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Curriculum

Curriculum

We provide ‘thinking toolkits’ to enable our students to approach learning in different ways. They encourage flexibility, creativity and critical thinking. Each student will develop habits of perseverance, open mindedness and teamwork, which will carry them beyond their time at school.  Ofsted have reported on the links between being an outstanding school and a thinking school which you can read about here.

Our Academy offers a broad and balanced curriculum which is both challenging and stimulating, enabling students to enjoy, engage and achieve. All students in years 7 and 8 will follow the National Curriculum and in years 9, 10 and 11 they will have a range of GCSE, Applied BTEC and other subjects which they can choose to study. The curriculum has been designed to meet the needs of all learners. For students who show the aptitude and dedication to study at a higher level we offer a range of post-16 courses to study from AS level and their equivalent. In years 9, 10 and 11 our curriculum offers personalised pathways to success and future opportunities in training, Higher Education and ultimately in achieving fulfilling careers.

For any student who has additional and/or special educational needs we have an outstanding team to support them. Our experienced SENCo and their team of dedicated learning support assistants will ensure that no child is left behind and all make exceptional progress. Equally we will ensure any student who exhibits exceptional talents will be nurtured to excel.

Home learning is an integral part of learning and the school experience. It is designed to encourage and extend learning beyond the classroom. Students are expected to take responsibility for their own learning at home and complete all activities in time and to a high standard.

There are 50 hour long lessons across a 2 week timetable.  See learning day for info about how day is set out.


By Year

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Head of Year

Tutors

Key Dates 2019/20

Y7 Parents’ Evening
Tue 29th April / Wed 30th April 2020
3:45-6:45

Autumn Term

In year 7 students will be introduced to a broad range of new techniques, materials, artists and themes. These experiences will set the foundations for developing as an effective artist and creative thinker. Drawing is seen as a fundamental art skill and in term 1 they will begin to develop a more realistic style of drawing and are taught the importance of keen observation, accurate line and use of tone. Students will be taught how to use a variety of visual language techniques in order to express specific ideas and emotions successfully. They will be encouraged to take responsible risks and become creative thinkers. Techniques will support the development of motor skills, language skills, social skills, decision-making, risk-taking, and creativity.They will explore these skills through a project about monsters. This will support links with the English curriculum where they will be looking at Gothic horror and relevance in their lives with the build up to Halloween.

 

Autumn Term

An introduction to Dance skills. Basic actions and relationships will be taught within the topic of Musicals. They will learn to rehearse, choreograph and perform in varying group sizes. They will be assessed twice in the term within in a baseline performance and at the end of the unit to see what skills they have learnt.

Autumn Term

In Key Stage 3 students will have the opportunity to experience the exciting and varied curriculum in Design and Technology. They will learn how to use equipment safely and apply this in a range of situations and processes. Students will be introduced to the broad curriculum, materials, products, designers and processes through a project which centres around music festivals. This is based on their local experience of Cultural and music festivals in Portsmouth, like Victorious. Initially they will learn how to develop ideas through bubble diagrams and researching into required knowledge. They will then cover branding, the work of designers and design communication, leading in to developing ideas that will require presentation and manufacturing skills including (but not exclusively) 3D printing, laser cutting, vinyl cutting, CAD/CAM, traditional hand tool use and machinery such as fret saws and drills. Throughout the keystage, students will learn how to evaluate and develop their own work, learning to work iteratively and to continually improve their own work.

Autumn Term

An introduction to Drama skills. In this unit pupils will take part in practical exercises which will enable them to rehearse and perform drama in groups. They will develop their imagination, creative ideas and performance confidence skills. They will be introduced to the key terms using a Spies and Secret Agents story. They will be assessed in two performances including a base line performance and an end of unit performance using the skills they have learnt.

Spring Term

Pupils will learn how to create a piece of devised drama from storytelling. They will break the story down into sections in rehearsal, look at the role of a narrator and will work in groups to tell / interpret story through Drama with characterisation using children’s fairy tales and nursery rhymes. This term will also introduce pupils to how to rehearse and perform a script including the use of stage instructions. Pupils will work in groups to rehearse and perform a specific script focusing on physical and vocal choices.

 

Autumn Term

Year 7 will spend the first term learning about Gothic horror. Gothic horror is an important genre to study – there is vast exploration of the human condition which allows for rich characterisation. It will encourage pupils to look inwardly, reflect and consider morality, empathy and compassion. Gothic horror also provides opportunities for language analysis for all ability ranges because of the emphasis it places on setting and world-building. Because of this. Dracula has been chosen as a core text for year 7, however there is a tremendous range of texts that can be deconstructed which will facilitate the process of reconstruction in the form of the creative writing. Historically, pupils have left year 6 as enthusiastic creative writers – something that will continue to be developed in their first term at TPA. Finally, our pupils have always shown a certain fascination for horror stories, the supernatural and Halloween – another reason why Gothic is a good entry point for them.The substantive knowledge that pupils acquire at KS2 will evolve into disciplinary knowledge throughout this term as they learn there is more to words and language than simply what they are or what they mean. Instead, they are influenced by context and intent and this is something year 7 pupils will begin to consider when analysing and crafting.

Autumn Term

In year 7 students will be introduced to the basis of safe cooking and use of a food room, safe preparation of food and healthy eating. They will have the opportunity to learn a range of basic food preparation skills, including using the hob, knife skills and combining ingredients.

The introduction to healthy eating is linked to current issues across Portsmouth and with the understanding that Portsmouth has a high rate of obesity. We explore the risks associated with the consumption of excess sugar and of energy drinks. Students will build on this knowledge and skills, adapting recipes applying their understanding of food science and how recipes work and the function of ingredients. They will begin to explore different diets and be exposed to the moral and cultural decisions surrounding food choice.

Autumn Term

At the end of the first half-term we will make sure that all the students are comfortable with the alphabet, numbers, calendar, birthday, greetings, nationalities (this will support links with the Geography curriculum where they will be looking at countries in the EU. This will introduce the first topic which is “About Me“. In French classes, the students will start straightaway with the basic vocabulary mentioned above.

After half-term, we will continue with the same topic and we will encourage the students to use simple but complete sentences in order to talk about family, pets, physical description and personality. This topic is relevant as this is usually the first topic of conversation when children meet next friends (such as penpals).

Autumn Term

Joining TPA, students will be fully introduced to Geography as a multi-disciplinary subject. Starting with our baseline test to understand the students prior experiences and knowledge of Geography. Students will then go on to investigate the key themes of scale, place and interconnections. They will look at the context of the UK, nationally and globally; from population across the UK in order that they might be able to articulate why Portsmouth is so densly populated, to current affairs as we look at the UK’s place in the EU. Coupled with essential map skills to help them understand their place and their surroundings.

Following on from this introduction, we will embrace the excitement of our raging planet. Students will learn about the inner workings of the Earth, understanding why natural hazards occur, who they affect and what type of long term planning and development are required to protect our growing population. Students will all study aspects of volcanoes, earthquakes and tsunamis, taking on real life examples and imagining what would happen if they lived in a place affected by them.

Spring Term

The winter chill paves the way for ‘The Big Freeze‘, an opportunity to look at the opportunities and challenges of cold environments. How states like Alaska can develop their economy in such challenging conditions, how modern engineering is needed to beat nature. Students will also look at events closer to home, including the Beast from the East in 2017, how extreme weather and hazards can affect people around the world.

From extreme weather, to extreme misconceptions. Already challenging student ideas about what the weather is really like or what life abroad is ‘really like’, time to turn our attentions to the misconceptions they hold about some of the world’s poorer continents. Africa being a prime example where wealth often goes unnoticed, modern day colonialism is sneaking change across the continent but how many continue to live far below the poverty line. A continent full of extremes and full of misconceptions!

Summer Term

Previous learning about diversity in Africa, the issue of food is global. From food security and obesity, to insecurity and hunger. Students will map the variations of the world, introduced to proportional mapping and continuing to challenge misconceptions on a global, national and local scale. Ultimately asking the question – which is worse, hunger or obesity?

The finale to year 7 moves from food to packaging, plastic in the oceans has been a known issue for years and took David Attenborough one 10min slot to raise the profile to news worthy in 2017. Students will explore the issue of single use plastics, their journey to recycling or the oceans and the impacts on ocean and coastal ecosystems. During this term, students will take an active role in managing plastics at school and in their communities, investigating plastic waste and completing a beach clean as part of their journey.

Autumn Term

In the first term in year 7 at TPA, we will assess what the students already know from the previous History teaching. We will look for misconceptions they may have learnt, and introduce them to the topic of History through looking at the skills they will be using throughout their Historical career. We will begin by looking at the different skills it takes to be a Historian as well as a deepening knowledge of History as a discipline.

We will develop all these skills through a local study of the Mary Rose. The study of this will bring our local History to life, and enable them to see Portsmouth differently, and how Portsmouth is relevant to History. We will look at the different skills of Evidence, Significance, Cause and Consequence, Change and Continuity, Interpretation and Chronology. We will then begin our first thematic study of Monarchy and leadership, using the skill of change and continuity to track how the rule over Britain has adapted and changed from 1066 to the present day.

Spring Term

Year 7 will be continuing their thematic study of Monarchy and Leadership, with a depth study of how the power changed during the rule of the Tudor Family. We will be looking at the significant rulers throughout British History, and using the skills of change and continuity to track power, and how the rule of Britain has changed and adapted.

From February Half Term we will be studying the History of World Religion, we will look at The Crusades and why they were fought, we will look at the changed in Religion in the UK, and how these affected the people living here, including a depth study on Guy Fawkes and the Gunpowder Plot. We will also begin to look at the British Empire and missionaries, the work they did around the world during the reign of Queen Victoria.

Summer Term

Year 7 will end the year with a depth study on the British Empire, we will be looking at how the British Empire was created, and why it was created. We will study the different countries within the Empire, and what they brought to Britain, as well as the lives of the people living under British rule in their own countries. We will be using evidence and interpretation skills to make a judgement if the British Empire was a force for good or evil, and if the Empire benefited everyone who lived under it’s rule. We will look at a study of several countries, including China, India and Australia, and will look at the the causes of the collapse of the Empire, and the wider consequences for today. Within this module, we will include a case study about African Slavery, how it began and developed, and what life was like for a slave.

 

Autumn Term

Students will spend the half term completing an ‘Algebraic Thinking’ module. This will be split into 3 sub topics: sequences, algebraic notation and equality and equivalence.

Sequences: The intention is to explore sequences in detail, using both diagrams and numbers. Technology can be used to produce graphs, so students can appreciate the words ‘linear’ and ‘non-linear’. The use of calculators are encouraged in order that number skills do not hinder student’s work.

Algebraic Notation: Students will deepen their understanding of basic algebraic forms. The use of function machines, alongside bar models and letter notation, will provide students with lots of tools to understand the processes that are occurring. Inverse operations will be discussed and used, as will the substitution of values into unknowns.

Equality and Equivalence: Students are introduced to forming and solving equations. Again the sue of calculators is encouraged throughout. The key process of inverse operations is stressed. After this students will consider equality through collecting like terms.

Spring Term

Students will look at a range of topics through this term.

The first half term will be spent looking at applications of number, solving complex problems with the four operations.

The second half term will focus on directed number; how negative numbers affect the world around us, and fractional thinking, specifically the addition and subtraction of fractions and how we can use this knowledge to solve problems.

Autumn Term

Students begin their music education at TPA with the topic, Rhythm and Pulse which also acts as a base line assessment. Students learn the correct musical notation for simple time rhythms and use this to create a ‘junk’ percussion piece in groups. As a result students begin to develop their collaborative composing skills and their confidence in performing. Students then move onto a topic where they learn how to play the keyboard. They will develop their music reading knowledge as well as practice and performing skills. Students will learn to play with 5-finger technique and to co-ordinate two hands together. Students displaying good skills, especially in playing to a pulse will learn to use more of the extended features on the keyboard including single-fingered chords and styles.

Spring Term

Students will begin the term by preparing for their keyboard performance assessment. Students will move on to learn about Blues Music. They will learn about chords and chord sequences by learning to play the 12-bar blues. They will also learn a walking bass and will form small bands to play the parts together against a blues rhythm. They will then learn the blues scale and explore the art of improvisation. They will build on the practice techniques that they started developing in the autumn term Y7 and start to build more confidence in performing to an audience.

Autumn Term

Upon joining TPA pupils will complete 4 modules in their first term. In their Fitness module pupils will understand how their bodies work in a practical setting. They will be introduced to several components of fitness and tested on their current performance levels. Pupils will understand how each component of fitness can relate specifically to different sports as well as the positive impact fitness has on both short and long term physical, mental and social wellbeing.

Running alongside this will be the Football / Netball module. Pupils will initially explore isolated skills necessary for all positions. Throughout the module pupils will be expected to implement these substantive skills into increasingly more challenging game scenarios to build their disciplinary knowledge into a full game situation.

Finally, they will study Badminton. In Badminton pupils will understand court dimensions, grip, overhead shots as well as the more advanced skills such as shot selection and both attacking and defensive strategy. These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games, net/wall games and performing at maximum levels pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.

Autumn Term

Students are introduced to the concept of joining secondary school, and how this is completely different to what they know in primary. Students will explore the different subjects on offer to them at The Portsmouth Academy, what they will study and when, and where they can go for support. Students are also introduced to their tutors, informed of their expectations and begin to build a positive and meaningful relationship with them. Pupils will begin to discover what PSHE is, and why is it is a vital part of their growth and development whilst at secondary school. Students will also form social skills based on topics such as creating and maintaining positive friendships, who they are as a person and being able to work as part of a team. We will come together as a year group to celebrate the differences of others with a morning away from the scheduled school curriculum to on the theme of ‘Wonder’. This will enable students to develop and strengthen their inclusivity skills, and to discuss a wide range of topics ranging from religion to disability. Students will continue to shape their social abilities by understanding when to use manners, and discovering how to behave in a wide range of social situations. Students will learn what bullying is, and how to stop it. They will be shown how to report it, and where to go for support if it is required.

Spring Term

Students will be introduced to the topic of safety, and how they can extend their knowledge to the changing world around them. From safety in the home, to being streetwise, students will be able to use their knowledge to make informed decisions during their everyday lives. Being safe online will also make an appearance in this topic, showing students how to navigate the World Wide Web securely.

After Easter, students will be delving into British Values, and Democracy in the United Kingdom. Students will be discovering about Human Rights, and how these impact upon their own lives. Pupils will also look into how laws are made, and why the voting system is so important.

 

Autumn Term

Students are encouraged to express who they are and be proud of it. We start with our baseline test to understand the students prior experiences and knowledge of Religious Education. Students are able to show their skills of enquiry and research about a religion that is not their own and compose a letter to their teacher about their findings. Students will discuss what makes someone a ‘hero’ before going on to find out about a number of inspirational people from different faiths. Students learn about inspirational figures such as Nelson Mandela, Malala Yousafzai, Mahatma Gandhi modelling inspirational behaviour to show how they positively contributed to society despite the immense barriers that were put in their way.

We address misconceptions whilst developing a secure culture of mutual respect and empathy. We want the students to know that there is life beyond Portsmouth and it is something they can aspire to. We also want the students to have pride in their own faiths and cultures and feel that they can express themselves in a safe environment. We draw on personal experiences to show that what they ‘might hear or see’ at home or in the media is far beyond what a multicultural society is all about. We instil in our pupils the British values which are in line with our school values of aspire and respect.

Spring Term

Pupils continue their work on Inspirational figures by looking in depth into the life of Martin Luther King and the Civil Rights Movement and analyse the impact of his faith on the work that he did. Pupils put all their substantive knowledge together to produce a newspaper report showing disciplinary knowledge by using skills of enquiry, evidence, cause and consequence.

Pupils move on to study a major world religion- Buddhism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Buddhist monk. Pupils also take part in some experiential learning when they have a lesson on meditation.

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Head of Year

Tutors

Key Dates 2019/20

Y8 Parents’ Evening
Tue 4th March / Wed 5th March 2020
3:45-6:45

Options

Please see Options Page for more information.

Autumn Term

In year 8 students will continue to develop their artistic practise, creative thinking and cultural understanding.

In term 1 we will look at war and conflict, in particular propaganda. This will support their understanding of SOL in both English and History. Students will develop an awareness of how art is used to raise awareness and how they can use it themselves. To build on their prior knowledge, students will be encouraged to draw from observation and develop their accuracy and use a variety of visual language techniques in order to express specific ideas and emotions successfully. They will look at the work of artists and be taught how to evaluate their own work and that of others through the use of thinking tools. They will be encouraged to make their own choices. They will also explore collage and printing techniques.

Autumn Term

An introduction to dance for year 8. They will be looking at basic actions and relationships within the topic of urban dance. They will be learning to rehearse, choreograph and perform work in groups of varying sizes. Within the topic they will be assessed within a baseline performance and towards the end of the topic to see what they have learnt.

Autumn Term

In Key Stage 3 students will have the opportunity to experience the exciting and varied curriculum in Design and Technology. They will learn how to use equipment safely and apply this in a range of situations and processes. Students will be introduced to the broad curriculum, materials, products, designers and processes through a project which centres around music festivals. This is based on their local experience of Cultural and music festivals in Portsmouth, like Victorious. Initially they will learn how to develop ideas through bubble diagrams and researching into required knowledge. They will then cover branding, the work of designers and design communication, leading in to developing ideas that will require presentation and manufacturing skills including (but not exclusively) 3D printing, laser cutting, vinyl cutting, CAD/CAM, traditional hand tool use and machinery such as fret saws and drills. Throughout the keystage, students will learn how to evaluate and develop their own work, learning to work iteratively and to continually improve their own work.

Spring Term

Pupils will explore how to rehearse and perform script looking at stage instructions, given circumstances, characterisation and creative choices. Pupils will research the period, location and characters from the musical Bugsy Malone by Alan Parker and will work in groups to rehearse and perform scenes from it focusing on physical choices, vocal choices and the playwright’s intention.

Autumn Term

Year 8 will begin by studying the First World War through the play Journey’s End and the wealth of contemporary war poetry at out disposal. The personal nature of these texts will provide students with a greater understanding of the human condition

Autumn Term

In year 8 students will be introduced to the basis of safety cooking and use of a food room, safe preparation of food and healthy eating. They will have the opportunity to learn a range of basic food preparation skills, including using the hob, knife skills and combining ingredients.

The introduction to healthy eating is linked to current issues across Portsmouth and with the understanding that Portsmouth has a high rate of obesity. We explore the risks associated with the consumption of excess sugar and of energy drinks. In year 8, students will build on this knowledge and skills, adapting recipes applying their understanding of food science and how recipes work and the function of ingredients. They will begin to explore different diets and be exposed to the moral and cultural decisions surrounding food choice.

Autumn Term

The main theme introduced in Year 8 is about where they live, which we believe is the next topic of conversation children have with new friends. We have organised this term into topics.

The first topic is about their home, which will be covered in the first half-term. We will help the students to talk about different types of accommodation, description of their house, their daily routine what they usually do and/or intend to do at home. This topic will also help the students to revise and consolidate their knowledge about opinion phrases, the present tense and the future tense and other basic grammatical features.

Autumn Term

Tropical rainforests represents one of the largest most influential ecosystems on earth. Students will gain knowledge of its location, purpose, usefulness and relevance in their every day lives. Incorporating graphical skills through climate graphing, persuasive writing with regards to political decision making as well as their own decision making for sustainable futures of locations like the Amazon and Madagascar.

After half term, students will explore our future world to explore how we are adapting for the future. They will explore the challenges facing the natural world in the future including TRF future and sustainability, whilst also exploring the growth of deserts, increase in drought, shrinking ice gaps and rising oceans.

Spring Term

Our changing island home. Many of our students miss the fact the Portsmouth (Portsea) is actually an island. Its change over time has been dramatic and swift and as it moves forward through the 21st Century those changes have to consider so much more. From changes in the natural environment of the previous unit, we will link to the future of Portsmouth by exploring its past. From fortifications and canal networks to modern aircraft carriers and booming economy and growing student population. The future of Portsmouths population is crucial as housing developments are needed, green space is needed and the competition for space continues. Students will be able to look at the current issues facing our city, through our local MP and planners and complete fieldwork investigations to create critical thinkers and decision makers of the future.

From our economic power house of the south, to the economic powerhouse of the east – Made in China will following exploring rapid global development, technological changes and an increasing demand for the overseas workforce. Students will look at China as an NEE and rapidly growing economy, investigate why everything seems to be ‘made in China’ and questioning the ethics of cheap labour, working conditions and supply vs demand of a global market.

Summer Term

With the change of the clocks comes the change in the weather and students will explore how the UK weather develops and is affected by the areas around us. GCSE taster lessons are included here where we will look at Tropical Storms, what ingredients they need, how they affect people and what can be done to manage the risks posed by them. Coming back closer to home, students will complete an enquiry to explore how microclimates develop and affect our island home. The impacts of man made structures, green space and developments on our city and how they affect temperature, weather and lifestyle. Asking the question why is the weather so different in Southsea compared to North End? Followed by where on the school site would be the best locations for solar panels/ wind turbines?

Our summer term ends with a chance to explore ‘Geography in the News‘, a look at current affairs and the news. The ability to pick fact from fiction, to understand the way photographs can be used to portray inaccurate news but ultimately learning how our knowledge of Geography can help us to unpick news stories and understand them more fully. From conflict in war zones to the divided opinions of local people of local, national and global issues such as climate change, business and globalisation. Students will be able to select elements of the news to investigate showing how Geography is a cross-curricular subject providing a wealth of transferable skills to take all students forward in their preferred options.

 

Autumn Term

We will be looking at crime and punishment within the UK. Tracking the different punishments used throughout History, and how they have developed. How the policing system in Britain has developed. Students will gain an understanding of the legal system in the country, and how it has developed into our modern system. They will look at a case depth study of Jack the Ripper to understand Victorian Britain, and develop empathy for the Victorian women and the science behind the investigation. Students will build on their skills of using Historical evidence, and their judgements when it comes to specific pieces of evidence along with the utility of that evidence. We will finish with the last person in the UK to be sentenced to death. Our End point will be tracking the changing ways that crime and punishment has developed from 1066 to the present day.

Spring Term

Year 8 will begin their study of War and Conflict in the 20th Century. They will be focusing in on the different causes of War and conflict, using the Historical skill of Significance. We will focus on the impact of war, on a local and global scale, with a depth study of WW1, and WW1 poetry and the home front. We will look at the changing technology of war, and how different wars have been fought.

We will focus on the major wars throughout History, looking at the differences between Hot and Cold Wars, alliance systems, the causes and consequences of different wars, including a study into the Cold war and Korea and Vietnam. Students will develop their Historical chronology skills, as well as building on their evidence and Historical knowledge throughout the course.

Summer Term

The year 8 summer term will focus on power and the people. We will look at a number of different groups in society who have been repressed, and how they begin to change their fortune. We will look at several groups throughout History, including women, the Suffragists and the Suffragettes, the Civil Rights movement in America, with a focus on Martin Luther King and Malcolm X, we will look at the LGBT+ community, as well as the development of feminism in 1960s America and the legislation that begins to change the law for women. We will be using skills of interpretation here, as the students begin to build their empathy towards repressed people and how they have fought for power, and fought to change their circumstances.

To finish the year we will undergo a short module looking at Genocide. We will continue to theme of repression to look at the Jewish repression during the Holocaust, the Armenian Genocide, Rwandan and Cambodian Genocides, looking at how dangerous people can get into power and how the atrocities were allowed to happen. Teaching the students to be upstanders, rather than bystanders, to stand up for injustice and fight for what is right in society.

Autumn Term

Year 8 students are covering a range of topics in the opening half term: negative numbers, highest common factor (HCF) or lowest common multiple (LCM), adding and subtracting fractions and Venn diagrams. These are all key skills that build on from topics taught in year 7.

Spring Term

Year 8 will deepen their knowledge on representations, being introduced to scatter graphs, 2 way tables, Venn diagrams and grouped and ungrouped frequency tables. We will look at how these can be used to analyse data, and the advantages and disadvantages of each type of data representation.

We will then focus on algebraic techniques, building on prior knowledge of equations and inequalities, sequences and indices.

Autumn Term

Students begin the year developing their knowledge of the musical elements through the study of Silent Film. They will analyse existing silent film music (how music creates mood/atmosphere) and then take on the role of composer to create music to accompany a film scene. Through this they will deepen their knowledge of the elements of music and the timbres of different musical instruments. Students will move on to learn about Blues Music. They will learn to play the 12-bar blues and a walking bass and will form small bands to play these together against a blues rhythm. They will then learn the blues scale and explore the art of improvisation. They will build on the practice techniques that they started eveloping in Y7 and start to build more confidence in performing to an audience.

Autumn Term

In Year 8 pupils will recap and progress the 3 areas they studied at the beginning of year 7. During Fitness pupils will re-test and compare their test results from year 7. Pupils will critically evaluate their scores and provided reasoning for their improved performances. This may include natural physical maturation, better understanding of diet and improved exercise habits.

In Football / Netball pupils will be expected to perform skills in ever increasingly pressurised situations. Skills will be expected to become autonomous with schemas being developed to apply to different situations in competitive games. Pupils will be expected to critically analysis their own and others performances.

In Badminton pupils will continue to work through the same serving and overhead shots as in year 7 but will be introduced to the more advanced net shots. There will be a great focus on competition and much of the learning will take place through modified / conditioned games.

These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games, net/wall games and performing at maximum levels pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.

Autumn Term

Students start Year 8 by looking at ‘Relationships‘ and all of the sub-topics that this entails. The scheme of work starts with team-work in an effort to strengthen and build this aspect within tutor groups. The scheme then explores friendships and families before examining peer-conflict and resolution. Fortnightly Year group assemblies will examine the PSHE topics in an effort to provide a direct link.

Autumn Term

Students learn about ultimate questions and how these link with myths that they may have heard of leading onto the idea of religious beliefs which try to answer some ultimate questions, such as ’ how was the world created?’ this allows pupils to engage in meaningful and respectful dialogue. Students are introduced to the idea of using stories to help provide education and moral messages leading them to understand about parables. and the work of Jesus.

We get students to explore their own beliefs about God and try to verbalise how/why they may have these views which follows onto developing a deeper understanding of suffering and its cause as well as why suffering makes it hard to believe in God. We address misconceptions whilst developing a secure culture of mutual respect and empathy throughout all our lessons.

Spring Term

Pupils are introduced to a major world religion- Judaism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Jew. Pupils get a taster of what a Shabbat meal is as part of an experiential learning element.

We move on to look at the persecution of Jews during the Holocaust, pupils develop their skills of metacognition, empathy and understanding of the injustices faced by ordinary Jews due to extreme racism. Pupils have an opportunity to empathise with someone their age when we look into the story of Anne Frank and imagine how they may have coped in such horrific circumstances.

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Head of Year

Tutors

Key Dates 2019/20

Y9 Parents’ Evening
Wednesday 22nd January 2020
3:45-6:45

Syllabus

Subject Board Qualification Link Split
Art EDEXCEL GCSE Edexcel GCSE [2AD01] Personal Portfolio in Art and Design: 60%

Externally Set Assignment in Art and Design: 40%

Syllabuses

Subject Board Qualification Link Split
English Language AQA GCSE AQA English Literature [8710] Written Exam: 60%
Coursework: 40%
English Literature AQA GCSE AQA English Language [4705] External Exam: 60%
Controlled Assessment: 40%

Syllabus

Subject Board Qualification Link Split
Food and Nutrition WJEC GCSE WJEC Hospitality and Catering – Catering (single award) [4730] Catering skills related to food preparation and service (Controlled Assessment): 60%Catering, food and the customer (Exam): 40%

Syllabus

Subject Board Qualification Link Split
French EDEXCEL GCSE Edexcel [2FR01] Listening: 20%
Speaking: 30%
Reading: 20%
Writing: 30%

Syllabus

Subject Board Qualification Link Split
Geography AQA GCSE AQA Specification A [9030] Human Geography: 37.5%
Physical Geography: 37.5%
Fieldwork Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
History WJEC GCSE WJEC [4270] USA 1910-1929: 25%
Russia 1905-1926: 25%
Germany 1919-1991: 25%
Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
Music EDEXCEL GCSE AQA Music [4270] Listening to & Appraising Music: 20%
Composing & Appraising Music: 20%
Performing Music: 40%
Composing Music: 20%

Syllabuses

Trilogy will give one result worth 2 GCSEs.  This will be in the form of two numbered grades, e.g. 54 showing a 5 for one part and a 4 for the other.
Only the following grades are available: 99, 98, 88, 87, 77, 76, 66, 65, 55, 54, 44, 43, 33, 32, 22, 21, 11.

Triple will give 3 individual GCSEs, biology, chemistry and physics, which are graded 9 (highest) to 1 (lowest)

The subject areas overlap so that that students can be moved between Triple and Trilogy.

Subject Board Qualification Link
Combined Science: Trilogy AQA GCSE (Double Award) AQA Combined Science: Trilogy (8464)
Triple Science AQA GCSE Biology
GCSE Chemistry
GCSE Physics
AQA Biology (8461)
AQA Chemistry (8462)
AQA Physics (8463)

 

Trilogy Exam Papers x 6 Triple  Exam Papers x 6
Written exam: 1 hour 15 minutes
Foundation and Higher Tier
70 marks
16.7% of GCSE
Written exam: 1 hour 45 minutes
• Foundation and Higher Tier
• 100 marks
• 50% of GCSE

 

Biology 1
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
Biology 2
5. Homeostasis and response
6. Inheritance, variation and evolution
7. Ecology

 

Chemistry 1
1. Atomic structure and the periodic table
2. Bonding, structure, and the properties of matter
3. Quantitative chemistry
4. Chemical changes
5. Energy changes
Chemistry 2
1. The rate and extent of chemical change
2. Organic chemistry
3. Chemical analysis
4. Chemistry of the atmosphere
5. Using resources

 

Physics 1
1. Energy
2. Electricity
3. Particle model of matter
4. Atomic structure
Physics 2
6. Forces
7. Waves
8. Magnetism and electromagnetism
8. Space Physics [Triple only]

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Head of Year

Tutors

Key Dates 2019/20

Y10 Mock Exams Monday 27th April – Friday 1st May 2020
Y10 Parents’ Evening Wednesday 5th February 2020 3:45-6:45
Y10 Work Experience Monday 29th June – Friday 10th July 2020

Syllabus

Subject Board Qualification Link Split
Art EDEXCEL GCSE Edexcel GCSE [2AD01] Personal Portfolio in Art and Design: 60%

Externally Set Assignment in Art and Design: 40%

Syllabuses

Subject Board Qualification Link Split
English Language AQA GCSE AQA English Literature [8710] Written Exam: 60%
Coursework: 40%
English Literature AQA GCSE AQA English Language [4705] External Exam: 60%
Controlled Assessment: 40%

Syllabus

Subject Board Qualification Link Split
Food and Nutrition WJEC GCSE WJEC Hospitality and Catering – Catering (single award) [4730] Catering skills related to food preparation and service (Controlled Assessment): 60%Catering, food and the customer (Exam): 40%

Syllabus

Subject Board Qualification Link Split
French EDEXCEL GCSE Edexcel [2FR01] Listening: 20%
Speaking: 30%
Reading: 20%
Writing: 30%

Syllabus

Subject Board Qualification Link Split
Geography AQA GCSE AQA Specification A [9030] Human Geography: 37.5%
Physical Geography: 37.5%
Fieldwork Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
History WJEC GCSE WJEC [4270] USA 1910-1929: 25%
Russia 1905-1926: 25%
Germany 1919-1991: 25%
Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
Music EDEXCEL GCSE AQA Music [4270] Listening to & Appraising Music: 20%
Composing & Appraising Music: 20%
Performing Music: 40%
Composing Music: 20%

Syllabuses

Trilogy will give one result worth 2 GCSEs.  This will be in the form of two numbered grades, e.g. 54 showing a 5 for one part and a 4 for the other.
Only the following grades are available: 99, 98, 88, 87, 77, 76, 66, 65, 55, 54, 44, 43, 33, 32, 22, 21, 11.

Triple will give 3 individual GCSEs, biology, chemistry and physics, which are graded 9 (highest) to 1 (lowest)

The subject areas overlap so that that students can be moved between Triple and Trilogy.

Subject Board Qualification Link
Combined Science: Trilogy AQA GCSE (Double Award) AQA Combined Science: Trilogy (8464)
Triple Science AQA GCSE Biology
GCSE Chemistry
GCSE Physics
AQA Biology (8461)
AQA Chemistry (8462)
AQA Physics (8463)

 

Trilogy Exam Papers x 6 Triple  Exam Papers x 6
Written exam: 1 hour 15 minutes
Foundation and Higher Tier
70 marks
16.7% of GCSE
Written exam: 1 hour 45 minutes
• Foundation and Higher Tier
• 100 marks
• 50% of GCSE

 

Biology 1
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
Biology 2
5. Homeostasis and response
6. Inheritance, variation and evolution
7. Ecology

 

Chemistry 1
1. Atomic structure and the periodic table
2. Bonding, structure, and the properties of matter
3. Quantitative chemistry
4. Chemical changes
5. Energy changes
Chemistry 2
1. The rate and extent of chemical change
2. Organic chemistry
3. Chemical analysis
4. Chemistry of the atmosphere
5. Using resources

 

Physics 1
1. Energy
2. Electricity
3. Particle model of matter
4. Atomic structure
Physics 2
6. Forces
7. Waves
8. Magnetism and electromagnetism
8. Space Physics [Triple only]

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Head of Year

Tutors

Key Dates 2019/20

Y11 Parents’ Evening 1 Wednesday 20th November 2019 3:45-6:45
Y11 Mock Exams Monday 13th – Friday 24th January 2020
Y11 Parents’ Evening 2 Wednesday 18th March 2020 3:45-6:45
GCSE Results Day Thursday 20th August 2020

Syllabus

Subject Board Qualification Link Split
Art EDEXCEL GCSE Edexcel GCSE [2AD01] Personal Portfolio in Art and Design: 60%Externally Set Assignment in Art and Design: 40%

Syllabuses

Subject Board Qualification Link Split
English Language AQA GCSE AQA English Literature [8710] Written Exam: 60%
Coursework: 40%
English Literature AQA GCSE AQA English Language [4705] External Exam: 60%
Controlled Assessment: 40%

Syllabus

Subject Board Qualification Link Split
Food and Nutrition WJEC GCSE WJEC Hospitality and Catering – Catering (single award) [4730] Catering skills related to food preparation and service (Controlled Assessment): 60%Catering, food and the customer (Exam): 40%

Syllabus

Subject Board Qualification Link Split
French EDEXCEL GCSE Edexcel [2FR01] Listening: 20%
Speaking: 30%
Reading: 20%
Writing: 30%

Syllabus

Subject Board Qualification Link Split
Geography AQA GCSE AQA Specification A [9030] Human Geography: 37.5%
Physical Geography: 37.5%
Fieldwork Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
History WJEC GCSE WJEC [4270] USA 1910-1929: 25%
Russia 1905-1926: 25%
Germany 1919-1991: 25%
Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
Music EDEXCEL GCSE AQA Music [4270] Listening to & Appraising Music: 20%
Composing & Appraising Music: 20%
Performing Music: 40%
Composing Music: 20%

Syllabuses

Trilogy will give one result worth 2 GCSEs.  This will be in the form of two numbered grades, e.g. 54 showing a 5 for one part and a 4 for the other.
Only the following grades are available: 99, 98, 88, 87, 77, 76, 66, 65, 55, 54, 44, 43, 33, 32, 22, 21, 11.

Triple will give 3 individual GCSEs, biology, chemistry and physics, which are graded 9 (highest) to 1 (lowest)

The subject areas overlap so that that students can be moved between Triple and Trilogy.

Subject Board Qualification Link
Combined Science: Trilogy AQA GCSE (Double Award) AQA Combined Science: Trilogy (8464)
Triple Science AQA GCSE Biology
GCSE Chemistry
GCSE Physics
AQA Biology (8461)
AQA Chemistry (8462)
AQA Physics (8463)

 

Trilogy Exam Papers x 6 Triple  Exam Papers x 6
Written exam: 1 hour 15 minutes
Foundation and Higher Tier
70 marks
16.7% of GCSE
Written exam: 1 hour 45 minutes
• Foundation and Higher Tier
• 100 marks
• 50% of GCSE

 

Biology 1
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
Biology 2
5. Homeostasis and response
6. Inheritance, variation and evolution
7. Ecology

 

Chemistry 1
1. Atomic structure and the periodic table
2. Bonding, structure, and the properties of matter
3. Quantitative chemistry
4. Chemical changes
5. Energy changes
Chemistry 2
1. The rate and extent of chemical change
2. Organic chemistry
3. Chemical analysis
4. Chemistry of the atmosphere
5. Using resources

 

Physics 1
1. Energy
2. Electricity
3. Particle model of matter
4. Atomic structure
Physics 2
6. Forces
7. Waves
8. Magnetism and electromagnetism
8. Space Physics [Triple only]

By Subject

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Art and design embodies human creativity and expression.  The department has developed a curriculum that will engage, inspire and challenge students, equipping them with the knowledge and skills to experiment invent and create their own works of art and design.

As the students progress, they are taught to develop their thinking to allow a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Students develop and reinforce their understanding and practical skills using a variety of materials, techniques and artists. Through experimentation pupils explore a selection of topics that allow them to think and develop creative ideas.

Art Team

Autumn Term

In year 7 students will be introduced to a broad range of new techniques, materials, artists and themes. These experiences will set the foundations for developing as an effective artist and creative thinker. Drawing is seen as a fundamental art skill and in term 1 they will begin to develop a more realistic style of drawing and are taught the importance of keen observation, accurate line and use of tone. Students will be taught how to use a variety of visual language techniques in order to express specific ideas and emotions successfully. They will be encouraged to take responsible risks and become creative thinkers. Techniques will support the development of motor skills, language skills, social skills, decision-making, risk-taking, and creativity.They will explore these skills through a project about monsters. This will support links with the English curriculum where they will be looking at Gothic horror and relevance in their lives with the build up to Halloween.

 

Autumn Term

In year 8 students will continue to develop their artistic practise, creative thinking and cultural understanding.

In term 1 we will look at war and conflict, in particular propaganda. This will support their understanding of SOL in both English and History. Students will develop an awareness of how art is used to raise awareness and how they can use it themselves. To build on their prior knowledge, students will be encouraged to draw from observation and develop their accuracy and use a variety of visual language techniques in order to express specific ideas and emotions successfully. They will look at the work of artists and be taught how to evaluate their own work and that of others through the use of thinking tools. They will be encouraged to make their own choices. They will also explore collage and printing techniques.

Syllabus

Subject Board Qualification Link Split
Art EDEXCEL GCSE Edexcel GCSE [2AD01] Personal Portfolio in Art and Design: 60%

Externally Set Assignment in Art and Design: 40%

Syllabus

Subject Board Qualification Link Split
Art EDEXCEL GCSE Edexcel GCSE [2AD01] Personal Portfolio in Art and Design: 60%

Externally Set Assignment in Art and Design: 40%

Syllabus

Subject Board Qualification Link Split
Art EDEXCEL GCSE Edexcel GCSE [2AD01] Personal Portfolio in Art and Design: 60%Externally Set Assignment in Art and Design: 40%

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Dance Team

Autumn Term

An introduction to Dance skills. Basic actions and relationships will be taught within the topic of Musicals. They will learn to rehearse, choreograph and perform in varying group sizes. They will be assessed twice in the term within in a baseline performance and at the end of the unit to see what skills they have learnt.

Autumn Term

An introduction to dance for year 8. They will be looking at basic actions and relationships within the topic of urban dance. They will be learning to rehearse, choreograph and perform work in groups of varying sizes. Within the topic they will be assessed within a baseline performance and towards the end of the topic to see what they have learnt.

Drama Team

Autumn Term

An introduction to Drama skills. In this unit pupils will take part in practical exercises which will enable them to rehearse and perform drama in groups. They will develop their imagination, creative ideas and performance confidence skills. They will be introduced to the key terms using a Spies and Secret Agents story. They will be assessed in two performances including a base line performance and an end of unit performance using the skills they have learnt.

Spring Term

Pupils will learn how to create a piece of devised drama from storytelling. They will break the story down into sections in rehearsal, look at the role of a narrator and will work in groups to tell / interpret story through Drama with characterisation using children’s fairy tales and nursery rhymes. This term will also introduce pupils to how to rehearse and perform a script including the use of stage instructions. Pupils will work in groups to rehearse and perform a specific script focusing on physical and vocal choices.

 

Spring Term

Pupils will explore how to rehearse and perform script looking at stage instructions, given circumstances, characterisation and creative choices. Pupils will research the period, location and characters from the musical Bugsy Malone by Alan Parker and will work in groups to rehearse and perform scenes from it focusing on physical choices, vocal choices and the playwright’s intention.

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The English team at The Portsmouth Academy aspire to create a curriculum that ensures good progress for all and embodies the passion, beliefs and values appertaining to our subject.

For us, English is the key to successful learning in all subjects. A good command of the English language enables achievement in every aspect of learning, work and life. This belief is at the heart of our decision to underpin all of our schemes of learning with an overarching text. Our students will read at least three novels in each year of KS3, stretching across a range of themes, cultures and eras. Each class will enjoy a text that is pitched to both support and extend their abilities, yet all grouped thematically. In this way, we ensure that every student in the year group experiences a wealth of different genres during the academic year.

Our curriculum allows students to compare their core texts to poetry, non-fiction articles and comparative fiction. We encourage opportunities for independent and interdependent work, allowing students to engage with literature on a personal level. Being literate in reading, writing and communication is at the heart of our creative thinking; the technical aspect of literacy is the lynch-pin in all of our creative pursuits. Strong literacy skills and creativity widens our horizons and opens up a lifetime of opportunity.

Studying and reading literature for pleasure is like falling in love with words.

English Team

Autumn Term

Year 7 will spend the first term learning about Gothic horror. Gothic horror is an important genre to study – there is vast exploration of the human condition which allows for rich characterisation. It will encourage pupils to look inwardly, reflect and consider morality, empathy and compassion. Gothic horror also provides opportunities for language analysis for all ability ranges because of the emphasis it places on setting and world-building. Because of this. Dracula has been chosen as a core text for year 7, however there is a tremendous range of texts that can be deconstructed which will facilitate the process of reconstruction in the form of the creative writing. Historically, pupils have left year 6 as enthusiastic creative writers – something that will continue to be developed in their first term at TPA. Finally, our pupils have always shown a certain fascination for horror stories, the supernatural and Halloween – another reason why Gothic is a good entry point for them.The substantive knowledge that pupils acquire at KS2 will evolve into disciplinary knowledge throughout this term as they learn there is more to words and language than simply what they are or what they mean. Instead, they are influenced by context and intent and this is something year 7 pupils will begin to consider when analysing and crafting.

Autumn Term

Year 8 will begin by studying the First World War through the play Journey’s End and the wealth of contemporary war poetry at out disposal. The personal nature of these texts will provide students with a greater understanding of the human condition

Syllabuses

Subject Board Qualification Link Split
English Language AQA GCSE AQA English Literature [8710] Written Exam: 60%
Coursework: 40%
English Literature AQA GCSE AQA English Language [4705] External Exam: 60%
Controlled Assessment: 40%

Syllabuses

Subject Board Qualification Link Split
English Language AQA GCSE AQA English Literature [8710] Written Exam: 60%
Coursework: 40%
English Literature AQA GCSE AQA English Language [4705] External Exam: 60%
Controlled Assessment: 40%

Syllabuses

Subject Board Qualification Link Split
English Language AQA GCSE AQA English Literature [8710] Written Exam: 60%
Coursework: 40%
English Literature AQA GCSE AQA English Language [4705] External Exam: 60%
Controlled Assessment: 40%

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Food & Nutrition Team

Autumn Term

In year 7 students will be introduced to the basis of safe cooking and use of a food room, safe preparation of food and healthy eating. They will have the opportunity to learn a range of basic food preparation skills, including using the hob, knife skills and combining ingredients.

The introduction to healthy eating is linked to current issues across Portsmouth and with the understanding that Portsmouth has a high rate of obesity. We explore the risks associated with the consumption of excess sugar and of energy drinks. Students will build on this knowledge and skills, adapting recipes applying their understanding of food science and how recipes work and the function of ingredients. They will begin to explore different diets and be exposed to the moral and cultural decisions surrounding food choice.

Autumn Term

In year 8 students will be introduced to the basis of safety cooking and use of a food room, safe preparation of food and healthy eating. They will have the opportunity to learn a range of basic food preparation skills, including using the hob, knife skills and combining ingredients.

The introduction to healthy eating is linked to current issues across Portsmouth and with the understanding that Portsmouth has a high rate of obesity. We explore the risks associated with the consumption of excess sugar and of energy drinks. In year 8, students will build on this knowledge and skills, adapting recipes applying their understanding of food science and how recipes work and the function of ingredients. They will begin to explore different diets and be exposed to the moral and cultural decisions surrounding food choice.

Syllabus

Subject Board Qualification Link Split
Food and Nutrition WJEC GCSE WJEC Hospitality and Catering – Catering (single award) [4730] Catering skills related to food preparation and service (Controlled Assessment): 60%Catering, food and the customer (Exam): 40%

Syllabus

Subject Board Qualification Link Split
Food and Nutrition WJEC GCSE WJEC Hospitality and Catering – Catering (single award) [4730] Catering skills related to food preparation and service (Controlled Assessment): 60%Catering, food and the customer (Exam): 40%

Syllabus

Subject Board Qualification Link Split
Food and Nutrition WJEC GCSE WJEC Hospitality and Catering – Catering (single award) [4730] Catering skills related to food preparation and service (Controlled Assessment): 60%Catering, food and the customer (Exam): 40%

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The French department is a dynamic, enthusiastic department, which endeavours to make learning languages fun and meaningful. Our aim is to develop a life-long love of language learning in our students, to build their cultural awareness and to ensure that every student is able to reach his/her full potential. We will achieve this by delivering outstanding French lessons, which are well-structured, engaging and relevant to learners.

Students receive regular, effective feedback and are then allocated time within lessons and homework tasks to make any correction required, or develop their work further. We consistently emphasise that it is okay to make mistakes, believing where students really learn is in deciding how they move on from these errors. We provide the students with many opportunities for collaboration and independent work in each lesson.

Our department aims to encourage students to use the target language with each other in pair and group work. We ensure that students hear authentic language each time they are in French lessons. This open environment allows students to grow in confidence and not feel intimidated in speaking out in front of the class.

French Team

Autumn Term

At the end of the first half-term we will make sure that all the students are comfortable with the alphabet, numbers, calendar, birthday, greetings, nationalities (this will support links with the Geography curriculum where they will be looking at countries in the EU. This will introduce the first topic which is “About Me“. In French classes, the students will start straightaway with the basic vocabulary mentioned above.

After half-term, we will continue with the same topic and we will encourage the students to use simple but complete sentences in order to talk about family, pets, physical description and personality. This topic is relevant as this is usually the first topic of conversation when children meet next friends (such as penpals).

Autumn Term

The main theme introduced in Year 8 is about where they live, which we believe is the next topic of conversation children have with new friends. We have organised this term into topics.

The first topic is about their home, which will be covered in the first half-term. We will help the students to talk about different types of accommodation, description of their house, their daily routine what they usually do and/or intend to do at home. This topic will also help the students to revise and consolidate their knowledge about opinion phrases, the present tense and the future tense and other basic grammatical features.

Syllabus

Subject Board Qualification Link Split
French EDEXCEL GCSE Edexcel [2FR01] Listening: 20%
Speaking: 30%
Reading: 20%
Writing: 30%

Syllabus

Subject Board Qualification Link Split
French EDEXCEL GCSE Edexcel [2FR01] Listening: 20%
Speaking: 30%
Reading: 20%
Writing: 30%

Syllabus

Subject Board Qualification Link Split
French EDEXCEL GCSE Edexcel [2FR01] Listening: 20%
Speaking: 30%
Reading: 20%
Writing: 30%

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The Geography department at The Portsmouth Academy aspires to stimulate a sense of wonder and interest in our complex and dynamically changing world.  Harnessing the Thinking Schools philosophy, geography inspires pupils to become global citizens by exploring their own personal geography and their responsibilities to other people, to the environment and to the sustainability of the planet.  By developing an understanding of the processes – both human and physical – that shape the world, our aim is to develop independent learners well equipped to tackle the global challenges that face the Earth of their future.

Geography Team

Autumn Term

Joining TPA, students will be fully introduced to Geography as a multi-disciplinary subject. Starting with our baseline test to understand the students prior experiences and knowledge of Geography. Students will then go on to investigate the key themes of scale, place and interconnections. They will look at the context of the UK, nationally and globally; from population across the UK in order that they might be able to articulate why Portsmouth is so densly populated, to current affairs as we look at the UK’s place in the EU. Coupled with essential map skills to help them understand their place and their surroundings.

Following on from this introduction, we will embrace the excitement of our raging planet. Students will learn about the inner workings of the Earth, understanding why natural hazards occur, who they affect and what type of long term planning and development are required to protect our growing population. Students will all study aspects of volcanoes, earthquakes and tsunamis, taking on real life examples and imagining what would happen if they lived in a place affected by them.

Spring Term

The winter chill paves the way for ‘The Big Freeze‘, an opportunity to look at the opportunities and challenges of cold environments. How states like Alaska can develop their economy in such challenging conditions, how modern engineering is needed to beat nature. Students will also look at events closer to home, including the Beast from the East in 2017, how extreme weather and hazards can affect people around the world.

From extreme weather, to extreme misconceptions. Already challenging student ideas about what the weather is really like or what life abroad is ‘really like’, time to turn our attentions to the misconceptions they hold about some of the world’s poorer continents. Africa being a prime example where wealth often goes unnoticed, modern day colonialism is sneaking change across the continent but how many continue to live far below the poverty line. A continent full of extremes and full of misconceptions!

Summer Term

Previous learning about diversity in Africa, the issue of food is global. From food security and obesity, to insecurity and hunger. Students will map the variations of the world, introduced to proportional mapping and continuing to challenge misconceptions on a global, national and local scale. Ultimately asking the question – which is worse, hunger or obesity?

The finale to year 7 moves from food to packaging, plastic in the oceans has been a known issue for years and took David Attenborough one 10min slot to raise the profile to news worthy in 2017. Students will explore the issue of single use plastics, their journey to recycling or the oceans and the impacts on ocean and coastal ecosystems. During this term, students will take an active role in managing plastics at school and in their communities, investigating plastic waste and completing a beach clean as part of their journey.

Autumn Term

Tropical rainforests represents one of the largest most influential ecosystems on earth. Students will gain knowledge of its location, purpose, usefulness and relevance in their every day lives. Incorporating graphical skills through climate graphing, persuasive writing with regards to political decision making as well as their own decision making for sustainable futures of locations like the Amazon and Madagascar.

After half term, students will explore our future world to explore how we are adapting for the future. They will explore the challenges facing the natural world in the future including TRF future and sustainability, whilst also exploring the growth of deserts, increase in drought, shrinking ice gaps and rising oceans.

Spring Term

Our changing island home. Many of our students miss the fact the Portsmouth (Portsea) is actually an island. Its change over time has been dramatic and swift and as it moves forward through the 21st Century those changes have to consider so much more. From changes in the natural environment of the previous unit, we will link to the future of Portsmouth by exploring its past. From fortifications and canal networks to modern aircraft carriers and booming economy and growing student population. The future of Portsmouths population is crucial as housing developments are needed, green space is needed and the competition for space continues. Students will be able to look at the current issues facing our city, through our local MP and planners and complete fieldwork investigations to create critical thinkers and decision makers of the future.

From our economic power house of the south, to the economic powerhouse of the east – Made in China will following exploring rapid global development, technological changes and an increasing demand for the overseas workforce. Students will look at China as an NEE and rapidly growing economy, investigate why everything seems to be ‘made in China’ and questioning the ethics of cheap labour, working conditions and supply vs demand of a global market.

Summer Term

With the change of the clocks comes the change in the weather and students will explore how the UK weather develops and is affected by the areas around us. GCSE taster lessons are included here where we will look at Tropical Storms, what ingredients they need, how they affect people and what can be done to manage the risks posed by them. Coming back closer to home, students will complete an enquiry to explore how microclimates develop and affect our island home. The impacts of man made structures, green space and developments on our city and how they affect temperature, weather and lifestyle. Asking the question why is the weather so different in Southsea compared to North End? Followed by where on the school site would be the best locations for solar panels/ wind turbines?

Our summer term ends with a chance to explore ‘Geography in the News‘, a look at current affairs and the news. The ability to pick fact from fiction, to understand the way photographs can be used to portray inaccurate news but ultimately learning how our knowledge of Geography can help us to unpick news stories and understand them more fully. From conflict in war zones to the divided opinions of local people of local, national and global issues such as climate change, business and globalisation. Students will be able to select elements of the news to investigate showing how Geography is a cross-curricular subject providing a wealth of transferable skills to take all students forward in their preferred options.

 

Syllabus

Subject Board Qualification Link Split
Geography AQA GCSE AQA Specification A [9030] Human Geography: 37.5%
Physical Geography: 37.5%
Fieldwork Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
Geography AQA GCSE AQA Specification A [9030] Human Geography: 37.5%
Physical Geography: 37.5%
Fieldwork Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
Geography AQA GCSE AQA Specification A [9030] Human Geography: 37.5%
Physical Geography: 37.5%
Fieldwork Controlled Assessment: 25%

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The History department at The Portsmouth Academy aspires to encourage a passion for the past amongst our pupils using dynamic and inspirational teaching, underpinned by the Thinking Schools philosophy. Our aim is to develop independent learners with enquiring minds, capable of analysing and evaluating evidence to form reasoned interpretations of historical events. Ultimately, pupils will achieve a greater understanding of the world in which we live and their place within it.

History Team

Autumn Term

In the first term in year 7 at TPA, we will assess what the students already know from the previous History teaching. We will look for misconceptions they may have learnt, and introduce them to the topic of History through looking at the skills they will be using throughout their Historical career. We will begin by looking at the different skills it takes to be a Historian as well as a deepening knowledge of History as a discipline.

We will develop all these skills through a local study of the Mary Rose. The study of this will bring our local History to life, and enable them to see Portsmouth differently, and how Portsmouth is relevant to History. We will look at the different skills of Evidence, Significance, Cause and Consequence, Change and Continuity, Interpretation and Chronology. We will then begin our first thematic study of Monarchy and leadership, using the skill of change and continuity to track how the rule over Britain has adapted and changed from 1066 to the present day.

Spring Term

Year 7 will be continuing their thematic study of Monarchy and Leadership, with a depth study of how the power changed during the rule of the Tudor Family. We will be looking at the significant rulers throughout British History, and using the skills of change and continuity to track power, and how the rule of Britain has changed and adapted.

From February Half Term we will be studying the History of World Religion, we will look at The Crusades and why they were fought, we will look at the changed in Religion in the UK, and how these affected the people living here, including a depth study on Guy Fawkes and the Gunpowder Plot. We will also begin to look at the British Empire and missionaries, the work they did around the world during the reign of Queen Victoria.

Summer Term

Year 7 will end the year with a depth study on the British Empire, we will be looking at how the British Empire was created, and why it was created. We will study the different countries within the Empire, and what they brought to Britain, as well as the lives of the people living under British rule in their own countries. We will be using evidence and interpretation skills to make a judgement if the British Empire was a force for good or evil, and if the Empire benefited everyone who lived under it’s rule. We will look at a study of several countries, including China, India and Australia, and will look at the the causes of the collapse of the Empire, and the wider consequences for today. Within this module, we will include a case study about African Slavery, how it began and developed, and what life was like for a slave.

 

Autumn Term

We will be looking at crime and punishment within the UK. Tracking the different punishments used throughout History, and how they have developed. How the policing system in Britain has developed. Students will gain an understanding of the legal system in the country, and how it has developed into our modern system. They will look at a case depth study of Jack the Ripper to understand Victorian Britain, and develop empathy for the Victorian women and the science behind the investigation. Students will build on their skills of using Historical evidence, and their judgements when it comes to specific pieces of evidence along with the utility of that evidence. We will finish with the last person in the UK to be sentenced to death. Our End point will be tracking the changing ways that crime and punishment has developed from 1066 to the present day.

Spring Term

Year 8 will begin their study of War and Conflict in the 20th Century. They will be focusing in on the different causes of War and conflict, using the Historical skill of Significance. We will focus on the impact of war, on a local and global scale, with a depth study of WW1, and WW1 poetry and the home front. We will look at the changing technology of war, and how different wars have been fought.

We will focus on the major wars throughout History, looking at the differences between Hot and Cold Wars, alliance systems, the causes and consequences of different wars, including a study into the Cold war and Korea and Vietnam. Students will develop their Historical chronology skills, as well as building on their evidence and Historical knowledge throughout the course.

Summer Term

The year 8 summer term will focus on power and the people. We will look at a number of different groups in society who have been repressed, and how they begin to change their fortune. We will look at several groups throughout History, including women, the Suffragists and the Suffragettes, the Civil Rights movement in America, with a focus on Martin Luther King and Malcolm X, we will look at the LGBT+ community, as well as the development of feminism in 1960s America and the legislation that begins to change the law for women. We will be using skills of interpretation here, as the students begin to build their empathy towards repressed people and how they have fought for power, and fought to change their circumstances.

To finish the year we will undergo a short module looking at Genocide. We will continue to theme of repression to look at the Jewish repression during the Holocaust, the Armenian Genocide, Rwandan and Cambodian Genocides, looking at how dangerous people can get into power and how the atrocities were allowed to happen. Teaching the students to be upstanders, rather than bystanders, to stand up for injustice and fight for what is right in society.

Syllabus

Subject Board Qualification Link Split
History WJEC GCSE WJEC [4270] USA 1910-1929: 25%
Russia 1905-1926: 25%
Germany 1919-1991: 25%
Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
History WJEC GCSE WJEC [4270] USA 1910-1929: 25%
Russia 1905-1926: 25%
Germany 1919-1991: 25%
Controlled Assessment: 25%

Syllabus

Subject Board Qualification Link Split
History WJEC GCSE WJEC [4270] USA 1910-1929: 25%
Russia 1905-1926: 25%
Germany 1919-1991: 25%
Controlled Assessment: 25%

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In Mathematics we aim to provide pupils with the skills and opportunities which will equip them to meet the challenges of the modern world. Mathematics is widely acknowledged to be an essential building block for the 21st Century and we rightly expect that all of our pupils will become masters of this crucial discipline.

The Mathematics department is a modern and well equipped facility.

Maths Team

Autumn Term

Students will spend the half term completing an ‘Algebraic Thinking’ module. This will be split into 3 sub topics: sequences, algebraic notation and equality and equivalence.

Sequences: The intention is to explore sequences in detail, using both diagrams and numbers. Technology can be used to produce graphs, so students can appreciate the words ‘linear’ and ‘non-linear’. The use of calculators are encouraged in order that number skills do not hinder student’s work.

Algebraic Notation: Students will deepen their understanding of basic algebraic forms. The use of function machines, alongside bar models and letter notation, will provide students with lots of tools to understand the processes that are occurring. Inverse operations will be discussed and used, as will the substitution of values into unknowns.

Equality and Equivalence: Students are introduced to forming and solving equations. Again the sue of calculators is encouraged throughout. The key process of inverse operations is stressed. After this students will consider equality through collecting like terms.

Spring Term

Students will look at a range of topics through this term.

The first half term will be spent looking at applications of number, solving complex problems with the four operations.

The second half term will focus on directed number; how negative numbers affect the world around us, and fractional thinking, specifically the addition and subtraction of fractions and how we can use this knowledge to solve problems.

Autumn Term

Year 8 students are covering a range of topics in the opening half term: negative numbers, highest common factor (HCF) or lowest common multiple (LCM), adding and subtracting fractions and Venn diagrams. These are all key skills that build on from topics taught in year 7.

Spring Term

Year 8 will deepen their knowledge on representations, being introduced to scatter graphs, 2 way tables, Venn diagrams and grouped and ungrouped frequency tables. We will look at how these can be used to analyse data, and the advantages and disadvantages of each type of data representation.

We will then focus on algebraic techniques, building on prior knowledge of equations and inequalities, sequences and indices.

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Music is both a focus for study and a means of communal expression. Students at The Portsmouth Academy are given the opportunity to develop musical understanding and skill (in perception, as composers and as performers) in classes, individually and in school ensembles. There are many opportunities for pupils to share their musical expertise with the academy as well as with the wider community, for instance, the Carol Service and Sound Bites, and our annual school production.

In Key Stage 3 students develop and reinforce their understanding and practical skills using their voices, instruments and music technology. Through listening, composing and performing activities they strengthen their creative ability, self-confidence and self-expression.

Participation, performance and personalised progression extend beyond the classroom. Vocal and instrumental tuition are available to students in all years, and a wide range of extra-curricular musical activities (choirs and instrumental groups) take place each week at lunchtime and after school.

Music Team

Autumn Term

Students begin their music education at TPA with the topic, Rhythm and Pulse which also acts as a base line assessment. Students learn the correct musical notation for simple time rhythms and use this to create a ‘junk’ percussion piece in groups. As a result students begin to develop their collaborative composing skills and their confidence in performing. Students then move onto a topic where they learn how to play the keyboard. They will develop their music reading knowledge as well as practice and performing skills. Students will learn to play with 5-finger technique and to co-ordinate two hands together. Students displaying good skills, especially in playing to a pulse will learn to use more of the extended features on the keyboard including single-fingered chords and styles.

Spring Term

Students will begin the term by preparing for their keyboard performance assessment. Students will move on to learn about Blues Music. They will learn about chords and chord sequences by learning to play the 12-bar blues. They will also learn a walking bass and will form small bands to play the parts together against a blues rhythm. They will then learn the blues scale and explore the art of improvisation. They will build on the practice techniques that they started developing in the autumn term Y7 and start to build more confidence in performing to an audience.

Autumn Term

Students begin the year developing their knowledge of the musical elements through the study of Silent Film. They will analyse existing silent film music (how music creates mood/atmosphere) and then take on the role of composer to create music to accompany a film scene. Through this they will deepen their knowledge of the elements of music and the timbres of different musical instruments. Students will move on to learn about Blues Music. They will learn to play the 12-bar blues and a walking bass and will form small bands to play these together against a blues rhythm. They will then learn the blues scale and explore the art of improvisation. They will build on the practice techniques that they started eveloping in Y7 and start to build more confidence in performing to an audience.

Syllabus

Subject Board Qualification Link Split
Music EDEXCEL GCSE AQA Music [4270] Listening to & Appraising Music: 20%
Composing & Appraising Music: 20%
Performing Music: 40%
Composing Music: 20%

Syllabus

Subject Board Qualification Link Split
Music EDEXCEL GCSE AQA Music [4270] Listening to & Appraising Music: 20%
Composing & Appraising Music: 20%
Performing Music: 40%
Composing Music: 20%

Syllabus

Subject Board Qualification Link Split
Music EDEXCEL GCSE AQA Music [4270] Listening to & Appraising Music: 20%
Composing & Appraising Music: 20%
Performing Music: 40%
Composing Music: 20%

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PSHE is an invaluable part of The Portsmouth Academy curriculum. It is taught as a discrete lesson each week to develop the well being and life skills of our students. It is divided into categories of study: Relationships; Personal Identity & Healthy Living; Safety; Education & Finances; and Citizenship & Charity. The PSHE programme is designed to cover a range of age-appropriate topics, which will prepare students for their future. Our aim is to provide students with the knowledge and skills required to make the best of the opportunities available to them and live an independent and healthy life after leaving The Portsmouth Academy.

Personal, Social and Health Education (PSHE) is taught in tutor groups by tutors and managed by year leads.

Head of Year

Tutors

Autumn Term

Students are introduced to the concept of joining secondary school, and how this is completely different to what they know in primary. Students will explore the different subjects on offer to them at The Portsmouth Academy, what they will study and when, and where they can go for support. Students are also introduced to their tutors, informed of their expectations and begin to build a positive and meaningful relationship with them. Pupils will begin to discover what PSHE is, and why is it is a vital part of their growth and development whilst at secondary school. Students will also form social skills based on topics such as creating and maintaining positive friendships, who they are as a person and being able to work as part of a team. We will come together as a year group to celebrate the differences of others with a morning away from the scheduled school curriculum to on the theme of ‘Wonder’. This will enable students to develop and strengthen their inclusivity skills, and to discuss a wide range of topics ranging from religion to disability. Students will continue to shape their social abilities by understanding when to use manners, and discovering how to behave in a wide range of social situations. Students will learn what bullying is, and how to stop it. They will be shown how to report it, and where to go for support if it is required.

Spring Term

Students will be introduced to the topic of safety, and how they can extend their knowledge to the changing world around them. From safety in the home, to being streetwise, students will be able to use their knowledge to make informed decisions during their everyday lives. Being safe online will also make an appearance in this topic, showing students how to navigate the World Wide Web securely.

After Easter, students will be delving into British Values, and Democracy in the United Kingdom. Students will be discovering about Human Rights, and how these impact upon their own lives. Pupils will also look into how laws are made, and why the voting system is so important.

 

Autumn Term

Students start Year 8 by looking at ‘Relationships‘ and all of the sub-topics that this entails. The scheme of work starts with team-work in an effort to strengthen and build this aspect within tutor groups. The scheme then explores friendships and families before examining peer-conflict and resolution. Fortnightly Year group assemblies will examine the PSHE topics in an effort to provide a direct link.

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Here at The Portsmouth Academy, Key Stage 3 students do three hours of PE per fortnight. Activities involve individual (e.g. athletics), net (e.g. tennis), invasive (e.g. football) and artistic (e.g. dance).

We offer plenty of extra curricular opportunities which are wide and varied – please see this year’s timetable for full details. We are also active members of the Portsmouth School Sport Partnership which encourages inter-school competition. This year we are proud to be hosting all games for school teams involved in the netball tournament.

PE Team

Autumn Term

Upon joining TPA pupils will complete 4 modules in their first term. In their Fitness module pupils will understand how their bodies work in a practical setting. They will be introduced to several components of fitness and tested on their current performance levels. Pupils will understand how each component of fitness can relate specifically to different sports as well as the positive impact fitness has on both short and long term physical, mental and social wellbeing.

Running alongside this will be the Football / Netball module. Pupils will initially explore isolated skills necessary for all positions. Throughout the module pupils will be expected to implement these substantive skills into increasingly more challenging game scenarios to build their disciplinary knowledge into a full game situation.

Finally, they will study Badminton. In Badminton pupils will understand court dimensions, grip, overhead shots as well as the more advanced skills such as shot selection and both attacking and defensive strategy. These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games, net/wall games and performing at maximum levels pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.

Autumn Term

In Year 8 pupils will recap and progress the 3 areas they studied at the beginning of year 7. During Fitness pupils will re-test and compare their test results from year 7. Pupils will critically evaluate their scores and provided reasoning for their improved performances. This may include natural physical maturation, better understanding of diet and improved exercise habits.

In Football / Netball pupils will be expected to perform skills in ever increasingly pressurised situations. Skills will be expected to become autonomous with schemas being developed to apply to different situations in competitive games. Pupils will be expected to critically analysis their own and others performances.

In Badminton pupils will continue to work through the same serving and overhead shots as in year 7 but will be introduced to the more advanced net shots. There will be a great focus on competition and much of the learning will take place through modified / conditioned games.

These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games, net/wall games and performing at maximum levels pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.

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Religious Education focuses on human behaviour and human experiences.

Students are encouraged to develop habits of empathy and understanding, and are encouraged to become individuals who ask questions and who have inquiring minds.

RE Team

Autumn Term

Students are encouraged to express who they are and be proud of it. We start with our baseline test to understand the students prior experiences and knowledge of Religious Education. Students are able to show their skills of enquiry and research about a religion that is not their own and compose a letter to their teacher about their findings. Students will discuss what makes someone a ‘hero’ before going on to find out about a number of inspirational people from different faiths. Students learn about inspirational figures such as Nelson Mandela, Malala Yousafzai, Mahatma Gandhi modelling inspirational behaviour to show how they positively contributed to society despite the immense barriers that were put in their way.

We address misconceptions whilst developing a secure culture of mutual respect and empathy. We want the students to know that there is life beyond Portsmouth and it is something they can aspire to. We also want the students to have pride in their own faiths and cultures and feel that they can express themselves in a safe environment. We draw on personal experiences to show that what they ‘might hear or see’ at home or in the media is far beyond what a multicultural society is all about. We instil in our pupils the British values which are in line with our school values of aspire and respect.

Spring Term

Pupils continue their work on Inspirational figures by looking in depth into the life of Martin Luther King and the Civil Rights Movement and analyse the impact of his faith on the work that he did. Pupils put all their substantive knowledge together to produce a newspaper report showing disciplinary knowledge by using skills of enquiry, evidence, cause and consequence.

Pupils move on to study a major world religion- Buddhism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Buddhist monk. Pupils also take part in some experiential learning when they have a lesson on meditation.

Autumn Term

Students learn about ultimate questions and how these link with myths that they may have heard of leading onto the idea of religious beliefs which try to answer some ultimate questions, such as ’ how was the world created?’ this allows pupils to engage in meaningful and respectful dialogue. Students are introduced to the idea of using stories to help provide education and moral messages leading them to understand about parables. and the work of Jesus.

We get students to explore their own beliefs about God and try to verbalise how/why they may have these views which follows onto developing a deeper understanding of suffering and its cause as well as why suffering makes it hard to believe in God. We address misconceptions whilst developing a secure culture of mutual respect and empathy throughout all our lessons.

Spring Term

Pupils are introduced to a major world religion- Judaism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Jew. Pupils get a taster of what a Shabbat meal is as part of an experiential learning element.

We move on to look at the persecution of Jews during the Holocaust, pupils develop their skills of metacognition, empathy and understanding of the injustices faced by ordinary Jews due to extreme racism. Pupils have an opportunity to empathise with someone their age when we look into the story of Anne Frank and imagine how they may have coped in such horrific circumstances.

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Science Team

Autumn Term

This term in Science the students will be given the opportunity to discover more about themselves and the world around them. It will enable them to demonstrate and build on their knowledge from KS2. They will study science in two paths – biology and phys/chem.

In BIOLOGY they will move look at what the body is made of giving them an understanding of their own body and how it works. They will be studying cells, tissues, organs and organ systems. This will be directly related to how they can stay healthy. Following half term they will study the cardiovascular system with a focus on anatomy and physiology. They will be given the opportunity to dissect a heart to identify the different parts. Again a major focus will be health and how to maintain a healthy cardiovascular system.

In PHYS/CHEM they will be also looking at what things are made of and how things are classified in science. This will build on their knowledge from KS2 and introduce them to more scientific terminology for everyday phenomena around them. They will be able to identify a state of matter, describe how it changes and the differences between pure substances and mixtures. As well as this they will gain experience in identifying risks, hazards and control methods in practical work and also develop a clear understanding of common equipment used and how to gather accurate measurements.

Autumn Term

This term in Science the students will be given the opportunity to discover more about the wider world around them. It will enable them to demonstrate and build on their knowledge from Year 7. They will study science in two paths – biology and phys/chem.

In BIOLOGY they will move from looking inward, at themselves, and start to consider the wider world. They will look at how living things are classified and after half term will look at plants and their structure/ design.

In PHYS/CHEM they will consider where the energy we use comes from and what happens to it in a system. This will give them an opportunity to study the impact of energy use on the wider environment.

Syllabuses

Trilogy will give one result worth 2 GCSEs.  This will be in the form of two numbered grades, e.g. 54 showing a 5 for one part and a 4 for the other.
Only the following grades are available: 99, 98, 88, 87, 77, 76, 66, 65, 55, 54, 44, 43, 33, 32, 22, 21, 11.

Triple will give 3 individual GCSEs, biology, chemistry and physics, which are graded 9 (highest) to 1 (lowest)

The subject areas overlap so that that students can be moved between Triple and Trilogy.

Subject Board Qualification Link
Combined Science: Trilogy AQA GCSE (Double Award) AQA Combined Science: Trilogy (8464)
Triple Science AQA GCSE Biology
GCSE Chemistry
GCSE Physics
AQA Biology (8461)
AQA Chemistry (8462)
AQA Physics (8463)

 

Trilogy Exam Papers x 6 Triple  Exam Papers x 6
Written exam: 1 hour 15 minutes
Foundation and Higher Tier
70 marks
16.7% of GCSE
Written exam: 1 hour 45 minutes
• Foundation and Higher Tier
• 100 marks
• 50% of GCSE

 

Biology 1
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
Biology 2
5. Homeostasis and response
6. Inheritance, variation and evolution
7. Ecology

 

Chemistry 1
1. Atomic structure and the periodic table
2. Bonding, structure, and the properties of matter
3. Quantitative chemistry
4. Chemical changes
5. Energy changes
Chemistry 2
1. The rate and extent of chemical change
2. Organic chemistry
3. Chemical analysis
4. Chemistry of the atmosphere
5. Using resources

 

Physics 1
1. Energy
2. Electricity
3. Particle model of matter
4. Atomic structure
Physics 2
6. Forces
7. Waves
8. Magnetism and electromagnetism
8. Space Physics [Triple only]

Syllabuses

Trilogy will give one result worth 2 GCSEs.  This will be in the form of two numbered grades, e.g. 54 showing a 5 for one part and a 4 for the other.
Only the following grades are available: 99, 98, 88, 87, 77, 76, 66, 65, 55, 54, 44, 43, 33, 32, 22, 21, 11.

Triple will give 3 individual GCSEs, biology, chemistry and physics, which are graded 9 (highest) to 1 (lowest)

The subject areas overlap so that that students can be moved between Triple and Trilogy.

Subject Board Qualification Link
Combined Science: Trilogy AQA GCSE (Double Award) AQA Combined Science: Trilogy (8464)
Triple Science AQA GCSE Biology
GCSE Chemistry
GCSE Physics
AQA Biology (8461)
AQA Chemistry (8462)
AQA Physics (8463)

 

Trilogy Exam Papers x 6 Triple  Exam Papers x 6
Written exam: 1 hour 15 minutes
Foundation and Higher Tier
70 marks
16.7% of GCSE
Written exam: 1 hour 45 minutes
• Foundation and Higher Tier
• 100 marks
• 50% of GCSE

 

Biology 1
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
Biology 2
5. Homeostasis and response
6. Inheritance, variation and evolution
7. Ecology

 

Chemistry 1
1. Atomic structure and the periodic table
2. Bonding, structure, and the properties of matter
3. Quantitative chemistry
4. Chemical changes
5. Energy changes
Chemistry 2
1. The rate and extent of chemical change
2. Organic chemistry
3. Chemical analysis
4. Chemistry of the atmosphere
5. Using resources

 

Physics 1
1. Energy
2. Electricity
3. Particle model of matter
4. Atomic structure
Physics 2
6. Forces
7. Waves
8. Magnetism and electromagnetism
8. Space Physics [Triple only]

Syllabuses

Trilogy will give one result worth 2 GCSEs.  This will be in the form of two numbered grades, e.g. 54 showing a 5 for one part and a 4 for the other.
Only the following grades are available: 99, 98, 88, 87, 77, 76, 66, 65, 55, 54, 44, 43, 33, 32, 22, 21, 11.

Triple will give 3 individual GCSEs, biology, chemistry and physics, which are graded 9 (highest) to 1 (lowest)

The subject areas overlap so that that students can be moved between Triple and Trilogy.

Subject Board Qualification Link
Combined Science: Trilogy AQA GCSE (Double Award) AQA Combined Science: Trilogy (8464)
Triple Science AQA GCSE Biology
GCSE Chemistry
GCSE Physics
AQA Biology (8461)
AQA Chemistry (8462)
AQA Physics (8463)

 

Trilogy Exam Papers x 6 Triple  Exam Papers x 6
Written exam: 1 hour 15 minutes
Foundation and Higher Tier
70 marks
16.7% of GCSE
Written exam: 1 hour 45 minutes
• Foundation and Higher Tier
• 100 marks
• 50% of GCSE

 

Biology 1
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
Biology 2
5. Homeostasis and response
6. Inheritance, variation and evolution
7. Ecology

 

Chemistry 1
1. Atomic structure and the periodic table
2. Bonding, structure, and the properties of matter
3. Quantitative chemistry
4. Chemical changes
5. Energy changes
Chemistry 2
1. The rate and extent of chemical change
2. Organic chemistry
3. Chemical analysis
4. Chemistry of the atmosphere
5. Using resources

 

Physics 1
1. Energy
2. Electricity
3. Particle model of matter
4. Atomic structure
Physics 2
6. Forces
7. Waves
8. Magnetism and electromagnetism
8. Space Physics [Triple only]

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Spanish Team

Autumn Term

At the end of the first half-term we will make sure that all the students are comfortable with the alphabet, numbers, calendar, birthday, greetings, nationalities (this will support links with the Geography curriculum where they will be looking at countries in the EU. This will introduce the first topic which is “About Me“. In Spanish classes, the students will start straightaway with the basic vocabulary mentioned above.

After half-term, we will continue with the same topic and we will encourage the students to use simple but complete sentences in order to talk about family, pets, physical description and personality. This topic is relevant as this is usually the first topic of conversation when children meet next friends (such as penpals).

Autumn Term

The main theme introduced in Year 8 is about where they live, which we believe is the next topic of conversation children have with new friends. We have organised this term into topics. The first topic is about their home, which will be covered in the first half-term. We will help the students to talk about different types of accommodation, description of their house, their daily routine what they usually do and/or intend to do at home. This topic will also help the students to revise and consolidate their knowledge about opinion phrases, the present tense and the future tense and other basic grammatical features.

Syllabus

Subject Board Qualification Link Split
French EDEXCEL GCSE Edexcel [2FR01] Listening: 20%
Speaking: 30%
Reading: 20%
Writing: 30%