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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.”

The dedicated headteacher, supported effectively by well informed senior leaders, is making an immense impact on improving the school - OFSTED 2014

Subject Areas

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

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.

 


Welcome to the 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. F. Belmore

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

All pupils in KS3 follow a Mastery Curriculum. All traditional areas of mathematics are taught; including: 

  • Number
  • Ratio and Proportion
  • Algebra
  • Geometry and Measures
  • Probability and Statistics

Assessment

The department makes use of progress books for pupils in year 7 and 8, where pupils do their best work, to regularly assess the impact of teaching and learning. Assessments focus on identifying the strengths and areas of improvement for each pupil. 

Pupils in year 9, as well as using progress books, continue to be assessed as they have in year 7 and 8 with cross-topic termly assessments in preparation for starting their GCSE’s in Key Stage 4.

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.

Murray Park Physical Education Department

The Physical Education Department is currently made up of 7 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 BTEC Sport

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.

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
Touls 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:

 

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:
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:
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

Meet the department

Miss H Whalley – Head of Subject

Miss S Kaur – Assistant Head of Subject

Mrs G Clipsham –Progress Leader

Miss R Somes – Deputy Head Teacher

Miss H Crowfoot – Head of Year

Miss G Williams

Miss F Barclay

Mrs C Fairclough

Mr J Drake

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

Practical Studies Department

The newly created Practical Studies Department, delivers a wide range of vocational subjects: Physical Education, Music, Health and Social Care, Child Development, 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 and BTEC 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 7 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 BTEC Sport

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.;

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 – Geography & Head of Subject

Miss Woolley – New Horizons & Citizenship

Miss Sargeant – History

Mrs Hadden – RS & Citizenship

Miss Gray – Geography & Head of Year 7

Mr Whyman – History & Assistant Head

Mrs Bowler – History & Deputy Head

Mrs Durose – Languages

Miss Gaillard –Languages

Please click on the links below to see a more detailed overview of work for each Year Group

Year 7 World Studies

Year 8 World Studies

Year 9 World Studies

Key Stage 4 World Studies

 

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