The Art department consists of two specialist rooms and a small Foundation studio. There is a central store, and facilities for ceramics and hand printmaking.

There are currently three Art teachers who teach across the age range from Year 7 to Year 13, and have responsibility for teaching the art curriculum.  

The department is well resourced for consumable materials, books, and equipment, including IT facilities in the design technology department of computers with a range of printers and scanners.

Artwork is exhibited out of the Department in a central display area in June, and is opened to members of the public, and staff and students. Artwork can be seen on display throughout the school

Lawrence Sheriff School also offers an excellent art foundation course.

If you are interested please click on the link below for more details.

Link to the Foundation Course Details

In year seven and eight students receive three blocks of art as part of a rotation system with other subjects. In year seven and eight students receive separate units of work investigating a variety of art materials and techniques. Each block is approximately six weeks in length, four lessons a fortnight.

Year seven

Block one

Students are introduced to basic drawing skills and techniques using pencil, biro, and chalk pastel. Using the grid method to transfer an image accurately and carefully. They are introduced to a variety of artists and produce work in response.

Block two

Students continue to develop their skill set, reviewing and applying their knowledge from block one. The second block is topic based; Shoes. Students look at the development of shoe design, shoes as still-life and how artists have used shoes in their work. Students produced a drawings and paintings in response to art practitioners. They use a variety of materials within the work including pencil tonal work, line drawing and watercolours to create washes and fine details.

Block Three

In the third block students continue to develop their drawing and painting skills and techniques in a graphics-based project. Colour theory, by painting a colour wheel. Students create a watercolour response to the work of Charles Damuth using colour, tints and shades.

Year eight

Block one

Students investigate masks and mask-making to produce their own mask influenced by their research and design work. Students work from both primary and secondary sources to develop their ideas and final design. Students begin to understand how artists develop their work from similar sources. Students use a variety of materials in the project to widen their knowledge and understanding of art materials and techniques; including water-soluble pencils, watercolour and acrylic paints and Papier-mâché techniques.

Block Two

In the second block students re-visit drawing techniques and materials used in year seven. The theme for the second block is Fish. Students produce work in pencil, biro and chalk pastel and respond to the work of artists. The students are set a homework challenge to design and make a fish sculpture.  

Block Three

In the third block the theme for the students is buildings. Students produce tonal drawings in response to an artist deepening their understanding and application of pencil techniques to convey three-dimensional and surface qualities. Students design their own buildings in response to artists and use water colour and collage techniques.

Year 8 student artwork

Years nine, ten and eleven art option.

All students start work towards their BTEC Art from year nine and continue their studies in years ten and eleven. The BTEC consists of two units of work 60% coursework (Pearson Set Assignment) and 40% externally set assignment concluding with an eight hour practical exam.

Course: BTEC Tech Award Art and Design Practice Level ½.

Code: BDA01

Website: www.edexcel.org.uk

In year nine students follow a general art course to expand their knowledge and understanding of the application of art materials and techniques, research and respond to art designers and practitioners and are introduced to working in response to a brief in preparation for year ten.

Year 9 Student artwork

BTEC Student artwork

Year 10 and 11

Pearson set assignments are brief based. Students are encouraged to engage in a personal response allowing for freedom with the use of materials and techniques that best suits the individual.

In year ten, Autumn term students work towards their first Pearson Set Assignment (60% of total grade) The assignment is a vocational scenario in which students research their client, respond to the needs of the client, produce an outcome to fulfil the brief and present their work as a portfolio. The assignment is internally marked and externally moderated. Students have a second opportunity in year eleven to re-take the set assignment in the Autumn term. In the spring and summer terms of year ten, students will continue expanding their knowledge of materials and techniques and researching art and designers in preparation for possible re-take of the Pearson set assignment and the externally set assignment in year eleven set in January of year 11 (40% of total grade).

Post 16

Sixth Form prospectus - Please click here

Students are generally taught all three sciences by one teacher. Biology, Chemistry and Physics topics are taught in rotation. Students have 6 periods a fortnight of science lessons.

Year 7 Biology topics
Cells and organisation, Photosynthesis and Ecosystems, Reproduction.

Year 8 Biology topics
Genetics and Evolution, Gas Exchange and Respiration, Organ Systems.

From Year 9 students have 2 periods a week of Biology and should spend a similar amount of time at home on homework and reviewing their class work and this should build up to approximately 3 hours of work a week in year 11.

Year 9 Biology topics
Key concepts in Biology, Cells and Control, Genetics  

Year 10 Biology topics
Natural Selection and Genetic Modification, Health and Disease, Plant Structures and functions

Year 11 Biology topics
Animal Coordination, Exchange and Transport, Ecosystems
Students in Year 11 are following the Edexcel GCSE Biology specification 2BIO1. Further details of both specifications can be found at http://www.Edexcel.org.uk  

Assessment
Students will take two exams at the end of Year 11. Each paper is 1 hour and 45 minutes long and worth 50% of their GCSE. Each exam consists of multiple choice, short answer, calculations and extended questions. Students are also required to complete 8 core practicals during the GCSE Biology course.  

Post 16
Sixth Form Prospectus - Please click here 

Subject specific entry requirements.
Grade 6 or above in GCSE English.
How the course is assessed.
100% examination.
Exam board.
EDUQAS A-Level

Where does it lead?

Choosing A-level Business will equip you with the knowledge and skills needed to be successful in life.

Whatever career you choose to pursue you will either be working for your own, or for someone else’s business. Studying Business will give you an insight into the intricate inner workings of these organisations and also provide you with the expertise to set up a successful business of your own.

As part of the course students gain an understanding of the world of business and develop the skills necessary for reading a variety of subjects at university. A significant proportion of our students have gone on to study Business, Economics, Management, Finance, Marketing, Human Resources (HR), Mathematics and Social Sciences. This course also strongly prepares students for vocational routes and many have successfully gained places on prestigious apprenticeships at well-known engineering and financial institutions.

Course overview

Would you like....

To know how to make intelligent investments to make money whilst you sleep?

To find out how to ace that interview to get that job role you really want?

To be your own boss running your own successful business to increase your net worth?

To discover how to motivate people and get the best out of them?

As part of A-level Business students study the following topics:

Year 12 – ‘Business Opportunities’ and ‘Business Functions’

Year 13 – ‘Business Analysis and Strategy’ and ‘Business in a Changing World’

Through the use of interesting corporate case studies, immersive projects, and practical visits to real-life businesses such as Cadbury World, Disney Paris and Amazon, students gain a broad understanding of key business topics, whilst also developing a range of transferable skills such as data analysis and problem-solving. The chance to participate in a variety of business challenges and competitions help to further enhance students’ practical experience of business and fully prepare them for life after education. These include opportunities like the ‘Stock Market and Investment Club’, where students are given a (fictional) £100,000 to trade live on the UK and US Stock Markets!

You can expect to:

• Learn about a wide range of private and public organisations and the markets they serve.
• Investigate businesses from the perspective of a range of stakeholder groups.
• Be fully prepared for assessments in order to perform highly and achieve excellent results.

Student views …

“Mr Stokes and Miss Frater bring the best out of you and support you to achieve greatness.’

“I like the structure and organisation of the lessons, especially the advice I get given to ensure I achieve the top marks.”

“Business A-level is enjoyable because it has so many links to current affairs. It will help me to be successful in life.”

Post 16
Sixth Form Prospectus - Please click here 

The chemistry department has two main goals. Firstly we aim to facilitate a love of Chemistry for the students, based on a want to learn about how the natural world works and secondly we work to develop future Scientists, Engineers, Medics and others involved in these fields.

To achieve these goals the chemistry department makes use of a combination of theoretical and practical work. These are combined in a way to promote independence of learning and intellectual rigour.

Our success is built upon the work of our specialist chemistry teachers, all of whom work hard to achieve the best outcome possible for every single pupil. The department is well resourced with three well-equipped chemistry laboratories. Expectations and levels of commitment from staff and pupils are very high. However, the principal reason for our success is the department’s ability to share its enthusiasm for chemistry in such a way that every pupil believes they have the ability to succeed and is motivated to do so.

Years 7 and 8

Year 7 and 8 are taught in Science classes by one teacher. They rotate between Chemistry, Biology and Physics topics. The Chemistry Topics they cover during this time include:

Year 7: Particles and their Behaviour, Elements & the Periodic Table and Separation Techniques.

Year 8: Chemical Reactions, Acids & Alkalis and the Earth & Resources.

Year 9: The Foundation of Chemistry

During year 9 students will begin to develop the knowledge and skills required to make them successful in their GCSE studies. They begin by studying topics that have strong links with later content during year 9 and into years 10 and 11. They also complete practical work during these topics and there is a focus on the required skills needed during practical work.

The topics covered in Year 9 include: States of Matter & Mixtures, Atomic Structure & the Periodic Table, Bonding & Types of Substance, Fuels and Earth Science, Hydrocarbons and Polymers and Alcohols and Carboxylic Acids. 

GCSE Course offered: GCSE Chemistry Board: Edexcel Specification code: 2CH01 Website: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/sciences-2016

Topics covered in Years 10 and 11 include:

Year 10: Calculations involving Masses, Groups in the Periodic Table, Transition Metals, Alloys and Corrosion, Acids, Testing for Ions and Electrolysis. Year 11: Obtaining and Using Metals, Quantitative Analysis, Rates of Reactions, Heat Energy Changes in Chemical Reactions and Reversible Reactions, Equilibria and Cells.

Post 16

Click here for the sixth form prospectus

 

Citizenship

Citizenship strands are implemented across all curriculum areas at Key Stage 3, 4 and 5. Students will also undertake the Higher Extended Project qualification which encompasses various strands of Citizenship. In Years 9, 10 and 11 Citizenship is also delivered within the RE GCSE and the Careers carousel rotation as dedicated timetabled lessons.  For Years 12 and 13, students have a dedicated timetabled lesson. Students may also undertake the Extended Project qualification. Strands of Citizenship are also identified across all subject areas for all year groups. The school runs an extensive programme of enrichment which all students partake in.

Citizenship is an all-encompassing subject and is considered equally important in terms of subject lessons, cross-curricular and extra-curricular activities.  Lawrence Sheriff School celebrates the integration and achievements of its pupil’s both inside and outside of the classroom and considers Citizenship to be a core factor in these achievements as students are encouraged to take part in their communities. There is an annual teaching Citizenship audit undertaken by Subject Leaders – to ensure parity and the occurrence of key themes across the curriculum.  Citizenship themes are used as a basis for assemblies as well as part of the tutor programme. 

Personal Development

Personal Development will incorporate strands of PSHE and citizenship into a new scheme of work for Years 7 and 8. This will allow cross over between the strands of both subjects to enhance what pupils are learning, and highlight wider contexts. It will also create capacity to support students with other areas of their school life and personal wellbeing. For example through discussions with the Pastoral team, Heads of House and Heads of year a number of areas to proactively support students when settling into the school will be built in. These will cover things such as the use of school ICT systems, managing friendships and effective management of their time at home.

Alongside this the school is also looking to further develop students literacy skills and their oracy. This will be put into the curriculum early to allow students to utilise and develop these skills along their school journey.

 Such topics include:

• Their transition to secondary school and their new community
• The rights of a UK Citizen
• Using their rights & responsibilities
• The role of the media – press freedom & spinning the news
• Positive images – challenging stereotypes
• Refugees & Asylum seekers
• Using student voice
• The Emergency Health Services of the NHS

For Year 9 Personal Development will be taught on a carousel and be used to further develop students' understanding of strands from both the PSHE and Citizenship requirements.  This will continue to allow the school to incorporate additional elements to support key aspects of student learning, such as science of learning, Sheriff Learner and Poise and Presentation.

Year 9: In Year 9 students study Classical Civilisation on rotation with each student receiving an 8 week course in the subject. The students study a range of topics including myth, religion and warfare, ranging from an introduction to the Greek and Roman gods to dramatic performances of the story of Prometheus. This should serve as a ‘taster’ course for the GCSE specification and give students an idea if they would like to continue their studies in Classical Civilisation.

Year 10: In Year 10, students will begin their GCSE course if they have selected Classical Civilisation as an option subject. The course will begin by studying the Myth and Religion unit of the course which looks at a range of themes such as festivals, temples, death and burial and many others. Once they have completed the Myth and Religion unit, the group will move on to study War and Warfare as their second unit looking at topics such as Sparta at war in the fifth century, the Imperial Rome Army to satisfy the culture part of the unit. Students will also begin studying the Iliad as part of the literature aspect to the unit. Homework will largely be revision tasks and assessments will follow the exam style questions so students can build confidence and understanding of how to approach the exam.               

Year 11: Student will continue looking at War and Warfare literature analysing texts such as Horace’s Ode 3.2 and Tyrtaeus’ Fallen Warrior poem. Once students have completed the literature part of the course, they have then completed the content for the course and will move on to revision. This will usually happen at the end of the second half term, shortly before Christmas break, meaning students have a significant amount of time dedicated to revising content, exam technique and prescribed sources.

Exam Board Info: OCR Classical Civilisation GCSE: 2 x 90 minutes exams. 1 x Myth and Religion, 1 x War and Warfare. No coursework.

Enrichment: Classical Civilisation forms part of the enrichment offering – students can currently select to look at Classical Civilisation/History podcasts and documentaries where we will look at a range of topics and events including those from antiquity. From next year, Classics in the Cinema will be offered as an enrichment subject where students look at several modern films that relay stories or themes from classical civilisations and look at how those stories are portrayed differently in Hollywood.

In the computing department we aim to develop computational thinking in a wide range of contexts, and we are committed to encouraging problem solving both at the computer and away from it.

We are well resourced with modern computer rooms of networked computers and we are supported by a strong team of teachers, technicians and learning technicians. We encourage boys to develop confidence and become independent learners, able to work safely and use technology appropriately, choosing the best tools for the task and able to justify their decisions. 

To find out more about the curriculum followed please visit http://www.computingatschool.org.uk/data/uploads/secondary_national_curriculum_-_computing.pdf

Course Outline for KS3
Year 7 – 9
The emphasis is on building problem solving skills (computational thinking).
The main focus is to use a variety of programming tools and languages including using Microbits, Python and Visual Basic to build programs to solve problems.
Topics studied also include web design, fundamentals of computer hardware and Internet safety.

Key Stage 4
Year 10 – 11
Throughout Years 10 and 11 those who have chosen to study GCSE Computer Science have three lessons per week. All lessons are taught in computer labs, although students are also encouraged to think about developing solutions to problems away from a computer by engaging in problem solving.
Students follow the new GCSE offered by AQA. Topics include amongst others: fundamentals of algorithms, programming and data representation. Students sit two paper based exams at the end of Year 11.
To find out more about this course, please visit:
https://www.aqa.org.uk/subjects/computer-science-and-it/gcse/computer-science-8525

Post 16
Sixth Form Prospectus -Please click here 

 Using Ai for learning 

The Engineering Department delivers DT in year 7 and 8, and in year 9 students do a bridging year giving them an opportunity to transfer skills from the DT National Curriculum to V-Cert Engineering.

The philosophy of the Engineering department is that students learn by doing and conceptualising their thoughts and ideas, as well as developing their knowledge and understanding of industry and the workplace. The Engineering department is particularly well equipped with a comprehensive range of tools equipment and resources including lathes, milling machines, planer, computer controlled laser cutter and 3D printers. A particular strength is the range of equipment and staff expertise in Engineering and Computer Aided Design. The ready access to a dedicated computer suite allows students to use the very latest CAD and simulation software in the development of their products. These resources allow the students to acquire traditional craft skills as well as enabling them to design and make products using high tech manufacturing and production methods.

With practical work and projects at all levels to challenge our students and high academic results, we are very successful at recruiting students at V-Cert Tech Award 1/2 and BTEC Level 3 who later go on to some of the most prestigious universities in the UK.

Key Stage 3

All students study Design and Technology in both year 7 and 8 in 6 half term modules. DT projects are used to introduce and develop practical skills in working with resistant materials (wood, metal, plastics, etc.). Projects include a wooden pencil box, wind chime, night light and clock. Design skills, based on the design process, include sketching, annotating and developing ideas, computer aided design (CAD) and computer aided manufacture (CAM) using a laser cutter, making and testing/evaluation. In this way students learn traditional woodworking and engineering skills as well as modern CAD/CAM technologies.

Key Stage 4

Year 9: Students are introduced to Engineering within this transition year. They are given an opportunity to develop their research skills, and working to a client brief. They are introduces to developing their hand drawn preliminary and development drawings, plan drawings using 2D Designer, 3D modelling using Sketchup and progress to Solidworks. They have an opportunity to develop modelling skills and learn how to produce and evaluate a final product. There is also an opportunity to develop their subject knowledge of processes and materials in manufacturing.

Year 10 and 11: Students undertake the NCFE V-Cert Technical Award. The NCFE Tech Award suite has been designed to meet the Department for Education (DfE) requirements for qualifications to be offered as technical awards for 14–16-year-olds. The DfE has set out characteristics for technical awards through which vocational qualifications can be recognised as part of performance measures in the open category of Progress 8. The total qualification time (TQT) is 157 and Guided learning hours (GL) 120 plus 1 hour 30 minutes for the external assessment

V Cert Technical Awards are a suite of high quality technical qualifications which are appropriate for Key Stage 4 learners. They are a technical alternative to GCSEs with equivalent levels of rigour and challenge. The Level 1/2 Technical Award in Engineering is designed to provide learners with the skills, knowledge and understanding of the applied study of good engineering practices and an understanding of working in the sector.

The course covers:

• engineering disciplines
• the science and mathematics that is applied in engineering
• how to read engineering drawings
• properties and characteristics of engineering materials and know why specific materials are selected for engineering applications
• engineering tools, equipment and machines
• production planning techniques
• processing skills and techniques applied to materials for a manufacturing task equipment

To be awarded Level 1/2 Technical Award in Engineering, learners are required to successfully complete two mandatory units. Learners must also achieve a minimum of a Level 1 pass in the internal and external assessments.

Mandatory units include:

Unit 01 Understanding the Engineering World (H/616/8968) external assessment – practical test

Unit 02 Skills and Techniques in Engineering (K/616/8969) internally assessed synoptic project that is externally quality assured by NCFE

Post 16

Sixth Form prospectus

AS and A Level
EDEXCEL
What do I need to know or be able to do before taking this course?

You do not need to have studied Economics at GCSE in order to take the course. It is important that you have an interest in Economic affairs and a desire to explore why and how the study of Economics contributes to an understanding of the modern world.

What will I learn on this course?

How to develop an understanding of economic concepts and theories through critical consideration of current economic issues, problems and institutions that affect everyday life.

How to apply economic concepts and theories in a range of contexts and to appreciate their value and limitations in explaining real world phenomena.

How to analyse, explain and evaluate the strengths and weaknesses of the market economy and the role of the government within it.

How to participate effectively in society as a citizen, producer and consumer.

What kind of student is this course suitable for,

Students must have a grade 6 in Maths at GCSE.

This course will appeal to students who:

Wish to pursue a career in an Economics related profession;

Enjoy studying a subject that affects their own everyday lives;

Want to keep their options open- Economics can be combined with a wide range of social sciences and humanities subjects.

What do I get at the end of my course?

Students with AS or A level Economics have access to a wide range of possible career and university opportunities. You learn and use a variety of transferable skills throughout the course, such as:

·                                Collecting and analysing economic information from different sources;

·                                Development of written communication skills

·                                Development of problem solving and evaluation skills.

The skills and knowledge gained on the course are recognised by employers, universities and colleges as being of great value. Economics can lead to university courses in such areas as Law, Business, Accounting, Politics and, of course Economics.

AS and A- Level Economics (Themes 1 and 2 only for AS)

Theme 1: Introduction to markets and market failure

This theme given an introduction into the nature of economics and examines how the price mechanism allocates resources. It analyses the nature of market failure, its causes and possible policy remedies. In this theme the nature of human behaviour is also introduced.

Theme 2: The UK economy- performance and policies

Students will learn the measures of economic performance and the main objectives and instruments of economic policy. Students apply the theory to the current Economic climate, learn Economic theory and consider relevant Economic history.

Theme 3: Business behaviour and the labour market

This theme examines how the pricing and nature of competition between firms is affected by the number and size of market participants. It also considers the labour market and students learn how wages determined in a variety of different industries

Theme 4: A global perspective

This final theme builds on the first three and applies Economic theory to the global Economy. Topics studies include globalisation, international trade and the role of the financial sector. Students will consider the factors that influence the growth and development of emerging and developing countries.

For a detailed look at the subject content go to www.edexcel.org.uk or contact

Mr Hallett (Head of Economics). Email This email address is being protected from spambots. You need JavaScript enabled to view it.

Please click here for the Sixth Form prospectus

Our department is committed to developing exciting and challenging learning opportunities which are designed to help all students to become skilled in the use of English and ensure continuity and progression from Year 7 to Year 13.

Vision

Above all, our department is characterised by a positive and flexible attitude. We work collaboratively to ensure that our teaching and learning strategies provide every student with pathways to success. We believe that every student can be taught the skills to take control of their writing and to also be creative.   Furthermore, we believe that these same students can be taught the skills required in order that they become competent readers, and that with sufficient practice, even the most complex texts can become accessible to them.  

Becoming expert users of the English language enables students to communicate their knowledge effectively and achieve success in their examinations. However, we also feel that understanding how the system of language is constructed and its function in the wider world allows students to become logical, independent and critical thinkers. 

Year 7: Students will read a range of engaging fiction and non-fiction texts, developing their ability to infer and deduce using appropriately selected evidence from the text. The skills of analysis are also developed, with students being encouraged to consider the impact of a writer’s choice of vocabulary, imagery and sentence structure. In writing, students will develop their control and accuracy, at sentence, paragraph and whole text level. Students will write in a range of styles, producing original and imaginative descriptive writing and short stories, and formal texts using Standard English.

Year 8: Students will encounter more challenging texts. Texts studied include WW1 poetry, “Moonfleet’, and Shakespeare’s ‘The Tempest’. Students are encouraged to discuss the themes and issues which are explored in these texts. Students will appreciate how texts reflect the social, cultural and historical context in which they were written. More emphasis is placed on developing formal writing, which is tailored for its audience and purpose, and on the skills of literary analysis. Students develop the sophistication of their writing, making more judicial choices in vocabulary and sentence structure.   

Year 9: This year is a GCSE foundation year with the aim of preparing students for the challenge and rigour of GCSE study. Students will study classic literature texts such as Great Expectations, and Romeo and Juliet and explore in depth an anthology of poetry. Students will study the techniques of persuasion by exploring a range of well-known speeches and go on to write their own arguments employing the skills and conventions in their own original and creative way.

Year 10:  Students will begin their study preparing for the Eduqas GCSE English Language examinations. They will complete a Speaking and Listening assessment which will also be assessed alongside the GCSE qualification. Students will also study War of the Worlds, Macbeth and An Inspector Calls, as well an anthology of poetry in preparation for the Eduqas GCSE Literature exam.

Year 11: From September, students will focus on revision skills in preparation for their Eduqas GCSE Literature exam and prepare for the Eduqas GCSE Language exam. The skills of analysis of ‘unseen’ poetry will be developed, building students’ confidence in approaching a range of possible poetry texts in the exam. Opportunities to revisit and improve spoken language tasks will also be provided.

Current Year 11
Course: Edquas GCSE English Language
Code: C700
Website:  www.eduqas.co.uk

Course: Eduqas GCSE English Literature
Code: C720
Website:  www.eduqas.co.uk

Post 16

Sixth Form Prospectus.

In order that we develop the capabilities of as many students as possible, we integrate personalisation and enrichment opportunities into our teaching at Post 16 in order that students are offered a range of opportunities to develop their skills and interests.

Please click here for downloads for the English department and Parents letter for Changes to GCSE English Language

Lawrence Sheriff School offers Extended Project lessons to all of its students. The school has developed a programme that allows all students from Years 7 to 13 to acquire the skills and knowledge that are required for this qualification.

The Higher Project (Level 2) qualification is equivalent to half a GCSE and encourages students to develop the independent research and analytical skills that are so important in preparing pupils for both further study and the world of work. 

The Extended Project (Level 3) is a demanding qualification, which is equivalent to half an A Level. An A* is equivalent to 28 UCAS points. Many universities see the Extended Project as extremely valuable in developing skills in analytical thinking, independent learning, extended writing and presentation. This is reflected in the lower offers that are sometimes made to students who have done well in their projects.

Outcomes from both Level 2 and 3 projects can include investigations, performances, dissertations or artefacts, but the majority of students at the Lawrence Sheriff complete dissertations.

Years 7 & 8

Course offered: Higher Project (Level 2)

Board: Edexcel

Specification code: ZPJ20

Website:http://www.edexcel.com/quals/project/level1and2/Pages/default.aspx

Textbook: Edexcel Level 1 and 2 Projects: Student Guide (Edexcel Projects) (Project and Extended Project Guides) by Mr John Taylor (Paperback)

Year 7: In Year 7 students have one Project lesson a week which focus on teaching the students the skills that they will need to complete a level 2 Project in year 8. These skills include generic study skills, research skills, speaking and presentation skills.

Year 8: In Year 8 students are timetabled for discrete Project Lessons. These lessons consist of both taught modules and opportunities for independent study, which will lead to the production of a Level 2 Project. Taught modules involve ethical enquiry and thinking and reasoning skills. After the taught modules, students work towards a Level 2 Project Qualification independently.  Over the duration of the year they complete a project that is entered as a half GCSE through Edexcel. 

Year 9: In Year 9 students are timetabled on a rotation for Extended Project.  Lessons aim to develop the pupils’ critical thinking skills, ability to form coherent arguments and evaluate evidence, which will provide them with the confidence that they need to successfully complete a Level 3 Extended Project.

Years 10-13

Course offered: Edexcel Level 3 Extended Project

Board: Edexcel

Specification code: ZPJ30

Website: http://www.edexcel.com/quals/project/level3/Pages/default.aspx

Textbook: Level 3 Extended Project Student Guide (Project and Extended Project Guides) by Mr John Taylor (Paperback)

Year 10 and 11:  In Years 10 and 11 students can opt to take a Level 3 Extended Project qualification and this is completed over the course of the two years.  Their completed project is entered as half an A Level through Edexcel.  Throughout Year 10, students research and write an Extended Project and finesse their completed projects in Year 11 and submit them in the Summer Term.

Years 12 and 13: In Year 12 are able to opt to take a Level 3 Extended Project qualification and this is completed over the course of the year.  Their completed project is entered as an AS Level in the Summer Term through Edexcel.  For those students who haven’t managed to complete their projects in Year 12, it is possible to continue with them and submit their projects at the end of the Autumn Term in Year 13.

Post 16

Sixth Form Prospectus

Student Quotes

Extended Project is…

“…a fantastic opportunity for students to improve their dissertation writing skills, as well as a great way to learn about something that isn't on the school syllabus”

“…a way to learn and discover things you never would've dreamed of finding”

“…a great subject in which students have the freedom to develop their knowledge in a subject of interest whilst gaining a great qualification”

“…a good subject as it teaches us useful research and essay skills which are vital in later life”

“Geography: the study of the earth as home to humankind.”

 The Geography department is made up of 4 specialist Geographers: Mrs Royle, Mr Clarke, Miss Mocanu and Mr Brown.  The Geography department is currently housed in three specialist classrooms, equipped with a wide range of resources. Access to the school’s computer suites is actively encouraged through the departmental schemes of work and an extensive range of both printed and digital contemporary resources are kept. The department’s focus is on innovative, contemporary teaching through experiential learning.

Students have two lessons a week of Geography in Year 7 and 8.

Year 7:  Map Skills, Weather and Climate, Population

Year 8: Climate Change, Natural Hazards and  Africa.

Assessment: Year 7 and 8 receive end of unit tests and a final end of year examination.

Students have three lessons a week of Geography for Year 9 onwards.

Year 9: Geography in the News. Students study an innovative curriculum based on News Article analysis, computer projects and documentaries and skills. All aimed at learning and developing the skills required in order to succeed in geography GCSE.

Year 10: Distinctive landscapes, Resource Reliance, Changing Climate, Dynamic Development, Sustaining Ecosystems

Year 11: Fieldwork, Global hazards, UK in the 21st Century, Decision making skills.

Assessment: 3 terminal exams (All in Y11) - 30% Geographical Exploration, 35% People and Society, 35% Our Natural World
Board: OCR Geography B                                   Specification code: J384
Website:http://www.ocr.org.uk/qualifications/gcse-geography-b-geography-for-enquiring-minds-j384-from-2016/

POST 16

 The OCR syllabus is split into three exams and an independent Geographical investigation. One exam focussing on Physical Systems, another Human Interactions and the other Geographical debates. All papers will incorporate Geographical skills aspects. The independent investigation will be a supported study around a topic of the pupils choosing and account for 20% of the overall grade.

Physical systems – 22%         – Landscape Systems, Earth’s Life Support Systems
Human interactions – 22%      – Changing Spaces; Making places, Global connections
Geographical debates – 36%  – Hazardous Earth, Changing Climate, Future of Food

Board: OCR Geography                                                Specification code: H081/H481
Website:http://www.ocr.org.uk/qualifications/as-a-level-gce-geography-h081-h481-from-2016/

Sixth Form Prospectus

FIELDWORK: Fieldwork is carried out at all levels. Past fieldwork has included: Year 7 orienteering, Year 8 urban studies. GCSE students carry out local fieldwork to gather data for their geographical skills theory.

Our AS Geographers spend a day in London at the docklands and 2012 Olympic site, investigating urban regeneration and tourism.

A2 Geographers complete a week-long residential trip to North Wales, to support their independent investigation. Spending time investigating sand dunes on Anglesey, conducting fieldwork on the impacts of urban regeneration projects in Bangor and researching the role tourism plays in Betws-y-Coed.



RESULTS: Our student numbers and exam results excel against both school and national averages. A good number of students go on to study the subject and related courses at university, including Oxbridge entrants.

EXTRA-CURRICULAR: The department are heavily involved in extra-curricular activities across the school. We have a specialist Geography Library, which is accessible to sixth form Geographers. Sixth form Geographers also volunteer to become Geography Ambassadors, an innovative scheme that gets them to assist with younger classes.

WORLD CHALLENGE:  Please see the separate webpage relating to World Challenge.

History at Lawrence Sheriff School is a compulsory subject in year 7 and 8 and a popular option choice at both GCSE and A Level.

Within the History department at LSS we intend to create a passion for the subject from entry in Year 7 to undergraduate level and beyond. Through the study of a broad range and depth of British and World Historical events, we aim to help students discover things from the past that will inform them about the world they live in today. Students will learn in an engaging, exciting and academically challenging manner; allowing them to embrace inclusive, independent and active learning strategies. History teaches many skills that are relevant across the curriculum and we aspire to empower students, to question historical narratives and to begin to form opinions about controversial subjects both past and present.

The department also aims to encourage interest in History outside the classroom; there will be an opportunity to visit Warwick Castle in Year 7, the Black Country Museum in Year 8 and Ypres at GCSE.

In year 7 and 8, the department’s approach is to strike a balance between knowledge and skills, studying British and World History within a broad enquiry framework based both on thematic, chronological and in depth investigations.

In Year 7, students concentrate on the core themes of religion, society and power, specifically looking at how Britain became the country it is today and some of the impact its empire has had on the world. They cover a range of topics from Medieval History to the Transatlantic Slave Trade.  

In Year 8, students focus on areas such as rights, war and power, revisiting some of the themes from the previous year to create an interleaving approach. They cover a range of topics from the Industrial Revolution and World War One, to the social developments of the Twentieth Century which has led Britain to become the multicultural and diverse country it is today.

Year 9 Students continue with their KS3 studies - again focusing on overarching broad themes such as war and power. They cover topics in depth such as the Cold War and the American Civil Rights Movement, while also exploring how people in Britain got the vote. They will look at in depth case studies of local sites in Rugby and the Midlands which have played a key role in shaping our local and national history.

Year 10 and 11 students study the following topics from the AQA specification: Conflict and Tension - 1945 - 72, an in depth look at the causes and events of the Cold War; Health and the People - 1000 AD to the present day, a wider study of the similarities and differences between our response to illness over the last 1000 years; Norman Britain, an insight into the impact William the Conqueror had on our country; and Germany - 1890 to 1945, which explores how Hitler rose to power and the impact he had when he got there. Each year for the Normans they will study a Historic Environment site - this could be an area of Norman Britain, a battlefield, castle. monastery or any other site.

Year 12 and 13: Tudor England and Russia 1917-53 are the two main units taught at A level from the AQA specification. In addition, students will complete a NEA (coursework) on the Causes of World War One.

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Sixth Form prospectus

Modern Foreign Languages

The main aims of the department are to inspire the next generation of linguists so that they develop a love of learning languages and promote a greater understanding of other cultures. We teach the students how to express a range of ideas and opinions in a different language using different tenses as well as communication for practical purposes. In this way, the carer prospects of the students are improved through knowledge of a Modern Foreign Language.

To do this, students are taught about the importance of languages for their futures. Along the languages corridor, we have an extensive display illustrating the multitude of uses of languages both in professional terms and recreationally. There are case studies of former students who have used languages in a variety of ways. . It is also pointed out to students that universities look extremely favourably on candidates with language qualifications. We hope that both of these help maintain the motivation of students.

The Languages department regularly organises study visits to the countries where the languages taught are spoken. Last year, there was a year 11 trip to Paris and a year 9 and 10 trip to Normandy. This year, there are trips to Normandy, Hamburg and Barcelona. These trips are extremely important, as one of the best ways of learning a language is by visiting the country itself and speaking it. Moreover, such visits give an important insight into the target culture; most of the students return with an improved knowledge and motivation.

Aside from motivation, the Modern Foreign Languages department aims to consolidate on the excellent exam results of the past few years, by further reducing the number of students failing and by increasing the number of 7-9 grades. To do this, the department have worked together to create a bank of resources and to share ideas and good practice. We also organise regular study sessions to support underperforming students. In this way, we have seen a clear improvement in our GCSE and A-Level examination results.

Curriculum
Students choose two of the following languages to study between years 7 and 9: French, German, Spanish. At the end of year 9, students choose which language(s) they wish to continue with until GCSE level. All students take a GCSE in at least one language.

Year 7 French: classroom language, greetings, phonics, alphabet, classroom objects, dates, family, opinions, house and home, prepositions, animals, colours and adjectival agreements, avoir and être, weather, sports with ‘jouer’, regular –er verbs in the present tense, ‘aller,’ countries, near future.

Year 7 German: classroom instructions, greetings, numbers, alphabet, phonics, family, physical appearance, characteristics, pets, colours, opinions, regular verbs in the present tense, countries, rooms and furniture, clothes, ordering food in a snack bar, sports, project on Germany.

Year 7 Spanish: getting to know Spanish speaking countries of the world, classroom instructions, greetings, alphabet and phonics, numbers 1-31, colours, classroom items, hobbies, sports, giving opinions, weather, Christmas, family members, physical appearance, personality, pets, describing where you live, discussing plans for the weekend, future tense, school.

Year 8 French: town, near future, daily routine, present tense (regular, irregular, modal, reflexives, negatives), school, food, hobbies, perfect tense of ‘avoir’ and ‘être,’ holidays, future simple.

Year 8 German: food, , school, 12 and 24 hour clock, hobbies, perfect tense with ‘haben’ and ‘sein,’ transport, daily routine, chores, future tense, holidays, presentations.  

Year 8 Spanish: food and drink, healthy living, internet and social media, TV and film, musical tastes, holidays, past tense, future tense, shopping, daily routine, family and relationships, global issues, the Spanish speaking world

Year 9 French: food and drink, music, sport, TV and film, social media and gaming.

Year 9 German: music, food and drink, TV and film, sport, social media and gaming.

Year 9 Spanish: sport, TV and film, music, social media and gaming, food and drink.

GCSE
Course/s offered: GCSE French, GCSE German, GCSE Spanish
Board: AQA (All Languages)
Specification code/s: 8658 (French), 8668(German), 8698 (Spanish)

Website: 
http://www.aqa.org.uk/subjects/languages/gcse/french-8658
http://www.aqa.org.uk/subjects/languages/gcse/german-8668  
https://www.aqa.org.uk/subjects/languages/gcse/spanish-8698


Year 10 French: my studies; life at school; me, my family and friends; travel and tourism; healthy vs unhealthy living, home, town, neighbourhood and region; technology in everyday life.

Year 10 German: my studies; life at school; me, my family and friends; travel and tourism; healthy vs unhealthy living, home, town, neighbourhood and region; technology in everyday life.

Year 10 Spanish: my studies; life at school; me, my family and friends; sport; customs and festivals; technology in everyday life; home, town, neighbourhood, and region; travel and tourism; healthy living.

Year 11 French: environment; poverty and homelessness; charity / voluntary work; education post-16; jobs, career choices and ambitions.

Year 11 German: environment; poverty and homelessness; charity / voluntary work; education post-16; jobs, career choices and ambitions.

Year 11 Spanish: charity / voluntary work; environment; poverty and homelessness; my studies; life at school; education post-16; jobs, career choices and ambitions.

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Sixth Form prospectus

Mathematics is a popular subject at Lawrence Sheriff School. A strong team of subject specialists deliver the curriculum. Most lessons take place in one of six dedicated classrooms in the Learning Resources Centre.

In addition to academic studies, we run many extra-curricular events, including a team house competition for all students in years 7-10. Many of our students enter the UKMT individual challenges, with plenty of gold, silver and bronze awards achieved and qualifications to the further Kangaroo and Olympiad rounds. We also enter and prepare students for the UKMT team challenges and the AMSP Maths Feast competition too. The Maths Department runs a library, stocked with books to enrich, steer and compliment student studies, with half-termly prizes available for the best submitted book reviews.

What to expect:
Two homework tasks each week; the department uses Google Classroom to communicate and record the tasks. Students will be given different types of homework – eg. Textbook exercises, puzzles, online questions, revision. Each half term there will be two pieces of teacher assessed work, which will be followed by analysis to identify ways to improve. This is then facilitated using our bespoke confidence tracker and Dr Frost Maths or other online resources.

Resources:
We have access to a number of different online resources including Dr Frost Maths for online interactive revision, Maths pad for homework and online practice and several others.

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Programme of Study
The schemes are designed to cover the National Curriculum over 5 years of study. Opportunities for problem solving, mathematical reasoning and use of technology are incorporated into the scheme of learning, which can be found at LSS course on DFM.

Year 7 (8 lessons per fortnight)

Year 8 (8 lessons per fortnight)

Year 9 (7 lessons per fortnight)

Year 10 (7 lessons per fortnight)

Year 11 (8 lessons per fortnight)

A level Mathematics student video

Exam Details

Edexcel GCSE Mathematics (9-1) Higher

Edexcel GCSE Statistics (2017)

Edexcel A-level Mathematics

Edexcel A-level Further Mathematics

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Sixth Form Prospectus

Music at Lawrence Sheriff School is a compulsory subject in year 7 and 8 and is taught by two teachers: Mr Watson-Tate and Mrs Welch. We are also a popular subject at GCSE with two GCSE classes in years 9, 10 and 11 and an enthusiastic A Level class. We have our own building: Penhros House with lots of practice rooms, a dedicated IMac suite and a wide range of equipment. We are proud that the music department is a loud, busy and welcoming department before and after school and at break and lunch with a strong community across all year groups.

Within in the Music department at LSS we believe that everyone can learn to perform, compose and listen critically to music. We challenge all students regardless of whether or not they learn a musical instrument. Our lessons are practical and fun whilst also ensuring that students understand the building blocks of music and how music is constructed. Students will also learn a range of transferable skills such as team work, creativity and performance.

In year 7 and 8 students have 1 lesson a week in classes of 15. We complete 4 projects a year, which allows us to explore each topic in depth and enables the students to all feel a sense of achievement.

In year 7 the students learn to perform ‘Minuet in G’ by J.S. Bach on the piano, whilst also learning about notation and how melody is constructed. They also learn how to play the ukulele, how chords are constructed and perform the pop song ‘5 Years Time’ in a group. We also focus on composing skills and the students complete two projects in our IMac suite learning how to use both Logic and Sibelius by composing a fanfare and a classical piece for the piano, whilst also learning about notation, dynamics and rhythm.

In year 8 we develop these skills further performing ‘In the Hall of the Mountain King’ on the piano, whilst also learning about the Romantic period and accidentals and chromaticism. The students then perform ‘Stand by Me’ in a group creating their own version and gaining important performance skills. Students develop their composing skills further; learning how to compose a pop song, using Rick Astley as inspiration. We then build on their skills from year 7 composing a more sophisticated piece for the piano looking at a range of piano accompaniment styles and what makes an effective melody.

At GCSE we follow the Edexcel course (https://qualifications.pearson.com/en/qualifications/edexcel-gcses/music-2016.html). In year 9 we continue to build up their composing, performing and appraising skills by looking at a range of styles, composing in lots of different genres and having regular opportunities to perform, both as an ensemble and a soloist. One of the requirements of the GCSE course is that students must have regular instrumental lessons and we would advise that student be at grade 1 standard or above at the start of Year 9 to enable them to achieve strong results once in year 11. However every year we have enthusiastic and hardworking students who love their year 7 and 8 music lessons and begin learning a music instrument at the start of year 9 and many of them have achieved a grade 9 in Music.

In year 10 and 11 we study the 8 set works from the Edexcel specification:

• Bach’s Brandenburg Concerto
• Beethoven’s Piano Sonata Pathetique: movement I
• Purcell’s ‘Music for a While’
• ‘Killer Queen’ by Queen
• ‘Defying Gravity’ by Stephen Schwartz
• Star Wars: Episode IV by John Williams
• ‘Release’ by Afro Celt Sound System
• ‘Samba Em Preludio’ by Esperanza Spalding.

Students will learn about to analyse these set works in the context of their period and genre.

Students will also complete their coursework (60% of the GCSE) by composing 2 compositions and performing as a soloist and in an ensemble.

Extra-Curricular Music at Lawrence Sheriff School

Christmas Concert  - Wednesday 11th December  2024

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Sixth Form Prospectus

PE Dept.

The PE Department is made up of 4 specialist teachers;
Mr Orford Head of PE and MiC of Football. 
Mr Sellers Head of House and MiC of Hockey. 
Mr Gregory Head of House and MiC of Cricket. 
Mr Barton MiC of Rugby.

Our curriculum is designed to offer breadth and range whilst affording plenty of time to traditional sports. We aim to give all students the opportunity to learn and enjoy a variety of physical activities whilst educating them about the benefits of a healthy and active lifestyle.

Sports covered as part of the PE Curriculum include; Rugby, Football, Hockey, Cricket, Basketball, Fitness, Gymnastics, Cross-Country, Athletics, Badminton, Tennis, Rounders, Softball, Ultimate Frisbee, Dodgeball, Handball, Volleyball, Table Tennis.

Typically students benefit from 6 PE lessons per fortnight, 2 x Singles, 1 x Double and 1 x Double Games.

- Single PE lessons are based at school and are 45 minutes long.

- Double PE lessons are usually delivered at Hart Field and are between 60-90 minutes long.

- Double Games lessons are delivered at Hart Field in the afternoons are 90 minutes long.

Students have the chance to represent the school and compete in both extra-curricular sport and inter-house competitions.

A-Level PE

So that we may play our part in helping students with a passion for our subject follow a career in sport we offer a two year A-Level PE course overseen by the exam board OCR. It is a thorough and rigorous programme of study where students are expected to be assessed practically in one sport, complete a verbal analysis examination as well as written exams covering; Applied Anatomy & Physiology, Exercise Physiology, Skill Acquisition, Sports Psychology, Contemporary Issues in Sport, Sport & Society, and Biomechanics.

Typically students will be taught in small groups utilising the expertise of 3 different teachers across 6 lessons per week.

Our students go on to study courses such as Sport & Exercise Science, Sport, Physical Education & Coaching Sciences, Physiotherapy, and Sports Management Studies at some of the top academic institutions.

PE Uniform

• Gilbert House Rugby Jersey – the reversible colour depends upon the House the student is associated with.
• Gilbert Navy blue rugby shorts
• Gilbert Navy blue socks
• Rugby/football boots
• Shin pads – COMPULSORY (Football& Hockey)
• Mouth guard – COMPULSORY (Rugby& Hockey)
• Scrum Cap – COMPULSORY (Rugby)

• Gilbert White T-Shirt with the LSS Griffin – the colour depends upon the House the student is associated with.
• Gilbert white shorts
• Plain white socks
• Trainers – no mixed footwear or ‘barefoot’ is permitted in PE for any activity.
  
  No student will be allowed to partake in any activity without the correct physical education uniform.  All kit must be labelled or marked with the students name.
  We have a range of Gilbert training gear that is available to purchase (see the school shop website).

Illness or Injured Policy

If a student is ill or injured and feel that they need to be excused from physical education then they will need to bring in a letter from their parent or guardian.  This will have to be handed to the physical education teacher at registration of that lesson.  Students are still required to attend this lesson as this letter will excuse them from physical activity but not from the lesson.

Furthermore students will be required to bring their physical education kit and get changed. This means students are still taking part in the lesson in another role. We expect All students to get changed even if injured and take part in the lesson in another capacity (coach/leader/official). Students should attend the lesson with extra kit to keep warm and dry etc. This ensures that everyone is taking an active role in the lesson.

For long-term absenteeism, a doctor’s note will be requested.

Please do not hesitate to get in touch if you have any questions about PE at Lawrence Sheriff School.

The vision of the Physics Department at Lawrence Sheriff School is ‘to develop a curiosity and understanding of the universe and the laws that govern its behaviour’. We want to foster an environment where students are encouraged to ask challenging questions, investigate interesting phenomena that they discover in lesson and look beyond the curriculum to understand how the world around them works.

In the last twenty years, the number of students taking demanding A Level courses such as Physics has decreased steadily. In comparison, Lawrence Sheriff has seen growth year on year as more students have joined us on their A Level Physics journeys. We have also expanded our teaching department to three full time Physics teachers with a range of different specialisms between them, giving us a breadth and depth in teaching that is difficult to find elsewhere.

Our results are excellent, with 70-80% of students at GCSE achieving Grade 7-9 each year and many of our A Level students going on to prestigious universities like Cambridge, Imperial College and UCL to study STEM-related courses.

Years 7-8

Year 7 and 8 students are taught all three sciences by the same teacher, a Science specialist, with three week blocks of each science taught at a time.

The Physics components of the course aim to provide a broad foundation from which students can go on to succeed at GCSE. Year 7s are taught about Energy, Waves and Electricity, whilst Year 8 are taught about Motion, Forces and Space.

Years 9

Year 9 is a transition year for our students. This is the first year that they are taught by dedicated Biology, Chemistry and Physics teachers for each of the three sciences.

In Physics, we have handpicked appropriate topics from the GCSE Course that allow our students to develop the foundational skills needed to succeed at GCSE. This includes the study of Energy, Particles and Waves, all of which are taught with the rigour of GCSE but adjusted to meet the needs of the National Curriculum for Science.

Students then start being taught their full GCSE at the end of Year 9 / start of Year 10.

Year 10-11

Course: Physics GCSE
Board: Edexcel
Specification Code: 1PH0
Website: https://qualifications.pearson.com
How course is assessed: Two 1 hour 45 minute papers.

Years 12-13

Course: Physics A level
Board: Edexcel
Specification Code: 9PH0
Website: https://qualifications.pearson.com
How course is assessed: Three examination papers (Paper 1 30%, Paper 2 30% and Paper 3 40%)

Students’ views …

“Inspired greater interest in the subject” “A variety of visual aids and experiments were used to explain theories” “Supported me, answered my questions, and helped me when I was stuck!” “Opportunity for lunchtime and after school advice and revision was invaluable”

Sixth Form Prospectus - pleaseclick here

Subject specific entry requirements: Grade 6/B in GCSE English.

How the course is assessed: 100% examination.

Exam board: AQA.

Where does it lead?

Politics fits very well with subjects like PPE, Economics, History, Law, Psychology and Sociology.  Many students go on to read Politics at university and it is excellent preparation for a multitude of careers, including in the civil service and public sector, business and management, the media, and the voluntary and community sector.

Course overview

The two-year A level course consists of three units:

Government and Politics of the UK: our different elections and electoral systems; referendums; political parties and pressure groups; our constitution and judiciary ; the role of parliament ; how our prime ministerial and cabinet system operate ; and finally, local and devolved government and the main institutions of the European Union.

Government and Politics of the US and comparative politics: in which students cover US presidential and congressional elections, the US Constitution and role of the Supreme Court; Congress; and the Presidency. We then compare and contrast the main features of British and American government and politics.

Political Ideas: in which students look at the main ideas of socialism, conservatism, liberalism and one other from a list that includes feminism and anarchism.

You can expect to:

Be aware of the main political stories on a daily and weekly basis.

Participate in a lot of debate and discussion.

Develop a good understanding of British and American politics and political ideologies.

Other useful information

Each year we organise a trip to a student conference in Westminster for Year 12s and this year we also visited Parliament and met with the MP for Rugby.

A student view from our current cohort:

“I began studying politics with little prior interest and experience but the study of the subject will change your perspective forever. You will always balance two sides to an argument and consider the basis for how society is interwoven with what you study. It is truly incredible how overlooked something so important and fundamental is to every single one of us and I cannot recommend this subject enough as it is so applicable to everything we do.”

Please click here for the Sixth Form Prospectus

What is Psychology?

Psychology is the study of the brain and behaviour. It seeks to understand why people act the way they do, researching the reasons behind a range of behaviours, including aggression, criminal behaviour, phobias, addiction, schizophrenia, OCD, prejudice, obedience and memory. We also then look at how this research can have positive impacts on society, including reducing prejudice and discrimination, improving diagnosis of mental health disorders, reducing recidivism in offenders and supporting people with dementia. 

What will students learn in the Psychology A Level?

Students follow the Edexcel specification at A Level, which is divided into the following areas:

• Social Psychology
• Cognitive Psychology
• Biological Psychology
• Learning Theories
• Clinical Psychology
• Criminal Psychology
• Psychological Skills including issues and debates

Students will develop a range of skills during this course including:

• Understanding academic texts
• Learning how to build an effective argument
• Essay writing skills
• Data analysis and conducting statistical tests
• Knowing how to conduct Psychological research
• Critical thinking skills e.g. evaluating research
• Revision skills
• Organisation
• Communication skills

During the course, students will conduct 6 practicals, where they will design and run their own research studies. 

What are the entry requirements for A Level Psychology?

Grade 6 or above in Mathematics or Psychology

You do not need to have studied GCSE Psychology to study it at A Level 

 Where can Psychology lead?

Psychology is now one of the most popular degree courses in the UK, and a range of related careers are available to students who wish to study further, including Educational Psychology, Sports Psychology, Criminal and Forensic Psychology, Clinical Psychology and Research. However, the knowledge and skills developed through the A Level course will help to prepare students for a range of wider career paths, including Medicine, Business, Marketing and Management, Law, Education…in fact, there are not many careers that do not contain some element of Psychology! 

Post-16 Psychology

Please see the sixth form handbook for more information. 

Religious Studies is taught across all years and abilities. It is compulsory up to and including Year 11.

There is the required teaching of Religious Studies in Year 12/13 also but only those taking the AS or A Level will sit an examination in the subject. We teach about belief and faith but there is no expectation of such on the pupil’s behalf. All faiths and belief systems are treated with respect and courtesy so theists, atheists and agnostics may feel comfortable and valued within the lessons.

Year 7 and 8

We seek to enable pupils to make links between religious and secular thought, to interpret and express insights, to show coherent and understanding of faiths and evaluate them, to analyse belief and justify their views. The top pupils will be able to show in depth analysis, give independent, well informed and highly reasoned insights and provide well-substantiated and balanced conclusions. We use the Warwickshire agreed syllabus for Religious Studies for assessment. This enables us to review and enable pupil progression effectively.

Year 7 (2 full lessons per week).

Topics: Big Questions, Sanatan Dharma (Hinduism), Judaism, Islam, Sikhi, and Thematic Study

Year 8 (3 full lessons per fortnight).

Topics: Buddhist traditions and Christianity

Year 9, 10 and 11

We follow the AQA examination board GCSE in Religious Studies. This compares issues within society and Life with Religious beliefs. We consider the beliefs and practises of the Christian and Buddhist faiths as a matter of course. Pupils learn how religious believers consider such things as crime, relationships, life and death, human rights and justice. We consider secular concepts too to try and ensure a balance of view and understanding. Each class has three lessons over two weeks in years 9, 10 and 11.  They will sit the examination at the end of year 11.

Religious Studies GCSE (full course) Specification: Specification A (8062)

Website:http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-806  

Textbook: AQA GCSE (9-1) Religious Studies Specification A

Exams: There are two examinations. Component 1: A Study of Religion (Christianity and Buddhism) Component 2: Thematic Studies

Current Year 9. Year 9: A Study of Christianity (beliefs, teachings and practices). A Study of Buddhism (beliefs and teachings)

Current Year 10 & 11. Year 10: A Study of Buddhism (practices). Thematic Study. Year 11: Thematic Study. Revision and exam work on all units.

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Sixth Form Prospectus - Please click here