Thurstable SCHOOL

Achieve More

Belong More

Be More

Curriculum Policy

Policy approved by Governors Committee Review due

Spring 2019 Spring 2021

This policy is supported by the following policies:

Reporting and Assessment

Learning and Teaching

Rationale

We define the curriculum as the entire lived experience of our students as they move through their years

at Thurstable School.

We recognise that a 21st century education must offer much more than acquiring subject knowledge and

mastering subject skills (vital though that work is). A 21st century education must play its part in

supporting and guiding children to an understanding of their rights and responsibilities, to an appreciation

of what community is and why it is so important, and ultimately towards an understanding of themselves

and the unique contribution that they can make to the world in which they live.

Thurstable School played a pivotal role in creating “The Core Business of Essex Schools” (Appendix 1)

which sets out succinctly what we believe is the education an effective curriculum must provide. Our

school motto - Belong More Achieve More Be More – distils our purpose and our intent further, and we

have shaped our school over the past 12 years to meet the challenge those six words pose.

The Subject Based Curriculum

The subject based curriculum meets the requirements and standards of the National Curriculum and

offers more where appropriate.

In years 7 and 8 (KS3) all students follow a common subject curriculum that includes creative arts,

geography, history, ICT/computer science, languages, technology and sport, together with RE, PSHE and

citizenship as well as the academic core of English, science and mathematics. In doing so we ensure

students build a store of transferable concept knowledge that supports their learning horizontally and

diagonally across the curriculum, as well as vertically within subjects. Our Progress Steps system and

growth mind-set effort grade criteria that are in place across all subjects ensure that the commonality of

learning is emphasised across subject boundaries, and ensure the emphasis is firmly on genuine progress

rather than on meeting criteria. Additional support in literacy and mathematics is provided for those

students who need additional input in these crucial skills, but always at minimal expense to the breadth

and depth of their subject curriculum.

We operate a three year KS4 to allow more taught time for those subjects students choose to pursue,

allowing greater depth and stronger achievement. However, our options system is carefully designed to

ensure that subject curriculum breadth is maintained. We offer four option choices, and no subjects are

closed to less able students. Almost all students are required to take one humanities subject, and all are

free to choose two. All students capable of strong attainment (5+) in a modern foreign language must take

one. All students, whatever their potential, can choose to take a modern foreign language. Vocational

options are available where they meet the plans and needs of students. This approach leads to a lower

overall Progress 8 score than would be the case if we designed our KS4 curriculum around Progress 8,but

to do so would be inconsistent with our values, and would damage the quality of education experienced

by our students, even as it inflated the school’s data. Progress is tracked at KS4 against highly aspirational

target grades based on KS2 prior attainment, allowing precise intervention to address potential

underachievement.

In the Sixth Form, we design bespoke packages of courses to meet the individual needs of our students,

allowing mixed applied and academic programmes, blending in enrichment and work experience elements,

and working in partnership with five other 11-18 schools to offer a wide range of academic subject options

through the VI6 partnership with the University of Essex.

Activities, Clubs, Trips and Visits

From all subject areas come a wealth of experiences and opportunities for students to learn and to grow

outside taught lessons: large and small scale musical and dramatic performances, sporting clubs and

competitions, science and technology clubs (including a thriving Greenpower team), computing club, art

and design activities, and humanities and arts based trips and visits throughout the country and around the

world. Thanks to the dedication and enthusiasm of our staff, the range, breadth and depth of what are

traditionally called “extra-curricular activities” open to our children is exceptional.

The Modelled Curriculum

We describe ourselves as a relational school, and it is in the modelled curriculum that this is most

evident. Respect for ourselves and for others, determination and resilience, and the importance of

kindness and empathy cannot be taught through lessons – they must be lived. In a real sense, this key

aspect of our curriculum must be seen and experienced to be appreciated – it is inherent in everything we

do. However, it is possible to give some examples:

The role of the year based Learning Relationship Coordinator is to show every child in the school,

at the moments that they need it most, that they are important and valuable, and that their school

cares about them. In supporting children in the complex task of growing up, they play a vital role in

making sure that as a school we can work with children rather than work on them.

Behaviour management is based on building positive relationships with individuals and classes, and

the effective contracting that both support and reinforce those relationships. It is not based on a

list of rules with fixed punishments. All student facing staff are trained in transactional analysis to

make sure that we have a common language for understanding damaging behaviour, and are all

equipped to teach children why it is important to behave well. We do, of course, have clear and

high expectations, but our aim is for children to meet them because they know that it is the right

thing to do – not because they are afraid of the punishment that will follow if they do not comply.

Detentions are served with individual teachers to allow relationship repair and re-contracting, and

senior leaders act to re-inforce the authority of teachers, not as an “enforcement squad”.

The school environment is designed to show students that they belong. Common spaces are

created and built in consultation with elected groups of students, and spaces that are set aside to

improve the environment for everyone are agreed and widely respected. Toilets are carefully

designed, and very well maintained.

Litter is treated as a learning opportunity. We see the litter on the floor as a symptom of the real

problem – the attitude that it is OK to spoil the environment for everyone else because you are

too lazy to find a bin. We model picking litter up as we move around the school, we provide

plentiful bins, we thank children when they use them, and we contract major changes (such as no

eating inside) with students so that students do not just comply – they learn.

We make sure our uniform is easy to get right, so that it is easy to look like you belong, is fully

justified on practical grounds (so no ties), and has the clear non-negotiable lines that children need

to learn against. Consequences are kept at a low level, but are applied with certainty and

consistency. The school coat is the best example.

We model treating each other with courtesy and consideration. Staff hold doors open for

students, and students respond in kind. Shouting at children is very rare. Staff always find time

(after the lesson if it is not possible in it) to explain to a child what it is about their behaviour that

has created a problem – and give the child the opportunity to give their view so that positive

relationships can be created and maintained.

We don’t use bells to tell teachers when to end a lesson and students when to move. We expect

teachers to take responsibility for their lesson timing, and students to take responsibility for

getting from one lesson to another in a sensible, relaxed but purposeful manner. We make sure

there is a proportional consequence if they don’t.

Whole year assemblies are carefully mapped to encourage thought about both the experience of

being human, and the approach to the profound questions of existence taken by the great world

religions. They systematically celebrate diversity and promote tolerance, and feature a range of

visiting speakers.

All this (and very much more) makes Thurstable School an emotionally heathy, spiritually enriching,

socially positive place to work and to learn, and provides children with the best possible preparation to

fulfil their personal potential, and make their unique positive contribution to life in modern Britain.

Curriculum Organisation

The Lower School – Years 7 - 8

Setting in most subjects will be organised according to students’ ability. We take very close account of Key

Stage Two results and regular reviews of progress by teaching and tutorial staff. Moves between sets are

made according to need and in this we are sensitive to the requirements of individual students. We aim to

educate our students in the knowledge of languages and literature, science and mathematics, information

and communications technology, artistic expression, sport, the issues of modern life and the great

religions.

In Years 7 and 8 a common curriculum is followed:

English

History

Art

Mathematics

Geography

Music

Science

Religious Education

Drama

Design and Technology

German and French or Spanish

Physical Education

ICT

PHSE

Students follow a co-ordinated programme of personal and social education delivered through the PHSE

lesson and across the curriculum. Learning how to study and to take responsibility for their own learning

is also an important part of our students’ education. We aim to develop these skills in a strong moral,

spiritual and cultural environment. Assemblies are an important part of this development. During the

course of Year 8, students will choose some of the subjects that they wish to study further. We

recommend that they keep as wide a choice as possible in order to be able to follow a chosen career later

in life. Specific guidance will be given by the Head of Year, supported by members of the Senior Leadership

Team. We arrange opportunities for you to discuss your child’s progress and choices on an individual basis

through a programme of meetings and consultation sessions.

Key Stage 4 - Years 9, 10 and 11

In Key Stage 4 students follow courses leading to the GCSE qualification or its applied equivalents. All

courses are designed not only as useful qualifications in themselves but also good preparation for future

study, such as for A level.

We offer a wide range of opportunities to all our students, making sure that they have the best possible

career options open to them. The breadth of our subject choices allow students to access the English

Baccalaureate without limiting their subject choice unduly. We want all students to make the most of

these opportunities and achieve the best that they can; progress is closely monitored and individual

students are given clear targets of attainment to ensure that they realise their full potential in public

examinations. All students at Thurstable study the following subjects:

Mathematics

English Language and Literature

Dual Certificate Science (joint Physics/Chemistry/Biology)

Religious Education

Physical Education

A range of 4 additional choices is offered from:

Art

Technology (food, graphics, textiles and resistance materials)

Business Studies

Drama

Event Operations

French

Geography

German

Health & Social Care

Public Services

History

Computing

ICT Applications

Media Studies

Psychology

Triple Science (individual qualifications in the three sciences of Biology, Chemistry and Physics –

taken in Dual Certificate Science time, plus one option block).

Music

RE

Spanish

Most students are required to take at least one humanity subject, and all students capable of attaining a strong

pass in a modern foreign language are required to take one (all students can do so if they so choose).

Detailed Subject Information

The aim of the subject curriculum is to provide a broad and balanced programme for students which

gives them a solid foundation for future study. Progress is supported by tracking against aspirational

target grades, and by the awarding of growth mindset based effort grades. Go4Schools allows parents,

staff and students to track progress and effort in real time.

There are a number of themes that are picked up by all subjects, including Spiritual Moral Social and

Cultural education (SMSC), and Literacy and Numeracy. Elements of SMSC are explicitly taught in a

number of subjects, including RE, Art, Music, Drama, Citizenship and English. It is also supported by the approach of the school itself to education and learning as set out earlier in this policy. SMSC is

also developed through opportunities outside of the classroom, such as leadership training for

students, and through structured, planned assemblies whose themes are carefully mapped year on

year.

Throughout this section KS3 refers to Year 7 and 8, KS4 Years 9 10 and 11 and KS5 to the Sixth

Form.

Business Studies

Business Studies is an option for students in Key Stages 4 and 5.

KS4

BTEC Tech Award in Enterprise

This qualification is for individuals who want to know who or what an entrepreneur is and research ,

plan and pitch and review an enterprise idea that they develop as part of their Key Stage 4 learning; as

well as investigate the success or failure of two local entrepreneurial businesses of their choice. Due

to the fact the course is assessed as 60% coursework over two components and 40% exam; it enables

learners to develop their technical skills such as market research, planning and financial skills using

realistic work scenarios and personal skills such as time management, monitoring own performance

and problem solving.

The 3 Key components of the course which is delivered over 3 years are as follows:

Exploring Enterprises – 2 Local Entrepreneurs (Internal assessment – written report)

Planning For & Pitching An Enterprise Activity (Internal assessment – written report and

presentation)

Promotion & Finance for Enterprise (External Exam – 2 hours written paper) – students will

have the opportunity to sit this exam twice if needed as we wish to promote accessibility for

all students following this course. They will look at how small to medium sized firms can

promote their business and finance concepts such as cash flow, break-even, costs and revenue

and different types of profit alongside different payment systems and how to complete

different financial documents such as Invoices and Delivery notes etc.

Below is the Pearson BTEC specification that is followed:

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/enterprise.html

KS5

BTEC Level 3 Subsidiary Diploma in Business Studies

This course is currently 100% coursework and is delivered in the form of 6 Units of study 4 of them

compulsory over a two year period. Students will develop a portfolio of work as they work through

each assignment and unit. Their work is assessed Pass, Merit or Distinction and it is important that

they are organised and able to meet assignment deadlines set; and present their work in the

appropriate format e.g. written report, presentation, poster, fact sheet etc. The text book will only

get the students to the Pass level so they will need to develop their research skills to access the Merit

and Distinction criteria. To that end they will also be expected to participate in visits to find out how

firms do their Marketing e.g. to Colchester Zoo and listen to guest speakers from the likes of

Perrywood’s Garden Centre and Wilkins and Sons Limited and the school’s own Human Resource

Manager. The 6 Units that the students will cover over the two years of their course are as follows:

Unit 1 The Business Environment (Core)

Unit 2 Business Resources (Core)

Unit 3 Introduction to Marketing (Core)

Unit 4 Business Communication (Core)

Unit 5 Business Accounting (Option)

Unit 13 Recruitment & Selection in Business (Option)

Below is the Pearson BTEC specification that is followed:

https://qualifications.pearson.com/en/qualifications/btec-nationals/business-2010.html

Design Technology

KS3

In both year 7 & 8 students will work on a carousel system and will have the opportunity to

experience the following disciplines

Textiles

Food

Resistant Materials

Graphics

Systems and Control

This enables students to experience a full and broad Design and Technology curriculum.

Through a variety of creative and practical activities, students will be taught the knowledge,

understanding and skills needed to engage in an iterative process of designing and making. Students

will design and make a broad array of products such as fabric bunting, key rings, pop up cards, games,

and much more.

Within food lessons, students will be taught how to cook and apply the principles of nutrition and

healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great

expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed

themselves and others affordably and well, now and in later life.

KS4

Students can chose from three disciplines to study for their AQA GCSE Design and Technology.

Textiles

Graphics

Resistant Materials

GCSE Design and Technology will prepare students to participate confidently and successfully in an

increasingly technological world. Students will gain awareness and learn from wider influences on

Design and Technology including historical, social, cultural, environmental and economic factors.

Students will get the opportunity to work creatively when designing and making and apply technical

and practical expertise.

The GCSE allows students to study core technical and designing and making principles, including a

broad range of design processes, materials techniques and equipment. They will also have the

opportunity to study specialist technical principles in greater depth.

Below is the AQA Design and Technology specification that is followed

http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-8552

The Food Preparation and Nutrition specification equips students with an array of culinary techniques,

as well as knowledge of nutrition, food traditions and kitchen safety.

Below is the AQA Food and Nutrition specification that is followed.

https://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585

Event Operations

This Vocational Award offers exciting and interesting experiences that offer applied learning. The

qualification is devised around a 'plan, do, review' approach to learning, where students are

introduced to a concept, carry out activities and review outcomes and learning. Employment in

events can range from administration, crowd control, event sales, event branding, exhibition

organisation and communications.

Below is the WJEC Event Operations specification that is followed

https://www.wjec.co.uk/qualifications/event-operations/

KS5

Courses run in Textiles and Graphics/Resistant Materials.

The A Level qualification encourages creative thinking, and develops students’ understanding of the

value of design as well as their own skills and creativity. Its cover the breadth of design, both

traditional and digital, to suit students’ particular skills and interests. Student can chose which

specialism to follow.

Below is the OCR specification that is followed

http://www.ocr.org.uk/qualifications/as-a-level-gce/as-a-level-gce-art-and-design-h200-h600-from-2015

Drama

KS3

In KS3 Drama all students develop knowledge of a range of performance skills and texts. They will

devise drama based on various stimuli and topics and they will also perform extracts from published

plays. They will improve their group and performance skills through constant analysis and evaluation

and throughout this process the intention is that they will hone their sense of creativity and

independence. The main focus throughout the KS3 program of study for Drama is that students will

develop self-confidence and a sense of empathy which is fully transferable as they move through their

studies at Thurstable School.

KS4

This ethos is further developed during KS4 and 5 with more in depth analysis and evaluation of a

broad range of play texts and practitioners. The practical knowledge is still gained through devising

from stimuli and performing from texts but there is a greater emphasis on theoretical content.

KS4 - Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Drama (1DR0)

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

KS5 - Pearson Edexcel Level 3 Advanced GCE in Drama and Theatre (9DR0)

https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/drama-and-theatre-2016.html

English

KS3

Year 7 students will begin their English journey with a study of the language of learning, exploring how

and why language can affect how they think and learn, and looking at the role of stories in our lives.

Next, a unit focusing on British culture will introduce them to Britain’s literary heritage including

study of significant texts, writers and historical figures. Finally, a ‘Success Stories’ unit will explore the

theme of success through a range of fiction and non-fiction texts as students consolidate their learning

throughout so far and prepare for their own success in the end of year exam.

Year 8 begins with a trip to Victorian London, with the students given a research opportunity to

discover how life was different for the men, women and children of this time. The spring term will

move them towards exploring the different types of media that exist, and the differences in the ways

these are presented and consumed. Finally, the students will be studying a Shakespeare play in depth,

having the opportunity to act out scenes directly from the play.

KS4

In term one of Year 9, students will study some GCSE poetry from the AQA Power and Conflict

anthology, as well as looking at a range of fiction texts and developing their creative writing skills. In

term two, students study a novel ‘GCSE style’, developing a range of different skills to understand and

respond to Literature texts. Finally, the summer term will consist of the study of J. B. Priestley’s ‘An

Inspector Calls’ – one of the GCSE English Literature texts that will feature in their GCSE English

Literature exam. In Year 10 and 11 students study for GCSE English Literature and GCSE English

Language.

AQA GCSE English Literature 8702: http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702

AQA GCSE English Language 8700: http://www.aqa.org.uk/subjects/english/gcse/english-language-8700

KS5

English: Literature and Language A level. This follows the AQA specification

http://www.aqa.org.uk/subjects/english/as-and-a-level/english-language-and-literature-7706-7707

A levels in English Language and English Literature are available to Thurstable students through the

VI6 Partnership.

Geography

KS3

At key stage 3, students will study a broad range of human, physical and environmental geography.

The curriculum is designed to promote and develop the geographical skills and concepts which are

needed to prepare for the rigors of key stage 4 and 5. Furthermore a love of geography is encouraged

through the acquisition of human and physical geographical knowledge.

KS4

Key stage 4 geographers follow the AQA GCSE Geography Course, link to the syllabus and content

can be found below:

http://www.aqa.org.uk/subjects/geography/gcse/geography-

KS5

Key stage 5 geographers follow the AQA A Level Geography programme, link to the syllabus and

content can be found below:

http://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-

Health and Social Care

Health and social care is an option for students in both Key Stage 4 and 5

KS4

Level 2 Tech Award in Health and Social Care

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/health-and-social-care.html

KS5 BTEC Level 3 Subsidiary Diploma/90 Credit Diploma/Diploma/Extended Diploma in Health and Social

Care

http://www.edexcel.com/quals/nationals10/hsc/Pages/default.aspx

History

KS3

In years 7 and 8 Thurstable History department offers a broad curriculum covering the events and

processes in Britain and the wider world, from the Norman Conquest of 1066 through to the world

students currently inhabit. Students will improve their historical knowledge and understandings as well

as their ability to engage with historical evidence and interpretations, along with the skill to explain

historical processes such as cause, change and consequence.

Periods covered in Key Stage Three:

Medieval England, 1066 – 1500

Renaissance England, 1500 – 1700

18th & 19th century Britain

Early 20th Century History

The Second World War

The Modern World

KS4

In years 9, 10 and 11 Thurstable History department follows the Edexcel (9-1) GCSE for History. The

GCSE course consists of four units to be assessed over three written papers:

Medicine in Britain, 1250 – Present

Anglo-Saxon and Norman England, 1060 – 1088

The American West, 1835 – 1895

Weimar and Nazi Germany, 1918 – 1939

For further details of the course and skills taught please follow the link below:

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html

KS5

In years 12 and 13 Thurstable History department follows the OCR(A) GCE for History. The ‘A’ Level

course consists of four units to be assessed over three written papers and a coursework essay:

England 1547–1603: the Later Tudors

The French Revolution and the rule of Napoleon 1774–1815

Civil Rights in the USA 1865–1992

Topic based essay

For further details of the course and skills taught please follow the link below:

https://www.ocr.org.uk/Images/170128-specification-accredited-a-level-gce-history-a-h505.pdf

Computer Science & ICT

The KS3 curriculum has been designed to give students a broad and exciting insight into the world of

computing and being a good digital citizen. We have balanced the needs of digital users and computer

scientists to cater to all abilities and interests within the student body. We aim to give students the

skills and confidence to tackle hardware and software including ‘under the hood’ technology.

KS3

Year 7

E safety comic strip

Internet research including BOOLEAN

Modelling

Pivot

Databases

Animation

Hardware and software

Year 8

E safety podcast

Scratch

Game Maker

App Inventor

Binary

Algorithms

Python

KS4

The Btec Tech Award in Digital Information Technology provides an alternative route for those students who are motivated by using technology to meet their needs. The course aims to equip our

students with the skills to research digital products, apply their knowledge to the design and creation

of applications for use by others. This is an aspirational course that encourages students to look at

technology from a different stance and the importance of data analysis and effective working practices

in industry.

Btec Tech Award in Digital Information Technology

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/digital-information-

technology.html

Students will build upon their knowledge of computer science from Key Stage 3. The course

encourages students to understand and apply the fundamental principles and concepts of computer

science and how they are applied to real world situations. Budding computer scientists will develop

their analytical, computational and problem solving skills alongside learning a programming language.

GCSE Computer Science (J276)

http://ocr.org.uk/qualifications/gcse-computer-science-j276-from-2016/

The Key Stage 5 courses allow students to pursue different level of challenges based on their

aspirations and interests. Units are delivered which allow students to follow their passions whether

they be graphics and animations or whether it is computer science. All students develop their

independent learning skills including research, analysis, consolidation and practical application which

carries strongly through to their Higher education or apprenticeship experiences when they leave us.

KS5

BTEC Level 3 Subsidiary Diploma/90 Credit Diploma/Diploma/Extended Diploma in IT

https://qualifications.pearson.com/en/qualifications/btec-nationals/it-2010.html

Mathematics

Whilst at Thurstable, students study a range of topics within algebra, number, shapes and data. As

part of each of these areas, students further develop basic numeracy, fluency, reasoning and problem

solving.

KS3

In years 7 and 8 students will sit a formal assessment (each half term) and receive detailed feedback in

the form of a PLC (Personalised Learning Checklist). This highlights students’ strengths and areas of

improvement as well as where they can go for support for each topic. This is a valuable tool to focus

revision for future assessments.

Students in Year 7 and 8 study the following topics at varying levels of challenge.

Numbers and the Number System

Counting and Comparing

Calculating Addition, Subtraction, Multiplication and Division

Properties of Shapes

Visualising and Constructing

Exploring Algebra and Formulae

Exploring Fractions, Decimals and Percentages

Proportional Reasoning

Pattern Sniffing

Measuring Space

Investigating Angles

Calculating Fractions, Decimals and Percentages

Calculating Space

Solving Equations and Inequalities

Checking, Approximating and Estimation

Mathematical Movement

Measuring and Presenting Data

Understanding Probability and Risk

KS4

In years 9-11 students work towards the Edexcel GCSE in Mathematics and will continue to build on

and learn new skills, as well as gain a deeper understanding within each topic. There are two tiers of

entry: Foundation (Grades 1-5) and Higher (Grades 4-9). For both tiers of entry students will sit

three papers with equal weighting.

Exam Board Specification:

https://qualifications.pearson.com/content/dam/pdf/GCSE/mathematics/2015/specification-and-sample-assesment/gcse-maths-2015-specification.pdf

KS5

For students that continue to study to KS5 students study for the Edexcel AS and A Level Mathematics:

https://qualifications.pearson.com/content/dam/pdf/A%20Level/Mathematics/2017/specification-and-sample-assesment/as-l3-mathematics-specification.pdf

Media Studies

KS4

The media is central to contemporary society and culture in the way it shapes perceptions through

representations, viewpoints and messages. Students are taught to explore all forms of media

communication and how to interact with each aspect so that they can understand their own

participation. A range of assessments are undertaken throughout the course in various forms to

encourage self-reflection and target student progress.

Key stage 4 Media Studies students follow the EDUQAS GCSE Course, link to the syllabus and

content can be found below:

https://www.eduqas.co.uk/qualifications/media-studies/gcse/

KS5

Key stage 5 Media Studies students follow the Eduqas AS and A Level programme, link to the syllabus

and content can be found below. The Eduqas A Level develops the intentions of the GCSE, adding

more contemporary key issues and theoretical approaches to support critical exploration, reflection,

analysis and debate.

https://www.eduqas.co.uk/qualifications/media-studies/as-a-level/

Modern Foreign Languages

KS3

Students study German and also French or Spanish in Key Stage 3 (students who receive additional

literacy support only study one language).

KS4

AQA GCSE German https://www.aqa.org.uk/subjects/languages/gcse/german-8668

AQA GCSE Spanish https://www.aqa.org.uk/subjects/languages/gcse/spanish-8698

AQA GCSE French https://www.aqa.org.uk/subjects/languages/gcse/french-8658

KS5

AQA A Level Spanish: AS Award Spanish (1696) + A2 Level Award (2696)

http://www.aqa.org.uk/subjecs/spanish/a-level/spanish-2695

Music

The music department at Thurstable is a very exciting place with many musical opportunities for all

students. We have a very experienced team of visiting music staff who teach woodwind, strings,

brass, electric, acoustic and bass guitar, drum kit, piano and singing. Students are encouraged to take

additional examinations in performing and theory of The Associated Board of the Royal Schools of

Music, Trinity Guildhall, and Rockschool.

There is a thriving extra-curricular programme including ensembles such as choir, concert band, soul

band, steel pans, and guitar and woodwind groups. There are many opportunities to perform in

concerts locally and further afield. Our most recent music tour to Paris included a performance by

the choir in Disneyland Paris. The music facilities are open every break, lunchtime and after school

for students to practise.

KS3

We follow the Musical Futures approach to learning, giving our students a very hands on practical

experience with a varied and diverse curriculum. We focus on developing musical skills and

understanding through the integration of performing, composing, listening and appraising and music

theory. Students experience using a variety of instruments including djembes, samba drums,

keyboards, ukuleles, electric and acoustic guitars and electric and acoustic drum kits as well as singing.

We are fortunate to have a large music technology suite and students compose music using Reason

10 and Ableton 10 software. As a Musical Futures Champion School our students get to experience

using cutting edge techniques in digital composition.

KS4

During years 9, 10 and 11 students continue to develop the skills explored in KS3

Performing 30%, Composing 30%, Listening and Appraising 40%

They receive free individual instrumental or singing lessons to support the performance part of the

course. We follow the OCR GCSE Music J536 syllabus http://www.ocr.org.uk/qualifications/gcse/gcse-

music-j536-from-2016/

There are five areas of study: My music, The concerto through time, Rhythms of the world, Film

music, and Conventions of pop.

Students have the opportunity to use our recording studio and our portable studio to support their

composition and performance work as well as using the computer suite and practice rooms.

KS5

We are one of a few schools in the county to offer both A level Music and A level Music Technology.

We study Eduqas Music A level https://www.eduqas.co.uk/qualifications/music/as-a-level/eduqas-a-

level-music-spec-from-2016-d.pdf

There are three areas of study, Listening and Appraising 40%, Composition 25% and Performance

35%.

Students will receive a 30 minute free instrumental or singing lesson to support their performance

studies.

We study Edexcel Pearson Music Technology.

https://qualifications.pearson.com/content/demo/en/qualifications/edexcel-a-levels/music-technology-

2017.html

The course is divided into four components:

Recording 20% Technology-based composition 20% Listening and analysing 25% Producing and

analysing 35%

PSHE / Citizenship

KS3

PSHE / Citizenship lessons make a significant contribution to a young person’s development and

character both as individuals and as members of their communities and society as a whole. PHSE

encompasses a wide range of topics relating to personal, sexual, health and economic education;

Citizenship focuses on matters relating to life the UK and the information and skills people need as

citizens, such as developing social and moral responsibility, community involvement and political

literacy.

KS4

Students followed a combined RE / PSHEC course which is outlined in the RE section below.

Psychology

Psychology is an option for students in both Key Stages 4 and 5.

GCSE Edexcel (1PS0)

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/psychology-2017.html KS5

A/AS level AQA (7181/7182)

http://www.aqa.org.uk/subjects/psychology/as-and-a-level/psychology-7181-7182

RE

KS3

In Years 7 and 8, students will engage with the various elements of religious education:

1. learning about world religions – students will learn about all the major world religions as well

as some non-religious world views such as Humanism

philosophy and ethics – students will explore some of the ultimate questions that have

interested humans throughout their history, especially questions about why we are here and

what our purpose is. We also cover questions about what is right and wrong and how a

person’s sense of morality develops and what influences it.

KS4

Students in Years 9 and 10 follow a combined RE / PSHEC course. The 12 topics covered over the

two years are:

1. Rich and Poor in Britain

2. Social Responsibility

3. World Poverty

4. Prejudice and Discrimination

5. Peace and Conflict

6. Marriage and Family

7. Early Life

8. Medical Ethics

9. Animal Rights

10. Crime and Punishment

11. Drug Abuse

12. The Elderly and Death

Science

KS3

The KS3 curriculum has been reformed for first teaching in September 2019 and is centred around

the core concepts in science, which will allow us to deep dive into the Science curriculum. This will

allow our students to explore these concepts and skills in science to a greater depth than ever before,

better preparing them for science in the wider world. By studying in such depth, the curriculum

should better prepare students for the challenges of KS4 by having a deeper understanding of the

fundamentals which underpins all of science in each discipline. It also provides us with an opportunity

to look at maths in science and boost the key maths skills required throughout.

Across the two years, students will cover the following topics:

Biology Chemistry Physics

Year

7

The Cell

DNA & Inheritance

Transport & Exchange in

Animals

Evolution

Respiration

Particle Model

The Atom

Chemical Reactions

Acids & Alkalis

Periodic Table

Forces

Space

Energy & Transfers

Waves

Electricity 1

Year

8

Specialised Cells

Enzymes & Rates

Interdependence

Photosynthesis

Transport & Exchange in Plants

Hormones

Bonding & Substances

Reactivity

Rates

Environmental

Chemistry

Electricity 2

Motion

Density

Hooke’s Law

Radioactivity

Rather than teaching the topics as set lessons, we will be teaching them as units which will allows a

natural flow to support student progress as well as improving assessment which are grounded in

interleaved theory to improve student memory and retention. We are confident that by studying in

this new format, we will boost the student’s confidence and grades as well as better preparing them

for the GCSEs. It will also allow our students to see the real-world application of the science.

KS4

All students take either Combined Science or Triple Science (which can be chosen by students of any

ability as part of options) and follow the Edexcel GCSE Science 9-1 curriculum. This allows students

to develop greater depth of learning based on the fundamental principles and skills obtained from KS3.

GCSE Science provides knowledge and understanding of science that is relevant to students’ everyday

life. Our aim is to engage students – to stimulate excitement and intrigue about how science works.

Combined Science Specification: GCSE (9-1) Combined Science (Edexcel 1SC0)

Triple Science Specification: Edexcel: GCSE (9-1) Biology (Edexcel 1BI0) GCSE (9-1) Chemistry

(Edexcel 1CH0) GCSE (9-1) Physics (Edexcel 1PH0)

KS5

We offer the following science courses as A-Levels with the opportunity to sit a separate AS Level

after one year and follow OCR curriculums for each science. These curriculums are chosen to give

students an in depth and specific knowledge of each subject to develop students into subject

specialises and prepare them for Further Education.

Biology – OCR A Biology H420

Chemistry – OCR A Chemistry H432

Physics – OCR A Physics H556

Physical Education

KS 3

The activities that we deliver at Key Stage 3 are as follows:

Football Rugby Netball Basketball Trampolining

Dance Badminton Table Tennis Cricket

Athletics Rounders Fitness

KS4

At Key Stage 4 pupils have an opportunity to carry on their fitness and practical elements in

preparation of the lifestyle choices they will make once they leave school. We also run the following

examined courses:

BTEC First Award in Sport 600/4779/3

www.edexcel.com/quals/firsts2012/sport/Pages/default.aspx

OCR Level 1 / 2 Cambridge National in Sport Science J812

http://www.ocr.org.uk/qualifications/cambridge-nationals/cambridge-nationals-sport-science-level-1-2-

j802-j812/

BTEC Level 1/ Level 2 Tech Award in Performing Arts (603/0406/06) DANCE

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/performing-arts.html

KS5

We offer the following advanced level courses for pupils to study in-depth theories about the sport

and leisure industry.

Advanced level PE (A Level) H555

http://ocr.org.uk/qualifications/as-a-level-gce/as-a-level-gce-physical-education-h155-h555-from-2016/

BTEC Level 3 Subsidiary Diploma/ Diploma/ Extended Diploma in Sport- 500/6751/5, 500/6755/2,

500/6764/3

www.edexcel.com/quals/nationals10/sport/Pages/default.aspx

BTEC Level 3 Subsidiary Diploma in Performing Arts (Dance) - 500/6873/8

www.edexcel.com/quals/nationals10/performing/Pages/default.aspx

We also offer a one year course in Level 2 Public Services (601/3259/0) for those pupils who do not achieve the entry requirements to get on level 3 courses.

https://qualifications.pearson.com/en/qualifications/btec-firsts/public-services-2014-nqf.html#tab-2

Art

KS3

Students are encouraged and supported by staff to develop their drawing skills using a variety of

media and techniques. To explore the formal elements of Art each year students will have the

opportunity to work in the areas of print making, collage, sculpture, painting, photography, and mixed

media to explore different ways of making art and expand their skills. A wide variety of contemporary

and historic artists are researched and explored through each unit. Students are encouraged to think

for themselves and take risks to discover new ways of working. Students will have the opportunity to

work individually, in paired and group work.

KS4

GCSE Art and Design EDEXCEL 1AD01/02

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html

KS5

A Level Art, Craft and Design. EDEXCEL 9AD01/02

A Level Photography. EDEXCEL 9PY01/02

https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/art-and-design-2015.html

Appendix 1