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Subject Areas

  1. Arts
  2. Engineering & Design
  3. English & Literacy
  4. Geography
  5. History
  6. IT and Business
  7. Maths
  8. MFL
  9. PE and Voc Ed
  10. Science
  11. RS/PSHE

Our Vision

The teaching of the Arts at Murray Park is geared towards enabling each student to develop within their capabilities within a variety of arts based disciplines. 

We are continually aiming to raise the standards of achievement of the students at Murray Park, though the choice of the correct KS4 courses. 

In January 2019 we took the majority of Year 9 for day trip to Liverpool in support of our current "Beatles/60s" project and during March we are running our Arts Trip to New York City to visit various museums and art galleries. We are currently discussing our next rang out of school experiences for 2020.

The Department

The Arts department consists of 4 full-time and (currently) 2 part-time teachers. We have a wide variety of experience in the Arts, delivering a range of subjects (Art, Textiles, Photography, Music and Drama) and there is a strong team spirit in the department. We are passionate about our individual subjects and our dedicated and determined approach continues to produce excellent outcomes for students.

The department comprises of the following rooms:

  • Two art rooms
  • Textiles room
  • Two music rooms
  • Photography studio with ICT provision
  • Drama studio with light gantry, office and control room
  • From September the departmental accommodation will increase to include more rooms/suites and a second Drama space including drapes and stage lighting.

The team:

  • Mr S. Moore - Head of Arts (Teacher of Art)
  • Mrs C. Whittingham - Teacher of Art
  • Miss A. Casey - Teacher of Textiles
  • Miss C. Pell - Teacher of Music
  • Mr R. Gardner - Teacher of Photography
  • Vacancy - Teacher of Drama

KS3 Curriculum

In the KS3 all students have one lesson per week in Art, Music and Drama. in addition, during Year 9 students can also opt to follow Photography or Textiles. At KS4 students can opt to follow courses in the same disciplines. 

All KS3 courses have assessments based on the relevant KS4 exam syllabus and all teaching is directed at students acquiring and building upon skills that can be used at Key Stage 4.

Year 7 projects include:

  • Art – Shoe ‘baseline test’ project, Aboriginal art, Portraits, Formal elements
  • Textiles – Portraits
  • Music – Find a voice, Musical Instruments, Notation & Graphic Notation, Ostinato & Variations, BBC 10 & orchestra, Pop Music and songwriting
  • Drama – Bullying, Circus, Text, Character, Tinsel Truths

Year 8 projects include:

  • Art – Insect art, Totem poles, Graffiti Art
  • Textiles – Insect project
  • Music – Film music, Folk music, Blues, Reggae, parody, Pop riffs and melodies
  • Drama – Slapstick, Pantomime, Peer pressure, Script, Battle cries

Year 9 projects include:

  • Art – Day of the dead, 1960s music/The Beatles, Body decoration
  • Textiles  - Good Enough to Eat, Celebrity Portraits, 1960s/The Beatles Shift Dress, GSCE Skills Workshops
  • Music – Band project, Songwriting, The Beatles, Dance Music, Rap, Festivals
  • Drama – Commedia, Departure, Secret annexe, Shakespeare, Pop culture, Performance

Towards the end of Year 8, pupils can choose one subject to study in depth during the entirety of Year 9. This will increase their depth of knowledge and improve their skills ready to embark on the same subject at GCSE.

Choices for 2018/19 include: Engineering, Food Preparation & Nutrition, Photography and Textiles.

KS4 Curriculum

We currently several subjects at KS4 which demonstrate a wide breadth of choice within the department.

  • AQA GCSE Art & Design – Art, Craft & Design
  • AQA GCSE Art & Design – Textiles
  • AQA GCSE Art & Design – Photography
  • EDUQAS GCSE Music
  • EDUQAS GCSE Drama

Extra-Curricular activities

We aim to supplement our broad curriculum with a range of extra-curricular activities to enrich pupils experience and enjoyment of learning.

  • Lunchtime and after school Art clubs
  • Lunchtime and after school Music clubs
  • At KS4, pupils are encouraged to attend the ‘Commit to Six’ after school lessons in the Arts Department on Monday’s and Thursday’s respectively for one hour. These lessons gives the pupils the perfect opportunity to gain additional teacher support in relation to their course.

 

Our Vision

The Engineering & Design Team at Murray Park are committed and enthused experts in their respective fields, bringing a wealth of knowledge and experience from industry into the classroom. We strive to equip pupils with the skills and qualifications to go on and become the next generation of creative and skilled practitioners in their chosen field. Our mission is to build confidence and encourage pupils to become independent and resilient learners.

Our curriculum is designed to install a love of learning, making links to industry and developing major cross-curricular skills which are important in other subject areas beyond our own. Learning is well balanced between the development of practical and academic skills providing a rich and informative mix of engaging and purposeful lessons.

The Department

The department comprises of the following rooms:

  • Two, well equipped workshops. One engineering workshop complete with a range of industrial machines and heat treatment facilities. The other is product design workshop complete with a newly purchased Laser Cutter
  • Two Food Technology rooms. One is newly refurbished ready for us in September 2019
  • A CAD/CAM computer suite complete with 3D printer

The team:

  • Mr A. Cantril- Head of Department (teacher of Engineering, D&T and Construction)
  • Mrs P. Logan- Teacher of Food Preparation & Nutrition
  • Mr D. Hutchison- Teacher of Construction

KS3 Curriculum

Year 7 projects include:

  • Engineering - Phone holder
  • Engineering - 3D engineering drawings
  • Food Technology - Eatwell guide
  • Food Technology - Development of practical skills
  • Textiles - Skills building

Year 8 projects include:

  • Engineering - Bottle opener
  • Engineering - Orthographic engineering drawings
  • Food Technology - Food Provenance
  • Food Technology - Practical skills
  • Textiles - Insect project

Towards the end of year 8, pupils can choose one subject to study in depth during the entirety of Year 9. This will increase their depth of knowledge and improve their skills ready to embark on the same subject at GCSE.

Choices for 2018/19 include: Engineering, Food Preparation & Nutrition, Photography and Textiles.

KS4 Curriculum

We currently offer four subjects at KS4 to demonstrate a wide breadth of choice within the department.

  • Engineering- Level 1/2 OCR Cambridge Nationals- Manufacture
  • Food Preparation & Nutrition - AQA GCSE
  • Construction - Constructing the built environment, Educas Level 1/2. This course is delivered by Derby College one afternoon a week and supplemented with one lesson a week at school
  • Design & Technology- AQA GCSE

Extra-Curricular activities

We aim to supplement our broad curriculum with a range of extra curricular activities to enrich pupils experience and enjoyment of learning.

  • Year 7&8 Engineering club is every Wednesday lunchtime. Here pupils can develop their love for making products using typical engineering tools and processes.
  • Toyota ran Engineering club for Year 8's every Thursday after school
  • Breakfast club every morning from 8am-8:30am
  • At KS4, pupils are encouraged to attend the 'Commit to Six' after school lessons in Design & Technology on Wednesdays and Fridays respectively for one hour. These lessons gives the pupils the perfect opportunity to gain additional teacher support in relation to their course.

 

 

 

 

 

 

Our Vision

The Murray Park English department combines enthusiasm and experience to both equip students with the tools they need at GCSE and inspire their interest in reading and writing. With both Language and Literature content, we plan and deliver lessons that are engaging and that encourage pupils to make progress independently and also with our support and intervention.

At Key Stage 3 and at Key Stage 4, our curriculum is designed to offer a breadth of texts: poems from around the world and non-fiction articles about a wealth of subjects take their place alongside the works of Shakespeare and Priestley. We want our students to value literature and enjoy reading for pleasure. We want our students to value themselves as writers and have the confidence to commit their ideas to paper. We want our students to achieve at the highest level they can so that they can take their next step, whatever that might be.

The Department

The department comprises of eight rooms and a library currently, but will soon be housed in the newly built front part of the school. Each room is furnished to allow a comfortable but focused atmosphere, providing enough space for staff and students as well as the technology that can be used to engage students effectively.

The team:

  • Mr J. Flint – Head of Department
  • Mrs L. Slater – Assistant Head of Department
  • Miss C. Jackson
  • Miss L. Addison
  • Mrs A. Bentley
  • Mr S. Burge
  • Miss D. Hand
  • Miss M. Franzen
  • Mrs K. Makasis - Librarian

KS3 Curriculum

Year 7

Year 7 topics include:

  • Reading and analysing a novel, examining how it uses language and how it is structured to engage;
  • Introduction to Creative Writing, a short topic focusing on technical skills that looks to build on the terminology developed at KS2;
  • Introduction to Language and Structure, where students use the terminology acquired to develop their analysis of how extracts and longer texts use language and structure
  • Introduction to Shakespeare, a drama-centred topic that seeks to give students a taste of the Bard’s work and inspire a love for his works;
  • Seminal World Literature – students examine an esteemed text to build their cultural capital and develop a love of literature

Students also take the AQA KS3 Year 7 Paper 1 examination towards the end of the year

Year 8

Year 8 topics include:

  • Reading and analysing a novel, building on skills from Year 7 and examining how it uses language and how it is structured to engage;
  • Non-Fiction Language, a topic that introduces students to different text types like newspaper articles and online blogs;
  • Love, Relationships and Conflict, a poetry-focused topic that also brings in prose, with a focus on the works of Charles Dickens;
  • Writing From a Viewpoint: students look at how writers establish their views in their writing;
  • Teens Over Time, a topic again focused on non-fiction, asking students to analyse different representations of teenagers through the ages.

Students also take the AQA KS3 Year 8 Paper 2 examination towards the end of the year

Year 9

Year 9 topics include:

  • Reading and analysing a novel, building on skills from Year 7 and 8 and examining how it uses language and how it is structured to engage. Student are expected to bring in contextual factors and how they affect the meaning and reception of the text;
  • A return to creative writing, looking to build on the skills from Year 7 and Year 8;
  • An in-depth look at a Shakespeare play;
  • A more developed examination of a range of poems, again asking students to link to contextual factors.

Students also take the AQA KS3 Year 9 Paper 1 and Paper 2 examinations towards the end of the year

KS4 Curriculum

Students study for both their English Language and English Literature GCSEs across Key Stage 4. We use the AQA exam board. Over the two years, students will prepare for:

  • English Language Paper 1 (fiction texts and descriptive/narrative writing);
  • English Language Paper 2 (non-fiction texts and writing from a viewpoint);
  • A modern text (likely An Inspector Calls)
  • A Shakespeare text (likely Macbeth or Romeo and Juliet)
  • A 19th Century text (likely Jekyll & Hyde or A Christmas Carol)
  • A cluster of poems (Power and Conflict from AQA)
  • Unseen poetry, both analysis and comparison

At the end of Year 10, students take both English Literature exams as mocks. In Year 11, students take both English Language exams as November mocks, before taking all four exams as February/March mocks.

Extra-Curricular activities

We aim to supplement our broad curriculum with a range of extra-curricular activities to enrich pupils experience and enjoyment of learning.

  • A school newspaper run by Miss Franzen and Miss Addison
  • Library activities run by Mrs Makasis designed to inspire a love of reading for pleasure
  • Morning intervention sessions, mainly for Key Stage 4 students
  • At KS4, pupils are encouraged to attend the ‘Commit to Six’ after school lessons in English Language and English Literature for one hour. These lessons gives the pupils the perfect opportunity to gain additional teacher support in relation to their course. In addition, ‘Twilight’ intervention sessions are held every so often, complete with pizza and snacks. These intensive sessions go on until 6:45pm.

Key Stage 3

Skills to be covered:

Locational and place knowledge, physical and human geography, theories of development, interdependence and the processes of change and continuity.

Topics and content for year:
Year 7
  • Settlements
  • Globalisation
  • Population
Year 8
  • Extreme Environments and Climate Change
  • Tourism and Tropical Rainforests
  • Natural Hazards
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

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

Key Stage 3

Skills to be covered:

Change and continuity, interpretation, cause and consequence, similarity and difference, sources skills and characteristic features of society a non-European society.

Topics and content for year:
Year 7
  • Medieval England - Norman Conquest
  • The Crusades and beyond
  • The development of Castles
Year 8
  • Challenges to Authority
  • Industrial Revolution and Slavery
  • Britain in the 19th and early 20th Centuries
Year 9
  • World War I
  • World War II
  • America in the 20th Century

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

Our Vision:

With the newly formed ICT and Business department we are at an exciting time in our journey. The team are enthusiastic, dynamic and committed to enhancing the life experiences and progress of the students at Murray Park School. We are a highly motivated team who are hardworking and forward thinking.

The Department:

The Computing and Business department consists of two members of full time staff with one part time vacancy.

  • Miss H Whalley – Head of Computing and Business
  • Mrs M Bathurst – Teacher of Business and ICT
  • Vacancy – Part time teacher of Computing/ICT

The department has undergone some improvements over the last few months and has seen two of rooms converted into brand new ICT suites. The school also has two other ICT suites that are bookable rooms for cross curricula lessons.

All ICT rooms have interactive/smart boards installed as well as air conditioning to allow for a comfortable environment. 

The Curriculum

KS3:

Our KS3 curriculum has a split between both ICT and Computing to allow a students to gain a range of skills and understanding of both subject areas.  This year will see the introduction of a Business unit in Year 9 to allow students to gain an understanding of the subject before being offered it at KS4.

Year 7

  • Introduction to ICT
  • PowerPoint skills
  • Hardware and Software
  • E Safety – links in with E Safety week
  • Spreadsheet modelling
  • Scratch programing – using the latest Scratch 3.0 software

 

Year 8

  • Computer Systems
  • Desk Top Publishing
  • Spreadsheet modelling
  • ICT in the modern world
  • Databases
  • Python Programming

Year 9

  • Data, Hardware and processing
  • Communications and networking
  • Spreadsheet modelling
  • Digital Logic
  • Databases
  • Python advanced programming

KS4

ICT:

Option 1: BTEC in Digital Information Technology

Qualification type:

  • BTEC

Qualification title:

  • Pearson BTEC Level 1/Level 2 First Award in Digital Information Technology

The course gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:

  • Development of key skills that prove your aptitude in digital information technology, such as project planning, designing and creating user interfaces, creating dashboards to present and interpret data
  • Process that underpins effective ways of working in digital information technology, such as project planning, the iterative design process, cyber security, virtual teams, legal and ethical codes of conduct
  • Attitudes that are considered most important in digital information technology, including personal management and communication
  • Knowledge that underpins effective use of skills, process and attitudes in the sector such as how different user interfaces meet user needs, how organisations collect and use data to make decisions, virtual workplaces, cyber security and legal and ethical issues.

Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning, either generally or in this sector. The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification.

Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:

  • A Levels as preparation for entry to higher education in a range of subjects
  • Study of a vocational qualification at Level 3, such as a BTEC National in IT, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in the digital sector.

Option 2:  Tech Award in Creative Media Production Pearson

Qualification type: BTEC Level 1/Level 2

As media technology continues to evolve and media techniques become more sophisticated, media products have become more advanced – from 3D films, interactive advertisements, e magazines, and mobile apps to responsive web design. However, the power of media products in being able to enthral, intrigue and affect audiences has not changed.

Looking at a range of past and present media products, such as podcasts, magazines and mobile apps, learners will examine how media products engage audiences for a given purpose.

You will select media products from one of the three sectors: audio/moving image, publishing and interactive, and explore how genre, narrative and representation are combined to engage their audience

You will deconstruct media products to examine how media production techniques combine to create meaning for audiences.

Example tasks

Select examples of past and present media products from each of the three sectors: audio/moving image, publishing and interactive and analyse:

  • The target audience for each product
  • The purpose of each product
  • The relationship between product, audience and purpose.

 

Select media products from one of the three sectors: audio/moving image, publishing and interactive and analyse:

  • How genre, narrative and representation combine to create meaning for the audience
  • How the audience may respond to each product.
  • Deconstruct the same media products in order to develop an understanding of how media techniques combine to create meaning.

 

The three components in the qualification give you the opportunity to develop broad knowledge and understanding of the media sector and relevant skills such as research, planning, problem solving and communication at Levels 1 and 2.

Internal assessment

Components 1 and 2 are assessed through internal assessment. Internal assessment for these components has been designed to relate to achievement of application of the conceptual underpinning for the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice.

External synoptic assessment

There is one external assessment, Component 3, which provides the main synoptic assessment for the qualification. Component 3 builds directly on Components 1 and 2, and enables learning to be brought together and related to a real-life situation. Component 3: Create a Media Product in Response to a Brief requires learners to apply their production skills to the creation of a media product in response to a brief.

Option 3:  OCR Computer Science

The qualification will build on the knowledge, understanding and skills established through the Computer Science elements of the Key Stage 3 programme of study. The content has been designed not only to allow for a solid basis of understanding but to engage learners and get them thinking about real world application.

OCR’s GCSE (9–1) in Computer Science will encourage learners to:

Understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation

  • Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs
  • Think creatively, innovatively, analytically, logically and critically
  • Understand the components that make up digital systems, and how they communicate with one another and with other systems
  • Understand the impacts of digital technology to the individual and to wider society
  • Apply mathematical skills relevant to Computer Science.

If you are Mathematical and have an interest in computer programming then this is the course for you.

The GCSE (9–1) in Computer Science is a linear qualification with a 100% terminal rule.

  • There are two externally examined components (01 and 02) weighted at 50% each.
  • Each examined component consists of an exam paper with a duration of 1 hour 30 minutes.
  • Learners must take both components.

Business

GCSE Business: The Pearson Edexcel Level 1/Level 2 GCSE (9–1)

You may have an enquiring mind and be interested in learning about the world around you, how businesses are set up, and what it is that makes someone a great entrepreneur.

The aims and objectives of this qualification are to enable students 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.

This qualification in business will:

  • Enable students to understand more about the business world
  • Motivate and challenge students, and prepare them to make informed decisions about further study and career pathways.

Students can progress from this qualification to a number of different academic and vocational qualifications at Level 3, including GCEs in Business, History, Geography,

Economics and Psychology and BTEC Nationals in Business.

The knowledge and skills gained from GCSE Business support students’ entry into employment or other training in specific aspects of business, such as apprenticeships and vocational qualifications which focus on more specialised business areas.

GCSE Business provides a strong foundation for employment, with students progressing, with further training, to a wide range of careers training such as banking, sales, product management and general management.

Theme 1: Investigating small business

Written examination:

1 hour and 30 minutes

50% of the qualification

90 marks

 

Theme 2: Building a business:

Written examination:

1 hour and 30 minutes

50% of the qualification

90 marks

 

Maths & Numeracy Department

The department consists of 5 full-time and 3 part-time teachers. 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

Miss. L. Dodd (Head of Department)

Miss. B. Patel (Assistant Head of Department)

Mr. M. Birt

Mr. R. Cutts (Assistant Head Teacher - KS3 Achievement and Progress)

Mrs. J. Collins

Mr. N. Dosanjh

Miss S. Kaur

Mrs. K. Andrews

Organisation of Classes

All year groups are timetabled with four mathematics lessons per week, each lesson lasting one hour. All students are banded by ability.

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 – Students begin their GCSE preparation.

The students will start their GCSE course, Set 1, Set 2 and Set 3 are likely to follow the Higher Scheme of work, Sets 4 to 8 are likely to follow the Foundation Pathway. All students are following the AQA GCSE scheme of work and will complete the AQA (8300) Mathematics GCSE.


Year 9,10 and 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 9,10 and 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.

Online Materials

The department makes use of the www.mymaths.co.uk and https://hegartymaths.com/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.

 

 

 

 

Our Vision

MFL teaching at Murray Park School aims to prepare pupils for the globalised world in which we live. Pupils will be given opportunities to develop their skills in understanding and responding to spoken and written texts; converse in the target language with fluency and accuracy; produce written texts designed for various purposes; use grammatical knowledge to manipulate language effectively; and increase their understanding of other cultures. It is hoped that our pupils will enter leave school with broadened horizons and opportunities that may not have been available to previous generations of their family.

In addition to these aims, which reflect the National Curriculum and GCSE exam specifications, French and German teachers are keen to be at the forefront of cross-curricular learning across the school, as well as in the areas of literacy, numeracy, SMSC and ICT.

The Department

The department is extremely well equipped with newly refurbished classrooms and state-of-the-art teaching walls, complete with interactive, touch-screen smart TVs and high quality sound systems. The school has recently invested in brand new textbook and dictionary resources for the pupils and learners are given a detailed study pack to assist them with their day-to-day learning in lessons.

The Team

 

KS3 Curriculum

In year 7, pupils learn how to:

  • Describe themselves and their family
  • Give opinions of their school life
  • Talk about their hobbies and sports
  • Describe their hometown
  • Talk about holidays

In year 8, pupils learn how to:

  • Describe a secret agent
  • Tell a spooky tale
  • Say how they live healthily
  • Describe their daily routine and household tasks
  • Talk about their future plans
  • Be a tourist in a French-speaking country

In year 9, pupils learn how to:

  • Discuss what makes a good friend and whether they would like to get married in the future
  • Arrange to go out and talk about nights out
  • Discuss their hobbies using complex opinions (music, cinema, TV, books, new technology, sport)
  • Buy food and clothes when in French shops
  • Describe customs and festivals in French-speaking countries

Excitingly, we are currently in the process of introducing German to the school. This year’s year 9 pupils have had a chance to switch to German in readiness for GCSE study. They are learning a fast-track course so they are able to write confidently about their day-to-day lives. From next year, selected classes will split their MFL time in years 7 and 8 between French and German, before choosing to specialise at the start of year 9.

KS4 Curriculum

Following the AQA course, pupils will be prepared to write or speak in extended paragraphs, giving complex opinions, vocabulary, grammatical structures and tenses. The course is assessed in four skills with an equal weighting: listening, speaking, reading and writing. Recent changes to the GCSE have meant pupils need to understand extracts from literary texts; and be able to translate paragraphs from and into the foreign language.

Pupils are expected to write or speak about:

  • Family and relationships
  • Marriage and partnerships
  • Music
  • Cinema and TV
  • Food and eating out
  • Sport
  • Customs and festivals in French-/German-speaking countries
  • Home, town, neighbourhood and region
  • Charity and voluntary work
  • Healthy and unhealthy living
  • The environment
  • Poverty and homelessness
  • Travel and tourism
  • Their studies
  • Life at school
  • Education post-16
  • Jobs, career choices and ambitions

Extra-curricular activities

We aim to convince pupils that language learning should stretch beyond the timetabled lessons. We offer the following opportunities for enrichment in languages:

  • A wide range of international trips to Europe (including Paris / Disneyland and Normandy) and beyond, with a partner school in China
  • Language taster sessions for European Day of Languages and in preparation for trips abroad
  • French café for pupils to find out about French culture and get help with homework
  • Language ambassadors who arrange fun-filled events inside and outside Murray Park, including visits to local primary schools to run taster sessions
  • Inter-school competition, such as a Spelling Bee
  • Film screenings of foreign language film to complement study in lessons on cinema
  • Outside visitors, including students extolling the virtues of language study at university and living abroad

Our Vision

The Physical Education and Vocation Team at Murray Park are committed and enthused experts in their respective fields, bringing a wealth of knowledge and experience from industry into to the classroom. We strive to equip pupils with the skills and qualifications to go on and become the next generation of creative and skilled practitioners in their chosen field. Our mission is to build confidence and encourage pupils to become independent and resilient learners.

Our curriculum is designed to install a love of learning, making links to industry of physical education, hair and Beauty and Health and social care. The department is developing major cross-curricular skills which are important in other subject areas beyond our own. Learning is well balanced between practical and academic skills providing a rich and informative mix of engaging and purposeful lessons.

The Department

The department comprises of the following rooms/facilities:

Sports Hall, Activity Deck, Hard court area for Tennis and Netball, large field area for winter and summer sports.

Two fully equipped hair and beauty rooms

Additional use of ICT facilities for health and Social care.

The team:

  • Mr D. Hutchison – Head of Department Teacher of Physical Education and Construction
  • Mr A. Holland – Teacher of Physical Education and Maths
  • Mr P. Gregory – Teacher of Physical Education and Assistant Headteacher KS4
  • Miss K. Sergeant – Teacher of PE part Time
  • Miss R Hollins – Teacher of PE part time
  • Miss D. Miller – Teacher of PE part Time and Health and Social Care
  • Mrs L. Press – Teacher of Hair and Beauty
  • Mrs T. Seeley – Teacher of Hair and Beauty
  • Mrs M. Bathurst – Teacher of Health and Social Care

KS3 Curriculum

Year 7 activities include:

Students follow a range of both outwitting, creative activities and performing to the maximum. Football, Badminton, Dance, Gymnastics, Basketball, Tennis, Rounders, Baseball, Netball, Cricket, Athletics, Health.

Year 8 projects include:

Students follow a range of both outwitting, creative activities and performing to the maximum. Football, Badminton, Dance, Gymnastics, Basketball, Tennis, Rounders, Baseball, Netball, Cricket, Athletics, Health, Handball.

Year 9 projects include:

Students follow a range of both outwitting, creative activities and performing to the maximum. Football, Badminton, Dance, Gymnastics, Basketball, Tennis, Rounders, Baseball, Netball, Cricket, Athletics, Health, Handball, Trampolining, Leadership, dodgeball

KS4 Curriculum

We currently offer four subjects at KS4 which demonstrate a wide breadth of choice within the department.

  • OCR Level 1-2 National Sports Science
  • Edexcel Level 1-2 GCSE in Physical Education
  • City and Guilds Level 2 Hair and Beauty
  • Edexcel Vocational award Level 1-2 in Health and Social Care

Extra-Curricular activities

We aim to supplement our broad curriculum with a range of extra-curricular activities to enrich pupils experience and enjoyment of learning.

  • There is Badminton and Table tennis offered every lunchtime. Here pupils have the opportunity to experience and develop their skills against different age groups.
  • After School the PE departments run a range of sporting activities that they compete at city and county level.
  • At KS4, pupils are encouraged to attend the ‘Commit to Six’ after school lessons in all of the examination subject offered, respectively for one hour. These lessons gives the pupils the perfect opportunity to gain additional teacher support in relation to their course.

Our Vision

The Science department at Murray Park School aims to ensure every student is able to understand and critically evaluate any scientific problem they may be faced with in an ever-changing, modern world. Through the courses that we offer, we seek to provide an inspiring range of experiences both in and outside the classroom.

The Murray Park Science department is committed in ensuring ALL pupils make greater than expected progress across all Key Stages in the subject of Science. We uphold and display the values of the school and encourage the pupils to also BE BOLD at every possible opportunity within our subject area.

The Department

The department comprises of the following rooms:

  • The department has 8 science labs. Each lab is well equipped to allow all types of Biology, Chemistry and Physics practical work to be completed. The science department has 2 technical staff that support the practical work in science. 

The team:

  • Miss S. Afford - Head of Department
  • Mrs N. Singha - Second in Science
  • Mr F. Olubodun - Teacher of Science
  • Miss R. Mumtaz - Teacher of Science
  • Mrs H. Crowfoot - Teacher of Science, Head of Year 10
  • Mrs K. Flood - Teacher of Science
  • Miss E. Goupillon - Teacher of Science
  • Mr J. Van Den Broek - Teacher of Science
  • Mr R. Curtis - Science Technician 
  • Mrs N. Goddard - Science Technician 
  • Mrs J. Roberts - Science Teaching Assistant

KS3 Curriculum

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

KS4 Curriculum

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

Extra-Curricular activities

We aim to supplement our broad curriculum with a range of extra-curricular activities to enrich pupils experience and enjoyment of learning.

  • STEM club runs every Wednesday lunchtime- lots of exciting activities and a chance to achieve the CREST award
  • Biology Week, Darwin Day and British Science Week are celebrated by the Science Department – with activities for students to do every day, lots of competitions and exciting practicals.
  • At KS4, pupils are encouraged to attend the ‘Commit to Six’ after school lessons in Science on Monday and Wednesday lunchtimes, Tuesday, Wednesday and Thursday Breakfast sessions and Monday and Thursday afternoon school. These lessons gives the pupils the perfect opportunity to gain additional teacher support in relation to their course.

 

Our Vision

In Religious Studies to enable students to engage with and explore religion, including the 6 main world religions and humanism, so that they may develop and deepen their own sense of Spirituality, appreciate and understand other beliefs and viewpoints and work towards academic excellence at Key Stage 3 and 4.

 

  • To help students appreciate and understand other people’s beliefs and viewpoints
  • To help students understand that the world is full of people whose views may differ greatly from their own
  • To enable students to respect someone else’s viewpoint, even though it may differ greatly from their own
  • To equip students with the skills needed for dealing with situations where they encounter differing viewpoints and challenges to their own thinking
  • To help students understand that everyone’s opinion matters, regardless of race, colour, religion, gender, age or sexual orientation.

 

In PSHE to provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community. Pupils learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.

 

The PSHE programme will support the development of the skills, attitudes, values and patterns of behaviour, which enable our pupils to:

  • Have a sense of purpose
  • Value self and others
  • Form relationships
  • Make and act on informed decisions
  • Communicate effectively
  • Work with others
  • Respond to challenge
  • Be an active partner in their own learning
  • Be active citizens within the local community
  • Explore issues related to living in a democratic society
  • Become healthy and fulfilled individuals

As a department, we recognise that RS and PSHE have a significant part to play in preparing children and young people to deal effectively with the pressures and challenges that growing up in the 21st century presents in our own community and in the UK. Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of the school and community. In doing so, pupils learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. 

 
The Department

The team:

  • Mrs S. Hadden – Head of Department (Teacher of Religious Studies and PSHE)
  • Miss J. Woolley – Teacher of Humanities
  • Mrs D. Durose – Teacher of PSHE and Languages

 

KS3 Curriculum

Year 7 topics include:

Religious Studies                               PSHE

  • Beliefs                                    Oracy – My Life, My Health, My Mind
  • Islam                                      Employability
  • Hinduism                               Financial awareness
  • Buddhism                              Political Voting and Elections

Year 8 topics include

  Religious Studies                            PSHE

  • Christianity                            Employability/ careers
  • Judaism                                  RSE
  • Sikhism                                  Human Rights
  • Buddhism                              My Mind
  • Humanism                             Financial Awareness

Year 9 topics include

 Religious Studies                               PSHE

  • Good and Evil                           Employability
  • Religion and Medical Ethics    Financial Awareness
  • Religion, Peace and Justice     RSE
  • Religion and Science               British Values
  • Religion and Human Relationships Drugs
  • End of Life                                Rights and Responsibilities

KS4 Curriculum

We currently offer AQA Religious Studies GCSE at KS4 but all students complete a PSHE programme of study.

The GCSE is divided up into 2 parts

  • The study of religions, Christianity and Buddhism, looking at beliefs and practices.
  • Religious philosophical and ethical studies with topics including
    • Relationships and Families
    • Religion and Life
    • Religion Peace and Conflict
    • Religion, Crime and Punishment
  • The PSHE program includes
    • Citizenship                     British Values
    • Employability                 Animal Rights
    • Financial Awareness        Wellbeing
    • RSE
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