RE Curriculum

The aim of the RE curriculum is to support pupils’ personal search for meaning by engaging enquiry into the question ‘What is it to be human?’ with students exploring answers offered by religion, belief and Philosophy.

The RE learning is based on guidance provided within the Lancashire Agreed Syllabus and also includes extended curriculum aspects from the Eduqas Exam Board unit A GCSE. The skills and attitudes are developed and embedded across the full five year curriculum.

All topics include the following concepts: Shared Human Experience [SHE], Living Religious Tradition [LRT], Beliefs and values [B & V] and Searching for personal meaning [SPM].

Staff in RE

Mrs Crawshaw – Lead Subject Teacher
Mrs Ali  –  Subject Specialist Teacher
Mrs Stobbs  – Teacher
Miss Pointon  – Teacher

This year’s RE curriculum (it will change each year as units for the New GCSE are developed and implemented)

  Cycle 1 Cycle 2 Cycle 3 Cycle 4
Year 7 The Island (introduction to living in a community)

Baseline Assessment – RE Skills analysis

The Island continued

(assessment at the end of the unit)

Life as a British Muslim

(introduction to Islam with an assessment at the end of the unit)

Christianity

(looking into different aspects of Christianity – end of unit assessment)

 

Year 8 Christianity

Looking into different aspects of Christianity

(looking into different aspects of Christianity – end of unit assessment )

Christianity continued – then Islam – looking into different beliefs including Prophethood, Akirah and Risalah.(End of unit assessment) Can the power of a revelation transcend to religious people today?
Religious Traditions:- Hinduism beliefs(assessment of learning module)
Hinduism continued, living a Hindu live.

(end of unit assessment)

Year 9 Begin GCSE RE course – Christianity – Issues of relationships  (assessment at the end of the unit) Christianity – Issues of life and death – (assessment at the end of the unit) Christianity – Issues of Good and Evil

(assessment at the end of the unit)

Christianity –

Issues of Human rights

(assessment at the end of the unit)

 

Year 10

Begin GCSE RE course – Christianity – Issues of relationships  (assessment at the end of the unit)
Christianity – Issues of life and death – (assessment at the end of the unit) Christianity – Issues of Good and Evil

(assessment at the end of the unit)

Christianity –

Issues of Human rights

(assessment at the end of the unit)

Year 11

GCSE RE [Welsh Board]
Religion and Human Experience: Unit 3 – Religious expression
GCSE RE [Welsh Board]
Religion and Human Experience: Unit 4 – Authority, Religion & the state
Exam preparation Paper 1

 

Useful RE links:

We would encourage all students to spend time at home reviewing their learning and trying to work through any misunderstandings or areas of difficulty, before then discussing them in school with their teacher.

The following links will help students to find information and other learning resources to support their learning:

Lower school

Upper School

History Curriculum

“We understand now, we’ve been made to understand, and to embrace the understanding that who we are is who we were.”
John Quincy Adams, 6th President of the United States of America

 

The aim of the History department here at Rhyddings Business and Enterprise School is to help pupils make sense of the world they are growing up in by looking at some of the key moments, themes and patterns of the last 2,000 or so years.

This is done on several levels- by looking at local, national and international events; by looking at individuals, groups and even entire national communities; by examining concepts such as religion, politics, society and economics and most of all by helping students to see how all of these things from the past fit together to create that wonderful subject that we call History.

Lessons are based around “BIG” enquiry questions and students are focused onto solving the questions the History Department pose to them. This may be as individuals, working in small groups or even as a whole class- it all depends on what is best for particular groups of pupils.

A wide range of learning activities are used- note taking, sorting, categorising, prioritising, role plays, investigations, ‘making and doing’ and even on occasion we might get out a textbook and just answer some questions from there (but not too often!).

The History Department wants to not only educate but also enthuse those who it teaches. By enlightening pupils about the past we can give them so much and enhance their perception of the world around them.

Staff in History

Mr P Hargeaves – Lead Subject Teacher
Ms Flannery – Teacher
Mrs Stobbs – Teacher

 

The History Curriculum

  Year 7 Year 8
 

Autumn Term

(c. 24 lessons)

What is History? (Introductory skills unit / baseline)
(6 lessons)

Roman & Anglo-Saxon Britain
(6 lessons)

Norman Conquest & consolidation of power
(12 lessons)

Mughal India
(4 lessons)

‘Great’ Britain?

  • Industrial Revolution
  • Empire
  • Slavery

(20 lessons)

Spring Term

(c. 22 lessons)

Life in Medieval England

  • Medieval Villages / towns
  • Church & role of religion
  • Thomas Becket
  • Crusades
  • Black Death
  • Peasants Revolt

(22 lessons)

First World War
(10 lessons)

America in the 1920s / 1930s
(6 lessons)

Weimar & Nazi Germany
(6 lessons)

Summer Term

(c. 28 lessons)

 

The Tudors- England’s greatest monarchs?

  • Wars of Roses / Henry Tudor
  • Henry VIII / Edward VI / Mary
  • Elizabeth

(14 lessons)

The Stuart dynasty
(14 lessons)

The Holocaust
(12 lessons)

Post 1945

  • Post-WWII migration
  • Threats to security: The Cold War & terrorism
  • Popular culture

(16 lessons)

 

GCSE

In years 9-11 pupils study the Edexcel GCSE History (9-1) syllabus. They will build on the skills learned during years 7 and 8 and develop them further whilst studying the following topics:

Paper 1: Thematic Study and Historic Environment

(1 hour 15 minute examination worth 30% of the overall final grade)

  • Medicine in Britain, c. 1250–present
  • The British sector of the Western Front, 1914–18: injuries, treatment and the trenches.

Paper 2- Period Study and British Depth Study

(1 hour 45 minute examination worth 40% of the overall final grade)

  • Early Elizabethan England, 1558-1588
  • Superpower Relations and the Cold War, 1941-1991

Paper 3- Modern Depth Study

(1 hour 20 minute examination worth 30% of the overall final grade)

  • Weimar and Nazi Germany, 1918-1939

 

NOTE: All of the topics studied during KS4 have been introduced to pupils as part of their KS3 studies- this should help pupils during their GCSE studies as they will have a ‘background’ knowledge to build upon.

Year 9 Year 10 Year 11
Autumn Term

(c. 24 lessons)

Elizabethan England 1558-1588
(paper 2)
Medicine in Britain c.1250 to the present

Historic Environment: British Sector of the Western Front 1914-1918

Superpower Relations & the Cold War 1941-1991
(paper 2)
Spring Term

(c. 22 lessons)

Elizabethan England 1558-1588 (paper 2)

Medicine in Britain c.1250 to the present
(paper 1)

Weimar & Nazi Germany 1918-1939
(paper 3)
Superpower Relations & the Cold War 1941-1991
(paper 2)
 

Summer Term

(c. 28 lessons)

 

Medicine in Britain c.1250 to the present
(paper 1)
Weimar & Nazi Germany 1918-1939
(paper 3)
REVISION & EXAM PREPARATION

Useful History links:

http://www.bbc.co.uk/schools/gcsebitesize/history/

We would encourage all students to spend time at home reviewing their learning and trying to work through any misunderstandings or areas of difficulty, before then discussing them in school with their teacher.

 

Business Studies Curriculum

At Rhyddings Business & Enterprise School, Applied Business Studies is part of the options curriculum for students in Yr 10 & 11

This is an Edexcel BTEC qualification and has been chosen as it allows our students to actively engage in business and develop and apply their theoretical knowledge to existing business situations.

Studying Business Studies encourages students to have enquiring minds and become critical and reflective thinkers.

 

Staff

Mrs Bancroft – Lead Subject Teacher

 

Business Studies Curriculum – WJEC Eduqas GCSE (9-1) in Business

Cycle 1 Cycle 2 Cycle 3

Cycle 4

Year 9

Goods and services, enterprise & entrepreneurs Business plans, aims and objectives Business ownership, growth Operations, methods of production, quality, supply chain

Year 10

Finance, sources of finance, revenue and costs, profit and loss, cash flow Marketing, Market research, Marketing mix Human resources, recruitment, training, motivation Consolidation of all topics so far

Year 11

Influences on business, technological, ethical, environmental, economic Revision Revision Exam

 

Useful Business links:

We would encourage all students to spend time at home reviewing their learning and trying to work through any misunderstandings or areas of difficulty, before then discussing them in school with their teacher.

The following links will help students to find information and other learning resources to support their learning:

http://www.bbc.co.uk/education/subjects/zpsvr82

www.businessstudiesonline.co.uk

http://www.tutor2u.net/blog/index.php/business-studies/

Health & Social Care Curriculum

At Rhyddings, Health & Social Care is part of the options curriculum for students in Years 9, 10 &11.

We believe that by introducing and teaching learners about aspects of personal development from birth to the end of life, and relevant information about the Health, Social care and early Years sectors we are providing students with skills, knowledge and understanding in contexts that are directly relevant to employment situations. This further enhances their choices for further progress at college in one of the given areas and so increases their employability within the health, social care and early year’s sector.

Students in Years 10 & 11 are on the OCR GCSE, where coursework represents 60% of their overall grade. Their exam that is undertaken at the end of year 11 is worth 40%. There are lots of revision materials and past exam papers on our website under the revision section.

Year 9 are undertaking a Level 2 qualification that is currently graded as Pass, Merit or Distinction.

Staff in Health & Social Care

Mrs Crawshaw – Lead Subject Teacher

 

The Health & Social Care Year 9 Curriculum

Term 1

Term 2

Term 3

Conception and Pregnancy, including healthy lifestyles, problems in pregnancy and during birth. The life stages of human development including Holistic development Transitions and significant life events along with short and long term impacts

The Health & Social Care GCSE Curriculum

 

Term 1

Term 2

Term 3

Year 10

 

GCSE (OCR) A911 Controlled Assessment

  • Task 2 & Task 3
A911 Controlled Assessment

  • Task 3 (continued) & Task 4
A911 Controlled Assessment

  • Tasks 1 & 5

Year 11

 

GCSE (OCR) Unit A912

  • Human Growth and Development – factors that affect health & wellbeing
Unit A912 continued

  • Self esteem
  • Relationships and how they affect health and wellbeing
Unit A912 continued:

  • Types of support- formal/ informal
  • Examination preparation


Useful Health & Social Care links:

We would encourage all students to spend time at home reviewing their learning and trying to work through any misunderstandings or areas of difficulty, before then discussing them in school with their teacher.

Evolve Curriculum

Within Evolve – Music, Drama, Dance & Media all work collaboratively to equip students with a range of skills for life, future education and employment whilst also providing access to a wealth of unique cultural experiences. An outstanding provision of learning opportunities throughout the whole school is provided to promote progression in the Arts across all 5 years, in and out of curriculum time.

The learners develop strong performance skills, which prepare them for differing roles within the Performing Arts industry.

Learners are encouraged to enjoy, take ownership of their studies and develop high levels of confidence to support improvement in different subjects or vocations. The School has an excellent record for ex-students finding work within the Performing Arts industry, from actors working at the BBC within a couple of years, to musicians, dancers and other performers finding positions around the world, from stages to cruise ships, theatres and on film. Current production graduates are already finding work from local venues.

The learners are given guidance in several fields from approachable and dedicated industry specialists, with relevant experience, contacts of all specialisms and a wide knowledge of the Performing Arts industry. Supporting the department with creativity, bringing additional specialists within music, dance, acting, production, film and design to the school.

Learners focus on literacy in practical ways, developing feedback through self and peer assessment. Using Performing Arts activities to help develop fitness and health. Responding to challenges and personal skills are focused to help develop the learners in all subjects and activities within their life.

Staff in Evolve

Miss Booth – Lead Subject Teacher
Mr Bamford – Teacher

The Evolve Curriculum

 

Term 1

Term 2

Term 3

Year 7

Focus:

Introduction to the Performing arts industry: Styles, Specialisms*, Educational and Employment.

Projects:

  • Christmas Show Performance – Project 1
  • Continents project 1
  • “Xtend” linked skills development challenge

 

*Specialisms include; Music, Music tech, Dance, Acting, Production.

Focus:

Development of personal skills: Mindset, Confidence, Organisation, Independence and Team Work.

Projects:

  • Devised Performances – Own topic/theme – Project 2
  • Continents project 2
  • “Xtend” leading / teaching project (linked to DoE award, volunteering opportunity assessed in Year 9)
Focus:

Development of Industry Skills; Dance, Music Performance & Technology, Acting, Musical Theatre Skills, Production Skills.

Projects:

  • Carnival /  Celebration
  • Summer show / Performances – Project 3
  • Continents project 3
  • Musical year 7-11 “Xtend” project.
  • Summer target setting project 1

Year 8

Focus:

Working in the performing arts industry: Styles, Specialisms*, Routes into Education and Employment, Role Modelling, Rights and Responsibilities of PA industry and PA in Charity

Projects

  • Confidence Characterisation– Project 1
  • Christmas Show/ Performance – Project 4
  • Charity linked Continents project 4
  • Year 7 Reflection Project – self and peer assessment of year 7 assessments.
  • “Xtend” linked skills development challenge
  • “Xtend” Musical year 7-11 ongoing.
Focus:

Development of personal skills: Linked to Year 9 Option increase in expectations; Challenging yourself, Mindset, Confidence, Organisation, Independence, and Team Work.

Projects

  • Time management / Improvisation project
  • Devised Performances – Own topic / theme based project – project 5
  • Specific full group Dance, Music, Acting short project
  • Continents project 5 (independently devised)
  • Student led workshop project
  • “Xtend” Musical rehearsal and performance
Focus:

Development of individual Industry Skills related to chosen specialisms; Further styles of Dance, Music Performance / Technology skills, Further Acting / Response to direction skills, Musical Theatre Skills and Production Skills in a vocational context.

Projects

  • Carnival / Celebration
  • Summer show / performances – Project 6
  • Continents project 3
  • Specific full group Dance, Music, Acting short project
  • Musical year 7-11 “Xtend” project.
  • Summer target setting project 2

 

Term 1 Term 2 Term 3 Exam Board
Year 9 Focus

  • Introduction to RSL (Rock School)
  • Introduction to RSL individual exams
  • Introduction to further education within PA
  • Group Icebreaking and teamwork

 

Projects/Activities

  • First KS4 project – “Choice”
  • Icebreaking activities such as interviews, group tasks, tasters in Drama/Dance/Music
  • Specific full group Dance, Music, Acting short project
  • Continents project (independently devised)
  • Christmas group/solo project.

 

  • “Xtend” linked skills development challenge
  • “Xtend” Musical year 7-11 ongoing.
Focus

Development of specialism skills in different environments. Multi Specialism projects for testing students’ knowledge and techniques developed in KS3.

Also focus on personal skills, challenging yourself and mind-set.

 

Projects/Activities

  • Differentiated performance and production projects relevant to learner and specialism. Group performances with production support. Skills classes – focusing on all learners confidence, organisation and communication skills.
  • Student led workshop project

 

  • “Xtend” Musical rehearsal and performance
Focus

Skills. Focusing on individual skills, setting targets for long, medium and short term. Understanding the value of non-timetabled sessions, taking ownership of individual skills. Skills sessions for each specialism throughout term three focussing on what is necessary and relevant.

 

Projects

  • Summer project – Relevant to the chosen theme of the summer performance (previous years; Film, Tribute etc.)
  • Recording and production prep for summer performance.
  • Practical venue rehearsal sessions.
  • Reflection sessions

 

  • Musical year 7-11 “Xtend” project.
RSL Level 2 Certificate in Creative & Performing Arts
Year 10 Focus:

Upcoming exam introduction (Term three)

Routes into work, the benefit of “Shadowing”

Working in the performing arts industry: Styles, Specialisms, Routes into Education and Employment, Role Modelling, Rights and Responsibilities of PA industry and PA in Charity. This is linked to the first project for year 10 – the Christmas project and is independently run by the students choice (past examples include year 10 creating a Sophie Lancaster tribute performance)

 

Projects:

  • Planning a road map through the PA industry
  • Short performance project based on skills
  • Christmas performance project related to rights, responsibilities and charity.
  • Reflection on past development project (early term 2)

 

  • Musical year 7-11 “Xtend” project.
  • Continents project (independently devised)
Focus:

Reflection on skills development and choice of exam. Over a few weeks at the beginning of term two, examples of different specialisms undertaking the same exam as the learners are shown – some video, some tutor based.

Also focus on responding to peer and tutor feedback, the development of personal skills, challenging yourself and mind-set.

 

Projects:

  • Letter writing project for exam
  • Technical demonstration project
  • Ongoing focus on skills development through setting relevant short, medium and long term targets relevant to personal and technical skills.
  • Mock exam – attempt of exam in house before term 3 official exam.

 

  • “Xtend” Musical rehearsal and performance
Focus:

Exam – Learners studying the BTEC will undertake an exam in year 10 and 11 – this is an audition based challenge, involving choice of specific material related to a theme

Musical start for final project. In year 10, after the exam (start of term 3), learners choose the material for final project in year 11 (see “xtend” musical year 7-11)

 

Projects:

  • Complete the exam, audition sessions, and help with written and practical aspect. All relevant to specific learner and their specialism
  • Musical – Brainstorming of possible choices.
  • When choice is made, parts are given an audition date and students are given a short amount of time to prepare
  • Production prepare for musical.
  • Reflection and plan for September project

 

  • Musical year 7-11 “Xtend” project.
BTEC Performing Arts – Level 2 first award – Drama / Dance / Music / Musical Theatre / Production
Year 11 Focus:

Musical – the musical is the main body of coursework and assessment for Year 11. The teaching and learning aspect is specific to the learner’s choice, but takes place from Year 7 all the way up to Year 11, allowing some learners to experience 5 musicals before being assessed in Year 11.

Depending on the nature of musical, timetable sessions revert to rehearsal, brain storm, reflection, prop and costume development, research etc. Previous years include “Rock of ages”, “We Will Rock You” and “The School of rock” which had differing levels of necessary prep.

 

Projects/Activities:

  • Students will be collaborating on one project between term 1 and 2, this will include lots of small projects within that link to the source material e.g.
  • Character development sessions
  • Music workshops
  • Production brain storms
  • Whole group Health and Safety project
  • Rehearsal skills in action
  • Response to feedback
Focus:

Musical performance and exam

The musical is finished and performed during term two. This will be followed by the necessary coursework and reflection work.

 

Exam

Some learners may have a grade they are happy with from Year 10, however we may have the opportunity to re-sit.

 

 

Projects/activities:

  • Full technical and dress rehearsals
  • Musical performances
  • Production sessions
  • Reflection and coursework sessions
  • Exam prep and rehearse.

 

  • “Xtend” Musical rehearsal and performance
Focus:

The focus for term three is reflection on the learners developed skills, preparation for the exam (if sitting) and finishing any outstanding coursework for BTEC

Students re-sitting the exam will be given mock opportunities in the run up to their audition, enabling learners to have a more tailored focus – i.e. if they need to improve the performance, written or choosing element of the exam, they are given specific help.

 

Projects/activities:

Reflection of skills development for musical

Final “routes into education and work” project, linked to a local networking session

Exam re-sit

Students who wish to perform at the summer show are also given time to rehearse if required. This is not an assessment but it is an open project for those who wish to perform one last time.

BTEC Performing Arts – Level 2 first award – Drama / Dance / Music  /Musical Theatre / Production

 

Useful Evolve links:

We would encourage all students to spend time at home reviewing their learning and trying to work through any misunderstandings or areas of difficulty, before then discussing them in school with their teacher.

The following links will help students to find information and other learning resources to support their learning:

Lower School “Can-do” skills document

Performing Arts BTEC specification

http://www.thestage.co.uk

House Continents Writing Competition

writingcomp
We are encouraging our students to enter the nationwide writing competition organised by “Small but Mighty Writers” for a chance to have their story published!

There are two entry sections – one for 7-11-year-olds and one for 12-15-year-olds and the deadline for submission is July 1st 2017.

Once you have written your story and submitted it online, please email a copy to Miss Booth for a chance to win Continent House points.

Get Creative. Get writing. Good luck!

Year 8 get ‘Into Film’

Students on set filming 'The Box'

Students on set filming ‘The Box’

Our Able, Gifted and Talented students in Year 8 have been thinking outside ‘The Box’ during a recent short film project.

The students worked with professional filmmakers over several weeks to create their own two minute short, ‘The Box’, about a group of students who discover a mysterious glowing artefact in a store cupboard at school.

The film was made as part of Into Film’s See It, Make It programme, which helps young people throughout the UK to learn media skills whilst developing and producing their own short from scratch.

A special screening of the film, along with those made by St. John with St. Michael’s Primary, Whitworth, and Newfield School, Blackburn, was held at Rhyddings  last month to celebrate the achievement of all of the students involved.

Both certificates and popcorn were handed out at the screening by Into Film’s Daniel Jarvis and Craig Lawson from Access Moving Image, whose company supplied the project workers and equipment used to make the films.

Performing Arts teacher Anna Booth said: “Making the film has been a great creative experience for the students and they have learnt a lot about developing ideas, writing scripts and filming during the project.

“We hope that they take some of these new skills and have the confidence to use them across all of their subjects and beyond!”