expected way, to arrive punctually and follow instructions accurately. Year 11 – Decision Making and Implementing Plans.Students are supported to review their career decisions and make applications. Students look again at Dreams and Goals as part of the Jigsaw PSHE programme and skill sets needed to achieve their goals. Students are fully supported to apply for a range of opportunities ie. 6th Form, College and Apprenticeships during the PSHE off-timetable day. All students in Year 11 have a careers guidance interview with either the Academy’s Careers Adviser or a Careers Adviser from Connexions. The Academy employs their own dedicated careers professional and also contracts additional independent guidance services from Connexions (Hull City Council). All advice and guidance is impartial and students are made aware of the full range of opportunities available to them. Students are encouraged to attend college and apprenticeship open events. Additional Activities Careers Drop-In Sessions and Careers Information- all students have access to the Academy’s Careers Adviser in the Library every break time (except Wednesday). Careers resources including prospectuses on the full range of opportunities are also available in the library which any student can access during break time and lunch. Parents Evenings– the Academy’s Careers Adviser is available at every parents evening including options evenings to give information, advice and guidance to students and their parent(s) / carer (s).

Careers in the Classroom– we are currently developing ‘careers education in the classroom’ which is to be embedded into the curriculum. Subject teachers will promote careers in their lessons and employers will link in with subject leaders to support activities throughout the year.

Employer Visits / Events– employers are invited to the Academy to offer students advice on a range of careers throughout the year. The Academy works with various local employers and training providers. We encourage all students to have high aspirations and consider a broad and exciting range of careers. We believe that real-life contacts are key in helping students understand the world of work and also understand where different choices can take them in the future.

“Children who meet employers from a young age can find out about a wide range of jobs and understand how the subjects they learn at school connect to their future.” DfE Careers Strategy (Dec 2017)

STEM – a range of activities take place promoting careers in science, technology, engineering and maths.

Results Days – the Academy’s Careers Adviser is available on 6thForm / A Level and GCSE results days to offer advice and guidance to students. The Careers Adviser is also available during the summer holidays for any student who needs advice and support. Archie Careers Helpline and Email Address – students and parents / carers are able to contact the Academy’s Careers Adviser for careers advice and guidance 24/7.

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KS4 Curriculum Guide - asa.hslt.academy

Documents

Transcript of KS4 Curriculum Guide - asa.hslt.academy