TRINITY SCHOOL SENIOR DEPARTMENT CURRICULUM

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Curriculum Overview

Trinity School’s Christian ethos and family atmosphere are complemented by a commitment to excellence in both academic and personal development. With recent inspections by both ISI and Ofsted rating the School as Outstanding in a number of areas, the School has successfully demonstrated a determination to deliver the best education possible for the pupils in its care. This is done by focussing on the Individual Approach, our core values of Optimism, Confidence and Charity, as well as our School Vision which aims to develop young people that are passionate about learning and curious about the world, having the courage and confidence to embrace life, to seek out challenge and to build resilience through their experiences. Academic aspiration is matched by a commitment to excellence in extra-curricular life. Trinitonians are encouraged to develop a personal vision and integrity, to show leadership and responsibility and to values service to the community. Their reflective approach is built upon the foundation of Trinity’s Christian values, readying them for life in a modern, globalised world.

At the upper end of our ability profile, we have a proven track record of sending pupils to Russell Group universities including Oxbridge, Imperial, University of London and LSE. We appear in the Good School’s Guide and have also gained six Good School Guide Awards for performance in A Levels and GCSE. We have National ISA awards in STEM and the Fine Arts demonstrating our commitment to academic excellence. Our commitment to ensuring that all pupils, irrespective of ability, are given the opportunity to succeed, means that pupils produce results that put them on course for university or employment. Our combination of A levels and BTECs enable students to progress regardless of whether they study all A Levels, all BTECs or a combination of the two qualifications. Last academic year we had students entering university to study Dentistry, Physical education and Disaster Management, each achieving through a pathway that suited their learning.

Our educational philosophy in Key Stage Three ensures that pupils are facilitated to develop the skills necessary to progress to GCSE or BTEC Level 2 and beyond within an engaging and challenging curriculum. Pupils progress through the Key Stage Three scores (9-1) against clear skills descriptors. This enables progress to be assessed objectively and teaching to be shaped to ensure every child progresses across the Key Stage regardless of their starting position. Pupils are not limited by their chronological age and they work at a level appropriate to their skills development.

At Key Stage Four a variety of GCSE, Cambridge Nationals and BTEC qualifications are provided to reflect the skills and preferred learning approach of individual pupils. Pupils’ progress continues to be assessed frequently against GCSE 9-1 descriptors and this information is used in learning conversations at an individual level to encourage an aspirational and reflective approach, in which pupils embrace their responsibility for their learning whilst being supported by committed and passionate teachers.

In the Sixth Form we offer A levels and BTEC qualifications. Our individual approach to education results in a flexible curriculum that ranges from students sitting three A levels or three BTECs to a combination of qualifications to best prepare them for their next step. At all stages, dedicated and professional teaching staff, with a commitment to their own continued professional development, creates a passionate and aspirational learning environment. The following pages provide you with an insight into the subjects available at Trinity and I would be delighted to discuss this further with you.

Julia Bryant Director of Studies

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ART

Staff  Mr Patrick Cairns (Subject Leader)  Mrs Emma Firth

Art at Trinity is an exciting and popular subject that attracts students who wish to be actively engaged in ambitious and creative work. Our philosophy is rooted in empowering students to nurture their creative ability through sustained activities and experiences. Annual trips to art galleries exhibitions together with visits to artist’s studios and artists in residence are a key part of the student experience. Art is housed in a purpose designed bright, airy and spacious open plan studio. Due consideration has been given to accommodate a variety of skill areas. These include:  an integral kiln room with state of the art digitally programmable kiln  a ‘Shimpo’ vary directional power wheel  a flatbed printing press  three networked computers with access to colour printing  two large purpose designed stainless steel sink units one of which can accommodate power washing large silk screens  a large storage facility for stock, resources and storage of pupil work

Work is displayed in and around the school and within the community

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The AQA syllabus is followed and students are entered for the Fine Art endorsement at both GCSE and A level. We have acquired a reputation for high quality work and in particular, sketchbooks which are an integral component at all age levels and students are encouraged to document their visual journey.

Key Stage Three Curriculum. At Key Stage Three the foundation of visual literacy, awareness and technical competence are laid. Core skills in Drawing, Painting, Mixed Media, Printing, Digital imaging, 3 dimensional studies and

Ceramics are explored.

Key Stage Four Curriculum At Key Stage Four the pupils’ skills are honed and refined in both directed work and thematic based projects often initiated by the pupils’ personal interests.

GCSE Art & Design Pupils create a portfolio of work including a sustained project and a selection of work undertaken during the pupil’s course of study. Coursework is assessed as a whole on completion of course in Y11. The coursework is internally marked and externally moderated making up 60% of the final grade. This is completed in Easter in Year 11. In May of Year 11 the pupils complete an externally set assignment which makes up the remaining 40% of the qualification. They have a preparatory period which is followed by ten hours of supervised work.

Sixth Form Curriculum At Sixth Form higher skill levels are delivered via an intense skills based course in Lower Sixth and then evolved in Upper Sixth where students self-direct their work under the guidance of the art staff.

A Level Art & Design Students create a portfolio of work including a sustained personal investigation and a selection of work undertaken during the student’s course of study. Coursework is assessed as a whole on completion of course in Upper Sixth. The coursework is internally marked and externally moderated and it makes up 60% of the final grad. This is completed by Easter of Year 13. In May of Upper Sixth the students complete an external set assignment. They have a preparatory period followed by fifteen hours of supervised work. This makes up 40% of the final grade

Extracurricular opportunities exist with art clubs offered at both Key Stage Three and Sixth Form. Art offers an open door policy where the studio is open at lunchtimes and at weekends for boarding students with prior arrangement

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BUSINESS

Business aims to inspire the entrepreneurs and economists of the future; to stimulate curiosity, enjoyment and interest in the subject through hands-on practical application; an extensive programme of external visiting speakers and frequent visits to a range of businesses.

Business has four well-equipped classrooms, each with computers and interactive whiteboards. The pupils have access to the daily subscription of ‘The i’ and a monthly subscription to ‘The Business Review’, an industry magazine specifically focused towards the A Level Business student.

Staff  Mrs Anna Brown (Subject Leader)  Mrs Geraldine Davis  Mr Guy Martin

Key Stage Four Curriculum Business Studies GCSE (9-1) (OCR Yr10)

In the GCSE students study a wide variety of topics related to starting and running a business, such as:

1. Marketing, including advertising, development of products, setting the best price. 2. Recruitment, including how businesses get the right staff and keep them working well. 3. Business structures, including the different ways to set up a business. 4. Finance, including how businesses get the money to set up and operate and how they make a profit. 5. Business operations, including how businesses produce the things we buy. 6. Influences on businesses, including the environment and how many businesses are operating around the world.

Assessment methods:

There are two exams at the end of the course, each 90 minutes long. There is no controlled assessment.

Business 1 (examination) is worth 80 marks and is split into two sections. Section A contains multiple-choice questions worth 15 marks. Section B includes short, medium and extended response style questions, which use stimulus material that draw on real life business contexts. This examination will be based on business activity, marketing and human resources.

Business 2 (examination) is worth 80 marks and again is split into two sections with a similar structure to the first examination. In section B there will be synoptic questions where students will need to be able to draw on knowledge from the whole syllabus.

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Cambridge National in Enterprise & Marketing (OCR) (Years 10 & 11)

This popular vocational course offers Business students the chance to focus on the marketing of their own entrepreneurial ideas. Students study the theory behind market research and the marketing mix.

These tasks are created by OCR and link logically to R065 Design a Business Proposal, where students are able to show their understanding of market research methods by designing their own and collecting data. This data then forms the basis of a number of potential new product designs, which the students must gain peer feedback so that they can focus on their ‘best’ design. This design is then developed further from the feedback and then costings are applied so that the student can show financially the viability of their design. This represents 25% of their final grade.

In R066 Market and Pitch a Business Proposal, the students are able to create a realistic ‘Dragons’ Den’ pitch to a panel of professionals, who will be part of the assessment. This real-life experience of presentation techniques and performance is an invaluable life lesson which is wonderful preparation for education post-16yrs and beyond. This represents 25% of their final grade.

The examination unit – Enterprise and Marketing Concepts – is worth 50% if the final grade. The examination is one and a half hours and is split into two sections. Section A consists of 16 multiple- choice questions. Section B is made up of short answer questions and three extended response questions, which will include analytical and evaluative skills within a student’s answer.

Sixth Form Curriculum A Level Business Studies (AQA)

Business Studies is a wide-ranging subject covering everything from how to start a small business to the managing of a large company. Business Studies draws on knowledge from many different subjects and is about understanding the world in which we live in. Every day we interact with several businesses and the purpose of Business Studies is to try to understand how businesses work, how they interact within the wider economy and what makes them successful.

The AQA qualification in Business Studies develops a critical understanding of organisations, the markets they serve and the process of adding value. It also examines the behaviour of different stakeholders and pupils develop a range of problem-solving and decision-making skills. Students will leave the course with a broad business knowledge, which will act as the perfect foundation for a degree in any business discipline at university. The qualification is also relevant for any job; banking, accounting, retail management, advertising and personnel to name but a few.

Examinations (Upper Sixth)

There are three examinations of two hours duration, each one contributing one third of the final marks

BTEC Travel and Tourism – Subsidiary Diploma level 3

This course offers learners an exciting opportunity to study a dynamic curriculum which allows them to apply their knowledge to the local and national growing tourism industry. The BTEC Level 3 Diploma in Travel & Tourism is a six unit, two-year qualification and equivalent to one traditional A level.

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There are no external examinations and learners develop a wide range of transferable skills essential to work and university. These skills include independent study skills, investigative/research skills, problem solving skills, presentation & IT, time management, communication with external businesses and building self-confidence.

Learners will leave this qualification ready for the world of work in the Travel and Tourism industry or otherwise. Over the two years six modules are studied (the equivalent of one A level), four mandatory and two from a list of optional units:

Mandatory units include: Investigating the Travel and Tourism Sector; The Business of Travel and Tourism; The UK as a Destination and Customer Service in Travel and Tourism

Optional units include: Marketing Travel and Tourism Products and Services; Preparing for Employment in Travel and Tourism; European Destinations; Retail Travel Operations; Business Travel Operations; Responsible Tourism; Tourism in Rural Areas; and UK Visitor Attractions

Young Enterprise

Business offers the opportunity for Sixth Form students to enter the Young Enterprise competition. This is when pupils have the opportunity to develop their own registered business. They compete against other schools on a national level. Previously pupils have set up their own fashion label called ‘Off Shore’ and this has proved extremely successful. Pupils were judged to be the best company in the West Country at the Young Enterprise Christmas Market 2014. Then in 2015 ‘Candle Lab’ was judged to have ‘The Best Business Report’ and ‘The Most Innovative Product’ in Devon. In 2016 ‘Rework’ won the ‘Most Creative Product’ award at the regional finals in Poole, also getting their products stocked in Halfords and Darts Farm. Finally, in April 2017 ‘Brainblox’ was awarded the ‘The Best Company Report’ at the Devon final competition.

Learning is supported with trips and visits to local businesses. These trips always have solid links with the topic being studied, for example we visited Lazy Jacks clothing and pupils proposed a new product to match the company’s existing portfolio to the owners.

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DESIGN & TECHNOLOGY

Design and Technology is taught to all pupils at Key Stage Three level and include Product Design, Food Preparation and Nutrition and Textiles on a rotation cycle throughout the year. Modules last for approximately twelve weeks before moving from one DT discipline to another. At the end of Year 7, 8 & 9 there is an end of year written examination in all three Design & Technology disciplines.

At Key Stage Four level pupils can usually choose Product design or Food Preparation and Nutrition depending on their option blocks and preferences. At Sixth Form, students can choose to study A- Level Product Design which can lead to a whole array of designing, manufacturing, engineering and technology type courses at University level.

Facilities

Design and Technology has three very well equipped learning specific classrooms; the DT workshop is designed to facilitate the practical and theoretical teaching & learning of Product Design from Year 7 to A-Level. The well designed workshop has a new LASER cutter & other CAD/CAM facilities with a comprehensive range of hand tools and machines. Textiles lessons are delivered in the superbly presented Textiles room (MD1). The Food Preparation and Nutrition room is located across the courtyard with beautiful views of the sea; it has 12 spacious workstations allowing for productive small group sizes.

Staff

 Mr Turbull (Subject Leader)  Mrs Noble(technician)

Key Stage Three Curriculum.

Product Design

In Year 7 pupils are introduced to the DT workshop in a safe and guided manner. An awareness of Health and Safety best practice is very important when working with workshop tools and machines. In Year 7 pupils make a number of small projects using woods, metals and plastics. Lesson time is mostly spent completing practical work while design/paper work is usually set for homework.

In Year 8 pupils have acquired the confidence and skills to work more independently and safely in the DT workshop. Projects include making pewter cast key fobs, studying different mechanisms and making an automata project while also developing CAD/CAM skills.

In Year 9 pupils take on a challenging project of making a pizza cutter from aluminium, acrylic, stainless steel and brass completely by hand. No adhesives are used in joining the materials together, instead rivets are used and a scratch-free finish is achieved using the buffing machine. In Year 9 pupils also look at sustainability and where materials are sourced from.

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Food Preparation and Nutrition

Pupils look at ‘Healthy Eating’ where they are set the task to design and make a variety of dishes that meet current dietary guidelines including the ‘5 a day campaign’. Pupils learn a variety of food preparation and cooking skills whilst working safely and independently in the food room.

Textiles

In Year 7 pupils are encouraged to learn a wide range of drawing and designing skills, also a variety of textiles techniques including fabric painting and stencilling. The project theme is ‘Multi-cultural’ with pupils looking at the art and textiles of a variety of different countries – currently Egyptian culture.

In Year 8 pupils develop their drawing and designing skills and extend their knowledge of textiles techniques using recycled textiles to make a ‘Bag for Life’. The project allows pupils to work independently and inspires creativity. Pupils have access to a computerised sewing machine and a wide range of textiles equipment.

In Year 9 pupils design and make a garment. The theme for the task is ‘Graffiti’. Pupils have the opportunity to research a variety of graffiti artists and fashion designers to gain inspiration for their final piece. Pupils can work independently or collaborate into design teams to undertake the task.

Key Stage Four Curriculum.

GCSE Design and Technology (AQA)

GCSE Design and Technology: Resistant Materials helps pupils develop the ability to design and make products with creativity and originality, using a range of materials and techniques. The Resistant Materials course requires pupils to develop their knowledge of woods, metals, plastics and composite materials. Other materials may also be used and the use of new technologies is also encouraged. This course has 60% controlled assessment in order to recognise the importance of practical work within this subject.

GCSE Food Preparation and Nutrition (AQA 8585)

There are 5 subject topics:

Food, nutrition and health – learning about the link between food and health e.g. heart disease, diabetes. Food science – learning about the function of ingredients e.g. yeast in bread, denaturing proteins. Food safety – learning about the health and safety of food e.g. different types of food poisoning, food laws. Food choice – learning about the factors that affect what food we eat e.g. religion, allergies / intolerances. Food provenance – learning about where food comes from e.g. sustainable farming and fishing, organic, GM.

Assessment includes a Food Preparation and Nutrition written examination to assess the theoretical knowledge of food preparation and nutrition, worth fifty per cent of final grade. The written

9 examination is one hour and forty five minutes. Questions are multiple choice questions (twenty marks) and five long answer questions each with a number of sub questions (eighty marks).

There is a Non- examined assessment worth fifty per cent of final grade.

Task 1: Food Investigation (fifteen per cent of the final grade) Students produce a written report of 1,500 –2,000 words about the working characteristics, functional and chemical properties of ingredients. This is very similar to a science experiment with a hypothesis, an investigation, results and conclusions. Tasks are released by AQA in September of Year 11.

Task 2: Food Preparation assessment (thirty five per cent of the final grade) Three hour practical exam & written portfolio of evidence. Students will plan, prepare, cook and present a final menu of three dishes to assess the planning, preparation, cooking, and presentation of food and application of nutrition related to the chosen task. Tasks are released by AQA in November of Year 11.

Sixth Form Curriculum. A Level Design and Technology- Product Design (AQA)

A-level Design and Technology: Product Design helps students take a broad view of design and technology, develop their capacity to design and make products and appreciate the complex relations between design, materials, manufacture and marketing. Product Design provides students with the opportunity to design and make a product (or in the case of AS, a number of smaller products) in both years of the course. The course has fifty per cent coursework in order to recognise the importance of practical work within this subject.

Paper 1 – Technical Principles. This is assessed through a written examination of two and a half hours and makes up thirty percent of the final grade

Paper 2- Designing and Making principles. This is assessed through a written paper of one and a half hours and makes up twenty percent of the final grade

Non-examined assessment which examines the practical application of technical principals and designing and making principles via a substantial design and make project making up fifty percent of the final A level grade.

Extra-curricular Activities DT club is a mixture of examination students making further progress with their coursework projects; and students participating in the Green Car Challenge. This annual challenge involves racing a battery powered car on a racing track for 90 minutes using a minimum of three drivers and the winning car is the one which travels the furthest distance in that time.

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ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

The role of EAL is twofold: to improve pupils’ knowledge, skills and confidence in the English language and to enable them to better access the rest of their curriculum across the Key Stages through study skills and subject-related support. To this end, we have a team of experienced teachers who have not only taught here in the UK, but also overseas. Every year we help around 70 – 80 students of many different nationalities improve their English here at Trinity School. EAL has two dedicated teaching rooms.

Staff  Mrs Crook (Subject Leader)  Ms Cartwright  Mrs Bird  Mrs Head Courses

The following courses are offered according to individual needs: Cambridge Key English Test for Schools (KET); Cambridge Preliminary English Test for Schools (PET); Cambridge First for Schools (First); English as an Additional Language (IGCSE); International English Language Testing System (IELTS); Cambridge Advanced English (CAE); and Cambridge Preliminary English (CPE)

In addition to utilizing set course books for the above, we endeavour to inspire and further engage the students in their desire to attain fluency and literary competence in the language by including the following in their Programme of Study: debates, discussions, presentations; cross-curricular projects; awareness of world news and global issues; role plays; quizzes; questionnaires; and the use of board games to develop language within a non-threatening fun activity.

We also recognise that English language is developed within an English context and teach language through visits to local amenities where the pupils develop their ability to do such things as order a meal or organise a train journey.

Extra-Curricular Activities in EAL

We take international students on day trips to a local town, city or place of interest each half term. As most of our students are boarders, they live in the school and can take part in a wide range of social, sporting and cultural activities all year round which provide additional opportunities to develop their English within the community.

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ENGLISH

At Trinity School we aim to provide all pupils with an engaging and rewarding experience of English; in addition to the practical English skills which will support them in their route through school and work.

We aim to promote the pleasure in, and value of reading at all ages. We believe this helps pupils to achieve their full potential as learners and as individuals, encouraging their growth into thoughtful and perceptive adults with an understanding of the importance of other cultures, values and beliefs. Pupils are encouraged to write creatively and imaginatively as well as for practical purposes. Our goal is to support pupils in becoming confident and effective communicators through both the written and spoken word.

Staff  Mrs Atkins (Subject Leader)  Mrs Stoyle Key Stage Three Curriculum. Our focus for Key Stage Three at Trinity is on exposing pupils to a wide range of literature so that each pupil can discover the power of words. Through literary texts, pupils are encouraged to realise a passion for literature: the power of stories creates understanding and links between all pupils. The study of Shakespeare is brought to life in every year group, alongside the enjoyment of modern authors, poets and authors from the 19th and 20th Century. Media texts and other non-fiction texts are also studied in order to promote a confident use of English in everyday life as well as in the work environment. Our aim is that pupils will develop a sound grasp of the varieties of English and to understand and be able to use the principles by which it operates. All Key Stage Three classes benefit from dedicated silent reading library sessions or classroom time. World Book Day and National Poetry Day are celebrated each year, with pupils participating in enjoyable activities such as book review competitions and poetry declamations, in an effort to encourage a greater enjoyment of reading for pleasure. Competitions run externally are promoted within lessons and pupils are encouraged to enter their own creative writing into competitions such as the BBC 500 words competition, the ISA essay writing competition and the Teignmouth poetry festival.

Key Stage Four Curriculum. Some pupils will sit English Literature GCSE and English Language IGCSE, and some pupils will sit the English Language IGCSE alone. Pupils are assessed throughout Year Ten and dialogue with parents regarding the best route for each individual student is undertaken

The IGCSE English Language syllabus gives students the opportunity to benefit from a course offering 50% coursework and 50% exam. Pupils will be enabled to understand and respond to what they read and experience, communicating accurately and effectively on their understanding. They will learn to enjoy and appreciate a variety of language. Pupils will develop skills of analysis, synthesis and the drawing of inferences. Key Stage Four pupils will also become involved in World Book Day and National Poetry Day activities. The coursework element of this syllabus allows pupils to choose their own topics to write about, thus ensuring that each pupil is fully engaged with the activities.

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The literature syllabus encourages pupils to develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. Studying GCSE English Literature encourages pupils to read widely for pleasure, and as a preparation for studying literature at a higher level. Literature pupils will be encouraged to read widely, in depth and often, developing a critical and evaluative style. They will begin to appreciate the power of the English literary heritage and acquire and use a wide range of vocabulary, and literary and linguistic terms. As a result, writing will be accurate, effective and analytical. Texts studied will include Shakespeare, poetry, drama and 19th Century prose. Lessons will be enhanced by theatre trips should suitable productions be available.

Sixth Form Curriculum. English Literature at A level covers a range of texts, which include Shakespeare, poetry, drama and prose. It can be divided into three sections: Love through the ages, independent critical study, and a choice of WW1 and its aftermath or modern times: literature from 1945 to the present day. The independent critical study allows students to choose their own two texts to study and compare in an extended essay. English Literature in the Sixth Form has a historicist approach to the study of literature, which rests upon reading texts within a shared context. Working from the belief that no text exists in isolation but is the product of the time in which it was produced, English Literature encourages students to explore the relationships that exist between texts and the contexts within which they are written, received and understood. Studying texts within a shared context enables students to investigate and connect them, drawing out patterns of similarity and difference using a variety of reading strategies and perspectives. Two main historicist perspectives are studied: the diachronic (reading texts written across widely different time periods that explore the same theme) and synchronic (reading texts written within a narrower and clearly defined time period). English Literature encourages students to debate and challenge the interpretations of other readers as they develop their own informed personal responses. Classes are lively and engaging with students encouraged to take a lead role in their own learning. As with GCSE Literature, lessons at A level will be enhanced by theatre trips should suitable productions be available.

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GEOGRAPHY

“Geography illuminates the past, explains the present and prepares us for the future - what could be more important than that?” - Michael Palin, President of the Royal Geographical Society

Subject Overview

Geography is an exciting and thriving subject at Trinity. It is taught by Mr Whittles (Subject Leader), Mr Acher (Senior Tutor) and Mr Martin (Head of Sixth Form). We are extremely passionate about Geography and aim to inspire pupils to make sense of the world around them. Our aim is to make learning hands-on, relevant and fun. The curriculum covers a wide mix of topics including hazards, urban issues, world development, extreme environments and rivers to name but a few. In these topics we tackle the big issues like environmental responsibility, our global interdependence and cultural understanding and tolerance that help us to make sense of our changing world in which we live... a world that is likely to change more in the next 50 years than it has ever done before. There has never been a more important time to study Geography.

Key Stage Three Curriculum.

In Key Stage Three pupils explore the issues affecting our planet, both at a local and a global scale. They cover a variety of topics and investigate big questions like “What causes bad Weather?”, “Why is Africa so poor?” and “What makes Japan such a dangerous place?” Lessons focus on developing the skills required to be a successful Geographer and regular fieldtrips are made to reinforce the learning made in the classroom.

In Year 7 pupils study Map Skills and Places; Poverty; Ecosystems and Tropical Rainforests; Eden Project Field Trip; and Natural Hazards; and take part in an issue evaluation regarding The Unjust World.

In Year 8 pupils study Glaciers; Ecosystems/ Cold Environments; Urban Issues and Challenges; Newton Abbot Field Trip; Coastal Environments and take part in an issue evaluation regarding The Changing World.

In Year 9 pupils study River Landscapes; Mystery River Field trip; Challenges of Resource Management; Weather and Climate Change and take part in an issue evaluation regarding The End Of the World?!; Ecosystems/ Hot Deserts and Desertification and Revision of KS3 Learning.

Key Stage Four Curriculum.

At GCSE we follow the exciting new AQA Geography course. This covers a wide variety of physical and human topics (papers 1 and 2) and includes a local fieldwork investigation (paper 3) and an Issue Evaluation paper (paper 4). All exams will be taken at the end of Year 11. The course considers issues in human and environmental Geography and students learn fieldwork skills that they employ actively in field trips.

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Sixth Form Curriculum.

At A-level we are now following the new two year AQA course in which unit one focuses on physical Geography and is assessed through a two and a half hour written paper which contributes 40% of the final marks; unit two focuses on human geography and is assessed through a two and a half hour paper which also contributes 40% of the final marks. Unit three is a fieldwork investigation in which students complete an individual investigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content.

Geography fieldwork investigation Extra-Curricular Activities

We believe that the subject should be taught through direct experience of the real world as well as classroom instruction. Recent field trips have explored the fantastic resources on our doorstep, with visits to our fantastic beaches, rivers and moors, and in October 2013 a group of 25 Geography students went to Iceland on an action packed tour of the land of fire and ice.

Staffing • Mr Whittles (Subject Leader) • Mr Acher (Senior Tutor) • Mr Martin (Head of Sixth Form)

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HISTORY “A nation that forgets its Past has no Future”

The main aim of studying History at Trinity is to combine academic excellence with a real enjoyment of the subject. History is colourful and fascinating as well as challenging and emotive. We aim for our enthusiasm to take hold in our pupils so they can understand how meaningful and relevant it is as a subject today. We place a strong emphasis both on ensuring that all pupils reach their full potential in examinations but also in the many exciting opportunities for personal enrichment that History can offer. It is important for us all to understand the past, to learn from the mistakes and to question and debate rather than to accept. A curious pupil will develop a passion for learning both inside and outside a classroom.

“History is who we are and why we are the way we are."

History is learning about real people, what life was like for them and how they influenced the world we live in today. Without understanding History we cannot hope to understand our lives today.

History is taught in a specialist classroom and also makes use of the school computer rooms. We have excellent resources ranging from film footage to a huge variety of textbooks, archives, maps, posters and artefacts. It is important to bring History to life; to see, hear, and touch History rather than just read about it. We pride ourselves on creating a visually stimulating classroom environment in which the pupils can really enjoy and engage with this subject. We believe in pupils becoming actively involved in the lessons through debates, re-enactments, public-speaking, drama, hot seating, role plays, student-led presentations, cross-curricular events or even model-making

“Those who do not remember the past are condemned to repeat it.” Staff  Mrs Sarah Evans (Subject Leader)

Key Stage Three Curriculum

“Historians, not students of History”… Our aim in Key Stage Three History is to develop a real enjoyment for the subject. In making it accessible and interesting for all we hope to provide a solid foundation of British and European History so that they can begin to understand some of the major events of the past. We also encourage them to think for themselves, to research and present, to learn to empathise and to question and debate. In Key Stage Three all pupils will study History as a discrete subject. Year 7 study British Medieval History from the Norman Conquest up to the Black Death as well as the History of Inventions. Year 8 study Tudor and Stuart History and topics linking British Industrialisation, the Empire, Slavery and Civil Rights. Year 9 study World War One, Democracy and Dictatorship, The Holocaust and the Post-War Years. In order to promote this exciting and varied

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Key Stage Four Curriculum.

GCSE History

At GCSE our aim is to build on the foundation that has been laid in Key Stage Three. We aim for pupils to enjoy History and to learn about some countries in depth as well as broader thematic studies. We also hope to build on a variety of skills that will be useful in life, whatever path the pupil may take in the future. In GCSE History they will learn to analyse and debate, to research and evaluate and to question and present arguments. We also invite specialist speakers to come in to make our studies more inter-active. We follow the Edexcel History syllabus at GCSE. The topics covered are- Anglo- Saxon and Norman England 1060-88, Medicine in Britain 1250 to today, Weimar and Nazi Germany 1918-39 and Superpower Relations 1941-91. All of these topics are examined at the end of the course via three examination papers. Pupils are given textbooks on each topic and they are supported with extra sessions and revision clubs.

Sixth Form Curriculum.

A Level History

At Trinity the students study the OCR syllabus at A Level. This builds on the knowledge and skills already developed at GCSE and includes new, stimulating topics as well. In Year 12 this will include a British period study: England 1485- 1558 as well as a Non-British period study: The Cold War in Europe 1941- 1995. In Year 13 there will be a Thematic Study with Historical Interpretations: Russia and its Rulers 1855- 1964. Alongside this will be an individual study with in-depth research on their own chosen topic, culminating in a Course work essay of 3000-4000 words. At the end of the course there will be three examination papers. Students are given a variety of textbooks, revision guides, magazines and other resources. Extra revision sessions are run leading up to the examinations.

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INFORMATION & COMMUNICATION TECHNOLOGY (ICT)

IT plays a vital role in all areas of the curriculum at Trinity School. It is core to our pupils’ learning and integral to embracing the varying learning styles of our pupils. With our regularly updated software and hardware, we enable pupils to develop their confidence and creativity with the use of IT. In discrete lessons pupils are taught the necessary skills and techniques to assist their progression in all subjects throughout Key Stages Three and Four and into the Sixth Form. Pupils also use IT to demonstrate their knowledge and understanding of other subjects and all teachers are able to book the computer rooms for their lessons.

Staff

 Mrs Swift (subject leader)  Mr Tew

Key Stage Three Curriculum

In Key Stage 3 pupils will focus on:

Computer Science – they will learn: to use computational thinking to model real-world problems; to understand algorithms that reflect computational thinking; to develop logical reasoning skills; to use programming languages to solve a variety of problems Boolean logic; binary numbers and how they represent digital data; to understand the hardware and software components that make up computer systems; to understand how instructions are stored and executed within a computer system

Information Technology- they undertake creative IT projects to achieve challenging goals and meet the needs of known users; Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.

Digital Literacy- they will understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.

Key Stage Four Curriculum.

Edexcel International GCSE (9-1) Information Communication Technology

ICT skills are essential for success in employment and in higher education and are one of the fundamental transferrable skills required by employers. In Key Stage Four pupils will learn transferable skills that are practical and relevant and, furthermore, are needed in future study and the workplace.

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The Edexcel Course is a mixture of Practical application and Computer Theory. It is designed so that students can demonstrate their knowledge and understanding, using this knowledge they should be able to produce ICT based solutions and then present them in a reasoned way.

They study six units: Digital Devices; Connectivity; Operating online; Online Goods and Services; Applying Information technology and Software Skills and how to use them.

Assessment

A written examination paper: One and a half hours. This is 50% of the total marks and externally set. A practical examination paper: Three hours. This is 50% of the marks and externally set.

Sixth Form Curriculum.

Cambridge International AS and A Level Information Technology

It is designed for learners interested in an introduction to the study of creating IT systems to manage and share information, alongside other fields of study, with a view to progressing to a wide range of higher education courses, but not necessarily in IT.

This content has been developed in consultation with academics to ensure that it incorporates the most up-to-date knowledge and skills to enable progression to higher education. In addition, employers and professional bodies have been consulted on the content development to confirm its relevance to current industry practice used in IT and related occupational disciplines.

Course Concepts

Key concepts within the course include Impact of Information Technology Information Technology (IT); Hardware and software; Network Computer systems; The Internet ; System life cycle; and New technologies.

Learners must understand the following areas: Data information and Knowledge; Hardware and Software; Monitoring and Control; E Safety and Health and Safety; Digital Divide; Using Networks; Expert systems; Spreadsheets; Databases; Sound and Video editing; Emerging technologies; IT in Society and how it is changing; Networks; Project Management; Life Cycles; Creating of Graphics; Creation of Animation; Mail Merging; and Programming for the web. This is a very comprehensive syllabus and is designed to aid any future career.

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LEARNING SUCCESS

Learning Success plays an essential role in the education of so many of our pupils. We aim to ensure that all pupils receive the support that they need to succeed in their learning. Within Learning Success we have a wealth of experience and expertise in teaching pupils with Specific Learning Difficulties including Dyslexia & Dyspraxia, Hearing Impairment and Autistic Spectrum Conditions. We are also fortunate to benefit from the knowledge and skills that our Deaf Inclusion Worker brings to the team.

At Trinity we strive to ensure that each pupil has access to a broad and balanced curriculum, and where possible, in-class support is provided by teaching assistants. Pupil are also able to opt for individual support lessons with specialist teachers. These lessons are designed to provide carefully structured, individualised programmes of work. Individual lessons provide an opportunity for a pupil who is experiencing difficulties, to develop their literacy and numeracy skills as well as to develop skills in answering examination questions and planning and structuring extended pieces of writing.

In addition to a SENCO, Trinity has an Assessment SENCO with an Assessment Practising Certificate as well as a specialist qualification in dyslexia. This means that we are qualified to assess pupils for exam access arrangements within the school. We are also able to offer individual pupil assessment which enables us to identify specific areas of difficulty that a pupil may be experiencing. We endeavour to support inclusive practice in every classroom making it possible for our work to have a far reaching impact across the school. Sharing information that is gathered, during the process of assessment, with subject teachers is part of this process.

We are also keen to work with pupils to help them understand how they learn. Children with SEN have a unique understanding of their own needs and often have a clear view about the sort of help that they would like. We have a system of Pupil Passports which is a document written with a pupil to communicate information about themselves as a learner. It is our belief that a pupil’s self-esteem is central to positive learning outcomes and if a pupil is able to develop an understanding of their own learning strengths as well as their areas of difficulty, it encourages them to recognise the challenges that they face, as learning differences. This positive approach to learning differences is firmly embedded in all of the work that we do.

Staff  Mrs Heather Rabone SENCO  Mrs Fiona Tamlyn Assessment SENCO  Mrs Jane McConkey (Teaching Assistant)  Mrs Angela Bingham (Teaching Assistant)  Miss Kate Ashfield (Teaching Assistant)

Facilities

The Learning Success room is situated at the heart of the school and it provides a busy and buzzing atmosphere where pupils are happy to work and learn. It is our intention that each pupil who spends time with us feels well supported. We believe that pupils enjoy being here and often refer to it as ‘The Hub’.

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MATHEMATICS

“Mathematics is the Empress of the Sciences. Without her, there would be no physics, nor chemistry, nor cosmology.” Marcus du Sautoy (Professor of Mathematics at Oxford University) It is with this in mind that we realise what an awesome responsibility and privilege it is to teach mathematics. It is this realisation that is the source of our motivation and enthusiasm for mathematics and for the teaching of mathematics at Trinity School. We view the teaching and learning of mathematics as an exciting journey of discovery as we search for patterns and develop mathematical skills through investigation, discussion, practise and application.

Staff  Mr Stephen Tew (Subject Leader)  Mrs Gerry Davis  Mr Cliff Cates  Mrs Anna Brown  Mrs Chryssa Turner  Mrs Angela Bingham

Key Stage Three Curriculum

The Key Stage Three Mathematics curriculum is designed to embed strong foundations for the rigours of the new GCSE 9 -1 curriculum focusing on the four areas of Number, Algebra, Geometry and Statistics and Probability. These topic areas are developed further through problem solving and mathematical reasoning.

In the autumn term of Year 7 pupils will be revisiting some key areas from Key Stage Two in order to provide a firm foundation for the work in KS3. It is important to check this understanding using formative assessment activities. Students who are confident and competent in these areas are given more challenging problems on these topics. The main topics for the autumn term in year 7 are number and algebra, as the new GCSE has placed greater emphasis on these areas of the curriculum. If a firm understanding of the number system and the basics of algebra can be establish in year 7 across the year group, it will provide students with the foundations they need to develop skills in other areas.

Year Seven includes: working with whole numbers; measuring; folding and turning shapes; angle facts; statistical investigations about us; coordinates and translations; moving past the point; about calculation; negative numbers; generalising using letters; parts of a whole; percentages; probability; exact or just accurate’ sequences; angles; area and perimeter; proportion; forming shapes; formula and graphs.

Year Eight work includes: decimals, measure, two dimensions and beyond; manipulating algebra; transformations; ratio and proportion; indices; a statistical survey; sequences; fractions; percentages; measures with shapes; graphs; probability; angles; sequences and graphs; functions and equations; constructions; ration and proportion; accuracy.

Year 9 is the foundation year for the GCSE course and focuses on the following key topics from the iGCSE specification: Special numbers; Algebraic manipulation; Expressions, formulae and rearranging

21 formulae; Linear equations an inequalities; Fractions; Percentages; Indices and standard form; Real life and linear graphs; Pythagoras theorem and trigonometry; Transformations; Simultaneous equations; and Vectors.

Key Stage Four Curriculum. Courses at GCSE

Key Stage Four (Years 10 and 11) classes are set according to ability and schemes of work followed are Edexcel IGCSE (9-1) Mathematics. Pupils are prepared for the Edexcel two-tier IGCSE and are entered for either the Higher Tier (9-4) or for the Foundation Tier (5-1). The IGCSE is designed to appeal to today’s global learner. Its content is up-to-date and relevant. Being an International GCSE it is recognised both nationally and internationally. Its content will engage students and will support progression to further levels in mathematics.

Sixth Form Curriculum. Courses at A-level

In the Sixth Form students study towards the Pearson A-level Mathematics, this is a two year linear course. The course consist of two Core Pure Mathematics units and one Applied Mathematics unit, consisting of Statistics and Mechanics. In certain circumstances pupils may enter the Pearson AS mathematics if more appropriate. A- level Further Mathematics and/or AS Further Mathematics is also available for students with an exceptional aptitude for Mathematics.

Extra-Curricular Activities in Mathematics

 Mathematics Support - to help pupils with any mathematical problems, we run Mathematics Support Clubs for various year groups. This provides help and advice for ongoing class work or homework and for test or examination revision. In addition, Trinity School has a strong learning success department, which provides one-to-one, small group and classroom support to pupils.  The UK Mathematical Challenge - each year we enter a number of our more able mathematicians for the UK Mathematical Challenge, at either Junior, Intermediate or Senior level. The aim of these Mathematical Challenges is to stimulate greater interest in mathematics across the 11-18 age group, encouraging participation and rewarding enthusiasm and achievement. In addition, we enter a team of Year 8 and 9 students for the annual UK Team Challenge. This national competition gives pupils the opportunity to participate in a wide range of mathematical activities and adds another dimension to their mathematical experience.

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MODERN FOREIGN LANGUAGES

The role of Modern Foreign Languages is to promote the skills and fun of learning languages at any level. It is staffed by a very enthusiastic and friendly team including a Spanish teacher, also the Subject Leader, and a German teacher. Languages are offered across the whole school. The courses cater for all abilities and learning styles and provide pupils with vital skills, which will stand them in good stead later in life.

Modern Foreign Languages have a distinctive contribution to make to the School Curriculum and we aim to develop the ability to use language for effective communications both orally and in writing for both formal and leisure purposes. We also offer insight into the culture of the countries where the language is spoken; as native speakers both MFL teachers are uniquely placed to do this. We aim to provide enjoyment and intellectual stimulation and make extensive use of props and games to make language learning accessible and fun, and to encourage pupils to seek to pursue language throughout their School career. We encourage positive attitudes to foreign language learning and to speakers of foreign languages indeed teaching within Trinity provides us with the opportunity to engage other native language speakers in our classroom activities and impact days.

Recently our Sixth form students were engaged in teaching Year 5 pupils how to write their name in Chinese, Thai, Algerian and Afrikaans and to speak simple sentences in German and Spanish. Our international students also come into lessons with younger pupils offering an opportunity for conversational Spanish and German. Learning language encourages an empathetic approach to other cultures and develops pupils' understanding of themselves and their own culture reflecting the ethos of the school. We believe strongly that the learning of a foreign language makes an important contribution to the educational, social and cultural development of young people.

We make extensive use of songs, You tube clips and films in the foreign language which motivates pupils as they are able to watch authentic material in the target language. As Spanish and German are the first languages of the teachers in MFL, pupils experience first-hand the fluent use of language and the appropriate accents. In addition the teachers are able to give detailed accounts of the culture of their home countries.

Staffing: Mrs Danielle Head – Subject leader -Spanish Mrs Jana Fischer – German

Key Stage Three Curriculum:

In Key Stage Three pupils become familiar with everyday topics such as daily life, family, hobbies, countries and school life. Pupils have regular opportunities to speak in Spanish or German as they perform presentations to the class and to other teaching groups. Not only do we learn the language but we learn about festivals from the relevant countries and we learn about other Spanish and German speaking countries. This helps pupils to see the relevance of these languages globally.

In Key Stage Three we organise impact days for MFL where we invite in other schools to participate where pupils learn Spanish and German songs and cook dishes from the two countries. We also have guest speakers who come to speak to the pupils about the city they are from and the pupils have the opportunity to ask the German or Spanish speaker some questions in the target language.

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Key Stage Four Curriculum. GCSE Spanish and German (AQA)

Topics: Within the GCSE pupils study youth culture, home and locality, current study, lifestyle, MFL target speaking countries, the world of work; customs and traditions; global sustainability and jobs and future plans. The pupils will be taught and assessed across four skills areas: listening, speaking, reading and writing.

The Examination (GCSE Higher Tier): All skills are equally weighted. Speaking: role play; photo discussion and conversation Listening: listening to a variety of recordings on familiar topics Reading: answering questions on a variety of familiar topics and a short translation Writing: writing in Spanish or German on 2 or 3 familiar topics and a translation into Spanish/German

Sixth Form Curriculum:

In the sixth form it is possible to study Spanish and German. All four skills of Speaking, Reading, Writing and Listening are assessed but it is also possible for students to complete extended projects where they can learn about literature, history, films and political issues in the target language countries. The lessons are taught in the target language and there is plenty of opportunity for lively debates on topical issues for students to develop the ability to give opinions in the relevant language. We are lucky at Trinity school to have many Spanish and German boarders who are able to converse with A levels students for extra practice and they are also able to come into lessons for pupils to interview them.

Extra-curricular activities in Modern Foreign Languages:

We have organised various trips over the years to France and Germany as well as attending local universities for conferences or revision days. We have had native speakers visiting the pupils in order for them to develop their spoken skills in Spanish and German. We have hosted MFL impact days with pupils attending from other schools.

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PHYSICAL EDUCATION

“We aim to provide each pupil with a physical education experience based on active participation and enjoyment.”

“To develop an appreciation of the relationship between physical activity, health and quality of life and so encourage pupils to improve their own level of fitness and to participate in physical exercise in leisure time and after leaving school”.

Physical Education is delivered to all Key Stages via PE lessons and games afternoons during the school day. Pupils develop skills in a variety of sports and as they progress during the academic year, targets are set for future development. In the Sixth Form there is an opportunity to specialise with ‘option choices’ designed to allow further refinement of skills and develop an understanding of health and fitness.

A wide range of extra-curricular sports clubs are on offer for all those wishing to develop their skills further. Pupils are also encouraged to push their own limits with annual activities on Dartmoor and an Adventure week in West Wales. Links with local clubs are actively developed and many pupils enjoy the benefits of this. In addition to Inter-House and Inter-School competitions, teams are regularly entered in local, regional and national competitions such as the: ISA netball, rugby, cross country, swimming and athletics finals and the Rosslyn Park Rugby Sevens Tournament.

Facilities Outdoor 25m Heated Swimming Pool, Gymnasium, multi gym, 3 tennis courts (1 indoor and 2 outdoor floodlit), one pitch and one hardcourt playing surface, fitness trail. Other local facilities which are used include Broadmeadow Sports Centre, Dawlish Sports Centre, Swimming Pool and Astro turf. Staff  Mrs Couch (Subject Leader)  Mr Rob Larkman  Miss Jennie Moss  Mr Mark Acher

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Key Stage Three Curriculum Pupils will experience a range of the following games: rugby, football, netball, hockey, basketball, tennis, volleyball, rounders and cricket. In each game they will be assisted to further develop their technical performance, tactical awareness and knowledge of the rules governing the game. Pupils will be taught to develop specific gymnastic techniques and to perform them consistently. They will also be required to create, plan, perform and evaluate increasingly challenging sequences on both the floor and using apparatus. The pupils will also experience dance and will further develop their creative skills, with an emphasis on quality of movements and composition. They will be taught to develop their technical proficiency in swimming and will be introduced to the basic rules of competitive swimming and personal survival skills. Within athletics pupils will be taught a range of running, jumping and throwing techniques and the competition rules governing each event and how to improve on previous performance. In all activities pupils' awareness of health, fitness and safety will be developed. Key Stage Four Curriculum BTEC First Award in Sport (Key Stage Four) There are six units in the BTEC which include three mandatory units namely Fitness for Sport and Exercise; Practical Sports Performance and Applying the Principles of Personal Training; Optional units include The Mind and Sports Performance; The Sports Performer in Action; and Leading Sports Activities . Unit 1 is externally examined with an online computer test. The other units are assignment based and internally assessed; then externally moderated by Edexcel.

Sixth Form Curriculum BTEC Level 3 Subsidiary Diploma in Sport (Sixth Form) Mandatory units in Year 12 include: Principles of Anatomy and Physiology; The Physiology of Fitness; Assessing Risk in Sport and Fitness Testing for Sport and Exercise

In Year 13 learners can choose a further 3 units to study from a comprehensive list, which includes: Sports Coaching; Sports Psychology; Sports Development ; Leadership in Sport; Current Issues in Sport and The Athlete’s Lifestyle. All the units for this BTEC course are assignment based and they are internally assessed and then externally moderated by Edexcel.

These BTEC courses combines practical visits with theoretical knowledge so that the learners are developing an understanding of how the skills they are learning are used in the workplace. Learners develop the skills that they will have to put into practice during an assignment e.g. administering fitness tests, writing risk assessments, leading sports sessions etc. Visits take place to local sports centres, outdoor activity centres, Newton Abbot Racecourse, Premiership Rugby Clubs and University Sports Parks.

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PSYCHOLOGY

Psychology is a fascinating and highly regarded GCSE and A level that is popular with pupils, employers, and universities alike. It provides pupils with the opportunity to develop an understanding of the causes of behaviours and emotions, and to explain some of the more disturbing events in our culture such as war and mental health problems such as schizophrenia and addiction. Psychology aims to stimulate curiosity, enjoyment and interest and to inspire a passion for the subject and for learning in its pupils. Psychology develops higher order thinking skills of evaluation and synthesis which are of benefit to pupils in all of their academic subjects and are valued by universities and employers alike. Psychology makes use of active learning and uses psychological understanding of learning processes to enable all pupils to achieve. I am firmly committed to the use of varied interactive teaching methods that facilitate the development of understanding and the acquisition of knowledge for all pupils. The use of differentiated teaching resources is an integral part of Psychology’s ethos.

Staff  Mrs Julia Bryant (Subject Leader)  Mrs Geraldine Davis

Facilities

Psychology has a dedicated base room containing a library of books ranging from GCSE to undergraduate level which are available to pupils to broaden their understanding of the subject. Psychology develops its own workbooks to include materials that enable pupils to access the curriculum regardless of barriers to learning such as language or specific learning difficulties. The materials also contain stretch and challenge materials to allow all pupils to access up to date research and challenging theoretical concepts at a level that challenges all. We make extensive use of recent research papers and visual mediums such as recent television programmes to ensure that the syllabus is kept contemporary and meaningful for pupils.

Prep and Key Stage Three Curriculum Prep and Key Stage Three pupils are introduced to Psychology through The Psychology Buskers in which pupils take part in psychological studies, learn the psychology behind them and then learn to conduct the studies themselves. The Buskers then engage members of the public in Psychology through events such as Open Days at Trinity and the Devon County Show. Through this the pupils develop their confidence and resilience and develop a passion for Psychology which may lead them to study Psychology at Key Stage Four.

Key Stage Four Curriculum

Pupils study Psychology in an active way, applying their knowledge to novel scenarios in order to develop a deep understanding of the material. Pre-reading is encouraged to enable more class time to be spent in developing the skills of evaluation and application. The GCSE course provides an introduction to a wide range of psychological issues. These are examined linearly through two ninety minute examinations. In paper one the pupils are assessed on their knowledge, evaluation and

27 application of theory and research studies relating to memory, non-verbal communication, the development of personality, stereotyping, prejudice and discrimination, and research studies. In paper two the pupils are assessed on their knowledge, evaluation and application of theory and research studies relating to Learning, social influence, sex and gender, aggression and research methods. Research methods are learnt actively through the pupils undertaking a range of research studies across the two years including experiments, observations and interviews.

Sixth Form Curriculum

Students are not required to have studied GCSE Psychology in order to undertake A level Psychology. This course of study is assessed linearly at the end of Year 123 with three written examinations with no coursework. The emphasis is on applying knowledge and understanding, thereby developing students' transferable skills of analysis, evaluation and critical thinking. Students are provided with many opportunities to develop and implement research projects throughout the course in order to develop their awareness of the research process and the issues inherent in it.

In Lower Sixth students study social psychology including obedience, conformity and social change. Within memory they study models of memory; the reliability of eyewitness testimony and memory improvement strategies. Within attachment they study the nature of attachment; models of attachment; individual differences in attachment; the effects of deprivation and privation; the application of knowledge to life and the development of research knowledge. Students will study a range of theoretical approaches in Psychology and understand the need for several levels of explanation to understand complex human behaviour. Within biopsychology they will study brain processes, biological rhythms, the biological stress response and its impact on health. Within psychopathology they will explore the alternative perspectives on the cause and treatment of depression, phobias and obsessive compulsive disorder.

In Upper Sixth students are assessed on their knowledge of the Year 12 material at a greater depth. In addition they will study issues and debates within Psychology such as gender bias and the scientific nature of Psychology will be explored and integrated into their consideration of other topics in Psychology. Within the optional units students will explore the topics of gender, aggression and schizophrenia. Research methods are explored further and students take part in the design of research studies many of which they will conduct throughout the course.

Extra-Curricular Activities in Psychology

Psychology offers a range of activities to develop a greater understanding of Psychology and to appreciate the role of Psychology in society. This includes attendance at

conferences in Bri stol and London exploring issues such as the role of hypnosis in clinical treatment; the psychology of dance and humour; scepticism regarding scientific claims; mental health; and sleep. In addition we organise visiting speakers on psychiatry and forensic psychology

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RELIGIOUS STUDIES

Religious Studies plays an important role in the life of the School. Pupils study RS throughout Key Stages Three and Four and have the option to study at A level. RS aims to enable pupils to develop their knowledge and understanding of the principal faiths in Britain whilst learning about themselves; their views and opinions, attitudes and beliefs. Lessons are designed to cover a range of learning styles which enable students to practise a range of skills from empathy to evaluation. RS is an academic subject which also provides opportunities to reflect on the inner, spiritual side of life and can lead to faith development.

Staff

 Mrs Claire Bird (Subject leader)

Key Stage Three Curriculum At Key Stage Three the curriculum uses the themes from the locally agreed syllabus together with input from both the Anglican and Roman Catholic dioceses. Pupils will learn about and from the six largest world religions and develop a range of skills which are assessed throughout the course. RS prepares pupils to help be a part of the multi-ethnic, multi-faith world of the future. RS helps pupils to respect and understand other peoples’ feelings; work out answers to life’s difficult questions and discuss a range of religious and non-religious views on a variety of moral issues, many of which are featured in the media.

Year 7 pupils will learn some key beliefs and practices about the 6 largest world religions with a focus on figures of authority in Judaism and Christianity and an in depth study of Sikhism. Pupils are encouraged to reflect on a range of world views preparing them for our diverse global society. The picture shows some of their special objects to help understand religious artefacts.

In Year 8 pupils extend their evaluation skills by exploring a philosophy unit which focuses on finding truth from both a range of religions and the scientific community. Investigative research and presentations help students to be curious about a range of views. This is followed by a rites of passage module exploring a range of sacred ceremonies leading to reflective discussions about the meaning they give to peoples’ lives. Our final unit explores a range of moral issues affecting people in the world today and students enjoy researching and engaging in lively informal and formal debates.

In Year 9 pupils follow a course which explores the religions of Christianity, Islam and Buddhism in greater depth. This helps to lay the foundation of knowledge for the GCSE course and develop

29 evaluation skills. Pupils are encouraged to develop passion for the subject and take responsibility leading sessions. This often involves leading a session with the Prep department to secure this knowledge which is pictured below when Year 9 students taught Year 6 students about Islam.

Key Stage Four Curriculum

The AQA A course is followed throughout Year 10 and Year 11 leading to a full course GCSE qualification. The course focuses on the viewpoints on various moral issues by the two largest world religions – Christianity and Islam. In addition, pupils can gain marks by evaluating a range of viewpoints backed up with religious teachings, clear reasons and atheist viewpoints. A keen interest in the media – including news stories, documentaries and films will aid pupil knowledge and understanding of the key issues covered.

Pupils sit two examinations of 1 hour 45 minute duration at the end of Year 11. There is no coursework or controlled assessment component to this course and so pupils will be regularly assessed with class tests to check progress. Pupils enjoy asking questions such as, Is it ever right to kill? Is there an ideal family type? What is the origin of the world? Should we test on animals?

Sixth Form Curriculum The OCR course is followed comprising Religion (Christianity), Philosophy and Ethics

Philosophy is the love of wisdom and students will explore issues such as Arguments for the existence of God; Life after death; Evil and Suffering and Religious Experience. A range of religious and philosophical (including sociological, psychological and atheist views) will be explored

Ethical theories explore moral principles on which we base our decision making. Issues explored include three ethical theories; Human life and death and Animal rights

In addition the religion Christianity will be explored topics include: God/gods/ultimate reality; Sources of wisdom and authority (including Biblical text); The challenge from Science; Religious beliefs values and teachings

Assessment is through examinations at the end of Year 13. There is no coursework assessment.

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SCIENCE

In Science our role is to introduce and promote the study of the sciences and inspire pupils to become the Scientists of the future. Those joining the school at Key Stage Three or Key Stage Four will inevitably have a wide range of scientific and academic experiences and skills. It is therefore important that the courses have scope to challenge the most able, whilst making science accessible to the less able, ensuring that the pupils develop cognitive, practical and written skills including ICT.

While learning and undertaking activities in science at Key Stage Three or Key Stage Four pupils will be given the opportunity to become successful learners who enjoy learning make progress and achieve; confident individuals who are able to live safe, healthy and fulfilling lives and responsible citizens who make a positive contribution to society

Staff

 Mr Darrel Jones (Subject Leader)  Dr Bronwen Trimming  Mrs Sheila Fullarton  Mr Lawrence Coen  Samantha Bowles (Senior technician)

Facilities

Four dedicated laboratories, two equipped with fume cupboards and one without fixed benching to allow versatility during practical classes. Two prep rooms support the provision of practical equipment. All labs have overhead projectors and interactive whiteboards, all of which are linked to the school computer system.

Key Stage Three Curriculum In line with our aims the focus at Key Stage Three is engaging pupils through a variety of practical tasks linked to historical scientific theories and discoveries. Through both classwork and homework pupils are encouraged to develop their skills in three key areas that we have described as Scientific Literacy, Numeracy and Experimental skills. These core skill areas dovetail into OFQUAL’s Key Stage Four Science level descriptors so we know pupils are developing a range of skills which will ensure they are well prepared as they move on to GCSE work. A variety of teaching activities are delivered across the key stage with regular use being made of IT resources like echalk and TWIG to give a contemporary and engaging context to lessons via the interactive whiteboards.

All pupils in Years 7 and 8 have the opportunity to attend the Plymouth University STEM showcase event where they get hands on experience of many of the latest technologies from Virtual Reality to Artificial Intelligence robots. Many pupils have come back inspired by what they have seen.

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Key Stage Four Curriculum

Gateway Science Curriculum

Science currently offers the new (9-1) specifications in the OCR Gateway Science suite with some pupils following a Combined Science course and others separate Biology, Chemistry and/or Physics GCSE levels. These specifications build on the aims and content of the KS3 curriculum with an emphasis on explanations, theories and modelling in science along with the implications of science for society. Strong emphasis is placed on the active involvement of pupils in the learning process and the specification encourages a wide range of teaching and learning activities. This is achieved by identifying activities and experiences which will excite pupils’ interest, and linking these to scientific ideas and their implications for society and providing opportunities to develop science explanations and theories.

Pupils for both the Combined Science and the Separate Science courses are expected to complete a range of practical tasks (PAG’s) which will give them the experience of using a range of practical skills, apparatus and techniques. Where pupils complete the range of Practical Activity Groups covered by the qualification they are studying they will be awarded a nationally recognised Practical Endorsement alongside their GCSE grades.

Sixth Form Curriculum

A Level OCR Biology

This specification is divided into six modules of work, each covering different key concepts of Biology. Once the key features of a biological topic have been developed, applications are considered. For assessment purposes, knowledge and understanding of key Biological concepts are assessed alongside How Science Works and Mathematical skills. The teaching of practical skills is an integral part of the course with pupils completing a range of practical tasks (PAGS) and being offered on completion of the course a practical endorsement which is recognised by Universities and by employers as showing competence with a range of practical skills and techniques.

Students studying Lower Sixth Biology also have the opportunity to visit the electron microscopy unit at Plymouth University, where they can learn about this fascinating application of Science get insight into some cutting edge Biological research and get hands on using an electron microscope to view prepared specimens provided. Other enrichment trips include talks in London, local fieldwork and other opportunities as they arise.

OCR Chemistry A

This course builds up the understanding of Chemistry through the study of six modules, using a specification of a similar format to that of Biology. Lower Sixth level introduces a range of topics and Upper Sixth expands on them. Practical tasks are a particularly important aspect of this A level and are fully integrated into the curriculum. Successful development of specific practical skills enables

32 students to achieve the Practical Endorsement, an essential qualification for many scientific university courses, including Medicine. Following an introductory module that provides fundamental key ideas and skills, the A level covers Inorganic, Physical, Organic and Analytical Chemistry. Although studying A level Mathematics is not essential, a good level of numeracy is required to access large parts of the course.

OCR Physics A

This course covers the fundamental concepts of physics, from motion and forces to electricity and waves before developing each area further at Lower Sixth. Application of the basics to cosmology and electrical components, with extension to magnetic fields and nuclear processes is also undertaken. Many of the topics lend themselves very well to practical investigations and an extensive range of tasks are carried out with the range of skills demonstrated being recorded and students completion of these being recognised with a practical endorsement. A strong competency in Mathematics is recommended for this course.

Science Buskers

Our award winning and very active Science Busker club seeks to develop the whole STEM approach to learning and gives pupils a unique opportunity to work alongside others from different key stages to problem solve and develop their curiosity. Through the use of a now tried and tested series of fun, engaging and sometimes mystifying science demonstrations the pupils develop their understanding and explanations of what they experience. Once their confidence is built, we then go about testing it by encouraging the Buskers to visit primary schools, perform at parent’s evenings and other school events like the Devon County Show. This has undoubtedly contributed to developing these pupils’ courage and confidence alongside skills like leadership and responsibility

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