1. science
2. mathematics

Religious Education
The aims of classroom RE are outlined in the Curriculum Directory, in which, the Bishops state that RE
should promote:

Knowledge and understanding of the Catholic faith and life

Knowledge and understanding of the response of faith to the ultimate questions about human life, its
origin and purpose

The skills required to engage in examination of and reflection upon religious belief and practice
Curriculum RE at St Thomas More Catholic High School aims to be faithful to these areas and equip
young people with an enquiring mind and a reflective soul.
Key Stage 3
From Year 7 to 9, all Catholic Secondary Schools in the Diocese of Shrewsbury follow the Diocesan
Framework, written by Curriculum Leaders for Religious Education, Supported by our Diocesan Education
Advisor and approved by the Bishop.
‘The Catechism and the Curriculum Directory have given schools strong guidance on which to base their
religious education curriculum.’ (Evaluation the Distinctive Nature of a Catholic School)
The KS3 curriculum also includes the Year 7 residential retreat to the Conway Centre, Anglesey which
forms part of their preparation for the Year 7 Family Mass.
Key Stage 4
At Key Stage 4 all pupils will follow the EDEXCEL GCSE Course. www.edexcel.com
In Year 10, we study Unit 10 specification code 5RS10, Course Title: Catholic Christianity. The unit
headings are: Beliefs and Values, Community and Tradition, Worship and Celebration, Living the Christian
Life.
In Year 11, we study Unit 3 specification code 5RS03, Course Title: Religion and Life Based on a Study of
Roman Catholic Christianity. Believing in God, Matters of Life and Death, Marriage and the Family,
Religion, Community Cohesion.
At the end of Year 11, pupils will take two exam papers, Unit 3 and Unit 10. Each paper is 50% of the
final GCSE mark.
English
In the English Department we have a shared vision of excellence. We have high expectations of
ourselves and our pupils. Our aim is that pupils achieve to their full potential and are engaged with their
learning. We aim to develop our pupils’ English skills so that they can fulfil this potential.
To communicate competently and coherently in a range of contexts it is vital both to exam success and
to participating in an ever changing world. Thus, we aim to integrate a wide range of skills in speaking,
reading and writing into the learning of our pupils.
Equally important is the need to ignite imagination and enthuse pupils through developing a love of
literature and an appreciation of how language can affect a reader. We aim to present pupils with the
opportunity to explore and use language; to enjoy high quality literature and to develop a critical
understanding of how writers communicate their ideas and of the contexts which shape their writing.
Key Stage 3
At KS3, pupils will experience a wide range of stimulating
reading material from Shakespeare to Dickens and then
contemporary fiction and non-fiction. They will be given the
opportunity to explore and analyse the writers’ ideas and
methods while developing their own personal responses.
Pupils will also develop their own communication skills
through writing for a range of purposes and audiences.
Key Stage 4
At KS4, we believe that all pupils should study literature and engage with our rich literacy heritage. We
aim, therefore, that all pupils will experience a range of texts and that most will be entered for both
GCSE English language and English literature.
Currently, we study the English language GCSE by following AQA specification 4705. Until 2016 this
consists of completing four pieces of controlled assessment, worth 40% of the final grade and one exam
worth 60% of the final grade. The exam is completed at the end of a two year course and tests both
reading and writing skills. Although speaking and listening no longer counts for GCSE, it is accredited
separately on the final certificate.
We also follow the AQA course for English literature, specification 9715. Until 2016 this consists of one
piece of controlled assessment, worth 25% and two exams taken at the end of the two year course. One
exam requires the study of 20th century texts and the second focuses on poetry, both taught poetry and
unseen. The exams are worth 75% of the final grade, with paper one being worth 40% and paper two
35%. In addition, spelling, punctuation and grammar are assessed on paper one.
A small number of pupils who do not take the English literature GCSE follow the specification called
English, code 4700. They will complete five pieces of controlled assessment, worth 40% of the final
grade and the same exam as for English language which is worth 60% of the final grade.
English
The link to these qualifications is www.aqa.org.uk/subjects/english/gcse and then choose the
specifications with the codes 4705 for English language, 4700 for English and 9715 for English literature.
The GCSEs in English language and English literature are set to change significantly. The cohort of pupils
who will take their qualifications in the summer of 2017 and beyond will follow completely different courses
to those described above.
We intend to study the AQA specification for English language, specification 8700, and also for English
literature, specification 8702.
The English language GCSE will be examined by 100% terminal examination, consisting of two papers.
The papers will test a pupil’s ability to analyse unseen extracts from texts drawn from the 19th, 20th and
21st centuries. Pupils will interpret ideas, analyse methods and synthesise ideas by comparing two texts.
They will also write to describe and to argue/persuade/discuss. Technical accuracy will now count for
20% of the final grade and will be assessed through the writing tasks.
English literature will also be assessed through 100% terminal examination at the end of a two year
course. Paper one requires the study of a Shakespeare play and a 19th century novel and paper two
tests responses to a more contemporary novel, a cluster of taught poetry and two unseen poems.
Spelling, punctuation and grammar are assessed in the Shakespeare answer on paper one and the
contemporary novel answer on paper two.
The link to these qualifications is www.aqa.org.uk/subjects/english/gcse and then choose the
specifications with codes 8700 for English language and 8702 for English literature
Mathematics
In the Mathematics Department we aim to:
Help pupils appreciate the power, purpose and relevance of Mathematics.

Develop confidence in pupils ability to do mathematics at an appropriate level.

Promote a fascination with and enjoyment of mathematical activities.

Allow pupils to gain satisfaction from a sense of achievement.

Promote interest and motivation
The setting structure gives every pupil the chance to succeed at his or her own level, but we must ensure that our structure remains flexible and facilitates the movement of pupils to sets most suitable to
their changing needs. This demands that our assessment procedure is ongoing and thorough and that
we know our pupils.
Key Stage 3
Similar topics are studied throughout Key Stage 3. Each year, the topics studied become more complex
and demanding.
Year 7
Sequences and rules; finding missing terms; functions and mappings; letter symbols to represent
functions; nth term; ordering decimals; negative numbers; estimates; column method for addition and
subtraction; length, perimeter and area of rectangles; 3D shapes; surface area of cubes and cuboids;
fractions and decimals; adding and subtracting fractions; equivalences; solving problems; mode,
median and range; the mean; statistical diagrams; probability; experimental probability; algebraic terms
and expressions; rules of algebra; simplifying expressions; formulae, equations; lines and angles;
calculating angles; co-ordinates; using a tally chart; using the correct data; grouped frequency; data
collection; rounding; the four operations; BODMAS; long multiplication and long division; efficient
calculations; calculating with measures; solving problems; square numbers and square roots; triangle
numbers; from mapping to graphs; naming graphs; naming sloping lines; measuring and drawing
angles; constructions; solving geometrical problems; percentages; calculating ratio and proportion;
solving problems; solving square and circle problems; triangle and circle problems; line symmetry;
rotational symmetry; reflections; rotations; translations; pie charts; comparing data; statistical surveys;
probabilities from two way tables; adding and subtracting decimals; multiplying and dividing decimals;
using a calculator; percentages of quantities; solving problems; solving equations; formulae; dotty
investigations; graphs from the real world; polygons; tessellations; constructing 3D shapes.
Mathematics
Year 8
Multiplying and dividing negative numbers; highest common factor and lowest common multiple; powers
and roots; prime factors; sequences; alternate and corresponding angles; angles in triangles and
quadrilaterals; geometric proof; geometric properties of quadrilaterals; constructions; probability and
probability scales; mutually exclusive events; calculating probabilities; experimental probability; fractions
and decimals; adding and subtracting fractions; multiplying and dividing fractions; percentages;
percentage increase and decrease; real life problems; algebraic short hand; like terms; expanding
brackets; using algebra with shapes; use of index notation with algebra; area of a triangle,
parallelogram and trapezium; volume of a cuboid; imperial units; linear functions; finding a function from
its inputs and outputs; graphs from functions; gradient of a straight line (steepness); real life graphs;
powers of ten; large numbers; estimations; adding and subtracting decimals; efficient calculations;
multiplying and dividing decimals; congruent shapes; combinations of transformations; enlargements;
shape and ratio; solving equations; equations involving negative numbers; equations with unknowns on
both sides; substituting into expressions and formulae; creating your own expressions and formulae;
stem and leaf diagrams; pie charts; scatter graphs; adding and subtracting fractions; order of
operations; multiplying decimals; dividing decimals; expanding and simplifying; solving equations;
constructing equations to solve; problems with graphs; real life graphs; changing the subject of a
formula; number and measures; using algebra, graphs and diagrams to solve problems; logic and proof;
proportion; ratio; plans and elevations; scale drawings; finding the mid point of a line segment;
constructing a triangle given three sides; circumference and area of a circle; bearings; frequency tables;
assumed mean and working with statistics; drawing frequency diagrams; comparing data; which
average to use?; experimental and theoretical probability.
Year 9
Sequences; quadratic sequences; functions; graphs; limits of sequences; adding and subtracting
fractions; multiplying and dividing fractions; percentages and compound interest; reverse percentages;
ratio; numbers between 0 and 1; order of operations; rounding and estimation; equations, formulae and
identities; solving problems using equations; equations involving fractions; equations involving x
squared; trial and improvement; graphs showing direct proportion; angles of polygons and regular
polygons; the circle and its parts; tessellations and regular polygons; constructing right angled triangles;
loci; geometrical reasoning; scatter graphs and correlation; time series graphs; two way tables;
comparing two or more sets of data; statistical investigations; formulae for the circumference and area
of a circle; metric units for area and volume; volume and surface area of prisms; powers of ten;
rounding; multiplying decimals; dividing decimals; efficient use of calculators; factorisation; index
notation with algebra; square roots and cube roots; constructing graphs involving time; probability
statements; mutually exclusive events and exhaustive events; estimates of probability; enlargements;
planes of symmetry; map scales; congruent triangles; expansion; factorisation; quadratic expansion;
changing the subject of a formula; graphs from equations in the form Ay + Bx =C.
Mathematics
KS4
At Key Stage 4, all pupils follow the Edexcel GCSE course: www.edexcel.com
We follow the linear course (1MA0) and pupils are entered at the end of Year 11.
There are 2 written papers – the first is non calculator and the second allows the use of a calculator.
Each paper carries 50% of the final mark. There is no course work.
On occasion, when a pupil really struggles with the content of the GCSE course, we enter them for the
Entry Level Certificate which is based on basic number problems. This is also Edexcel.
Science
The Science Department aims to:

Provide an excellent Science education for all pupils in the school

Enable all pupils to fulfil their potential

Foster an interest in and enthusiasm for Science and STEM

Encourage and develop enquiring minds

Encourage the development of good study habits

Encourage the development of practical and investigative skills

Develop pupil’s understanding of the need for safety in Science lessons
In order to satisfy the aims of the department, we will:

Review and evaluate the schemes of work and assessments annually to ensure they are relevant,
challenging and fair to all pupils

Target all pupils based on their prior attainment

Track pupil progress against their targets by entering standardised formative/summative scores into
a central spreadsheet

Monitor the progress of pupils at termly department meetings using the information from the
spreadsheets, homeworks and practical assessments

Mark and record pupils work regularly in line with the school’s department’s assessment policy, to
encourage and motivate pupils

Discuss underperformance with pupils where required to improve attainment and where necessary
contact parents or guardians

Provide a wide range of learning experiences for all classes to stimulate interest in Science

Use IT Key Skills to enhance the learning experience in Science wherever appropriate

Use Literacy Key Skills where appropriate to improve the delivery of Science lessons

Use Numeracy Key Skills where appropriate to improve the delivery of Science lessons

Encourage practical/investigative work, where relevant, to enhance motivation, interest and develop
practical skills

Use a How Science Works (HSW) approach to teaching wherever possible to develop thinking skills

Look for opportunities to embed STEM into the curriculum
Science
Key Stage 3
All pupils in Key Stage 3 receive six one hour Science lessons over a two week timetable. Year 7 pupils
are taught in banded Science groups based on their Key Stage 2 SAT performance. Years 8 and 9
Science groups are taught in sets based on Key Stage 2 performance, FFT predictors and performance in
previous year group.
Six Units are taught per Year Group as follows:
Year 7
Year 8
Year 9
1.
Forces and Space
1.
Sound and Light
1.
Electricity and Motion
2.
Particles and Solutions
2.
Food/Digestion/
Respiration
2.
Plants
3.
Cells, How Life Begins
3.
Atoms/Elements/
Compounds
3.
Metals and Reactivity
4.
Electricity and Energy
4.
Rocks and Weathering
4.
Environmental Chemistry
5.
Variety and Feeding
5.
Microbes and Disease
5.
Health and Inheritance
6.
Simple Chemical Reactions/
Acids and Alkalis
6.
Magnets/Heating and
Cooling
6.
Forces and Gravity
Key Stage 4
GCSE Science will be taught in Year 10 unless the ability level of
the pupils makes BTEC a more suitable course over two years.
GCSE Additional Science will be taught starting after the Science
GCSE in Year 10 and in Year 11. All GCSE exams are weighted
75% written exam and 25% controlled assessment.
Year 10 GCSE Science – AQA Science A (4405)
The pupils follow schemes of work written by the department based on those provided by the AQA
Examination Board. Each subject area will be delivered by one subject teacher throughout the year.
There will be three lessons per fortnight for each subject area. These are started in Year 9 so it is
important that staff responsible for the delivery at the end of Year 9 liaise with staff continuing the work in
Year 10 to ensure a smooth transition. Pupils will take a terminal exam in the Summer examination series
of Year 10. They will take Internally Set Assignments (ISAs) during the delivery of one of the modules.
Staff will give half termly progress tests to each group in each subject areas; these will be recorded on the
departmental data records.
Science
Year 11 Additional Science – AQA (4408)
Most pupils will follow the AQA Additional Science course with terminal exams at the end of Year 11.
Pupils will take Internally Set Assignments (ISAs) during the delivery of one of the modules. Staff will
carry out half termly progress checks with each group in each specialism. This data is entered into a
departmental spreadsheet. Each subject area will be delivered by one subject teacher throughout the
year. There will be three lessons per fortnight for each subject area.
BTEC – Principles of Science (BNE74) Applications of Science (BNE75)
For pupils who it is deemed would prefer the delivery style and learning approach of a vocational course
they will follow the Edexcel BTEC syllabus in KS4 – Principles of Science and Applications – and have six
lessons per fortnight. 25% external exam, 75% assessment.
Separate Sciences:

Biology (4401)

Chemistry (4402)

Physics (4403)
Pupils opting for Separate Science in Year 9 will be taught as a separate group for the whole two years.
Pupils will be assessed by GCSE exams at the end of Year 10 and 11. They will have three lessons of
standard Science time allocated for each specialism and five lessons of option time cycled round the three
specialisms. There will be three written exams for Biology, Chemistry and Physics at the end of Year 11.
These will account for 75% of the marks for each Science area; the remaining 25% of the marks will come
from controlled assessments.
Physical Education
The aims of the PE Department are:

To provide a balanced curriculum which is appropriate,
available, enjoyable and successful for all pupils

To ensure that pupils acquire skills related to ability, age
and physique

To help pupils to acquire an understanding of principles
of play in all games

To promote health and fitness

To develop an awareness of aesthetic and creative ideas

To provide extra-curricular activities and promote post school recreational opportunities
Attitudes aimed to foster:

Interest and motivation

Pleasure and enjoyment

Satisfaction from achievement
Key Stage 3
Pupils are taught Games, Gymnastics, Athletics and Dance in all three years. Games can consist of
Netball, Football, Hockey, Rounders, Basketball, Rugby, Pop Lacrosse, Cricket, Tennis and Softball.
In both team and individual sports, pupils will be taught to:

Use a range of tactics and strategies to beat an opponent in competition

Development of technique to improve performance in sport

Pupils will understand what makes a good performance and apply these principles to themselves
and others’ work

Pupils will compare previous performances and try to achieve personal best’s performances

In Dance, pupils will use advances movement patterns

Take part in physical activities outside school
Physical Education
Key Stage 4
Core PE
Pupils will take part in a variety of physical activities both individual and team. The sport covered includes:
Netball, Trampolining, Football, Hockey, Rounders, Basketball, Rugby, Pop Lacrosse, Badminton, Volleyball, Cricket, Fitness, Tennis and Softball. The lessons will focus on improving performance, promoting
active and healthy lifestyles and developing fitness. Pupils will be encouraged to develop their leadership
skills during their lessons.
In both team and individual sports, pupils will be taught to:

Use a range of tactics and strategies to beat an opponent in competition

Development of technique to improve performance in sport

Pupils will understand what makes a good performance and apply these principles to themselves
and others’ work

Pupils will compare previous performances and try to achieve personal best’s performances

In Dance, pupils will use advances movement patterns

Take part in physical activities outside school
BTEC Sport
Pearson BTEC Level 1/Level 2 First Award in Sport BNE 83 (Qan No. 600/4779/3)
Unit Core units Assessment method 120 GLH
Units
1.
Fitness for Sport and Exercise External 30
2.
Practical Sports Performance Internal 30
5.
Training for Personal Fitness Internal 30
6.
Leading Sports Activities Internal 30
Physical Education
Pearson BTEC Level 1/Level 2 First Certificate in Sport FCP01 (Qan No. 600/38129/x)
Unit Core units Assessment method 240 GLH
Units
1.
Fitness for Sport and Exercise External 30
2.
Practical Sports Performance Internal 30
Mandatory Unit
7.
Anatomy and Physiology for Sports Performance External 30
Optional Specialist Units
3.
The Mind and Sports Performance Internal 30
4.
The Sports Performer in Action Internal 30
5.
Training for Personal Fitness Internal 30
6.
Leading Sports Activities Internal 30
11.
Running a Sports Event Internal 30
http://www.edexcel.com/Pages/Home.aspx
Modern Languages
The main aim of the Modern Languages Department is not merely to teach pupils 1 or 2 foreign languages, but to develop their knowledge of other cultures and ways of life, covering all areas of the National Curriculum. This serves to broaden their minds, increase their tolerance towards foreigners and ease
their integration into a multi-cultural society.
In the teaching of the language itself, we aim to develop skills: understanding and use of the spoken word,
reading and writing in the foreign language.
Key Stage 3
The first two are particularly important for two reasons:
1.
All pupils can gain in confidence as a certain degree of proficiency can be attained regardless of
their ability
2.
Because these skills are the first elements required to establish contacts with native speakers.
We want pupils to feel that a foreign language is not just an abstract set of rules but a means of
communicating with others.
Our objective therefore is to use as much “original” material as possible (recorded texts and conversation
by native speakers, dialogues based on real life situations, meetings and discussions with the Language
Assistants), videos from abroad and self-produced videos.
Pupils in Year 8 have the opportunity to spend a week in France in June, while Year 8 and 9 pupils can
apply to take part in the German Exchange with our partner school in Elsenfeld, Bavaria.
We have high expectations for all our pupils, and expect them to achieve to their potential in at least one
Language.
In KS3 Languages, (French and German) we develop pupils’ knowledge of everyday topics, through all
four skills vital to language learning: Listening, Speaking, Reading and Writing. Each skill is equally
weighted, and lessons reflect this, with a great emphasis on speaking and listening activities in class.
Appropriate grammar and linguistic structures are taught in all years. Past and future tenses are
introduced in year 8 in French and year 9 in German.
French
All pupils study French in KS3. Year 7 study self and family, school, leisure, home life; year 8 daily routine,
illness, food and drink, Paris; year 9 follow a pre-GCSE course, where these topics are revisited but
taught in the style needed for GCSE
Modern Languages
German
Pupils in French sets 1 and 2 begin to study German in year 8, and follow a two year KS3 course.
Year 8 study self and family, school, leisure, home life, and town; year 9, holidays, food and drink, leisure,
health.
Latin
Latin is taught to the more linguistically able pupils in year 8 and 9. This may be taught as a timetabled
lesson or as an optional after school course, depending on the year.
There is an emphasis on grammar, based on topics which aim to develop an awareness of the Roman
culture: in year 8: daily life, Pompeii, theatre, slaves, gladiators, schools; in year 9 grammar lessons
continue, as well as cultural awareness: Romans in Britain, and the influence of Greece. Pupils then take
the WJEC Level 1 examination in Latin.
Key Stage 4
In year 10 pupils can currently opt to take GCSE in French or German or both. They may also continue
with Latin, and ALL Polish speakers take GCSE Polish in year 10. Those who wish may also take AS
Polish in year 1. We encourage pupils who speak other languages at home to take the appropriate GCSE
or AS if available; recently pupils have been entered for Russian and Chinese for example.
As in KS3 all four skills are taught and every class has regular contact with our Language Assistants, who
help prepare for the Speaking exams.
The French and German GCSE follow the same format:
30% Speaking
30 % Writing
20% Reading
20% Listening
The Speaking and Writing are Controlled Assessments. Pupils complete three tasks in each; the best two
in each skill area are submitted in May of Year 11. The Speaking tasks are recorded and marked in
school.
Modern Languages
Polish:
25% Speaking
25 % Writing
25% Reading
25% Listening
The Speaking test is conducted and recorded in school. There is no coursework or controlled assessments: all exams are terminal and marked by the exam board. This course is compulsory and taught after
school for an hour a week.
Latin
Latin is optional and currently taught after school. Pupils’ grammatical knowledge is extended and the topics studied in years 8 and 9 are taught in greater depth.
Pupils are entered for the Level 2 Latin WJEC examination, which is equivalent to GCSE.
There are two papers:
Unit 9521: Core Latin Language (67%) (Compulsory)
Candidates are required to answer comprehension questions on, and to translate sections of a passage
of, unseen Latin prose. There is a Defined Vocabulary List for this Unit, consisting of approximately 400
words.
Unit 9522: Roman Civilisation Topics (33%) (Optional)
Candidates are required to answer questions and respond to sources on one topic of Roman civilisation,
chosen from a choice of two topics.
French
AQA 4668
Full course
German AQA 4658
Full course
Polish
Full course
Latin
AQA 4688
WJEC9520/01 Latin Language and Civilisation
For more information on French, German and Polish please go to: http://www.aqa.org.uk/subjects/
languages
For information on Latin please see http://www.wjec.co.uk/qualifications/qualification-resources.html?
subject=Latin&level=Level12Certificate
Geography
Key Stage 3
At Key Stage 3, Geography lessons take pupils to a diverse mixture of places on a range of scales, from
local to global. Pupils will explore cultures, places and environments while learning about how we are
connected to other parts of the world. We identify geographical patterns and processes and how social,
economic and environmental factors affect the world we live in. We practice geographical enquiry both
inside and outside the classroom, and use a range of geographical skills and resources to develop a
deeper understanding of the world around us.
Topics covered are:
Year 7
Year 8
Year 9

Geography Skills

Settlement

Tectonic Hazards - Earthquakes
and Volcanoes

Weather and Climate

Flooding

Africa

Climate Change

China

Tourism

National Parks

Enquiry
Each Key Stage 3 topic lasts approximately six weeks and ends with an assessment. The purpose of this
is to monitor pupils’ progress and to ensure that they are on track to meet their target grade. The
assessments vary in style from debates, posters and role-plays to leaflets, group presentations,
newspaper articles and letters. This diversity should ensure that all pupils achieve their potential.
Assessment is, however, an ongoing process and pupils’ classwork will be monitored and marked by their
teacher on a fortnightly basis to ensure they are on track. Pupils will record their assignment levels on
the record sheet on the inside front cover of their exercise books. They are also encouraged to make
notes on how they could improve their work in future.
All pupils will be provided with home learning tasks on the levelled assignments in addition to smaller
research tasks which the teacher might set as appropriate.
Humanities Reward Lunches
Each term pupils will be nominated by their class teachers to take part in the Departmental Reward
Lunches. The nominations will be awarded to those pupils who have shown a consistent level of effort
throughout the term and who have been seen to make improvements in their performance.
Geography
Eco Group
The Eco Group is a means of allowing pupils to become involved in ECO issues in our local community.
Each form has a representative who attends the regular lunchtime sessions where discussions take
place on what can be achieved to make the school more ECO friendly. Activities are then planned and
carried out.
Useful resources:
http://www.bbc.co.uk/news
http://www.bbc.co.uk/news/scienceandenvironment
http://www.guardian.co.uk
http://www.georesources.co.uk/indexalevel.htm
http://www.geography.org.uk
Key Stage 4
At Key Stage 4 we follow the AQA Syllabus A. The units of study are:

The Restless Earth – volcanoes and earthquakes

Coasts – this unit forms the basis of our residential fieldwork in the Lake District

Glaciation – how ice has formed the shape of our land

Population – where and why do people live on our planet? How are populations changing?

The Changing Urban Environment – towns and cities in our own country and across the world are
changing by why and how?

Tourism – what is a honey pot? Is tourism a good or bad thing?
http://www.aqa.org.uk/subjects/geography/gcse/geography-a-9030
History
Key Stage 3
All pupils will follow the national curriculum teaching History chronologically and thematically through a
combination of overview, thematic and depth studies in order that our pupils can identify and understand
the major events, changes and developments in British, European and World History. Our belief is that
there are certain aspects, events and people in History that all pupils must have an understanding of and
we hope our curriculum provides this.
Our teaching is based around the six key concepts of History – chronology; cultural, ethnic and religious
diversity; change and continuity, cause and consequence; significance and interpretation and we use
three key processes as a way of delivering our curriculum – historical enquiry, using evidence and written
and oral communication.
Topics covered are:
Year 7
Year 8
Year 9

Medieval Realms

Elizabeth I

World War One

The Crusades

North American Plains Indians

World War Two

The Tudors

The Atlantic Slave Trade

The Civil Rights Movement in
the USA

Jack the Ripper
Pupil progress is measured at Key Stage 3 through formal summative assessments throughout the year
which assess all of the three key process. Pupils will record these results on target sheets which are
stuck on the inside cover of their exercise book. The teacher in consultation with the Curriculum Leader
will use all of this data over the two year Key Stage to provide a teacher assessed National Curriculum
Level at the end of Year 9.
All pupils will be provided with home learning tasks on the levelled assignments in addition to smaller
research tasks which the teacher might set as appropriate.
Humanities Reward Lunches
Each term pupils will be nominated by their class teachers to take part in the Departmental Reward
Lunches. The nominations will be awarded to those pupils who have shown a consistent level of effort
throughout the term and who have been seen to make improvements in their performance.
History
Key Stage 4
At GCSE we study Edexcel History B Schools History Project. There are three exam papers and one
controlled coursework assignment.
Year 10 – complete 50% of the History GCSE course:
Autumn Term:
Unit 2B Depth study The American West 1845-90 (25%)
Spring Term:
Unit 4 CA1 Germany 1918-39 Controlled Assessment Coursework (25%)
Summer Term:
Unit 1a Medicine and Treatment from AD50 to present day.
Section A – Roman Medicine (25%)
Year 11 – complete 50% of the History GCSE course:
Autumn Term: Unit 1a Medicine and Treatment from AD50 to present day (25%)
Spring Term:
Option 3A The Transformation of Surgery c1845-c1918
Summer Term: Revision of Medicine through Time and The Transformation of Surgery
Resources
CA1 Germany – Edexcel GCSE History B SHP – ISBN 978-1-84690-878-1
Medicine & Surgery – Edexcel GCSE History B SHP – Medicine & Surgery – Warren & Bushnell –
Pearson – 9781846904 400
The specification and actual exam papers can be downloaded from the Edexcel website: http://
www.edexcel.com/quals/gcse/gcse09/history/b/pages/default.aspx
Design & Technology
It is the aim of the Design and Technology Department to foster interest and excitement in the subject and
to develop innovative and independent thinking. Thorough coverage of technological principles, across all
areas of Design and Technology, are used to encourage and stimulate pupils. This will equip them with a
breadth of knowledge to keep abreast of an ever changing world.
On leaving the Department, the pupils will have an accurate
understanding of how Design and Technology influences society
and will be able to design and make high quality products.
Key Stage 3
Food Technology: Safety, hygiene, packaging, designing and
developing food dishes. Eat well plate and nutrition.
Graphics: Drawing techniques (formal and sketching), modelling (hand and CAD work) laser cutter work
(CAM), product analysis and designing and making (paper engineering)
Resistant Materials: Safety, selecting appropriate tools and
processes to make innovative/new products, materials
knowledge, designing and making artefacts.
Electronics: Safety, soldering skills, circuit and component theory,
fault finding and designing and making printed circuit boards.
Key Stage 4
Food Technology - AQA 4545: - Practical/folder of work worth 60%, from exam board set list of scenarios
Written exam 40%
Graphic Products - AQA 4550:- Practical/folder of work worth 60%, from exam board set list of scenarios
Written exam 40%
Electronic Products - AQA 4540:- Practical/folder of work worth 60%, from exam board set list of scenarios
Written exam 40%
Resistant Materials - AQA 4560:- Practical/folder of work worth 60%, from exam board set list of scenarios
Written exam 40%
Information Technology & Computer Science
As a Computing and ICT Department we are committed to providing excellent facilities and teaching staff
to enable all of our pupils to achieve their potential in Computing and ICT.
Pupils have access to a wide range of software including Microsoft Office, programming language Python
plus many other specialist bespoke software. All of our pupil’s tasks and resources are accessed using
our school Virtual Learning Environment. Moodle VLE
We have full time technical support from our ICT Network Manager and ICT technician.
KS3
Pupils have discrete ICT lessons throughout years 7, 8 and 9 using a wide range of software, resources
and equipment.
They are given opportunities to create, communicate, find and analyse information according to the
National Curriculum programme of study.
There is a greater emphasis for our pupils in Key Stage 3 to gain an understanding in Computer Science
aligned with the traditional ICT skills and knowledge.
KS4
We offer a full and wide range of courses in Computing and ICT that we feel meets the needs of our
pupils.
Our GCSE Computer Science course gets students working with real-world, practical programming
techniques that give them a good understanding of what makes technology work.
The qualification is split into two components:

Component 1 - Practical programming - is examined by controlled assessment.

Component 2 - Computing fundamentals - is exam based.
Information Technology & Computer Science
Component 1 - Practical programming

Approximately 50 hours of controlled assessment (2 tasks of 25 hours each)

60% of the marks

126 marks (63 marks for each task)

180 UMS

Internally assessed, externally moderated

Different tasks will be provided by AQA each year

Each student should complete two tasks from a choice of four
Working independently students demonstrate their ability to code a solution to a given problem. The tasks
will be set in engaging and relevant contexts, e.g. gaming, web, mobile phone applications.
Tasks may be completed and submitted on paper or electronically (saved to CD and posted to the
moderator).
Component 2 – Computing fundamentals
1 hour 30 minutes
40% of the marks
84 marks
120 UMS
Externally assessed. Schools/colleges can choose to enter students for either a paper-based or on-screen
version.
All questions will be compulsory and will be taken from across the subject content.
This component will include a range of types of questions from very short to extended answer.
GCSE Information and Communication Technology helps students develop their knowledge of current
and emerging technologies, a range of ICT tools and techniques and society's use of ICT.
This specification requires students to develop their ability to work collaboratively.
The Full Course is made up of one externally assessed examination worth 40 per cent of the qualification
and two controlled assessment units worth 30 per cent each.
Information Technology & Computer Science
Unit 1 Systems and Applications in ICT
(120 marks)

1 hour 30 minutes

40% of the marks

Externally assessed
Section A: 10 structured questions featuring a range of types of questions from very short to questions
requiring 2 or 3 line answers. (72 marks)
Section B: 3 structured questions featuring short and extended answer questions. (36 marks)
All questions will be compulsory in Sections A and B.
Section C: 1 essay question from a choice of 2. (12 marks)
Unit 2 The Assignment: Applying ICT (100 marks)

Approximately 25 hours of Controlled Assessment

30% of the marks

Internally assessed, externally moderated
The description of a situation will be provided by AQA each year. Within the given situation, and working
independently, candidates will be asked to solve one or more tasks requiring independent use of ICT. A
new Assignment will be provided every year by AQA. Candidates must submit the Assignment current for
the year in which they enter for the exam.
Unit 3 Practical Problem Solving in ICT (100 marks)

Approximately 25 hours of Controlled Assessment

30% of the marks

Internally assessed, externally moderated
The purpose of this unit is to ask candidates to solve practical problems which they may meet in education,
the community or in the work place. ICT must be used to solve the problem.
Information Technology & Computer Science
Certificate in Digital Applications (CiDA) is a level 2 vocational qualification for creative learners with
a passion for digital applications.
Unit 1: Developing Web Products
Level: 2
Guided Learning Hours: 30
Introduction
When your attention is captured by a web page advertising a competition, promoting an event or
launching a new product, what makes you stop and look? Don’t be fooled by technical wizardry. It may
have spectacular images, eye-catching animation or attention grabbing text, but what makes it effective
is the way the components work together. This unit aims to give you the knowledge and skills you need
to produce attention grabbing web products using web authoring software, multimedia assets and
navigation features. You will demonstrate your ability to design, build and test a web product in a
practical computer-based examination.
Unit 2: Creative Multimedia
Level: 2
Guided Learning Hours: 90
Introduction
Digital tools can be used to communicate information using any combination of text, images, sound,
video and interactive components such as buttons and hyperlinks. Products that use these different
components at the same time, such as websites, presentations and games, are multimedia. This unit
aims to give you the skills to use the tools and techniques provided by multimedia authoring software to
design and create effective multimedia products for specified purposes and audiences. You will
investigate a range of existing multimedia products to find out how different components are used to
convey a particular message. You will discover that you like some of these products more than others
and you will need to consider why this is the case. Once you have a good understanding of the
possibilities offered by multimedia, you will learn how to design multimedia products of your own. This
will involve detailed designs setting out exactly how you want each screen to look, the components you
need and how the user will interact with the product.
Creative & Performing Arts
The Creative and Performing Arts department is committed to delivering a diverse curriculum, with a
focus on developing pupils’ skills in all areas of Creative Arts, with a particular focus on Art, Drama and
Music. All of which are taught by specialist teachers in a dedicated learning environment.
As a department we are dedicated to outstanding learning for all pupils. We aim to:

Help pupils to understand that process is as important as the final product

Teach pupils to appreciate that they are members of one world

To promote cultural diversity through active learning

To teach pupils to work independently and collaboratively

To nurture and develop pupils natural talents and help them to fulfil their potential
We have very high expectations for all of our pupils and as a staff we encourage pupils to experiment
with new ideas and to develop their creative abilities.
Key Stage 3
The Creative and Performing Arts department at KS3 devotes it’s teaching to developing pupils
knowledge and skills in a range of areas. We work collaboratively to ensure excellent teaching and
learning takes place in all lessons. The department also offers a range of opportunities for pupils to
participate in extra-curricular activities, such as; Art club, GCSE Art club, Drama Club, Choir and Band.
Drama
At KS3 Drama is taught fortnightly, pupils experience a range of drama techniques and themes. Pupil
work on the whole, practically in lessons, usually in group or as a whole class. Pupils learn
characterisation, staging skills and vocal skills. The aim is for pupils to develop the speaking and
listening skills they will need to aid them in other subjects through the medium of drama.
Music
At KS3 in Music, pupils follow the National Curriculum in Music. Music is a foundation subject and is
studied by all pupils in Years 7 to 9. Pupils experience a range of different genres of music and develop
an awareness of other cultures and traditions through music. By the end of KS3 pupils will have
acquired skills in the following area’s:

Play the keyboard with reference to the requisite technique

Record more than one layer using the keyboard

Have knowledge of how music is written

Be able to perform within a group

Compose a piece which incorporates melody and chords, using the conventions of harmony
Creative & Performing Arts
Art
At KS3 in Art, pupils follow the National Curriculum in Art and Design. Our aim is to ensure that all students are given a broad Art education that allows them to explore a wide variety of materials and methods, developing an active interest in the subject. Some of the areas pupils will explore will include; Aboriginal art, Pop art, Landscapes and Graffiti. Pupils are also introduced to artists such as; Kandinsky,
Helen Musselwhite and Clarice Cliff.
Key Stage 4
Music
GCSE Music is offered at KS4, we follow the OCR (J535) syllabus. There are four elements to the
course, which offers pupils the opportunity to develop a range of skills in Music. Pupils will develop, performance skills, composing skills, and listening and appraising skills. The course offers pupils the opportunity to develop their love of music, through a range of mediums.
The course is divided into areas of study, as follows:

Integrated Task – 30% (Controlled Assessment)

Practical Portfolio – 30% (Controlled Assessment)

Creative Task – 20%

Listening Test – 20%
http://www.ocr.org.uk/
Art and Design
GCSE Art and Design is offered at KS4, we follow the AQA (42011& 42012) syllabus. Art and Design
allows pupils to work with a wide range of media, from painting and drawing to three dimensional, photography and more digital art. Many of these skills have been covered in lower school but are developed
fully at GCSE level. This is a general course which allows pupils to develop their skills and work independently over the two years.
The course consists of a coursework element which is carried out throughout Year 10 and Year 11, this
is worth 60% of the marks, and a final examination of 10 hours (over 2 full days) worth 40% of the
marks. This is preceded by a preparation period, during which pupils study the question paper, decide
what they are going to do and make the necessary preparations.
http://www.aqa.org.uk/
Creative & Performing Arts
BTEC Performing Arts
At KS4, pupils are offered BTEC Level 2 Award in Performing Arts, and we follow Edexcel syllabus for
BTEC. The course is designed to prepare pupils for jobs within the Performing Arts industry, not just to
pursue an acting career. The course will encourage pupils’ personal development through practical participation, and widen their understanding and appreciation of Performing Arts industry. The course is
split into three units of study, which are designed to allow pupils an opportunity to cover a wide range of
areas.
Core Unit
1)
Individual Showcase ( Externally assessed)
2)
Preparation, Performance and Production (Internally assessed)
Optional Units - One unit only (Internally assessed unit)
1)
Acting Skills
2)
Dance Skills
3)
Musical Theatre Skills
4)
Music Performance Skills
5)
Production Skills for Performance
www.edexcel.com/btec
Pz
Pz at St Thomas More is a combined subject of PSHEE (Personal, Social, Health and Economic
Education) and Citizenship. Pz has an emphasis on personal development, the acquisition of personal,
learning and thinking skills, and reflects the ECM (Every Child Matters) outcomes such as Making a
Positive Contribution and in cross-curricular dimensions such as healthy lifestyles, identity and cultural
diversity, and sustainable futures and the global dimension.
Within the Pz department at St Thomas More we strive to develop the following:

Promote children and young people’s wellbeing

Achieve the whole curriculum aims

Promote community cohesion

Provide careers education and sex education
It is delivered through three key programmes of study:

Health

Relationships

Financial capability and the wider world
Key Stage 3
Year 7
Health

Growing up and managing puberty

Healthy Eating and maintaining well being

Personal Hygiene

Body image and the media
Relationships

Transition to Secondary school

Positive relationships including team work

Assertive, passive and other communication skills

Appropriate boyfriend and girlfriend relationships
Pz
Economic

Personal goal setting

Benefits of being enterprising, and what is Enterprise?

Employment in young people

Dangers of gambling
Year 8
Health

Drugs and risks to health

Health risks and peer influences: Alcohol and tobacco

Risk, minimising harm and getting help
Relationships

Personal value and Peer Influence.

Rights and Responsibilities, diversity and bullying

Diversity, Prejudice, Discrimination, and Racism

Diversity, and Discrimination, Focused on Gender, Age, Disability, and Homophobia
Economic

Function of Money and personal budgeting

Consumer Choices

Understanding Financial Risk and Rewards, Choices, Moral Issues, and ethical Challenges
Year 9
Health

Personal Identity, self-esteem, confidence and assertiveness

Sex and Relationships

Sex and dangers of STI
Pz
Relationships

Internet Safety, Chat rooms and staying Safe

Online Bullying and Social Media

Friends and family

Healthy and Unhealthy relationships
Economic

Work roles, Aspirations, and Careers Pathways

Opportunities in Learning and Work.

Choices at 14 +
The KS3 curriculum also includes each year group having a day dedicated to their well being. Including
a range of presentations, external expert speakers, and different activities not normally on the timetable,
each designed to enhance their learning from the Pz curriculum and their well being.
Key Stage 4
At key stage 4 the pupils only study Pz in Year 10. There is a greater focus on the career development
and providing guidance required to complete work experience, job shop and preparation for the next
steps after school. There is however still some emphasis on the other two strands and some elements
of Health and relationship is developed further.
This includes CV writing, interview skills, completing application forms, decision making for future
progression, presentation skills, teamwork, revision skills and exam success.
Pupils will also develop the areas covered in key stage three regarding health and relationships with
more relevance to their age group. Including a greater focus on the dangers of sexting and the use of
social media, dangers of illegal and legal drugs, and developing relationships. Sexual education is also
developed at this stage looking at the pressures applied within relationships for pupils in key stage 4,
alongside the teachings of the Catholic Church.
The year 10 pupils also experience a well being day. They will experience a day involving external
speakers, work shops and activities not normally experienced that enhance their Pz curriculum.
Year 11 pupils, although they do not study Pz in their timetable, they do have a half day Enterprise day
alongside a half day Study skills day. This takes place in November - study skills helps them with exam
techniques and revision, and enterprise is a team event, looking at innovation, business, marketing and
presentation skills.