Key Stage 3:
- Year 7 – Natural forms/packaging/typography, Cultural masks
- Year 8 – Natural forms, portraits, abstraction, food
- Year 9 – Natural forms, futurism, urban landscape, Still LIfe
Key Stage 4:
- AQA Art & Design GCSE
- AQA Art and Design (Textiles) GCSE
- AQA Art and Design (Graphic Design) GCSE
Key Stage 5:
- GCE Art, Craft and Design
- GCE Art, Craft and Design – Textiles
- GCE Art, Craft and Design – Graphic Design
The Business Studies Department comprises of two courses – OCR GCSE Business Studies and Edexcel A Level Business Studies.
All A level Business Studies students are offered the opportunity of attending a one day intensive revision course in Bristol for each of the separate exams. These revision days are well attended, with students really gaining from the expertise of top examiners.
Students also, where possible, have access to a range of topic specific on-line revision sessions, which prove invaluable to students during their revision period. With the many business contacts of the Business Studies staff, over the two years of the A level Course, we have a range of visiting speakers, who are specialists in their areas of business, again proving invaluable to extending the student’s knowledge.
During the GCSE Course, students participate in the Make your Mark Challenge in Global Entrepreneurship Week. One example of the brief to the students was to ‘open a Christmas stall in Shaftesbury’. The students had 5 hours to work in teams to create a business idea, plan the marketing campaign, work out a budget and cash flow forecast and then present their ideas to a ‘Dragon’s Den’ style judge. The winning team’s business idea was called ‘Stockings Filled for U’, which was a filled Christmas stocking for 3 different age groups. This team was particularly strong in both the creative side of advertising and the financial aspects of their business.
Each year, we also hold the Make your Mark with a Tenner Challenge for our Yr10 pupils. This is held for 4 weeks in March, with the students working in teams to come up with a business idea, make and sell a product or provide a service. Students gain a great deal of ‘real life’ experience from this challenge – thinking of the business idea, implementing it, producing a profit and loss account and cash flow forecast, working in teams, dealing with problems as they arise. Some of the business ideas have included a tuck shop, coffee morning, sponsored walk, sponsored cycle ride, car washing, pick and mix and guess the number of sweets in a jar.
The students then choose a charity for the money raised to go to – for example Cancer Research and Help for Heroes charities, to name a few.
At Key Stage 3 students follow a scheme of work based on a combination of Computing and IT. The department has full resources both paper based and online to support the course. Throughout year 7, 8 and 9 the focus is on foundation GCSE and preparing the students with the key skills required for GCSE Computing.
From Year 7, the students are introduced to programming techniques, different programming languages and provided with opportunities to see how computer technology works. At KS4 GCSE Computing is an option. This course gives students a real, in-depth understanding of how computer technology works. The course gives them an insight to what goes on ‘behind the scenes’, including computer programming, which many of our students who take this find absorbing. By studying this course students develop critical thinking, analysis and problem solving skills.
In addition to the above the students are taught how to use computers safely and to have a good understanding of digital literacy.
In Year 12 and 13 students can continue studying computing or IT.
BTEC Level 3 IT is offered in sixth form in which a hands on approach is taken to IT.
A level Computer Science is also offered for students who wish to deepen their knowledge of computer systems and programming techniques.
ICT Clubs are run throughout the year after school. The ICT rooms are regularly used by other staff and students for work.
The department is well resourced, with four fully equipped discreet ICT Teaching areas. Each of these classrooms contains reliable and sound computers, printers and electronic whiteboards or plasma screens. Each room has full access to the internet. In addition, there are PODS of computers around the school in areas such as Careers, The Resource Centre, Science, Technology and Art.
The Department offers variety and expert tuition to all students. We encourage independence, confidence and problem solving through a variety of practical, computer and paper based learning activities. At Key Stage 3 students follow a ‘circus’ arrangement giving them experience of five D&T areas (Food, Resistant Materials, Graphics, Textiles & Electronics). At KS4 and 5, D&T is an optional subject, but many students choose to study it at examination level. Currently the D&T department offers a variety of courses.
- A levels in Textiles & Graphic Design (in conjunction with the Art Dept) with AQA
- GCSE’s Textiles and Graphics with AQA
- GCSE in Catering with WJEC
- Btec Tech Award (L2) in Engineering with Pearson/Edexcel
- Btec Level 2 & 3 in Catering & Hospitality
D&T Clubs are run throughout the week and after school and where ever possible links to other STEM subjects are encouraged both in lessons and through extracurricular activity.
The D&T department is very well resourced. The accommodation comprises two Food rooms (one with full catering facility and Bistro attached), a large Textiles room with print and wet area, a Graphics studio and two multimedia workshops. The department also has three small computer areas that can be used for part classes.
Like all the Arts, Drama is a learning experience which supports the intellectual and emotional development of young people. Through active involvement in imagined roles and situations students engage in an experience which challenges their thinking, makes demands on the language they use and helps them to work creatively together.
As a result, Drama is a very popular subject that challenges and motivates students whilst providing them with a wealth of experience and skills including confidence and self-presentation, analytical skills, self-discipline and an ability to appreciate and handle constructive criticism. Students also learn how to work in a team successfully and develop excellent research skills.
At Key Stage 3 students follow two periods of Drama per fortnight exploring a variety of Drama forms including, script work, improvisation, exploration of stimuli, physical theatre, mask work and devising their own material.
At Key Stage 4 students follow the AQA syllabus, which has three components:
Involves the study of a set play and analysis and evaluation of live theatre – this is assessed in a written exam in Year 11
This involves creating and performing in an original piece of drama and writing a devising log that explores how the piece was created and assesses how effective it was
Texts in Practice
A performance of two extracts from one play
At KS5 students follow the AQA syllabus, which also has three components:
Drama and theatre
This involves the study of two set plays, and the analysis and evaluation of the work of live theatre makers – this is assessed in a 3 hour written exam in Year 13
Creating original drama
Involves students creating a devised piece which must be influenced by the work and methodologies of one prescribed practitioner. A written account of the process, including an understanding of the practitioner, devising strategies and an evaluation of the piece is also assessed
This involves a practical exploration and interpretation of three extracts (Extract 1, 2 and 3) each taken from a different play. One of these extracts is then performed to an external examiner. Students also have to provide a reflective report analysing and evaluating the theatrical interpretation of all three extracts.
The drama department has two dedicated teaching spaces which are very different in terms of style. Both spaces are large and afford a good deal of room for students to develop their work in safety. Notably, the converted Chapel which is used for GCSE and A-Level performances as well as lessons, offers stage lighting, sound and multi-media elements to be used in performance as well as providing a wonderfully atmospheric space.
The Head of Department, Jane Armitstead, is seeking to build from existing strengths towards an approach to the teaching and learning of English which is vibrant, cohesive and cutting edge. This involves, respectively, excitement and enthusiasm for English amongst staff and pupils, collaborative working practices and good communication, and the invention and ambition of the team.
The English Department is housed in six dedicated classrooms in the main building. Opposite is the Library, with good facilities and an excellent and supportive librarian.
At Key Stage 3 students are taught through modules on short stories, non-fiction, the media, and Shakespeare.
At Key Stage 4 the AQA course is followed for both English Literature and English Language by all students.
In Years 12 and 13 the AQA English Literature (Spec B) is currently offered. This reflects the value attached to English Literature across the whole of our department.
The Department runs an annual Poetry Please Evening when students learn and recite poetry in a house competition. We also have a Writers’ Group and Reading Group which meet on a regular basis and there are regular theatre trips to support the teaching of plays.
The Geography Department is a well- resourced working environment within A Block. There are three dedicated rooms all equipped with internet access, two having interactive whiteboards and the other a computer linked to a projector. Both rooms have DVD facilities.
Regular Geography fieldtrips take place mainly to link into the GCSE and A level courses. Examples include Poole, Chesil Beach, Studland, Bruton and Bristol.
Travel and Tourism trips include Bournemouth, Bath and a residential to Barcelona shared with the Hospitality group.
In Year 7 students complete an Introductory module to include the four key words of pattern , process , people and place as well as basic Map work Skills. Plus topics on Plate Tectonics , Volcanoes and Earthquakes Settlement and a very basic Geographical Enquiry
In Year 8 students complete topics on Coasts, Italy , Rivers, Kenya and Globalisation
In Year 9 All students start AQA A GCSE Geography. First examined 2018 onwards, many will continue their studies although there will be an opportunity to opt out at the start of Year 10.
Topics to be covered in year 9 are Natural Hazards and the Challenge of Resources management with a focus on the topic of Water
In Year 10 Urban Issues and Ecosystems will be covered and the Fieldwork element
In Year 11 The topics on the Changing Economic World and the Physical Geography on Coasts and Rivers plus preparation for the Decision Making Exercise and Revision and examination techniques.
The new 2018 examination is made up of three examinations
Paper 1 Living with the physical environment. 1 hour 30 mins 35 % of the final mark
Paper 2 Challenges of the human environment. 1 hour 30 mins 35% of the final mark
Paper 3 Geographical Applications Issue Evaluation, Fieldwork and Skills. 1 hour 15 mins worth 30 %
In Years 12 and 13 .
We follow AQA A Level (7037) First examined 2018 onwards.
Physical Geography topics
Water and Carbon Cycles
Coastal Systems and Landscapes
Human Geography topics
Contemporary urban environments
Global Systems and Global Governance
Geography Fieldwork Investigation
This is an independent 3- 4000 word investigation based on any topic covered in the syllabus. Each student must set a question, collect, record, present, analyse, draw a conclusion and evaluate the whole process.
Two examinations of 2 hrs 30 mins. Each worth 40 % each.
Made up of multiple choice questions, short answers and extended prose
Geographical Investigation worth 20 %
BTEC Travel and Tourism Level 3
The Department also run this vocational qualification in years 12 and 13. This is currently a non – examined subject that promotes a more independent approach to learning and modules are assessed internally and externally.
Year 12 Certificate (3 modules)- A/S LEVEL equivalent
Introduction to the Travel and Tourism Industry
The UK as a Destination
Work Experience in Travel and Tourism
Year 13 Sub Diploma (3 modules) – A LEVEL equivalent
Customer Service in Travel and Tourism
The Business of Travel and Tourism
The History Department is committed to inspiring students to engage with and want to know more about the past. We believe in making learning active and encouraging young people to develop the enquiry skills necessary to reach an informed opinion.
Years 7 and 8 are thematic with three units lasting two terms each;
- Unit 1 (Year 7) : Ordinary Lives
- Year 8 (Year 7/8) : Empires and Nations
- Year 9 (Year 8) : Power, conflict and control
Unit 4 (Year 9) involves a study of the Twentieth Century World. Students will examine the causes and consequences of two world wars, and, from 2016, start a course which will prepare them for the GCSE topic of Weimar and Nazi Germany, 1918-1939
At GCSE Year 11 currently follow the Schools History Project syllabus with Edexcel;
- Unit 1 : Crime and Punishment through time
- Unit 2 : Germany 1918-1945
- Unit 3 : The Impact of War on Britain 1914-c1950
- Unit 4 : The Swinging Sixties? : Change in British Society 1955-1975
Year 10 have recently begun the Edexcel 9-1 syllabus;
Paper 1 – Crime and Punishment in Britain c1000 to present and Whitechapel, c.1870-1900
Paper 2a – The American West c1835-1870
Paper 2b – Early Elizabethan England, 1558-88
Paper 3 – Weimar and Nazi Germany 1918-1939
At A level students follow the AQA courses;
- Unit 1 : Britain, 1625-1701 – Conflict, Revolution and Settlement
- Unit 2 : Russia in Revolution, 1894-1924
- Unit 3 : Civil Rights and Race Relations in the USA, 1850-2009
- Unit 4 : A self-designed coursework investigation into an issue of historical controversy
In recent years we have taken students on trips to the First World War battlefields in Ypres, to Corfe Castle, to the Imperial War Museum. Future trips are planned to the American Museum in Bath and to Whitechapel in London.
As a Languages Department we believe in the provision of a broad and balanced curriculum. The aim of the curriculum is to provide access to modern language learners of all abilities. Modern Foreign Languages are offered at KS3, KS4 and KS5 within the normal school day. Languages are compulsory at KS3 and optional at KS4 and 5. The department is also committed to the enrichment of other aspects of the school curriculum through MFL and International dimension initiatives. Our results speak for themselves, last year 83% of our students gained A* to C in Spanish and 81% of students achieved the same in French. A good number of our students achieve a competent level of the language at the end of KS3 and we are working hard to increase that number and the number who choose to take it at KS4 this year.
Key Stage Three
- In year 7 students take 5 lessons of French or Spanish per 2 week timetable. We contact the students in Year 6 and ask if they have a strong preference for one language or the other and we try to accommodate that preference.
- In year 8 and 9 students continue with the language that they started in Year 7 for a further two years.
- We aim to teach in an interactive and fun way, using I pads, ICT and other resources to use language in real life situations.
- We use games, drama and project work to engage students at KS3.
- We use the target language when appropriate and encourage students to use the same.
- We use Assessment for Learning techniques to assess students’ progress.
- We aim to keep students informed of the level at which they are performing and how they can improve to move up to the next level.
- All the KS3 groups benefit from an hour of 6th Form Foreign Language Intern support – Our interns can be French and Spanish speaking boarders or students of French and Spanish A Level who volunteer as speaking assistants to work with our students.
Key Stage 4
Students who opt to study a language at GCSE study for 6 hours per fortnight. They have reserved time in ICT suites and for I pad usage. They will also work with our 6th Form Foreign Language Interns.
The Spanish GCSE group will have the option to attend our very popular and successful residential exchange with our link school in Jaen. In addition we are working hard to establish a link with a French school so that the French GCSE students can also benefit from taking part on a residential exchange.
Key Stage 5
Shaftesbury students can study French or Spanish at AS and A2 Level. They will be supported to plan and undertake foreign exchange visits, will use a variety of multi-media to support their work and will also have time with our boarding students who work as language interns to improve their speaking skills. A Level students of French and Spanish are also given the opportunity to work as language interns themselves. They usually support KS3 and KS4 classes.
We also enter students in Sixth Form examination for their mother tongue, and Shaftesbury School students have gained qualifications in Russian, Chinese, Arabic, Polish, Italian, Portuguese and German.
- GCSE booster and masterclass sessions after school.
- Language Celebration Days such as European Day of Languages and Spring Day in Europe.
- A Global Christmas celebrated with our International boarding students.
- Flamenco, Spanish singing and crafts club after school.
- Residential exchange trip abroad to our partner school in Spain.
- We also receive students from our links school during the year.
Literacy at Shaftesbury School is a whole-school affair, as every member of staff is committed to improving the standard of reading and writing across departments. Strong collaborative links between subject departments and the Resources Centre ensure that Literacy is promoted through the school. In addition, a variety of initiatives designed to raise literacy levels are in place:
Students in Years 7, 8 and 9 have one Literacy lesson per week. In these lessons, we challenge students to improve and increase the range of their reading, and encourage them to:
- read a wide range of fiction including books read in their entirety, short stories and verse.
- choose and read books independently for challenge, interest and enjoyment.
- develop their ability to read aloud with confidence, taking note of sentence structure and punctuation to increase fluency and expression.
- understand increasingly challenging texts through:
- making inferences and referring to evidence in the text,
- developing the ability to empathise and predict,
- considering the effect of setting, plot, and characterisation,
- learning new vocabulary and relating it explicitly to known vocabulary and
- understanding it with the help of context and dictionaries.
We are signed up to Accelerated Reader: an innovative and exciting way to encourage reading, where students in Years 7 – 10 are challenged and rewarded for their reading time through quizzes and targets. Accelerated Reader enables students to see the progress they make in reading and also allows parents to be part of their success using Home Connect.
Designated Tutor Group Reading
Key Stage 3 tutor groups have at least 15 minutes each morning put aside for quiet reading. Students are encouraged to work towards their Accelerated Reader rewards during these times.
Students entering Key Stage 3 are screened for a variety of literacy skills, and this determines the type of support or intervention they may be offered. Such interventions may include cumulative, multi-sensory individual or small group work that focuses on the acquisition of phonological skills and reading comprehension. Other interventions may be software-based, such as Lexia. Lexia is a reading support programme that is delivered using computer technology and is individualised according to each student’s ability and responses to the activities. Lexia is delivered during tutor time and also for some smaller groups as part of their curriculum timetable. Students may also be given the opportunity to improve their touch-typing skills using a further software-driven programme during tutor time, while others may receive occupational therapy input.
As a Mathematics Department, we aim to deliver a curriculum that motivates and encourages all students to realise their potential. We want our students to be inspired by the subject of mathematics.We try and inspire our students in the classroom….
We try and equip students with the numerical skills that they will need in real life not just exam situations.
We use a variety of teaching methods and resources.We go outside of the classroom from time to time to complete activities outside.
We give students the opportunity to link subjects together such as PE and Maths.We encourage students to take responsibility for their own learning, making sure every student knows the progress they are making.
We give students the opportunity to extend their own learning.
We ask KS3 students to invite their parents to an evening Maths Class so that they can get help with homework at home. At KS4 we follow the Edexcel course to completion Mathematics (1MA0).
We offer lots of extra curricular activities …
- A Puzzle and Games Club every Monday and Thursday lunchtime.
- Year 7 & 8 visit to Mathemagic Exhibition at Techniquest in June.
- Year 10 Girls trip to Disneyland Paris to discover the Mathematics of Roller coasters.
- Gifted and Talented trips throughout the year to local universities.
- Inter-house Maths challenges throughout the year.
- A puzzle challenge day for Year 7s and our feeder Primary schools.
The music department is now based in the main school in state of the art facilities including two dedicated teaching spaces, one equipped with the latest digital music equipment and another with keyboards. There are also 4 practice rooms for students taking music lessons to use plus recording equipment.
At Key Stage 3 students follow two periods of Music per fortnight. At Key Stage 3 the academic year in Music is split into 6 units of work i.e. after every half term a new unit of work is started
At Key Stage 4 Year 10 is an experimental year, developing practices and skills in preparation for Year 11 and the exams. The WJEC Music GCSE is made up of 60% coursework and a final written exam consisting of 40 %. For an outline of the course, see WJEC’s website which gives an overview for both GCSE and A Level.
Instrumental Music Lessons
If you would like your child to have individual music lessons, please download and complete the Music Contract including the payment form (and Instrument Hire form if applicable) and return with your cheque to the Finance office.
Monday – Senior Wind Ensemble, 3-4pm in Music Block
Tuesday – Keyboard Club, Lunch (12.30) in Music Block
Tuesday – Chamber Choir, 3-4pm in Memorial Hall
Tuesday – Boy’s Choir at 3pm
Tuesday – Close Harmony group, 4-5pm in the Memorial Hall
Wednesday – Guitar Club 1, Lunch (12.30) in Music block
Wednesday – Junior Wind Ensemble – 12.30 in the Recording Studio
Thursday – Guitar Club 2, Lunch (12.30) in Music block
Thursday – Composition Club, 3-4pm in Music Block
Friday – Drum Club, Lunch (12.30) in E7
Friday – Brass Ensemble, Lunch (12.30) in Music Block
Each year the Music Department offers the chance for students to participate in a number of extra-curricular activities and performance opportunities. This includes Orchestral concerts, ensembles, choral groups and individual recitals both within the school and the local community.
We continually try to raise money for local and national charities through our performances and have managed to raise £15,841.
The department offers students the opportunity to go to live performances of all genres of music in addition to several master classes throughout the year. We have many ensembles that musicians can become members of including orchestra, choir, drum club, keyboard club and guitar club.
Music is an essential subject in our school and is a daily part of the school provision. It develops social skills and allows students to express themselves, explore and appreciate ideas in a creative environment.
Shaftesbury School PE department has been awarded a Quality mark with distinction by the Association for PE, in recognition of the school’s outstanding quality of Physical Education and Sport.
The Quality mark was introduced in late 2012 by the Association, after Ofsted inspections in specific subject areas ceased, to recognise innovation. On achieving the higher level of award, the school can use the Quality Mark for 3 years and be signposted to other schools as a model of good practice in Physical Education and Sport.
PE also emerged as a strength for the school during the latest Ofsted report, in 2013, and was graded outstanding.
Key Stage 3
Throughout Key Stage 3, pupils will participate in a variety of activities designed to suit every student’s individual need. During the Key Stage, students will participate in 2 hours of High Quality Physical Education every week. This will be supplemented by Active Lunchtimes and Extra-Curricular clubs. Activities on offer for Key Stage 3 include athletics, badminton, basketball, rock-climbing, cricket, dance, football, gymnastics, hockey, netball, orienteering, caving, health and fitness, rounders, rugby, tennis, trampolining and volleyball.
Key Stage 4
The new GCSE PE specification which launched in September 2016 blends practical sport with academic rigour. Students study a range of engaging topics focused on health and performance, fitness and body systems and analysis of fitness data. The course is assessed through practical performance in three sports, a coursework project and two separate written examinations.
The new BTEC Sport is an exciting and engaging course that has been popular since its introduction in 2013. The course is structured to cover four units of which three are course work projects and one is a final theory exam. Students spend 50% of the course engaged in practical activities which relate to the theory content. The four units covered are; Practical sports performance, Fitness for Sport, The Mind of the Sports Performer and The Body in Sport.
Students produce teacher marked projects that are graded to Pass (C grade), Merit (B grade) or Distinction (A grade).
This course provides a perfect balance of physiology and psychology and does not assess students in their practical performances.
Pathways PE is a non-examined option. Students opting for the Pathways course will be able to enjoy sport and fitness with a focus on the social benefits of participation. Students select an option for each semester. There are 3 x 15 week semesters which students opt for and graduate from once complete. This is an ideal choice for students who wish to stay involved with sport but do not wish to complete a GCSE in the subject
We aspire to put spiritual development at the heart of our curriculum, within a framework of Christian Values. We offer engaging and relevant material for students. Our vision is for a high-quality, broad-based religious education, exploring religions and beliefs openly, rigorously, critically and reflectively in the context of a changing and globalised world. Exploring topical and relevant issues such as Medical Ethics, War and Pacifism and Sex and Relationships in KS4 means that our students proactively participate in RE which is relevant, having impact on their lives and on that of their community locally, nationally and globally.
All students within school receive at least 1 hour a week Religious Education Curriculum at KS3 and KS4. Whilst a KS3 the major World Religions are studied, at GCSE, the course enables learners to gain knowledge and understanding of two religions (Christianity & Islam). Please contact the Head of Department for the KS3 overview of Study.
Entry to Full GCSE is inclusive: WJEC Eduqas GCSE (9-1) in Religious Studies for Award from 2018.There is a 50% focus on philosophical and ethical themes and explicit reference to key sources of wisdom and authority (including Sacred Texts).
Component 1: Religious, Philosophical & Ethical Studies in the Modern World:
Written Examination: 2 Hours: 50% of qualification. Candidates will study the following four themes. All questions are compulsory.
Theme 1: Issues of Relationships
Theme 2: Issues of Life and Death
Theme 3: Issues of Good and Evil
Theme 4: Issues of Human Rights
This component will be assessed by compulsory questions focusing on knowledge, understanding and evaluation of the identified themes.
Component 2: Study of Christianity:
Written Examination1 Hour: 25% of Qualification. This component will be assessed by compulsory questions focusing on knowledge, understanding and evaluation of the identified themes.
Component 3: Study of a World Faith: Written Examination of 1 Hour: 25% of qualification: Candidates will study the beliefs, teachings and practices of Islam.
This component will be assessed by compulsory questions focusing on knowledge, understanding and evaluation of the identified themes.
This specification builds upon subject based content taught in KS3 and reasonable adjustments are made for certain learners in order to enable them to access the assessments.
The linear qualification will be available in May / June each Year. It will be awarded for the first time in Summer 2018.
Parents who might wish to remove or withdraw students from RE lessons may seek meetings with the Head of Department initially and approach the Head teacher. However, this is an unusual scenario and at present, no-one is withdrawn.
Accommodation & Resources:
Rooms are well equipped with Multi Media facilities. We have an extensive artefact collection and a wide variety of texts and electronic resources to draw upon.
The Religious Education Department Staff
- have a strong commitment to promote student’s spiritual, moral, social & cultural development
- deliver RE inclusively and develop progress, attainment and success in RE for all
- challenge students in their learning through the added dimension of the key skills of Reflection, Empathy, Communication and Evaluation
- highlight for students the Tolerance and Respect Agenda, promoting enquiry into and respecting the beliefs & values of others and combating prejudice and discrimination; Anti-Semitism and Islamophobia
- encourage students to develop their spirituality and own personal growth, as well as to appreciate what it means to have a religious faith, and to respect and understand those who have a different faith, other than their own, or no faith at all. We positively teach Humanism and Atheist perspectives.
Educational Visits, Workshops and Events:
The Department aims to offer a wide range of further study opportunities and enrichment activities.
In the RE Department we aspire to create an open and questioning environment, giving pupils the opportunity to learn and reflect about the religious experiences of people around the world and throughout time. We allow time and space to ask and consider Ultimate Questions;
Does God exist?
Why is there suffering in the world?
Is there life after death?
What is the meaning of life?
How do various religions respond to a person’s search for answers to these questions?
The Vision of our department at Shaftesbury school is that our students feel that science educates them: to reason, think, experiment, understand, cope, progress, understand the modern world.
We have 12 science teachers, two technicians and a learning mentor within our department. Amongst the teaching staff, there are specialists in the three disciplines of Biology, Chemistry and Physics at both KS4 and KS5.
In Yr 7 and 8 students follow a scheme of work built around the new KS3 National Curriculum. The department uses Exploring Science resources by Longman to support this. In Yr 9 the students follow purpose designed units in Biology, Chemistry and Physics to prepare them for the transition from KS3 into KS4. Throughout KS3 there is a focus on practical and research skills and an emphasis on how Science is relevant to student’s lives and the philosophy associated with ‘Working scientifically’.
At Key Stage 4 students follow the AQA Combined Science: Trilogy GCSE course (8464) in Year 10 and Year 11. Students are placed into teaching groups in line with the department’s setting policy. The curriculum opportunities are widened with both GCSE Psychology and GCSE Biology (8461), GCSE Chemistry (8462) and GCSE Physics (8463) as optional subjects to complement this universal provision. We now have two classes of GCSE separate scientists and as a consequence, there has been a substantial increase in the number of students going on to study the Sciences further at Post 16.
In Year 12 and 13 students can continue studying OCR Biology A (H420), OCR Chemistry A (H432) and OCR Physics A (H556). Also available is the opportunity to study Psychology and BTEC Nationals Applied Science (2016). Each student is provided with their own copy of the relevant course textbook and taught by experienced subject specialists.
Personal, social, health and economic (PSHE)
PSHE education is a planned programme of learning where students acquire knowledge, understanding and skills to manage their lives now and in the future. Our PSHE programme reflects the needs of our students and aims to develop the qualities and attributes they need to thrive as individuals, family members and members of society. The programme equips students with a sound understanding of risk and offers knowledge and skills necessary to make safe and informed decisions.
If parents/carers would like their students to miss any of the planned PSHE programme of study, please inform the school
Programme of Study
Our programme of study is based on three core themes at Key Stage 3 and 4;
- Health and Wellbeing
- Living in the Wider World
Health and Wellbeing – pupils will be taught:
- how to manage transition
- how to maintain physical, mental and emotional health and wellbeing including sexual health
- how to assess and manage risks to health and to stay, and keep others, safe
- how to identify and access help, advice and support
- how to make informed choices about health and wellbeing matters including drugs, alcohol and tobacco, maintaining a balanced diet, physical activity, emotional health and wellbeing and sexual health
Relationships – pupils will be taught:
- How to develop and maintain a variety of healthy relationships within a range of social/cultural contexts
- How to recognise and manage emotions within a range of relationships
- How to deal with risky or negative relationships, including all forms of bullying and abuse, sexual and other violence and online encounters
- About the concept of consent in a variety of contexts (including in sexual relationships)
- To respect equality and be a productive member of a diverse community
- How to identify and access appropriate advice and support
Living in the wider world – pupils will focus on ‘economic wellbeing, careers and the world of work and be taught’
- How to make informed choices and be enterprising and ambitious
- About the economic and business environment
- How to develop employability