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Philosophy Science underpins our understanding of how life on Earth survives in balance with the Earth’s resources, the interactions within and between species and the available resources. Biology investigates how plant and animal species can survive and reproduce; considering the cell as the basic unit of life.  This expands to the functioning of unicellular and multicellular organisms as they interact with the flow of energy and particles within the varied ecosystems on Earth.    Chemistry considers how particles behave, from states of matter to bonding, chemical structure to the relationships between particle behaviour and energy in chemical reactions.  Physics explores the Earth’s place in the universe, considering Earth’s unique nature and how energy can be transferred sustainably to maintain balanced ecosystems within the Earth’s biosphere. Together, these disciplines help students to see that humans, as the dominant species on Earth, have a duty to move towards a fully sustainable society which ensures that the natural equilibrium within the biosphere is maintained, and that all species can survive and thrive.    EndFragment

Year 7 We begin by building a good foundation of knowledge: the grammar of Science.  In Biology, students learn what is needed to be alive and we start with the single unit of all life on Earth: the cell, discovered by Hooke.  Next, we consider the development of multicellular animals via reproduction, taking time to look at the changes students will experience themselves as they move through puberty.  Exploration of how multicellular organisms carry out the processes of life allows students to look at movement and sensitivity in animals and, another kingdom, plants.  In Chemistry students explore how the particle model explains the properties of the states of matter and the properties of materials. This leads into how we can separate mixtures of particles, and how particles behaviour influences the characteristics of elements and compounds.  As energy flow controls all processes on Earth, in Physics students begin with energy stores and transfers. We then consider Newton’s ideas about the way energy helps cause contact and non-contact forces, before moving on to look at the place of the Earth in our universe and how planetary forces act on the Earth to make it a unique planet which can support life.   We learn the building blocks of the first three big ideas in Science: cells, particles and energy.  Year 8In Biology, we look more deeply at the systems that help complex multicellular organisms to stay alive, and our interactions with another kingdom, the unicellular bacteria. Students continue to look at what it is to be alive as an animal, considering the role of cells in the complex body systems of the digestive system, the circulatory system, the respiratory system and the immune system, and in plants we look at the cells in the leaf, the organ of photosynthesis.    We also delve deeper into how particles are arranged in the elements, looking at the role of the periodic table developed by Mendeleev, and how it can be used to make predictions about elements in groups 1, 7 and 0, as well as considering the physical properties and reactions of metals and non-metal elements. Students then look at a specific group of chemicals, the acids and alkalis, and their reactions before moving onto other types of reactions and the flow of energy in combustion, thermal decomposition, exothermic and endothermic reactions.   The Earth is unique as it controls the temperature within a range that can support life. We begin by looking at how heating energy is transferred by particles in conduction and convection, as a wave in radiation, and then move onto waves, considering the way light and sound travel on Earth.  Finally we look at electricity, and how, as humans, we utilise electricity, an energy store, to power our daily lives.   Adding to the building blocks from year 7, we increase the complexity of our understanding and begin to make dialectic links between the three big ideas: cells, particles and energy.  Year 9  The fourth big idea of Science, ecosystems, adds connections to the other three.  We explore Darwin’s ideas about what makes all species different and distinct, considering the role of the cell, and DNA specifically, in reproduction and development. This leads into discussing the interactions all species have with each other and with their ecosystems on Earth, considering how vital resources such as carbon, water and energy are recycled through the ecosystem.   Students continue their study of Chemistry using their knowledge of particles and particle behaviour to look at how metals are extracted, and the role of humans in managing the sustainability of these resources. Students then look at how the rate of a reaction, a method of energy transfer, can be altered using the particle model to explain the effect of concentration, pressure, temperature, surface area and the use of a catalyst on the rate of a reaction.   Students look at how energy transfers and stores result in forces affecting factors such as speed, acceleration, momentum and moments to allow us to move, and create structures to build infrastructures on Earth. Students then consider the force of magnetism; how humans manipulate this knowledge to generate electricity, an energy transfer, with electromagnets; how the Earth’s magnetic field creates north and south. We build on the grammar of Science linking ideas together developing the dialectic aspects of the subject, and using discussion, written work and the formal methods of reporting on practical work as we establish the rhetoric of Science.  Year 10 and 11 As scientific methods and theories develop over time, students learn to appreciate that science has limitations and boundaries determined by the knowledge of the current generation, with new advancements built on the gathered ideas from many contributors. Not all advancements are for the betterment of the human race, which makes it very important to consider any ethical issues which may arise. Such weighty issues are prevalent throughout the topics of evolution and the work of Darwin, the history of the atom and the work of Rutherford, the influence of Mendeleev on the periodic table, and issues such as climate change, stem cell research and genetic testing.  Students are encouraged to develop their understanding of scientific phenomena, building on their secure grammar in the subject and the application of scientific models. The flow of scientific ideas supports students in building a deep understanding of the dialectic of the subject, whether it be evaluation methods, investigating, observing, experimenting or testing out ideas for all aspects of science. Students fine-tune their expression of scientific ideas including writing practical reports.  In Biology, students consider the development of the cell, and how humans can manipulate life, through the use of stem cells, the immune system and genetic engineering, to revolutionise human health and our food supplies.  This leads onto bioenergetics, learning about energy flow in photosynthesis, in respiration and, as a consequence, through ecosystems.  Finally we focus on the maintenance of the internal environment of humans and plants, considering homeostasis, control and inheritance at both cellular and organism level.  In Chemistry students start at the nanoscopic level looking at atomic structure, bonding and the behaviour of particles. We then move on to learn about quantitative chemistry which bridges the nanoscopic and macroscopic segments of chemistry. The chemical and energy change topics continue to develop the links between substances we can see and the particles and energy that we cannot.  We look at the role of the chemist in shaping the world around us through naturally available resources and organic chemistry. Controlling reactions and making sustainable use of these resources provides an opportunity to look at the issues arising from poor decisions made by humans in the past, particularly concerning the atmospheric pollution of our ecosystem by industrial processes and transportation. In Physics we continue our study of the atom and particles, and build on our knowledge of energy stores and transfers. This leads us to study electricity; how to generate it; the problems with using it and some of the important components of circuits.  Atomic structure leads onto radioactive sources, and into the fine details of the particle model to inform ideas around gas pressure, heat transfer and latent heat.  We develop the ideas of Newton’s Laws and factors influencing speed and momentum, before moving onto wave theory. This progresses through electromagnetic waves to sound waves and then to earthquake waves.  Finally we study magnetism and electromagnetism, linking back to the generation of electricity to complete our journey.  Those studying separate sciences move beyond our Earth, learning about the energy and forces that create and maintain our universe.  We look at how stars form and how the ideas of our universe are constantly changing as exploration and knowledge expands ever outwards. A-LevelOur students will go on to make the scientifically informed decisions which shape the future of our planet and secure our sustainable use of its resources. A-level sciences challenge many earlier preconceptions, encouraging students to cast a more critical eye over existing theories, practical data and suggested evidence, using dialectic and rhetoric to demonstrate and reinforce scientific understanding, current best practice and thinking. Although the three disciplines are discrete paths of study, there is a significant shared knowledge base between Biology and Chemistry with dialectical links between the two, whilst Physics shares much of its content and skills with the mechanical world of Mathematics. A-level Biology delves into the workings of animals and plants, considering in greater detail the biochemistry, physiology and genetics of living organisms and the survival of each species within the Earth's ecosystems. Students begin with the molecules of life and cell structure and the movement of substances between cells before learning about the gas-exchange, transport, digestive and immune systems in animals and plants.  Students consider the impact of the cell’s genetics on species and their interactions. Finally students consider the energy transfers between organisms, homeostasis, evolution and the ecosystem and how gene expression is controlled within the cell. Chemistry is divided into the three main areas of the subject, physical, organic and inorganic chemistry. Physical chemistry develops the idea of how structure and bonding between particles determine the fundamental properties of materials, and students will also consider how chemists work quantitatively, energetics, equilibria and Le Chatelier’s principle, and reaction kinetics:  the how far and how fast of chemistry. Organic chemistry is the detailed mechanism writing expected of the synthetic chemist, and students will draw links between different functional groups and molecules enabling them to devise synthetic routes to new materials, and use spectroscopic techniques to analyse products for purity. Finally, inorganic chemistry examines how the properties of elements are linked to their position in the periodic table and ultimately their electronic structure. There are strong dialectic links between the three branches throughout the course, and a significant focus on developing practical skills, as well as overlap with core ideas from Biology. The A-Level Physics course stretches the boundaries of the students’ understanding of the world around them. From the smallest sub-atomic particles known to man, to the infinite effect of gravitational fields, A-Level Physics aims to answer the question ’why?’ using both real-world and conceptual ideas. The course looks at the particles that make up everything in the universe and how they interact with each other and how we can manipulate them using nuclear fission and fusion. The unique properties of light that allow it to behave like both a particle and a wave are investigated through experimentation using the photoelectric effect and diffraction. The course develops an understanding of Newtonian forces and how they affect the motion and behaviour of materials through force fields and energy transfers, integral to Engineering Physics. Experimentation throughout the course encourages students to analyse and interpret results, as well as calculate and reduce errors and uncertainties in their methodologies and measurements. 

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‘The unexamined life is a life not worth living.’  (Socrates) In the pursuit of wisdom and truth, we explore questions whose answers are beyond scientific proof. Almost all human beings have a strong moral foundation, yet the breadth of the moral spectrum is vast, and we don’t intrinsically recognise this ethical diversity: something so fundamental is so misunderstood.    The humanitarian aspect of the study of ethics asks us to examine human existence and the shifting moral codes to which we do, or do not, adhere. The choices that we make after this examination are wholly individual.  In the spirit of the Trivium, Faith and Ethics considers the impact of beliefs over time on the here and now which forms the bedrock for the study of philosophy.  Students gain a deep knowledge of three of the main world religions, Christianity, Islam and Hinduism; which are largely represented in their local community. Exploring concepts from Eastern and Western traditions in both Philosophy and Religion our students engage with some of the greatest minds in our history such as, St Thomas Aquinas, David Hume and other influential thinkers.  EndFragment

Year 7 – Community and Beliefs Faith and Ethics in year 7 focuses on Religious and Philosophical beliefs; both from Eastern traditions and Western thought.  The aim of this is to give students the Grammar, and acquire the language of Faith and Ethics so it can be applied to future Ethical and Philosophical issues. The Year 7s studying this course will also move into year 8 with a compassionate and respectful knowledge of the beliefs from within their own community; including those reflected in Turton itself. Bolton is a diverse town and by exploring the key beliefs of Hinduism and Christianity students can begin to understand the history and beliefs and Practices that make up their rich, local community. This will involve looking at the figure of Jesus Christ and the impact of his ideas. This is supplemented by our visits to places of worship allowing students to see the impact of the beliefs and practices they have learned about in action and also ask important questions to faith leaders in their community. Year 7 culminates in an introduction to Philosophy and the history of rational thought. Students begin to develop their understanding of how to use reason and rhetoric to construct coherent arguments about a range of philosophical ideas. Year 8 – Equality and Justice  Year 8 Faith and Ethics pushes our developing Philosophers and Theologians to contextualise their knowledge and construct rational arguments based around practical, ethical dilemmas and issues. We begin with a thematic study of Justice where we study the history of segregation, protesting and key figures in campaigns for equality. As well as acquiring new grammar, students start constructing detailed, logical arguments concerning the nature of equality and methods of protest by investigating figures such as Mohandas Gandhi. In our study of the changing world, we look at the history of religious prejudice, focusing on anti-Semitism and Islamophobia and the impact this belief has on world culture. We debate issues surrounding the refugee crisis and potential solutions. Students use more advanced dialectic and rhetoric to construct convincing arguments with which they both agree and disagree. We complete the year with informed debate on the origins of our Universe, using knowledge from the three disciplines of religion, science and philosophy.    Year 9 - Faith and Practice Year 9 Faith and Ethics begins with an introduction to new grammar that is essential to experiences within their local and national community; Islam is a heavily represented belief system in Bolton. We study the History of Islam, the key tenets and practices of both denominations, and concepts concerning the nature of God, including clear links to Christianity and other faiths. Students also address misconceptions about the religion and challenge some of the views represented in the media and the impact this might have on the life of a Muslim. Next we undertake a thematic study of ‘War and Peace’: the causes and consequences of war, and the impact of religious beliefs on war, with reference to great thinkers such as Martin Luther King and Mairead Corrigan. They will also debate the use of weapons of mass destruction and the secular ethics of going to war.   KS4 - Faith and Ethics GCSE Faith and Ethics aims to build on the foundation of grammar and knowledge developed in KS3 and give our students a greater understanding of the community and beliefs that surround them. The course is divided into thematic and religious study involving the two most adhered to religions in our community and our world; Christianity and Islam. Students begin to ask more challenging questions about the nature of God, controversial practices and differing beliefs across culture. Students will get a chance to develop their rhetoric on challenging issues, and debate is a key aspect of their learning in year ten and eleven. 12.5% of the community of Bolton identify as Muslim and 67.9% identify as Christian and this is why the debates had in these two years will not only contribute to a great philosophical understanding of beliefs and practices but also a compassionate understanding of their own community. In the thematic aspect of the course we look at modern, relevant ethical issues from a secular and religious perspective. Students will engage with topics such as the death penalty, abortion, euthanasia, environmental ethics, marriage and divorce. This allows students to develop their ability to formulate rational and coherent arguments away from the context of religion. In these units students are able to look at the big issues that have an impact of our modern world and offer their own views, as well as considering great thinkers such as David Hume and St Thomas Aquinas for inspiration. These two aspects of the course will be taught side by side throughout the 2 years at GCSE and provide an excellent foundation to further study. KS5  Philosophy, Religion and Ethics at KS5 seeks to build on the skills and knowledge developed earlier. By dividing the course into 3 disciplines, we are able to look at the very best of what has been said and written in Philosophy, Religion and Ethics. The Philosophy aspect of the course pursues the “big questions”; why are we here? Why does Evil exist? What is religious experience? This unit is essential to the other two as it pushes our young philosophers to understand complex texts and think philosophically at a depth they have not done before. The Ethics course looks at some of the great British Ethicists (past and present) such as J.S Mill, Jeremey Bentham and Peter Singer. Students will build on the practical ethics from GCSE but now begin to apply moral theory to these practical issues (e.g. war and environmental ethics), employing the skills they also gain from the Philosophy unit. The Religion aspect of the course will give students a deeper understanding of the most popular religious beliefs locally and globally: Christianity. Students will be challenged here with deeply theological concepts such as the nature of God, the person of Jesus and religious phenomena such as the belief in resurrection. Students at KS5 will be expected to engage with complex texts from historical scholars such as “On Liberty”, “The Republic” and “The Puzzle of Ethics”. Student will be encouraged to be independent with their study. At the end of this course our students will have studied some of the greatest minds in history, discussed some of the most important issues that can be debated and developed their ability the think, argue and exist in our modern world. 

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Why do we study History at Turton? We study History to know where we come from, create our identity and share the collective memory that defines us. No (wo)man is an island and everyone is shaped by the world around them. History is over 2000 years of mistakes and progress, lessons learned and forgotten. Through the acquisition of historical knowledge we gain emancipation, and thus endeavour to avoid repeating those mistakes such that the world can flourish. In a search for the truth we take the complex and make it simple, drawing on enough precedents to develop our own rhetoric in order to engage with current social and political discourse.  EndFragment

Year 7 study the concepts of power and sovereignty, and how they are exercised, we chart the changing relationship between rulers and ruled, embracing absolutism, differing forms of representation, and growing calls for change.  Starting with the formation of Rome, from its foundational myths of Romulus, through its Republic and Empire, to its decline in the fourth century, we then learn about the Anglo-Saxon and Viking invasions of England.  We consider the impact these groups had on the formation of the Kingdom of England; leading into the events of 1066 and the Norman invasion. This vital period changed English society: the way in which English politics worked; architecture; the introduction of castles.  Even the language we speak today is a result of 1066, a mixture of old English and French. Our students move through English and European Medieval History, considering the challenges and developments made to Church, state and society. This was a period marked by economic and territorial expansion; demographic and urban growth; the emergence of national identity; the restructuring of secular and ecclesiastical institutions. Finally our students reflect on the tensions between Church and Crown and consider the political, financial and theological motivations that precipitated King Henry VIII’s break from Rome. This break was a major turning point in history; affecting religious life in Europe, but also social, political, and economic institutions as well. Students begin to understand the narrative of the changing nature of European society, and the impact this has on the world today.   Year 8 focuses on calls for change, moments of upheaval and revolution, as we move from the Renaissance into the Enlightenment. We examine the relative importance of human rights against economic and political motivations and finish with the fight for universal suffrage.  We begin in the early modern period by learning about the events of the English Civil War. Students explore the causes of the tension between Parliament and the King, as well as the reasons for regicide in 1649. The Civil War is a key turning point in the development of Britain as a parliamentary democracy, and the establishment of the Commonwealth. We then learn about the rise of the British Empire; evaluate interpretations of its legacy; and the development of the slave trade, through ideas, political power and industry. Finally students learn about the changing role of European intellectual history and the impact that ideas had on the French Revolution, as well as the British Industrial revolution, thus culminating in the birth of the suffrage movement and the struggle for women to achieve gender equality.  Students come to understand the challenges faced in the establishment of the rights we take for granted today.   Year 9 continues the study of conflict, considering the wider geo-political world order. Conflict and conflict resolution are at the heart of our study this year, concluding with discussions about the potential nature of future conflict.   Students discover the fragility of the geo-political world order of the late nineteenth century and the building of complex alliance systems to preserve peace and security. The causes of the First World War and in-depth features of the war itself enable us to explore how the peace treaties from this conflict are a contributing factor in the rise of the Nazi Party in Germany. Totalitarian dictatorship in Germany is studied, with an emphasis on how the Nazis were able to consolidate and control their hold on power as well as orchestrate the events of the Holocaust. The complex questions surrounding the Holocaust provides one of the most powerful opportunities for examining basic moral issues, allowing students to challenge preconceptions and understand the relationship between individual and collective identity.  Finally we focus on the post war world, with an emphasis on modern conflicts which have shaped the twenty first century, helping us to understand the modern world; culturally and politically.  Year 10 builds upon the changing nature of power and now considers how conflict and tension develop during the inter-war years, 1918-1939.  Through the study of the wider world, we explore the complex and diverse interests of different individuals and states, including the Great Powers, in determining a peace agreement after the First World War. We consider concepts such as national self-determination, ideas of internationalism and the challenges of revising the peace settlement, through a study of the Versailles Settlement. Students will consider the make-up of A League of Nations and the impact it had in keeping the peace after the First World War; the failure of the League in Manchuria and Abyssinia highlights its declining power and leaves the world facing yet another global conflict in 1939. Building on students’ knowledge of the impact of the rise of Nazi Party in the 1930s, they consider the development of tension between Hitler and the allies, through a study of his aims and the extent to which he had achieved them by 1936.  Students then investigate reasons for escalation of the tension and the failure of appeasement in combating the aims of Hitler.  Using their knowledge of European history, students explore the changing nature of opportunity and inequality in America from 1920-1973: a turbulent half century of change. We begin by considering political developments, such as the ‘boom’ of the 1920s, as governments became more involved in the everyday lives of their citizens.  We consider the starkly contrasting experiences of the divided society; immigrants and the increasing causes of racial tension and the position of women in society. A prolonged economic downturn, beginning after the Wall Street Crash, significantly changes the experience for Americans, exposing the limitations of President Hoover’s policies to try to solve the crisis. Despite all of the effort of Roosevelt and the New Deal, economic prosperity was only achieved during and after the Second World War when some Americans lived the 'American Dream' whilst others grappled with the nightmare of poverty, discrimination and prejudice. This led to the development of civil rights for African Americans by the 1960s and the social policies of Presidents Kennedy and Johnson.    In Year 11 we build upon the concept of social change by exploring how governments use their power to improve public health. Students will start by looking at the state of medicine during the Medieval period of British history, based on the ideas of Hippocratic and Galenic methods. Furthermore, Christianity was central to medieval people’s lives, so the sick might also turn to the local monastery for medical help. The beginning of medical change is explored through a study of intellectual history in the Renaissance, allowing individuals to challenge medical authority in anatomy, physiology and surgery. By the time we reach the 1800s a revolution in medicine is taking shape; the development of Germ Theory, highlights the idea that key themes did not develop in isolation. This is also a time when improvements are made in public health; governments were concerned about the outbreaks of serious disease, introducing the 1848 and 1875 Public Health Acts. We then study the modern treatment of disease, in particular the role that conflict has played in the development of plastic surgery; blood transfusions; X-rays; transplant surgery; modern surgical methods. We consider how public health is improved in the 20th century through creation and development of the Welfare State and the National Health Service.  After considering the broad scope of the whole of modern history, we now return to undertake a depth-study about Norman England, including the historical context and relevance of a specific site. The Norman conquest of England in 1066 changed and shaped the history of England like no other event. We begin with the causes of the Norman invasion and the death of Edward the Confessor in 1066: the claims that follow his death lead to military conflict in the Battles of Stamford Bridge and Hastings. 1066 was the beginning rather than the end of the Norman conquest of England. To secure their hold over England the Normans introduced many changes to people’s daily lives, amending the justice and tax systems. Students will learn about the role of feudalism and government in helping the Normans maintain power. Christianity was a very important aspect of life in England and Normandy, the building of new churches and cathedrals were one part of the reforms that helped the Normans to secure and expand their power.  During A-level, students consider the changing nature of power in Tsarist and Communist Russia, 1855-1964.  They will examine the state of Russia as the Crimean War ended. This conflict exposed the backwardness of the country and the need for reform if Russia was to remain a world power, including the changing nature of political authority and the attempts at reform made by the three final Romanov Tsars. Alexander II sought to strengthen and preserve the Russian autocracy by reforming some of its major institutions, in particular serfdom. The result of this reform process was a surge in opposition to the regime and the rise of a revolutionary movement that culminated in Alexander’s assassination. His son, Alexander III, reacted to this by introducing a raft of counter-reforms and repressive measures that gave Russia thirteen years of peace and stability. This would change upon his death in 1894, and a study of the ill-fated reign of Nicholas II, highlights the economic and social developments up to 1914 and the opposition movements that grow due to these changes. After the governments incompetent handling of the Russo-Japanese war, discontent exploded into revolution in 1905. Nicholas survived this by conceding a parliament, however, Russia’s involvement in the First World War highlights the weakness of the regime and leads to the collapse of autocracy in Russia.  In year thirteen we investigate the changing nature of Russia under an emerging communist dictatorship, starting with Lenin’s development of a one-party government, and the resulting civil war and dictatorship that followed. Once the communists were established in power the pace of change accelerated, particularly under Stalin. His revolution of collectivisation, industrialisation and the Great Terror transformed the Soviet Union.  These changes have huge social and economic consequences; leading to millions of deaths and the urbanisation of Russia. Stalin feels vindicated by these changes through his victory in World War Two, and leads into the final phase of his rule, High Stalinism. Upon Stalin’s death, we chart Khrushchev’s rise to power and de-Stalinisation. Students move on to studying Modern Britain 1951-2007, beginning with an analysis of post-war Britain and its efforts to rebuild. We consider the changing role of Britain as a global power, first attempting to align itself with the Commonwealth and the USA, before changing tact to try and gain entry to the European Steel and Coal Community. Moving into the 1960’s we focus upon the change in liberalising legislation that marked the end of capital punishment and theatre censorship, and legalised abortion and homosexual relations.  Further Economic uncertainty of the 1970s served to cripple then then Labour government exacerbated by the conflict in Northern Ireland. We then focus on the changes brought about by Margaret Thatcher’s prime ministership, as she transformed Britain into a de-unionised, service based economy. Social divides, particularly between North and South, are further accentuated however We study the events leading to her resignation in 1990, through John Major’s leadership and a  closer union with Europe finishing with a study of New Labour under the leadership of Tony Blair. The war on terror and the ill-fated invasion of Iraq dominate the latter part of our course. Students undertake a Historical Investigation into the various factors that helped to improve the lives of African Americans. Students will focus on the changes in the history of African-Americans, from when white European settlers first brought Africans to the continent to serve as slaves, through Lincoln’s rise to power and the Emancipation Proclamation finishing with the abolition of slavery. Students consider the racist legacy of slavery and how this spurred movements of resistance and non- violent conflict, resulting in the legal challenges that aimed to develop a constitutional guarantee of rights.  

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Stories are the fabric of life and the study of literature explores the depths of human emotions, opening up our imagination and experience to empathise with and comprehend the world. It opens students’ minds up to all of life’s diverse possibilities; from ancient societies to fantastical other worlds, through a variety of perspectives and experiences.  The art of Literature, its aesthetic nature and intrinsic value, is the essential aspect that encourages creativity and develops personal reflection and interpretation. It encourages us and enables us to seek continually for ultimate beauty; to write or read the perfect sentence, paragraph or text. Through comparison and contrast we learn the art of critical appreciation so that we can decide for ourselves what is the best of what has been written, thought or said, thus developing our aesthetic taste. Through studying the best of literature and its key influential figures from history, young people come to understand human nature and its propensity for good and evil, thus enabling them to develop their own virtue and wisdom.  Language is a powerful tool which enables young people to develop the skills of communication. Without it, the essence of what we want to say is restricted, confined or even silenced entirely.  Developing rhetoric means that our knowledge and inspiration can be formed into an expression of ourselves, our lives and the world around us.

Year 7  Our literature curriculum takes students on a journey through the ages of literature, beginning in Year 7 with the Ancient Greeks, exploring the birth of theatre before the English Language even existed.   We study Aristotle’s original play structure and his rules of a Tragic Hero, making links between these and the modern play, Peter Pan, in order to explore influences and the development of the play genre.  Leaving behind the Ancient Greeks, we then journey through to the Old English period.  Here, we expand our understanding of the hero by studying the fantasy genre and oral tradition, along with myths and legends.  We consider the evolution of the English Language through the epic poem, Beowulf, the first recorded example of Old English, and how this influenced the modern novel, The Hobbit.  Finally moving into the Middle English period, we revisit legends by exploring King Arthur, and the most influential medieval writer, Geoffrey Chaucer, and his Canterbury Tales.  It is through these tales that we can explore satire, the comedy genre, the poetic form and anti-clericalism. This is underpinned by the English grammar of word types, simple tenses, and sentence structures.  In Year 7, we explore the elements of the foundation of the rhetoric: the analysis paragraph which eventually leads to a standpoint, evidence, and inference.  The bedrock of quality creative and functional writing is also the paragraph; in this case we cement the crafting of punctuation, sentences and paragraphing for impact.   Year 8  Continuing our adventure through the ages, we begin Year 8 in the Renaissance period, with the influential playwright, William Shakespeare.  Linking back to our study of Aristotle, we now consider Othello as a Tragic Hero. We also continue our exploration of Language Change by examining how Shakespeare influenced the English Language we use today, and the importance of the King James Bible. It is here that we meet our first female writer when we study the plays of Aphra Behn.   Moving into the 16th Century, we explore the Neo-Classical period and how the novel genre developed, starting with the first English novel, Robinson Crusoe.  We delve into how this influenced later works, including the novel Lord of the Flies, which explores ideas close to the Neo-Classicists’ hearts, such as order and reason.  From there, we study the opposing ideology of the Romantics, particularly in Romantic Poetry made noteworthy by Wordsworth, Blake, Coleridge, Byron, Shelley and Keats, who placed a greater emphasis on emotions and nature.  We use this opportunity to re-engage with the importance of influential female writers by studying the life and works of the Romantics writer Mary Shelley and the contemporary poet Carol Ann Duffy. Building on the bedrock of the analysis paragraph, we are then able to explore the analysis of language, structure and form.  To further develop creative and functional writing, we explore the impact of tenses and vocabulary choice, and then learn a formal approach to planning, drafting and proof-reading.  This is underpinned by the English grammar of more advanced word types, continuous tenses, and sentence types.  Year 9  At the beginning of Year 9, we find ourselves in the Victorian period, where we meet yet another very influential novelist, Charles Dickens and explore his social commentary through works of literature including Oliver Twist, Great Expectations, and David Copperfield.  It is here that we delve into the detective novel genre through The Adventures of Sherlock Holmes, a genre popular with Victorian people due to the unsolved case of Jack the Ripper.   Leaving behind the Victorians, we move to the Modernist period where we meet another influential poet Wilfred Owen and explore his impact on the public perception of World War One.  Here, we are introduced to other World War One poets, and we also examine their influence on contemporary war poetry.  We discover how the Modernist ideology of free speech permeates the literary works of James Joyce and his stream of consciousness, and the diary of female autobiographical writer Anne Frank.  Moving from Modernism to the even more rebellious Postmodernist period, we arrive at our final stop, where we study the exploration of race through the contemporary novel To Kill a Mockingbird. We delve into the differences between British and American literature, and examine the works of oppressed minorities.   We explore how the language, structure and form of a text reveals a writer’s intention and provokes a reader’s response.  This allows us to compare within and between texts productively.  In writing, we explore how to present different purposes to diverse audiences, and master distinct text types. This is underpinned by the English grammar of complex word types, perfect tenses, and advanced sentence crafting.  Year 10/11 We revisit a selection of the key literary periods, journeying as far back as the Renaissance period where we delve deeper into the works of the key literary figure William Shakespeare and his famous tragedy, Macbeth.  Through our study of Macbeth, we are able to develop further our understanding of Aristotle’s Tragic Hero; the role of women; biblical influence; and the play form.  We revisit the Romantic and Modernist periods through our study of Power and Conflict poetry encompassing the works of Shelley, Blake, and Tennyson, through Owen and Hughes, and on to the 21st Century poetry of Armitage and Agard.  Here, we study the themes of war, identity, power, and nature. Revisiting the Victorian period, we re-examine Charles Dickens, his social commentary, and the themes of poverty and responsibility which form the basis of arguably his most famous novella, A Christmas Carol.   Our consideration of the plight of the poor in Victorian Britain, the playwright J.B. Priestley’s Socialist  views, and the knowledge gained in our earlier study of World War poetry, helps us to understand the historical context of the Modernist play, An Inspector Calls, written in 1946, but set in 1912.   We consider contextual factors affecting a writer’s perspective and a reader’s experience of a text, which then enables us to transform the analysis paragraph into an academic essay, where we explore and develop personal standpoint and thesis.  In writing, we build upon the strong foundation of accurate and powerful writing by developing a personal voice and style which achieves greater creativity.  Applying the knowledge of English grammar, we progress to the study of more advanced rhetorical and figurative features of language.  Year 12/13 In English Literature, we develop our critical understanding and analysis of a selection of contemporary and traditional novels, poetry and plays from the Middle Ages right through to present-day. The journey at Key Stage 5 begins with an exploration of identity in texts such as Khaled Hosseini’s novel The Kite Runner, Tennessee Williams’ play A Streetcar Named Desire and Carol Ann Duffy’s poetry anthology The World’s Wife. Building upon the skills of analysis and evaluation in Key Stages 3 and 4, we develop the skill of constructing a clear standpoint and argument. As we move on we are able to journey back in time to revisit the world of Shakespeare, the Victorian era and introduce Pre-Raphaelite poetry through texts such as Hamlet (the quintessential tragic hero), Henrik Ibsen’s A Doll’s House and the poetry of Christina Rossetti. Our exploration of these texts is informed by received critical opinion, taking into account cultural and historical influences. We now voyage across the Atlantic where we take a thematic approach to American literary texts with a particular focus on the Realist and Modernist periods delving into the satirical novels of Mark Twain’s The Adventures of Huckleberry Finn and F. Scott Fitzgerald’s The Great Gatsby. English Language takes a linguistic turn at Key Stage 5 where we explore how language is used in a variety of text types across time. Building upon the grammar in Key Stages 3 and 4, we introduce more advanced key constituents; focusing on the syntactic, semantic and pragmatic choices made by writers and speakers. We start our journey by examining and evaluating how we use spoken language to both interact and manipulate; it is here that we first encounter the theories of imminent linguists such as Robin Lakoff, Peter Trudgill and Brown & Levinson, where we consider how gender, dialect and situation can influence power dynamics. With a solid grounding in key constituents and spoken language conventions, we then take an excursion into the area of Child Language Acquisition where we delve into the ground-breaking research of Noam Chomsky. From here we step back in time to chart the changes that have occurred in English since its birth in 449 to present day: we revisit the language of Shakespeare and Victorian England before investigating how technology has affected the language of the 21st century. Our last stop is one that is creative, we learn how to craft fiction and non-fiction texts for a variety of genres and audiences whilst also providing a commentary in which we elaborate upon our lexical and grammatical choices. 

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Understanding people and processes through pattern and place. Geography is a journey towards an understanding of our diverse, amazing and complex planet: Earth. Some 2,220 years ago, Greek scientist, librarian, poet and inventor Eratosthenes of Cyrene wrote a three-volume study of the known world. He called this work Geographika and the oldest of the sciences was born. Since that day, many more people have striven to understand, describe and explain the world in which they live. In doing so they have used the title of Eratosthenes book to categorize their efforts: Geography. Geography utilises the natural sciences – biology, chemistry, geology and physics - and locates these disciplines within a dynamic and spatial understanding of both natural processes and of human societies. Whilst physical geography concerns the understanding of the dynamics of landscapes and the environment, human geography is concerned with an understanding of cultures, societies and economies. Geographers place our understanding of social and physical processes within the context of place; recognising differences in cultures, political systems, economies, landscapes and environments across the world. While geography celebrates differences it also seeks to explore the many links and shared patterns we observe. Geography is about people and processes, understood through the patterns found in our environments, and expressed within a sense and recognition of place.  Geography brings together the best of human knowledge with a recognition of the complexities of human societies. Like society itself, and the landscapes in which we live, geographical ideas are constantly evolving, developing and adapting to fit an ever-changing world, and help us all to be more socially and environmentally sensitive, better informed and more responsible citizens. Geography is learnt best by visiting the places that we are learning about. To that end, students are offered the opportunity to take part in geographical visits and fieldwork. Year Seven students visit the dramatic waterfalls of Ingleton and go deep underground into the limestone caves of the Yorkshire Dales. Year Eight students take part in a residential visit to the Lake District to further their understanding of how people utilise and shape the glaciated landscapes of the Lake District. Year Nine students deepen their understanding of the human and physical processes that have shaped limestone landscapes with a trip to Malham Cove and Gordale Scar. Year 10 students visit some places associated with their UK case studies, bringing the human and physical processes operating at Salford Quays, along the North Wales Coast and in the Ogwen river valley to life. Here students take part in both human and physical fieldwork, as well as experience the majesty of Snowdonia’s mountains. Year 12 students visit the stunning Isle of Arran in south west Scotland for an intense week of fieldwork in a place that, for many, will change the way they view the world. EndFragment

Key Stage 3 Turton’s journey through Geography and around our planet starts as most explorers do with a map.  Maps are a fundamental part of Geography for they allow us to see the patterns made by physical and human processes across the surface of the planet. Whether in an atlas or produced by the Ordnance Survey, maps are an essential geographical tool. Beginning in the UK and moving progressively further afield our geographical journey looks at the many geomorphic processes that shape our landscapes, creating the patterns we see in river and glaciated valleys and along our coastlines. We look at how biological processes interact with the physical to create the diverse biomes of Africa and ecologically-rich coral reef systems.  We investigate how people have interacted with the natural world whether in choosing original sites for our settlements or coping with the impacts of river flooding. We investigate how physical factors of climate, geology and ecology create the global pattern of successful economies alongside regions struggling with poverty and underdevelopment. These themes are understood through a variety of scales in a range of places, from the towns and cities of the United Kingdom to the villages and megacities of Africa. Through these journeys we celebrate the success of people in utilising the natural world from farming to energy use. At the same time we investigate the environmental damage which has often accompanied these advances, be it in the damage to ecosystems or the threat of climate change. By the end of Year Nine our students will have gained the foundational knowledge to become thoughtful and engaged global citizens. Key Stage 4 For those who choose to continue their geographical travels with us, we aim to build on the foundations by introducing increasing levels of interest through an understanding of the planet’s complexities. The relative and changing importance of human activity and geomorphic processes is studied to recognise how a wide variety of factors have contributed to the UK’s many and diverse landscapes.  The UK’s relationship with people from the rest of the world is analysed and studied at both a national level and in relation to the city of Manchester. The rise and fall and rise again of the Manchester Docks, now Salford Quays, stands as an example of how economic processes can have both positive and negative effects on different places. We study how processes of urbanisation and counter-urbanisation can change, creating cities and their suburbs, then contrast this with the urban processes operating in less-developed regions of the world. We investigate the challenges for people in our cities and discuss the ways that urban life can become more sustainable.  This route takes us towards recognition that people have impacted the functioning of places and ecosystems in the UK. Investigating our country’s energy mix allows us to discuss the patterns of energy use and production and discuss the positives and negatives associated with renewable and non-renewable energy. Our study of African biomes in Year 8 lays the foundations for an examination of patterns of global ecosystems in Year 11, with a particular focus on the threats to tropical rainforests and coral reefs and sustainable management of them. We return to the pattern of urbanisation as we study the economic and social forces shaping the Nigerian megacity of Lagos. Uneven development is revisited as we delve into the physical and human geography of Indonesia, a nation of 265 million people, stretching across 13,000 islands and 1.9 million square kilometres. We look afresh at sustainability, seeking to understand both the natural and people-driven causes of climate change and discover the impacts and responses to extreme weather events such as hurricanes. We explain the causes and investigate people’s responses to global droughts induced by El Nino events in the Pacific Ocean, embedding the understanding of how place influences the environmental challenges each area faces.  Key Stage 5 As our students move onto our A Level course, we revisit the concept of place by looking at the way our personal view of places and spaces is shaped, not just by our own lived experience, but also through contrasting media from art and literature through television and film, as well as through the lived experiences of other, different people.  Geomorphic processes in cold landscapes build upon the work done previously, whilst Earth’s ‘life support systems’ are understood through a study of both water and carbon cycles.  Our students’ understanding of people and places develops further as we study modern patterns of migration and how invention, conflict and exploitation interplay with the natural world to disrupt, destroy and then recreate new routes and destinations for the movement of people. We look at one of the newest features of human society, the nation state, and how this is being simultaneously undermined and reinforced by the global conflicts, alongside the rise of transnational corporations and supranational bodies. Our geographical journey concludes with an investigation into how tectonic plate movement helps create some of the central features of our planet, at the same time as posing significant hazards to people. Further, we look at processes which shape our oceans, which themselves help shape our climate and how the oceans provide the environment for dynamic ecosystems and carbon sinks. These complex processes allow people to utilise the oceans in a myriad of positive and negative ways.

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Learning a foreign language immerses students into entirely new cultures and world perspectives, inviting them to experience a world beyond their own to help them fully appreciate the language thereby expanding their horizons, which is the surest way for them to develop into tolerant individuals, with an understanding of life that is open-minded and embraces cultural differences and leads to an appreciation of cultural diversity helping “the children of today meet the challenges of tomorrow”.  Learning a foreign language provides students with a better understanding of their own native language and culture, not only cultural customs, but of the grammar, vocabulary and pronunciation patterns of their first language.  As Goethe said… “Those who know nothing of foreign languages know nothing of their own”.  EndFragment

Key Stage 3  We need to begin with the tools of communication so our initial focus in Year 7 is pronunciation and students are taught the sound-spelling links in French or Spanish through explicit teaching of phonics.  Students quickly become confident in their ability to pronounce correctly new or unfamiliar vocabulary and become adept at reading out aloud in the classroom.   Grammar is an intrinsic feature of language learning, and initially students are introduced to high-frequency language and structures in the first person, which mimics natural language acquisition.  This enables students to communicate their opinions and answer questions which seek information about themselves.  The high-frequency language is introduced through ‘chunks’ to help the internalisation of language without consciously processing the grammatical rules.  Students quickly progress from answering questions in the first person to asking questions of others and reporting back in the third person. The topics which are chosen to enable this language acquisition and to deliver the content and structures are: myself, free time, my school, my house, my town.  As students’ language develops, the range of vocabulary and grammar available to them increases. Piece by piece, the full conjugation of verbs – both regular and irregular- is taught and the range of tenses is increased to speak in the different time frames (past, present and future).  Students are taught to recognise patterns in order for them to be able to apply the rules independently as they progress in their studies. As students become more able to communicate in different contexts, the topics become broader and more universal. Students are exposed to vocabulary and dialectic learning opportunities which help them to practise, review and re-use language.  Language is presented in context and is practised both receptively and productively, aiming for greater accuracy and independence as their learning journey continues. Key Stage 4 As development of their language learning progresses we expect and encourage students to manipulate more complex language and grammatical structures for their own purpose to provide more individual responses in more challenging contexts. Key Stage 4 fosters the spontaneous use of language and encourages students to play around with language more creatively.  The topics studied are now more linked to societal issues such as relationships, customs, environmental issues and homelessness which require a greater level of  vocabulary, as well as thought and depth to questions, as the answers become far more open-ended and without a ‘right answer’ and students are able to communicate in a more fluent and natural way.  Students are expected to develop their reasoning behind their opinions. By the end of KS4, we aim for a level of linguistic and grammatical mastery, which then allows students to go on to more culturally-focused studies in the sixth form. Key Stage 5 In Key stage 5 students are not only continuing their journey to mastery but are also opening doors to communicating about , amongst others, the arts, literature, cuisine and philosophy.  At A-Level students are exposed to much more authentic material which enables the dialectic and rhetoric of language learning to come into their own, as students now have the solid foundations in grammar on which to develop their understanding and the ability to produce more complex language and concepts in the target language using more sophisticated and extensive vocabulary.  Students philosophise, debate and consider deeper concepts such as the advances in human development and technology through the medium of the target language and consider how these changes have impacted modern society as it is today.

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“We all know that Art is not truth. Art is a lie that makes us realize truth.”  (Pablo Picasso, 1972)   Art is a moment of calm in a chaotic world.  It is a release of expression, emotion and thought that can be aesthetically beautiful and harmonious whilst simultaneously challenging, confrontational, unnerving, disturbing or confusing.  Art moves us, influences us, changes us and speaks to us on a level that language, text and numbers do not. Art is autobiographical, self-reflective and is born from our basic human need to communicate, to record, to create.  Art is an attempt at immortality for “Life is short, art is long” (Hippocrates, c.460–357 BC).  Art is evolutionary, revolutionary and in a constant state of flux. From the earliest prehistoric cave paintings to the most contemporary objet d’art, the human race desires art.  EndFragment

YEAR 7  In Year 7, the students’ journey begins in the Middle Ages with the ornamental illustrations in The Book of Kells (c. 800AD). Students undertake formal drawing exercises to explore traditional iconography, typography and calligraphy appreciating the geometry and symmetry of archetypal Celtic knots. Work may include two-dimensional studies and is developed into relief sculpture. Students then experience the birth of The Renaissance Revolution in Florence, Italy: a period of significant cultural change, underpinned by the belief that people should be better educated and that art, music and science could make life better for everyone. They explore the influential work of famous Renaissance artists including Giotto, Botticelli, Raphael, Leonardo Da Vinci and Michelangelo to understand the background to this exciting development in European art from the early 14th to mid-16th centuries. We introduce the concept of linear perspective, seeing three-dimensionally. The use of foreshortening became popular during the Renaissance and is used now to assist pupils with the portrayal of space and depth. Increased attention to detail encourages accuracy and precision; mythological references stimulate imaginative design ideas. YEAR 8  In Year 8, pupils study Impressionism and Post-Impressionism with specific reference to landscapes and still life (1865 – 1910).  We look at how artists recreated landscapes during the Impressionist/Post-Impressionist period, considering movement, line and mark making. Pupils are introduced to the work of Monet, Renoir, Cezanne, Van Gogh, Gaugin and Seurat with the specific reference to the way light can be depicted within a painting and how each artist used colour. Next, the journey takes us to the start of Cubism with Picasso’s Demoiselles D ’Avignon; we discuss the muted tones and the stark way that the girls stare out at the viewer. The application of colour, simple shapes and inclusion of real objects are introduced together with the meaning of both analytical and synthetic Cubism, using a wide range of materials, including collage and sculpture, to investigate shape, pattern and texture with painting. To conclude year eight, we delve into the unusual world of Surrealism and its diverse meaning.  Joan Miro, Paul Nash, Salvador Dali and Rene Magritte form the basis for our exploration into the way dreams and subconscious thoughts can be conveyed through painting. We use formal drawing exercises, observational studies and imaginative thinking using a range of materials including watercolour, acrylic, oil pastels and graphite.  ​ YEAR 9  Students revisit key periods on our artistic timeline, investigating controversial artworks of the time. For example, Michelangelo’s cornerstone of High Renaissance Art, the ceiling of the Sistine Chapel in Rome, seen hundreds of times a day by visitors to the Vatican, caused a stir when it was first painted in 1508. Centuries later, Tracey Emin, Marc Quinn and Damien Hirst’s three-dimensional sculptures are still raising eyebrows. We explore contemporary topical themes, analysing current news stories and world events before creating artwork to express opinions. Students study the iconic British designer, Neville Brody, investigating his interest in art movements: Dadaism, Futurism and Constructivism, which heavily shaped his artwork to influence his iconic magazine designs: The Face (1981-86) and Arena (1987-1990).   We later study Lazlo Maholy-Nagy’s early 20th Century experiments with photographic image and text to understand the terminology “Typophoto”. Maholy-Nagy’s passion for typography and photography led to the unification of the two disciplines and gave birth to the first photographic poster. Students look at early examples of illuminated texts created in the Middle Ages, through to the influence of Gutenberg’s mechanical printing press. They then consider more recent developments which include work from the Constructivist era to leading figures in the world of design today. Finally, students complete an intensive drawing course, involving sustained observational exercises; experimentation with varied media, and techniques that underpin all elements of what is considered ‘art’.  This highlights drawing as being the foundation of all art.  Key Stage 4 For those students continuing their artistic journey, we aim to build upon practical skills and contextual knowledge by investigations into both traditional and contemporary artists. In Fine Art, we study a selection of artists’ work as stimulus, dependent on our external exam brief, all of which draw upon the rich knowledge acquired throughout Key Stage 3.  This includes revisiting the: Renaissance (Caravaggio, Rembrandt); Romanticism (Constable, Turner); Impressionism (Monet, Renoir); Post-Impressionism (Van Gogh, Matisse); Modernism (Hepworth); Cubism (Picasso, Cezanne) and Surrealism (Ernst, Dali). Students complement and compare their historical knowledge with modern practising artists and designers through gallery visits, workshops and other art enrichment opportunities, and use these experiences as a basis upon which to build a personal response and substantial artistic portfolio. Students experience contextual referencing, design development and refinement, initial research, photography and observational drawing studies. Students enhance existing artistic skills in addition to learning new techniques including: mono and lino printing, inks and dying, ceramics, collage, textiles, manipulation of photography, three-dimensional studies, relief sculpture and large-scale painting. Graphic Design students develop their visual vocabulary by exploring the use of both traditional and digital media techniques. Students develop a portfolio of work that includes lino printing, drawing, photography and digital media via the use of Photoshop. Investigations into the work of renowned designers such as Reid Miles, Wolfgang Weingart, along with more recent contemporary design practice, encourages students to develop a more acute awareness of the use of type, colour, image and compositional ideas. Students experience a broad range of graphic styles and genres by responding to series of carefully sequenced design briefs for which they need to consider specific requirements and constraints.   Key Stage 5  Students may explore a range of art pathways including Fine Art, Art, Craft & Design, Three-Dimensional Design, Graphic Communication, Photography and Textiles Design. Students undertake a practical investigation supported by written material in which students, again, are given the freedom to explore themes poignant to them. Students are exposed to diverse ways of working: exploratory drawing, photographic manipulation, textiles, sculpture, ceramics, print and paint, all of which are supported by contextual references from both traditional and contemporary periods. In Fine Art, Textiles Design and Art, Craft & Design Year 12 forms the basis of a foundation year with natural forms, man-made structures and portraiture being topics of exploration. Photography students study English scientist, inventor and pioneer of photography, William Fox Talbot creating pinhole cameras or camera obscura. Graphic Designers develop a portfolio following design briefs on influential British designers Neville Brody, Ken Garland, Alan Kitching before moving on to being responsible for selecting their own artistic references. They explore the use of traditional and more contemporary digital media, combined with collage, print, drawing, paint and photography.

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“I can take any empty space and call it a bare stage. A man walks across this empty space, whilst someone else is watching him, and this is all that is needed for an act of theatre to be engaged.”   (Peter Brook) Theatre is a collective experience of the human condition that transcends time and space to bring ‘the best that has been thought and said’ into the here and now.   Drama is created by the interaction of creative minds: the writer, director, actor, designer and audience all play a part.  Being in the physical space together allows us to hear the heart-beat of existence; to breathe the air of another human’s experience; to taste the subtle transformative shifts in direction that can only exist because we share them together. Theatre can act as pure, joyous entertainment, social commentary or social reform: it is a powerful live creative medium that cannot be forgotten easily.  The emotional connection is not tangible, but resides in the shared experience between two human beings in one space.   As an actor, we step into the shoes of the breadth of humanity, and live their experience in the moment. Like all of the Arts, upon entering the stage, actors leave themselves exposed to very personal criticism that requires them to develop resilience, courage and conviction.  EndFragment

Year 7  The journey starts with an overview of the history of theatre, as only when we understand where we have come from, can we appreciate where we are, and see the potential for where we could travel to.  Our detailed exploration of theatre history begins with Greek Theatre, a genre widely recognised as being the origins of contemporary drama.  Whilst texts themselves are the opening focus with consideration of Aristotle’s unities and the tragic hero, we also practically explore the genre through a range of theatrical techniques including tableaux, transitions and thought tracking to create performances that exemplify this ancient form.  We bring to life hubris, nemesis, anagnorisis, peripeteia, hamartia and catharsis through performing extracts from Sophocles’ Antigone and begin to evaluate the structure of the text: exposition, rising action, climax, falling action and denouement. We then transform the depth of the text onto the stage, creating the exciting possibilities of physical theatre before focussing on voice through the theatrical performance of chant, choral speech, call and response, rounds, dithyramb and stichomythia.  We learn how to evaluate extracts of Antigone, including the National Theatre live recording: watching theatre at its best is as important as reading texts from the canon.  The journey continues as we progress from the Greek age to the Egyptians and the invention of puppetry: an ancient form of theatre where puppets were used to animate and communicate the ideas and needs of human societies. Students are led by the needs of the audience as they develop their creative design skills as well as developing the art of scriptwriting with a specific target audience and purpose in mind to perform a piece of Theatre in Education.   Konstantin Stanislavski, the seminal Russian theatre practitioner guides us through the next leg of our voyage of discovery as we explore Naturalism and the need to ‘Love art in yourself and not yourself in art.’  Emotion memory, magic if, circles of attention and given circumstances all contribute to the understanding of how ‘The theatre infects the audience with its noble ecstasy.’  Of course the key to mastery of Stanislavski’s system is through application, as students create, perform and evaluate work informed by his methodologies. Diane Samuels’ softly spoken tragedy Kindertransport, a play exploring the experience of a German Jewish child sent to Manchester during the Second World War, and Nigel Williams play adaptation of William Golding’s novel Lord of The Flies about societal collapse and power’s capacity to corrupt are the texts used to experiment with Stanislavski’s system to create and evaluate naturalistic performances aimed at emotionally engaging the audience. Year 8  Shakespeare, the ‘soul of the age’ (Jonson), is the focus at the start of this year.  From the influence of royalty on theatre, to the importance of the Globe, looking at new genres, critical themes and character driven plot.  We study Shakespeare’s Renaissance play Macbeth; experiencing the fire and ice of his villains and heroes, and all things in-between.  Although the original text is the foundation of the scheme we also challenge students to use creative adaptation in order to analyse the impact of varied interpretations on a modern audience. We cannot go on until we have analysed and performed Macbeth’s iconic soliloquies and the beauty and power of iambic pentameter.  Students evaluate various live theatre recordings including National Theatre and Splendid Productions. We use this opportunity to develop pupils as evaluative critics through written theatre review.  Shakespeare’s dramatic aims and intentions are critiqued alongside a contextual understanding of the role of women in Elizabethan times, before students progress to create and justify their own dramatic aims and intentions.  Students then utilise the dramatic design techniques of soundscapes, and physical theatre to create the atmospheric apparitions of the Weird Sisters upon the heath. In contrast we then explore Brecht’s work; the main proponent of epic or dialectical theatre.  He tells us that ‘Art is not a mirror with which to reflect reality but a hammer with which to shape it.’  Students experience his work on breaking down the fourth wall and the denial of a climactic catharsis through watching the live theatre recording of Splendid Theatre’s Macbeth; evaluating how far his audiences were to recognise social injustice and endeavour to effect change in the world outside.   Through The National Theatre’s Curious Incident of the Dog in the Night-Time, students are able to recognise and apply Brechtian verfremdungseffekts such as spaβ, narration, direct address, multi role-play and split-role in order to make the familiar strange, and provoke a social-critical audience response. Developing work from the page to the stage is refined to produce more dynamic and ensemble driven performances, whilst also considering design elements to further communicate meaning by analysing and evaluating the sublime work of designer Bunny Christie. Year 9 Teechers by John Godber OBE, one of Britain’s most performed playwrights, is analysed and performed; a complex observational comedy which again presents influences from both Stanislavski and Brecht.  Multi role-playing, stock characters and direct address are challenging techniques developed in this scheme. Godber describes Teechers as ‘A comedy that is deadly serious’, exploring the political themes of class, education and being a teenager, so inviting students to explore the possibility of subverting a genre to create specific dramatic aims and objectives in the devising work that follows. Our next project explores roles in professional theatre to ensure that students have a rounded knowledge of the roles and responsibilities of theatre makers. Staging styles are explored so that students are able to consider the advantages and disadvantages of each style.  Willy Russell’s Blood Brothers is explored practically, allowing the students to consider the social and political themes and issues presented in this tale of nature versus nurture and the impact of class. Another blend of Stanislavskian and Brechtian performance styles, this modern classic allows for more extended analysis and evaluation of live theatre as well as taking on the challenges of interpreting and performing the iconic characters for themselves. The culmination of the year is a devised performance in the style of Documentary Drama based on a contemporary and significant news story. The students are instructed in more depth about the work of the inspiring Frantic Assembly and introduced to The Paper Birds experimental theatre company who have been ground-breaking in their development of both physical and verbatim theatre. Students evaluate the power of this ultra-truthful style of drama, which seeks to ‘give a voice to the voiceless’ by using actual words spoken by people who have experienced the events portrayed, whilst creating a highly theatrical, and stylised experience for the audience.   KEY STAGE 4  Willy Russell’s Blood Brothers allows the students to further develop their understanding of this play in greater depth through close evaluation of its style and form as well as creating their own comprehensive interpretations and performance of characters and design elements. We complete a live review of Billy Elliot; a play which, at times, is surreal and experimental about the miners’ strike; the struggles of the angry anti-Thatcher working classes; and a young boy’s passion for dance. Students analyse and evaluate the impact of both design and performance elements on the audience and develop a deeper understanding of the power of the theatre to raise awareness of key moments in our country’s history.   Our creative devised work is student-led, and informed by a practitioner of their choice.  KS5 Our chosen texts are Sophocles’ Antigone, a classical Greek play and Timberlake Wertenbaker’s Our Country’s Good, a historicised political play about convicts sent to Australia.  These choices are contrasting in style, genre and era to give students a breadth of experiences of plays and playwrights.  Our live theatre review is The National Theatre’s Othello and Frantic Assembly’s Things I Know to be True. These are contrasting performances which not only enrich the students’ cultural awareness, but also develop their evaluative skills and further improve their knowledge of the theatre as a powerful tool in examining what it is to be human.  Scripted work consists of three performances from different plays. We consider Stanislavski, applied to the naturalistic Be My Baby and Billy Liar; Brecht, in his epic The Good Woman of Szechuan; Godber, in his observational comedy Shakers; and Berkoff, in his heightened, physical, stylistic adaptation of Franz Kafka’s Metamorphosis. This wide variety of styles, genres, eras and practitioners ensures that students have an excellent appreciation of the way that theatre, and its creative design, has developed to reflect and at times shape our experiences of the world. KS5 devising work is created by the students, and informed by a practitioner of their choice. 

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We are living in the Computer Age; it engulfs us, pervading every aspect of our daily routines: our work, our leisure, our social interactions and our general communication. In the 21st century it is almost as important to be digitally literate as it is to be literate. To live life to the full and embrace all the wonders of the modern age, an understanding of how technology works and the effects that it has on our everyday lives is critical for all students in the future lives they will lead. The global village in which we live is closer than ever before; the other side of the world is accessible at the touch of a button, or a screen, in fact just a nanosecond away. We live as global citizens and as such we need to understand, embrace and utilise the digital technology at our finger tips in an appropriate and responsible way. The digital world in which we live is inspiring and powerful; it expands our learning opportunities and offers boundless, unimaginable possibilities. As world-wide citizens we need to be discerning of the information available, to be able to interpret it, use it, analyse and create it, in a morally and ethically unassailable manner. EndFragment

KS3  The focus in year 7 is to introduce students to the inner workings of technology that surrounds them in their day to day life. This includes the Internet and the World Wide Web; invented by Sir Tim Berners-Lee. We look at the differences between the two, how they both work together and how to stay safe whilst using them. We then start to look at digital devices and the combination of input, output and storage using real world examples. Students will also grasp how hardware and software both work harmoniously together within modern systems. Students then begin their journey into computational thinking. Students are tasked to analyse and solve problems, and also design algorithms to model the real world. We look at how the works of Ada Lovelaceand Alan Turingpaved the way for modelling algorithms and writing basic computer programs. We’ll examine how this has now evolved into the programming we see today. Our students will then journey from a simple algorithm, such as a flowchart or sequence of written instructions, to a working text-based program written in an introductory programming language.    In Year 8 students study data representation by a computer system at its deepest “bit-level”. Number bases are introduced and conversions between binary, denary and hexadecimal values are understood. We build on students’ knowledge of the internet by looking at how it is created, the hardware behind it, and the various different types of networks.   Cyber Security is an important topic; how we keep computer systems safe from hackers and malicious software. Subsequently students continue to enhance their programming skills. The concept of abstraction is introduced, and the use of simple data structures are explored. Finally, we learn about image manipulation and user interfaces. Students will undertake creative projects, developing assets for specific real-world scenarios but also investigating legal and ethical issues such as airbrushing, false images and copyright.  Year 9 draws a distinction between Computer Science and Information Technology. The Computer Science pathway places a key focus on computational thinking, further enhancing programming skills. We look at how those components work together as a stored-program computer, a concept and architecture used by most devices today created by John von Neumann. We also build on data representation knowledge and start to look at binary shifts and their effect, and how images and sound is represented by a computer system. Students will be able to extract key knowledge from a given scenario and program a solution.     Our Digital IT pathway begins by exploring modern technologies. The impact and threats a particular technology has had on society, such as 3D printing and virtual reality. We then examine communication technologies such as Wi-Fi, 4G and even 5G. We move on to data-modelling, ensuring students become proficient with spreadsheet functions, but also look at ‘big data’, data collection methods and ethical issues.  Students enhance their creative skills by designing and creating a user interface.    For both pathways, the end of the year consists of students undertaking a mini-project in which they plan, design, implement, test and evaluate a piece of software.     KS4  In Computer Science, students explore data representation. We learn about systems architecture, and how a key-stroke is translated into a simple binary machine code instruction. Networks and cyber security plays a huge role in current systems and modern lifestyle.  In order to teach students to be safe online and offline, various social engineering methods are examined, malicious code is looked at along with methods to detect and prevent any threats. We move onto computational thinking and problem solving. Students create a solution to basic problems, going from a flowchart or pseudocode algorithm, through to a fully-working high-level program. Students are introduced to Boolean operators, string-handling functions, searching and sorting algorithms along with the basics of assembly language programming.  In year 11, students will undertake a programming project; solving a problem specified by the exam board. Students add to their programming repertoire by looking into procedures, functions and passing parameters. We debate the ethical, legal environmental impacts of digital technology on wider society, including issues of privacy, developing critical thinking, articulation, application and evaluating skills.     The alternate route is a technical award where students venture into the realm of ‘Digital IT’. In year 10 students look at user-interface design and project planning, undertaking written assignments on bespoke scenarios. They investigate user interface design for individuals and organisations; look at audience needs and design principles; they then plan and design a user interface, reviewing its success. In year 11, students focus on data, how it is collected, presented and interpreted. They investigate the role and impact of using data on individuals and organisations, and create a dashboard using data modelling.    KS5  At KS5, students are not only learning a variety of computing theory topics, they are tasked to solve a complex problem of their choice. In addition, students explore complex mathematics including Boolean Algebra, as introduced by George Boole. Key algorithms such as the merge sort, designed by John von Neumann are studied, along with enhancing and shaping an attitude to the ethics of computing as a whole. On the BTEC IT courses, students plan and create a social media campaign; web design is studied; how user interface and user experience both work hand in hand when developing websites. They also look at how businesses handle vast amount of data, preparing students for higher education.

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“Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything” (Plato) Music has been at the heart of human existence and has been a feature of every known human society since the beginning of time. It is intrinsic to our lives: often defining moments and framing emotions. It provides us with entertainment and a means of escape; is an antidote to stress and a language for personal and collective expression.  The curriculum at Turton provides a foundation to understand and navigate this essential aural experience. As composers, performers and listeners we discover the place of music in history, culture, time and place so that we can truly appreciate the significance of music in our lives and develop the knowledge and skills that allow us to take part on all three levels.  It is through our study of the six principal ingredients of music and their means of interaction that we learn to distinguish between different genres and through our own performing and composing that we gain a deeper understanding.  EndFragment

Year 7In year 7 students explore the fundamental building blocks of music - tempo, dynamics, rhythm, pitch, timbre and texture. These principal ingredients are first defined and explained through the use of clear listening examples taken from a wide range of genres. Short composition and performance tasks allow the students to demonstrate their understanding of these musical elements. They explore the nature of each of the building blocks and practise identifying changes and differences in their usage. An introduction to traditional music notation forms a crucial part of the course in year 7 where students explore how music is communicated through the standard western notational system. This system presents them with a method of understanding and expressing rhythm and pitch. They learn to read and employ four principal note lengths and how to apply these within three main time signatures. Pitch on the treble clef is taught including basic ledger lines so that pupils are able to decipher simple melodic material. Clapping rhythms and simple melodic pitch work on the keyboard provide basic performance and composition opportunities to enhance and demonstrate understanding.   Timbre is explored in year 7 through study of the main orchestral instruments. Students look at how their size, fabric, construction and method of sound generation produce the resulting pitch and timbre for each instrument. Our journey through musical history starts with the exploration of Renaissance, Baroque and Classical periods. Students take examples by Byrd, Bach, Mozart and Beethoven to illustrate how the musical building blocks compare in each period. They start to develop a feel for the unique features of each era and how they have influenced life and culture. Pupils learn how musical periods influence one another and discover how various significant events in musical history changed the way music sounds, is composed and performed.    Year 8Year 8 work builds on the students’ understanding of the principal ingredients of musical language by adding more depth and including more practical experiences which reinforce learning through practical application. A film music module allows more detailed exploration of dynamics and tempo in context and Italian terminology facilitates the accurate description of these aspects. Creative composition work involving scoring keyboard tracks to short film clips help students explore the relationship between rhythm, pitch and timbre and how these can be employed and manipulated to create desired effects and styles.  Our journey through musical history continues with the Romantic and C20th periods, where all listening material is chosen to help explain how the principal musical ingredients are employed in different ways to attain a particular style or sound. Tchaikovsky and Bernard Herrmann provide two of the principal study figures and we finish our journey with blues, jazz and film music, giving students a solid overview of their musical heritage. A module on Blues music provides the opportunity to expand their knowledge of pitch to involve pitch combinations working both vertically and horizontally resulting in harmony and melody. Chord shapes and patterns are explored; melody lines, riffs and improvisation. Students are now able to perform longer melodic lines, create simple harmonies and melodies themselves and analyse these features during study. Year 9Students are now encouraged to use their individual instrumental specialism as a more intrinsic part of lessons. Our study of rhythm and pitch now puts more emphasis on how these elements are expressed in notated form – both in terms of traditional notation and various forms of tablature. Practical experience reading and performing music in these different notations ensures a deeper understanding of instruments such as keyboard, guitar and drums, as well as all instruments that employ traditional notation. We re-visit the five musical periods of history studied in year 7 and 8 and add further depth, ensuring that the principal styles and main stylistic features found in our Western Classical canon are securely understood. Score reading is introduced so that musical examples from the periods can include a more detailed visual analysis of work of the great composers. A greater range of music software is employed with increased focus on individual composition and performance work where material is revisited more frequently and there is more time dedicated to the improvement and revision of initial ideas. There is an increasing emphasis on personal aural skills. Students learn to dictate basic rhythms and melodies by ear, with technical work on chords and chord patterns, providing a useful tool to facilitate more detailed compositions.  Year 10-11Listening to specific set works such as Haydn’s Symphony No. 101 and songs from The Beatles’ ‘Sergeant Pepper’ album are central to the students’ understanding of how particular styles are created. Stylistic studies are divided into early and late Western Classical styles building on previous studies and new modules on folk music and popular music. By the end of the course they will be fluent in the use of subject specific terminology and able to identify music of a variety of different styles and provide supporting evidence for features of each. Work on composition provides opportunities for students to apply what they have learnt from the study of exemplar material and the music of famous composers to their own creative work. The fundamental building blocks of music are fully explored and appropriately applied to their own composition work, expressed through the confident and detailed use of standard notation. Students will have developed their performance skills enabling them to communicate pieces of music, ensuring they give the performance a real sense of direction and an understanding of appropriate stylistic traits. Year 12-13A level music requires the students to delve further into analytical consideration of exactly how the principal ingredients of musical composition are employed by different composers throughout history to attain sounds and styles that become specific to individuals. Advanced listening skills become intrinsic to all aspects of the course as students develop the ability to listen to and analyse fine detail quickly and accurately. This analytical material then needs to be described in a detailed but concise manner through extended written work and essays.  Composition work requires extreme technical proficiency, underpinned by a secure understanding of historical styles whether they be directly referenced or implied. Works needs to have artistic integrity and a real sense of completeness. Students develop a command of the full range of musical ingredients in order to discover a personal style. Performance work involves preparing for a solo or ensemble recital that demonstrates personal mastery of the student’s specialist instrument. Delivery is fluent, stylistically accurate and engaging and so performance work during this course focuses as much on live delivery as it does on advances in technical ability. 

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“Beauty is the first test; there is no permanent place in the world for ugly mathematics.”  G.H.Hardy Mathematics is the language of the universe; understanding the wonder of mathematics is to experience a life in full colour.  The study of mathematics starts with modelling the concrete world around us, defining number and investigating patterns. These patterns lead us to abstract generalisations and rules for which a structure of logic and proof is required. Further study leads us to discoveries about the world that we have never considered before. Scientists at the fore-front of research are using mathematical models to make predictions about the composition of the universe and life itself.  Too often, mathematics is seen, and taught, as a utilitarian tool, a servant of the sciences. For those starting the journey into the world of mathematics, it is hard to see the wonders ahead, and time has to be given to mastering the basics and developing fluency. Only when the studies become more advanced, can the true beauty of mathematics be seen. The unexpected elegance and simplicity of the results that we find resonate with the aesthetic. Those who can appreciate such beauty have their eyes opened to wonders which others cannot even begin to comprehend. EndFragment

Key Stage Three We begin by developing mathematical fluency through learning the fundamentals of number and calculation, developing a confident recognition, understanding and manipulation of rational numbers through a variety of approaches and representations. As students’ mastery of number begins to develop, we move on to abstract generalisation with the introduction of the grammar of algebra, alongside the introduction of the grammar of formal geometry and statistics. The final step of a mathematician is to create rigorous proof. The emphasis of the curriculum is on developing a numerical confidence which comes from practising the foundations of the discipline. Throughout their journey, students only move onto the next stage when they have achieved a level of competence within the mastery curriculum.   For most students, the journey starts with the representation of number in decimal, percentage and fractional forms, and being able to calculate and manipulate them fluently. We consider the growth of the number line, from counting numbers and rational numbers, to the introduction of zero and negative numbers in 7th century India. We look into factors and multiples of a number, and consider one of the oldest pastimes of number theory: prime numbers. Touching on Euclid’s proof, we gain an insight into how prime numbers have become the core of internet security. We develop logic and strategic problem-solving by identifying patterns and recognising proportional relationships. The study of geometry begins with construction and measurement using the Babylonian angle measure of degrees. We develop students’ concrete understanding before later treating shapes in a more abstract way, and introducing calculations using basic angle facts of shapes. We take a similar approach with measuring area and volume, eventually starting to generalise results with formulae.  We introduce the students to statistics, with calculations derived from simple data representations such as bar charts, pictograms and line graphs. This extends to average calculations and simple analysis of the data produced. As we move on from numerical calculations, we start to try to generalise results with the introduction of the grammar of algebra. This is really the bedrock of the subject for those who will eventually go on to study it at a higher level where fluency is a must. Solving equations, collecting like terms and factorising are all fundamental skills required. These skills form a web, linking topic areas together, for example looking at angles in a polygon with algebraic values and average calculations with values missing. We build on the grammar, promoting conceptual understanding in the form of rhetoric, allowing students to choose the best method to solve a problem. Key Stage Four Students begin to excel in the different areas of mathematics: fluency in calculations; spotting patterns in number, and being able to formalise generalised relationships; manipulation of complex algebra; geometric reasoning and analysis of statistical measures. We concentrate on the foundations of formal proof, creating logical and rigorous arguments: essential rhetoric for a mathematician. Students are taught to approach unseen problems with a range of strategies, and use mathematical insight to identify the most efficient. The lines between areas of mathematics start to blur as we begin to appreciate the inter-relatedness of the different disciplines.  We start with the most basic of polygons, the triangle, and learn of Pythagoras and the theorem named after him. This leads naturally on to trigonometric calculations for right-angled triangles and then onto generalised rules for all triangles. We return to Euclid and his work looking at geometry, building up from angles in triangles to generalised polygons and then onto proofs of circle theorems. This area of mathematics is based firmly in Ancient Greece, where only straight edges and compasses were available to make constructions and loci, which leads us to the quest to find the area of a circle, from a Biblical reference to Archimedes’ method of exhaustion. Archimedes then leads us to the volume of prisms and density calculations. Statistics remains firmly grounded in calculations, extending the range of diagrams, and adding in more advanced analysis. Students are introduced to probability calculations and Venn diagrams leading to an understanding of basic conditional probability. Work on the number line leads us to an introduction to surds and irrational numbers, which completes the set of real numbers. We look at standard form linking in with calculations in Science which leads to compound measures such as speed and pressure. Building on our earlier work on proportional relationships, students generalise direct and inverse proportion. Algebra takes prominence at this level of study. Starting with Descartes’ graphical representation of algebraic functions, we analyse the fundamental link between solutions and graphs of equations and this develops further to generalised graph transformations. The graph work is completed with some pre-calculus calculations of rates of change.  Building on previous work, we solve quadratic and simultaneous equations using a host of different methods and understanding the advantages of each. We look at inequalities and equations which cannot be solved exactly, and thus extending students’ repertoire to include iteration: a powerful tool used by computers. We link back to concrete examples developing more and more sophisticated models for real life situations such as exponential growth and decay. The final part of the journey is to develop the rhetoric of algebraic proof, making logical and rigorous arguments and paving the way for further study. Key Stage Five We start by deepening the knowledge of the algebraic concepts learned previously: learning to rationalise the denominator; proving that completing the square and the quadratic formula are one and the same; expanding our knowledge of polynomials to cubics and quartics; seeing Euclidean geometry and Cartesian graphs merge. Proof becomes a topic in its own right as we look at different methods: by exhaustion; by deduction; by contradiction. We take a look at Pascal’s triangle, and how we can generalise with factorial notation leading to the binomial expansion. We study arithmetic and geometric sequences and learn of Gauss’ schoolboy trick for summing. Our study of trigonometry introduces radian measure and calculation, as well as looking at trigonometric identities and proofs of double angle formulae. Work on exponential relationships is extended by the learning of Napier’s logarithms. The completely new topic of calculus is introduced as we learn of Newton and Leibniz’s concurrent discoveries, allowing us to differentiate and integrate. We expand our repertoire of techniques to cover the differentiation of almost all functions. We also look at numerical methods such as the trapezium rule and the Newton-Raphson method. We change from Cartesian to parametric form. The applied area of mechanics puts context to the pure side of the course, allowing for calculations between displacement, velocity and acceleration, bringing in calculus, and applying vector notation. We study Newton’s laws of forces and consider projectiles and moments. In Statistics, we look at the whole data collection cycle: sampling, calculation, representation and analysis. In our study of probability, we build on prior knowledge to start looking at particular distributions: binomial and Gauss’ Normal distribution, this leads to hypothesis testing to aid in our analysis of the statistics by understanding the significance of results.

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Physical Education and sport bring communities together helping them to flourish and grow. By promoting both healthy minds and healthy bodies, Physical Education and sport - in tandem with competing, mastery and finally elite sports – improve individual and collectives lives.  Through play and practice, students develop character and morality in terms of: resilience, discipline, respect, leadership and team.  Through repetition and striving for mastery, as well as through an understanding of the science of the body, combined with Sport Psychology, students also develop lifelong habits that support physical and mental well-being.  EndFragment

KS3 Our curriculum emphasises the connection between theory and practical skills and is designed to develop further interest, gaining a deeper understanding of theories and applications in the fields of human movement and health, and promotes the well-being of individuals and society.  The KS3 journey begins with a theoretical focus centred on five main topics: warm up/cool down; health and well-being; the muscular system; the skeletal system and the components of fitness.  Students develop an understanding of how to warm up correctly, linking their knowledge with the location of seven main skeletal muscles and key bones linked to sporting performance. Students learn the key components of fitness that are central to the sports they participate in.   Antagonistic muscle pairs are introduced and how they work together to move our skeleton. We explore a variety of joint movements and how joints are constructed.  In year nine, we build further understanding of how the body works and how it impacts sporting performance. For the first time we start to introduce the world of socio-cultural factors and the impact they play in modern-day sport. This encompasses ethics as we introduce students to sportsmanship, gamesmanship and deviance within sport. Knowledge is at the heart of what students learn through the medium of physical activity. Anatomy and physiology, alongside healthy lifestyles, are at the core of the curriculum which is taught primarily through a variety of sporting activities. Students learn to plan and implement what needs practicing to be more effective in performance as well as recognising hazards and make decisions about how to control any risks to themselves and others. This knowledge and practice allows students to refine and adapt ideas and plans in response to changing circumstances. Students gain an understanding of how to develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities. They develop their mental determination and resilience to succeed. The understanding of the long term health benefits and the importance of being involved in lifelong participation is addressed.  Students reflect on and analyse performances, identifying strengths and weaknesses.  KS4 The PE curriculum fosters healthy living, contributing to the development of well-being, promoting the development of a life-long interest in sports participation and providing students with the knowledge to make an informed choice of lifestyle.  We introduce new sports and enable students to make informed choices about their involvement in healthy physical activity. Those students who opt to take the GCSE have the opportunity to build on the foundation set in KS3; further exploring the way in which the parts of the human body work and function during physical activity and the physiological adaptations that can occur due to diet and training.  The students link together their knowledge by focusing on the muscular-skeletal system and the cardio-respiratory system.  They will also develop their dialectic in relation to the principles of training: why we train in different ways; how training plans can be made to optimise results and the development of practical performance. The theories of sports psychology are introduced in year 11.  Students use these ideas to reflect on the key psychological concepts affecting their own learning and performance. They use opportunities to develop their knowledge of socio-cultural influences that impact on participation and performance in physical activities and sports.  The practical component focuses on developing performance effectively in a variety of physical activities. Students gain an understanding of how to demonstrate their skills in unopposed situations as well as competitive situations while under pressure.   KS5 Students deepen their learning about the structure and function of key systems in the human body, the forces that act upon us and the healthy adaptations we make to our bodies through diet and training regimes, considering how these effects can be used in physical activities to improve our health and performance. Practical examples from physical activities and sports are used to show how theoretical concepts can be applied and to reinforce understanding.   By learning about energy systems used during different types of physical activity and sport, students develop their knowledge of the changes within body systems: prior to exercise; during exercise of differing intensities and during recovery.  Through the topic of biomechanics students will gain knowledge of and use definitions, equations, formulae, units of measurement, and plot, label and interpret graphs and diagrams.  In Year 13, students focus on the psychological factors affecting physical activities and sports. Students learn about models and theories affecting performance; how different methods of training and feedback work and why their effectiveness differs from person to person.  Study includes psychological factors affecting performers, such as group dynamics, leadership and stress.  They learn how to apply the theories to practical examples, giving guidance and feedback in constructive ways that are suited to that individual’s personality; therefore assisting in developing practical performance in physical activities and sports. It is expected that practical examples from physical activities and sports will be used to show how theory can be applied and to reinforce understanding.

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“DT is logical, creative and practical”  (Sir James Dyson)  The mastery of crafting, both in terms of knowledge and application, allows progression into creative design and the innovative development of rapidly changing technologies.  The practical skills course, Design and Technology, makes a unique contribution to the development of young people by preparing them to participate in, think about and intervene creatively to improve the quality of their physical environment.  It provides pupils with exciting opportunities to develop their capabilities, combining their designing and making skills with knowledge and understanding, to produce high quality outcomes, ultimately making them informed users of products. DT study emphasises the importance of rigour and practice in developing students making skills to a critically high standard. Embedding practical knowledge and developing an eye for detail forms the basis for higher-level skills. Design is a way of thinking creatively, taking ideas and turning them into practical reality, which is critical for successful innovation.  This is important for the future prosperity and economic health of the UK.

KS3Students are introduced to the three concepts of designing, making and materials through the three crafts of Textiles, Resistant Materials and Food Technology. In Year 9, students specialise in one of the three crafts.   Textiles: Coco Chanel: “In order to be irreplaceable, one must always be different.” Textile products form a part of everyday life; students develop a variety of making skills including weaving, embroidery and hand stitching; making an open seam, an over-locked seam and creating buttonholes. They broaden their knowledge of a range of techniques, by learning to use a variety of specialist textile equipment.  Alongside practical knowledge, students gain a deeper understanding of the World of Textiles through studying the Industrial revolution, and the influence of an historical, local figure – James Hargreaves, on the modern industry.  Deconstructing yarns and using the microscopes to investigate the fibre, from source through to construction, enables students to make comprehensive and creative material choices. The course considers current and relevant issues regarding the environment and the sustainability of fibres and fabrics. Students will explore and examine an historical investigation into fibre dyeing from its inception to the present day, which will encompass research into natural and synthetic fibres. In year 9 students further develop and apply their mastery of practical knowledge to the design and making process. Through a study of iconic fashion designers: Alexander McQueen, Coco Channel, students design, select materials and make a 1/5th scale fashion item.   Resistant Materials:Forming an understanding of the fundamental principles of materials is essential to the role of designers and engineers. Students explore the properties of different woods, and gain an understanding of how their properties affect the making techniques. Beginning with basic joining techniques and using hand tools, students develop practical expertise. They develop an understanding of one of the forming processes, and create samples using basic machine skills. As well as gaining an understanding of how machinery works, they will develop an understanding of how to maintain machines within the workshop.  Practical knowledge and rigorous practice, enable students to develop mastery in producing a variety of wood joints, aspiring to high quality craftsmanship, including expert finishing techniques.  Students will become aware of the influence of the Industrial Revolution, which ushered in and paved the way for key innovators such as Brunel. This will also include an examination of influential pioneering architects such as Frank Lloyd Wright.  In year nine, students’ rigorous practice and knowledge of joint-making combines with new expertise in laser cutting and electronics to design and create a classic wooden box-lamp inspired by Charles Rennie Mackintosh.  Pupils will understand how new designs have evolved over time and will be introduced to the most influential stages in the history of Product Design.  Pupils extend their STEM knowledge by conducting a practical investigation creating a scaled wooden hull of a boat, involving: energy stores and transfers, speed, distance and time, mechanisms, averages and range. Food:Good food mixed with engaging conversation is the bedrock of human social interactions. Food, at its very best, is an eclectic mix of textures and flavours, which engage the human palate, taking the raw materials of basic ingredients and mastering the craft of cookery. During years seven and eight students learn basic skills such as measuring, chopping and preparing ingredients along with the design of basic dishes. They explore combining flavours using different ingredients and consider how taste and texture is created through different making and cooking techniques. Students develop the skills to create a variety of food dishes, setting them up for an independent adult life. In addition students gain an appreciation of the components of a balanced diet, how to prepare food hygienically and the impact of food production on the environment. By the end of year 8 students have mastered the making of a number of different dishes. In year 9 students consider the impact of a mixture of cultures on the food prepared and eaten in Britain. They consider the influences of human migration, the environment, religion and local traditions on the design of food dishes. Students begin to take risks, using their mastery of techniques to create new combinations of texture and flavour in their dishes. This iterative approach to design demands confidence and knowledge to be successful. The knowledge of the chemistry of food becomes increasingly important as students design investigations into the effect of raising agents, enzymes, gluten, emulsification and gelatinisation. KS4 Design and Technology: Product analysis plays an important role in Design and Technology.  We begin by considering the important work of James Dyson as a British Designer who has challenged companies to look more innovatively at designs to make more sustainable products. From an identified brief, pupils trial ideas through an iterative design process, considering cost, environmental and social factors, culminating in a definitive design. The practical crafting then encompasses a deep understanding and practical application of materials, machinery and making techniques.  Pupils go on to design and make products in one of the crafts: Textiles or Resistant Materials. In year 10, pupils make either an item of children’s clothing, or a wooden bird house.  Then in year 11, pupils have a choice of design brief from the exam board Food: Years seven to nine serve to create a solid foundation upon which students can build during years ten and eleven to show ultimately their creativity in food production from its raw materials. Students will use their knowledge of how to prepare and combine ingredients by experimenting with ingredient types and quantities, designing and evaluating the dishes they make and refining the cooking process. Students will see that this idea of product improvement is used as a development tool in the food production industry. Increasingly theoretical aspects of food technology are included, such as considering the components of a balanced diet, influenced by the campaign work of Jamie Oliver, the use of food preservatives, flavour enhancers, and the chemical methods used to create different textures. In year 11, students design and create three dishes using a wide range of skills such as butchery, patisserie and baking. KS5 Students will be required to undertake a small-scale design, make and evaluate the project in response to a realistic contextual challenge. With reference to the context, students are expected to identify a specific task that meets the needs and wants of a user, client or market. Design & Technology: Fashion & TextilesFashion design is the art of applying design, aesthetics and natural beauty to products and their accessories. It is influenced by cultural, environmental, historical and social attitudes, and has varied over time and place.  Students consider the History of Fashion and iconic designers such as: Alexander McQueen, Coco Chanel, Yves Saint Laurent and Mary Quant. Alongside the increasing depth of technical knowledge and industrial practice, students are also encouraged to develop their passion into a practical career.   In year 12, students expand their repertoire of sewing techniques in preparation for the demands of their final product.  In year 13, students have an entirely free reign to consider the context of need in the market to identify a design problem.  They then investigate materials and research design solutions and trial elements of the product, leading to making a finished textile product.  Design & technology: Product DesignProduct design is the art of applying design, and structure to products and their uses. It is influenced by architectural, environmental, historical and social attitudes, and has varied over time and place.  Students consider influences such as: Wayne Hemingway and Steve Jobs. Alongside the increasing depth of technical knowledge and industrial practice, students are also encouraged to develop their passion into a practical career.   In year 12, students expand their repertoire of making techniques in preparation for the demands of their final product.  In year 13, students have an entirely free reign to consider the context of need in the market to identify a design problem.  They then investigate materials and research design solutions and trial elements of the product, leading to making a finished product

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"Dance is a manifestation and celebration of the tenacity of the human spirit”  (Robert Battle) Dance is an expression of emotion that words cannot articulate, it is a means of communicating with the self, others, and the environment. Everyone has the potential to move beautifully, and find enjoyment and understanding through the creative processes of dance; producing thinking dancers, not simply moving bodies.  The roots of Dance are in community and celebration and at the onset of the Renaissance the art form developed an aesthetic purpose through formalised structures of movement and sequence.  Over time Dance has served as an expressive tool, to stimulate conscious understanding of social and political expression through the language of movement.  Dance promotes a culture of integrative thought and action, allowing dancers to take ownership of their learning and creativity; thereby transitioning from a receiver to producer. EndFragment

Year 7 – As part of the PE curriculum year 7 will introduce students to subject specific terminology, safe practice in terms of warm up and cool down, and basic principles of technique as well as practical exploration of movement components as established by Laban.  Rudolf Laban was a movement theorist, a choreographer and a dancer who categorized human movement into four component parts as a way of developing a language for describing, visualizing, interpreting and documenting human movement. We begin by introducing students to the concept of the eight dance actions, before we move on to exploring dynamic range, spatial planes and then finally fundamental choreographic devices unison and canon. Short movement sequences are taught to develop understanding of technique for performance for example the concept of alignment in parallel position of the feet, knees over toes and articulating through the feet heel ball toe in take-off and landing. We learn to execute movement with control and precision by using our core abdominal muscles and fully extending the limbs. Through choreographic creative tasks our students are encouraged to take risks, with techniques and ideas and learn from mistakes. Finally we learn about skills required for effective performance such as self-discipline and focus and projection, critically appreciating our performances to identify strengths and weaknesses. Year 9 – In year 9 we review and build on key concepts introduced in year 7. First, we revisit safe practice for a dancer in training looking specifically at warm up and cool down and physiological changes to the body. We also look at injury prevention and the treatment of injuries, principles of training, as well as diet and nutrition. Through more complex movement sequences there is a further exploration of principles of contemporary genre and refinement of technique for performance, for example, correct posture with soft ribs and neutral pelvis as well as the concept of clarity and control particularly in the extension of the limbs. Through the exploration of skills for performance our students learn to demonstrate discipline and enhance their mental skills developing their movement memory in order to perform pieces of greater challenge in terms of length and level of difficulty. To develop knowledge of the process of choreography we look at professional practitioners such as Wayne McGregor, whose productions are acclaimed for their reconfiguration of the classical ballet language to create new and experimental dance. We study The Royal Ballet, Britain's flagship ballet company, to develop understanding of high quality performance. Students also study James Cousins who is renowned for presenting dance in different performance environments beyond the traditional stage. We learn to critically appreciate the work of the professionals, developing understanding of a range of approaches when creating using a range of stimuli to generate movement ideas such as visual images, pieces of music as well as the use of props. Through choreographic creative tasks students also review and explore more complex concepts in relation to movement components and subject specific terms for example motif development, formations, pathways, proxemics, shape and size of movement as well action, reaction and lead and follow. Students are also introduced to the concept of contact work exploring lifts and counter balances. Throughout the year students appreciate the performance skills demonstrated by themselves and their peers to develop a greater understanding of the range of skills necessary for effective performance.  KS4 – In year 10 and 11 students study an anthology of a range of six professional works by established and emerging artists, in a range of styles and style fusions, they also develop understanding of choreographic process and critical appreciation of own performances. The GCSE Dance Anthology underpins learning across each of the three core areas of performance, choreography and appreciation. The anthology's mix of artistic, cultural and aesthetically diverse works, has been selected to broaden students' knowledge and understanding of the wide range of dance choreographed and performed in the United Kingdom today. The practical component of the course enables students to study dance by ‘doing’ and the anthology of professional works provides a springboard for the development of creative and engaging practical tasks. The study of the anthology facilitates the development of students’ skills in performance and choreography as well as broadening their knowledge and understanding of dance and ability to critically appraise dances of different styles and cultural influences. We focus on the performance of dance, reflecting choreographic intention to the audience through a range of skills such as physical, technical, mental and expressive skills. Part of this process is the revisiting of training principles and application of that knowledge to develop performance to a high standard. Students gain further knowledge in terms of choreographing dance, including selecting movement material and aural setting, to communicate choreographic intention. Students create a final piece of choreography which demonstrates their knowledge and understanding of choreographic processes and performance skills. Throughout the course students critically appreciate their own works and professional works, through making analytical, interpretative and evaluative judgements. They learn to apply their knowledge of movement components to analyse six professional works (Emancipation of Expressionism, Artificial Things, Shadows, Infra, A Linha Curva and Within Her Eyes) specifically looking at how movement components are used by choreographers to communicate an intention to an audience. Students also look at other constituent features (staging, lighting, costume, music) and there contribution to the choreographic intent. KS5 – A-level Dance encourages students to develop their creative and intellectual capacity, alongside transferable skills such as team working, communication and problem solving. All of these are sought after skills by higher education and employers and will help them stand out in the workplace whatever their choice of career. A-level Dance requires students to develop, demonstrate and articulate practical and theoretical knowledge, understanding and experience of: technical and performance skills together with the process and art of choreography. In year 12 and 13 students build on prior knowledge, understanding and skills of performance, choreography and critical appreciation with the study of professional repertoire located within two specific areas of study (Rambert Dance Company and The American Jazz Genre). Areas of study provide students with the opportunity to investigate the key changes in the development of dance linked to a genre and allow students to demonstrate contextual understanding through written communication and performance. Throughout the course students develop understanding of the historical and socio-cultural context for both areas, as well as study three practitioners within each area. Students look at the key developments within the art form and how these are reflected in each area of study for example the development of modern dance – Martha Graham (rebellion against the confinement of classical restriction), Merce Cunningham (chance compositional methods abstract – movement for movement’s sake). Students demonstrate their knowledge of the choreographic process by create a final piece of group choreography (in response to questions set by the exam board). Students learn how to perform dance through the application of physical, technical, interpretative and performance skills, revisiting training principles and application of that knowledge to develop physical and technical performance skills. The focus is on refinement of performance skills in their own work putting their knowledge into practice. reflecting choreographic intention to the audience through a range of skills such as physical, technical, mental and expressive skills. Part of this process is the revisiting of training principles and application of that knowledge to develop performance to a high standard. We also focus on creating dance applying choreographic skills to communicate artistic intention. Exploring range of choreographic approaches to generate movement for example contact improvisation/movement with complexity. Students also learn how to demonstrate knowledge and understanding of performance and choreography from different periods and genres. Throughout the course students practically experience technique specific to each practitioner e.g. Bruce – Graham. Alston – Cunningham. The study of professional dance works, within the areas of study, promotes the integration of theory and practice and underpins students’ own approaches to performance and choreography. In addition, students develop the skills to be able to critically appreciate and assess performance and choreography through making analytical, interpretative and evaluative judgements. Students also critically appreciate each practitioner’s use of constituent features (movement components, staging, lighting, costume, music) and there contribution to communicating the choreographic intent. We also study each practitioner’s contribution to the art form identifying stylistic and characteristic features, as well as each practitioner’s impact on the development of the history of dance.

Dance

Music

Drama

Faith & Ethics

Modern Foreign Languages

Mathematics

Computer Science

History

Technology

Physical Education

English

Geography

Science

Art & Design