Curriculum Overview - Phase 2 (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
RS
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 skilled 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 assessed on your ability to:

  1. Use specialist materials, techniques, equipment and processes in response to client briefs
  2. 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 complied of a range of 2D Art and Design techniques, which will accumulate into a final outcome based on the projects themes.

How will I be assessed?

 In this unit you will assessed on your ability to:

  1. Explore 2D Visual Language and Working Practices
  2. Investigate How Artists, Craftspeople and Designers Communicate In 2D
  3. 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 complied of a range of 3D Art and Design techniques, which will accumulate into a final outcome based on the projects themes.

 How will I be assessed?

In this unit you will assessed on your ability to:

  1. Explore 3D visual language and working practices
  2. Investigate how artists, craftspeople and designers communicate in 3d
  3. 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 hours 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 assessed on your ability to:

  1. Develop creative ideas, skills and intentions in response to a project brief
  2. 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

 

 

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 build 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

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

 

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:

Ms Catherine Holland, Deputy Curriculum Leader: English – cholland@cathedral.trinitymat.org 

 

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

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 extra-curricular 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 A D Pugh – Curriculum Leader for Modern Foreign Languages – apugh@cathedral.trinitymat.org 

 

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

 

What students are learning through Year 10 and Year 11

Why is Health & 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 Well Being

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 & Social Care:

Mr C Colbeck – Curriculum Leader PE & Health – ccolbeck@cathedral.trinitymat.org

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

 

What students are learning through Year 10 and 11

Why is Hospitality & 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 assessed on your ability to:

  1. Recall, select and communicate detailed knowledge and thorough understanding of the hospitality sector. They analyse and evaluate the evidence available, reviewing and adapting their 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:

  1. Onscreen assessment (if facilities are available and method suits the cohort).
  2. 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 assessed on your ability to:

The applied purpose of the unit is for learners 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 o-Ordinator, Teacher of Art, Design and Technology – hdolan@cathedral.trinitymat.org

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 keys 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

1 Number

2 Algebra

3 Ratio, proportion and rates of change

4 Geometry and measures

5 Probability

6 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 re arranging 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 Non calculator. Paper 2 calculator and paper 3 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 :

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

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’re 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

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 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 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 clear feedback.
  • Termly synoptic tests and exam-style questions 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 way 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

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 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
  • Sport Centre Attendant
  • Outdoor Education Instructor
  • Professional Sportsman/Woman

Curriculum Map

Who to contact about Phase Two BTEC Sport:

Mr C Colbeck Curriculum Leader PE & Health – ccolbeck@cathedral.trinitymat.org

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 different a range of perspectives. By taking a photography we encapsulate complex scenarios or situations to be frozen within a frame. This allowing 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, with in 120 guided learning hours of study. Your projects will be assessed in line with the AQA Art and Design assessment objectives and subject to external moderation. Your assessments will be combined to calculate your final grade.

Your projects will be assessed as in line with the GCSE (AQA) marking criteria and subject to external verification. Your grades 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 skill 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; 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 assessed on your ability to:

  • Development of ideas
  • Experimentation with processes and materials
  • Recording
  • Presentation of a final idea

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

 During this 90 hour project you will focus on developing your skill 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 assessed on your ability to:

  • Development of ideas
  • Experimentation with processes and materials
  • Recording
  • Presentation of 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 hours 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 and 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?

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 

What students are learning through Year 10 and Year 11

Why is Science important?

‘Equipped with his five senses, man explores the universe around him and calls the adventure Science.’ Edwin Powell Hubble

Science study at Trinity Academy Cathedral, aims to develop life-long, inquisitive science learners with an understanding of the world around them. Our curriculum prides itself on creating a curiosity to drive students to exceed their own expectations, whilst nurturing scientifically literate citizens who have the ability and confidence to make informed decisions, whether financial, social, ethical or political.

In this increasingly technological age, we aim to cultivate a wide base of understanding across the three core sciences: biology, chemistry, and physics, with a focus on the impact of human activity on the world, and the ethical implications of potential technological advances. During their study, students will develop key skills that will last a lifetime, from critically analysing situations, to using mathematics to explain natural phenomenon.

Students are exposed to a knowledge-rich, spiralised curriculum, with the introduction of aspirational career pathways embedded in all units, ranging from pathologists to electrical engineers. Additionally, students are given the opportunity to discuss ‘big questions’ around the moral, social and ethical implications of many areas of science.

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

 Who to contact about Phase Two Science:

Miss A Morris – Curriculum Leader for Science – amorris@cathedral.trinitymat.org

 

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 sport 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?

 

 

 

 

 

 

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

Which examination board am I following?

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/sport-2022.html 

Which websites should I use to support my learning?

https://www.britishathletics.org.uk/

https://www.fifa.com/

http://www.sportengland.org/

http://www.thefa.com/

http://www.uksport.gov.uk/

https://www.ukcoaching.org/

https://tabletennisengland.co.uk/

https://www.basketballengland.co.uk/

https://www.rugby-league.com/

http://www.mrgillpe.com/

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
  • Sport Centre Attendant
  • Outdoor Education Instructor
  • Firefighter
  • Professional Sportsman/Woman

Who to contact about Phase Two BTEC Sport:

Mr C Colbeck Curriculum Leader PE & Health – ccolbeck@cathedral.trinitymat.org

Trinity Scholars

Trinity Scholar students benefit from an additional investment of up to £6000

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