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About Consilium

Consilium Academies is a multi-academy Trust working across the North of England. It has nine academy schools located in Yorkshire, the North West, and the North East. Consilium is dedicated to enriching lives and inspiring ambitions for both students and colleagues.




To ensure that everything we do has a focus on helping students to meet and exceed their potential; academically, socially and emotionally.

The curriculum will always have sufficient depth and coverage to ensure students progress over five years.

To instil a passion for life-long learning and continuous improvement; so students are both creative and critical of the information they encounter in the modern world. For example, in Year 7 students study civil rights campaigns right through to modern social media campaigns. In Year 8 students learn about dystopian texts in a challenging and interactive way. In Year 9, there is a focus on disturbed voices poetry, which is modern, reflective, and relevant.

To develop creative and analytical communication skills so students can express themselves precisely, accurately, and in detail in order to prepare students for life and for potential later study. Also to encourage a breadth of cultural knowledge and understanding.

To focus on student development by providing exciting and challenging learning and extra-curricular opportunities and experiences.

In the English Department, we want to create an inclusive and inspiring environment where all students feel supported and empowered to succeed. We also want to fully embrace the vison, values, and aims of the Academy Trust.

Key Stage 3

During Key Stage 3, we want to encourage students to read as often and as widely as possible.

Research indicates that children who are very good and confident readers by the age of 15 are most likely to go on achieve well at high school, college, and university.

We also know students who read for just half an hour a day can be up to a year ahead of those who don’t by the time they turn 15.

Assessments in English are carried out each half term. We use a mix of tests and other assessments to develop an overall profile of each child, using ‘I can’ statements.

What will I study?

Each year is based around a different set of topics that provide a broad and balanced curriculum in English.

In Year 7, students will study:

  • Novel (including THUG and A Monster Calls)
  • The Victorians Life and Language
  • Campaigns (including BLM and Brexit)
  • An Introduction to Poetry
  • Conspiracy Theories
  • A contemporary play

In Year 8, students will study:

  • Journeys and Discovery
  • Novel- Maggot Moon
  • Shakespeare's The Tempest
  • Poetry - From other cultures
  • Literary Text Analysis- Monsters and Horror

In Year 9, students will study:

  • Gothic - Literary Fiction and Imaginative Writing
  • Blood Brothers
  • Poetry - Disturbed Voices
  • Novel (Including Animal Farm and Of Mice and Men)
  • Shakespeare's Macbeth
  • Reading Non-Fiction and Transactional Writing

Key Stage 4

Each year is based around a different set of topics that provide a broad and balanced curriculum in English.  

At GCSE, students study the Pearson Edexcel GCSE (9-1), including:

  • Fiction and Imaginative Writing
  • Non-Fiction and Transactional Writing
  • A Christmas Carol by Charles Dickens
  • An Inspector Calls  by J.B Priestley or Blood Brothers by Willy Russell
  • Poetry Since 1789 – Pearson Anthology

Modern Foreign Languages

At Ellesmere Park High School, the MFL department is committed to delivering a curriculum that is both engaging and challenging at all levels while celebrating and supporting academic achievement and progress.

Our key aims are:

  • To engage students with our curriculum and promote the love of learning a foreign language.
  • To engender the self-confidence needed to allow students to progress successfully in communicating in a foreign language for practical purposes.
  • To increase the level of linguistic and cognitive demand through each academic year and key stage.
  • For our students to be open-minded and adaptable to developing life-long linguistic skills.
  • To equip students to become responsible world citizens who can make a positive contribution and be mutually respectful in our multicultural society.

At Key Stage 3, all students study Spanish.

In Year 7:

Students learn the basics to enable them to communicate with Spanish speakers and hold introductory conversations covering topics such as asking and answering questions about name, age, birthday, where you live, and so on.

Once the foundations for good pronunciation and confidence in speaking have been laid, we cover topics in more detail and explore talking about opinions, justifying those opinions, what you do in school, describing friends and family, and talking about what you do in your free time. Students will move on to talk about past and future events.

In Years 8 and 9
Students will begin to explore some of the topics covered at GCSE level to give students an insight into the depth of work required at this level.

These topics include Shopping, Homelife, Health, Work, Festivals, Travel, The Environment, and Celebrations. Students will be expected to talk about past and future events with increasing confidence. As we approach option time, students will examine career choices, the advantages and disadvantages of different jobs and the qualifications needed.

GCSE Languages Years 10 and 11

All students follow the Eduqas Exam board qualification.

There are three major topic areas covered. These are Identity and Culture; Local, national, international, and global areas of interest; and Current and future study and employment.

GCSE students will be expected to have acquired knowledge and understanding of Spanish grammar during their course. In the examination, they will be required to apply their knowledge and understanding over four skills – Speaking, Listening, Reading and Writing. All four skills are examined at the end of Year 11.



At Ellesmere Park High School, we aim for a history curriculum that inspires students to be curious of Britain’s past and that of the wider world.

Students have a right to know about the world in which they live, about significant people in the past and what those people did and how we live with the consequences of what happened before we were alive.

Our teaching should equip students with knowledge of people who live in societies that are, and have been, divided in different ways by wealth, class, gender, and race. This in turn will allow them to be inquisitive learners who will ask perceptive questions, think critically, weigh evidence, and develop an objective judgement as a result of their learning.

History will give students important communication and written skills, as well as analytical skills through dealing with historical evidence.

In Year 7,

Students study the chronology of British History from the Anglo-Saxon period, the Tudor Monarchs, English Civil War, Britain’s Empire, through to the Industrial Revolution


In Year 8,

Students will focus on important events in the wider world such as Slavery and then continuing to look at the lives of Africa Americans during the period of Civil Rights in America. Students will then consider Civil Rights in the UK before focusing on WWI and WWII and lastly the migration that came about as a result of the two World Wars.

In Year 9,


Students will pick up from the work in Year 8 by looking at what happened prior to WWII when studying the Rise of the Nazis, this will be followed by an in-depth study of the Holocaust. Students will then focus on Genocides that have occurred around the world and types of modern warfare such as the Vietnam War. Lastly students will focus on Ancient Medicine in preparation for the GCSE studies.


At GCSE, students study the Edexcel History Syllabus topics include:  Medicine through time, Weimar and Nazi Germany, Elizabethan England, and American West.


Geography will inspire our learners to become global citizens, by exploring their place in the world, their values and responsibilities to other people and the environment.

The curriculum aims to develop life-long learners, who through the study of current geographical issues, will enquire about global similarities, differences, and links between places at a variety of scales.

The curriculum ensures students develop geographical skills, embedding cartographic, graphical, numerical, statistical, and literacy skills, through wide-ranging and stimulating lesson topics.

The Geography curriculum is designed to support and challenge all students, appropriate to their age and ability and inspire and motivate the next generation of leading thinkers, scientists, geographers, and policymakers.

In Year 7,

Students follow a course that includes Planet Earth; My Place; Africa; Glaciation; Population and Urbanisation & Asia (including China and India).

In Year 8,

Students build upon the foundations laid in Year 7 and cover a range of topics, including Weather and Climate; Development; Russia; Economic Activity; Middle East; Rocks, Weathering and Soils, & Geographical Information Systems.

Students that choose to follow Geography at Key Stage 4 make this choice in Year 8. 

Year 9, therefore, prepares the ground for the GCSE course, with students studying the topics that form the core of the GCSE specification:

  • The challenge of natural hazards
  • The living world
  • Physical landscapes in the UK
  • Urban issues and challenges
  • The changing economic world
  • The challenge of resource management

Students follow the AQA GCSE Geography Specification. The AQA website contains resources such as past papers and mark schemes and can be accessed here.


Religious Education


Ellesmere Park High School will provide a curriculum which engages students in systematic enquiry into significant human questions.  We will challenge students in gaining knowledge of religions and worldviews as well as developing relevant skills needed to reflect on and think critically about those questions. 

The RE curriculum will be rigorous and demanding, encouraging philosophical thought and independent working.  It will provide excellent opportunities for students to engage with contemporary contentious issues, developing social, cultural, political and historical awareness. 


In Year 7 students will address questions of ‘Do we need to prove there is a God?’, ‘What does it mean to be a Muslim in the UK today?’ and ‘Why is green justice important?’ 


In Year 8 students will address questions of ‘Is religion good for society?’, ‘What does it mean to be a good leader?’ What does it mean to be a Jew in the UK today?’ and ‘What does it mean to be anti-racist?’ 


In Year 9 students will address questions of ‘Can protest and faith be a force for social justice?, ‘What part did faith play for some Jews during the Holocuast?’ and ‘The right to life, what does mean?’. 


Sociology KS4


The course introduces students to Sociology as a study of human society. Sociology looks at the way in which people’s behaviour, beliefs and identity are shaped. As a social science, it looks at what happens in the world in a scientific and unemotional way. This subject facilitates students’ learning and understanding of how we organised our own lives and why we behave as we do.

The analysis of ideas is fundamental to Sociology; the ability to question and hypothesize is crucial. The Sociology department at EPHS aims to foster these skills in our students in order to enable and encourage them in their journey of experimentation and discovery, through a variety of experiences and activities.

Paper 1 : (50%) 1 hour and  45 minutes

This component covers the following topic areas:

Key concepts and processes of cultural transmission

Introduces you to key sociological ideas and terms. You will explore how a society learns their culture, gender and identity.


Examines the importance of  family  life and  the changing roles and structure of family today.


Highlights the role of the British Education system and explores the relationship between gender, class and race and academic achievement.

Sociological research methods

Introduces you to  a range of  research methods such as interviews, observations and experiments used by Sociologists to create theories . 

Paper  2: (50 %) 1 hour and 45 minutes

This component covers the following topic areas:

Social differentiation and stratification

Dissects inequalities experienced in society by people on the basis of age, disability, class, race and gender.

Crime and Deviance

Explores the difference between crime and deviance and how the behaviour of society is controlled.

Applied methods of Sociological enquiry

Encourages students to think like a Sociologist. You will plan and conduct your own social research in preparation for the exam.


Expressive Arts

The curriculum in Expression aims to challenge, inspire, and enrich school life, enabling students to gain pride and self-confidence in their achievements.

We strive to deliver an accessible curriculum which students of all ages and abilities will find rich and exciting, a journey of diverse, new experiences, and the discovery of new skills, hidden talents, and the development of existing abilities and interests.

We seek to allow students to establish a sense of identity and ownership and to strive to reach the limits of their potential. We value the individuality of each student and help them value that individuality in others. The structure of learning aims to develop each student’s ability to express themselves in a variety of dynamic mediums and disciplines and to have the confidence to use this knowledge, not only as a means of communicating their ideas and feelings, but to also make sense of the events and elements of the everyday world.

Through the universal language of the expressive and performing arts and sport, we want to provide a vehicle through which the simplest to the most complex ideas can be expressed. We promote issues of equal opportunities by allowing for freedom of expression, the symbolic language of the arts knows no gender, racial, ethnic, cultural, class, or social bounds. It has the scope to meet the needs of all students.


Art is studied by all students at Key Stage 3.

It remains one of our most popular, and indeed successful, option subjects at Key Stage 4. We believe the teaching of creative subjects is a vital part of a broad and balanced curriculum. At Key Stage 4, students study the AQA GCSE Art Qualification.

Students studying Art can expect to encounter these topics and to develop the associated skills:

In Year 7:

Drawing skills in various media focus on observational drawing. There is often a thematic approach that serves as the vehicle to teach drawing disciplines through.

In Year 8:

Mixed media drawing disciplines which are thematic in approach; independent learning is encouraged. Three-dimensional work is also taught to cover national curriculum provision.

In Year 9:

The focus moves to painting skills, graphic design and illustration. An emphasis on how to communicate meaningful messages through artwork is present for much of the year. Work becomes increasingly self-directed to increase independence in readiness for GCSE qualifications.

In Year 10:

Projects are thematic and allow students opportunities for independently driven work and skills workshops covering a variety of media and techniques.

In Year 11:

Students work on the following areas of the subject: Enrichment of Drawing skills, artist research, material experiments, and the production of personalised final piece developments spanning different media and techniques.


Photography is offered as an option subject at Key Stage 4.

It continues to be a popular and very successful subject.

In Year 10, students understand the basics of photography including traditional dark room disciplines,functions of SLR camera, composition, aperture, shutter speed, and lighting. Students are also introduced to photoshop and will learn basic editing techniques.

Also in Year 10, students complete two projects as part of the GCSE course:

Example projects are:

• Project 1: Experimental portrait
• Project 2: The urban environment (digital and darkroom)

In Year 11, students spend most of the lesson time working on their final coursework project based on a theme such as ‘rituals’ or ‘issues’.  Students follow the AQA Photography syllabus and complete an exam project that runs over several months; they need a memory stick and use of a camera or camera phone for homework.

Masterclasses are available each month for Year 10 and extra support is available as part of our Year 11 Study Programme.

We run several visits and artist workshops throughout the year. You can see examples of our work here:


All students study Drama at Key Stage 3 and it is an optional subject at Key Stage 4.

In Year 7, topics studied include:

Introduction to Drama – students develop basic drama skills, explore the process of creating a performance, and how to improve their confidence to perform.

Terrible Fate of Humpty Dumpty – students explore the play, and express their own interpretations of bullying and how to deal with certain scenarios.

Melodrama – students explore the style of melodrama and silent film, developing skills of exaggeration and mime.

In Year 8, topics studied include:

Red – students will develop basic skills in drama while exploring the popular fairy tale and its contrasting versions.

Darkwood Manor – students will develop an understanding of physical theatre and the use of the body as an object to create non-naturalistic theatre.

Stones – students will discuss real-life issues and the consequences of peer pressure through drama conventions/ activities.

In Year 9, topics studied include:

‘Z’ world – students will develop their understanding of interpreting a script and devising from a stimulus.

Mock Devising Unit – students will create a performance using devising skills learnt throughout Key Stage 3 (this aids preparation for the GCSE drama component 2).

Exploring Plays – students will explore and interpret an extract of a play in order to perform this with the playwright's intentions realised (this aids preparation for the GCSE drama component 3).

Drama is an optional subject at Key Stage 4.

In Years 10 & 11, students follow AQA GCSE Drama course.

The Units studied include:

Component 1 – a written exam which comprises of three sections (roles and responsibilities, set text – Blood Brothers, live theatre review) this exam is worth 40 per cent of the final grade.

Component 2 – devised performance (a performance assessment completed in response to a stimulus 10 per cent & a logbook which details their devising process 30 per cent) this performance is worth 40 per cent of the final grade.

Component 3 – text in practice (a performance assessment completed for an external examiner of two extracts from a play text) this is worth the final 20 per cent of the final grade.

Students in KS4 will also have the opportunity to visit the theatre in order to review a performance in their year 1 written exam.

Music is studied by all students at KS3 and is an option at KS4.


At all levels, it is taught through the disciplines of composing, performing, and listening/understanding music. Lessons are as practical as possible with flexibility for individual student experiences. We are an incredibly well-resourced department, so students have access to keyboards, a suite of Mac computers running Logic Pro X, guitars, drum kits, and a recording studio.

Topics studied at KS3 include Blues Music, Dance Music, Arranging Music, Film Music, and Instruments of the Orchestra.

We currently follow the EDUQAS Music GCSE at Key Stage 4

Physical Education

We provide two hours of inclusive, quality P.E. lessons to all students in our care each week.

In Key Stage 3, students learn to compose, develop, and refine a number of skills and techniques across a range of team games and individual activities.

At Key Stage 4, students continue with compulsory P.E. lessons, choosing to specialise in the activities they enjoy and have developed a flair for. Students are also able to opt to take the Edexcel GCSE PE Full course.

All students change fully into P.E kit for every lesson and take on alternative roles as officials, organisers, or coaches if unable to physically take part for medical reasons.

Practical activities covered at Ellesmere Park include football, netball, basketball, dance, trampolining, rugby, table tennis, badminton, HRF (Health Related Fitness), dodgeball, cricket, rounders, softball, short tennis, volleyball, handball and athletics.

Our aim is to encourage and develop teamwork, respect, and enjoyment through a variety of sporting situations which we hope will foster lifelong participation in physical activity in order to maintain a healthy and active lifestyle. This year we are excited to be able to offer all of our Year 9 students a ‘Growth Mind set’ day delivered by ‘Inspired through Sport’ along with a visit from a GB athlete.

We offer a range of extra-curricular clubs on a rotational basis throughout the year and compete in a number of sports such as netball, football, basketball, and handball.



Our Intent:  

To provide a learning climate where students love learning science and are motivated to achieve and exceed their potential.  

Key stage 3  

Students will build key foundational knowledge and skills that will allow them to access more advanced scientific principles at KS4. We want students to be excited about learning science and promote practical, hands on lessons that will develop curiosity about the world we live in. At key stage 3 we base learning around the big ideas in science:  

  • The cellular basis of life  
  • Heredity and life cycles  
  • Organisms and their environment  
  • Variation, adaptation and evolution  
  • Health and disease 
  • Substances and properties  
  • Particles and structure  
  • Chemical reactions  
  • Earth chemistry  
  • Dynamic Earth  
  • Matter  
  • Forces and motion 
  • Sound, light and waves  
  • Electricity and magnetism 
  • Earth in space 

 Key stage 4 

All students continue learning science at key stage 4. Students will continue to build on core knowledge gained at key stage 3 allowing them to understand and question the implications of science today and in the future.  

Most students will study combined science (AQA GCSE synergy specification). Students who particularly enjoy science can opt to take triple science as an option to gain an extra GCSE (AQA GCSE Biology, Chemistry and Physics) 


Our Intent: 

Our Design and Technology department at Ellesmere Park High School offers every student the opportunity to develop a wide range of life skills through a challenging and diverse curriculum.  The skills and knowledge taught at our school empower and inspire our pupils to make a positive impact on our world through careers in design and technology.   

Our aim is to inspire and develop students’ curiosity and appreciation of Design, food and nutrition; to help students to be self-motivated, creative problem solvers and work as effective members of a team. We provide a safe and positive environment in the workshops and food technology rooms for students to ‘take creative risks’ and develop their skills and understanding of design and nutrition.    

Design and Technology at Ellesmere Park High School encompasses two areas; Resistant Materials and Food and Nutrition. This is delivered through a rotation system with students experiencing a range of different projects in these areas for a well-balanced curriculum. Students are given the option to choose Design and Technology or Food and Nutrition at GCSE in year 10.   

KS3 lessons focus on developing the core skills required for DT and Food; these are: investigating, designing, manufacturing, food preparation and cooking techniques, food science, food providence and evaluating. Students are taught these concepts through a range of approaches including analysis, design skills and practical projects utilising the dedicated workshops, food technology room and CAD/CAM facilities for DT.  

Currently in Year 11 we are delivering BTEC Construction and the Built Environment, Edexcel Design and Technology and Eduqas Food and Nutrition  

The GCSE in Design and Technology enables students to understand and apply iterative design processes through which they explore, create and evaluate a range of outcomes. The qualification enables students to use creativity and imagination to design and make prototypes (together with evidence of modelling to develop and prove product concept and function) that solve real and relevant problems, considering their own and others’ needs, wants and values. It gives students opportunities to apply knowledge from other disciplines, including mathematics, science, art and design, computing and the humanities. 

Studying construction and the built environment gives students the opportunity to gain a broad knowledge and understanding of the industry. They will develop skills such as interpreting and analysing information, identifying the infrastructure required for safe and efficient work and in understanding how client needs can shape building design.  

At KS4, students can choose to study BTEC Level 1 / 2 BTEC Engineering and Eduqas Food and Nutrition. 

The Pearson BTEC Level 1/Level 2 Tech Award in Engineering is for learners who want to acquire technical knowledge and technical skills through vocational contexts by studying mechanical, electrical/electronic and engineering design as part of their Key Stage 4 learning. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs.   

The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:   

• development of key engineering practical and technical skills, such as research, observation, measurement, making, using computer-aided design (CAD) and disassembly   

• knowledge of key engineering sectors (mechanical, electrical/electronic and engineering design) and the interrelation of each in industry  

• knowledge of the stages involved in planning and implementing an engineering project   

• knowledge and skills involved in the investigation of solutions to engineering problems in response to a given brief.   

Learners may consider a career in construction, electrical, mechanical and structural engineering or progression to high educational subjects, level 3 vocational qualifications or apprenticeships after studying this course.   

The WJEC Eduqas GCSE in Food Preparation and Nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages learners to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life. By studying food preparation and nutrition learners will:   

• be able to demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment  

• understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health   

• understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices   

• demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food   

Learners may consider a career as a chef, nutritionist, food taster, food scientist or progression to high educational subjects, level 3 vocational qualifications or apprenticeships after this course.   



We equip all our students with the Mathematical skills they will be using on a daily basis both at school and beyond.

The curriculum will take students on their Mathematical journey at a stage appropriate to them, building upon a good solid foundation from their prior learning and offering them the support or challenge to thrive and grow. They will learn a range of topics within Mathematics in a variety of ways in an informative and purposeful environment in order to prepare them for success.  All of our students are encouraged to be independent, resilient, and proud of their successes.

During the academic year, students work through various Mathematical topics, which are set out in our long terms plans. Students will look at key Mathematical vocabulary regularly, celebrate Maths week England, complete regular sticky knowledge assessments, and have opportunities to consolidate their prior learning through our ‘blast from the past’ weeks.

All our staff are committed to teaching Mathematics in ways that will help children to appreciate the beauty of the subject. We strive to help students understand Mathematics rather than memorising it. We feel this approach better prepares young people for a world where an ability to solve problems, manipulate figures, and use the day to day skills associated with money and time is invaluable.

All students are taught in sets throughout their five years. Years 7 to 10 students do a fortnightly sticky knowledge assessment and keyword spellings/definitions activity.

During Key Stage 3, students follow a staged curriculum that is best suited to the progress of our students.

Topics covered include:

  • Sequences
  • Expressions & Formulae
  • Coordinates, Lines & Angles
  • 2D Shapes, Perimeter, & Area
  • Symmetry & Transformations
  • Averages & Range
  • Charts & Graphs
  • Probability
  • Multiples, Factors, & Negative Numbers
  • Ratio & Proportion
  • Fractions, Decimals, & Percentages

In Mathematics at Key Stage 4, students follow the Pearson Edexcel GCSE Mathematics syllabus and examinations. Each year is based around a different set of topics that provide a broad and balanced curriculum in Mathematics.

Assessment will cover the following content headings:

  • Number
  • Algebra
  • Ratio, proportion, and rates of change
  • Geometry and measures
  • Probability
  • Statistics

Maths staff are available every Wednesday, Period 5, for any students wishing to attend the drop-in session in order to support their learning and engage with the resources that we have on offer, such as Mathswatch, which students can also use from home. There is also a Logic club on Tuesdays after school up in the Maths department.

ICT & Computing


To prepare students for life beyond school including the world of work – equipping them with a range of computing and employability skills to support them in whichever pathway they choose

To give students a rich understanding of the principles and practice of a range of computational techniques and theory

To develop students entrepreneurial skills and enable them to develop these skills via a growth mindset.

Key Stage 3
In Computing at Key Stage 3, students learn how to be responsible users of technology, understand how computers work, how to program them, and how to use a wide range of ICT skills. 

Units include:

  • E-Safety
  • Python programming
  • Kodu
  • Scratch
  • Office applications

These help students prepare for the world of work, where increasingly employers are expecting their staff to be confident and effective users of technology.

Key Stage 4

GCSE Computer Science

Computer science is all about problem-solving. Analysing and modelling problems, designing solutions, and then evaluating them.

You’ll learn about:

  • how and why computers work
  • data and how it is transferred
  • programming
  • designing and developing applications
  • project management techniques

You’ll learn how to program, apply algorithms, use networks, and code your own video games and mobile applications, and skills and techniques that will help you in your career, whatever you go on to do.

You will learn skills that you’ll find useful every day in every career, not just in the IT industry and gain an understanding of modern technology – not just how to use it but how to create it.

There are three parts of the GCSE Computer Science qualification –

1. Principles of Computer Science – assessed through an exam and worth 40 per cent of your overall grade

2. Application of Computational Thinking – an exam based on a Computer Science scenario and worth 40 per cent of your overall grade

3. A Computer Science Project – you will design, test, and improve a program (this is worth 20 per cent of your grade)

To be successful in Computer Science, it is important you have good levels of Numeracy and Literacy as this will help you understand and write the code you will need to use to make the programs.

Cambridge Nationals in Information Technologies

This qualification is offered as an option subject at Key Stage 4.

It is designed to develop students to become effective users of ICT – a key skill that many employers look for in prospective staff. The qualification is made up of two units:

Understanding tools, techniques, methods and processes for technological solutions - students will learn how various ICT tools are used to solve real-world issues and gain an understanding of how the project life cycle is used to support this.

Developing technological solutions - students will create a solution to a problem, applying their knowledge of the project life cycle and ICT tools

Business Studies

Business Studies is an option subject available at GCSE level.

The subject helps in developing a range of skills and knowledge which will support you in further studies and/or employment.

The course will cover a wide range of business topics including:

  • Spotting business opportunities
  • Putting business ideas into practice
  • Understanding the effects of changes in the economy on new and existing businesses
  • Marketing
  • Understanding and meeting customer needs
  • Effective financial management
  • Global effects on businesses

Business studies will equip you with the knowledge of how and why businesses startup. It will help you appreciate how businesses function and understand the relationships they have with the wider community.