Curriculum Tag: Departments

Here at Sutton Community Academy, every teacher is required to adapt their teaching methods in order to meet the needs of all learners and we are proud of our staff and their dedication to support our students to be the best they can be.

Our teachers will adopt various strategies to ensure that the students in their classes can access the curriculum for example, this may include some of the following:

  • Personalisation and differentiation
  • Structured writing frames and task ladders
  • Word banks for key words
  • The use of ICT to support learning
  • Peer buddies
  • Behaviour and reward system
  • Homework support

Our Learning Support Department is dedicated to offering extra support to those students who have been identified has having special educational needs.

The team consists of the following staff:

  • David Jenkins, Acting Vice Principal/SENCO
  • Jayne Waterfield, Assistant SENCO,
  • Zara Cave, Specialist Teaching Assistant for students with Autism
  • Charlotte Bakewell – Part Time, Specialist Teaching Assistant for Low level Literacy and Dyslexia
  • Jimmy Rutter, Student Support Worker
  • Amy Leivers, Apprentice Teaching Assistant

The type of support offered is based in individual need and is intended to help the young person overcome any barriers to learning that have been identified.
Support may include any of the following:

  • Teaching Assistant support within the classroom
  • Learning support lessons in place of MFL to develop reading writing and spelling
  • Dockside reading intervention
  • Switch on reading intervention for students with a reading age below 8 years
  • Mentoring and homework support
  • Meet and greet
  • Precision teaching
  • Visual timetables
  • Study skills support for students in years 10 and 11
  • Transition support between lessons for students with physical impairments

Our Inclusion Unit, The Bridge, is available to offer students short term support when they may be unable to access their normal lessons for a variety of needs including medical, social and emotional difficulties.

The Pod, offers a safe haven for those students who are unable to cope with unstructured times at break and lunch.

Counselling Services are used to support the development of young people who may be experiencing difficulties in managing their behaviour appropriately and offers a range of strategies and programmes depending on the individual’s needs.
Please see our SEN information Report for further information.


Reading Programmes

We believe everyone can be a successful learner and have the chance to reach his or her full potential. With this in mind, throughout Key Stage 3 our pupils follow the Accelerated Reader programme. This involves all students and promotes reading for meaning by enabling the pupils to read a range of texts for pleasure. Once they have read their chosen book they quiz and are given a score. They then have personalised discussion with their class teacher to see how they can advance to the next stage. Students who have difficulties accessing the Accelerated reader programme follow an alternative reading programme called Dockside. This is supported by the Learning Support Department and may include further literacy interventions and extra one to one reading support using a programme called Switch on.

Students reading age, in KS3, is regularly assessed in order to ensure that they can make progress not only in their reading lessons, but in all subjects within school. Alongside Accelerated Reader, we actively promote reading for pleasure and endeavour to provide a diverse range of reading formats including audiobooks and eResources, alongside more traditional print resources, for readers of all abilities and interest levels. Our Librarian also offers a comprehensive induction programme to new students and actively promotes reading and literacy through library lessons, annual literacy events and competitions. Each Year 7 also receives a free book in their first term as part of the BookBuzz initiative.

Reading for pleasure is something that, as a school we are eager to instil in our students. We plan to run a range of whole school events such as Harry Potter Day, Roald Dahl Day, National Poetry Day, and World Book Week, including opportunities for students to work much more closely with guest authors in bespoke workshops.

Reading is a way to allow our pupils to engage with different time periods, different ideologies, and different lifestyles. We aim to produce well rounded and thoughtful young adults and as such encourage them to find their own voice and develop their own way of thinking. Diverse reading is a way of supporting this ideology. At GCSE our pupils are offered challenging reading materials from a wide range of authors, both traditional and canonical to modern authors who challenge thoughts, feelings, and beliefs. As our students mature their reading is broadened not only through the study of English in Key Stage 4, but also through their own reading for pleasure, which in turn enables all of our students to achieve their potential.

A Parent’s Guide to Accelerated Reader



The Learning Resource Centre (LRC) is a very busy area of the Academy. It is staffed by a Chartered Librarian and is available to staff and students throughout the school day. There are over 10,000 items to be inspired, educated and entertained by, including 46 computers.

All staff and students become members of the LRC automatically when they join the Academy. Students in year 7 go through on induction programme during their first few days here to ensure that they can use the LRC effectively from the outset.

Staff and students can use the facilities and resources on an individual basis, as part of a small group or as a whole class. Staff should note that booking is advisable because the facilities are in great demand.

The LRC is open throughout the school day and for an hour after school and it is central to the development of students reading habits and information handling skills. Students are welcome to use the LRC for homework, reading and borrowing books.

We run a number of different initiatives and programmes to support and encourage reading across the whole campus e.g. we shadow the Carnegie Award, take part in the Brilliant Book Award and offer a range of World Book Day activities. To help bring reading ‘alive’ we aim to have at least one author visit per year.

Students in years 7, 8 and 9 are enrolled on to the Accelerated Reader programme. “AR is a powerful tool for monitoring and managing independent reading practice” (1). The programme allows us to

  • Help students develop a lifelong love of reading
  • Motivate students of all ages and ability levels to read more, suitably challenging, books
  • Raise literacy standards
  • Track student progress and diagnose problems

The programme also allows parents to keep up to date with how their child is progressing with their reading. Parents can opt to have an email sent every time a book quiz is completed. This enables parents and the Academy to work in partnership in promoting the benefits that are associated with a love of reading.

The LRC Manager is responsible for managing the Accelerated Reader programme within the Academy.

Accelerated Reader

A Parent’s Guide to Accelerated Reader

Our Performing Arts Staff

  • 1 Drama Teacher.
  • 1 Dance/Drama Teacher.
  • 1 Music Teacher.
  • Private Instrumental Teachers.

The Subjects


Key Stage 3:

Years 7,8 & 9 are taught practically in mixed ability groups learning about both the process and product of drama, as well as developing their performance skills and confidence.

Key Stage 4:

We offer Edexcel BTEC Level 2 Drama which is taught over two years.

Key Stage 5:

In Y12 & 13 we offer Edexcel BTEC Level 3 Performing Arts.


Key Stage 3:

Years 7,8 & 9 are taught once a week over the 3 years.  They learn a selection of musical skills and perform different styles of music including Gamelon, Blues, Rock and Roll and film music.  A selection of instrumental lessons are taught, which students can choose to participate in.  (There  is a small cost for these).

Key Stage 4:

In Year 10/11 we teach Edexcel BTEC Level 2 Music.

Key Stage 5:

In Year 12/13 Edexcel BTEC Level 3 Music Technology is offered.


Key Stage 4:

We offer Edexcel BTEC Level 2Dance which is taught over two years.

Subject Information

We also offer a wide range of extra-curricular opportunities such as whole academy musicals, Key Stage 3 productions, drama, dance and music clubs as well as annual concerts and dance festivals.  These are always well attended and supported and thoroughly enjoyed by all participants.

Teaching and Learning

The Performing Arts Department have an excellent record of examination passes and offer practical, creative and innovative teaching styles designed to get the most out of every student.


The mathematics curriculum is designed to enhance and enrich the students’ understanding and enjoyment of the subject by providing a rich, challenging, varied and personalised programme of study.

It aims to promote an equal opportunity of learning experiences throughout all topics within the key stages. Students will be encouraged to look at and investigate mathematics in day to day contexts. To develop their understanding of why mathematics is an integral part of life, students will be encouraged to develop the basic life skills, e.g. numeracy, money handling and basic measurements needed in their daily lives.


Staff in the department have high expectations of students in terms of behaviour and attitude, however lessons are planned and taught to ensure all students have the opportunity to make the progress of which they are able.

All lessons are taught to enhance learning and students’ confidence in mathematics. The aim of the mathematics lesson is such that it promotes resilience, determination and success in meeting lesson objectives.

Year 7What you will learn in each year group

All students in year 7 follow an aspirational scheme of work that allows for a logical and rapid progression at all levels of ability, whilst covering a varied curriculum content.   Students cover a range of topics from number, algebra, geometry, statistics, probability and ratio & proportion. Students are taught in groups where it is considered they will make most progress, depending on which pathway they are following. Students are encouraged to express their ideas orally and reason mathematically.

Students are regularly assessed and movement between teaching groups does take place if deemed necessary to accelerate progress of individual students.

Year 8

The topics studied in year 8 build on those studied in year 7. The topic areas are drawn from number, algebra, geometry, statistics, probability and ratio & proportion. Students are taught in ability groups based on their pathways and are regularly assessed on the material to ensure that they have fully understood the topic. Movement between groups does take place if deemed necessary to accelerate progress of individual students.

By the end of year 8 students are fully equipped mathematically to begin their GCSE studies.

Year 9

Students in year 9 begin their GCSE studies following the three year EDEXCEL scheme of work which has been adapted for use at Sutton Community Academy.

This scheme covers all areas of the new GCSE syllabus: number, algebra, ratio and proportion, geometry and measures, probability and statistics. The scheme recognises the shift in topics from the Higher to the Foundation tier and the greater challenge at the higher tier.

There are two tiers of study in Year 9: Foundation and Higher. Most students will follow the Foundation tier as this has outcomes of Grades 5 – 1 (an old B/C – G grade). Those students sitting the higher tier examinations will have the opportunity to achieve the higher grades of 9 – 4 (and old A* – C grade). There is opportunity for students to move between tiers although this is not encouraged.

Students are thoroughly prepared for the rigors of the GCSE examination in mathematics, with particular focus on retention and recall of key formula, mathematical literacy and regular exposure to examination questions.

Year 10

In year 10 students continue with their GCSE studies, with the acquisition of new knowledge and recap lessons.

Students are thoroughly prepared for the rigors of the GCSE examination in mathematics, with particular focus on retention and recall of key formula, mathematical literacy and regular exposure to examination questions.

Year 11

In year 11 students complete their GCSE studies and sit the examinations. Students will sit the EDEXCEL mathematics GCSE (1MA1).   All students will be required to sit three examinations in mathematics. All examinations are 1 hour 30 minutes in duration. Paper 1 is non calculator, paper 2 and 3 are with a calculator.   The GCSE grade is made up from the total of all three papers.

Students are thoroughly prepared for the rigors of the GCSE examination in mathematics, with particular focus on retention and recall of key formula, mathematical literacy and regular exposure to examination questions.

Students are regularly assessed to ensure that any areas of weakness are identified and dealt with swiftly and effectively.   Students will be required to sit mock examinations as preparation for the actual GCSE examination.

There are a range of revision resources and opportunities available to students, including PIXLmaths APP, enrichment sessions and revision books.


Year 12

In year 12, students begin studying towards the AQA A level in mathematics (7357) to be sat in the summer of 2020. There will be two examinations each being 1 hour 30 minutes long. Topic to be studied include calculus, trigonometry, statistics and mechanics.

The Academy loans out calculators and text books to students to complete their studies.

Students are invited to enrichment sessions to supplement their classroom lessons.

Year 13

In year 13, students complete their studies of the AQA A level in mathematics (7357) this will be sat in the summer of 2020. There will be three examinations each being 2 hours long.

The programme of study includes trigonometry, logarithms, series and sequences and calculus.

The Academy loans out calculators and text books to students to complete their studies.

Students are invited to enrichment sessions to supplement their classroom lessons.

Other information:

The department places a strong emphasis on broadening experiences in mathematics and as such students are subject to a variety of extra-curricular activities. There is annual support for the NSPCC Number Day event. There are various mathematics based trips taking place throughout the year including raising the grade (for year 11), FMSP events (various year groups), maths challenge trips (various year groups).

Students can volunteer to take part in other academy initiatives including supporting the primary mathematics challenge.

Students from each year group are invited to take part in the UKMT challenge which offers problem solving questions to high ability students.

There are several after school enrichment clubs offered to students which include a girls group, mathematics challenge groups, revision groups and drop in sessions.

Homework is seen as a vital part of the learning process and in mathematics it is used to develop students into independent learners. Students are issued with a homework booklet from which they will complete specific tasks each week.

There are also lessons devised to specifically link mathematics to key situations, and these take place each term, some topics which are covered include Christmas time, gambling, planning a rock concert and decorating a bedroom.


Our Languages Staff

The Languages Department consists of five experienced, specialist members of staff who teach French and Spanish at KS3, GCSE and A Level.

The Subjects

French and Spanish.

Subject Information

Key Stage 3 Modules:

Myself, school, hobbies, my home, holidays, TV, Paris, my social life, health, the future, life as a teenager.

Key Stage 4 Modules:

Identity and Culture, Local Area, Holiday and Travel, School, Future Aspirations, Study and Work, International and Global Dimensions.

Key Stage 5 Modules:

Family,Technology, Music, Film, Cinema,Social Issues, Aspects of Political life in French speaking countries. In addition, students study French text from a list supplied by the exam board.

The Curriculum


Year 7
All students study French. Year 7 is an introductory year in which students develop language skills whilst also building up vocabulary and grammar.

Year 8
Year 8 French builds on language learnt in year 7. In addition, students study tenses in more depth and begin to write longer texts. Most students begin to study Spanish as a second foreign language.

Year 9
In year 9, students start working towards the Edexcel GCSE qualification in both French and Spanish

Year 10 and 11
Students choose to continue to study either French or Spanish at GCSE level. Students can opt to study both languages if they wish

Year 12 and 13
French and Spanish are offered at A level.

Teaching and Learning

Students are taught the language skills and strategies needed to become independent learners.  We have an active approach to teaching and learning which includes regular use of technology and interactive activities in the classroom and regular use of the ICT Suite.  The topics are of interest to young people and assessment is differentiated. All languages classes are taught in sets according to ability.

Our ICT Staff

  • 3 full-time ICT Specialists.
  • 1 Network/Systems Manager.
  • 1 Technicians.

Year 7

Pupils learn about E-safety when using computers, Spreadsheet skills, Design and create programs in Scratch and using Micro:bit. Students are taught about how data is represented and computer hardware. They also look at how to present work effectively and are introduced to sound editing.

Year 8

In year 8 students complete work searching the Internet, create websites, do games design, Database skills, theory in Computer Science, Spreadsheets and a creative project at the end of the year.

Year 9

In year 9 students continue with 1 hour of ICT/Computing..


Key Stage 4 (Years 10-11)

Students continue with their Core qualification started in Year 9 but also have the option of doing a GCSE in Computer Science or GCSE ICT.

Key Stage 5 (Years 12-13)

In the sixth form students have the option to do a BTEC Level 3 Certificate in IT or A-Level Computing qualifications.

Links to support students – BBC Bitesize Computer Science KS3 – Cambridge GCSE Computing Online – Learn to code – Teach ICT – Code Studio/Hour of code – Micro:bit resources

Our Humanities Staff

  • 2 Geographers.
  • 2 Historians.
  • 1 Travel & Tourism Specialist.
  • 1 RE Specialist.


In Year 7, 8 and 9 students follow the following curriculum map:


Autumn Term 1
7 weeks

Autumn Term 2
7 weeks

Spring Term 1
6 weeks

Spring Term 2
6 weeks

Summer Term 1
5 weeks

Summer Term 2
7 Weeks

Year 7 :

Welcome to our place in the UK

Welcome to our place

Retail / FW

Map Skills

Music Festival Assessment

Welcome to our place

GIS and Crime

Welcome to our place

Energy and fracking

Water consumption / security and pollution / Coasts

 Peak District National Park


Year 8 :

Welcome to our world


Homework Assessment


Borneo (Asia)

Exxon Valdez

Has the world leant ?

 Plate Tectonics

Are Haiti and the Philippines dangerous ?

Into Africa

How is the horn of Africa doing ?

Weather +  Climate

Microclimate Enquiry
(where does Martin)

Year 9  :

Issues in our world


Majorca Code of Conduct Assessment


Venice Assessment


Blood sweat and T-shirt diary


Should we buy an Ipad ?

Middle East

Dubai / Masdar

Where should the 2022   Olympics be held ?



In Years 10 and 11 we follow the AQA Geography syllabus. You will travel the world from your classroom,  exploring case studies in the United Kingdom (UK), higher income countries (HICs), newly emerging economies (NEEs) and lower income countries (LICs).

Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use.

You are also encouraged to understand your role in society, by considering different viewpoints, values and attitudes.

Year 10 focuses on the key topic of Living with the physical environment and looks at 3 key sections
Section A: The challenge of natural hazards. Earthquakes , volcanoes and tropical storms will be studied
Section B: The living world. We will be looking at ecosystems, Tropical Rainforests and a desert environment
Section C: Physical landscapes in the UK. We will look at UK physical landscapes, Rivers and coasts.

Year 11 focuses on the Challenges in the human environment , and again looks at 3 key areas
Section A: Urban issues and challenges.
Section B: The changing economic world
Section C: The challenge of resource management

Throughout both years, Geographical skills such as Map skills, atlas skills, Cartographic skills and numeracy and statistical techniques will be embedded into teaching. Each year will also undertake fieldwork in order to ‘see’ geography and collect data.

In Year 12 and 13 we also follow the AQA Geography course. The topics below will be studied over the 2 years:
Physical geography
Water and carbon cycles
Coastal systems and landscapes
Pupils will sit an exam on this section worth 40% of their A level
Human geography
Global systems and global governance
Changing places
Contemporary urban environments

Pupils will sit an exam on this section worth 40% of their A level
Fieldwork will be built into both sections of the course.
The final part of the A level is an individual investigation of between 3-4000 words. Primary data collection must take place in completing this investigation. This is worth the final 20% of the A level.


In Year 7 students begin with a short unit on what history is about where they learn the basic skills (chronology, source work etc) they will be developing over the coming years. The main focus of Year 7 History is on the Medieval period. Students will find out about the crisis of 1066 and the Battle of Hastings. The students will then move on to consider how the Normans gained control over England looking at the Domesday Book, the Feudal System and the development of Castles. They will study the murder of Thomas Becket and the importance of Magna Carta. Later on they will find out about the causes and effects of both the Black Death and Peasants Revolt. Finally the students will bridge the divide between Medieval and Early Modern History when they find out about Henry VIII and the Reformation.

In Year 8 Students focus on Early Modern History. They begin by studying religious change under the later Tudors. This will lead on to a study of the early Stuart Monarchs with work on the Gunpowder Plot and the causes of the English Civil War. Students will then find out about the rule of Oliver Cromwell before moving forward to the Industrial Revolution. This topic will include work on changes in population, transport, why the textile industry grew, child labour, living conditions in towns and cities and the 1834 Poor Law. Students will then move on to a unit on the Jack The Ripper murders. This will not only focus on the events surrounding the case but on developing sourcework skills. The final unit of Year 8 is a study of Mughal India which will give the students an insight into a different culture and give an opportunity to compare and contrast with the British History they have been studying.

In Year 9 Students will focus on twentieth century History. The course will begin with a depth study around the First World War. This will involve looking at the causes of the War, Trench Warfare, the weapons used, daily life for soldiers and the German surrender in November 1918. This will lead to a study of the issues surrounding the Treaty of Versailles and its impact on Germany. The students will then move on to develop an understanding of Communism, Capitalism and Fascism before a study of the Russian Revolution and Nazi Germany. This leads into a unit on the causes of the Second World War and a study of its key events. There will be a focus on the early successes of the German army, life on the Home Front and on the reasons why Germany was defeated in 1945. The knowledge of both Germany and the Second World War will assist students in their understanding of the next topic which is the Holocaust. The final units of Year 9 will be on developments in the post war period including the Cold War and new inventions.

In year 10 students will follow the Edexcel 9-1 specification and prepare for three well-balanced papers with components of 30%, 40% and 30%. For Paper 1 in their thematic study, students will be working on Medicine in Britain 1250 to the present day and for the historic environment they will study surgery and treatment in the British sector of the Western Front 1914-18. They will then move on to prepare for Paper 2 which is the period study on the American West 1835-95 and the British Depth study which will focus on Anglo Saxon and Norman England 1060-88.

In Year 11 the students will complete the remaining elements of the GCSE course. This will be Paper 3 (Modern Depth Study) which is on the USA 1950-75: Conflict at home and abroad. The remainder of the curriculum time will focus on exam preparation. The period study and British depth study, at 20% each, are the smallest discrete components. There are no sources or interpretations in this paper, so they combined in one exam. The modern depth study assesses all four assessment objectives so is a stand-alone paper at 30%. For more information on the specification see

In Year 12 Students will work on the later Tudors 1547-1603. This will focus on the Stability of the monarchy, rebellion and unrest and religious changes. The unit will also involve a depth study on the Elizabethan Monarchy with topics on Elizabeth and religion and the nature of the Elizabethan Monarchy, Government and Parliament. The students will also study Democracy and Dictatorships in Germany 1919-63. This will include work on The establishment and development of the Weimar Republic: 1919–Jan 1933, The establishment of the Nazi Dictatorship and its domestic policies Feb 1933–1939, The impact of war and defeat on Germany: 1939–1949 and Divided Germany: The Federal Republic and the DDR 1949–1963

In Year 13 Students will do a thematic study on study Russia and its rulers 1855-1964. This will involve work on the nature of Government, the impact of dictatorial regimes on the economy and society, the impact of war and revolution on the development of the Russian and empire and the USSR and the Empire, nationalities and satellite states. They will also do depth studies on Alexander II’s domestic reforms, the Provisional Government and Khrushchev in power 1956-64. The students will also be required to produce a topic based essay. This is an independently researched essay of 3000–4000 words in length. This unit is a non-exam assessment.  The essay should include an explanation and analysis of different perspectives on a clearly-stated historical issue, drawing on a range of primary and secondary material. It will therefore utilise the skills and understanding developed elsewhere in the course. As an independent enquiry using a range of sources and interpretations, the essay will require students to develop an understanding of how historians work. The essay must be based on the independent investigation of historical issue. The coursework will be based around a study of the USA in the interwar years 1918-41.

Religious Education

In Year 7 students begin with a short unit of work that takes a look into what is religion? This unit of work gives the students an introduction into the six major world religions and also atheism. This unit also takes in the view of the religious make up of both the local area of Nottinghamshire and Great Britain. Students will move forward in their studies of religion and look into the idea of why people believe in God. This unit of work will give the students the opportunity to question the idea of who God is but also why people may not believe in a God. The main focus for Year 7 gives the students the opportunity to answer two key questions. What is good and right? and also what is wrong and evil? During this unit students will look at what they believe is right and wrong and good and evil, but also how religions answer these questions. Finally to finish the students have two short units of work that take a look at religious art which gives students the opportunity to get creative and produce their own piece of art and students will finish with a unit of work that takes a look at what life in modern Britain is like for Muslims. This unit gives the students the opportunity to compare their own life with a follower from another faith.

In Year 8 students begin the year by taking a look at what life in modern Britain is like for a Buddhist. This unit gives the students the opportunity to gain knowledge and understanding of one of the six major world religions but also the opportunity to compare their own life with a follower from another faith. Students will then move on to look at whether or not the teachings of Jesus stand the test of time. This unit will develop students decision making skills by making them investigate and come to a decision of whether or not Christian teachings can be relevant in today’s modern society. Students will then be given the opportunity to find out if Death really is the end or is there really something more after we die. During this unit student will take into account a number of different religious ideas of both death and the afterlife. Finally to finish the year off students take a look at a debate that has rumbled on for years, can Religion and Science really get along in this modern world.

In Year 9 students begin the year by looking into the idea of whether or not religion can make the communities that we live in more respectful. This unit of work will give the students the opportunity to take a look at real life situations which religion has contributed to making a respectful community. Students will then move on to look at different places of worship and what we can learn from them. This unit will give students the opportunity to not only learn in the classroom but they will also have the chance to visit place of worship also. The main focus of year 9 will take a look at religion- is it a cause of conflict or a power for peace? Students will have the opportunity to develop an understanding on how religion can not only contribute to conflicts in the world past and present but also how religion offer peace in times of conflict. The final unit of work for the year will give students the chance to look at the lives of inspirational figures from the religious world.

In year 10 and 11 students will follow the AQA GCSE Religious Studies Specification A and prepare for two papers which contribute to 50% each of the final mark. Paper 1 students will take an in depth study of two religions (Christianity and Islam). This study will look into the beliefs, teachings and practises of both Christianity and Islam. Paper 2 is a thematic paper where students take a look at four themes from the view of both Christianity and Islam. These are Religion and Life, Religion Peace and Conflict, Crime and Punishment and Human Rights and Social Justice.  For more information on the specification see

Year 10 students also undertake a beliefs carousel lesson. These lesson are one hour a week and take a look at three themes. These themes are Religion Peace and Conflict, Crime and Punishment and also Religion and the environment.

Travel & Tourism

In Year 10 and 11 students will study the Edexcel Btec First Award in Travel and Tourism. This includes one unit of work which explores the UK travel and tourism industries and involves a look at the features and the roles of different sectors such as attractions, the developments in tourism and travel and also issues concerning the industries. This work accounts for one third of the final grade awarded and is assessed through an external examination. There are also three units of coursework to complete. The results from this work comprise two thirds of the final grade awarded. These units of work include a study of the UK travel and tourism destinations such as key tourist cities, countryside areas and seaside resorts. Students will also extend their learning to international destinations which have popular tourist appeal such as those within Majorca, Dubai and Australia. Furthermore, students will explore the provision of customer service and develop their understanding of how the needs of different types of customer can be met by organisations.  Students are encouraged to draw upon their own experiences of travel and tourism throughout the two year programme. Off-site visits are also an integral part of the course although the specific places chosen vary according to the case studies being studied each year.  Past visits have included places such as the Galleries of Justice museum, the National Coal Mining museum and the Peak District National Park.

In Year 12 students will study the Edexcel AS Travel and Tourism course. This requires the students to conduct an in-depth investigation into the travel and tourism industries. The course includes both coursework (with the marks accounting for two thirds of the final grade awarded) and an external examination (accounting for one third of the final AS grade). The students will study the main parts of the travel and tourism infrastructure for example, tour operators, travel agents, attractions and transport and accommodation providers. They will analyse and evaluate current issues surrounding the global travel and tourism industries such as terrorism, currency fluctuations, natural events and advances in consumer technology. The course will also require them to conduct enquiries into key features of the UK and an in-depth study into specific case studies such as Jersey and Blackpool. They will also analyse the scale of tourism in the UK and its impacts on businesses and reflect upon popular destinations for inbound tourists. In addition they will evaluate the importance of excellent customer service for organisations and their internal and external customers. This includes a study of, and a visit to, attractions such as a ‘behind the scenes tour’ of the Nottingham Motorpoint Arena. They will also have the opportunity to take part in customer service role play scenarios in order to extend their skills in this area. This course develops subject knowledge and also core study skills at AS level.

In Year 13 students will study the Edexcel A2 Travel and Tourism course. This requires the students to conduct comprehensive investigations into the travel and tourism industries which extend the learning within year 12. The course includes both coursework (with the marks accounting for two thirds of the final grade awarded) and an external examination (accounting for one third of the final A2 grade). The students will study the growth and impact of mass tourism and the alternative types of travel available such as Eco Tourism. They will conduct extensive and comprehensive independent research into one current issue of their choice exploring factors which affect either local or global travel or tourism. From this research each student will create an extended piece of writing which analyses, reflects and evaluates the current issue which they have chosen. Examples previously selected include the development of luxury air travel, the impacts of the Olympic Games on host communities and the implications of recent terror attacks.  The students will also explore opportunities for working in travel and tourism and this will involve contact with people working within the industries and the relevant off-site visits to travel agents, hotels and so on in order to interview those with a wealth of experience in this field.  The students will then conduct an audit of their own skills and review potential career paths which they could take. The group as a whole must also plan a team task where they will develop their practical skills of teamwork by organising an off-site. Previous trips have included residential visits to Jersey, Edinburgh, London and Liverpool. This A2 course demands an extensive amount of independent work conducted by the students either independently or as a group but it is extremely rewarding when the course is completed and the students have developed, not only academic knowledge, but also core skills relevant to either further study or the workplace.

Our English Staff

The English Department consists of nine members of staff who teach English, GCSE English Language, GCSE English Literature, AS English Language and English Literature, A-Level English Language, A-Level English Literature, GCSE Media, AS Media and A-Level Media Studies. The outstanding staff have a proven record of success and strong results. The 2013 – 2014 Year 11 students gained 73.4% A* to C in GCSE English Language which are the department and the academy’s best ever results.

Our lessons are designed to develop, challenge and assess student’s development in reading, writing, speaking and listening. We aim to inspire students following a broad, cohesive, satisfying and worthwhile curriculum.

We develop students to become critical readers of fiction and non-fiction prose, poetry and drama. Students will experience a wide range of different times, cultures, viewpoints, attitudes and situations as found in literary texts as well as exploring the importance of context.

The Subjects

Key Stage 3:

Years 7 & 8 are taught in mixed ability tutor groups. Students cover a wide range of materials which enable them to develop their reading, writing and speaking and listening. There are clear and coherent links to Media Studies made throughout. The skills needed for exam success are introduced and run through all the units of work.

Key Stage 4:

Years 9, 10 & 11 are taught in setted classes with a keen focus on thorough GCSE preparation. We cover the AQA specification with students covering a range of materials in addition to extensive and proven exam grounding. For Media Studies, the students follow the WJEC specification. All students from the current Year 10 onwards must sit GCSE English Language and GCSE English Literature.

Key Stage 5:

Specialised, small groups are taught AS and A-Level English Language and English Literature and Media Studies. There are highly personalised courses with the opportunities for students to follow their own interests.


Units of work in Years 7, 8 and 9 are organised into termly themes.

Year 7:

The themes for Year 7 are Children’s Literature, The Power Of Words and The Fantastical. Students study a range of texts including short stories, plays, speeches and films. Students study a variety of types of writing including short stories, essays, reviews and poetry.

Year 8:

The themes for Year 8 are Different Times and Different Places, Dystopian Worlds and Crime Fiction. Students study a range of texts including novels, poetry and plays. Students study a variety of writing including essays, scripts and descriptions.

Year 9:

Students in this year group begin to prepare for their GCSEs in English Language and English Literature. Students focus on a smaller number of texts that they explore in greater detail such as A Christmas Carol by Charles Dickens, a wide range of poetry from different times, places and societies to develop their analysis of poetry in exam conditions and An Inspector Calls by J. B. Priestley.

Year 10:

The coverage for this year includes looking at a wide range of different poetry and a wide range of fiction and non – fiction texts from the 19th and 20th centuries. There is an emphasis in this year on the skills needed for successful exam work. In Media Studies, students explore key terminology and study units on film and newspapers. The Controlled Assessment involves the production of a magazine front cover and contents page.

Year 11:

The coverage for this year includes Studying Spoken Language, which is about how and why people adapt their language, narrative and descriptive writing. This year continues to focus fully on the skills needed for successful exam work. For Media Studies, the focus is on the completion of the Controlled Assessment unit and preparation for the end of course examination.


Teaching and Learning

Both English and Media lend themselves to an active approach which the teachers encourage through imaginative delivery of stimulating materials. Students have a range of opportunities to develop an extensive range of transferrable skills which enable them to be fully prepared for life.

Our Design & Technology Staff

  • 2 Resistant Materials/Construction/Graphic Teachers.
  • 1 part-time Textiles Teacher.
  • 1 part-time (4 days) Food/Graphic Teacher.
  • 2 Workshop Technicians.
  • 1 Food/Catering Technician.

The Subjects

Key Stage 3:

Years 7 and 8 are taught in mixed ability groups.  Each group completes 2 modules each term (6 in total).  The 6 modules include, Resistant Materials, Food and Graphics.

Year 9 Students specialise in a chosen are of study: Graphic design, resistant materials, construction or Catering.

Key Stage 4:

BTEC Level 1/2 Construction in the Built Environment.  The course covers all aspects of the construction industry to include practical experiences in all trades, the course comprises of practical assessment and an external examination.

Graphic design GCSE (OCR)

Resistant materials GCSE (OCR)

Catering GCSE (WJEC)

Key Stage 5:

Cskills Level 2 and 3 Site Carpentry and Joinery.  This is a trade recognised qualification and will allow pupils to work on site as a joiner.  You will study units in first and second fix joinery to include roofs and working at heights.  This is a two year course and is equal to 2 and a half A levels. (Level 2 is completed in Y12 and level 3 in Y13)

Teaching and Learning

The Technology Departments offers an excellent breadth and depth of subject skills, knowledge and understanding drawing from a wide variety of staff backgrounds in both education, private enterprise and large scale industry.

The department has an excellent workshop, drawing office, catering and construction facilities with the ability to deliver a wide range of subjects including:

  • Graphic Products
  • Resistant Materials Technology
  • Systems & Control Technology
  • Catering
  • Computer Aided Design & Manufacturing
  • Carpentry & Joinery
  • Bricklaying
  • Plumbing
  • Electrical Engineering
  • Plastering
  • Painting & Decorating

With a good track record for success in both externally assessed examinations and coursework projects.