Art Intent:

Our philosophy in Art is to encourage self-expression and creativity, which can build confidence as well as a sense of individual identity. At Key Stage 3 the experience of studying Art or Photography also helps to develop critical thinking and the ability to interpret the world around us, crucial transferable skills relevant in today’s society.

Firmly embedded in our curriculum is the exploration of work of other artists, designers and craftspeople from a vast variety of backgrounds, ethnicities and beliefs. We pride ourselves on an inclusive and decolonised education, and this allows our pupils to feel valued, develops cultural awareness and gives our pupils a voice with which to express their thoughts, feelings and responses to the world around them. 

Intent: Our curriculum intent is to provide pupils with a broad and balanced curriculum that enables our pupils to produce creative work, exploring their ideas and recording their experiences. To learn about great artists, craft makers and designers, and understand the historical and cultural development of their art work. Our curriculum strives to fulfil every child’s potential and to stretch and challenge in the most appropriate way. The principles of inclusivity and high aspirations, “take a risk”, are embroiled in our department ethos and beliefs. As well as promoting literacy, numeracy and oracy we encourage and nurture pupils to be confident, creative, visual learners, who can “think outside the box” in a cognitive fashion.

Skills: We aim to ensure all pupils develop the following from Key Stage 3, as well as providing them with opportunities to practise and develop mastery in the key processes of Art, Design and Photography:

• Produce creative work, exploring their ideas and recording their experiences

• Exploring the “Formal Elements” Investigating using line, tone, colour, shape, form, pattern and texture

• Experimenting with a range of media, techniques and processes 

• Reflecting on and evaluating their own and others’ work

• Evaluating and analysing creative works using the language of art, craft and design

• Developing ideas and intentions

• Organising and presenting their own work

• Awareness of intended audience, meaning or purpose

Class-Size and Setting: At Key Stage 3 pupils are taught art for 2 hours a fortnight and in mixed ability groups. Homework is set once a term as an Independent Learning Assignment (ILA), providing pupils with time posts for review and progress. At Key Stage 4 we teach 6 hours per fortnight in mixed ability groups. Pupils receive 3 lessons per week and homework is set once per fortnight. At Key Stage 5, we have one group for both Art and Photography. Pupils are taught 10 hours a fortnight as well as access to the sixth-form Art studio during their free or private study sessions.

Sequencing: We understand the journey our pupils need to make from Year 7 to the upper school. From the offset pupils are provided the opportunities to develop key skills to be assessed in all units. 

We believe that knowledge underpins and enables the application of skills. At Key Stage 3 this is defined by scaffolding our curriculum in such a way that pupils continually revisit skills and build upon them each year, tackling increasingly challenging concepts. As each step along the journey develops, it incorporates a deeper understanding of prior learning. To begin, we introduce pupils to the “Formal Elements” which builds on Key Stage 2 prior learning as well developing increased creativity.

At Key Stage 4, we follow the AQA Fine Art Specification, focusing on the NEA Component 1 which covers the whole of Year 10 and concludes in the Year 11 Mocks and Component 2 /Externally Set assignment from January-May, culminating in a ten hour exam. In both components, pupils are required to work in one or more area(s) of fine art, such as those listed below:

• drawing, painting, sculpture, installation, lens/light-based media, photography and the moving image, printmaking, mixed media and land art.

At Key Stage 5, we offer both Fine Art and Art Photography under the (AQA) Art and Design Spec. Both subjects follow the same principles and assessment objectives. Pupils in Year 13 produce a (NEA) Personal Contextual Unit of work supported by a written piece (1500 words min.) followed by an Externally Set Assignment allocated by the Exam Board, culminating in a 15 hour exam.                                                                                                                                  Pupil progress is documented through their sketchbooks and portfolios along with checklists for concepts and ideas.

Assessment: We strongly believe that assessment lies at the heart of good teaching. 

All pupils in Key Stage 3 receive at least two forms of formative feedback per half-term. We make use of a range of peer and teacher assessment in order to allow pupils to reflect on both their practical and contextual work.

At Key Stage 4 we use dialogic feedback, coupled with individual checklists. Pupils receive mid-term feedback and progress data data drops, coupled with mock exams.

At Key Stage 5 pupils have a tutorial log  twice a month which tracks their progress, supported by mid-term feedback, progress data and mock exams.

Extra-Curricular and Enrichment: At Key Stage 5 pupils have an annual collaboration with St Mary’s Church where they curate and exhibit their work in an evening exhibition opened to the public. We are also prominently involved in the local community “Wanstead Arts Trail” held every summer. Furthermore, At Key Stage 5 we often utilise the history of Wanstead/Wanstead House, in which we take pupils out on location to respond to their local environment and the world around them within their work. At Key Stage 3 we integrate the Lord Mayor’s 4th Plinth Competition into our ILA-Extended Learning Projects.

Art & Design Learning Journey KS3 (Year 7, 8 & 9) & KS4 (Year 10 & 11)

Art & Design Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Our principles and intent:

1. Principles: Our science curriculum fosters a love and understanding of science, inspiring curiosity, critical thinking, and a lifelong passion for scientific inquiry. Strong teacher-pupil relationships are central, with one teacher covering all three sciences for personalised learning and cohesive progression.

Key Principles:

• Curiosity and Inquiry: Encourage questions and scientific investigations.

• Critical Thinking: Develop analytical skills to evaluate and interpret data.

• Practical Skills: Provide hands-on experience with real-world applications.

• Inclusivity: Ensure all pupils feel valued and capable of success.

• Progressive Learning: Build on prior knowledge for cumulative understanding.

2. Intent: We aim to create a data-rich department that continuously monitors and supports progress. At Key Stage 3, regular end-of-topic tests assess understanding, with bi-weekly tests at Key Stages 4 and 5 to evaluate knowledge and application.

Specific Aims:

• Strong Foundation: Solid grounding in biology, chemistry, and physics.

• Data-Driven Improvement: Use assessment data for targeted support.

• Exam Preparedness: Regular assessments for GCSE and A-level exams.

3. Skills: Pupils need analytical thinking, problem-solving, practical laboratory skills, and effective communication. We develop these progressively from Key Stage 3 to Key Stage 5.

Key Stage 3: Introduction to scientific methods and basic experimental techniques.

Key Stage 4: Focus on practical skills, data analysis, and critical evaluation.

Key Stage 5: Advanced techniques, complex problem-solving, and sophisticated data interpretation.

Integration of Cross-Disciplinary Skills: Objectives and activities will link science with mathematics and ICT, such as projects involving data analysis and coding. Professional development for teachers will support this integration.

4. Class Size and Setting: Pupiils will be setted be upon data and will have regular opportunities to move up and down through out the year. 

• Year 7: Mixed-ability classes.

• Years 8-9: Setted classes from Set 1 (top) to Set 5 (bottom).

• Year 10: One triple science class per half; combined science classes setted.

• Year 11: Top two sets for triple science; combined science classes setted.

• A-Level: Classes capped at 30, not setted.

5. Sequencing and Knowledge and Skills:

• Key Stage 3: Topics in biology, chemistry, and physics rotate.

• Key Stage 4: Follow AQA GCSE pathways for Trilogy Combined Science and Separate Science.

• Paper 1: Initial focus on key topics.

• Paper 2: Comprehensive coverage of all topics

6. Assessment: Regular, data-driven evaluations using past exam questions. End-of-topic assessments at Key Stage 3 and bi-weekly tests at Key Stages 4 and 5, with end-of-year tests and challenge weeks using past exam papers.

7. Extra-Curricular and Enrichment:

Activities include the Gardening Club and Year 7 Science Club, offering hands-on experiences and fostering a deeper appreciation for science.

8. Review: The curriculum review process ensures pupils have ample time for consolidation and preparation for assessments. The curriculum is designed to be completed 1-2 months before the academic year ends for dedicated revision time.

Biology Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Our principles and intent:

1. Principles: Our science curriculum fosters a love and understanding of science, inspiring curiosity, critical thinking, and a lifelong passion for scientific inquiry. Strong teacher-pupil relationships are central, with one teacher covering all three sciences for personalised learning and cohesive progression.

Key Principles:

• Curiosity and Inquiry: Encourage questions and scientific investigations.

• Critical Thinking: Develop analytical skills to evaluate and interpret data.

• Practical Skills: Provide hands-on experience with real-world applications.

• Inclusivity: Ensure all pupils feel valued and capable of success.

• Progressive Learning: Build on prior knowledge for cumulative understanding.

2. Intent: We aim to create a data-rich department that continuously monitors and supports progress. At Key Stage 3, regular end-of-topic tests assess understanding, with bi-weekly tests at Key Stages 4 and 5 to evaluate knowledge and application.

Specific Aims:

• Strong Foundation: Solid grounding in biology, chemistry, and physics.

• Data-Driven Improvement: Use assessment data for targeted support.

• Exam Preparedness: Regular assessments for GCSE and A-level exams.

3. Skills: Pupils need analytical thinking, problem-solving, practical laboratory skills, and effective communication. We develop these progressively from Key Stage 3 to Key Stage 5.

Key Stage 3: Introduction to scientific methods and basic experimental techniques.

Key Stage 4: Focus on practical skills, data analysis, and critical evaluation.

Key Stage 5: Advanced techniques, complex problem-solving, and sophisticated data interpretation.

Integration of Cross-Disciplinary Skills: Objectives and activities will link science with mathematics and ICT, such as projects involving data analysis and coding. Professional development for teachers will support this integration.

4. Class Size and Setting: Pupiils will be setted be upon data and will have regular opportunities to move up and down through out the year. 

• Year 7: Mixed-ability classes.

• Years 8-9: Setted classes from Set 1 (top) to Set 5 (bottom).

• Year 10: One triple science class per half; combined science classes setted.

• Year 11: Top two sets for triple science; combined science classes setted.

• A-Level: Classes capped at 30, not setted.

5. Sequencing and Knowledge and Skills:

• Key Stage 3: Topics in biology, chemistry, and physics rotate.

• Key Stage 4: Follow AQA GCSE pathways for Trilogy Combined Science and Separate Science.

• Paper 1: Initial focus on key topics.

• Paper 2: Comprehensive coverage of all topics

6. Assessment: Regular, data-driven evaluations using past exam questions. End-of-topic assessments at Key Stage 3 and bi-weekly tests at Key Stages 4 and 5, with end-of-year tests and challenge weeks using past exam papers.

7. Extra-Curricular and Enrichment:

Activities include the Gardening Club and Year 7 Science Club, offering hands-on experiences and fostering a deeper appreciation for science.

8. Review: The curriculum review process ensures pupils have ample time for consolidation and preparation for assessments. The curriculum is designed to be completed 1-2 months before the academic year ends for dedicated revision time.

Chemistry Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Our principles and intent

The core of computing is computer science and we aim to inspire and empower the next generation of computer scientists by providing every pupil with a high-quality education in computing, equipping them with computational thinking and creativity to understand the ever-changing world in technology. 

Our pupils will demonstrate knowledge and understanding of the principles and concepts of computer science, including abstraction, logic, algorithms and data representation. They will be able to analyse problems in computational terms and discuss the moral, ethical, legal and cultural opportunities and the risks from the perspective of a computer scientist devising algorithms and writing code. We enhance pupils' existing digital literacy and access to technology by providing opportunities to develop advanced computing skills. They will learn to design, program and test computer systems that solve problems, make reasoned judgements and present well supported conclusions. 

We provide a broad range of skills and experiences at Key Stage 3, which are further developed as pupils enter Key Stage 4 and extended to Key Stage 5. The foundations and fundamentals of the key concepts of the subject are established during Key Stage 3, with a heavy focus on programming skills. pupils are given the opportunity to experiment with various languages and activities. As Computer Science has close ties to mathematics, we integrate numeracy as a fundamental part of our activities. 

Our aim is for all pupils to have the opportunity to study GCSE Computer Science. Each year we have three classes of pupils choosing the subject as one of their options and many of our pupils go on to study Computer Science at A Level.

Class size and setting

All our classes are of mixed ability creating equal expectations for all pupils. Mixed-ability grouping enhances discussions and brings diverse perspectives, encouraging pupils to understand each other better through increased interaction. This approach ensures a broad curriculum for all, as each class engages in the same activities throughout the academic year. We provide targeted support for pupils with additional needs and challenge higher ability pupils with projects. At Key Stage 4 and five, exam classes consist of mixed tutor groups allowing teachers to develop a comprehensive understanding of their pupils and ensure that progress is evident for all pupils. 

Sequencing

The key stage 3 curriculum is designed to ensure pupils studying GCSE Computer Science have a grounding in the fundamental concepts covered at Key Stage 4. pupils start with studying Algorithms, giving them the skills to access later topics such as Binary and Hexadecimal where pupils study the mathematical makeup of machines. Over the three years, pupils learn to program in three programming languages, starting with block-based languages before progressing to High-Level Languages. pupils will understand how computers work by looking at the hardware that make up computer systems. They will begin to understand how various types of instructions are stored and executed in computer systems, and how they can be used to represent text, images and sound. Pupils will undertake creative projects that involve selecting, using, and combining multiple applications and devices to achieve challenging goals. This includes collecting and analysing data and meeting the needs of known users. They will understand a range of ways to use technology safely, respectfully, responsibly and securely: including protecting their online identity and privacy; recognising inappropriate content; contact and conduct; and knowing how to report concerns.

At Key Stage 4, we follow the OCR specification for Computer Science. The pupils will learn to understand and apply the fundamental principles and concepts in computer science, including abstraction, decomposition, logic, algorithms, and data representation.  pupils will analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs.  They will learn how to think creatively, innovatively, analytically, logically and critically understand the components that make up digital systems, and how they communicate with one another and with other systems. They will understand the concept of relational databases and structured query language.  pupils will investigate the impacts of digital technology to the individual and to wider society and be able to apply mathematical skills relevant to computer science. At Key Stage 5, we follow the AQA specification, building upon the foundational knowledge gained in Key Stage 4 to explore more advanced concepts and applications in computer science.

Assessment 

In all three key stages, pupils' learning is assessed through questioning and in-lesson tasks. Do now’s will set the tone for the lesson and assess their understanding of what has been covered. At Key Stage 3, pupils will be formally assessed after each unit of work. Every lesson has a Google Form quiz that is used as part of the formative assessment. Live marking is done in lessons verbally or through the checking of work during set tasks. 

At Key Stage 4 and 5, summative assessment is completed at the end of each unit of work through examination practice questions. These will contain a range of different exam style questions (multiple choice, structured answer questions and longer response questions) to ensure knowledge can be recalled. Each assessment will have elements from previously taught topics to develop recall and memory storage within pupils.

Enrichment 

Robotics is an integral part of our enrichment program with a dedicated club for Key Stage 3 pupils. The club provides an exciting opportunity for pupils to explore the world of robotics combining creativity and technical skills. 

pupils will learn to design and program robots using the latest technology for schools. The club encourages problem-solving, teamwork, and innovation, allowing pupils to apply their computing knowledge in a practical, engaging context. By participating in the robotics club, pupils develop a deeper understanding of how robotic systems work and are prepared for future advancements in technology.

Computer Science Learning Journey KS3 (Year 7, 8 & 9) 

Computer Science Learning Journey KS4 (Year 10 & 11)

Computer Science Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Our principles and intent:

Putting the Cs into character with a curriculum focusing on collaboration, creativity and cross-curricular links in order to develop pupils’ confidence.

The intent of the Dance Curriculum is to ensure pupils are able to perform, choreograph and analyse/evaluate their own work and the work of professional dance artists. During dance lessons pupils are encouraged to stay active whilst learning how to be creative and cooperate with others. 

Building transferrable skills is a key benefit of the Dance curriculum. Pupils are able to develop confidence, leadership, and the ability to work effectively with their peers. We aim to ensure pupils are working practically for the majority of their dance lessons; this is because dance has a wide range of physical and mental health benefits for pupils including increased fitness levels, stronger bones and muscles and reduced stress levels. Our curriculum promotes cross-curricular learning where pupils are able to use different subject areas as stimuli to create choreography (e.g. artwork, scientific concepts, poetry, geography topics, historical events and political issues). Pupils also develop performance skills they can use in Drama and physical skills they are able to use in Physical Education. In the spring term Dance, Drama and Music work together to deliver a musical theatre project. 

Pupils are provided with the opportunity to perform in a variety of different styles in order to develop their versatility as a performer. This will also support their knowledge and understanding of dance from different cultures. When learning a new style, we ensure pupils are given insight into the historical context as well as cultural and social impacts of the style. We ensure our provision is inclusive and the curriculum content is accessible to all, including SEND pupils. Through both planning and first quality teaching pupils can make progress every lesson. 

All Key Stage 3 pupils participate in one dance lesson per week. Pupils choosing to take GCSE dance participate in 3 dance lessons per week (2 practical and 1 theory). With the increased number of hours dance has been given the department has been very pleased with the increased enjoyment and engagement shown by the pupils. As a result, we have between 15 to 20 pupils opting to take GCSE dance and a large number of pupils taking part in extracurricular Dance. 

Class size and setting:

Dance classes are taught in mixed ability tutor groups.  Pupils in the class usually have varied dance experience with some pupils having had no dance lessons prior to attending Wanstead High School whilst others attend dance outside of school. Our curriculum has been developed with this in mind. 

Sequencing: 

The Dance Curriculum is broken down into three core strands. In Key Stage 3 we focus on 1 strand per term.

Term	Core Strand	Meaning	Content
Autumn	Choreography	The art of creating a dance	Year 7: The main ingredients of dance (action, dynamics, space and relationship) and using ‘solid, liquid and gas’ as a stimulus.  Year 8: Motif and motif development, using ‘fireworks’ as a stimulus.  Year 9: Using a range of stimuli (political events, life on the western front, natural disasters and props) to create an original piece of choreography.
Spring	Performance	Using a variety of skills to be able to successful perform dance confidently to an audience	Year 7: Gumboots, Western African and Bollywood Dance and musicals project – The Lion King. Year 8: Dance through the eras and musicals project – Matilda.  Year 9: Performance of a set phrase, performance in a duet/trio and musical project – Hamilton.
Summer	Appreciation	The ability to analyse and evaluate your own work and the work of others including professional dance artists	Year 7: A Linha Curva and Mathew Bourne’s Nutcraker! Year 8: Emancipation of Expressionism and West Side Story.  Year 9: Swansong and Shadows

 

The Key Stage 3 Dance curriculum equips pupils for the skills needed to successfully complete GCSE and A Level Dance. 

 

AQA GCSE Dance Course
Chorography	Performance	Appreciate/Written Paper
Creating an original piece of choreography in response to a stimulus. (Completed in Year 11)	Performing two contemporary set phrases (completed in Year 10) Performing in a duet/trio (completed in Year 10 and 11)	Section A – knowledge of choreography and performance skills. Section B – ability to analyse your own work. Section C – ability to analyse the work of professional dance artists
AQA A Level Dance Course
Chorography	Performance	Appreciate/Written Paper
Creating an original piece of group choreography in response to a stimulus. (Completed in Year 13)	Performing as a soloist inspired by the work of a chosen practitioner (completed in Year 12) Performing in a quartet (completed in Year 12)	Compulsory area of study: Rambert (1966-2002) and Rooster by Christopher Bruce  Chosen area of study: American Jazz Dance and Singin’ in the Rain by Gene Kelly

Assessment: 

Pupils complete assessments at the end of every half-term and marks are recorded in relation to the criteria. At Key Stage 3 these are performed in groups and filmed to evidence progress. Assessment booklets are completed every full term, pupils write a paragraph evaluating their performances as well as complete quiz questions. At Key Stage 4 assessments are in relation to the AQA GCSE Dance course to check if pupils are making expected progress. 

Extra – Curricular and Enrichment:

The Dance Department offers a range of extracurricular opportunities. These allow pupils to work with a larger range of pupils as well as gain performance opportunities. Clubs take place weekly in the studio. 

Clubs: Year 7, 8 and 9 lunchtime clubs, Key Stage 3 and Key Stage 4 team rehearsal, open studio time and GCSE intervention sessions. 

Competitions: The Great Big Dance Off, London Youth Games, Nationals and U Dance.

Shows: Spring Dance Showcase and Wanstead High School Musical. 

Workshops: GCSE workshop with external dance artists

Trips: Year 7 and 8 musical trip, Year 9 trip for prospective GCSE Dance pupils, GCSE theatre trip. 
 

Dance Learning Journey KS3 & KS4 (Year 7 - 11)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Our principles and intent:

Putting the Cs into character with a curriculum focusing on collaboration, creativity and cross-curricular links in order to develop pupils’ confidence.

The intent of the Drama Curriculum is to ensure pupils are able to devise, perform, analyse and evaluate their own work and the work of professional drama practitioners. During Drama lessons pupils practise a range of drama techniques whilst learning how to be creative and cooperate with others. 

Within the Drama curriculum pupils will learn about a variety of drama techniques, devising devices, character exploration exercises as well as how to work cooperatively with their peers. They will be encouraged to take on a ‘no fear’ approach to learning and feel confident they can rehearse and perform pieces they have devised themselves as well as bring scripted plays to life. Whilst studying drama, pupils develop skills in speaking, listening, reading and writing; skills they will need for them to be successful in all areas of their school life as well as the world of work. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively. Developing skills in presentation and self-confidence is now a Key quality required in most, if not all industries. Added to this the creative arts industry is one of the UK’s greatest exports around the world. We ensure our provision is inclusive and the curriculum content is accessible to all, including SEND pupils. Through both planning and first quality teaching pupils can make progress every lesson.

All Key Stage 3 pupils participate in one Drama lesson per week. Pupils choosing to take GCSE Drama participate in 3 lessons per week (2 practical and 1 theory) and 5 per week for A Level. Drama has an excellent reputation at Wanstead High School with a large number of pupils choosing to take GCSE and A Level Drama. The results are improving year on year, especially since developing how the theoretical element of the course is taught to enable our pupils to further understand drama.

Class size and setting:

Drama classes are taught in mixed ability tutor groups. Pupils in the class usually have varied drama experience with some pupils having had no Drama lessons prior to attending Wanstead High School whilst others attend theatre clubs outside of school. Our curriculum has been developed with this in mind. 

Sequencing: 

The Drama curriculum is broken down into three core strands. 

Core Strand	Meaning	Content
Devising	The art of creating a theatre	Year 7: The Disappearance and Macbeth Design Year 8: Pantomime with Stage directions, group devising in response to a stimulus and using physical theatre  Year 9: Creating a melodrama and devising horror
Performing	Using a variety of skills and techniques to be able to successful perform drama confidently to an audience	Year 7: Mime and musicals project – The Lion King  Year 8: Monologues and musicals project – Matilda Year 9: Duologues and musicals project – Hamilton
Analysing	The ability to analyse and evaluate your own work and the work of others including professional drama practitioners	Year 7: Macbeth and Refugee Boy  Year 8: Brecht and The Caucasian Chalk Circle  Year 9: Romeo and Juliet and Antigone

 

The Key Stage 3 Drama curriculum equips pupils for the skills needed to successfully complete GCSE and A Level Drama. 

 

AQA GCSE Drama Course
Devising	Performing – Text in Practice	Analysing/Written Paper
Devising an original piece of drama in a group in response to a stimulus with a supporting log. (Completed in Year 10)	Performance of two extracts from one play (completed in Year 11)	Section A – Knowledge and understanding of drama and theatre Section B – Study of the play Noughts and Crosses Section C – Analysis and evaluation of the work of live theatre makers
Edexcel A Level Drama Course
Devising	Performing – Text in Practice	Analysing/Written Paper
Devising an original piece of theatre in a group in response to one Key extract from a performance text and a theatre practitioner as with a supporting portfolio. (Mock in year 12, completed in Year 13)	A group performance of one Key extract from a performance text and a monologue or duologue performance of a different Key extract from a performance text. (Mock in year 12, completed in Year 13)	Section A – Live theatre evaluation Section B – Practical exploration and study of an unseen complete performance text Section C – Practical exploration and interpretation of another complete performance text, in light of a chosen theatre practitioner – focusing on how this text could be reimagined for a contemporary audience.

 

Assessment: 

Pupils complete assessments at the end of every half term and marks are recorded in relation to the criteria. At Key Stage 3 these are performed in groups and filmed to evidence progress. Assessment booklets are completed every full term, pupils write a paragraph evaluating their performances as well as complete quiz questions. At Key Stage 4 and 5 assessments are in relation to the AQA GCSE Drama and Edexcel Drama courses to check pupils are making expected progress. 

Extra – Curricular and Enrichment: 

The Drama Department offers a range of extra-curricular opportunities. These allow pupils to work with a larger range of pupils as well as gain performance opportunities. Clubs and rehearsals take place weekly in the theatre.

Clubs: Year 7, 8 and 9 after school drama clubs, rehearsals for school show/musical and GCSE intervention sessions. 

Shows: Spring scratch night and Wanstead High School Musical.

Workshops: GCSE and A Level workshop with external theatre companies.

Trips: Year 7 and 8 musical trip, Year 9 trip for prospective GCSE Dance pupils, GCSE theatre trip and A Level theatre trip.

Drama Learning Journey KS3 & KS4 (Year 7-11)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

 

Our vision for the Economics curriculum at Wanstead High School is that the pupils who study economics understand the importance and the relevance of the subject in relation to the problems we face at both a micro and a macro level across the globe.

What is your curriculum intent for Key Stage 5?

Our Curriculum Intent is to ensure that pupils gain a full understanding of key economic theories and principles as they complete the A-Level course. We expect pupils to apply their knowledge and understanding of economics to make sense of what is happening in the current local, regional, national and international economy. We want pupils to both think like economists and offer economically based solutions in relation to key issues faced in our current world. We also want pupils to develop love and respect for the subject (which includes its limitations) through their study of the subject.

Careful thought is given in terms of the teaching of key components to ensure that Year 12 provides pupils with a basic grounding in key economic principles and concepts. Year 13 has a stronger focus on the application of these basic concepts in terms of studying more ‘applied’ topics that allow pupils to use their economic understanding to analyse key issues such as inequality and globalisation.

As a natural part of virtually all lessons, pupils are encouraged to look at what is happening in the world at all levels and to try and understand the issue and often the solution, through the eyes of an economist. This not only helps their learning, but also, it shows them the relevance and significance of the subject in today’s society.

Assessment in Economics

There are topic tests at the end of each module, to make sure pupils are on the right track and that they gain the experience of answering questions in timed environments. Some of these tests will fall within the Challenge Cycle, in line with whole-school assessments.  There are also two internal exams at the end of Year 12, which fall within the Mock Examination Cycle. The A-level qualification is based on their performance in the external examinations at the end of Year 13. There are three papers that make up the Economics A level. Each paper is worth approximately a third of the final mark.

The nature of the subject demands that pupils are regularly and routinely revisiting prior learning to reinforce their learning. The start of most lessons will recap on prior learning. In Year 13, regular mini-tests are given and pupils are always encouraged to select knowledge and understanding from across the specification when they are planning and writing their extended answers. Pupils are taught throughout the course to think like economists and draw upon all of the knowledge they have to analyse an issue or answer a question. It is also made very clear to them that the learning in economics is often very sequential, hence pupils must be continually reinforcing and embedding their prior learning.
 

Economics Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Our mission as a department centres on fostering a love of English, through a rich, challenging and diverse curriculum. We believe strongly in the development of character, allowing our pupils to be curious, creative and to express themselves, while also motivating them to achieve their academic potential regardless of background.

The curriculum is inclusive and ambitious, enabling all to be confident critical readers of fiction and non-fiction, poetry and prose and drama (whether Shakespeare or modern). They are exposed to a broad range of texts from different times and places, that both celebrate their literary heritage, and reflect the modern, diverse society in which we live. We prepare them well for assessments and exams, giving them meaningful feedback that moves their learning forward. We teach them to analyse and evaluate with precision and proficiency, while also encouraging their imagination and creativity. This is achieved through the quality of our classroom teaching, the sequencing of our curriculum and a commitment to inclusivity. Pupils are continually assessed both formatively and summatively to ensure progress, through extended writing tasks for reading and writing, and through opportunities for oracy. Our enrichment offers take them beyond the exam to celebrate the power and wonder of literature. We firmly believe in our subject’s ability to facilitate meaningful discussion, and to develop understanding and empathy. Our aim is for pupils to leave us as responsible, open-minded citizens of the world with the ability to communicate with clarity and flair, both in terms of verbal and written skills.

English Learning Journey KS3 (Year 7, 8 & 9)

English Learning Journey KS4 (Year 10 & 11)

English Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Intent:

Principles:  Food is a vital part of our daily lives and is essential for life. As our pupils become adults and have busy lives, it is easy to choose food which has been ready prepared. However, it is more nutritious and often cheaper to cook simple, delicious food. At Wanstead High School, pupils will develop their knowledge and understanding of nutrition, healthy eating, food preparation, hygiene, cooking techniques, and sensory characteristics. 

We aim to:

1. Give our pupils vital life skills that enable them to feed themselves and others affordably and nutritiously, now and later in life. 

2. Study a variety of different cooking methods and learn the nutritional impact of each one. 

3. To understand a variety of nutrients and their effects on the individual (healthy body weight/disease/well-being).

4. Encourage the development of high skills and resilience in a safe environment, allowing pupils to demonstrate commitment and act on feedback.

5. Empower pupils to enable them to follow a recipe and substitute ingredients and cooking methods as appropriate, demonstrating an understanding of food choices e.g. veganism, allergies and healthy eating.

6. Develop understanding that will allow pupils to become discriminating consumers of food products, enabling them to participate in society in an active and informed manner. 

7. Engage with pupils to encourage them to understand the environmental factors which affect the inequalities in food distribution on a global scale and give them an understanding of the need to minimise ‘food waste’ starting with their own practise. 

8. Allow pupils to explore a number of multicultural perspectives concerning food. Pupils will enhance their understanding, appreciation and acceptance of people from a variety of cultural backgrounds through the preparation of food from different countries. Through this we will encourage our pupils to develop an awareness and acceptance of diversity within our community.

These include working safely with food and equipment, food sustainability, food miles, seasonal foods, specific dietary needs, eating a balanced diet (Eatwell Guide), factors affecting our food choices and pupils take part in a number of sensory analysis activities. We look to broaden horizons so pupils can see how food can be an exciting part of everyone’s life

Skills: Food and Nutrition education provides pupils with a wide range of essential life skills and strong cross-curricular links. This includes

• Practical cooking skills beginning in year 7 with the embedding of essential skills and culminating with a practical exam in year 11 which asks for pupils to cook three high level skills in three hours. 

• An awareness of recent developments in Science and Technology such as GM foods, production methods on food development and the impact.

• How to cook safely and hygienically for their family and peers. 

• How to analyse the cost of meal planning for their family and the effects of ingredient substitution

• How to develop sensible shopping habits for food. 

• Application of the latest government advice on diet and nutrition and how to develop into healthy and happy adults through the use of food. 

• Analysis of the impact on migration on food choices in London

• The role of the Food Industry as an employer and potential roles within this industry. 

Class size, Home Learning and Materials:

At Key Stage 3, we teach 3 hours per fortnight for 10 weeks per academic year. The lessons are taught in mixed ability and mixed form groupings. We strive to limit class numbers to 20 the ensure safety and increase the amount of attention available in practical lessons. 

Homework is set in the form of a project (ILA) once a term and is used to underpin and deep dive into topics covered in class such as menu planning, health of the nation and international foods. Pupils are always actively encouraged  to be critical consumers when shopping for their own food and to evaluate their own food choices. 

At Key Stage 4, we teach 6 hours per fortnight in mixed ability groupings of 20 pupils. The subject is often oversubscribed following  the options process and regularly produces some of the best value added scored in the school. 

All ingredients for practical lessons are provided by the school and are adapted to pupil’s dietary needs as necessary. In order to support this we ask for a parental contribution at the start of the year. 

Sequencing:

Food and Nutrition lessons at Key Stage 3 will often follow a flow of demonstrations and practical activities. Interwoven within this will be the teaching and use of evaluative, analysis and enquiry skills for example reviewing practical work and deciding on improvements, questioning the role of ingredients in food being prepared or discovering the historical and social issues about food products. 

At Key Stage 4, we follow AQA GCSE Food Preparation and Nutrition. Year 10 is spent exploring the 7 main areas of the specification – 

• Food preparation skills.

• Food, nutrition and health.

• Food science.

• Food safety.

• Food choice.

• Food provenance.

• Food preparation and cooking techniques.

Within this scope, a third of the curriculum time is devoted to practical skills and scientific enquires. 

Year 11 is spent tackling the two NEA’s set by AQA which account for 50% of the overall grade. A terminal paper is sat in the summer of Year 11 assessing the seven areas above (50%). 

Assessment: Within the Department, we make use of a range of peer and teacher assessment in order to allow pupils to reflect on both their practical and theory work. We strive to photograph pupil’s practical work to allow assessment to take place in the next lesson

At KS4, assessment is through exam practice questions in lessons and for homework, mock NEA’s and written mocks according to the school calendar. 

Educational Visits, Enrichment and Competitions: We have strong links with local colleges and cultural centres who will often come into school to provide demonstrations to pupils of dishes from a range of cultures. • establishing cross-curricular links, for example, measurements that link to the maths curriculum, and nutrition linking to the science curriculum • visits to professional environments which includes “Hovis” and “Coca Cola”. 

The department has a phenomenal record of achievement in local and national competitions, often resulting in coverage in the local press and amazing one-off experiences for the pupils. These have included The Rotary Club Young Chef Competition, The Spring-Board  Future Chef Competition, The London City Women in Aviation Challenge and the Tech-Girls Challenge. 

Food and Nutrition Learning Journey KS3 (Year 7, 8 & 9)

Food and Nutrition Learning Journey KS4 (Year 10 & 11)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

“Geography illustrates the past, explains the present and prepares us for the future.  What could be more important than that?” 

Sir Michael Palin, former President of the Royal Geographical Society and television personality.

The Geography curriculum at Wanstead High School

Our principles and intent:

Our intent for a high quality geography education at Wanstead High School is to inspire in pupils, regardless of their background, a curiosity and fascination about the world and its people that will remain with them in their life beyond school.  Our curriculum plan and teaching has been designed to equip pupils with knowledge about diverse places, people, resources so that it develops a mutual respect and tolerance of those from different backgrounds, societies, faiths and beliefs.  In addition, teaching will provide pupils with knowledge about the natural and human world, investigating how natural processes and human actions are shaping the world we live in today.  As pupils’ progress, their expanding knowledge about planet earth should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.  Throughout the study of geography, at all key stages, pupils will develop and use a wide range of geographical, numerical, analytical and evaluative skills.

Geography is the only subject which is both a humanity and science based course.  This along with the development of a multitude of skills (problem solving, decision making, analytical and evaluative writing, numeracy, independent as well as team based learning) makes Geography a subject which develops a multitude of assets desired by future employers.

At GCSE Geography is available for all pupils to study, with no entry requirements.  Each year we have four classes of pupils opting to study GCSE. Pupils wishing to study GCSE Geography should be aware that there are three 90 minute exams which contain a mix of multiple choice, mathematical and short and longer answer written questions.  It is a specification requirement that pupils undertake a minimum of two days of fieldwork, which will be assessed in the Paper 2 exam.  A high proportion of GCSE Geographers go on to study Geography at A Level either at Wanstead High School or in other post-16 provision.

At A Level pupils should be aware that the course is assessed by three 135 minute exams and an extended piece of coursework based on individual research.  Pupils are required to undertake a minimum of four days of coursework, which may consist of daytrips and/or residential field investigations.  Every year a significant proportion of our A Level pupils pursue Geography, Earth Sciences, International Relations or Environmental Sciences at university.

Geography Learning Journey KS3 and KS4 (Year 7 - 11)

Geography Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Design & Technology Principles & Intent

We aim to develop and nurture the very best designers by giving students a first-hand experience of all three specialisms of Design & Technology, including Resistant Materials, Textiles and Graphics. Students operate within a carousel system (10 weeks) which draws, develops and implements a range of different disciplines including a range of 2D and 3D sketching techniques, rendering in different forms, modelling in traditional and CAD methods and developing student resilience and character through a no fear approach.

Intent:

• The aims of the Design and Technology department are to prepare students with the skills and knowledge for the world outside the classroom.
• To encourage children to take risks, to develop new innovative designs and to be reflective learners.
• To develop creative and critical thinkers, reflecting and evaluating their work as it progresses.
• To enable students to feel safe and confident in their learning environment, health and safety being paramount.
• Foster enjoyment, satisfaction and purpose in designing and making things.
• Continue to explore future Technologies, adapt and adjust, appreciating the past/contextual designers and embracing the future.
• To enjoy learning in a practical manner, providing engaging and challenging lessons, developing transferable skills in preparation for the outside world.
• To encourage and inspire students who wish to take on further study from selecting this as an option at GCSE, university and beyond.
• Use Design and Technology to promote our strong ethos, respect and tolerance and celebrate success through adversity and diversity.

Skills and Principles in Design and Technology:

Design

In all elements of Design and Technology whether that be Textiles, Resistant Materials or Graphics -students will be able to consider a variety of issues and user needs in designing a solution to a problem. Students will generate original and creative ideas that consider a range of issues and user needs whilst undertaking research in order to understand that there are a range of possible solutions as they move towards identifying the best outcome.

Make

Students will use a variety of materials to make a solution to their identified problem.  They will understand the properties of their chosen materials and possible alternatives.  Students will be able to select and use a wide range of tools, techniques, processes, equipment and machinery safely and precisely.

Evaluate

Students will take account of the target market, users or key purpose of the solution when testing, evaluating and refining their ideas and products.  Students will consider the limitations of their solution and the extent to which it meets their full needs and use this information to adapt future endeavours.

Class size, Home Learning and Materials

At Key Stage 3, we teach 3 hours per fortnight for 10 weeks/carousel per academic year. The lessons are taught in mixed-ability and mixed-form groupings. We strive to limit class numbers to 20 to ensure health and safety and increase the amount of attention available in practical lessons, culminating in an end of topic outcome/product which students take home.

Homework is set in the form of a project (ILA) once a term and is used to underpin and deep dive into topics covered in class within the curriculum framework.

At Key Stage 4, we teach 6 hours per fortnight in mixed ability groupings of 20 students.

Sequencing

Design and Technology lessons at Key Stage 3 will often follow a flow of demonstrations and practical activities. Interwoven within this will be the teaching and use of evaluative, analysis and enquiry skills for example reviewing practical work and deciding on improvements.

At Key Stage 4, we follow AQA GCSE Design & Technology Specification. Year 10 is spent exploring these main areas of the specification –

• Emerging technologies
• Development in new materials and working properties
• Mechanical devices
• Systems approach to designing
• Practical mini NEA

Within this scope, a third of the curriculum time is devoted to practical skills and scientific enquires.

Year 11 is spent tackling the two NEA’s set by AQA which account for 50% of the overall grade. A terminal paper is taken in the summer of Year 11 assessing the following areas above (50%).

Assessment: Within the Department, we make use of a range of peer and teacher assessment in order to allow students to reflect on both their practical and theory work. We strive to photograph student’s practical work to allow assessment to take place in the next lesson

At KS4, assessment is through exam practice questions in lessons and for homework, mock NEA’s and written mocks according to the school calendar.

Educational Visits, Enrichment and Competitions:

Covid pending we will resume to provide students with first-hand insight into manufacture and industry, coupled with visits by practising professionals in their respective D&T field providing students with a career assembly, presentations, pathways. Lunch-clubs are also a popular enrichment for students to engage in tasks outside their normal context of learning.

Graphics Learning Journey KS3 (Year 7, 8 & 9) 

Graphics Learning Journey KS4 (Year 10 & 11) 
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Our principles and intent

Principles:  Our department strives to provide every pupil in Key Stage 3 with a lifelong love and respect of history, heritage and culture. It will supply a diverse, inclusive and rounded curriculum, at a local, national and international level. The curriculum will be decolonised and aim to instil in every pupil a wish to ‘call out’ and challenge racism and prejudice. Every pupil will be challenged to extend their skills of reasoning, logic, evidence and interpretation. They will learn to formulate and test their own hypotheses and to frame their own historically appropriate questions using both broad and precise vocabulary. They will become independent, critical thinkers, able to evaluate information and communicate effectively in the modern world. All pupils in Key Stage 4 and 5 will be both supported and stretched to achieve the very best outcomes in public examinations. No individual nor groups of learners will be left behind. Teachers in the department will be provided with opportunities to further hone their expertise in the craft of teaching history in interesting and dynamic ways, informed by evidence-based research.  We aim to follow the Standard Operating Procedure model across all of our lessons.

Intent:  As a department we facilitate pupils’ exam success at GCSE and A Level, and many of our pupils go on to study History related disciplines at university. However, for those who do not intend to continue historical scholarship, our aim is to add a deep love and interest in History, which can enrich pupils’ lives and enjoyment. We want our pupils to leave WHS with liberal, tolerant views, having studied diverse historical topics and to have embedded a narrative of British, European and World History. We also aim to ensure that all of our pupils develop a broad range of cultural capital through the process of acquiring an overview of a broad range of British, European and world history over the past 2000 years.

Skills: History, Classics and Politics provide pupils with a wide range of valuable transferable skills. Principally, pupils develop the ability to understand and critically analyse issues and events. 

Other skills include:

• a talent for clear expression, both oral and written

• putting forward ideas and arguments in a concise manner

• gathering, investigating and assessing evidence and material

• research, generating ideas, reaching independent judgments

• managing and organising material in a logical and coherent way

• formulating hypotheses and sophisticated debates

• develop more powerful understandings of the second-order concepts (causation, evidence etc.) rather than just ‘knowing more stuff’. 

Class size and setting:

All pupils in History throughout Year 7 to 13 are taught in mixed ability groups. At Key Stage 3, we teach 3 hours per fortnight in form groups. We set homework once per fortnight at Key Stage 3. 

At Key Stage 4, we teach 6 hours per fortnight in around 5 classes of mixed prior attainment. We have 3 lessons per week and homework is set once per week at Key Stage 4. 

Sequencing and knowledge and skills:

In all History lessons, we are providing opportunities to develop key skills to be assessed in all units: chronology; tolerance and diversity; framing historically valid questions; organisation and communication; similarity and difference; and using specialist historical terminology. In all Key Stages, our pupils receive opportunities to celebrate Black History Month, LGBT+ History Month, incorporating inclusive lessons, displays, competitions and discussions. 

At Key Stage 3, our key topics are organised around the National Curriculum and second-order concepts. Each unit is half a term long, and each is based on an overarching historical question. We aim to build upon pupils’ understanding of cause & consequence; interpretation; change & continuity; significance; and evaluating evidence to create more powerful and sophisticated ideas by the end of KS3. Each of these concepts is revisited several times over the 3 years so that we can scaffold this development. To build on KS2 knowledge of the ancient world, we begin with a unit on the Romans, which acts as a bridging unit.  By the end of Key Stage 3, pupils should have an overview of the above skills, as well as a chronological framework of the last 2000 years of British and world history, centred around the five time periods – Romans, the Middle Ages, the Early Modern, Industrial, and the Modern.

At Key Stage 4, we follow Pearson Edexcel History and we teach each Paper, followed by mid-unit and end-of-unit assessments, as well as Mock Exams. We begin with Paper 1: Crime and Punishment c1000-present day, with a Historic Environment study focused on Whitechapel in 1870-1900. We follow on to Paper 3, USA Conflict at Home and Abroad- studying the sources paper with the Vietnam War and Civil Rights in the USA. We then teach Paper 2: Early Elizabethan England and Superpower Relations and the Cold War.  By the end of Key Stage 4, pupils should become familiar with the knowledge and skills needed for the Edexcel GCSE course, as well as develop their extended historical writing, ability to analyse and evaluate primary source materials, an overview of how to use interpretations and hone their ability to complete work and reading tasks independently. 

At Key Stage 5, we follow Pearson Edexcel History and pupils have 2 specialist teachers-teaching USSR 1917-1991 and Mao 1949-76. In Year 13, they study the British Empire from 1763-1914 and complete a 4,000 word NEA on American history. For Classical Civilisation A Level, we teach OCR, including Homer’s Iliad; Virgil’s Aeneid; Love and Relationships and the image of Augustus in imperial Rome. By the end of Key Stage 5, pupils should have a solid base of knowledge and skills that would enable them to thrive in an academically demanding university setting.

Assessment: 

We continually check the impact of our curriculum through half-termly assessments. All pupils at Key Stage 3 receive one formative assessment per half-term that aims to cover two second order concepts and is formed of a mix of knowledge and skills-based questions.  These are then peer assessed.  Pupils also receive feedback on their home learning tasks.

At Key Stage 4, assessment is through exam practice questions in lessons and for homework, mid and end of topic exam practice assessments, and mocks. At Key Stage 5, pupils complete an exam practice question for formative feedback on google classroom on average every 3 lessons. These are supplemented with more formal assessments at the end of each sub-topic.

Extra – Curricular and enrichment: 

At Key Stage 3, the department offers educational visits to the First World War battlefields in Ypres. At Key Stage 4, we visit the site of the historic environment study- Whitechapel for a walking tour around the churches, synagogues, police stations and houses of the Victorian East End. At Key Stage 5, trips have been organised to Rome, Greece, Berlin and to lecture days to boost A level performance. Every year, we take part in a seminar with Redbridge schools for Year 12 pupils at Kantor King Solomon High School to hear survivor testimony to mark Holocaust Memorial Day. Career opportunities linked to historical study are highlighted in lessons and in homework wherever relevant.

History Learning Journey KS3 (Year 7, 8 & 9)

History Learning Journey KS4 (Year 10 & 11)

History Learning Journey KS5 (Year 12 & 13)

Classics Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

The Maths curriculum aims to develop fluent and confident users of maths that are equipped to meet the numeracy demands of life or solve the most advanced problems in maths.

The curriculum is inclusive and ambitious, enabling all pupils to progress from their starting points to any destination between meeting the numeracy demands of life to solving the most advanced problems in maths.

This is achieved by: 

• Classroom teaching purposefully plans for the long-term retention of maths concepts by securing and building on prior knowledge.
• Sequencing new knowledge from prior knowledge in systematic steps to promote a change in long-term memory and by sequencing the large-theme topics of the curriculum in a coherent way that creates a narrative of the development of maths and strengthens the links between the different areas of maths, e.g.
  • Calculations: revises our core skills with numbers and applies them to everyday maths problems in life, from calculating change to working out your income tax and national insurance.
  • Integers, Indices & Roots: explores the world of negative and positive integers (our most familiar type of number) and the various properties they have, from the Fundamental Theorem of Arithmetic to the formation of a very different type of number - irrational numbers.
  • Place Value & Rounding: takes a deep dive into the way we compose numbers - the decimal system and its implications in representing very large or small numbers, approximation, precision and accuracy and how it compares to other systems such as binary or hexadecimal.
  • Fractions & Probability: tackles operating with rational numbers in perhaps its most intimidating but elegant form - fractions and ventures to its most natural and traditional real-life application - probability.
  • Fractions, Decimals & Percentages: takes a synopsis of the previous units while also diving deep into percentage calculations from finding percentages of amounts to finding the initial conditions of a value that underwent exponential growth or decay.
  • Ratio & Proportion: rounds up the number part of our journey and leads us into the remaining 9 units that bounce between algebra, geometry and statistics.
• Grouping pupils by prior attainment. This is done initially in Year 7 using baseline testing and Key Stage 2 data and then by using summative assessments taken at the end of every term. We do this:
  • Because almost all maths teachers in the UK are initially trained to teach maths in classes grouped by prior attainment
  • To reduce the attainment gap that exists in a class, the whole class benefits from the teaching rather than just the middle.
  • Because pupils with similar levels of attainment tend to have similar needs of challenge and support.

We no longer:

• Use r engage with the language of ‘sets’ and numbers to describe our class groups, instead each group is named after an influential figure of STEM, such as Mary Seacole. 
• Use a two-tier curriculum where pupils and groups are designated as ‘Higher’ or ‘Foundation’ from the end of Year 7. Our curriculum only splinters into Higher and Foundation at the end of Year 10. Everyone follows a single curriculum and sits a single version of the exam at the end of every term.
• We are purposely obscure about our groupings because we know that the group a pupil is in is a poor proxy of their attainment or progress. The best proxy of a pupils’:
• Attainment is what percentage f marks a pupil receives in an end of term test, particularly at the end of the year.

Both attainment and progress vary in all groups.

Pupils are assessed through retrieval practice at the start of every lesson, formative unit reviews at the end of each 2 or 3 week unit and summative exams at the end of each term.

Enrichment offered includes entries into maths competitions and challenges.

Maths Learning Journey KS4 (Year 7 - 10) 

Maths Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Our principles and intent:

The media plays an important and central role in contemporary society.  Operating on a global scale with increasingly sophisticated technologies, media industries, practitioners and products have an impact on all of our lives. They offer us dynamic ways to communicate and participate in cultural expression. They also shape our perceptions of the world through the messages, representations and viewpoints that they offer.

We believe an engagement with and understanding of the media is central to any contemporary curriculum if we are to prepare pupils for an active role in a democratic society. Through a broad and exciting curriculum we aim to help pupils to become critical consumers of the media taking responsibility for their media consumption and understanding the implications of their choices. We want pupils to explore the potential power of the media to influence our understanding of the world and our own identities within it. Through close analytical study of texts and the industries that produce them pupils can deconstruct the meaning behind media messages and the purposes they serve. We also want our pupils to be able to construct their own creative products and be able to stamp their own meanings and messages of the world.  As a department, we have achieved great exam success and continue to be a popular subject amongst pupils. We strive for excellence and we welcome pupils who have the determination and inquisitive mindset to learn a contemporary subject whilst also gaining a multitude of creative skills.

The Media Studies curriculum offers a broad, coherent and engaging course of study structured around four key concept areas:

• Media language: how the media through their forms, codes, conventions and techniques communicate meanings. 

• Media representation: how the media portrays events, issues, individuals and social groups.

• Media industries: how the media industries' processes of production, distribution and circulation affect media forms and platforms.

• Media audiences: how media forms target, reach and address audiences, how audiences interpret and respond to them and how members of audiences become producers themselves.

Pupils develop key skills, knowledge and understandings to enable them to:

• demonstrate skills of enquiry, critical thinking, decision-making and analysis.

• acquire knowledge and understanding of a range of important media issues.

• develop appreciation and critical understanding of the media and their role both historically and currently in society, culture and politics. 

• understand and apply specialist subject-specific terminology to analyse and compare media products and the contexts in which they are produced in order to make informed arguments, judgements and draw conclusions about media issues.

• appreciate how theoretical understanding supports practice and practice supports  theoretical understanding.

• develop practical creative skills by providing opportunities for creative media production

Class size and setting:

GCSE is offered as an option in Year 10 and Year 11. Classes are taught by specialist teachers in mixed ability groupings and have 6 x 60 minute lessons over two weeks. A level is offered as an option in the sixth form in Years 12 and 13. Classes are taught by 2 specialist teachers in mixed ability groups. A level Media has been a popular option also attracting pupils who not only take the option at GCSE. 

Media Studies isn’t just taught as a separate subject as there are also some links at Key Stage 3. Media related teaching and learning happens across a range of subjects for example English, Personal Development and Religion and Philosophy. Media specialists have also helped to deliver exciting media related taster days to younger years. This has included an advertising simulation project and practical tasks on using a camera. A range of Media related specialists have come into school to help support and deliver media projects as well as visiting media related universities to inspire pupils of the subject. In addition, we also aim to ensure our activities lead towards a career focussed curriculum and are currently embarking on a trip to Warner Bros Studios and receive tailored workshops on the production of films.

All pupils are able to select Media Studies as a GCSE option and the selection process is supported through detailed information, open days, assemblies and individual interviews with SLT.  Pupils who meet the requirement for entry into the Sixth Form are able to opt for Media Studies A level even if they have not studied it at GCSE. If they did sit GCSE Media Studies we currently require a Grade 4 to continue their study. 

The subject attracts both internal and some external pupils, a number of whom will not have taken GCSE Media. Exam results show that these pupils progress well through the course delivery and can achieve excellent grades.

Sequencing:

We began teaching the new specifications at GCSE and A level in 2017. The two courses have a very similar structure with 2 exam units and one NEA practical component.

GCSE

• Component 1: Exploring the Media – 90 minute exam (35% of the GCSE)

• Component 2: Understanding Media Forms and Products – 90-minute exam (35% of the GCSE)

• Component 3: Creating Media Products – NEA Non-exam assessment: internally assessed and externally moderated by WJEC 30% of qualification 60 marks

 

Autumn to Spring	Year 10	Year 11
	Component 1 Exploring the Media	Component 2  Understanding Media Forms and Products
	The course starts with a selection of induction lessons to understand the key concepts of the subject. This is then followed by component 1. This component provides a foundation for analysing media products introducing pupils to media language and representation, industry and audience through the study of print media forms and other media platforms. They will also begin to explore how media products are influenced by and reflect the social, cultural, historical and political contexts in which they are produced. Examples of set texts are: Advertising: Quality Street, This Girl Can, Newspaper front page – The Sun and The Guardian, Film poster: No Time To Die…etc.	We wrap up with final amendments of coursework and then move on to Component 2, learners will gain a deeper knowledge and understanding of media language and representation, as well as extending their appreciation of these areas through the study of media industries and audiences. Learners will also develop knowledge and understanding of how relevant social, cultural, political and historical contexts of media influence media products.Learners will explore particular media forms in depth through both of the following topics:   1) Television: sitcom
Rationale	We deliver this component first as it provides a broad overview of a wide range of topics and texts and introduces the key concepts and skills. Each topic generates a testing point with a range of stepped exam questions.Each topic also provides an opportunity for a linked practical/creative tasks used to introduce key photography and photoshop skills the pupils will need for the following NEA unit.	We deliver this component in year 2 as it builds on the introduction to key areas of the theoretical framework provided in Component 1.pupils also have the experience and knowledge gained from producing their own media products as part of the NEA. pupils now have a firm grounding in the key concepts; have developed their analysis skills and are better equipped to manage the demands of the more extended exam responses required.
Spring to summer	Component 3 Creating Media Products	Component 2  Understanding Media Forms and Products
	In this component, learners must apply their knowledge and understanding of media language and representation to an individual media production for an intended audience in response to a choice of briefs set by WJEC.   pupils at Wanstead High complete the Film marketing brief and create Print-based marketing material for a new film of their own invention. They research, plan and produce a film poster and DVD cover using photography and photoshop skills.	Component 2, learners will gain a deeper knowledge and understanding of media language and representation, as well as extending their appreciation of these areas through the study of media industries and audiences. Learners will also develop knowledge and understanding of how relevant social, cultural, political and historical contexts of media influence media products.Learners will explore particular media forms in depth through both of the following topics:   2) Music: music video and online media.
Rationale	We deliver this component in the summer term as pupils now have a good grounding in media forms and representations and have developed some basic practical and creative skills. The Set briefs from the exam board are released in March. pupils begin by responding to the brief and then researching and planning their NEA briefs. In the final half term they will begin production. By now yr11 and 13 exam classes have left and there is less demand on equipment	We deliver this component in year 2 as it builds on the introduction to key areas of the theoretical framework provided in Component 1.pupils also have the experience and knowledge gained from producing their own media products as part of the NEA. pupils now have a firm grounding in the key concepts; have developed their analysis skills and are better equipped to manage the demands of the more extended exam responses required through analysing visual codes of a music video after extensive work through TV analysis.

 

A level 

• Component 1: Media Products, Industries and Audiences –Written exam 135 minutes [35% of qualification]

• Component2: Media Forms and Products in-depth -Written exam 150 minutes [35% of qualification]

• Component 3 : Cross Media production Non-exam assessment [30% of qualification]

 

Autumn to Spring	Year 12	Year 13
	Component 1: Media Products, Industries and Audiences	Component 2 Media Forms and Products in-depth
	In this component, learners will develop knowledge and understanding of key aspects of the theoretical framework - media language and representations, media industries and audiences. Learners will also explore how media products relate to their social, cultural, historical, political and economic contexts, learners will develop their ability to use relevant subject-specific terminology and theories.Topics include : Advertising, Pop video, Newspapers, radio, computer games and the Film Industry	After completion of final NEA tasks. We move on to paper two. In this component learners are required to study three media forms in depth, exploring all areas of the theoretical framework - media language, representation, media industries, and audiences - in relation to audio-visual, print and online products set by WJEC. The forms to be studied in depth are: television, magazines
Rationale	We deliver this component first as it provides a broad overview of a wide range of topics and texts and introduces the key concepts and skills. Each topic generates a testing point with a range of stepped exam style questions.Each topic also provides an opportunity for a linked practical/creative task introducing key photography and photoshop skills the pupils will need for the following NEA unit. pupils are able to build on skills and knowledge developed at GCSE.	We deliver this component in year 2 as it builds on the introduction to key areas of the theoretical framework provided in Component 1. pupils also have the experience and knowledge gained from producing their own media products as part of the NEA. pupils have a firm grounding in the key concepts and theories, have honed their analysis skills and are better equipped to manage the demands of the more extended responses required in the exam

 

Spring to Summer	Year 12	Year 13
	Component 3 Cross Media production	Component 2 Media Forms and Products in-depth
	In this component, learners are required to apply their knowledge and understanding of media language, representation, audiences, media industries and the digitally convergent nature of the media in an individual production for an intended audience. The production must be based on two media forms and completed in response to a choice of briefs set by WJEC/Eduqas. Briefs offered by Wanstead High Include: Film marketing brief- learners create film posters DVD Cover and related audio-visual product Music marketing – learners create a new music artist and then create a pop video and pages from a music magazine.	In this component learners are required to study three media forms in depth, exploring all areas of the theoretical framework - media language, representation, media industries, and audiences - in relation to audio-visual, print and online products set by WJEC. The forms to be studied in depth are  online media including blogs and websites  and online media including blogs and websites
Rationale	We deliver this component in the summer term as pupils now have a good grounding in media forms and representations and have developed some basic practical and creative skills. The Set briefs from the exam board are released in March. pupils begin by responding to the brief and then researching and planning their NEA briefs. In the final half term they will begin production. By now yr11 and 13 exam classes have left and there is less demand on equipment	We deliver this component in year 2 as it builds on the introduction to key areas of the theoretical framework provided in Component 1. pupils also have the experience and knowledge gained from producing their own media products as part of the NEA. pupils have a firm grounding in the key concepts and theories, have honed their analysis skills and are better equipped to manage the demands of the more extended responses required in the exam

 

Assessment: 

At both GCSE and A Level pupil progress is continuously monitored and assessed in class, via home-learning tasks and regular tests. Each topic has regular practice of exam style questions built in and culminates in a mini end of unit test completed in exam conditions. Pupils track their learning and progress via mastery sheets in their folders where they record achievement at the end of unit tests and set and review targets related to the subject based mastery skills identified. Use of data trackers and traffic light systems to track progress and interventions

Teachers and the Head of Department monitor and track progress via regular data reviews and tracking sheets formulated from data drop. We offer after school intervention once a week for pupils who are struggling with the demands of homework and targeted group interventions in the run up to all exam periods

Extra – Curricular and enrichment: 

For many years, the department has run a successful after school Film Club for Key Stage 3 pupils. This has enabled us to build a connection and relationships with pupils in the lower school where we do not actually teach them. We have collaborated with the national organisation Film Club for many years and was nominated for and won Film Club of the year. Through this connection, we have had a number of specialist visitors and events and several of our film clubbers became ambassadors. 

We have also run a Sixth Form film club for many years, which has been used to both support the curriculum and widen pupils' experiences of film and we ran a project with Picturehouse cinemas to attend special pupil screenings in cinema. Every year we have supported the national Into Film festival and have taken Sixth Form pupils to free film screenings and presentations. We have also taken groups to the BBFC and to The Church of England publishers to support their studies.

Media Studies Learning Journey KS4 (Year 10 & 11)

Media Studies Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

MFL Curriculum Intent:

Our curricula seek to develop our pupils into confident and knowledgeable linguists. We prepare them to communicate confidently in the real world and see languages as an opportunity to broaden their horizons, experiences and empathy.

We want our pupils to build rich and secure linguistic knowledge.

• Through our curriculum, all pupils develop mastery in both the receptive (listening and reading) and the productive (speaking and writing) skills.

• All pupils have a strong grasp of grammatical knowledge, vocabulary and phonics to develop their linguistic competencies.

• We ensure that we balance the teaching of all 5 skills as a way to build secure foundations for learning.

We want our pupils to see themselves as global citizens.

• Pupils use the skills and knowledge learnt in lessons to expand their global outlook. We introduce pupils to the cultural diversity of French and Spanish speaking countries beyond Europe.

• In lessons we make it explicit that learning a language is about learning new experiences, meeting new people and broadening their horizons

We aim for our pupils to develop confidence and fluency.

Our curriculum progression model is designed with the aim of increasing depth, breadth and complexity of language expertise: from understanding some single words and phrases in Year 7 to being able to understand passages, via both reading and listening, speak confidently as well as be able to complete longer pieces of written work with very few mistakes at A Level.

We are logical when planning grammatical structures and themes as this ensures that new content builds upon what has already been learnt. We aim to achieve a balance between all 5 skills of Listening, Speaking, Reading, Writing and Vocabulary. This feels even more important in the wake of the pandemic, when listening and speaking skills were more difficult to develop and assess.

Modern Languages French Learning Journey KS3 (Year 7, 8 & 9) & KS4 (10 & 11) 

Modern Languages Spanish Learning Journey KS3 (Year 7, 8 & 9) & KS4 (10 & 11)

Modern Languages French Learning Journey KS5 (Year 12 & 13) 
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Our principles and intent: 

The Music Department believes that all pupils are inherently musical and that the development of their musical ability and potential is an essential part of any whole-school curriculum.  Beyond the intrinsic value of studying music for its own sake, music can improve the confidence of pupils through performance, their creativity through composition and improvisation and their analytical skills through listening and appraising.  Among many other benefits it builds cultural knowledge, teamwork, fine motor skills and has a positive effect on the wellbeing of pupils.   

Our curriculum is designed to be inclusive, challenging, creative and enjoyable.  We acknowledge the differing levels of musical experience that pupils enter the school with and plan for this accordingly.  We are very fortunate to have very good resources in terms of both music-specific technology and traditional instruments and aim to balance the development of strands of learning such as keyboard skills and notation with the need to study a variety of different music.  Within this we particularly acknowledge the importance of highlighting musicians of a wide variety of nationalities, races and backgrounds and ensure that we make sure that pupils understand the importance of the contribution of musicians of minority ethnic backgrounds as part of their learning. 

We also recognise that music provides opportunities for pupils to work together collaboratively and emphasise the importance of this in our teaching. 

For pupils who have greater musical experience from primary school lessons and/or instrumental or vocal lessons, for example, we give opportunities for them to work with other more musically experienced pupils whilst composing and create opportunities for musical leadership within classroom lessons as well as strongly encouraging participation in the extracurricular ensembles offered by the Department.  At times we will also develop musical leadership skills in these pupils by designing pairs or small groups where they can support those with less musical experience.

Our aim is for GCSE music to be an accessible option to all pupils whether or not they have had additional musical experiences outside of the classroom.  In order to do this we aim for all pupils to be confident in playing melodies, chords and bass lines on a keyboard by the end of Key Stage 3 and to also be able to read pitches from the treble and bass clefs.  The Department has a history of attaining very high levels of achievement at both GCSE and A Level and this is something that we are keen to sustain and build upon. 

Class size and setting:

At Key Stage 3, pupils are taught in form groups.  They receive two one-hour classroom music lessons per fortnight.  At GCSE on average between twenty and thirty pupils choose to take GCSE music as an option each year.  A Level music has also run every year for at least the last twenty years, more recently with Year 12 and 13 combined.  Class sizes have varied at this level considerably with an average of around eight pupils in each year over this period.  All classes are taught in a mixed-ability setting, but as mentioned above there will be times where those with more musical experience will have opportunities to work together.  A Level Music Technology has run for most of the last 20 years, again with Years 12 and 13 combined in recent years.

Sequencing:

During Key Stage 3, pupils develop their keyboard skills, their ability to compose music particularly to moving images, their understanding and use of musical vocabulary, their ability to recognise and describe features of the music that they listen to and their ability to read music notation.  They also develop their skills in using music specific technology, such as the software package ‘Garageband’ to be able to realise their musical ideas. 

As pupils progress through Key Stage 3 the importance of developing the ideas that they compose becomes increasingly important and the sophistication of their use of the musical elements in their music will become greater.  The length and technical demands of the music that they perform will also increase.  Pupils will begin by reading rhythm notation and then move on to understand pitch notation on the treble and bass clefs.  They will increase the sophistication of the musical vocabulary that they use during the key stage and will develop their ability to read more complicated rhythms as they progress. 

At Key Stage 4 pupils will continue to develop a broad and advanced musical vocabulary and their ability to identify and describe increasingly complex musical features.  They will develop their ability to compare and contrast familiar and unfamiliar music and gain a broad understanding of the four areas of study covered at GCSE: Instrumental Music 1700-1820, Vocal Music, Music for Stage and Screen and Fusions.

They will compose music independently that shows an understanding of the genre that they have chosen to write in and that develops ideas in an inventive way. They will perform pieces of music of several minutes, demonstrating accuracy, fluency and musicality in their performances, as well as good ensemble skill when required.  They will become confident in using more sophisticated music production and where appropriate notation software, such as Logic and Sibelius.

At Key Stage 5, pupils will continue to develop all aspects of their musicianship.  They will give a recital of around ten to fifteen minutes on their primary instrument and write detailed compositions showing a close familiarity with the features of their chosen genres.   

They will gain a deep knowledge of the history of both instrumental and vocal jazz of the 20th and 21st centuries, as well as the instrumental music of the 18th and early 19th century.  They will continue to develop their ear and will be able to dictate melodies and basslines with high levels of accuracy by the end of the course.  They will be able to write academic essays of a high standard on the music that they have studied, demonstrating excellent communication in writing and using a very broad and detailed musical vocabulary. 

Pupils taking Music Technology A lLevel will become confident in analysing the use and impact of this technology on popular music from a wider range of genres and make creative and imaginative use of music technology in the creation of their own compositions.  They will also learn to capture a wide variety of instruments and to use mixing techniques to create successful multitrack recordings.

Assessment:

Ongoing assessment takes place throughout all music lessons and the primary means in which pupils know how to improve is by the feedback given to them verbally in lessons.   

Around six composition and performance tasks are subject to summative assessment in each year of Key Stage 3.  These are recorded in a spreadsheet issued to each child at Key Stage 3 so that targets given can be addressed in future work where appropriate and pupils can track their progress through the key stage.  In addition, homework tasks, designed to reinforce and revise concepts, are assessed regularly to gauge how well pupils are building their listening and appraising skills and developing their understanding of staff notation.

At GCSE and A Level pupils regularly complete listening questions, research and other work focused on the listening examination which is assessed promptly by teachers both so pupils understand where they need to improve and teachers know how well individual pupils have understood the content covered and inform their teaching accordingly.  Pupils at GCSE and A Level also receive regular general feedback on composition tasks and sometimes alongside direction from instrumental or vocal teachers, are also given feedback on their solo and ensemble performances.

Extra – Curricular and enrichment:

The extra-curricular programme is an essential part of the work of the Music Department.  As well as staging regular musical productions with the Drama and Dance Department, the Music Department runs a large number of ensembles after school, including a string orchestra, two choirs, jazz band, wind band, steel pan group and brass group.  More experienced pupils are encouraged to direct their own ensembles and classrooms are available at break times and lunchtimes for pupils to work on compositions, practice keyboard, guitar skills or rehearse music together in practice rooms when these are available.  

The Department works with Redbridge Music Service to offer pupils lessons on a wide variety of instruments, including the voice.  The school subsidises the fees for pupils eligible for free school meals or the pupil premium by 50% (and in some cases 100%) with an aim to prevent financial constraints stopping pupils who wish to learn instruments doing so.  Redbridge Music Service also run a number of ensembles that a number of our pupils participate in. Many pupils also learn instruments with other local teachers and music schools.

Music Learning Journey KS3 (Year 7, 8 & 9)

Music Learning Journey KS4 (Year 10 & 11)

Music Learning Journey KS5 (Year 12 & 13)

Music Technology Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Principles

At Wanstead High School we believe the purpose of a school curriculum is twofold.

The first relates to the focus on academic development. As such, pupils follow a broad and balanced curriculum that is designed to equip them with a range of disciplinary knowledge and skills. The final outcome being a set of academic qualifications which enable that young person to progress in further education, training and finally employment.

The second, which is just as important, is related to the lifelong process of personal character development. At Wanstead High, through our personal development and character curriculum, we seek to consciously and explicitly teach and provide opportunities for our pupils to grow and develop into the best possible versions of themselves emotionally, socially and cognitively. As a result, pupils will flourish as they leave Wanstead High, as confident, global citizens with the ability to form positive and happy relationships with others and a desire to play their part in society for the common good.

Therefore, personal development at Wanstead High School refers to the explicit teaching of knowledge, skills, character virtues, routines and habits which will promote and support our pupils in leading healthy, happy, fulfilling and purposeful lives.

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Intent

Our Personal Development and Character curriculum aims to enable pupils to become healthy, safe, independent, responsible members of society who demonstrate respect and tolerance and who are prepared for their next steps in education or employment; and equipped to face and manage the challenges and opportunities of an ever-changing modern Britain.

It is the intention of the school to teach, via this curriculum, age-appropriate, pupil-sensitive, evidence-based Relationships, Sex and Health Education (RSHE) that respects the law and all communities that call Redbridge home.

We want every member of our school community to know how to support their own physical health, safety, and emotional wellbeing throughout their journey with us. Personal development and character education is at the heart of our whole school vision and ethos.

We aim to ensure that the personal development curriculum delivers all aspects of the statutory guidance and reflects our specific needs as a school community. As part of our personal development and wider character curriculum, Wanstead Virtues, SMSC, British Values, RSE, Emotional Health and Wellbeing, and Careers are all delivered explicitly and intentionally.

Our personal development and character curriculum is delivered through a wide range of structured learning opportunities.

• At Key Stage 3 Fortnightly lessons are delivered by the AHT with responsibility for personal development and a small team of teachers
• In Key Stage 4 and Key Stage 5, personal development is taught through tutor time, workshops, drop-down days and assemblies
• Tutor Time Programme including Votes for Schools
• Weekly Assemblies
• External Workshops and speakers
• Extra-Curricular and Enrichment Programme
• Educational Visits

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Virtues, Knowledge and Skills

Members of Wanstead High community aspire to the following virtues

INTEGRITY, CURIOSITY, RESPECT, SERVICE, TEAMWORK

• Problem-solving
• Practice and apply skills of discussion, listening and debate
• Distinguishing right from wrong and respecting the civil and criminal law of Britain
• Skills of collaboration
• Ability to make informed choices
• Numeracy and literacy (oracy) skills
• Exploring and understanding your own attitudes and values
• Self-regulation and ability to accept responsibility for their behaviour
• Knowing and practising different ways to contribute positively to the lives of those living and working in the locality of the school and to society more widely
• Pupils will acquire a broad general knowledge of and respect for public institutions and services in Britain.
• Further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation for and respect for their own and other cultures.
• Encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010.

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Class size and arrangement

• At Key Stage 3, pupils are taught in tutor groups, once a fortnight. These are groups of 30 and are of mixed attainment.
• At Key Stage 4, pupils are taught in tutor groups, as a collective, in assemblies and in mixed. Attending groups via workshops and drop-down days

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Sequencing and knowledge and skills

• The personal development curriculum is a spiral curriculum whereby pupils often return and revisit similar topics and themes, but content increases in complexity and new age-appropriate content may be introduced to develop further understanding and skill development.

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Assessment

• Activities are predominantly discussion based and staff assess progress via assessment for learning strategies and, more specifically, questioning techniques such as cold calling, process questions and probing questions.
• Pupils complete a confidence questionnaire at the end of each topic and regular pupil surveys are used.

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Extra-Curricular and Enrichment

• A range of extracurricular and enrichment activities take place and are published at the beginning of the year. Please see our Extra Curricular timetable for additional information.

Personal Development Key Stage 3 - Year 7

Personal Development Key Stage 4 - Year 8

Personal Development Key Stage 5 - Year 9

Accordion content

Photography KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

“Physical Education is fully inclusive. It has no prejudice”

At Wanstead High School, through a strategically designed Physical Education curriculum, and extensive extra-curricular programme, pupils will develop social, cultural, moral and spiritual development in the form of: 

- Gaining a sense of enjoyment and fascination of themselves and the world around them

- Using their imagination and creativity

- Exploring personal and spiritual concepts

- Understanding fair play, sportspersonship and etiquette

- Developing the concept of self-discipline

- Developing the understanding of the benefits of working in a team

- Developing and learning how to respond to leadership

- Learning about the art of gracious winning

- How to respond to losing

- That it is okay to not be as good as someone else

- A sense of unity with sport uniting all regardless of ability, ethnicity, religion, sexuality and socio-economic background.

It is our belief that a strategic and creatively planned PE curriculum would ensure that pupils;

- Are committed to PE and sport and make them a central part of their lives both in and out of school

- Know and understand what they are trying to achieve through sport and how to go about it

- Understand how important PE and sport are for mental, physical and social well-being.

- Develop confidence to try new activities

- Show a desire to improve and achieve in relation to their own abilities

- Develop the stamina, strength and suppleness to perform their daily activities

- ​Enjoy PE, school and community sport.

Such skills learnt can be used long after pupils have left us as they enter adulthood.

Enrichment also forms a key part of our extracurricular programme, with a whole school sports day, a whole school sports awards evening, many sporting trips, and a significant number of sporting activities and clubs each year, celebrating all and giving wider opportunities to experience sporting activities.

Outside the classroom - to attend these activities you require two things – your PE kit and a smile.

Ambition:

The Physical Education Department implements a gender-neutral curriculum. 

There is academic rigour, with the department offering three examination courses at Key Stage 4 and Key Stage 5, with increasing numbers for Key Stage 5 uptake. The department will continue to deliver GCSE and A Level pathways. 

The curriculum shows ambition by proactively planning for the curriculum to do more than just make progress in relation to examination or assessment results. The curriculum plans for the development of the person as a whole, and teaches such valuable life skills in order that when the pupils leave us they are the best version of themselves, outstanding citizens and understand how to contribute to their community.

Feedback, marking and assessment:

Physical Education at Key Stage 3, predominantly relies on the assessment of skills and knowledge through practical lessons. Lessons are taught, predominantly in mixed gender and mixed ability, within a gender-neutral curriculum. Pupils are taught key skills, tactical ideas, fitness development and how to develop strengths and weaknesses of competitive performance. Pupils are assessed using a ‘Heads-Hearts-Hands’ model, identifying key skills required for performance and comparing against a benchmark.

At Key Stage 4 pupils study one of two examination pathways; AQA GCSE Physical Education or OCR Cambridge Nationals in Sport Studies, and at Key Stage 5 AQA A Level Physical Education. 

Pupils are assessed formatively in the form of ‘checking for understanding’ cards, low stakes quizzes, engaging ‘Do Now’s and oracy tasks, and summatively with end of unit assessments, with a range of peer and self-marking. 

How does PE differ as they move through key stages?

Physical Education applies a blended approach to teaching knowledge and skills via practical lessons and theoretical content. As pupils work their way through the key stages they will see a reduction in the practical teaching in favour of the theoretical content in line with examination specifications.

Physical Education Learning Journey KS3 & KS4 (Year 7 -11)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Our principles and intent:

1. Principles: Our science curriculum fosters a love and understanding of science, inspiring curiosity, critical thinking, and a lifelong passion for scientific inquiry. Strong teacher-pupil relationships are central, with one teacher covering all three sciences for personalised learning and cohesive progression.

Key Principles:

• Curiosity and Inquiry: Encourage questions and scientific investigations.

• Critical Thinking: Develop analytical skills to evaluate and interpret data.

• Practical Skills: Provide hands-on experience with real-world applications.

• Inclusivity: Ensure all pupils feel valued and capable of success.

• Progressive Learning: Build on prior knowledge for cumulative understanding.

2. Intent: We aim to create a data-rich department that continuously monitors and supports progress. At Key Stage 3, regular end-of-topic tests assess understanding, with bi-weekly tests at Key Stages 4 and 5 to evaluate knowledge and application.

Specific Aims:

• Strong Foundation: Solid grounding in biology, chemistry, and physics.

• Data-Driven Improvement: Use assessment data for targeted support.

• Exam Preparedness: Regular assessments for GCSE and A-level exams.

3. Skills: Pupils need analytical thinking, problem-solving, practical laboratory skills, and effective communication. We develop these progressively from Key Stage 3 to Key Stage 5.

Key Stage 3: Introduction to scientific methods and basic experimental techniques.

Key Stage 4: Focus on practical skills, data analysis, and critical evaluation.

Key Stage 5: Advanced techniques, complex problem-solving, and sophisticated data interpretation.

Integration of Cross-Disciplinary Skills: Objectives and activities will link science with mathematics and ICT, such as projects involving data analysis and coding. Professional development for teachers will support this integration.

4. Class Size and Setting: Pupiils will be setted be upon data and will have regular opportunities to move up and down through out the year. 

• Year 7: Mixed-ability classes.

• Years 8-9: Setted classes from Set 1 (top) to Set 5 (bottom).

• Year 10: One triple science class per half; combined science classes setted.

• Year 11: Top two sets for triple science; combined science classes setted.

• A-Level: Classes capped at 30, not setted.

5. Sequencing and Knowledge and Skills:

• Key Stage 3: Topics in biology, chemistry, and physics rotate.

• Key Stage 4: Follow AQA GCSE pathways for Trilogy Combined Science and Separate Science.

• Paper 1: Initial focus on key topics.

• Paper 2: Comprehensive coverage of all topics

6. Assessment: Regular, data-driven evaluations using past exam questions. End-of-topic assessments at Key Stage 3 and bi-weekly tests at Key Stages 4 and 5, with end-of-year tests and challenge weeks using past exam papers.

7. Extra-Curricular and Enrichment:

Activities include the Gardening Club and Year 7 Science Club, offering hands-on experiences and fostering a deeper appreciation for science.

8. Review: The curriculum review process ensures pupils have ample time for consolidation and preparation for assessments. The curriculum is designed to be completed 1-2 months before the academic year ends for dedicated revision time.

Physics Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Accordion content

Politics Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Social Science and Religion and Philosophy

“Our lives begin to end the day we become silent about things that matter”

Dr Martin Luther King Junior

Our principles and Intent

To deliver a Social Sciences and Religion and Philosophy curriculum that provides a safe space for young people to make sense of their identities in an East London demographic as well as a strong sense of belonging. Social Sciences and RP deepens pupils understanding and sparks their curiosity in the world around them with rich knowledge and eye-opening debates, which prepares pupils with the cultural capital to make a positive contribution in society. Pupils build on skills developed in the sciences and humanities and enable progression into a wide range of other subjects, as well as builds education with character by challenging the status quo.

Social Science and Religion and Philosophy provide pupils with transferable skills such as:

• How to investigate facts and make judgements
• Developing opinions and new ideas on social issues,
• Analyse and better understand the social world
•  Evaluate viewpoints objectively.
• Data analysis, 
• Critical analysis
• Independent thinking, and the ability to form an argument based on considered evidence. 
• Investigation (in which the increasing ability to ask pertinent questions is an important part),
• Empathising (the ability to understand and show consideration for the experiences of others) and Application (where the skills acquired enable links and connections between religious traditions and worldviews to be made).

All pupils in Social Science and Religion and Philosophy from Year 7 to 13 are taught in mixed ability groups. For Key stage 3 Religion and Philosophy, we teach once a fortnight in tutor groups.

At Key Stage 4, we teach 6 hours per fortnight for Sociology and RP of mixed prior attainment. In Key stage 5, we teach 9 hours for Year 12 Sociology, Psychology and Religion and Philosophy and 10 hours in Year 13.

We continually assess pupils in all key stages of Social Sciences and Religion and Philosophy.

In key stage 3, pupils are assessed by an end of unit test which involves exam-style questions, similar to GCSE questions, but also involves creative elements to aid their presentation and creative skills. Key stage 4 assessments are assessed through exam questions in the class in timed conditions as well as End of unit tests for every unit they study. Pupils receive extensive feedback on their assessment through our feedback sheets and feedback lessons. Model answers and mark schemes are shared to all pupils to ensure all pupils understand what is expected of them. Consistent use of assessment objectives is presented in class. Pupils have exam questions to complete for home learning for short-ended questions and teacher marks this once a fortnight. At key stage 5, pupils complete exam questions in class in timed conditions, and plan essays and paragraphs for home learning.

Studying Social Sciences and Religion and Philosophy will help pupils to develop a wide variety of employable skills as well as developing an understanding of the world around us. Discussion of Criminology and Law through the Crime and Deviance modules, visit to the Old Bailey will be implemented in the discussion of Law. Media elements within the research method and crime topics link to journalism. Essay writing incorporates Law with making an evidenced based judgement. Within the Education lessons of Achievement links to careers such as teaching and government, and public sector jobs.

Every year, a significant proportion of our A Level pupils pursue Social Science fields such as Law, Psychology, Criminology, Philosophy and Politics, Teaching and Sociology and Anthropology.

Social Science and RP provide pupils with a rich experience and enhances their cultural capital with trips to the Old Bailey, Clink Museum, Master Classes in Psychology, Prisoner’s exhibition and Guest speakers for Religion and Philosophy.

Psychology Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Social Science and Religion and Philosophy

“Our lives begin to end the day we become silent about things that matter”

Dr Martin Luther King Junior

Our principles and Intent

To deliver a Social Sciences and Religion and Philosophy curriculum that provides a safe space for young people to make sense of their identities in an East London demographic as well as a strong sense of belonging. Social Sciences and RP deepens pupils understanding and sparks their curiosity in the world around them with rich knowledge and eye-opening debates, which prepares pupils with the cultural capital to make a positive contribution in society. Pupils build on skills developed in the sciences and humanities and enable progression into a wide range of other subjects, as well as builds education with character by challenging the status quo.

Social Science and Religion and Philosophy provide pupils with transferable skills such as:

• How to investigate facts and make judgements
• Developing opinions and new ideas on social issues,
• Analyse and better understand the social world
•  Evaluate viewpoints objectively.
• Data analysis, 
• Critical analysis
• Independent thinking, and the ability to form an argument based on considered evidence. 
• Investigation (in which the increasing ability to ask pertinent questions is an important part),
• Empathising (the ability to understand and show consideration for the experiences of others) and Application (where the skills acquired enable links and connections between religious traditions and worldviews to be made).

All pupils in Social Science and Religion and Philosophy from Year 7 to 13 are taught in mixed ability groups. For Key stage 3 Religion and Philosophy, we teach once a fortnight in tutor groups.

At Key Stage 4, we teach 6 hours per fortnight for Sociology and RP of mixed prior attainment. In Key stage 5, we teach 9 hours for Year 12 Sociology, Psychology and Religion and Philosophy and 10 hours in Year 13.

We continually assess pupils in all key stages of Social Sciences and Religion and Philosophy.

In key stage 3, pupils are assessed by an end of unit test which involves exam-style questions, similar to GCSE questions, but also involves creative elements to aid their presentation and creative skills. Key stage 4 assessments are assessed through exam questions in the class in timed conditions as well as End of unit tests for every unit they study. Pupils receive extensive feedback on their assessment through our feedback sheets and feedback lessons. Model answers and mark schemes are shared to all pupils to ensure all pupils understand what is expected of them. Consistent use of assessment objectives is presented in class. Pupils have exam questions to complete for home learning for short-ended questions and teacher marks this once a fortnight. At key stage 5, pupils complete exam questions in class in timed conditions, and plan essays and paragraphs for home learning.

Studying Social Sciences and Religion and Philosophy will help pupils to develop a wide variety of employable skills as well as developing an understanding of the world around us. Discussion of Criminology and Law through the Crime and Deviance modules, visit to the Old Bailey will be implemented in the discussion of Law. Media elements within the research method and crime topics link to journalism. Essay writing incorporates Law with making an evidenced based judgement. Within the Education lessons of Achievement links to careers such as teaching and government, and public sector jobs.

Every year, a significant proportion of our A Level pupils pursue Social Science fields such as Law, Psychology, Criminology, Philosophy and Politics, Teaching and Sociology and Anthropology.

Social Science and RP provide pupils with a rich experience and enhances their cultural capital with trips to the Old Bailey, Clink Museum, Master Classes in Psychology, Prisoner’s exhibition and Guest speakers for Religion and Philosophy.

Religion and Philosophy Learning Journey KS3 (Year 7, 8 & 9)

Religion and Philosophy Learning Journey KS4 (Year 10 & 11)

Religion and Philosophy Learning Journey KS5 (Year 12 & 13)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Design & Technology Principles & Intent

We aim to develop and nurture the very best designers by giving students a first-hand experience of all three specialisms of Design & Technology, including Resistant Materials, Textiles and Graphics. Students operate within a carousel system (10 weeks) which draws, develops and implements a range of different disciplines including a range of 2D and 3D sketching techniques, rendering in different forms, modelling in traditional and CAD methods and developing student resilience and character through a no fear approach.

Intent:

• The aims of the Design and Technology department are to prepare students with the skills and knowledge for the world outside the classroom.
• To encourage children to take risks, to develop new innovative designs and to be reflective learners.
• To develop creative and critical thinkers, reflecting and evaluating their work as it progresses.
• To enable students to feel safe and confident in their learning environment, health and safety being paramount.
• Foster enjoyment, satisfaction and purpose in designing and making things.
• Continue to explore future Technologies, adapt and adjust, appreciating the past/contextual designers and embracing the future.
• To enjoy learning in a practical manner, providing engaging and challenging lessons, developing transferable skills in preparation for the outside world.
• To encourage and inspire students who wish to take on further study from selecting this as an option at GCSE, university and beyond.
• Use Design and Technology to promote our strong ethos, respect and tolerance and celebrate success through adversity and diversity.

Skills and Principles in Design and Technology:

Design

In all elements of Design and Technology whether that be Textiles, Resistant Materials or Graphics -students will be able to consider a variety of issues and user needs in designing a solution to a problem. Students will generate original and creative ideas that consider a range of issues and user needs whilst undertaking research in order to understand that there are a range of possible solutions as they move towards identifying the best outcome.

Make

Students will use a variety of materials to make a solution to their identified problem.  They will understand the properties of their chosen materials and possible alternatives.  Students will be able to select and use a wide range of tools, techniques, processes, equipment and machinery safely and precisely.

Evaluate

Students will take account of the target market, users or key purpose of the solution when testing, evaluating and refining their ideas and products.  Students will consider the limitations of their solution and the extent to which it meets their full needs and use this information to adapt future endeavours.

Class size, Home Learning and Materials

At Key Stage 3, we teach 3 hours per fortnight for 10 weeks/carousel per academic year. The lessons are taught in mixed-ability and mixed-form groupings. We strive to limit class numbers to 20 to ensure health and safety and increase the amount of attention available in practical lessons, culminating in an end of topic outcome/product which students take home.

Homework is set in the form of a project (ILA) once a term and is used to underpin and deep dive into topics covered in class within the curriculum framework.

At Key Stage 4, we teach 6 hours per fortnight in mixed ability groupings of 20 students.

Sequencing

Design and Technology lessons at Key Stage 3 will often follow a flow of demonstrations and practical activities. Interwoven within this will be the teaching and use of evaluative, analysis and enquiry skills for example reviewing practical work and deciding on improvements.

At Key Stage 4, we follow AQA GCSE Design & Technology Specification. Year 10 is spent exploring these main areas of the specification –

• Emerging technologies
• Development in new materials and working properties
• Mechanical devices
• Systems approach to designing
• Practical mini NEA

Within this scope, a third of the curriculum time is devoted to practical skills and scientific enquires.

Year 11 is spent tackling the two NEA’s set by AQA which account for 50% of the overall grade. A terminal paper is taken in the summer of Year 11 assessing the following areas above (50%).

Assessment: Within the Department, we make use of a range of peer and teacher assessment in order to allow students to reflect on both their practical and theory work. We strive to photograph student’s practical work to allow assessment to take place in the next lesson

At KS4, assessment is through exam practice questions in lessons and for homework, mock NEA’s and written mocks according to the school calendar.

Educational Visits, Enrichment and Competitions:

Covid pending we will resume to provide students with first-hand insight into manufacture and industry, coupled with visits by practising professionals in their respective D&T field providing students with a career assembly, presentations, pathways. Lunch-clubs are also a popular enrichment for students to engage in tasks outside their normal context of learning.

Resistant Materials Learning Journey KS3 (Year 7, 8 & 9)
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Our principles and intent:

1. Principles: Our science curriculum fosters a love and understanding of science, inspiring curiosity, critical thinking, and a lifelong passion for scientific inquiry. Strong teacher-pupil relationships are central, with one teacher covering all three sciences for personalised learning and cohesive progression.

Key Principles:

• Curiosity and Inquiry: Encourage questions and scientific investigations.

• Critical Thinking: Develop analytical skills to evaluate and interpret data.

• Practical Skills: Provide hands-on experience with real-world applications.

• Inclusivity: Ensure all pupils feel valued and capable of success.

• Progressive Learning: Build on prior knowledge for cumulative understanding.

2. Intent: We aim to create a data-rich department that continuously monitors and supports progress. At Key Stage 3, regular end-of-topic tests assess understanding, with bi-weekly tests at Key Stages 4 and 5 to evaluate knowledge and application.

Specific Aims:

• Strong Foundation: Solid grounding in biology, chemistry, and physics.

• Data-Driven Improvement: Use assessment data for targeted support.

• Exam Preparedness: Regular assessments for GCSE and A-level exams.

3. Skills: Pupils need analytical thinking, problem-solving, practical laboratory skills, and effective communication. We develop these progressively from Key Stage 3 to Key Stage 5.

Key Stage 3: Introduction to scientific methods and basic experimental techniques.

Key Stage 4: Focus on practical skills, data analysis, and critical evaluation.

Key Stage 5: Advanced techniques, complex problem-solving, and sophisticated data interpretation.

Integration of Cross-Disciplinary Skills: Objectives and activities will link science with mathematics and ICT, such as projects involving data analysis and coding. Professional development for teachers will support this integration.

4. Class Size and Setting: Pupiils will be setted be upon data and will have regular opportunities to move up and down through out the year. 

• Year 7: Mixed-ability classes.

• Years 8-9: Setted classes from Set 1 (top) to Set 5 (bottom).

• Year 10: One triple science class per half; combined science classes setted.

• Year 11: Top two sets for triple science; combined science classes setted.

• A-Level: Classes capped at 30, not setted.

5. Sequencing and Knowledge and Skills:

• Key Stage 3: Topics in biology, chemistry, and physics rotate.

• Key Stage 4: Follow AQA GCSE pathways for Trilogy Combined Science and Separate Science.

• Paper 1: Initial focus on key topics.

• Paper 2: Comprehensive coverage of all topics

6. Assessment: Regular, data-driven evaluations using past exam questions. End-of-topic assessments at Key Stage 3 and bi-weekly tests at Key Stages 4 and 5, with end-of-year tests and challenge weeks using past exam papers.

7. Extra-Curricular and Enrichment:

Activities include the Gardening Club and Year 7 Science Club, offering hands-on experiences and fostering a deeper appreciation for science.

8. Review: The curriculum review process ensures pupils have ample time for consolidation and preparation for assessments. The curriculum is designed to be completed 1-2 months before the academic year ends for dedicated revision time.

Science Learning Journey KS3 (Year 7, 8 & 9)

Combined Science Learning Journey KS4 (Year 10 & 11)

Triple Science Learning Journey KS4 (Year 10 & 11) 
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Social Science and Religion and Philosophy

“Our lives begin to end the day we become silent about things that matter”

Dr Martin Luther King Junior

Our principles and Intent

To deliver a Social Sciences and Religion and Philosophy curriculum that provides a safe space for young people to make sense of their identities in an East London demographic as well as a strong sense of belonging. Social Sciences and RP deepens pupils understanding and sparks their curiosity in the world around them with rich knowledge and eye-opening debates, which prepares pupils with the cultural capital to make a positive contribution in society. Pupils build on skills developed in the sciences and humanities and enable progression into a wide range of other subjects, as well as builds education with character by challenging the status quo.

Social Science and Religion and Philosophy provide pupils with transferable skills such as:

• How to investigate facts and make judgements
• Developing opinions and new ideas on social issues,
• Analyse and better understand the social world
•  Evaluate viewpoints objectively.
• Data analysis, 
• Critical analysis
• Independent thinking, and the ability to form an argument based on considered evidence. 
• Investigation (in which the increasing ability to ask pertinent questions is an important part),
• Empathising (the ability to understand and show consideration for the experiences of others) and Application (where the skills acquired enable links and connections between religious traditions and worldviews to be made).

All pupils in Social Science and Religion and Philosophy from Year 7 to 13 are taught in mixed ability groups. For Key stage 3 Religion and Philosophy, we teach once a fortnight in tutor groups.

At Key Stage 4, we teach 6 hours per fortnight for Sociology and RP of mixed prior attainment. In Key stage 5, we teach 9 hours for Year 12 Sociology, Psychology and Religion and Philosophy and 10 hours in Year 13.

We continually assess pupils in all key stages of Social Sciences and Religion and Philosophy.

In key stage 3, pupils are assessed by an end of unit test which involves exam-style questions, similar to GCSE questions, but also involves creative elements to aid their presentation and creative skills. Key stage 4 assessments are assessed through exam questions in the class in timed conditions as well as End of unit tests for every unit they study. Pupils receive extensive feedback on their assessment through our feedback sheets and feedback lessons. Model answers and mark schemes are shared to all pupils to ensure all pupils understand what is expected of them. Consistent use of assessment objectives is presented in class. Pupils have exam questions to complete for home learning for short-ended questions and teacher marks this once a fortnight. At key stage 5, pupils complete exam questions in class in timed conditions, and plan essays and paragraphs for home learning.

Studying Social Sciences and Religion and Philosophy will help pupils to develop a wide variety of employable skills as well as developing an understanding of the world around us. Discussion of Criminology and Law through the Crime and Deviance modules, visit to the Old Bailey will be implemented in the discussion of Law. Media elements within the research method and crime topics link to journalism. Essay writing incorporates Law with making an evidenced based judgement. Within the Education lessons of Achievement links to careers such as teaching and government, and public sector jobs.

Every year, a significant proportion of our A Level pupils pursue Social Science fields such as Law, Psychology, Criminology, Philosophy and Politics, Teaching and Sociology and Anthropology.

Social Science and RP provide pupils with a rich experience and enhances their cultural capital with trips to the Old Bailey, Clink Museum, Master Classes in Psychology, Prisoner’s exhibition and Guest speakers for Religion and Philosophy.

Sociology Learning Journey KS4 (Year 10 & 11) 

Sociology Learning Journey KS5 (Year 12 & 13) 
 

The subject-specific curriculum booklets will be uploaded to the website soon.

Design & Technology Principles & Intent

We aim to develop and nurture the very best designers by giving students a first-hand experience of all three specialisms of Design & Technology, including Resistant Materials, Textiles and Graphics. Students operate within a carousel system (10 weeks) which draws, develops and implements a range of different disciplines including a range of 2D and 3D sketching techniques, rendering in different forms, modelling in traditional and CAD methods and developing student resilience and character through a no fear approach.

Intent:

• The aims of the Design and Technology department are to prepare students with the skills and knowledge for the world outside the classroom.
• To encourage children to take risks, to develop new innovative designs and to be reflective learners.
• To develop creative and critical thinkers, reflecting and evaluating their work as it progresses.
• To enable students to feel safe and confident in their learning environment, health and safety being paramount.
• Foster enjoyment, satisfaction and purpose in designing and making things.
• Continue to explore future Technologies, adapt and adjust, appreciating the past/contextual designers and embracing the future.
• To enjoy learning in a practical manner, providing engaging and challenging lessons, developing transferable skills in preparation for the outside world.
• To encourage and inspire students who wish to take on further study from selecting this as an option at GCSE, university and beyond.
• Use Design and Technology to promote our strong ethos, respect and tolerance and celebrate success through adversity and diversity.

Skills and Principles in Design and Technology:

Design

In all elements of Design and Technology whether that be Textiles, Resistant Materials or Graphics -students will be able to consider a variety of issues and user needs in designing a solution to a problem. Students will generate original and creative ideas that consider a range of issues and user needs whilst undertaking research in order to understand that there are a range of possible solutions as they move towards identifying the best outcome.

Make

Students will use a variety of materials to make a solution to their identified problem.  They will understand the properties of their chosen materials and possible alternatives.  Students will be able to select and use a wide range of tools, techniques, processes, equipment and machinery safely and precisely.

Evaluate

Students will take account of the target market, users or key purpose of the solution when testing, evaluating and refining their ideas and products.  Students will consider the limitations of their solution and the extent to which it meets their full needs and use this information to adapt future endeavours.

 

Class size, Home Learning and Materials

At Key Stage 3, we teach 3 hours per fortnight for 10 weeks/carousel per academic year. The lessons are taught in mixed-ability and mixed-form groupings. We strive to limit class numbers to 20 to ensure health and safety and increase the amount of attention available in practical lessons, culminating in an end of topic outcome/product which students take home.

Homework is set in the form of a project (ILA) once a term and is used to underpin and deep dive into topics covered in class within the curriculum framework.

At Key Stage 4, we teach 6 hours per fortnight in mixed ability groupings of 20 students.

Sequencing

Design and Technology lessons at Key Stage 3 will often follow a flow of demonstrations and practical activities. Interwoven within this will be the teaching and use of evaluative, analysis and enquiry skills for example reviewing practical work and deciding on improvements.

At Key Stage 4, we follow AQA GCSE Design & Technology Specification. Year 10 is spent exploring these main areas of the specification –

• Emerging technologies
• Development in new materials and working properties
• Mechanical devices
• Systems approach to designing
• Practical mini NEA

Within this scope, a third of the curriculum time is devoted to practical skills and scientific enquires.

Year 11 is spent tackling the two NEA’s set by AQA which account for 50% of the overall grade. A terminal paper is taken in the summer of Year 11 assessing the following areas above (50%).

Assessment: Within the Department, we make use of a range of peer and teacher assessment in order to allow students to reflect on both their practical and theory work. We strive to photograph student’s practical work to allow assessment to take place in the next lesson

At KS4, assessment is through exam practice questions in lessons and for homework, mock NEA’s and written mocks according to the school calendar.

Educational Visits, Enrichment and Competitions:

Covid pending we will resume to provide students with first-hand insight into manufacture and industry, coupled with visits by practising professionals in their respective D&T field providing students with a career assembly, presentations, pathways. Lunch-clubs are also a popular enrichment for students to engage in tasks outside their normal context of learning.

Textiles Learning Journey KS3 & 4 (Year 7 - 11)
 

The subject-specific curriculum booklets will be uploaded to the website soon.