Curriculum

Art and Design

Curriculum Leader: Mrs S Leybourn

Department Vision: Unlocking creativity, embracing culture and achieving excellence.

Year 7:

• Line, tone and texture
• Colour theory
• Portraiture
• Culture: Mexican ‘Day of the Dead’ celebration

Year 8:

• Culture: African mask making
• Culture: Aboriginal boomerangs
• Perspective
• Pop Art

Year 9:

• Extended woodland project
• Experimentation of materials 

 GCSE Art and Design (Fine Art) 8202

Throughout the course, students research artists, experiment with different styles, and develop their own ideas in response to themes. The course is ideal for students who enjoy creativity and want to build a strong foundation for further study in art, design, or related fields.

GCSE Art and Design (Photography) 8206

Students explore different photographic styles, research the work of photographers and artists, and experiment with editing techniques. The course encourages creativity, critical thinking, and personal expression, making it ideal for students interested in photography, media, and visual arts.

A-Level Art and Design (Art, Craft, and Design) 7201

• Exploration of Media and Techniques
• Personal Investigation (60%)
• Externally Set Assignment (40%)
• Critical and Contextual Studies
• Project-Based Work

 A-Level Art and Design (Photography) 7206

• Technical skills and development
• Personal Investigation (Coursework – 60%)
• Externally Set Assignment (40%)
• Portfolio Development

Business Studies

Curriculum Leader: Mr Z Richards 

Department Vision: Our vision is to empower future business leaders with the knowledge and skills to be able to contribute to an ever-changing and globalised economy.  

Qualification: GCSE Business Studies  

Exam specification: AQA 8132 

Year 10: 

• Unit 1: Business in the Real World. Students will explore the purpose of Business activity, the role of enterprise and entrepreneurship and the dynamic nature of Business. 
• Unit 2: Influences on Business. Students will explore a variety of external influences on Business. 
• Unit 3: Business operations. Students will explore the interdependent nature of business operations including business operations, human resources, marketing and finance.  

Year 11: 

• Unit 4: Human Resources. Students will explore the purpose of human resources and the role of human resources in influencing business activity. 
• Unit 5: Marketing. Students will explore the purpose of marketing and understand the role of marketing within business activity. 
• Unit 6: Finance. Students will explore the role and purpose of finance within Business and understand how Finance underpins business activity.  

Qualification: A-Level Business Studies  

Exam specification: Edexcel 9/BS0 

Year 12: 

• Theme 1: Marketing and People. Students will develop an understanding of core business concepts including meeting customers needs and marketing within the context of Business scenarios. 

• Theme 2: Managing Business Activities. Students will develop an understanding of how businesses can raise finance, manage external influences and plan for future growth.  

Year 13: 

• Theme 3: Business decisions and strategies. Students will build on from their understanding in Theme 1. Students will develop their knowledge on making informed Business decisions and strategies that can be used to manage change and competitiveness. 
• Theme 4: Global Business. Students will develop their understanding of how businesses operate in a globalised economy and how globalisation can influence business operations.  

Careers Education

Did you know? Nearly all of our students stay in education or enter employment after Key Stage 4.

Please visit the DfE for more information.

Please find our Careers across the curriculum document below.

For further information, please click here to visit our Careers section of the website.

Computing, Computer Science, and Creative iMedia

Curriculum Leader: Mrs Y Smith

Department Vision: We are dedicated to ensuring our students leave with the skills to fully embrace a future of rapidly advancing computer technology and be able to solve problems that don’t yet exist.

Year 7:

• File Management
• Binary
• Cryptography – Encryption
• Spreadsheet
• Database
• AI
• Algorithms
• Flowcharts
• Python Turtle

Year 8:

• Binary
• Hexadecimal/ BCD
• Character Sets
• Data representation
• Searching and Sorting
• Boolean Gates
• Networks
• Database
• Python Programming

Year 9:

• Digital Graphics
• Python Programming
• HTML
• Web Design
• Networking & Topologies
• Boolean Circuits
• Database

Qualification: GCSE Computer Science

Exam specification: OCR J277

Year 10:

• Paper 2 
  • Algorithmic Thinking
  • Designing, creating and refining algorithms
  • Searching & Sorting Algorithms
  • Programming fundamentals
  • Data Types
  • Defensive Design
  • Testing
  • Boolean Logic
  • Programming languages & IDE’s

Year 11:

• Paper 1
  • Architecture of the CPU
  • Memory and Storage
  • Data representation
  • Networks, Connections and Protocols
  • Network security
  • System software
  • Ethical, Environmental, Legal and Cultural Issues

Qualification: Cambridge Nationals in Creative iMedia

Exam specification: OCR J834

Year 10:

• R093: Traditional/ New Media types
• R093: Media Products
• R093: Interpreting Client/ Audience needs
• R093: Pre-Production Documentation
• R094: Skills Building
• R094: Assignment
• R097: Skills Building

Year 11:

• R097: Assignment
• R093: Theory

Qualification: A-Level Computer Science

Exam specification: OCR H446

Year 12:

• Components of a computer and their uses
• Types of software and methodologies used to develop software
• Exchanging data
• Data types, data structures and algorithms
• Legal, moral, cultural and ethical issues
• Introduction to Non-Examined Assessment

Year 13:

• Completion of Non Examined Assessment
• Elements of computational thinking
• Problem Solving and Programming
• Algorithms

Design Technology 

Curriculum Leader: Mrs S Leybourn

Department Vision: Our vision is to empower students with the creativity, practical skills, and problem-solving abilities to design and make innovative solutions for an ever-evolving world.

Year 7:

• Perspective drawing – a project where students will be able to develop their technical drawing and rendering skills.
• Block bots – a project where students are able to understand the health and safety rules when using tools within the workshop to create a wooden character.
• Ugly dolls – a sustainable textiles project.

Year 8:

• Branding – a design based project where students will create their own cereal brand and packaging.
• Jewellery – a CAD and metal project where students will design a pendant which will then be manufactured using pewter.
• Maze – a wooden project where students will use tools to create a maze game.

Year 9:

• Lamps – students will research, design and make a USB acrylic lamp using computer aided design.
• Clocks – students will research, design and make a MDF clock.

Qualification: AQA 3D Design – 8205

Year 10: Component one

• Designer research and analysis
• Sketching and rendering skills
• Experimentation such as CAD, card models, applying different media to design ideas.
• Manufacturing a final outcome

Year 11:

• Component one project two – students to complete a second project with more freedom to make their own choices which will help prepare them for the ESA set by the exam board.
• Externally set assignment (Component two)

Food Preparation and Nutrition

Curriculum Leader: Mrs S Leybourn

Department Vision: Our vision is to inspire and equip students with the knowledge, skills, and confidence to make informed, healthy food choices and develop a lifelong passion for cooking.

Year 7: Health and safety

Year 8: Nutrition

Year 9:

• Health and safety
• Nutrition
• Food science
• Food choice

Each topic includes practical lessons which build upon the theory and skills taught previously.

Qualification: AQA 8585 – Food Preparation and Nutrition

Year 10:

• Health and safety
• Nutrition
• Food science with a mock NEA 1
• Food choice with a mock NEA 2
• Food provenance

Year 11:

• NEA 1 – Food science investigation where students will investigate how a range of variables can impact a food product.
• NEA 2 – Food preparation task which includes a three course meal practical assessment.
• Exam preparation

Drama

Curriculum Leader: Mrs L. Karim

Department Vision: To inspire and nurture students’ imagination while fostering an appreciation for live performance and cultivating transferable skills that enrich their lives beyond the stage.

Year 7:

• Introduction to Drama – This unit introduces students to fundamental performance skills and techniques, laying the foundation for creating original and impactful dramatic work.
• Journeys – A thematic exploration of journeys, encouraging students to refine their characterisation skills and experiment with performance strategies. The scheme incorporates diverse stimuli, including script extracts from Harry Potter and the Cursed Child.
• Storytelling – A study of storytelling traditions, aimed at building students’ confidence and enhancing their ability to craft compelling drama tailored to specific audiences.
• Mr Fox – Through an exploration of Joseph Jacob’s fairy tale Mr Fox, students focus on creating atmosphere, tension, and climax in their performances, while engaging in activities designed to deepen their characterisation skills.

Year 8:

• Melodrama – Students delve into theatre history by exploring the key features of Melodrama, a highly influential theatrical genre that shaped dramatic traditions.
• Pantomime – Building on skills developed in Melodrama, this scheme focuses on the modern British theatre tradition of Pantomime, emphasising its unique style and conventions.
• Hamlet – Students study Shakespeare’s Hamlet, examining Elizabethan and Jacobean theatrical traditions while developing the ability to create mood, atmosphere, and portray complex character relationships on stage.
• Our Day Out – Through staging extracts of Willy Russell’s comedy Our Day Out, students analyse how historical context and a playwright’s creative intentions influence the interpretation and meaning of a play.

Year 9:

• Introduction to Abstract Explorative Strategies – Students engage with a given stimulus to explore a variety of abstract dramatic techniques. This scheme focuses on developing devising skills and utilising abstract strategies to effectively convey meaning to an audience.
• Genre – Students investigate a range of theatrical genres and styles, culminating in a practical exploration of the dystopian drama Noughts and Crosses. Through staging script extracts, they analyse the social, cultural, and historical context, as well as the playwright’s creative intentions.

Qualification: GCSE Drama

Exam specification: OCR J316

Year 10:

• Introduction to Devising Skills and Theatre Practitioners – Students explore a range of stimuli while learning about the impact of different theatrical styles and performance strategies. This scheme enhances creativity and depth in devising original performances.
• Devising Drama – (GCSE Component 1/2, worth 30%) Students select a stimulus from a variety provided by the exam board to create an original piece of performance work, accompanied by a written portfolio documenting their creative process and progress.
• Exploring and Developing Understanding of Blood Brothers – A study of Willy Russell’s modern musical tragedy, Blood Brothers. Students practically explore the plot, characters, stylistic influences, design elements, staging considerations, historical context, and the playwright’s intentions.
• Analysing and Exploring Live Performance – After attending a live theatre production, students develop skills in analysis and evaluation. Focus areas include acting, stylistic and design features, staging considerations, historical context, and the director’s creative intentions.

Year 11:

• Script Exploration – Students engage with a variety of texts as preparation for their second GCSE assessment, Presenting and Performing Texts. They learn how to bring scripts to life from page to stage.
• Presenting and Performing Texts – (GCSE Component 3, worth 30%) Students perform two extracts from one text for assessment by a visiting examiner, demonstrating their acting and interpretation skills.
• Drama Performance and Response – Throughout the year, students revise for Component 4 (GCSE written exam, worth 40%). This includes demonstrating their understanding of Blood Brothers by explaining how it could be staged, as well as analysing the live production they attended for the live theatre evaluation question.

Qualification: A-Level Drama and Theatre

Exam specification: Edexcel 9DR0

Year 12:

Introduction to Practitioners – A practical exploration of influential theatre practitioners and their distinctive theatrical styles that have shaped modern theatre.

Component 1: Devising (40% of A-Level) – Students create an original piece of drama inspired by a scripted extract and a selected theatrical practitioner. This component also includes the production of an extended written document, tracking the creative process and progress. Students may choose to pursue either a performer or design route.

Year 13:

Component 2: Text in Performance (20% of A-Level) – Students perform two pieces for a visiting examiner from two different plays. One performance will be a monologue or duologue, and the other a group piece. Students can choose either a performer or design route.

Component 3: Theatre Makers in Practice (40% of A-Level) – A written exam prepared throughout the two years of study. Students will analyse, develop performance concepts and explore how two plays from contrasting historical periods could be staged to impact a contemporary audience. Students will explore different roles within modern theatre and how their work can impact meaning for an audience particularly the work of designers and the director looking at how a director’s vision will impact the work conducted with actors. Students will also write an evaluative piece focused on a live theatre production viewed during the course.

English

Curriculum Leader: Miss S Russell

 Department Vision: The English Department fosters a love of literature and cultural heritage by nurturing creativity, critical thinking, and effective communication, equipping students with the language, literacy, and analytical skills to engage with diverse texts and express themselves confidently.

Year 7: Persuasive Writing, Nature Poetry, Writing About Shakespeare, Modern Drama, Seminal World Literature.

Year 8: Gothic Fiction, Conflict, Shakespearean Villains, Diverse Voices, Narrative Writing, Animal Farm.

Year 9: Narrative Structures, Oliver Twist, Reading Short Stories, Unseen Poetry, Writing About Society, Modern Drama.

Qualification: GCSE English Language and GCSE English Literature

Exam Specification: AQA 8700 and 8702

Year 10:

• Power and Conflict Poetry, A Christmas Carol, Macbeth, Language Paper 2, Spoken Language.

Year 11:

• Language Paper 1, Unseen Poetry, An Inspector Calls.

Qualification: A-Level English Language and Literature

Exam Specification: AQA 7707

Year 12:

• Remembered Places, Imagined Worlds, Poetic Voices.

Year 13:

• Critical Commentary, Writing About Society, Dramatic Encounters.

French

Curriculum Leader: Mr H Savadogo

Department Vision: To develop the knowledge, skills, and confidence to communicate in common scenarios in French.

 Year 7:

• My things and me
• My active life
• The colours of the world
• Education

Year 8:

• Me and my future
• French speaking world
• Let’s get involved
• Life journeys

Year 9:

• Life stories
• Evolution of technology
• Cities in the French-speaking world
• Healthy life for all

Qualification: GCSE French

Exam specification: AQA 8652

Year 10:

• Identity and relationships with others (Foundation)
• Media, technology and celebrity culture (Foundation)
• Free time activities (Foundation)
• Customs, festivals and celebrations (Foundation)
• Healthy living and lifestyle (Foundation)
• Education and work (Foundation)

Year 11:

• Identity and relationships with others (Higher)
• Media, technology and celebrity culture (Higher)
• Free time activities (Higher)
• Customs, festivals and celebrations (Higher)
• Healthy living and lifestyle (Higher)
• Education and work (Higher)
• Where people live (Foundation and Higher)
• Travel and tourism, including places of interest (Foundation and Higher)
• The environment (Foundation and Higher)

Geography

KS3

KS4

KS5

Curriculum Intent

Health & Social Care

Curriculum Leader: Mrs S Khanam  

Department Vision: To equip students with the knowledge, skills, and values needed to deliver compassionate, effective care, preparing them to make a positive impact in the health and social care sector.

Qualification: Level 2 Cambridge National in Health and Social Care  

Exam specification: OCR J835 

Year 10: 

• R033: Supporting individuals through life events (NEA – content and complete by the summer) 

• Topic area 1: Life stages  

• Topic area 2: Impacts of life events  

• Topic area 3: Sources of support  

• R035: Health promotion campaign (NEA content)  

• Topic area 1: Current public health issues and impact on society  

• Topic area 2: Factors influencing health  

• Topic area 3: Plan and create a health promotion campaign  

• Topic area 4: Deliver and evaluate a health promotion campaign 

• R032: Principles of care in health and social care setting (Examined – one hour a week) 

• Topic area 1: The rights of service users in health and social care settings  

• Topic area 2: Person-centred values  

Year 11: 

• R035: Health promotion campaign (NEA content and complete by October half term)  

• R032: Principles of care in health and social care setting (Examined – after October half term this will be covered ) 

• Topic area 3: Effective communication in health and social care settings  

• Topic area 4: Protecting service users ad service providers in health and social care settings  

Qualification: Level 3 Alternative Academic Qualification Cambridge advanced in Health and Social Care  

Exam specification: OCR H125 

Year 12: 

• F092: Person-centred approach to care (NEA – Mandatory) 

• F090: Principles of health and social care (Examined) 

• F091: Anatomy and Physiology (Examined) 

Year 13: 

• F093: Supporting people with mental health conditions (NEA – Mandatory) 
• F095: Investigating public health (NEA) 
• F097: Supporting healthy nutrition and lifestyles (NEA) 

History and Politics

Curriculum Leader: Mr T Davies

Department Vision: To encourage a passion for the subject and thirst to learn more whilst providing a deep and rich chronological framework of historical knowledge.

Year 7: In Year 7 the students start at the Norman Conquest and follow through to Medieval Kings which spans from the 11^th century to the 15^th century. We also cover a topic on Civil War about Olivier Cromwell, rather than the war itself, and a new unit on the Aztecs. This will link well with the topics students go on to study at GCSE and A-Level.

Year 8: In Year 8 the students focus on life from the Industrial Revolution (approximately 1750) through to the end of the Second World War.

Year 9:  In Year 9 the students focus almost entirely on the twentieth century. They must study the Holocaust, but we have extended this study into other genocides in Rwanda and Cambodia. Along with this the students study Civil War in the USA and a local history element about commonwealth migration to the West Midlands.

Qualification: GCSE History

Exam specification: OCR B History code: J411

Year 10: In Year 10 the students will study their ‘Paper 1’ and ‘Paper 2’ sections of their GCSE Course. Paper 1 is the British History section which explores ‘The People’s Health 1250-modern day’ and ‘Elizabethan England 1580-1603. This equates to 40% of their grade.

Their Paper 2 is ‘History Around Us’ where the students have to study a local historical site, we study the History of Kenilworth Castle and its links to the history of the West Midlands. This is worth 20% of their grade.

Year 11: In Year 11 the students study their ‘Paper 3’ which is world History. They will cover two topics for this paper; Living Under Nazi Rule 1933-1945 and The Making of America 1789-1901. This totals 40% of their grade.

Qualification: A-Level History

Exam specification: AQA History 7042CO

Year 12:

• Tudors: 1485-1603 – In this year we will cover the reign of Henry VII and his consolidation of power, followed by his son Henry VIII and his turbulent life.
• Germany – Democracy and Dictatorship: 1918-1945 – In this unit we will look at Germany in the years after the First World War, the chaotic years of Weimar’s early years and its gradual decline.

Year 13:

• Tudors: 1485-1603 – This year will cover the short but dramatic reigns of Edward and Mary followed by the long and storied rule of Elizabeth I. We will continue to explore the themes of religious change, foreign policy and royal power throughout all this.
• Germany – Democracy and Dictatorship:1918-1945 – In this year we will look at the establishment of the Nazi dictatorship and experiences of Germans at this time. We will also cover the German experience of the Second World War and its impact.
• NEA – This will be introduced before the summer but delivered during Year 13 ahead of being handed in by February half term.

Qualification: A-Level Politics

Exam specification: AQA Politics 7152

Year 12: The students will study their ‘Paper 1’ which is ‘Government and Politics of the UK’ this entails topics such as the UK Constitution, Parliament, The European Union, Pressure Groups, Political Parties & Democracy.

Year 13: In Year 13 the Students study their papers 2 and 3. Paper 2 is Government of the USA and comparative politics to the UK. The topics include the Constitution of the USA, The 3 branches of government (Congress, Presidency and Supreme Court) as well as Elections and Pressure Groups. Paper 3 is Political Ideologies such as Liberalism, Conservatism, Socialism and Nationalism.

Mathematics, Further Mathematics, and Statistics

Curriculum Leader: Mr A Machin

Department Vision: The aim of our curriculum is to create fluent and independent problem solvers who are resilient in adversity whilst also promoting a love of mathematics.

We have sequenced our Scheme for Learning to visit each of these strands every year, in an interleaved ‘spiral’ model. The same units are taught year after year, each time building on prior knowledge in increasing depth.

Qualification: GCSE Mathematics

Exam specification: Edexcel 1MA1

Qualification: A-Level Mathematics

Exam specification: Edexcel 9MA0

Year 12:

Year 13:

Qualification: A-Level Further Mathematics

Exam specification: Edexcel 9FM0

Year 12:

Year 13:

Music

Music Development Plan for Q3 Academy Great Barr

Curriculum Leader: Mr B Sassons

Department Vision: Develop an understanding and appreciation of live performance; inspire and nurture creativity; and introduce students to musical cultures and skills that will support them throughout life

 Year 7:

• Drunken Sailor: Introductions to DR SMITH & Keyboard Skills
  • Learn DR SMITH tempo & dynamics, timing, pulse 
  • Hone ensemble skills combining voices and keyboard
  • Keyboard triads and bass notes 
• Descriptive Music
  • Explore how DR SMITH creates programmatic elements 
  • Begin to demonstrate this through keyboard performance 
  • Begin to compose our own programmatic changes to performance
• World Music
  • Introduce graphic notation 
  • Develop ensemble skills in groups of 3-8, performing glockenspiel, gong, and drum 
  • Identify DR SMITH similarities and differences between musics of different cultures
• Anime and Analysis
  • Use DR SMITH to typify a character 
  • Develop two-hand keyboard skills 
  • Start to use standard notation

Year 8:

• Blues: Keyboard Skills and Performance
  • Understand the importance of the blues and its origins 

    Learn keyboard inversions and 12-bar blues chord sequence 

  • Compose music through improvisation, using the blues scale 
• Cover Versions: Manipulating the Musical Elements  
  • Identify and recognise the 4-chord sequence 
  • Perform the 4-chord sequence, manipulating the musical elements, with a focus on rhythm, to create an interesting cover 
• Samba; 
  • How and what to perform at Carnival.  
  • How can Rhythms create energy?
• Film Score;  
  • Why Soundtrack Films and Video Games?  
  • How do you effectively manipulate the musical elements to portray as scene or control emotional response?

Year 9:

• Sweet Dreams: Riffs and Ostinatos, Keyboard Skills, and the Musical Elements
  • How can repetition and building textures be used in creative ways?
• Film Music;  
  • What is Genre in film music and how do you compose effectively?  
• Songwriting;  
  • Can different chords be used like an artist uses different colours?
• Cover Versions
  • How do you manipulate the Musical Elements to create Contrasting Styles

Qualification: GCSE Music

Exam specification: OCR – J536

Year 10:

AoS 1: DAW Composition.  

Introduction to DAW, electronic composition, and modern popular composition techniques.  Concepts and skills learnt in the previous cycle will be used here.  

AoS 1 Performance  

Students select potential pieces to practise and improve over the term. Record for self-assessment against criteria.

AoS 2: The Concerto through Time Exploration of the concerto through class/group performances, composition tasks and listening exercises. 

AoS 5: Conventions of Pop Exploration of the different styles through class/group performances, composition tasks and listening exercises – learning, analysis, and composing follows the DR SMITH mnemonic as students collectively search for the features that define each genre/subgenre. 

Year 11:

AoS 1: Performance  

Students record their AoS 1 performance during this term, in a context chosen by the teacher. Students choose and finalise their Ensemble Performance choice. Lesson time for preparation will depend on the type of students in the class. 

AoS 1: Composition:  

Release of Composition Briefs. Workshop through the briefs with students, linking this (where appropriate) to the relevant areas of study.  Beginnings in Acoustic Composition followed by a move to DAW.  

AoS 3: Rhythms of the World 

Exploration of the different styles through workshops (an opportunity to bring in external organisations), group performances and compositions. 

Qualification: A-Level Music

Exam specification: Edexcel 9MU0

Year 12:

NEA:

Advanced Performance Techniques 

How are more advanced idiomatic techniques presented in my instrument and others’ music? 

NEA:

Compositional Skills across 3 DAWs 

Using GarageBand, Logic, and Sibelius 

Area of Study 2: Orchestral  

Set Works: 

1. Schuchmann 

   A. Vivaldi 

Area of Study 3: Film Music 

Set Works: 

The Duchess 

Area of Study 4: Pop Music 

Set Works: 

Revolver Extracts The Beatles 

Year 13:

Area of Study 2: Orchestral Music 

Set Works: 

1. Berlioz 

Area of Study 3: Film Music 

Set Works: 

Psycho 

Batman  

Area of Study 4: Pop Music 

Set Works: 

Hounds of Love Extracts, Kate Bush 

Courtney Pine

NEA:

Composition to set brief

Psychology

Curriculum Leader: Miss K Morgan

Department Vision: We aspire for students to develop a lifelong passion and curiosity for learning the complexities of a range of human behaviours, instilling an appreciation for the importance of how we think, act and feel.

Qualification: GCSE Psychology

Exam specification: AQA 8182

Year 10:

• Research methods: Designing research using various psychological methods.
• Memory: Exploring the structure and function of human memory.
• Perception: Discussing links between perception and visual illusions.
• Development: Outlining the stages and impacts of cognitive development in childhood.

Year 11:

• Brain and neuropsychology: How the structure and function of the brain affects human behaviour.
• Language, thought and communication: The effects of language on our view of the world and how this differs from animals.
• Social influence: Exploring the reasons behind people’s differences in conformity and obedience.
• Psychological problems: Looking at symptoms and treatments of mental health problems such as depression and addiction.

Qualification: A-Level Psychology

Exam specification: AQA 7181

Year 12:

• Research methods: Evaluating a variety of psychological methods and justifying their use in wider psychological studies.
• Memory: Discovering reasons behind forgetting and links to eyewitness testimony
• Attachment: Looking at the effects of infant attachment on our later relationships
• Social influence: Exploring the reasons behind people’s differences in conformity and obedience.
• Clinical psychology and mental health: Looking at symptoms and treatments of phobias, depression and OCD.
• Approaches: Evaluating different views on psychological topics.

Year 13:

• Issues and debates: Concerning all psychological theories and research
• Aggression: Discovering the different reasons behind why some humans commit aggressive acts.
• Relationships: The formation, maintenance and breakdown of relationships alongside online relationships
• Eating behaviour: Outlining different reasons for anorexia and obesity.

Religious Studies

Curriculum Leader: Miss K Mahey

Department Vision: We aim for students to attain the ability to answer and ask challenging questions about meaning and purpose of life, beliefs about God, ethical issues of right and wrong and what it means to be human in the world today. Most importantly we want students to gain tolerance and respect towards the different cultures and views in our multicultural society today.

Year 7:

• Why Religious Studies? – this unit is taught initially so that students can understand the importance and relevance of this subject. By learning about religion, philosophy and ethics students learn about the world we live in, the local communities and the people we encounter.
• Introduction to Christianity – Christianity is one of the main religions in the UK, with 46% of the population identifying as Christians. Christianity has helped form laws and the education system of this country; thus it is crucial to understand the practices and teachings.
• Religious Festivals – Religion depicts various positive aspects such as allowing people of all cultures to get together and celebrate or commemorate through religious festivals. This unit allows students to understand the significant events behind each religious festival.
• Introduction to Hinduism – Hinduism is one of the oldest and most prominent religions. The religion advocates for several interesting views surrounding life after death, it is a very festive and vibrant religion. In the UK there is a huge population of Hindus, who often get mistaken for being Sikh or Buddhists due to the overlapping Indian cultural blurring’s. For which reason it is crucial to distinguish the religion.

Year 8:

• Matters of life after death – Beliefs of life after death are the most important beliefs of any religion, the end goal of most religions is to achieve life after death. Most religious believers will guide their behaviour according to the rules of their religion to achieve a life after death. In this unit students gain an understanding of how the beliefs influence the everyday day life of believers.
• Introduction to Sikhism – Sikhism is viewed as a religion that establishes equality for all genders, religions and races. The religion holds various concepts and traditions that enrich and bring value to our society today. Students are able to learn the concepts in depth within this unit.

• Rites of Passage – Life is a journey with many important events like birth, marriage and becoming an adult. Religions recognise and celebrate important life events with special ceremonies. Within this unit students study the importance and meaning behind different stages of life within religions.
• Introduction to Judaism – Judaism is the world’s oldest monotheistic, Abrahamic religion in the world. Interestingly, it is the smallest religion in the world. It shares many practices with Christianity and Islam. This unit gives students foundational knowledge about the traditions and concepts in Judaism.

Year 9:

• Human Rights and Social Justice – Many critics of religion argue religion causes division or can discriminate against certain groups. However, at the core of all religions are teachings about equality and treating people with respect. This unit assesses to what extent religions fight against prejudice and discrimination or whether they can contribute to unequal treatment of different groups.
• Introduction to Islam – There have been many media perceptions based around Islam. It is crucial to understand what Islam teaches, so we become tolerant and aware of the beliefs and positive views the religion promotes. At the core of all religions are teachings about equality and treating people with respect, which is what Islam instils through key principles like Zakat and Quranic verses. This unit outlines a basic introduction to Islam allowing students to become aware of the practises different religious communities carry.
• Introduction to Philosophy and Ethics – The misconception of RE is that it only focuses on religions but RE is also philosophy and ethics. Philosophy is the study of how we know ‘things’. Can we know things for certain or is this world an illusion? Ethics is how do we decide what is right and good. Can we say it is never ok to lie or are there situations where this is acceptable? This unit allows students to attain crucial GCSE skills such as critical analysis, evaluation.
• Introduction to Buddhism – Buddhism breaks the mould of most religions because there is no God or any requirement to follow a holy book or leader, instead it offers a guide for followers to become enlightened and find a true path to long-lasting happiness. Many non-religious people follow aspects of Buddhist teachings to enrich their life.

GCSE Religious Studies

Qualification: GCSE Religious Studies

Exam specification: AQA 8062

 Year 10:

• Crime and Punishment – Crime and punishment are at the centre of all societies. It enables societies to maintain control and order and for people to live safe lives. Most laws in the UK have been influenced by Christian teachings. There are many contrasting points of view about punishments and the treatment of criminals which students’ study in this course.
• Christian Beliefs – Christianity is a extremely diverse religion with various beliefs that differ denominationally. The specified knowledge gained in this unit will be applied to exam questions. This unit is crucial as it is part of the exam specification, just like the other GCSE units. Within the Thematic Studies areas, students are expected to use Biblical teachings/scriptural evidence, which they can attain from this unit.
• Relationships and Families – Similar to Crime and Punishment, Relationships and Families is a thematic studies unit. Various concepts such as Human sexuality, the family and family planning have all been greatly influenced by religion. In this unit we will be studying religious perspectives on the most important parts of society like the family and how religious teachings have impacted sexuality, marriage and divorce.
• Christian Practices – A religious belief is nothing without putting it into practice. Christian Practices examines how belief impacts a religious person’s daily life. We will be studying how the Church has responded to world issues like poverty and conflict and assess whether Christianity is still relevant to the secular world.

Year 11:

• Religion and Life – Within this unit students will analyse the position of humans within the hierarchy. Students will assess if humans have ultimate dominion and power to act how they want, or do they have a responsibility to take care of the world and the rest of God’s creation. This unit is part of the thematic studies section of the exam.
• Islam Beliefs – The Muslim Beliefs unit will provide students with the required knowledge for the GCSE exam where they will be deeply assessed on the various beliefs in Islam. Students gather key teachings and knowledge on key concepts such as Akhirah, Prophets, Oneness of God, Predestination, and the different sects in Islam.
• Islam Practices – In Islam Practices students access intricate knowledge on the different practices with Islam. Some examples of this include of: The Five Pillars, festivals, and Jihad. Students within this unit are able to analyse the historical events that still hold significance amongst Muslims; and how such events are commemorated or celebrated.
• Human Rights and Social Justice – The Human Rights are the fundamental rights that all humans have access to regardless of any differences. This unit requires students to evaluate the extent to which Christianity supports human rights of all. We look at areas such as poverty, wealth, religious freedom.

Qualification: A-Level Religious Studies

Exam specification:  Religious Studies 7062

Year 12:

Philosophy of Religion – Just like all the units within A-Level RS, students will develop high level skills of analysis and evaluation, making judgements and providing accurate evidence to write a persuasive and reasoned argument. Students learn to engage with complex philosophical, ethics, and religious issues, and can evaluate the views of key scholars and philosophers.

Ethics – In Year 1 ethics students the normative ethical theories such as: Natural Moral Law, Situation Ethics and Virtue Ethics. This is a crucial unit as the theories further are useful for the dialogues questions during the exams, where students should be able to confidently do the application of ethical theories issues such as theft, capital punishment and lying.

In depth study of Christianity – Within this unit students study sources of wisdom and authority which merge in with both philosophy and ethics where students need to refer to teachings. Students also study Self. Death and afterlife, Good Conduct and Key Moral Principles, and Religious Expressions.

Year 13:

Philosophy of Religion – Similar to Year 12, students will critically study philosophical topics such as: Religious Language, Verification of Miracles, Self, Death and the Afterlife. Students will engage with views from various philosophers and scholars and aim to identify the strengths and weaknesses of their views and concepts.

Ethics – In this unit students study key ethical theories and utilise intricate writing skills to form in depth answers in relation to exam questions. Some key theories students analyse are meta ethics and focus on key figures such as Bentham and Kant. Assessing the value and extent to which one has free will and responsibility within various situations is a key area in this unit alongside conscience.

In depth study of Christianity –  Here students focus on debate worthy topics like Gender and Sexuality, how well Christianity and Science align, along with the place of Christianity with the constant challenge from secularisation, lastly the position of Christianity with migration and pluralism.

You have the right to withdraw your child for all, or part, of Religious Studies lessons.

RSHE

RSE and PSHE is delivered through our Wellbeing Inspire programme as detailed below. Please note that we regularly change the order in which content is delivered to meet the needs of our students across Year Groups or in response to individuals’ needs. Local, national, and international events may also inspire change in the content delivered as our curriculum is intended to be proactive in helping shape our students as global citizens. Our programme of study also covers Protected Characteristics, Fundamental British Values, and Social, Moral, Spiritual, and Cultual education.

Year 7 Wellbeing Inspire (RSE & PSHE) Curriculum

 Autumn 1: Welcome to Q3 Academy Great Barr

Autumn 2: Healthy Relationships and Our Changing Bodies

 Spring 1: Exploring Emotions and Being Safe Online

Spring 2: Social Media and Building Resilience

Summer 1: Healthy Habits

Summer 2: Sharing the Love

Year 8 Wellbeing Inspire (RSE & PSHE) Curriculum

 Autumn 1: Welcome Back, Rebuilding, and De-Stressing

Autumn 2: Challenges, Discrimination, and Digital Safety

 Spring 1: Exercise and Mental Health

Spring 2: Relationships and Self-Maintenance

Summer 1: Drugs, Smoking, and First Aid

 Summer 2: Who Do I Really Want to Be?

Year 9 Wellbeing Inspire (RSE & PSHE) Curriculum

 Autumn 1: Welcome Back, Where We Fit In

Autumn 2: My Purpose and Strengths

 Spring 1: Respect

Spring 2: A Better Society

Summer 1: Being Happy

 Summer 2: Taking Responsibility for our Actions

Parents/Carers’ Guide to RSHE

RSHE is delivered at the Academy in Wellbeing Inspire lessons as well as through the Wellbeing Active and Science curriculum.

Our RSHE policy can be found on our policies page here.

Wellbeing Inspire is delivered to students in Years 7-9 and 12. RSHE is delivered to students in Years 10, 11, and 13 through drop-down days, Tutor Time and assembly activities, and work with external agencies. The Academy is proud to offer a range of in-house services to support students such as the Umbrella Service which provides one-to-one, free, confidential guidance and resources to support students’ RSHE.

Science

Curriculum Leader: Miss L Smith

Department Vision: To develop students’ enjoyment and curiosity of science and the natural world. Equip them with the practical skills of scientific inquiry to explore questions, discover answers and make informed judgements on the application of science in society.

Year 7:

• Cells and Organisation
• The skeletal and muscular system
• Particles and matter
• Reproduction
• Separation methods
• Forces and balanced forces
• Relationships in an ecosystem
• Space physics
• Earth and the atmosphere

Year 8:

• Forces and motion
• Nutrition and digestion
• Chemical reactions and energetics
• Genetics and evolution
• Electricity and electromagnetism
• Sound and waves
• Gas exchange systems
• Light waves
• Acids and alkalis 

Year 9:

• Atomic structure
• The periodic table
• Molecules and matter
• photosynthesis
• Conservation and dissipation of energy
• Chemical changes
• respiration
• Energy transfer by heating
• Energy resources 

Qualification: GCSE Combined Science: Trilogy

Exam specification: AQA 8464

Year 10:

• Cell structure and transport
• Cell division 
• Structure and bonding
• Chemistry of the atmosphere
• Using resources
• Electricity
• Communicable diseases
• Preventing and treating diseases
• Non-communicable diseases
• Energy change
• Radioactivity
• Organisation and the digestive system
• Organising animal and plants
• Chemical calculations
• Electrolysis 

Year 11:

• Chemical calculations
• Electrolysis
• Inheritance, variation and evolution
• Chemistry of the atmosphere
• Using resources
• Forces
• Rates of reaction
• Homeostasis and reproduction
• Organic chemistry
• Waves
• Chemical analysis
• Ecology 
• Magnetism 

Qualification: GCSE Biology

Exam specification: AQA 8461

Year 10:

• Cell structure and transport
• Cell division
• Organisation and the digestive system
• Organising animals and plants
• Communicable diseases
• Preventing and treating diseases
• Non-communicable diseases

Year 11:

• Homeostasis
• Inheritance, variation and evolution
• Ecology

Qualification: GCSE Chemistry

Exam specification: AQA 8462

Year 10:

• Structure and bonding
• Qualitative chemistry
• Energy changes
• The rate and extent of chemical change
• Organic chemistry
• Chemical changes 

Year 11:

• Chemical analysis
• Chemistry of the atmosphere
• Using resources

Qualification: GCSE Physics

Exam specification: AQA 8463

Year 10:

• Electricity 
• Particle model of matter
• Atomic structure

Year 11:

• Forces 
• Magnetism and electromagnetism
• Space 

Qualification: A-Level Biology

Exam specification: AQA 7402

Year 12:

• Cell structure
• Transport across cell membranes
• Cells arise from other cells
• Immunity 
• Gas exchange
• Mass transport
• Biological molecules
• Enzymes 
• Digestion and absorption
• DNA and protein synthesis
• Mutations and meiosis
• Genetic diversity and adaptations
• Investigating diversity
• Plant mass transport

Year 13:

• Photosynthesis respiration energy transfer and nutrient cycles
• Receptors and nervous control
• Muscles 
• Population in ecosystems
• Inheritance
• Population genetics
• Homeostasis 
• Gene expression
• Recombinant DNA technology
• Essay preparation 

Qualification: A-Level Chemistry 

Exam specification: AQA 7405

Year 12:

• Atomic structure
• Equilibria 
• Energetics
• Kinetics 
• Organic analysis
• Oxidation and reduction
• Group 7 Halogens
• Amount of substance
• Bonding
• Introduction to organic chemistry
• Alkanes
• Halogenoalkanes
• Alkenes 
• Alcohols 
• Periodicity 
• Group 2 metals

Year 13:

• Thermodynamics 
• Acids and bases
• Electrode potentials and electrochemical cells
• Rate equations
• NMR
• Chromatography 
• Polymers 
• Organic synthesis
• Periodicity
• Transition metals
• Reactions of inorganic compound sin aqueous solution
• Optical isomerism
• Aldehydes and ketones
• Carboxylic acids and derivatives
• Aromatic chemistry
• Amines
• Amino acids, proteins and DNA

Qualification: A-Level Physics

Exam specification: AQA 7408

Year 12:

• Particles and radiation
• Waves 
• Electricity 
• Mechanics and materials

Year 13:

• Thermal physics 
• Nuclear physics
• Engineering physics
• Periodic motion
• Fields and their consequences

Sociology

Curriculum Leader: Miss K Mahey

Department Vision: We intend and aim for students to secure knowledge and understanding of key social structures, processes and issues through the in-depth study of social institutions such as the family and education alongside crime and deviance. We aspire to allow students to develop their analytical, assimilation and communication skills by comparing theories and perspectives on a variety of social issues.

Qualification: GCSE Sociology

Exam specification: AQA 8192

Year 10:

• Families and Households – One of the key social institutions that student’s study in both GCSE and A-Level is the institution of families. Much diversity can be found within this social institution, which further impact and influence behaviours. Within this unit students evaluate the criticisms of families, alongside understanding the different types of families, and the functions of families.
• The Sociology of Education – Another crucial social institution is education; this unit will provide students with the knowledge of key sociological thinkers (Durkheim and Parsons) and their key ideas on education. Students will attain information on the different types of schools and provision. Importantly students will study the factors effecting educational achievement, such as class-based inequalities.
• Research Methods – For every social structure, social processes and social issues, within the specification; requires students to: identify, describe and explain various methods and methodological issues. In addition to this, students need to identify and explain the strengths and weaknesses of specific research methods in relation to research. In this unit students will look at the various research methods and the different types of data, alongside the practical and ethical issues.

 Year 11:

• The Sociology of Crime and Deviance – This unit is a very interesting one which encapsulates key ideas on the social construction of crime and deviance in relation to functionalist and interactionist perspectives. Students will also gain understanding on social control regarding Heidensohn’ s work on female conformity within patriarchal societies. Students will deeply investigate the behaviours of criminals and key data on crime.
• The Sociology of Social Stratification – Social stratification is the way in which society is divided into hierarchies based on a group or individual’s power. This unit covers the functionalist perspective on social stratification from Davis and Moore. Students look into the factors that impact life chances. Crucially, students will be able to assess the issue of poverty and the different forms of power and authority.

Qualification:  A-Level Sociology

Exam specification: Sociology 7192

 Year 12:

• Families and Households – In Sociology A-Level students will sit three papers, with paper two being based on topics. Students will study two topics with one of them being Families and Households. Students will analyse the changing patterns of marriage, divorce, cohabitation and so much more. Importantly students will analyse evidence-based research such as demographic trends in the UK since 1900, this consists of family size, life expectancy, and globalisation.
•  The Sociology of Education – Students will attain knowledge on the role and function of the education system and the importance of educational policies such as marketisation and privatisation. Students will also cover content on the differences in educational achievement in relation to ethnicity, gender and social class.
•  Research Methods and Methods in Context – For both Paper 1 and 3 the research methods and methods in context, for example for the study of education, are necessary to be understood for the exams. Within this unit students will inspect methods such as quantitative and qualitative, along with the differences between primary and secondary data, the relationship between theory and methods and so much more.

 Year 13:

• The Sociology of Crime and Deviance – Within this unit students will cover a wide range of information regarding crime and deviance. The content consists of the social distribution of crime and deviance with reference to ethnicity, gender and social class. Students will look at crimes in the contemporary world, such as media and crime, state crimes, and so on.
• The Sociology of Media – The second optional topic for sociology is Media, this is a very interesting area of study as specifically covers media in the contemporary world. We look at the control of media and the various media representations in terms of ethnicity, sexuality and gender. Importantly we analyse how media is presented and the processes behind selection.
• Theories and Methods and re-cap of research methods – Students will recap the methods they would have learnt in Year 12 along with applying the methods in context to crime and deviance.

Wellbeing Active, Physical Education, and Sport Science

Curriculum Leader: Mrs L Halford

Department Vision: Physical Education ignites students’ passion to excel in sports and other vigorous activities We aim to empower students to build physical confidence, fostering their health and fitness. Students should have the chance to be team players and develop leadership skills, while embracing core values like respect, courage, resilience, and determination.

Wellbeing Active

Year 7:

• Invasion Games
• Net Games
• Teambuilding
• Trampolining
• Netball
• Basketball
• Gymnastics
• Dance
• Table Tennis
• Futsal
• Cricket
• Rounder
• Tennis
• Athletics

Year 8:

• Training Methods
• Badminton
• Netball
• Rugby
• Handball
• Trampolining
• Basketball
• Gymnastics
• Dance
• Table Tennis
• Futsal
• Cricket
• Rounder
• Tennis
• Athletics

Year 9:

• Training Methods
• Badminton
• Netball
• Rugby
• Handball
• Trampolining
• Basketball
• Table Tennis
• Futsal
• Cricket
• Rounder
• Tennis
• Athletics

Qualification: GCSE Physical Education

Exam specification: AQA 8582

Year 10:

• 3.1.3 Physical Training
• 3.2.1 Sport Psychology
• 3.2.2 Socio-cultural influences
• NEA Written coursework – Analysis and Evaluation
• Badminton
• Table Tennis
• Handball
• Basketball
• Netball

Year 11:

• 3.1.3 Anatomy and physiology
• 3.1.2 Movement analysis
• 3.2.2 Socio-cultural influences
• 3.2.3 Health, fitness and wellbeing
• Netball
• Football
• Handball
• Trampolining
• Basketball

 Qualification: Cambridge National in Sport Studies

Exam specification: OCR J829

Year 10:

• R185 Performance and Leadership module
• R184 Contemporary issues in Sport

Year 11:

• R184 Contemporary issues in Sport
• R186 Sport and media

Qualification: A Level Physical Education

Exam specification: OCR H555

Year 12:

• Skeletal and muscular systems 
• Cardiovascular and respiratory systems 
• Diet and nutrition and their effect on physical activity and performance 
• Preparation and training methods in relation to improving and maintaining physical activity and performance 
• Biomechanical principles, levers and use of technology
• Types and Methods of Practice
• Transfer of Skills
• Learning Theories
• Stages of Learning
• Guidance & Feedback
• Personality Theories
• Attitudes
• Motivation
• Arousal
• Anxiety
• Aggression
• Social Facilitation
• Group Formation and Team dynamics
• Goal setting
• Pre Industrial Britain
• Post Industrial Britain
• Public Schools
• 20^th Century Britain
• 21^st Century Britain
• Globalisation of Sport
• Aims and values of the Olympic Games
• Political exploitation of the Olympic Games
• Hosting global sporting events

Year 13:

• Energy for exercise 
• Environmental effects of exercise on body systems 
• Injury prevention and rehabilitation of injury
• Linear motion, angular motion, fluid mechanics and projectile motion 
• Memory Models
• Attribution Theory
• Self Confidence & Self Efficacy
• Leadership
• Stress Management Techniques
• Legal and illegal supplements
• Violence in sport
• Commercialisation of sport
• Routes to sporting excellence
• Modern technology in sport
• NEA Speech Evaluation and Analysis of Performance