Curriculum Overview
The goal of education is the advancement of knowledge and the dissemination of truth. (John F. Kennedy)
KS3 and KS4 Overview
Art
Aims
In the Art Department we aim to introduce students to a vast range of materials, techniques and creative processes. Art & Design allows students to express themselves and their ideas visually. We encourage our students to think independently, to solve problems and to communicate in imaginative ways. Our schemes of work are designed to enable students to make new discoveries by exploring ideas, artist’s work and using a wide variety of different media.
Year 7 Curriculum
The year 7 course aims to equip students with a good range of research and analytical skills, as well as introducing them to new creative processes and techniques. Students explore a different theme each term and develop their practical skills in drawing, painting, and sculpture through exploration of the formal elements of art.
Themes covered:
- Abstract paintings
- African mask sculptures
- Sweet Wrapper designs
Year 8 Curriculum
Students continue to develop their skills and knowledge by exploring new artists, styles and processes. They begin to develop their critical understanding of sources and expand upon their previous knowledge and skills.
Themes covered:
- Portraits
- Fantastical architecture
Year 9 Curriculum
Students further develop their skills further by experimenting and exploring new ideas, artists and processes. We aim for students to build more confidence in using a vast range of materials and techniques in preparation for GCSE. Students develop their practical skills in drawing, painting, printmaking and direct observation.
Themes covered:
- Perspective drawing
- Native American Animals
Key Stage 4
We begin the course by exploring a range of core visual elements and artistic practises through 4 half-termly projects. Within each project we aim for students to develop a critical understanding of various styles of artwork as well as build up their skills in observational drawing, photography, research and development, composition and colour theory.
Students then begin to build upon these skills to develop a body of work based on a personal topic theme and experience a 10 hour (2 day) mock exam.
The course will culminate with the completion of an externally set exam project through the Art and Design (Fine Art) GCSE offered by Edexcel.
This topic is introduced to students in January of year 11 and they are required to develop a body of work exploring that project theme and create a final outcome in a 10 hour exam (normally around the beginning of May).
Themes covered:
- Flowers, seed pods and leaves
- Fish, shells and water
- Mechanical and man made
- Feather, fur and flesh
- Student led theme
Skills:
- Observational drawing
- Acrylic painting
- Photography
- Critical thinking
- Oil Pastels
- Mark making
- Clay
- Mixed media collage
- Linocut and print making
Key Stage 5
We offer Fine Art through the Educas Exam board. Students continue to build on the skills learnt at GCSE and develop a strong portfolio of work in preparation for University, College or Internship interviews. During the exploratory stage of the course, students are encouraged to take risks and experiment with materials, techniques and processes in a creative and mature manor. Students will then focus on their area of strength and build a portfolio based on their Personal Study. The aim of this project is to encourage students to work more independently on their desired area of study and to produce a meaningful portfolio of work.
We promote the visiting of Exhibitions and encourage students to experience Fine Art first hand. Students are urged to extend their learning outside of the classroom by actively getting involved in classes, competitions and exhibitions.
Course Content:
Personal Project
Using the theme of ‘Surfaces’ a starting point, students are to create a major in-depth critical, practical and theoretical investigation that is based on a ‘driving question’. This will lead to an outcome/s to be created in May.
The Personal Investigation consists of two integrated constituent parts:
- A major in-depth critical, practical and theoretical investigative project/portfolio and outcome/s based on themes and subject matter that have personal significance;
- an extended written element of 1000 words minimum, which may contain images and texts and must clearly relate to practical and theoretical work using an appropriate working vocabulary and specialist terminology.
Possible areas that students could study include:
- painting and drawing
- mixed media, including collage and assemblage
- performance and conceptual art
- sculpture
- land or environmental art
- installation
- printmaking: relief, intaglio, screen processes and lithography
- film, television, animation, video, photography
- digital media.
Exam Set Theme (Year 13 Feb-May)
The externally set assignment materials are to be released to learners from 1 February (in the second year of the course) and will consist of a series of visual and written stimuli, which are to be presented to the learner at the start of the preparatory study period.
One of the stimuli is to be selected by the learner and used as a starting point from which to elicit a personal response. A final outcome for this project is then created in 15 hours (3 days).
Useful Links:
Business Studies
The philosophy of the specification incorporates the belief that the study of Business Studies should require candidates both to understand the dynamic environment in which business operates and to appreciate the many varied factors which impact upon business activity and business behaviour. Sudents will work towards gaining an understanding of the issues facing UK businesses in the 21st Century.
A holistic understanding of business studies is encouraged. Delivery of the specification content should emphasise the integrated nature of business problems and solutions. The unitised design of the specification, however, enables candidates to be assessed in particular aspects of business activity and business behaviour. The specification content is delivered with reference to examples of business activity and business behaviour. These examples should be drawn from local, national and international contexts.
The specification also requires an approach in which business activity and business behaviour is considered from a variety of perspectives. These perspectives include:
- Interests of different stakeholders in business
- Need for sustainability in business
- Effect of business activity on the environment
- Increasing importance of ethics in business decision making
- Globalisation of business activity
This specification contains one Controlled Assessment Unit for which evidence can be submitted electronically via the OCR Repository. The specification can reasonably be undertaken by students entering this area of study for the first time. In addition, the course of study prescribed by the specification provides a suitable route for progression to AS and Advanced GCSEs in this subject.
Computing
Aims
To develop students with the digital literacy skills to be able to compete in the working environment. To have the technical skills to know how to create digital products. To understand the connection between their online life and offline life and how to utilize their online life in a safe and effective way. Finally to be aware of the ways technology affects their lives and how future technology developments will impact on them and society.
Key Stage 3
Students have two one hour lessons a fortnight in Computing. The Key stage 3 curriculum takes a spiral approach where in year 7 they are introduced to a topic and in subsequent year revisit the topic exploring it in more detail leading to a master.
Year 7
- Staying safe and being responsible online
- Designing and creating computer games as part of the BAFTA young game designer’s competition.
- Computational thinking
- Programming with python turtle
- An introduction to computer hardware
Year 8
- Being a digital citizen and shopping online safely
- Simple webpage programming
- Use of databases
- The Turing test and python
- Computer recommendations report & the use of binary
Year 9
- The threats from cyber crime
- Working in a IT term to HTML, JavaScript and CCS
- User interface programming
- Future technology
- Programming robots
Key Stage 4
Students study Edexcels GCSE Computer Science, which will follow the 1-9 grading. The course develops on the students learning in key stage 3 Computing lessons.
There are three core areas of learning and assessment:
- Computer Systems, this looks at how a computer operates, how computers connect together, cyber security and the issues around the use of computers.
- Computational Thinking, this look at developing students ability to plan, and develop code. There is a focus on creating robust programs. They also learn about how to test code.
- Programming project. This unit allows students to progress their programming skills by embarking on an in depth programming project set by the exam board that involves the designing, coding and testing of their project.
Key Stage 5
Students study OCR A Level Computer Science course. This builds on GCSE content and further develops their understanding of key concepts. Core to the A Level is their programming project where they are free to choice what they want to make. The project results in a complex program being coded that can be used by real users.
Useful Links
E-Safety Advice
Learn to program
https://www.sololearn.com/Course/Python/
GCSE theory
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/computer-science-2016.html
https://student.craigndave.org/gcse-videos
A Level theory
https://www.ocr.org.uk/qualifications/as-and-a-level/computer-science-h046-h446-from-2015/
Dance
Dance is a thriving and ever popular activity at JFK. With the modern dance studio, lessons and extra-curricular dance sessions can be delivered in a perfect setting.
Key Stage 3
All girls in KS3 have a half-term block of dance within the PE curriculum, delivered by Mrs Pettengell and Miss Holmes.
Year 7 are introduced to Social Dance and Dance Through the Decades as they learn about the dance styles and music of the 50s, 60s and 70s.
Year 8 further their choreography through motif development, experiencing a range of dance styles from jazz to cheerleading.
Year 9 are exposed to a more creative contemporary modern approach to dance with greater focus on story-telling and performance.
In September, all three year groups have the opportunity to attend a lunchtime extra-curricular dance club. Students are encouraged to attend and perform a group piece at the annual Gym & Dance Display.
Key Stage 4
GCSE Dance is a popular option taken by both boys and girls to further develop their choreographic and performance skills. As the course is 80% practical, all students are actively encouraged to attend the Level 1 Dance Leadership Course in Year 10. As well as a valuable qualification, this also enables the students to run lunchtime dance clubs at JFK alongside choreographing routines for the school Gym & Dance Display and the Dacorum Dance Competition.
Annual Events:
- Gym & Dance Display (November)
- Dacorum Dance Competition (March)
- Inter-House Dance Competition (Easter)
- GCSE Theatre Trip & Dance Workshop
Drama
Aims
Drama is a vibrant and lively subject in which we creatively explore both the practical and theoretical elements of the subject. We aim to ignite a passion for the subject and develop skills that will be useful and applicable in life after school.
Key Stage 3
Year 7
During Year 7 the course is designed to introduce pupils to the basics of Drama; from rehearsed improvisation to building characters and roles. Much of the work is focused on whole class drama and the development of a group ethos, in which the pupils are encouraged to think for themselves, develop ideas and opinions and extend the creative language that enables expression. They follow projects based on gothic fiction and Alice and Wonderland. Throughout the year they work on developing their devising and performance skills.
Year 8
Within drama, students follow schemes of work which involve examining books being adapted into stage performances, such as Charlie and the Chocolate factory. The students also complete a study of physical theatre and movement.
Year 9
Throughout each drama project students develop the skills that they were working on during year 7 and 8. The primary focus of the year will be text-based drama and varying styles of drama practitioners, (mostly using text as a stimulus, as opposed to a rehearsal tool). Students are encouraged to develop a serious attitude to the work and are provided with many opportunities to explore, expand and experiment with their creative skills. They will develop the means by which it is possible to voice opinion through creative endeavour.
Key Stage 4
Drama is run as a GCSE and A level option and it explores both the practical and theoretical elements of the subject.
During the GCSE course the students work in groups to create a range of devised performances as well as work on scripted pieces. This is in order to develop their drama skills, knowledge and ability to prepare, plan and contribute to group work. Their coursework, which is 60% of the course, is one piece of thematic devised performance and two pieces of scripted acting from the same play. Both of these are performed as part of a group but marked individually.
As part of the exam, the students will be required to demonstrate their knowledge of subject terminology, study a set text in terms of how it would be directed or performed., as well as analyse the performance of a piece of live theatre.
The drama students are invited to a range of live theatre performances throughout the two years as well as take part in workshops led by professionals. These opportunities both assist in developing the students’ performance skills as well as prepare the students for their exam when analysing a live performance.
Key Stage 5
Throughout the A Level course, students study prescribed texts in terms of how these would be directed or performed. This is studied both practically and theoretically where the students rehearse their thoughts, ideas and intentions and as a group assess the outcomes in relation to the intended effect. On a practical level, students work in groups to create a devised piece of drama following style developed by a chosen practitioner. They will also perform scripted pieces throughout the year, working towards a final performance for a visiting moderator.
English
Aims
- To prepare students for the language demands of adult life. Students need to be taught to deal with the day to day demands of spoken language and of print, and to write clearly, appropriately and effectively
- To develop an appreciation of literature in all its forms.
- To support students with the language demands of the school curriculum
Year 7 Curriculum
Year 7 begins with a short unit on Charles Dickens, which introduces students to both his style of writing and the contextual information needed to understand writing during this period. This gives us an opportunity to focus upon the creation of settings and character often in isolation from plot, whilst also introducing challenging vocabulary from the outset of Year 7. This then progresses into a wider exploration of the Gothic as the term progresses, with students exposed to a range of extracts where the nature of narrative structure is considered. By Christmas, then, students have explored the ideas of setting, character and plot. Students will also have presented a Gothic extract to their class as we give them an early experience of formal oracy, which is developed further as the year progresses.
These elements become especially relevant during the spring term when students study Holes by Louis Sachar. Whilst this is a text which students may have encountered in their primary studies, our focus here is primarily upon how Sachar structures his text (through flashbacks and parallel narratives), the change in Stanley’s character and the context of Kate Barlow and Sam’s doomed romance. Students often mimic Sachar’s methods in order to hone their own writing and their oracy develops as they work in groups on formulating their own prison camp.
In the summer term, with students fully settled at JFK, we introduce the most complex unit so far with an introduction to Shakespeare. In readiness for future study, students are introduced to Shakespearean language. Whilst many have studied some of his plays previously at primary school, this is likely the first time they have read it in the original language. The key concept of repartee which is so vital to their understanding of A Midsummer Night’s Dream and Romeo and Juliet is practised through drama, whilst there is a heavy focus on language use and imagery.
We conclude the year with a non-fiction unit on Sporting Tournaments, which is often updated to reflect the latest events in world sport. This involves reading, understanding and indeed debating ideas around the cost of Olympic opening ceremonies and the pressure placed upon athletes in the public eye. This study of non-fiction texts includes articles and speeches, with students concluding the year by writing and delivering their own persuasive text.
Year 8 Curriculum
The autumn term in Year 8 is dedicated to the theme of war, specifically World War 1, which is highly relevant given the time of year. Students read Private Peaceful by Michael Morpurgo, which gives them a chance to explore Morpurgo’s use of language and particularly structure, as well as a selection of war poems which takes them on a journey from patriotic propaganda to Owen’s despair in ‘Dulce et decorum est’. This first formal study of poetry at JFK is placed alongside the novel to help with students’ understanding of the issues at play. This unit also contrasts well with the unit on love at the end of the year.
In the spring term, students study Our Day Out by Willy Russell. We focus upon the nature of the text in performance, paying close attention to stage directions, and highlighting the difference between this and their study of Shakespeare in Year 7. For some students, this text also helps to support the next unit, which, dependent upon their own choices, may link to the ideas of class in this text.
In order to support students’ reading of media texts and develop their research skills, the unit on Disasters uses the Titanic as an event and explores a variety of text types surrounding it. We consider what sources are reliable before students work independently to explore their own choice of a disaster to research and respond to. This enables students to begin pursuing their own interests where appropriate and make some choices over their own assessment needs.
To balance the war unit at the start of the year, we shift the focus to love in the summer term, studying A Midsummer Night’s Dream alongside a range of poetry. Both sets of texts are challenging but vital foundations for more thorough Shakespeare and poetic study at KS4.
Year 9 Curriculum
In Year 9, we open the year with a study of short stories and their narrative structures. There is overlap here with the Gothic stories unit in Year 7; this short stories unit will be revamped in future years. This provides students with a firm structure for their own writing, which is then a spring-board for study of a novel: staff choose from Stone Cold by Robert Swindells, The Hunger Games by Suzanne Collins or The Boy in the Striped Pyjamas by John Boyne. Whilst varying in challenge, length and topic, they share themes of tolerance and respect, and show students lives very different from their own.
In the spring term, we study The Tempest, building on prior work in Shakespeare units in Years 7 and 8. Students are now asked to consider the text in its entirety, exploring how Prospero changes across the text, mimicking the GCSE Literature assessments. Following this, students study a short collection of poems entitled ‘Overcoming Adversity’. These range in length, style and historical background, but share the theme of overcoming difficulties. Thematically, this is an important message to get across to students, whilst the poems themselves offer a chance for students to consider how poems by different writers can tackle the same subject.
The final unit of Key Stage 3 is a study of John Steinbeck’s Of Mice and Men. In many ways, this pulls together much of the work in Year 9 and the Key Stage as a whole, as we explore the structure, themes and language of Steinbeck’s work. This whole text study of a seminal work of literature over a whole term gives students a taster of what GCSE might be like without moving any of Key Stage 4 down.
Key Stage 4
Students study AQA’s GCSEs in English Language and English Literature, gaining two qualifications. Both qualifications are 100% examination-based assessments. English Language Paper One comprises reading unseen fiction texts and composing descriptive and narrative writing. Paper Two comprises reading unseen non-fiction texts and composing persuasive and argumentative writing. Students also complete an independent presentation to their peers in order to complete the Spoken Language accreditation.
As part of English Literature, students study a Shakespeare text (Romeo and Juliet or Macbeth), a 20th century drama text (An Inspector Calls) and A Christmas Carol by Charles Dickens, as well as a selection of poetry across time on the theme of Love and Relationships.
Key Stage 5
Students study AQA’s English Literature ‘A’ specification. The qualification is formed of two examinations, worth 40% each, and a Non-Examined Assessment (NEA) worth 20%.
In Year 12, students study the texts for Paper 2: World War One and its aftermath: Up the Line to Death edited by Brian Gardner, Birdsong by Sebastian Faulks and My Boy Jack by David Haig.
In Year 13, students explore the texts for Paper 1: Love Through the Ages: The Great Gatsby by F Scott Fitzgerald, Othello by William Shakespeare and a collection of 15 pre-20th century poems.
Both examinations also test students on unseen texts which are integrated into the course.
For the NEA, students work independently to select two texts to compare in an essay of 2500 words.
Useful Links
English Department Google Site: https://sites.google.com/jfk.herts.sch.uk/english/home
All links for GCSE and A Level are then available from this central site. Students must be signed into their Google account to access this.
Geography
Aims
Geography is concerned with the study of place, the human and physical processes which shape them and the people who live in them. It helps pupils make sense of their surroundings and the wider world.
We aim to make pupils more aware of the environment in which they live, encouraging the development of positive attitudes and values towards people and places, so that they are better prepared for life as responsible individuals within a multicultural society. Our subject allows students to make sense of the world around them and in doing so, they are better equipped to face the challenges that will shape our future at the local, national and global scales.
Year 7 Curriculum
Our Year 7 course introduces students to some of the core skills and concepts used in geography. Students begin by developing an appreciation of their own geography and place before exploring some of the key human and physical environments within the UK and Europe. A field and research trip to the Natural History Museum Earth Science galleries takes place early in the 2nd term.
Topics covered in Year 7:
- Introducing geography
- Physical geography in action: Coasts
- The Earth’s resources
- What is an economy?
- Human geography in action: Population
Year 8 Curriculum
Students continue to develop their skills, knowledge and understanding of a broad range of Geographical topics. A European and regional approach is taken to the study of place. A core part of the course is to introduce the idea of sustainability and environmental management. Students take part in a local field trip to study urban development in a local town, this usually takes place in the Spring term.
Topics covered in Year 8:
- Weather and climate
- Ice and change
- Development
- Urbanisation
- Africa: development, change and sustainability
Year 9 Curriculum
Year 9 Geography provides students with the opportunity to develop their understanding of global geography. The course introduces students to global issues, global conflict, global governance and the workings of the global economy. Asia and the middle East form our regional studies. Physical geography content covers tectonic hazards and river studies. Students opting to study GCSE are invited to take part in a Rivers field trip early in the summer term.
Topics covered in year 9:
- Tectonic Hazards and their management
- The emergence of Asia
- Climate change and sustainability
- River studies
- A complex region: The Middle East
Key Stage 4
At GCSE we follow the EDEXCEL geography specification A course. This provides a traditional geographical grounding in that it comprises a human, physical and investigation paper. Students take part in a 3 day residential trip to North Norfolk where they complete a coastal and urban study in preparation for the 3rd exam paper.
Key Stage 5
At A Level we continue to study the EDEXCEL syllabus allowing a smooth transition from Key Stage 4 to Key Stage 5. Our new specification will excite students’ minds, challenge perceptions and stimulate their investigative and analytical skills. A number of specialised concepts underpin the new Geography A Level and are a useful tool for demonstrating synopticity. Students take part in a 5 day residential field trip to North Wales and in doing so gain an awareness of the field and research skills required to complete their own independent investigation.
History
Aims
The History Department aims to foster and develop a passion for learning about the past. To achieve this we aim to develop both our student’s historical skills and historical knowledge. Students will learn to analyse the past developing skills such as causation, change and continuity and significance, as well as more common themes like source analysis written communication. This is achieved through the varied stories of the past and experiences of our ancestors.
Year 7 Curriculum
Our Year 7 course begins with the development of the core skills required for the study of history. Students then explore medieval history through a range of topic areas which are designed to be both engaging and allow for the development of the student’s historical skills.
Topics covered in Year 7:
- Historical Investigation Skills
- The Norman Conquest
- Castles
- The Black Death
- Magna Carta
- The Crusades
Year 8 Curriculum
Students continue to develop their skills, knowledge and understanding of a broad range of historical topics. Students explore early modern history through a range of topic areas which are designed to be both engaging and allow for the development of the student’s historical skills.
Topics covered in Year 8:
- The Tudors
- The English Civil War
- Slavery
- Empire and Migration
Year 9 Curriculum
Students begin to prepare for GCSE, with topics chosen to help all learners make a smooth transition from key stage 3 to 4. Students explore 20th century history through a range of topic areas which are designed to be both engaging and allow for the development of the student’s historical skills.
Topics covered in year 9:
- Life in 1900s (Titanic case study)
- The First World War
- Nazi Germany
- The Second World War
- The Holocaust
Key Stage 4
Students study GCSE 9-1. This course comprises of a mix of units which are assessed in three examinations in the summer of Year 11. These units build upon the skills taught at Key Stage 3 and our program of study during these years has been developed to allow for a smooth transition from Key Stage 3 to 4.
GCSE units covered in Key Stage 4:
- Paper 1: USA Opportunity and Inequality 1920-73
- Paper 1: Conflict and Tension between East and West 1945-72 (The Cold War)
- Paper 2: Britain Health and the People c.1000-present
- Paper 2: The Norman Conquest 1066-c.1100
Key Stage 5
A Level History uses AQA as our exam board and offers a range of new content alongside building upon previous learning. Students are required to further develop their historical writing ability and analysis and undertake an independent coursework element under the supervision of a selected history teacher. This coursework can be on any historical subject which meets the date range criteria of the exam board. The taught courses at A Level is assessed in examinations at the end of Year 13.
A Level units covered in Key Stage 4:
- Paper 1: The Tudors 1485-1603
- Paper 2: Revolution and Dictatorship, Russia 1917-53
- NEA: Historical Investigation, independent research and essay
Useful Links
KS3-4 BBC Bitesize Revision Pages
https://www.bbc.co.uk/bitesize/subjects/z7svr82
KS4-5 Seneca Learning GCSE/ A Level Revision Activities
https://www.senecalearning.com/blog/gcse-history-revision-guide/
KS3-5 Spartacus Education History Notes
Maths
Aims
The Mathematics Department wants to inspire a love of mathematics through a broad, balanced and enjoyable mathematics provision. We believe that an appreciation of mathematics is essential in society today and we try to give our students the knowledge, skills and understanding to fully appreciate and engage with the world around them.
Key Stage 3
At Key Stage 3, Years 7 and 8 all students begin their 5 year journey towards Edexcel GCSE (9-1) Mathematics.
Topics covered:
- Number
- Algebra
- Geometry
- Measures
- Statistics
- Probability
Key Stage 4
In Years 9, 10 and 11 students study towards either Foundation or Higher (9-1) GCSE.
At Key Stage 4 there are six areas of mathematics studied:
- Number
- Algebra
- Geometry
- Measures
- Statistics
- Probability
Key Stage 5
We offer A Levels in Mathematics and Further Mathematics. At A Level we use Edexcel as our exam board. Students are encouraged to take a more independent approach to learning at key stage 5 with high levels of work and practice questions to be undertaken outside of the classroom teaching time.
Useful Links:
Modern Foreign Languages
Aims
Our vision in the Modern Foreign Languages department is that all language learners develop the skills and confidence to consider themselves as ‘World Citizens’ who belong in a multicultural, mutually respectful world.
We aim to support students to understand other countries and cultures so that they can be more open and adaptable to new experiences; ensuring that each topic contains an element of cultural reference to not only the target language country, but the wider Francophone or Hispanic spheres.
The department is committed to developing strong, lifelong linguistic skills and to encourage students to become curious and interested in the world. As part of this, we would encourage language teaching of other non curriculum languages such as Polish, Italian and Portuguese to take place here at JFK to build on the cross cultural community which already exists.
Ultimately, we want our students to have a love of languages, and aim to achieve this by nurturing a linguistic curiosity and an intrinsic motivation to explore and respect other cultures and people. We endeavour to inspire all MFL practitioners/peers through collaboration, support and modelling exceptional practice- no matter what stage of career journey. We celebrate our past successes and look to the future for higher levels of involvement and achievement .
Year 7 Curriculum
Our Year 7 course introduces students to the language basics and develops skills in Reading, Writing, Speaking, Listening and Translation. We also teach students how to be independent learners, both by developing their dictionary skills and by using online tools that can aid their learning.
Topics covered in Year 7:
Meeting people School objects Alphabet Age/numbers Birthday/dates colours
Gender and adjective agreements Family members Pets Personal descriptions Talking about where you live Describe your home Describe your bedroom
Talk about what you do in the evening Tell the time Ask about places in the town Ask for directions Express opinions Order in a snack bar
Year 7 Spanish Curriculum:
Introduce yourself Talk about personalities Brothers and sisters Birthdays
Pets Free time Weather Sports Regular verbs in the present tense school
Year 8 Curriculum
Students continue to develop their skills, knowledge and understanding of grammar and vocabulary topics in each skill.
Topics covered in Year 8:
Daily routine School Sports Free time activities Musical instruments Going on holiday
Future tense Jobs Weather Past tense TV programmes and opinions Weekend activities
Make arrangements to go out Clothes and shopping
Year 8 Spanish Curriculum:
Family Appearances Describe what’s in your town Ordering in a café Say what you are going to do at the weekend using the near future Holidays Past tense Describe how you use your phone Music, TV, revision of tenses
Year 9 Curriculum
Year 9 French Curriculum:
Students begin to prepare for GCSE, with topics chosen to help all learners make a smooth transition from key stage 3 to 4.
Topics covered in Year 9:
Food and drink Countries Revision of past, present and future tenses Talk about TV, films, music and books Health
Year 9 Spanish Curriculum:
Food How to make negatives Arranging to go out Irregular verbs Reflexive verbs Clothes
Summer holidays Superlatives, comparatives, imperatives
Key Stage 4
Students study AQA’s GCSE French / Spanish course. They cover three themes: Identity and culture, local, national and global areas of interest and current and future study and employment. These themes are studied at both Foundation and Higher level, and a decision is made after January mocks as to which level students will take. Study at Higher level is a good preparation for the new A-Level specification.
Key Stage 5
We offer A Levels in French and Spanish. We use Edexcel as our exam board to offer inspiring and engaging themes, with a wide and popular selection of literary texts and films. The structure is clear and coherent with 4 engaging themes: Changes in French / Spanish society; The political and artistic culture in French / Spanish speaking countries; Immigration and French / Spanish multicultural society; the French occupation and Resistance during WWII / Franco’s dictatorship and the transition to democracy. The four themes are studied alongside two works (either two literary texts or one literary text and one film) assessed through two externally-examined papers (Papers 1 and 2) and one teacher-examiner conducted speaking assessment (Paper 3). Students are encouraged to take a more independent approach to learning at key stage 5, and to extend their learning beyond the curriculum through attending a future careers languages conference in Berkhamsted and events in London (BFI – French film / theatre – Spanish play)
Music
Aims
Music is vibrant and lively subject in which we creatively explore both the practical and theoretical elements of the subject. Our choir and orchestra regularly provide music for the masses and concerts, both in school as well as a range of venues throughout the calendar year. We also offer a full range of instrumental lessons given by our dedicated peripatetic team
Key Stage 3
Year 7
Students study music through the periods, develop their knowledge of music notation and terminology, as well as study film music. Each unit incorporates performing tasks (including singing), composition tasks and listening and appraising exercises.
Year 8
Throughout Year 8 students are provided with an opportunity to learn about music from different cultures. African Drumming, samba and Indian Raga. Each unit incorporates performing tasks (including singing), composition tasks and listening and appraising exercises.
Year 9
In Year 9, students are provided with an opportunity to examine how objects may be used to develop and combine sounds to create music. This is an exciting project and incorporates varying and merging rhythms. Students also study Motown and the Blues, as well as popular music. Each unit incorporates performing tasks (including singing), composition tasks and listening and appraising exercises.
Key Stage 4
Edexcel GCSE Music. Focus on performing, composing, listening and appraising
Physical Education
Aims
The Physical Education department strives to offer opportunities for young people to utilise their God-given talents. We aim to provide a broad range of sports and activities that enable all students to participate and engage in physical activity.
In lessons we try to develop the student’s level of skill, whilst providing them with the knowledge and understanding of the benefits of regular participation in physical activity. Our main focus is to cultivate a lifelong passion and enthusiasm for sport and Physical activity, in the hope that all of our students will participate regularly in the future.
Key Stage 3
In Years 7-9 students will have the opportunity to participate in a variety of games and sports across the three years. The range of activities is designed to provide opportunities for young people to develop their skills, creativity, fitness, teamwork and problem solving skills.
Activities include:
Winter:
Football, Gym, Dance, Rugby, Hockey, Netball, Trampolining,
Badminton, Fitness, Volleyball, Handball, Gaelic Football, Cross Country, Indoor athletics, Table Tennis, Swimming
Summer:
Athletics – track and field, Tennis, Rounders, Cricket, Softball, Golf
Key Stage 4
All students participate in one period of practical lessons each week. In Year’s 10 and 11 students take part in a range of sports, including some off site activities such as the use of the local gym and golf club.
Students will also have the opportunity to study Pearson Edexcel GCSE Physical Education qualification. The GCSE consists of both practical and theoretical elements. Students that choose to study GCSE Physical Education will have an additional three classroom based lessons as well as their practical lessons.
The subject content and assessment is split into four components:
Component 1: Fitness and body system
1hour 45mins paper, 36% of the qualification
Component 2: Health and performance
1 hour 15 mins paper, 24% of the qualification
Component 3: Practical performance
30% of the qualification, 105 marks (35 marks per activity)
The students will be moderated in three sports: one team, one individual and the final activity can be a free choice.
Component 4: Personal Exercise Programme (PEP)
10% of the qualification
Key Stage 5
We offer A-level OCR Physical Education qualification. This course is designed to allow our students to continue their studies in Physical Education and prepare them for life afterschool. Students who undertake this course are encouraged to take a more independent approach to their learning. The A-level course is more examination based with assessment at the end of the two years of study.
The subject content and assessment is split into four components:
Physical factors that affect performance
2 hour paper, 30% of overall qualification
Psychological issues affecting performance
1 hour paper, 20% of overall qualification
Socio-cultural issues in physical activity and sport
1 hour paper, 20% of overall qualification
Performance in physical issues
30% of overall qualification
This will include an Evaluation and Analysis of Performance for Improvement (EAPI).
Useful Links
BBC Bitesize – Pearson Edexcel GCSE PE
https://www.bbc.co.uk/bitesize/examspecs/zxbg39q
Seneca – GCSE and A-Level revision
https://www.senecalearning.com/
Religious Education
Aims
- Allow students to develop an understanding of what it means to be part of a faith community and a Catholic in a secular society
- develop pupils’ literacy and understanding of how religious beliefs can affect the behavior and lifestyle of a believer
- empower students to be active participants in their spiritual, moral and academic development. To engage the ‘teacher within’ our pupils by setting tasks that encourage the pursuit of truth through reflection, critical thinking and independent learning
- create a learning environment that encourages every pupil to fulfill their God-given potential. Encourage pupils to develop their verbal and written communication skills through a variety of learning and teaching styles and activities
- work in partnership with the chaplaincy to provide a varied spiritual life through weekly masses, the sacrament of reconciliation, retreats, extra-curricular trips
- make pupils more aware of the environment in which they live, encouraging stewardship of the world around them and the development of positive attitudes and values towards people of all faiths and none, so that they are better prepared for a life as responsible, caring individuals within a multicultural society
Year 7 Curriculum
Autumn 1 – Belonging – an induction into JFK and what it’s like to be part of a wider Catholic community.
Autumn 2 – Bible – We develop the skills of using the Bible as well as the history of the Bible and how Catholics used the Bible. We end the term with a short section of work on the liturgical season of Advent.
Spring Term – Old Testament Story – Starting from Creation, students will look at promises and covenants made throughout the Old Testament and then consider how Jesus is the New Covenant. We also interrupt this unit of work to consider the liturgical season of Lent.
Summer 1 – Sacraments – Students will look at the meaning and purpose of the Seven Sacraments, including some reflection on their own experiences.
Summer 2 – Sikhism – Students will learn some of the beliefs and practices of the Sikh faith.
Year 8 Curriculum
Autumn 1 – The New Testament – Students will learn about where Jesus lived and what the political situation was. They will also look at the Gospels and who wrote them, why and when.
Autumn 2 – The Person of Jesus – Students will look at evidence that Jesus existed, what was important to him and how he taught including parables and miracles.
Spring 1 – Church History – We look at the history of Christianity, from its beginnings at Pentecost and the early Church, through the Roman Empire, the Reformation and right up to today.
Spring 2/Summer 1 – Speaking Out – Students will look at inspiring people who have spoken out about their beliefs, and discuss how we can live out Gospel Values in our lives by standing up for others.
Summer 2 – Islam – Students will look at the origins, beliefs and practices of Islam.
Year 9 Curriculum
Autumn 1 – Vocation – Students will look at Christian Vocation, from marriage and family life to being a nun or a priest. We consider the process of discernment and reflect on what our vocations might be or how we might find them out.
Autumn 2 – Introduction to Philosophy – Here we will look at different arguments for the existence of God and evaluate them, including the Design Argument and the Causation Argument.
Spring 1 – Introduction to Ethics – Students will look at different ways of making moral decisions and then apply them to issues such as human rights, genetic engineering and business.
Spring 2-Summer 1 – GCSE begins! Catholic Sources of Wisdom and Authority – Students will explore different sources of Catholic Teachings; from the Bible, to the Pope, including the Second Vatican Council. They will also be inducted into exam skills and techniques.
Summer 1-2 – Catholic Forms of Expression and Ways of Life – Students will explore ways in which Catholics express their faith, through art, architecture, drama and music
Key Stage 4
Exam Board Edexcel GCSE Religious Studies Specification A
Papers to be taken: Catholic Christianity, Judaism, Philosophy and Ethics
The GCSE continues on from the end of Y9 with:
Y10 – Catholic Beliefs and Teachings (including the Trinity, salvation and what happens after we die), Catholic Practices (eg prayer, sacraments and pilgrimage). We move on to study the Beliefs and Practices of Judaism, including beliefs about God and the sanctity of life and the synagogue and the sabbath.
Y11 – We move on to looking more at Arguments for the Existence of God. Finally we look at Marriage and Family Life and different ethical approaches to consider.
Key Stage 5
Core RE: All students must attend a lesson a week of Core RE which result in a qualification from the National Open College Network (NOCN). The topics covered in Y12 are Making Moral Decisions, Poverty and Relationships & Sex. In Y13 the topic covered is ‘My Values for Living’ and over the year many issues are explored including commitment, decisions and exploring religious faith and tensions.
A- Level, students who choose to include this subject as part of their A Level options will study towards a Religious Studies A Level:
Exam Board Edexcel GCE Religious Studies
Papers to be taken: Philosophy of Religion, Religion & Ethics, New Testament Studies
Useful Links:
https://qualifications.pearson.com/en/subjects/religious-studies.html
https://www.bbc.co.uk/bitesize/examspecs/zm9pd6f
https://www.senecalearning.com/
Science
Aims
The Science Department wants to inspire the next generation of scientists. We aim to provide a broad, balanced and enjoyable science education for all of our students. We believe that an appreciation of science is essential in society today and we try to give our students the knowledge, skills and understanding to fully appreciate and engage with the world around them.
Year 7 Curriculum
Our Year 7 course builds on science learned in primary school. Students study a range of topics both familiar and unfamiliar, gaining a broad introduction to each of the science disciplines: biology, chemistry and physics. Students develop their practical skills by doing many experiments in our well-equipped science labs.
Topics covered in Year 7:
Biology:
- BT1: Cells, digestion, muscles and bones
- BT2: Animal and plant reproduction
- BT3: Environment, adaptation and photosynthesis
Chemistry:
- CT1: Particles, atoms and elements
- CT2: Compounds, pure and impure substances
Physics:
- PT1: Energy transfers and resources
- PT2: Forces and effects, motion
Year 8 Curriculum
Students continue to develop their skills, knowledge and understanding of a broad range of KS3 Science topics.
Topics covered in Year 8:
Biology:
BT4: Lungs, gas exchange and respiration
BT5: Drugs, health and microbes
Chemistry:
CT3: Simple chemical reactions, acids and alkalis
CT4: The periodic table and extracting metals
CT5: Earth and atmosphere, innovative materials
Physics:
PT3: Waves, Sound and light
PT4: Electricity, magnets and electromagnets
Year 9 Curriculum
During the first half of the year students complete their studies of the KS3 curriculum and prepare for their end of phase assessment. Following this assessment students begin to study the GCSE science course following the AQA trilogy/separate science specification, with topics chosen to help all learners make a smooth transition from key stage 3 to 4.
Topics covered in year 9:
KS3:
Biology
BT6: Variation, classification, inheritance and evolution
Chemistry
CT6: Describing reactions, reactions of acids
Physics
PT5: Heat transfer and exploring space
PT6: Domestic and static electricity, application of forces
GCSE
Biology: Cell biology and organisation
Physics: Energy
Key Stage 4
Students follow one of two pathways:
Some students will follow the AQA separate science specifications in biology, chemistry and physics, gaining three GCSEs. These students will be selected based on their end of phase Y9 assessment, attitude and progress.
Most students will follow the AQA trilogy combined science specification gaining a double award GCSE equivalent to two separate GCSE grades.
All students study all three sciences (biology, chemistry and physics), completing a variety of practical work to support their learning.
Key Stage 5
We offer A Levels in Biology, Chemistry and Physics. The specifications followed are:
Biology: Edexcel A
Chemistry: OCR A
Physics: OCR A
Students are encouraged to take a more independent approach to learning at key stage 5, and to extend their learning beyond the curriculum through attending lectures and events.
Useful Links:
https://www.aqa.org.uk/subjects/science/gcse
https://www.ocr.org.uk/qualifications/as-and-a-level/chemistry-a-h032-h432-from-2015/
https://www.ocr.org.uk/qualifications/as-and-a-level/physics-a-h156-h556-from-2015/
https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/biology-a-2015.html
Technology
What is Design and Technology?
‘In design and technology students combine practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team’. Quote from the National Curriculum website.
Department Facilities
The department has a suite of ten rooms, many facilities and a wide range of equipment, ranging from traditional tools to more up to date equipment. Equipment includes a laser cutter and a computer numerical controlled machine which enables our students to create 3D products using a range of materials. Computer aided design and computer aided manufacture take place in each of the technology areas taught. Computers and printers are available to students throughout the day after school.
Programme of Study:
Key Stage 3
In this stage two hours a week is spent designing and making a variety of products using a range of skills in each of the specialist rooms with specialist teachers.
In Year 7 products made include a boat, a mechanical toy, a straw bag, an apple crumble and a vegetable soup.
In Year 8 products made include a pasta bake, an alien, a vegetarian chilli, a wall hanging, and a key light.
In Year 9 we design and make a pop-up book, box and bracelet, school bag, a meal to be sold in the school canteen and a three course dinner party.
Key Stage 4
All students will choose from one of the following technology areas:
Resistant Materials – AQA
Graphic Products – AQA
Food Technology – AQA
Systems and Control – AQA
For the AQA courses 60% of the GCSE grade is carried out by controlled assessment, which includes both designing and making new innovative products. In addition, 40% of the course grade will be a written exam.
The Engineering Diploma qualification introduces students to a range of engineering sectors. The Diploma is divided into three levels and is broken down into units. Level 1 has seven units, Level 2 – eight units and Level 3 – nine units. In these units students examine design, manufacture, maintenance, installation and commissioning, instrumentation and control, technical support, aeronautical, chemical, electrical/electronic, mechanical and passenger transport.
Key Stage 5
Product Design – AQA
Food Technology – AQA
The two year courses provide the knowledge and skills required for further study in the area of technology or other academic studies. Past students have found their A Level technology course invaluable when furthering their studies to become Architects, Engineers, Graphic Designers, Dieticians, Food Technologists, Costume Designers and Interior Designers.
The broad base of knowledge and skills gained from these courses adds to the well balanced curriculum provided at JFK.
Extra-Curricular Activities
There are a wide range of extra-curricular activities on offer to all of our students. School Technology Clubs are available to Key Stage 4 and 5 students after school and to Key Stage 3, 4 and 5 at lunchtimes. Our students are regularly involved in Technology Tournaments and Young Chef Competitions.
