To download the curriculum map for 2018-19 please click here

Business Studies at GCSE (Edexcel)

Business Studies is an option at Key Stage 4. Students opting for this course develop a keen understanding of the world of work and are prepared for further education and ultimately careers in industry.

Business Studies lessons concentrate on putting the theory into practice by encouraging students to explore their own enterprising ideas and to develop as effective and independent students, becoming critical and reflective thinkers with enquiring minds. Problem-solving and decision-making skills relevant to business are focused on in each lesson.

Business Studies lessons explore a range of topics such as how to adopt an enterprising approach to running small businesses, how to gain experience and confidence in entrepreneurship, how to handle financial affairs, how to develop different marketing strategies and an exploration of human resources. A keen interest in current affairs is desirable which will bring knowledge of real life issues to the fore in classroom discussions.

Edexcel Business Studies consists of two externally assessed exam papers each worth 50%.

Paper 1: Investigating small businesses

Paper 2: Building a business.

Computing is delivered across the curriculum in all years.

The Department

The Computer Science Department is a young dynamic department offering Computing, Digital Literacy and IT skills to meet the 2014 Computing programmes of study.  The focus of the curriculum places greater emphasis on programming and other aspects of computer science. 

The programme of study offered by the department aims to ensure that all pupils:

• Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
• Can analyse problems in computational terms, and have practical experience of writing programs 
• Are safe, responsible, competent, confident and creative users of IT

The Key Stage 3 Curriculum

The teaching of Computer Science at Lynch Hill aims not only to focus on the mastering of capability with technical skills and techniques, but also ensures pupils understand and apply these skills purposefully, safely, responsibly in everyday life and employment. They are given the tools to learn and demonstrate practical competence in digital literacy, information technology and programming.

In digital literacy pupil are given the opportunity to acknowledge and appreciate reasons for, and issues relating to the protection of data by investigating in detail issues around the Data Protection Act, Copyright and Patents Act and the Computer Misuse Act. This is also part of the curriculum which enables pupils to have a sound knowledge of e-safety.

 In the information technology band of the curriculum pupils are able to get to know and use industry wide software and hardware tools to solve real life issues; from creating websites to developing animations. 

In the programming band of the KS3 curriculum, pupils code and create their own technology. 

KS4: Course Outline

The OCR GCSE Computer Science course is designed to boost computing skills essential for the 21st century through a combination of practical problem solving, programming methods and a strong foundation for theoretical knowledge of computer systems. The skills of programming will be built up in a structured manner which will allow students to think computationally & gain the knowledge to write algorithms. All pupils will be able to describe the current threats posed to system security, such as malware and cyber-attacks. They will be able to explain the ethical, legal and environmental implications of computer science.

Assessment

After gaining thorough knowledge of how to program throughout year 10, students complete their Controlled Assessment at the beginning of year 11, which accounts for 20% of their overall grade. At the end of year 11, students complete two examinations which are equally weighted, accounting for the remaining 80% of their grade.

Written examination:     80% Non-exam assessment (NEA):          20%

 

Unit 1: Computer systems, 1 hour 30 mins – 50%

Unit 2: Computational thinking, 1 hour 30 mins – 50%

Unit 3: Programming project, Year 10/11 NEA 

Specification link: http://www.ocr.org.uk/qualifications/gcse-computer-science-j276-from-2016/

At Lynch Hill Enterprise Academy Design and Technology at KS3 develops technical knowledge and places increased emphasis on design methodology. Students are taught to use iterative design techniques to develop solutions to design problems and to utilise computer aided design as part of this process.  Students develop their skills and knowledge of food preparation and nutrition fostering their enthusiasm for such essential life skills.  In refining their skills and knowledge they will become increasingly able to work with confidence and precision when using a broad range of machines and tools to produce products that reflect their designs.

The department is well equipped for teaching across the curriculum area with specialist rooms that provide a broad range of creative opportunity.  We also use networked computers throughout the department to support design practice by using our CAD and CAM resources. 

Design and Technology lessons at KS3 are based around the delivery of the following subject areas:

• Food & Nutrition
• Resistant Materials
• Design and Communication
• Drawing and rendering skills for communication and creative design strategies

Content and Learning

Year 7 –

• Food & Nutrition

• • Learn and apply the principles of The eat well plate and the 8 tips for healthy eating.
  • Demonstrate a range of food preparation and cooking techniques
  • Adapt and follow recipes using appropriate ingredients and equipment to prepare and cook a range of dishes
  • Recall and apply the principles of food safety and hygiene
  • Identify how and why people make different food and drink choices
  •  

• Resistant Materials

• • Jigsaw puzzle – Ergonomic design developed through iterative design process leading to making with precision when machining and shaping wood and metal.
  •  

• Design and Communication

• • Cereal box – the use of packaging nets to improve drawing and rendering skills for communication and creative design strategies.

Year 8 –

• Food & Nutrition

• • Adapt and follow recipes using appropriate ingredients and equipment to prepare and cook a range of more complex dishes;
  • Demonstrate a wider range of food preparation and cooking techniques;
  • Demonstrate the knowledge, understanding and skills needed to engage in an iterative process of designing and making in a range of contexts such as home, health and agriculture.
  •  

• Resistant Materials

• • Mechanical Toy – This involves designing and making a toy suitable for children to play with, developing practical and knowledge of materials and mechanisms.
  •  

• Graphic Communication

• • Super Heroes – Students design and create a superhero using computer aided design and modelling materials and use the 3D printer to create a promotional USB memory stick.

Year 9 –

• Food Technology -

• • Develops the student's ability to plan and prepare a series of nutritious home-cooked meals for breakfast, snacks, lunch and dinner, and helps them understand how to cook economically.
  •  

• Resistant Materials

• • Sweet dispenser – Students focus on joining materials and shaping their own designs to a high standard of finish.
  •  

• Graphic Products

• • Pop Up Book – students will study the work of Robert Sabuda, they will create pop up books for a young audience. This will enable students to explore their creativity through card mechanisms and interactions.

Year 10 -

Over this year students will develop the research, designing and manufacturing skills they require to complete their Controlled Assessment. They will also develop a concise theory knowledge to enable them to complete their exams. Students are expected to practise the skills they learn outside of the classroom and to read around the curriculum.

 

Year 11 -

Students in Year 11 will complete their GCSE in Design and Technology. The GCSE courses follow the AQA specifications. Over this year students will be working independently on their Controlled Assessment (60% of final grade) which have been issued by the exam board and preparing for their final examinations.

Innovation Club

Innovation club where students will get an opportunity to learn how to use 3D & 2D software andlearn more about Electronics and Engineering.

Key Stage 3

Food Preparation and Nutrition.

All of the KS3 Food groups will work on two cooking projects concurrently, on a rotational basis. The second project is the Great British Bake Off for all students but they make different sweet and savoury dishes per year group based on their cooking schedule.

Year 7.

­­­­­Healthy Eating Project.

Students begin the the project by learning about Health and Safety, the Eatwell Guide and nutrients. They learn practical skills for developing their understanding of healthy eating, techniques on how to cook and use different types of equipment. For the rest of the project, students will be making healthy dishes using fruit and vegetables and evaluating their dishes.

Year 8

Methods of Cooking Simple Meals.

Students build on skills learnt in year 7 as they prepare for more challenging dishes using different cooking methods. They develop their understanding and knowledge of Healthy eating and the nutritional values of food through carrying out different practical tasks based on food around the world. Students also develop an understanding of other cultural foods as they experience different tastes and flavours through using different ingredients.

Year 9

Pastry and Desserts.

Students will have the opportunity to develop practical skills through experimentation with new cooking techniques and processes. They will make challenging highly skilled dishes and develop creativity and enhance their knowledge on nutrition through research and evaluations.

  

Key Stage 4

Food Preparation and Nutrition

Examination Board:   EDUQAS WJEC GCSE

Course Length: 2 Years

The aims of the course:

The WJEC Eduqas GCSE in Food Preparation and Nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages learners to cook, enables them to make informed decisions about food choices and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life.

Course Content

1. Food commodities
2. Principles of nutrition
3. Diet and good health
4. The science of food
5. Where food comes from
6. Cooking and food preparation

Assessment:

• Component 1: Principles of Food Preparation and Nutrition. 50% of qualification
• Written examination: 1 hour 45 minutes
• Component 2: Food Preparation and Nutrition in Action. 50% of qualification
• Controlled Assessment:
  • Task 1 - Investigation: 8 hours
  • Task 2 - International Cuisine: 12 hours

Click here for the curriculum map

Key Stage 3 English at Lynch Hill Enterprise Academy

 

Pupils enjoy four English lessons a week that embed a range of reading, writing and spoken language skills. At Key Stage 3 we aim to prepare students for the types of texts they can expect to find in the KS3 AQA English Language tests.

From the start of Year 7, students are trained in explicit reading strategies to enable them to study demanding Literature throughout their school experience. There is a continuous focus on improving students’ technical accuracy (SPAG) and we train students to apply literacy skills learned in English across the curriculum.

In Year 9, and at the end of KS3, students are prepared for GCSE study and begin exploring the AQA English Language and Literature specifications.

KS3 Enrichment and Support:

Pupils are involved in a number of enrichment activities including Newspaper Club, The Read for Good Readathon programme, LHEA personal reading Journals, homework clubs and tailored interventions. Trips to the theatre are also part of the enrichment programme.

Students will also celebrate events special to the English calendar including International Literacy Day, No Pens Day Wednesday, National Poetry Day and Black History Month.

  

Key Stage 4 English at Lynch Hill Enterprise Academy 

KS4 pupils enjoy four lessons a week of English Language/Literature. The KS3 curriculum prepares students for the demands of the new GCSE curriculum and challenges and inspires them to analyse a wide range of texts.

Students follow the AQA English Language (8700) and English Literature (8702) course for exams from May 2017 onwards. Students are exposed to challenging concepts and are expected to have:

• An understanding of fiction and non-fiction texts;
• The ability to analyse the writers’ use of language;
• The ability to comment on structural features;
• The ability to respond to the critic’s perspective;
• The ability to apply the skills and concepts they analyse into their own creative writing

 

KS4 Programme of Study

English Language

Paper 1 – ‘Explorations in creative reading and writing’

Paper 2 – ‘Writers’ viewpoints and perspectives’

 

Non – Examination element: Spoken Language Endorsement

 

English Literature

Paper 1: Shakespeare and the 19^th Century Novel

Section A: Romeo and Juliet or Macbeth

Section B: A Christmas Carol or Jekyll and Hyde

 

Paper 2: Modern Texts and Poetry

Section A: Literary Texts include: An Inspector Calls or Blood Brothers

Section B: AQA ‘Power and Conflict’ Anthology

Section C: Unseen Poetry

 

KS4 Enrichment and Support:

Pupils are supported through homework clubs, school revision sessions and tailored interventions. They will also be offered study skills presentations and ‘English in the Hall’ master classes.

They will also have the opportunity to attend theatre trips and seek valuable advice from successful ex-students.

 

Useful English Websites:

 http://www.aqa.org.uk/subjects/english

www.bbc.co.uk/schools/gcsebitesize/english

www.rsc.org.uk

www.englishbiz.co.uk

Please click here to download the curriculum map for 2018-19.

Geography Overview

There has never been a better or more important time to study geography. With growing interest in migration, environmental degradation and social cohesion, geography is one of the most relevant subjects you could choose to study.  Geography fascinates and inspires: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves.

Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices, sustainable development – cannot be understood without a real geographical perspective. Geography serves vital educational goals: thinking and decision making with geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. It also helps to promote British values and SMSC.

Geographers are skilful: using maps, mediated images of people and place, numerical data and graphical modes of communication. Geographers get to grips with the geographic information systems that underpin our lives, making them skilful and employable.

Whatever your passion geography will provide you with the transferable skills that are required for future study. Geography can nourish and enrich a whole lifetime of learning.

At Key Stage 3 we study a variety of physical and human topics. In Year 7 students develop their fundamental map skills and locations, fragile environments, rivers and look at Africa in depth. In Year 8 we study population, coastal geography, climate change and the geography of crime. In Year 9 students learn about plate tectonics, Rainforests, Brazil and extreme environments. There are a number of key concepts that underpin the study of geography. These are place, space, scale, interdependent physical and human processes, environmental interaction and cultural understanding and diversity. There are also opportunities to develop fieldwork skills both within lessons and outside of lessons.

At Key Stage 4 we follow the AQA specification and study a range of physical and human topics. The physical units include the challenge of natural hazards, living world and physical landscapes in the UK. Human units include urban issues, the changing economic world and the challenge of resource management. These make up two (one physical and one human) of the three exams sat by the students at the end of year 11. The third exam is based on the compulsory fieldwork we complete at the start of year 11 where we visit Norfolk. The third exam also involves a pre-release booklet that students receive before the exam.

 

Assessments at Key Stage 4

Paper 1: Living with the physical environment

What's assessed

3.1.1 The challenge of natural hazards, 3.1.2 The living world, 3.1.3 Physical landscapes in the UK, 3.4 Geographical skills

How it's assessed

• Written exam: 1 hour 30 minutes
• 88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology (SPaG))
• 35% of GCSE

Paper 2: Challenges in the human environment

What's assessed

3.2.1 Urban issues and challenges, 3.2.2 The changing economic world, 3.2.3 The challenge of resource management, 3.4 Geographical skills

How it's assessed

• Written exam: 1 hour 30 minutes
• 88 marks (including 3 marks for SPaG)
• 35% of GCSE

Paper 3: Geographical applications

What's assessed

3.3.1 Issue evaluation, 3.3.2 Fieldwork, 3.4 Geographical skills

How it's assessed

• Written exam: 1 hour 15 minutes
• 76 marks (including 6 marks for SPaG)
• 30% of GCSE
• Pre-release resources booklet made available 12 weeks before Paper 3 exam

Click here for the curriculum map

Curriculum Summary – History

Use knowledge and skills acquired from the study of history to discover how our world has evolved.

History helps you develop the ability to look beyond the headlines, to ask probing and effective questions, and to express your own opinions.

Thinking skills and other ways to process information are all developed through the study of history. Other subjects’ content is also made more comprehensible through recognising its links with history, thus providing students of history the skills employers are looking for.

History at Key Stage 3

Key Stage 3 History is taught in year 7 for one hour a week and for two hours a week in years 8 and 9. The curriculum provides an excellent basis and lays a foundation for the study of history at Key Stage 4 through the exploration of “1066 and all that” in year 7, lessons on crime and punishment at points throughout the key stage, and Nazi Germany and the Cold War in Year 9.

Focusing on assessment, building skills, and rich, captivating sources to spark the interest of our students, lessons help our students understand historical terms and concepts and how to use them. Students will also be able to appreciate change over time, compare and contrast periods, and develop an accurate chronological understanding.

Students study the following eras and themes:

• An Introduction to history
• Britain 1066-1509
• The Reformation
• Tudor and Stuart Monarchs
• The Civil War
• The Industrial Revolution
• Slavery
• The First World War
• The Second World War
• The Holocaust
• The Post-War World

A wide range of teaching styles are enjoyed with an emphasis on active learning such as role-play and group discussion as well as individual activities.

Year 8 students are provided the opportunity to visit the Battlefields of Belgium to prepare them for their Year 9 studies of the First World War.

History at Key Stage 4

History at Key Stage 4 is taught in mixed ability classes for 3 hours a week and covers many significant and exciting events in British and world history. Students develop a wide range of skills required to analyse and evaluate the significance of past events, and develop an understanding of cause and consequence.

Lesson activities also develop skills in debating, analysing, justifying, and making inferences - skills that are highly regarded by both employers and universities.

Anglo-Saxon and Norman England:

William the Conqueror is one of the most iconic figures in British History and this topic examines his leadership, methods for conquering Britain, and the strategies adopted for remaining in control of a land with a population that was still overwhelmingly Anglo-Saxon and hostile!

The Cold War:

This depth study examines the key events of the tense and thrilling years of the post war twentieth century including the Berlin Wall, Cuban Missile Crisis, and the nuclear ‘arms race’.

Crime and Punishment:

Ever wondered how crime and punishment has changed from medieval to modern times? This grisly study provides the exciting answers and includes a detailed analysis of crime in the East End of London when Jack the Ripper stalked the streets!

Weimar and Nazi Germany:

A fascinating study in depth of one of the most infamous and enthralling periods in European history. Lessons chart the rise to power of the Nazis, what it was like to live in Nazi Germany, Hitler’s leadership style, and the Holocaust.

How is GCSE history assessed?

• Paper 1 (30%) = Crime and Punishment – 1 hour 15 minutes
• Paper 2 (40%) = The Cold War and Norman England – 1 hour 45 minutes
• Paper 3 (30%) = Nazi Germany – 1 hour 20 minutes

There is no controlled assessment (coursework) in GCSE History.

Exam board: Edexcel

Click here for the curriculum map

Programme of study

The department follows the Active Teach scheme of learning together with Edexcel exam board. The programme of study mainly comprises: Number, Algebra, Ratio and Proportion, Rates of change, Geometry and Measures, Probability and Statistics. The key skills we target include: Interpreting, Representing, Applying, Evaluating, Calculating, Analysing, Collaborating, Communicating, Reflecting and Problem solving.

UKMT Maths Challenge

Our students actively take part in the UKMT Maths Challenge competitions. They continuously produce commendable results which seamlessly compare with top performing pupils within the same age group, nationally. Thanks to the tremendous efforts that the students and their Math teachers: Mrs D Patel, Mr F. Chaudhry Mrs A. Rasheed and Mr O. Alami-Chaoouni, keep demonstrating.

STEM for Maths

Our students are always exposed to the several STEM curricular opportunities that the academy provides. Students are always encouraged to conduct projects that help enhance their application of Mathematics. Students also actively take part in the several of the STEM related educational visits.

Our Aims

Our aims of teaching and learning Mathematics are to encourage and enable students to: 

• appreciate the usefulness, effectiveness, influence and beauty of Mathematics
• recognize that mathematics permeates all aspects of our lives and the world around us
• become more confident in using Mathematics to analyse and solve problems
• develop patience, persistence and resilience when solving problems
• develop the knowledge, skills and attitudes necessary to pursue further studies in Mathematics
• develop the knowledge, skills and attitudes that would enhance their employability chances.
• develop critical thinking and the ability to reflect critically upon their work and the work of others

  

 

GCSE Mathematics (Edexcel)

 

Course Information

Mathematics is a universal language. It is a way of communicating, being able to describe, to illustrate, to interpret, to predict and to explain. It is a creative subject in which pupils have the chance to explore for themselves, and create beautiful and elegant objects, patterns and arguments. It develops the essential numerical skills that enable students to understand and interact with the modern world, the ability to think in abstract ways and solve problems.

Almost all jobs and careers require a Mathematics GCSE. The key to success in the subject is small amounts of regular practice of Mathematics. Students who make good progress are those who invest very good effort in completing both their classwork and homework promptly and sufficiently. Students who make excellent progress are those who invest extra time and effort in their independent study outside school (for example MyMaths), and also seek extra support with any topics they might find challenging.

Modern Foreign Languages

The skills of communication, problem-solving and developing an understanding of others are at the very core of Modern Foreign Languages here at Lynch Hill Enterprise Academy. Our department aims to engage and motivate students with a love of learning language and discovering different cultures. We currently offer French at KS3 and KS4, with year 7s starting German or Spanish after October half term.

We use a range of methods and techniques to deliver our lessons including ICT, Youtube, interactive whiteboard games, songs and computer lessons. During their lessons, students learn to understand, read, write and speak in target language, as well as develop clear grammatical understanding. This supports not only their French work but other subject areas too.

Students are assessed across the four key skills in both KS3 and KS4: reading, writing, listening, speaking.

Why study French?

• French is one of the major global languages spoken in over forty countries
• French is the official working language of the United Nations, UNESCO, NATO and The International Olympic Committee among others
• 75% of employers want language skills
• It’s fun to learn – where else can you learn from games, songs and films!

Why study German?

• German is the most widely spoken language in Europe, with 83 million speakers
• 1 in 10 books in the world is published in German
• Graduates with German-language skills are consistently the most sought after by employers
• Some of the world’s biggest companies are German- DHL, Bosch, Daimler, BMW to name a few

Why study Spanish?

• There are 21 countries with Spanish is the national language
• Spanish is the 4^th most spoken language in the world
• It can help you learn other European languages, such as French or Italian
• Two of the ten most visited countries in the world are Spanish speaking (Spain and Mexico)

Our Curriculum:

KS3:

We use the Expo series of books to support the curriculum through languages.

GCSE:

Studying a language is optional at GCSE. We offer the AQA French GCSE course.

The AQA GCSE course covers the following Themes within the course:

Theme 1: Identity and Culture

Topics: Me, my family and friends, Technology in everyday life, Free-time activities, Customs and festivals

Theme 2: Local, National, International and Global Areas of Interest

Topics: Home, town, neighbourhood and region, Social issues, Global issues, Travel and tourism

Theme 3: Current and Future Study and Employment

Topics: My studies, Life at school/college, Education post-16, Jobs, career choices and ambitions

 

There are four assessments at GCSE, taken at the end of the two year course. These examinations are equally weighted as follows

Paper 1: Listening – 25%

Paper 2: Speaking – 25%

Paper 3: Reading – 25%

Paper 4: Writing – 25%

 

Click here for the curriculum map

By the end of KS3 Students should have understood and manipulated the elements of music, developed their keyboard skills, performed on a variety of instruments, sung with confidence both individually and as part of a group, composed in a variety of styles, listened to a wide range of music, identified the musical features and appraised their own work and the work of other students.

 

Year 7

Rhythm and Pulse

This unit develops pupils’ awareness of the importance of pulse as a fundamental upon which music is built and performed. Through the activities of performing, composing and listening, pupils will begin to develop their own feeling for and awareness of a regular pulse. Pupils will be able to make a clear distinction between pulse and rhythm.

Pupils will study:

• Pulse and accents
• Rests and Rhythm Grids
• Note Durations & Musical Maths
• Time Signatures

Night and Day

Pupils will look at how different composers have used the elements of music to describe different times of the night and day through music from different times and places. It develops awareness and understanding of the elements of music providing pupils with a foundation of musical vocabulary.

Pupils will:

• Explore Sounds
• Use the Elements of Music
• Learn about dynamics & Graphic Scores

 

Year 8

African Music

This unit explores the main rhythmic musical features and devices used in African music, particularly the African drumming tradition of West Africa.  Pupils learn to perform different drum strokes on a drum before composing, performing and improvising simple rhythms, turning these into cyclic rhythms.  They will also briefly look at African musical instruments, explore the effect of syncopation, how call and response is used in African music. They will also improvise, compose and perform their own rhythm work. 

Pupils will learn about:

• African Drumming Techniques
• Cyclic and Polyrhythms
• Syncopation and call and response
• African Musical Instruments and features

Musical Scales

This unit is all about Scales!  Pupils begin with the Pentatonic scale and learn refine this through activities of listening, performing, composing and improvising.  Pupils will learn the:

• Pentatonic Scale
• Chromatic Scale
• Major Scales
• Minor Scales
• Whole Tone Scale & Impressionism

 

Year 9

Musicals

This unit explores songs and music from the stage, beginning with an exploration into “What makes up a musical?”  Pupils explore the history and developments of elements of a musical, from their origins in opera, before exploring the impact of an “opening number” (‘All That Jazz’) in terms of chords and vamps, putting together a group performance. Pupils will:

• Look at the origins of Musicals
• Listen to a song from a Musical
• Compose a Scene from a Musical
• Performe Song from a Musical

Offbeat

This unit explores reggae music and the culture it comes from.  After exploring the origins of reggae music as one of a number of different styles of Caribbean music, pupils learn about the importance of bass lines in reggae music and how offbeat chords are a key feature of music of this genre.  Pupils look at the famous reggae musician, Bob Marley and his influence on Rastafarianism to a worldwide audience through the lyrics of reggae songs and explore the different textural layers which make up reggae music. 

Pupils will learn: 

• Caribbean Music & the origins of Reggae
• How Chords are used in Reggae
• Bass lines in Reggae
• Hooks, Riffs & Textures in Reggae
• Lyrics in Reggae Songs

 

Personal, Social, Health and Citizenship Education (PSHCE) lessons help the students of Lynch Hill Enterprise Academy develop as individuals and as members of families and communities. PSHCE provides students with knowledge, understanding, attitudes and skills to live healthy, safe, productive, fulfilled, capable and responsible lives.

PSHCE inspire students to be inventive and resourceful supporting them in making effective transitions and career choices and in handling finances appropriately. Students are encouraged to reflect on and make clear their own values and attitudes. Being an important aspect of the academy’s curriculum PSHCE develops students’ independence and enables them to take responsibility for themselves, preparing them for future roles as parents, employees and leaders. It reinforces their employment prospects through developing personal and social skills. PSHCE contributes to the health and wellbeing of our students which will in the end contribute to the health of the nation. It also underpins the safety and protection of our students.

Statutory Requirements

• PSHCE makes a major contribution to schools’ statutory responsibilities to:
• Promote children’s and young people’s wellbeing (wellbeing is defined in the Children Act 2004 as the promotion of physical and mental health; emotional wellbeing; social and economic wellbeing; education, training and recreation; recognition of the contribution made by children to society; and protection from harm and neglect).
• Achieve the whole curriculum aims
• Promote community cohesion

Organisation

Students in key stage 3 are taught PSHCE once a week in one hour lessons and in enrichment activities and in tutor time for year 10 students.

Lessons

PSHCE lessons occur once a week for years 7, 8 and 9 and last for an hour each time. The lessons are an opportunity for students to engage in debates, view issues from alternative viewpoints, and arrive at a balanced conclusion after evaluating these points of view.

Assemblies

PSHCE is also delivered across all key stages and year groups through the medium of school assemblies – whole school assemblies and year group assemblies where appropriate. For instance, students benefit from a series of extra safeguarding talks delivered by the police covering such topics as knife crime, LGBT hate crime, sexting and child sexploitation.

Careers Information Advice and Guidance

Careers information is a standalone topic in Year 9 with a particular emphasis placed on the study of the local labour market. Many other topics are also connected to this important strand of PSHCE namely The Real game in Year 7 and careers advice in year 8. A Careers Week further provides students from across the year group a varying experience of hands on activities and talks delivered by representatives of employers from a variety of local and national employers.

 

Topics

 

Year Group	Autumn Term 1	Autumn Term 2	Spring Term 1	Spring Term 2	Spring Term 1	Spring Term 2
7	Rights, rules and responsibilities	Equality – homosexuality, disability, gender   The Real game	Prevent	Democracy and the rule of law	Relationships   Sexual education   Bullying	Risk   Drugs
8	Advice for Year 7s joining the school   Values   Friendships	Equality – homosexuality, disability, gender   Careers	Prevent   Identity   Emotional wellbeing	Communities   Drugs	Risk   Sexual education	Liberty
9	Money Planning for the future	Equality – homosexuality, disability, gender   Local labour market information	Prevent   Sexual education	Drugs	Risk	Young people and the law
10	Gangs   Sexting   Hate crime - LGBT	Equality – homosexuality, disability, gender	Prevent   Careers	Knife crime   Cyber bullying	Sexual relationships	Relationships

 

 

Key Stage 3 (Years 7-9):

Students in years 7 and 8 have 5 x 1 hour PE lessons over 2 weeks. Within these lessons students learn a variety of skills, how to apply these to a game situation as well as decision making skills, coaching and leadership skills. These are developed through taking part in a range of sports including Football, Netball, Basketball, Badminton, Gymnastics, Cricket, Rounders, Athletics and Handball.

Students in year 9 have 4 x 1 hour PE lessons over 2 weeks. Within these lessons students further consolidate and build on the skills they have learnt in year 7 and 8 as well as applying these to a game situation. Students will continue to develop their tactical knowledge further as well as their decision making skills, coaching and leadership skills.   These are developed through taking part in a range of sports including Football, Netball, Basketball, Badminton, Gymnastics, Cricket, Rounders, Athletics and Handball.

Staff strongly encourage students to take part in at least one extra curricular club per week, which run at lunchtimes and after school. These not only further develops and enhances skills taught within lessons but also encourages students to lead a healthy active lifestyle.

Key Stage 4 (Years 10-11):

As part of their compulsory curriculum, all students in years 10 and 11 study PE, in addition to any commitment towards the GCSE PE course. The curriculum for this age group focuses around leadership, coaching, officiating and performance. Students are encouraged to experience as many different roles as possible as part of their appreciation of the wide-ranging roles available as part of the Sport for All concept.

GCSE PE:

Students opting to study GCSE PE as part of their examination courses will study the AQA GCSE PE syllabus. This includes two written exam papers combining a mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

Paper 1: The human body and movement in physical activity and sport (Topics covered: Applied anatomy and physiology, Movement analysis, Physical training, Use of data).

Paper 2: Socio-cultural influences and well-being in physical activity and sport (Topics covered: Sports psychology, Socio-cultural influences, health, fitness and well-being, Use of data).

The remaining 40%, awarding 100 marks, is the non-exam assessment: Practical performance in physical activity and sport. It is assessed by teachers and moderated by an external examiner.

Students are assessed in their practical performance in three different activities in the role of player/performer (One in a team activity, one in an individual activity and a third in either). Students are further assessed in their analysis and evaluation of performance to bring about improvement in one activity.

Extra-Curricular:

Physical Education is valued highly at Lynch Hill Enterprise Academy (LHEA) and has an essential role in school life. Pupils are encouraged to develop their own and other performances in individual and team sport, whilst meeting not only physical but intellectual challenges within each PE lesson. Pupils own ‘growth mind-set’ is endorsed and supported by lessons designed to be engaging and challenging.

The PE team strives for excellence day-to-day, ensuring the subject is fun, enjoyable and physically active. This in turn aims to promote pupils desire to live a fit and healthy lifestyle at school and when they leave. At LHEA, we provide enthusiastic and skilled teachers who work hard to provide a challenging, comfortable and safe environment for pupils to enjoy learning, inspiring pupils to excel in a broad range of physical activities.

The PE team are committed to providing as many opportunities as possible for students to experience and find self-fulfilment in a variety of sports. All students will have close to 3 hours of Physical Education curriculum time per week. Additionally, the PE department runs an extensive extra-curricular programme, providing the students with the opportunity to participate in a selection of physical activity. Regardless of ability, we believe that all students should have the opportunity to attend any activities provided and take part in competitive fixtures wherever possible. Currently, we will be running a range of activities and fixtures over this academic year:

• Badminton
• Football
• Trampoline
• Rugby
• Basketball
• Netball
• Table Tennis
• Cricket
• Rounders
• Athletics
• Tennis

The school is fortunate enough to have excellent facilities which include a Sports Hall consisting of 4 badminton courts, 2 cricket nets, a full size basketball court, an indoor football pitch, trampolines and gymnastic equipment. Additionally, the school has its own fitness suite, dance studio, outdoor netball courts and extensive playing field on the school site.

All PE students are required to wear the compulsory LHEA kit. For health and safety reasons, some activities will require recommended items of kit.

Click here for the curriculum map.

Year 7

Our students study a wide variety of religions and topics throughout Key Stage 3. Our Year 7s start the school year by learning about creation stories. Not only does this topic cover the creation stories told by some of the main religions, it also looks at less well known creation stories told by Aboriginals who reside in Australia and the Native Americans. The second topic looks at key religious stories from the main religions, focusing on a story that has great importance in Hinduism, Islam, Buddhism, Christianity, Judaism and Sikhism.

After Christmas, our Year 7s spend the term learning about key teachings in Islam. They look at The Five Pillars and why they are important to the everyday life of a Muslim, as well as the life and teachings of the prophet Mohammed (PBUH).

 

Finally, our Year 7s spend the first half of the final term learning about Judaism and the second half learning about Christianity. They study key stories and teachings in the Torah, Passover and why it is important, the origins of Shabbat and the key features of the Synagogue and how it serves the community. In the second half of the final term, students look at the life of Jesus Christ, The Holy Trinity and what it means to live and act as a Christian.

Year 8

In Year 8 our students start the first term by studying Buddhism. They study topics that cover the early life of The Buddha, the Buddhist community, and key teachings within Buddhism such as karma, samsara and more.

Our Year 8 students then study Sikhism in their second term. They focus on topics such as The Sikh Gurus, The Sikh community, what happens in the Gurdwara and what makes it special, The Five Ks and the Khalsa and more.

In our final term our Year 8s study Hinduism. They study topics such as the many forms of God, key Hindu festivals and their significance, the Hindu way of life and Hindu teachings.

 

Year 9

In Year 9 our students start the year by studying authority. They look at where authority comes from in key religions, what it means to have authority and what kind of authority God has in many different religions.

The Year 9s then start their ethics module. This looks at current day issues such as cloning, genetic engineering, euthanasia and designer babies and asks the question are these practices acceptable? The module looks at the pros and cons of each issue, as well key religious teachings from major religions on each issue.

The Year 9s then look at animal rights. They analyse whether or not animals should have rights, as well as what rights they should have. They also look at present day issues involving animals such as vegetarianism, animal testing, zoos and even pets!

 

Year 10 and 11

All of our Key Stage 4 students study the AQA Religious Education ‘short course’. This course focuses on key teachings within both Christianity and Islam. It also focuses on the topic of ‘religion and life’ and ‘religion, peace and conflict’.

A detailed breakdown of the GCSE course can be found here:

http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-short-course-8061/subject-content/section-a-the-study-of-religions-beliefs-and-teachings

We are committed to ensuring that our students develop the wider skills they need in order to shape their futures. Our aim is to develop the knowledge and skills associated with Science, Technology, Engineering and Mathematics (STEM) and link education to the outside world.

At the school STEM is typically treated as separate subjects. In the outside world, however, real-life scientific and technological opportunities and challenges simply do not slot neatly into these categories.

It is our aim to:

• Build a stimulating curriculum where the links across all STEM subjects are explicit to teachers and learners alike

• Draw on outside organisations to engage learners – by using ‘real world’, cross-curricular STEM contexts and challenges to give learners an exciting yet realistic picture of a future which motivates them to choose these subjects

• Highlighting the wide range of rewarding careers available to those who choose STEM subjects in school or college.

KS3

Students are being prepared for their GCSE Science throughout the academic year 7 and 8, to enable a smooth transition from KS3 to KS4.

In addition, we have in place cross curriculum links to support the key maths and literacy skills they require in science. We are deeply committed to STEM learning to enable students to grasp key concepts and connections between science, technology, engineering and maths.

The topics we cover are in the appended table:-

Students are closely monitored, to enable intervention dependent upon needs and ability.

We do ‘set’ students in classes according to their needs and abilities to enable them to maximise their potential.

For the current year 8’s we will be commencing GCSE triple science in Physics, Chemistry and Biology and GCSE Combined Science GCSE for the academic year 2019/20. 

KS4

We offer a rigorous and supportive student programme targeting the needs of individual students. We continue to reinforce cross-curricular links to support all students for example in maths reinforcing the use of standard form.

Our students are at this stage micro managed with respect to their key skill sets, to assess appropriate interventions for all learner types, whether to support students or extend their learning. This could include additional internal classes beyond those timetabled dependent upon needs and ability. We presently run 3 AQA triple science and a Combined Science GCSE. The syllabus is on the following links:-

http://www.aqa.org.uk/subjects/science/gcse/biology-8461

http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462

http://www.aqa.org.uk/subjects/science/gcse/physics-8463

http://www.aqa.org.uk/subjects/science/gcse/combined-sciencetrilogy-8464

We now have in place subject specialists to deliver high quality science for all student needs to prepare them for the work place and or vocational and higher education.

From the early years and through to GCSE it is key for us as teachers, parents/carers and students to work in partnership and your feedback is most welcome. For any further enquiries, please contact Head of the Science Faculty I.Singh on i.singh@lhea.org.uk