Curriculum Overview - Phase Two (KS4)

Students have a 25-hour week and study a core programme of English, maths, double or triple science, core RS and core PE.

Students make their phase 2 option choices at the end of Year 9 and choose from a range of subjects from four different option blocks.

All students choose between history or geography in the humanities option block.

In option block 1 and 2 students have a wide range of creative qualifications to support their other core academic qualifications. These are designed to be as wide ranging as possible to help support students’ future careers, while also giving them the opportunity of exploring different ways of working through vocational subjects.

In option block 3 students study an option which is appropriate to their needs and future career plans. In this option block there are a wide range of subjects available which comprise of a non exhaustive list, including French, religious studies and a range of vocational courses.

There is also a work related pathway for some students from Phase 2 onwards. These subjects will change each year based on the needs of the students and group.

In Year 11 the curriculum expands to a 30-hour week, with all lessons finishing at 3:40 to ensure that they have all the preparation they need before their exams in their final year of secondary school. This is not an optional additional lesson and is designed as part of the curriculum.

Example of potential option block subjects

Subjects

Art

Dance

Drama

Enterprise/Business

Health and Social

Hospitality and Catering

ICT

Media

Music

Photography

Sport/Physical Education

Travel and Tourism

If you would like to find out more about our curriculum please contact us on 01924 330640 or e-mail contactus@cathedral.trinitymat.org

Phase Two (KS4) - Art and Design

Why is Art and Design important?

At Trinity Academy Cathedral the art curriculum aims to develop a passion and love of design, whilst providing students with the knowledge and skills needed to experiment and find creative solutions to a variety of scenarios. We provide students with the opportunity to explore the work of a diverse range of past and present artists from across the world, looking closely at some of the most well-known art movements and periods in history. The art and design curriculum aims to promote our students’ moral, social and ethical awareness within an art context whilst respecting the viewpoints of others. Throughout the spiralised curriculum students will develop an understanding of the formal elements, traditional mediums, and become proficient in drawing, painting, printing, mixed media and 3D modelling, including using clay. Students are taught to think critically, reflect on their work, and the work of others, to develop an individual artistic style. The curriculum also aims to create an inclusive environment that encourages students to express their ideas, thoughts and personal preferences whilst thinking about how art can contribute to wider society.

What will I be studying?

During the pathway you will be asked to complete 4 projects, through 120 guided learning hours of study.

The projects will be assessed in line with the BTEC Unit Accreditation System and subject to external verification. The unit assessments will be combined to calculate a final grade.

The course will take the following format:

Unit 1 (Project 1): Introduction to Specialist Pathways in Art and Design

Theme: Aquatic World.

During this project we will look at all the essential skills needed to build a portfolio and the various careers and techniques that are fundamental to attaining highly within an Art and Design course.

How will I be assessed?

In this unit you will be assessed on your ability to:

Use specialist materials, techniques, equipment and processes in response to client briefs
Record formal elements within specialist pathways.

Unit 3 (Project 2): Communicating Ideas in 2D

Theme: Day of the Dead or Decay.

During this project you will focus exclusively on building your 2D skill sets. Upon completion you will have a portfolio compiled of a range of 2D Art and Design techniques, which will accumulate into a final outcome based on the project’s themes.

How will I be assessed?

In this unit you will be assessed on your ability to:

Explore 2D visual language and working practices
Investigate how artists, craftspeople and designers communicate in 2D
Communicate ideas using 2D knowledge and skills in response to a brief.

Unit 4 (Project 3): Communicating Ideas in 3D

Theme: Human Emotion or African Masks.

During this project you will focus exclusively on building your 3D skill sets. Upon completion you will have a portfolio compiled of a range of 3D Art and Design techniques, which will accumulate into a final outcome based on the project’s themes.

How will I be assessed?

In this unit you will be assessed on your ability to:

Explore 3D visual language and working practices
Investigate how artists, craftspeople and designers communicate in 3D
Communicate ideas using 3D knowledge and skills in response to a brief.

Unit 2 (Examination): Creative Project in Art and Design

Theme: The exam board will release a new externally set brief each year.

The final project is externally assessed and set by the examination board. It will be broken down into 20 hours of development and a 10-hour controlled test. During the examination you will be asked to demonstrate your understanding of 2D/3D Art and Design. It will focus exclusively on your understanding of the techniques covered and your ability to develop a project, in response to a brief.

How will I be assessed?

In this unit you will be assessed on your ability to:

Develop creative ideas, skills and intentions in response to a project brief
Produce final outcomes that meet the requirements of the brief.

Which examination board am I following?

BTEC Art and Design – Pearson BTEC Level 1/Level 2 First Award in Art and Design

Which websites should I use to support my learning?

There are no particular websites to aid learning, however we advise all students to use our bespoke library of artist research sheets for each component to support their learning. We have filtered through large amounts of text to make sure the information is suitable and can be easily used to create an artist response worksheet.

Who to contact about Phase Two:

H. Dolan – Subject Co-ordinator for Art, Design and Technology – hdolan@cathedral.trinitymat.org

Phase Two (KS4) - Computer Science

What students are learning through Year 10 and Year 11

Why is studying Computer Science important?

Computer Science is engaging and practical, encouraging creativity and problem solving. It encourages students to develop their understanding and application of the core concepts in computer science. Students analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs.

GCSE Computer Science builds on key knowledge students have acquired in their phase one computing lessons, mastering the art of computational thinking and then further prepares them for work in an ever-evolving digital landscape on completion of their studies.

What will I be studying?

Component 01: Computer systems

Introduces students to the central processing unit (CPU), computer memory and storage, data representation, wired and wireless networks, network topologies, system security and system software. It also looks at ethical, legal, cultural and environmental concerns associated with computer science.

Component 02: Computational thinking, algorithms and programming

Students apply knowledge and understanding gained in component 01. They develop skills and understanding in computational thinking: algorithms, programming techniques, producing robust programs, computational logic and translators.

Practical programming

Students are to be given the opportunity to undertake a programming task(s) during their course of study which allows them to develop their skills to design, write, test and refine programs using a high-level programming language. Students will be assessed on these skills during the written examinations, in particular component 02 (Section B).

How will I be assessed?

J277/01: Computer systems
Written paper: 1 hour and 30 minutes
50% of total GCSE
80 marks
This is a non-calculator paper
All questions are mandatory
This paper consists of multiple choice questions
Short response questions and extended response questions
J277/02: Computational thinking, algorithms and programming
Written paper: 1 hour and 30 minutes
50% of total GCSE
80 marks
This is a non-calculator paper
This paper has two sections: Section A and Section B. Students must answer both sections
All questions are mandatory
In Section B, questions assessing students’ ability to write or refine algorithms must be answered using either the OCR Exam Reference Language or the high-level programming language they are familiar with

Which examination board am I following?

OCR Computer Science

https://www.ocr.org.uk/qualifications/gcse/computer-science-j277-from-2020/

Which websites should I use to support my learning?

Who to contact about Phase Two Computer Science:

Mr C Clark – Curriculum Leader – Computing, Media & Business – cclark@cathedral.trinitymat.org

Phase Two (KS4) - Digital Information Technology

What students are learning through Year 10 and Year 11

Why is Digital Information Technology important?

The digital sector is a major source of employment in the UK. Despite a turbulent economy in 2020 the Digital sector in the UK advertised 90,000 jobs per week during 2022. Digital skills span all industries, and almost all jobs in the UK today require employees to have a good level of digital literacy. The UK Tech industry as a whole employs over 2.93 million people and has seen 40% growth between 2017-2019. The UK has positioned itself to be the ‘Digital capital of Europe’ as it continues to invest billions every year in digital skills and commerce. The modern world expects digital skills to be as important as English and maths. Having both technical skills and business understanding is the key to success. The digital information technology curriculum empowers students to examine the impact of technology within society and modern culture. Students will develop a deep understanding of user interface design and planning skills which encourages creative, passionate and personal interaction with this vast, adaptive and constantly shifting industry. As such, students will develop their knowledge of modern technologies and cyber security within the sector, as well as developing a range of industry standard skills in data collection and analysis that will enable them to flourish both personally and professionally within a technological landscape on completion of their studies. The DIT course prepares students for further study or work in information technology and provides students with work-ready skills that can be utlised across a range of roles and sectors.

What will I be studying?

Component 1: Exploring User Interface Design Principles and Project Planning Techniques

Learners will develop their understanding of what makes an effective user interface and how to effectively manage a project. They will use this understanding to plan, design and create a user interface.

Component 2: Collecting, Presenting and Interpreting Data

Learners will understand the characteristics of data and information and how they help organisations in decision making. They will use data manipulation methods to create a dashboard to present and draw conclusions from information.

Component 3: Effective Digital Working Practices

Learners will explore how organisations use digital systems and the wider implications associated with their use.

How will I be assessed?

Component number	Component title	GLH	Level	How is it assessed
1	Exploring User Interface Design Principles and Project Planning Techniques	36	1/2	Internal 30% final grade
2	Collecting, Presenting and Interpreting Data	36	1/2	Internal 30% final grade
3	Effective Digital Working Practices	48	1/2	External Synoptic 40% final grade

For grades at Level 2 – Pass, Merit, Distinction, Distinction*
For grades at Level 1 – Pass, Merit, Distinction

Which examination board am I following?

Pearson BTEC Tech Award – Digital Information Technology Production https://qualifications.pearson.com/en/qualifications/btec-tech-awards/digital-information-technology-2022.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-assessments

Which websites should I use to support my learning?

https://www.bbc.co.uk/bitesize/examspecs/zprwdmn

Who to contact about Phase Two Creative Media:

Mr C Clark – Curriculum Leader – Computing, Media & Business – cclark@cathedral.trinitymat.org

Phase Two (KS4) - Creative Media

What students are learning through Year 10 and Year 11

Why is Creative Media important?

Within the media curriculum, students learn to understand how information can be presented to meet differing purposes and audience needs, as well as how the method of delivery can impact on the way in which we present ideas and messages. This will also include how and why people can be manipulated by both media and advertising and the hidden messages in everything we see and hear. They also learn to make use of desktop publishing software and photo editing software and how this is used in the publishing industry to present content for different purposes and meaning. Finally, they will carry out a project and an assessment on creating their own publication for specified purposes and audiences using the tools they have learnt across both prior units. The course prepares students for further study or work in media or the publishing industry.

What will I be studying?

Component 1: Exploring Media Products

Learners will develop their understanding of how media products create meaning for their audiences. Learners will examine existing products and explore media production techniques.

Component 2: Developing Digital Media Production Skills

Learners will develop skills and techniques in media production processes by reworking media products from one, or all, of the following sectors: audio/moving image, publishing, interactive design.

Component 3: Create a Media Product in Response to a Brief

Learners will apply and develop their planning and production skills and techniques to create a media product in response to a client brief.

How will I be assessed?

Component number	Component title	GLH	Level	How is it assessed
1	Exploring Media Products	36	1/2	Internal 30% final grade
2	Developing Media Production Skills	36	1/2	Internal 30% final grade
3	Create a Media Product in Response to a Brief	48	1/2	External Synoptic 40% final grade

For grades at Level 2 – Pass, Merit, Distinction, Distinction*
For grades at Level 1 – Pass, Merit, Distinction

Which examination board am I following?

Pearson BTEC Tech Award – Creative Media Production https://qualifications.pearson.com/en/qualifications/btec-tech-awards/creative-media-production.html

Which websites should I use to support my learning?

https://www.bbc.co.uk/bitesize/subjects/ztnygk7

Who to contact about Phase Two Creative Media:

Mr C Clark – Curriculum Leader – Computing, Media & Business – cclark@cathedral.trinitymat.org

Phase Two (KS4) - English

What students are learning through Year 10 and Year 11

Overview:

Our English curriculum is unapologetically ambitious. Students study the core disciplinary areas of English knowledge in a framework of curricular units which build incrementally from primary school foundations, up to GCSE level and beyond. Our curriculum empowers students with knowledge of: vocabulary, grammar, genre, form, the craft of writing, authorial influence, critical reading, literary theory and more. Students experience excellent teaching of key concepts, guidance with critical reading, frequent opportunities to craft writing with real-world connections, and to speak passionately and compellingly to real audiences about important topics. Curriculum sequencing means that students revisit core content frequently, deepening and refining knowledge and skill as they go. Our English curriculum nurtures a love of literature through a range of well-considered and challenging texts, not only from the traditional canon, but also stretching across a diverse range of voices, perspectives and experiences.

Content

Click here to download the content PDF.

Which examination board am I following?

AQA GCSE Language and Literature

Which websites should I use to support my learning?

BBC Bitesize: https://www.bbc.co.uk › bitesize

Spark notes: https://www.sparknotes.com

York notes: https://www.yorknotes.com

YouTube – Mr Bruff: https://www.youtube.com – search Mr Bruff AQA

Genius.com: https://genius.com › A › AQA

GCSE Pod: https://www.gcsepod.com Students can get their log-in details from their English teacher.

Who to contact about Phase Two English:

H Lawrence, Deputy Curriculum Leader: English – hlawrence@cathedral.trinitymat.org

Phase Two (KS4) - Enterprise

What students are learning through Year 10 and Year 11

Why is Business important?

Students experience the world of business every day through their use of technology and their role as consumers in society. It is vital that they learn about how business impacts on their lives and that we help them consider if running their own enterprise is a suitable option for them in the future.

Within the Enterprise curriculum, students will explore into the local, national and international business environment. Here they will consider what constitutes business success and the strategies that businesses of all sizes have to take to achieve it. Students will gain experience completing business plans and financial documents whilst also learning the importance of personal financial management – a concept we believe students benefit from extensively in later life.

What will I be studying?

Component 1: Exploring Enterprises

Learners will examine different local enterprises to develop their knowledge and understanding of the characteristics of enterprises and the skills needed by entrepreneurs.

Component 2: Planning for and Pitching an Enterprise Activity

Learners will individually select an idea for a micro-enterprise activity to plan and pitch. They will individually pitch their business plan for their idea to an audience and then use the feedback to review their plan and pitch.

Component 3: Promotion & Finance for Enterprise

Learners will explore the different promotional methods used by enterprises and the factors that influence how enterprises identify and target their market. Learners will explore financial documents and how to use them to monitor and improve the performance of an enterprise in order to make decisions and recommend strategies for success.

How will I be assessed?

Component number	Component title	GLH	Level	How assessed
1	Exploring Enterprises	36	1/2	Internal
2	Planning for and Pitching an Enterprise Activity		1/2	Internal
3	Promotion and Finance for Enterprise	48	1/2	External Synoptic

Four grades at Level 2 – Pass, Merit, Distinction, Distinction*

Which examination board am I following?

Pearson BTEC Tech Award Enterprise – https://qualifications.pearson.com/en/qualifications/btec-tech-awards/enterprise.html

Which websites should I use to support my learning?

Who to contact about Phase Two Enterprise:

Mr C Clark – Curriculum Leader – Computing, Media & Business – cclark@cathedral.trinitymat.org

Phase Two (KS4) - French

What students are learning through Year 10 and Year 11

Why is studying French important?

The vision for Modern Foreign Languages study at Trinity Academy Cathedral is to develop life-long, confident and reflective language learners who engage with the study of languages, and achieve up to and beyond their potential.

We aim to achieve this through a curriculum that explicitly teaches the fundamental knowledge and skills students must master. This is based upon three pillars: Phonics, Vocabulary and Grammar. The “Golden Threads” of our curriculum map are built around these three pillars.

Our curriculum offers students opportunities to expand on their cultural capital, broadening their horizons through the inclusion of cultural insights, Think Big Questions, and extracurricular activities such as Involve.

In key stage 4 we continue with an approach focused on the key grammar for each student, however we begin to cover the GCSE themes and sub-topics. Term 6 in Year 9 and Year 10 are used as an opportunity to cover the fundamentals of target language grammar as covered in Years 7 and 8. As we get further into Year 11, key grammar is recycled across multiple topics. In particular, this is the past, present, near future, simple future and conditional tenses.

What will I be studying?

The AQA GCSE topics are:

The “Golden Threads” which students should master are based upon 3 key strands:

Phonics
Vocabulary
Grammar

These are planned and taught through a range of topics throughout key stage 3, and reinforced in key stage 4:

Phonics – based upon Rachel Hawkes’ model of 23 key sounds, phased over key stage 3.

Vocab – based upon NCELP (National Centre for Excellence in Language Pedagogy) high-frequency French words.

A carefully sequenced plan introduces students to “ACTION” vocab – designed to enhance their French speaking and writing.

Grammar – a planned, progressive sequence of teaching key concepts – eg development of tenses.

How will I be assessed?

There are four GCSE papers, one for each language skill:

Listening
Speaking
Reading
Writing

Each paper is worth 25% of the total marks for the subject.

During Years 10 and 11, teachers make a decision – based upon each student’s progress – on whether to enter students for Foundation or Higher tier exams. This can affect the final grades available to students.

Which examination board am I following?

We follow the AQA specification.

Which websites should I use to support my learning?

BBC Bitesize: https://www.bbc.co.uk/bitesize/subjects/z9dqxnb

Memrise: https://www.memrise.com/

Quizlet: https://quizlet.com/en-gb

Conjuguemos: https://conjuguemos.com/

Who to contact about Phase Two French:

Mr C Adams – Curriculum Leader for Modern Foreign Languages – cadams@cathedral.trinitymat.org

Phase Two (KS4) - Geography

What students are learning through Year 10 and Year 11

Why is Geography important?

Studying Geography gives students the opportunity to travel the world via the classroom, learning about both natural and social sciences along the way. They will understand how Geography impacts everyday life and discover the key opportunities and challenges facing the world. Students will also develop academic and life skills from writing, teamwork and communication to analytical skills. GCSE Geography is diverse and incorporates many cross-curricular links and skills, which prepare students for a number of post-16 pathways. Colleges, universities and employers recognise Geography as an academic yet highly transferable course to study.

What will I be studying?

The course is divided into three papers. The content is outlined below:

Paper 1: Natural hazards, climate change, ecosystems, cold environments, coasts and rivers.

Paper 2: Urban issues and challenges (Rio and Bristol), the changing economic world (UK and the wider world), resource management and energy.

Paper 3: Examining a pre-release booklet that is accessible from March before the exam, questions on unseen fieldwork.

How will I be assessed?

There are three papers:

Paper 1: Living with the physical environment (88 marks, 1 hour 30 minutes)

Paper 2: Challenges in the human environment (88 marks, 1 hour 30 minutes)

Paper 3: Pre-release booklet and fieldwork (76 marks, 1 hour 15 minutes)

Which examination board am I following?

AQA GCSE Geography

Which websites should I use to support my learning?

https://members.gcsepod.com/login (Please see your class teacher for login details)

https://www.aqa.org.uk/subjects/geography/gcse/geography-8035/assessment-resources

https://www.bbc.co.uk/bitesize/examspecs/zy3ptyc

https://www.internetgeography.net/

*If used properly, YouTube has some videos for most topics that can support student learning.

Who to contact about Phase Two:

Morag Murphy – Associate Assistant Principal Humanities –mmurphy@cathedral.trinitymat.org

Phase Two (KS4) - Health and Social Care

What students are learning through Year 10 and Year 11

Why is Health and Social Care important?

About 3 million people work in health or social care. Health care roles include doctors, pharmacists, nurses, midwives and health care assistants, while social care roles include care assistants, occupational therapists, counsellors and administrative roles. Together they account for nearly one in ten of all paid jobs in the UK. Demand for both health and social care is likely to rise so they will continue to play a key role in UK society, and the demand for people to fill these vital jobs will increase.

What will I be studying?

Component 1: Human Lifespan and Development

You will explore how individuals develop physically, emotionally, socially and intellectually over time and investigate how various factors, events and choices impact individuals’ growth and development.

Component 2: Health and Social Care Services and Values

You will learn which health and social care services are available and identify why people might need to use these services. You will look at the care values the sector has to make sure people get the care and protection they need.

Component 3: Health and Wellbeing

You will explore the different factors that might influence health and wellbeing, identify key health indicators and how to interpret them. Students will create a health and wellbeing improvement plan for a person, which includes targets and recommendations of support services available.

How will I be assessed?

Pearson BTEC Level 1/Level 2 Tech Award in Health and Social Care
Component number	Component title	GLH	Level	How assessed
1	Human Lifespan Development (30% of course total)	36	1/2	Internal
2	Health and Social Care Services and Values (30% of course total)	36	1/2	Internal
3	Health and Wellbeing (40% of course total)	48	1/2	Synoptic External

Four grades at level 2 – Pass, Merit, Distinction, Distinction*

Which examination board am I following?

Pearson Edexcel – BTEC Tech Award Level 1, Level 2 in Health & Social Care

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/health-and-social-care-2022.html

Which websites should I use to support my learning?

Who to contact about Phase Two Health and Social Care:

Miss L Swailes – Curriculum Leader PE & Health – lswailes1@cathedral.trinitymat.org

Phase Two (KS4) - History

What students are learning through Year 10 and Year 11

Why is History important?

Studying History helps us understand and analyse complex questions and dilemmas by examining how the past has shaped global, national, and local relationships between societies and people. The topics selected ensure that students have a firm understanding of British history in relation to religious, political and scientific developments. The wider world studies ensure that students understand modern developments and the impact these have had in the world around them.

The study of History also refines important skills such as debating, reading and writing. It also develops historical skills such as interpretation of sources and to critique interpretations of the past. Colleges, universities and employers recognise History as an academic yet transferable course to study that can lead to a number of post-16 pathways.

What will I be studying?

Health and the People: c1000 – Present Day
Elizabethan England: 1568 – 1603
Opportunity and Inequality: The USA 1920 – 1973
Conflict and Tension in Asia: 1950 – 1975 (The Korean War and the War in Vietnam)

How will I be assessed?

Students will be assessed across two 2-hour GCSE examination papers and will be tested on the following:

AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied
AO2: explain and analyse historical events and periods studied using second-order historical concepts
AO3: analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied
AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied

Second-order historical concepts: continuity, change, cause, consequence, significance, similarity and difference.

Which examination board am I following?

Students study AQA GCSE History 8145 (History combination D22). More detail can be found at: https://www.aqa.org.uk/subjects/history/gcse/history-8145/specification-at-a-glance

Which websites should I use to support my learning?

https://members.gcsepod.com/login (Please see your class teacher for login details)

https://www.bbc.co.uk/bitesize/examspecs/zxjk4j6

https://www.historylearningsite.co.uk/

https://schoolhistory.co.uk/notes/

https://www.sparknotes.com/history/

Who to contact about Phase Two History:

Morag Murphy – Associate Assistant Principal Humanities mmurphy@cathedral.trinitymat.org

Phase Two (KS4) - Hospitality and Catering

What students are learning through Year 10 and 11

Why is Hospitality and Catering important?

At Trinity Academy Cathedral the Hospitality and Catering curriculum equips students with an understanding of how the industry operates. It aims to give students an insight into how businesses provide food and beverage as well as exploring accommodation services. The curriculum is scenario based and encourages students to consider solutions to real and relevant problems within a variety of contexts, whilst considering their needs and those of others. Students will explore how businesses operate looking closely at the structure of restaurants and hotels, whilst considering Food Safety legislations and Health and Safety requirements. Our students are taught to think critically about different catering provisions offering suggestions on how to make businesses successful. Throughout the curriculum students draw upon a range of knowledge acquired from a variety of disciplines such as mathematics, science, computing and cooking and nutrition from Phase One.

The Hospitality and Catering curriculum also aims to inspire a love of cooking whilst incorporating an understanding of nutrition. We provide all students with an opportunity to explore the origin of foods, the impact they have on the human body, and relating this knowledge to a range of diet groups businesses may need to consider. We aim to provide a curriculum that is accessible to all students and will allow them to understand the importance of eating healthily and apply their knowledge to their own lives. A large emphasis of the cooking element is based around preparation, cooking and presentation techniques that would be suitable for service in a restaurant.

The WJEC Level 1/2 Vocational Award in Hospitality and Catering has been designed to support learners in schools who want to learn about this vocational sector and the potential it can offer them for their careers or further study. It is most suitable as a foundation for further study. This further study would provide learners with the opportunity to develop a range of specialist and general skills that would support their progression to employment. Employment in hospitality and catering can range from waiting staff, receptionists and catering assistants to chefs, hotel and bar managers and food technologists in food manufacturing.

What will I be studying?

WJEC HOSPITALITY & CATERING – LV1/2

During this course you will be asked to complete 2 areas of study, through 120 guided learning hours. WJEC Level 1/2 Vocational Award in Hospitality and Catering units are assessed through controlled internal assessment or external assessment.

The course consists of 2 units:

Unit 1: The Hospitality and Catering Industry – Paper external assessment (40%)

During this task you will be asked to apply your learning by considering all aspects of the vocational sector. You will acquire knowledge of all aspects of the industry and be able to examine hospitality and catering provisions. You will be able to use your learning of different types of establishments and job roles by applying this to industrial based scenarios. Learning in relation to front of house and kitchen operations will be used to determine how hospitality and catering provisions operate efficiently legally and are financially viable whilst meeting the needs of potential clients. This unit provides a broad introduction to the vocational sector in a way that is purposeful and develops a range of transferable skills you can utilise in future employment.

How will I be assessed?

In this unit you will be assessed on your ability to:

Recall, select and communicate detailed knowledge and thorough understanding of the hospitality sector
Analyse and evaluate the evidence available, reviewing and adapting methods when necessary
Present information clearly and accurately, making reasoned judgements
Apply relevant knowledge and understanding in a range of situations to give appropriate responses to queries and issues with an understanding of the implications of factors affecting success in hospitality and catering
Demonstrate high levels of skills in effectively processing information on the hospitality and catering sector.

The assessment will be formulated across the following methods:

Onscreen assessment (if facilities are available and method suits the cohort)
Paper based assessment (current method).

Unit 2: Hospitality and Catering in Action (60%)

You will apply your learning to safely prepare, cook and present nutritional dishes. Then will draw on learning of different types of provision and kitchen and front of house operations in Unit 1, as well as personal safety in food preparations. The content is relevant not only to employees within food production, but also those with a responsibility for food safety in the industry, nutritionists, and managers and owners. This extends the appreciation of the whole vocational area beyond the kitchen environment.

How will I be assessed?

In this unit you will be assessed on your ability to safely plan, prepare, cook and present nutritional dishes that meet the needs of a specific brief outlined by the exam board.

Which examination board am I following?

WJEC LEVEL 1/2 AWARD in HOSPITALITY AND CATERING

Which websites should I use to support my learning?

There are no particular websites to aid learning however revision books for the course are available on Amazon.

Who to contact about Phase Two Hospitality & Catering:

H Dolan – Subject Co-ordinator, Teacher of Art, Design and Technology – hdolan@cathedral.trinitymat.org

Phase Two (KS4) - Maths

What students are learning through Year 10 and Year 11

Why is Maths important?

The Maths GCSE qualification is essential to join further education, an apprenticeship or gainful employment. In a technological world Maths is the most crucial skill sought by employers and educational establishments. Maths leads directly into sought-after careers such as coding, engineering & finance, and develops key skills in problem solving, logical thinking and analysing data. Students who do not pass Maths at least at a grade 4 will be required to retake the qualification at college.

What will I be studying?

The main strands of GCSE maths are split into the following:

Number
Algebra
Ratio, proportion and rates of change
Geometry and measures
Probability
Statistics

These are taught in units starting in Year 9.

Number Skills
Factors, Multiples and Primes (introduction to Venn diagrams)
Fractions 1
Area, Perimeter and Volume
Fractions 2
Manipulating Algebra
Solving Linear Equations and Inequalities
Ratio and Proportion
Percentages
Substitution and Nth Term
Linear Graphs and rearranging formula
Angles
Pythagoras and Trigonometry
Circles and Cylinder
Simultaneous Equations
Non-linear Functions and Non-linear Functions Higher
Algebraic Fractions
Proof
Surds and Indices
Further Trigonometry
Direct and Indirect Proportion
Functions
Further Graphs
Transformations
Surface Area and Volume
Probability 1 – Intro to probability, 2-way tables & Venn diagrams
Probability 2 – Combined Events
Handling Data
Constructions
Powers and Standard Form
Compound Measures and Scale Drawings
Circle Theorems
Vectors

How will I be assessed?

Maths GCSE is 100% assessed through examination. In total there are three exam papers that need to be completed; 1.5 hours each. Paper 1 is non-calculator. Paper 2 is calculator and paper 3 is calculator. Each paper is out of 80 marks and will be sat in the summer exam window.

Which examination board am I following?

Edexcel Higher and Edexcel Foundation. Some groups will sit OCR Foundation rather than Edexcel Foundation.

Which websites should I use to support my learning?

Corbettmaths.com and Hegartymaths.com

Who to contact about Phase Two Maths :

Garnel Singh – Curriculum Leader Maths – gsingh@cathedral.trinitymat.org

Phase Two (KS4) - Music

What students are learning through Year 10 and Year 11

Why is Music important?

It is fairly difficult to get through a day without engaging with music in some form. Whether hearing it on the radio, playing in stores while you are shopping or as the soundtrack to the film you watch in the evening – music is an inherent aspect of everyday life. This is because music has a significant impact on forming memory, creating emotional responses and allowing people a creative outlet.

Numerous studies show that musical experience dramatically accelerates brain development. There is a high level of correlation between pupils who have learnt to sing or play an instrument and those who demonstrate better mathematical understanding, problem solving and academic results. Music also considerably enhances skillset development in young people in terms of intellect, social understanding, emotional intelligence, motor skills, language skills and general literacy.

Music functions as a universal language in that regardless of age, culture, religion or upbringing, all human cultures rely on music as part of their communication and community. This common thread also means that the creative industries continually thrive on a global level as music is now part of everyday life. Following the last recession, the UK creative industries grew at 12 times the rate of the wider UK economy as people still relied on creative media in their everyday lives.

What will I be studying?

In the BTEC First Award Music Course, pupils will study 4 units:

The Music Industry
Introducing Music Performance
Introduction Music Composition
Managing a Music Product.

The purpose of this course is to allow pupils to engage with the music industry and develop a range of relevant practical and technical skills. They will explore music product development, events management and apply their knowledge in practical industry related contexts.

How will I be assessed?

Introducing Music Performance, Introducing Music Composition and Managing a Music Product are assignment based assessments where pupils will develop a portfolio of work through practical performance, composition and participating in the development of a corporate music product (concert, CD, podcast, etc).

For the Music Industry unit, pupils will take a 1-hour examination paper. They will draw on the knowledge, skills and understanding development in the qualification as a whole concerning key job roles, responsibilities, organisations and the processes that allow people to succeed in the Music Industry.

Which examination board am I following?

The studied course is the Pearson BTEC Level 1/Level 2 First Award in Music.

Which websites should I use to support my learning?

For Further Education courses:

Ucas.com/further-education/post-16-qualifications

For information on Music careers:

Bbc.co.uk/bitesize/careers

Careersinmusic.com/music-careers/

For specific revision content for The Music Industry examination:

Study.com

Memrise.com

Quizlet.com

For specific information regarding the qualification:

Qualifications.pearson.com

Who to contact about Phase Two Music:

Mr Michael Fahey – Curriculum Leader for CAPA Juniors and Performing Arts – music@cathedral.trinitymat.org

Phase Two (KS4) - Religious Studies

What students are learning through Year 10 and Year 11

Why is Religious Studies important?

The Vision is to provide opportunities for transformation through access to an excellent educational experience and awareness of spiritual and moral development. The Mission is to enable people to transform their lives through the RS curriculum and SMSC opportunities, enhanced by outstanding teaching & learning, teamwork and progress.

This is delivered through a curriculum that teaches fundamental knowledge and skills pupils must master, in line with the Church of England Statement of Entitlement and through collaboration with the local diocese and Understanding Christianity. The curriculum places the academy’s values at its core and accommodates all learners from point of entry. It ensures challenge whilst providing all with a theological basis building on prior attainment.

We use regular assessment and recall so that students can outline religious teachings, language (tier 1&2) knowledge and can explain their impact on the world. Through evaluation skills, we develop tolerance and empathy. This is achieved through:

A Quick 6, Knowledge Organisers and Masters of Recall tests
Zonal marking and sample marking of written work providing clear feedback
Termly synoptic tests and exam-style questions to ensure accurate reporting of pupil data and to identify key misconceptions or areas of exam technique to be developed.

What will I be studying?

Christianity & Islamic beliefs and ways of living.

How will I be assessed?

2 exam papers, 1hr ¾

Which examination board am I following?

Edexcel

Content

Which websites should I use to support my learning?

GCSE Bitesize

Who to contact about Phase Two Religious Studies:

Miss Toney – Curriculum Leader RS – ktoney@cathedral.trinitymat.org

Phase Two (KS4) - PE

What students are learning through Year 10 and Year 11

Why is PE important?

The AQA GCSE Physical Education specification has been designed to inspire teaching and learning. New contemporary topics will help students of all abilities develop a well-rounded skill set and prepare them for progression to further studies and employment within the sporting industry. Students will develop practical performance by developing skills, techniques and tactics in 3 different activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or an individual activity). Students will learn a range of different interesting and engaging topics from Applied anatomy and physiology to Sports psychology, giving them the skills, knowledge and confidence to progress and succeed.

What will I be studying?

What examination board am I following?

AQA

Specification: https://filestore.aqa.org.uk/resources/pe/specifications/AQA-8582-SP-2016.PDF

Which websites should I use to support my learning?

https://www.bbc.co.uk/bitesize/examspecs/zp49cwx

https://members.gcsepod.com/login (Please see your class teacher for login details)

https://www.fifa.com/

http://www.sportengland.org/

https://www.ukcoaching.org/

What type of career could this course lead to?

PE Teacher
Sports & Exercise Coach
Sports & Exercise Instructor
Armed Services
Sports Administration
Physiotherapy
Lifeguard
Sports Journalist
Sports Centre Attendant
Outdoor Education Instructor
Professional Sportsman/Woman

Curriculum Map

Who to contact about Phase Two BTEC Sport:

Miss L Swailes – Curriculum Leader PE & Health – lswailes1@cathedral.trinitymat.org

Phase Two (KS4) - Photography

What students are learning through Year 10 and Year 11

Why is Art and Design – Photography important?

Photography allows people to see the world from a different range of perspectives. By taking a photograph we encapsulate complex scenarios or situations to be frozen within a frame. This allows meaningful experiences to be relived, retold and re-admired for many years after it has been taken.

At Trinity Academy Cathedral the art curriculum aims to develop a passion and love of design, whilst providing students with the knowledge and skills needed to experiment and find creative solutions to a variety of scenarios. We provide students with the opportunity to explore the work of a diverse range of past and present artists and photographers from across the world, looking closely at some of the most well-known movements and trends. The photography curriculum aims to promote our students’ moral, social and ethical awareness within an art context whilst respecting the viewpoints of others. Throughout the curriculum students will develop an understanding of the formal elements and visual communication. Students will explicitly be taught how to communicate their intentions through the use of colour, line, texture, contrast and scale. Students are taught to think critically, reflect on their work, and the work of others, to develop an individual artistic style. The curriculum also aims to create an inclusive environment that encourages students to express their ideas, thoughts and personal preferences whilst thinking about how art can contribute to wider society. Students will build on prior knowledge learnt throughout the art curriculum to aid their understanding of the formal elements using artistic and critical vocabulary.

What will I be studying?

GCSE (AQA) – Photography

During this pathway you will be asked to complete 2 components, consisting of 3 projects, within 120 guided learning hours of study.

Your projects will be assessed in line with the AQA Art and Design assessment objectives and marking criteria, and will be subject to external verification. Your assessments will be combined to calculate your final grade.

Course Work 60% – Final Judgement
Examination 40% – Final Judgement

Your AQA (GCSE) photography course will take the following format:

(Project 1) 30 Hrs (Component 1): Introduction to Photography in Art and Design

During this 30-hour project you will focus exclusively on building your knowledge and understanding of photography. You will be introduced to the key equipment and skills needed to attain highly within a photography course. The work will cover activities such as trials and experiments, skills based workshops, mini and/or foundation projects, responses to gallery, museum or site visits, work placements and independent study. The work produced will formulate a small portfolio in response to your theme.

How will I be assessed?

In this project you will be assessed on your ability to:

Develop ideas
Experiment with processes and materials
Record
Present a final idea.

(Project 2) 90 Hrs (Component 1): The Sustained Project

During this 90-hour project you will focus on developing your skills through a sustained study in response to a theme. You will be asked to build on your understanding of photography by investigating the work of visual artists and exploring the wold of photography. This will give you the opportunity to demonstrate, through an extended creative response, your ability to draw together different areas of knowledge, skills and/or understanding from across your course.

How will I be assessed?

In this project you will be assessed on your ability to:

Develop ideas
Experiment with processes and materials
Record
Present a final idea

The work produced will formulate 60% of your final grade.

(Project 2) 90 Hrs (Component 2): External Set Brief

Your final project is externally assessed and set by the examination board. It will be broken down into 20 hours of development and a 10-hour controlled test. During your examination you will be asked to demonstrate your understanding of photography. It will focus exclusively on your understanding of the techniques covered and your ability to develop a project, in response to a starting point.

The work produced will constitute 40% of your final grade.

Which examination board am I following?

AQA GCSE Art and Design – Photography (8206)

Which websites should I use to support my learning?

Who to contact about Phase Two Photography:

H Dolan – Subject Co-ordinator for Art, Design and Technology – hdolan@cathedral.trinitymat.org

Phase Two (KS4) - Science

What students are learning through Year 10 and Year 11

Why is Science important?

We aim to cultivate a wide base of scientific understanding across a number of disciplines, allowing them to recall and understand the scientific principles that will open doors in an increasingly technological age. We do this by relating all content to three Golden Threads: Energy and Forces, Chemical Reactions and Life Processes.

The key skills students will develop are: analytical mathematics which will be explicitly taught in a Science context; critical thinking to interpret evidence and provide recommendations for improvement; and finally, communication skills which will allow students to be fluent in the language of Science.

In addition, we aim to use regular assessment and independent study to ensure students retain the fundamental knowledge and tier 3 language required to develop as Science learners. In practice, this amounts to:

Regular retrieval practice of knowledge through Quick 6, questioning and homework
Regular feedback within lessons through live model marking, Purposeful Scanning, and whole class questioning
Detailed feedback and review conducted through the use of Green Feedback Sheets so students practice recall and application of key knowledge following reteaching of key focus areas. This takes place at least once a topic and following an assessment
Homework tasks that continue the learning process out of the classroom- using information from homework to inform lessons and setting homework on areas that require further practice

What will I be studying?

Please click here to view the curriculum content.

How will I be assessed?

For students studying combined science, there will be 6 exams: 2 biology, 2 chemistry, and 2 physics. These are sat at the end of Year 11 and are 1 hour 10 minutes per paper.

Students will be awarded 2 GCSE grades.

For students studying triple science, there will be 6 exams: 2 biology, 2 chemistry, and 2 physics. These are sat at the end of Year 11 and are 1 hour 45 minutes per paper.

Students will be awarded 3 GCSE grades, one for each of the sciences.

Which examination board am I following?

OCR Oxford Cambridge and RSA

Combined:
GCSE – Gateway Science Suite – Combined Science A (9-1) – J250 (from 2016) – OCR

Triple:

Biology – https://www.ocr.org.uk/qualifications/gcse/gateway-science-suite-biology-a-j247-from-2016/

Chemistry – https://www.ocr.org.uk/qualifications/gcse/gateway-science-suite-chemistry-a-j248-from-2016/

Physics – https://www.ocr.org.uk/qualifications/gcse/gateway-science-suite-physics-a-j249-from-2016/

Which websites should I use to support my learning?

https://www.ocr.org.uk/subjects/

https://www.senecalearning.com/

https://www.bbc.co.uk/bitesize

https://cognitoedu.org/home

https://www.gcsepod.com/ – Students can obtain their log-in details from their science teacher.

Carousel Study pack – Teacher will provide the link

Who to contact about Phase Two Science:

Dr J Castelino – Curriculum Leader for Science – jcastelino@cathedral.trinitymat.org

Phase Two (KS4) - BTEC Sport

What students are learning through Year 10 and Year 11

Why is BTEC Sport important?

The Tech Award has been developed to provide preparation for employment within the sport and leisure industry. This course gives learners the opportunity to develop sector-specific applied knowledge and skills through realistic vocational contexts. Learners will have the opportunity to develop applied knowledge and skills in the following areas:

Investigating provisions for sport including equipment and facilities to enhance sport
Planning and delivery of sports drills and sessions
Fitness for sport including fitness testing and methodology.

What will I be studying?

Component 1: Preparing Participants to Take Part in Sport and Physical Activity

You will explore the different types and provision of sport and physical activity available for different types of participants, barriers to participation and ways to overcome these barriers to increase participation in sport and physical activity. You will also research equipment and technological advances in a chosen sport or physical activity and how to prepare our bodies for participation in sport and physical activity.

Component 2: Taking Part and Improving Other Participants Sporting Performance

You will investigate the components of fitness and their effect on performance, take part in practical sport, explore the role of officials in sport and learn to apply methods and sporting drills to improve other participants’ sporting performance.

Component 3: Developing Fitness to Improve Other Participants Performance in Sport and Physical Activity

You will be introduced to and develop an understanding of the importance of fitness and the different types of fitness for performance in sport and physical activity. They will also develop an understanding of the body and fitness testing.

How will I be assessed?