Curriculum

The Valley Part Art Department operates a student-centred pedagogy, where students engage personally with the content and learn through active participation within the specialist areas that we offer, in order for students to develop higher-order thinking.

The intent of the Art Department is to inspire students’ creativity, as the arts embody some of the highest forms of human creativity. The curriculum provides all students with the opportunity to develop intellectually, physically, emotionally and socially as the explore the visual arts.

The Art Department nurtures students in the developing their imagination, problem solving, resilience, expression and independence. Key skills which transfer across their extensive whole school curriculum, supporting the individuals leaning in multiple aspects.

The Art Department is well embedded, with a high profile, within the school, contributing to whole school events, hosting our own exhibitions and enhancing and environment by celebrating student success with visual displays around the site. Our extensive displays allow all to view and appreciate the arts within their everyday surroundings and help to maintain all student’s engagement with the arts beyond lesson delivery. This strengthen the respect and pride our students have towards each other and their school. 

At KS3, we expose students to a broad range of materials, processes and artists. Inspiring engagement with different cultures and the arts in the context of the wider world around them. Students are supported through the sequencing of lessons in forming and expressing personal and critical understanding of artwork, with the contextual knowledge and first-hand experience where possible. 

At KS4, Students lead their own learning through the ability to study within the 6 specialist areas offered at GCSE, these include: Art and Design, Ceramics, Fine Art, Graphic Communication, Photography and Textiles. This breadth of specialisms is unique both locally and nationally, providing our KS4 students the opportunity to work with inspirational teachers who are passionate about their subject specialisms and thus develop their own passion for the subject. The sequencing of lessons and projects enable students to gain a deeper understanding of the subjects, develop proficiency in practical skills and acquire the ability to create purposeful artwork of their own. 

At KS5, students focus their studies within 4 specialist areas, these currently include: Art, Craft and Design, Fine Art, Graphic Communication and Photography. This range of specialist areas and teaching allows for student engagement further with their chosen areas and push the boundaries of their chosen materials, building on their personal experiences from KS3 and KS4.

Students' projects at KS5 are self-driven, with students identifying personal and mature themes that drive students' investigations, experimentation and creative outcomes. Students are supported in producing work of professional standard, with prepares students in future progression within the creative arts sector and beyond. Students explore the role of leadership with the arts, curating their own sixth form exhibition which is open to the wider community in a professional context for students.

KS5 students are well informed regarding contemporary practice and further educational opportunities, and themselves are passionate about pursuing the subject further and pushing the boundaries of their personal practice as artists.  

The Art Scholarship

The intentions for our unique scholarship programme is to provide the opportunity for students to access and additional varied and vibrant extracurricular art education and experience within the visual arts. Our bespoke programme enables students to explore all areas of the arts in depth, working alongside visiting artists and experienced specialist artist teachers in the department. Our talented scholar students learn and also lead others, driving success of their own personal practice and their peers.

Art Learning Journey

 

The Computer Science department caters for students who come from a wide range of technological backgrounds, providing them with the skills and opportunities to become resilient and well-rounded digital citizens. Our aim is to facilitate all students in becoming critically minded individuals who are confident in their application of problem-solving skills. We promote the multi-disciplined nature of the Information Technology and Computer Science industries, which aims to foster and develop individuals who excel in the ever-changing world of technology and who are able to use a range of different technologies appropriately and effectively.

Computer Science Learning Journey

‘Dance to Inspire’ is our ethos within the department; aiming to inspire, motivate and challenge students in mastering and developing life-long skills as well as dance-specific skills. Creativity, confidence, commitment, resilience, organisation, leadership, team work and independence are just some of the attributes that are nurtured through the department from key stage 3 to key stage 5. We want students to feel safe and positive in the development of these skills, enabling them to take risks and push themselves beyond their own expectations both in lesson and within the wider community. 

As a department, we believe that valuing and nurturing each student individually is key; recognising each individuals’ needs and supporting them on their own personalised learning journey. We have high standards and aspirations for all and encourage students to only produce work that is their very best. We want them to be proud of their work and through continual reflection and refinement, celebrate their own and others’ achievements, however big or small.  

Along-with carefully tailored programmes of studies, there is a varied co-curricular provision, enabling students to further develop their application of practical, written and transferable skills. Multiple opportunities are provided for students to be involved in trips, workshops, showcases, productions and other creative disciplines within Performing Arts. Dance Ambassadors and Dance Scholars have opportunities to develop their leadership skills further; inspiring and working collaboratively with other students within the school through workshops and clubs. Former Valley Park dance students also return after professional training, as part of our Dance Alumni, to continue to inspire our younger students! 

The dedication to commitment and excellence that is shown within our dance community, generates a compelling, passionate and energetic atmosphere across our school and the wider community!

Dance Learning Journey

Design and Technology at Valley Park allows our students to apply the knowledge and skills learned in other subjects, particularly Maths, Science and Art, to solve everyday problems and to explore different pathways and careers within the wider D&T world.

Students’ interests are captured through themed learning, ensuring that links are made in a cross curricular way, giving students motivation, and meaning for their learning. Design and Technology at Valley Park includes skills development with D&T principals and Food Technology at KS3, where students develop the critical thinking to explore our many pathways at KS4 and KS5.

The modules at Key stage 3 within both Design Technology and Food Technology draw on links to wider world concepts, such as the United Nations Global Goals, Food Provenance and aims to be adaptable to include modern and Up-to-date trends or themes.

Our aim is for students to have an experience that allows them to develop skills that will help them through life and not only if they choose the subject for KS5. We aim for our students to become critical thinkers and develop their communication and analysis skills whilst feeling challenged and having fun.

DT & Food Nutrition Learning Journey

From the start of their English journey students are immersed in an array of literature from Shakespeare to contemporary drama, poetry and prose cultivating a cultural appreciation of the literary arts.

This wealth of imagined and real world texts encourages independent thought on the human condition, nurturing an understanding of the intricacies of their own world and what it means to be human. 

Students are exposed to new skills which enhance their awareness of the potential of language and equip them with the ability to make words their greatest power through both accurate writing and their spoken language. We aim to foster critical, confident and articulate students who are inquisitive, creative and have engendered an appreciation for the value of literature and a love of reading.

Our Philosophy

From the start of their English journey, students will explore and understand the power of language through an array of literature from Shakespeare to poetry, drama and prose. We endeavour as a department to empower learners to confidently navigate the world around them through an understanding of their own world and what it means to be human. Through their exploration of a range of texts, varied by purpose, genre and form we hope to captivate the minds of our learners and equip them with the ability to make words their greatest power. We aim to foster critical, confident and articulate students who are inquisitive, creative and have engendered an appreciation for the value of literature and a love of reading.

Our Curriculum

Our curriculum has been carefully considered with the aims of the national curriculum at its core. From Year 7 onwards students are encouraged to build upon their skills learnt at Primary with an explicit focus on the teaching of writing, reading, grammar and oracy. Throughout their study at Valley Park School all students are challenged to be able to: 

• Read fluently with good comprehension of texts
• Develop a love of reading that encourages them to read widely and often
• Acquire a wide and sophisticated repertoire of vocabulary 
• Competently express their ideas through the use of discussion and debate, making formal presentations and listening to the ideas of others
• Appreciate our rich and varied literary heritage 
• Write clearly, accurately and coherently, confidently adapting their writing for a range of audiences, forms and purposes 

At all stages of their learning journey, our curriculum has been designed to ensure that students are continuously developing the above skills through their engagement with increasingly challenging texts. As students move further into their studies they are increasingly encouraged to become active and inquisitive learners. 

Key Stage 3

The aim of our KS3 learning journey in English is to provide students with a conceptual understanding of the subject through a curriculum which is rich, broad and cultured in its content. Delivering a curriculum which incorporates an array of authors, time periods, genres and literary traditions will provide students with a well-rounded and insightful understanding of English.

The curriculum’s content develops in difficulty as students progress through their studies with a key focus being for them to make clear connections between the texts and content they study throughout their respective years.

The exact programme of study for the KS3 curriculum is as follows:

• Year 7: Chinese Cinderella, Power and Conflict poetry, A Journey’s End, Women in Gothic Literature, An Introduction to Shakespeare, 
• Year 8: Irridescent Adolescent , Dystopian Landscapes, Animal Farm, Much Ado bout Nothing 
• Year 9: Grow, Youth + Age Poetry, Romeo + Juliet, Controversial Topics 

Key Stage 4

AQA GCSE English Literature + Language

Key Stage 4 classes currently follow the AQA specification for Language and Literature with each subject being given equal attention in the curriculum. Here at Valley Park, each KS4 class will have a separate teacher for English literature and Language with the intention that students recognize the importance of both, helping them to achieve academic success in all areas of English. For both subjects, we aspire to encourage students to become independent and critical thinkers who are able to confidently craft perceptive ideas and opinions in their responses whilst recognizing the effect and impact of writer’s methods and intent. 

• Year 10 Literature: A Christmas Carol, Power + Conflict Poetry, An Inspector Calls
• Year 10 Language: Thematically linked unseen extracts- Social injustice, Crime and Punishment, Relationships and focus on the Spoken Language specification 
• Year 11: Macbeth and revision of literature texts studies in Year 10 
• Year 11 Language: Paper 1 and Paper 2 revision 

Key Stage 5

Edexcel A Level English Literature  

The AQA A Level Literature curriculum allows our students to enter the next phase of their educational journey and continue their passion for the subject.  Students study a diverse and broad range of challenging literature texts, from classic William Shakespeare, modern poetry and drama and modern to both 19th century and modern prose of Margaret Atwood and Mary Shelley. Through this careful selection of texts, students are able to build upon the strong analytical foundations of their GCSE studies, using them as a springboard to create conceptual responses with are critically perceptive and insightful in content.  We strongly encourage our students to formulate personalised ideas, to take risks with their assertions and articulate themselves confidently in both their written and verbal work.

Throughout the two-year study, it is imperative that students engage in seminar-style teaching; classroom debates; collaborative and independent project work and reflective essay writing. Due to the nature of the A Level course reinforcing and developing students understanding, knowledge and appreciation of literature, as well as introducing and implementing contextual and theoretical based knowledge, we allow students personalised freedom when choosing the two literary texts for the NEA coursework component of the curriculum.  Students are therefore able to fully exhibit their passion for literature and write about what interests them. In many ways, through this curriculum we are preparing students to work at a degree level, and indeed we hope for many of our students to consider pursuing an English based qualification at university.

With the above aims in mind, it is important that our A Level curriculum is built in a way that engenders confidence in our students to achieve and exceed their aspirations. With two teachers delivering different elements of the course, our students benefit from a range of teaching styles and backgrounds, and during Year 12 will quickly cover the majority of their texts in great depth. This enables students an adequate period of focused study in Year 13, giving them plenty of time to hone their essay writing skills in order to achieve and exceed their target grades in their final examinations.

Whilst it is very important to us that our students leave Valley Park with the best possible outcomes that enable their next steps, it is our fundamental belief that if our students leave as thoughtful, critical and independent learners with a genuine love and appreciation of English Literature in all of its forms, then we will have done our job well.

English Learning Journey

In the MFL department we transform students, who arrive with a disjointed range of foreign language experiences, into life-long language learners. Through a culturally-rich and stimulating curriculum, designed to challenge students of all abilities and interests, students learn to appreciate other cultures and celebrate differences. We ignite a passion for travel and exploration of the wider world whilst developing their sense of social responsibility. We instil students with the skills needed to pursue a language later in life whatever their academic choices.

French Learning Journey

Young geographers are able to explore both the physical property of Earth and the human societies that spread across it.

Through their studies, students will become increasingly aware of complex geographical systems and understand similarities, differences and links between places. Young geographers will explore current world affairs and consider different perspectives, thinking about their own place in the world and their rights and responsibilities towards it. Enquiry based teaching in the geography classroom fosters critical thinking and lifelong learners.

As a content-rich subject, the ‘Big Ideas’ of (1) Human Landscapes, (2) Economic World, (3) Physical Landscapes and (4) Hazards flow through the 7-year learning journey. These provide opportunities for students to build knowledge over time in different contexts of globally significant places. In addition to the ‘Big Ideas’, skills are incorporated into all units of learning. These skills fall into four categories: (1) Cartography, (2) Numerical, graphical and statistical, (3) Fieldwork and (4) Literacy and language acquisition. Students build on the skills and knowledge they will need for future studies and careers.

Key Stage 3

Throughout KS3, we build upon the foundations laid by primary schools, by equipping students with knowledge about diverse places and deepening their understanding of the interaction between physical and human processes. Students are given ample opportunities to explore the world around them in order to inspire a curiosity and fascination about the world and its people. 

Aligning with the national curriculum, the department ensures all students can:

• Develop contextual knowledge of the location of globally significant places,
• Understand processes that give rise to key physical and human geographical features of the world,
• Are competent in geographical skills including fieldwork, interpreting, and communicating geographical information.

In line with an enquiry-based approach to pedagogy, the majority of KS3 units of learning are posed as a question e.g. ‘Why is the world unequal?’. We encourage students to consider different perspectives and develop empathy to fully understand the experiences of others. Students build on knowledge in each unit, increasing in complexity. Enriching students cultural capital through ‘learning by experience’ is implemented by carefully selecting place-based examples.

Key Stage 4

Valley Park School follows the AQA GCSE specification. The course studies geography in a balanced framework of physical and human geography themes and investigates the links between them. Students explore case studies in the UK, higher income countries (HICs), newly emerging economies (NEEs) and lower income countries (LICs). The ‘Big Ideas’ facilitate a clear progression from KS3 to KS4, building on the key skills to promote critical thinkers and lifelong learners. The sequencing of the curriculum allows students to draw synoptic links, with physical (paper 1) and human (paper 2) geography topics interleaved throughout the two years of study. Synopticity and fieldwork skills are developed in preparation for paper 3 (Issues Evaluation). Students have plenty of opportunities to go back, review and build on knowledge.

Building on KS3, we continue to encourage students to consider different perspectives and develop empathy to fully understand the experiences of others. Through this, students are more confident to be inquisitive, debate and evaluate current issues. We aim to foster in students a resilience so that they are reflective learners and therefore support progress through the curriculum.

Key Stage 5

Valley Park School follows the Edexcel A Level specification. The course enables students to be inspired by their geographical understanding, to engage critically with real world issues and places, and to apply their knowledge, theory and skills to the world around them. 

As with KS4, topics cover a balanced framework of physical (paper 1) and human (paper 2) themes. At A Level, students have two teachers – one who specialises in physical geography and one in human geography. Students therefore study more than one unit at the same time, allowing them to make clear links between the two disciplines. The specification provides a holistic understanding of geography by encouraging students to make links between different geographical themes, ideas and concepts (examined in paper 3). The NEA allows students to independently investigate a question or issue they are interested in (derived from the specification). Students collect fieldwork data to support their investigation which they then present, analyse and evaluate through extended writing. The content builds on the understanding developed at KS4, while also ensuring students new to the subject are appropriately supported.

Geography Learning Journey

About 3 million people in the UK work in the health and social care sector, that is equivalent to 1 in every 10 people.  Demand for both health and social care is liable to continue to rise due to the ageing population, so it is undisputable that it plays a key role in UK society.  The demand for people to fill these vital careers will therefore continue to increase.  

The Health and Social care department will nurture every student through their journey to develop their resilience, expression and independence, growing into well-rounded individuals to succeed in today’s diverse society. Complimenting other subjects’ and the wider school, students will experience and study a vast range of Health and Social Care topic areas requiring them to demonstrate maturity and respect for others, coupled with high expectations means students will aspire to excellence. Students will become confident and fully prepared to manage their emotions for the many challenges and opportunities they face for their health and well-being, preparing them for life and inspiring them to work in Modern Britain.

Our intent is to provide a fluid and dynamic knowledge rich KS4 option curriculum, which gives learners, access and progress to KS5 and beyond. The course is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning whilst building on their experiences of SMSC during focus days in KS3. Year 9 students engage in a number of mini projects to begin with around a variety of different contemporary issues in health and social care inspiring curiosity for further knowledge. Students will ascertain research skills, using primary and secondary methods providing reliable evidence to use for supportive and critical arguments. These skills are developed through the Key stage in preparation for the application of the higher order thinking skills, evaluation and analysis required for KS5. Additionally, students benefit from experienced guest speakers from the local community to extend lessons beyond the classroom and support work related learning. This enables students to have a breadth of specialism outside of the course specification, giving them a real vocational experience. 

Students learn how people grow and develop over the course of their lives from infancy to later adulthood,the factors that may affect this, such as predicatable and unpredictable events. Students will analyse this impact from a positive and negative viewpoint, demonstrating empathy and applying knowledge through the use of case studies. The curriculum allows students to secure skills for their social development, through culture capital content understanding how people are individual and can adapt to changes using local and national health and social care support.

To support fluidity, the curriculum taught at KS5 is provided by the same awarding body as KS4.It does not limit progression options because the skills acquired are applicable to a range of future pathways.

Students will research health and social care services in their local community.  They will look at how people access the local health and social care services provided and the support that is given in the local community. Students will be given the opportunity to demonstrate and apply the key care values to scenarios  and develop skills in measuring and interpreting data about someone’s physiological health to design a care plan that will allow them to analyse and improve their health and wellbeing.  

Health and Social Care Learning Journey

We want to help young historians become critical thinkers, able to hold and justify informed opinions, and to use the mistakes and triumphs of the past to inform their futures. Our students will be able to use their historical knowledge to challenge what they see, hear and read, applying a critical eye to partisan claims. We want our young people to become tolerant and responsible members of a diverse society, with an awareness of the importance role played by women, LGBTQA+ and ethnic minorities in British, European and world history.

History Learning Journey

From the start of their mathematics journey, topics are sequenced coherently to provide students with a deep and lasting understanding of mathematical concepts. We want students to become fluent in the fundamentals of mathematics by retrieving concepts learned previously and applying connected steps which will develop to increasingly complex problems over time, enabling students to become skilled mathematicians. We want students to be enthused to develop their mathematical understanding and develop a love of learning in Mathematics.  Students will develop into inquisitive and resilient learners and be inspired by the subject.

Students will be equipped to reason mathematically by following a line of enquiry and will learn how to justify or prove using specific mathematical language. We want students to appreciate the power of mathematics and be able to use their knowledge confidently in their lives, within a range of contexts.

Mathematics KS3

Mathematics (Foundation) KS4

Mathematics (Higher) KS4

 

In Music, our intent is for students to become humble musicians:

• Creative - Able to compose their own musical ideas
• Articulate - Confident to describe music they hear; fluent in musical language
• Respectful - Able to be considerate and encouraging of their peers, teachers and those performing in class, assembly or Music events
• Enthusiastic - Willing to participate in music performance, and cultivate a growing love for a broad and varied range of music

Students will learn:

• to perform on an instrument
• to sing as part of an ensemble or alone
• to compose music in a range of contexts
• about a wide range of music from different cultures and time periods
• to read and write using a range of different musical notations

Curriculum Sequence:

Music Learning Journey

Music Development Plan

At Valley Park School the intent of teaching Physical Education is to give students the tools and understanding required to make a positive impact in their own physical health as well as allow them to develop their social and emotional well-being.

This can provide the foundations for lifelong activity. We aim to provide an engaging and challenging curriculum that allows all students to achieve beyond their expectations. We want all students to feel they belong as part of a team, believe in their healthy potential and thrive physically, socially and emotionally.

We do this by developing the attitudes, skills and knowledge required to be a leader and provide memorable experiences throughout a student’s journey within Physical Education. This can be through recreational sport, competitive situations and residentials. Students will be provided with a variety of opportunities and experiences throughout their time at the school, challenging them both inside and outside the classroom.

We want all children to experience a wide variety of sports and physical skills which will enhance life-long fitness and life choices. PE can challenge and promote self-esteem through the development of physical confidence and problem solving. It can teach children to cope with both success and failure in competitive, individual and team based physical activities.

Students will develop physical, technical and tactical sporting skills; enhanced by an embedded focus on mental skills such as resilience, determination and confidence. There will be an emphasis on improving fitness in conjunction with health and well-being through knowledge and application.

We aim to ensure all students leave the school possessing the skills, motivation and knowledge to enjoy a lifelong engagement with sport and physical activity. We trust that our broad and innovative PE curriculum will allow students to develop their love of movement and sport well beyond their time with us.

PE Learning Journey

In Performing Arts, we give our students the confidence to be themselves, encourage them to be self-motivated, committed and resilient learners, taking their independence, creativity, communication and problem solving beyond the studio and into their other classrooms and the wider world.   

We offer multiple co-curricular opportunities to explore performing arts giving students the chance to work with others beyond their class groups, forming friendships, demonstrating leadership and building a passion for performance. Our students are not only creative and talented but open-minded and respectful, understanding and demonstrating empathy and the ability to picture themselves in a wide variety of situations, understanding how to communicate in the world of work and be upstanding members of a community. 

Key Stage 3

Students in Key Stage 3 explore the processes of creating a character and interpreting performance material. In Year 7 students explore different material and how to create character using voice and movement. In year 8 they explore genres of theatre and how to create performances in different styles. In Year 9 students use their creativity to create original work as well as exploring career paths in the theatre considering the role of design in creating successful performances. 

Key Stage 4

Students in Key Stage 4 approach the development of performance material, looking at the requirements of different styles and the contextual factors of their creation. They continue to develop their performance skills, looking at more in-depth rehearsal techniques and ways to explore characters. Students explore the work of practitioners and the features and techniques of their work. 

Key Stage 5

Students in Key Stage 5 develop sophisticated performance technique and discipline. They explore the contextual factors of prominent and contemporary performing arts practitioners considering the demands of that style of performance. They work on both pre-existing repertoire and the creation of their own original performance work. They write detailed reflections on their skills development and set targets to improve, setting up to thought and considered approaches to their future studies and the wider world of work. 

Performing Arts Learning Journey

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Performing Arts Scholarship Intent

The intentions for our unique scholarship programme are to provide access to additional and exciting opportunities to develop skills and techniques for performance. Scholars are selected based on aptitude and raw talent and given the space and motivation to develop their potential, through techniques classes and workshops, singing lessons, and multiple co-curricular opportunities, such as the School Productions and Dance and Drama Clubs.  

They are expected to be role models of behaviour demonstrating a thirst for learning across their curriculum and a particular passion for Performing Arts. They are expected to contribute at least two hours of their time each week to developing in the Performing Arts through participation in the co-curricular opportunities offered

 

Religious Studies students gain a broadened world view, exploring important world issues from a variety of views and opinions. Students develop skills in looking at both sides of issues, arguments, and debates. They have opportunities to express their opinions of these matters. Students gain skills in empathy and develop critical understanding and thinking of world issues. Students explore deep questions about life, the world and what it means to be human.

Religious Studies Learning Journey

Science has changed our lives and is vital to the world’s future prosperity.

We are dedicated to fostering a culture of curiosity, critical thinking, and a life-long love of learning about the natural world. Our comprehensive curriculum spans the key disciplines of Biology, Chemistry and Physics. As well as encouraging students to explore, experiment, and understand the fundamental principles that shape our world and beyond.

Through engaging lessons, transferable skills and hands-on experiments students will develop the skills to analyse problems, ask meaningful questions, and apply scientific knowledge to real-world challenges. Our goal is to empower every student to think like a scientist, cultivating an appreciation how all fields of Science are connected.

Key Stage 3

At Key Stage 3, we provide students with a strong foundation in scientific knowledge, practical skills, and critical thinking. Spanning Years 7 to 9, the curriculum introduces students to the fundamental principles of Biology, Chemistry, and Physics, while encouraging curiosity and a hands-on approach to learning. 

The focus for Biology in Key Stage 3 is:

• Cells and the building blocks of life, 
• Human body systems and health, 
• Ecosystems and the environment, 
• Genetics and evolution. 

The focus for Chemistry in Key Stage 3 is:

• The particle model and states of matter, 
• Chemical reactions and the periodic table, 
• Acids, alkalis, and their reactions,
• Earth’s resources and their sustainable use.

The focus for Physics in Key Stage 3 is:

• Forces and motion,
• Energy and electricity,
• Light, sound, and waves,
• The universe and space 

Key Stage 4

At Key Stage 4, we equip students with the knowledge, skills, and understanding needed to explore scientific concepts in depth and apply them to real-world challenges. Spanning Years 10 and 11, students follow a comprehensive program that prepares them for qualifications in science and further study at post-16 levels. Our KS4 curriculum builds on the foundational knowledge from Key Stage 3, with a greater emphasis on critical thinking, problem-solving, and the practical application of science. Students explore advanced topics in Biology, Chemistry, and Physics, while developing analytical and experimental skills that are highly valued in higher education and the workplace. 

Students at Key Stage 4 can follow one of two pathways, depending on their interests and aspirations:

Combined Science (Trilogy): 

• This double award course covers Biology, Chemistry, and Physics.
• Students earn two GCSE qualifications.
• It provides a balanced and broad scientific education, perfect for those wanting to keep their future options open.

Separate Sciences (Triple Science)

• Students study Biology, Chemistry, and Physics as three distinct GCSE subjects.
• This option is ideal for students with a strong interest in science or those considering careers in STEM fields.

The focus for Biology for Key Stage 4 is:

• Cell biology and the role of DNA
• Human physiology and health
• Ecology and ecosystems
• Evolution and biodiversity

The focus for Chemistry for Key Stage 4 is:

• Atomic structure and bonding
• Chemical reactions and energy changes
• Rates of reaction and equilibrium
• The Earth’s atmosphere and sustainable development

The focus for Physics for Key Stage 4 is:

• Energy, forces, and motion
• Electricity and magnetism
• Waves and the electromagnetic spectrum
• Space physics and cosmology (Triple Science only)

Key Stage 5

At Key Stage 5 students study the AAQ Applied Science course which provides a practical, hands-on approach to learning science. Designed for students who enjoy applying scientific principles to real-world contexts, this course combines the study of Biology, Chemistry, and Physics with practical skills essential for future careers in science and technology.

This course is ideal for students who prefer coursework alongside exams and are looking for a balance of theoretical understanding and practical application. It equips students with the skills, knowledge, and confidence to progress into further education, apprenticeships, or employment in scientific field. 

The units studied for the AAQ Applied Science course are:

• Unit 1 Principles and Application of Biology: This unit explores the key components of biological science. It will examine cells and tissues, their varied structures and functions and the biological components that interact with their existence
• Unit 2 Principles and Application of Chemistry: This unit explore some of the fundamental concepts which underpin the chemistry and chemical reactions of the world around them.
• Unit 3 Principles and Application of Physics: This unit explore the use of practical and mathematical skills in the study of waves, motion and electricity
• Unit 4 Practical Scientific Procedures and Techniques: This unit introduces students to quantitative laboratory techniques, including chromatography, colorimetry and laboratory safety, which are relevant to the scientific laboratory environments
• Unit 5 Science Investigation Skills: This unit enables students to gain an understanding and the skills required to undertake an investigative project.

Science Learning Journey