Curriculum

Spiritual, Moral, Social and Cultural Development

Students engage well with the school's PSHCE programme, which deals with relevant issues in each Year group, e.g. keeping healthy, road safety, drugs, alcohol and relationship education.

Specific issues such as bullying and drugs awareness dealt with at appropriate stages and reinforced regularly. Internet safety is central to the ICT programme, in which all students in Years 7 to 9 participate. Additional information events with the Police have been provided for students. Students from the School's CCF have delivered courses in basic First Aid to other students. Awareness of racism and homophobia are dealt with through the Citizenship programme within PSHCE, assemblies and relevant lessons in RS, History and Geography.

Students make a very strong contribution, both as leaders and participants, to many activities and events. They lead and perform in assemblies and other presentations where they share and celebrate their experiences. The prefect system is a great strength in this respect; both creating and developing an expectation that students will have a stake in the on-going success of the school and helping to create a very strong collective identity. There is a strong tradition of raising money for local and national charities; with such activities entirely run by students. Many students act as ambassadors for the school locally, for example working at the local junior school and with the elderly.

Students’ cultural development is aided throughout their time in school through whole school events such as our annual Remembrance Service and visits to sites of important local interest such as: Portchester Castle, Hurst Castle, Hengistbury Head and Lulworth Cove. Trips are also run to London to places such as the Natural History Museum, Kew Gardens, the Science Museum and the Imperial War Museum. Further afield still, students also have the opportunity to ski in Italy and visit the First World War Battlefields. All of these visits help the students to put their own culture and heritage into context.

The school has no religious affiliations, but enjoys close links with all of the main faith communities in the Bournemouth area. We encourage students to celebrate their own faiths.

Religious Education

Section 78 (1) of the 2002 Education Act states that all pupils should follow a balanced and broadly based curriculum which “promotes the spiritual, moral, cultural, social, mental and physical development of pupils and of society, and prepares pupils for the opportunities, responsibilities and experiences of later life.” Our Religious Studies department aims to develop critically evaluative and reflective students. We believe that an exploration of religious beliefs and worldviews should be combined with introspection and academic study. We strive to keep philosophical dialogue and discussion at the heart of our programmes of study. Through an engagement with relevant belief systems, ethical issues and big questions, students have the opportunity to gain a deeper understanding and appreciation of their local, national and global society. We build from a systematic engagement with a number of major worldviews and then begin to explore moral dilemmas and philosophical questions. It is open to parents to withdraw their children from all or part of Religious Education by putting a request in writing to the Headmaster.

Religious Education in Years 7 and 8

We aim to help students learn about and from religions. In Years 7 and 8, students explore four of the six main major UK religions in depth. These are: Hinduism, Islam, Judaism and Sikhism.

Religious Education in Years 9 to 11

In Key Stage 4 all students follow a full course GCSE. Students will acquire a knowledge and understanding of the key beliefs, teachings and practices of the Buddhist and Christian faiths and look at the impact that they have upon the life of a believer. In addition students explore a wide range of philosophical, secular and societal issues including: the challenges to religions posed by evil and suffering; the relationship between science and religion; and issues such as abortion, euthanasia and animal rights. We hope that students will gain an appreciation of how the different religions respond to these challenges and also reflect upon, develop and express their own opinion.

Religious Education at A Level

Philosophy is an optional subject at A Level. The course aims not only to develop students’ knowledge of the above but also to develop their analytical thinking skills as well as their precision and accuracy in written work.

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Health, Sex and Relationships Education

Health Education plays a significant part in a young person’s personal development, and an important area of this is Sex and Relationships Education.

The knowledge, understanding and skills developed are always put into the context of positive, caring relationships and the need for trust and respect in relationships.

Sex and Relationships Education is provided for all students through Science and PSHE lessons. The aim of Sex Education is to foster students' understanding of their emotional and physiological development and awareness of the attitudes and values of others. We normally use the Bournemouth Sexual Health Team to deliver lessons on sexual education to years 9 and above. This experienced team visit most local schools at key times of students’ development to provide up to date, relevant and thought-provoking lessons on relationships and making good decisions. Parents will receive a letter home to tell them when these lessons will occur and the topic being covered. Exact timings and content do vary from year to year.

In Year 7 Science lessons students consider how life begins. Classes study reproduction in plants and animals, which leads on to work on human reproduction. There is a general introduction to the sex organs; pregnancy and birth are considered. Puberty changes are discussed and lessons stress that all variations of such changes are normal.

In Year 9, classes follow a short unit of work in which students consider their attitudes to others. The work incorporates examination of adolescence and responsibility. This programme introduces AIDS and the use of condoms.

Various aspects of Sex Education are included in Key Stage 4 Science courses. These involve a more advanced study of fertilisation and birth, as well as infertility and hormone treatment.

Parents who wish to know more about the programme may consult the teacher concerned. It is open to parents to withdraw their children from all or part of Sex and Relationship Education, by putting a request in writing to the Headmaster.

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Key Stage 3 (Years 7 and 8)

Key Stage 4 (Years 9 to 11)

Key Stage 5 (Years 12 and 13)

Academic Core

We have an academic programme that is designed to challenge and stretch our students. A minimum point score of 48 (top 8 GCSE results) including a grade 5 in Maths and English Language is required to join the Sixth Form.

On joining us you will be guided through a choice of studying three or four A levels. This discussion will be centred on choosing the route that best suits your ability and your ambitions. The A level courses offered are two year courses, the ‘plus’ options are completed in Year 12.

In order to facilitate those following the 3+ option, they will supplement their A Level studies by taking either Core Mathematics or the Extended Project Qualification (EPQ). These courses have been carefully selected to complement applications to universities or apprenticeships and will be completed during your first year of Sixth Form.

You will have 10 periods per fortnight (equating to 8 hours of learning) in each A Level subject, which are taught by specialist teachers. Students have five unsupervised study periods per fortnight and between 10 and 20 supervised study periods per fortnight, depending on their chosen programme of study. PE remains an option for students to select on a Wednesday afternoon. Lessons are fast-paced, rigorous and encourage students to investigate, analyse and challenge everything they learn. Where needed, further support is available through our Sixth Form pastoral team.

We offer a wide range of A level courses and further information on the subjects offered, the course content and entry requirements can be viewed in A level subjects.

Through our induction processes, we ensure that every student joining our Sixth Form has the opportunity to access independent advice and guidance, alongside advice from school staff. We feel it important to invest time and care in the selection of the right courses, so that the student’s programme of study fits both their ability and their aspirations.

The subjects offered are:

Art and Design	Geography
Biology	German
Business Studies	Graphic Communication
Chemistry	History
Computer Science	Mathematics (A and AS)
Core Mathematics*	Music
Design and Technology (Product Design)	Physical Education
Economics	Physics
English Literature	Politics
EPQ*	Psychology
French	Religious Studies
Further Mathematics	Spanish

*"Plus" options

Personal Development and Tutor Time

This programme is designed to aid students in developing their study skills, offer guidance, advice and support in relation to Post 18 options and careers as well as give students the opportunity to explore political, social and ethical issues with direct relevance to their age group. Outside speakers from universities, degree apprenticeship organisations, ex-students, the emergency services and local organisations are an integral part of this provision. During tutor time students take part in VESPA activities and specific revision techniques for A level success.

Enrichment

In addition to their academic studies, all Year 12 students are expected to broaden their experiences and skills through a range of extra- and super-curricular activities. There are a number of opportunities for students to gain valuable volunteering work experience placements as well as attend additional sessions designed to support students with medical and Oxbridge applications. We are fortunate to have a generous network of alumni who regularly visit to share their experiences of a variety of post-18 pathways and offer support. This provision is an intrinsic part of our offering which all students accept as part of their curriculum and membership of the school.

Leadership

The school asks sixth form students to not only act as role models to younger students but also offers a wide range of leadership opportunities including but not limited to School and House prefects, School Council, CCF, mentoring lower school students alongside running school societies.

Meeting	Exceeding
You will be able to describe and explain the increased tension over Berlin between Khrushchev and Kennedy. You will be able to have a good understanding of why there were summit meetings called, 1960 and 1961. You will be able to describe and explain why the Berlin Wall was built in 1961. You will be able to explain the impact the building of the wall had on East-West relations and the importance of Kennedy’s visit to Berlin in 1963. You will be able to show a good understanding of the Cuban Revolution of 1959, the importance of the Bay of Pigs failed invasion of 1961 and the events of the Cuban Missile Crisis of October 1962.	You will be able to evaluate the impact on international relations of increased tension over Berlin between Khrushchev and Kennedy. You understanding of the summit meetings is precise and you can evaluate their importance. You will be able to precisely recall details of how why the Berlin Wall was built in 1961. You will be able to evaluate the importance of the building of the wall on East-West relations and the importance of Kennedy’s visit to Berlin in 1963. You will be able to show a precise knowledge and understanding of the Cuban Revolution of 1959, the importance of the Bay of Pigs failed invasion of 1961 the events and significance of the Cuban Missile Crisis of October 1962 in the short term and long term.
Assessment Methods
Do-now tasks Retrieval Quiz in class End of Unit Assessment

Meeting	Exceeding
You will demonstrate a good knowledge and understanding of the origins of the Weimar Republic from its creation in 1918. You will be able to describe and explain why the Republic faced political and economic challenges in the years 1919 – 1923. You will be able to understand some controversy over Germany’s recovery from 1924 – 28. You will be able to describe and explain how society and culture changed during the ‘Golden Years’ of Weimar. You will mostly be able to demonstrate accurate recall of key people, key dates, terminologies and acronyms to describe aspects Weimar Germany, 1918 – 1928.	You will be able to recall, with more precision and accuracy, the origins of the Weimar Republic from 1918. You will accurately explain the early challenges including the Spartacist Uprising, Kapp Putsch and the causes and impact of the German Hyperinflation of 1923. You will be able to recall, with precision and accuracy, how Weimar recovered including Stresemann’s economic and foreign policy successes whilst able to evaluate the limitations of recovery. You will have a secure knowledge of how Weimar society and culture changed. You will be able to convincingly demonstrate accurate and precise recall of key people, key dates, terminologies and acronyms describing aspects of Weimar Germany 1924 – 1929.
Assessment Methods
Do-now tasks Retrieval Quiz in class End of Unit Assessment

Meeting	Exceeding
You show a good knowledge and understanding of key terms associated with the changes happening from 1750 – 1900. You are able to describe and explain some aspects of continuity of society and economy during this period. You demonstrate a good understanding of how agriculture changed, why the factory system developed, how transport improvements impacted the economy with particular reference to the steam train. You are able to explain why living conditions in the new towns and cities changed, the impact on public health and calls for reform. You show secure evaluation of sources for utility, taking into account some aspects of provenance and / or own knowledge.	You are able to show an excellent knowledge and understanding of key terms associated with the changes happening from 1750 – 1900. You are able to precisely describe and explain aspects of continuity of society and economy during this period. You are able to show an excellent and precise understanding of how agriculture changed, why the factory system developed, how transport improvements impacted the economy with particular reference to the steam train. You are able to evaluate how and why living conditions in the new towns and cities changed and the impact these changes had on public health and calls for reform. You show a convincing evaluation of sources for utility, taking into account provenance and precise own knowledge.
Assessment Methods
Do Now Questioning in class Peer assessments (Skills based written response)

Meeting	Exceeding
You will be able to describe and explain the early tension between the members of the Grand Alliance at the three wartime conferences and events in Europe up to 1945. You will be able to have a good understanding of the ideological differences between Capitalism and Communism. You will be able to describe and explain the development of the Cold 1947 – 1949 including the flashpoint of Berlin, 1948 – 49 and the setting up of East and West Germany. You will understand why the Cold War intensified, 1949 – 58 including the arms race and the USSR’s response to the Hungarian Uprising of 1956 and international reaction to this.	You will be able to evaluate the consequences of the wartime alliances for East-West relations. You will understand the attitudes of the wartime leaders and how this further impacted East-West relations. You will select accurate evidence to show the creation of the satellite states to further explain how soviet influence spread, 1945-48. You will be able to demonstrate an excellent understanding of short term and long term reasons why Stalin blockaded Berlin and how this further escalated the Cold War. You will be able to evaluate the significance of the arms race, Khrushchev’s response to the Hungarian Uprising and international reaction.
Assessment Methods
Do Now Retrieval quizzes in class Topic 1 End of Unit Assessment (factual recall)

Meeting	Exceeding
You will be able to have a good knowledge of Nazi policies towards women and why this was so. You will be able to describe and explain Nazi policies towards young people including education and youth groups with some evaluation. You will be able to understand the ways the Nazis reduced unemployment and how they made changes to peoples’ standard of living. You will be able to describe and explain why persecution of minority groups, especially the Jews, increased after 1933.	You will be able to evaluate Nazi policies towards women and young people. You will be able to confidently evaluate policies designed to reduce unemployment whilst also having an in-depth knowledge of policies impacting the standard of living of German workers. You will be able to evaluate the impact Nazi racial policies had upon groups such as Slavs, Roma, Sinti, homosexuals and those with disabilities. You will be able to evaluate the escalation of persecution towards Jewish people with precise reference to events such as the Nuremberg Laws and Kristallnacht.
Assessment Methods
Do Now Retrieval quizzes in class Key Topic 4: End of Unit assessment (factual recall)

Meeting	Exceeding
You will be able to produce a written response that includes three distinct causes of the Break with Rome (this is the keystone point: no answer can be graded as ‘meeting’ if it does not contain three factors) Each of your causes contain sufficient factual detail/proof to justify judgments rather than assertions. Each cause is analysed/explained and linked to why it was a cause of the break with Rome	Your selected evidence is precise and detailed giving more weight to the judgments drawn. The quality of your evaluation is in greater depth (e.g. linking in more depth to the question, considering limitations of each factor as a cause, making a clear judgement for each cause, maybe comparing their importance). Your answers may contain evidence of independent research outside of the work covered in class.
Assessment Methods
Do Now Questioning in class End of Unit Assessment: Causation writing (PEEL Paragraphs)

Individual Curriculum Maps

Spiritual, Moral, Social and Cultural Development

Religious Education

Religious Education in Years 7 and 8

Religious Education in Years 9 to 11

Religious Education at A Level

Health, Sex and Relationships Education