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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.”

Students work well together and relationships are respectful and harmonious - OFSTED 2014

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 eight 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 numerous KS3 lunchtime and after school clubs in all of the subjects within the department. 

At KS4 level, students are encouraged to attend our ‘Lesson 6’ and our ‘The Weekend Starts Here’ after school sessions. These provide ideal opportunities for students to improve both their practical skills, as well as their GCSE exam work. Our dedicated teachers will also often arrange informal tutorial sessions with students who they feel need a little more support with achieving their targets in the subjects and these are negotiated on a one to one basis.

We also have a small team of Year 10 volunteer student technicians which are selected by application form on a yearly basis.  This gives the opportunity to take on aspects of responsibility with in the department and is often included as information on students C.V.’s and references for colleges and work applications.

The end of the school year is marked with the Art and Design Showcase. This gives us the ideal opportunity to share the successes and boast about the exciting and excellent work of our students across the whole department. The event incorporates our spectacular Murray Park Fashion Show, featuring the work of Textiles Technology students from Year 7 to Year 11.

Meet The Department 

Teaching Staff

  • Mrs. P. Logan – Head of Art and Design (Teacher of Food Technology)
  • Mrs. S. Scoffings – Assistant Head of Art and Design (Teacher of Product Design/Textiles Technology)
  • Mr. S. Moore – Teacher of Art and Design
  • Mr. R. Gardiner – Teacher of Photography
  • Miss. S. Kaur – Teacher of Product Design/Textiles
  • Mr. A. Cantrill – Progress Leader –Science/Art and Design (Teacher of Product Design/Resistant Materials)

Staff Technicians

  • Mrs. L. Stewart – Food and Product Design/Textiles Technician
  • Mr. G. Limbert – Product Design Technician
  • Mrs. A. Measures - Art and Food Technician

Our KS3 Projects Include

Year 7

  • Food and Health (Studying the ‘EatWell Plate’. Fruit Salad. Pasta salad. Quesadilla to name a few…)
  • Unisex T-Shirt/Traditional Skills Embellishment Project
  • Night Light Project
  • Developing Technical Skills and Art Processes 

Year 8

  • From farm to fork (Looking at ethical ways to farm, shop and cook our food.  Making Seasonal Soup. Bread. Local Bakewell Tart.  Free Range Egg Tortilla to name a few...)
  • Bio-mimicry Activity Mat Project
  • Arts Movement Clock Project
  • The Exploration of Three dimensional Forms of Flowers

Year 9

  • The science of food and cooking (investigating the functions of ingredients in recipes.  E.g. eggs binding, glazing, emulsifying to name a few...)
  • Garment Production – Short Trousers Project
  • Multi-Functional Desk Fan Project
  • Art Research and Investigations Leading to Personalisation of Footwear Project

 

Our Current (2015-2016) KS4 GCSE Qualifications Courses 

These courses of study have a 60 percent controlled assessment element in order to recognise the importance of the development of creative and design processes, research skills and practical work within the subjects.

GCSE Art and Design

Students are expected to develop work through investigation, record ideas, observations and insights and experiment with materials, techniques and methods. They will learn about artists, designers and craftspeople and in the process have a better understanding and appreciation of their surroundings.

GCSE Photography: lens-based and light-based media

The aim of the GCSE Photography course is to encourage students to see the world in new ways and understand the importance of light and how we can harness it in our images. Students study the history of photography along with important photographers and photographic techniques.

GCSE Food Preparation and Nutrition

The Food Preparation and Nutrition GCSE will equip students with the knowledge, understanding, skills and encouragement they need to cook. It will give them the ability to apply the principles of food science, nutrition and healthy eating. Students will be able to make informed decisions about a wide range of further learning opportunities and career pathways, and develop vital life skills so that they can feed themselves and others affordably and nutritiously

GCSE Design and Technology: Textiles Technology 

The aim of the Textiles Technology course is to explore textiles through fashion, furnishings and textile product design. GCSE Textiles Technology will appeal to both male and female students who like working and designing with a wide range of fabrics and who enjoy finding out how these fabrics are made, decorated and shaped. Topics covered on this course include: Textile fibres; fabric production including weaving, knitting and felt making; sustainable textiles; modern technologies including computer applications and smart materials; social, moral, cultural and ethical issues in the textile industry; adding colour, pattern, fabric finishes and surface decoration; together with joining and shaping techniques.

GCSE Design and Technology: Resistant Materials 

GCSE Resistant Materials helps students develop the ability to design and make products with creativity and originality, using a range of materials and techniques. Students will develop their knowledge of woods, metals, plastics and composite materials, together with other materials. The use of Computer Aided Design (CAD) and Computer Aided Manufacture (CAM) are an essential component of this course of study.  Students will also develop awareness of ever changing trends and new technologies within the area of resistant materials.

GCSE Design and Technology: Graphic Products

Graphic Products enables students to design and make products with creativity and originality, using a range of graphic and modelling materials. Students will be enthused and challenged by the range of practical activities possible. They will be encouraged to learn to use, understand and apply colour and design through images, to develop spatial concepts, and to understand graphic materials and their manipulation. They will design and make products using graphic media and new technologies to prepare them for the world of work.

GCSE Design and Technology: Industrial Product Design

This GCSE course of study enables students to design and make products with creativity and originality, using a range of materials and techniques. The focus of this GCSE is those products made in an industry setting.  They will develop skills in analysing existing products as well as the importance of creativity and innovation. They will learn how to consider environmental, social and safety issues during design and manufacture; develop communication methods using a variety of materials, graphical media and ICT; plan and organise activities with regard to time constraints; make checks during manufacture to ensure consistency and quality. They will also be expected to test, evaluate and modify their work.

 

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

Mr. R. Cutts (Progress Leader)

Mrs. H. Curry (Head of Maths) 

Miss. L. Dodd (Assistant Head of Maths)

Mr. M. Birt (Numeracy Coordinator)

Mr. A. Featherstone (Head of Key Stage 3)

Mrs. K. Andrews

Miss. B. Patel

Mr. T. McLoughlin

Mr. N. Dosanjh

Organisation of Classes

All year groups are timetabled with at least four mathematics lessons per week, each lesson lasting one hour. Students in year 7 and 8 are currently grouped in parallel sets. Students in year 9, 10 and 11 are grouped in a combination of traditional set’s (The top 2 classes) and parallel sets at a middle and foundation level.

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, 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 – 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. 
  • Autumn Term 2 – 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 1 – 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. 
  • Spring Term 2 – 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 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. 
  • Summer Term 2 – Statistics. To include collecting and representing data, interpreting data and diagrams, calculating averages and measures of spread. Also extending to outliers, histograms and sampling.
Year 9

Pupils in Year 9 (Current Cohort):

  • During the summer term pupils will be looking ahead and preparing for the start of their GCSE course. 
  • Mathematics is taught in Higher and Foundation groups on the new 9-1 grading. 
  • Currently pupils are entered for the AQA linear examinations at the end of Year 11. 
  • The use of the www.mymaths.co.uk website is recommended for ongoing support and revision. 
  • In addition the use of other websites such as www.corbettmaths.com are encouraged.

Pupils in Year 9 (from September 2017) will follow a curriculum for fluency, reasoning and problem solving with the following content each half term:

  • Autumn 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.
  • Autumn 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.
  • Spring 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.
  • Spring 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.
  • Summer Term 1 – Geometry. 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.
  • Summer Term 2 – Statistics. Use of two-way tables and Venn diagrams, averages and the range, comparing two sets of data, scatter graphs, probability and mean of grouped data. Also extending to equations of lines of best fit, correlation and causality. 

Key Stage 4

All pupils in years 10 and 11 follow a two year course leading to a GCSE Mathematics qualification. 

Pupils will be required to demonstrate their knowledge, understanding and skills in the following areas:

  • Using & applying mathematics
  • Number & algebra
  • Geometry & measures
  • Statistics (Handling data)

The course has a two-tier entry system at the higher and foundation levels using the new Grades 1 – 9 from June 2017.

GCSE Statistics (AQA)

 GCSE Statistics is an option subject awarded by the AQA examinations board. This will not only provide an additional GCSE but will enhance the statistics element of GCSE Mathematics. About 50% of the Statistics syllabus is covered in Mathematics GCSE.

The course covers:

  • Data collection
  • Analysis of data
  • Presentation of data
  • Interpretation and inference
  • Probability
  • Planning an investigation

There are two tiers of assessment for GCSE Statistics:

Tier Grades available
Foundation C
Higher A*

There is one written paper worth 75% and a piece of controlled assessment worth 25%. This controlled assessment will be completed in Feb/March of year 11.

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 8 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. This year we hope to run Readathon and a Spellathon, as well as providing opportunities for students to visit places of interest such as theatres, cinemas, the homes of celebrated writers, and locations that may inspire writing.

Meet the Department

  • Miss. Hand – Progress Leader
  • Mrs. Wildgoose – Assistant Head of Subject
  • Mrs. Bentley – Assistant Head of Subject (Maternity Cover)
  • Mr. Astle – Responsibility for behaviour, cover and volunteering
  • Mrs. Boyce – Assistant Head Teacher
  • Mrs. Deacon – IGCSE Co-ordinator
  • Mrs. French - English and Drama Teacher
  • Mrs. Hubbard – SENCO and Classroom Teacher
  • Mrs. Jackson – Responsibility for Homework and New Students
  • Miss. Redfern – Responsibility for Year 9 and Library Co-ordinator
  • Mrs. Slater – NQT and Library Co-ordinator
  • Mr. Temple – Responsibility for Key Stage 4 Assessment

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.

2014 National Curriculum Changes:

New Topics Include:

  • Students to have read the works of two authors each year.
  • Focus on technical terminology re: grammar
  • Recognition of texts written globally that have had an influence on Literature.

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.

2014 National Curriculum Changes:

New Topics Include:

  • Students to have read the works of two authors each year.
  • Focus on technical terminology re: grammar- breaking style into its component parts.
  • Recognition of texts written globally that have had an influence on Literature.

Year 8 - Drama

Skills to be covered:

  • Teamwork and basic drama conventions.
  • Styles and genre of performances.
  • Performance skills and creating characterisations.
  • Learning how to work cooperatively in teams to devise improvisations and learn scripts.
  • A range of topics will be explored through drama using different drama conversations.

Topics and content for year:

Autumn: Script : Blood of Dracula (opportunity to perform in the evening) & Christmas carol (used to create improvisation pieces)

Spring: Pirates (documentary drama) & Greek theatre

Summer: Melodrama & MSND

How students will be assessed:

Performance with a written evaluation, each half term.

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.

2014 National Curriculum Changes:

New Topics Include:

  • Students to have read the works of two authors each year.
  • Focus on technical terminology re: grammar – breaking style into its component parts.
  • Recognition of texts written globally that have had an influence on Literature.

Year 9 - Drama 

Skills to be covered:

  • Monologues/ convenience conventions.
  • Tackling issues through drama: Theatre in Education; and forum theatre.
  • Performing scripts work in preparation for new GCSE Reviews of theatre performance introduced throughout the year.
  • Students will build on their skills by developing more complex plot lines and drama conversations.
  • Applying theatre practitioners' ideas to scripted performances and improvisation.

Topics and content for year:

Autumn: Scripts Frankenstein/ Dracula & Pantomime/ Commedia

Spring: Mary’s monologue & Rival gangs/ Romeo and Juliet

Summer: Script Teechers/ Our Day Out/ Blue Remembered Hills & Soaps (creating own production company. Writing and filming your pilot episode)

How students will be assessed:

Performance with a written evaluation, each half term.

Year 10 - English

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

2015 Syllabus Changes:

Terminal ONLY assessment in GCSE English Language and English Literature

Greater importance placed on literary heritage; inclusion of both fiction and non-fiction texts from the nineteenth century

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

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

2015 Syllabus Changes:

  • Terminal ONLY assessment in GCSE English Language and English Literature
  • Greater importance placed on literary heritage; inclusion of both fiction and non-fiction texts from the nineteenth century

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

The newly created 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. 

Computing is a dynamic and changing discipline and our department has to reflect this, offering an evulving 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.

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.

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

Skills to be covered: Year 7

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.

Topics and content for Year 7:

  • ICT in Business

  • Files and fulders

  • E-Safety

  • Email

  • Creating business documents – letter, ppt

  • Health and Safety

  • Desk top publishing - E Safety leaflet

  • Paper designs

  • Searching – copyright free images

  • Publisher layouts

  • Inserting text, images and backgrounds

  • Spreadsheet modelling

  • Operators (+,-,/,*)

  • Functions (MIN, MAX and AVERAGE)

  • Fill handle

  • Formatting

  • Graphs

  • 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

  • Sensors

  • Flowcharts – Flowul

  • Logo

  • Kodu

Skills to be covered: Year 8

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.

Topics and content for Year 8:

  • Programming

  • Flowcharts

  • Pseudo code

  • Scratch

  • Small Basic

  • Algorithms

  • Flow charts

  • Small basic

  • Spreadsheet modelling

  • Creating spreadsheets

  • Profit/loss

  • Linking between sheets

  • Graphs

  • Formatting + Conditional formatting

  • Macros

  • Absulute and Relative

  • Graphics

  • File types

  • Culour modes

  • Photoshop skills

  • Audio/Sound project

  • Analysis & Investigation

  • Planning &Scripting

  • Designing

  • Testing

  • Multimedia – Inside of a computer (project based)

  • Computer components

  • System analysis and life cycle

  • Coding in PPT

Skills to be covered: Year 9

Students will...

Topics and content for Year 9:

  • Business unit – Unit 1

  • 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

Business unit: Term 1

  • Students will create an appropriate directory structure with at least two main directories, each containing at least two subdirectories using appropriate names.

  • They will save most files in appropriate locations using appropriate filenames.

  • They will demonstrate the ability to password protect files.

  • They will locate and open existing files from a range of sources.

  • They will backup and restore files from a removable medium.

  • They will create shortcuts to at least one program, directory and file.

  • They will send, receive, reply and forward email, including at least one message with a document attached. There should be some text and a header, although the quality of these may be poor.

  • They will open an attachment sent to them via email and will save it to their work area.

  • They will send messages to multiple recipients.

  • They will use appropriate subjects and message text.

  • They will send messages to multiple recipients and demonstrate an understanding of the use of cc.

  • They will set messages as high or low importance.

  • Students will summarise the risks of receiving and opening email attachments.

How students will be assessed:

In addition to a mixture of teacher assessment and online tests, students are actively encouraged to become invulved 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

Overview:

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: Year 10

  • 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 sulve problems

  • Develop their understanding of current and emerging technulogies 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 cullaboratively

  • Evaluate ICT-based sulutions.

  • Unit B061: ICT in today’s world

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

 Summer Term 2

Meet the Department:

Miss H Whalley – Head of Subject(s)

Miss S Kaur – Assistant Head of Subject(s)

Miss R Somes – Deputy Head Teacher

Miss H Crowfoot – Head of Year

Ms. S Afford

Mr. R Gardener

Miss. R Mumtaz

Mr. F Olubodun

Mr. M Rakhra

Miss. N Singha

Mr. J Turner

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 Studies

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.

BTEC Sport 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.

World Studies Department

 

The World Studies Department is currently made up of 11 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 Durose – MFL

Miss Gaillard - MFL

Mrs Hadden – RS and Citizenship

Miss Sargeant - History

Miss Woolley – RS and Citizenship

KS3

Year 7

Year 7 Humanities

At year 7 students study 2 lessons per week of Geography and Citizenship and a further 2 lessons per week of History and RS.

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.
  • Citizenship - Explore key features of ethnic & religious diversity, participate in active citizenship, investigate variations of identity. Identify key features of democracy, explore how the country is governed, and understand rights and responsibilities.
Topics and content for year:
Term 1: 
  • Geography – Settlements
  • RS – Foundations of Religion
  • History – Medieval England – Norman Conquest
  • Citizenship – Employability
Term 2: 
  • History – The Crusades and beyond
  • Citizenship – Community Cohesion A Changing Society
  • Geography – Globalisation
  • RS – Islam
Term 3: 
  • Citizenship – Political Voting & Elections
  • History– The development of Castles
  • RS – Hinduism
  • Geography - Population
How students will be assessed: 

Students will be assessed on each topic they study through a variety of formative and summative assessments.

Year 7 French

Skills to be covered:

Use of ‘avoir’ and ‘être’ verbs. Use of adjectives, connectives, opinions, intensifiers and negatives using our specifically designed ACOIN criteria. A wider range of infinitives are introduced in summer term 2.

Topics and content for year: 
  • Autumn 1 – Moi (Personal Identification) 
  • Autumn 2 – Au college (School, education and work) 
  • Spring 1- Le chocolat. (Health eating and food and drink) 
  • Spring 2- Mes passetemps (Free time and leisure) 
  • Summer 1 - Où j’habite (Local area)
  • Summer 2 – Les Vacances (Holidays)
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 8

Year 8 Humanities

At year 8 students study 2 lessons per week of Geography and Citizenship and a further 2 lessons per week of History and RS.

Topics and content for year:
Term 1:
  • Geography – Extreme Environments and Climate Change
  • RS – Christianity
  • History – Challenges to Authority
  • Citizenship – Human Rights
Term 2: 
  • History – Industrial Revolution and Slavery
  • Citizenship – Relationships and Sex Education
  • Geography – Tourism and Tropical Rainforests
  • RS – Judaism
Term 3:
  • Citizenship – Employability
  • History – America in the 20th Century
  • RS – Sikhism
  • Geography – Natural Hazards
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.

Year 8 French

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

Year 9 students study Geography and History as individual subjects for 1 hour a week. They also study RS/Citizenship for 1 hour a week.

Year 9 Geography

1 lesson a week.

Topics and content for year:
  • Term 1: Challenges of the 21st century (globalisation, development, industry)
  • Term 2: Global development (crime, urbanisation, counterurbanisation)
  • Term 3: Water (weather, rivers and coasts) and preparation for GCSE

Year 9 History

20th Century World - 1 lesson a week.

Topics and content for year:
  • Term 1: World War I
  • Term 2: World War II
  • Term 3: 20th Century America

Year 9 RS/Citizenship

1 lesson a week.

Topics and content for year:
Term 1:
  • Good & Evil
  • Medical Ethics
Term 2:
  • Employability
  • Relationship and Sex Education
Term 3:
  • Drugs
  • Buddhism
  • British Values
  • Wealth and Poverty

Year 9 French

Skills to be covered:

Continual practice of all tenses within each topic area studied. In addition, complex structures will be studied.

Topics and content for year:

  • Autumn 1 – FCSE topic: holidays 
  • Autumn 2 – FCSE topic: Education and Future Career. 
  • Spring 1- FCSE topic: Healthy Eating or Food and Drink [teacher’s choice] 
  • Spring 2- FCSE topic: Local area 
  • Summer 1 – FCSE topic: media and leisure
  • Summer 2- Ideal holidays
How students will be assessed:

At the end of each topic area with an examples of a national exam in reading and writing.

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

Key Stage 4 Social, Moral, Spritual, and Cultural

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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