The Art dept aims to engage and motivate students to explore, create and develop their skill base as well as learning about individual artists and world cultures.

Aims & Philosophy

The Art dept aims to engage and motivate students to explore, create and develop their skill base as well as learning about individual artists and world cultures. As a department we continue to develop our projects and resources to allow students access to modern approaches within the Art and Design field. We provide the opportunity for students to work in a wide range of 2D and 3D media including drawing and painting, sculpture, printmaking, collage, photography and digital work. Students are given a variety of inspirational sources to work from including their own experiences and surroundings, observational studies, music and film.

Success Headlines

• 2014 – End of year Art and Fashion exhibition held at Hillside and Wymering Centre.
• BTEC results – 93% of students achieved an A*-C  in 2012/13.
• KS4 Art trip to Tate Modern in London.
• Year 7 & 8 work exhibited in the World War 2 museum.

KEY STAGE 3

Year 7

In the first year students will focus on using the formal elements and study closely colour, pattern and shape. Starting with looking at observational life studies students will develop mark-making, painting techniques, pattern forming and texture. Students will produce a series of projects in a variety of materials and 2D/3D techniques.

Year 8

In the second year students use the skills they have learnt previously to create individual work using artists as inspiration. Students study closely artists then replicate the work and techniques of the artists to gain a meaningful final piece in 2D and 3D. This gives the students a good understanding of technique in preparation for the rest of Key Stage 4 Projects.

KEY STAGE 4

At Key Stage 4 students study GCSE Art & Design. The course is made up of course work and a controlled assessment. The course work is 60% of the total marks and is completed throughout year 9, 10 & 11 and consists of 2 units. Students get the opportunity to use a wide variety of materials and techniques which is recorded through a sketchbook. Students are given more independence and choice in the direction of their work in terms of subject matter and materials used.

Year 9

Students focus on their drawing and observational skills , students look closely at composition, texture, tone , and colour and through different mark-making create final pieces.

Year 10

The first part of their coursework is based on Food and Drink  Students look closely at the food we eat. Using a range of materials students record from primary and secondary sources and students have the opportunity to explore and develop their second individual project and produce a final piece based on the above title through any material or technique that they have learnt this year.

Year 11

Students will complete the second part their course work and will be based on people and Surrealism. Students will explore and research the title surrealism and will create a piece which include people and a surreal element.

GCSE students will have a 10 hour exam at the end of the year and will be giving a 10 week preparatory period that starts at the end of January. Students will be giving a theme by the exam board and they will then independently research, explore, create and record different ways to create a final piece which relates to the theme. Past themes have been ; Ordinary and Extraordinary, force and Order and disorder.

Aims and Philosophy

In Technology, we have been personalising learning for a long time; students take responsibility for their choice of practical activity, preparation and presentation. Students self and peer assess regularly which creates an effective learning commentary based on improvements and progression.

The Faculty strives to engage and motivate students in all their work. A ‘can-do, will-do’ attitude is expected which gives students the freedom to try new skills independently without being afraid to make mistakes.

Food Technology

Year 7
Students will study: Food hygiene, health and safety, taste testing, raising agents, different cooking methods, measuring and weighing ingredients, different types of flour, sweet v savoury, healthy eating, balanced diets and being physically active, oral health, the seven food Groups.

Year 8
Students will study: Nutrients and lifestyle choices, recipe adaptation, different cooking methods, proteins, dietary needs and nutritional profiling, hydration, energy and carbohydrates.

Year 9
Students will study: Nutrition/diet and health needs, carbohydrates, special diets, food hygiene and standards, functions of food, aeration techniques, the science of gelatinisation, making sauces, high risk foods, comparing festival foods/ready meals and cook kits.

Catering

Years 10 and 11
Students study the WJEC Catering GCSE. Students will study the Catering industry: accommodation; food and beverage; front of house, the types of products and services provided, a range of customer groups, job roles, career opportunities and relevant training needs, appropriate forms of communication within the industry, the importance of record keeping and the range of equipment used in the catering industry. Students will be required to sit two practical assessments and one written exam.

The Task 1 practical assessment will be sat in Year 10 and students have to prepare and serve four dishes to a restaurant standard. These dishes will consist of two savoury and two sweet dairy dishes.

The Task 2 practical assessments will be sat in Year 11 and students have to cook a two course meal for two people from an international cuisine of their choice. Students will have to research and prepare for both practical assessments and take photographs of all their practical cooking. The written exam will be sat at the end of Year 11.

Dance is a popular and exciting subject and is taught to every student at Castle View Academy by a fully qualified dance specialist within the Creative Arts department.

Aims and Philosophy

In addition to developing every dancer in performance, composition and appreciation skills, students will experience and embody a sense of self-discipline, team work and increased self-confidence through physical participation within dance. Students study and are assessed regularly across the three main skills of performance, composition and appreciation in every scheme of work that they study.

Opportunities are provided to challenge able students through enrichment, and dance clubs for both boys and girls are currently held on various days throughout the week. Dancers, whatever their ability, are given the chance to participate in an extensive programme of extra curricular clubs, trips and workshops in order to develop their interest and talents further. They are also given the opportunity to work vocationally within local feeder schools, running workshops and performing pieces of work at theatres and other venues.

Extra Curricular Opportunities

G&T Dance Company Season 2 2018/19 (by invitation only)

G&T Primary Cluster Dance Company Season 1 2018/19 by invitation only

RSL Jazz Dance Syllabus and exam Classes

NATD Contemporary Syllabus and exam Classes

Dance Masterclasses for BTEC Students

KS3 Dance Club

Boys Only Dance Club

Ascendant and Eminence Competition Crews - entrance by Audition only

Saturday Dance Classes in Street, Jazz and Contemporary Styles from ages 2-Adult. 

Success Headlines

Accredited centre for delivery of Arts Award Bronze and Silver

Accredited teacher for the Dance Leader Award Level 1 and 2 and the Level 2 Community Dance Leadership Award

Qualified Teacher with the NATD allowing for delivery of the NATD Contemporary Syllabus from Grade 1 to Associate Level

CDMT Recognised Teacher Status

100% pass rate within BTEC courses for the past 8+ years

Workshops with Hofesh Shechter Dance Company, Hampshire Dance, Maximum Dance, Stuck In Dance Company, Chichester College, Art Asia, D@win Dance Company, Samuel Ozouf, Chelsea Croft and Dare 2 Dance Company.

G&T Dance Company performed at the Chichester University Showcase

Sold Out Annual Winter Dance Showcases and Summer Arts Celebration Events

Year 8 students ran Bollywood workshops for 120 Primary School students. 

2017/18 Dance Trips have included Move It Dance Exhibition in London, Mayflower Theatre to see Matthew Bournes Cinderella and The Lion King in London's West End. In Feb 2019 we are heading to Disney Land Paris to experience their Performing Arts workshops.

2018/19 Dance Company Season 1

Homegrown Easter Intensive with ex students Samuel Ozouf and Chelsea Croft leading workshops for two days with our G&T Dance Company

Ascendant Competition Crew 2017 UDO World and European Street Dance Championship Finalists. 

Ascendant Competition Crew qualified for and competing in the UDO World Street Dance Championships August 2018. 

 Year 7 and 8

Dance is studied in year 7 and 8 once a week exploring a range of professional works, compositional devices, performance skills and styles including Contact, Bollywood Contemporary and Physical Theatre as well as studying the works of Christopher Bruce and Matthew Bourne.

There will be opportunities for students to further their learning outside of the classroom with a Trip to Southampton's Mayflower Theatre in November to watch the musical Shrek and numerous dance clubs that run throughout the week. 

Years 9 

Students are given the option to study dance twice a week in Year 9. More emphasis is place on composition, performance and appreciation and students are expected to work as a dance company. They will be expected to perform throughout the year in a number of different showcases and assemblies. Students who opt to specialise in dance in Year 9 will also complete the Level 1 Dance Leadership Award.

Year 10 & 11

The Pearson BTEC Level 2 Tech Award in Performing Arts is taught within the upper school in which students are required to perform regularly both in and out of school as part of the examination process. This course gives students a high quality vocational experience across a diverse range of dance styles.If students successfully complete the BTEC course, they are then given the opportunity to complete the Level 2 Dance Leadership Award in which they will be expected to teach dance to younger students within Castle View Academy and within the local primary schools.

Additional PE option to student Dance

In addition to Dance as part of the Creative Arts department, Students in Year 10 are given the option to opt for Dance as part of their Physical Education. They will be given the opportunity to complete the RSL Level 2 Certificate in Creative and Performing Arts (Technical Award) This will give students another qualification in dance in addition to the BTEC.

Drama is an engaging subject that allows students the opportunity to learn in a professional drama studio by qualified specialists.

 

Aims and Philosophy

Drama aims to develop students in their ability to devise, perform and evaluate their acting technique.  They will also get the opportunity to discuss other works as well as develop their communication and teamwork skills.  Students are assessed in devising, acting and evaluation in each scheme of work that they study which allows them to develop their skills throughout their time here.

Opportunities are available for more able students to take on roles of responsibility such as the Drama Executive position.  This allows them to develop their leadership skills by running extra-curricular clubs for younger students.  It also gives them the opportunity to develop skills that will allow them to flourish in the work place.

As well as this, the Arts Department have a number of school productions and showcases which allow the students to share their work with members of the wider community.  Within these, students learn the self discipline and dedication that goes into a production which in turn develops their appreciation of the Arts as a thriving industry.

Success Headlines

79% A*-C

21% A-A*

Theatre Festival 2015

Spring Showcase 2016

Play in a Day at The New Theatre Royal 2016

Summer Arts Showcase 2016

Oliver!

Shakespeare Schools Festival

Year 7

In year 7 students are given a whistle stop tour of the essential skills in acting taught through engaging topics such as Fairytales and Bullying.  They are given the opportunity to work both with a script, and without to develop themselves as well rounded actors.

Year 8

In year 8, students are given the opportunity to explore existing works such as The Lion King in more detail.  They are able to learn about the art of stage craft by designing their own set, costumes and make up and are given the opportunity to practically apply some of these ideas in lesson time.  They are also given an insight into what it is like to work in a theatre company through Theatre In Education.  Selected works are toured to the local primary schools, which gives students a sense of pride in their work.

Year 9 and 10

These years are dedicated to the BTEC Level 1/2 Performing Arts: Acting Award.   Through this students are first introduced to the professional world of the actor.  Students participate in specialized acting workshops to develop their skills and they are given the opportunity to apply these skills in various group productions and solo performances.

Year 11

In their final year, students are given the opportunity to create a devised performance for the KRS Theatre Festival.  They are then given the chance to create their own theatre company to create their final performance for the Farewell Festival.

In their study of English at Castle View Academy, from Year 7 pupils will develop the skills in speaking, listening, reading and writing that they will need to participate in society and employment.

Aims and Philosophy

The aim of the English department is to enable all students to become independent and take responsibility for their learning. We understand that all pupils have individual needs and by personalising the curriculum it allows us to meet these needs. Personalisation builds confidence because it enables students to create their own personal strategies for problem solving and the acquisition of news skills. In English students are encouraged to become active and engaged critical assessors of their own and other’s work, this develops the self-assessment skills of students and encourages them to become reflective learners. Independent reading is also an important way for pupils to become more independent in their learning. Pupils are encouraged to select texts of their own choice to read for pleasure at home, this encourages enquiry in to different genres and reflection on ideas that have been presented to them through the different novels.

English is vital for communicating with others in school and in the wider world, and is essential for learning in all curriculum subjects. Literature in English is rich and influential. Pupils will learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts. Pupils will be expected to read widely from fiction and non-fiction texts in school and for homework. A list of novels recommended for reading outside of school can be found here.All pupils will work towards Cambridge IGCSE qualifications in English Language and English Literature.

Pupils will learn to express themselves clearly and accurately in spoken and written communication adapting their speech and writing to a wide range of situations within the classroom and beyond. They will be expected to give speeches, participate in debates, discussions and role play.

In their written work, pupils will be expected to show that they have a secure knowledge of the rules of grammar, spelling and punctuation and there will be regular homework on these essential aspects of the English language. Pupils will be expected to use their imagination and critical thinking skills to communicate ideas and interpretations, to create settings, storylines and characters and to challenge ideas using logic, evidence or argument.

To encourage reading for pleasure a Reading Room has been created in the department. This room is equipped with a wide range of books, sofa and bean bags to create a comfortable and relaxed reading environment. The school has also bought into the Accelerated Reader Programme which is designed to motivate students of all ages and abilities to read more suitable challenging books. This in turn fosters and develops a love of reading in students, while raising literacy standards and diagnosing problems to help direct ongoing reading practice.

Geography at Castle View Academy

During Year 7, 8 and 9 we study the geography curriculum created by United Learning which has been developed to ensure that all students understand what it is to be geographer whilst developing a curiosity about the world and its people. We study a range of places around the world and find out what they are like. Geography is an ever-changing subject and we encourage students to understand the links and connections between places and topics, whilst studying some of the biggest issues which face people today.   

In Year 7 we study:   

•   What is a geographer?
•    Enquiry Skills with fieldwork in Commercial Road
•    Development
•    Rivers
•    Geology
•    The world of work

In Year 8 we study:   

•   Tectonics
•    Coasts
•    Population & Migration
•    Weather & Climate 

In Year 9 we study:

•   Climate Change
•    Glaciation
•    Life in an Emerging Economy
•    Energy
•    UK Urbanisation

KS4 - AQA GCSE
Studying geography gives us the opportunity to travel the world via the classroom, learning about both the physical and human environment. Students will  understand how geography impacts our life every day and discover the key opportunities and challenges facing the world.   

What will I study? 

Over the two year GCSE course, students study many interesting topics.

•   Living with the physical environment 
Discover more about the challenge of natural hazards and the living world, physical landscapes of the United Kingdom and human interaction with them. This unit develops an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments. It provides students with knowledge about the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere. 

•   Challenges in the human environment 
This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. Students develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that changeover time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments.

•    Issues and Fieldwork
This unit assesses students’ ability to utilise a range of resources to make judgments. Primary data is collected over two fieldwork sessions (one human, one physical) and then used to develop presentation, interpretative, analytical and evaluative skills. Students are taught to make critical comments and reach reasoned judgments.

How will I be assessed? 
You’ll have three written exams. 

•   Papers 1 and 2 are 1 hour 30 minutes long and together, they contribute to 70 % of your final mark. 
•   Paper 3 is 1 hour 15 minutes and contributes the final 30% of your GCSE grade.   

Where can GCSE Geography take you? 
•   Choose GCSE Geography and you’ll learn how today’s world was shaped and understand the challenges we face in the future. You’ll also examine the Earth’s natural resources and the increasing battles between the man-made and natural world. 
•   This knowledge, paired with your essential curiosity, will give you the sought-after transferable skills for success in further education and the workplace.
 

History at Castle View Academy

History will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It will inspire pupils’ curiosity to know more about the past and will equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity, and the challenges of their time.

History will ensure that pupils: 

Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world;

Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of humankind;

Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses;

Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed;

Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Key Stage 3 topics include

Topic 1: Introduction to History
Topic 2: Norman Conquest and Control
Topic 3: Changes in England under Norman Control
Topic 4: Religion in the Middle Ages
Topic 5: Challenges to Medieval Monarchs
Topic 6: Henry VIII and the Reformation
Topic 7: The English Civil War
Topic 8: The Slave Trade
Topic 9: The Industrial Revolution
Topic 10: The Holocaust

Key Stage 4 GCSE

Edexcel Exam Board 
GCSE Exam Paper 1- Medicine in Britain and British Sector in Western Front
GCSE Exam Paper 2- American West and Anglo-Saxon and the Normans
GCSE Exam paper 3 Weimar and Nazi Germany  

In Technology we encourage students to engage in practical activities, preparation and presentation.

Aims and Philosophy

In Technology we have been personalising learning for a long time; students take responsibility for their choice of practical activity, preparation and presentation. Students self and peer assess regularly which creates an effective learning commentary based on improvements and progression.

The Faculty strives to engage and motivate students in all their work. A ‘can-do, will-do’ attitude is expected which gives students the freedom to try new skills independently without being afraid to make mistakes.

Success Headlines

• GCSE results – 54% of students achieved a grade A*-C in 2013. 100% of students achieved A*-G.
• Military personnel have worked with students and have given whole class demonstrations showcasing their practical skills, bringing their knowledge and expertise from their workplace into the classroom.

Syllabus Information:

Resistant Materials

Year 7

• Health and Safety in the workshop, working with tools and equipment.
• The Puppet project allows students to understand the basic principles of product analysis, properties of materials, hand tools and equipment, joining techniques and risk assessment techniques.
• The Structures project allows students to develop their understanding of structures, loads, forces, triangulation and. Students will be required to design a bridge; suspension bridge, cable stay, a girder bridge or their choice.
• The jewellery box project allows students to understand basic principles of isometric Drawing, Timber Theory, joints and the use of tools/machinery.
• The night light projects aims to introduce pupils to vacuum forming, simple circuitry and to understand the methods used in industry to mass produce products from prototypes.

Year 8

• Health and Safety in the workshop.
• Students will investigate biomimicry and sustainability. Through nature as inspiration, we can solve problems through the research and development that has already been completed.  Biomimicry studies nature’s best ideas and then imitates these designs and processes to solve human problems.
• The Wooden Toys project can be researched using different cultures to influence their wooden toy design. This project allows students to understand the principles of product analysis, soft/hard wood properties & wood joints, hand tools and equipment, joining techniques, mechanisms, SMART materials, health & safety and risk assessment techniques.
• The Architecture project requires students to design and model a building based on a different culture using architectural methods. Basic principles of perspective drawing, architect drawings, anthropometrics and ergonomics will be studied.

Construction

Year 9

Students will study the BTEC Level 1 Certificate in Construction. They will learn the basics selected from the following: bricklaying, carpentry, joinery, plumbing, plastering, electrical installation, painting, decorating, drawing and building maintenance. There are also opportunities to understand more about what it means to work as part of a team, and to work safely.

Food Technology

Year 7

Students will study:  Food hygiene, health and safety, Taste testing, Raising Agents, Different cooking methods, Measuring  and Weighing ingredients, Different types of flour, Sweet v Savoury, Healthy Eating, Balanced Diets and being physically active, Oral Health, The Seven Food Groups.

Year 8

Students will study: Nutrients and Lifestyle choices, Recipe adaptation, Different cooking methods, Proteins, Dietary needs and nutritional profiling, Hydration, Energy and Carbohydrates.

Year 9

Students will study: Nutrition / Diet and Health Needs, Carbohydrates, Special diets, Food Hygiene and Standards, Functions of Food, Aeration techniques, the science of gelatinisation,  Making Sauces, High risk foods, comparing Festival foods / ready meals and cook kits.

Catering

Years 10 and 11

Students study the WJEC Catering GCSE.  Students will study the Catering industry: accommodation; food and beverage; front of house, the types of products and services provided, a range of customer groups, job roles, career opportunities and relevant training needs, appropriate forms of communication within the industry, the importance of record keeping  and the range of equipment used in the catering industry. Students will be required to sit two practical assessments and one written exam. Task 1 practical assessment will be sat in Year 10 and students have to prepare and serve four dishes to a restaurant standard. These dishes will consist of two savoury and two sweet dairy dishes. The Task 2 practical assessments will be sat in Year 11 and students have to cook a two course meal for two people from an international cuisine of their choice. Students will have to research and prepare for both practical assessments and take photographs of all their practical cooking. The written exam will be sat at the end of Year 11.

We aim to equip students with sufficient mathematical skills for their day-to-day living and provide a firm foundation for those pursuing further study in the subject. We hope that all students experience the fascination and creative potential of mathematics. We have the luxury of over staffing our mathematics department with ten maths specialists. As a result we are very lucky to have reduced class sizes, thus enabling our students a better opportunity to meet their expected progress.

Mathematics is vital to support success in a range of other curriculum subjects. The National Curriculum lays down the content to be taught in mathematics at both Key Stages 3 and 4 in the following topic areas: Number, Algebra, Geometry and Measures and Statistics and Probability. Students are taught in ability sets and setting takes place early in Year 7 with movement between sets possible periodically during the year.

Success Headlines

The GCSE Mathematics results in the last three years have been:

Academic Year

GCSE Maths A* – C

2013 – 2014

58%

2014 – 2015

49%

2015 – 2016

59%

Key Stage 4

Students work towards the AQA Maths Linear examination. The course is assessed at two tiers: Foundation (Grades 5-1) and Higher (Grade 9-4).There are three written exams, one non-calculator and the other two with calculator. Elements of Functional Mathematics are assessed on each paper. The top GCSE set will also have the opportunity to take the Further Maths GCSE course.

Media Studies introduces students to a range of creative areas of study including digital editing, media text analysis, advertising and marketing.

Aims and Philosophy

King Richard School is rare in its approach to Media Studies in that it’s one of only a handful of schools that teach this exciting and thought provoking subjects.  

Overview

This is a vocational award to ensure the qualification will engage and prepare students for further academic or vocational progression.

Students will:

• gain knowledge that underpins effective use of skills and processes and attitudes, including production planning, techniques and research;
• develop key skills to prove their aptitude in creative media production such as developing ideas and bringing them to life;
• respond to a brief for their final exam in Year 11, including planning, research and production that will test all the skills they’ve gained over the 3 years of following the course

The final Btec mark will consist of 60% course work and 40% exam.

Success Headlines

66% A – C

100% Student retention

3 A*-A

14 B’s

21 C’s

Year 9

Year 9 Option Media Studies – for this year, students will be learning all the skills needed to gain a better understanding of what’s really going on in the media world.

Term 1:

Technology and Video Games

Term 2:

The Film Industry

Term 3:

The Music Business

Year 10

Students embrace personalisation and independent learning where they get to choose what coursework projects best suit their creative skills: magazine design, game designing or an entertainment website. For their final project, students also have the opportunity to make a film based on their chosen genre. This includes researching, planning and production.

Year 11

The Btec exam is based on responding to a brief set out by the exam body and incorporates two hours planning, 4 weeks to resource materials or footage and a 4 hour exam to create their production.

Modern Foreign Languages

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language that goes to his heart.” Nelson Mandela. 

Aims and Philosophy

In a world full of opportunities and competition, languages are essential. Research by the British Council has found that three-quarters of UK adults cannot hold a conversation in a foreign language, with fears that public apathy towards the subject risks harming the economy. Languages can help you to stand out from the crowd in a competitive job market. 

Here at Castle View Academy, we aim to teach fun and exciting lessons to enable pupils to communicate successfully in Spanish or French. The skills they acquire are transferable in all walks of life. Studying a language helps to improve your long-term memory, lowering your risk of dementia in later life. It also helps you to understand your own language as well as improving your communication skills. 

As well as learning the language, pupils will also learn about Spanish-speaking or French-speaking countries and traditional customs and culture, enabling themselves to see the world through the eyes of someone else. 

Key Stage 3

Year 7

Pupils will acquire the basic skills and grammar points of Spanish. They will learn to talk about themselves, their family, their hobbies, where they live and their school. 

Year 8

Pupils develop the skills learnt in year 7 and build upon these. Pupils will learn how to communicate in more than one tense. They will learn to talk about their town, their holidays, media, shopping and money. 

Year 9 

Pupils further develop their skills and learn to talk about what they wear, media, health, school and the Spanish speaking world. 

Key Stage 4: Years 10 and 11

The examination courses currently on offer are GCSE Spanish and GCSE French. The Modern Languages Department follows the Edexcel GCSE Specification for languages.
Course content: GCSEs in both Spanish and French cover five themes: 
•    Identity and culture: 
•    Local area, holiday and travel
•    School
•    Work, future aspirations, work and study 
•    International global dimension

Students are assessed in four skills (25% for each skill): 

Speaking
Students are assessed on their ability to communicate and interact effectively through speaking in Spanish for different purposes and in different settings. 

Reading
Students are assessed on their understanding of written Spanish across a range of different texts, including advertisements, emails, letters, articles and literary texts. Students are required to respond to multiple- response and short-answer questions based on these texts. 

Writing
Students are assessed on their ability to communicate effectively through writing in Spanish for different purposes and audiences. Students are required to produces extended responses of varying lengths and types to express ideas and opinions in the target language. 

Listening
Students are assessed on their understanding of standard spoken Spanish by one or more speakers in a range of public and social settings. Students will respond to multiple-response and short-answer open response based on a recording featuring male and female Spanish speakers. 

At King Richard School our aim is to provide pupils with a platform to expand their individual interests and skill base encouraging them to build on and grow their love of music.

Students studying music at King Richard School will enjoy a practical and creative subject and will learn how to play a number of instruments including guitar, drums and keyboards.

Students will also have opportunity to form their own bands and perform in a number of shows and concerts.

As a department we offer activities that will appeal to all our students, be it the traditional team games or more modern sports.

Aims and Philosophy

As a department we are very inclusive and try to offer activities that will appeal to all our students, be it the traditional team games or more modern sports. Our standards and expectations are very high and students are encouraged to take part in an excitingly wide range of activities that are delivered in curriculum time and in our extensive Extra- Curricular schedule. As a department I would like to see us really take off with competitive sports for both girls and boys and really make are presence known within the school.

Success Headlines

• Jordan Cook (Yr10)- 7th in the world in the Electric Boogaloo and 18th in Europe for Break Dancing competition in Amsterdam.
• Billy Cable (Yr10)- Up and coming boxer from Heart of Portsmouth Boxing.
• Liam King(yr11)- London Irish Youth development squad. Also “Head Prefect for PE”.

All students follow a course including Invasion games, striking and fielding games, net/wall games, athletic and aesthetic activities. Our intention is to develop physical skills, mental agility and problem solving, leadership and group cooperation and an understanding of the body and the benefits of a healthy lifestyle. In addition to completing the assessment areas students also start to work on aspects of Sport Education such as organising, coaching, reporting, officiating and collecting data. This takes place across both KS3 and KS4. Pupils are assessed to National Curriculum levels in a variety of sports in our PE program.

Science curriculum section for the new website LWA

Science

Science curriculum at Castle View academy gives students the opportunity to explore and understand the world around them. Both practical and academic applications will nurture their creativity and curiosity to foster a love and appreciation Science.

 

Aims

The Science department promote a student centred curriculum, with an emphasis to;

• develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
• develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
• are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

 

Science department linked projects

The science department is committed to embedding STEM opportunities both in the curriculum and as part of extra curricula activities. Castle view have a funded place as part of a South East ENTHUSE project from 2018-2020. The Science department work closely with the Institute of Physics to develop Physics provision to all students across the key stages. The school also benefit from being a member of Portsmouth STEM network and receive resources from Royal Academy of Engineers.

Key Stage 3 Science curriculum

Students study a three year Key Stage 3 curriculum at Castle View Academy as we believe that a solid understanding of the underpinning ideas and skills are essential to prepare our students for success at GCSE. We follow the United Learning model which highlights and integrates the national curriculum. Students are provided with clear outcomes for every Science topic in the form of Key Performance Indicators. Each topic has a Knowledge Organiser to support student’s consolidation of a topic.

 

 

Biology

Chemistry

Physics

Working Scientifically

• Cells, tissues and organs
• Reproduction and variation
• Ecological relationships and classification
• Digestion and nutrition
• Biological systems and processes
• Plants and photosynthesis

• Particles
• Chemical reactions
• Materials and the Earth
• The periodic table
• Reactivity
• Energetics and rates

 

• Forces and motion
• Light and space
• Electricity and magnetism
• Sound waves
• Forces in action

 

• Scientific attitudes
• Experimental skills and investigations
• Analysis and evaluation

• Measurement

 

 

Key stage 4 Science GCSE

At GCSE, students will study either AQA Combined Science: Trilogy, or the Triple Science pathway. The qualification will be graded on a 17-point scale: 1–1 to 9–9 – where 9–9 is the best grade.

AQA combined Science: Trilogy

 

Biology

Chemistry

Physics

Paper 1

• Cell biology
• Organisation
• Infection and response
• Bioenergetics

75min exam

70marks

16.7% of final grade

• Atomic structure and the periodic table
• Bonding, structure, and the properties of matter
• Quantitative chemistry
• Chemical changes
• Energy changes

75min exam

70marks

16.7% of final grade

• Energy
• Electricity
• Particle model of matter
• Atomic structure

75min exam

70marks

16.7% of final grade

Paper 2

• Homeostasis and response
• Inheritance, variation and evolution
• Ecology

75min exam

70marks

16.7% of final grade

• The rate and extent of chemical change
• Organic chemistry
•  Chemical analysis
• Chemistry of the atmosphere
• Using resources

75min exam

70marks

16.7% of final grade

• Forces
• Waves
• Magnetism and electromagnetism

75min exam

70marks

16.7% of final grade

 

Working Scientifically

Throughout the exam there will be questions around ‘Working Scientifically’ which will include the following areas:

1. Development of Scientific thinking
2. Experimental skills and strategies
3. Analysis and evaluation
4. Scientific vocabulary, quantities, units, symbols and nomenclature

 

Triple Science

The triple Science curriculum involved studying 3 separate GCSEs in Biology, Chemistry, Physics and the student will be awarded a separate GCSE qualification in each subject. The exams are 40mins longer than the Trilogy students. The topic areas are the same however there is more content in the triple Science curriculum. For that reason they will be expected to work at faster pace and the amount of time dedicated to studying at home and completing homework tasks is significantly longer.

 

Biology

Chemistry

Physics

Paper 1

• Cell biology
• Organisation
• Infection and response
• Bioenergetics

Written exam:

 1 hour 45 minutes

100 marks

50% of GCSE

• Atomic structure and the periodic table
• Bonding, structure, and the properties of matter
• Quantitative chemistry
• Chemical changes
• Energy changes

Written exam:

 1 hour 45 minutes

100 marks

50% of GCSE

• Energy
• Electricity
• Particle model of matter
• Atomic structure

Written exam:

 1 hour 45 minutes

100 marks

50% of GCSE

Paper 2

• Homeostasis and response
• Inheritance, variation and evolution
• Ecology

Written exam:

 1 hour 45 minutes

100 marks

50% of GCSE

• The rate and extent of chemical change
• Organic chemistry
•  Chemical analysis
• Chemistry of the atmosphere
• Using resources

Written exam:

 1 hour 45 minutes

100 marks

50% of GCSE

• Forces
• Waves
• Magnetism and electromagnetism
• Space (triple only)

Written exam:

 1 hour 45 minutes

100 marks

50% of GCSE

Revision tips for Science

In Science we expect our students to regularly be reviewing and consolidating the material they are taught in class. Examples of methods are revision include:

Key term/concept flashcards

Revision clocks

Semantic mapping

Online testing

Online tools

We encourage the use of an online testing system called Seneca Learn. It is completely free and you can select your exam board and tier. For example, AQA biology Foundation and it will test you on each topic area with appropriate questions with increasing difficulty. Check with your teacher if you are not sure which tier you are sitting.

Homework

Homework is set on a weekly basis for all year’s groups 7-11 with no exception. Homework will be displayed and explained on Show My homework.