WHTC Curriculum For Website 2018 19 PDF

Curriculum 2018 – 2019
This booklet details further information about the curriculum delivered during the
academic year 2018 – 2019.
The curriculum is reviewed annually to ensure it continues to meet the needs of all
pupils.
Date updated: July 2018
Date of next review: July 2019

WEMBLEY HIGH TECHNOLOGY COLLEGE
2018 – 2019
ART
Introduction
“Art is not what you see, but what you make others see.” – Edgar Degas
Throughout time, the Art World and its purpose have drastically changed; art is no longer defined by the
creation of something but more so by the communication of an idea, an insight, a thought. Contemporary art
reflects the issues and emotions within our society, acting as a narrative for the world we live in. With this in
mind, we believe that to be an accomplished artist, you must not only be a master of skill but also have the
critical and creative eye to analyse, interpret and respond to the world around you. We prepare our students to
be confident individuals who utilise their experiences to inspire creative and innovative thought and share
meaningful and insightful ideas; equipping them with an appetite for discovery and a passion for learning which
will complement all of their future endeavours.
Our key aims for our students are:
 Ensure their academic success through ambitious goals and challenging projects
 Develop their critical and creative thinking
 Make them masters of skills including drawing, painting, design and photography
 Build a social, cultural and historical awareness and appreciation of the world around them
 Inspire their thirst for knowledge.
Course content
Years 7 & 8
In Years 7 & 8 students build on their experience of art in primary school by refining their practical and critical
skills and extending their knowledge of materials, processes and practices. It is taught through a series of
projects, which relate to a particular theme and broaden students’ historical, cultural and social awareness.
During KS3 students work with a wide variety of 2D media, including drawing, painting, digital photography, ICT
image manipulation, printmaking and collage.
Years 9, 10 & 11
Exam Board: AQA
Course: Fine Art
Assessment:
60% Coursework
40% Externally Set Assignment consisting of 8 weeks preparatory studies followed by a 10 hour exam
AQA GCSE Fine Art follows on from the skills and techniques mastered in Year 7 & 8, encouraging greater
independence and personal exploration of themes in a broad range of media and specialisms. Fine Art seeks to
combine intellectual insight with creative thought, asking students to address bigger issues when creating art
work, often exploring socio-political concerns. Students produce exceptional portfolios of work in response to
themes such as human form, identity, abstraction, landscapes, surfaces, beginning and/or end and contrasts
and are encouraged to undertake independent research and exploration to support their ideas and outcomes.
2018 – 2019
2018 – 2019
Sixth Form
AQA A Level Fine Art is a direct continuation of the GCSE course and follows the same assessment format.
Students work in a highly motivated and independent fashion, their passion and enthusiasm for the subject is
supported by highly qualified teachers who are incredibly interested in the wider world of art & design and are
on hand to share their expertise. Our well-resourced course enables students to consider further study or
employment in a wide range of creative careers such as: architecture, interior design, museum and exhibition
design, photography, theatre design, costume design, make up, jewellery, fashion, illustration, product design
and furniture design. For those seeking employment in a different sector, a creative and observant mind can be
a quality that sets them apart from the rest of the field.
FINE ART
Year 12 | AS Fine Art
Exam Board: AQA
Assessment:
Component 1: 60% Coursework – Personal portfolio
Component 2: 40 % Externally set assignment consisting of 10 weeks preparatory studies & 10 hour exam
Year 13 | A Level Fine Art

Exam Board: AQA
Assessment:
Component 1: 60% Coursework – Personal portfolio & Written Essay
Component 2: 40 % Externally set assignment consisting of 8 weeks preparatory studies & 15 hour exam
Enrichment Activities
We provide a rich and vast range of extracurricular activities at all key stages to support students’ learning,
widen their experience and to provide enjoyment and love of the subject. In the past these have included:
 Portrait Workshop at The National Gallery
 Art in action seminars
 Trips to Tate Modern, National Portrait Gallery, The Royal Academy, Tate Britain & Saatchi Gallery
 V&A outreach workshops in school
 Life drawing workshop.
Further Studies and Careers

This course not only ensures our students stand out from the crowd on their university application but many
decide to pursue their interest further in higher education. This course will provide students with an exceptional
portfolio of work to submit and take to a university interview to assist them in gaining a place on a creative
degree course of their choice. Many of our students have gone on to study a wide range of creative courses
from architecture to textile design.
2018 – 2019
2018 – 2019
GRAPHIC ART
“Design is intelligence made visible.”
Years 9, 10 & 11
Exam Board: AQA
Course: Graphic Art
Assessment:
60% Coursework
AQA GCSE Graphic Art offers students the opportunity to explore visual communication from a design
perspective, exploring procedures and techniques used in the commercial art industry. Graphic art is a growing
industry and design has become the wallpaper to our everyday, whether it be logos, advertisements,
magazines/newspapers, fashion or street art, it is ever present. With this is mind we seek to offer students the
opportunity to explore practical skills and techniques used by designers whilst also nurturing their creativity and
encouraging independence of thought. Students will gain the confidence to create unique and personal designs
in response to a professional brief and the ability to execute their design to the highest of standards.
 Develop awareness of the design industry including branding, advertising, merchandising, package
design and communication graphics.
 Make them masters of skills including drawing, illustration, printing, 2D digital design, photography and
digital manipulation.
AQA GCSE Graphic Art introduces students to the skills and techniques necessary to create effective designs and
outcomes, encouraging high levels of independence and individual exploration. Graphic Art seeks to combine
intellectual insight with creative thought, asking students to create conceptual and conscientious designs in
response to a brief/starting point. Students produce exceptional portfolios of work in response to themes such
as illustration, the environment, art and words, street art and identity; at all times students are encouraged to
undertake independent research and exploration to support their ideas and outcomes.
2018 – 2019
DESIGN TECHNOLOGY
Year 11
GCSE Design and Technology: Paper and Boards
Specialism: Paper and Boards
Exam Board: AQA
Assessment:
 Unit 1: NEA (Non-exam assessment) (50%)
 Unit 2: Written examination (50%)
Our students study the GCSE AQA Design and Technology: Paper and Boards course. Year 11 students undertake
the NEA, the aim of this is to give students an opportunity to design their own products within a design brief,
whilst reinforcing the theoretical contents with hands-on practical experience. Students are given the
opportunity to follow their individual interests meaning outcomes will be varied across the cohort; ranging from
packaging designs to product prototypes
Course contents:
 Design Process
 Materials & Components
 Graphical Techniques
 Working drawings
 Society & environment
 System and control
Throughout the year the DT department offer drop in sessions both at lunchtime and after school for students
to work on coursework. In the run up to the summer exams, there are also revision classes which take place
outside of lesson to prepare students and further develop their understanding and application of key content.

The study of design technology aims to inspire students to become active participants in designing their own
future by giving them opportunity to learn through both theoretical understanding and experience. This subject
suits students who are curious and interested in the world of design and who wish to progress on to degrees in
product design, packaging design or graphics design.
2018 – 2019
PHOTOGRAPHY
Introduction
“Photography is an art of observation. It has little to with the things you see and everything to do with the
way you see them.”
The landscape of photography has changed drastically in the past hundred years. Once a formal and scheduled
affair showcasing posed, sombre faces, it is now spontaneous, impulsive and expressive; everybody carries a
camera with them, some capture memories whilst others capture history and create powerful artwork that acts
as social commentary. Considering this, we believe that to be an accomplished photographer, you must not only
be a master of skill but also have the critical and creative eye to analyse, interpret and respond to the world
around you. We prepare our students to be confident individuals who utilise their experiences to inspire
creative and innovative thought and share meaningful and insightful ideas; equipping them with an appetite for
discovery and a passion for learning which will complement all of their future endeavours.
 Make them masters of skills including contextual studies, photography and digital manipulation.
Years 9 and 10
Exam Board: AQA
Course: Photography
Assessment:
60% Coursework
AQA GCSE Photography allows students to explore and master a specific artistic specialism underpinned by the
necessity for technical development whilst, encouraging independence and personal exploration of themes in a
broad range of media and styles. In Photography students will explore and develop their ability to take and
manipulate images that communicate a broader message, seeking to intellectually stimulate the viewer by
producing imagery that narrates or challenges the socio-political world we live in. Students produce exceptional
portfolios of work in response to themes and are encouraged to undertake independent research and
exploration to support their ideas and outcomes.
2018 – 2019
BUSINESS STUDIES
Introduction
In Business Studies a range of topics are covered in relation to both small and large businesses. This includes
how to start a small business, different types of business organisations, finance, marketing and people and
operational management. Students learn the ethics and theories which underpin business decision making
while developing an understanding of how businesses operate within real life contexts.
The curriculum prepares students to develop the following skills:

 Analysis: students are required to demonstrate cause and effect and logical thinking
 Communication: business terminology is used to develop communication and language skills
 Presentation: groups and individuals present original ideas to the class using professional, business
techniques
 Numeracy: financial accounting develops applied mathematical skills
 Problem solving: case studies present problems which students must first identify and then
suggest appropriate solutions to correct the issue
 Team work: as groups, students create their own business plans buil ding professional
communication skills
 Time management: students are set clear deadlines for managing coursework which they are
expected to meet
 Critical thinking: students are taught to “think outside of the box” in order to solve issues
 Leadership: students learn and practice different leadership styles
GCSE in Business Studies (9-1)

Year 9 to 11:
Exam Board: Edexcel, 2017 Specification
Students will understand and analyse business concepts, terminology, objectives and the impact of business on
individuals and wider society.
In Year 9 students will study the full breadth of the course with a keen focus on developing application and
analysis skills. In Years 10 and 11 students will revisit each topic in more depth to ensure that students are fully
prepared for their GCSE examinations.
Assessment: 100% terminal examination

 Theme 1: Investigating Small Business, written examination paper, 50% of total GCSE, 1hour
30minutes
 Theme 2: Building a Business, written exam paper, 50% of total GCSE, 1hour 30minutes
A GCSE in Business Studies will enable students to become skilled in making decisions, being creative, solving
problems, understanding finance, dealing with data, communicating and working as part of a team.
2018 – 2019
Edexcel BTEC Level 1/2 First Award in Business (2012)

Key Stage 4
The course focuses on applied knowledge with clear practical emphasis. This is combined with work-related
business knowledge.
Assessment: 25% Exam and 75% controlled assessment
Core units:
Enterprise in the Business World
Finance for Business
Specialist units include:

Promoting a Brand
Principles of Customer Service
BTEC Level 2 First Award in Business will enable students to investigate the ways in which businesses are set
up, their aims and objectives, business costs, how they meet the needs of customers and how they raise
finances.
OCR Cambridge Nationals Level 1/2 Enterprise and Marketing (2017)

Key Stage 4
This course provides an in-depth insight into the role of enterprise and the functions of business. There is
particular focus on the importance of marketing in developing a successful business. Students will have ample
opportunity to apply their learning in a practical and engaging manner through the preparation and delivery of
a “Dragons Den” style pitch as part of their coursework.
All learners will study three mandatory topics:

• Enterprise and marketing concepts, written examination, 50% of overall grade
• Design a business proposal, coursework, 25% of overall grade
• Market and pitch a business proposal, coursework, 25% of overall grade
A Level
A Level | Year 12 and 13 – Business Studies
Assessment: 100% Exam
WJEC Eduqas GCE A Level Business
The course introduces students to the dynamism of the business environment and the importance of
entrepreneurial activity in creating business opportunities and sustaining business growth. Students will have
the opportunity to develop a wide range of essential skills required for A level, higher education and
employment.
This course in business encourages students to:

 Develop an enthusiasm for business
 Gain a holistic understanding of business within a range of contexts
 Develop a critical understanding of organisations and their ability to meet society’s needs and wants
 Understand that business behaviour can be studied from a range of perspectives
 Generate enterprising and creative approaches to business opportunities, problems and issues
 Be aware of the ethical dilemmas and responsibilities faced by organisations and individuals
 Acquire a range of relevant business acumen and soft skills, including decision making, problem solving,
challenging assumptions and critical analysis
 Apply numerical skills within a range of business contexts
2018 – 2019
Key topics studies in Year 12 are:

 Component 1: Business Opportunities (Written Examination) 40% of AS course, written examination: 1
hour
 Component 2: Business Functions (Written Examination) 60% of AS course, written examination: 2
hours
Key topics studied in Year 13 are:

 Component 1: Business Opportunities and Functions (2 hours 15 minutes Written Examination) 33% of
A Level Course
 Component 2: Business Analysis and Strategy (2 hours 15 minutes Written Examination) 33% of A Level
Course
 Component 3: Business in a Changing World (2 hours 15 minutes Written Examination) 33% of A Level
Course
Students have the opportunity to take part in a range of extra-curricular activities including a Business
Development Programme which allows students to mentor younger Business learners in Key Stage 4.
Inspirational guest speakers are invited into school throughout the year to speak about their successful careers
in Business.

Business Studies and Finance help students prepare for further study at university in a range of exciting fields
including marketing, finance and accounting and economics. Students of Business are then able to pursue
careers in many industries including accounting, consultancy, banking, politics and marketing.
Business Studies and Finance also helps students prepare for the following careers:
Accountancy, advertising, business management, business law, banking, financial services, investment banking,
HR/personnel, business management consultancy, marketing, public relations, retail management, sales and
marketing.
2018 – 2019
CITIZENSHIP and PSHE

Introduction
The Citizenship curriculum addresses issues relating to British Values, social justice, human rights, community
cohesion and global interdependence, and encourages students to challenge injustice, inequalities and
discrimination. Students engage critically with and explore diverse ideas, beliefs, cultures and identities and the
values we share as citizens in the UK. Students engage with topical citizenship issues based around the British
Values of democracy, the rule of law, individual liberty, mutual respect for and tolerance of those with different
faiths and beliefs and for those without faith.
The personal, social, health and economic educational (PSHE) aspects of the curriculum focuses on the core
themes of health and well-being, relationships and financial capability and is taught in accordance with
students’ readiness. Students explore a range of topics and develop the skills and strategies required to live
healthy, safe, productive, capable, responsible and balanced lives. The personal and social well- being theme
addresses issues such as sex and relationships education, child criminal and sexual exploitation, drug and
alcohol education, emotional health and well-being, diet and healthy lifestyle and safety education.
The economic well-being theme addresses issues such as careers education, work-related learning, enterprise
education and financial capability.
Through work in lesson time and a wide range of activities across and beyond the curriculum, students gain
practical knowledge and skills to help them live healthy lives and deal with the spiritual, moral, social and
cultural issues they face as they approach adulthood. PSHE gives students opportunities to reflect on their
experiences and how they are developing. It helps them to understand and manage responsibly a wider range
of relationships as they mature, and to show respect for the diversity of, and differences between, people. It
also develops students' well-being and self-esteem, encouraging belief in their ability to succeed and enabling
them to take responsibility for their learning and future choice of courses and career.
Course content
Key Stage 3
Students build on the skills, attitudes, values, knowledge and understanding they have acquired and developed
during the primary phase.
In Citizenship students develop an understanding of British Values and engage with topics such as democracy,
government, diversity, tolerance and the rights and responsibilities of citizens.
Students explore:
- Diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual
respect and understanding
- The development of the political system of democratic government in the United Kingdom, including
the roles of citizens, Parliament and the monarch
- The operation of Parliament, including voting and elections, and the role of political parties
- The liberties enjoyed by the citizens of the United Kingdom
- The nature of rules and laws and the justice system, including the role of the police and the operation of
courts and tribunals
- How they can contribute positively to the lives of those living and working in the locality of the school
and to society more widely
2018 – 2019
In PSHE education students:

- Explore the changes that they are experiencing, beginning with transition to secondary school, the
challenges of adolescence and their increasing independence
- Develop the skills to equip them for the opportunities and challenges of life
- Develop the skills and strategies to manage diverse relationships and the increasing influence of peers
and the media
- Develop confidence to address the challenges of effective learning and to make a full and active
contribution to society.
Whole School PSHE

In PSHE, students extend and rehearse the skills, further explore attitudes and values, and deepen knowledge
and understanding acquired during Key Stage 3. PSHE education reflects the fact that learners are moving
towards an independent role in adult life, taking on greater responsibility for themselves and others. The course
content is delivered through assemblies and tutor time.
Extra revision sessions
Opportunities to engage with external agencies and professionals
Debate Club
Involvement in campaigns

Students can progress from this qualification to AS and A Levels in other subjects. This includes subjects that
build upon aspects of content studied, particularly Government and Politics; but the skills students acquire in
GCSE Citizenship are transferable to other AS and A Levels and Level 3 vocational qualifications, such as BTEC
Nationals. Citizenship is becoming a cornerstone subject in our education system. It is a gateway to a more
inclusive society. The aim of the subject is for young people to leave school with an understanding of the
political, legal and economic functions of adult society, and with the social and moral awareness to thrive in it.
As a subject, Citizenship has the power to motivate and educate young people into becoming thoughtful, active
citizens who engage with, and participate in, public life. It is not enough to assume that young people will
somehow acquire this knowledge without being educated in it.
2018 – 2019
COMPUTER SCIENCE & DIGITAL TECHNOLOGIES
Introduction
Computer Science is fascinating and rewarding in equal measures. It develops the practical coding and programming
skills which are vital in today’s job market. In addition to coding, students gain a keen understanding of the theories
which underpin ICT systems as well as the key legal and ethical frameworks within which they operate. Our courses
allow students to develop an awareness of the role and impact of Computer Science and digital technology within
real life contexts. As a result our students become confident users of technology and are prepared to adapt to the
rapidly changing technological world we live in.
Course Content
Years 7 and 8 – Computer Science
The course encourages our students to gain a real, in depth understanding of how computer technology works. It
provides them with an excellent level of preparation for future employment and/or studies within Computer
Science. Additionally students have the chance to develop critical thinking and problem solving skills.
During the course they will:

 Develop an understanding of current and emerging technologies and how to apply this knowledge in a range
of contexts.
 Use their knowledge and understanding of computer technology to become independent users of ICT, able
to make informed decisions about their uses and be aware of the implications of different technologies.
 Develop computer programs to solve problems.
 Develop skills to work collaboratively.
 Think critically to evaluate the effectiveness of computer programs.
Key topics studied in Years 7 and 8 are: computer systems, computing hardware, representation of data in computer
systems, programming and computer communications and networking.
Years 9 - 11
GCSE Computer Science (9-1)
Exam Board: OCR J276
Assessment: 100% summative examination.
 Component 1: Computer Systems: written exam paper - 50% of total GCSE, 1hour 30minutes
 Component 2: Computational thinking, algorithms and programming: written exam paper - 50% of total
GCSE, 1hour 30minutes
 Component 3: A 20 hour programming project (non-assessed)
GCSE Computer Science will build on the knowledge, understanding and skills established through the computing
elements of the Years 7 and 8 programme of study. The content has been designed not only to allow for a solid basis
of understanding but to engage learners and encourage thinking about real world applications of ICT.

 Understand and apply the fundamental principles and concepts of computer science
 Analyse problems in computational terms through practical experience of solving problems
 Think creatively, innovatively, analytically, logically and critically
 Understand the components that make up digital systems and how they communicate with one another
 Understand the impact of digital technology on individuals and wider society
 Apply mathematical skills relevant to Computer Science.
2018 – 2019
Years 9 - 11 Level 2 Technical Award in Digital Technologies

Exam Board: City & Guilds
Assessment: 40% Theory based examination, and 60% synoptic assignment
 Unit 251: Principles of digital technology
 Unit 252: Digital technology communications
 Unit 253: Creative applications of digital technology
 Unit 254: Collection and use of data
This Technical Award Inspires and enthuses learners to become independent producers of digital products

 Explore the fundamentals of technology and gain practical skills, knowledge and understanding on how to
design, make and review digital products
 Develop their motivation, engagement and confidence through practical participation and by giving learners
the responsibility of managing their own projects.
2018 – 2019
DRAMA
Introduction
At Wembley High, drama is about developing our pupils’ understanding of, and response to, the world around
them. Through engagement with a range of issues and themes, students develop their ability to respond
creatively to different stimuli and scenarios. All drama lessons take place in our drama studio, which offers
students the perfect environment in which to explore their creativity. Drama encourages students to develop
into well-rounded and confident individuals who are able to work within a group to create something unique.
Course Content
Years 7 & 8
The drama curriculum in Years 7 and 8 is integrated into English lessons, where pupils use specific drama
techniques to develop their English and performance skills simultaneously. Techniques include: improvising in
role, devising, scripting and performing plays, discussing and reviewing their own and others’ performances.
Years 9, 10, 11
Exam Title: Drama (9-1)
Exam Board: Edexcel
Assessment: Devising 40% (Year 10), Performance 20% (Year 11) and a written exam 40% (Year 11) – length of
exam – 1 hour 30 minutes
Students in Year 9 explore a range of topics in order to prepare them for starting GCSE Drama in Year 10,
developing skills in performance, devising and evaluation. The syllabus encourages students to engage with
stimulating forms of theatre and performance, ranging from Commedia del Arte, Brechtian theatre and the
styles of a range of other theatre practitioners.
In Year 10, after further developing their devising skills, students complete their final GCSE devising project and
create a portfolio alongside this process (40% of the GCSE). In the summer term, students begin to explore the
set text ‘The Crucible’, exploring the play practically in workshops in preparation for their written exam in Year
11.
In Year 11, students focus on further exploring ‘The Crucible’ practically and evaluate a live production in order
to prepare for both sections of the written exam at the end of the year. Students also study an additional play
text in preparation for the performance of two extracts for an external examiner.
Wembley High is part of the Old Vic theatre New Voices programme, which gives students the opportunity to
attend workshops and theatre trips at the well-reputed theatre. We organise a wide range of theatre trips to
encourage students to develop their appreciation of the arts and their evaluative abilities.
The KS3 Drama club in 2017-18 encourages students’ love of the subject and provide an opportunity for
creativity outside of lessons. We also offer the prestigious LAMDA qualifications to pupils at Wembley High
where pupils have an opportunity to pursue courses in public speaking, acting or verse and prose.
Further Studies and Career Progression

A GCSE in Drama demonstrates an individual’s creativity and their ability to engage with a range of themes and
issues. The qualification compliments an A Level in English as it develops students’ ability to interpret literature
analytically and engage with the material. It can lead to a wide range of different careers, because it encourages
individuals to develop their confidence and public speaking abilities.
2018 – 2019
ECONOMICS
Introduction
Economics is a subject about how the world works, market interactions and the impact of human preferences.
Economics enables you to consider world events, understand why key decisions are made in the world around
us and consider the tools available to aid an economy’s sustained growth and development.
Economics is based on logic and, as a result, the study of this subject develops your analytical and evaluative
skills. It builds on your ability to apply theory to practice and consider various standpoints, weigh up arguments
and form logical, well supported judgements.
This subject equips pupils with the tools to understand current economic situations across the globe and
enables them to hold informed discussions about how global economies are changing and why that is the case.
Course Content
AS Level | Year 12 – Economics

Exam Board: AQA
 Paper 1 – 50% overall AS grade - 1 hour 30 minutes
 Paper 2 – 50% overall AS grade - 1 hour 30 minutes
Paper 1 - The operation of markets and market failure

Paper 2 - The national economy in a global context
In Year 12 paper 1 focuses on the allocation of resources through the use of price mechanisms and moves on to
consider how markets fail and the interventions available to governments. Paper 2 explores the macro economy
looking at the four objectives of growth, inflation, unemployment and balance of payments.
A Level | Year 13 – Economics

Exam Board: AQA
Assessment: 100% Exam at the end of year 13
 Paper 1 – 33.3% overall A Level grade - 2 hours
 Paper 2 – 33.3% overall A level grade – 2 hours
 Paper 3 – 33.3% overall A Level grade – 2 hours
Paper 1 - Markets and market failure

Paper 2 - National and international economy
Paper 3 - Economic principles and issues
In Year 13, the course builds on the knowledge gained from the first two papers and brings in a synoptic case
study paper combining knowledge from both units. Paper 1 delves deeper into the workings of a business
considering costs, revenues, profits and competition in the market. The course will also involve discussing the
labour market and the impact of wage discrimination. Paper 2 takes the concepts from AS and expands them. It
requires students to have an in depth knowledge of the current economic situation in not only the UK but the
EU, emerging economies and major trading partners. Paper 3 is a synoptic unit based on a pre-released case
study that requires students to use relevant theory from both the micro and macro papers to suggest different
policy options that could be accepted.
2018 – 2019
Many students spend time outside of lessons deepening their understanding of the subject by reading the news
and researching topics we have discussed in class. Students also attend public lectures on economic related
issues at academic institutions in Central London, such as The London School of Economics.

Many students go on to study economics at university. As a degree subject, it combines well with business,
management and finance. Having a degree opens up many doors for students as they will develop invaluable
analysis and evaluative skills that can be applied not only in theory but also real world situations.
Economists pursue careers in many industries including consultancy, banking, taxation, politics and accounting.
2018 – 2019
ENGLISH
Introduction
At Wembley High, English is about developing our pupils’ individual voices and creativity. Through engagement
with a challenging and exciting curriculum and through our programme of extra-curricular activities, we give our
pupils access to different places, times, cultures and worlds. During discussion, reading and analysis, we help
our pupils to take meaning from the world around them. At the same time, we foster the vital literacy and
thinking skills our pupils need to engage with our society and their communities.
Course Content
Years 7 & 8
In Reading, students read rich and stimulating novels including ‘Private Peaceful’ and ‘Animal Farm’. They also
learn to analyse poetry comprising the study of a range of poetry and drama texts, including Shakespearean
works (‘A Midsummer Night’s Dream’ and ‘The Merchant of Venice’) and modern productions, such as ‘Blood
Brothers’. Pupils are also encouraged to develop knowledge of texts in their social and historical context.
In Writing, students are encouraged to be creative and rapidly become familiar with the art of crafting texts for
different purposes and audiences.
Pupils carry a reading book at all times and read in every English lesson. Literacy is our primary focus and we
embed the necessary skills in reading and writing through the curriculum.
Among the topics covered are:
Year 7
 Novel- ‘Private Peaceful’ focusing on reading and descriptive writing skills
 Play- ‘A Midsummer Night’s Dream’
 Creative script writing
 Unseen poetry
 Writing poetry
Year 8
 Novel- ‘Animal Farm’
 Writing non-fiction- writing to argue and persuade
 Play- ‘The Merchant of Venice’
 Writing- creating narratives
 Modern play – ‘Blood Brothers’
 Comparative essay writing
Years 9 & 10
English Literature GCSE

Exam Board: AQA
Assessment: Exam 100%
Duration of exam: Paper 1 (40%): 1 hour 45 minutes
Paper 2(60%): 2 hours 15 minutes
 ‘A Christmas Carol’ by Charles Dickens
 ‘An Inspector Calls’ by J B Priestley
 ‘Macbeth’ by Shakespeare
 Poetry: A selection from an anthology (Theme: power and conflict)
 Unseen Poetry
2018 – 2019
Year 11
English Language GCSE
Exam Board: AQA
Assessment: Exam 100%
Duration of exam: Paper 1 (50%): 1 hour 45 minutes
Paper 2 (50%): 1 hour 45 minutes
Topics:
 Creative writing- narrative and descriptive
 Persuasive writing
 Responding to unseen extracts from fiction texts
 Responding to unseen extracts from non-fiction texts
 Speaking and Listening
The new AQA GCSE qualification in English Language (9-1) allows students to explore a variety of non-fiction and
fiction texts. As part of their English language GCSE, students learn to produce a piece of written language to
suit a particular audience and purpose. Pupils will also be given skills to analyse and respond to examples of
both fiction and non-fiction extracts. Pupils also learn to evaluate comparatively how writers use linguistic,
grammatical and structural features to achieve effects and influence and engage the reader.
As part of their English Literature GCSE, students will study a Shakespeare play, a modern piece of prose fiction,
a collection of poetry and a novel written by a British writer from the 19th Century. Pupils will understand how
the context in which a text was written affects meaning. In lessons students participate in voicing their opinions
through debates and presentations. Pupils learn how to respond to texts by selecting appropriate material,
collating from different sources and making comparisons and cross references as appropriate.
A strong focus throughout the course is on writing skills, ensuring that all pupils spell accurately, and that their
use of English grammar is sound.
Sixth Form
We offer the AQA AS and A2 qualifications in English Literature (Course Specification A) in which students
explore two units of study: ‘Love through the Ages’ and ‘Modern times: literature from 1945 to the present
day.’ Both units incorporate text from a variety of genres, time periods and literary movements.
The course encourages students to develop their interest in English Literature through reading widely, critically
and independently. Texts range across centuries, genre and gender. Students are encouraged to become
informed, independent readers of literary texts and gain an understanding of a variety of views about texts and
how to read them.
AS Level | Year 12 – English Literature

Exam Board: AQA
Assessment: 100% Exam at the end of year 12
Duration of exam: Paper 1 (50%): 1 hour 30 minutes / Paper 2 (50%): 1 hour 30 minutes
Exam content includes:
 Shakespeare: ‘Othello’
th
 20 Century Prose: ‘The Great Gatsby’ by F. Scott Fitzgerald
 Contemporary Prose: ‘Atonement’ by Ian McEwan
 Poetry: Anthology of Pre-1900 love poetry
 Reading for meaning from a range of literary extracts from across the ages
2018 – 2019
A Level | Year 13 – English Literature
Unit 1- Love Through the Ages

Unit 2- Literature from 1945 to the present day
Exam Board: AQA
Assessment: 80 % Exam at the end of year 13, 20% Coursework
Duration of exam: Paper 1 (40%): 3 hours / Paper 2 (40%): 2 hours 30 minutes
Exam content includes:
 Shakespeare: ‘Othello’
 20th Century Prose: ‘The Great Gatsby’ by F. Scott Fitzgerald
 Pre 1900 Poetry Anthology
 Unseen Poetry
 Poetry Collection: ‘Skirrid Hill’ by Owen Sheers
 Unseen Prose
 Contemporary Classic: ‘The Handmaid’s Tale’ by Margaret Atwood
 Drama: ‘A Streetcar Named Desire’ by Tennessee Williams
Coursework:
Comparative critical study of two texts, at least one of which must have been written pre-1900. Our students
study Ibsen’s ‘A Doll’s House’ (pre 1900), and are assigned to write an essay comparing it to another text (short
story collection, play, poetry collection or novel), to be agreed with their teacher.
Some examples of texts students choose from include:
 Sylvia Plath- anthology of poetry

 ‘Pride and Prejudice’ by Jane Austen
 ‘Death of a Salesman’ by Arthur Miller
The coursework must be a maximum of 2500 words, including an academic bibliography.
Our extra -curricular activities include First Story Workshops with a published author. Previously we have
worked with the likes of Peter Hobbs (Winner of the Betty Trask Prize). We also encourage reading through the
Wider Reading Programme and the Reading Club.
We also offer the prestigious LAMDA qualifications to pupils at Wembley High where pupils have an opportunity
to pursue courses in Public Speaking, Acting or Verse and Prose.
Whenever relevant, we take students to see theatre performances of texts that they are studying.

Russell Group universities look favourably on the A Level qualification in English Literature, particularly for the
study of subjects such as English Literature, politics, history, law and economics. Students with A Levels in
English Literature can access a wide variety of careers, including journalism, law, marketing and communications
and consulting. English can also be an enabling qualification to complement students pursuing a science or
medicine-related degree. It provides a strong foundation for further study, especially for students wishing to
pursue MA qualifications and PhDs.
2018 – 2019
GEOGRAPHY
Introduction
Geographers seek explanations for the patterns they see throughout the world; earthquakes, poverty and crime
are just some examples. Learning to ‘see geographically’ means grasping an ever-changing world; getting to the
heart of environmental and human problems and gaining a greater awareness of aspects of human life other
than the physical and material, such as quality of life.
Geography has never been more relevant, as the world faces increasing challenges, and solutions to human and
environmental problems are urgently being sought. Geography has the opportunity to create global citizens and
with it to change the future of our planet. With this in mind geography gives our pupils the chance to both
understand and meet the world.
Course Content
Years 7 & 8
In Years 7 and 8, we focus on developing students’ understanding of the core concepts and processes that shape
the world in which we live today. In Year 7, students focus on comparing the cultures, peoples and
economies of the UK with that of developing country and consider how rivers and coasts shape the
landscape over time. They explore how natural processes can cause risk to humans and how this could be
managed in the future, including the impacts of climate change, earthquakes and volcanoes. In Year 8,
students apply their knowledge from Year 7 to new environments including comparing the characteristics and
threats to extreme environments and considering how global processes impact economies and politics.
Years 9,10 and 11 | GCSE Geography specification A

Exam board: Edexcel
Component 1 (37.5% - 1 hour 30 minutes) | The Physical Environment: This component brings together physical
geography, processes and interactions. In this component, students will look at the changing landscapes of the
UK, including rivers and coastal areas. Weather hazards, climate change and ecosystem, biodiversity and
management in the UK and globally
Component 2 (37.5% - 1 hour 30 minutes) | The Human Environment: This component brings together human
geography, focusing on how cities are changing, global development and the management of resources in the
UK and globally.
Component 3 (25% - 1 hour 30 minutes) | Geographical Investigations: This component brings together,
human, physical and practical geography. It is split into two sections:
 Geographical investigations whereby students will complete two investigations.
 UK challenges whereby students will focus on human and physical challenges in the UK.
AS Level | Year 12 – Geography

Exam Board: AQA
 Unit 1 (50% of AS - 1 hour 30 minutes): Physical Geography: people and the environment links well to
the GCSE topics and focuses on coastal areas and global hazards.
 Unit 2 (50% of AS - 1 hour 30 minutes): Human Geography: people and the environment includes
analysing the reasons for change in different places globally and on geographical investigations whereby
students partake in research investigations.
2018 – 2019
Level | Year 13 – Geography

Exam Board: AQA
Assessment: 20% Non-Examined assessment, 80% Exam.
 Component 1 (40% 2 hours 30 minutes): Physical Geography: This topic focuses on the water and
carbon cycle and as well and coastal and hazard sections from the AS course.
 Component 2 (40% 2 hours 30 minutes): Human Geography: Pupils learn aspects of resource
consumption in greater depth linking back to GCSE topics and global systems and governance which
highlights the importance of international relationships in an interconnected world.
 Component 3 (20%) Non examined assessment – Pupils are given the opportunity to complete an
independent fieldwork investigation 3000-4000 words in length
In Years 10 and 11, all students take part in a GCSE Fieldtrip to undertake fieldwork activities in the local
urban area or while visiting a small local river as part of Component 3 (Geographical fieldwork investigation)
In Years 12 and 13, students take part in an AS field trips to coastal and urban areas. Additionally, students also
have the opportunity to partake in a KS5 geography club, whereby contemporary topics are discussed to aid
students in their learning.
Furthermore, students in Years 7, 8 and 9 have the opportunity to take part in the Royal Geographical Society
national competition – Young Geographer of the Year. In addition to this, a geography club also runs alongside
lessons to promote students engagement in geography.

There are lots of careers where you can use the skills you have developed through the study of geography.
Many geography graduates move into management, accountancy, marketing, retail, ICT, the civil service and
local government, using the skills they have acquired during their study. Others take specialist postgraduate
training, in order to move into careers more directly related to the subject knowledge they have gained, such as
surveying or planning.
2018 – 2019
HISTORY
Introduction
History is a vitally important subject in the world today. It is only by studying the past that we can understand
the present and attempt to predict the future. History:
 helps us understand how the world has evolved
 enables us to make sense of modern problems and see how they began
 develops our understanding of people and the reasons why individuals act in different ways
 allows us to make sense of other subjects, by examining the origins of things we take for granted
today.
History develops a wide skill set that students can use across the curriculum, such as:
 Maths – students learn how to analyse complex problems
 Religious Studies – students learn how to empathise with different people from different time
periods and understand the motivations behind their actions
 English – students respond in extended pieces of writing to historical enquiries
 Languages – students study other cultures
 Science – students will study the development of scientific thought (e.g. the development of DNA
and the understanding of genetics).
Course content
Years 7 and 8:
In Year 7 students study a specialised course focused on the question of ‘what events and people have shaped
modern Britain?’ All topics are explored through enquiry questions. Areas of focus include:
 The Norman conquest
 The impact of the Black Death in the Middle Ages
 Henry VIII
 The British Empire
In Year 8 students develop the knowledge and skills from Year 7 focused on the question of ‘how did the
modern world develop’. They look at various international causes and events including:
 Enslaved people and the fight for civil rights in the USA
 General Haig and the First World War
 The Nazi rise to power
 The Second World War
 The Holocaust
Years 9, 10 and 11 GCSE History

Exam Board: Edexcel
Assessment: 100% examination - 3 exams to be taken in Year 10 or Year 11
 Paper 1 – (1 hour 15 minutes 30% of GCSE) Medicine and public health - c1250- to present day,
examining the way that key aspects of medicine and health have developed in Britain over a 2000-
year period and The First World War and Surgery – examining how key problems of Surgery were
dealt with during WW1
 Paper 2 – (1 hour 20 minutes 30% of GCSE) Henry VIII and his ministers – 1509-c1540 and The
Cold War – 1945-1991
 Paper 3 – (1 hour 45 minutes 40% of GCSE) Germany, 1918-1939, examining the impact the rise of
Adolf Hitler and the Nazi Party, and the impact of the policies on the German people.
At GCSE our students follow the Edexcel History course. It promotes a range and a depth of knowledge in an
academically rigorous way. This course focuses students on developing a range of historical skills including
source analysis and interpretation and tests writing skills at both a conceptual and evidence format.
2018 – 2019
AS Level | Year 12 – History

Exam Board: AQA
Assessment: 100% examination – 2 exams
Students studying A Level History follow the AQA specification. They complete two and exams and a piece of
coursework. The topics are:
 Unit 1C – (1 hour and 30 minutes 50% of AS Level) : The Tudors: England, 1485 – 1547, focusing on Henry
VII and Henry VIII
 Unit 2R – (1 hour and 30 minutes 50% of AS Level): The Cold War, c1945 – 1963, looking at international
relations up until the Cuban Missile Crisis and its consequences.
A Level | Year 13 – History

Exam Board: AQA
Assessment: 80% examinations – 2 exams both 2 hours 30 minutes long and 20% coursework (one piece of
extended writing 3000-3500 words long)
 Unit 1C – (2 hours 40% of A Level): The Tudors: England, 1485 – 1603, studying all of the Tudors monarchs
and examining their successes and failures
 Unit 2R – (2 hours 40% of A Level): The Cold War, c1945 – 1991, studying the changes in international
relations during an era of tension between communist and capitalist powers
 Unit 3 – (Coursework module 20% of A Level): Historical investigation, studying Russia over 100 years.
The students will complete independent research and use a variety of different sources.
The History department offers a number of extra-curricular activities, both academic in nature and part of the
wider curriculum. Academically, the department offers a GCSE workshop where students can attend, focusing on
areas of development to facilitate the highest levels of achievement. A Level students can take part in coursework
workshops to develop their analytical writing to the highest level, particularly in preparation for further study at
university. Academic skills are embedded, such as footnoting and critical writing. There are also intervention
study sessions held for all exam classes.
The department also offers a number of trips, as we believe that it is important that our students see the legacy
of the past for themselves. We have visited key sites in the UK, including Hampton Court Palace. We have also
been to Europe, to visit Amsterdam and see what impact the actions of the Nazis during the Holocaust had. The
department was very fortunate to have a Holocaust survivor visit to speak to students from Years 9-13 regarding
his experiences and memory of the Second World War and his subsequent life in the UK.
Further Studies and Careers:

History lends itself to many different possibilities in the future; it is a strongly academic subject that is well-
respected by universities and employers alike. History develops analytical skills which can lead to many different
subject areas. Historians make excellent lawyers, journalists and often go into careers in finance, because they
are able to analyse complex problems easily and provide workable solutions. It promotes strong written skills and
complements English and other subjects in the humanities well. The department has sent students to further
study at Oxbridge as well as numerous Russell Group universities.
2018 – 2019
LANGUAGES
Introduction
The study of foreign languages is about the ability to communicate with and understand people of different
cultures from around the world. The mastery of spoken and written language and of grammar is the means for
this communication to take place.
Modern foreign languages contributes to the school curriculum by developing pupils’ abilities to communicate
effectively, to speak confidently, to write well, to understand extended spoken and written communication, and
to solve problems independently.
In an increasingly globalised world, languages are becoming ever-more important, particularly in business and
commerce and in communication technologies. The study of languages presents frequent opportunities for
creativity, and can stimulate moments of pleasure and wonder when an unexpected linguistic link is discovered
or when a moment of cultural understanding gives us a new way of thinking about the world.
In allowing us to understand the lives and cultures of people across the globe, the study of languages helps to
open our minds to the scale and breadth of possibility that the world presents us with.
Course Content
Years 7 and 8
All students study Spanish. Year 7 students study the basics of language learning and learn to talk about
themselves and what matters to them. Key topics include: understanding how to use a dictionary, key
grammatical terms and structures, giving opinions, my family and I, and my home and the local area.
In Year 8 students begin working towards their GCSE. They develop their extended writing and speaking skills
and work on all GCSE topics at a foundation level to prepare them to begin the GCSE course in Year 9.
Years 9, 10 and 11
GCSE (9-1) – Spanish, French
Exam Board: AQA
Assessment: 4 exams
 25% Listening 45 minutes
 25% Speaking 10-12 minutes + 15 minutes preparation time
 25% Reading 60 minutes
 25% Writing 75 minutes
All students study Spanish at GCSE but there is also the option to study French as a separate GCSE option. This
follows the same structure as the Spanish course. All students cover the themes of: identity and culture, local,
national and international areas of interest, and current and future study and employment. The course can be
studied over either two or three years, allowing us to give all students the best possible chance of being
successful in their examinations.
2018 – 2019
Year 11
GCSE – Portuguese
Exam Board: OCR
Assessment: 4 exams
 25% Listening 50 minutes
 25% Speaking 10 minutes
 25% Reading 60 minutes
 25% Writing 60 minutes
Those students who complete their Spanish/French GCSE in Year 10 will be given the opportunity to study
Portuguese in Year 11. This is an intense but exciting one-year course which gives students the chance to use
their outstanding linguistic skills to develop their understanding and ability to communicate in yet another
language, whilst widening their knowledge of other cultures within the Iberian Peninsula and South America.
Leaving secondary school with two modern foreign language GCSEs really sets these students apart.
AS Level | Year 12 – Spanish

Exam Board: AQA
Assessment: 3 exams
 45% of AS: Listening Reading and Writing, 105 minutes
 25% of AS: Writing, 90 minutes
 30% of AS: Speaking, 12-14 minutes + 15 minutes preparation time
Students follow the AQA AS level specification. Alongside the essential grammar topics they study social issues
and trends, and artistic culture in the Spanish-speaking world. They also study a film in detail throughout the
year.
A Level | Year 13 – Spanish

Exam Board: AQA
Assessment: 3 exams
 50% of A-level: Listening Reading and Writing, 150 minutes
 20% of A-level: Writing, 120 minutes
 30% of A-level: Speaking, 16-18 minutes + 5 minutes preparation time
Students follow the AQA A level specification. Alongside the grammar topics they study social issues and trends,
and political and artistic culture in the Spanish-speaking world. They also study a novel in detail throughout the
year and undertake an independent research project on an aspect of Spanish-speaking culture that they find
personally interesting.
Catch up and revision sessions are offered to help students prepare for their GCSE and A Level examinations.
In Year 7 the department run a Spanish competition called ‘Todos Tenemos Talento’ aimed at finding talented
linguists. This allows students to show off what they have learned throughout the year.
Students in all years take part in the Vocab Express ‘Global Challenge’ and ‘League of Champions’, which are
vocabulary competitions including schools from all around the world. In 2017, Wembley High finished in first
place globally for Spanish!

Students may go on to study one or more languages at university; however, languages are also useful for most
other university courses and can be studied as a minor, particularly with business and law courses which include
an element of study of the practice in a foreign country. Whilst at university language students also have the
opportunity to work or study abroad.
Careers in languages include; translation, interpreting, teaching, and careers in travel and tourism. In an
increasingly globalised world economy languages are highly favourable for careers in the media, business and
finance.
2018 – 2019
MATHEMATICS
Introduction
Mathematics is a universal language. We use it daily, whether we realise it or not, in both our personal life and
at work. By studying mathematics, students gain an essential life skill which they will take with them as they
progress through their academic studies and then in later life. Mathematics develops students’ key skills in
numeracy, mathematical reasoning and independence in handling and quantifying information thus allowing
them to think through a wide range of real life situations.
Course Content
Years 7 & 8
In KS3 students will build on the achievements and experiences of KS2 mathematics as well as developing the
fundamental skills required for a smooth transition into KS4. Students are set by ability at the start of year so
that we can provide specific support for pupils. As a department we have a wide variety of resources to support
learning both within the classroom and at home. Each student receives a personal login to both the MyMaths
and MathsWatch websites which allows them to work independently in order to further consolidate and
deepen their understanding of topics.
The 6 main topic areas which students focus on are:
1 Number
2 Algebra
3 Ratio, proportion and rates of change
4 Geometry and measures
5 Probability
6 Statistics
Years 9, 10 and 11
Exam Board: Edexcel
Assessment: 100% Exam:
 33.3% Paper 1 (1hr 30 mins non-calculator),
 33.3% Paper 2 (1 hr 30 mins calculator),
 33.3% Paper 3 (1 hr 30 mins calculator)
In Years 9, 10 and 11 students follow the Edexcel GCSE Mathematics Linear Specification. Students are set
according to ability and the progress made in Years 7 and 8. As a department we believe that students should
not be held back by waiting until the end of Year 11 to sit their GCSE. The decision to enter students early will be
based on assessment tracking data as well as attainment in class. This early entry programme also gives our
students the opportunity to take a range of extra mathematics qualifications, for example OCR Additional
Maths.
Assessments in Years 9, 10 and 11 are a combination of written homework and online MyMaths homework.
Each half term students sit an assessment paper which is carefully analysed by the department to ensure that all
students are on track and that any necessary intervention strategies are put in place.
2018 – 2019
Students will build on a strong foundation from Years 7 and 8 in the 6 main topic areas:
1 Number
2 Algebra
3 Ratio, proportion and rates of change
4 Geometry and measures
5 Probability
6 Statistics
Sixth Form
Mathematics is the most popular choice amongst students in our Sixth Form. Students are set by ability at the
start of the year and class sizes vary according to ability and the needs of individual students. All students are
provided with an independent study pack at the start of the academic year which contains a breakdown of the
key objectives for each topic area and practice questions by topic with model solutions. They are also provided
with a textbook for each module. In preparation for the exams teachers offer additional revision sessions and
students are given topic by topic revision packs.
Assessment forms a crucial part of our teaching. In the run up to exams students sit weekly mock exam papers
which are marked and commented on by the class teacher. The results are analysed by the department to
ensure that all students are on track and that any necessary intervention strategies are put in place.
Topics Studied across the two year course include:

 Proof
 Algebra and Functions
 Coordinate Geometry
 Sequences and Series
 Trigonometry
 Exponentials and Logarithms
 Differentiation
 Integration
 Numerical Methods
 Vectors
 Statistical Sampling
 Data Presentation and Interpretation
 Probability
 Statistical Distributions
 Statistical Hypothesis Testing
 Quantities and Units in Mechanics
 Kinematics
 Forces and Newton’s Laws
 Moments
AS Level | Year 12 – Mathematics

Exam Board: Edexcel
 Paper 1 (2 hours): Pure Mathematics - 62.5%
 Paper 2 (1 hour 15 mins): Statistics and Mechanics - 37.5%
2018 – 2019
AS Level | Year 12 – Further Mathematics

Exam Board: Edexcel
 Paper 1 (1 hour 40 mins): Core Pure Mathematics – 50%
 Paper 2 (1 hour 40 mins): Further Mathematics Options (Pure and Mechanics) – 50%
A Level | Year 13 – Mathematics

Exam Board: Edexcel
 Paper 1 (2 hours): Pure Mathematics 1 – 33%
 Paper 2 (2 hours): Pure Mathematics 2 – 33%
 Paper 3 (2 hours): Statistics and Mechanics – 33%
A Level | Year 13 – Further Mathematics

Exam Board: Edexcel
 Paper 1 (1 hour 30 mins): Core Pure Mathematics 1 – 25%
 Paper 2 (1 hour 30 mins): Core Pure Mathematics 2 – 25%
 Paper 3 (1 hour 30 mins): Further Pure Mathematics 1 – 25%
 Paper 4 (1 hour 30 mins): Further Mechanics 1 – 25%
Outside of the classroom there are many opportunities for students to further develop and apply their
mathematical skills. Each year a large number of our students take part in the Junior, Intermediate and Senior
UKMT Mathematics Challenges. We are always delighted by how well they perform and often have students
who qualify for the prestigious national follow on rounds. On offer to our Years 7 and 8 students are the UKMT
Junior Team Challenge, Times Table Rock Star competition and weekly Puzzle Pirates Club. We work with a wide
range of external providers to offer our students the opportunity to experience mathematics beyond the
classroom. Our most able Year 9 students can apply to attend a term of Master Classes run by the Royal
Institute of Mathematics and Year 9, 10 and 11 students are taken on trips to the University of London for a
range of taster courses.

Mathematics is currently the most popular subject studied by students at A Level and a pass in GCSE
mathematics is still the benchmark for accessing many routes into higher education. It allows students to go on
and study a wide range of subjects at university and is applicable to many different career paths. Options of
degree courses which our students have gone on to study include mathematics, sciences, medicine, accounting
and finance, business and economics. Graduate employers see Maths as a vital skill especially for careers in the
business, accounting and finance sector.
2018 – 2019
MUSIC
Introduction
Music contributes to the development of pupils by providing a powerful and distinctive form of
communication and expression. It develops thinking, increasing perception, imagination, creativity and
physical co-ordination and is an integral part of past and present culture.
The curriculum at Wembley High provides opportunities for pupils to gain skills, knowledge and understanding
in the following areas:
 Performing in solo/group situations, through using a variety of instruments and technology.

 Creating and developing musical ideas from different cultures and historical contexts.
 Responding and reviewing own and others’ work constructively to develop further knowledge and
understanding.
 Developing a critical appreciation of music from a variety of cultures.
Course content
Years 7 and 8
In Year 7 and Year 8 students study a wide variety of musical styles, cultures and traditions including
Indonesian Gamelan music, the Blues, Reggae music, Pop music, music for film and an introduction to song
writing. Through each of these areas we also explore a different element of music theory and notation with the
aim that every student will have the opportunity to study GCSE music supported by a robust knowledge of
Grade 1 and Grade 2 music theory. In all lessons students in Year 7 and Year 8 will have the opportunity to
listen to, compose and perform music on a range of instruments and in both solo and group settings. Each half
term this culminates in an assessment including elements of critical musical appreciation along with
performance.
Years 9, 10 and 11
In Years 9, 10 and 11, students can pursue Music through the Edexcel GCSE Music course or the BTEC Level 2
First Award.
GCSE Music
Exam Board: Edexcel
Assessment:
 40% examination – 1 exam lasting 1 hour 45 minutes
 60% coursework – 30% composition and 30% performance
The Edexcel GCSE Music course allows students to study eight prescribed set works. They will also compose
two pieces of their own music using our IMac suite and will also give a solo and ensemble performance. The
syllabus includes:
 Composing and performing music
 Mastering an instrument
 Using specialist computer programmes to compose original pieces
 Learning about all types of music, including classical, popular and world music through in depth study
of key musical works from different periods.
2018 – 2019
BTEC Level 2 Tech Award in Music

Exam Board: Edexcel
Assessment:
 60% coursework – two components worth 30% each
 40% timed open book task to an externally set brief
The BTEC Level 2 Tech Award in Music allows students the opportunity to enter employment in the music
industry, or help progress to further qualifications. As well as increasing music knowledge, the qualification
gives students the chance to develop a range of skills and personal attributes. Topics include:
 Using specialist computer programmes to compose original pieces
 Developing knowledge of recording and mixing techniques
 Learning about the music industry and the studio setting
Individual instrumental tuition is available at Wembley High where many of our students learn guitar (Classical
& Electric), piano, keyboard, drums, flute, saxophone, clarinet, singing and violin. Instrumental lessons are
popular with many pupils where they are able to showcase their talents in assemblies, parents’ evenings or
other events. Other enrichment activities that are run in the department include a music technology club,
orchestra, choir keyboard club, and a GCSE composition clinic to improve students’ music compositions. We also
encourage pupils to form their own groups or to perform solos, giving everybody an opportunity to perform.

Music is available to study at many universities where students pursue a BMus (Hons) or BA (Hons)
undergraduate degree. Music can also be combined with other subjects to allow you to take a joint degree.
Music graduates are highly employable, given the social, technical, creative, and verbal skills developed during
their studies. Careers that result from undertaking music at higher level include positions in music marketing,
session musicians, teachers, sound engineers (music, TV & film), record producers, music publishing and legal
work dealing with music copyright and protection and many more. In addition the imaginative and creative
skills, as well as the cultural and critical appreciation gained through the study of music, are seen as highly
desirable in many industries.
2018 – 2019
PHYSICAL EDUCATION
Introduction
Health is a crucial element in everyone’s life. Good health allows you the opportunity to achieve all of your
ambitions, whether they are to achieve a specific career or to travel around the world. In physical education we
aim to not only teach pupils how to perform at high standards in a variety of sports, but also to understand the
principles of how to lead active and healthy lifestyles, and develop an abundance of life skills, from effective
teamwork to moral actions when in a tense competitive situation.
Students will leave lessons having learnt or developed a new skill that they can use in specific sports, some new
knowledge about sport, and feeling successful in their own personal achievements. Through this feeling of
accomplishment pupils are able to push themselves to try new sports and develop new passions that they can
take on into their future lives.
Course content
Years 7 and 8
Pupils will learn a range of games including football, netball and basketball. They will also take part in a creative
unit of dance, where they will be able to use their imaginations to express themselves. Towards the end of the
year, pupils will take part in athletics where they will be able to compete in running, jumping and throwing events
whilst being encouraged by the Olympic motto of “citius, altius, fortius” (faster, higher, stronger).
Years 9, 10 and 11
Pupils follow a similar structure to that of Year 7 and 8 to allow them to expand on their knowledge of the varying
sports, their skill sets and their ability to evaluate themselves. Some pupils will have the opportunity to study the
BTEC Level 2 First Award in Sport or the Cambridge National award in Sport Science. By the end of the
qualifications pupils will have a much thorough understanding of what is required to make an elite sports person.
Edexcel BTEC NQF Level 1/2 First award in sport.

Exam Board: Edexcel
Assessment: 4 units of equal weighting - each 25%. 3 units are coursework and 1 unit is a 1 hour online
examination
Unit 1 – Fitness for sport and exercise.

Pupils study the components that create a successful sports performance. They also learn the methods used to
test the level of these components and how to improve them, making a more successful sports performance.
Unit 2 – Practical sports performance

Pupils learn the rules, regulations and scoring systems of a variety of sports and are taught how to conduct skills
and techniques to be able to perform successfully in these. They are also taught how to analyse their own
performance and methods that can be used to improve their performance.
Unit 3 – The mind and sports performance

Pupils are taught how personality affects the performance that a sports person gives. Alongside this pupils also
learn about anxiety and methods used to control it to ensure that they have a strong performance.
Unit 4 – The sports performer in action

Pupils are taught about the human body and how it works in order to help athletes perform. The components
range from the muscles and bones right through to the different energy systems required for different activities.
2018 – 2019
OCR Level 1/2 Cambridge National Award in Sport Science

Exam Board: OCR
Assessment: 4 units of equal weighting - each 25%. 3 units are coursework and 1 unit is a 1 hour online
examination
Unit R041: Reducing the risk of sports injuries (online exam)

Taking part in sport and physical activity puts the body under stress. Students will learn how to reduce the risk
of injury when taking part in sport through activities such as warm-ups, and knowing how to respond to injuries
and medical conditions in a sport setting are all vital skills within the sport and leisure industry. This unit is
externally assessed through an OCR set and marked 1 hour exam.
Unit R042: Applying principles of training (coursework)

The role of a coach is to keep their performers in peak condition by monitoring individuals’ fitness and designing
bespoke training programmes. Students will learn the principles of training and how different methods target
different components of fitness. They will also learn how to conduct fitness tests, interpret the results and
design and evaluate fitness programmes.
Unit R044: Sport Psychology (coursework)

In elite sport the key success factor is often the ability to perform under competitive pressure. Sport
psychologists support top performers to ensure they can perform at their best under pressure. Students will
learn about the relationship between personality and sports performance, the effect of motivation, understand
the impact of aggression, arousal and anxiety on performance and learn how to apply sport psychology
strategies.
Unit R046: Technology in sport (coursework)

Optimising new technology can give sports performers and advantage over their competitors. In this unit
students will consider ways technology is used to enhance sports performance and experience for both
spectators and performers. Students will evaluate the impact of technology in sport, considering the downsides
as well as its advantages.
The list of sports in the world is seemingly endless and we try to make it feel that way with our extra-curricular
clubs as well. We endeavour to offer any sport to both genders (although still in separate clubs). Throughout the
winter, our facilities are full with boys and girls training for a variety of sports, and come summer, our astro turf
is filled with white as cricket takes over! Alongside these, our students participate in the borough events
throughout the year, having had many moments of great success.

Physical education can lead to a range of adventurous and exciting careers, from being a physiotherapist for a
top sports club to a fitness instructor in your local gym. From secondary education pupils can then move on to
study an A-Level in Physical education or a more in depth programme of BTEC Level 3 in Sport. From this an
array of pathways are available where pupils can go straight into the workplace or can further their education at
university with some courses including sport science, business in sport, sport management, physiotherapy or
coaching in sport.
2018 – 2019
PSYCHOLOGY
Introduction
Psychology is the scientific study of the human mind and behaviour. Students examine how behaviour is
studied and how psychologists test their hypotheses. As well as exploring and evaluating a range of
psychological research, we also explore the different theories and debates that still shape and influence
psychology today.
We believe in developing well-rounded and astute psychologists: students develop skills of analysis, evaluation
and application. They are equipped with the knowledge and skills to undertake practical research activities
involving the collection, analysis and interpretation of qualitative and quantitative data as well as looking into
the ethical implications of their research.
As a discipline, psychology has never been so relevant and fascinating: improving technologies allow us to gain
insight into the minutest details of our thinking and cutting edge social experiments analyse our behaviours in
this rapidly-changing society. If you want to understand who you are, what you do and why you do it, study
psychology.
Course Content
Year 12 – AS Level Psychology

Exam board: AQA
Assessment method: 100% exam
 Unit 1 (50%) 90 minutes Introductory Topics in Psychology  Social Influence, Memory and Attachment
 Unit 2 (50%) 90 minutes Psychology in Context  Approaches in Psychology, Psychopathology and
Research Methods
Year 13 – A Level Psychology

Exam board: AQA
Assessment method: 100% exam at the end of year 13.
 Unit 1 (33%) 2 hours Introductory Topics in Psychology  Social Influence, Memory, Attachment,
Psychopathology
 Unit 2 (33%) 2 hours Psychology in Context  Approaches in Psychology, Biopsychology, Research
Methods
 Unit 3 (33%) 2 hours Issues and Options in Psychology  Issues and Debates in Psychology, Gender,
Schizophrenia, Addiction
The Psychology department runs structured revision sessions, tutorials and drop-in sessions for students. This
provides an opportunity for students to continually improve and benefit from the extra opportunities to recap
and discuss their learning and to practise their exam technique.
There is also a wide range of extra-curricular material available (journal articles, books, documentaries and
films) for students who want to widen their understanding of psychology.
2018 – 2019

Psychology A Level can lead to a wide range of different university degrees: psychology, criminology, forensic
science, nursing and midwifery, occupational therapy/physiotherapy, sports science. It can also be a great
contributing subject towards medicine and related degrees (e.g. biomedicine, healthcare science).
A psychology undergraduate develops the following skills that prepare them for wider employability: critical
thinking; one-on-one and small group communication; effective written communication skills; understanding of
individual human behaviour; knowledge of group and organisational behaviour; creative thinking skills.
A huge selection of careers is open to psychology graduates: various practical psychology careers (e.g.
educational psychology, occupational psychologist, research), marketing, public relations, advertising, post-
graduate medicine, management consultancy, human resources, sales and many more.
2018 – 2019
RELIGIOUS STUDIES
Introduction
The Religious Studies department seeks to provide the intellectual and spiritual space for students to explore
the questions which are fundamental to our existence. We seek to create an environment where students are
able to systematically question, argue, debate and formulate their ideas in an academically rigorous manner.
The department has a very broad curriculum in which we study the major world faiths both in their historical
development and in their impact and application to the lives of our students. This is essential for students to
have a full appreciation and understanding of the way in which geo-politics is shaped in the 21st century.
Along with this, students develop skills in empathy, understanding and religious and philosophical literacy in
some of the world’s greatest ideas so as to advance their spiritual, moral, social and cultural education. As
pupils progress through the school they are encouraged to evaluate religious ideas and their application to the
world around them particularly in reference to ethical situations in the modern world. These include abortion,
euthanasia, wealth distribution, the criminal justice system and animal rights. Students are also encouraged to
continue in a tradition of philosophical and academic rigour by studying the ideas of thinkers such as Thomas
Aquinas, Aristotle, Plato and Richard Dawkins. Religious studies enables students to develop their critical
faculties and their skills in reasoning, debate and logic as well as compassion, resilience, understanding and an
awareness of the world in which they live. To this end Religious Studies in an integral part of a well-rounded
education.
Course Content
Year 7:
 Introduction to Religious studies | Students are introduced to religious language and arguments
through an examination of the differences between fact, belief and opinion.
 Judaism | Students examine the emergence of the first Abrahamic faith in a yearlong study of the
monotheistic Abrahamic traditions.
 Christianity | Students continue to explore the emergence of the ancient near-Eastern faiths through
the lens of the life of Jesus of Nazareth.
 Islam | Students study the emergence of the youngest of the monotheistic faiths from the Middle East
by exploring the historical and cultural development of Islam through the life of the prophet
Muhammad (pbuh).
Year 8:
 Hinduism | Students begin a broad study of Eastern philosophy through an examination of the practice
and tradition of the Indian sub-continent.
 Buddhism | Students develop an understanding of the emergence of Buddhism out of Indian thought in
the 6th century BCE.
 Sikhism | Students explore the themes of initiation and equality through a study of Sikhism. The
youngest of the major world faiths and the final faith studied at KS3, students are able to situate
Sikhism within the world including and compare Sikh beliefs to other world faiths.
 The Existence of God | Students begin to develop skills in philosophical debate and discussion through
an examination of the problems surrounding belief in God.
 Evil and Suffering | Students develop an understanding of contemporary positions on God and the
universe through an examination of his role, or lack of, in the wrongs of the world.
2018 – 2019
Years 9 and 10 GCSE Religious Studies Specification A

Exam Board: AQA
Assessment: 100% examination – 2 exams each lasting 1 hour 45 minutes, each contributes 50% to overall
GCSE.
Year 9: Study of Religions

 Christianity: Beliefs and Teachings | Pupils study the Christian view on the nature of God and key
theological teachings including beliefs about creation, life after death, salvation and the crucifixion,
resurrection and ascension of Jesus.
 Christianity: Practices | Students explore how Christians put their beliefs into practice through worship
and prayer. The growth of the church, Christian mission and evangelism are also studied.
 Islam: Beliefs and Teachings | Students study the Islamic view on the nature of God and key theological
teachings including beliefs about life after death, angels, prophethood, the imamate and the Sunni/
Shi’a split.
 Islam: Practices | Students explore how Muslims put their beliefs into practice through the five pillars of
Islam. Students also examine beliefs about jihad and significant festivals.
Year 10: Thematic Studies

 Relationships and Families | Students consider the nature and purpose of the family in the 21st century
including religious attitudes towards divorce and remarriage.
 Religion and Life | Students examine the origins and value of the universe, the use and abuse of the
environment including animal rights and attitudes towards issues of life and death including abortion
and euthanasia.
 Religion, crime and punishment | Pupils explore the causes of crime and the aims of punishment within
the context of the British legal system. Students also discuss different views on the debate around the
death penalty and the effectiveness of prison as a form of punishment.
 Religion, human rights and social justice | Students consider the fair treatment of people including
issues of religious freedom, prejudice, discrimination, the status and role of women, wealth and
exploitation of the poor.
AS Level | Year 12 - Religious Studies

Exam Board: OCR
Assessment: 100% examination – 3 exams each worth 33.3% of the AS Level
 The Philosophy of Religion | (1 hour 15 minute exam) Students explore key philosophers who have
contributed to the intellectual study of God and religion. Pupils study ancient philosophers including the
works of Plato and Aristotle. The course also covers arguments for the existence of God and the
problem of evil which will involve an in depth study of Aquinas, Augustine, Anselm, Hume, Kant and
Hick.
 Religion and Ethics | (1 hour 15 minute exam) Pupils explore the ethical arguments of Jeremy Bentham
and Joseph Fletcher– Students continue their study in ethics by examining Natural Law Theory and
Kantian Ethics. Pupils are encouraged to apply and critique the application of these ethical theories.
Pupils are asked to apply these ethical theories to contemporary issues in euthanasia and business
ethics.
 Developments in Religious Thought | (1 hour 15 minute exam) Students begin an in-depth study of
Christianity beginning with sources of religious and ethical authority in scripture and institutions.
Students will have the opportunity to compare different interpretations of the message behind the life
of Christ and how his message has influenced the actions of Christians in the 20th Century.
2018 – 2019
A level | Year 13 - Religious Studies

Exam Board: OCR
Assessment: 100% examination – 3 exams each worth 33.3% of the A Level
 The Philosophy of Religion | (2 hour exam) Students explore key philosophical perspectives on the
nature of God and his/her attributes. Topics also include a study of philosophical language and the
philosophy of Ludwig Wittgenstein. Finally students will examine religious language used to describe
and discuss the nature of God.
 Religion and Ethics | (2 hour exam) Students explore meta-ethical approaches to ethics beginning with
ethical naturalism, intuitionism and emotivism. Students will then examine contrasting views of the
conscience from Thomas Aquinas and Sigmund Freud. Students will then examine arguments and
attitudes from Christian and normative ethical perspectives in the field of sexual ethics.
 Developments in Religious Thought | (2 hour exam) Students continue their studies in Christian
thought by discussing the attitudes surrounding religious pluralism, gender and theology, Marxism and
Liberation Theology and the challenge of secularism in the modern world.
The Religious studies department offers a number of enrichment activities. Philosophy club is held weekly;
during each session an element of popular culture is discussed and related to a particular theorist, offering
insight into different ideas and beliefs.
The department also organises different speakers, including an Olympic medallist who shares his story behind
his decision not to fast during Ramadan when it fell during the London Olympics in 2012.
Finally the department has organised and taken part in a number of trips, including to Amsterdam to study
Judaism and the experience of the Dutch Holocaust, focusing on key individuals including Anne Frank.

Employers highly value the skill set that is nurtured through a study of theology and philosophy. Religious
Studies equips students with an understanding of global issues and trends in both historical and contemporary
contexts. This understanding of multiculturalism is valued by a wide variety of employers in many industries
including education, government and business. Students who seek international careers may find that Religious
Studies provides a good background in global issues. Many transferable skills such as analysing and synthesising
data, research, communication skills and critical thinking are associated with the subject.
2018 – 2019
SCIENCE
Introduction
The science department strives to equip our students with the knowledge, understanding and skills that will
enhance their scientific literacy and enable them to contribute successfully in a rapidly changing global
community. We believe science to be the backbone of any civilisation in its advancement.
The aims of the department are:
 To develop successful learners who enjoy learning, make rapid progress and achieve their full potential
 To provide opportunities for practical work to develop excellent investigative skills
 To develop resilient individuals who are able to live safe, healthy and fulfilling lives
 To capture students’ imagination and develop their scientific curiosity and ability
 To enable our learners to become responsible citizens who make positive contributions to society
Course Content
Year 7 & 8
In year 7 & 8 our students follow a bespoke curriculum which enables them to develop investigative approaches
to science and a thirst for knowledge. Students complete a range of topics that draw from all three sciences –
biology, chemistry and physics – which provide the foundations they need to make excellent progress at KS4.
The topics that are studied include: cells & systems, waves, atoms, elements & compounds, material cycles,
chemical reactions and forces & energy.
Year 9, 10 & 11
Students are accelerated onto Key stage 4 courses from year 9 onwards. Students follow either the Edexcel
GCSE (9-1) Combined Science course, or the Edexcel GCSE (9-1) Separate Science course in biology, chemistry
and physics.
GCSE (9-1) Combined Science

Students are taught a wide range of topics within each of, biology, chemistry and physics which also includes 18
mandatory core practicals that are carried out within lessons. The course, including the practicals, is assessed
by six externally examined papers at the end of Year 11.
Title Assessment Max Marks % of GCSE Grade

Paper 1: Biology 1 1hr 10m Exam 60 16.67
Paper 3: Chemistry 1 1hr 10m Exam 60 16.67
Paper 5: Physics 1 1hr 10m Exam 60 16.67
GCSE (9-1) Separate Science

Students are taught a wide range of topics within each of, biology, chemistry and physics which also includes 24
mandatory core practicals that are carried out within lessons. The course, including the practicals, is assessed
by six externally examined papers at the end of Year 11.
Title Assessment Max Marks % of GCSE Grade

2018 – 2019
Sixth Form
The department offers GCE Edexcel Biology, Chemistry and Physics A level courses. To achieve the full A-level
for each of the sciences all of the content from Years 12 and 13 will be assessed at the end of Year 13.
To breakdown the content each subject allows the students to follow the AS programme of study in year 12
which builds towards 2 terminal exam papers before they move into the year 13 programme of study, where
students will sit 3 terminal examinations to gain their A-level qualification.
In addition to learning the content for each course, students will be required to complete 12 core practicals per
science. The core practicals cover a range of investigative topics and develop the pupil’s laboratory skills as well
as their ability to manipulate, analyse and evaluate data.
AS Level | Year 12 – Physics
Unit Title Assessment Max % of AS level

Marks Grade
8PH0/01 Core Physics I 1hr 30m Exam 80 50
8PH0/02 Core Physics II 1hr 30m Exam 80 50
A Level | Year 13– Physics
Max % of A2 level
Unit Title Assessment
Marks Grade
9PH0/01 Advanced Physics I 1hr 45m Exam 90 30
9PH0/02 Advanced Physics II 1hr 45m Exam 90 30
9PH0/03 General and Practical Principles in Physics 2hr 30m Exam 120 40
AS Level | Year 12 – Chemistry
Max % of AS level
Unit Title Assessment
Marks Grade
8CH0/01 Core Inorganic and Physical Chemistry 1hr 30m Exam 80 50
8CH0/02 Core Organic and Physical Chemistry 1hr 30m Exam 80 50
A Level | Year 13 – Chemistry
Max
Unit Title Assessment % of A2 Grade
Marks
9CH0/01 Advanced Inorganic and Physical Chemistry 1hr 45m Exam 90 30
9CH0/02 Advanced Organic and Physical Chemistry 1hr 45m Exam 90 30
9CH0/03 General and Practical Principles in Chemistry 2hr 30m Exam 120 40
AS Level | Year 12 – Biology
Unit Title Assessment Max % of AS level

Marks Grade
8BN0/01 Lifestyle, Transport, Genes and Health 1hr 30m Exam 80 50
8BN0/02 Development, Plants and the Environment 1hr 30m Exam 80 50
2018 – 2019
A Level | Year 13 – Biology
Unit Title Assessment Max % of A2 Grade

Marks
9BN0/01 The Natural Environment and Species Survival 2 hour Exam 100 33.3
9BN0/02 Energy, Exercise and Coordination 2 hour Exam 100 33.3
9BN0/03 General and Practical Applications in Biology 2 hour Exam 100 33.3
Independent Study in Science

Homework forms an important part of all students’ science education. Students can expect homework tasks as
per their homework timetables in their planners. The homework tasks will be marked by the teachers and
students are expected to respond to the feedback by making corrections and improvements. This partnership
between the students and the teachers for homework tasks ensures maximum progress is made.
The department offers a range of extra-curricular activities to enhance students’ understanding and aspiration
in science. For example the Year 13 biologists conduct a 1 day field studies ecology trip where they develop
practical skill whilst writing a full scientific report. Other examples include attending lectures at the Royal
Institute and attending the science museum late exhibitions.

Science at university goes well beyond biology, chemistry and physics: there are actually over 10,000 different
science and engineering-based degrees in the UK. For example; genetics, materials, medical engineering,
oceanography, astronomy, biotechnology, ecology, forensic science, physiology and zoology.
Irrespective of the branch of science students opt for, many graduates find jobs that are directly or indirectly
relevant. For example, many environmental scientists become environmental officers or technicians, while a
physicist’s training can be a good preparation for work in IT. Science can open up opportunities unavailable to
those studying other subjects. For example, you can’t be a forensic scientist without a biology or chemistry
background, and physics is an ideal option if you want to be a sound engineer. Other directly relevant
employment opportunities include: research scientist; analytical chemist; meteorologist; electronics engineer,
secondary school teacher; medical physicist; and materials engineer.
Science graduates are highly employable in a wide range of non-science careers, especially where high levels of
numeracy are needed. About 60% of graduate job vacancies are non-subject specific so the possibilities are
endless. People who have studied science subjects are employed in: sales, marketing and advertising;
management in commerce, industry or the public sector; business and finance; the health service; the army;
publishing; the media – amongst many others. Interestingly, 20% of city fund managers are physical science
graduates.
2018 – 2019
SOCIOLOGY
Introduction
Sociology is the study of society and our place within it. We explore topics and concepts that might appear
everyday but are in fact complex and fascinating when you scratch the surface. Sociology develops a range of
skills so that you can analyse, compare and evaluate different concepts and approaches.
We believe in developing our students’ capacity for original thought, critical thinking and written eloquence.
Our lessons are challenging: not just through the skills required but also in their content. We do not shy away
from controversial issues, but instead consider them in a mature and dedicated fashion from a range of
perspectives. In the modern, fast-paced world, sociology is a vital tool for understanding our current society,
how it developed and where it is going in the future.
Course Content
Sixth Form
AS & A2 Sociology covers a broad range of topics in society and gives students an excellent grounding in the
research method skills and theoretical analysis needed to understand them. Students will also develop a
broader understanding of social development through reference to contemporary events and historical
processes, enabling them to place their learning in context.
Year 12 AS Level Sociology

Exam board: AQA
Assessment: 100% exam assessed at the end of Year 12
Unit 1 (50%) 90 minutes: Education with Methods in Context and Research Methods
Unit 2 (50%) 90 minutes: Research Methods and Topics in Sociology (Families and Households)
Year 13 A Level Sociology

Exam board: AQA
Assessment: 100% exam assessed at the end of Year 13
Unit 1(33%) 2 hours: Education with Theory and Methods
Unit 2 (33%) 2 hours: Topics in Sociology (Families and Households; Beliefs in Society)
Unit 3 (33%) 2 hours: Crime and Deviance with Theory and Methods
Sociology drop in sessions are available throughout the year. There are also opportunities for social science
societies for developing the skills needed to be successful in sociology.

Sociology A Level can lead to a wide range of academic disciplines, including: sociology, criminology,
international development, demography and can contribute to your skill set for subjects such as law.
Sociology also leads to a vast range of careers, including: marketing, public relations, the civil service, NGOs and
charity work, advertising, human resources, journalism anthropology, politics, law and academia.

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Curriculum 2018 – 2019

Date updated: July 2018

Date of next review: July 2019

Our key aims for our students are:

Year 13 | A Level Fine Art

Further Studies and Careers

“Design is intelligence made visible.”

Our key aims for our students are:

Further Studies and Careers

Our key aims for our students are:

The curriculum prepares students to develop the following skills:

GCSE in Business Studies (9-1)

Assessment: 100% terminal examination

Edexcel BTEC Level 1/2 First Award in Business (2012)

Specialist units include:

OCR Cambridge Nationals Level 1/2 Enterprise and Marketing (2017)

All learners will study three mandatory topics:

This course in business encourages students to:

Key topics studies in Year 12 are:

Key topics studied in Year 13 are:

Further Studies and Careers

CITIZENSHIP and PSHE

In PSHE education students:

Whole School PSHE

Further Studies and Careers

COMPUTER SCIENCE & DIGITAL TECHNOLOGIES

During the course they will:

During the course they will:

Years 9 - 11 Level 2 Technical Award in Digital Technologies

During the course they will:

Further Studies and Career Progression

AS Level | Year 12 – Economics

Paper 1 - The operation of markets and market failure

A Level | Year 13 – Economics

Paper 1 - Markets and market failure

Further Studies and Career Progression

English Literature GCSE

AS Level | Year 12 – English Literature

A Level | Year 13 – English Literature

Unit 1- Love Through the Ages

Some examples of texts students choose from include:

 Sylvia Plath- anthology of poetry

The coursework must be a maximum of 2500 words, including an academic bibliography.

Further Studies and Career Progression

Years 9,10 and 11 | GCSE Geography specification A

AS Level | Year 12 – Geography

Level | Year 13 – Geography

Further Studies and Career Progression

Years 9, 10 and 11 GCSE History

AS Level | Year 12 – History

A Level | Year 13 – History

Further Studies and Careers:

AS Level | Year 12 – Spanish

A Level | Year 13 – Spanish

Further Studies and Career Progression

The 6 main topic areas which students focus on are:

Topics Studied across the two year course include:

AS Level | Year 12 – Mathematics

AS Level | Year 12 – Further Mathematics

A Level | Year 13 – Mathematics

A Level | Year 13 – Further Mathematics

Further Studies and Career Progression

 Performing in solo/group situations, through using a variety of instruments and technology.