Subjects
Below you will find the subjects and hours of study for each year group from 7 through to 11
Ormiston Maritime Academy Curriculum Model
2019 / 20 - Current Academic Year
Below you will find the subjects and hours of study for each year group from 7 through to 11. Please click on the subject tabs to find out more about each subject that is offered at our academy. Scroll to the bottom of the page to view the Subject Code Key.
Year 7
| SUBJECT: | EN | MA | SC | TECH | PE | HIST | GEOG | RE | MFL / KS | ART / IT / MUSIC | TOTAL |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Hours P/W: | 5 | 5 | 3 | 2 | 2 | 2 | 1 | 1 | 2 | 1 Per Week 1/2 Termly Rotation | 24 |
Year 8
| SUBJECT: | EN | MA | SC | TECH | PE | HIST | GEOG | RE | MFL / KS | ART / IT / MUSIC | TOTAL |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Hours P/W: | 5 | 5 | 3 | 2 | 2 | 2 | 1 | 1 | 2 | 1 Per Week 1/2 Termly Rotation | 24 |
Year 9
| SUBJECT: | EN | MA | SC | HWB | OPTION 1 | OPTION 2 | OPTION 3 | TOTAL |
|---|---|---|---|---|---|---|---|---|
| Hours P/W: | 5 | 5 | 4 | 1 | 3 Geography History French Spanish T&L |
3 Art DIT Drama Engineering Food H&S |
3 Engineering Food H&S Sociology Sport Enterprise |
24 |
Year 10
| SUBJECT: | EN | MA | SC | HWB | OPTION 1 | OPTION 2 | OPTION 3 | TOTAL |
|---|---|---|---|---|---|---|---|---|
| Hours P/W: | 5 | 5 | 4 | 1 | 3 Geography History French Spanish T&L |
3 DBE Food H&S Music Sociology Sport Enterprise |
3 Art DIT Drama Engineering Food Hair & Beauty H&S Psychology |
24 |
Year 11
| SUBJECT: | EN | MA | SC | LIFE SKILLS | OPTION 1 | OPTION 2 | OPTION 3 | TOTAL |
|---|---|---|---|---|---|---|---|---|
| Hours P/W: | 5 | 5 | 5 | 3 Enterprise Sports Studies |
2 Geography French History German Spanish |
2 Art Performing Arts Food Music Hair & Beauty Engineering IT Psychology Health & Social Design in the Built Environment |
2 Art Performing Arts Food Music Hair & Beauty Engineering IT Psychology Health & Social Design in the Built Environment |
24 |
Subject Code Key
- EN = English
- MA = Maths
- SC = Science
- TECH = Technology
- PE = Sports Studies
- HIST = History
- GEOG = Geography
- RE = Religious Studies
- MFL = Modern Foreign Languages (i.e. French)
- KS = Key Skills
- HWB = Health & Well-Being
Curriculum Contents
2019 / 20 - Current Academic Year
Art
| Head of Department | Mrs Ramage |
|---|---|
| Teaching Staff | Miss Green |
| Department Vision | To acquire knowledge, understanding and skills to underpin their practical activities for a future in the art and design industry, to also gain transferable skills such as self-reflection, communication, teamwork and problem solving, which will support their current and future progression. |
| How Students can ‘ASPIRE to Excellence’ in this field | Effective drawing skills, with an ability to work to deadlines and a dedication to working independently. Research and presentation skills. An interest in developing a wide variety of art experimentation work, then explaining and applying this work to produce a final outcome. |
| Rationale Behind the Curriculum Chosen | Art allows us to explore the world around us and to express our ideas, convey our experiences and respond to our surroundings. Creativity and resilience are qualities highly prized in today’s workplace. The study of art gives students the opportunity to develop lifelong transferable skills whilst doing something creative that they enjoy. |
| Possible Careers | Studying Art can lead to a wide variety of careers, such as; architect, art therapist, animator, illustrator, graphic/web designer, interior designer, photographer, make-up artist, set/costume designer, potter, cartographer, comic book creator, street artist, tattooist, jeweller, curator, florist, visual merchandiser, fine artist, prop maker, upholsterer. |
KS3
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
|---|---|---|---|
| Year 7 | Students complete a project which teaches them the fundamental skills of art and design such as mark making, colour theory, observational drawing and sketchbook presentation. Artist research is on Gustav Klimt. | W/C 16th December 19 W/C 23rd May 20 | |
| Year 8 | Project based on Scarpace/fish and the environment. They further develop their drawing and pattern making skills while also completing studies in a variety of media such as, collage, paint, chalk pastel and pen. | W/C 16th December 19 W/C 23rd May 20 |
KS4
| Course Titles (As Per Specification) | BTEC Art Component 1: Generating ideas in Art and Design (Internally assessed) Learners will investigate art and design practice and Generate and communicate art and design ideas. Component 2: Develop Practical skills in Art and Design (Internally assessed) Learners will investigate the practical skills through application and review Component 3: Responding to a client brief. (Externally assessed in February and May of Year 11) Learners will investigate and create solutions to problems in response to given client briefs. | ||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 9 | Drawing Techniques Materials and Processes Designing | W/C 9th December 19 W/C 30th Match 20 (Academic Only) W/C 22nd June 20 | |
| Year 10 | Unit 1 Learning Aim: A Research into Artists and Designers and the audience Primary and secondary research (drawing) Initial practical responses and continual reflection Unit 2 Learning Aim: B developing a broad range of ideas, presenting work and refining, Creating a final prototype. | W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 (Academic Only) W/C 18th May 20 (Non-Academic Only) | |
| Year 11 | Unit 2 Learning Aim B: Creating a Final Prototype Exam preparation | W/C 14th October 19 W/C 2nd December 19 (Core Subjects) W/C 9th December 19 (Non-Core) W/C 10th February 20 | |
| Currently 2019/20 GCSE Art Exam Preparation | W/C 4th January 20 Exam Dates: 29th & 30th April 20 | ||
Enrichment & Useful Websites
| Extracurricular opportunities offered (clubs, trips etc) | Art Club after school and some lunchtimes and the opportunity to attend some holiday clubs. |
|---|---|
| Links to useful website of interest for your subject Area | www.creativeblog.com/colour/colour-theory-11121290, www.studentartguide.com/articles/how-to-make-a-mindmap-creative-ideas, www.youtube.com/watch?v=JErxMo-Ja84, |
English
| Head of Department | Mr K Jackson |
|---|---|
| Teaching Staff | Mrs L Blacow (KS4 English Lead) Miss V Thornton (Interim Second in English) Miss C Warrender (Interim Second in English) Mrs L Lincoln Miss N Linnhoff Mrs L Gomersall Miss T Gittens |
| Department Vision | Knowledge about literature fosters an understanding of life itself. When studying English at OMA, students will develop their understanding of the world in which they live, while preparing not only to gain successful GCSE qualifications, but also to enter society as functioning and articulate young adults with a rich cultural knowledge. To flourish in English, students at Ormiston Maritime Academy will: Engage with challenging texts from the literary canon, across a range of time periods Articulate ideas with precision through developing a wide vocabulary Think and write analytically and critically Express ideas articulately both verbally and in writing. |
| How Students can ‘ASPIRE to Excellence’ in this Field | In order to achieve our vision, students read, explore and respond to a variety of texts of cultural significance. Across Key Stage Three, students engage with a range of texts within the literary canon: three Shakespeare plays (A Midsummer Night’s Dream, The Tempest and Romeo and Juliet); three pieces of 19th century fiction (Oliver Twist, The Adventures of Sherlock Holmes and Jane Eyre); modern texts (The Daydreamer, Animal Farm); and a range of poetry including exploration of canonical texts such as Paradise Lost and The Canterbury Tales. Key Stage Three students also study grammar in discrete, dedicated lessons, to provide the foundational knowledge from which creativity can emerge, while ensuring that they master key elements of communicating in English. At Key Stage Four, students build on these foundations and explore further challenging texts from across time in which writers explore ideas about life and society. Such texts include Dickens’ A Christmas Carol, Willy Russell’s Blood Brothers and a selection of Power and Conflict poetry spanning from the 18th to the 21st century. They also further develop their writing skills, learning to express their perspectives with confidence through viewpoint writing and to craft engaging descriptive and narrative texts. Across both Key Stages, vocabulary is taught explicitly and revisited, including transferring it across a range of content. A student with a wide vocabulary will be empowered to express their ideas with clarity and precision, not only when writing but also when analysing the presentation of other writers’ ideas. |
| Rationale Behind the Curriculum Chosen | As established within our vision, students’ knowledge of Literature is central to the English curriculum at Ormiston Maritime Academy, as such knowledge gives students a greater understanding of life itself, allowing them to enter society as articulate and culturally enriched young adults. Therefore, knowledge is cumulative and transferable across the English curriculum. At Key Stage Three, knowledge cumulates around three central topics which increase cultural capital while also preparing them for GCSE at Key Stage Four: Victorian Fiction, Shakespeare and Modern Literature. Knowledge is built within these topics across the curriculum. For example, In Years 7 and 8, students explore Victorian London in depth within Oliver Twist and The Adventures of Sherlock Holmes, before expanding upon and enriching this knowledge through Jane Eyre in Year 9, by learning more about Victorian society in the countryside away from the city. When moving on to Key Stage Four, students’ knowledge about Victorian society provides an excellent foundation for their study of A Christmas Carol and the exploration of Dickens’ ideas and influences, while also allowing them to critically evaluate the extent to which society has changed over time, particularly when considering earlier texts such as Blake’s London and later ones such as Russell’s Blood Brothers. Similarly, knowledge is interweaved throughout the content of the curriculum, within each year and across them. For example, Year 7 students learn about power and authority through the workhouse in Oliver Twist, and return to these ideas later in the year when exploring the character of Egeus in A Midsummer Night’s Dream. However, such ideas are not left behind; they go on to later underpin discussion around power dynamics in Animal Farm in Year 8, Romeo and Juliet in Year 9 and, even later, within much of the poetry during Year 10 in Power and Conflict, as well as other GCSE texts such as Blood Brothers and A Christmas Carol. As vocabulary is crucial to our vision and empowers students to express their ideas and interpretations, terms are revisited and reapplied across contexts. For example, Year 7 students are explicitly taught the word ‘vulnerable’ to describe Oliver Twist in the first unit of Year 7, which is then used when exploring the characters of Helena in A Midsummer Night’s Dream (Y7, second unit), Ariel in The Tempest (Y8, second unit), the animals in Animal Farm (Y8, third unit) and Jane in Jane Eyre (Y9, third unit). Students then have the platform to apply this word to characters within their GCSE texts at Key Stage Four, such as the Cratchit family in A Christmas Carol, the Johnstones in Blood Brothers and the people of London described by William Blake. Students also build and hone the skills necessary to articulate their knowledge and ideas as the curriculum develops. In reading, they are methodically introduced to analytical writing in Year 7 and develop an understanding of the key components of analytical paragraphs, which are developed and applied throughout Years 8 and 9 and then further at Key Stage 4 when writing responses to GCSE questions. In writing, Key Stage Three students focus on mastering the foundations of grammar in Year 7, increasingly applying this to descriptive and narrative structures by the end of Year 9, before further developing these skills and applying them across a wider range of written forms in Years 10 and 11. |
| Possible Careers | English is a highly transferable subject. Key skills such as thinking critically, analysing and communicating effectively are valued by further educational establishments and employers across a range of disciplines. A range of careers directly relate to the study of English, some of which are listed below. Social media manager, journalist (magazine, newspaper or online publications), editorial assistant, digital copywriter, web content manager, proofreader, English teacher, primary teacher, English as a foreign language teacher, web content manager, advertising copywriter, social media manager, public relations specialist, lexicographer, technical writer, law, librarianship, author, fundraiser. |
KS3
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
|---|---|---|---|
| Year 7 | Unit 1: Oliver Twist Unit 2: A Midsummer Night’s Dream Unit 3: *The Daydreamer or Danny the Champion of the World and Metaphor Poetry * = dependent upon streaming.Throughout the year, students also work on their grammar and wider writing skills through the Mastery Writing programme. | W/C 16th December 19 W/C 23rd March 20 W/C 23rd June 20 | |
| Year 8 | Unit 1: The Adventures of Sherlock Holmes Unit 2: The Tempest Unit 3: Animal FarmThroughout the year, students continue to hone their grammar and wider writing skills through the next step of the Mastery Writing programme. | W/C 2nd December 19 W/C 23rd March 20 W/C 23rd June 20 |
KS4
| Course Titles (As Per Specification) | AQA English Language GCSE (8700) AQA English Literature GCSE (8702) | ||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 9 | 2019 / 20 Unit 1a: Short Stories Unit 1b: An Inspector Calls Unit 2a: Exploring Writers’ Viewpoints Unit 2b: Analysing Poetry Unit 3a: Romeo and Juliet Unit 3b: Spoken Language 2020/21 Unit 1: Jane Eyre Unit 2: Romeo and Juliet Unit 3: Poetry Anthology Next step of the Mastery Writing programme throughout the year. | W/C 9th December 19 W/C 30th March 20 W/C 22nd June 20 Spoken Language Examinations to take place from W/C 29th June 20 | |
| Year 10 | 2019/20 Unit 1: Creative reading and writing (English Language Paper 1) Unit 2: A Christmas Carol Unit 3: Blood Brothers Unit 4: Viewpoint reading and writing (English Language Paper 2) Unit 5: Romeo and Juliet Unit 6: Spoken Language | W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 W/C 18th May 20 Spoken Language Examinations to take place from W/C 29th June 20 | |
| Year 11 | 2019/20 Unit 1: English Language Paper 1, Section A* Unit 2: English Language Paper 1, Section B* Unit 3: English Language Paper 2* Unit 4: Literature revision *Interleaved with Literature revision (Romeo and Juliet, A Christmas Carol, Blood Brothers, Power and Conflict, unseen poetry) 2020/21 Unit 1: Analysing poetry (unseen)* Unit 2: Power and Conflict poetry* Unit 3: Literature – exploring themes and crafting essays** *Interleaved with Language and Literature revision **Interleaved with Language revision | W/C 14th October 19 W/C 2nd December 19 W/C 10th February 20 Final GCSE Examinations 13th May 20 – Lit Paper 1 21st May 20 – Lit Paper 2 2nd June 20 – Language Paper 1 5th June 20 – Language Paper 2 | |
Enrichment & Useful Websites
| Extracurricular opportunities offered (clubs, trips etc) | Theatre trips to see performances of texts studied. Performances within the Academy. Visits from writers, including creative writing workshops. Public speaking club. Live streams from the Royal Shakespeare Company in the Academy auditorium. Weekly after-school GCSE revision sessions. Trips to events such as Poetry Live. |
|---|---|
| Links to useful websites of interest | https://www.aqa.org.uk/subjects/english/gcse/english-language-8700 https://www.aqa.org.uk/subjects/english/gcse/english-literature-8702 https://twitter.com/omaenglishgcse |
Enterprise
| Head of Department | Mrs Ramage |
|---|---|
| Teaching Staff | Mrs Gorry |
| Department Vision | To empower students to understand the operation and function of local Enterprises and understand the skills and characteristics required to become a successful Entrepreneur. |
| How can Students ‘ASPIRE to Excellence’ in this field | Students need to emerge themselves into the world of commerce, and use resources available to investigate and analyse into existing local businesses to depict how, or if indeed they are successful in what they do. Students must then use this knowledge to set-up their own enterprise, putting knowledge learnt into practice. |
| Rationale behind the Curriculum chosen | The KS3 ICT course is designed to equip students with all of the tools required to excel cross-curricular. It also offers a sample of KS4 Enterprise and DIT courses that are offered, to better inform students on which path to choose. The Enterprise course is accessible to all students and the knowledge is extremely useful across the wide curriculum. It covers how to gather important research, analyse and interpret data. The second part of the coursework focuses on using this knowledge and put it into practice, setting up their own theoretical Enterprise. |
| Possible Careers | Manager of: Marketing, Operations, Human Resources, Finance |
KS4
| The main focus is on the knowledge, understanding and skills required to research, plan, pitch and review an enterprise idea | |
|---|---|
| How will the students be examined in KS4? | Two pieces of coursework in Year 10 and one external exam in Year 11. Component 1: Exploring Enterprises (coursework); Component 2: Planning for and Pitching an Enterprise Activity (coursework); Component 3: Promotion and Finance for Enterprise (2 hour exam) |
| Course Titles (As Per Specification) | Exploring Enterprises consists of: Examine the characteristics of enterprises; Explore how market research helps enterprises to meet customer needs and understand competitor behaviour; Investigate the factors that contribute to the success of an enterprise. Planning for and pitching an enterprise activity consists of: Explore ideas and plan for a micro-enterprise activity; Pitch a micro-enterprise activity; Review own pitch for a micro-enterprise activity. Promotion and finance for Enterprises consists of: Demonstrate knowledge and understanding of elements of promotion and financial records; Interpret and use promotional and financial information in relation to a given enterprise; Make connections between different factors influencing a given enterprise; Be able to advise and provide recommendations to a given enterprise on ways to improve its performance. |
| Extra-Curricular Opportunities Offered | On a Thursday after school students are encouraged to develop their entrepreneurial skills. |
| Useful Website Links | https://www.bbc.co.uk/bitesize/subjects/zpsvr82 https://www.forbes.com/sites/theyec/2017/04/17/five-must-follow-rules-to-becoming-a-successful-entrepreneur/#387ba58624a9 https://www.liveandlearnconsultancy.co.uk/alan-sugars-business-tips/ |
French
| Head of Department | Miss B Marsden |
|---|---|
| Teaching Staff | Miss B Marsden Miss L Jugg |
| Department Vision | We aim to provide outstanding teaching in order to facilitate outstanding learning through an ambitious and varied curriculum. Our students learn languages in order to extend their awareness of other cultures, and to be able to justify their opinions around key social and environmental issues. By the end of KS4, we aim for our students to leave with extended cultural awareness, improved self-esteem and increased opportunities for success in later life. |
| How Students can ‘ASPIRE to Excellence’ in this field | Students can ASPIRE to become excellent linguists by being curious, asking questions, practicing speaking, writing, reading and listening in the language, taking responsibility for their learning, understanding the culture of the language and most importantly, showing enthusiasm for the language. |
| Rationale Behind the Curriculum Chosen | Pearson provides the curriculum chosen. Pearson employ a wide range of language specialists to create a curriculum which is broad, balanced and ambitious. The order in which the curriculum is provided by Pearson is adapted by the MFL department on occasion to ensure interleaving of content. |
| Possible Careers | Translator, Interpreter, Businessperson, Salesperson, Marketer, Publisher, Editor, Tour Guide, Flight Attendant, Resort Staff, Foreign Service, Diplomat, Teacher, Voice-over artist, Charity worker overseas. |
KS3
| Year Group | Topics Covered | Dates of Assessments | Links to KO |
|---|---|---|---|
| Year 7 | Book – Dynamo 1 Alphabet, numbers, family, opinions and reasons. Time, school subjects, clothes, school routine. Weather and seasons, sports, activities, opinions. Animals, higher numbers, family, home town. Places in town, weekend activities. Inviting someone out, food in cafés, future tense. | W/C 16th December 19 W/C 23rd May 20 | |
| Year 8 | Book – Studio 2 Vert or Rouge TV and film, internet, weather and activities. Activities in Paris, asking for information, the past tense. Personality, relationships, music and clothes. Where I live, home, food, talking about an event. Talent and ambitions. French speaking countries. | W/C 16th December 19 W/C 23rd May 20 |
KS4
| Course Titles (As Per Specification) | AQA GCSE French – Code: 8658 Students are assesses at the end of Year 11 over 4 exams, on ether Higher or Foundation Papers. Listening, Reading, Writing, and Speaking | ||
|---|---|---|---|
| Year Group | Topics Covered | Date of Assessments | Link to KO |
| Year 9 | Book – Studio AQA GCSE Holidays (travel and tourism), sports, film and TV and technology, school and future Studies. Revision of all tenses. | W/C 9th December 19 W/C 30th March 20 (Academic Only) W/C 22nd June 20 | |
| Year 10 | Book – Studio AQA GCSE Identity/friends and family, weather and seasons, hometown and home environment, daily routine, food, festivals and celebrations. | W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 (Academic Only) W/C 18th May 20 (Non-Academic Only) | |
| Year 11 | Book – Studio AQA GCSE Environment and social problems, jobs and aspirations, holidays (revision), revision of all topics. | W/C 14th October 19 W/C 2nd December 19 (Core Subjects) W/C 9th December 19 (Non-Core) W/C 10th February 20 W/C 24th February 20 | |
Enrichment & Useful Websites
| Extra-Curricular Opportunities | First weekend of the Easter Holidays (3 days) – a trip to Le Pré Catalan, a PGL centre in Northern France, approximately 40 minutes from Calais. This is open to all Year 8 students, whether they study French or Spanish. This includes a trip to a French market, a bakery, a sweet-making factory, a French supermarket for souvenirs, and much more! |
|---|---|
| Links to Useful Websites | https://www.languagesonline.org.uk/Hotpotatoes/index.html https://www.bbc.co.uk/bitesize/subjects/z9dqxnb https://www.memrise.com/course/1137583/aqa-new-gcse-french-from-2016/ https://www.senecalearning.com |
Geography
| Head of Department | Miss Cooling |
|---|---|
| Teaching Staff | Miss Cooling Mr Perry Miss Macpherson |
| Department Vision | There has never been a more important time to teach geography. The world is becoming increasingly interconnected. The last hundred years of globalisation has seen huge changes in both the human and physical worlds – with human actions increasingly impacting the natural world on a global scale. But the world is also becoming increasingly divided. Tim Marshall, for example, recently wrote: ‘humans… will be wall-builders, fence-erectors, architects of schisms between ourselves and the rest of our species’. Where the forces of migration and globalisation are mixing cultures and societies, people are fighting back to preserve their differences by erecting walls and building fences. Similarly, human activity is becoming increasingly at odds with natural processes and environments. |
| How Students can ‘ASPIRE to Excellence’ in this Field | Rather than building walls, geography can build bridges. The OMA geography department aims to inspire a curiosity and fascination for the world around our students whilst offering them the opportunity to meet the human and physical worlds on their own terms. It connects the natural to the human, the local to the national and international and can help pupils place their own puzzle piece into the bigger jigsaw. Our curriculum emphasises… Using the Geographical Association’s ‘Pupil Progression Framework’, we have split our curriculum into three parts: A) Contextual world knowledge of locations, places and geographical features B) Understanding of the conditions, processes and interactions that explain features, distribution patterns, and changes over time and space. C) Competence in geographical enquiry, and the application of skills in observing, collecting, analysing, evaluating and communicating geographical information The table which can be seen HERE, is what an outstanding geographer looks like at the end of each year: |
| Rationale Behind the Chosen Curriculum | Our curriculum is designed to build on what students learn at Key stage 2 and to prepare them for Key stage 4. This is done by spiralling the curriculum around three key core themes of Globalisation, Sustainability and Environmental change. We aim to encourage our students to investigate the world around them. We want to promote independent thinking and reflection by allowing students to explore, judge and apply their geographical knowledge and develop skills. We also promote environmental awareness and encourage students to become good stewards of our planet. |
| Possible Careers | Cartographer Environmental consultant Town planner Geographical information systems officer Conservation officer Recycling officer Landscape architect Teacher/lecturer |
KS3
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
|---|---|---|---|
| Year 7 | Around the World in 40 Days Weather, Climate and Biomes The Amazon Rainforest The Global Fashion Industry The River Humber Migration and the UK | W/C 16th December 19 W/C 23rd May 20 | |
| Year 8 | Restless Earth Africa: A Continent of Contrasts The Earth’s Natural Resources China: The Future? Managing the Holderness Coast To a Sustainable Future? | W/C 16th December 19 W/C 23rd May 20 |
KS4
| Course Titles (As Per Specification) | Edexcel B Geography Specification | ||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 9 | Hazardous Earth Development Dynamics Challenges of an Urbanising World | W/C 9th December 19 W/C 30th March 20 (Academic Only) W/C 22nd June 20 | |
| Year 10 | The UK’s evolving physical landscape The UK’s evolving human landscape Geographical investigation | W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 (Academic Only) W/C 18th May 20 (Non-Academic Only) | |
| Year 11 | People and the Biosphere Forests Under Threat Consuming Energy Resources | W/C 14th October 19 W/C 2nd December 19 (Core) W/C 9th December 19 (Non-Core) W/C 10th February 20 W/C 24th February 20 | |
Enrichment & Useful Websites
| Extra-Curricular Opportunities Offered | Fieldwork investigation carried out on the Holderness Coastline (Physical landscape) Fieldwork investiagtion carried out in Lincoln City (Urban landscape) KS3: River study fieldwork KS3 : Eco – Schools club looking at climate change and effects on biodiversity |
|---|---|
| Links to Useful Websites of Interest | https://www.geography.org.uk/ https://www.rgs.org/ https://www.geographyinthenews.org.uk/ https://www.nationalgeographic.org/education/what-is-geography |
Health & Social Care
| Head of Department | Mrs Gourlay |
|---|---|
| Teaching Staff | Mrs East |
| Department Vision | Health and Social Care is designed to provide students with an overview of Health and Social Care give students the specialist knowledge, skills and understanding in the key components studied. This course is designed to equip students with some of the skills they will need in the work place or in further education or training. The department is focused on developing the student’s communication, reflection and empathy skills. |
| How Students can ‘ASPIRE to Excellence’ in this Field | Students can ASPIRE to excellence in Health and Social care by persevering when faced with challenging new ideas and concepts. Health and Social care does focus around some tough situations and students will have to develop further resilience and empathy to deal with them. One key part of Health and Social care is respecting the law, confidentiality and respect the opinions or others and the world around them. Some of the topics we cover involve discussion on ethical issues which people have strong and sometimes controversial opinions around. We work with students on being able to listen and respect others opinions even if they are different to their own. |
| Rationale Behind the Curriculum Chosen | In respect to our Key stage 4 curriculum students we following the Cambridge National curriculum. It covers a broad and balanced list of Health and Social topics. We have designed the curriculum to introduce students to the fundamental foundations of Health and Social Care before beginning the first externally assessed unit of communication, this allows the students to have a strong grasp of the key fundamentals surrounding Healthy and Social Care. |
| Possible Careers | Studying Health and Social care can open the door to careers in health care, social work and education. More information regarding careers in healthcare can be found here https://nationalcareers.service.gov.uk/job-categories/healthcare. |
KS4
| Course Title (As Per Specification) | Health & Social Care Level 1/2 Award/Certificate | ||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 9 | Essential values of care for use with individuals in care settings: Understand how to support individuals to maintain their rights. Understand the importance of the values of care and how they are applied Communicating and working with individuals in health, social care and early years settings: Understand how to communicate effectively Understand the personal qualities that contribute to effective care Be able to communicate effectively within a health, social care and early years setting | W/C 9th December 19 W/C 30th March 20 (Academic Only) W/C 22nd June 20 | |
| Year 10 | Understanding the nutrients needed for good health: Know the dietary needs of individuals in each life stage. Be able to create dietary plans for specific dietary needs. Be able to produce nutritional meals for specific dietary requirements. Creative activities to support individuals in health, social care and early years settings: Understand the different types of creative activities available in health, social care and early year’s settings. Understand the benefits of participating in creative activities. Be able to carry out creative activities in a health, social care or early years setting | W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 (Academic Only) W/C 18th May 20 (Non-Academic Only) | |
| Year 11 | Essential values of care for use with individuals in care settings: Understand how legislation impacts on care settings. Understand how personal hygiene, safety and security measures protect individuals. | W/C 14th October 19 W/C 2nd December 19 (Core Subjects) W/C 9th December 19 (Non-Core) W/C 10th February 20 W/C 24th February 20 |
Enrichment & Useful Websites
| Extra-Curricular Opportunities Offered | TBC |
|---|---|
| Links to Useful Websites of Interest | KS4 – https://www.youtube.com/playlist?list=PL27vaenVnLtZ_hJKgRW8OyfFZPBS8tcgk |
History
| Head of Department | Miss Cooling |
|---|---|
| Teaching Staff | Mrs Gourlay Mr Perry |
| Department Vision | At Ormiston Maritime Academy, the History Curriculum has a clear purpose and is focused around excitement and love for learning. We aim to ensure that learning is bespoke to the needs of our learners and demonstrates a strong understanding about specific needs to succeed. We believe that it is vital for all our pupils to develop: The appropriate subject specific knowledge, skills and understanding as set out in the National Curriculum and beyond, so that pupils can flourish, reach and exceed their potential. A holistic set of values that prepares them for life in the modern world in a diverse and ever changing community and work place. The behaviours learners need to succeed in the world such as concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity. Spirituality in themselves and others, develop social skills and understand society, build a firm set of personal morality, and to engage in the culture they live in and understand the cultures of others. |
| How Students can ‘ASPIRE to Excellence’ in this field | Learning about people – how they interact, the motives and emotions that can tear people apart into rival factions or help them to work together for a common cause (useful knowledge for team-building at work!) Learning about countries, societies and cultures – so many of today’s conflicts and alliances have their roots in the past; how can you negotiate with, trade successfully with, or report on a country if you know nothing of its history? Learning to locate and sift facts – to identify truth and recognise myth, propaganda and downright lies (useful in every aspect of life!) Presenting what you’ve learned in a way that makes sense to others – whether in graphs, essays or illustrated reports – and having the confidence to defend your findings. |
| Rationale Behind the Curriculum Chosen | Our curriculum will ensure students think about what we learn, who we are when we are learning, how we act when we learn and who we are in the world, so we can build happy, resilient, successful, good citizens. Our implementation plan ensures our curriculum keeps us focused on these areas. We have the National Curriculum, which we use as a starting point. We embellish and deepen it further as a department but at the heart of this is learners being exposed to quality experiences and need for independent thinking. Visits and enrichment clubs allow learners even greater opportunities to find and develop their individual interests and personal talents. Visitors and parents coming into school also help deepen experiences further. We believe that it is vital for us to develop: Learner’s learning – The teachers plan using progressive skills and knowledge. Learning is checked against these to ensure progression and understanding. Teachers keep a record of how learners are achieving and intervene effectively and collaboratively to close any skills or knowledge gaps. We plan a variety of offsite educational visits. Visitors are also invited into school as a way of enhancing subject knowledge and providing the learners with real life experiences. The character of our learners – We follow a programme in the department, which explores values that are critical for us to understand modern Britain and beyond. In classrooms teachers ask learners to undertake positions of responsibility, as we believe that children understand values by seeing them in action in others. Behaviours and habits to become effective learners – Within the department we design learning opportunities that look for ways to develop good learning behaviours. We understand that learning about learning helps us to be better learners! In our curriculum, we ask learners to look for ways to develop concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity. For example, in the curriculum we try to frame our learning around questions. For example: Why did Mrs Wiggins die? Who was Jack the Ripper? Who lived in a house like this? |
| Possible Careers | Teaching in schools Museums and Galleries Historic Houses, Heritage Sites and Organisations Record Offices, Archives, Libraries and Universities Archaeology and Architecture, Conservation and Horticulture National and Local Government, the Civil Service and the Diplomatic Service The Media Law The Police and Armed Forces |
KS3
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
|---|---|---|---|
| Year 7 | Medieval Realms Tudors Stuarts | W/C 16th December 19 W/C 23rd May 20 | |
| Year 8 | Black Peoples of America British Empire Industrial Revolution WW1 WW2 (Including Holocaust) | W/C 16th December 19 W/C 23rd May 20 |
KS4
| Course Titles (As Per Specification) | AQA History GCSE 9 – 1 Specification | ||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 9 | America 1920-1973: Opportunity and Inequality Conflict and Tension Europe & End of Vietnam | W/C 9th December 19 W/C 30th March 20 (Academic Only) W/C 22nd June 20 | |
| Year 10 | Britain: Health and the people c1000 to present day Introduction to Elizabethan England 1568-1603 Elizabeth and her government | W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 (Academic Only) W/C 18th May 20 (Non-Academic Only) | |
| Year 11 | Britain: Health and the people c1000 to present day Introduction to Elizabethan England 1568-1603 Elizabeth and her government | W/C 14th October 19 W/C 2nd December 19 (Core Subjects) W/C 9th December 19 (Non-Core) W/C 10th February 20 W/C 24th February 20 | |
Enrichment & Useful Websites
| Extra-Curricular Opportunities | KS3: Eden Camp Visit |
|---|---|
| Links to Useful Websites of Interest | http://www.monkeymonkeyrevision.co.uk/index.html https://www.johndclare.net/ https://www.senecalearning.com/ |
ICT
| Head of Department | Mrs Ramage |
|---|---|
| Teaching Staff | Miss Cooling Miss Herridge Mr Cassidy |
| Possible Careers | IT Consultant Heath IT Specialist Software Engineer |
| What Topics are Covered in KS3 | The aims we have for students are: For all students to become proficient and competent users of modern day computer systems in helping them meet their current learning needs across the curriculum E-safety Microsoft PowerPoint Microsoft Word Microsoft Excel |
KS3
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
|---|---|---|---|
| Year 7 | Curriculum aims to introduce students to using the internet safely (e-Safety) and be able to undertake effective independent/self-guided research to support their class work and homework and become responsible digital citizens. Students should be able to remain safe when using the Internet and understand how to behave towards others. The students are also expected to begin to use tools effectively in Microsoft PowerPoint and Word. | W/C 16th December 19 W/C 23rd May 20 | |
| Year 8 | Curriculum aims to build on the skills acquired in year 7 and extend students’ understanding of the way computers are used to help build and promote enterprises through a range of research and creative designs in marketing. Students will then analyse data using a range of tools used in Microsoft Excel. | W/C 16th December 19 W/C 23rd May 20 |
Extra-Curricular & Website Links
| Extra-Curricular Opportunities | Scratch projects that can be undertaken at home or on a Monday or Tuesday Lunch time in the IT suite. |
|---|---|
| Possible Careers | Data Analyst Data Scientist, IT Trainer Teacher – Secondary School – Computing. Computer Forensic Analyst IT Security Co-ordinator or Specialist. IT Helpdesk Analyst IT Support Engineer. Database Administrator Software Engineer or Developer Software Tester. |
| Links to Websites of Interest | http://www.educationquizzes.com/ks3/ict/ https://www.bbc.co.uk/bitesize/subjects/z8mtsbk |
Music & Performing Arts
| Head of Department | Mrs Ramage |
|---|---|
| Teaching Staff | Miss Hodges Vocal teacher – Mrs Booth Drumkit teacher – Mr Cook Guitar teacher – Mr McMahon Violin Teacher – Miss Davis Keyboard/piano – Miss Hodges |
| Rationale Behind this Subject | The reasons why the “Performing Arts” are highly valued at Ormiston Maritime Academy. In the academic year 2016/17, 41.8% of performing arts graduates were in full time employment six months after graduating. 14.4% went on to further study, 27% of those going onto further study did a postgraduate teaching qualification. The UK music industry grew by 2% in 2017, contributing £4.5 billion to the economy and supporting 145,815 jobs. Performing Arts skills developed impact across the curriculum and beyond. Developing confidence in oneself to perform in front of an audience whether, that be in a drama production or a solo instrumental performance is an essential life skill. Successful candidates in university and job interviews often have a performing arts qualification. To be able to participate in ensemble activities, developing team building skills creates an inner self-confidence and a feeling of “wellbeing”. To be able to play an instrument or sing develops fine motor skills, self- discipline and the ability to work independently. The mastery of an instrument can provide great escapism in a world where social media can dominate young peoples’ lives. Participate in drama/musical productions can impact positively, encouraging long lasting friendships and social interactions. |
| Possible Careers | Careers in the music Industry include; performers (of all genres) composers (of many genres) recording engineers, music journalism, music education and therapy, instrumental maker, radio and TV presenters, music industry merchandising. Careers in the performing arts include; actor, dancer, education musical theatre performer, therapist, theatre director, screenwriter, Arts administrator. |
KS3
| Yera Group | Topics Covered |
|---|---|
| Year 7 | Introduction to music technology. To learn simple notation and perform in the style of the Indonesian Gamelan. |
| Year 8 | To compose using “Logic Software”. To perform in the style of the Blues playing chords and riffs. |
KS4
| Music – To learn about The Music Industry, An introduction to Performance, An introduction to Composition, To create a musical product. Performing Arts – Exploring the performing arts, |
|---|
| Year Group | Topics Covered |
|---|---|
| Year 9 | Music Building composing skills Building performing skills Introduction to the music Industry Performing Arts: |
| Year 10 | Music Knowledge building-Unit 1 The Music Industry Continue building performance skills through individual lessons. Term 6 start unit 5 performance skills keeping a log, setting targets Develop composition skills chords, melody, rhythm, structure. Term 6 start Learning aim A of Unit 4. Performing Arts Component 2 start preparing performances for assessment |
| Year 11 | Music Complete unit 5-performance in December Complete unit 4-composition in February Take music Industry exam January – retake June Complete unit 2- a musical product February – May. Performing Arts |
Other Information
| How will students be examined in KS4 | Music UNITS OF WORK: BTEC (level 1 -/ Level 2) UNIT 1- The music Industry 1 hour exam UNIT 2- A Musical Product internally assessed. UNIT 4- An Introduction to composition-internally assessed UNIT 5- An Introduction to performance-internally assessed PERFORMING ARTS BTEC (Level 1/2) |
|---|---|
| Course Titles | BTEC Level 1/Level 2Tech Award in The Performing Arts BTEC Level 1/ Level 2 First Award in Music. |
| Extra-Curricular | Theatre trips, locally and nationally. To perform in school concerts and presentation evenings. To participate in singing groups and ensembles. |
| Link to SOL | Music: KS3 SOL-Performance introduction to performance through pitched percussion ensemble skills. Students can also have peripatetic instrumental and singing lessons to prepare for performance unit at Btec. KS3 composition skills are developed using logic software, this introduces music technology. This feeds into KS4 composition unit, enabling students to use music technology to compose and display their work in traditional notation score format. Performing Arts; KS3 focuses on developing characterization skills and drama devices in preparation for performance in Btec Component 2. KS3 introduces devising work in preparation for Btec component 3. |
| Links to Useful Websites | http://https://www.ucas.com/job-subjects/drama-music-and-performing-arts https://www.joinmyband.co.uk/ |
Physical Education
| Head of Department | Mrs Ramage |
|---|---|
| Teaching Staff | Mrs K Stainton Miss J Litchfield Mr T Cassidy Mr P Stanfield |
| Department Vision | Our vision as a PE department is to ensure students have the skills, knowledge and ability to lead active healthy lifestyles. Through our diverse and engaging curriculum we provide opportunities to experience a wide range of sports and activities. We aim to inspire all students to continue a competitive sport when leaving OMA. |
| How Students can ‘ASPIRE to Excellence’ in this field | In the vocational subject of Physical Education learners might be interested in progressing to other qualifications relevant to working in the sector, such as: Level 3 National Extended certificate in sport A Level Physical Education Level 3 diploma in Sport and Physical Activity Level 3 VTCT certificate in massage and therapies for sport Level 3 certificate in personal training Level 3 NCFE diploma for entry into the uniformed services Learners may be inspired gain the qualifications to create and run their own personal training or sports coaching business |
| Rationale Behind this Subject | The physical education curriculum at Ormiston Maritime Academy is broad and diverse and aims to inspire students to take part in competitive sport. It provides opportunities for students to become physically confident in a way which supports their health and fitness. By giving students the opportunities to take part in sport and other activities it enables students to build character, work as part of a team, develop cooperation skills and embed values such as fairness and respect. |
| Possible Careers | PE Teacher, Physiotherapist, Fitness and gym instructor, Sports and Fitness Nutritionist, Sports Psychologist, Lifeguard , Sports Coach, Sports Scientist, Army, uniformed services, sports massage, sports reporter |
KS3
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
|---|---|---|---|
| Year 7 | Students will be taught a wide variety of competitive sports and physical activity. During the autumn and spring terms students will be taught a wide and balanced curriculum including Football, Netball, Rugby, Basketball, Hockey, Dodgeball, Gymnastics and health and fitness. During the summer term students will be taught athletics and a variety of striking and fielding games. | W/C 16th December 19 W/C 23rd May 20 | |
| Year 8 | Students will be taught a wide variety of competitive sports and physical activity. During the autumn and spring terms students will be taught a wide and balanced curriculum including Football, Netball, Rugby, Basketball, Hockey, Dodgeball, Gymnastics and health and fitness. During the summer term students will be taught athletics and a variety of striking and fielding games. | W/C 16th December 19 W/C 23rd May 20 |
KS4
| In key stage 4 the Physical Education department provide students with one hour of PE per week. Students will build on knowledge from key stage 3 and use the skills learnt within more competitive situations focusing on tactics and team work. We aim to inspire students to take up active healthy lifestyles. This course will encourage personal development through practical participation and performance in a wide variety of sports and exercise activities. It gives learners a wide understanding of health related fitness and sport and exercise through a selection of units. Students will have the opportunity to take part in a wide variety of sports and personal fitness training. Units taught: Unit 1 -Fitness for sport and exercise which is assessed by a online exam Unit 2 -Practical sports performer Unit 5 – The Sports performer in Action Unit 3 – Training for personal fitness The course is assessed by the teacher and can be awarded pass, merit or distinction on each unit. | |||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 9 | Skills and development of knowledge Unit 1 -Fitness for sport and exercise Unit 2 -Practical sports performer Unit 5 – The Sports performer in Action Unit 3 – Training for personal fitness | W/C 9th December 19 W/C 30th March 20 (Academic Only) W/C 22nd June 20 | |
| Year 10 | Unit 2 -Practical sports performer Unit 5 – The Sports performer in Action | W/C 14th October 19 W/C 10th February 20 W/C 18th May 2 (Non-Academic Only) | |
| Year 11 | Unit 1 – Fitness for sport and exercise ( external exam) Unit 3 – Training for personal fitness | W/C 14th October 19 W/C 9th December 19 (Non-Core) W/C 10th February 20 W/C 24th February 20 | |
| How will students be examined in KS4 | Unit 1 – Fitness for sport and exercise 25% of final grade assessed by external exam Unit 2 -Practical sports performer 25% assessed by coursework and practical performance in 2 sports. Unit 5 – The Sports performer in Action 25% assessed by coursework Unit 3 – Training for personal fitness 25% assessed by coursework and participation in fitness training | ||
| Course Title | BTEC Level 1 / 2 First Award in Sport | ||
Extra-Curricular & Useful Websites
| Extra-Curricular Opportunities | There are a number of sports clubs that students can attend to help develop their knowledge and understanding of the various sports taught across both key stage 3 and 4. Students will have the opportunity to represent the academy in a variety of sporting competitions. Clubs and competitions on offer to all year groups throughout the year include; Netball, Hockey, Fitness, Dodgeball, Basketball, Rounders, Athletics, Softball and Rugby |
|---|---|
| Links to Useful Websites | www.youthsporttrust.org www.bbc.co.uk/sport www.brainmac.co.uk www.teachpe.com www.sportengland.org |
Psychology
| Head of Department | Mrs J Gourlay |
|---|---|
| Teaching Staff | Mrs K Allard |
| Department Vision | Psychology is the study of human behaviour and experience. This course will introduce you to some of the most popular theories about why humans behave as they do. We want students to be inquisitive about themselves but also about society as a whole and investigate why we behave as we do. |
| How Students can ‘ASPIRE to Excellence’ in this field | We want to inspire pupils to question their behaviour, the behaviour of society and the wider world. We want them to have a love and enjoyment of learning about Psychology We uphold the values of the Academy and encourage students to persevere and be independent. |
| Rationale behind the Curriculum Chosen | AIMS Psychology aims to: Develop essential knowledge and understanding of different areas of Psychology and how they relate to each other. Develop an appreciation for diversity through the study of individual differences. Develop an appreciation for the relationship between biology and behaviour through biopsychology. To increase skills of analysis and evaluation through psychological studies. Develop and demonstrate a deep appreciation of the skills, knowledge and understanding of scientific methods, including the debate as to whether Psychology is a science. Develop competence and confidence in a variety of practical, mathematical and problem-solving skills (25% research methods). |
| Possible Careers | WHERE CAN THE COURSE LEAD? Psychology is an excellent qualification and is related to many further educational courses and employment sectors. Students who have studied Psychology may go on to work in research, business, journalism, education, law, advertisement, social work, nursing and the police. It is a versatile course and has links to many careers that involve working with people. |
KS4
| Course Title | GCSE Psychology: Exploring Human Behaviour | ||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 10 | Social Influence Criminal Psychology Sleep & Dreaming | W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 (Academic Only) W/C 18th May 20 (Non-Academic Only) | |
| Year 11 | Social Influence Criminal Psychology Sleep & Dreaming Research Methods | W/C 14th October 19 W/C 2nd December 19 (Core Subjects) W/C 9th December 19 (Non-Core) W/C 10th February 20 W/C 24th February 20 | |
Extra-Curricular & Useful Websites
| Extra-Curricular Opportunities | TBC |
|---|---|
| Useful Websites of Interest | http://www.simplypsychology.org/ http://www.psychlotron.org.uk http://www.psychteacher.co.uk http://www.resourcd.com |
RE
| Head of Department | Miss Cooling |
|---|---|
| Teaching Staff | Mr Perry Miss Macpherson Miss Litchfield Mrs Hodges Mrs Herridge |
| Department Vision | At Ormiston Maritime Academy, we believe that it is vital for all our pupils to learn from and about religion, so that they can understand the world around them. Through Religious Education, pupils develop their knowledge of the world faiths, and their understanding and their awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures. To appreciate the way that religious beliefs shape life and behaviour student should develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development. We encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences. Our Religious Education curriculum is enhanced further with trips to places of worship and visiting experts. |
| How students can ‘ASPIRE to Excellence’ in this field | At Ormiston Maritime Academy, it has been agreed that having taken into account the requirements and guidelines presented in the agreed syllabus, the following religions have been selected for study: Christianity The pupils at Ormiston Maritime Academy enjoy learning about others religions and why people choose or choose not to follow a religion. Through their RE learning pupils are able to make links between their own lives and those of others in their community and the wider world. RE acts as a hub, so pupils are developing an understanding of other people’s cultures and ways of life, which they are able to communicate. RE offer pupils the means by which to understand how others choose to live and understand why they choose to live in this way. As such, RE is invaluable in an ever changing and shrinking world. |
| Rationale Behind the Curriculum Chosen | There are no presumptions made as to the religious backgrounds, beliefs and values of the pupils and the staff. We value the religious background of all the members of the school community and hope that this will encourage individuals to share their own experiences with others freely. All religions and their communities are treated with respect and sensitivity and we value the links, which are, and can be made between home, school and a faith community. We acknowledge that religion can contribute to the education of all our pupils. We promote teaching in Religious Education that stresses open enquiry and first hand experiences wherever possible for both staff and children. |
| Possible Careers | Teacher Advice worker Archivist Charity officer Civil Service administrator Community development worker Editorial assistant Newspaper journalist Social worker Youth worker |
KS3
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
|---|---|---|---|
| Year 7 | Introduction to RE World Religions Religious Festivals Christianity | W/C 16th December 19 W/C 23rd May 20 | |
| Year 8 | Introduction to RE Islam Judaism Religion and Human Rights Religion and Conflict Religion and Peace Religion and the After Life | W/C 16th December 19 W/C 23rd May 20 |
Extra-Curricular & Useful Websites
| Extra-Curricular Opportunities | ASPIRE Day : Learning about Islam, Sikihism and Judaism |
|---|---|
| Useful Links of Interest | www.bitesize.co.uk https://www.educationquizzes.com/ks3/religious-education/ |
Science
| Head of Department | Miss Standing |
|---|---|
| Teaching Staff | Mr Sneyd Mr Shanks Mrs Marsden Mrs Leitning (2nd in Department) Mrs Davies Mrs Garside |
| Department Vision | The Ormiston Maritime Academy Science department is committed in ensuring ALL pupils make greater than expected progress across all Key Stages in the subject of Science. We want to inspire pupils to question the world around and have a love and enjoyment of learning Science. We uphold the values of the Academy and encourage students to persevere, be independent and respect the world around them. |
| How students can ‘ASPIRE to Excellence’ in this field | Students can ASPIRE to excellence in Science by persevering when faced with challenging concepts and questions. We continually promote no-opt out with our students. They have to answer a question whether it being them supported by peers, using their books or independently using revision guides. In Science the answers are not always easy or readily available therefore, our scientists need to develop these skills. They also need to be able to respect the opinions or others and the world around them. Some of the topics we cover involve discussion on ethical issues which people have strong opinions around. We work with students on being able to listen and respect others opinions even if they are different to their own. |
| Rationale Behind the Curriculum Chosen | In Key Stage 3 we follow the National Curriculum the rationale behind this is that it provides broad and balanced scientific content that will prepare students with a understanding of basic scientific concepts for moving on into GSCE and A-level science. In respect to our Key Stage 4 curriculum, students are following the AQA curriculum. It covers a broad and balanced list of science topics which builds seamlessly from Key Stage 3. Other Ormiston schools follow the AQA curriculum to enable to share best practice and expertise to further develop teaching, share resources where required ask for advice on assessments, revision and grade boundaries. |
| Possible Careers | Studying Science can open the door to careers in Science, Technology, Engineering and Maths. Science is a valuable subject to study and is very desirable in careers such as law, civil services and the food industry. More information regarding careers in science can be found here https://nationalcareers.service.gov.uk/job-categories/science-and-research |
KS3
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
|---|---|---|---|
| Year 7 | Medicine Astrophysics Food technology Microbiology Cosmetic science Roller coaster engineering | W/C 16th December 19 W/C 23rd May 20 | |
| Year 8 | Sport Science Renewable energies Forensic science Climatologists Electrical engineering Environmental scientists | W/C 16th December 19 W/C 23rd May 20 |
KS4
| Course Title | AQA Combined Science: Trilogy | ||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 9 | Biology Subject Content Cell biology Bioenergetics Ecology Chemistry subject content Atomic structure and the periodic table Energy changes Organic chemistry Chemical analysis Physics subject content Energy Electricity Atomic structure Forces | W/C 9th December 19 W/C 30th March 20 (Academic Only) W/C 22nd June 20 | |
| Year 10 | Biology Subject Content Organisation Bioenergetics Inheritance, variation and evolution Chemistry subject content Atomic structure and the periodic table Bonding, structure, and the properties of matter Chemistry of the atmosphere Physics subject content Electricity Atomic structure Waves | W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 (Academic Only) W/C 18th May 20 (Non-Academic Only) | |
| Year 11 | Biology Subject Content Bioenergetics Homeostasis and response Inheritance, variation and evolution Chemistry subject content Atomic structure and the periodic table Quantitative chemistry Using resources Physics subject content Particle model of matter Magnetism and electromagnetism | W/C 14th October 19 W/C 2nd December 19 (Core Subjects) W/C 9th December 19 (Non-Core) W/C 10th February 20 W/C 24th February 20 | |
Extra-Curricular & Useful Websites
| Extra-Curricular Opportunities | STEAM Club After School |
|---|---|
| Links to Useful Websites | Key Stage 3 – https://www.bbc.co.uk/bitesize/subjects/zng4d2p Key stage 4 AQA trilogy – https://www.bbc.co.uk/bitesize/examspecs/z8r997h Free Science lesson Youtube – https://www.youtube.com/channel/UCqbOeHaAUXw9Il7sBVG3_bw https://www.senecalearning.com |
Sociology
| Head of Department | Mrs J Gourlay |
|---|---|
| Teaching Staff | Mrs K Allard |
| Department Vision | Sociology is about human social behaviour, why people behave as they do and what things influence and affect their lives. It is about how people organise themselves into groups and are able to control the behaviour of their members and sometimes control the behaviour of others. You will study the main themes of culture and identity, power, social class, gender and ethnicity and consider how they affect an individual or group’s life chances. You will also develop a sophisticated knowledge and understanding of the major sociological theories underpinning research and the specific research models employed by sociologists. |
| How Students can ‘ASPIRE to Excellence’ in this field | We want to inspire pupils to question society and the wider and have a love and enjoyment of learning about society. We uphold the values of the Academy and encourage students to persevere, be independent and respect the identity, culture of others and world around them. |
| Rationale Behind the Curriculum Chosen | AIMS The overall aims of the course are to give students opportunities to develop an understanding and awareness of society in all its diverse aspects, with particular reference to family structures, why people commit crime, education and gender. Within the subject we focus on patterns of advantage and disadvantage in society for example, in relation to gender, ethnicity, class, age and culture. Additionally, the importance of constructive discussion, collaborative work and the ethics and skills of research. Central to working in sociology the ability to be receptive to different viewpoints in order to evaluate information and ideas to reach their own balanced judgements, therefore developing analytical skills and empathy. |
| Possible Careers | Sociology prepares students for many careers and Higher Education courses, such as human resource management, social work, marketing, nursing, journalism, law, teaching, the police, the media, personnel, probation and advertising. There are also a wide variety of opportunities in all aspects of social research such as youth services, criminal justice system, ethnic minority rights and the leisure industry. As a Social Science, Sociology compliments other areas of study such as Psychology, History, Geography, English Literature and Health & Social Care. |
KS4
| Course Title | Sociology GCSE | ||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 9 | Key concepts and processes of cultural transmission focusing on: Key sociological concepts Debates over the acquisition of identity The process of socialisation Families | W/C 9th December 19 W/C 30th March 20 (Academic Only) W/C 22nd June 20 | |
| Year 10 | Key concepts and processes of cultural transmission Focusing on: Families Education Sociological research methods | W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 (Academic Only) W/C 18th May 20 (Non-Academic Only) | |
| Year 11 | Social differentiation and stratification focusing on: Crime and deviance Applied methods of sociological enquiry | W/C 14th October 19 W/C 2nd December 19 (Core Subjects) W/C 9th December 19 (Non-Core) W/C 10th February 20 W/C 24th February 20 | |
Extra-Curricular & Useful Websites
| Extra-Curricular Opportunities | TBC |
|---|---|
| Links to Useful Websites | An introduction to Sociology: https://thesociologyguy.com/starting-gcse-sociology/ Additional support Sociology https://www.youtube.com/watch?v=YnCJU6PaCio |
Spanish
| Head of Department | Miss B Marsden |
|---|---|
| Teaching Staff | Mrs J Prendergast Miss E Marsh Miss L Jugg |
| Department Vision | We aim to provide outstanding teaching in order to facilitate outstanding learning through an ambitious and varied curriculum. Our students learn languages in order to extend their awareness of other cultures, and to be able to justify their opinions around key social and environmental issues. By the end of KS4, we aim for our students to leave with extended cultural awareness, improved self-esteem and increased opportunities for success in later life. |
| How Students can ‘ASPIRE to Excellence’ in this field | Students can ASPIRE to become excellent linguists by being curious, asking questions, practicing speaking, writing, reading and listening in the language, taking responsibility for their learning, understanding the culture of the language and most importantly, showing enthusiasm for the language. |
| Rationale Behind the Curriculum Chosen | Pearson provides the curriculum chosen. Pearson employ a wide range of language specialists to create a curriculum which is broad, balanced and ambitious. The order in which the curriculum is provided by Pearson is adapted by the MFL department on occasion to ensure interleaving of content. |
| Possible Careers | Translator, Interpreter, Businessperson, Salesperson, Marketer, Publisher, Editor, Tour Guide, Flight Attendant, Resort Staff, Foreign Service, Diplomat, Teacher, Voice-over artist, Charity worker overseas. |
KS3
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
|---|---|---|---|
| Year 7 | Book – Viva 1 Greetings and numbers. Personality, age, brothers and sisters, birthdays and pets. Opinions, weather and sports. School and studying. Family, friends, appearances, where you live. Home town, time, ordering in a café, weekend activities. | W/C 16th December 19 W/C 23rd May 20 | |
| Year 8 | Book – Viva 2 Holidays, using three tenses. Technology, music and TV. Food and mealtimes. Going out, clothes and sporting events. Holiday homes, activities, directions, going to summer camp. | W/C 16th December 19 W/C 23rd May 20 |
KS4
| Course Title | AQA GCSE Spanish – Specification Code: 8698 Students are assessed at the end of Year 11 over 4 exams, on either Higher or Foundation Papers: Listening Reading Writing Speaking | ||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 9 | Book – Viva 3 / Viva AQA GCSE Opinions, films and special events, jobs and work, lifestyle, diet, exercise and illness, children’s rights, fairtrade, recycling, the environment, TV and films, sport, social media. | W/C 9th December 19 W/C 30th March 20 (Academic Only) W/C 22nd June 20 | |
| Year 10 | Book – Viva AQA GCSE Social networks, reading, relationships, hometown, shops, clothes, school subjects, school rules, future plans for school exchange, mealtimes, food, festivals, celebrations, holiday preferences, past holiday, trip to Barcelona, accommodation. | W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 (Academic Only) W/C 18th May 20 (Non-Academic Only) | |
| Year 11 | Book – Viva AQA GCSE Jobs, work experience, languages and travel, global issues, local issues, healthy lifestyles, revision of all topics. | W/C 14th October 19 W/C 2nd December 19 (Core Subjects) W/C 9th December 19 (Non-Core) W/C 10th February 20 W/C 24th February 20 | |
Extra-Curricular & Useful Websites
| Extra-Curricular Opportunities | First weekend of the Easter Holidays (3 days) – a trip to Le Pré Catalan, a PGL centre in Northern France, approximately 40 minutes from Calais. This is open to all Year 8 students, whether they study French or Spanish. This includes a trip to a French market, a bakery, a sweet-making factory, a French supermarket for souvenirs, and much more! |
|---|---|
| Links to Useful Websites | https://www.languagesonline.org.uk/Hotpotatoes/index.html https://www.bbc.co.uk/bitesize/subjects/z4dqxnb https://www.memrise.com/course/193647/aqa-gcse-spanish-vocabulary-10/ https://www.senecalearning.com |
Technology & Design in the Build Environment
| Head of Department | Mrs Ramage |
|---|---|
| Teaching Staff | Mrs Watkinson |
| Department Vision | To equip our students with the skills and knowledge to be successful in Designing the built environment. |
| How Students can ‘ASPIRE to Excellence’ in this field | Good practical skills, including drawing and presenting ideas. Interest in mathematics and science. Ability to work to strict deadlines, Awareness of Health and Safety issues. Research and planning will clearly show that the student has taken note and acted upon the advice. This will be clearly evidenced within the development work through research, designs and annotation. Drawings will be neat orderly and creative, annotated to explain the student’s decision making process. Presentation of work will be well organised and annotation will be detailed showing skilled communication and literacy. CAD work will be realistic obeying the laws of gravity and showing carefully drawn building that satisfies the brief featuring key details that are discussed through annotation within the students portfolio. Skills required for independent learning and development |
| Rationale Behind the Curriculum Chosen | Designing the Built Environment is designed for Learners who may be looking for a career in the construction industry and related disciplines and for those interested in how buildings are designed, planned, constructed and the associated environmental impacts and how to minimize them. The applied purpose provides the opportunity for authentic work-related learning, but more than this, it will require students to consider how they use and the application of their learning impacts on individuals, employers, society and the environment. |
| Possible Careers | Architect, Architectural Technician, Computer Aided Designer Technician, Site inspector, Roofing Technician, Sales in construction, Site Engineer, Structural Engineer, Site Manager. |
KS3
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
|---|---|---|---|
| Year 7 | Knowledge and understanding of Material areas particularly wood. Drawing skills Health and Safety | W/C 16th December 19 W/C 23rd May 20 | |
| Year 8 | Knowledge and understanding of material areas particularly Plastics. Computer aided design and manufacturing different products. Technical drawing. | W/C 16th December 19 W/C 23rd May 20 |
KS4
| Course Title | WJEC Designing the Built Environment (KS4) Unit 1 – Planning potential of construction projects – Externally marked | ||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 9 | Drawing Techniques Health and safety Sketch up CAD/CAM Materials and processes Designing Quality assurance | W/C 9th December 19 W/C 30th March 20 (Academic Only) W/C 22nd June 20 | |
| Year 10 | Unit 2 – Drawing construction plans Unit 1 – Planning potential of construction projects | W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 (Academic Only) W/C 18th May 20 (Non-Academic Only) | |
| Year 11 | Unit 3 – Building structures and materials Unit 1 – Planning potential of construction projects | W/C 14th October 19 W/C 2nd December 19 (Core Subjects) W/C 9th December 19 (Non-Core) W/C 10th February 20 W/C 24th February 20 | |
Extra-Curricular & Useful Websites
| Extra-Curricular Opportunities | TBC |
|---|---|
| Links to Useful Websites | http://technologystudent.com http://www.mr-dt.com https://www.bbc.com/bitesize/subje |
Technology & Engineering
| Head of Department | Mrs Ramage |
|---|---|
| Teaching Staff | Mrs Watkinson |
| Department Vision | Students prepare themselves to be well-rounded professionals, responsible leaders, and lifelong learners through a rigorous engineering education enhanced by interdisciplinary connections in arts, humanities, and science |
| How Students can ‘ASPIRE to Excellence’ in this field | Good practical skills, including drawing and presenting ideas. Interest in mathematics and science. Ability to work to strict deadlines, Awareness of Health and Safety issues. |
| Rationale behind the curriculum chosen | The UK is regarded as a world leader in engineering, which covers a wide range of exciting and rapidly developing areas such as renewable energy, space, low carbon, aerospace, automotive, agri-food and bioscience. People with engineering skills are always in demand. Between 2010 and 2020, engineering companies are projected to have 2.74 million job openings. North East Lincolnshire have an abundance of opportunities for young people in engineering and manufacturing. Engineering is a huge part of the economy and there are numerous opportunities to study and work in engineering related fields. |
| Possible Careers | Studying engineering can lead to careers in the Mechanical, Automotive, Aeronautical, Chemical, Electrical, Manufacturing, Marine and Civil Engineering sectors. Fabricator, mechanic, CAD Engineer, Engineering technicians, theses careers are just some of the many 1000’s that are part of Engineering. |
KS3
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
|---|---|---|---|
| Year 7 | Knowledge and understanding of Material areas particularly wood. Drawing skills Health and Safety |
W/C 16th December 19 W/C 23rd May 20 |
|
| Year 8 | Knowledge and understanding of material areas particularly Plastics. Computer aided design and manufacturing different products. Technical drawing. |
W/C 16th December 19 W/C 23rd May 20 |
KS4
| Course Title | BTEC Engineering (KS4) Component 1: Exploring engineering sectors and design applications. (Internally assessed) Learners will explore the links between the various engineering sectors and the role of design in the production of engineered products. Component 2: Investigating an engineering project. (Internally assessed) Learners will investigate the selection of materials, proprietary components, making processes and disassembly of a given engineered product. They will plan, reproduce, inspect and test a single given component. Component 3: Responding to an engineering brief. (Externally assessed in February and May of Year 11) Learners will investigate and create solutions to problems in response to given engineering briefs. |
||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 9 | Drawing Techniques Health and safety Sketch up CAD/CAM Materials and processes Designing Quality assurance |
W/C 9th December 19 W/C 30th March 20 (Academic Only) W/C 22nd June 20 |
|
| Year 10 | Unit 1 Learning Aim: B Design solutions Unit 2 Learning Aim: C Plan and manufacture a product Unit 1 Learning Aim: A Engineering sectors |
W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 (Academic Only) W/C 18th May 20 (Non-Academic Only) |
|
| Year 11 | Unit 2 Learning Aim: B Product disassemble Exam preparation Unit 2 Learning Aim: A Materials, components & processes. Exam preparation |
W/C 14th October 19 W/C 2nd December 19 (Core Subject) W/C 9th December 19 (Non-Core) W/C 10th February 20 W/C 24th February 20 |
|
Extra-Curricular & Useful Websites
| Extra-Curricular Opportunities | Chance to attend HETA to complete the practical element of Unit 2 Learning Aim C. |
|---|---|
| Links to Useful Websites | http://technologystudent.com http://www.mr-dt.com https://www.bbc.com/bitesize/subjects |
Technology & Food
| Head of Department | Mrs Ramage |
|---|---|
| Teaching Staff | Mrs Ramage Ms Jenkins (KS3) |
| Department Vision | The ability to plan, prepare and present food is an essential skill within the hospitality and catering industry, and as a life skill. The Vocational subject of Hospitality and Catering equips learners with the theoretical knowledge about the industry as well as enabling them to develop practical skills in planning, preparing and cooking a variety of dishes, the ability to present nutritional dishes meeting the needs of others and themselves. |
| How Students can ‘ASPIRE to Excellence’ in this field | In the vocational subject of Hospitality and Catering learners might be interested in progressing to other qualifications relevant to working in the sector, such as: Level 3 Applied Certificate / Diploma in Food Science Nutrition Level 2/Level 3 Diplomas in Hospitality and Catering Level 2/Level 3 Diplomas in Professional Cooking Level 3 Diploma in Hospitality and Tourism Management. Learners may be inspired to create and run their own catering business, or take a leading role in the business of a larger corporate company. |
| Rationale behind this subject | According to the British Hospitality Association, hospitality and catering is Britain’s fourth largest industry, it accounts for around 10% of the total workforce in the UK. Since 2010, over 25% of all new jobs have been within the hospitality and catering sector with the majority of new roles falling within the 18-24 age groups. The ability to plan, prepare and present food is an essential skill within the hospitality and catering industry. Cooking skills – We live in a time when knowledge about food is becoming rare and obesity levels are reaching ever increasing highs in the western world, by teaching young people to cook this gives them the knowledge to support themselves and future families when it comes to the adult world. It allows them to eat more cheaply and usually eat better quality food. Cooking is also a highly social activity – which encourages friendship and social interaction. |
| Possible Careers | Chef, baker, hotel manager, hotel receptionist, food technologist, food critic, environmental health officer, waiter/ waitress, pastry chef, nutritionist, food developer, catering manager, bar work, wedding/ events planner. |
KS3
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
|---|---|---|---|
| Year 7 | The principles of healthy eating. Food & nutrition. Government guidelines to healthy eating. The impact of a poor diet. | W/C 16th December 19 W/C 23rd May 20 | |
| Year 8 | Health & safety (hygiene). Scale of production, Social and moral issue around food. Seasonality & locality. Customers and their needs. | W/C 16th December 19 W/C 23rd May 20 |
KS4
| Course Title | Hospitality and Catering Level 1/2 Award (Spec A) WJEC The environment in which hospitality and catering providers operate. How hospitality and catering provision meet customer requirements. The operation of a professional kitchen, and the operation of the front of house in a hotel. Personal safety responsibilities in the workplace, Health and Safety at Work Act. Food related causes of ill health, the role and responsibilities of the Environmental Health Officer. Food safety legislation 2 UNITS OF WORK: VTEC (level 1 -/ Level 2) UNIT 1- 90-minute exam (which can taken twice) (40%) UNIT 2- Controlled assessment & practical assessment (60%). | ||
|---|---|---|---|
| Year Group | Topics Covered | Dates of Assessments | Link to KO |
| Year 9 | The environment in which hospitality and catering providers operate. Job requirements within the hospitality and catering industry Working conditions of different job roles across the hospitality and catering industry Factors affecting the success of hospitality and catering providers How food can cause ill health: common types of food poisoning, the symptoms of food induced ill health & food safety legislation. The role and responsibilities of the Environmental Health Officer (EHO) How hospitality and catering provision meets health and safety requirements, risks to personal safety in hospitality and catering & safety control measures. Basic Catering skills: knife skills, adapting recipes and meeting a client brief. | W/C 9th December 19 W/C 30th March 20 (Academic Only) W/C 22nd June 20 | |
| Year 10 | How hospitality and catering provision operates, the operation of the kitchen, of front of house / back of house. How the hospitality and catering industry/ provision meets all customer requirements. Catering practical skills: including modern cooking techniques, presentation skills, garnishes/ side dishes and restaurant standard meals. | W/C 14th October 19 W/C 10th February 20 W/C 30th March 20 (Academic Only) W/C 18th May 20 (Non-Academic Only) | |
| Year 11 | The functions of nutrients in the human body. Comparing the nutritional needs of specific groups of people/ clients. Investigate The characteristics of unsatisfactory nutritional intake Range of cooking skills and how cooking methods impact on nutritional value. Factors to consider when proposing dishes for menus. How menu dishes meet customer needs. Planning menus How dishes on a menu address environmental issues Time plans/ plan production of dishes for a menu – costings/ recipes and timings. Exam unit – preparation / revision skills | W/C 14th October 19 W/C 2nd December 19 (Core Subjects) W/C 9th December 19 (Non-Core) W/C 10th February 20 W/C 24th February 20 | |
Extra-Curricular & Useful Websites
| Extra-Curricular Opportunities | Visit to local hotel & hospitality businesses Catering events lead and held by pupils after school (Italian night, quiz night, Christmas party) |
|---|---|
| Links to Useful Websites | https://www.wjec.co.uk/qualifications/hospitality-and-catering/hospitality-and-catering-level-1-2-award.html https://www.bbc.co.uk/food https://nationalcareers.service.gov.uk/job-profiles https://www.nhs.uk/live-well/eat-well/the-eatwell-guide/ https://www.gov.uk/government/publications/the-eatwell-guide |
Travel & Tourism
| Head of Department | Mrs Ramage |
|---|---|
| Teaching Staff | Mr Perry Miss Macphearson Miss Cooling |
| Department Vision | To empower students with the knowledge of the operation and function of travel and tourism. To understand the power of tourism and the effect it has on country’s economy and environment |
| How Students can ‘ASPIRE to Excellence’ in this field | Students need to emerge themselves into the world of travel and tourism, and use resources available to investigate and analyse into existing tour operators and travel agents to depict how, or if indeed they are successful in what they do. Students must then investigate the impact tourism has on a country. |
| Rationale behind the Curriculum Chosen | The Travel and Tourism course is accessible to all students and the knowledge is extremely useful across the wide curriculum. It covers how to gather important research, analyse and interpret data. The second part of the coursework focuses on using this knowledge to report on the effect tourism has on a country. |
| Possible Careers | Travel Consultant; Hotel Manager; Travel Operator Manager; Travel Agent Manager; Jobs within transport including: Airline, Train, Bus. |
KS4
| Course Title | Component 1: Travel and Tourism Organisations and Destinations (coursework). Component 2: Influences on Global Travel and Tourism (2 hour exam). Component 3: Customer Needs in Travel and Tourism (coursework) |
|---|---|
| How will Students be Examined | The course consists of two pieces of coursework and one exam. Component 1: Investigate the aims of UK travel and tourism organisations; Explore travel and tourism and tourist destinations. Component 2: Demonstrate knowledge of the factors influencing travel and tourism organisations, destinations, visitors and the potential impacts of tourism on destinations; Demonstrate understanding of the factors influencing travel and tourism organisations, destinations, visitors, the potential impacts of tourism on destinations and sustainable tourism; Make connections between influencing factors on global travel and tourism, the potential impacts of tourism on destinations, and destination management; Analyse information to make recommendations on how to manage tourism in global destinations. Component 3: Investigate how organisations identify travel and tourism trends; Explore how to meet the needs and preferences of travel and tourism customers. |
Extra-Curricular & Useful Websites
| Extra-Curricular Opportunities | Thursday after school in the IT suite to broaden knowledge of Travel and Tourism. |
|---|---|
| Link to Useful Websites | http://www.indiastudychannel.com/resources/140791-What-is-tourism-and-its-types-.aspx https://www.bbc.co.uk/bitesize/topics/z7qknrd |