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“Our vision is nothing less than realising the full potential of every single student at Murray Park.” “At Murray Park we will enrich the lives of our students through a focus on learning and a diverse curriculum delivered by inspirational staff. We aim to be an outstanding school, fulfilling the aspirations of the local community.”

Subject Areas

  1. Art and Design
  2. Mathematics
  3. English and Drama
  4. Science and Computing
  5. Practical Studies
  6. World Studies

Art & Design Department

The Art & Design Department at Murray Park is currently made up of six classroom teachers, and three technicians. We are more than just teachers of our subjects. We are a highly skilled and dynamic team of practicing Artists and Designers that are passionate about preparing the next generation to succeed in an ever changing and competitive world. 

In Art and Design, our teaching is designed not only to reflect the creative and design national curriculum and examination board requirements, but to instill a love of learning, making links to industry and developing major cross curriculum skills that are important in other subject areas beyond our own.

We focus not just on the practical side of Art and Design subjects, but also on the academic, providing a rich and informative mix of engaging lessons. 

At Murray Park, we are proud to boast a newly refurbished CAD/CAM suite, which is for dedicated use by the Art and Design department for all year groups. 

Extra-Curricular Activities 

 

Our department is noted for being a hive of innovation and activity.

We offer many opportunities during lunch times and after school sessions for students to engage in extra activities.

At KS4 students are encouraged to attend “Commit to Six” lessons in both Food and Resistant materials on a Wednesday and Friday evening for an hour.  This session provides them with the perfect opportunity to have more one-to-one teaching on a range of issues linked to their GCSE curriculum.

This term we plan to set up a new “Craft Enterprise” club, where talented students will create products to be sold at a Christmas fayre.

Our Art rooms are always busy with both KS3 and KS4 students on Monday, Wednesday and Friday lunch times.  Students with a passion for Art can come along and be creative.

Meet The Department 

Teaching Staff

  • Mrs P Logan – Head of Art and Design (Teacher of Food Preparation and Nutrition)

  • Mr A Cantrill – Progress leader (Teacher of Resistant Materials/Product Design)

  • Mr S Moore – Second in Department (Teacher of Art and Design)

  • Mrs C Whittingham – Teacher of Art and Design

  • Mr R Gardner – Teacher of Photography

  • Miss L Allen – Teacher of Textiles/Art and Design

Our KS3 Projects Include

Year 7

  • Food – The Eatwell Plate

  • Textiles –Design and make a Jabberwocky monster!

  • Product Design – Block Bot and Bug House Design and make tasks

  • Art – Shoe project

Year 8

  • Food – The importance of food Provenance

  • Textiles – Design and make a cushion cover

  • Product Design – Pewter casting jewellery

  • Art – Cultural design

Year 9

  • Food – Food science

  • Textiles – Creating a wall canvas

  • Product Design – Creating an electronic amplifier

  • Art – “Day of the Dead” themed Art work

Key Stage 4

Our Key Stage 4 curriculum has changed considerably over the past two years.

Our current year 11 students are taking GCSE’s in:

  • AQA Food Preparation and Nutrition
  • AQA Design and Technology: Resistant Materials
  • AQA Art and Design: Fine Art
  • AQA Art and Design: Lens Based Media (Photography)

Our current year 10 students are studying for GCSE’s in the following:

  • AQA Food Preparation and Nutrition
  • AQA Art and Design: Fine Art
  • AQA Art and Design: Product design
  • AQA Art and Design: Textiles
  • AQA Art and Design: Lens based media

To access more information about these qualifications please access the AQA website

www.AQAexaminations.co.uk

 

Mathematics Department

The department consists of 8 full-time and 1 part-time teacher. We have a mix of established and recently appointed teachers and there is a very strong team spirit, in the department. The Maths team is a blend of experience and enthusiasm and their dedicated and determined approach to teaching leads to positive progress, for all students.

The department is principally housed in one block, with 5 Mathematics teaching rooms built around a central foyer and 2 other Mathematics rooms in a separate block, which was recently built in 2013. All of the Mathematics classrooms are equipped with Interactive Whiteboards.

Aims

The mathematics teaching at Murray Park is geared towards enabling each pupil to develop within their capabilities; not only the mathematics skills and understanding required for later life, but also an enthusiasm and fascination about maths itself.

We aim to:

  • increase pupil confidence in maths so they are able to express themselves and their ideas using the language of maths with assurance.
  • stimulate pupils' interest in mathematics
  • encourage pupils to think logically, and to solve mathematical problems both within mathematics lessons, and in other curriculum areas.

We are continually aiming to raise the standards of achievement of the pupils at Murray Park.

Objectives

  • We should teach Mathematics which has relevance to the abilities and experiences of our pupils
  • We should use the best available and most appropriate material for each area of the curriculum.
  • We should relate problems to realistic situations, using a variety of approaches.
  • We should regularly monitor and inform pupils of their progress, and encourage them to set achievable targets for the future.
  • We should prepare and enter pupils for external examinations suited to their ability and aptitude.
  • We should encourage pupils in an awareness of the needs of others not only in the classroom, but also around school and in the wider community.
  • We should encourage pupils to take a pride in themselves, and in their work, through acknowledging positive actions.
  • We should make Mathematics enjoyable, offering a variety of teaching and learning opportunities to all of our pupils.

Meet the Mathematics Department

Mrs. H. Curry (Head of Subject)

Miss. L. Dodd (Assistant Head of Subject)

Mr. M. Birt (Numeracy Co-ordinator)

Mr. A. Bee (KS4 Co-ordinator)

Mr. R. Cutts

Miss. B. Patel

Mrs. K. Andrews

Mrs. A. Swinson

Organisation of Classes

All year groups are timetabled with four mathematics lessons per week, each lesson lasting one hour. Students in year 7 are taught in mixed-attainment groups. Students in year 8 and 9 are taught in two parallel higher groups and five parallel middle groups, all of which are mixed-attainment but across a smaller range. Students in year 10 and year 11 are either in a pair of parallel classes following the higher GCSE course, or one of four parallel classes following the foundation GCSE course.

Subjects/ Courses in the Mathematics Department

Key Stage 3

The curriculum is cumulative in nature. Topics are presented to ensure that students have a depth of understanding of the basic skills and are sufficiently fluent before moving on. Those pupils that grasp concepts rapidly will be challenged through being offered rich and sophisticated problems. 

Year 7

Pupils in Year 7 will follow a curriculum for fluency, reasoning and problem solving with the following content each half term:

  • Autumn Term 1 – Solving worded calculation problems. To include money, time, measurement, place value, negatives, decimals, estimation and perimeter. Also extending to different bases, generalisation and bounds and using algebra.
  • Autumn Term 2 – Explain and investigate calculations. To include multiplication and division methods, types of numbers and area of shapes. Also extending to prime-factorisation, compound shapes and the mean average. 
  • Spring Term 1 – Geometry. To include turn and angles, calculating angles, properties of triangles and quadrilaterals, reflection and rotation symmetry. Also extending to construction techniques and tessellations. 
  • Spring Term 2 – Fractions. To include links with division, visualisation and shading, mixed and improper numbers, accurate calculator usage and fractions of amounts. Also extending to multiplying and dividing both fractions and mixed numbers and solving fraction problems both with numbers and algebraic. 
  • Summer Term 1 – Negatives, order of operations and algebra. To include fluency with negative values, calculations with negatives, order of operations, reading and writing algebraic expressions. Also extending to substituting into algebraic expressions and expanding brackets and simplifying. 
  • Summer Term 2 – Percentages and Statistics. To include converting between fractions, decimals and percentages, finding percentages of amounts, tally, pictogram and bar charts. Also extending to pie charts, two way tables and analysing data using fractions and percentages. 
Year 8

Pupils in Year 8 will follow a curriculum for fluency, reasoning and problem solving with the following content each half term:

  • Autumn Term 1 - Percentages and Statistics. To include converting between fractions, decimals and percentages, finding percentages of amounts, tally, pictograms and bar charts. Also extending to pie charts, two way tables and analysing data using fractions and percentages.
  • Autumn Term 2 – Factors, multiples, Venn diagrams and fractions. To include knowledge of primes, squares and cubes, finding highest common factor, finding lowest common multiple, add and subtract fractions, using Venn diagrams. Also extending to adding and subtracting mixed numbers, multiplying and dividing indices and using enumerating sets. 
  • Spring Term 1 – Inequalities, Substitution, Equations and Sequences. To include inequality signs with positive and negative values, formulate and evaluate expressions, solve linear equations with one step or multi-steps. Write equations for problems with area and perimeter. Recognise and continue sequences. Also extending to solving equations with fractions and with unknowns on both sides, extending to take information from graphs and tables. 
  • Spring Term 2 – 2D Geometry. To include types of angles and calculations, angles in parallel lines, metric units of measurement, area and perimeter problem solving with single and composite shapes, area of parallelograms and trapezia. Also extending to imperial units of measurement, units of area and similarity in shapes. 
  • Summer Term 1 – Proportional Reasoning. To include percentage change, using and simplifying ratios, speed, distance and time. Also extending to reverse percentages, sharing in a ratio and distance-time graphs. 
  • Summer Term 2 – 3D Geometry. To include rounding decimals, area and circumference of circles, identifying and sketching 3D shapes and calculating volumes. Also extending to semi-circles and sectors and volumes of pyramids, prisms, cones and spheres.
Year 9

Pupils in Year 9 will follow a curriculum for fluency, reasoning and problem solving with the following content each half term:

  • Autumn Term 1 – 3D Geometry. To include rounding decimals, area and circumference of circles, identifying and sketching 3D shapes and calculating volumes. Also extending to semi-circles and sectors and volumes of pyramids, prisms, cones and spheres.
  • Autumn Term 2 – Statistics. Organise and interpret data in bar charts, percentage charts, pie charts, two way tables and use the mean, median, mode and range. Also extending to Venn diagrams, histograms, random sampling and averages from a table.
  • Spring Term 1 – Graphs and proportion. To include reading scales, percentage change, Cartesian co-ordinates, linear graphs and direct and inverse proportion. Also extending to 3D co-ordinates and non-linear graphs.
  • Spring Term 2 – Algebraic expressions. To include writing expressions for real contexts, substitution, arithmetic and geometric sequence, expansion and factorisation. Also extending to changing the subject of a formula and algebraic proof.
  • Summer Term 1 – 2D Geometry. To include area and circumference, construction and loci, angles in parallel lines and polygons. Also extending to congruence and similarity, geometrical proof and complex constructions.
  • Summer Term 2 – Equations and inequalities. To include graphs and sequences, problem solving with algebra, solving equations and inequalities. Also extending to graphical solutions to simultaneous linear equations, quadratic graphs and regions on graphs.

Key Stage 4

All pupils will work towards a GCSE Mathematics qualification using the Grades 1 – 9. Pupils will be entered for either the Higher or Foundation tier depending on their attainment at the end of year 9. However we will always consider opportunities to change the tier where appropriate.

Year 10 - Higher GCSE Curriculum

  • September - Statistics. Organise and interpret data in bar charts, percentage charts, pie charts, two way tables and use the mean, median, mode and range. Also extending to Venn diagrams, histograms, random sampling and averages from a table.
  • October - Graphs and Proportion. To include reading scales, percentage change, Cartesian co-ordinates, linear graphs and direct and inverse proportion. Also extending to 3D co-ordinates and non-linear graphs.
  • November - Algebraic Expressions. Writing expressions for real contexts, substitution, arithmetic and geometric sequences, expansion and factorisation. Extending to changing the subject of a formulae and algebraic proof.
  • December - 2D Geometry. To include area and circumference, loci and construction, angles in parallel lines and polygons. Also extending to congruence and similarity, geometrical proof and complex constructions.
  • January - Equations and Inequalities. Including graphs and sequences, problem solving with algebra, solving equations and inequalities. Extending to graphical solutions to simultaneous linear equations, quadratic graphs and regions on graphs.
  • February/March - Geometry, Pythagoras and Trigonometry. To include compound areas, Pythagoras’ theorem, exploring trigonometry with 30-60-90 triangles and single transformations. Also extending to further trigonometry, multiple transformations and 3D Pythagoras.
  • April - Statistics. Use of two-way tables and Venn diagrams, averages and the range, comparing two sets of data, scatter graphs, probability and mean from grouped data. Extending to equations of lines of best fit, correlation and causality.
  • May - Number skills and Indices. To include standard form, positive indices, percentage change, conversion between fractions, decimals and percentages and nth term of linear sequences. Extending to standard form calculations, negative and fractional indices, compound interest and quadratic sequences.
  • June - Transformations and Ratios. To include reflection, rotation, translation, similar shapes, enlargement, bearings and scales and trigonometry in right angle triangles. Extending to negative scale factors and 3D trigonometry.
  • July - Reasoning. Include algebraic reasoning, angle problems, equations of parallel and perpendicular lines and vectors. Also extending to vector proofs and trigonometric graphs.

Year 10 - Foundation GCSE Curriculum

  • September/October - Proportional Reasoning. To include percentage change, using and simplifying ratios, speed, distance and time. Also extending to sharing in a ratio and distance-time graphs.
  • November - 3D Geometry. To include rounding decimals, area and circumference of circles, identifying and sketching 3D shapes and calculating volumes of cubes and cuboids. Also extending to semi-circles and volumes of triangular prisms and cylinders.
  • December - Statistics. Organise and interpret data in bar charts, percentage charts, pie charts, two way tables and use the mean, median, mode and range. Also extending to Venn diagrams and averages from a table.
  • January - Graphs and Proportion. To include reading scales, percentage change, Cartesian co-ordinates, linear graphs and direct proportion. Also extending to inverse proportion and non-linear graphs.
  • February/March - Algebraic Expressions. Writing expressions for real contexts, substitution, arithmetic and geometric sequences, expansion and factorisation. Extending to changing the subject of a formulae.
  • April - 2D Geometry. To include area and circumference, loci and construction, angles in parallel lines and polygons. Also extending to congruence and similarity.
  • May - Equations and Inequalities. Including graphs and sequences, problem solving with algebra, solving equations and inequalities. Extending to graphical solutions to simultaneous linear equations, quadratic graphs.
  • June/July - Geometry, Pythagoras and Trigonometry. To include compound areas, Pythagoras’ theorem, exploring trigonometry with 30-60-90 triangles and single transformations. Also extending to further trigonometry, multiple transformations.

Year 11 - Higher GCSE Curriculum

The topics and content will be determined by the needs of the class and individual pupils in it. The topics this could extend to are …..

  • Number - Percentage problem solving, use of indices, direct and inverse proportion, surds.
  • Algebra - quadratic equations, linear graphs, regions for inequalities, simultaneous equations, equations of circles, iteration
  • Geometry - volume and surface area of any shape, trigonometry in non-right angle triangles, vectors, trigonometric graphs
  • Statistics - averages from grouped data, cumulative frequency and outliers, histograms, tree diagrams, set theory.

Year 11 - Foundation GCSE Curriculum

The topics and content will be determined by the needs of the class and individual pupils in it. The topics are likely to contain ……………..

  • Number – Percentages, fractions, decimals, ratios and calculations
  • Algebra - solving equations, linear graphs, sequences, algebraic manipulation
  • Geometry - area, perimeter and volume, Pythagoras and trigonometry, reasoning with angles, transformations
  • Statistics - averages and range, draw and interpret charts such as scatter graphs, probability and Venn diagrams

Extra-curricular Events

UK Maths Challenges

Each year we enter students for the UK Intermediate and Junior Maths Challenges, held in February and April respectively. This is a National competition and consists of 25 interesting maths problems to be done without a calculator in an hour. The Junior challenge is open to pupils in years 7 and 8. Students in the remaining years can be entered for the Intermediate Challenge. Students from Murray Park have received Gold, Silver and Bronze certificates in the past. Some students have performed so well that they have subsequently been entered for a European maths competition.

For the past three years we have had a team of year 8 and 9 students representing Murray Park, in the Regional Final of the UK Maths Team Challenge.

Online Materials

The department makes use of the www.mymaths.co.uk website for the setting and tracking of homework tasks; however teachers may still set other types of homework from time to time.

We also are registered with www.ttrockstars.com where pupils can practice and improve their knowledge of times tables in a fun and competitive manner.

Students studying their GCSE’s are also encouraged to make use of corbettmaths.com and hegartymaths.com as revision resource that provides video tutorials and practice questions on practically all topics needed for their GCSE.

 

English and Drama Department

The English and Drama Department is currently made up of 12 classroom teachers, and a range of support staff. We work together, sharing ideas and have recently updated all of our KS3 schemes of work to ensure that students make the best possible progress, whilst also capturing a love for learning and an appreciation of good quality reading and writing. We occupy a suite of rooms close to Student Services, which are equipped with either interactive whiteboards or projectors.

Extra-Curricular Activities

After school support is scheduled each term according to need. We aim to extend students’ appreciation of various aspects of English and celebrate events such as National Poetry Day and World Book Day, inviting in guest speakers and writers.

Meet the Department

  • Miss Hand – Head of Subject
  • Mrs Bentley – Assistant Head of Subject
  • Mr Astle – Responsibility for Literacy across the Curriculum
  • Mrs Slater – English and Drama teacher
  • Mr Burge – English and Drama teacher
  • Mr Askroft – English and Drama teacher
  • Miss Franzen – English and Drama teacher (TeachFirst)
  • Mrs Boyce – Assistant Head Teacher (Teaching and Learning)
  • Mrs Jackson – English and Drama teacher (Monday – Wednesday)
  • Mrs Deacon – English Teacher (Thursday and Friday)
  • Mrs Hubbard – SENCO and English Teacher
  • Mrs Wildgoose – English Teacher (maternity leave)

Year 7

Skills to be covered:

  • Basic of spelling, punctuation and grammar.
  • Reading: independent understanding of key ideas in more complex texts.
  • Skim, scan and close reading skills.
  • Make appropriate textual selection.
  • Begin to infer.
  • Make notes and annotate.
  • Provide a personal response to texts.
  • Link texts to cultural/historical origins.
  • Refer to writer at work.
  • Writing: spell common words correctly.
  • Select some vocabulary for impact with some accuracy.
  • Write in accurate sentences with some comma use.
  • Use speech marks and apostrophes.
  • Recognise and produce single and multi-clause sentences.
  • Organise writing using TiP ToP, topic sentences, connectives.
  • Begin to use simple structural devices like flashback.
  • Plan, draft, edit and proofread.
  • Develop ideas in detail.
  • Use and apt voice for audience and purpose.
  • Begin to employ aspects of style.

Topics and content for year:

Autumn: Author Study 1: Reading focus & Creative writing styles

Spring: Seminal world literature & Non-fiction writing styles

Summer: Author Study 2: Shakespeare

How students will be assessed:

Half-termly assessments in Reading and Writing. Internal end of year exam.

Year 8 - English

Skills to be covered:

  • Basics of spelling, punctuation and grammar.
  • Reading independently, understand advanced vocabulary and unusual syntax, such as that in pre-1914 texts.
  • Summarise and synthesise ideas in texts.
  • Read a range of texts from differing genres, with varied purposes.
  • Select textual evidence from across a text of substantial length.
  • Infer, deduce and explore layers of meaning.
  • Recognise different readers will have different interpretations of texts.
  • Consider texts in their contexts.
  • Comment on a writer's ideas, themes and 'messages.
  • Writing all everyday words are accurate, as are complex ones.
  • Ambitious vocabulary is used fluently.
  • A range of punctuation within sentences is used with some accuracy.
  • Full range of conjunctions and openers are employed.
  • Sentence structures, syntax and punctuation used for impact.
  • Use a range of planning strategies.
  • Write using fluent, cohesive devices.
  • Structure texts to control the flow of information.
  • Develop texts in creative ways.
  • Experiment with drafting, improving and developing writing.
  • Write in a convincing voice.
  • Able to employ aspects of style.
  • Register is closely matched to audience and purpose.

Topics and content for year:

Autumn: Author Study 1: Reading focus & Creative writing, including poetry: writing focus

Spring: Author Study 2: Steinbeck: reading focus & Non-fiction, travel texts: writing focus

Summer: Drama text & Mini texts and style models: re-creative writing

How students will be assessed:

Half-termly assessments in Reading and Writing. Internal end of year exam.

Year 9 - English

Skills to be covered:

  • Basics of spelling, punctuation and grammar.
  • Reading independently: make meaning of a range of texts from various era, genres and for different audiences and purposes.
  • Integrate textual selection.
  • Make perceptive observations and analyses regarding how texts make meaning.
  • Compare the presentation of themes and idea across texts.
  • Make links between texts and their social contexts.
  • Explain why certain texts are important and have influences culture and meaning (literay heritage) and apply this understanding to real texts.
  • Evaluate a writer's ability to convey their ideas to the reader.
  • Writing correctly spell most words, including ambitious vocabulary choices that are employed judiciously.
  • Independently and fluently employ the full range of punctuation, sentence lengths and sentence types.
  • Craft texts considering syntactical choices.
  • Use cohesive devices and shaping to position and engaged the reader.
  • Evaluate multiple drafts and improve- quality not quantity.
  • Secure and draw on stylistic devices taught in Years 7 and 8.
  • Use the words of established writers to influence own production of compelling texts in a range of styles.
  • Evaluate effect of own writing on a reader

Topics and content for year:

Autumn: Author Study 1: Reading focus & Non-fiction texts across the ages: writing focus

Spring: Author Study 2: Pre-1914: reading focus & Parody and satire: writing focus

Summer: Shakespeare study & Language and representation, and poetry

How students will be assessed:

Half-termly assessments in Reading and Writing. Internal end of year exam.

Key Stage Three Drama

Drama skills are incorporated into English lessons in Years 7, 8 and 9. Teachers will book the Drama Studio for use throughout the year and deliver the following skills in association with the work being undertaken in class:

  • Participate and collaborate in the creative development of dramatic performances (both scripted, and unscripted)
  • Present and perform scripted and unscripted pieces employing face, voice and body effectively, in order to communicate meaning to an audience.
  • Evaluate their own performance, and that of others, in both verbal and written form
  • Recognise the origins of theatre and the concept of either comedy or tragedy as dramatic genres

In Year 9, a specific unit of learning will be delivered prior to the options process. This will reflect the demands and requirements of the GCSE, and encourage students to reflect on whether Drama is a suitable option for choice at Key Stage 4.

Year 10 - English (AQA GCSE English Language and GCSE English Literature)

Skills to be covered:

  • Literature AO1- Read, understand and respond to texts
  • Literature and Language AO2- Analyse the language, form and structure used by a writer to create meanings and effects, and to influence readers, using relevant subject terminology where appropriate.
  • Literature AO3- Show understanding of the relationships between texts and the contexts in which they were written.
  • Language AO1- Identify and interpret implicit and explicit information and ideas; select and synthesise.
  • Language AO3- Compare writers ideas and perspectives, as well as how these are conveyed, across two texts.
  • Langauge AO4- Evaluate texts critically and support this with appropiate textual references.
  • Language AO5- Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and reguster for different forms, purposes and audiences.
  • Language AO6- Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Topics and content for year:

Autumn: Prose or Drama study (text 1); writing for creative purposes

Spring: Non-fiction reading exam skills; Prose or Drama study (text2); writing to argue

Summer: Shakespeare study

How students will be assessed:

Creative writing each term Persuasive writing each term Mock paper each term

Year 10 - Drama

Skills to be covered:

  • AO1- Recall, select and communicate their knowledge and understanding of drama to generate, explore and develop ideas
  • AO2- Apply practical skills to communicate in performance
  • AO3- Analyse and evaluate their own work and that of others using appropriate terminology.

Topics and content for year:

Autumn: Performance and group work skills, improvisation work. Performance at Scream & Developing technical skills sound/ lighting/ physical theatre. Performance at Christmas event 

Spring: Page to Stage preparation: blocking/ stage plans/ lighting/ sound/ semiotics  & Controlled assessment: rehearse/ performance filmed/ working record completed 

Summer: Page to Stage: Stanislavski techniques applied to script & Controlled assessment Page to Stage (30%)

Year 11 - English (AQA GCSE English Language and GCSE English Literature)

Skills to be covered:

  • Literature AO1- Read, understand and respond to texts
  • Literature and Language AO2- Analyse the language, form and structure used by a writer to create meanings and effects, and to influence 
    readers, using relevant subject terminology where appropriate
  • Literature AO3- Show understanding of the relationships between texts and the contexts in which they were written
  • Language AO1- Identify and interpret implicit and explicit information and ideas; select and synthesise
  • Language AO3- Compare writers’ ideas and perspectives, as well as how these are conveyed, across two texts
  • Language AO4- Evaluate texts critically and support this with appropriate textual references
  • Language AO5- Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, 
    purposes and audiences
  • Language AO6- Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation

Topics and content for year:

Autumn: Poetry and Shakespeare revision

Spring: Revisit all 3 texts

Summer: Revision

How students will be assessed:

Mock Literature papers 1 and 2

Year 11 - Drama

Skills to be covered:

  • AO1- Recall, select and communicate their knowledge and understanding of drama to generate, explore and develop ideas
  • AO2- Apply practical skills to communicate in performance
  • AO3- Analyse and evaluate their own work and that of others using appropriate terminology.

Topics and content for year

Autumn: Controlled assessment: Drama in the making: improvisation (30%); performance opportunity at Scream & Drama in the making: designs/ monologues/ duologues / workshops

Spring: Exam paper explored & Exam: concept to creation (improvisation 10 hours to create and complete working record for visiting examiner).

KS4 OCR Drama Exam

Students will be assessed through the course on their written portfolio which explores their research and rehearsal process.

Coursework for Devising drama will be assessed at school. Worth 30%. The starting point is supplied by the examiner.

Presenting and performing text is assessed by a visiting examiner in year 11. Worth 30% based on performance of a text and written portfolio.

Final Examination: Worth 40% based on answering questions on a play text and a review of a live performance.

Science and Computing Department

Meet the Department:

Miss H Whalley – Head of Subject

Miss S Kaur – Assistant Head of Subject

Miss H Crowfoot – Head of Year – maternity leave

Ms. S Afford Head of Science

Mr. R Gardener

Miss. R Mumtaz

Mr. F Olubodun

Mr. M Rakhra

Miss. N Singha

Mrs F. Hussain

 

The Science and Computing department delivers Science; Biology, Chemistry, Physics, ICT and Computing. Science and Computing consists of nine core staff within the department to varying levels of commitment on their timetables. Teaching and learning have been the focus of staff development with many exciting initiatives being introduced into classrooms.

The Science and Computing department prides itself in extra-curricular activities.   A Science and Computing club is held once a week for Year 7 and 8 pupils.  STEM (Science, Technology, Engineering and Maths) initiatives are run throughout the year by visitors from industry working with various Year 9 pupils.

Science

Please see below for a list of the units covered under the current curriculum in science:

Year 7

Term

Units Covered

 Autumn Term 1

 Introduction to Science, Particle Model, Separation Techniques, Cells

 Autumn Term 2

 Movement, Contact forces, Gravity, Energy Costs

 Spring Term 1

 Energy Transfers, Earth Structure, Universe

 Spring Term 2

 Metals and Non-metals, Acids and Alkali, Variation, Human Reproduction

 Summer Term 1

 Sound, Light, Interdependence

 Summer Term 2

 Plant Reproduction, Voltage and Resistance, Current

Year 8

Term

Units Covered

 Autumn Term 1

Periodic Table, Elements, Breathing, Digestion

 Autumn Term 2

Speed, Pressure, Climate, Earth’s Resources

 Spring Term 1

Work, Heating and Cooling, Evolution

 Spring Term 2

Inheritance, Electromagnets, Magnetism

 Summer Term 1

Chemical energy, Types of reaction, Wave effects

 Summer Term 2

Wave properties, Respiration, Photosynthesis

Year 9 - GCSE's

Term

Units Covered

 Autumn Term 1

Chemistry Chapter 1: Atomic Structure and The Periodic Table

Biology Chapter 1: Cell Biology

Physics Chapter 1: Energy

 Autumn Term 2

 Spring Term 1

 Spring Term 2

Chemistry Chapter 2: Structure, Bonding & Properties of Matter

Biology Chapter 2: Photosynthesis

Physics Chapter 2: Electricity

Summer Term 1

Summer Term 2

Year 10

This year pupils will either be on the Separate Sciences pathway or Combined Sciences pathway.

Term

Units Covered

 Autumn Term 1

Chemistry Chapter 3: Chemical Quantities and Calculations

Biology Chapter 3: Moving and Changing Materials

Physics Chapter 3: Particle Model of Matter

 Autumn Term 2

 Spring Term 1

Chemistry Chapter 4: Chemical Changes

Biology Chapter 4: Health Matters

Physics Chapter 4- Atomic Structure

Chemistry Chapter 5: Energy Changes

 Spring Term 2

 Summer Term 1

Biology Chapter 5: Coordination and Control

Physics Chapter 5: Forces

Chemistry Chapter 6: The Rates and Extent of Chemical Change

Chemistry Chapter 7: Hydrocarbons

Summer Term 2

Year 11

Term

Units Covered

 Autumn Term 1

Biology Chapter 6: Genetics

Physics Chapter 6: Waves

Biology Chapter 7: Variation and Evolution

Chemistry Chapter 8: Chemical Analysis

 Autumn Term 2

 Spring Term 1

Chemistry Chapter 9: The Atmosphere

Biology Chapter 8: Ecology in Action

Physics Chapter 7: Electromagnetism

Chemistry Chapter 10: Sustainable Development

Physics Chapter 8: Space Physics (Separate Science only)

 Spring Term 2

 Summer Term 1

Chemistry Chapter 5: Energy Changes

Biology Chapter 5: Coordination and Control

Physics Chapter 5: Forces

The new KS3 Science curriculum is delivered in Years 7 and 8 where pupils are taught in their Form groups.  In Year 9, pupils begin the KS4 curriculum and are streamed in top, middle and lower ability groups with 3 hours per week.   Years 10 and 11, pupils continue with the linear KS4 course in AQA Core and Additional Science with one group taking all three separate Sciences at GCSE.   All terminal assessments are taken at the end of Year 11.

Computing

Computing is a dynamic and changing discipline and our department has to reflect this, offering an evolving and varied curriculum that as far as possible keeps up to date with technology. Wherever possible the subject is linked to applications outside of school life. We have four dedicated teaching rooms which enable all students to work on their own machine in class, taught by specialist staff. In addition, there are multiple rooms throughout the school available for other departments to use. In total the school currently has approximately 200 desktop PCs and 3 portable netbook trolleys, each containing 27-30 netbooks, which are available for student access in the curriculum.

In Key Stage 3 we teach the essential skills required for students to become independent users of computers, both in our subject and across other subjects. This includes common business applications and extends to specialised areas such as Computer programming, App design, Website creation, Audio, Control Technology and Data Logging to name a few. Students in Year 7 and Year 8 have 1 hour per week of ICT with Year 9 having 2 hours per week. In Key Stage 4 students have the option of choosing GCSE ICT or GCSE Computing. Both option choices are varied in their content and can be accessed by all ability students.

Skills to be covered: KS3

Tools and tips for keeping safe in the online world, a range of graphics editing techniques, how to effectively create multiple pathways through a product and use a range of multimedia including audio and video, how to use basic formulae in spreadsheets, such as SUM, MAX, MIN and AVERAGE, logical thinking, sequencing, loops, variables and algorithms. Questioning and developing a line of enquiry based on observations of the real world, alongside prior knowledge and experience. Introduction into computing, coding and programming to allow students to grasp the aspect of “computer science”.   Students will develop their research skills and also develop their logical thinking. Evaluation skills are key in this subject area.

Skills to be covered

  • ICT in Business
  • Files and folders
  • E-Safety
  • Email
  • Creating business documents – letter, ppt
  • Health and Safety
  • Data types
  • Interactive presentation
  • Internet searching
  • Copyright
  • Hyperlinking
  • PowerPoint advanced skills (Slide master)
  • Presentation skills – how to create a ppt to present
  • Audience/purpose
  • Database
  • Data structure
  • Fields and records
  • Data types
  • Tables
  • Forms
  • Queries – searching/sorting
  • Reports
  • Introduction to Computing
  • Input – Process – Output
  • Inside of a computer
  • Programming
  • Spreadsheet modelling
  • Creating spreadsheets
  • Profit/loss
  • Linking between sheets
  • Designing
  • Testing
  • Multimedia – Inside of a computer (project based)
  • Computer components
  • System analysis and life cycle
  • Coding in PPT
  • Business unit – Unit 1
  • Digital Logic
  • Computer Science intro – Algorithms, flowcharts, pseudo code – create app. (should be around options)
  • Multimedia – Video & Sound
  • Multimedia graphics/website

How students will be assessed:

In addition to a mixture of teacher assessment and online tests, students are actively encouraged to become involved in evaluating their own and other’s work and acting upon the feedback they receive. They will receive regular feedback from their teacher detailing their strengths (www), weaknesses and areas for improvement (EBI). During KS3 students will be assessed every 6 weeks, these assessments will challenge students to display the knowledge and skills they have gained over each unit. Feedback will be given to students in both written and verbal communication and targets will be set in order for students to progress further.

2014 National Curriculum Changes: New Computing Curriculum

GCSE ICT - OCR

GCSE in ICT should help candidates to gain an insight into related sectors. It should prepare learners to make informed decisions about further learning opportunities and career choices.

Skills to be covered: KS4:

  • Become independent and discerning users of ICT, able to make informed decisions about its use and aware of its implications for individuals, organisations and society
  • Acquire and apply creative and technical skills, knowledge and understanding of ICT in a range of contexts
  • Develop ICT-based solutions to solve problems
  • Develop their understanding of current and emerging technologies and their social and commercial impact
  • Develop their understanding of the legal, social, economic, ethical and environmental issues raised by ICT
  • Recognise potential risks when using ICT, and develop safe, secure and responsible practice
  • Develop the skills to work collaboratively
  • Evaluate ICT-based solutions.
  • Unit B061: ICT in today’s world

Practical Studies Department

The newly created Practical Studies Department, delivers a wide range of vocational subjects: Physical Education, Music, Health and Social Care, Business Studies, Construction and Beauty Care. These offer our pupils the opportunity to prepare for their preferred career. Practical Studies consists of nine members of staff, each with their own expertise and practical experiences.

Our subject specific teachers have a vast amount of knowledge to share with pupils; staff understand the importance of employable skills and this is a focal point of our delivery. Many of the team have worked outside the education sector, enabling them to teach from experience and apply learning directly to the world of work.

Pupils at Murray Park School thrive on the enjoyment they get from their Practical Studies lessons, be it taking part in sporting activities or gaining hands on experience in our fully equipped beauty salon. Our department offers a full range of extra-curricular opportunities, which high numbers of pupils participate in.

With the UK being one of the fastest growing economies, our Business Studies course is specifically suited towards those pupils who are driven towards a career in the Business sector. Our Health and Social Care and Child Development courses provide excellent opportunities for our pupils to develop skills relevant to working with young people, social services, or in a Health Care profession. The department is also directly linked to The Derby Roundhouse, where our pupils can learn all they need to know about the construction trade, another growth industry. Creativity is also pivotal to the department, with our Music course giving pupils the chance to develop their performance skills, and strengthen their understanding of the industry.

At Key Stage Four, learning in a practical environment provides pupils with the opportunity to develop the applied physical skills required for employment. The department delivers a mixture of GCSE, City & Guilds and OCR National courses to suit the needs of the pupils. Uptake for Practical Studies at Key Stage Four is excellent and we feel this is a testament to the lessons delivered by our staff further down the school.

Although much of our time is spent developing the active element of our subjects, the importance of theory-based learning is of equal importance. Underpinning every practical skill, is reasoning, reflection and evaluation. It is our department’s vision to inspire pupils to research, discover and investigate all aspects of our well-structured curriculum, so that they are fully prepared for their future beyond Murray Park School.

Murray Park Physical Education Department

The Physical Education Department is currently made up of 4 staff, including full and part-time teachers. We work as a supportive team, jointly planning schemes of work to ensure a vibrant and varied curriculum for our students which will enable them to make outstanding progress. We occupy a fully equipped Sports Hall, Activity Deck, extensive outdoor facilities and hard court areas. There department believes in the use of IT to support learning and is equipped with a data projector in the sports hall, television screens in the changing rooms and iPads in lesson time. We are very proud of our record of examination success. We encourage each student to develop a range of practical skills, an enquiring mind and a consideration for our own and other cultures. Many of our students go on to study the subject at University.

Extra-Curricular Clubs

Outside normal school hours our staff give generously of their time and a range of extra-curricular activities and experiences are offered to extend and enrich the experience of our students. Students compete at local regional and national levels and the school is keen to help students develop their sporting aptitude. The department runs an extensive extra-curricular programme that offers clubs and team practices.

Physical Education at KS3 & KS4

At key Stage three we follow the National Curriculum and students have two one hour lessons a week. During curriculum time students have opportunities to play competitive games, how to exercise safely, replicate skills accurately, communicate and express ideas leading towards having an active healthy lifestyle.

Programmes of study include traditional games but we also offer lacrosse, handball, ultimate frisbee, outdoor and adventurous activities, trampolining, baseball, as well as the traditional summer activities of tennis, cricket and athletics. Students are given opportunities to be independent in their learning and will lead their own warmups, observe and analyse performance suggesting ways to improve. Students are grouped in relation to the activity being taught to help maximize their outcomes.

At Key stage four students have one, one hour lesson that builds on key stage three programmes of study. Students are encouraged to take on greater responsibility for leading warm ups, umpiring and refereeing and evaluating their own and others performance. The Department runs it’s on Leadership course that builds on the skills learnt in key stage three. Students at Murray Park School are frequently used to help lead sessions, lessons, breakfast, afterschool clubs and sports days at local primary schools.

GCSE and OCR National Sports Science

The department offers two different examination subjects. Each exam has a different exam route which both lead to being a level 1 or level 2 qualification.

THE GCSE follows the Edexcel examination board specification. The exam is made up of four elements. 40% from a 1 hour 30 minute exam related to the theory of having an active healthy lifestyle, methods and principles of training and the role of diet. 60% of the exam is based on practical performance. Students can either be a performer, a leader, a referee or umpire. There are a number of different practical activities that students can offer, from traditional games to horse riding. Students also have to create a six week training programme.

Sports Science also follows the Edexcel exam board specification. The exam consists of two compulsory units, practical sports and fitness and training. The rest of the learning hours are made up from optional units that include, Leading activities, injury, developing personal fitness. There are three levels of qualification, Pass, merit or distinction. Students have to complete an online examination and then pass all other course criteria.;

Curriculum Mapping: PE (Core)

Year 7
Term Curriculum Assessment

Autumn 1

Football, Netball, HRE, Gymnastics, Table Tennis, Badminton Core Task: Performance, strategies, analysis of self and awareness of health & fitness, leadership & applying.

Autumn 2

Football, Netball, HRE, Gymnastics, Table Tennis, Badminton Core Task: Performance, strategies, analysis of self and awareness of health & fitness, leadership & applying.

Spring 1

Dance, Badminton, HRE, Gymnastics, Football, Rugby Core Task: Performance, strategies, analysis of self and awareness of health & fitness, leadership & applying.

Spring 2

Dance, Badminton, HRE, Gymnastics, Football, Rugby Core Task: Performance, strategies, analysis of self and awareness of health & fitness, leadership & applying.

Summer 1

Rounders, Athletics, Cricket, Baseball, Tennis Core Task: Performance, strategies, analysis of self and awareness of health & fitness, leadership & applying.

Summer 2

Rounders, Athletics, Cricket, Baseball, Tennis Core Task: Performance, strategies, analysis of self and awareness of health & fitness, leadership & applying.

 

Year 8
Term Curriculum Assessment

Autumn 1

Football, Netball, HRE, Gymnastics, Table Tennis, Badminton, Basketball Core Task: Performance, strategies, analysis of self & others, awareness of health & fitness, leadership & applying.

Autumn 2

Football, Netball, HRE, Gymnastics, Table Tennis, Badminton, Basketball Core Task: Performance, strategies, analysis of self & others, awareness of health & fitness, leadership & applying.

Spring 1

Dance, Badminton, HRE, Gymnastics, Football, Rugby, Basketball Core Task: Performance, strategies, analysis of self & others, awareness of health & fitness, leadership & applying.

Spring 2

Dance, Badminton, HRE, Gymnastics, Football, Rugby, Basketball Core Task: Performance, strategies, analysis of self & others, awareness of health & fitness, leadership & applying.

Summer 1

Rounders, Athletics, Cricket, Baseball, Tennis Core Task: Performance, strategies, analysis of self & others, awareness of health & fitness, leadership & applying.

Summer 2

Rounders, Athletics, Cricket, Baseball, Tennis Core Task: Performance, strategies, analysis of self & others, awareness of health & fitness, leadership & applying.

 

Year 9
Term Curriculum Assessment

Autumn 1

Football, Netball, HRE, Gymnastics, Table Tennis, Badminton, Handball, Trampolining Core Task: Performance, strategies & tactics, analysis of self & others, awareness of health & fitness, leadership & applying.

Autumn 2

Football, Netball, HRE, Gymnastics, Table Tennis, Badminton, Handball, Trampolining Core Task: Performance, strategies & tactics, analysis of self & others, awareness of health & fitness, leadership & applying.

Spring 1

Dance, Badminton, HRE, Gymnastics, Football, Rugby, Handball, Leadership, Trampolining Core Task: Performance, strategies & tactics, analysis of self & others, awareness of health & fitness, leadership & applying.

Spring 2

Dance, Badminton, HRE, Gymnastics, Football, Rugby, Handball, Leadership, Trampolining Core Task: Performance, strategies & tactics, analysis of self & others, awareness of health & fitness, leadership & applying.

Summer 1

Rounders, Athletics, Cricket, Baseball, Tennis Core Task: Performance, strategies & tactics, analysis of self & others, awareness of health & fitness, leadership & applying.

Summer 2

Rounders, Athletics, Cricket, Baseball, Tennis Core Task: Performance, strategies & tactics, analysis of self & others, awareness of health & fitness, leadership & applying.

 

Year 10
Term Curriculum Assessment

Autumn 1

Range of outdoor and indoor games, HRE, Table Tennis Core tasks converted into GCSE assessment. Range of skills, quality of skills, decision making, leadership and health and fitness.

Autumn 2

Range of outdoor and indoor games, HRE, Table Tennis Core tasks converted into GCSE assessment. Range of skills, quality of skills, decision making, leadership and health and fitness.

Spring 1

Indoor games, HRE, Table Tennis Core tasks converted into GCSE assessment. Range of skills, quality of skills, decision making, leadership and health and fitness.

Spring 2

Indoor games, HRE, Table Tennis Core tasks converted into GCSE assessment. Range of skills, quality of skills, decision making, leadership and health and fitness.

Summer 1

Baseball, Rounders, Tennis, Athletics Core tasks converted into GCSE assessment. Range of skills, quality of skills, decision making, leadership and health and fitness.

Summer 2

Baseball, Rounders, Tennis, Athletics Core tasks converted into GCSE assessment. Range of skills, quality of skills, decision making, leadership and health and fitness.

 

Year 11
Term Curriculum Assessment

Autumn 1

Range of outdoor and indoor games, HRE, Table Tennis Core tasks converted into GCSE assessment. Range of skills, quality of skills, decision making, leadership and health and fitness.

Autumn 2

Range of outdoor and indoor games, HRE, Table Tennis Core tasks converted into GCSE assessment. Range of skills, quality of skills, decision making, leadership and health and fitness.

Spring 1

Indoor games, HRE, Table Tennis Core tasks converted into GCSE assessment. Range of skills, quality of skills, decision making, leadership and health and fitness.

Spring 2

Indoor games, HRE, Table Tennis Core tasks converted into GCSE assessment. Range of skills, quality of skills, decision making, leadership and health and fitness.

Summer 1

Baseball, Rounders, Tennis , Athletics Core tasks converted into GCSE assessment. Range of skills, quality of skills, decision making, leadership and health and fitness.

Summer 2

Baseball, Rounders, Tennis , Athletics Core tasks converted into GCSE assessment. Range of skills, quality of skills, decision making, leadership and health and fitness.

Construction

What will I learn?

You will

  • Gain a broad understanding of the construction industry and be able to study selected areas in depth
  • Develop a knowledge of the range of occupations or professions in ‘Construction’
  • Develop skills, knowledge and understanding in construction and have an opportunity to apply learning in a practical and realistic way
  • Develop key skills that are valued by employers and further education
  • Gain confidence by developing independent learning skills

This course is delivered at Derby College.  Students will have to travel to the college sites and the finish time will be 3.30 pm. It will involve students being responsible for making their own way to Derby College, Weekly travel expenses may be reimbursed if pupils retain their bus tickets and complete a claim form.

Assessment

Practical based portfolio units

  • Bricklaying
  • Painting and Decorating
  • Plastering

1 hour online exam on the role of Health and Safety in the construction industry.

This subject would suit Students who want to carry out practical work covering both craft and technician skills, like finding out, not just being taught.

Business

What will I learn?

While studying the first two units of this course you are likely to learn a lot of new things. You will be introduced to the world of small businesses and will look at what makes someone a successful business person. You will find out how to develop an idea and spot an opportunity, and turn that into a successful business. You will understand how to make a business effective and manage money. You will also see how the world around us affects small businesses and all the people involved

Assessment

This course is modular and consists of three units.

25% of the marks come from controlled assessment.

75 % comes from two written examinations

Students who enjoy, communicating and explaining ideas, thinking creatively and making decisions, working with numbers to solve business problems, learning about the world of business through research and investigation, as well as through practical tasks will enjoy the topic of business.

Health & Social Care

Learners will have the opportunity to put their knowledge into practice through a combination of research, practical experience, theoretical study and independent learning.  This new qualification allows learners to:

  • Acquire knowledge of development through the life stages
  • Understand the well-being of individuals in health and social care
  • Develop an awareness of healthy lifestyles and promotion campaigns.

Assessment

There are two internally-assessed units, and a third unit that is externally assessed.

Unit 1: Individual well-being in Health and Social Care (30%)

Learners will undertake health measures and create a health plan for a client or celebrity of their choice.

Unit 2: Healthy living (30%)

Learners will research health promotion campaigns and develop a small-scale health promotion of their choice. The task is flexible, so learners can focus on a topic of interest.

Unit 3: Development through the life stages (40% – external assessment)

Learners will be assessed on the following topics: Sources of support/services for life events. Roles of professionals from the sectors who are involved in supporting life events. Definitions of health and well-being. Factors influencing health and well-being.

Music

At examination level, students follow Edexcel GCSE. The course is split into three sections.

  • Performing (30%)
  • Composing (30%)
  • Set Works (40%)

Students will study performance on any instrument of their choice (including vocals) and will have to do one solo and one ensemble performance (totalling 4 minutes). For composition, students will complete one composition in a genre of their choice and one composition of which the genre will be set by Edexcel. (totalling 3 minutes)

Finally, students will study 8 set works ranging from instrumental music 1700-1820, vocal music, music for stage and screen and fusions. This will be assessed with an external exam sat at the end of year 11.

Music at KS 3

In Year 7, we look at the fundamental ingredients of how Music is created – what they mean and what they sound like. We perform in groups exploring different ways of creating Music and creating Musical responses to different starting points such as images and videos.

In Year 8, we begin to develop further instrumental skills on the keyboard and the guitar along with looking at the background of different styles of Music and the historical context behind these e.g. Blues Music

In Year 9, we develop compositional skills and expect students to be exploring more of their own creativity – writing their own lyrics and creating Music to accompany these.  We explore how Music technology plays a vital role in modern day Music-making which is a great lead into Composition at KS4.

Music Curriculum mapping

Year

Term

Curriculum

Assessment

 

 

7

 

Autumn 1

Introduction to the Musical Elements

Identifying the core elements that make up music. Creating music to accompany a story.

Autumn 2

Four Chord Songs

Identifying the link between chord progressions of pop songs and creating a Mash up performance.

Spring 1

Graphic Scores

Discovering alternative styles of musical notation and interpreting a given stimulus to create a performance.

Spring 2

Intro to Song-writing

Learning the key themes and structure of Pop songs. Working as a group to create your own pop song.

Summer 1

Harry Potter Ostinato Project

Knowing what at Ostinato is and how this can be used to create music.

Summer 2

The Orchestra

Taking inspiration from BBC 10 pieces to explore the Orchestra and performing an orchestral work as a class.

 

 

8

Autumn 1

Developing Keyboard skills

Developing individual instrumental skills and learning to play a chosen song on the keyboard

Autumn 2

Guitar Skills

Peer learning of guitar chords culminating in performing a pop song.

Spring 1

Blues Music

Exploring the cultural significance and roots of Blues Music – performing a piece of Blues Music.

Spring 2

Video Game music

Learning key compositional techniques of how we can develop a melody. Applying this to create a musical response for a Video Game soundtrack.

Summer 1

Musical Parody

Identifying the aspects of what makes a Parody and how music can be used for comedic effect. Creating your own parody of a chosen song.

Summer 2

Genre

Understanding what makes a genre. Creating a re-imagination of a song in a new song.

 

 

9

Autumn 1

Band Project

Working in groups to create a cover of a chosen song. Students will be given the basic chord/lyric structure but will have to work out their own structure, rhythm, and instrumentation.

Autumn 2

Song writing Competition

Year 9 competition, for students to create an original song to a given theme. Prize available for the winning group across the year.

Spring 1

Music in Advertising

How music is used to help sell products. Students to create a new product and the advertising music to accompany this.

Spring 2

Dance Music

Watching clips from BBC’s Ibiza proms and understanding how an orchestra can recreate music intended for digital production. Recreating a dance track with instruments. 

Summer 1

Rap

Identifying the different approaches of Rapper used within Rap music. Creating appropriate lyrics to fit with one of the profiles.

Summer 2

Music Technology

Using Soundation/Garageband to experiment with Music technology to create a music product for an intended purpose. 

World Studies Department

 

The World Studies Department is currently made up of 10 full-time members of staff and 1 part time member of staff. Within the department we also have 4 teachers who have additional responsibilities across the school. The department is currently working closely to update the curriculum for KS3 and KS4 to ensure all students have the opportunity to reach their full potential.

Extra-Curricular Activities

After school revision sessions are run for our GCSE students, please see your individual teachers for information about days and topics. We are also currently working on organising some exciting field trip opportunities to run alongside our lessons to further enhance our students’ experiences in World Studies so watch this space.

Meet the Department

Mr Heaney – Head of Department, Geography

Mr Walker – 2nd in Department, MFL

Mrs Bowler – Deputy Head, History

Mr Whyman – Assistant Head, History

Miss Gray - Head of Year 7, Geography

Mr Hutchins - Teacher of History

Miss Barker - Teacher of Geography

Miss Durose – Teacher of MFL

Miss Gaillard - Teacher of MFL

Mrs Hadden – Teacher of PSHE and RS

Miss Woolley – RS and PHSE

KS3

Key Stage 3

Humanities subjects: Geography, History and Religious Studies

In year 7, 8 and 9 all students will study 1 lesson per week of Geography, History and Religious Studies. An additional hour (1 lesson) is available in Year 7 and Year 8 in which students will either study an extra History or Geography lesson

Skills to be covered:
  • Geography - Locational and place knowledge, physical and human geography, theories of development, interdependence and the processes of change and continuity.
  • History - Change and continuity, interpretation, cause and consequence, similarity and difference, sources skills and characteristic features of society a non-European society.
  • RS: Identify - religious groups, explore similarities and differences between communities, beliefs and values and expressing meaning.
Topics and content for year:
  Geography History Religious Studies
Year 7
  • Settlements
  • Globalisation
  • Population
  • Medieval England - Norman Conquest
  • The Crusades and beyond
  • The development of Castles
  • Foundations of Religion
  • Islam
  • Hinduism
Year 8
  • Extreme Environments and Climate Change
  • Tourism and Tropical Rainforests
  • Natural Hazards
  • Challenges to Authority
  • Industrial Revolution and Slavery
  • Britain in the 19th and early 20th Centuries
  • Christianity
  • Judaism
  • Sikhism
Year 9
  • Challenges of the 21st century (globalisation, development, industry)
  • Global development (crime, urbanisation, counter-urbanisation)
  • Water (weather, rivers and coasts) and preparation for GCSE
  • World War I
  • World War II
  • America in the 20th Century
  • Good & Evil
  • Medical Ethics
  • Employability
  • Relationship and Sex Education
  • Buddhism
  • Wealth and Poverty
How students will be assessed:

Students will be assessed on each topic they study through a variety of formative and summative assessments. The assessments will begin to have a focus on the key skills needed to be successful at KS4.

Modern Foreign Languages: French

Year 7

Skills to be covered:
  • Vocabulary learning techniques; writing and speaking using complex structures, a wide range of vocabulary, a range of tenses, extended sentences and complex opinions; spontaneity in speaking; listening comprehension; reading comprehension; translation to and from French
Topics and content for year:
  • Autumn 1 – Exploring the Francophonie
  • Autumn 2 – Important people in history
  • Spring 1- Rites of passage
  • Spring 2- World sport
  • Summer 1 - Food
  • Summer 2 – Songs and stories
How students will be assessed:

Students will sit end-of-module assessments each half term in one receptive skill (listening or reading) and one productive skill (writing or speaking).

Year 8

Skills to be covered:
  • Revision of year 7 skills and the introduction of verbs and tenses. Tenses covered are the perfect, imperfect, near future and future tenses and an introduction to the conditional. This is done through the delivery of our specific ATONIC criteria
Topics and content for year:

These topics build on the year 7 topics, increase vocabulary and use a higher level of grammar.

  • Autumn 1 – Secret Agent
  • Autumn 2 – Spooky School
  • Spring 1- Healthy Eating
  • Spring 2- Hobbies
  • Summer 1 - Retrouvez le sourire – a practical application of language.
  • Summer 2 – Les Vacances: past and future. Possible GCSE paper.
How students will be assessed:

Half-termly assessments in two from the following skills: reading, writing, speaking and listening. Internal end of year exam.

Year 9

Skills to be covered:
  • Vocabulary learning techniques; writing and speaking using complex structures, a wide range of vocabulary, a range of tenses, extended sentences and complex opinions; spontaneity in speaking; listening comprehension; reading comprehension; translation to and from French
Topics and content for year:
  • Autumn 1 – Qui suis-je? (Who am I?): Describing friends and family
  • Autumn 2 – Qui suis-je? (Who am I?): Arranging to go out, describing your role model
  • Spring 1- Mes loisirs (My free-time): Music, TV, film, reading
  • Spring 2- Mes loisirs (My free-time): Music, TV, film, reading, then sports, my life online
  • Summer 1 – Mes loisirs (My free-time): Sports, my life online
  • Summer 2- Jours ordinaires, jours de fête (Ordinary days, party days): Discovering French-speaking festivals and customs
How students will be assessed:

Students will sit end-of-module assessments after each topic in one receptive skill (listening or reading), writing and speaking.

Personal, Social, Health and Economic Education

Key Stage 3

All pupils in each year will have 1 lesson a week of PSHE.

The skills covered include; self-awareness, building self-confidence debating, and investigation of challenging topics.

  Year 7 Year 8 Year 9
Term 1 Oracy (PiXL) Oracy (PiXL) British Values
  Healthy Living – Well Being - My Life (PiXL) Employability Enterprise Employability Enterprise
Term 2 Friendship and Bullying Relationships and Sex Education Relationships and Sex Education
  Puberty and Hygiene – My Health PiXL Human Rights Drugs
Term 3 Democracy and Law and Order Parliament (laws, bills and councils) Rights and Responsibilities
  Financial Awareness/Entrepreneurial Challenge Financial Awareness? OR Managing Risks – Personal Safety First Aid

KS4

Key Stage 4 Geography – AQA

Unit 1: Living with the Physical environment – 35% weighting, 90 minute exam
  • The challenges of natural hazards – Year 10
  • The living world (including hot deserts as option choice) – Year 10
  • Physical landscapes of the UK (including rivers and coasts as options) – Year 10
Unit 2: Challenges in the human environment – 35% weighting, 90 minute exam
  • Urban challenges – Year 10
  • The changing economic world – Year 11
  • The challenge of resource management (Food as the option choice) – Year 11
Unit 3: Geographical applications – 30% weighting, 75 minute exam
  • Issue evaluation (Skills assessment) – Year 11
  • Fieldwork (2 x trips) – Year 10 and 11
Useful Web Links:

Cool Geography – Revision information specific to the AQA GCSE course
AQA Course Website

Key Stage 4 History – Edexcel

Year 10:
  • Unit 1: Crime and Punishment 1000-2010
  • Unit 1: Historic Environment-Whitechapel
  • Unit 2: Early Elizabethan England 1558-1588
Year 11:
  • Unit 3: Germany 1918-1939
  • Unit 4: Superpower Relations-The Cold War
KS4 Additional Links:

Murraypark History Youtube Channel
Edexcel Specification Link

Key Stage 4 Philosophy and Ethics – OCR Religious Studies B

Skills to be covered:

Debating, discussion, extended writing, exam technique and practices, use of SONIC

Topics and content for year:
Year 10:
  • Good and Evil
  • Religion peace and Justice
  • Belief about Deity
  • Religion and Science
Year 11:
  • Religion and Medical Ethics
  • Religion and the Media
  • Religion and Human relationships
  • The End of Life
How students will be assessed:

Mock exams using the official exam papers, end of unit tests and extended pieces of written work.

Key Stage 4 French - AQA

Skills to be covered:

Giving complex opinions, using extended sentences, utilising a wide variety of vocabulary, speaking and writing in multiple tenses.

Topics and content and assessment schedule for the 2 years:

In KS4, French follows the new AQA curriculum. The course is assessed on 4 skills: Listening, Speaking, Reading and Wrting in a final exam, with each skill having equal weighting of 25%. The 3 topic areas are as follows:

Identity and Culture
  • Family and friends
  • Technology
  • Freetime
  • Customs and festivals
Local and Global
  • Home region
  • Social issues
  • Global issues
  • Travel and tourism
Studies and Employment
  • My studies and life at school
  • Post 16 education and jobs
National Curriculum Changes:

These changes apply to all years and Key Stages.

  • The introduction of Literature
  • Encouraging spontaneous speaking
  • Translation skills

Personal, Social, Health and Economic Education

Key Stage 4

Skills to be covered:

Discussion, debating extended writing, presentations and time for personal reflection and contemplation

Topics and content for year:
Year 10:
  • Financial awareness – banking, budgeting
  • Citizenship - influence of the media, role in/of their community
  • Philosophy and Ethics – Britishness, controversial topics capital punishment for example
  • Employability – preparing for the world of work.

Year 10 is on an 8 week rotation all the topics include homework tasks and a written assessment.

Year 11:
  • Philosophy and ethics – Islam and the media, globalisation
  • Employability – preparing for the future
  • Animal rights – pro’s and con’s
  • Relationships and sex education

Year 11 is on a 7 week rotation all the topics include a homework task and written assessment.

There is no end exam for this subject.

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