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Subject Information

Art & Resistant Materials 

“You can’t use up creativity, the more you use, the more you have” Maya Angelou

 "Creativity now is as important in education as literacy, and we should treat it

with the same status."  Sir Ken Robinson

Our Curriculum Intent

The multicultural nature of our students gives us an exciting opportunity to explore Art & Design Curriculum to the full. The diverse nature of our student body at Preston Manor is reflected within our Curriculum.

It is important that our students have an understanding of different cultures and this is encapsulated in topics such as Islamic Geometric patterns, Indian & African fan Sculpture, European contemporary and traditional art, British and American Pop Art, Community based Art ( Diwali, Holi & Henna ). Much of our stimulus also reflects our ever changing demographics ( e.g. Windrush and Eid ) felt in Brent.

The Art and Design Technology Department, within the Faculty works to develop a love of learning, maximise creative potential, develop empathy, and promote acceptance and awareness in all pupil’s diversity in Brent.

The Art & Design Technology curriculum sets high expectations and allows students to explore interesting, relevant, sensitive and thought provoking topics. Participation in practical lessons is at the core of all that we do, and we value the contributions of the different cultures within the school and its wider community. Through a series of carefully selected and sequenced modules at Key Stage 3 we create pathways that develop and challenge our pupils. We teach a broad and balanced curriculum that is open to different cultural viewpoints and stimuli. We understand the students are excited by their own personal, political, social and world events. Throughout history, Artists have used personal responses as a catalyst for creativity - we recognise this.

Throughout the Art & Design Technology curriculum students develop their understanding and application of key concepts, movements and historical events ( e.g. Spanish Civil War ) These concepts are used as tools for students to make sense of, and understand the content that is delivered, thus preparing them for further study.  This includes classical, abstract, modern and world art and art history, alongside styles that pupils have ownership of outside of the classroom ( Graffitti ). We work hard to develop the whole child, by providing opportunities to enrich cultural capital. Exposing pupils to professional practice via collaborative work with our creative partners alongside visits to a range of galleries and exhibitions that link to the set works studied.

Art - Key Stage 3

Our curriculum at KS3 embraces and celebrates the diverse backgrounds of our student body but instills an in depth awareness of British born artists whose work is displayed in British Museums/Galleries. We want our students to embrace and develop a love of learning for Art and design which is why we offer a broad and balanced curriculum.

This is at the core of our KS3 as we have selected themes, for example year 8 design their own 3d home using Google sketch up, a tool that stretches and develops curiosity and creativity.

Students are introduced to a variety of experiences throughout these themes that explore a range of Fine Art Media, processes and techniques. Students should be using a variety of methods and media on a variety of scales that suits a given brief, mood or situation. The use of IT (Adobe suite and Google sketch up) is thoroughly encouraged to allow equal opportunity for all of our pupils. In addition to this, we study female artists such as Zahra Hadid, an Iraqi-British architect and Georgia O’keefe. This ensures that all of our pupils are well rounded as they leave KS3.

Written and oral literacy is developed throughout the curriculum especially when pupils are critiquing their own work or an artists work.  By the end of Key Stage 3 we aim to have developed the holistic artist with the skills and understanding to both successfully undertake the rigours of GCSE and be able to contribute to the artistic and cultural life of the whole school.

Future careers could include becoming a fashion designer, architect, sculpture, art historian, museum creator, ceramicist, Illustrator, graphic designer, website designer and many more.

Resistant materials - Key Stage 3

In resistant materials students we challenge our pupils by learning about workshop safety, how the casting process works, how to mark out, cut out and finish off metal and wood. We have high expectations of our pupils as we build on their existing use of maths throughout. Pupils enjoy the subject as they get to practice their use of certain tools and refine their finishing touches. They will understand the properties of each group of materials that are used in the projects. During the module we develop the whole child as they follow the design process of research, specification, design and the practical task of manufacture.

Future careers could include becoming an architect, a product designer, a carpenter, a jeweller and many more.

Art & Graphics - Key Stage 4

Art & Graphics at GCSE aims to enable students to develop and extend their knowledge and understanding of specific Art Movements and cultural changes. Students are encouraged to become thoughtful artists or designers, which is both creative and adaptive with the ability to flourish in a range of environments.

They will understand, recognise and be able to evaluate the elements of these creative subjects in both familiar and ‘unfamiliar’ outcomes e.g. Students will be given the opportunity to work with media foreign to them.

The Curriculum challenges them to engage in Artistic enquiry in order to develop as independent learners and as critical and reflective thinkers.

We have selected our specification to develop our students’ intrigue and love of Art & Graphics .

For Art students, there is an emphasis on practical and critical activities that demonstrate their understanding of different styles, genres and traditions and techniques knowledge, skills and understanding. Students get the chance to visit art galleries, exhibitions and participate in extracurricular activities and national competitions as well as develop their own individual style.

The Curriculum is designed to motivate Graphic students, through developing communications skills, This allows pupils to work according to industry standards ( e.g Mac Technology ). Students are continuously encouraged to share ideas and work collaboratively. They then develop their ideas by creatively exploring various layouts, suitable typefaces and colour palettes to answer a defined design brief.

Our curriculum combines academic rigour and challenge with enjoyment and interest. Students are able to develop autonomy and independence as the curriculum promotes wider Art appreciation to enhance understanding and literacy skills ( e.g. Pupils are taught how to use Adobe Photoshop and Illustrator to create their final digital outcomes ) There is a personalised learning programme that takes into account individual needs and styles.

Art & Graphics - Key Stage 5

At Key Stage 5 our curriculum intent for both Art and Graphics is to develop an understanding of Art and Graphical mature complexities and to foster creativity.

We support students in learning how to find a creative solution to a problem using a range of interdependent topics. The Curriculum promotes a love of learning through more personalised and intimate adult responses - creating a foundation course approach to Art. Students are provided with an in depth education in the idea of artistic abstraction so that they are in a position to use their skills to positively contribute to society in the future promoting autonomy. They are constantly using problem solving skills to produce ideas that meets the needs of their audience and the overall intended purpose.

Alongside the curriculum the Art Department systematically develops the transferable skills that earn Art & Graphics its reputation as an academic and rigorours subject highly esteemed by employers and Art universities alike.  They work on producing a portfolio for interviews, for this includes personal studies and life drawing - the process is a life changing approach.  Students develop their ability to write analytically in extended pieces, handle evidene critically, research and present material about Art Movements, Social and Political commentary through the Arts.  Students build further upon a number of skills which they have developed at Key Stages 3 and 4 in their studies.  The also contstruct a 3000 work personal illustrated thesis.

Curriculum Intent - Food Studies

The intent of the Food Studies curriculum is synonymous with many of Preston Manor’s  core aims:  To provide a broad, relevant and balanced curriculum that is accessible to all pupils and further develops  the  literacy and numeracy skills which are required for success in adult life. 

Student’s receive the unique opportunity to broaden their horizons through a scheme of learning that ensures that all pupils are able to thrive, develop as healthy individuals and instills a love of learning and equal opportunity for all.

In food studies emphasis is placed on developing a strength of character, working in collaboration with others to develop the whole child to become resilient, well rounded which  will help pupils to overcome challenges through a range of opportunities and experiences.

The curriculum has been specifically designed to expose students to challenging,  valuable, life skills to become confident individuals who enjoy learning, make good progress, in a safe, healthy and fulfilling manner. These skills intend to develop students ability to succeed in the next stage of their education, training or employment.

Key Stage 3

In KS3 the curriculum has been specifically catered to embrace British values with students being introduced to the importance of hygiene and safety, to develop confident, responsible  individuals who feel safe within their learning environment. It is essential that  the curriculum is organised in such a way as it allows all students to experience success. This is achieved through high expectations set within a challenging environment in order to create a love for learning, life changing ambition which therefore raises standards of progress, achievement and success.

 

Students make a range of dishes based on British cuisine during rotation and the main focus is Healthy Eating following the guidelines of the Eatwell Guide. In addition, students learn how to use all parts of the oven safely , weigh and measure, use tools and equipment and key terminology.

Key Stage 4

In KS4 GCSE Food Preparation and Nutrition specification sets out the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating.

The specification is delivered through theory, preparation and making activities, teaching students the connections between theory to apply their understanding of food and nutrition to practical preparation. The curriculum has been designed to develop the whole child to be well rounded, broad and balanced, culturally aware of the different specific diets associated with religion and race.

 

Business Studies
 

Curriculum Intent for Business and Enterprise Department

Business Studies at Preston Manor aims to inspire students to understand the importance of enterprise and the nature of the business world. Students will leave the classroom enriched with abroad and balanced perspective of business, as well as an inspiration for success and a passionate to work hard in the community. Throughout the Business curriculum, students will take a journey that develops their knowledge and skills to evaluate the dynamics of a business. This will lead to an outcome where students enjoy their learning to make good progress by applying the knowledge and skills to the subject as well as events faced in their everyday pathways.

Our Business curriculum enables students to have the ability to think commercially and creatively to demonstrate business acumen.  Students at Preston Manor will be aware of the impact of business in the real world through exploring a range of diverse case studies on local to global businesses. Students will come to appreciate a wide view of how businesses operate in a multicultural society which will open their views to the evolving nature of businesses. The curriculum delivers a platform to business theory, scaffolded at each key stage, allowing students to develop their interest in the subject further. 

 

Preston Manor students will have the ability to think commercially and creatively to demonstrate business acumen in class activities, presentations and enrichment projects, in addition to external enrichment.  Teaching will provide opportunities to develop confident students with high expectations who can be creative, resilient and be skilled for the globalised workplace. Business studies allows students to develop an excellent variety of skills to achieve lifelong learning.

KS3 Business

 

Through this course, students are introduced to the world of Business where they will gain an introductory insight into the main topics of GCSE Business, this includes topics such as; marketing, enterprise, finance and economics. From this, students will be provided with subject-specific knowledge in each area where the student develops an interest to thread theory to discover the workings of a business.

 

As well as developing both work and life skills through a myriad of opportunities presented to them, they will begin to progress to create their own business plan whereby students will complete a presentation, further allowing them to develop their communication skills. Alongside this, they will participate in enterprise allowing students to express creativity and teamwork as well as developing numeracy skills. Moreover, students will further develop both their written analytical and judgement skills to be reflective learners. 

 

By the end of the year, students will have the choice of either taking the subject as one of their GCSE options in which they have precedently gained the baseline knowledge of topic areas and skills required for GCSE Business or either having the choice of not taking it as a GCSE but having achieved the knowledge regarding the economy and the significance of the business world.

 

KS4 Business

 

Key stage 4 Business takes on a more comprehensive and engaging approach to the course teaching an overview of the many theories which have built the foundation of the subject. The course further elaborates on the teachings of finance, marketing, operational management and business strategy. The course is centered upon the business environment and the role of enterprise through a global perspective, exposing the student to develop their opinions and share information about businesses across the world. 

 

Students acquire skills to meet requirements at the end of year 11, a keen focus is placed on developing the student to be critical and have the confidence to apply knowledge to real business context by weighing up the evidence or data. The students are inspired to be increasingly responsible for their learning, through home learning and class activities which allows the development of a diverse range of skills which they can use further in their careers.

 

KS5 Business and Economics

 

Business at Key stage 5 is delivered enthusiastically to develop a student on their passion and creativity for the subject, the course overarches knowledge with skills to allow the student to be thorough in their theories of the focal topics of business decision making and economic theory.  It consolidates the topics in a two year course to provide an in depth understanding of the global business context as well as the student explaining the how and the why of a business decision. 

 

Students are encouraged to make well informed decisions based on the business or economic strategies they have learnt. We encourage the student to take on wider reading and an approach of autonomy for learning about the diverse economies in the world and changing business world. It develops an analytical, rigorous and critical approach to the decision making process for a business student, the student captures a skill set which can be used in the workplace or university.

Drama & Dance
 

Curriculum Intent: Drama and Dance

 

Within the Faculty of Performing Arts, Drama and Dance seek to lead students

through a range of creative movements and practitioners which inspire and provoke

creativity.

 

We strive to develop the whole student by exploring what it means to be a creator of one's own work. By learning how to process, sequence and present ideas, students cultivate self-esteem and confidence in who they are. Our curriculum supports innovation, playfulness and curiosity; developing the tools with which to be creative so students can express the world as they experience it and form ideas on how they want their world to be.

 

The Dance and Drama curriculum draws from a broad base of historical, social and cultural stimuli; thus inviting students to gain a deeper awareness of the world they live in and engage in ethical debate through imaginative play.

 

By participating in whole school, community and regional events we aim to cultivate a sense of inclusion and enrichment which fosters a lifelong appreciation of the arts in all Preston Manor graduates.

 

Knowledge and understanding at the end of Key Stage 3: 

 

In KS3 we take a holistic approach to teaching Drama and Dance introducing, developing and refining the application of dance and drama skills. The cyclical structure of the schemes designed for KS3 means students are equipped with the necessary experience and techniques required to create, perform and review their work at GCSE and BTEC level.

 

KS3 schemes of work include themes from other countries, theatre practitioners movement skills, and topical social issues. The courses offered provide a number of opportunities to develop skills in Literacy, Reading, Speaking and Listening. All students are encouraged to be effective collaborators and confident communicators. Through regular presentations, self and peer assessment tasks and practical DIRT tasks students learn how to develop their ideas and respond effectively to the opinions of others.

 

By the end of Y9 a Preston Manor student should be able to apply drama and dance skills to create meaning and impact for their audience. Y9 students should be able to use and understand a shared drama and dance language; using subject specific terms to describe and evaluate their work and the work of others. Students will be familiar with a range of genres, styles, and techniques specific to the subject. At the end of the keystage a Y9 student will be familiar with how to use a marking criteria and success criteria to peer and self-assess their work in order to set targets for their future learning.

 

 

Knowledge and understanding at the end of Key Stage 4:

 

In KS4 we aim to develop a creative and adaptive student by deepening an appreciation of how to analyse a script and use production elements to realise it’s intentions. In KS4 Dance students widen their knowledge of analysing Dance in performance and live production. BTEC students learn professional pieces of choreography and use various choreographic devices to generate their own pieces.

 

By the end of KS4 students should be able to respond in a sophisticated and imaginative way to a given stimulus and use a range of Drama/Dance techniques and conventions for impact.

 

Students will develop an understanding of theatre design and theatre production via textual analysis and visits to professional theatre.

At the end of KS4 Dance students will be able to create imaginative pieces of choreography, analyse the skills needed to perform and develop an understanding of the different elements of choreography from a range of set pieces.

 

By the end of KS4 students should have developed their time and project management skills via the process of devising their coursework; thus also strengthening their collaboration and leadership skills. Short written assignments and logbooks will enable students to write about their work effectively, using subject specific vocabulary and build confidence to plan, structure and write formal essays.

EAL
 

ENGLISH AS AN ADDITIONAL LANGUAGE

OVERARCHING PHILOSOPHY AND AIMS

The EAL Department at Preston Manor makes a vital contribution to the school’s values of Inclusion and Equality of Opportunity for all students. As our student population is incredibly diverse, both in terms of linguistic and cultural backgrounds and students’ pre-existing proficiency in English, our teaching capitalises on this diversity to ensure that each learner gains equal access the curriculum and thrives within the English education system. We acknowledge that our learners’ worlds are structured and seen through language, and we act on our belief that ‘language is power’ by nurturing in our multilingual students the English language tools they need to become effective communicators in all aspects of their academic (and wider) life. While regarding our students’ first languages as precious assets to their learning, we are conscious of our core mission of developing accurate language skills across the four key areas of speaking, listening, reading and writing. At the heart of our teaching, moreover, is the belief that learning is an active process, and therefore we aim for strategies that promote participation and collaboration amongst students, whilst nurturing in them a passion for learning and a sense of pride and responsibility for their own development. In addition to assisting each learner in their academic development, we fulfil our duty of care by offering a range of activities to promote our students’ full inclusion in all aspects of the school life. We believe that our commitment to the students’ pastoral care enables them to reach their potential by feeling welcome, supported and valued members of the school community.

 

 At  KS3 EAL Students are supported to:

 

  1. Developing their use of English (spoken and written) in a variety of contexts, especially their academic language and subject-specific tier 2 vocabulary;
  1. Develop independent study skills (e.g. investigate and research);
  1. Develop strategies to access the mainstream curriculum during lesson time;
  1. Grow in confidence and develop social skills;
  1. Understand and adopt fundamental British values in their day-to-day life at school and outside.
  1. Maintain and value their home-language heritage and culture as part of their identity.

 

 At  KS4,  EAL students build on their KS3 skills and are further supported to:

 

  1.  Develop their ability to use English effectively for the purpose of practical communication in a variety of contexts;

 

  1. Form a sound base for the skills required for further study and employment using English as the medium;
  1. Develop independent study skills (e.g. self-study, use of Internet for revision, ability to complete home learning independently);
  1. Further develop strategies to access more complex mainstream GCSE curriculum during lesson time;
  1. Become ambitious, proactive and enthusiastic learners  who are good role models for others.

Economics
 

Curriculum intent- Economics

 

Economics at Key stage 5 is an intriguing subject which aims to extract interest and  passion for the subject, the course develops knowledge of economic theory and its application to real events.  The real nature of this subject provides development of a student and engages the student into discussion whether it is debating the ethics of globalisation or the role of technology in changing economies.The subject examines in depth the effects of economic variables on everyday life for consumers, businesses and governments, and develops a considered understanding of the real world effectiveness of government proposals in affecting the behaviour of individuals 

 

Economics creates a challenging environment that encourages our students to be resilient and reflective, and to shape their own views on the world’s economy. The subject is offered to stretch the student outside the classroom to develop critical thinking to help them thrive in their chosen course. These transferable skills greatly equip students for the challenges, opportunities and responsibilities of adult and working life.

 

English
 

ENGLISH

OVERARCHING CURRICULUM INTENT

 

The rich diversity of the community at Preston Manor means that in the English department we are passionate about offering a broad and balanced curriculum that strives to challenge all students and provide them with high aspirations. In the English department, we hope to encourage curiosity and debate, whilst also being designed to support all students in becoming effective communicators, critical thinkers, and creative writers. During English lessons, students should learn to develop their understanding of the world in which they live through a curriculum of rich literature and a wide range of perspectives. We hope that students will see themselves and others reflected in the texts they read and see how they may grow as both readers and writers through the experiences they have in the classroom. 

 

In studying English at Preston Manor, students are able to develop skills to be literate for life; to be interested in language and culture as a shifting concept; to understand the significance of others’ narratives as well as their own. English students at Preston Manor are challenged to appreciate the diversity of experience as the building blocks of great literature. They will begin to understand the complex relationship between reading and writing. They will have opportunities to reflect upon the relationships they form with literary canon and its role in constructing a British identity. They will also encounter texts that challenge this notion and read texts from a range of international writers. It is through these discussions, experiences and ideas that students write about that we hope our students will become confident writers of their own stories and active citizens of the world. 

KS3 ENGLISH - Focus is to develop literary appreciation

At KS3 pupils will:

  • develop an appreciation and love of reading and understand increasingly challenging texts  
  • read critically 
  • across all texts
  •   write accurately, fluently, effectively and at length for pleasure and information 
  •  plan, draft, edit and proof-read their writing  consolidate and build on their knowledge of grammar and vocabulary from KS2  
  • speak confidently and effectively 

KS4 ENGLISH - Focus is to develop literary perspective

At KS4 pupils will:

  • read and appreciate the depth and power of the English literary heritage 
  • understand and critically evaluate texts  
  • make an informed personal response, recognising that other responses to a text are possible and evaluating these  
  • write accurately, fluently, effectively and at length for pleasure and information  
  • make notes, draft and write, including using information provided by others  
  • revise, edit and proof-read their writing  consolidate and build on their knowledge of grammar and vocabulary from KS3, using it to show effectiveness in texts they read/write  
  • Speak confidently, audibly and effectively. 

KS5 ENGLISH - Focus is to develop a literary and theoretical exploration of...

At KS5 pupils will:

  • Study literature and language over time and analyse texts critically 
  •  Compare critical theories and issues surrounding different texts/discourses  
  • Understand and incorporate into written work, high level subject terminology. 
  • Be confident and sophisticated in essay writing skills and the use of technical accuracy  
  • Have an appreciation and be able to write at length about attitudes to texts and changes over time
  • Have a deep understanding of contextual knowledge, which should be an integral skill 

 

Food Studies
 

Accordion content

Geography
 

Geography Curriculum Intent

 

“Geography explains the past, illuminates the present and prepares us for the future. What could be more important than that?" Michael Palin, Ex-president of the Royal Geographical Society

 

At Preston Manor, Geography inspires in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. The Curriculum equips pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge should help them to deepen their understanding of the world and their place in it. Geography at Preston Manor instills a love of learning because it is dynamic, contemporary and relevant.

 

  • We expose our pupils to issues and environments outside of their everyday experience through providing opportunities for fieldwork and investigations, which allows them to consider our changing world, and their role within it.

 

  • Our students consider the importance of Geography in contemporary life; for example, relating it to the consequences of China’s rise as a superpower, the implications of megacities on how we live and work, and the moral dilemma posed by migration. Alongside, the exploitation of natural resources, coping with extreme weather and the environmental cost of globalisation and how they will continue to shape our world. They aspire to affect change in line with the values that they develop.

 

  • Students develop challenging and specialised skills which equip them to pursue aspirational careers.  For instance, the ability to navigate Geographical Information Systems, using it to analyse spatial data from the real world, looking at its application in disaster management, defence, urban planning and environmental monitoring.

 

KS3 - Geographical Foundation (Years 7, 8 & 9)

 

The KS3 curriculum at Preston Manor is designed to ensure that pupils are engaged and inspired, while gaining a wealth of knowledge and understanding of key concepts and processes in geography. This is achieved by leading pupils through a spiral curriculum that exposes them to a broad range of places, landscapes and perspectives, as it revisits our key concepts each year. For instance, our students study how the hydrological cycle influences the landscape and human activity through Rivers in year 7; Coasts and Oceans in year 8 and Glaciation in year 9. Through this breadth of topics and places we aim for pupils to have an engaged geographical perspective on current affairs that demonstrates the ability to think synoptically about issues and environments outside of their everyday experience.

 

In addition to knowledge, pupils will gain and practise challenging skills through fieldwork, GIS, graphicacy and data investigations, which enable them to analyse and consider our changing world, and their role within it. Through their study of Geography, pupils will develop and practise essential critical thinking skills including relational thinking, classification and decision making, as well as quantitative and graphical skills such as statistical tests, map reading, interpreting graphs and diagrams.

 

At Preston Manor our Geography curriculum explores the world through the following key concepts, these are mapped to our Spiral Curriculum plan for key stage 3 and prepare students for further study.

 

Change - a crucial driver within both physical geography as seen in processes such as coastal erosion and human geography, as seen in issues such as urban redevelopment, or population growth. Managing change is a key aspect of geography - we learn from past changes and predict and manage future ones through risk assessments and decision making.

 

Interaction & Interdependence - Geographers explore the links between people, places and processes, how one aspect affects another as an impact, hindrance, dependence or response. In human geography, it is not enough just to establish how and why people or countries are interlinked; we also want to know about the power relationships involved (Massey 2005).

 

Perception & representation -  relates to how our pupils, and other people, think about the world, how it is communicated and constructed - forming their imagined geographies. This helps to explore sense of place, issues of identity, the success of movements for change (e.g. sustainability), tourism and development. How people experience the world, both directly and through the media, affects their actions within it, which affects the lives of others/everything else.

 

Patterns and Distribution - relates to our focus on a complex and varied world - places and environments are diverse between and within themselves, distributed systematically or in networks, at various scales. We explore this from the diverse perspective of our school environment to see how patterns and distribution of resources, power or wealth lead to inequality and even conflict.

 

Place and Landscape - there is no question for us that a strong geographical education includes thorough exploration of a wide variety of places, landscapes, cultures and places. We will expose pupils to as much as we can (every continent, environment, idea), to generate wonder and broaden their horizons. Exploration can be through ideas, media, data, fieldwork and visits.

 

KS4 - GCSE (Years 10 & 11)

 

The GCSE course is engaging and relevant to today’s geographers – a qualification that enables our students to explore the world, the issues it faces and their own place in it, and to help to prepare them to succeed in their chosen pathway. Geography enables young people to become globally and environmentally informed and thoughtful, enquiring citizens. Students will gain a unique insight into different cultures and how they interact with the environment. Students will develop their ability to explain the effect that different human and physical processes can have on the environment and evaluate the sustainability of how humans are using different environments around the world.

 

Students will apply geographical knowledge, understanding, and skills creatively to real-world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced arguments.

As part of their learning, students will develop integrated geographical skills, including mathematics and graphicacy, in order to explore challenging geographical questions and issues. This gives students the opportunity to lay a foundation of knowledge and understanding that can be further developed at A Level and beyond.

Health and Social Care
 

Health & Social Care

 

Through the Health and Social Care Key Stage 5 curriculum our students at Preston Manor School will become even more appreciative and caring of others in our multicultural community.

 

They will develop skills to become more independent learners that strive to do their best and be resilient when things become challenging. Our learners will experience working in the local community and bring their knowledge gained into the classroom. We aspire our learners to be passionate about the Health and Social Care sector and encourage them to become active citizens in the community and help change people’s lives in the future.

History
 

Overarching Curriculum Intent

 

The diverse nature of our student body at Preston Manor is reflected within our History Curriculum. It is important that our students have an understanding of different cultures.

 

History at Preston Manor allows our students to develop a love of learning and allow curiosity to grow through the various challenging historical enquiries that are taught from KS3 up to KS5. The curriculum allows students to explore interesting, relevant, sensitive and thought provoking topics. This enables students to study the past from a variety of standpoints and to make connections and comparisons over time.  We teach our curriculum in a chronological time frame to allow our students to make connections between events and further develop their knowledge and understanding of History. We have selected a curriculum that covers various periods of History to ensure that it provides relevance to our cohort of students as they learn about British history and that of other cultures. 

 

Throughout the History curriculum students develop their understanding and application of key concepts using evidence, interpretations, significance, change and continuity and cause and consequence. These concepts are used as tools for students to make sense of, and understand the content that is delivered, thus preparing them for further study. 

 

 

KS3 History

Our curriculum at KS3 embraces and celebrates the diverse History of our student body. We want our students to embrace and develop a love of learning about History. This is at the core of our KS3 as we have selected topics that aim to develop curiosity and inquisition. Teaching through historical enquiries is at the heart of our curriculum as it builds knowledge and skills simultaneously, along with building in challenge and intrigue. Much of our curriculum follows the National Curriculum as we want our students to have a broad understanding and awareness of where they live and what has helped to shape Britain, but we have also built in enquiries that teach the History of different cultures. Students are taught skills that help them challenge their views and misconceptions on Historical events, for example through analysing Historical sources and interpretations. Written and oral literacy is developed throughout the curriculum which provides them the stepping stones needed for GCSE. Students are encouraged to research topics independently and given wider readings that provide them with skills necessary for further learning.

 

KS4 History

History at GCSE aims to enable students to develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience. It challenges them to engage in historical enquiry to develop as independent learners and as critical and reflective thinkers, develop the ability to ask relevant questions about the past, and to investigate issues critically and to make valid historical claims by using a range of sources in their historical context.  We have selected our specification to develop our students’ intrigue and love of History. The topics covered allow students to continue to investigate the History of Britain through the breadth study, as well as learning about modern history which helps students understand current day international relations. Our curriculum combines academic rigour and challenge with enjoyment and interest. Students are able to develop autonomy and independence as the curriculum promotes wider reading to enhance understanding and literacy skills.

 

 

KS5 History

The History key stage 5 curriculum  at Preston Manor seeks to help students understand the present day through a curriculum that incorporates some of the most important and fascinating events from British and world history.  The programme of study has been carefully designed to develop student understanding of the early modern and modern periods and thus ensure that students are equipped with a broad chronological sweep as well as familiarising them with the key concepts associated with each period.

At the same time, the department systematically develops the transferable skills that earn History its reputation as an academic and rigorous subject highly esteemed by employers and universities alike.  For example, students develop their ability to write analytically in extended pieces, handle evidence critically, research and present material about the past, articulate substantiated judgements about historical characters and events and assess the relative merits of different interpretations.

ICT & Computing
 

ICT & Computing
 

Studying Computer Science and ICT in Preston Manor is an integral part of the school curriculum.

 

“Technology is nothing. What’s important is that you have faith in people.  If you give them the right tools, they will do wonderful things with them” - Steve Jobs.

 

At Preston Manor School, we have faith in our students and we strive to give them the opportunity and tools to help them become well rounded, logical thinkers, curious learners and become better at making decisions and problem solving.

 

Computing and ICT is an integral part of the Preston Manor school curriculum.  Our syllabus is broad, balanced and designed to cover the three main areas of technology - Digital Literacy, Computer Science and Information Technology. It is important to instil the love of learning in our students so that they become confident and resilient learners, understand the changing world of technology and how it can be used in their everyday lives, as well as being aware of its benefits and limitations.

Throughout the curriculum, students are challenged to develop Computing and IT capability which allows them to develop various skills, to enjoy learning about and understanding the importance of information, how it is processed, stored and protected in today's digital age.  They are encouraged to develop skills in using various hardware, peripherals and software to prepare them for the ongoing evolution of technological. We foster responsible and healthy citizens by teaching them the impact that computing technologies have on ethical, legal, cultural, social, and the environment as well as to adopt appropriate health and safety attitudes and practice in and outside of the classroom.

KS3 Programme of Study:

 

Our KS3 curriculum is designed to develop competencies to equip pupils for KS4.  

This is the core of our curriculum as we want all our pupils at Key Stage 3 to acquire knowledge and skills in the three main areas of Digital Literacy, Computer Science and Information Technology.  These topics will enable them to be safe in the online/digital world, use spreadsheets to perform daily life calculation, analyse, and visualize data and information. Students are taught skills that help them to solve challenging problems by creating databases to understand how commercial websites can use databases to store customer information, sales information, preferences, as well as saved user input. Students acquire computational thinking and programming techniques which helps them to develop problem solving and decision making skills. Due to the rapid advancements in technology, students are encouraged to develop a growth mindset and the ability to transfer technological solutions across the whole school curriculum.  

 

KS4 Programme of Study:

Our KS4 curriculum has been created to provide an extended programme to permit a deeper understanding of content and skills in two pathways. 

We offer GCSE Computer Science and Cambridge National Level 2 Information Technology.  Computer Science students will foster a widened understanding of different hardware and software required to create networks.  They will also be capable of logical thinking and create algorithms using procedural languages. Information Technology students will foster a comprehension of how Project Life Cycle, Hardware, Software and Cyber Security will influence everyone in our world. Our students will grow into an IT specialist role by analysing a problem and create an IT solution to solve it.

 

KS5 Programme of Study:

Our KS5 curriculum has been created to offer an insight into Computer Science and Information Technology careers.  

 

We offer A Level Computer Science and Cambridge Technicals Level 3 Information Technology.  At the end of KS5, Computer Science students will nurture an in-depth understanding of different hardware and software required to create networks.  Our students will develop and expand their technical understanding as well as the ability to analyse and solve real life problems using computational thinking and create algorithms.  Our Information Technology students will have acquired an understanding of Hardware, Software, different types of information used across different organisations and Cyber Security. Our students will be capable of managing a project through the stages of Project Life Cycle as well as using their innovative skills to invent an idea that can benefit a group of users operating on the Internet.

Mathematics
 

Preston Manor Mathematics Department Curriculum Intent

 

At Preston Manor we aim to inspire in our students an inherent enjoyment of Mathematics. We want to support students in reaching a stage where they revel in the logic, analysis and systematic approach which are required to tackle mathematical conundrums.

 

We have designed curriculums that consider the needs of every student and provide personalised challenge which allows students to develop into reflective and critical thinkers.  We help students develop the resilience and perseverance that they require in order to resist the temptation to admit defeat and make the most of all opportunities that are on offer. We teach students to have high expectations of themselves and foster an environment of collaboration and respect for themselves and others.

 

Through studying a broad range of topics, covering various aspects of Number, Algebra, Geometry, Statistics and Probability, students gain the skills with which they must be equipped in order to become problem solvers who can link a variety of mathematical concepts to real world scenarios. These topics have been arranged hierarchically in the sense that careful consideration has been given to ensure that students will not have to tackle any topics without having first studied the prerequisite knowledge and constituent skills. It could also be described as a spiral curriculum as each topic involves students revisiting their prior learning from previous years and building upon it to reach new levels of complexity and understanding.  We recognise pupils individuals strengths and ambitions and have designed the curriculum to support students in their future endeavours. We understand that to be successful in their later lives, students must be able not only to tackle multi-step problems but also to articulate the reasoning behind their chosen approach.

 

We believe that our Maths curricula, through key stages 3, 4 and 5, enable Preston Manor students to become the best versions of themselves as they develop the skills to become numerate for life.

 

Key Stage 3

 

At Key Stage 3 our curriculum intent is to develop Mathematical fluency. Students build upon the skills gained in Primary school as well as being introduced to new areas of mathematics. Our aim is for students to develop an understanding of how these different areas of Maths are interlinked as well as developing procedural efficiency so that they are prepared for the problem solving and reasoning that lies ahead. Our curriculum follows the old national curriculum so that it is broad and balanced and so that our students are exposed to as many aspects of possible of the Maths which they will encounter in the world around them.

 

We ensure that each student is on the right pathway from the beginning of secondary school by identifying the gaps in their understanding of what they studied at primary school We then provide them with an offering which will fill those gaps and provide them with the solid foundations required to tackle the challenges ahead. 

 

We strive to support and challenge all students to achieve their full potential, using a variety of teaching strategies. Our regular assessments & effective feedback allow students to become self-reflective and independent learners. Key Stage 3 familiarises the students with our spiralled approach to curriculum where they revisit topics each term and year in order to take steps of greater complexity on each return.

 

We want to make sure that students enjoy their lessons and love Maths so we try to make the lessons as relevant to their lives as possible. The best way we have found of promoting this enjoyment is by showing them where Maths can take them in life by showing them how what they are learning is used in, for example, medicine.

 

 

Key Stage 4

 

At Key Stage 4 our curriculum intent is to develop problem solving and mathematical reasoning. Students revisit topics from Key Stage 3 but study these areas to a greater depth, as well as learn new topics not previously seen in lower years. We guide our students and allow them to take a particular approach to solve multistep problems but at the same time we encourage them to explain and justify their reasoning. We nurture the belief that it is ok to make mistakes because we learn more from them. By creating a culture which is open-minded in its approach to learning and rooted in the setting of high expectations, we develop critical thinkers who are able to make links between concepts and tackle any problem with resilience. For some of our students this is the last stage of their mathematical education so we strive to not only prepare them for their GCSE exam but also to ensure that they have the numeracy skills that they will require to build for themselves a happy and successful future.

 

 

Key Stage 5

 

At Key Stage 5 our curriculum intent is to enable our young people to enter the next stage of their educational pathway, be it a university or an advanced level apprenticeship. We nurture their love for Mathematics and foster mathematical creativity in our lessons. We strengthen their mathematical understanding and build well rounded, ambitious mathematicians who are ready to tackle not the KS5 exam but  also have the resilience to problem solve beyond the classroom.

 

Students build further upon the number and algebra skills which they have developed at Key Stage 4 in their study of pure maths. They also study applications of Maths in Mechanics and Statistics.  We support students in learning how to find creative solutions to challenging problems using a range of topics and methods. Through frequent assessments, pupils are consistently able to self-assess their progress and act upon areas they need to improve at an early stage. Students are provided with an in depth education in the idea of mathematical abstraction so that they are in a position to use their mathematical skills to positively contribute to society in the future. 

Media Studies
 

Media Curriculum Intent

 

Media Studies at Preston Manor develops students to internalise a full personalised perception of the effects of the media on their culture, commerce, and consciousness through memorable in depth studies of a broad and balanced spectrum of media forms, via a curated selection of products, both old and new, the culturally familiar as well as those outside of students’ prior experience. Students learn to look backwards in order to understand the evolution of contemporary media products particularly in the study of 1960s TV Drama and Newspapers from the same period, being challenged to contextualise artefacts from the eras that have shaped the society and environments in which they learn.

 

To study Media at Preston Manor is to become media literate, to be able to decode and communicate in the language of the media, its technical elements, thematic and narrative structures, and the complex relationships between producers, products and audiences. These skills run through all of our topics from semiotic understanding, to magazine and newspaper covers, and Film Promotion. Media students at Preston Manor enjoy learning to consider and explore their own diverse backgrounds and multicultural identities as well as the extent to which these are reflected accurately in the media, providing students with the equality of opportunity to actively and positively participate in a media world, and to appreciate the part the media plays in a tolerant, democratic society and in reflecting the beliefs, values and concerns of British life, in particular relation to the topics of Print and Online News.

 

Through the discovery of practical media skills, our students gather the expertise to themselves become creators, and to utilise the features of construction they have identified to express themselves, achieve excellence in the formation of their own products and to realise their own ideas about how the contemporary media operates.

 

Key Stage 4 Media

 

At GCSE level, students will explore pathways through the language and technical concepts to discuss, analyse, and produce media products, understanding the core theoretical framework: media language, and being able to identify representations and their related issues, consider core audiences and their needs; developing a thorough overview of the systems and structures of the contemporary media industry. Students will build knowledge of key set media products, covering all media forms: British newspapers and their place in our democracy, UK TV Drama, music magazines, paired music videos, film and video game promotion, BBC Radio.

 

Key Stage 5 Media

 

As learners progress to KS5 study, they will hone their high level analytical skills through a complex understanding of the varying social, political, cultural, economic, and historical contextual factors which influence the media and its consumption, as well as the influence of the media on democracy and social values.Students will challenge themselves to gain comprehensive skills of evaluation and critique, especially of media theories, to develop opinions and build arguments about the modern media landscape, including US and foreign language Drama, charity and corporate advertising, film promotion over time, video game audiences, the British press. With this breadth of knowledge, students will employ precise technical ability to produce thematically linked productions across media forms which present professional conventions.

 

Modern Language
 

MFL CURRICULUM INTENT.

In Preston Manor, the study of Modern Languages is central to the school curriculum. Learning a language in our school is fun, intellectually stimulating and provides students with essential skills, attributes and knowledge which will empower them for the future. Students do not only learn to communicate in another language but are also enriched by other cultures.

We aim to create 'Confident Linguists who are aware of the world around them'.

We want students to…

  • Enjoy and be enthusiastic about their Language learning
  • Use the Language spontaneously, creatively and accurately
  • Make rapid and sustained progress and exceed their expected grade
  • Know about, and immerse themselves in, other languages, histories and cultures
  • Challenge stereotypical views about other cultures and languages

 

KS3 Programme of Study: Developing a new set of skills for language learning.

At Key Stage 3, students learn either French or Spanish. More able students have the opportunity to learn 2 languages: French or Spanish with German. From Year 7 to Year 9, pupils improve their language skills in listening, speaking, reading and writing on topics such as ‘me and my family, home town, hobbies, health, school, holidays, future plans and the environment. In addition, pupils work on cultural projects throughout the year.

By the end of Key Stage 3, pupils will be confident in communicating and interacting effectively for a variety of purposes using at least 3 tenses. Students will become proficient in using opinions, justifications, time expressions, connectives and different pronouns.

 

KS4 Programme of Study: Refining skills learned to produce more complex language.

More than 75% of students take a language at GCSE at Preston Manor. At Key Stage 4, pupils build on the skills developed at KS3 to produce more complex language. They will work on the same topics but the language will gradually become more challenging and pupils will become more confident and autonomous language speakers. Pupils will use ActiveLearn to complete home learning tasks.

French, German and Spanish pupils follow the AQA syllabus.

By the end of Key Stage 4, pupils will be confident in communicating and interacting effectively in the four skills for a variety of purposes using at least 5 tenses. Students will be able to use complex language on three main themes: ‘identity and culture’, ‘local and global interests’ and ‘school, education and future employment’.

 

KS5 Programme of Study: Mastering skills learnt to become a fluent speaker of a foreign language.

At Key Stage 5, pupils have the opportunity to reach new heights in language learning. Topics are linked to current affairs and require students to use their analytical skills. Pupils can develop an understanding of the socio-economic and political history of the target language countries.  Furthermore, pupils are required to do more independent research and form personal judgements. Learning a language at Key Stage 5 provides pupils with rewarding challenges and experiences and opens the door to the top universities across the world.

Music
 

Curriculum Intent: Music 

 

The Music Department, within the Faculty of Performing Arts works to maximise musical potential, develop empathy, and promote acceptance and awareness in all pupils. We aim to foster an appreciation of the value of music in enriching the lives of individuals, the school and the wider community.  Participation in practical music making is at the core of all we do, and we value the contributions to the music of the different cultures within the school and its wider community.

 

Through a series of carefully selected and sequenced modules at Key Stage 3 we aim to create pathways that develop and challenge our pupils understanding of the three core skills of performing, composing and listening and appraising in a range of genres. This includes both classical and world music alongside styles that pupils have ownership of outside of the classroom. 

 

We also aim to prepare for GCSE Music and provide opportunities to enrich cultural capital by exposing pupils to professional practice via collaborative performance work with our creative partners alongside visits to a range of productions and concerts that link to the set works studied. 

 

Skills, Knowledge and Understanding at the end of Key Stage 3:

 

By the end of Key Stage 3 we aim to have developed the holistic musician with the skills and understanding to both successfully undertake the rigours of GCSE Music and be able to contribute to the musical and cultural life of the whole school. A musician at the end of Year 9 should have a confident knowledge of notation, recognise the elements of music and understand basic compositional devices. They should also be able to assess their work and the work of others according to both teacher and pupil created shared success criteria.  Year 9 pupils should be able to perform confidently and stylishly with an awareness of genre on classroom instruments and/or their own instrument. They should be able to sing solo, in a pair or larger group and be able to compose (using music technology) material that suits a given brief, mood or situation. 

 

Skills, Knowledge and Understanding at the end of Key Stage 4: 


By the end of Key Stage 4 we aim to have developed a musician who is both creative and adaptive with the ability to flourish in a range of musical environments. They should understand, recognise and be able to evaluate the elements of music in both familiar and ‘unfamiliar’ pieces. Pupils should also be able to understand the context of music and how this influences a composer's choice of compositional techniques in both their own music and the music of others. As performers they should be able to play fluently, accurately and with a genre appropriate sense of style to meet both examination requirements and the rigours of playing alongside the department’s creative and cultural partners.

PE - Physical Education
 

PE Curriculum intent

Physical Education at Preston Manor allows young people to develop physically, mentally and socially through independent and group work. Through lessons and promotion of growth mindset, students get the opportunity to educate their minds, develop healthy and active lifestyles in addition to demonstrating individual sport skills across a variety of activities. Students experience how to deal with success and failure as individuals and as part of a team, and they are challenged to demonstrate leadership skills during each and every lesson.

Key Stage 3

Students are introduced to a wide variety of individual and team sports, from invasion games, racket games, striking and fielding, Athletics and Dance. Students are encouraged to participate and gain enjoyment from sport, with the aim of gaining the confidence to participate in later life. Performance is encouraged, with many opportunities available to compete both within school and against other schools. Students are encouraged to consider the effects of exercise on the body, and key terms are introduced throughout the Key Stage 3 curriculum. 

Key Stage 4

Core PE lessons often promote a team-based or ‘Sport Education’ approach. Students are encouraged to fulfil particular roles within activities, such as ‘coach’, ‘tactician’ or ‘official’, providing alternatives to the traditional ‘performer’ role, thus widening the students’ experience of sport and PE. Those studying PE at GCSE will continue to gain an understanding of the effects of exercise, and in particular will apply theoretical aspects of Physical Education to practical sporting examples, both in their own performance and at an elite level.

Extra- curricular opportunities continue to be a strength of the PE department. Students have the opportunity to represent the school but also to demonstrate skills and talents that they may not be able to showcase in the classroom. These clubs are fully inclusive and aim to give students of any ability the opportunity to be part of a team.

Whether it be in lessons or in a club, there is a place for everyone within PE at Preston Manor. Each student is encouraged to achieve their own personal best through showing resilience, collaboration and respect for others. 

Politics
 

A Level Politics

 

The study of politics is about making sense of and analysing Britain and the greater world.  You will study a range of topics and develop skills that will enable you to make political judgments about the UK political system, as well as other systems.  The specification is designed to develop the critical thinking skills of students and to enhance one’s ability to interpret, evaluate and comment on the nature of politics, thus allowing one to be an active and engaged citizen.

 

There has never been a more interesting, exciting or urgent time to study Politics.  Brexit, the election of Trump, the marginalisation of minority groups and the rise of nationalist parties and their leaders in countries which were formally described as ‘liberal democracies’ can be understood through the study of this important subject.  Additionally, the urgent need to attend to the climate emergency will only be realised through the nation states of the world engaging in political action.

 

The department has the highest expectations of students studying this course and promotes excellence, a growth mindset and a love of learning. 

Psychology
 

Psychology Curriculum Intent

The Psychology department at Preston Manor aims to help students develop a love of learning in understanding how the mind can influence human behaviour as well as developing our students into well rounded active citizens. Through the study of a broad range of topics such as mental illnesses, social influence, aggression and relationships, our students develop a tolerance, awareness and respect towards other individuals. Students are challenged in class to consider alternative ideologies and concepts, as well as how behaviour affects various and diverse cultures and upbringing experiences.

 

Studying Psychology opens up many future pathways for our students to follow through the transferable skills they develop throughout this course such as statistical analysis, presentational skills, academic writing, understanding academic literature, being analytical as well as interpersonal skills.

 

KS5

 

At Preston Manor we teach AQA Psychology following the new linear two year structure. The course is taught synoptically to allow students to draw connections,to master effective evaluative techniques and explain economical implications from psychological research. Through the study of Psychology at Preston Manor, students will develop a range of key skills which will prepare students for their further education and their future careers. Students will be expected to demonstrate knowledge, understanding, application, research skills and a rage of evaluative styles of psychological theories, research studies and research methods for each topic area.

 

Students will start off learning the foundation of Psychology through the scientific approach of research methods, origins of psychology and the 6 key psychological perspectives in order to allow students to draw connections and evaluate other topic areas.

 

In year 2 the topics are chosen to help equip students beyond the Psychology Curriculum. Students are taught about schizophrenia, phobias, depression and OCD. We teach the topic of relationships which develops the understanding of building healthy relationships and the importance of having positive relationships with others. Being a school in a high crime area, the topic of aggression provides students with the knowledge of how to deal with aggression positively by understanding the causes and influences of aggressive behaviour.

Religious Education
 

Religious Education and Studies Curriculum Intent

The RE and RS curriculum creates pathways for broad and balanced understanding of the diverse and multicultural community we live in. In RE and RS lessons, students encounter a range of distinctive forms of written and spoken language, including sacred texts, stories, history, poetry, creeds, liturgy and worship. These are powerful uses of language, linked to fundamental human needs and aspirations. RE and RS has distinctive concepts and terminology, which stimulate a love of learning for pupils to use their language skills to reflect on their own experiences, and to help them understand and appreciate their own, and others, cultural backgrounds.

In RE and RS, pupils learn to talk and write with knowledge and understanding about religious and other beliefs and values; to discuss many of the fundamental questions of life; to construct reasoned arguments; to think reflectively and critically about spiritual, moral, social and cultural issues.

In KS3 Religious Education lessons students are taught to reflect and understand the diversity of the world that they all share. Students are encouraged to be open-minded about the different ideas, values and beliefs that people hold in the six major religions and to draw comparisons, understanding the differences, but most importantly appreciating the similarities that we all share. Students are encouraged to form and to articulate their own opinions as well as developing listening skills in order to understand the unfamiliar. At the end of KS3 students should gain general understanding and insight into the key beliefs and practices of the six major religions.

KS4 Religious Studies lessons are build up on KS3 curriculum and they provide a broader and deeper understanding of the beliefs and practices of Christianity and Islam, as well as promoting religious literacy and the contemplation of ultimate questions. Students are able to reflect on and develop their own values, beliefs and attitudes in light of what they learn. Students study a range of relevant and contemporary ethical themes that promote British Values and awareness of modern-world issues.

In KS5 Religious Studies lessons students are required to adopt an enquiring, critical and reflective approach to the study of three components; philosophy, ethics and Islam; so that they can reflect on and develop their own values, opinions and attitudes in the light of their study. Students are supported in developing their skills of critical analysis in order to construct balanced, informed arguments and responses to religious, philosophical and ethical ideas. A Level Religious Studies course further challenges students and aims to engage learners in developing an interest in Religious Studies which extends beyond the classroom and can be applied to the world around them.

In all, RE/RS curriculum promotes Socrates adage “The unexamined life is not worth living”.

Science
 

Preston Manor’s Curriculum Intent - science


We aim to offer a curriculum where all students develop a high standard of scientific competency to help them make informed judgements on all issues they encounter today and in the future, to encourage a love of learning.

We believe passionately in the development of key skills such as problem solving, data handling, practical skills and collaboration.

    

We believe science is brought to life through the integration of both scientific knowledge and skills and that through risk taking scientific endeavour evolves. We want students to enjoy their learning, whilst striving for excellence and a high level of challenge.

 

On this journey, we hope students will be inspired to pursue science based careers and be the pioneers of scientific breakthroughs of the future and be active citizens today and in the future.

 

KS3

To develop scientific familiarity…

 

Our KS3 curriculum enables students to develop their scientific literacy and encourages them to be more curious, and ask questions about the world around them. On this journey, students develop key scientific skills and are introduced to the three disciplines of science. Embedded in the course is the knowledge of basic scientific skills such as presenting and analysing data, identifying variables, drawing graphs etc. as well as the following key topics:

 

Biology - Cells, body systems, reproduction, health, ecosystems, adaptations and inheritance.

Chemistry - Particles, elements and compounds, reactions, acids and alkalis, periodic table, separation techniques, metals and acids

Physics - Forces, sound, light, electricity, magnetism, energy, motion and pressure, Earth and space.

 

This knowledge ensures they begin KS4 with a firm knowledge base on which to build.

KS4

To develop scientific proficiency…

We offer a KS4 curriculum where all students are engaged and encouraged to think innovatively, analytically, logically and critically in order to answer scientific questions through thought provoking lessons. Students are taught Biology, Chemistry and Physics as separate subjects. On this journey, students develop their knowledge and understanding of the World and how ‘the World’ works. Through practical participation students are encouraged to think deeper which enables them to develop greater confidence in key scientific skills they are learning.

 

The spiral curriculum allows the key principles taught at KS3 to be revisited and developed alongside topical discussions on the global challenges faced in each science discipline. For example, in Biology, students are faced with ethical discussions related to genetic engineering and the use of biotechnology in farming. In Chemistry, students learn about the role of fuel cells in electric cars and their advantages over petrol or diesel. In Physics, students analyse the demands on the National grid and discover potential energy sources of the future. 

KS5

To develop scientific creativity…

 

We offer a broad KS5 curriculum where students have the option of studying Biology, Chemistry, Physics and Applied Science courses individually, each taught by a subject specialist. Regardless of the course studied all students are encouraged in becoming experts in the chosen discipline. Principles of experimental design, planning investigations, making observations and problem solving within a practical context are all encouraged as well as student autonomy and independence. This equips the students with the skills that are desirable across many professions and disciplines.

 

The key principles taught at KS4 are developed to a far greater depth to not only spark ambition but to also create a mind-set that anything is achievable. This ultimately leads to scientific careers and scientific breakthroughs of the future. 

Sociology
 

Sociology Curriculum Intent

 

Sociology at Preston Manor promotes inclusivity.  We take into consideration the experiences of our students and barriers they may face and engage them with a full understanding of how society works.

 

Sociology allows students to explore and analyse topics that are relevant and at times controversial. This inspires and invigorates our students to engage with the subject and discuss and develop their knowledge on key social issues, such as gender inequality, poverty and knife crime. The curriculum challenges our students through a broad, coherent and rigorous course of study.

 

Our students are encouraged to debate contemporary social issues such as poverty and knife crime and apply sociological perspectives to their arguments. Students are taught the skills to critically evaluate key issues and challenge differing views on social issues from theories such as Marxism and Feminism.

 

KS4 Sociology

Sociology at KS4 offers students a challenging and thought provoking curriculum.

GCSE Sociology allows students to gain knowledge and understanding of key social structures, processes and issues through the study of families, education, crime and deviance and social stratification. They will also understand and apply knowledge of how sociologists conduct their research through different research methods.

 

Students will develop their analytical, assimilation and communication skills by comparing and contrasting perspectives on a variety of social issues, constructing reasoned arguments, making substantiated judgements and drawing reasoned conclusions. Throughout the course they will gain knowledge on different theoretical perspectives on society, namely, Functionalism, Marxism and Feminism. This allows our students to develop their evaluative and analytical skills as they are asked to show an understanding of the debates within sociology. 

 

By studying sociology, students will develop transferable skills including how to investigate facts and make deductions; develop opinions and new ideas on social issues and analyse and better understand the social world.

 

Course breakdown:

Paper 1: The Sociology of Families and Education (1 hour 45 minutes - 100 marks)

Paper 2: The Sociology of Crime and Deviance and Social Stratification (1 hour 45 minutes - 100 marks)

 

 

KS5 Sociology

The A level Sociology curriculum aims to enable our students to learn to think critically and independently about society and the diversity which its citizens experience. Students will develop an informed understanding of our rapidly changing world. Our students study a range of sociological concepts and topics over the two years. The curriculum is designed to allow students to build synoptic links throughout their learning and build on their knowledge of sociological theory and concepts. Students study Education with Methods in Context; Families and Households; Crime and Deviance; Beliefs in Society and Theory and Methods. Students gain extensive knowledge on a range of theories such as  Functionalism, Marxism, Feminism, Social Interactionism and Postmodernity which they apply to all topics studied. The department develops key skills needed to set our students in good stead for university and employment. Students develop their ability to critically analyse and evaluate in extended pieces and apply research methods and theoretical perspectives .

Course breakdown:

Paper 1: Education with Theory and Methods

Paper 2: Topics in Sociology: Families and Households and Beliefs in Society

Paper 3: Crime and Deviance with Theory and Methods