Vision

The MVC vision for Art education is designed to promote the best habits of independent thought and learning in the pursuit of excellence. Engendering respect for individuality, difference and nurturing creative and spiritual richness. We aim to foster self-confidence, enthusiasm, perseverance and a passion to explore and value the creative.

Why we teach Art and Design

Art education teaches how to interpret, to be critical, to use visual information, and how to make choices based upon it.  When students practise thinking creatively and solving problems, it will become more naturally a way of thinking, which will help them both in school and in their future life.  We aim to teach students to take time and care with their work, and to become thorough in how they observe the world.  Art provides challenges for learners at all levels.

Art can develop a student’s creativity and the skills learnt will be beneficial to a range of academic subjects.  For example, visual arts teach learners about colour, composition, perspective and balance; all concepts that are necessary in making and giving presentations (visual or digital).  At MVC we learn about artists, crafts-people and designers across many cultures, which can connect students to the wider world.

Art helps to develop fine motor skills and the use of both sides of the brain.  We aim to teach the mastery of techniques in art which in turn bolsters our students’ own confidence.  Some aspects of art education may give students a chance to step outside their comfort zone.

Art can be challenging, however, and students will also learn perseverance.  Many skills are revisited and practised several times during KS3, aiming to master and improve each time. This growth mindset will certainly matter as they grow, enter new phases of education and also in their working life where they may be asked to continually develop new skills and work through some aspects of their role that they find difficult.

Art Curriculum follows the National Curriculum recommendations:

Art and design programmes of study: key stage 3 National curriculum in England

Purpose of study of Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As students progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Aims: The national curriculum for art and design aims to ensure that all studentss:

• produce creative work, exploring their ideas and recording their experiences
• become proficient in drawing, painting, sculpture and other art, craft and design techniques, evaluate and analyse creative works using the language of art, craft and design
• know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Attainment targets

By the end of key stage 3, students are expected to know, apply and understand the matters, skills and processes specified in the programme of study.

Art and Design Subject content Key stage 3

Students should be taught to develop their creativity and ideas and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.

Students should be taught:

• to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas
• to use a range of techniques and media, including painting
• to increase their proficiency in the handling of different materials
• to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
• to know about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day

KS3 Art

Overview of content

All KS3 projects are designed to test the students’ embedded learning of core art skills in art and design in preparation for GCSE.  The projects cover art from another culture, realism in art, and the art of popular culture, all linked to influential artist’s ideas and work.    Throughout each year group, we aim to show students how embedded learning in Art and Design can increase both their skills and creativity and act as a secure building block for future artistic study. We also want students to enjoy their creativity.

We will cover the following core skills, throughout the curriculum introducing new, different content while re-visiting and developing the same core skills aiming for increased technical complexity and sophisticated development of knowledge and understanding over time.

• Core Skill 1 Drawing skills (C1)

The key focus of the year is to increase confidence in drawing. Students will be learning the process of drawing including how to hold the pencil; how to use contour and tone to record shape accurately and how to build detail and texture in stages. They will also experience drawing with a range of materials and to both small and large scales.

• Core Skill 2 The Formal Elements (C2)

Line, tone, perspective, proportion, pattern, texture, blending, composition etc. These skills are taught and consolidated over much of the year’s work.

• Core Skill 3 Paint and Colour (C3)

Students will explore atmosphere, memory, emotion and feeling through mark making and colour mixing. They will develop a knowledge and understanding of different painting techniques and use of pastel, ink and pencil to express colour in a creative way.

• Core Skill 4 Knowledge and Understanding (C4)

Knowledge and understanding about the History of art, craft, design and architecture where relevant to project theme, including other cultures. Students should be able to make their own informed judgements and opinions based on the work of others.

Yr 7 Programme of Study

Yr 8 Programme of Study

Yr 9 Programme of Study

Homework

1 termly project set on Go4schoools.

Learning outside the classroom

Visit museums and art galleries either local or national. Lions Yard and the Fitzwilliam Museum Cambridge are free to visit.

Watch skill-based videos on how to do art technics on YouTube

Parental support and extension

Encourage all forms of artistic creativity and discuss ideas with students.

Visit exhibitions with students

More information

Students will have a sketchbook for most work and this should be brought to all lessons. Also, all students can purchase an art pack cost will vary. Please email art teachers directly if you have any concerns or questions,

Mrs S Heeks, Lead in Art: sheeks@melbournvc.org

KS4 Art

Eduqas GCSE Fine Art (C651QS)

Overview of content

In GCSE Fine Art students are encouraged to become independent thinkers, creative artists and project planners. They are taught transferable skills, such as the ability to think creatively, produce refined skilled artwork, write analytically and evaluate effectively. They gain the ability to create their own artwork, reflect and refine their higher-level art skills, while becoming project managers of their own creative journey.  Art GCSE allows students to become problem solvers, and artistic creatives. It empowers students to value their own ideas, creativity and judgement while understanding the need to work within given exam structures, this makes them ideal employees.  A GCSE in Fine Art will enhance all areas of their future lives.

Programme of Study

Homework

Two hours a weeks of sketchbook development work. This will be discussed individually with students.   HW time allocation will be set on Go 4 Schools, but teachers will personalise work to encourage students to progress.

More information

Students will have a sketchbook for most work and this should be brought to all lessons. Also, all students can purchase an art pack cost will vary. Please email teachers directly if you have any concerns or questions:

Mrs S Heeks, Lead in Art: sheeks@melbournvc.org

GCSE Virtual Art Exhibition

Students taking GCSE Fine Art at Melbourn Village College exhibit their work at an exhibition each year. To give the amazing work a wider audience including proud parents and other relatives, the Art Department has turned the work into a virtual exhibition which is available to view.

Why we teach Computer Science

Computer Science encompasses what we used to teach as Information and Communication Technology (ICT) as well as computational thinking skills and digital literacy.  Also included is the effect of changing technology on society and keeping safe while using technology, especially on-line.

We aim to enable students to use technology safely and competently in the workplace, in their daily lives and to assist in their learning.

Skills learned include how to use everyday software packages such as word processing and spreadsheets in an efficient manner to solve problems.  Computational thinking teaches students to think logically and to sequence components of a problem in order to solve it.  We teach students that these skills can be applied to other problems, both in other school subjects and in real-life.

Knowledge learned includes the history of computing including its relevance to the development of modern society and its contributions to other fields.  Students learn about how computer systems work, including hardware and software, and how embedded systems pervade their everyday lives.  This learning helps students to see the potential careers for them and how their learning can be applied in the world of work.  Good practice in the use of technology also includes learning about the laws relating to its use.

Understanding how technology can be used, both for good and for bad, enables students to critically review their own interactions with technology and other users.  Students will be able to take steps to protect their identity on-line and interact with other people in a safe manner, knowing what actions to take if they have concerns about the safety of themselves or others.

In Key Stage 4 students choose one of two paths – either to take the study of computer science further as a GCSE subject or to follow our core provision, taught through cross-curricular links and a series of collapsed sessions.

By the end of Key Stage 4 we aim to have enabled all students to possess the basic skills that will enable them to function in the modern digital environments they will encounter in life, as well as the capacity to positively engage with future developments we cannot yet foresee.

KS3 Computer Science

Overview of content

Over the course of years 7, 8 and 9 students will learn how to safely and effectively use the internet, social media and other web based services. They will advance their coding skills in both block and text based programming environments studying Scratch and Python. Students will learn about the basic components of all computers and how the internet works. They will also develop strong skills using Microsoft Office products such as Word and Excel to support learning in other subjects. They will learn about digital media processing of images and video and begin to use modelling tools to create 3D structures.

Yr 7 Programme of Study

Yr 8 Programme of Study

In Year 8, the focus switches to the mechanics of computing while introducing more advanced programming topics. These include mobile app development and an introduction to using Python. We also continue our digital media strand by creating illustrations using vector graphics.

Yr 9 Programme of Study

Key features in Year 9 are the introduction to physical computing using the BBC micro:bits, an introduction to 3D modelling and finally more programming development in preparation for any student who is considering taking the subject to a higher level.

Assessment in Computing

We use a combination of different assessment techniques including quizzes, short written examinations and practical projects. At the end of each unit students will receive a grade and feedback to let them know where they are at. This will be recorded on Go4Schools.

Homework in Computing

Homework will usually take the form of a short multiple-choice quiz designed to assessment knowledge, detect and correct misconceptions and inform the planning of future lessons. There will be homework set every week and this will be recorded on Go4Schools.

All the homework is marked automatically, and students provided with feedback immediately. For any incorrect answers, students will receive feedback explaining why that answer was wrong.

Homework is scheduled to appear at 3:00 PM on the day it is set and is due at 8:30 AM on the day of the lesson. Homework can be handed in after that until 8:30 PM on the day it is due, however this will be considered late. Any homework not completed by this time will be marked as incomplete.

All quizzes will be set on Microsoft Teams which students can access suing their iPad or by going to https://teams.microsoft.com/ and logging in with their school account.

Resources for parents

We aim to use free and open-source software for our curriculum which means that students can download the same tools we use in school at home. Most of these are supported on multiple platforms as well. The software we currently use:

1. Mu Editor – A Python development environment (https://codewith.mu/)
2. Blender – Professional grade 3D modelling and animation software (https://www.blender.org/download/)
3. Audicity – Sound editor (https://www.audacityteam.org/)
4. Graphics Image Manipulation Program – Image editor (https://www.gimp.org/)
5. Microsoft Teams (https://teams.microsoft.com/)

This list will be updated as we install more software to support our curriculum.

KS4 Computer Science

AQA GCSE Computer Science (8525)

Overview of content

In Computer Science we aim to teach students an understanding of how computers work, from the functioning of the major hardware components, through computational thinking concepts and into using coding to write programs that perform specific functions.  We also teach about the role of computers and technology in the world of work and in society, including how they have changed our world, and how to ensure that they keep themselves safe.

Programme of Study

Homework

We aim to set weekly homework tasks.  These may be in the style of question-answer, or the completion of research prior to a lesson on a specific topic, or a practical programming task.  Our programming (coding) is undertaken in python, a free piece of software available for students to download at home: Download Python | Python.org.

While the homework may be an hour of set work, we expect students to be exploring the world of coding for themselves as well.  Regular practice of python coding will very strongly assist your child in their learning of computer science; coding can be likened to throwing and catching a ball when younger – we all ‘drop the ball’ (make coding mistakes) but we need to become resilient and try throwing again (find the error and fix it).  The more students practise, the better they become at coding.

How it is assessed

Computer Science is assessed by means of two written exams sat at the end of the course.

Each paper is 1 hour and 30 minutes long.

Each paper is worth half of the total marks for the course.

Learning outside the classroom

Students learn best by practising their skills; please encourage them to download python and ‘fiddle’ with it.  In this way they learn resilience, as well as lots of skills related to the coding itself.

Parental support and extension

Please encourage your child to complete all their homework, as this is an integral part of the learning.

Why we teach Design and Technology

Design and Technology is a practical and valuable subject. It enables children and young people to actively contribute to the creativity, culture, wealth and well-being of themselves, their community and their nation. It teaches how to take risks and so become more resourceful, innovative, enterprising and capable.

Students develop a critical understanding of the impact of design and technology on daily life and the wider world. Additionally, it provides excellent opportunities for students to develop and apply value judgements of an aesthetic, economic, moral, social, and technical nature both in their own designing and when evaluating the work of others.

Design and Technology at Melbourn Village College builds on the skills and knowledge students have already learnt at primary school. It leverages increasingly sophisticated resources, including dedicated teaching environments, manufacturing equipment and specialist teaching. As students progress through this phase, they may be given the opportunity to focus on specific aspects of the subject such as product design, engineering, systems and control, electronics and graphics. However, at its core is creativity and imagination. Students learn to design and make products that solve genuine, relevant problems within different contexts whilst considering their own and others’ needs, wants and values. To do this effectively, they will acquire a broad range of subject knowledge and draw on additional disciplines such as mathematics, science, engineering, computing and art.

Overview of content

Through a variety of highly creative and practical activities, the students will be taught the knowledge, understanding and the skills needed to engage in the process of Designing and Making. The projects this year will include wood, plastics, and metals and some of the skills required to create with these materials.

The department has a rotation system. The students will spend half the year in Technology and the other half of the year in Food (and vice versa).

Yr 7 Programme of Study

Yr 8 Programme of Study

Yr 9 Programme of Study

Homework

Relevant homework will be set with each topic and will be assessed and graded. Homework will be weekly.

Learning outside the classroom

All students should be encouraged to read and practise the subjects.

By arrangement, with the relevant teachers, some days after school working may be available.

Parental support and extension

All students should be encouraged to read and practise the subjects.

There will be an opportunity to download a Drawing Programme called 2Ddesign and an Electronic simulation software called Circuit Wizard. These are free to download, but they only work on a PC (not an Apple or a Chromebook). These are very beneficial and very useful programmes for any student.

KS4 Design & Technology

At GCSE level there are two optional courses:

EDUQAS GCSE Design & Technology (603/1121/6)

Overview of content

The WJEC Eduqas GCSE in Design and Technology offers a unique opportunity in the curriculum for learners to identify and solve real problems by designing and making products or systems. Through studying GCSE Design and Technology, learners will be prepared to participate confidently and successfully in an increasingly technological world; and be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environmental and economic factors.

Programme of Study

Homework

Homework will be set weekly until Year 11 where it is block HW (Research, Investigations, Design Specification, Initial Ideas, Design Development etc.). Further HW will be set but based on when certain revision topics are covered.

How it is assessed

Component 1: Design and Technology in the 21st Century Written examination: 2 hours 50% of qualification A mix of short answer, structured and extended writing questions assessing candidates’ knowledge and understanding of: • technical principles • designing and making principles along with their ability to • analyse and evaluate design decisions and wider issues in design and technology.

Component 2: Design and make task Non-exam assessment: approximately 35 hours 50% of qualification A sustained design and make task, based on a contextual challenge set by WJEC, assessing candidates’ ability to: • identify, investigate and outline design possibilities • design and make prototypes • analyse and evaluate design decisions and wider issues in design and technology.

Learning outside the classroom

The workshop is available to practice skills and test construction techniques and electronic circuits.

Parental support and extension

Daydream Education support material

https://apps.daydreameducation.com/pocket-poster-revision-guides/gcse-dt/

Students will have their own login for this.

More information

Software that would be off use and can be downloaded are:

• Prodesktop
• Techsoft Design v3
• Circuit Wizard v3.5

WJEC Level 1/2 Vocational Award in Constructing the Built Environment (603/3068/5)

Overview of content

WJEC Level 1/2 Vocational Award in Constructing the Built Environment offers a learning experience that focuses learning for 14-19 year olds through applied learning, i.e. acquiring and applying knowledge, skills and understanding through purposeful tasks set in sector or subject contexts that have many of the characteristics of real work.

The course provides the opportunity for authentic work related learning, but more than this, it will require learners to consider how the use and application of their learning impacts on individuals, employers, society and the environment. The applied purpose will also enable learners to learn in such a way that they develop:

• skills required for independent learning and development
• a range of generic and transferable skills
• the ability to solve problems
• the skills of project based research, development and presentation
• the fundamental ability to work alongside other professionals, in a professional environment
• the ability to apply learning in vocational contexts.

Programme of Study

Homework

Homework will be set weekly regarding Unit 1 and Unit 3.

How it is assessed

Unit 1: Safety and security in construction is externally assessed. Details of the external assessment are as follows:

Unit 3: Planning construction projects is externally assessed. Details of the external assessment are as follows:

• 60 minute (unit 1), 120 minutes (unit 3) examination
• total of 60 marks
• online assessment (audio enabled version available on request)
• short and extended answer questions, based on stimulus material and applied contexts
• each question will have an applied problem solving scenario
• each paper will assess all learning outcomes. Assessment criteria will be sampled in each series
• available in the summer of each year
• learners are allowed one re-sit opportunity. The highest grade will contribute towards the overall grade for the qualification
• WJEC will produce a mark scheme which will be used as the basis for marking the examination papers

Graded as Level 1 Pass, Level 2 Pass, Level 2 Merit and Level 2 Distinction.

Unit 2: Developing construction projects

Internally assessed through summative controlled assessments, graded the same as unit 1 and 3

Learning outside the classroom

The workshop is available every Wednesday after school for students to practice construction skills

Parental support and extension

information for unit 1 and 3 can be found at www.mvctech.co.uk/construction

More information

Practical activities are undertaken in accordance with relevant regulations that cover construction work. Students must display strict adherence to health & safety regulations (H&S Act) when undertaking practical assessments.

We are a Reading School

Melbourn Village College is a ‘Reading School’. It had been widely researched and proven that reading for pleasure allows young people to not only develop their imaginations and vocabulary but also allows them to have improved mental health due to them being able to relax and escape to other worlds. There are reading lists and reading challenge booklets on the website to help you select books to give some ideas of where to start.

Why Literacy and Reading are Important

Al Melbourn Village College we are determined to ensure that all students have the best possible life chances and choices available to them on leaving the school. In order to do this they need the best possible grades. Reading age and the ability to successfully decode texts and understand meaning and nuance is one of the single biggest indicators of success. It also can have a positive impact on behaviour for learning.  Melbourn Village College has a universal offer of a form time reading session using age appropriate challenging test in conjuction with the the Bedrock programme.

Through engaging in these programmes, students will support the improvements of thier reading age:

• overall literacy ability including writing ability and reading related skills such as text comprehension
• attainment across the curriculum in all subjects
• higher level comprehension skills necessary for educational success
• the likelihood of completing education

Boosting Literacy and Reading for some students

Melbourn Village College supports learners whose reading age is below their chronological age through the use of the FFT Reading Quest Programme. This intervention strategy improves decoding and fluency ages and abilities. Pupils are given a test at the start of the intervention and another at the end in order to track their progress. Pupils are also supported by bespoke interventions around literacy such as individual sessions with trained teaching assistants in reading, decoding and fluency.

How we support literacy in lessons and around school

Staff use a common language when discussing vocabulary in their teaching.

We use the phrase ‘tier 1’ when describing words that are in everyday use e.g. table, road, child; ‘tier 2’ when discussing more advanced vocabulary e.g. evaluate, contradiction, phenomenon; and ‘tier 3’ when using subject-specific vocabulary e.g. oxidation, hypotenuse, pathetic fallacy.

We also try to incorporate etymology of key terms in our teaching so that students learn to break down the sections of words and build up their meaning.

But literacy is not only abut reading and writing – we want our students to be excellent orators too – we focus on our students being able to fully express their thoughts in spoken language that is correct, expressive and expansive as well as being linguistically accurate.  When we meet people for the first time, our oracy skills are one of the factors on which a first impression is made – it is our aim for all of our students to be able to speak well and make excellent first impressions.  One of the things we encourage is the use of full phrases and sentences – for example if a question is posed in an English lesson – who killed Macbeth? The answer “Macduff” is corrected to “Macduff killed Macbeth. He was able to do this because he ‘was not of woman born’”.  We also insist on referring to staff correctly and fully, using their title and surname.

Literacy Strategy 2025-26

‘Literacy is the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world’

(National Literacy Trust – 2019)

Melbourn Village College area of development linked to School Improvement Plan: To improve the reading and literacy of all students. Senior Leadership Team accountable: Mr Luxton

Rationale for this strategy

The literacy strategy at Melbourn Village College aims to take the basic functionality of reading, writing and speaking and listening further. It aims to engender a love of reading and develop reading, writing  and oracy skills so that they can be practically applied to formal and diagnostic assessment; with the aim of improving exam outcomes alongside ensuring all students can communicate their ideas effectively to the world. The aim of Melbourn Village College is to ensure that all students reach or exceed their chronological reading age by the end of Year 10.

The literacy strategy will aim to foster a love of reading and target students who have historically found the development of their literacy and oracy skills challenging. It will develop teachers’ ability to discreetly teach and advance literacy skills, inside and outside the classroom, as well as create a culture of reading, writing and speech within the school.

Central aims

• Ensure all students are at, or above, their chronological reading ages
• Develop a love of reading across the school – through form time reading and events such as reading week
• Develop the teaching of vocabulary and tier 2 and 3 words
• Develop students’ oracy skills through in-class intervention, encouraging students to speak in full sentences and questioning that allows students the opportunity to extend answers and explain thinking
• Develop the ability of students to write accurately through vocabulary development

Measurable Outcomes

The literacy strategy aims to ensure the improvement in reading, writing and oracy skills for all students, most notably by ensuring that students reach or exceed their chronological reading age by the end of Year 10.

Within this, we also aim to have a positive impact on key sub-groups in the school. These include:

• Students with reading ages lower than their chronological age
• Students who have historically struggled with literacy or not engaged in reading
• High prior attaining students across key stages 3 and 4
• Students who have historically struggled to speak confidently
• Students who struggle to write at length

Supporting Reading Development

These pages contain a guide to the eight stages of reading development and how to support your child. Each step has a description of that stage of reading as well as tips on how to support child’s reading development . It is important to remember that reading is a highly complicated skill, using muliple strands that come together to create a skilled reader, and each child will progress differently. This scale is simply a guide, and a child may progress in different areas at different rates.

The basics are – to make time for reading, model reading, and talk to your child about their reading. If you are unsure of which questions to ask pleae see the suggestions below.

The scales have been taken from The Centre for Literacy in Primary Education along with additional suggestions from the librarians, Mrs V Fielding White and Mrs D Payne.

Beginner Reader

Early Reader

Developing Reader

Moderately Fluent Reader

Fluent Reader

Experienced Reader

Independent Reader

Mature Independent Reader

Why we teach Drama

We want all students to be able to understand and enjoy theatrical performances in all their multi-faceted richness and so we seek to develop their appreciation of our cultural heritage through the learning of drama.

We also teach students the conventions and techniques of performance itself, enabling students to explore their inner selves and feelings in a safe environment.  students learn the skills of performance that enable them to develop their own confidence, not only about performing to others but also the self-confidence all of us need to make a good life.

The development of dramatic pieces also involves team-work and skills learned in drama are then used by students in all other areas of the school and of life.  We also learn about the co-ordination of several different elements, including the lights and sound of a production, and students learn how to bring together these separate strands to make a whole production – these project management skills can also be applied elsewhere.

KS3 Drama

Overview of content

The Year 7 curriculum will introduce the study of Drama as creative artform. Year 7 students will begin developing their skills in creating, working as a team, and performing to an audience. We develop a range of skills such collaboration, communication and working to a deadline whilst studying different styles, genres, theatre skills and terminology. The Year 8 curriculum will develop the knowledge and understanding gained in year 7. It will also introduce the work of practitioners, as well as introducing work which develops understanding and application of the technical side of theatre in performance. The Year 9 curriculum will embed previous dramatic knowledge and will enable students to select and refine their learning to develop and create more challenging performances. Students will learn how develop their directorial skills practically whilst considering their critical thinking.

Yr 7 Programme of Study

Yr 8 Programme of Study

Yr 9 Programme of Study

Homework

Homework will be set when required. Homework examples include to research a given stimuli, complete a written task, preparing for assessment, learning lines etc.

Learning outside the classroom

Any live theatre experiences a student can have will be beneficial. Reading a wide range of texts, particularly fiction would be useful.

Parental support and extension

Students would benefit from looking at various playscripts, novels and opening their mind to different literature. Any opportunity to observe live theatre or streamed professional performances would benefit greatly.

More information

Drama is a group-based subject, although students will be assessed on their individual contribution, collaboration and team work is a key to success.

KS4 Drama

AQA GCSE Drama (8261)

Overview of content

In GCSE Drama students are engaged and encouraged to become confident performers and designers. They are taught transferable skills, such as the ability to collaborate with others, think analytically and evaluate effectively. They gain the confidence to pursue their own ideas, reflect and refine their efforts which can be applied in all areas of their future life, in which ever path they chose to follow. The course includes the study of a set dramatic text, evaluating live theatre, performance of a chosen play text and an in depth look at the devising process leading to performance.

Programme of Study

Homework

The type of homework set will range depending on which unit of study is being taught. It may include completing research tasks, learning lines for their selected text, or completing tasks associated with the set text. These will be set on Go 4 Schools, and will include the use of teams to access appropriate resources.

How it is assessed

There are three assessed components to GCSE Drama. They are:

• Component 1 is the formal written examination. This has three sections, which include the study of a set text and a question on the work of theatre makers in a single live production.
• Component 2 is the devising unit. students are assessed on a student led devised performance, and on a devising log they create to reflect and record their process.
• Component 3 is the texts in practice unit. Students are assessed on two extracts they chose to perform from a text they chose. Although they have a free choice, there are certain constrictions that must be adhered to.

Learning outside the classroom

Students will have the opportunity to rehearse afterschool within the allocated KS4 enrichment time. Students will also get the opportunity to access live theatre should circumstances be allowed.

Parental support and extension

Students would benefit from wider reading of the practitioners and the playwrights studied. Furthermore, any additional contextual knowledge of time periods, and the impact of the historical, cultural and social decisions made and therefore influenced upon their set text would be helpful.

More information

Students would find having their own copies of AQA GCSE Drama Textbook by Annie Fox (ISBN 9781911208211), Blood Brothers play guide BY Annie Fox (ISBN 978-1-911208-70-9), and Blood Brothers (ISBN 978-0-413-76770-7) beneficial. Any additional reading on or by Willy Russell would also be helpful.

Example of GCSE work

For the GCSE component 2 devising element, students have been studying the techniques of various practitioners. Here are some examples of their work on Frantic Assembly, demonstrating non realistic pieces based on movement. Here we have some chair duets.

Vision Statement

At Melbourn Village College we would like all students to gain an appreciation of literature, language, drama and media in all its forms. We want all students, through reading, speech and writing, to gain in their cultural capital and be able to take their place in society as well rounded, engaged, critical citizens.

To do this we will ensure that students have an exposure to texts that are from the English canon of classical texts, as well as texts from other cultures and texts that showcase a diversity of writers, styles and topics. Through this we aim to engage students in their learning and allow them to express their views clearly in speech, actions and writing. By giving students the opportunities to develop fluency in speech, writing and reading we will give them the greatest life chances possible.

English has a major role in the development of all young people; it enhances students’ transferable skills and links to all other curriculum subjects. At Melbourn Village College, English lessons are challenging and fun and stimulate curiosity and discussion. We aim to equip the students with the skills they need to be effective and enthusiastic communicators, whilst fostering their creativity and imagination.

English lessons provide students with the opportunity to express themselves in both speech and writing. They will be taught the importance of careful crafting and editing in all aspects of their English work, as we aim to develop independent and successful writers. We are committed to nurturing a love of reading for pleasure and provide the students with access to a very wide range of diverse texts. English lessons also allow students to explore spiritual, moral, social and personal issues that impact on the lives of young people.

What do we want our students to learn to enhance their skills and enjoyment of English?

In Year 11 students take GCSE examinations in English Language and Literature. In order to provide students with the greatest chance of the best possible attainment it is important for them to develop the skills necessary to be successful from Year 7 – 11. However, we aim for students to enhance their love for the subject too, and therefore do not focus on the GCSE examinations until it is necessary at Key Stage 4. In each scheme of work there is a close focus on building the basic skills that students need to succeed, with teachers focusing on spelling, punctuation and grammar. These are taught through close study of texts and thorough discussions regarding authorial tone, voice and context. Each unit also develops abilities in reading for meaning and being able to comment on and discuss inference, analyse language use, show understanding of texts and write at length for a variety of audiences.

We believe in the necessity for a clear thread of learning from Year 7 to Year 11 – with sequential knowledge being built throughout in terms of challenge being increased throughout the years, complexity of texts and concepts studied and responses offered. Each unit of work explicitly links to knowledge and skills needed to tackle parts of the GCSE examinations in Language and Literature. There is an even coverage throughout KS3 to lead into KS4.

The English department uses a blend of ‘faster reading’ strategies to enable an increase in reading ages and understanding of the text. This allows for increased explicit vocabulary teaching’

Through teaching engaging and challenging texts giving students access to the English literary canon and more modern approaches while allowing students the chance to engage with these texts in a variety of ways; thereby showing them that reading is an enjoyable experience when improving knowledge, learning power and understanding of the world around them. Students are also given the chance to read and discuss their own books in lessons.

We ensure that all students reach the same end point in terms of being able to access the assessments by putting scaffolded work in place that allows all students to develop the skills necessary to complete assessments to the best of their abilities.

KS3 English

In Key Stage Three English, students will be immersed in texts which will allow them to explore the human experience and the world around them – both past and present. Students will develop literacy skills through reading, writing and speaking and listening, whilst also fostering empathetic skills, world knowledge and cultural capital. Literacy skills are discreetly taught and revised as we prepare students not only for academic success but also to meet the demands of employment and adulthood.

Course Content

KS3 English Curriculum

KS4 English

Students follow the AQA course for the GCSE qualifications in Language and Literature. For the Literature exam, they study the Power and Conflict cluster of poetry supplied by AQA, as well as ‘A Christmas Carol’, ‘An Inspector Calls’ and ‘Macbeth’. For the Language exam, they study a breadth of fiction and non-fiction texts and will practise writing in different forms for different audiences and purposes. There is no coursework component for these qualifications. Students also need to take a separate Speaking exam as part of their English Language qualification. We recommend that students purchase their own copies of Literature examination texts so that they can annotate them.

AQA GCSE English Language (8700) & GCSE English Literature (8702)

Overview of content

Students embark on their GCSE English Language and English Literature courses at the beginning of Year 10. The majority of the GCSE modules are studied during Year 10, which leaves time for revision of all of the modules in Year 11. At KS3, students have been introduced to the skills and types of questions they will experience for their GCSE examinations and are therefore familiar with what is expected of them by the time they start in Year 10. This approach at KS3 enables us to focus on developing students’ competence of reading and writing.

GCSE English Language: students will learn how to read, understand and interpret meanings of both fiction and non-fiction texts; they will learn how to analyse a writer’s use of methods; critically evaluate texts they read; and compare writers’ views and perspectives. Students will be taught how to write creatively and how to write for a specific form, purpose and audience. Accuracy skills are regularly visited within the course, particularly when we are focusing on writing skills.

GCSE English Literature: students will study a Shakespeare play, ‘Macbeth’ and a 19th Century novel, ‘A Christmas Carol’. They will be taught how to approach the exam questions for these modules, which require them to analyse a given extract and refer to other areas within the play/novel. Poetry is a heavy focus of the Literature course; students will need to know and learn a set of 15 poems from the Power & Conflict anthology and they will also be taught how to analyse poems they have not seen before, which is the focus of the ‘Unseen Poetry’ section of the Literature exam. In Year 11, students will study a modern play, ‘An Inspector Calls’ and they will be taught how to approach the exam question, which consists of two questions to choose from. These are usually separated into a character or a theme question.

The literature and language exams will be taught alongside one another thus allowing students to enjoy the texts being studied and develop the skills of analysis through them.

Year 10

Year 11

Homework

Homework will be set once a week and the time students are expected to spend on it is sixty minutes. The types of homework set can include: wider reading around a topic/subject we are studying, research in connection with a topic, literacy, or the class teacher may set something specific in connection with the tasks being completed in lessons. At GCSE level, we expect students to be revising key modules and areas of study straight away from the beginning of Year 10.

How it is assessed

English Language is assessed by means of two written exams sat at the end of the course.

• Each paper is 1 hour and 45 minutes long.
• Each paper is worth half of the total marks for the course.

English Literature is assessed by means of two written exams sat at the end of the course.

• Paper 1 is 1 hour and 45 minutes long. This paper is worth 40% of the total marks for the course.
• Paper 2 is 2 hours and 15 minutes long. This paper is worth 60% of the total marks for the course.

Spoken Language is assessed as part of the English Language course, but it does not contribute to the overall level. Students will deliver a talk, which is assessed by their teacher. The results will be recorded separately on the GCSE certificate as a Pass, Merit, Distinction or Not Classified.

Learning outside the classroom

Students are strongly encouraged to read around the subject in English Literature, investigating different ways of understanding character, plot and context for each of the set texts. Furthermore, using film and drama, students can find news ways to enjoy the presentation of these literary works in a more rounded manner. Teachers offer a range of links and opportunities to build students’ understanding of these texts as cultural artefacts and to broaden their experience of them in the context in which they are written as well as from the perspective of a modern reader or audience.

Parental support and extension

There are a range of films or theatre productions of the texts we study at GCSE. It will be very helpful for the students to see these prior to starting their GCSEs in Year 10. (A Christmas Carol, An Inspector Calls and Macbeth.)

More information

In terms of additional help that parents and carers can provide, please make sure that if you are able to, you ensure that your child uses a local public library to access as wide a range of reading material as possible. This is, of course, free. A dictionary and thesaurus are also excellent resources for students to have and to become accustomed to using when completing independent written tasks.

Why we teach Food Preparation and Nutrition

Food and Nutrition is a varied subject to ensure students understand the importance of healthy eating and how to cook for themselves and others. Students will apply the principles of nutrition and health and understand how nutritional needs vary with age and health conditions. Students will also understand the source, seasonality and characteristics of a broad range of ingredients. Students will apply food safety principles to ensure the food they prepare and serve is safe to eat. We aim to instil a love of cooking that leads self-sufficiency and independence.

The aim is to ensure students achieve their expectations in a creative way by demonstrating a range of practical skills by preparing and cooking dishes as part of a balanced and affordable diet.

Key life skills learned in this subject include using digital scales, safe use of the cooker, hob and grill and knife techniques. Further practical skills will be gained throughout this course, such as sauce making, gluten formation and baking methods. We teach students that they gain a range of transferable skills in this course, such as time keeping, resilience, problem solving, patience and multitasking.

Knowledge learned includes students developing an understanding of individuals with specific lifestyle needs to include vegetarian; lacto-ovo, vegan, and those with religious beliefs that affect choice of diet, to include Hindu, Muslim and Jewish. Furthermore, students will learn how a balanced diet and analysing food labels support healthier food choices and mental wellbeing. Students are encouraged to consider the environmental and economic benefit of buying local and to think about the impact of food waste on the environment. This learning ensures students understand how food plays a large role in society and thus it is essential to become a healthy, knowledgeable, sustainable and responsible consumer.

Understanding how nutrition plays a vital role in ensuring one is healthy and free of diet related illnesses enables students to cook healthier for themselves and others. Students will be able to take the wide range of cooking skills and knowledge of nutrition, food safety, food choice, food provenance and food safety and apply this in lessons and beyond school life.

In key stage 4 students can choose the AQA Food, Preparation and Nutrition course to further practical skills and deepen knowledge and understanding of nutrition and health. This course is varied and contains an exam and two non- examined assessments. Key stage 4 students will explore the functional and chemical properties of a wide range of food commodities in greater detail.

By the end of Key Stage 4 students should be able to evaluate a food label, choose healthier choices and prepare a range of complex skilled dishes in a safe and sustainable way. Students should leave this course knowing where food comes from and how to live a healthier life.

KS3 Food Preparation and Nutrition

Overview of content

In Year 7, students can gain an array of practical skills through the preparation and making of a range of dishes. The aim in Year 7 is for students to become familiar with cookers and basic food safety principles. Students will be required to weigh and measure accurately, consider personal hygiene in a food preparation setting and understand the importance of washing and drying equipment. Students will also explore the importance of a balanced diet and choosing healthier options.

The aim in Year 8 is for students to become more independent when following a recipe and being able to modify a recipe to make it healthier or to serve fewer portions. Students will be expected to follow food safety principles. Students will identify the functions of ingredients used, selecting healthier choices and being able to cook family meals. Students will also explore how to minimise food waste and make affordable healthy meals.

The aim in Year 9 is for students to become confident in preparing and cooking of a variety of meals and could receive a ‘I can cook’ certificate. In addition, this year allows students to ask questions and explore the GCSE Food, preparation and nutrition course. Students will be involved in food investigations to determine how and why ingredients work. Furthermore, a range of medium- high level skills are pushed to challenge and push student ability.  Students will be expected to follow and apply high standards of food safety.

Yr 7 Programme of Study

Yr 8 Programme of Study

Yr 9 Programme of Study

Homework

Students will be required to produce one formal written homework per unit to link with taught content in lessons. In addition, students will be asked to research recipes, bring in additional ingredients and explore topical food issues on a weekly basis. Students are encouraged to self and peer assess skills and products at the end of each practical lesson.

In years 8 and 9 students will be required to keep a food journal to showcase skills, presentation, and outcomes.

Learning outside the classroom

Miss Giles has created a You-Tube channel, and students are encouraged to visit this channel prior to the lesson to observe methods and key tips; this is to increase student confidence and independence in lesson. Students are encouraged to watch Food documentaries and programmes, such as Food Unwrapped. And Masterchef.

Parental support and extension

If possible, students should use their learned skills at home to further confidence, independence and creativity. Parents can support students by encouraging healthier option choices of additional ingredients. All recipes used in lesson can be located on the CATalogue.

Website for recipes, healthy facts and foodie fun: https://www.foodafactoflife.org.uk/

More information

There are two options for ingredient provision for your child:

1. Pay a requested contribution for basic storeroom ingredients and supply any additional ingredients that may be needed.
2. Provide all ingredients for the practical activity.

Students are expected to bring a container for each practical lesson. A list of ingredients for each practical will be provided at the beginning of each unit to assist with organisation and provision of ingredients.

KS4 Food Preparation and Nutrition

 AQA Food, Preparation and Nutrition (8585)

Overview of content

In this creative and varied Food and Nutrition course, students will demonstrate effective and safe high-level cooking skills by planning and preparing dishes using a variety of cooking techniques, technical skills and equipment.

Students will develop knowledge and understanding of the functional properties, chemical processes and nutritional content of foods. Students are also taught the relationship between diet, nutrition and health, the essential steps to ensure food is safe to eat, the origin of food commodities and why people choose the food they consume.

Programme of Study

Homework

Students are expected to research and read recipes prior to the lesson; recipes used in lesson are found on the CATalogue. Students will be asked to complete a wide range of tasks for homework, such as research projects, recipe ideas, worksheets and engage with the Seneca learning platform. The aim is to set a formal homework every two weeks, although the expectation is that students read and check recipes once a week.

How it is assessed

A 1 hour 45-minute written exam, worth 100 marks, makes up 50% of the GCSE. 50% of the GCSE is made up of two non-examined assessments:

Task 1: Food investigation (30 marks)

Students’ understanding of the working characteristics, functional and chemical properties of ingredients.

Task 2: Food preparation assessment (70 marks)

Students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning how this will be achieved.

Learning outside the classroom

Students are encouraged to cook at home to enhance practical skills, time management and confidence. Students are also encouraged to keep-up-to date with latest food trends, health news and to engage with the many food programmes available; students are directed towards relevant content in lesson. In year 11, a food club will be offered to students to enhance practical skills. It is also encouraged that students read food labels to further understand nutrition, food choice and ingredients. In addition, following celebrity chefs on social media platforms can inspire students.

Parental support and extension

Parents can ensure they print/have access to the ingredient plan for Year 10, located on the CATalogue, to ensure students understand the recipe requirements and any additional ingredients required for the lesson. In year 11, students will have a three-hour practical exam; parents can support this by allowing students to practise key skills and dishes at home.

Nutrition is a complex field and students are advised to only use credible website sources to gather information for research tasks. In addition, using the resources and encouraging students to use this will extend knowledge. Some websites that are extremely helpful are:

https://www.nutrition.org.uk/

https://www.foodafactoflife.org.uk/

https://www.nhs.uk/live-well/eat-well/

https://thecookeryteacher.com/

https://www.youtube.com/channel/UCswAs3zvkLgKrpRIsfvOOAQ

https://www.bbc.co.uk/bitesize/guides/z7fw7p3/revision/2

https://www.bbc.co.uk/food

Also, parents should encourage cooking and baking at home. All families are welcome to borrow any of the recipe books available in the Food and Nutrition library. Recipe books range from slow cooker type meals to ‘fakeaway’ ideas.

More information

It is helpful for parents to support students by providing the relevant size containers, additional ingredients and baking dishes. Please note that due to 1-hour lesson, some recipes may have to be scaled down, therefore, reducing portion size down is key in ensuring a successful practical. Some practical dishes take longer than 1 hour; therefore, this practical dish may be spilt over two lessons.

Pasta machines and other specialist equipment may be borrowed from the food room.

A technician is also available during practical lessons as an additional level of support.

Why we teach Geography

Geography helps students make sense of the world around them by developing their enquiry skills – encouraging questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future. This subject helps develop successful learners who can suggest solutions to local and global issues. We aim to inspire students to become global citizens by exploring their own place in the world, their values and responsibilities to other people, to the environment and the sustainability of the planet.

KS3 Geography

Year 7 What makes a place fantastic?

In Year 7, students will focus on building foundational map skills while bridging gaps from their Key Stage 2 (KS2) education, especially in light of missed content due to COVID-19 disruptions. The curriculum will emphasize the local area as well as the broader UK context, laying the groundwork for understanding global geography. Students will develop decision-making skills through real-life scenarios and explore diverse environments, including polar regions, hot deserts, tropical rainforests, and coral reefs. By studying contrasting environments, they’ll revisit key geographical concepts and vocabulary, deepening their understanding of global issues and the natural world’s diversity. Throughout the unit, students will engage with news reports and articles to understand the real-world significance of environmental challenges. They’ll also apply scientific knowledge of animal adaptations to analyse climatic features in different environments. Each environment studied will incorporate decision-making tasks to encourage critical thinking and extend students’ oral and written communication skills. The curriculum aims to foster a holistic understanding of geography while promoting sustainability themes for future learning.

Assessment topics
Autumn Term:

Near places

Geographical skills

• Types of geography
• Compass directions
• OS symbols
• Grid references

Is Great Britain still great?

• Location
• Physical and human characteristics
• Weather and climate
• Challenges facing GB

Spring Term: 

Fantastic Places

Polar

• Location
• Distinctive characteristics
• Climate
• Uses
• Challenges
• Future (sustainable management)

Hot arid

• Location
• Distinctive characteristics
• Climate
• Uses
• Challenges
• Future (availability of resources)

Summer Term: 

Tropical rainforests

• Location
• Distinctive characteristics
• Climate
• Uses
• Challenges
• Future (sustainable management)

Coral Reefs

• Location
• Distinctive characteristics
• Climate
• Uses
• Challenges
• Future (sustainability)

Careers in Geography focused upon in Year 7

1. Cartographer – Utilizing map skills to create and interpret maps, charts, and other geographic data.
2. Environmental Scientist – Studying diverse environments and their ecosystems, focusing on conservation and sustainability.
3. Climate Scientist – Analysing climatic features and trends in different regions to understand climate change impacts.
4. Wildlife Biologist – Applying knowledge of animal adaptations to study and conserve wildlife in various environments.
5. Geographer – Exploring and analysing the Earth’s physical and human landscapes to understand spatial patterns and processes.

Year 8 What challenges do places face?

In Year 8, students will delve deeper into the understanding of physical processes, drawing on scientific knowledge to explore the causes, impacts, and responses to various natural hazards worldwide. They will engage with recent case studies to analyse how these hazards manifest differently across different regions. The unit will also provide opportunities to enhance map skills, graph interpretation, and statistical analysis, reinforcing the importance of these tools in geographical understanding. Following the exploration of natural hazards, the curriculum will transition to studying weather hazards, allowing for a revisiting of key concepts and vocabulary to strengthen understanding. Additionally, students will investigate regions of the world considered economically prosperous or resource-rich, as well as those with significant biodiversity. This exploration will include examination of rapidly emerging economies like the BRICs and MINTs, facilitating comparisons across continents and deepening understanding of global economic dynamics. Furthermore, this unit will serve to revisit and reinforce key physical and human geography topics, challenging common misconceptions, particularly about specific continents. Through the lens of the “single story” concept, students will explore diverse perspectives and contrasts between continents, including comparisons with previously studied Asian countries and the UK.

Assessment Topics
Autumn Term: 

Hazardous places

Tectonic hazards

• Structure of the Earth
• Plate boundaries
• Tectonic hazards (earthquakes, tsunamis, volcanic eruptions) – causes, impacts, responses.

Weather hazards

• Weather and climate
• Extreme weather
• Tropical storms
• Droughts

Spring Term: 

Developing places

• AC/EDC/LIDC
• Measures of development
• Physical and human characteristics
• Global economics
• BRICs
• MINTs
• Middle East
• Resources & wealth

Summer Term: 

Distant places

Africa: A continent of contrasts?

• Physical characteristics
• Variations in wealth
• Urban and rural areas in LIDCs
• Population/health/education
• Development issues
• Hazards

Careers in Geography focused on in Year 8

1. Emergency Management Specialist – Understanding natural hazards and their impacts to develop strategies for disaster preparedness and response.
2. Meteorologist – Studying weather patterns and hazards to forecast and analyse weather conditions.
3. International Development Worker – Working in economically prosperous regions or countries to address social, economic, and environmental challenges.
4. Economist – Analysing economic trends and factors influencing rapid economic growth in emerging economies.
5. Geopolitical Analyst – Examining political and economic dynamics across continents to understand global power relations and conflicts.

Year 9 What makes a landscape distinctive?

In Year 9, the curriculum aims to deepen students’ understanding of both human and physical landscapes and processes, emphasizing changes over time. This progression builds upon prior knowledge of Great Britain and other major countries, preparing students for the transition to GCSE level study. The autumn term begins with a focus on key physical landscapes, allowing students to explore the underlying physical processes and resulting landforms, many of which are recognizable within the UK. This provides a solid foundation for understanding the physical geography of their own country. In the spring term, attention shifts to human characteristics, with a focus on locations within the UK as well as contrasting examples from around the world. This exploration enables students to analyse how human activity shapes landscapes and societies, fostering a broader understanding of global geography. Returning to river landscapes in the summer term offers an opportunity to revisit physical processes while also making connections to other previously studied physical landscapes. Additionally, these studies often lend themselves to accessible fieldwork opportunities, further enhancing students’ learning experiences. The year culminates with an examination of distinctive landscapes around the world, consolidating learning from across Key Stage 3 and reinforcing understanding of both physical and human processes. This comprehensive approach ensures that students are well-prepared with strong foundations as they prepare to embark on GCSE geography studies.

Assessment Topics
Autumn Term: 

Upland / lowland

• Location across the UK
• Glaciation
• Landforms
• Changes over time
• Human uses

Coastal

• Location
• Processes (erosion, weathering transportation, deposition)
• Landforms
• Management

Spring Term: 

Urban

• Location
• Land use
• Characteristics
• Changes over time
• Developed / developing comparison

Rural

• Location
• Land use
• Characteristics
• Changes over time
• Developed / developing comparison

Summer Term: 

Rivers

• Location
• Processes (erosion, transportation, deposition)
• Common characteristics (Upper, middle, lower course)
• Landforms
• Management

Around the world

• Hazardous
• Distinctive
• Ecosystems
• Developed
• Developing

Careers focused on in Year 9

1. Urban Planner – Analysing human landscapes and processes to design sustainable and resilient cities and communities.
2. Archaeologist – Exploring changes in human landscapes over time through archaeological research and excavation.
3. Hydrologist – Studying river landscapes and water systems to manage and conserve water resources.
4. Global Development Specialist – Addressing social and economic disparities in distinctive landscapes around the world through development projects and policies.

GIS Specialist – Using geographic information systems (GIS) to analyse spatial data and create maps for various applications, such as urban planning, environmental management, and disaster response

KS4 Geography

AQA GCSE Geography 8035

Programme of Study

Why we teach History

“History will be kind to me, for I intend to write it”, Sir Winston Churchill.

At Melbourn Village College the History Department teaches an interesting, broad, diverse and exciting curriculum that engages and challenges students through a chronology of British, European and global history. We want our historians to be enquiring, open to a range of ideas, learning new concepts and building the skills to understand the past and how this has shaped the modern world.

We expect our historians to be able to:

• know and understand the history of these islands as a coherent, chronological narrative
• know and understand significant aspects of the history of the wider world
• gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘peasantry’ and ‘parliament’
• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims
• understand a diverse range of vocabulary, historical sources and perspectives
• reach valid conclusions on a variety of historical settings including a pre 1066 study, local history, Britain’s place in the wider world, the reformation, industrial changes in the nineteenth century and the role of religion

We have constructed the curriculum with the aim of meeting these criteria, whilst allowing for a development of the skills both throughout the year and across the key stages. As well as this, the curriculum has been crafted to make sure that students have an engaging range of topics that helps them to develop an historical awareness on a local, a national and global scale. The history curriculum is there not only to develop students with a good historical awareness, but contribute to a conscious development of students as thoughtful and engaged citizens.

Students are asked why did medieval peasants believe God caused the Black Death? Why did England wage war for a hundred years against the French? Did Bloody Mary really deserve her nickname? Is it really fair to just blame Germany for the start of the First World War? Was Field Marshal Haig the Butcher of the Somme? How justified were both the bombing of Dresden and the use of atomic weapons in 1945?

KS3 History

Overview of content

In Year 7 students will undertake units of study taking them from a pre 1066 study, the death of Edward the Confessor on 6^th January 1066 to the death of King Richard III at the Battle of Bosworth Field in 1485. These extraordinary years in English History see conflicts between Church and state, the horrors of the Black Death and the chaos of the Peasants’ Revolt. Skills such as chronology understanding, significance, diversity of experience as well as change and continuity will be introduced. We also include a local study on the Melbourn area as well as Cambridge.

In Year 8 students will undertake units of study taking them from the start of the Tudor dynasty in 1485 to the end of the nineteenth century. This course builds on the Year 7 curriculum but is very different, whilst starting with Tudors and Stuarts we expand our reach to the History of Great Britain becoming a nation, then onto French, American, Haitian Revolutions and the significant developments of the move from country to towns and the treatment of the poor and children in nineteenth century as the world moves towards a century of conflict. Skills such as chronology understanding, significance, diversity of experience as well as change and continuity will be consolidated.

In Year 9 students will undertake units of study taking them from the conditions in Whitechapel in 1888 to the election of Barack Obama in 2008. This course covers the Twentieth Century and has a global outlook. Topics of interest include the First and Second World Wars, life in Germany under the Nazis, America and Russia in the 1930s, domestic terrorism in the United States, the Vietnam and Falklands Wars and a look at the start of the Cold War. Skills such as chronology understanding, significance, diversity of experience as well as change and continuity will be embedded.

Yr 7 Programme of Study

Yr 8 Programme of Study

Students will use their existing knowledge and skills from Year 7 history to continue their chronological study of British history, now including a greater breadth of European history and case studies from around the world. Skills will be consolidated, knowledge and understanding will be deepened. The themes and studies in Year 8 include more complex and challenging periods of history.

Yr 9 Programme of Study

Building on two years of chronological understanding on British and European history, in Year 9 students tackle the most complex and thought-provoking aspect of the curriculum, the events of the twentieth century. Causation, social and political history, the role of economics and race are key factors in understanding the challenging topics of this century, this includes discussions on racial discrimination, the Great Depression’s impact on the wider world and the destruction of millions of people in the Holocaust. In the post war world students examine the rise of ideological battles, Genocide in Rwanda and domestic terrorism in the United States.

For more information on the National Curriculum for History is available from this link.

Homework

Monthly assignments will be set online via our home study website Seneca Learning, it is important for students to sign up to Seneca Learning at the start of September and their teacher will then assign them a class code. Seneca Learning recaps prior learning, revises topics already studied in class to prepare for examinations and covers new areas, not taught in the classroom. There will be reading, mini tests, revision and work on historical skills and embedding understanding.

Learning outside the classroom

The CAM Academy Trust runs a series of monthly Historical lectures which students are very welcome to join online. This will enhance both subject knowledge and interest in History.

Parental support and extension

The key to success in History is threefold; practicing your P.E.E. paragraphs at home, reading around the subject and taking an interest in the History around you at weekends. Recommended visits include: the Imperial War Museum at both Duxford and London, the Cabinet War Rooms, areas of historic interest such as the battlefields of Marston Moor, Edgehill, Hastings as well as the dockyards at Portsmouth.

More information

Core texts for Year 7 will be:

Presenting the Past 1 by Tony McAleavy, History in Progress 1 by Martin Collier and Think History 2 by Caroline Beechner.

Core texts for Year 8 will be:

Think History 2 by Caroline Beechner, History in Progress 2 by Nicola Boughey, Think History 3 by Caroline Beechener, Peace and War by Colin Shepard and History in Progress 3 by Martin Collier.

Core texts for Year 9 will be:

‘Think History 3, Modern Times 1750 – 1990′ by Caroline Beechever published by Heinemann, and ‘Discovering the Past Year 9, Peace and War’, by Colin Shepherd published by John Murray.

Essential equipment includes a pencil case, two black pens, two lead pencils, a ruler, colouring pencils, an eraser, highlighters and a glue stick.

KS4 History

Edexcel Level 1/Level 2 GCSE (9-1) in History (1HI0)

Overview of content

In History students will study a British thematic study covering a thousand year history of Crime and Punishment, a period study covering the making of the American West, a British depth study covering early part of Elizabeth I’s reign, as well as a modern depth study which is a study of Weimar and Nazi Germany.

Programme of Study

Homework

Each month students will be set an assignment on Seneca Learning, students will complete this over the course of the month and will also be required to revise fully for each examination as they come up. Students will be required to join the appropriate Seneca Learning class at the start of each academic year. https://senecalearning.com/en-GB/

How it is assessed

History is assessed via three external examinations as follows at the end of Year 11.

Paper 1 – Crime and Punishment through Time, c1000-Present, including a study of Whitechapel 1870-1900, 75 minutes. 30% of the course.

Paper 2 – Early Elizabethan England 1558-1588 and the American West 1835-95, 105 minutes. 40% of the course.

Paper 3 – Weimar and Nazi Germany 1918-1939, 80 minutes. 30% of the course.

For more information about the Edexcel GCSE History course we teach follow this link.

Learning outside the classroom

A full and comprehensive range of revision resources will be made available to every student including student friendly PowerPoints on each topic, two Udemy courses on content and exam questions, access to electronic copies of the core texts, topic videos, past papers, model answers as well as fifty eight revision sessions in the run up to the summer examinations.

Parental support and extension

History involves good use of memory, using data and constructing coherent arguments under timed conditions, good note taking, organisation, routinely revising key aspects of the course and completing the online Seneca Learning assignments are all central to gaining a good grade. Parents are best placed to ensure homework is fully completed on time and to a high standard. Instant feedback is provided on all assignments including areas to focus on and areas of particular success.

More information

GCSE History links to the GCSE English and Language course as core skills are related to those subjects, including essay writing, analysis, creating and sustaining a coherent argument, use of evidence.

Why we teach Mandarin Chinese

Mandarin, the most spoken language in the world by nearly one-fifth of the world’s population, has become an increasingly important as a language of global business. By studying Mandarin at MVC, students become familiar with the fascinating culture and language of this historic and diverse country. All our students in KS3 have the opportunity to learn Mandarin using the booklets based on Jin Bu course books and are able to progress to take the GCSE course in year 10 and 11. MVC was the first school in the county to teach Mandarin to all students as part of the curriculum. It was also the first school in the county joined Mandarin Excellence Programme, which is a unique intensive language programme to give students an opportunity of exploring Chinese language and culture. We believe that the knowledge students gain by studying Mandarin will be of great value to them in Higher Education and employment. They will develop writing, speaking, reading and listening skills by studying a wide range of topics that enable them to have successful initial communication when visiting China on either business or pleasure.

KS3 Mandarin

Overview of content

Students will gain a general understanding of China and the Chinese language, be able to introduce themselves and talk about their name and their feelings. Students will be able to understand classroom instructions in Mandarin and begin to develop their ability to read Pinyin and tell the difference in the four tones.

 In Yr 7 we’ll be covering the following topics based on ‘Jing bu 1’ course, including:

• Greeting
• Introducing yourself
• Family and pets
• Birthday
• Hobbies you like and dislike
• Sports you can and can’t yet do
• Days of the week and diaries
• School subjects

Students in Year 8 who take Mandarin will follow ‘Jing bu 1 & 2’ course, including:

• Time
• School timetable
• Class
• Nationality
• Food and drink
• Weather
• Places
• Transportation
• Appearance
• Room

Students in Year 9 who take Mandarin will follow ‘Jing bu 2’ course, including:

• Colours
• Clothes
• Daily routine
• My town
• Directions
• House
• Jobs
• Shopping
• Travel plans

While developing students’ communicative competence, the grammar knowledge necessary to achieve highly is integrated into these topic areas.

Yr 7  Programme of Study

Yr 8 Programme of Study

Yr 9 Programme of Study

Homework

Each week student will be given homework which includes one page Chinese character practice sheet and one page of translation/reading and vocabulary practice. At this stage, students are highly encouraged to do the extension questions.

KS3 Homework Book 1: https://catrustorg.sharepoint.com/:b:/r/sites/MEL_Subjects_MN/Student%20Resources/KS3/KS3%20Homework/KS3%20Homework%20Book%201.pdf?csf=1&web=1&e=edIAX7

KS3 Homework Book 2: https://catrustorg.sharepoint.com/:b:/r/sites/MEL_Subjects_MN/Student%20Resources/KS3/KS3%20Homework/KS3%20Homework%20Book%202.pdf?csf=1&web=1&e=01l8Rg

KS3 Homework Book 3: https://catrustorg.sharepoint.com/:b:/r/sites/MEL_Subjects_MN/Student%20Resources/KS3/KS3%20Homework/KS3%20Homework%20Book%203.pdf?csf=1&web=1&e=Q5iYFU

Self-learning resources

In order to encourage students’ independent learning, each student is entitled to have free access to ‘Go Chinese’ website which contains abundant self-learning resources to consolidate four skills in Mandarin, especially the GCSE related practices as the preparation for the next year.

Vocabulary and Grammar Booklets

Each student will have Vocabulary and Grammar Booklet which covers all of the vocabulary and grammar points in all topics. Students can make good use of it for revision as well as the learning support in lessons.

KS3 Booklet 1: https://catrustorg.sharepoint.com/:b:/r/sites/MEL_Subjects_MN/Student%20Resources/KS3/KS3%20Booklets/KS3%20Booklet%201%20.pdf?csf=1&web=1&e=wfVHuK

KS3 Booklet 2: https://catrustorg.sharepoint.com/:b:/r/sites/MEL_Subjects_MN/Student%20Resources/KS3/KS3%20Booklets/KS3%20Booklet%202%20.pdf?csf=1&web=1&e=PbzdKt

KS3 Booklet 3: https://catrustorg.sharepoint.com/:b:/r/sites/MEL_Subjects_MN/Student%20Resources/KS3/KS3%20Booklets/KS3%20Booklet%203.pdf?csf=1&web=1&e=sTYmZv

Assessment

Each term students have assessments in all four skills over the course, for which they are expected to recycle the old languages they learned with the new ones.

KS4 Mandarin

AQA GCSE Mandarin (8673)

Overview of content

In Mandarin we aim to expend students’ knowledge from Key Stage 3 to Key Stage 4 on Speaking, listening, reading and writing. We also introduce the culture and traditions of China and its society.

Programme of Study

Homework

Homework will be set once a week including paper homework and online practice through ‘Gochinese’ platform.

Each student has a homework book, a writing book, a speaking conversation book and an online learning account. Electronic copies of homework can be downloaded from the Student Sharepoint site.

How it is assessed

Mandarin is assessed by means of three written and one spoken exam at each term.

For speaking, each student has 12 minutes’ supervised preparation time, either Foundation or Higher.

For Listening, each exam includes 5 minutes’ reading time of the question paper before the listening stimulus is played.

Each paper is worth 25% of the marks for the course.

Students must take all four question papers at the same tier.

Learning outside the classroom

Students are encouraged to use ‘Quizlet’ to revise vocabulary and ‘Gochinese’ to practise listening and reading skills.

Parental support and extension

Students will benefit from your help and support through:

• Encourage your child to practice Chinese characters often with stroke orders.
• Make sure your child finishes his/her weekly homework and hand it on time.
• Encourage your child to use online learning platform such as ‘Quizlet’ & ‘Gochinese’
• Expose your child to Chinese culture such as celebrating traditional Chinese festivals and appreciating Chinese music and songs with him/her.

More information

All pupils are provided with photocopied booklets which cover all essential vocabulary and grammar. Electronic copies can be downloaded by students from the Sharepoint site.

KS4 Homework book:

 https://catrustorg.sharepoint.com/:b:/r/sites/MEL_Subjects_MN/Student%20Resources/KS4/GCSE%20Homework/KS4%20Homework.pdf?csf=1&web=1&e=rzhHS2

Speaking Conversation Book:

 https://catrustorg.sharepoint.com/:b:/r/sites/MEL_Subjects_MN/Student%20Resources/KS4/GCSE%20Homework/Speaking%20Homework%20Book.pdf?csf=1&web=1&e=IPiAk7

Writing Book (Foundation):

 https://catrustorg.sharepoint.com/:b:/r/sites/MEL_Subjects_MN/Student%20Resources/KS4/GCSE%20Homework/Writing%20workbook%20(Foundation).pdf?csf=1&web=1&e=l1RWbv

Writing Book (Higher):

 https://catrustorg.sharepoint.com/:b:/r/sites/MEL_Subjects_MN/Student%20Resources/KS4/GCSE%20Homework/writing%20workbook%20(higher).pdf?csf=1&web=1&e=haRWLI

Pupils may also benefit from using the AQA GCSE Chinese Textbooks for the course. The books are available from ‘Dragon Teaching’ website at a cost of £24.99 for textbook1 and £25.99 for textbook 2.

Why we teach Mathematics

As students study mathematics, learning both numeracy and logic, it provides a basis for further curiosity and creativity in many subjects and related disciplines. A strong understanding of mathematics underpins topics in science and can support research in other social sciences. Improving students’ ability to think logically allows them to become more efficient in an array of other tasks both in and out of school.

KS3 Mathematics

Overview of content

In Key Stage 3 (KS3) we offer a maths course tailored to the ability of each individual. The 5 courses A to E, which get progressively more challenging, build on the foundation skills mastered at primary school and prepare students well for the needs of their GCSE courses beginning in Year 10.  Students are tested termly throughout this period and changes of set and scheme occur at appropriate times. The results of our testing will be available on the go4schools.com website for you to monitor the progress of your child.

Each of the 5 schemes has a learning log detailing all the topics covered and links to corresponding tasks on the SparxMaths website.

The following table provides a link to the learning log for the scheme of work for each Key Stage 3 class.

How this will be assessed

At the end of each term a full assessment based on the material covered is sat by all students. However, unit tests are also sat after each 3 or 4 week module to continuously monitor levels of understanding. Results of all these assessments are made available to parents on the Go4Schools website. Progress is also triangulated with results of homeworks such as tasks set on SparxMaths, exercise book scrutiny and teacher’s own targeted classroom questioning. Any issues identified can then be addressed by further teaching in subsequent lessons.

Homework

Homework is set weekly and normally takes the form of assigned tasks from the SparxMaths website.

Learning outside the classroom

Maths is everywhere in life.  Encourage your child to look for numerical patterns, or to apply their mathematical skills to the real world – working out the area of a room’s walls to calculate how much paint to buy, estimating the cost of a supermarket shop etc.

Parental support and extension

Extra mathematics support can be found on the SparxMaths website or another excellent website is Corbettmaths. Both provide help videos and practise questions.

Simply practising times tables is a really valuable activity which can be done at home to sharpen the numeracy skills of children.

More information

Please ensure your child arrives at school every day with the correct mathematical equipment. In addition to normal writing equipment, they will require a scientific calculator – we recommend a Casio FX-83 or FX-85. A protractor and pair of compasses would also be helpful.

KS4 Mathematics

AQA GCSE Mathematics (8300)

Overview of content

The course is studied at either Higher tier or Foundation tier level.

In year 10 and 11 the following table gives detailed information of the topics being covered on the GCSE course.

Homework

There are weekly homeworks consisting of either online work set on platforms such as SparxMaths and www.DrFrostMaths.com, or written homeworks such as completing a past paper.

How it is assessed

Students will be given termly assessments at Christmas and Easter in year 10 to monitor progress. At the end of year 10 all students will sit a more comprehensive end of year exam. In year 11 all students will sit a mock examination in November and a subsequent exam closer to Easter.  All assessment results will be published on the Go4Schools website. Teachers will also use results from weekly homeworks and classroom questioning to monitor understanding closely and allow future lessons to be adapted to meet any identified learning needs.

Learning outside the classroom

During the course of year 11, there are weekly support enrichment sessions targeted at both Foundation and Higher tier papers. We also encourage our students to do further work around taught topics using resources such as SparxMaths.

Parental support and extension

The most efficient way of revising for Mathematics is to work through past papers. Many past papers and their solutions can be found on the internet and I would recommend students attempt as many as possible, researching topics which they found difficult.

More information

Students need to have a set of mathematical equipment including a scientific calculator. We recommend a Casio FX-83 or FX-85 which has all the necessary functions required for this level of mathematics. Students should also have a ruler, protractor and set of compasses.

We also offer the AQA Further Maths Level 2 qualification (8365) as a weekly afterschool enrichment. This gives students the opportunity to sample a little A level material before 6^th form.

We also offer Statistics GCSE and the AQA Further Maths Level 2 qualification (8365) as a weekly afterschool enrichment. This gives students the opportunity to sample a little A level material before 6^th form.

Why we teach Media Studies

At Melbourn Village College, we are committed to ensuring that students leave the school ready to face modern society. Students already consume media in many forms, and will continue to do so for the rest of their lives. We want to ensure that they fully understand how they use, and in turn, how they are used by the media, to create identities and reinforce ideologies throughout society. By studying different media forms, and considering how ideas are constructed and reconstructed, students can learn to consume media in a critical way. This has broad implications as social media continues to grow in its influence, and as new forms of media emerge and influence their users.Course followed:

GCSE Media Studies

Equqas GCSE Media Studies (603/1115/0)

Overview of content

Students start their Media Studies course at the beginning of Year 10. There is a roughly equal split of modules studied, with more being completed in Year 10, which leaves time for revision of all of the modules in Year 11. Students will also complete their NEA (Non-Examined Assessment) in the summer term of year 10, leaving time at the beginning of Year 11 to review the work well in advance of the submission to the exam board. Most students will be beginning the course with limited knowledge of the concepts studied, and so the first half term of Year 10 is spent developing an understanding of the framework and embedding key skills.

Students study a range of media forms in terms of a theoretical framework which consists of media language, representation, media industries and audiences. The following forms are studied in depth, applying all areas of the framework: newspapers, television, music video and online, social and participatory media. Advertising and marketing, film, video games, radio and magazines are studied in relation to selected areas of the framework.

The following programme of study is subject to change, as the Media course is refreshed each year with new products added and out of date products removed.

Programme of Study

Year 11

Homework

Homework will be set once a week and the time students are expected to spend on it is sixty minutes. The types of homework set can include: wider reading around a topic/subject we are studying, research in connection with a topic, product design, or the class teacher may set specific tasks that relate to the areas being studied in lessons. At GCSE level, we expect students to be revising key modules and areas of study straight away from the beginning of Year 10. There are a range of tools provided to help with this, including student packs and Seneca learning assessments.

How it is assessed

Media Studies is assessed by means of two written exams sat at the end of the course worth 70% in total, and a Non-Examined Assessment (coursework) unit worth 30%.

Each exam paper is 1 hour and 30 minutes long.

Paper 1 is worth 40% of the GCSE and is divided into:

Section A, which focuses on Media Language and Representations (two areas of the framework) and can be assessed on the following products: Adverts, Magazines, Film Posters or Newspapers.

Section B, which focuses on Industry and Audience and can be assessed on: Radio (The Archers), Video Games (Fortnite), Film Industry (and a Bond Film) and Newspaper Industry (specifically The Sun)

Paper 2 is worth 30% of the GCSE and is divided into:

Section A, which covers all areas of the framework but is assessed on TV (Crime Drama – Luther and the Sweeny)

Section B, which covers all areas of the framework but is assessed on Music Videos and Online Media (Taylor Swift, Justin Bieber and TLC)

The NEA is worth 30% and completed in lessons and at home over a term. Students are given a brief and asked to produce a media product that fits the brief and constructs representations of a group. This is usually a magazine cover and double page spread. Students research, take photos and then use specific programmes on computer to design their product

Learning outside the classroom

Students are strongly encouraged to explore the concepts that we cover in media and to consume a range of media products. They need to consider how the media constructs images, and how groups are represented (or not) in different media forms. Homework tasks offer a range of links and opportunities to build students’ understanding of these products but also to learn how to apply the concepts and approaches to their own consumption of the media.

Parental support and extension

Discussion of how the media creates differing impressions is key. Comparing how different media forms (TV, newspapers etc) present the same topics can be useful discussion points. The influence of social media both on personal identity and on group identity can also be interesting points of discussion.

Music development plan

This is a summary of how our school delivers music education to all our pupils across three areas – curriculum music, co-curricular provision and musical experiences – and what changes we are planning in future years. This information is to help pupils and parents or carers understand what our school offers and who we work with to support our pupils’ music education.

Part A: Curriculum music

At MVC, the Key Stage 3 curriculum aims to introduce pupils to a broad range of music from a wide variety of historical and geographical contexts. In doing so, we aim to promote and develop a sense of cultural understanding and international mindedness in our students.

The Key Stage 3 topics covered also foster transferable skills such as listening, creative and critical thinking and the development of confidence in presenting and performing. These broad skills are then expanded upon at Key Stage 4.

KS3 Music

Overview of content

Throughout KS3, pupils’ learning and assessment is centred around the three core areas of Music; these are comprehension, composing and performing.

Via a broad range of listening, creative and performing tasks based on a breadth of topics, pupils develop knowledge and skills progressively over time. The level of musical vocabulary and skills expected during lessons becomes gradually more challenging throughout the Key Stage.

In order to promote pupils’ memory of the content learned, language linked to the musical elements is continually used, paraphrased and referred back to, throughout the Key Stage.

*Formative Assessment

In addition to summative assessments which take place at the end of each topic listed in the table below, the checking of learning takes place in every lesson through an ongoing dialogue between the teacher and pupils.

During listening based activities, differentiated and open questioning is regularly activated in order to check pupils’ comprehension of musical vocabulary. During practical based activities, constructive peer and teacher verbal feedback is engaged, with ‘What Went Well’ and ‘Even Better If’ based comments, in order to establish pupils’ areas for development/ next steps.  In advance of all summative assessments, every pupil has the opportunity to gain feedback and develop their work.

Music programmes of study: Key Stage 3 National curriculum in England

The text in italics in the table below indicate where in the programmes of study the NC objectives are embedded.

Yr 7 Programme of Study

Yr 8 Programme of Study

Yr 9 Programme of Study

Homework

Homework set will be in the form of ‘flipped learning’, where pupil’s either listen to extracts of music relevant to their forthcoming lessons/ topics, or, to prepare ‘actual’ musical parts relevant to practical tasks based on relevant topics.

Homework for pupils learning to sing or play a musical instrument is differentiated but should be regular and often.

KS4 Music

OCR GCSE Music

Overview of content

In OCR GCSE Music, we aim to develop the knowledge and skills needed to excel in the three core areas of the course syllabus. These are Performing, Composing and Listening & Appraising. In lessons, students learn about the musical instruments and features belonging to each area of study, including ‘The concerto through time, ‘Rhythms of the world’, ‘Film Music’ and ‘Pop Music.’ Students learn music theory and harmony skills and develop the ability to compose using Sibelius software. The Performance aspect of the course is mostly covered during one-to-one music instrument or singing lessons.

Programme of Study

Homework

As an ongoing routine, pupils are expected to be completing the following:

1. Practicing their first study instrument or voice, following guidance from their one-to-one music teacher (2 hours + per week) AND
2. Revisiting the learning (vocabulary/ listening and appraising)) done in lessons, using the OCR GCSE Music Revision Guide issued at the start of the course and BBC Bitesize

Students who have access to the software needed from home are also strongly encouraged to practice composition (although the official coursework is completed as guided learning hours in music lessons).

How it is assessed

Performing – Two music performances (one Solo; one Ensemble) internally assessed and externally moderated (30%)

Composing – Two music compositions (one ‘Free’; one ‘to a brief) internally assessed and externally moderated (30%)

Listening and Appraising – Summative Listening exam paper (90 mins) externally marked and moderated (40%)

Part B: Co-curricular music

MVC Choir

An inclusive Choir, open to Years 7 – 11 is available to all pupils, on Wednesdays 15.00 – 16.00

(Directed by Mr Thomson)

MVC Show Band

An inclusive ensemble for all instrumental musicians, open to Years 7 – 11, is available on Tuesdays 15.00 – 16.00

(Directed by Mr Thomson)

MVC Peripatetic Lessons (one-to-one lessons)

MVC offers one-to-one music tuition in the following disciplines:

• Violin
• Flute
• Clarinet
• Saxophone
• Voice
• Piano
• Guitar
• Drums

A brochure is available at reception or see Mr Thomson for more details.

Learning outside the classroom

GCSE Music students (in both Year 10 and 11) are strongly encouraged to take part and in some cases take a lead in either or both Choir and Show Band cocurricular clubs, both held at college.

Parental support and extension

Parents and carers can help pupils by encouraging them to practice their first study instrument or singing voice regularly, following guidance as instructed by their one-to-one music teacher.

Access to a laptop or desktop computer with some music composing software e.g. Sibelius is a plus but not essential for the completion of coursework requirements.

Part C: Musical performances

Students are encouraged to participate in various college and external performance events, including the Christmas Concert and Summer Concert (large performances held at MVC).

Example Christmas Concert programme:

Why we teach Physical Education

• To encourage students to develop physically and acquire the highest possible level of attainment & achievement in the skills and techniques which form part of the P.E curriculum.
• To provide a variety of opportunities, both competitive and non-competitive, in which students can enjoy the experience and achieve success. Students are given the opportunity to play against their peers as well as local schools.
• To promote the benefits of a healthy lifestyle and encourage students to have an understanding of their body, its capabilities and needs.
• To encourage students to use leisure time positively and constructively and make them aware of opportunities.
• To develop students into mature young people who are able to lead both their own and others’ learning.
• To make students aware that PE and school sport is an effective tool in providing life skills that can be transferred across to other subjects and everyday life and that can lead to a rich and fulfilling life

KS3 Physical Education

Overview of content

Throughout Year 7-9 students will study a range of individual and team sporting activities. Students will have 2 PE lessons a week, these lessons will teach students about the practical skills, rules and tactics associated with the sports that we do, as well as the importance of life skills and maintaining a healthy and active lifestyle.

Students will study the following physical activities: (the order may change slightly due to resources)

• Autumn term: Hockey, Rugby, Football, Gymnastics/Dance, Swimming and Multi-sports
• Spring term: Netball, Basketball, Table Tennis, Multi Sports, Swimming, Badminton and Orienteering
• Summer Term: Rounders, Swimming, Multi-sports, Cricket and Athletics

Students will be assessed across 3 strands, Personal Me, Thinking Me and Practical Me. The ‘Personal’ domain refers to emotions, behaviours and self-esteem. The ‘Thinking’ domain refers to tactics, mental capacity, decision making and evaluation. The ‘Physical’ domain refers to the physical literacy and movements of the body. Students will be assessed at least twice a year in each domain.

Homework

Students will be encouraged to practise their skills outside of lessons at home, enrichment and clubs. They will also be guided to watch sport live at venues or on TV and read around the subject of Sport.

Learning outside the classroom

The PE department offers lots of different sporting enrichments after school which students are encouraged to attend, students can experience Football, Hockey, Netball, Table tennis, Golf, Squash, Running club, Badminton, Rounders, Cricket, Athletics and Basketball. Some of the clubs are led by outside coaches such as Melbourn Squash club.

Parental support and extension

Parents can support their children by encouraging them to take part in sport after school and outside of school and by taking them to live sporting events. In Year 9 students will decide if they would like to take a Sports examined course at KS4, it is imperative that these students are taking part in sport inside and outside of school.

More information

Students are required to wear the PE school uniform for all PE lessons, enrichment and fixtures. Extra protective equipment such as gum shields and shin pads may be required for some sports. During the summer term Year 9 students can apply to become a sports leader in KS4.

KS4 Physical Education

Physical Education (core)

The aim of PE in Year 10 and 11 is for students to take part in a stress-free environment where they have the opportunity to do physical activity and not to worry about their examination subjects. Students are encouraged to try new activities and find a sport/activity that they would like to continue once they have left school.

We offer a range of traditional sports such as Football, Hockey, Netball, Rugby, Badminton, Cricket and Rounders.  We also offer non-traditional sports such as Dodgeball, Bench ball, Unihoc, Softball, Walking and use of the Fitness suite. Students are given the opportunity to be competitive or to take part more recreationally, this allows everyone to participate within their comfort zone and to get as much as possible from the lessons and to look after their physical and mental health.

There are lots of sports enrichment activities available after school as well as fixtures and tournaments against other schools, and students are able to use the fitness suite after school for a small fee. The Sports Leaders programme is also run throughout KS4, students are able to apply to become a sports leader and are given numerous opportunities to go on courses, help at enrichment clubs at Melbourn VC and in the primary schools and lead sports festivals.

Year 10 & 11 – Sports Studies Level 1/2 Award/Certificate (J829)

Overview of content

Our Cambridge National in Sport Studies enables students to develop and apply knowledge of sports-related activities, with a particular focus on officiating. They explore contemporary issues in sport, different ways of being involved in the sports industry, and the impact of sport on wider society.

Programme of Study

Homework

Homework will be set once a week and instructions will be on Go4schools. Resources are also accessible on Microsoft Teams/CATalogue. We recommend students use a revision guide/bitesize in order to assist them with homework.

How it is assessed

The course comprises of 3 units one is externally examined and 2 are Non examined assessments.

R184: Contemporary issues in sport. This is assessed by an exam, by completing this unit students will understand a range of topical and contemporary issues in sport, including learning about participation levels and barriers to completing sporting activities. Students will also learn how participation is impacted by the promotion of values and ethical behaviour, about the role of high-profile sporting events, the role of national governing bodies and how technology is used in within sport. Topics include: Issues which affect participation in sport, the role of sport in promoting values, the implications of hosting a major sporting event for a city or country, the role National Governing Bodies (NGBs) play in the development of their sport and the use of technology in sport.

R185: Performance and leadership in sports activities This is assessed by a set assignment. In this unit students will have an opportunity to develop their skills both as a performer in two different sporting activities, and as a leader, developing a range of transferable skills. Students will work both independently and as part of a team, including communicating with team mates as well as being in front of an audience when they perform. Students will perform under pressure, both as a participant and as a leader, and will use their initiative to solve problems and make decisions. Finally, they will deal with rapidly changing conditions and situations. Topics include: Key components of performance, applying practice methods to support improvement in a sporting activity, organising and planning a sports activity session, leading a sports activity session and reviewing own performance in planning and leading a sports activity session.

R187: Increasing awareness of Outdoor and Adventurous Activities This is assessed by a set assignment In this unit students will understand how to find out information about what opportunities there are in the local area as well as nationally in the UK for all different types of outdoor/adventurous activities. Students will learn how to enjoy the activities safely by finding out what equipment, clothing, facilities and technology they need, as well as completing planning to help keep them safe. Topics include: Provision for different types of outdoor and adventurous activities in the UK, equipment, clothing and safety aspects of participating in outdoor and adventurous activities, plan for and be able to participate in an outdoor and adventurous activity, evaluate participation in an outdoor and adventurous activity.

Learning outside the classroom

Students are expected to take part in competitive sports outside curriculum time. We offer an extensive extracurricular programme updated on a termly basis. After attending clubs, students may be selected to represent MVC at fixtures against other schools.

Parental support and extension

The books shown below cover all of the course materials and are excellent revision guides, they can be purchased through all good book stores.

Check your son/daughters exercise book regularly.

Encourage your son or daughter to join at least one outside of school club, in order to regularly practice their sports outside of school and increase the opportunity of accessing higher practical grades.

Wider Reading: latest news in the world of sport through Sports Podcasts, Sky Sports, BBC Sports News Articles etc.

Amazon & Netflix Documentaries eg. the All or Nothing Series, Icarus, The Last Dance etc

Keep up to date with major sporting events in the UK and around the world.

Personal, Social, Health and Economic (PSHE) education is a school subject through which students develop the knowledge, skills and attributes they need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, while preparing them to make the most of life and work. PSHE education also helps students to achieve their academic potential. Most of PSHE education is statutory under the Children and Social Work Act 2017. This includes Relationships Education, Sex Education (RSE) and Health Education at key stages 3 and 4, and Health Education.

PSHE education helps to provide students with knowledge, skills and understanding to prepare them to play a full and active part in society. At Melbourn Village College, we follow the ‘Life Lessons’ spiral curriculum, a carefully designed programme that meets the statutory requirements for PSHE while promoting Relationships, Sex and Health Education (RSHE).

Homework

There is no homework in PSHE.

What Will Students Learn?

The Life Lessons curriculum is structured to build knowledge and understanding gradually over time, appropriate to students’ age and maturity. A copy of the curriculum can be found on the website, the topics covered include:

• Healthy relationships, consent, and respect
• Emotional wellbeing and mental health
• Online safety and digital relationships
• Puberty, reproductive health, and body changes
• Sexual health and contraception (in later years)
• Family life, including different types of relationships

This school is guided by a number of policies ratified by The CAM Academy Trust including  the Relationships & Sex Education (Secondary) Policy and can be found here – Policies – The Cam Academy Trust

Please take the time to talk to your child about any issues that arise in the news or other popular media about Health and wellbeing, relationships between people, groups or countries and skills or rights regarding the world of work. Some useful websites include:

https://www.bbc.co.uk/news

https://www.brook.org.uk/

https://classroom.thenational.academy/subjects-by-year/

Why we teach Psychology

Whilst it is not possible to make a window into the mind of a person to understand the motives behind their actions, it is possible to explore, investigate and understand contributory factors that helps us identify why people act or respond as they do through the scientific study of the mind and behaviour. This involves scrutinizing biological factors such as the structure of the brain, cognitive factors such as the growth of intelligence and social factors such as de-individualization and peer pressure. It is through the study and understanding of these elements that we can begin to make sense of why people act and respond the way they do in mundane and/or extreme situations. To do these students are encouraged to evaluate the wide range of social, biological, and cognitive explanations we cover in order to analyse and draw conclusions about these theories and how they are applied.

The course content is extensive, ranging from classical to modern psychological theories and research. There are many connections to the Biology curriculum within the programme of study, as well as a focus on issues such as social influence and mental health. The rigorous curriculum looks to challenge and inspire students, whilst encouraging them to take a greater role in their learning. The corresponding growth in these abilities allows them to build on the qualities of debate, critical thinking and reflection which are key in a student’s learning journey.

As a scientific discipline, students will gain skills in identification, analysation, assimilation and the evaluation of information from a variety of sources. They will practise discernment in relation to the information used, applying the concepts of validity and reliability to the studies covered. These skills are eminently transferrable and will allow students to apply their learning going forward to the new and novel situations they come across throughout their lives. Psychology also focuses a light on our behaviour and that of others, which allows students to build their understanding, empathy, and tolerance for complexity of the human condition. This makes psychology relevant to a number of careers such as medicine, police, social work, teaching and law.

Overview of Content

Course Followed: OCR GCSE Psychology J203, which is a 2 year course with 1 hour lessons over a 2 week period.

Syllabus: The syllabus consists of two units and covers a wide range of different psychological areas.

•  Unit 1 (Year 10) This unit covers four topics: criminal psychology, development, psychological problems and social influence.

• Unit 2 (Year 11) This unit also covers three topics: memory, sleep and dreaming and the application of research methods.

The breakdown of the syllabus is given below.

Year 10

Year 11

Within the first three topics of each unit we will look at two core studies, as well as studying key concepts, theories and applications.

Research methods looks at how psychologists collect and analyse their data and includes looking at observations, experiments, interviews and questionnaires. Students will also have the opportunity to design and carry out their own pieces of research.

How is it assessed

Each unit makes up 50% of the GCSE and will be assessed through a 90‑minute written exam at the end of year 11, therefore 2 papers will be sat.

The exam contains a mixture of short and longer answer questions.

Learning outside the classroom

I would strongly encourage students to take the opportunity to complete research that is developed in the classroom and also use the wealth of videos, podcasts and information that can be found on the internet that supports their learning and other areas of interest.

Parental support and extension

There will be set homework each week, including tasks such as conducting your own research, answering past paper questions or researching different theories or studies. Please encourage your child to complete this homework or ask for help if required, as well as discussing the different topics with them where possible.

Why we teach Religious Education

Britain in the 21^st Century is part of a vibrate and diverse worldwide society. Religious Education here at Melbourn Village College is designed to provide a tailored curriculum that helps prepare students for adult life so they can respond to the national and global landscape of religion and diversity, especially in an area that has currently has little ethnic and religious diverseness. This curriculum looks to aid the personal development of the student and includes the promotion of values such as mutual respect, tolerance and understanding across different cultures and communities, as well as enhancing their spiritual, moral, social, and cultural development. Hence the subject retains the title Religious Education as we learn from, as well as about, different religious traditions.

Students access a broad and balanced curriculum following advice provided by the Cambridgeshire Agreed Syllabus for Religious Studies to build a broad framework of skills that can be applied to the GCSE syllabus.  The curriculum is based around the principles of developing religious literacy, enhancing knowledge and understanding of Christianity and other principal religions and worldviews that are represented in the UK, promoting understanding of how religious beliefs and attitudes influence society, and developing the respect and the ability to make reasoned and informed judgements. This subject also presents opportunities and enables students to explore some of the most profound and difficult questions that are raised in life. Completing varied work programs based on these principles empowers students to explore religions, engage with their knowledge and reflect on their learning and their lives.

Contrary to popular perception, Religious Education remains a rigorous, academic subject focusing on skills such as (but not limited to);  debate, critical thinking,  research, analysis, interpretation, evaluation, application, and communication throughout both key stages. These skills are integral  and transferrable to all academic subjects, as well as beneficial in later life.

KS3 Religious Education

Overview of content

In year 7 we will be completing a topic-based programme, looking at a variety of religions in the world and how they have impacted society. This will range from the premise of being trapped on an Island and how we use ideas and concepts from religion to form society to exploring and analysing what makes us human beings. There are opportunities given for independent and group-based learning, as well as developing debating skills.

In year 8 we will be building on and revising the subject knowledge and skills developed throughout Year 7 and continue to explore the ‘Big Questions’ that have puzzled people for generations. This will be approached through thematic and religion specific approaches. As part of this we will be honing the skills of explanation and analysis that provide academic rigour, as well as developing a greater understanding of three world religions, Hinduism (Sanatana Dharma), Buddhism and Islam.

In the final year of the Key Stage 3 programme, we are looking to cement and enhance the skills and knowledge students have developed over the past two years and apply this to the development and application of philosophy. We will continue applying a thematic approach as well with a focused study of the Sikh (Sikhi) religion.

Yr 7 Programme of Study

Yr 8 Programme of Study

Yr 9 Programme of Study

Homework

Homework is set approximately every 2 weeks unless students are required to revise for an upcoming assessment. The aim behind the homework is to provide opportunities to develop a student’s skills as well as knowledge. The tasks set are standalone pieces to facilitate this.

Parental support and extension

One of the main ways that a parent or guardian can support their child’s learning is through discussion of ethical or religious issues where appropriate. There are often exhibitions at the Fitzwilliam Museum that maybe of interest and even visiting a local place of worship or photos of ones that may have been taken on holiday can be of interest! BBC Bitesize and Oak Academy remain invaluable as a source of information.

More information

Students would benefit from having their own colouring pencils and highlighters for use in class.

KS4 Religious Education

Overview of content:

Throughout Key Stage 4, we maintain the approach of  topic-based programme, following the guidance provided in the Cambridgeshire Agreed Syllabus and the scheme as set by the Eduqas Religious Studies Short Course. This is approached using a series of bespoke lessons held once a half term, covering major concepts from the syllabus. The topic areas covered focus on the ethical issues of Relationships and Life and Death, as well as knowledge, understanding and evaluation of Christianity and Buddhism. There are opportunities given for independent and group-based learning, as well as developing debating skills.

Core RE

To fulfil the statutory requirements for KS4 RE, Yr 10 follows and completes the WJEC/Eduqas short course through a series of weekly lessons. The topic areas covered are detailed below through the module breakdown and these build upon the curriculum undertaken throughout KS3. Skills such as debate, research and evaluation are exercised and built upon, whilst knowledge and understanding of common issues and religious traditions within Christianity and Buddhism are explored as well in other secular and non-secular traditions.

Students are given the option of taking the exam at the end of the course, but this is not compulsory. For students who have opted to take RE as a discrete option, Core RE is an opportunity throughout Y10 to cover the general information and use the further dedicated lessons to enhance their understanding and abilities whilst undertaking a range of dedicated research.

Course Followed: WJEC Eduqas GCSE Religious Studies (Short Course): Route 1 – including Component 3 Option 1  C125P1

Year 10

RE as an Option at KS4

Course Followed: GCSE (9-1) in Religious Studies Route A C120P1: WJEC Eduqas Route A C120P1

Overview of Content

In Religious Education as a GCSE, we look to examine the world from the standpoint of a religious tradition and by exploring ethical issues and ‘big questions’ that arise in life. The course challenges students to reflect on their own views as well as those of others, to demonstrate understanding and the ability to interrogate key sources of wisdom and teaching for religious groups, as well as investigating common and divergent views within beliefs or a belief system. This in turn leads to the ability to apply knowledge and construct well-informed and balanced arguments on the matters covered, as well as on supporting evidence.

Course Overview

This course consists of three modules.

• Component 1 is based on Ethical Studies which covers 4 themes: Relationships, Life and Death, Good and Evil and Human Rights.
• Components 2 and 3 are studies of Christianity and other religion. This will focus on the beliefs, teachings and practices of these religions. There are also opportunities to investigate these different concepts from a Humanist point of view.

Year 10

Year 11

How it is assessed

The examination consists of 3 papers sat at the end of the 2-year course.

The first paper is a 2 hour written examination focusing on the Ethical issues studied (50% of the total mark), the last 2 are for 1 hour each and encompass the studies of Christianity (25% of the total mark) and of Buddhism (25% of the total mark) respectively.

Learning outside the classroom

Students are encouraged to read and debate the issues that we are covering in class. It is through discussion and debate that students will hone their skills.

Parental support and extension

Please encourage your child to complete their homework and discuss topics with them where possible as this is an integral part of the learning.

The right to withdraw from RE

In England, parents and carers have the right to withdraw their children from RE. We would hope that you would contact us in the first instance so that we can discuss concerns and together put alternative arrangements in place to support your child.

You will find more information on the right to withdraw and how to handle an application at https://www.natre.org.uk/

Why we teach Science

Science education gives students the opportunity to gain a better knowledge of how and why things function. Science can teach children about the world that surrounds them. The information gained from science can be used to grasp new ideas, make educated choices and pursue the pursuit of a new passion.  In school science teaches us how to think analytically, taking information from diverse topics, and learning how to solve problems. Ultimately science can help us to live longer, happier and more productive lives, able to understand current events through a more critical scientific lens.

We believe in the spiral curriculum, continually building on prior knowledge, and extending and challenging ideas.  We use a programme of study that fills 5 years at MVC.  Students are encouraged to not only think about the content they are studying in the lessons, but also that science knowledge itself is continually changing, growing and adapting.  Outside the classroom, students are encouraged to pursue their own science passions, perhaps in growing plants, thinking about the history of science or even unlocking the mysteries of the universe!  Although students are encouraged to find answers, we also explore the ideas of the null hypothesis – sometimes being wrong isn’t wrong!

Over the course of their time at MVC, students grow in confidence in science lessons, learning fine motor skills when using equipment, and working effectively with others.  Students leave us with a good level of understanding of the world around them and their place in it.

KS3 Science

Overview of content

In KS3 Science teaching is divided into 10 units that introduce a broad range of scientific ideas into discrete and distinct concepts or ‘chunks’ that students can easily relate to and to make the learning journey easier to follow with distinct steps. Biology, chemistry and physics are equally represented across the years and the distinction between is made between the disciplines to bridge the transition into GCSE where they will become more pronounced.

Yr 7 Programme of Study

Yr 8 Programme of Study

Use of Collins Connect resources

Science has now fully integrated a new system of resources that are not only used by class teachers during each lesson, but are also available for all students when at home.  This not only helps to support all learners but helps to augment class learning and, more importantly, helps those that are off school with illness.  Students navigate to https://connect.collins.co.uk/school/portal.aspx ,and click on Student Sign in.  Upon entering the school name, students follow the instruction for identifying themselves.  A series of online resources are then shown.  The left two courses (“books”) are for year7 and year 8, the three books on the right are for triple students, studying separate sciences.  For those on the Combined Trilogy course, they press the “2” icon at the bottom right of the page, which then has the three courses (“books”) for their use.

Homework

Homework will be set accordance to the topics covered, lesson activities and whether the class is shared or taught by a single teacher. We give advanced warning for assessments and direct students towards revision materials or task, with a focus on developing the skills for more independent learning.  Students will also have a class login for Seneca Learning that will be used throughout the year to support learning.

Learning outside the classroom

Dr Wilson will be leading a Science Club this year and all are welcome. Every week there will be a range of hands on practical sessions and mini-projects in all three Sciences. The key here is to provide a fun learning environment.

Parental support and extension

Curiosity is a fantastic thing to foster in young learners and, in the addition to formal support (ie. homework, revision etc.), it is great to develop a strong scientific general knowledge. This can take multiple forms and there is no correct way of doing it, but by introducing young minds to scientific documentaries (Attenborough is always a favourite – iPlayer and other providers have a fantastic selection), attending museums and even through discussing what they are studying can contribute to development.

Online support can be found using the follow websites:

• www.senecalearning.com – students will have their own login from their school email account.
• www.bbcbitesize.co.uk – students need to remember to select Key Stage 3 or KS3.

More information

All of the content of the units selected for the Year 7 Science programme have been derived from the AQA Key Stage 3 Syllabus and cross-checked against the UK National Curriculum topic for Key Stage 3. This means that the topic taught can be found across common media and support materials. This includes BBC Bitesize, Seneca Learning, Revision Guides (including popular ones, such as GCP) and wider.

Support Documents can be found at:

• https://www.aqa.org.uk/subjects/science/ks3/ks3-science-syllabus
• https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study

Year 9 Science (a mix of KS3 and initial KS4)

Overview of content

In Year 9 students complete their KS3 learning and then, seamlessly, embark upon their GCSE Science programme. To enable this, lessons are broken more overtly into specific lessons in chemistry, physics and biology. We feel this is an important step as students , no matter which science course they undertake, will sit two discrete exams in each of the science disciplines at the end of the course. Students will therefore have three teachers each for one lesson per week. In essence, this year is a bridging year, designed to slowly introduce GCSE content, skills and assessment practices. Students have a single lesson of each subject a week and therefore content teaching is spread over a greater period of time. This is designed to ease transition to the rigour of GCSE knowledge and skills.

The syllabus is derived from the AQA exam board and we encourage students to use and identify the units of study, as these are reflected in support media. Therefore, units will be labelled with a letter and a number, for example ‘B1’ refers to Biology Unit 1.

Students in the upper two sets will start the Triple Science course in order to allow students time to assimilate to a GCSE style course, whilst still retaining the option for some groups or individuals to move between these sets, without changing their course. As data is collected across the year groups will become more refined and will result in some move across the Combined Science course in Year 10.

Students in the remaining groups will start the Combined Science course from the start of Year 9, initially on higher tier.

Yr 9 Programme of Study

Homework

Homework will be set accordance to the topics covered, lesson activities and whether the class is shared or taught by a single teacher. We give advanced warning for assessments and direct students towards revision materials or task, with a focus on developing the skills for more independent learning.  Students will also have a class login for Seneca Learning that will be used throughout the year to support learning.

Learning outside the classroom

Throughout the year there may be opportunities to attend trips such as Science Live, where students are able to experience talks by famous scientists.  We also run a trip to the Large Hadron Collider in CERN Geneva, Switzerland.  This five-night trip provides a rare opportunity to learn about cutting-edge high-energy physics by brilliant scientists from around the world.

Parental support and extension

Curiosity is a fantastic thing to foster in young learners and, in the addition to formal support (ie. homework, revision etc.), it is great to develop a strong scientific general knowledge. This can take multiple forms and there is no correct way of doing it. But by introducing young minds to: scientific documentaries (Attenborough is always a favourite! iPlayer and other providers have a fantastic selection), attending museums and even through discussing what they are studying can contribute to development.

Online support can be found using the follow websites:

• www.senecalearning.com – students will have their own login from their school email account. Students should select AQA separate sciences from the options (sets 1-4) and
• www.bbcbitesize.co.uk – please select AQA exam board and single sciences for sets 1-4 and combined for 5-6.
• www.youtube.com – videos of required practicals can be found posted by providers such as, freesciencelessons. Please make sure AQA and GCSE is specified when searching.
• https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4 – this is a website normally used for online lesson but can support students and does include walkthroughs of required practicals.

KS4 Science

Students will study either a combined Science course or three separate Science GCSEs.  Both are detailed below.

AQA GCSE Combined Science Trilogy (8464)

Overview of content

This course is taught over the course of three years (starting in Year 9) and ends with a terminal examination of six exam papers (two for each Science).  The course is designed to give students a broad understanding of how science works, by building on previous knowledge, utilising scientific methodology.  Students learn how they can apply their learning to real world examples, for instance, dealing with the causes of climate change.  Students will carry out set required practicals that they must remember (method, results and conclusions).

Programme of Study

How it is assessed

Students on this course can sit Higher or Foundation tiers.  The students will sit six exams, lasting 75 minutes a piece, 2x Biology, 2X Chemistry and 2x Physics.  Each exam is out of 70 marks, making 420 possible marks. The marks for all exams are added together and a grade awarded.  Students are then awarded two GCSEs for this subject.  Higher tier students can reach a maximum of 9/9 down to 4/4, whereas Foundation tier have a maximum of 5/5 but going down to 1/1.

Use of Collins Connect resources

Science has now fully integrated a new system of resources that are not only used by class teachers during each lesson, but are also available for all students when at home.  This not only helps to support all learners but helps to augment class learning and, more importantly, helps those that are off school with illness.  Students navigate to https://connect.collins.co.uk/school/portal.aspx ,and click on Student Sign in.  Upon entering the school name, students follow the instruction for identifying themselves.  A series of online resources are then shown.  The left two courses (“books”) are for year7 and year8, the three books on the right are for triple students, studying separate sciences.  For those on the Combined Trilogy course, they press the “2” icon at the bottom right of the page, which then has the three courses (“books”) for their use.

Separate Sciences

Overview of content

This course is taught over the course of three years (starting in Year9) and ends with a terminal examination of two exam papers.  This course is designed to give students a deep understanding of the sciences, including how science works, building on previous knowledge in KS3, and honing scientific methodology.  Separate Sciences are harder than Combined Science as students will cover all the content contained in Combined Science, plus more, and with additional and deeper learning.  Students will carry out a greater set of required practicals that they must remember (method, results and conclusions).

AQA GCSE Biology (8461)

Programme of Study

AQA GCSE Chemistry (8462)

Programme of Study

AQA GCSE Physics (8463)

Programme of Study

Use of Collins Connect resources

Science has now fully integrated a new system of resources that are not only used by class teachers during each lesson, but are also available for all students when at home.  This not only helps to support all learners but helps to augment class learning and, more importantly, helps those that are off school with illness.  Students navigate to https://connect.collins.co.uk/school/portal.aspx ,and click on Student Sign in.  Upon entering the school name, students follow the instruction for identifying themselves.  A series of online resources are then shown.  The left two courses (“books”) are for year7 and year8, the three books on the right are for triple students , studying separate sciences.

Homework

At GCSE level, students are expected to take more responsibility for their learning (developing outside interests in Science documentaries etc) at home.  This is especially important for Triple students – deeper learning requires self-discipline, organisation and determination to succeed.  Students will be set tasks, using a mixture of online learning, and hardcopy worksheets to strengthen their knowledge gained in the classroom.  This will be self marked, peer marked or teacher marked, depending on the task complexity.

How it is assessed

Students on this course sit Higher tier.  The students will sit two exams, lasting 105 minutes a piece.  Each exam is out of 100 marks. Students are awarded a GCSE grade from a maximum of 9/9 down to 4/4.  Students achieving less well than a 4/4 may be offered the combined science course, or the separate science course at foundation level.

Learning outside the classroom

Students in Year11 are invited to Booster sessions throughout the course of the year, to help with any knowledge deficits or to help with any skills.

Students in Year9 and Year10 are invited to apply to go to CERN – the Large Hadron Collider – in Geneva, Switzerland.  This international trip lasts 4 days and we get the opportunity to see the place where the world’s premiere High Energy Physics takes place!  We sometimes even see Nobel Prize winning Physicists walking about.

Parental support and extension

It is important to realise that Triple is not the correct course for all students , due to its academic rigour. Starting their GCSE earlier than other subjects has certain advantages and disadvantages.  Students enjoy being taught in a more adult fashion while learning new concepts.  Sometimes however, this can be a daunting experience, as they are not quite mature enough to cope with the increased workload.  We encourage parents and guardians to talk regularly to their children to find out what they are learning in Science – it may spark some conversations from when they were young!

More information

Science depends very heavily on Maths, and therefore we encourage all of our students to ensure that they really pay attention in Maths lessons to hone their skills in numeracy and in rearranging equations.  Students will need a good Scientific calculator (Casio fx-85GTX ones are good as they are also solar powered).  Online learning support for students is a very useful tool to help strengthen neurons for factual recall, and we recommend not only using Seneca Learning (www.senecalearning.com) but also BBCBitesize (https://www.bbc.co.uk/bitesize/examspecs/zsc9rdm)

Spanish

Why we teach Spanish

Spoken in 31 different countries, by around 427 million people, the Spanish language opens doors not just to Spain, but also to diverse countries across Central and South America. All our students start learning Spanish at Key Stage 3 using the NCELP (National Centre for Excellence for Language Pedagogy) resources. Unfortunately for the last two consecutive years, trips have been cancelled due to Covid-19 pandemic. However, in normal conditions, students are encouraged to take part in the linguistic and cultural visit to Spain in Year 8 and also in work experience offered to Year 10, as well as to participate in other events we arrange with our Spanish link schools. Students can progress to studying Spanish at GCSE, adding an international dimension to their choices which many employers and higher education providers value. The skills learnt in Spanish are useful in a wide range of careers, such as the ability to communicate clearly, being confident about speaking in public and using problem solving strategies. It creates greater opportunities to work abroad, or for companies in the UK with international links.

KS3 Spanish

Overview of content

Students in KS3 will first learn the sounds of the Spanish language (phonics) and their knowledge of grammar and vocabulary will aim to build on any Spanish learnt at Primary School, but with a different focus. This means that students with no prior knowledge of the language are not disadvantaged in any way. All grammar and vocabulary are revisited several times over the years, with the aim of students becoming confident learners of the language.

Yr 7 Programme of Study

Yr 8 Programme of Study

Yr 9 Programme of Study

Homework

Homework is set once per week and will be to learn 10-15 words using Quizlet and / or vocabulary guide. The words should be learnt over several days, as this will help students to remember them for longer. Vocabulary will be tested at the end of the second lesson each week, so that students have been using the vocabulary prior to the test. Homework for the summer term will include some writing, listening and reading exercises.

Learning outside the classroom

The Spanish spelling bee is an opportunity for students to learn about the sounds of Spanish and take part in a competition with national finals.

Year 9 students can take part in the Language Leaders programme. Those who take part will deliver short language lessons to other students, either Year 7 or during visits to primary schools. There is a small cost for this, to cover use of the minibus for the launch day and for visits to primary schools.

Parental support and extension

Students will benefit from being supported to learn their vocabulary every week. They might enjoy teaching the words to you or ask you to help them practise for the test each week.

More information

Students find that using an app like Duolingo is fun and helps them to retain and expand their knowledge of the language. If students have access to Netflix or Amazon Prime, they could try watching their favourite programmes and films with Spanish subtitles and/or soundtrack.

KS4 Spanish

AQA GCSE Spanish

Overview of content

In Spanish we aim to build on knowledge from Key Stage 3 to learn listening, reading, writing and speaking skills in Spanish. We also teach pupils about the culture and traditions of Spain and Spanish-speaking countries.

Assessment is set in the context of these three themes.

Theme 1: People and lifestyle

• Topic 1: Identity and relationships with others
• Topic 2: Healthy living and lifestyle
• Topic 3: Education and work

Theme 2: Popular culture

• Topic 1: Free-time activities
• Topic 2: Customs, festivals and celebrations
• Topic 3: Celebrity culture

Theme 3: Communication and the world around us

• Topic 1: Travel and tourism, including places of interest
• Topic 2: Media and technology
• Topic 3: The environment and where people live

Programme of Study

Homework

Homework will be set once a week and is an essential part of the course for students to reach their target grade. Part of the homework will always be vocabulary learning, which is tested weekly. The second part of the homework will be a mixture of skills and grammar activities to consolidate learning.

How it is assessed

Spanish is assessed by means of three written and one spoken exam at the end of the course.

Each paper is worth 25% of the marks for the course.

Pupils cannot mix tiers, so all papers must be from the same tier.

Learning outside the classroom

Pupils are encouraged to use the AI features of Quizlet to practise their weekly vocabulary.

Parental support and extension

Pupils will benefit from help learning vocabulary each week, for example by testing them. Encourage your son/daughter to explain things they have learnt to you, or even to teach you some Spanish. There are online resources available for learning Spanish, such as BBC Bitesize, as well as materials in the pupil section of the CATalogue. The online videos made by the Oak National Academy are a good source of revision and practice and will be updated this year to reflect the new GCSE. Pupils could also use apps such as Duolingo, although it will not necessarily use the same vocabulary as the GCSE course.

More information

Pupils wishing to complete extra grammar tasks would benefit from using a grammar workbook or a revision guide. This is a new course so I will update students once there are materials available.