KS4 Curriculum
KS4 Art, Craft and Design
The art, craft and design curriculum aims to enable students by the end of KS4 to:
- actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds
- develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products
- become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques
- develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills
- develop and refine ideas and proposals, personal outcomes or solutions with increasing independence
- acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent
- develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures
- develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries
- develop an awareness of the purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work
- demonstrate safe working practices in art, craft and design
core knowledge plan year 10 art.pdf
core knowledge plan year 11 art.pdf
KS4 Biology, Chemistry and Physics
KS4 study in the sciences provides the foundations for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity, and all students are taught essential aspects of the knowledge, methods, processes and uses of science. They are helped to appreciate how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas relating to the sciences which are both inter-linked, and are of universal application. These key ideas include:
- the use of conceptual models and theories to make sense of the observed diversity of natural phenomena
- the assumption that every effect has one or more cause
- that change is driven by differences between different objects and systems when they interact
- that many such interactions occur over a distance without direct contact
- that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review
- that quantitative analysis is a central element both of many theories and of scientific methods of inquiry.
These key ideas are relevant in different ways and with different emphases in the three subjects. The three sciences studied concurrently should enable students by the end of KS4 to:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop understanding of the nature, processes and methods of science, through different types of scientific enquiries that help them to answer scientific questions about the world around them
- develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills, both in the laboratory, in the field and in other learning environments
- develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.
Furthermore the sciences are studied in ways that help students to develop curiosity about the natural world, insight into how science works, and appreciation of its relevance to their everyday lives. The scope and nature of such study will be broad, coherent, practical and satisfying, and thereby encourage students to be inspired, motivated and challenged by the subject and its achievements.
KS4 Business
The business and enterprise curriculum enables students to understand more about the business world. It enables students to develop as commercially minded and enterprising individuals who think critically, drawing on business information and evidence to develop arguments and make justified decisions.
The business and enterprise curriculum should motivate and challenge students, and prepare them to make informed decisions about further study and career pathways. It should enable students by the end of KS4 to:
- know and understand business concepts, business terminology, business objectives, the integrated nature of business activity and the impact of business on individuals and wider society
- apply knowledge and understanding to contemporary business issues and to different types and sizes of businesses in local, national and global contexts
- develop as enterprising individuals with the ability to think commercially and creatively to demonstrate business acumen, and draw on evidence to make informed business decisions and solve business problems
- develop as effective and independent students, and as critical and reflective thinkers with enquiring minds
- use an enquiring, critical approach to make informed judgements
- investigate and analyse real business opportunities and issues to construct well argued, well-evidenced, balanced and structured arguments, demonstrating their depth and breadth of understanding of business
- develop and apply quantitative skills relevant to business, including using and interpreting data
KS4 Citizenship
Citizenship studies investigates how the citizen is enabled by society to play a full and active part and how citizens are empowered to effect change within society. Citizenship understanding develops through the knowledge of how a society operates and functions and its underlying values. The overarching theme of this specification is ‘How citizens can try to make a difference’. This aim is supported by three content themes: Life in modern Britain, Rights and responsibilities and Politics and participation. The skills, processes and methods underpin the specification. The first theme, Life in modern Britain, looks at the make-up and dynamics of contemporary society, what it means to be British, as well as the role of the media and the UK’s role on the world stage. The second theme, Rights and responsibilities, looks at the nature of laws, rights and responsibilities within the UK and has a global aspect due to the nature of international laws, treaties and agreements by which the UK abides. The third theme, Politics and participation, aims to give the student, through an understanding of the political process, the knowledge and skills necessary to understand how to resolve issues, bring about change, and how the empowered citizen is at the heart of our society. The opening section of each theme outlines the ‘key concepts’. This is followed by four questions with associated content. The final key question of each theme relates to how citizens can try to make a difference. These key questions enable students to study the content and frame their learning through the application of the citizenship skills, processes and methods listed below. Within each of these themes there is a requirement that students develop and apply citizenship skills and gain an understanding of the following processes and methods related to issues arising from the subject content.
KS4 Computing
The curriculum for computing aims to ensure that students by the end of KS4:
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- are responsible, competent, confident and creative users of information and communication technology.
KS4 Drama
The drama curriculum aims to enable students by the end of KS4 to:
- apply knowledge and understanding when making, performing and responding to drama
- explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created
- develop a range of theatrical skills and apply them to create performances
- work collaboratively to generate, develop and communicate ideas
- develop as creative, effective, independent and reflective students able to make informed choices in process and performance
- contribute as an individual to a theatrical performance
- reflect on and evaluate their own work and that of others
- develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice
- adopt safe working practices
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year 11 2024 gcse drama unit 2 curriculum core knowledge plan.pdf
year 10 11 gcse drama unit 3 curriculum core knowledge plan.pdf
year 10 2024 curriculum core knowledge plan.pdf
KS4 English Language
The English language curriculum aims to ensure students can read fluently and write effectively. They should be able to demonstrate a confident control of Standard English and they should be able to write grammatically correct sentences, deploy figurative language and analyse texts.
The English language curriculum should enable students by the end of KS4 to:
- read a wide range of texts, fluently and with good understanding
- read critically, and use knowledge gained from wide reading to inform and improve their own writing
- write effectively and coherently using Standard English appropriately
- use grammar correctly, punctuate and spell accurately
- acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language.
- listen to and understand spoken language, and use spoken Standard English effectively.
KS4 English Literature
The English literature curriculum aims to develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. Studying English literature should encourage students to read widely for pleasure, and as a preparation for studying literature at a higher level.
The English literature curriculum aims to enable students by the end of KS4 to:
- read a wide range of classic literature fluently and with good understanding, and make connections across their reading
- read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas
- develop the habit of reading widely and often
- appreciate the depth and power of the English literary heritage
- write accurately, effectively and analytically about their reading, using Standard English
- acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read.
Curriculum for English language and literature:
core knowledge ks4 english.pdf
KS4 Hospitality and Catering
The Hospitality and Catering curriculum ensures that students develop their core knowledge and practical skills to be able to progress into a career in the Hospitality and Catering industry as well as providing the fundamentals to allow them to be able to cook for themselves in later life. We will look at the food industry and the importance of food for both healthy living and future career pathways. Students will gain an understanding of food provenance, the main food groups, key nutrients and the requirements of a healthy diet. Students will explore food choices and how recipes can be adapted to suit the needs of specific people. Students will develop the skills for menu creation and action planning and well as use evaluative skills to critique not only the dishes but their personal performance. A full range of practical skills will be demonstrated that will show the aptitude for progression into the hospitality sector. Students will demonstrate these skills through NEA coursework and will show their knowledge through a written exam paper.
Level 1/2 Hospitality & Catering: In studying food preparation and nutrition, students must:
• Demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment
• develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks
• understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health
• understand the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices
• demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food
• understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international), to inspire new ideas or modify existing recipes.
core knowledge plan ks 4 complete.pdf
KS4 French
The French curriculum aims to enable students by the end of KS4 to:
- develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy
- express and develop thoughts and ideas spontaneously and fluently
- listen to and understand clearly articulated, standard speech at near normal speed
- deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts
- acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts
- develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken
- be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge
- develop language learning skills both for immediate use and to prepare them for further language study and use in school, higher education or in employment
- develop language strategies, including repair strategies
KS4 Geography
The geography curriculum provides the opportunity for students to understand more about the world, the challenges it faces and their place within it. The curriculum will deepen understanding of geographical processes, illuminate the impact of change and of complex people-environment interactions, highlight the dynamic links and interrelationships between places and environments at different scales, and develop students’ competence in using a wide range of geographical investigative skills and approaches. Geography enables young people to become globally and environmentally informed and thoughtful, enquiring citizens.
The geography curriculum should enable students by the end of KS4 to:
- develop and extend their knowledge of locations, places, environments and processes, and of different scales including global; and of social, political and cultural contexts (know geographical material)
- gain understanding of the interactions between people and environments, change in places and processes over space and time, and the interrelationship between geographical phenomena at different scales and in different contexts (think like a geographer)
- develop and extend their competence in a range of skills including those used in fieldwork, in using maps and Geographical Information Systems (GIS) and in researching secondary evidence, including digital sources; and develop their competence in applying sound enquiry and investigative approaches to questions and hypotheses (study like a geographer)
- apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced arguments drawing on their geographical knowledge and understanding (applying geography)
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yr 10 geography summary walney.pdf
yr 11 geography summary walney.pdf
KS4 Health and Social Care
The Health and Social Care curriculum aims to enable students by the end of KS4 to:
- actively engage in the processes of health and social care to develop as effective and independent learners
- understand aspects of personal development, and the health, social care and early years sectors, through investigation and evaluation of a range of services and organisations
- develop a critical and analytical approach to problem-solving within the health, social care and early years sectors
- examine issues which affect the nature and quality of human life, including an appreciation of diversity and cultural issues
- develop their awareness of the influences on an individual’s health and wellbeing
- understand the importance of motivation and support when improving health.
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KS4 History
The history curriculum aims to support students in learning more about the history of Britain and that of the wider world. The study of history should inspire students to deepen their understanding of the people, periods and events studied and enable them to think critically, weigh evidence, sift arguments, make informed decisions and develop perspective and judgement. This, in turn, will prepare them for a role as informed, thoughtful and active citizens. The discipline of history and a knowledge and understanding of the past will also help them to understand their own identity and significant aspects of the world in which they live, and provide them with the basis for further wider learning and study.
The history curriculum aims to enable students by the end of KS4 to:
- develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience
- engage in historical enquiry to develop as independent learners and as critical and reflective thinkers
- develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context
- develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them
- organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions
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yr 10 history summary walney.pdf
yr 11 history summary walney.pdf
KS4 Mathematics
The mathematics curriculum aims to ensure that students by the end of KS4:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
maths curriculum plan year 11 ht1.pdf
maths curriculum plan year 11 ht2.pdf
maths curriculum plan year 11 ht3.pdf
maths curriculum plan year 10 ht1.pdf
maths curriculum plan year 10 ht2.pdf
maths curriculum plan year 10 ht3.pdf
KS4 Personal Development ( PD)
Our PD curriculum has been developed from the National Curriculum for Citizenship, alongside statutory guidance on Relationships & Sex Education (RSE) and Health Education, and The Gatsby Benchmarks for Careers
The curriculum aims to ensure that by the end of KS4 students:
- acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government
- develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced
- develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood
- are equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs
- understand the values of loving, diverse and stable relationships along with developing an understanding of their own sexuality and sexual health
- progress from adolescence to adulthood with an awareness of the rights of others, and develop the capacity to make choices in a caring and sensitive manner
- conduct personal relationships with a full understanding of the meaning of responsibility
- enable students to conduct their lives with confidence, knowing their own legal rights
- develop the knowledge, understanding and skills they need to make successful choices and manage transitions in learning and work.
KS4 Core PE
The physical education curriculum aims to ensure that all pupils:
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives
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KS4 Photography
The photography curriculum aims to enable students by the end of KS4 to:
- actively engage in the creative process of photography in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds
- develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products
- become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques
- develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills
- develop and refine ideas and proposals, personal outcomes or solutions with increasing independence
- acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent
- develop knowledge and understanding of photography in historical and contemporary contexts, societies and cultures
- develop an awareness of the different roles and individual work practices evident in the production of photography in the creative and cultural industries
- develop an awareness of the purposes, intentions and functions of photography in a variety of contexts and as appropriate to students’ own work
- demonstrate safe working practices in photography
-
core knowledge plan year 10 photography.pdf
core knowledge plan year 11 photography.pdf
KS4 Religious Studies
The religious studies curriculum aims to:
- develop students’ knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism
- develop students’ knowledge and understanding of religious beliefs, teachings, and sources of wisdom and authority, including through their reading of key religious texts, other texts, and scriptures of the religions they are studying
- develop students’ ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject
- provide opportunities for students to engage with questions of belief, value, meaning, purpose, truth, and their influence on human life
- challenge students to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community
The religious studies curriculum requires students to:
- demonstrate knowledge and understanding of two religions
- demonstrate knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary religious faith
- understand the influence of religion on individuals, communities and societies
- understand significant common and divergent views between and/or within religions and beliefs
- apply knowledge and understanding in order to analyse questions related to religious beliefs and values
- construct well-informed and balanced arguments on matters concerned with religious beliefs and values
KS4 Sport
The sport curriculum aims to equip students with the knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being. This will require them to:
- develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance
- understand how the physiological and psychological state affects performance in physical activity and sport
- perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas
- develop their ability to analyse and evaluate to improve performance in physical activity and sport
- understand the contribution which physical activity and sport make to health, fitness and well-being
- understand key socio-cultural influences which can affect people’s involvement in physical activity and sport
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ks4 btec sport core knowledge plan.pdf
KS4 Statistics
stats curriculum plan year 10.pdf
stats curriculum plan year 11.pdf
KS4 Design Technology
The design technology curriculum aims to enable students by the end of KS4 to:
- actively engage in the creative process of design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds
- develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products
- become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques
- develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills
- develop and refine ideas and proposals, personal outcomes or solutions with increasing independence
- acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent
- develop knowledge and understanding of design in historical and contemporary contexts, societies and cultures
- develop an awareness of the different roles and individual work practices evident in the production of 3D design in the creative and cultural industries
- develop an awareness of the purposes, intentions and functions of design in a variety of contexts and as appropriate to students’ own work
- demonstrate safe working practices in design
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core knowledge plan year 10.pdf
core knowledge plan year 11.pdf
