Search our Curriculum

Vision

Little Lever Art department is committed to providing a curriculum that is broad, balanced, challenging and encourages a love of learning. We like to offer a curriculum that all pupils can access so that they can achieve what they never thought they could.

We are an inclusive department and value the contribution that creative and practical learning supports a child’s development with the other subjects.

Art is subject to an ongoing and rigorous review process, using our analysis of data to ensure that the curriculum is effective in meeting the needs of all students.

We hope that our curriculum provides pupils with the opportunities to be independent, creative and explorative practitioners. Pupils will develop an understanding of how Art and Design practices influence our everyday lives through the study of contextual knowledge and skills-based activities. We develop student’s abilities foremost in the areas of drawing, both observational and imaginative.

Pupils will be introduced to the basic drawing skills in Art. They will sit a baseline drawing assessment to test their ability in observation drawing. They will be taught how use artists as a source of inspiration through the Art Timeline and other artists links.

The basics of drawing and painting will be taught, and pupils will learn how to use a variety of media.

Pupils will be expected to produce work tonal pencil, watercolour, digitally and mixed media including collage.

Homework tasks will contribute to their personal journey in Art and play an integral part in their class work development. Some homework’s will be directly linked to the Art Timeline.

What We Learn

Pupils will be taught how to apply their previously taught skills in Year 7 and experience deeper learning of the elements of art such as line, tone, shape, form, colour, texture, and pattern. Throughout Year 8 pupils will focus on these skills through the following areas:

Retrieval Practice tasks will contribute to their personal journey and play an integral part in their class work development.

Portraiture project:

• Tonal shading revisited
• Guidelines revisited
• Mark making revisited

Lettering project:

• Hand drawing graphics lettering in pencil
• Digital lettering drawing using Photoshop
• Hand drawn lettering
• Painting lettering in water-coloured paints.
• Abstract mixed media
• Artist and critical studies
• Art Timeline

Where can I access further resources?

Please refer to your Google Classroom assignments for help and resources.

Vision

Little Lever Art department is committed to providing a curriculum that is broad, balanced, challenging and encourages a love of learning. We like to offer a curriculum that all pupils can access so that they can achieve what they never thought they could.

We are an inclusive department and value the contribution that creative and practical learning supports a child’s development with the other subjects.

Art is subject to an ongoing and rigorous review process, using our analysis of data to ensure that the curriculum is effective in meeting the needs of all students.

We hope that our curriculum provides pupils with the opportunities to be independent, creative and explorative practitioners. Pupils will develop an understanding of how Art and Design practices influence our everyday lives through the study of contextual knowledge and skills-based activities. We develop student’s abilities foremost in the areas of drawing, both observational and imaginative.

Pupils will be introduced to the basic drawing skills in Art. They will sit a baseline drawing assessment to test their ability in observation drawing. They will be taught how use artists as a source of inspiration through the Art Timeline and other artists links.

The basics of drawing and painting will be taught, and pupils will learn how to use a variety of media.

Pupils will be expected to produce work tonal pencil, watercolour, digitally and mixed media including collage.

Homework tasks will contribute to their personal journey in Art and play an integral part in their class work development. Some homework’s will be directly linked to the Art Timeline.

What We Learn

Pupils will build on their drawing skills taught in Years 7 & 8. They will be taught these skills through the elements of art such as line, tone, shape, form, colour, texture, and pattern, the theme will be natural forms. Throughout Year 9 pupils will focus on these skills through the following areas:

Shells drawn in line:

• Contour line in pencil.
• Descriptive line using Fibre tip pen and stippling.
• Expressive line using ink and wash.

Peppers in shape and form:

• Tonal pencil shading when drawing peppers.
• Mixed media pepper piece.

Colour Theory:

• Colour wheel revisited but, in more depth, than Y7
• Colour application in water coloured paint, again more depth of understanding than Y7&8. Techniques such as Wet on wet, salt, overlapping and gradated
• Colour theory, harmonious and complementary colours.
• Acrylic paint techniques
• Close up flower studies in the style of Georgia O’Keefe

Texture: Pupils will create a wall hanging which experiments with texture using a variety of materials.

Texture wall hanging using:

• Modroc
• Acrylic paint
• Paper based materials
• Fabric

Where can I access further resources?

Retrieval Practice tasks will contribute to their personal journey and play an integral part in their class work development. This will be through a series of drawing exercises and art theory through Bitesize art and design.

Vision

Little Lever Art department is committed to providing a curriculum that is broad, balanced, challenging and encourages a love of learning. We like to offer a curriculum that all pupils can access so that they can achieve what they never thought they could.

We are an inclusive department and value the contribution that creative and practical learning supports a child’s development with the other subjects.

Art is subject to an ongoing and rigorous review process, using our analysis of data to ensure that the curriculum is effective in meeting the needs of all students.

Our art curriculum provides pupils with the opportunities to be independent, creative and explorative practitioners. Pupils will develop an understanding of how Art and Design practices influence our everyday lives through the study of contextual knowledge and skills based activities.

Art and Designs outcomes are very diverse and are based on the essential knowledge of the Formal Elements of art: line, shape, colour, tone, shape, form and texture and the practical principals of drawing, painting, pattern design, 3 dimensional strutures, digital processes and mixed media experimentations, both observational and imaginative.

Students explore, experiment and develop independent working skills in all areas of Art which will enable them to achieve a personal response. All the work in their portfolios, including homework will be counted towards the coursework element of the GCSE criteria. Their portfolio forms 60% of their overall grade.

During the final year, pupils will reflect, refine and adapt coursework projects. Constant critique and development will ensure sound admissions for coursework. In January, pupils will begin the final exam, they will respond to one exam question from the choice on the AQA paper. Pupils will follow an independent course of study in preparation for a 10 hour eternally set exam. The external exam is entirely practical and forms 40% of their overall grade.

What We Learn

Pupils will build on their drawing skills taught in KS3. They will be taught these skills through two projects throughout the course.

Throughout Year 10 pupils will focus on these skills through the following areas:

Day of the Dead Project pupils will learn how to produce:

• Contextual studies on Day of the dead artists.
• Drawing skulls in tonal pencil to higher level, detailed biro studies, chalk and charcoal drawings, water-coloured studies, tonal coloured pencil, ink and wash studies.
• Large scale: Mixed media skull study.
• Flower studies in a variety of materials.
• Contextual studies on the artist Thaneeya Mc Ardle
• Digital designs of skulls using PHOTOSHOP
• Personal development of ideas
• Final personal ‘Day of the dead’ piece.

Where can I access further resources?

Retrieval Practice tasks will contribute to their personal journey and play an integral part in their class work development. This will be through a series of drawing exercises and art theory on a variety of artists. Also required to continuing with development work outside taught hours.

Vision

The art curriculum is broad, balanced, challenging and encourages a love of learning. We offer a curriculum that all pupils can access so that they can achieve what they never thought they could.

We are an inclusive department and value the contribution that creative and practical learning supports a child’s development with the other subjects.

Our art curriculum provides pupils with the opportunities to be independent, creative and explorative practitioners. Pupils will develop an understanding of how Art and Design practices influence our everyday lives through the study of contextual knowledge and skills-based activities.

Art and Designs outcomes are very diverse and are based on the essential knowledge of the Formal Elements of art: line, shape, colour, tone, shape, form and texture and the practical principals of drawing, painting, pattern design, 3 dimensional structures, digital processes and mixed media experimentations, both observational and imaginative.

Students explore, experiment and develop independent working skills in all areas of Art which will enable them to achieve a personal response. Students also learn and explore the art timeline, looking at key art movements throughout human history.

What We Learn

The Everyday Project:

• Still life drawings of everyday objects in pencil, pen and other media of choice.
• Digital development of objects
• Lino cutting and printing techniques.
• Development of objects in choice of media
• Outcome in choice of media, such as digital, printing or a mixed media piece.
• In Year 11 pupils will do a live question based on a previous question paper as practice for their exam in January of Year 11.

Where can I access further resources?

Retrieval Practice tasks will contribute to their personal journey and play an integral part in their class work development. This will be through a series of drawing exercises and art theory on a variety of artists. Also required to continuing with development work outside taught hours.

Vision

Our vision is for our learners to go on to become successful entrepreneurs. Therefore creating fulfilling employment for themselves and others. In doing so, ultimately supporting their wider community. In order to do this, our students will develop enquiring minds, interested in learning about the world around them, how businesses are set up and what makes someone a great entrepreneur. They will learn how small businesses are developed and grow and discover how businesses promote themselves and keep their customers happy. They will learn how businesses manage both their finances and the people who work for them. In short, preparing them for the world of fulfilling, interesting and diverse work.

What we learn

• Legislation and business
• The economy and business
• External influences
• Business growth
• Changes in business aims and objectives
• Business and globalisation
• Ethics, environment and business
• Using the marketing mix
• Working with suppliers
• Managing quality
• The sales process and customer service
• Business calculations (gross and NET profit, average rate of return)
• Understanding business performance (interpreting charts and graphs)
• Organisational structures
• Different ways of working
• Effective recruitment
• Effective communication
• Effective training and development
• Motivation methods

Where can I access further resources?

A full list of topics covered in year 11 and access to a wide range of resources such as YouTube videos, revision guide page numbers, Seneca references and retrieval practice activities can be found by clicking here.

If you require any further guidance, please email Ms Farrimond sfa@little-lever.bolton.sch.uk or Ms Moore mmo@little-lever.bolton.sch.uk.

Vision

Our high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils will be taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Our learners will become digitally literate – able to use and express themselves and develop their ideas through information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

What we learn

Programming:

• Using Turtle
• Maths and time libraries/modules
• Trace tables
• Errors
• Bubble sort
• Binary search

Theory:

• Networks (packet switching, wired and wireless networks, network speeds, network protocols, 4-layer model, topologies, security)
• Operating system and utility software
• Robust software
• Programming languages
• Translators
• Environmental issues
• Ethical and legal issues
• Intellectual property
• Digital threats to data
• Protecting digital systems

Where can I access further resources?

Seneca learning
Test and track
Issac Computing
If you require any further guidance, please email Ms Farrimond sfa@little-lever.bolton.sch.uk or class teacher.

What we learn

• E-safety
• Data and data representation
• Communication and networks
• Scratch
• Python programming
• Computing past, present and future

What we learn

• Python Turtle
• Creating a GUI
• Artificial  intelligence (AI)
• Cyber security

Vision

Retrieval practice will be set on Google Classroom and all the necessary resources will be posted alongside each task. Individual task details and deadlines will be posted on ClassCharts.

What we learn

NEA Design and make task set by exam board.

A sustained design and make task, based on a contextual challenge set by WJEC, assessing candidates’ ability to:

identify, investigate and outline design possibilities
design and make
evaluation and testing of product.
Electronic systems and programmable components

Mechanical components and devices

Materials knowledge – revisiting Papers and boards, Natural and manufactured timber, Ferrous and non- ferrous metals, Thermoforming and thermosetting polymers, Natural, synthetic, blended and mixed fibers, and woven, non-woven and knitted textiles.

Exam preparations

Where can I access further resources?

Retrieval practice will be set on Google Classroom and all the necessary resources will be posted alongside each task. Individual task details and deadlines will be posted on ClassCharts.

Vision

The Technology/Catering curriculum in Year 8 is aimed at developing pupils so that they become inquisitive and creative citizens.

In Catering this means capable of being able to cook and apply principles of nutrition and healthy eating. The curriculum should develop an awareness and clear understanding of a range of ingredients, practical skills and kitchen equipment, all crucial life skills.

In Design Technology this means that using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

What we learn

Each student will spend half of the academic year in Catering and the other half in DT.

Catering topics: Factors affecting food choices, foods from around the world. Students will cook a range of multi-cultural dishes.

DT: Product analysis, extended CAD/CAM, using a range of materials and CAD/CAM techniques to make a bespoke passive amp and basic electronics to manufacture a night light.

Where can I access further resources?

Retrieval practice will be set on Google Classroom and all the necessary resources will be posted alongside each task. Individual task details and deadlines will be posted on ClassCharts

Vision

The Technology/Catering curriculum in Year 9 is aimed at developing pupils so that they become inquisitive and creative citizens. We also give students a clear grounding for option courses at KS4.

In Catering this means capable of being able to cook and apply principles of nutrition and healthy eating. The curriculum should develop an awareness and clear understanding of a range of ingredients, practical skills and kitchen equipment, all crucial life skills.

In Design Technology this means that using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

What we learn

The Technology/Catering curriculum in Year 9 is aimed at developing pupils so that they become inquisitive and creative citizens. We also give students a clear grounding for option courses at KS4.

In Catering this means capable of being able to cook and apply principles of nutrition and healthy eating. The curriculum should develop an awareness and clear understanding of a range of ingredients, practical skills and kitchen equipment, all crucial life skills.

In Design Technology this means that using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

Where can I access further resources?

Retrieval practice will be set on Google Classroom and all the necessary resources will be posted alongside each task. Individual task details and deadlines will be posted on ClassCharts.

Vision

The Tech Award in Digital Information Technology will equip learners with sector-specific applied knowledge and skills through vocational contexts by studying project planning, data management, data interpretation, data presentation and data protection. Studying this qualification will broaden learners’ experience and understanding of the varied progression options available to them. Giving them access to a rewarding career in the ever-changing world of technology. Students will put theory into practice with practical tasks, equipping learners with the skills they will need for the world of work.

What we learn

Component 3: Effective digital working practices
Modern technologies
Impact of modern technologies
Cyber security
Threats to data
Prevention and management of threats to data
Policy
The wider implications of digital systems
Responsible use
Legal and ethical
Planning and communication in digital systems

Where can I access further resources?

KnowItAllNinja – log in using your school email address and password
YouTube
If you require any further guidance, please email Ms Farrimond sfa@little-lever.bolton.sch.uk or your class teacher.

Vision

At the centre of all Drama is communication. Like all the arts, Drama allows students to communicate with and understand others in new ways. It can challenge students’ perceptions about their world and about themselves. Dramatic exploration can provide students with an outlet for emotions, thoughts, and dreams that they might not otherwise have means to express. A student can, if only for a few moments, become another, explore a new role, try out and experiment with various personal choices and solutions to very real problems-problems from their own life, or problems faced by characters in literature or historical figures. This can happen in a safe atmosphere, where actions and consequences can be examined, discussed, and in a very real sense experienced without the dangers and pitfalls that such experimentation would obviously lead to in the “real” world.

Students in Drama will learn to work together, to cooperate, to find the best way for each member of a group to contribute, and to listen to and accept the viewpoints and contributions of others. Students who have participated in dramatic activities are less likely to have difficulty speaking in public, will be more persuasive in their communications, both written and oral, will be better able to put themselves into others’ shoes and relate to them, and will have a more positive, confident self image.

Drama is not about being the best performer or the next Hollywood star, it is about creating and making, exploring and responding in the search of our true selves and meaningful connections with others and the world around us.

What we learn

Term 1: Students learn the skills and techniques to create a form of theatre which emphasises the use of physical movement. They will explore using movement in a stylised and representational way. Students will create a story through Frantic Assembly’s chair duets.

Term 2: Students will develop their knowledge of stereotypes and working with a script. Students will be required to learn lines and rehearse a group performance, working as a team. Students will explore and demonstrate the physicality of each character in the script and consider design elements for their production.

Term 3: Students respond to a stimulus to create a backstory for a character. Students structure a storyline for dramatic purpose, creating effective mood and atmosphere. Students learn the skills and techniques for creating and structuring a piece of documentary drama.

Where can I access further resources?

Please refer to your knowledge organisers and any additional resources, such as scripts and videos, on your Google Classroom for key information to this year’s topics.

Vision

At the centre of all Drama is communication. Like all the arts, Drama allows students to communicate with and understand others in new ways. It can challenge students’ perceptions about their world and about themselves. Dramatic exploration can provide students with an outlet for emotions, thoughts, and dreams that they might not otherwise have means to express. A student can, if only for a few moments, become another, explore a new role, try out and experiment with various personal choices and solutions to very real problems-problems from their own life, or problems faced by characters in literature or historical figures. This can happen in a safe atmosphere, where actions and consequences can be examined, discussed, and in a very real sense experienced without the dangers and pitfalls that such experimentation would obviously lead to in the “real” world.

Students in Drama will learn to work together, to cooperate, to find the best way for each member of a group to contribute, and to listen to and accept the viewpoints and contributions of others. Students who have participated in dramatic activities are less likely to have difficulty speaking in public, will be more persuasive in their communications, both written and oral, will be better able to put themselves into others’ shoes and relate to them, and will have a more positive, confident self image.

Drama is not about being the best performer or the next Hollywood star, it is about creating and making, exploring and responding in the search of our true selves and meaningful connections with others and the world around us.

What we learn

Term 1: Students respond to various stimulus, linking to surveillance and the digital world to devise a storyline for dramatic purpose. Students will build on their creative ideas to develop characters and narratives for a particular mood and atmosphere, using Brechtian style techniques.

Term 2: Students will be introduced to the GCSE set text and explore the plot and characters practically. Students will watch live recordings of the play to analyse and evaluate the work of professionals. Students will explore the themes of the play such as status and social class.

Term 3: Students must analyse and evaluate the work of live theatre makers. Students will identify how the play has been interpreted and what messages the company might be trying to communicate. They will identify the skills demonstrated by the performers as well as the design elements and how successfully meaning was communicated to the audience.

Where can I access further resources?

Please refer to your knowledge organisers and any additional resources, such as scripts and videos, on your Google Classroom for key information to this year’s topics.

Vision

At the centre of all Drama is communication. Like all the arts, Drama allows students to communicate with and understand others in new ways. It can challenge students’ perceptions about their world and about themselves. Dramatic exploration can provide students with an outlet for emotions, thoughts, and dreams that they might not otherwise have means to express. A student can, if only for a few moments, become another, explore a new role, try out and experiment with various personal choices and solutions to very real problems-problems from their own life, or problems faced by characters in literature or historical figures. This can happen in a safe atmosphere, where actions and consequences can be examined, discussed, and in a very real sense experienced without the dangers and pitfalls that such experimentation would obviously lead to in the “real” world.

Students in Drama will learn to work together, to cooperate, to find the best way for each member of a group to contribute, and to listen to and accept the viewpoints and contributions of others. Students who have participated in dramatic activities are less likely to have difficulty speaking in public, will be more persuasive in their communications, both written and oral, will be better able to put themselves into others’ shoes and relate to them, and will have a more positive, confident self image.

Drama is not about being the best performer or the next Hollywood star, it is about creating and making, exploring and responding in the search of our true selves and meaningful connections with others and the world around us.

What we learn

Component 1:

Knowledge and understanding of drama and theatre
Study of set text (Blood Brothers)
Analysis and evaluation of the work of live theatre makers
Component 2: Devising Drama

Process of creating devised drama
Performance of devised drama
Analysis and evaluation of own work
Component 3: Texts In Practice

Performance of two extracts from one published play. Free choice of play but it must contrast with the set play for Component 1.

Where can I access further resources?

Please refer to your knowledge organisers and any additional revision resources on your Google Classroom for key information to the GCSE Drama course.
 

Vision

At the centre of all Drama is communication. Like all the arts, Drama allows students to communicate with and understand others in new ways. It can challenge students’ perceptions about their world and about themselves. Dramatic exploration can provide students with an outlet for emotions, thoughts, and dreams that they might not otherwise have means to express. A student can, if only for a few moments, become another, explore a new role, try out and experiment with various personal choices and solutions to very real problems-problems from their own life, or problems faced by characters in literature or historical figures. This can happen in a safe atmosphere, where actions and consequences can be examined, discussed, and in a very real sense experienced without the dangers and pitfalls that such experimentation would obviously lead to in the “real” world.

Students in Drama will learn to work together, to cooperate, to find the best way for each member of a group to contribute, and to listen to and accept the viewpoints and contributions of others. Students who have participated in dramatic activities are less likely to have difficulty speaking in public, will be more persuasive in their communications, both written and oral, will be better able to put themselves into others’ shoes and relate to them, and will have a more positive, confident self image.

Drama is not about being the best performer or the next Hollywood star, it is about creating and making, exploring and responding in the search of our true selves and meaningful connections with others and the world around us.

What we learn

Component 1:

Knowledge and understanding of drama and theatre
Study of set text (Blood Brothers)
Analysis and evaluation of the work of live theatre makers
Component 2: Devising Drama

Process of creating devised drama
Performance of devised drama
Analysis and evaluation of own work
Component 3: Texts In Practice

Performance of two extracts from one published play. Free choice of play but it must contrast with the set play for Component 1.

Where can I access further resources?

Please refer to your knowledge organisers and any additional revision resources on your Google Classroom for key information to the GCSE Drama course.

Vision

Our curriculum will provide students with the powerful knowledge that can be too often hidden from view and in doing so, help to make the implicit, explicit. Through improved knowledge of the nuances of the subject of English, students’ love of literature and learning will evolve, and allow students to develop their understanding of the modern and historical world, through the perspectives of a diverse range of writers.
The knowledge gained through the English curriculum will ensure:

Students understand that behind every text ever written is a writer’s intent and overall message.
Students know that there are a set of fundamental universal and timeless themes/ideas that influence the intentions of writers, and this spans the ‘entire’ chronology of literary canon.
Students also understand how ideas in literature transcend the boundaries of time. For example, class divide, abuse of power, gender boundaries and inequality
Students know that they too are connected to these universal and timeless themes/ideas, and this can inform their own personal views
Students can understand and acquire a control over language, both written and spoken, so that students can discover the potential power it can have and can give.

What we learn

Autumn Term

Of Mice and Men by John Steinbeck

Transactional Writing

Spring Term

Blood Brothers by Willy Russell

Narrative Writing

Summer Term

The Book Thief by Markus Zusak

Descriptive Writing

Where can I access further resources?

There is absolutely no need to purchase any of these set texts or additional guides that might compliment them. Students will be provided with all the resources they need through the school. If you however would like to purchase a text on our curriculum, then we would recommend wordery.com

Homework will be set through Class Charts and be completed on Doddle (doddlelearn.co.uk)

Vision

Our curriculum will provide students with the powerful knowledge that can be too often hidden from view and in doing so, help to make the implicit, explicit. Through improved knowledge of the nuances of the subject of English, students’ love of literature and learning will evolve, and allow students to develop their understanding of the modern and historical world, through the perspectives of a diverse range of writers.
The knowledge gained through the English curriculum will ensure:

Students understand that behind every text ever written is a writer’s intent and overall message.
Students know that there are a set of fundamental universal and timeless themes/ideas that influence the intentions of writers, and this spans the ‘entire’ chronology of literary canon.
Students also understand how ideas in literature transcend the boundaries of time. For example, class divide, abuse of power, gender boundaries and inequality
Students know that they too are connected to these universal and timeless themes/ideas, and this can inform their own personal views
Students can understand and acquire a control over language, both written and spoken, so that students can discover the potential power it can have and can give.

What we learn

Autumn Term

Boys Don’t Cry by Malorie Blackman

Transactional Writing

Spring Term

A selection of protest poetry

Transactional writing

Summer Term

Othello by William Shakespeare

Narrative writing

Where can I access further resources?

There is absolutely no need to purchase any of these set texts or additional guides that might compliment them. Students will be provided with all the resources they need through the school. If you however would like to purchase a text on our curriculum, then we would recommend wordery.com

Homework will be set through Class Charts and be completed on Doddle (doddlelearn.co.uk)

Vision

Our curriculum will provide students with the powerful knowledge that can be too often hidden from view and in doing so, help to make the implicit, explicit. Through improved knowledge of the nuances of the subject of English, students’ love of literature and learning will evolve, and allow students to develop their understanding of the modern and historical world, through the perspectives of a diverse range of writers.
The knowledge gained through the English curriculum will ensure:

Students understand that behind every text ever written is a writer’s intent and overall message.
Students know that there are a set of fundamental universal and timeless themes/ideas that influence the intentions of writers, and this spans the ‘entire’ chronology of literary canon.
Students also understand how ideas in literature transcend the boundaries of time. For example, class divide, abuse of power, gender boundaries and inequality
Students know that they too are connected to these universal and timeless themes/ideas, and this can inform their own personal views
Students can understand and acquire a control over language, both written and spoken, so that students can discover the potential power it can have and can give.

What we learn

Autumn Term

A Christmas Carol by Charles Dickens

Power and Conflict Anthology Poetry 

English Language Paper 1 

Spring Term

Macbeth by William Shakespeare

Power and Conflict Anthology Poetry 

Summer Term

An Inspector Calls by J. B. Priestley

Power and Conflict Anthology Poetry 

English Language Paper 2 

Where can I access further resources?

Students and parents will be able to access revision and consolidation materials for all areas of both GCSE English Language and GCSE English Literature from the start of Year 10.

Students and parents can access the English resource area through Google Classroom. The class code is vh5ba6e. Resources here include workbooks to complete, a SENECA code that links to all texts, videos analysing important quotations, mock exam papers and revision guides on how to answer each question.

Gulpfiction.co.uk also provides videos and analysis for all key literature texts.

Throughout year 10 and 11 we will also be offering the opportunity to buy discounted revision guides on all aspects of the exam.

Vision

Our curriculum will provide students with the powerful knowledge that can be too often hidden from view and in doing so, help to make the implicit, explicit. Through improved knowledge of the nuances of the subject of English, students’ love of literature and learning will evolve, and allow students to develop their understanding of the modern and historical world, through the perspectives of a diverse range of writers.
The knowledge gained through the English curriculum will ensure:

Students understand that behind every text ever written is a writer’s intent and overall message.
Students know that there are a set of fundamental universal and timeless themes/ideas that influence the intentions of writers, and this spans the ‘entire’ chronology of literary canon.
Students also understand how ideas in literature transcend the boundaries of time. For example, class divide, abuse of power, gender boundaries and inequality
Students know that they too are connected to these universal and timeless themes/ideas, and this can inform their own personal views
Students can understand and acquire a control over language, both written and spoken, so that students can discover the potential power it can have and can give.

What we learn

Continuation of the texts and papers studied in Year 1

Where can I access further resources?

Students, parents, and carers can access a wide range of revision and consolidation materials for GCSE English Language and GCSE English Literature from the beginning of Year 10.

Students can access the English Google Classroom using the class code: qurp6hu.
This platform provides a variety of support materials, including:

• Workbooks for independent practice
• Videos analysing key quotations from set texts
• Exam-style questions and model responses
• Step-by-step revision guides explaining how to approach each exam question

Students may also find Gulpfiction.co.uk helpful, which offers clear video explanations and analysis for many of the key literature texts studied at GCSE.

Throughout Years 10 and 11, students will also receive additional revision resources from the English department, including analytical flashcards and our in-house revision guide - The BEAST - designed to support students in mastering key quotations, concepts, and exam skills.

Vision

Our aim is to develop confident, enthusiastic, and independent language learners who have a curiosity and a thirst for knowledge. We endeavour to provide learners with the tools to produce spontaneous and complex language.
Language learning is a cumulative process, and we build on previous knowledge to support students on their journey towards fluency. Our curriculum is rooted in the three key pillars of language learning—phonics, vocabulary, and grammar—ensuring that students develop strong foundations that enable them to communicate with accuracy and confidence.
Learning a language allows our students to broaden their cultural horizons. Through a challenging and ambitious curriculum, our students also develop their knowledge of Francophone cultures and traditions. In doing so, they become adventurous in their spoken and written work.
Language learning encourages collaboration, resilience, and respect. By learning a new language, we open the doors to the world!
"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." — Nelson Mandela

What we learn

This year we continue our French journey. We will develop our reading, writing, speaking and listening skills with a strong foundation in phonics, vocabulary and grammar.
Topics we will be covering:

• My town
• My family and friends
• Free time

Where can I access further resources?

You can also find useful study resources here:

• Your Google Classroom (Catch up lessons)
• KS3 French - BBC Bitesize
• Netflix – change the language setting to French and the subtitles to English

Vision

Our aim is to develop confident, enthusiastic, and independent language learners who have a curiosity and a thirst for knowledge. We endeavour to provide learners with the tools to produce spontaneous and complex language.
Language learning is a cumulative process, and we build on previous knowledge to support students on their journey towards fluency. Our curriculum is rooted in the three key pillars of language learning—phonics, vocabulary, and grammar—ensuring that students develop strong foundations that enable them to communicate with accuracy and confidence.
Learning a language allows our students to broaden their cultural horizons. Through a challenging and ambitious curriculum, our students also develop their knowledge of Francophone cultures and traditions. In doing so, they become adventurous in their spoken and written work.
Language learning encourages collaboration, resilience, and respect. By learning a new language, we open the doors to the world!
"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." — Nelson Mandela

What we learn

This year we continue our French journey. We will develop our reading, writing, speaking and listening skills with a strong foundation in phonics, vocabulary and grammar.
Topics we will be covering:

• Holidays
• My dream life
• Food

Where can I access further resources?

You can also find useful study resources here:

• Your Google Classroom (Catch up lessons)
• KS3 French - BBC Bitesize
• Netflix – change the language setting to French and the subtitles to English

Vision

Our aim is to develop confident, enthusiastic, and independent language learners who have a curiosity and a thirst for knowledge. We endeavour to provide learners with the tools to produce spontaneous and complex language.
Language learning is a cumulative process, and we build on previous knowledge to support students on their journey towards fluency. Our curriculum is rooted in the three key pillars of language learning—phonics, vocabulary, and grammar—ensuring that students develop strong foundations that enable them to communicate with accuracy and confidence.
Learning a language allows our students to broaden their cultural horizons. Through a challenging and ambitious curriculum, our students also develop their knowledge of Francophone cultures and traditions. In doing so, they become adventurous in their spoken and written work.
Language learning encourages collaboration, resilience, and respect. By learning a new language, we open the doors to the world!
"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." — Nelson Mandela

What we learn

This year we begin our Key Stage 4 journey. We continue to build on the strong foundation we have created in phonics, vocabulary and grammar. We apply this knowledge to more complex reading, writing, speaking and listening tasks.
Topics we will be covering:

• Free time
• My family and friends
• My school
• My lifestyle
• Holidays

Where can I access further resources?

Please refer to your vocabulary booklets for useful vocabulary. Let us know if you require further copies. Your Need To Know books have useful grammar explanations.
You can also find useful study resources here:

• Your Google Classroom (Catch up lessons)
• Interactive vocab list
• GCSE French - Edexcel (for exams from 2026) - BBC Bitesize
• Netflix – change the language setting to Spanish and the subtitles to English

Vision

Our aim is to develop confident, enthusiastic, and independent language learners who have a curiosity and a thirst for knowledge. We endeavour to provide learners with the tools to produce spontaneous and complex language.
Language learning is a cumulative process, and we build on previous knowledge to support students on their journey towards fluency. Our curriculum is rooted in the three key pillars of language learning—phonics, vocabulary, and grammar—ensuring that students develop strong foundations that enable them to communicate with accuracy and confidence.
Learning a language allows our students to broaden their cultural horizons. Through a challenging and ambitious curriculum, our students also develop their knowledge of Francophone cultures and traditions. In doing so, they become adventurous in their spoken and written work.
Language learning encourages collaboration, resilience, and respect. By learning a new language, we open the doors to the world!
"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." — Nelson Mandela

What we learn

This year continue our Key Stage 4 journey. We continue to build on the strong foundation we have created in phonics, vocabulary and grammar. We apply this knowledge to more complex reading, writing, speaking and listening tasks.
Topics we will be covering:

• Sustainability
• My neighbourhood
• Future ambitions

Where can I access further resources?

Please refer to your vocabulary booklets for useful vocabulary. Let us know if you require further copies. Your Need To Know books have useful grammar explanations.
You can also find useful study resources here:

• Your Google Classroom (Catch up lessons)
• Interactive vocab list
• GCSE French - Edexcel (for exams from 2026) - BBC Bitesize
• Netflix – change the language setting to Spanish and the subtitles to English

Vision

SAME AS ABOVE

What we learn

Ecosystems
Oceans
Water
International development
Population change
Disease

Where can I access further resources?

Google Classroom for knowledge organisers and RP

Internet Geography

Geography – BBC Bitesize

If you require any further guidance, please email Miss Baker bba@little-lever.bolton.sch.uk or class teachers.

Vision

SAME AS ABOVE

What we learn

Vulnerable Landscapes
Globalisation
Why are we alive?
Routes to resilience – future of the world?
Rocks and soil
GIS

Where can I access further resources?

Google Classroom for knowledge organisers and RP

Internet Geography

Geography – BBC Bitesize

If you require any further guidance, please email Miss Baker bba@little-lever.bolton.sch.uk or class teachers.

Vision

SAME AS ABOVE

What we learn

Living world
Urban Change
UK Physical landscapes

Where can I access further resources?

Google Classroom for knowledge organisers and RP

Internet Geography

Geography – BBC Bitesize

If you require any further guidance, please email Miss Baker bba@little-lever.bolton.sch.uk or class teachers.

Vision

SAME AS ABOVE

What we learn

Economic change
Resource management
Fieldwork: Liverpool and North Wales

Where can I access further resources?

Google Classroom for knowledge organisers and RP

Internet Geography

Geography – BBC Bitesize

If you require any further guidance, please email Miss Baker bba@little-lever.bolton.sch.uk or class teachers.

Vision

At Little Lever School, we believe a high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We think History should inspire pupils’ curiosity to know more about the past. Teaching at Little Lever equips 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.

What we learn

How did slavery help Britain become an industrial nation

• The British Empire.
• World Wars and the Holocaust.

Where can I access further resources?

For each year group we use Carousel | Teach smarter, learn better (carousel-learning.com) for retrieval practice.

No login details are required – bespoke links will be set via Class Charts for each retrieval practice set.

Vision

At Little Lever School, we believe a high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We think History should inspire pupils’ curiosity to know more about the past. Teaching at Little Lever equips 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.

What we learn

The Cold War
The power of protest
The fall of the British Empire and post-war Britain
Modern conflict (1969 to Present)

Where can I access further resources?

For each year group we use Carousel | Teach smarter, learn better (carousel-learning.com) for retrieval practice.

No login details are required – bespoke links will be set via Class Charts for each retrieval practice set.

Vision

At Little Lever School, we believe a high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We think History should inspire pupils’ curiosity to know more about the past. Teaching at Little Lever equips 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.

What we learn

Britain: Health and the people c.1000 to the present day.
America: Opportunity and inequality, 1920-73.
Conflict and tension in Asia, 1950-75.
Elizabethan England, c.1568-1603.

Where can I access further resources?

For each year group we use Carousel | Teach smarter, learn better (carousel-learning.com) for retrieval practice.

No login details are required – bespoke links will be set via Class Charts for each retrieval practice set.

Vision

At Little Lever School, we believe a high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We think History should inspire pupils’ curiosity to know more about the past. Teaching at Little Lever equips 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.

What we learn

Revisit the Year 1o GCSE topics in greater depth and test knowledge through mock examinations.

Britain: Health and the people c.1000 to the present day.
America: Opportunity and inequality, 1920-73.
Conflict and tension in Asia, 1950-75.
Elizabethan England, c.1568-1603.

Where can I access further resources?

For each year group we use Carousel | Teach smarter, learn better (carousel-learning.com) for retrieval practice.

No login details are required – bespoke links will be set via Class Charts for each retrieval practice set.

Vision

The Hospitality and Catering curriculum is aimed at developing pupils so that they become inquisitive and creative citizens. We also give students a clear grounding for careers in the industry.

Hospitality and catering is a dynamic, vibrant and innovative sector delivering vital jobs, growth and investment in the heart of our local communities – important culturally, socially and economically. The sector is a major contributor to the UK economy, employing 2.9 million people and generating £130bn in economic activity, while paying £38bn in taxation to fund important local and national services. Hospitality is the 3rd largest private sector employer in the UK; double the size of financial services and bigger than automotive, pharmaceuticals and aerospace combined.

Businesses which make up the hospitality sector include hotels, restaurants, coffee shops, pubs and bars, leisure parks, stadia, nightclubs, contract caterers, food service operators, entertainment and visitor attractions. Employment can range from waiting staff, receptionists and catering assistants to chefs, hotel and bar managers, and food technologists working for supermarket chains.

What we learn

How to prepare and make dishes: prepare techniques/knives skills/cooking techniques
Factors affecting menu planning
How to plan production
Presentation techniques
Food Safety practices
Hospitality and catering provision to meet specific requirements
Food safety Practices
Understanding the importance of nutrition
How cooking methods can impact on nutritional value
Building preparation and cooking skills and learning through practice
printing.
Controlled assessment task from February half term.
Revision in preparation for unit 1 examination.

Where can I access further resources?

Retrieval practice will be set on Google Classroom and all the necessary resources will be posted alongside each task. Individual task details and deadlines will be posted on ClassCharts.

Vision

The philosophy of the Mathematics Department at Little Lever School is to provide all pupils with mathematical and numerical skills so they can thrive academically, be mathematically literate and have a solid grounding in mathematics for life after high school. We believe success in mathematics is possible for every student and uphold the school ethos of helping every person achieve things they never thought they could. The ambition of the Mathematics Department is to build mathematical curiosity and a love of mathematics in all our students at Little Lever.

What we learn

This is the order and sequence of how topics across the whole of Year 8.

• Number
  • Rounding, Bounds and Estimation 
  • Operations with Fractions 
  • Powers, Root and Surds 
  • Fractions and Percentages
• Statistics
  • Stem and Leaf Diagram
• Algebra
  • Coordinates and the Cartesian Plane 
  • Sequences 
  • Equivalent Expressions and Brackets 
  • Solving Equations 
• Ratio, Proportion and Rates of Change
  • Real Life Graphs
  • Ratio
• Geometry and Measures
  • Angle Facts 
  • Area and Perimeter 
  • Symmetry and Reflections 
• Probability 
  • Probability Diagrams 

Where can I access further resources?

www.sparxmaths.uk

If login details are forgotten please click “Forgotten Sparx login details?” fill in the details, then click “Forgotten Sparx login details?” again and a new password can be set.

Any questions please email your class teacher or mli@little-lever.bolton.sch.uk

Vision

The philosophy of the Mathematics Department at Little Lever School is to provide all pupils with mathematical and numerical skills so they can thrive academically, be mathematically literate and have a solid grounding in mathematics for life after high school. We believe success in mathematics is possible for every student and uphold the school ethos of helping every person achieve things they never thought they could. The ambition of the Mathematics Department is to build mathematical curiosity and a love of mathematics in all our students at Little Lever.

What we learn

This is the order and sequence of how topics across the whole of Year 9.

• Number
  • Operations with Fractions 
  • Percentages
  • Compound Measure 
  • Standard Form

• Algebra
  • Manipulating Expressions and Formula 
  • Sequences
  • Drawing and Interpreting Graphs 
  • Brackets
  • Solving Linear Equations 
  • Solving Quadratic Equations 
• Ratio, Proportion and Rates of Change
  • Ratio and Proportion 
• Geometry and Measures
  • Vectors 
  • Area, Perimeter & Surface Area
  • Pythagoras Theorem and Trigonometry Angles in Polygons 
  • Translations 
  • Angles in Parallel Lines
  • Volume 

Where can I access further resources?

www.sparxmaths.uk

If login details are forgotten please click “Forgotten Sparx login details?” fill in the details, then click “Forgotten Sparx login details?” again and a new password can be set.

Any questions please email your class teacher or mli@little-lever.bolton.sch.uk

Vision

The philosophy of the Mathematics Department at Little Lever School is to provide all pupils with mathematical and numerical skills so they can thrive academically, be mathematically literate and have a solid grounding in mathematics for life after high school. We believe success in mathematics is possible for every student and uphold the school ethos of helping every person achieve things they never thought they could. The ambition of the Mathematics Department is to build mathematical curiosity and a love of mathematics in all our students at Little Lever.

What we learn

This is the order and sequence of how topics across the whole of Year 10. (foundation)

• Number
  • Factors, Multiples & Primes
  • Percentages 
  • Standard Form 
  • Fraction Arithmetic 
• Statistics 
  • Averages and the Range 
  • Scatter Graphs 
  • Averages and the Range from a Table 
• Algebra
  • Expanding and Factorising Brackets 
  • Solving Equations 
  • Sequences 
  • Linear and Quadratic Graphs 
• Ratio, Proportion and Rates of Change
  • Ratio
  • Proportion 
• Probability 
  • Calculating Probabilities 
• Geometry and Measures
  • Pythagoras and Trigonometry 
  • Area, Perimeter and Volume 
  • Reflections
  • Enlargements 
  • Rotations

This is the order and sequence of how topics across the whole of Year 10. (higher)

• Number
  • ​​​​​​​Factors, Multiples & Primes 
  • Percentages 
  • Standard Form 
  • Error Intervals and Bounds
  • Negative and Fractional Indices 
  • Surds
• Statistics 
  • Averages and the Range 
  • Graphs and Tables
• Algebra
  • Solving Quadratic Equations 
  • Changing the subject of the formulae 
  • Algebraic Fractions 
  • Linear Graphs 
  • Sequences
  • Simultaneous Equations 
  • Composite and Inverse Functions 
  • Quadratic Graphs 
  • Algebraic Proof
• Ratio, Proportion and Rates of Change
  • Ratio
  • Direct and Inverse Proportion 
• Probability 
  • Probability Diagrams 
• Geometry and Measures
  • Pythagoras and Trigonometry 
  • Sine and Cosine Rules
  • Enlargements
  • Similar Shapes 
  • Vectors

Where can I access further resources?

www.sparxmaths.uk

If login details are forgotten please click “Forgotten Sparx login details?” fill in the details, then click “Forgotten Sparx login details?” again and a new password can be set.

Any questions please email your class teacher or mli@little-lever.bolton.sch.uk

Vision

The philosophy of the Mathematics Department at Little Lever School is to provide all pupils with mathematical and numerical skills so they can thrive academically, be mathematically literate and have a solid grounding in mathematics for life after high school. We believe success in mathematics is possible for every student and uphold the school ethos of helping every person achieve things they never thought they could. The ambition of the Mathematics Department is to build mathematical curiosity and a love of mathematics in all our students at Little Lever.

What we learn

This year is a consolidation of all previous learning in mathematics. We will focus on depth and breadth of knowledge, problem solving and reasoning skills and combine this with focussed exam skills. The order of this will change based on knowledge haps identified through formative assessments and mock exams.

Where can I access further resources?

www.sparxmaths.uk

If login details are forgotten please click “Forgotten Sparx login details?” fill in the details, then click “Forgotten Sparx login details?” again and a new password can be set.

Any questions please email your class teacher or mli@little-lever.bolton.sch.uk

Vision

Music is a natural form of expression in the development of children and should be an integral part of the school curriculum. The music program has creative, cultural, and academic value that complements and strengthens the educational and social goals of a quality education. The department is responsible for helping all children understand and enjoy music and should assist in discovering and nurturing musical talent. Every child should have the opportunity to develop their potential for musical expression through exploration, experimentation, exposure, and enrichment.

The study and performance of music through instrumental and vocal training, whether individually or in an ensemble, offers young people a lifelong enjoyment and appreciation of music. This may be achieved through creating, performing, or, eventually, listening as an informed and educated audience member. The pursuit of music encourages deeper understanding, creativity, and appreciation of artistic expression as a whole. This ability to value artistic experiences enhances quality of life and provides a foundation for becoming a happy, well-adjusted, and cooperative citizen.

The goals of the Music Department are:

• To develop in students an understanding and appreciation of various types, styles, and forms of music that will be beneficial throughout their lives.
• To foster good citizenship. Music participation emphasizes teamwork, cooperation, acceptance of leadership, respect for differences, and the importance of self-discipline and responsibility.
• To make students aware of the possibility's music offers as a career or vocation.
• To contribute to and broaden the cultural life of our school and community.
• To help students achieve self-realization through participation in the music program. Outcomes may include aesthetic experiences, emotional development, creative attitudes, skill and knowledge acquisition, physical and mental well-being, higher-level thinking, meaningful leisure activities, self-expression, spiritual growth, and personality development.
• To ensure performing groups strive for the highest artistic level appropriate to the experience and maturity of the group, while never sacrificing the needs and development of individual students.

What will we learn in Year 8

Each year pupils will build on the practical and theoretical knowledge of music. Pupils will develop key skills associated with Performing, Composing, and Listening and Appraising. Throughout Year 8 pupils will build on the knowledge acquired in Year 7 and focus on developing these skills through the following units.

• Instruments of the Orchestra
• Music in Computer Games
• Programme Music
• Ukulele Skills
• Popular  Music
• Keyboards Skills
• World Music (Reggae / Calypso / Tango)

Where can I access further resources?

To help pupils revise for standard assessments they can refer to the knowledge organisers found on classcharts.

Vision

Music is a natural form of expression in the development of children and should be an integral part of the school curriculum. The music program has creative, cultural, and academic value that complements and strengthens the educational and social goals of a quality education. The department is responsible for helping all children understand and enjoy music and should assist in discovering and nurturing musical talent. Every child should have the opportunity to develop their potential for musical expression through exploration, experimentation, exposure, and enrichment.

The study and performance of music through instrumental and vocal training, whether individually or in an ensemble, offers young people a lifelong enjoyment and appreciation of music. This may be achieved through creating, performing, or, eventually, listening as an informed and educated audience member. The pursuit of music encourages deeper understanding, creativity, and appreciation of artistic expression as a whole. This ability to value artistic experiences enhances quality of life and provides a foundation for becoming a happy, well-adjusted, and cooperative citizen.

The goals of the Music Department are:

• To develop in students an understanding and appreciation of various types, styles, and forms of music that will be beneficial throughout their lives.
• To foster good citizenship. Music participation emphasizes teamwork, cooperation, acceptance of leadership, respect for differences, and the importance of self-discipline and responsibility.
• To make students aware of the possibility's music offers as a career or vocation.
• To contribute to and broaden the cultural life of our school and community.
• To help students achieve self-realization through participation in the music program. Outcomes may include aesthetic experiences, emotional development, creative attitudes, skill and knowledge acquisition, physical and mental well-being, higher-level thinking, meaningful leisure activities, self-expression, spiritual growth, and personality development.
• To ensure performing groups strive for the highest artistic level appropriate to the experience and maturity of the group, while never sacrificing the needs and development of individual students.

What we learn in Year 9

Each year pupils will build on the practical and theoretical knowledge of music. Pupils will develop key skills associated with Performing, Composing and Listening and Appraising. Throughout Year 9 pupils will build on the knowledge acquired in Year 7 and 8 and focus on developing these skills through the following units.

• Revisiting Traditional Notation
• Keyboard Skills
• Form and Structure
• Film Music
• Composition Techniques
• Sequencing in Music
• Music Technology Skills

Where can I access further resources?

To help pupils revise for standard assessments they can refer to the knowledge organisers found on classcharts.

Vision

Music is a natural form of expression in the development of children and should be an integral part of the school curriculum. The music program has creative, cultural, and academic value that complements and strengthens the educational and social goals of a quality education. The department is responsible for helping all children understand and enjoy music and should assist in discovering and nurturing musical talent. Every child should have the opportunity to develop their potential for musical expression through exploration, experimentation, exposure, and enrichment.

The study and performance of music through instrumental and vocal training, whether individually or in an ensemble, offers young people a lifelong enjoyment and appreciation of music. This may be achieved through creating, performing, or, eventually, listening as an informed and educated audience member. The pursuit of music encourages deeper understanding, creativity, and appreciation of artistic expression as a whole. This ability to value artistic experiences enhances quality of life and provides a foundation for becoming a happy, well-adjusted, and cooperative citizen.

The goals of the Music Department are:

• To develop in students an understanding and appreciation of various types, styles, and forms of music that will be beneficial throughout their lives.
• To foster good citizenship. Music participation emphasizes teamwork, cooperation, acceptance of leadership, respect for differences, and the importance of self-discipline and responsibility.
• To make students aware of the possibility's music offers as a career or vocation.
• To contribute to and broaden the cultural life of our school and community.
• To help students achieve self-realization through participation in the music program. Outcomes may include aesthetic experiences, emotional development, creative attitudes, skill and knowledge acquisition, physical and mental well-being, higher-level thinking, meaningful leisure activities, self-expression, spiritual growth, and personality development.
• To ensure performing groups strive for the highest artistic level appropriate to the experience and maturity of the group, while never sacrificing the needs and development of individual students.

What we will learn in Year 10

Pupils will develop their performance skills to higher levels on their chosen instrument/voice. Pupils will build on the composition techniques studied at KS3 and investigate key components further. Four Areas of Study are looked at to deepen their understanding for the Listening and Appraising paper. Pupils will work on a variety of projects encompassing performance, composition and theory tasks to achieve this. Pupils will study the key terminology required for the Eduqas specification. In Year 10, the purpose is to fully understand the terminology so that it can be applied to the exam questions in Year 11. 

• ABRSM Theory - Grade 1 with Examination
• Area of study 1: Musical Forms and Devices
• Area of study 2: Music for Ensemble
• Area of study 3: Film Music
• Area of study 4: Popular Music
• Waltz Composition
• Alien Attack Composition
• Set work 1 - Badinerie
• Set work 2 - Africa

Where can I access further resources?

Please refer to your Must Know documents on your google classroom for key information, spellings and guidance to this years topics.

Pupils can extend their home learning and retrieval practice by utilising the platform https://portal.focusonsound.com/

Pupils can work on compositions by using the program Noteflight at https://little-lever-gcse-music.gc.noteflight.com/
 

Vision

Music is a natural form of expression in the development of children and should be an integral part of the school curriculum. The music program has creative, cultural, and academic value that complements and strengthens the educational and social goals of a quality education. The department is responsible for helping all children understand and enjoy music and should assist in discovering and nurturing musical talent. Every child should have the opportunity to develop their potential for musical expression through exploration, experimentation, exposure, and enrichment.

The study and performance of music through instrumental and vocal training, whether individually or in an ensemble, offers young people a lifelong enjoyment and appreciation of music. This may be achieved through creating, performing, or, eventually, listening as an informed and educated audience member. The pursuit of music encourages deeper understanding, creativity, and appreciation of artistic expression as a whole. This ability to value artistic experiences enhances quality of life and provides a foundation for becoming a happy, well-adjusted, and cooperative citizen.

The goals of the Music Department are:

• To develop in students an understanding and appreciation of various types, styles, and forms of music that will be beneficial throughout their lives.
• To foster good citizenship. Music participation emphasizes teamwork, cooperation, acceptance of leadership, respect for differences, and the importance of self-discipline and responsibility.
• To make students aware of the possibility's music offers as a career or vocation.
• To contribute to and broaden the cultural life of our school and community.
• To help students achieve self-realization through participation in the music program. Outcomes may include aesthetic experiences, emotional development, creative attitudes, skill and knowledge acquisition, physical and mental well-being, higher-level thinking, meaningful leisure activities, self-expression, spiritual growth, and personality development.
• To ensure performing groups strive for the highest artistic level appropriate to the experience and maturity of the group, while never sacrificing the needs and development of individual students.

What we will learn in Year 11

Pupils will develop their performance skills to higher levels on their chosen instrument/voice. Pupils will build on the composition techniques studied at KS3 and investigate key components further. Four Area’s of Study are looked at to deepen their understanding for the Listening and Appraising paper. Pupils will work on a variety of projects encompassing performance, composition, and theory tasks to achieve this.

• Development on one composition from Year 10
• Brief composition set by Eduqas (Released in September)
• Recording of Solo/Ensemble pieces
• Set work 1 - Badinerie revisited
• Set work 2 - Africa revisited
• Application of key terminology with worked examples and past papers

Where can I access further resources?

Please refer to your Must Know documents on your google classroom for key information, spellings and guidance to this years topics.

Pupils can extend their home learning and retrieval practice by utilising the platform https://portal.focusonsound.com/

Pupils can work on compositions by using the program Noteflight at https://little-lever-gcse-music.gc.noteflight.com/

If you require any further guidance, please contact Mr Poole rpo@little-lever.bolton.sch.uk or your child’s class teacher

Vision

SAME AS ABOVE

What we learn

Unit 1 – Creating

In this unit learners will gain, develop and demonstrate knowledge and understanding of the skills and techniques needed to create and refine original work in the performing arts. This will involve research into different composers/genres & use of GarageBand to create an original composition.

Tasks (Exams)

2.1 Explore and develop

2.2 Applying knowledge and skills to create original work

2.3 Review, reflect and refine.

Unit 3 – Performing Arts in Practice
This unit introduces learners to areas of the Performing Arts that need to be considered when responding to an industry commission.

Learners will need to draw on their knowledge of the skills and techniques needed to reproduce an existing piece of professional/published work from Unit 1 alongside their knowledge and understanding of the skills and techniques needed to create and refine original work from Unit 2.

Tasks (Exams)
3.1 Planning performance work
3.2 Promoting and pitching
3.3 Evaluating and reflecting

Where can I access further resources?

Resources for each topic & lesson are always available for students on Google Classroom.

If you require any further guidance, please contact Mr Poole rpo@little-lever.bolton.sch.uk or your child’s class teacher.

Vision

Students will become physically confident in a way that supports their health and fitness through a range of physically demanding sports or activities to enable them to lead a healthy active lifestyle. They will have the opportunities to succeed and excel during a high-quality curriculum and engage in competitive sports and activities. Competition will build character, leadership and embed our values of taking responsibility, be kind and work hard.

What we learn

Each sport and activity students study are taught under the principals of the Physical (motor competence), Cognitive (rules strategies and tactics) and Wellbeing and Personal Development (healthy participation).

Racket Sports
Football
Netball
Fitness
Athletics
Striking and Fielding

Where can I access further resources?

The school invests in the Everlearner programme to ensure students are able to access high quality knowledge of leading a healthy active lifestyle.

Vision

Students will become physically confident in a way that supports their health and fitness through a range of physically demanding sports or activities to enable them to lead a healthy active lifestyle. They will have the opportunities to succeed and excel during a high-quality curriculum and engage in competitive sports and activities. Competition will build character, leadership and embed our values of taking responsibility, be kind and work hard.

What we learn

Each sport and activity students study are taught under the principals of the Physical (motor competence), Cognitive (rules strategies and tactics) and Wellbeing and Personal Development (healthy participation).

Leadership
Fitness
Racket Sports
Rugby
Athletics
Striking and Fielding

Where can I access further resources?

The school invests in the Everlearner programme to ensure students are able to access high quality knowledge of leading a healthy active lifestyle.

Vision

Students will become physically confident in a way that supports their health and fitness through a range of physically demanding sports or activities to enable them to lead a healthy active lifestyle. They will have the opportunities to succeed and excel during a high-quality curriculum and engage in competitive sports and activities. Competition will build character, leadership and embed our values of taking responsibility, be kind and work hard.

What we learn

Each sport and activity students study are taught under the principals of the Physical (motor competence), Cognitive (rules strategies and tactics) and Wellbeing and Personal Development (healthy participation).

Team Sports (Gym)
Fitness
Football
Racket Sports
Stirke and Fielding
Fitness (Athletics)

Where can I access further resources?

The school invests in the Everlearner programme to ensure students are able to access high quality knowledge of leading a healthy active lifestyle.

Vision

Students will become physically confident in a way that supports their health and fitness through a range of physically demanding sports or activities to enable them to lead a healthy active lifestyle. They will have the opportunities to succeed and excel during a high-quality curriculum and engage in competitive sports and activities. Competition will build character, leadership and embed our values of taking responsibility, be kind and work hard.

What we learn

Each sport and activity students study are taught under the principals of the Physical (motor competence), Cognitive (rules strategies and tactics) and Wellbeing and Personal Development (healthy participation).

Racket sports
Football
Fitness
Team sports (Gym)
Team building and OAA

Where can I access further resources?

The school invests in the Everlearner programme to ensure students are able to access high quality knowledge of leading a healthy active lifestyle.

Vision

SAME AS ABOVE

What we learn

Autumn Term:

Revisiting Urban & Portrait Projects presenting finished edits as prints
Spring Term

Exam Project – set by the exam board

Where can I access further resources?

The team have created a Google Sites website called ‘The GCSE Photozone’ with all the essential knowledge and guidance students need to be successful. Click on the link below to access the site. Your child’s school email address and password for Google Classroom are required to access the site.

GCSE Photozone

Vision

Religious Studies at Key Stage 3 & 4 provides students with a deep and meaningful engagement with religious and non-religious worldviews. Through the study of component and disciplinary knowledge we aim to respectfully foster critical thinking, make connections, engage in personal reflection, and gain an appreciation of diversity. We intend to prepare students for life in a complex and pluralistic society, in which we meet and interact with people from different backgrounds, cultures, religions and traditions.

What we learn

Each year pupils will build on the knowledge of learning ‘about’ and ‘from’ religion. Pupils will develop their understanding of how religion influences the individual, communities and wider society.

Throughout Year 8, pupils will build on the skills developed in Year 7, through the following units.

Islam
Hinduism
Sikhism
Buddhism

Where can I access further resources?

www.senecalearning.com – Key Stage 3 Religious Studies

Vision

Religious Studies at Key Stage 3 & 4 provides students with a deep and meaningful engagement with religious and non-religious worldviews. Through the study of component and disciplinary knowledge we aim to respectfully foster critical thinking, make connections, engage in personal reflection, and gain an appreciation of diversity. We intend to prepare students for life in a complex and pluralistic society, in which we meet and interact with people from different backgrounds, cultures, religions and traditions.

What we learn

Each year pupils will build on the knowledge of learning ‘about’ and ‘from’ religion. Pupils will develop their understanding of how religion influences the individual, communities and wider society.

Throughout Year 9, pupils will build on the skills developed in years 7 and 8, through the following units.

Ethics, Justice and Law in Religion
Ethics of Love, Marriage and Family
Worldviews

Where can I access further resources?

www.senecalearning.com – Key Stage 3 Religious Studies

Vision

Religious Studies at Key Stage 3 & 4 provides students with a deep and meaningful engagement with religious and non-religious worldviews. Through the study of component and disciplinary knowledge we aim to respectfully foster critical thinking, make connections, engage in personal reflection, and gain an appreciation of diversity. We intend to prepare students for life in a complex and pluralistic society, in which we meet and interact with people from different backgrounds, cultures, religions and traditions.

What we learn

Each year pupils will build on the knowledge of learning ‘about’ and ‘from’ religion. Pupils will now further develop their understanding of how religion influences the individual, communities and wider society and will now start to apply these to their GCSE study, through the following units.

Christian and Islam Beliefs
Christian and Islam Practices
Relationships & Families

Where can I access further resources?

www.senecalearning.com – Religious Studies A: GCSE Religions Sections on Christianity and Islam and Religious Studies A: GCSE Thematic Studies

Vision

Religious Studies at Key Stage 3 & 4 provides students with a deep and meaningful engagement with religious and non-religious worldviews. Through the study of component and disciplinary knowledge we aim to respectfully foster critical thinking, make connections, engage in personal reflection, and gain an appreciation of diversity. We intend to prepare students for life in a complex and pluralistic society, in which we meet and interact with people from different backgrounds, cultures, religions and traditions.

What we learn

Each year pupils will build on the knowledge of learning ‘about’ and ‘from’ religion. They will now further develop an understanding of how religion influences the individual, communities and wider society and will continue to apply these to their GCSE study, through the following units.
Religion & Life
Religion, Peace and Conflict
Religion, Crime & Punishment

Where can I access further resources?

www.senecalearning.com – Religious Studies A: GCSE Religions Sections on Christianity and Islam and Religious Studies A: GCSE Thematic Studies

Vision

Through our Life Chances curriculum, we aim to support our students to stay safe, healthy and prepared for adult life, by providing them with the knowledge to make responsible and informed decisions and the confidence, resilience and practical skills to thrive now and in the future.
Students will develop a strong sense of citizenship, understanding their rights and responsibilities in a diverse and democratic society. They will be equipped to make positive contributions to their communities, engage in social and political issues and uphold values, such as respect, inclusion and justice.

What we learn

Year 8
Health & Wellbeing: Drugs & Alcohol, (including smoking, vaping, recommended units of alcohol, effects on the body) Emotional Wellbeing, Digital Literacy
Relationships: Boundaries, Consent, Families, Change, loss, grief, Sexual Harassment, Prejudice & Discrimination.
Living in the Wider World: Human Rights, Voting & Elections, Financial Capability

Vision

Through our Life Chances curriculum, we aim to support our students to stay safe, healthy and prepared for adult life, by providing them with the knowledge to make responsible and informed decisions and the confidence, resilience and practical skills to thrive now and in the future.
Students will develop a strong sense of citizenship, understanding their rights and responsibilities in a diverse and democratic society. They will be equipped to make positive contributions to their communities, engage in social and political issues and uphold values, such as respect, inclusion and justice.

What we learn

Health & Wellbeing: Drugs & Alcohol, (including exploring attitudes and managing risks, drugs and their effects, vaping, FGM
Relationships: Healthy & Unhealthy relationships, family relationships, consent, contraception, sexual health, long term commitments, peer pressure, exploitation and discrimination.
Living in the Wider World: The changing UK population, role of the police and courts.

Vision

Through our Life Chances curriculum, we aim to support our students to stay safe, healthy and prepared for adult life, by providing them with the knowledge to make responsible and informed decisions and the confidence, resilience and practical skills to thrive now and in the future.
Students will develop a strong sense of citizenship, understanding their rights and responsibilities in a diverse and democratic society. They will be equipped to make positive contributions to their communities, engage in social and political issues and uphold values, such as respect, inclusion and justice.

What we learn

Health & Wellbeing: Healthier Lifestyles, common mental health conditions and how to manage these, the influence of social media on body image, substance use and cancer.
Relationships: Intimate and respectful relationships.
Living in the Wider World: Gangs, extremism and political parties in a democratic society.

Vision

Through our Life Chances curriculum, we aim to support our students to stay safe, healthy and prepared for adult life, by providing them with the knowledge to make responsible and informed decisions and the confidence, resilience and practical skills to thrive now and in the future.
Students will develop a strong sense of citizenship, understanding their rights and responsibilities in a diverse and democratic society. They will be equipped to make positive contributions to their communities, engage in social and political issues and uphold values, such as respect, inclusion and justice.

What we learn

Relationships: Families, including conflict, long term commitments, fertility and routes to parenthood, pregnancy choices and outcomes.
Health & Wellbeing: Blood donations, breast and testicular cancer.

Vision

In the science department at Little Lever school, we strive to help our students to enjoy the beauty of science. We aim to foster inquisitive minds that have thirst for scientific knowledge. Through extensive research we have found that the best way to do this is to have a 3-year key stage 3 and a 2-year key stage 4 that is sequenced in order to add practical skills and analytical thinking. In years 7-9 we teach the key components that all science links to and then build on this whilst taking opportunities to make links to the world around us and other scientific content.

What we learn

In Year 8 students will continue their key stage 3 journey and study a mixture of Biology, Chemistry and Physics topics as well as learning disciplinary skills as part of working scientifically.

We will be learning;

Food and diet
Chemical reactions and pH and neutralisation
Electricity and magnetism
Properties of waves and electromagnetic waves
Genetics and evolution
The periodic table and the chemistry of the Earth

Where can I access further resources?

Seneca- Free Homework & Revision for A Level, GCSE, KS3 & KS2 (senecalearning.com)
Free science lessons & Malmesbury science Via YouTube.
Science revision guide (available to be purchased via Parent Pay)
If you have any questions, please email iro@little-lever.bolton.sch.uk

Vision

In the science department at Little Lever school, we strive to help our students to enjoy the beauty of science. We aim to foster inquisitive minds that have thirst for scientific knowledge. Through extensive research we have found that the best way to do this is to have a 3-year key stage 3 and a 2-year key stage 4 that is sequenced in order to add practical skills and analytical thinking. In years 7-9 we teach the key components that all science links to and then build on this whilst taking opportunities to make links to the world around us and other scientific content.

What we learn

In Year 9 students will continue their key stage 3 journey and study a mixture of Biology, Chemistry and Physics topics as well as learning disciplinary skills as part of working scientifically.

We will be learning;

Cell division and transport in cells
The structure of atoms and groups and periods
Particle arrangement and changes of state
Digestion and enzymes and organs and non-communicable diseases
The ph scale and neutralisation
Energy
Reactions in cells
How elements make compounds

Where can I access further resources?

Seneca- Free Homework & Revision for A Level, GCSE, KS3 & KS2 (senecalearning.com)
Free science lessons & Malmesbury science Via YouTube.
Science revision guide (available to be purchased via Parent Pay)
If you have any questions, please email iro@little-lever.bolton.sch.uk

Vision

In the science department at Little Lever school, we strive to help our students to enjoy the beauty of science. We aim to foster inquisitive minds that have thirst for scientific knowledge. Through extensive research we have found that the best way to do this is to have a 3-year key stage 3 and a 2-year key stage 4 that is sequenced in order to add practical skills and analytical thinking. In years 7-9 we teach the key components that all science links to and then build on this whilst taking opportunities to make links to the world around us and other scientific content.

What we learn

In Year 10 students will begin their GCSE in either combined (Trilogy) science or separate science. Students will study a mixture of Biology, Chemistry and Physics topics as well as learning disciplinary skills as part of working scientifically.

We will be learning;

Chemical change
Infection and response
Electricity
Quantitative chemistry and Energy changes
Homeostasis and response
The rate and extent of chemical change
Waves
Inheritance, variation and evolution
Magnetism and electromagnetism (Separates)

Where can I access further resources?

Seneca- Free Homework & Revision for A Level, GCSE, KS3 & KS2 (senecalearning.com)
Free science lessons & Malmesbury science Via YouTube.
Science revision guide (available to be purchased via Parent Pay)
If you have any questions, please email iro@little-lever.bolton.sch.uk

Vision

In the science department at Little Lever school, we strive to help our students to enjoy the beauty of science. We aim to foster inquisitive minds that have thirst for scientific knowledge. Through extensive research we have found that the best way to do this is to have a 3-year key stage 3 and a 2-year key stage 4 that is sequenced in order to add practical skills and analytical thinking. In years 7-9 we teach the key components that all science links to and then build on this whilst taking opportunities to make links to the world around us and other scientific content.

What we learn

In Year 11 students will continue their GCSE in either combined (Trilogy) science or separate science. Students will study a mixture of Biology, Chemistry and Physics topics as well as learning disciplinary skills as part of working scientifically.

We will be learning;

Waves (not for Separates)
Ecology
Organic chemistry and Chemical analysis
Forces
Chemistry of the atmosphere and Using resources
Magnetism and electromagnetism (not for separates)
Space physics (separates only)

Where can I access further resources?

Seneca- Free Homework & Revision for A Level, GCSE, KS3 & KS2 (senecalearning.com)
Free science lessons & Malmesbury science Via YouTube.
Science revision guide (available to be purchased via Parent Pay)
If you have any questions, please email iro@little-lever.bolton.sch.uk

Vision

Our aim is to develop confident, enthusiastic, and independent language learners who have a curiosity and a thirst for knowledge. We endeavour to provide learners with the tools to produce spontaneous and complex language.
Language learning is a cumulative process, and we build on previous knowledge to support students on their journey towards fluency. Our curriculum is rooted in the three key pillars of language learning—phonics, vocabulary, and grammar—ensuring that students develop strong foundations that enable them to communicate with accuracy and confidence.
Learning a language allows our students to broaden their cultural horizons. Through a challenging and ambitious curriculum, our students also develop their knowledge of Hispanic cultures and traditions. In doing so, they become adventurous in their spoken and written work.
Language learning encourages collaboration, resilience, and respect. By learning a new language, we open the doors to the world!
"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." — Nelson Mandela

What we learn

This year we continue our Spanish journey. We will develop our reading, writing, speaking and listening skills with a strong foundation in phonics, vocabulary and grammar.
Topics we will be covering:

• My town
• My family and friends
• Free time

Where can I access further resources?

You can also find useful study resources here:

• Your Google Classroom (Catch up lessons)
• KS3 Spanish – BBC Bitesize
• Netflix – change the language setting to Spanish and the subtitles to English

If you require any further guidance please email Ms Rogers at JRG@little-lever.bolton.sch.uk or your child’s teacher.

Vision

Our aim is to develop confident, enthusiastic, and independent language learners who have a curiosity and a thirst for knowledge. We endeavour to provide learners with the tools to produce spontaneous and complex language.
Language learning is a cumulative process, and we build on previous knowledge to support students on their journey towards fluency. Our curriculum is rooted in the three key pillars of language learning—phonics, vocabulary, and grammar—ensuring that students develop strong foundations that enable them to communicate with accuracy and confidence.
Learning a language allows our students to broaden their cultural horizons. Through a challenging and ambitious curriculum, our students also develop their knowledge of Hispanic cultures and traditions. In doing so, they become adventurous in their spoken and written work.
Language learning encourages collaboration, resilience, and respect. By learning a new language, we open the doors to the world!
"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." — Nelson Mandela

What we learn

This year we continue our Spanish journey. We will develop our reading, writing, speaking and listening skills with a strong foundation in phonics, vocabulary and grammar.
Topics we will be covering:

• Holidays
• My dream life
• Food

Where can I access further resources?

You can also find useful study resources here:

• Your Google Classroom (Catch up lessons)
• KS3 Spanish – BBC Bitesize
• Netflix – change the language setting to Spanish and the subtitles to English

If you require any further guidance please email Ms Rogers at JRG@little-lever.bolton.sch.uk or your child’s teacher.

Vision

Our aim is to develop confident, enthusiastic, and independent language learners who have a curiosity and a thirst for knowledge. We endeavour to provide learners with the tools to produce spontaneous and complex language.
Language learning is a cumulative process, and we build on previous knowledge to support students on their journey towards fluency. Our curriculum is rooted in the three key pillars of language learning—phonics, vocabulary, and grammar—ensuring that students develop strong foundations that enable them to communicate with accuracy and confidence.
Learning a language allows our students to broaden their cultural horizons. Through a challenging and ambitious curriculum, our students also develop their knowledge of Hispanic cultures and traditions. In doing so, they become adventurous in their spoken and written work.
Language learning encourages collaboration, resilience, and respect. By learning a new language, we open the doors to the world!
"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." — Nelson Mandela

What we learn

This year we begin our Key Stage 4 journey. We continue to build on the strong foundation we have created in phonics, vocabulary and grammar. We apply this knowledge to more complex reading, writing, speaking and listening tasks.
Topics we will be covering:

• Free time
• Holidays
• Family and friends
• My lifestyle
• School

Where can I access further resources?

Please refer to your vocabulary booklets for useful vocabulary. Let us know if you require further copies. Your Need To Know books have useful grammar explanations.
You can also find useful study resources here:

• Your Google Classroom (Catch up lessons)
• Spanish GCSE Higher - Edexcel Flashcards | Quizlet
• KS4 Spanish – BBC Bitesize
• Netflix – change the language setting to Spanish and the subtitles to English

Vision

Our aim is to develop confident, enthusiastic, and independent language learners who have a curiosity and a thirst for knowledge. We endeavour to provide learners with the tools to produce spontaneous and complex language.
Language learning is a cumulative process, and we build on previous knowledge to support students on their journey towards fluency. Our curriculum is rooted in the three key pillars of language learning—phonics, vocabulary, and grammar—ensuring that students develop strong foundations that enable them to communicate with accuracy and confidence.
Learning a language allows our students to broaden their cultural horizons. Through a challenging and ambitious curriculum, our students also develop their knowledge of Hispanic cultures and traditions. In doing so, they become adventurous in their spoken and written work.
Language learning encourages collaboration, resilience, and respect. By learning a new language, we open the doors to the world!
"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." — Nelson Mandela

What we learn

This year continue begin our Key Stage 4 journey. We continue to build on the strong foundation we have created in phonics, vocabulary and grammar. We apply this knowledge to more complex reading, writing, speaking and listening tasks.
Topics we will be covering:

• My neighbourhood
• Sustainability
• Future ambitions

Where can I access further resources?

Please refer to your vocabulary booklets for useful vocabulary. Let us know if you require further copies. Your Need To Know books have useful grammar explanations.
You can also find useful study resources here:

• Your Google Classroom (Catch up lessons)
• Spanish GCSE Higher - Edexcel Flashcards | Quizlet
• KS4 Spanish – BBC Bitesize
• Netflix – change the language setting to Spanish and the subtitles to English

Vision

As an option we study OCR Cambridge National Sports Studies. The sports studies course enables students to further develop their interest in sport and helps students develop and apply knowledge of sports-related activities, with a particular focus on performance, officiating and leadership. They will explore contemporary issues in sport, different ways of being involved in the sports industry, and the impact of sport on wider society. This option provides an excellent start for vocational study, contributes to a broad curriculum offer and enables progression to A Levels, apprenticeships, T Levels or Level 3 vocational qualifications.

What we learn

Students are currently on the old specification and will study the following areas:

• Sports and the media
• Performance and leadership in sports activities
• Contemporary Issues in sports 

Where can I access further resources?

The school invests in the Everlearner programme to ensure students are able to access high quality knowledge of leading a healthy active lifestyle.