ART

FACULTY OF EXPRESSIVE & PERFORMING ARTS

Intent Statement:

The Warden Park Art Department believes that Art should be exciting and challenging, and is committed to delivering an inclusive, stimulating and engaging curriculum,  reflecting the needs of all our students.  Students are made to feel supported in order to unlock their creative potential. 

We commit to develop our students' ability to learn and support their sense of well being. We offer a range of projects that teaches core skills in a variety of materials, using different techniques and processes. 

We encourage students to engage in conversation, talk about  their ideas and develop their critical thinking skills.   We wish our students to develop a curiosity in this subject and to be successful and enthusiastic about Art.

How is Art delivered at Warden Park? 

At KS3 students receive two lessons per fortnight, and can choose to study Art at KS4 for GCSE from Year 9. Once opted for GCSE level, students receive 5 lessons of Art per fortnight. 

How do we challenge our students in Art? 

In the Art Department, we foster and encourage creative thinking by assigning practical tasks, teaching new technical skills, and guiding students in developing their compositional ideas. We inspire students' imaginations by exploring the work of artists, designers, and craftspeople. Students are encouraged to understand and appreciate the diverse political, religious, and secular approaches to creating art, recognising the unique and valuable contributions each perspective offers.

Students are also supported in developing their analytical and evaluative skills by examining both their own and others' artwork. This takes place during group discussions and one-to-one critiques. Over time, students learn how their achievements are assessed, becoming familiar with the exam board's criteria and language used for awarding marks.

Enrichment at Key Stage 4:  

Beginning in year 9, art students will focus on strong practical skills, developing a deeper understanding of the multi disciplines required to create a completed Art GCSE project. Art trips will be established to support this understanding and further widen our students' experience of Art in the world.  There are also opportunities to develop and  create Art during after school sessions.  

Embedding Oracy in Art:  

We will engage  our students in speaking activities. Conversations will focus on deepening and enhancing our students knowledge and understanding. We will discuss factual material, we will share information verbally and use this information to articulate informed opinions. Students are supported  through the sharing of characteristics for excellent talk using our ‘speak like an artist’ framework, including the six conversation starters: “Who, what, where, when, how and why?” Other opportunities might include:

• • Critiques and Discussions.

  • Offering opinions about their own and others art through questioning and discussion.

  • Giving opportunity for group discussions and justifying reasons to support their views.

  • Opportunities to reflect with peers and form group understanding.

  • To practise listening as well as speaking.

  • Presentations

  • To summarise and make connections between their own work/other artists.

  • Students will have the opportunity to create  slide or video presentations to capture their oracy skills.

BUSINESS & ENTERPRISE

Intent statement:

Our aim in Business Studies is to inspire curious future entrepreneurs, equipped with the knowledge and key character  traits that are required for them to be successful in their future careers. Students will gain a deep understanding of how a modern economy operates and be guided to skilfully articulate this knowledge. 

Opportunities to encounter real business experiences are embedded throughout the curriculum as we seek to cultivate an entrepreneurial mind set that develops student independence, perseverance and leadership. These experiences will empower students to start building relationships with stakeholders in both the local community and beyond in order to become responsible citizens of the global economy. 

How is Business & Enterprise delivered at Warden Park? 

The Careers & Enterprise curriculum is delivered throughout Year 8 by our teachers of Business & Technology, with input from our Student Futures Manager who is a designated Careers Adviser. The content listed is covered in lessons and students have one lesson per fortnight. A key aspect of this curriculum is the Options programme, where students have lessons to think about their aspirations and help them choose their Key stage 4 GCSE subject choices. This aspect is designed by Miss Fitzgerald & Mr Atwell who oversee the curriculum and the options process respectively. 

Business is taught in Key Stage 4 only, as part of the Options provision. Students receive 5 lessons per fortnight. Students can opt into a ‘taster’ lesson in Year 8 to help guide them in their decision making for their GCSE Options.

How do we challenge our students in Business, Careers & Enterprise? 

In Business Studies, we create a rigorous and engaging environment that pushes students to reach their full potential. We emphasise oracy in lessons, ensuring both verbal and written work helps students "Speak like an Entrepreneur." Mastering this professional language enhances their understanding and communication in the subject.

Success demands determination and tenacity as students improve their exam responses. We regularly practise exam writing, ensuring students can craft high-quality responses to challenging command words like "justify" and "evaluate." By teaching to the top, we enable all students to tackle these challenges and achieve full-mark responses, regardless of their starting point. Our exam techniques mirror those at A-level, often using advanced examples in case studies and financial practice.

Through continuous practice, live modelling, and feedback, we build students' confidence and refine their skills. Peer presentations and constructive feedback further enhance their ability to produce high-quality work. By maintaining high expectations and fostering a supportive yet challenging environment, we prepare every student to excel in Business Studies.

Enrichment at Key Stage 4:  

The opportunity to be taught and practice vital skills such as teamwork, independence, resilience, and decision-making is incorporated into all lessons to build on other character-building strategies used throughout the school. Students are then encouraged to present to their peers and provide feedback to each other, further improving their skills in teamwork and creativity to achieve a set goal.

Embedding Oracy in Business & Enterprise:  

• • Careers & Enterprise: Every lesson begins with a 'talking point' which helps to ensure every student speaks every lesson. The talking point is a useful starting point for the lesson and enables students to practice key vocabulary and express their opinions. As they enter the enterprise part of the course, students will work towards "speaking like an entrepreneur". 

  • GCSE Business: Every lesson is seen as an opportunity for each student to gain confidence in “speaking like an entrepreneur”.  Students deliver presentations regularly to the whole class, allowing the opportunity to practise, fine-tune and develop oracy skills in front of others and this is an established element of the course.  Discussion and debating skills are also constantly developed in class to aid learning of key facts and embedded into all we do is the requirement to use correct business terminology throughout any spoken and written work completed. This enables the students to have the confidence to express themselves in a fully professional manner, and gain the skills needed for effective communication within the world of work.

CHARACTER IN ACTION  

FACULTY OF PERSONAL DEVELOPMENT

Intent statement:

The character in action (CiA) curriculum aims to empower students to flourish by developing their ability to act virtuously and with practical wisdom*. The curriculum focuses on exploring different virtues including what it means to have that virtue and its importance for self and society.  

* the ability and desire to act with good sense. 

How is Character in Action delivered at Warden Park? 

Together with Learning about life and Health and Wellbeing, this curriculum forms part of the Personal Development Faculty. The aim of the faculty is to create well planned, obvious and meaningful cross-curricular links between the curricula so that students are able to consolidate their learning and gain a holistic understanding of the various topics and themes. 

How do we challenge our students in Character in Action? 

The Character in Action curriculum challenges students to think critically and philosophically. It promotes metacognitive thinking, helping students analyse how they learn and behave. Through self-evaluation and clear success criteria, students set goals and monitor their progress. Socially, students are encouraged to step outside their comfort zone by working with peers they may not usually interact with, fostering curiosity and open-mindedness.

Embedding Oracy in Character in Action:

Oracy is central to the pedagogical approach to teaching Character in Action. Talk features strongly in these lessons; indeed students talk more in these lessons than they write. Effective talk is encouraged by first creating a trustful environment through being clear about the rationale behind listening respectfully to everyone and showing appreciation for everyone’s ideas. Exploratory talk is developed by teaching students to build on other people’s ideas, encouraging students to give reasons for their thinking and nurturing an environment where questioning by students is habitual and celebrated. In addition, students are explicitly taught how to challenge other people's ideas respectfully, and with confidence. 

CHILD DEVELOPMENT

Intent statement:

The intent of this course is to  nurture and develop individuals that are motivated and passionate about child development and to equip learners with knowledge of how children are expected to grow, develop and learn and factors  which may affect this. It will enable students to gain an understanding of the role of an Early Years Practitioner in a variety of different settings and present the opportunity for learners to gain practical experience of designing and implementing plans for childcare settings and inspire students to want to pursue a career working with children.      

How is Child Development delivered at Warden Park? 

This is a practical-based qualification available to students to choose as one of their options for study in Key Stage 4. Child Development equips the learner with the knowledge and skills to nurture and care for children in their early years. Candidates will examine child development from the point of conception through to 5 years of age, developing a thorough understanding of the importance of effective early years childcare. This is achieved through a variety of approaches, including undertaking research tasks, examining case studies, exploring public campaigns, liaising with childcare establishments and visiting speakers. Students have 5 lessons per fortnight. 

How do we challenge our students in Child Development? 

We set high expectations for all students, encouraging them to reach their full potential. Lessons are designed to challenge even the most advanced learners, promoting critical thinking around key Child Development concepts. Students are given clear success criteria to guide their work, helping them understand what is expected and fostering motivation and accomplishment.

We regularly invite industry experts, like midwives, to provide real-world insights that connect classroom learning with professional practice. A variety of questioning techniques, such as peer-to-peer questioning and cold calling, engage students in critical thinking and keep them actively involved.

Enrichment at Key Stage 4:  

Students benefit from visits from industry experts, including early childhood professionals, Norland Nannies, and midwives. Hearing from these experts provides students with firsthand insights into the realities of working in child development and healthcare. Meeting professionals who are passionate about their work can inspire students and serve as role models, motivating them to pursue careers in similar fields.

Students also participate in first aid training focused on babies and young children during Year 11. The course covers child-specific first aid, such as dealing with choking, performing CPR for infants and children, and handling common injuries.

The course provides an excellent foundation for advancing to Level 3 Health and Social Care.

Embedding Oracy in Child Development:

Opportunities for high quality oracy are now firmly embedded in the curriculum. All students are expected to engage in planned speaking activities in lessons. These activities focus on enhancing and deepening knowledge and understanding through the discussion of answers to key questions. Students are given many opportunities to engage with exploratory talk and develop their opinions about a range of themes. Students will debate issues relevant to the subject, for example breastfeeding. Sharing the characteristics for excellent talk in Child Development supports students to engage in oracy in this subject.

COMPUTER SCIENCE

Intent statement:

In Computer Science we aim to develop students into logical, resilient problem solvers. Our curriculum provides students with a deeper knowledge of computer systems and networks and gives them a wider appreciation for the relevance of technology in society. 

We enable students to foster computational thinking skills through their study of logic, algorithms and a high level programming language. They will be empowered to work both independently and collaboratively on varying programming challenges. 

Students will also evaluate the impacts of our use of existing technologies and the ethics of emerging new ones. This understanding will allow them to be more informed as they take their next steps into an increasingly digital world. 

How is Computing delivered at Warden Park? 

Computing throughout Years 7 & 8 is delivered via  enrichment days where students will participate in computing workshops. These sessions will be delivered by our specialist computer science teachers along with external experts from industry. Students will participate in three workshops throughout the academic year. 

GCSE Computer Science is offered as an option to students in Key Stage 4.  Students have 5 lessons per fortnight at Key Stage 4. 

DANCE

FACULTY OF EXPRESSIVE & PERFORMING ARTS

Intent statement:

Our Dance curriculum is designed with a clear intent to empower students, nurturing their creativity, confidence and self-expression. Through a diverse range of dance styles, techniques and choreographic processes, we aim to provide students with a platform to explore and develop their artistic voices. By fostering a supportive and inclusive learning environment we encourage students to take risks, collaborate with peers and embrace their individuality. Through regular performance opportunities, reflective practices and critical analysis, students gain a deeper understanding of dance as a form of communication and develop the skills needed to excel in their personal dance journeys. Our curriculum empowers students to become confident, expressive and informed dancers, ready to make their mark in the world of dance and beyond.         

How is Dance delivered at Warden Park? 

This subject is taught in KS3 as part of the core PE curriculum. In KS4 Dance can be chosen as a GCSE option. They have 5 lessons per fortnight dedicated to their GCSE, these are a mix of theory and practical lessons.

DESIGN & TECHNOLOGY

Intent statement:

The Technology department aims to instil in students the belief that good design and healthy eating are central to forming a responsible society. We challenge our students to critically examine the world around them through the medium of food and everyday products with the ultimate goal of becoming an ethical, well-informed consumer. We will empower our students to investigate topics that examine the diverse, global society we inhabit and the sustainable issues surrounding modern living. 

How is  Technology delivered at Warden Park? 

All students are taught this subject in KS3. Students receive four lessons of Technology every two weeks. The Technology department is comprised of two key subject areas, Design & Technology (D&T) and Food & Nutrition (F&N). During each year all students will spend one term doing Food & Nutrition and the remaining two terms in Design & Technology.

GCSE Design & Technology Product Design & Graphics: This subject is taught at KS4, in Years 9-11. Students receive five hours hours of Design & Technology every two weeks, consisting of one double,  two hour lesson and three one hour lessons. During Years 9 & 10 all students will have 3 hours of ‘Design and practical’ work and two hours of theory over a two week period. In Year 11 the Coursework (NEA) is continuous until the second term where students follow a full time revision programme.

GCSE Food Preparation & Nutrition: Students have the opportunity to study Food preparation and nutrition in greater depth at Key Stage , building from their food study in Key Stage 3. Students receive 5 lessons every fortnight, two of which are usually dedicated to practical or investigation work. In food preparation and nutrition, we provide opportunities for students to work independently and in teams to develop an understanding of how ingredients work and why. They plan and prepare a wide range of sweet and savoury recipes, selecting and using a variety of suitable equipment safely and hygienically. They will use evaluation skills to critically assess their own work and that of others, considering; nutritional value, technical skills, sensory analysis and environmental impact.

How do we challenge our students in Design & Technology? 

High expectations are set for all students, pushing them to think critically and deeply about Technology. Lessons are designed to challenge even the most advanced learners, pushing them to think critically and deeply about Technology. 

Students are provided with a wide range of support resources that stretch and challenge them as well as clear criteria including the use of rubrics within Google Classrooms. Students are pushed to develop interpersonal skills so they become highly effective independent learners. 

Alumni visits provide insights into college and university pathways, helping students understand the opportunities available in Technology careers.

Food Preparation & Nutrition classes challenge students to excel in both the kitchen and beyond. The curriculum engages students in developing culinary skills and nutritional knowledge, encouraging them to experiment with recipes and ingredients. Students learn to create balanced meals by analysing nutritional content, dietary guidelines, and menu planning.

These classes also build critical thinking and problem-solving skills. Students adapt recipes and make informed food choices, preparing them for real-world cooking challenges and dietary needs.

Enrichment at Key Stage 4:  

Product Design & Graphics: At the end of Year 9, students are introduced to a design competition aimed at enhancing their design skills. They are also encouraged to deepen their understanding of the design world and explore various design movements. Throughout their projects, students are exposed to career opportunities in Design Technology.

In Key Stage 4, students have the chance to collaborate with younger peers from Key Stage 2 on projects, helping them develop both their design skills and character. Year 10 students also visit museums as part of their preparation for the Non-Exam Assessment (NEA).

GCSE Food preparation & nutrition: The Food Preparation & Nutrition curriculum is designed to provide students with a comprehensive understanding of culinary skills, nutrition, and food ethics. We enrich this curriculum through various activities and experiences that broaden students' knowledge and practical abilities. 

These include a visit from a Vegan Animal Welfare Organisation that introduces students to the ethical considerations surrounding food production and consumption. Students learn about animal welfare, environmental impacts, and the principles of a vegan lifestyle.

Students also have the opportunity to participate in workshops on butchery and fish filleting, that provide practical, hands-on experience of essential culinary techniques, which are valuable in professional cooking. 

Baking competitions challenge students to apply their skills creatively and precisely, helping to improve technical abilities and foster a spirit of innovation. These take place regularly in conjunction with Plumpton college and the Tunnocks Teacake Challenge. Competitions emphasise the importance of presentation and creativity in food preparation, pushing students to think about aesthetics as well as taste.

Embedding Oracy in Technology:

Opportunities for high quality oracy are now firmly embedded in the Technology Curriculum. We believe it is our responsibility to give every student in every lesson the opportunity to express their knowledge and views through the use of excellent oracy. In order to achieve this we equip our students with the language skills and vocabulary necessary to become a “World Class Communicator” from the beginning of year 7 and throughout our GCSE programmes. 

In FP&N high expectations for oracy are set by staff and all students are expected to engage in the planned speaking activities during many lessons. These activities are focused on encouraging students to give ideas and form opinions on topical issues surrounding food, marketing and health. The object of all oracy opportunities is to strengthen and enhance the knowledge and understanding of students, through discussion of answers to key questions and topical issues. Students are supported in this through the sharing of characteristics for excellent talk in Food Preparation & Nutrition.

In the Product Design & Graphics pathways, students have numerous opportunities to formally present research or routinely describe products, we explicitly focus on exam board, subject specific vocabulary from the start of year 9.

The result of driving oracy throughout the Technology Curriculum gives our students increased confidence and the ability to explore topics in more detail, resulting in a deeper understanding and greater enjoyment of our subject.

DRAMA

FACULTY OF EXPRESSIVE & PERFORMING ARTS

Intent statement:

The Drama department seeks to empower all students to be creative, confident and collaborative members of society, with an appreciation of culture, who are prepared for life beyond school.        

We seek to expose students to a wide variety of enriching theatrical texts from range of playwrights, eras and philosophies; this develops literacy and oracy and leads to an understanding of what is needed for the creation of  successful performance. 

Through the rehearsal process, students develop their creative skills as part of a team. Students become critical thinkers when weighing up the merits of different approaches. Confidence, grit and resilience are developed through performing to an audience. Students learn to work collaboratively and have the opportunity to take on leadership roles within their group. They learn to compromise and reflect on their own contributions. 

Successful final performance pieces lead to a sense of pride and accomplishment; students achieve the grades they aspire to.                                                                                                

How is Drama delivered at Warden Park? 

This subject is taught in Year 7 and students can choose to study GCSE Drama at Key Stage 4. In year 7 students receive one lesson per fortnight, and at GCSE they  have 5 hours per fortnight. The department runs an annual production and Drama students are encouraged to be involved in acting and/or design roles. 

How do we challenge our students in Drama? 

In Drama, teaching is continuously adapted to meet the needs of each student, ensuring they achieve their best. This is achieved through various methods, such as adapted scripts, tailored backstage roles, creative freedom in projects, continuous feedback, and one-to-one support. Teachers know their students well, allowing them to adjust lessons to meet individual needs.

Students are also offered numerous additional opportunities, including workshops led by expert practitioners, a rich selection of theatre trips covering various styles, genres, and eras, and opportunities to participate in the Arts Award and school productions.

At KS3, we recognise that Drama may be a new subject for many students transitioning from KS2, so the curriculum is designed to embed fundamental performance skills and terminology from the start of Year 7, enabling all students to thrive. This foundation is built upon throughout KS3, with interleaving of specialist vocabulary and skills to ensure all are GCSE-ready by the end of KS3.

At KS4, students are supported to achieve top grades through regular, bespoke feedback, broad exploration of theatre styles, and explicit instruction in theory. Targeted interventions and a wide range of enrichment activities further enhance student learning. 

Enrichment at Key Stage 4:  

Enrichment in Drama classroom happens within and beyond the classroom, as students have the opportunity to explore and expand their artistic horizons. Through workshops, exploration of theatrical practitioners, theatre visits, and extracurricular performances, students delve deeper into the world of theatre, gain exposure to different performance styles, discover new techniques, collaborate with professionals, and broaden their understanding and appreciation of the performing arts, fostering a lifelong love for creativity and expression.

Embedding Oracy in Drama:

In the Drama classroom, oracy plays a pivotal role as students engage in vocal expression, articulation, and effective communication. Through improvisation, scripted performances, and collaborative discussions, students develop their verbal skills, express emotions, convey character motivations, and enhance their overall stage presence, fostering confidence and effective storytelling abilities. Oracy empowers students to bring narratives to life, captivate audiences, and explore the power of their voices on the theatrical stage.

ENGLISH

Intent statement:

We seek to expose students to a wide variety of enriching fiction and non-fiction texts throughout their time at Warden Park. This will be achieved by helping students to: have developed independent reading and writing skills; be regular, independent readers and writers of texts outside of lesson time; be able to communicate effectively and critically in the wider world; be prepared for their next steps; be able to achieve the grades that they aspire to.

How is English delivered at Warden Park? 

Students study English for 8 lessons per fortnight from Years 7-11. We begin formal study of the GCSE courses from the start of Year 10: all students will study English Language GCSE and English Literature GCSE (both with AQA). We build independence through our specific approach to teaching English, as well as our fully differentiated reading lists for each unit of work and our innovative approach to assessment. 

Year 7-9 are mixed ability classes, split equally in terms of sex, prior attainment and current pathways. This allows students to be ‘taught to the top’ as all students are provided with access to ‘top set learning’. Currently in year 10 and 11 students are still in sets according to ability. 

How do we challenge our students in English? 

In the English department, we "teach to the top" by focusing on the most complex concepts and skills and then scaffolding down so all students can access and develop them. Group work and oracy are central to our lessons, helping students develop critical thinking skills and confidently articulate their thoughts and feelings. We introduce tier-two vocabulary in every lesson to further enrich their language skills. Our aim is to challenge students to engage with literature critically, developing their own unique perspectives.

Embedding Oracy in English:

All lessons have the expectation that students are interacting with one another in a way that allows them to make progress in their learning and in their communication skills. All English classrooms are set up in group tables, with lessons that provide opportunities to share challenging ideas. 

Year 7 - 10 complete oracy assessments during the summer term, which involves writing an effective speech and delivering this to the class. This has allowed staff and students to see oracy as a skill; something that needs to be refined and carefully considered.

Year 9 completes an oracy scheme of work, practising debating and public speaking skills. 

GEOGRAPHY

Intent statement:

Geography at Warden Park empowers students to feel part of something much larger, a global citizen, who has an awareness and appreciation for the great variations we see around the world. Cultural, economic and social differences play a key role in our human topics, while we also look at how humans are impacted by physical change in our 'physical' units. With character development being strongly advocated for in geography classrooms, with curiosity, empathy and respect being key aspects of our curriculum. The geography curriculum supports students to build on their learning over time, it has a focus from the beginning of KS3 on vocabulary - With geography has one of the highest demands of learning tier 3 language at KS4 and as such we need students to write and speak like a geographer from when they begin in year 7. In addition the idea of making decisions and thinking critically with no clear correct answers is built throughout a student's geography journey. Students should feel knowledgeable and empowered on an issue and able to make a decision and justify it. This, we believe, gives Warden Park geographers the best outcomes in the steps they take beyond their time with us.

How is Geography delivered at Warden Park? 

This subject is taught in Key Stage 3. Students receive three lessons per fortnight in year 7 and four lessons per fortnight in year 8. Students can choose to study this subject at GCSE from Year 9. This is one of the compulsory options offered at Key Stage 4. 

How do we challenge our students in Geography? 

Our geography curriculum is designed to be rigorous and challenging, preparing students not just for exams but for the complexities of the world beyond the classroom. Our approach is holistic, focusing not only on imparting geographical knowledge but also on developing critical thinking skills and the character traits essential for success in the field.

In addition to traditional classroom learning, students face the challenge of applying their knowledge in exam scenarios. Our teachers provide live feedback on exam answers using visualisers, giving students immediate insight into their strengths and areas for improvement. This real-time feedback ensures that students are continuously refining their exam technique and honing their skills under exam conditions.

Geography assessments test not only knowledge but also resilience, communication, and critical thinking, preparing students for further study and future careers.

Enrichment at Key Stage 4:  

The Geography Department offers a uniquely enriched curriculum at Key Stage 3, exploring a diverse array of places beyond the national curriculum. This includes in-depth place studies of Malawi, Angola, Alaska, Mozambique, and Europe's Central Plains, as well as UK locations like Leeds and London, and local contexts that examine issues within and around the UK, including our school community.

Each year group participates in fieldwork enrichment activities, such as microclimate and sustainability studies in Years 7 and 8, and investigations into the food chains and ecosystems of the school's community garden in Year 9. At Key Stage 4, students enhance their skills through a topic called 'Saving the World with Geography,' where quick thinking and mapping skills are crucial for rescuing people from simulated geographical crises.

During their GCSE studies, students research hazard risk reduction, including designing earthquake-proof buildings and preparing cities for natural disasters. Key Stage 4 also features two full days of off-site fieldwork: a physical geography enquiry at Seaford's coastline to investigate coastal processes, and a human geography enquiry in central Brighton to evaluate the New England regeneration project.

Embedding Oracy in Geography:

Discussion plays a vital role in the development of geography skills and understanding and students will be encouraged to speak about their learning in every geography lesson. Geographers are supported in developing their oracy skills by being encouraged from year 7 to ‘Speak like a Geographer’ and are given guidance on developing both their geography vocabulary and how to effectively speak and listen to different viewpoints. Students will be prepared to justify their views on the deadliest types of volcanoes, where the North of the UK begins, the best solutions to climate change and how we stop deforestation, all by speaking clearly, using real world evidence and justifying their decisions. Geographers at Warden Park will be empowered to speak up about local and global issues and the understanding to form powerful arguments.

HEALTH & WELLBEING

FACULTY OF PERSONAL DEVELOPMENT

Intent statement:

Health and Wellbeing examines a range of areas that underpin Personal Development, Health and Physical Education. This includes how people think about health and physical activity, healthy eating, understanding the changing body, mindfulness and mental health. Creating well rounded informed students who feel confident in themselves and how to look after themselves through the next stages of life. Health and Wellbeing provides the opportunities for students to learn values and attitudes that promote healthy and active lifestyles and communities. 

Through a combination of theoretical and practical lessons, the curriculum instils the significance of physical activity while honing performance-enhancing skills. Students are encouraged to apply critical thinking, research, and analysis to various aspects of their lives. Furthermore, the curriculum places a strong emphasis on fostering connections with one's identity, building effective teamwork, cultivating resilience, the value of healthy relationships, emphasising respect and mutual tolerance. 

How is Health & Wellbeing delivered at Warden Park? 

The Health & Wellbeing curriculum is delivered as part of our Core PE curriculum, and as such is delivered by our PE staff to students in their PE lessons. The content listed is covered in a combination of theory and practical lessons. Students have one Health & Wellbeing lesson per fortnight. 

How do we challenge our students in Health & Wellbeing? 

The health and wellbeing curriculum challenges students through differentiated teaching, technology integration, and practical activities that meet diverse needs. At KS3, the curriculum builds on KS2 foundations with engaging topics that promote personal growth and health awareness. 

Regular feedback and targeted questioning ensure all students stay engaged and motivated in their personal health and wellbeing journeys. 

Embedding Oracy in Health & Wellbeing:

The Health and Wellbeing curriculum integrates Oracy to develop confident, articulate, and reflective communicators. We focus on enhancing physical aspects of communication like voice and body language, enriching linguistic abilities through vocabulary and language structures, fostering cognitive skills such as content organisation and reasoning, and building social and emotional competencies in collaboration, active listening, and confidence. 

Through class discussions, presentations, and practical lessons we ensure students can express themselves effectively, think critically, and engage respectfully, preparing them for academic success and personal development.

HISTORY

Intent statement:

Martin Luther King Jr. once said that "we are not makers of history. We are made by history." Our curriculum is designed with this idea of 'relevance' in mind. We aim to empower students with a profound understanding of how the past has shaped the modern world, providing them with a vital perspective on why the world is as it is today and where they fit within it. Through engaging teaching and learning, we aim to cultivate a lifelong passion for history, fostering curiosity and a deep appreciation for the complexities of human societies across time. 

Furthermore, our curriculum places a strong emphasis on nurturing the skills of a historian, equipping students with the ability to think critically, analyse historical events and evaluate evidence effectively. We are committed to enhancing literacy skills through high-quality written communication, enabling students to articulate their historical insights with clarity and precision. 

Additionally, we recognise the importance of understanding life beyond the borders of Britain. Our curriculum is designed to explore diverse cultures, perspectives, and histories, thus promoting an inclusive worldview as well as fostering empathy and understanding among our students. Through these priorities, we aim to inspire a new generation of historians who are not only knowledgeable but also passionate, analytical, and socially aware contributors to our global society.

How is History delivered at Warden Park? 

This subject is taught in Key Stage 3 and as one of the compulsory options students can choose to study from Year 9. Students receive four lessons per fortnight in year 7 and three  lessons per fortnight in year 8. Students who choose to study this subject at GCSE have 5 lessons per fortnight.

How do we challenge our students in History? 

History, by nature, is a challenging subject, filled with complexity, nuance, and unfamiliar ideas. To support high achievement, we employ several strategies:

• We place high demands on students’ reading by including long extracts, historical scholarship, and primary sources in most lessons, often as whole-class activities to support less confident readers.

• Keyword sheets are provided for each GCSE topic, containing essential terminology as well as advanced language for further exploration.

• Resources are shared on Google Classroom to encourage students to delve deeper into topics or explore related areas.

• Teachers regularly share exam question success criteria, model top-level answers, and use targeted cold-call questioning to challenge students' contributions.

• High expectations for behaviour and work output ensure students are consistently challenged to attain the highest grades.

Enrichment at Key Stage 4:  

Students in Year 9 follow a bespoke transition and enrichment curriculum for the first three terms (until February of Year 9).  This provides an opportunity to broaden the historical knowledge and  understanding of students by learning about topics that are not on the GCSE specification.  These include: The Suffragettes, The First World War and the Second World War.  This also means that students can enhance GCSE history skills, such as evaluation, critically analysing sources and using evidence to write developed explanations.

Embedding Oracy in History:

Discussion and dialogue is a critical part of the discipline of history.  As such, students are given the opportunity to "talk like a historian" during their lessons.  Teachers may share the success criteria for this ambition and model what this sounds like.  This might take the form of whole class discussions and debates about historical interpretations, presentations on a historical event, person or topic and various group-talk activities.  Verbal questions are carefully targeted and typically posed with a no-hands approach to ensure that all students have an opportunity to talk, every lesson.   Through these oracy activities, as well as encouraging excellent talking and listening, we also aim to embed key content and historical knowledge.

INGENIUM

Intent statement:

The Ingenium curriculum aims to empower students by providing them with the skills they need to be truly independent learners through student-led study of a GCSE subject. Students will have the opportunity to access a GCSE course that sits outside of our regular curriculum.  As a result of their own independent study, and collaboration with fellow students and staff, they will develop the knowledge, skills and understanding to achieve the very highest standards in their chosen subject. Students will develop an understanding of the pedagogy and psychology behind high-level learners which will help them achieve success on the Ingenium course as well as their current and future qualifications and situations. Students will learn how to organise themselves for success. High-quality written and verbal communication skills form a strong focus of this course as does the art of working with others to achieve individual success. The importance of a resilient and determined approach and the ability to reflect, celebrate success and build upon areas of weakness will be critical to the course. 

How is Ingenium delivered at Warden Park? 

Ingenium is part of our Key Stage 4 options curriculum. Students will study this subject 5 hours per fortnight. The Ingenium course offers students with a high level of academic potential the opportunity to study a GCSE of their choice that sits outside the usual curriculum offering. Students will be involved in planning the curriculum and assessment process as well as identifying the most appropriate resources to support them in their learning. Specialist staff will take on a role similar to that of a university tutor to support students in the development of their knowledge and understanding. The course will provide students with two national qualifications. The first of these is the HPQ (Higher Project Qualification) that aims to develop research, communication and organisation skills. The second will be a GCSE in their chosen subject.

How do we challenge our students in Ingenium? 

The very nature of Ingenium provides a significant level of challenge. Students are guided to explore resources that demonstrate what the very highest standards in their chosen subjects look like. They learn how to write their own success criteria for research projects and high-level exam style questions and identify the extent to which their own work meets these criteria.

Students work alongside specialist teachers and their peers to learn how to become critical friends for their fellow students. They develop the knowledge and skills to hold one another to account against high standards.

Students are explicitly taught the latest research with regards to teaching and learning and what this means for them as independent learners in order to give them the best possible opportunity to achieve the highest grades. Guidance is given on the most effective learning strategies and students are supported to make best use of these as they progress through the course.

The oracy element of the course often takes students out of their comfort zone, pushing them to discuss, debate and explore their thinking and ideas around a range of ideas and concepts. The approach of “disagreeing agreeably” is one that is encouraged through debate based activities. Furthermore, students are given the opportunity to participate in public speaking events such as Model United Nations and public speaking competitions.

Enrichment at Key Stage 4:  

In addition to achieving a GCSE that is self-taught rather than teacher-led, students will also complete the HPQ qualification, which teaches them valuable research and communication skills. As part of the HPQ, students will work alongside teachers in a style akin to university tutors and business mentors. During these sessions, students will lead discussions that help them plan the next steps for their personal research projects.

Regular "talking points" support the students' broader education on matters beyond their GCSE course, covering current affairs, political debate, and cultural and philosophical discussions.

In Year 9, students will have the opportunity to plan and take part in an extracurricular visit to a location relevant to their course. Previous examples include the Science Museum, the Natural History Museum in London, and the Houses of Parliament.

Students are also given the opportunity to visit one of our world-class universities. This visit aims to inspire students to become lifelong learners and provide them with a taste of university life.

Embedding Oracy in Ingenium:

Oracy skills are a key aspect of the Ingenium curriculum. Students develop the quality of their presentational talk by frequently delivering speeches and mini lessons to their peers. This is supported by developing a thorough understanding of the characteristics of excellent public speaking, which enables students to self and peer assess the quality of these pieces. Students engage in exploratory talk through regular talking points that are taken from national and international current affairs and their GCSE course content. Students are taught to value every voice by using structures that help them develop their listening skills and respond to one another as a part of discussion and debates. 

LEARNING ABOUT LIFE

FACULTY OF PERSONAL DEVELOPMENT

Intent statement:

Learning about life teaches our students to negotiate the challenges and opportunities of an increasingly complex world enabling them to become the best versions of themselves. We deal with real-life issues affecting our children, families and communities. Developing curious, informed, global citizens. Through the use of digital workbooks and carefully designed activities we aim to develop our students understanding of the world we live in. Learning about life is concerned with the social, health and economic realities of our pupils' lives, experiences and attitudes including relationships. It supports pupils to be healthy (mentally and physically),safe (online and offline) and equipped to thrive in their relationships and careers. We emphasise personal development of skills and strategies to self regulate and manage emotions. We teach character attributes such as resilience, confidence and independence. We provide students with the means to form and develop positive relationships. Through understanding of appropriate language, behaviours and ideas regarding all forms of diversity. We teach knowledge and understanding of the wider diverse world, whilst making links between classroom content, life outside the classroom and our community. We strive to empower students to be healthy and responsible members of society, as well as developing the “whole child” intellectually, morally, socially and spiritually.

How is Learning about Life delivered at Warden Park? 

The content listed is covered in lessons, home learning, tutor time and assemblies. Students have one learning about life lesson per fortnight at Key Stage 3, in Key Stage 4 students have two learning about life lessons per fortnight. In Years 9 & 10 Learning about Life is taught on a carousel basis. The Year 11 Learning about Life curriculum finishes at the end of Autumn Term 1 and then transfers to our Year 11 Revision & Masterclass programme. 

How do we challenge our students in Learning about Life? 

The Learning About Life curriculum challenges students by using differentiated instruction, adaptive technology, and enriching activities like guest speakers, workshops, and community visits. At KS3, the curriculum builds on KS2 knowledge, introducing age-appropriate topics. At KS4, deeper thinking and empathy are emphasized, pushing students to expand their understanding.

By incorporating peer questioning and technology, students are kept motivated, supported, and prepared to reach their full potential.

Enrichment at Key Stage 4:  

The Learning About Life curriculum incorporates a range of enrichment activities to provide a comprehensive educational experience that goes beyond traditional academic boundaries. Through KS4 enrichment topics, students can explore various subjects, deepening their understanding and sparking curiosity for lifelong learning. Engaging workshops and presentations by guest speakers from diverse professions and industries offer valuable insights into different aspects of the curriculum and real-world challenges. The curriculum’s focus on global perspectives, such as international issues and world conflicts, broadens students' worldviews and equips them to navigate an interconnected global society. These enrichment activities are designed to cultivate essential skills for future success, ensuring that students are well-prepared to face diverse challenges.

Embedding Oracy in Learning about Life:

Oracy skills are well embedded into Learning About Life. The curriculum will introduce a rich and diverse vocabulary relevant to the various topics, enabling students to articulate their thoughts and feelings with clarity. Class discussions and debates provide regular opportunities for students to express their views on important topics. 

By embedding Oracy into our PSHE curriculum, we are committed to developing well-rounded individuals who can communicate effectively, think critically, and engage respectfully with others.  These skills are essential not only for academic success but also for personal and social development, preparing students for future challenges.

MATHS

Intent statement:

Students who are empowered through maths to: think, reason and approach problems in an organised and logical way; contribute positively to a world that is ordered and mathematical; appreciate the power and beauty of mathematical discovery through the ages; recognise how maths relates to today's world and today's problems. 

How is maths delivered at Warden Park? 

This subject is taught to all students.  In Key Stage 3, students receive seven lessons per fortnight.  In Key Stage 4, students receive eight lessons per fortnight.

Strong academic outcomes are achieved through: 

• detailed schemes of work, reviewed and updated annually, which provide frequent problem-solving opportunities and clear differentiation to support all students; regular and frequent homework to support learning; 

• frequent and supportive assessment so that students know how they are progressing; an emphasis on collaboration so that students learn to communicate their thinking and support each other; 

• well structured revision programmes so that students are thoroughly prepared for major assessments. 

Perseverance and independence are developed through: 

• a departmental assessment strategy in KS3 that explicitly promotes character-for-learning in maths (PIMs grid); 

• teaching and teaching-resources that emphasise the importance of comprehension (BUG the question), cognition (thinking time; think, pair, share; problem solving; AO2/3), collaboration (brain, book, buddy, boss; teamwork; dynamic groupwork) and commitment (perseverance and independence; homework).

• Independence is understood to be an increasing ability to work things out either without help, or by knowing how to get help appropriately (as opposed to a policy of isolationism!). An emphasis on collaboration and teamwork so that students support each other in working towards a common goal. 

Mixed ability groups in KS3 and a two-tier system in KS4 to support this and to de-track the curriculum, promoting equality of opportunity and mutual support, avoiding labelling students and limiting their aspirations, and tackling culturally unhelpful views of school maths. 

How do we challenge our students in Maths? 

Students at Warden Park are consistently challenged in Maths across all levels through a comprehensive curriculum and high-quality teaching.

At KS3, our most capable students engage in mixed-ability classes, where they participate in a range of in-depth problem-solving activities designed to extend their learning. Lessons are well differentiated using the ensure appropriate challenge for all. All students have the opportunity to take a practice Maths challenge, with the top 60 from each year group advancing to the UKMT Junior Maths Challenge.

From Year 10, our most talented mathematicians are placed in an Accelerated group. In addition to their GCSE studies, these students undertake an additional Maths course. We currently offer the OCR Additional Maths course, a Level 3 FSMQ, which introduces them to post-16 Maths topics, including AS and A Level Maths and Further Maths. Advanced students also have the opportunity to participate in the UKMT Intermediate Maths Challenge.

Our Sparx homework programme further challenges students by adapting tasks to suit their individual abilities.

Enrichment at Key Stage 4:  

In addition to GCSE maths, which almost all students study, we run an accelerated programme for our most able students.  These students, alongisde their GCSE, go on to study a further course in Maths.  Currently we use OCR Additional Maths.  This course is a level 3 FSMQ and provides candidates with an introduction to the maths studied post–16, including AS and A Level Maths and Further Maths.  Students in our advanced maths groups also have the opportunity to enter the UKMT Intermediate Maths Challenge.  

We also have a nurture group for students who require a high level of support and these students take AQA Entry Level Maths before they do their GCSE.  

We run a comprehensive revision programme in year 11 to help all our students prepare for the final exams.

Embedding Oracy in Maths:

In maths lessons, we aim to inspire students while equipping them with the language to confidently communicate key concepts and reasoning. We focus on fostering logical thinking and encouraging students to explain and justify their answers. By emphasizing oracy, we help students engage in deeper discussions about mathematical ideas. Strategies like ‘Think, Pair, Share’ promote peer collaboration and thoughtful exploration of problems.

To support students in speaking like mathematicians, we use sentence starters and key vocabulary, encourage drawing diagrams, and provide prompts like “tell me more” to expand their thinking. Techniques like the 5:2 rule ensure students actively engage in discussion and reflection, while the “Say what you see, think, and know” strategy helps them articulate their understanding with clarity.

MEDIA

Intent statement:

Media Studies prepare students for the society we envision for tomorrow, to enable students to become critical, intelligent consumers of the mass media. Media has always been part of our lives. Still, in today's modern world, we could consider media literacy a critical aspect of developing students' digital fluency as part of a 21st-century skill set. We aim to foster an understanding of the media’s power to influence, shape and define our concepts of identity, reality and social values.

We want students to take responsibility for their media consumption habits and help them understand the effects of their choices. Lastly, we aim to empower and inspire students to express themselves through the construction of creative, original and thought-provoking media products.

How is Media delivered at Warden Park? 

This subject is available to students as one of their GCSE options from Year 9 onwards.  Media studies GCSE is taught in 5 lessons per two-week block. It is a creative subject with a high demand for literacy and developing various skill sets including creativity and using organisational skills, media analysis and the relationship of media theory to practice. The course is assessed over three components two of which are written exams and one of which has a creative practical media production.

The subject relates well to the media-rich world that we live in and asks students to open their eyes to this world and how it is manipulated and designed to create media messages. 

How do we challenge our students in Media? 

We use high-quality exemplar material from past students to demonstrate how to achieve top grades in the NEA. We also utilise exam board-marked scripts for work graded 7 and above to model best practices. Emphasis is placed on accurately using the theoretical framework of media and applying the PEE framework for extended writing questions.

We are also developing the use of adaptive technology, such as ClickView interactive video, and deep research techniques to extend and challenge all students.

Enrichment at Key Stage 4:  

Enrichment in Media Studies is encouraged throughout Key Stage 4 by “ Getting Into Media'' activities. One such activity is Friday film club, a targeted lesson where students are encouraged to watch and discuss various genres. Students are encouraged in this and through other “Getting Into Media” activities to broaden their consumption of the media to more than online streaming and social media-based channels.

Embedding Oracy in Media:

In Media Studies oracy is an important part of the course. Students are encouraged to voice opinions about media-related subjects such as “Feminist perspectives in the Media”, “ Political bias in the news”, “Social message and comment in advertising” as well as discussing “Historical perspectives in Media contexts”. There are a number of ways oracy skills are developed including the use of Talk Partners and other talk tactics.

MFL

Intent statement:

The MFL department empowers students to become happy, independent, confident and open minded young people, equipped for our multi-cultural society and the global marketplace. We promote understanding and respect of other nationalities through language learning.and cultural awareness. We have high expectations both of achievement and behaviour, irrespective of a student's prior attainment.  Effective levels of challenge and regular adaptation of materials enable the best from all students. Languages by their very nature develop and foster the academy's character attributes. We are continuing to develop and explore our character for learning traits within different themes. Engaging, fun and competitive activities promote positive relationships within the MFL classroom. In MFL we place great emphasis on knowing each of our students both as individuals and as learners which is essential to building strong relationships. We build in the relevance of languages for future study, work or leisure opportunities for students to have a clear sense of purpose in their language learning journey.  Recognising achievement and success is key to empowering students and making them feel valued. For example, regular postcards and emails home as well as consistent use of the academy's reward system.  

How is MFL delivered at Warden Park? 

Students at Warden Park study two languages at Key Stage 3. Students have three hours per fortnight in both Spanish and French. Students can opt to study a language as a GCSE from Year 9. We are proud to say that over half of our students choose to study a language at Key Stage 4. 

How do we challenge our students in Languages? 

In MFL, our curriculum is designed to teach to the top and to push students to achieve their highest potential. At KS3, we cater to all levels of prior knowledge, encouraging students to speak confidently in pairs, groups, and whole-class settings. We focus on phonics and the “speaking like a linguist” criteria, using sentence builders (Conti’s EPI approach) to challenge students while providing support for those who need it.

At KS4, mixed-ability classes follow a rigorous curriculum with scaffolding for those requiring extra support. Exam skills such as dictation, reading aloud, and translation are embedded, ensuring students are confident when tackling past papers. We encourage students to reuse complex structures in both written and spoken work to excel in exams.

Language learning is extended beyond the classroom through websites like SentenceBuilders, LanguageGym, and ActiveHub, as well as our current residential offerings, which include travel to Salamanca and Paris.

Enrichment at Key Stage 4:  

Enrichment is developed within the classroom as students broaden their cultural knowledge of festivals and traditions. Beyond the classroom, students are strongly encouraged to seek opportunities to explore language opportunities such as television, radio and reading online about topics which interest them.  Trips provide real life authentic experiences which stretch their resilience and character.

Embedding Oracy in MFL:

Through a range of ‘Conti’ activities students develop the confidence to communicate verbally and in the written form. Conti’s EPI (Extensive Processing Instruction) method is the result of extensive research into L2 acquisition and focuses heavily on exposure to the receptive skills in the same way that you learn your maternal language (L1). They develop self efficacy and resilience through a range of activities which develop their language skills through modelling, retrieval, structured production and fluency.

MUSIC

FACULTY OF EXPRESSIVE & PERFORMING ARTS

Intent statement:

The Music Department seeks to enrich the lives of our students through the delivery of an exciting, modern and inclusive curriculum where students are empowered to discover and achieve their own musical ambitions. We challenge students to become confident, creative and resilient musicians and learners who have the skills required to independently perform, create and discuss music throughout their lives. Students develop their communication, problem solving and teamwork skills alongside their practical ability through a diverse range of activities that allow them to experience music and culture from a broad range of places and traditions. 

How is Music delivered at Warden Park? 

This subject is taught at KS3 and KS4. Students receive two lessons per fortnight at Key Stage 3. Students can opt to study this subject at GCSE from Year 9, which is delivered in 5 lessons per fortnight.

How do we challenge our students in Music? 

In Music, students are shown examples of excellent work and provided with clear assessment criteria, helping them succeed. At KS3, all students are expected to share their work with the class and receive supportive feedback. At KS4, teachers provide in-depth guidance on exam mark schemes and model both composing and performing. Students are shown a variety of previous work including work that has achieved Level 9, full marks and beyond. 

Teaching techniques like cold calling, peer teaching, and regular 1-on-1 time ensure that all students make progress. Independence and problem-solving are encouraged, and the department’s community atmosphere fosters a love for learning and achievement. Teacher expertise in a wide range of different musical styles and interests allows students to work in a style in which they excel. 

A nurturing and celebratory community feel within the music department creates an atmosphere of aspiration where students enjoy working hard to achieve the best they can. High quality extra-curricular musical activities - such as performing in school musicals or concerts - turbo-charge student learning in a professional and high reward environment. Trips to see professional musical productions inspire students and demonstrate excellence.

Enrichment at Key Stage 4:  

Enrichment is fostered within the classroom as students broaden their musical horizons, exploring styles and concepts that challenge their thinking and musicality. Beyond the classroom, students are strongly encouraged to participate in concerts, performances, trips, and workshops that take place throughout the year. Students also benefit from visits by local colleges to learn about studying Music beyond GCSE.

Embedding Oracy in Music:

Through collaborative activities such as group performances, improvisation, and discussions about musical concepts, students learn to express themselves verbally and musically, articulate their ideas, listen actively, and provide constructive feedback, fostering effective communication and enhancing their overall musical experience.

PE

Intent statement:

The PE department seeks to empower all of our students to have lifelong involvement in activities that promote a healthy lifestyle and encourages physical, social and mental wellbeing. We seek to expose students to a wide variety of enriching opportunities through individual and team sports. For students to be able to achieve the grades they aspire to.  

How is PE delivered at Warden Park? 

Core PE:  All students must undertake Core PE throughout years 7 -11. This subject is taught in 1 hour lessons. Students receive lessons as follows: 

• Year 7:  4 hours practical per fortnight plus a further period of Health & Wellbeing. 

• Year 8:  5 hours per fortnight plus a further period of Health & Wellbeing. 

• KS4 (Years 9-11):  2 hours per fortnight

In years 10 and 11 students have the option to choose their own pathway of activities, this is based around performance, participation or dance options. Students then follow a series of activities based on the pathway they choose.

GCSE PE: This subject is taught at GCSE level, which students can selecte to study from Year 9. Throughout the course students will study both theory and practical elements. The make-up of theory and practical lessons changes as students move throughout Years 9-11 as follows:  

• Year 9 & 10:  3 theory lessons and 2 practical lessons

• Year 11: 4 theory and 1 practical lesson

How do we challenge our students in PE? 

Students in PE have a clear understanding of how to succeed. At KS3, exemplary work is modelled using video footage, teacher demonstrations, or standout student performances. All students are encouraged to share their work and receive constructive feedback from peers and teachers. Additional challenges include coaching small groups and collaborating with other talented students to create routines and plays.

At GCSE, students gain in-depth knowledge of exam board mark schemes and how coursework is assessed. They are provided with live models of skills, grade 9 responses, and structured time for independent essay writing. During KS4 core and GCSE lessons, teachers use techniques like cold calling, think/pair/share, and peer teaching to engage and stretch students. Extra-curricular activities and professional sports trips further inspire and challenge students to excel.

Embedding Oracy in PE:

Core PE:  In Core PE we set high expectations for oracy by expecting all students to engage in the planned speaking activities every lesson. These activities focus on students deepening and enhancing their knowledge and understanding through the discussion of answers to key questions about tactics and technique. In addition, students are given opportunities to engage with exploratory talk and develop their ideas about a range of sports, primarily acting as a coach during peer or group work. Students are supported in this through the sharing of characteristics for excellent talk in PE using Ipads and sharing what a perfect example would look like. Can you run demonstrating the technique of an Olympic athlete? Can you model this technique? Can you Layup in basketball like an NBA player? 

GCSE PE: Students will have the opportunity to focus on Oracy in all theory and practical lessons and this will be embedded from the start of year 9. In theory lessons this will be developed by paired starters looking at AO1 information on each topic. This then develops into Oracy for revision sessions using the department oracy resources. During practical lessons students develop their oracy by giving peer feedback about technique, this will look at strengths and areas of development for their partner compared to the perfect model. Students receiving feedback will have the opportunity to discuss the quality of feedback received and if this was constructive in allowing them to improve.

RAISE

FACULTY OF PERSONAL DEVELOPMENT

Intent statement:

RAISE' is a bespoke part of our curriculum offer and is designed for students who need support in learning how to cope with the demands of Key Stage 4 and daily school life. Striving for; Resilience, Active citizens in our school community, increasingly Inspired, improving Self regulation and Enthusiasm for learning. Raise seeks to help students raise their achievements in their academic pursuits as well as help them to raise their own aspirations for themselves by providing opportunities for them to succeed and learn how to cope in times of challenge.  

We do this through investigations into self regulation strategies designed to empower our pupils and promote a greater sense of identity and wellbeing. Raise provides a safe and nurturing environment and promotes the building of positive relationships. Raise provides opportunities for success and accomplishments through modules and certification in First Aid, Charity fundraising and community projects.                             

How is Raise delivered at Warden Park? 

This is an option offered to identified students as an option choice for study in Years 9-11. Students have 5 lessons per fortnight. 

How do we challenge our students in Raise? 

The Raise curriculum supports students' emotional and personal growth by challenging them in a supportive environment. Using technology, community links, trips, and traditional learning methods, students are encouraged to take risks, think creatively, and build confidence.

By stepping out of their comfort zones, students develop resilience and are better prepared for personal growth.

Enrichment at Key Stage 4:  

The Raise curriculum strategically incorporates a variety of enrichment activities to provide a well-rounded educational experience that extends beyond traditional academics. Educational trips in the community, along with trips planned by the students, encourage engagement with the world outside of school. Extracurricular projects, such as completing AQA unit awards and participating in the Duke of Edinburgh, foster creativity, teamwork, and problem-solving skills. These enrichment activities develop critical skills essential for future success, including empathy, overcoming the fear of failure, and independent study habits, ensuring that students are well-prepared for diverse future challenges and opportunities.

Embedding Oracy in Raise:

The Raise curriculum emphasises the social and emotional aspects of developing Oracy skills. By focusing on building confidence, respect, and trust. Students will engage in collaborative tasks, learning to share ideas, build on others’ contributions, and negotiate solutions, which fosters effective teamwork and communication. Through regular practice and supportive feedback, they will develop confidence in their speaking abilities and self-assurance to actively participate in all forms of verbal interaction, creating a respectful and trusting classroom environment.

SCIENCE

Intent statement:

 To empower students to cultivate a deep understanding and appreciation for the scientific method and the natural world. We aim to foster critical thinking, problem-solving, and scientific inquiry skills, nurturing curious and responsible citizens who can apply scientific knowledge to real-world challenges and contribute positively to society's advancement.

Next stage ready students will be able to interpret the everyday science they experience, ask the right questions and interpret statistical information with a critical eye. We will deliver the content of the science curriculum linked to real and everyday scenarios so that students can interpret the science they have learnt in  novel contexts. Where opportunities arise students will be challenged to deepen their knowledge. Students who are curious make the best progress, we will encourage the asking of questions and the self regulatory use of digital technology to make for a deeper understanding. Students who are curious make the best progress, we will encourage the asking of questions and the self regulatory use of digital technology to make for a deeper understanding. Encouraging independence and collaboration in the troubleshooting of ICT and Science experimental work. A wider understanding of the world they live in and being able to use models to explain abstract ideas.  

How is Science  delivered at Warden Park? 

This subject is taught to all years. In Year 7 and 8  students receive 5 (Year 7)  or 6 (Year 8) lessons per fortnight. Students are required to study this subject to GCSE from Year 9; there are ten science lessons per fortnight of science. Year 8 students who are both interested in and academically suitable for are advised  to take a route to three GCSEs in Biology, Chemistry and Physics. The default  route for students is to follow the combined science route to a double combined science grade.(2 GCSEs). 

How do we challenge our students in Science? 

In Science, teachers use various methods to make learning engaging and challenging. Students participate in tasks suited to their level and work in groups to learn from each other. Hands-on experiments encourage deep thinking and problem-solving. Technology, such as virtual labs, enhances learning, while real-world examples show the relevance of science in daily life. Regular low-stakes assessments and feedback help students improve, and opportunities like STEM clubs and competitions provide further challenges. Teachers ensure all students are supported and succeed in their studies.

Embedding Oracy in Science:

In Science we set high expectations for oracy by expecting all students to engage in planned speaking activities every lesson. These activities include structured discussions, debates, presentations and opportunities to articulate their scientific ideas, engage in collaborative problem- solving and develop their reasoning skills. These activities focus on students deepening and enhancing their knowledge and understanding through the discussion of answers to key questions and scientific concepts. Additionally, the focus on group work during practicals encourages active participation and fosters a supportive learning environment grounded in exploratory talk. By consciously weaving oracy into our science lessons, we empower students to become effective communicators, critical thinkers, and confident contributors to scientific discourse. Students are supported in this through the sharing of characteristics for talking like a scientist.