Curriculum Overview: 2016 - 2017

Curriculum Overview: 2016 – 2017

The Frances Bardsley Academy’s motto Gladly lerne, gladly teche and four key values: Tradition, Innovation, Community and Achievement together drive our vision for curriculum provision and delivery. We follow the curriculum guidance outlined in the National Curriculum to ensure that we provide a broad and balanced curriculum for our students, incorporating English, Maths and Science qualifications along with the provision of religious education teaching for 11-16 year olds.

At FBA, students complete Key Stage 3 in two years (Year 7 and 8) and then move on to Key Stage 4 in Year 9. This enables preparation for examinations to be completed in greater depth and allows time for students to undertake plenty of non-examined activities and learning.

We believe in a set of key learner attributes which we aim to develop in each of our learners. Our curriculum, the delivery of Perspectives and our outstanding extra-curricular enrichment programme, are means to allow our students to become:

  • Creative
  • Articulate
  • Resilient
  • Empathetic
  • Reflective
  • Self aware

We believe that in order to access a broad and balanced curriculum, all students need to be confident and proficient in the basic skills of Reading, Writing, Communication and Mathematics and these are given the highest priority at all times. We believe firmly that a student’s progress is what ultimately leads to them achieving and we strive to provide a curriculum model that enables this to be realised.

The Academy seeks to ensure that its curriculum is delivered via well planned and engaging lessons which challenge all students whatever their ability or starting point. We are flexible in our approach to grouping students by ability; some subjects are taught in sets whilst others are delivered in peer groups; a student’s group is never static and individual progress is reviewed every half term and if necessary, movement to a more appropriate group takes place.

The Academy considers it critical that equal opportunities are promoted and realised at all levels of the curriculum and that this is integral to outstanding practice. Whilst there is an extensive provision of individual and small group withdrawal support, our curriculum is one which celebrates inclusion at all times.

The Academy has its own Alternative Provision Base – The Village - whereby students who we believe may benefit from a more personalised bespoke part time timetable will be accommodated. These timetables will involve GCSEs in core subjects and also incorporate other academic courses as appropriate. In addition some students take up part time courses on offer in conjunction with Havering College; the Academy also incorporates long term work placements where relevant and appropriate.

 

Key Stage 3 (2016/2017)

 

Subject

Year 7

Hours per Fortnight

Year 8

Hours per Fortnight

English

7

7

Mathematics

6

6

Science

6

6

Computing

2

2

Technology

2

2

Geography

4

3

History

3

4

RS (with Perspectives)

3

3

MFL (French or German)

5

5

Art

2

2

Drama

2

2

Music

2

2

PE

4

4

Total Periods

48

48

 

Key Stage 4

 

We offer two main pathways of study: the Frances Pathway and the Bardsley Pathway. Which pathway is most applicable to any individual student depends upon their academic ability, motivation and personal interests and will be allocated by the school; both Pathways allow the students to continue on to Advanced level studies.

All students at Key Stage 4 follow a core curriculum which is combined with a range of options that provide a wide variety of courses with different qualifications to suit different students’ learning styles and needs; all of the students will study GCSE courses for all or most of their choices.

 

In designing the Key Stage 4 curriculum at FBA we have provided students with:

  • Progression routes from KS4 towards the Sixth Form and beyond
  • Flexibility in the choice of courses giving opportunities for specialisation and encouraging breadth of study
  • Opportunities for all students to achieve
  • Continued opportunity for guidance and support

Year 9 Key Stage 4 (2016 - 2019)

 

Core Curriculum

English Language and Literature; Mathematics; Double Science; RS; Core PE; Perspectives

 

Frances Pathway

Bardsley Pathway

MFL (French or German)

Students study one of the following subjects:

Geography or History or French or German or ASDAN Certificate in Life Skills

Students study 3 options:

Fine Art

Art Photography

Business Studies

Child Development

Computer Science

Drama

Food and Nutrition

Geography

History

Media Studies

Music

PE

Technology: Graphic Products

Triple Science

Students study 2 options:

Fine Art

Art Photography

Business Studies

Child Development

Computer Science

Drama

Food and Nutrition

Geography

History

Media Studies

Music

PE

Technology: Graphic Products

 

 

Year 10 Key Stage 4 (2015 - 2018)

 

Core Curriculum

English Language and Literature; Mathematics; Double Science; RS; Core PE; Perspectives

 

Frances Pathway

Bardsley Pathway

MFL (French or German)

Students study one of the following subjects:

Geography or History or French or German or ASDAN Certificate in Life Skills

Students study 3 options:

Fine Art

Art Photography

Business Studies

Child Development

Drama

Geography

Health & Social Care

History

Hospitality & Catering

ICT

Media Studies

Second language

Music

PE

Technology: Graphic Products

Triple Science

Students study 2 options:

Fine Art

Art Photography

Business Studies

Child Development

Drama

Geography

Health & Social Care

History

Hospitality & Catering

ICT

Media Studies

Second language

Music

PE

Technology: Graphic Products

 

(Dance     GCSE is taught after school)

Year 11 Key Stage 4 (2015 – 2017)

 

Core Curriculum

English Language and Literature; Mathematics; Double Science; RS; Core PE; Perspectives

 

Frances Pathway

Bardsley Pathway

MFL (French or German)

Students study one of the following subjects:

Geography or History or French or German or ASDAN Certificate in Life Skills

Students study 2 options:

Fine Art

Art Photography

Business Studies

Child Development

Drama

Geography

Health & Social Care

History

Hospitality & Catering

ICT

Media Studies

Second language

Music

PE

Technology: Graphic Products

Triple Science

Students study 2 options:

Fine Art

Art Photography

Business Studies

Child Development

Drama

Geography

Health & Social Care

History

Hospitality & Catering

ICT

Media Studies

Second language

Music

PE

Technology: Graphic Products

 

(Dance GCSE is taught after school)

The Sixth Form

Pathway

Entry

Requirements

Core

Options

1

 

 

 

 

 

2

8 + A*-B at GCSE and a B grades in the subjects

 

 

6 A*-C at GCSE and a B grades in the subjects

4 x A Levels

 

 

 

 

 

3 x A-levels

9 hours per fortnight

 

AS levels:

 

Art

Biology

Business Studies

Chemistry

Dance

English Language  

English Literature

French

Geography

Health & Social Care

History 

 

Information Tech.

Law

Mathematics

Media Studies

Photography

Physics

Physical Education Psychology

Religious Studies

Sociology

Theatre Studies

 

 

Enrichment Activities

  • Core PE – 1 hour per fortnight
  • CARERS – 1 hour per fortnight. Enrichment activities including health and wellbeing; the opportunity to complete the AQA Extended Project; work experience and volunteering.

Health and Social Care

Aims

This subject offers students the opportunity to learn about those around us – the growth and development of the different life stages of human beings and the many factors that affect these. It is particularly suited to those that wish to enter into the caring professions eg; education, social work, nursing, midwifery, nursery nursing, counselling etc. It aims to give students the necessary life skills to make a difference in people’s lives at a time when they are at their most vulnerable.

Teaching and Learning

A wide variety of teaching strategies are used in Health and Social care to make the lessons fun, challenging and informative. Individual theory, group work, role-playing and practical sessions, using ICT, research and application to real-life case studies all help make the subject more real for the students. Current health and social care issues in the news are discussed in class to encourage an opinion and provide background knowledge for course work.

Assessment for learning

Students are assessed at regular intervals throughout the year and given both verbal and written feedback according to the task. Pupils are encouraged to self-assess and peer mark work where appropriate, setting individual targets. Chances are given for reflection and improvements to be made to work.    

Home Learning

  • A variety of homework is set on a regular basis to reinforce classroom learning.
  • This may include research, interviews or applying your knowledge to case studies.
  • Show my Homework – all home learning activities will be published by individual staff members on the Show My Homework website which can be found by following the link on the school’s homepage. Students and parents can access this through their accounts or by filtering the results.

Equipment

All students are expected to have the usual equipment for learning with them.

 

Key Stage 4

Health and Social Care

Programme of Study

Students follow the Edexcel GCSE Health and Social Care syllabus.

Specification number: 2HS01, 2HS02

Link to the specification website:    HTTP://QUALIFICATIONS.PEARSON.COM/EN/QUALIFICATIONS/EDEXCEL-GCSES/HEALTH-AND-SOCIAL-CARE-2009.HTML

Unit 1

Unit 2

Understanding Personal Development and Relationships

This unit contains the following topics:

  • Human growth and development
  • Factors affecting human growth and development
  • Effects of relationships on personal growth and development
  • The effect of life events on personal development.

 

Exploring Health, Social Care and Early Years Provision

This unit contains the following topics:

  • The range of care needs of major client groups
  • How health care, social care and early years services are accessed and the barriers to access
  • How health, social care and early years services are provided
  • Workers in health, social care and early years
  • Care values which underpin service provider interaction.

 

Accreditation Structure

 

Unit

Assessment

Length

Weighting

1

Written examination

The exam paper consists of 15 multiple choice questions and a series of short and long answer questions based on case studies.

1 hour 15 mins

40%

2

Investigative course work

This unit is internally and externally assessed through an Edexcel-set task to be completed under controlled conditions.

22.5 hours

60%

 

Additional Information

Students are encouraged to base their investigative course work on a real life service user and are expected to carry out interviews and research based trips in their own time to support this.

Health and Social Care Revision Clinic is held in Year 11 after school from February half term onwards.

Students research different careers in the Health and Social Care sector as part of the syllabus. If more specific careers support is needed then students can be put in touch with various health care professionals that can assist with this.

How Parents/ Carers can help

It is immensely useful if students regularly read a newspaper or watch the news as there are often issues concerning the health and social care sector mentioned. Television programmes such as 24 Hours in A&E, Embarrassing Bodies, Supersize v Superskinny, One Born Every Minute all make the subject far more relevant to today’s world and give them a key insight into how the health sector works.

Parental support and guidance during their investigative course work is also incredibly useful as they may be basing their case study on a family member and will need as much information as possible.

Parents can also encourage girls to practise past exam papers from the Edexcel website to become familiar with the structure of the paper.

If you have any further questions about this course, to whom do I speak?

Mrs M Jackson – Head of Health and Social Care

 

Key Stage 5

Health and Social Care

 

Programme of Study

Students follow the WJEC Health and Social Care syllabus.

Specification number: 3621

Link to the specification website:   HTTP://WWW.WJEC.CO.UK/QUALIFICATIONS/HEALTH-AND-SOCIAL-CARE/HEALTH-AND-SOCIAL-CARE-GCE-A-AS/

The Health and Social Care course is suitable for anyone interested in people, their lives and their experiences in society. 

Year 12

Unit 1 Promoting Quality Care and Communication

Factors affecting the quality of life of individuals, Principles of care, Caring skills and techniques, Communication, Barriers to communication and quality care and Rights and responsibilities of providers and individuals

Unit 2 Promoting Good Health

Perspectives of health and well-being, Factors that affect health and well-being, Preventative measures to avoid ill health, Job roles of key workers in health promotion and Techniques used within health promotion

Year 13

Unit 7 Provision of Health, Social Care and Children’s Services

Service provision in the local area, Practitioner roles within multi-disciplinary teams, Meeting individual needs, Quality assurance procedures and Effects of national policy and legislation on service provision

Unit 11 The Role of Complementary Therapies in the Care of Individuals

Definitions of complementary therapies, Classification of complementary and alternative therapies, Meeting the needs of individuals, Settings that provide complementary therapies, Roles of practitioners involved in complementary therapies and Current trends and opinions relating to the use of complementary therapies

 

Accreditation Structure

 

Component

Mode of Assessment

Weighting

Unit 1 Promoting Quality Care and Communication

 

Written examination

1 hour 30 mins

The exam paper consists of short answer questions, structured questions and free response questions based on case studies.

40% of the AS level

20% of the A-level

Unit 2 Promoting Good Health

 

Internally assessed course work based on health promotion

60% of the AS level

30% of the A-level

Unit 7 Provision of Health, Social Care and Children’s Services

 

Externally assessed course work based on a WJEC set task

20% of the A-level

Unit 11 The Role of Complementary Therapies in the Care of Individuals

 

Internally assessed course work based on an in-depth case study of two individuals who use two differing complementary therapies

 

30% of the A-level

 

Additional Information

Students are expected to base their various pieces of course work on research that has been carried out independently. They may need to organise  work experience in a health and social care setting or need to contact outside organisations to support this

Health and Social Care revision sessions are held in the Easter holidays for Year 12 and 13.

If students have aspirations to follow a career in the health and social care sector, careers interviews can be arranged at school. We also have health care professionals we can put them in touch with for discussions. As the students progress into Year 13, they are encouraged to visit universities for open days relevant to their chosen pathway.

How Parents/ Carers can help

Students are encouraged to regularly read a newspaper and watch the news as there are often issues concerning the health and social care sector mentioned. Television programmes such as 24 Hours in A&E, Embarrassing Bodies, Supersize v Superskinny, One Born Every Minute all make the subject far more relevant to today’s world and give them a key insight into how the health sector works.

Parental support and guidance during their course work is also incredibly useful as they may be basing their case study on a family member and will need as much information as possible.

Parents can also encourage girls to practise past exam papers from the WJEC website to become familiar with the structure of the paper.

If you have any further questions about this course, to whom do I speak?

Mrs M Jackson – Head of Health and Social Care

  • The Jack Petchey Foundation
  • Specialist Schools Trust
  • Sport England
  • Church of England Affiliation Scheme
  • The Duke of Edinburgh Award
  • Healthy Schools - Bronze
  • Healthy Schools - Silver
  • LIFE Education
  • Ofsted Good