The curriculum of Eden Park High School is designed to motivate and engage all students. Students have the opportunity to develop their knowledge, skill and understanding in a range of subject areas.
Throughout the curriculum students develop key life skills underpinned by the ethos and values of the school as well as subject specific content and skill that will help them flourish in each subject area.
To find out more information about the curriculum followed by each subject area please click the subject name below.
We are committed to developing students' visual skills and appreciation of the world; working with their skills and interests to produce a highly personalised portfolio. We see all of our students as artists and aim for them to make the best art or design they can regardless of age or limitations. With impressive results at Key Stage 3, 4 and 5, we provide students with the opportunity to develop their creativity, to question different ways of working, to problem solve and to become motivated, inspirational, confident independent learners. Many students taught by staff in the Art and Design departments have gone onto university or prestigious London art colleges to pursue a course of study. We hope that by studying creative subjects students will develop the confidence to realise their potential, their love of learning and their love of the arts.
• TO develop visual skills.
• TO develop students' confidence and self-belief and the understanding that all really can achieve.
• TO develop resilience, determination, perseverance and independence.
• TO enable students to make their own, highly refined, art and/or design.
All staff within the Art and Technology departments have extremely high expectations of the students and expect art and design work to be produced and refined to the highest standard. Our staff have experience working in professional Art and Design industries including Fashion and Textiles, Fine Art, Television Production, Film, Animation, Graphic Communication. Our staff have come from a variety of backgrounds and have degrees in Textiles, Photography, Printing, Fine Art, Fashion Textiles, Graphic Communication and Illustration. Some of our staff have also completed studies at Master's level within the field of Education and Educational research.
Key stage Three:
Areas of study allow students to make progress towards completing work of a high standard, suitable for the continuation of study at Key Stage Four and are modelled on progress smoothly to the next level. We aim to provide students with a wealth of creative experiences that enhance their observational drawing, painting (watercolour, acrylic) and sculpture (clay, wire, card) skills under the following headings:
Year 7: Natural Forms.
Year 8: Portraiture.
Year 9: Cultural Masks.
The technology curriculum is taught under the headings of Resistant Materials, Textiles and Graphic Communication. Students learn a wide variety of practical and technical skills using our subject specific facilities including: measuring, marking up, using tools including power tools, using a sewing machine, embroidery, applique, garment production, typography, design skills and using Adobe Creative Suite.
Year 7: Clocks (Resistant Materials)
Year 8: Wallet (Textiles)
Year 9: Collars, Ties and Bow Ties (Textiles), The Art of Writing (Graphics)
Key Stage Four:
At Key Stage Four we teach the following courses, following the specification of the exam board EDEXCEL:
GCSE Fine Art
GCSE Graphic Communication
BTEC Level 2 First Diploma in Art & Design (Fashion and Textiles)
BTEC Level 2 First Diploma in Art & Design (Graphic Design)
At Key Stage Five:
GCE Art and Design
BTEC Level 3 National Extended Diploma in Art and Design
BTEC Level 3 Extended Diploma in Art and Design
BTEC Level 3 National Diploma in Photography
These courses are ideally suited to those students with a keen interest in the important role of the designer and artist within an ever changing visual and technological world. Students are expected to develop their ideas, drawings, insights and observations in a sketchbook, as well as producing large-scale work within a variety of media.
They seek to explore the range of resources, materials, manufacturing and creative processes available to the designer and in order to produce high quality artefacts. Students will often follow 'live' design briefs and commissions and will develop a portfolio of work suitable for Art and design college applications.
As well as the Art and Technology curriculum we also run a lunchtime and afternoon clubs where students have the chance to take part in different art and design activities. Current clubs and activities include:
• KS3 Art Club
• Animation Club
• Textiles Club
• Staff also run lunch-time and after school support and catch-up clubs.
Educational visits are key to the Art and Technology curriculum and we aim to provide a wide and varied range of excursions to assist the development of work and understanding of context including: The Clothes Show, The Knit and Stitch Show, Tate Britain, Tate Modern, Kew Gardens, The National Gallery, The National Portrait Gallery, The Saatchi Gallery, The Horniman Museum, V&A, Natural History Museum, Science Museum, Barbican, Victoria Miro, The Photographer’s Gallery, Dulwich Picture Gallery and many more.
We regularly hold Exhibitions of our students' work throughout the year. These are displayed by students, for the students. Our most recent show was the Art and Design Exhibition which showcased the exciting work produced by Key Stage 4 and 5 students.
We have excellent facilities within the department including:
Two dark rooms
A kiln and facilities for ceramics
A screen- printing room.
Three large Art studios
Two computer suites
Two Fashion and Textiles rooms
A wood workshop
A laser cutter
How much do we depend on computers and using ICT in modern-day life? In an age where technology is so entwined in all we do, at EPHS we teach students the main classical approaches and technologies in Computing and ICT and include the emerging ones as well. Lessons are both practical and theoretical and always exciting; we frequently review our schemes of work and lessons to ensure students stay engaged with fresh and relevant material. Students leave the EPHS Computing and ICT Department as motivated creators and users of technology, ready for the next challenge - whether that be for their next year, for university, or to be leaders in their community.
The aims of the Computing and ICT Department
To ensure that students:
• Find the study of Computing ICT rewarding, exciting and engaging
• Have a broad and balanced Computing and ICT curriculum
• Develop the necessary knowledge, technical skills and strategies required at Key Stages 3, 4 and 5
• Have an appropriate scheme to enable progression from Year 7 to Year 11 as well as during Years 12 and 13
• Develop an understanding of the wider applications and effects of Computing and ICT
• Solve problems through the use of computing and ICT knowledge, methods and techniques
• Have a wide and balanced view of the range of applications and information systems and an understanding of their capabilities and limitations
• Achieve their potential through differentiated programmes of study
• Have access to learning activities which are varied in nature including: practical tasks, formal teaching, interactive teaching, project work and group work
What we do at Key Stage 3?
KS3 Computing and ICT - Years 7 to 9 (compulsory) Students study a variety of ICT/Computing topics and create and use computer systems. They are exposed to programming - and simple Boolean logic – and they begin to understand hardware and software, to undertake creative projects and learn a range of ways to use technology safely.
What we do at Key Stage 4?
KS4 Computing and ICT - Years 10 & 11 (optional) We offer both GCSE Computing and GCSE ICT
GCSE ICT (OCR board)
Working through a number of topics and in areas such as spreadsheets, web publishing, desktop publishing, graphic design and relational databases students:
• Become independent and discerning users of ICT, able to make informed decisions about its use and aware of its implications for individuals, organisations and society
• Acquire and apply technical skills knowledge and understanding of ICT in a range of contexts and will develop ICT-based solutions to solve problems.
• Develop their understanding of current and emerging technologies and their social and commercial impact and their understanding of the legal, social, economic, ethical and environmental issues raised by ICT.
• Recognise potential risks when using ICT, and develop safe, secure and responsible practice
• Develop the skills to work collaboratively and evaluate ICT-based solutions.
The course is assessed through a mixture of practical controlled assessment and written papers.
GCSE Computing (OCR board)
Working through a number of topics and in areas such as computer systems, hardware, software, networks, databases and programming, students acquire the knowledge, technical skills and strategies to:
• Understand current/emerging technologies and how they work - and to apply this in a range of contexts
• Use algorithms in computer programs to solve problems using programming
• Become independent and discerning users of IT, able to make informed decisions about its use and implications of different technologies - in a range of contexts
• Develop computer programs to solve problems and to work collaboratively in a professional type environment
• Evaluate the effectiveness of computer programs/solutions and the impact of, and issues related to, the use of computer technology in society
The course is assessed through a mixture of practical controlled assessment and written paper.
What we do at Key Stage 5?
KS5 Years 12 & 13 We offer:
AS/A2 GCE Information Communication Technology, OCR board With the continued progression and advancement of ICT within society and business, this course prepares students to embark on university-related degrees or to enter into industry. Students learn about and have practical experience in:
(During year 1)
• data, information, knowledge and processing; software and hardware components of an information system; characteristics of standard applications software and application areas;
• spreadsheet concepts; relational database concepts;
• applications software used for presentation and communication of data; the role and impact of ICT – legal, moral and social issues
(During year 2)
• the systems cycle; designing computer-based information systems;
• networks and communications; applications of ICT;
• implementing computer-based information systems; implications of ICT
The course is assessed through a mixture of practical controlled assessments and written papers.
AS/A2 GCE Computing, OCR Board
Students will learn in detail about how computer systems work and process; this understanding of exactly how computers process – computational thinking – then enables them to effectively and efficiently program computer systems for useful purposes. Theoretical work helps students gain the relevant knowledge and the study of problems, systematically solving them and developing programming solutions is handled extensively.
(During year 1)
• Hardware; software; data: its presentation, structure and management
• Data transmission and networking; systems development life cycle
• Characteristics of information systems; implications of computer use
(During year 2)
• Designing solutions to problems; the structure of procedural programs
• Data types and data structures; common facilities of procedural languages
• Writing maintainable programs; testing and running a solution
The course is assessed through a mixture of practical controlled assessments and written papers.
Level 3 BTEC subsidiary/extended Diploma in IT GCSE ICT, EdExcel board
This course has been designed primarily for young people in Years 12 and 13 who may wish to explore a vocational route into ICT. It has been developed to:
• Inspire and enthuse learners to become technology savvy – producers of technology products and systems and not just consumers
• Give learners the opportunity to gain a broad understanding and knowledge of the Information Technology sector and some aspects of the creative industries e.g. computer games development
• Explore the fundamentals of technology and gain the practical skills, knowledge and understanding to design, make and review:
• Information technology systems and products, e.g. a software program
• Creative technology products, e.g. a digital animation
• Products that combine information technology and creative technology, e.g. a website or a mobile app
This course encourages personal development, motivation and confidence, through practical participation and by giving learners responsibility for their own projects.
For further information please contact: Email: JAmpons@ravensbourne.info
Students study Dance throughout KS3 as one of 6 creative arts subjects, on a rotation. We offer a level 2 BTEC Dance programme in KS4 where students learn and reproduce dances in a variety of styles for performance in and out of the classroom. Students also have the opportunity to choreograph their own dances and, as well as working as part of a team, students have opportunities to lead others. Furthermore, students can continue their studies into Post 16 on our level 3 BTEC Dance course, which challenges students in both their performance of technique and interpretive skills.
We also encourage our students to participate in Dance during their lunch times and after school and we offer numerous clubs throughout the academic year in which they can do that.
The importance of developing accurate communication skills, including speaking and listening, is emphasised in lessons, with our students actively involving themselves in the many issues, themes and ideas that they encounter in an English lesson. However, the English Department also highly values creativity and the ability to imagine. A passionate team of teachers give motivational encouragement to students to become more ambitious readers, writers and speakers and “to be the best they can be.” This is achieved by using a variety of stimulus, from classic literature to modern texts, and poetry to non-fiction texts.
The Key Stage 3 curriculum aims to inspire and encourage students to become more confident communicators, as well as preparing them for the varied challenges of Key Stage 4. The Department’s Key Stage 3 curriculum, therefore, aims to develop comprehension and analytical skills, increase accuracy and fluency in written work, and enhance speaking and listening capabilities. Key Stage 3 students study a wide range of literature from different times and different cultures. Key Stage 4 students are required to study a range of fiction texts, including Shakespeare and poetry, analyse non-fiction texts in detail and write creatively. Students at Key Stage 5 study a range of literature including classic and modern texts, modern poetry and modern drama texts and, of course, a Shakespeare play! At all Key Stages, students are encouraged to read as widely as possible. All Key Stages, 3, 4, and 5 are encouraged to be independent learners.
The English Department runs reading groups for all Key Stage 3 students by working closely with the Library and through lunchtime reading clubs. A Creative Writing Club is very popular and last year saw year 9 students study AS Creative Writing. Trips to local theatres, conferences and other educational visits are undertaken to complement class work. The Department also co-ordinates the running of the School Newspaper and public speaking events. Spelling Bees has proven to be highly competitive and enjoyable with Year 7 and Year 8 students. Key Stage 3 have benefitted from author visits as well as celebrating World Book Day with fun, education and enjoyable activities.
The Farm is located in the heart of the school and is home to a pair of pigs, goats, sheep, 9 free- range egg-laying chickens and 2 flocks of egg-laying ducks. We also have a pair of guinea pigs who enjoy their own private patch of grass.
Reptile House & Small Mammals
Our Reptile House is home to a range of more unusual specimens, such as a bearded dragon, a hedgehog, snakes, family of terrapins, and the tortoises. Within the classroom are the smaller mammals such as gerbils, rats, and a chinchilla. The Farm Classroom facilities also offers the chance for students to complete qualifications in animal care & horticulture, comprising theory sessions indoors and application of practical work outside.
The Allotment & Orchard
The allotment & teaching greenhouse allows students to learn how to sow and grow a range of fruit and vegetables.
The woodland nature trail offers students of all ages the chance to take their learning outdoors, either by developing learning skills through building dens, or growing awareness of their surroundings by using the natural resources.
RELC within Curriculum
It is essential that RELC is integrated into the School’s curriculum – therefore, this year, every department in the school, across all key stages, has taught lessons using all the areas of RELC, and will continue to cultivate new innovative ways of students becoming more aware of their environment, connecting with the growing process, and enjoying learning in safe and peaceful surroundings.
The Geography Department prides itself on innovative, engaging teaching to inspire students so that they achieve great things and, importantly, love their learning in Geography. We aim that our Geography students will leave us with a life-long passion for learning, that they are well-informed about the world, and they have a host of transferrable skills to support them in higher education or the world of work. Every child has the potential to make excellent progress in Geography due to high levels of personalised learning in the classroom that cater to individual personalities and needs. Every student will be proud of their work as they will work to the highest standards at all times to ensure that their progress exceeds their potential.
Every student has the opportunity to extend their Geographical learning in environments outside the classroom and to experience Geography first hand. Fieldwork trips take place in and around the local area and further afield for most year groups including Bromley Town Centre, Stratford, Hastings and Devon. International trips to explore Geographical landscapes around the world are planned every couple of years. Recent trips have been to Iceland (2012), Sicily (2013) and Switzerland (2015). As well as fieldtrips students are encouraged to take part in extra-curricular activities such as the GA World Wise Quiz and Global Dimension Days such as ‘World Earth Day’, ‘World AIDs Day’ to broaden their Geographical horizons.
For further information or questions please contact email@example.com
Over two years, you will study topics that will enable you to pursue a degree career in the health and social care sector, or in a related sector where knowledge of health and social care will be of use.
The course will:
• Give you the opportunity to gain a broad understanding and knowledge of, and skills in, the health and social care sector, e.g. the underpinning care values and an understanding of the different life stages that individuals go through • Support progression to a more vocational or academic health and social care course or an apprenticeship or, more broadly, progression to qualifications in other sectors
Over the two years you will study 13 units and complete 100 hours of Work Experience in 3 different placements.
Examined units: Human Lifespan Development Working in Health and Social Care Anatomy and Physiology for Health and Social care Enquiries into Current Research in Health and Social Care
Internally assessed units include the following: Meeting Individual Care and Support Needs Work Experience in Health and Social Care Principles of Safe Practice in Health and Social Care Promoting Public Health Infection Prevention and Control Sociological Perspectives Psychological Perspectives
Mr A. Mills (Head of Department)
Mr D. Langley
Mr J. Vicary
Mr M. Shuttleworth
Mr M. O'Shaughnessy
Mr S. Burns
Miss D. Mells
Mr P. Croft
We aim to make History accessible to all by making students conscious of how the modern world was made.
We focus on elements of local, national and world history and integrate citizenship, maths and science into our lessons. History continues to prove to be a popular subject with our students as we continue to see a rise in our GCSE and A-Level numbers year on year. We achieve consistently in all key stages, achieving above national average results.
We also offer Government and Politics and Law at A-level.
Year 7 – Ruling Britain 1066 to the Modern Day: A study of law and order
Year 8 – Making America, International Relations 1900 – 1939 and the turning points of World War 2
Year 9 – GCSE Content Preparation – Paper 3 – The Cold War 1941 – 91, Henry VIII and his ministers
GCSE (Edexcel) – Crime and Punishment through time, The Cold War 1941 – 91, Henry VIII and his ministers and USA 1953 – 1975
AS and A level (AQA): The Tudors 1485 – 1603 and the American Dream 1945 – 1980
Our AS/A level in Government and Politics is through Edexcel
Our AS/A level in Law is through AQA
The School Libraries support the aims of EPHS.
The Objectives of the School Libraries are:
• To provide a central resource for the whole school curriculum and ethos
• To be an integral part of the teaching and learning styles and activities of the school
• To focus on development of information gathering, problem solving, learning and thinking skills throughout the school
• To provide opportunities for the individual to read more widely and think more deeply
• To provide opportunities for leisure and recreational reading.
The Libraries stock a range of fiction and non-fiction, reference books, DVDs, magazines and an extensive 'Information File' containing leaflets, newspaper cuttings and free literature from various sources, Guided Independent Study materials for Post 16 students, and a dedicated Careers Library.
The Library staff are: Ms Roberts (Senior Librarian) and Mrs Nolan and Mrs Bhandari (Assistant Librarians).
Whether a student chooses to pursue the ‘A’-level, vocational or apprenticeship route a good grade in GCSE is now a compulsory requirement. A good grade at ‘A’-level Mathematics is accepted as part of the entry requirements for almost all university courses and is a compulsory requirement for many of them including Natural Science subjects, Psychology, Engineering, Computing, Economics, Geology and many other courses.
At Eden Park High School we encourage all our students to develop an appreciation for mathematics. We aim to enthuse young people to enjoy maths, to thoroughly prepare them for public examinations and to equip them with mathematical skills for the 21st century. In an ever-changing world a sound understanding of mathematical principles, backed up with excellent qualifications, is essential for continuing education and employment. Our lessons aim to channel the students’ innate curiosity into mathematical inquiries from which they are able to discover various “rules” for themselves. This approach enhances students’ engagement and enjoyment of their lessons. It also nurtures a confidence in their own abilities which is a key component of success in mathematics.
In Maths, students study the national curriculum topics of number, geometry, data handling and algebra. All students are supported to make minimum progress to level 5 by year 9.
In Years 7 & 8, students follow the Edexcel Maths KS3 Pi, Theta or Delta pathways; dependent on prior attainment, before moving onto the GCSE course in years 9, 10 & 11. Year 11 students also have the opportunity to obtain an additional qualification in GCSE Further Maths offered by the AQA Exam Board.
In KS5, students can choose to study the Edexcel Maths ‘A’-Level, with some students also studying Further Maths ‘A’-Level. Students are able to complete the course as an AS in one year, or continue to A2 for two years. The course is modular with units C1, C2 and S1 being studied in Year 12 and C3, C4 and either S2 or D1 in Year 13. In ‘A’-Level Further Maths, students complete an additional 6 units. FP1, M1 and D1 are studied in Year 12 and FP2, FP3 and M2 in Year 13. From September 2017 the ‘A’-Level course will be linear, with students either sitting AS exams at the end of Year 12 or all of their ‘A’-Level exams at the end of Year 13. The AS level qualification will no longer count towards an ‘A’-level. The new specification will be in a 2:1 ratio of pure to applied, with the applied element containing a Mechanics and Statistics combined paper. There will be no optional modules in the new specification ‘A’- Level, but students studying Further Maths will be able to choose between further applied modules. There will be no non-calculator paper in the new specification.
We take pride in the development of our students, holding weekly chess clubs, KS3 Maths Stretch and Challenge Club – related to extended activities, puzzles and problem-solving. All Key Stages prepare for, and sit, the UK Mathematics’ Trust Challenges, with an increasing number of our students gaining, gold, silver and bronze awards. Regular STEM events occur in school where students are taken off timetable in order to participate. Opportunities are arranged for years 9 through to 12 to attend special lectures and master classes at local universities.
Teachers within the Department are always willing to make themselves available before, during and after the school day in order to support students to improve their progress.
Housed in specialist rooms with state-of-the-art equipment, offering a wide range of academic and vocational courses in Media and Film related subjects.
GCSE and GCE grades have improved significantly and Media courses are some of the most popular choices for students, reflecting the department's role in the school's community.
The vision of the department is to provide students with the opportunity to learn and develop creative skills in a professional working environment. Increasingly diverse ways of learning are being explored and the department is increasingly building links with the media in a bid to make learning relevant to today's world.
The ethos of the department is inclusive and all students are encouraged not merely to see the department as a place but see themselves as part of the department. Students of all ages are encouraged to take responsibility for their learning, share facilities and work flexibly as members of a team in which individual interests and specialisms are recognised, encouraged and nurtured.
All students are expected to actively explore the media and its influence on society, recognising the vital role it plays in the modern world.
• To encourage and nurture students to become effective working professionals in the media industries
• To progress students' media knowledge, understanding and skills
• To develop students' understanding of the role of the media as an industry
• To encourage students to be creative and innovative in the development of media related skills
• To explore micro and macro media theories
• To promote independent learning opportunities
• To promote equal opportunities for courses and careers in the media
• To encourage students to work independently or as part of a team
• To develop students' ability to explore the media's effect on society, recognise the media as a product of society and a means by which we understand society
• To equip each student with the necessary knowledge, understanding and skills required for their chosen career path and citizenship
At Eden Park High School we teach two languages - French and Spanish - to students from Years 7- 13.
At present, all students follow one language from year 7 to year 9 and they can then choose this as a GCSE or AS/A Level option. This is getting more popular by the year as more and more top universities are asking students to have a GCSE in Languages to apply for their courses. Being able to speak another language means that students are more employable, more flexible and evidence shows that Languages graduates get better remunerations.
We run trips to both Spain and France and aim to offer all our students the opportunity to visit both countries.
We have five Language teachers and two Foreign Language Assistants (French and Spanish) who help out in our classes and work with small groups of students. In our lessons, we aim to make learning languages an interactive and relevant experience. Lessons are light-hearted and interactive when teaching new vocabulary and grammar. We also watch video clips of adverts, TV programmes, films and songs from France and Spain, read authentic texts from magazines and newspapers about young people's lives in France and Spain and much more which relate to the cultural awareness of the two countries.
Able linguists (Most Able) are catered for and are encouraged to take part in activities/sessions inside and outside the classroom which will enable them to enhance their potential.
As a Department, we also offer our students one-to-one sessions with our French and Spanish foreign language assistants who have a very strong knowledge of the language but also of the exam requirements.
The resources available
In the MFL department we are currently using:
The Expo series for French and the Mira series for Spanish in KS3. Students will be able to access a student book in their lessons. At the same time, for home learning there are booklets which have been designed to enhance the vocabulary and grammar learnt during the lessons as well as the website www.vocabexpress.com to learn the vocabulary. Every student has got their personal logging details and teachers will be setting task for each Unit as they are being taught in lessons. For French there is a vocab express club on Fridays and for Spanish on Mondays in one of the language rooms. KS4:
The AQA/Nelson Thornes series for KS4. Students will be able to have a book which they take home to learn the vocabulary and the grammar. Students are required to have a folder where they keep all the different booklets that the teachers give them (grammar, topics, vocabulary, etc.) as well as the past papers so that they can see how they are progressing. There is also a drop-in club for both Spanish and French every Tuesday in room 26 where students can get extra support with any skill in which they are having difficulties. KS5:
The AQA/Nelson Thornes series for KS5. Students will be able to have a book which they take home to learn the vocabulary and the grammar. Students are required to have a folder where they keep all the different booklets that the teachers give them (grammar, topics, vocabulary, etc.) as well as the past papers so that they can see how they are progressing. We are also subscribed to the website www.kerboodle.com where students can access the listening materials to the books we use, as well as other interactive resources. Every student has their personal log-in details which can be access anywhere. They also have a 50-minute session every week with the Foreign Language Assistants so that they can prepare their Speaking exams as well as develop their writing skills. We offer a drop-in club for both Spanish and French every Tuesday in room 26 where students can get extra support with any skill in which they are having difficulties.
The role of the Department in driving school improvement in the next 3 years: what are your ambitions?
As a Department, we are aiming to keep up our current trend of achieving high results which exceed the national average and also continue to deliver high quality lessons which will maintain the attainment and progress of our learners. The Department aims at recruiting more students at GCSE and A level in order to broaden their chances of entering the university of their choice as, currently, having a language at A2 is a university requirement and also means students can offer their linguistic skills for future occupations.
We also aim to develop more partnerships and links with schools abroad which will give our students more opportunity to develop themselves.
In the MFL department at Eden Park High School, staff are supported and accompanied throughout their teaching career. We have a strong collective ethos and believe in the “each one teach one” approach which gives all our teachers the opportunity to get the most constructive feedback, enabling them to always gain new skills and constantly reach their potential.
The Modern Foreign Languages Department has been organising trips to Spain and France for the past few years.
Every other year, in the October half-term, year 9 and 10 students travel to Spain (either Valencia or Barcelona) for one week to discover the culture they have been learning about. They will have the opportunity to put their communication skills into practice and increase their confidence in an extraordinary environment. Moreover, they will visit all the important landmarks and places of cultural interest.
Currently, our Department is organising an exciting trip to Nice in the South of France where students will be able to enjoy the best of the Côte d'Azur. During this one week trip, students will have the opportunity to visit the city and enjoy the culture.
Last but not least, every year we offer our students the opportunity to go on a ski trip to France during the Easter holidays which has been very successful with students during the past years. Students have an enjoyable stay whilst having the chance to learn to ski and practice the language.
“I like the games we play in lesson they help me learn and remember”
“The teachers are fun and make learning languages fun too”
“I am more confident now thanks to my teacher”
“I am well supported and challenged by my teacher who always gives a handful of useful resources which help stretch me and improve my learning”
Key Stage 3 students have Physical Education timetabled for 2 x 100 minutes over a two-week period. Within these 2 x 100 minute lessons, Key Stage 3 students will cover a wide variety of sports throughout the year such as:
Within these PE lessons, Key Stage 3 students are taught the basics skills within each sport. Once these basic skills have been learnt, students are then put in game-based situations where they will have to apply their new-found skills in a game situation. As students go from year 7 to year 9, the level of challenge constantly increases within PE lessons. Once students are in year 9, there will often be the challenge of students coming up with their own sections of the lessons. These types of challenges enable students to take on leadership roles within small groups, to develop team work and enhance the student’s ability to work independently without constant teacher influence. Every PE lesson here at EPHS always has a constant flow of teacher or peer feedback, which provides a catalyst for students to know what they are doing well and what could be improved. We, as a department, like to think that Key Stage 3 core PE lessons are enjoyable, challenging and provide students with skills that they can take around the rest of the school with them to further enhance their learning.
Key Stage 4
At Key Stage 4, students are allocated 250 minutes of core PE. Within these lessons, as a department, we look to further enhance the skills that students will have already learned in Key Stage 3 PE. These lessons will look to take the skills students have learned within each sport covered in Key Stage 3 PE and push them to enhance their ability within these sports. In Key Stage 4 PE lessons, there are multiple opportunities for the students to plan, lead and deliver their own parts of lessons. This, again, will provide students with key skills such as leadership, team work, presenting in front of a group and also having the ability to provide feedback. Within most Key Stage 4 lessons the students will be put into a game-based situation for the last part of the lesson. In order to ensure that these lessons are a step up from Key Stage 3 PE, there will often be conditions put on the game situations. This will ensure that our target of further enhancing our students’ ability, within a number of sports, is met.
Within PE, we would hope that students will be developing the following skills:
• Team work
• Communication skills (Speaking and listening to each other)
• Solve problems and be creative
• Become good leaders. (Being approachable but being able to make decisions to create the best possible outcome).
• Self-Managers and being organised
Key Stage 4
At Key Stage 4, there are a number of options that students can take within Physical Education.
GCSE Physical Education provides students with the knowledge and understanding of how to live a healthy and active lifestyle, enabling them to make informed choices about their own physical development. GCSE sport gives students an all-round educational insight into the world of sport. It provides a great basis if the student wants to take Physical Education at Post 16 and is thinking about studying PE at a higher education level.
Within GCSE, students are assessed within different sports. This means that students will be able to add a practical score to the grade they get in their exam and controlled assessment. GCSE Physical Education will cover a variety of topics such as:
• Develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance.
• Understand how the physiological and psychological state affects performance in physical activity and sport.
• Perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas.
• Develop their ability to analyse and evaluate to improve performance in physical activity and sport.
• Understand the contribution which physical activity and sport make to health, fitness and well-being.
• Understand key socio-cultural influences which can affect people’s involvement in physical activity and sport.
NCFE SPORT (V-CERT)
This course will give students a wide variety of knowledge within the sporting world. Over the two years of the course, a wide variety of topics are covered that will provide students with knowledge regarding:
• Healthy lifestyles
• Body composition
• The different body systems
• Effects of exercise
There is one exam throughout the two years and the rest is coursework. This course would be ideal for any student thinking of studying Physical Education at higher education level. It also provides students with a fantastic base knowledge if they are looking to go into the sports’ industry in some format.
BTEC Sport in Key Stage 4 is a course that involves studying and learning about a wide variety of elements in the sporting world. The BTEC Level 2 First Certificate Sport qualification is designed to allow learners to study a GCSE equivalent Sport qualification which forms a sound base from which to progress onto a Level 3 Qualification.
Modules covered include Fitness for Sport & Practical Sports Performance, (which are both Core Units), Anatomy & Physiology for Sports Performance which must also be studied, and a range of optional Units designed to allow progression to Level 3.
Sessions will be a mixture of theory and practical lessons and, wherever possible, underpinning theory will also be demonstrated in a practical context. There will be a variety of assessment methods used (written assessments, observations, presentations and discussions being some) and learners will have a thorough understanding of the evidence they are expected to produce.
Key Stage 5
The PE Department offers both A-level and BTEC level 3 courses for students in Key Stage 5. These courses offer a range of theoretical topics including: anatomy and physiology, fitness in sport, coaching and officiating, and also a variety of practical elements. Students will be assessed in their practical abilities, and also in their written work – through coursework, and end of year exams. These courses provide students with a good foundation to build upon, whether it be in higher education, or pursuing their career in sport.
At Eden Park High School we believe in the ethos of “sport for all and challenge the elite”. There are regular practices and fixtures throughout the calendar year. We offer a full complement of extra-curricular activities. Some of these are listed below:
In our department you will find Mrs. Hayes (Head of Department), Miss Jackson and Miss Scully.
‘Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops students’ knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views that offer answers to questions such as these. It offers opportunities for personal reflection and spiritual development. It enhances student’s awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures.
Religious education encourages students to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges students to reflect on, consider, analyse, interpret and evaluate issue of truth, belief, faith and ethics and to communicate their responses.
Religious education has an important role in preparing students for adult life, employment and lifelong learning. It enables students to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables students to combat prejudice.’
‘The non-statutory national framework’ – QCA, Dfes.
RE at Eden Park high School is taught with an emphasis on the philosophical and cultural basis of the six major religions found in Britain today. However, we also study a variety of alternative and ancient faiths as well as looking at contemporary actions evolving through faith. Students are not expected to be religious, but are encouraged to learn through questioning the beliefs of those people who are.
Key stage 3
There are two Attainment Targets for RE in Key Stage 3 – learning about religion, and learning from religion.
• The first of these covers what religious people believe, why they believe it and how their beliefs affect the way they behave.
• In the second attainment target students are encouraged to investigate what they can learn from religion and religious people, even if they do not share their faith. Students will develop the following skills in Attainment Target 1: knowledge about beliefs and teachings; understanding of different practices and lifestyles; and practise of specific expression and language. These are related to developing interpersonal skills that they will find helpful in life.
• In Attainment Target 2 they develop intra-personal skills involved with identity and experience, meaning and purpose, and values and commitments. RE, therefore, takes a leading role in developing these emotional intelligences that research argues are equally, if not more important, in underpinning future success, than other forms of intelligence. Students study a number of units, each one lasting about half term:
Year 7 RS Topics • What is philosophy?
• Festivals and Celebrations
• Hinduism beliefs and practices
• Sikhism beliefs and practices
Year 8 RS Topics
• What is ethics?
• How does Philosophy and Ethics relate to Buddhism?
• How does Philosophy and Ethics relate to Judaism?
• How does Philosophy and Ethics relate to Christianity?
• How does Philosophy and Ethics relate to Islam?
Year 9 RS Topics
• Why do we suffer?
• Fighting for equality and justice
• World at War
Year 10 will examine religion and ethics. The RS Topics (GCSE) will explore religion and ethics in paper one, the topics will relate to Christianity and be based on beliefs, matters on life and death, what it means to live a Christian life, marriage and family.
Year 11 will examine religion, peace and conflict. The RS Topics (GCSE) will explore beliefs, crime and punishment, what it means to live a Muslim life and peace and conflict.
We assess RE in Years 7 and 8 using the QCA level descriptors, the highest of which is level 8. Students are given success criteria which link to these levels and explain what they need to work on to improve their work.
Students are expected to progress through the 8 levels of increasing difficulty. The expected attainment for each key stage are as follows: End of key stage 2 (at age 11) – Level 4 End of key state 3 (at age 14) – Level 5/6
Students are assessed throughout each unit and awarded a level. There are eight level descriptions of increasing difficulty, plus a description for exceptional performance above level 8. Each level description describes the types and range of performance that students working at that level should demonstrate.
Years 9 – 11 Students in Year 9 start the GCSE Edexcel course. Students will then begin to be assessed against the GCSE grade descriptors and students cover the topics that are set out in the EDEXCEL syllabus for units 2 and 8.
Aims of the GCSE
The specification aims to give students opportunities to:
• acquire knowledge and develop understanding of the beliefs, values and traditions of one or more religions
• consider the influence of the beliefs, values and traditions associated with one or more religions
• consider religious and other responses to moral issues
• identify, investigate and respond to fundamental questions of life raised by religion and human experience, including questions about the meaning and purpose of life
• develop skills relevant to the study of religion.
Scheme of Assessment
• Each unit has a separate examination paper divided into four sections (100% external assessment).
• Each section requires candidates to answer one question out of a choice of two.
• Each question is subdivided into parts structured on an incline of difficulty.
• Religious Studies papers are not tiered and give access to the full range of grades, regardless of whether students do the short course or the full course.
• Grade descriptions are provided to give a general indication of the standards of achievement.
Miss Sutton: Head of Social Sciences
Miss Murphy: Lead Teacher Sociology
Miss Barber: Psychology Teacher
In Psychology and Sociology, we aim to inspire and motivate students with a love for the subjects through the delivery of relevant content material and engaging lessons. We focus on developing skills of critical analysis and evaluation, enabling students to appreciate the complexities of the disciplines and helping them to develop transferable skills for the future. Psychology is taught as a science and there is a heavy emphasis on students understanding the scientific process and how theories are developed from replicable research.
In Psychology, students are given the opportunity to carry out their own research projects, both at GCSE and A-level in order to pursue their own psychological interests outside of the exam specification.
In the Social Sciences Department, we follow the ‘flipped classroom’ method of teaching in which students are expected to prepare in advance of a lesson, either by completing a set piece of reading, watching a screencast or engaging in a video lecture. Students are expected to complete tasks associated with this material in preparation for the lesson. There is an expectation that independent study will be carried out regularly to support the classroom lessons. Good standards of numeracy and literacy are vital to the success of the course and clear, academic communication is an expectation of all students within the department.
Sociology is an increasingly popular subject choice at A-level. The subject is interested in discussing how society works and how social groups interact with one another in contemporary social settings. Topics covered include:
GCSE Sociology (WJEC):
Topics studied in Year 10
Sociology basics The family
Topics studied in Year 11:
Social inequality Crime and Deviance
A-Level Sociology (AQA):
Topics studied in year 12:
Families and Households Education with methods in context
Topics studied in Year 13:
Crime and Deviance Social stratification Theory and methods
Psychology is one of the most popular subjects at A-level, possibly because it investigates one of the most intriguing functions of the body: how the mind works and why individuals behave in the way that they do. In the GCSE course, students study the following topics in line with the AQA exam specification: Memory
Stereotyping, Prejudice and Discrimination
Sex and Gender
We also follow the AQA specification at A-level and over the two-year course, students will study:
Issues and Debates within Psychology
Eden Park High School Science Department is a forward-thinking department with a focus on active student learning, in which staff have high expectations of themselves, each other and their students.
We strive to ensure that:
•We provide a broad and balanced curriculum that consistently provides stimulating opportunities to develop scientific skills, literacy, numeracy.
• We foster a culture of independent learning and place strong emphasis on the active involvement of students in their own learning process.
• Whilst providing resources so students can access the work, they will not be allowed to ‘coast’ and are regularly pushed beyond their comfort zone to ensure good progress is made.
•Our teachers present challenging and exciting lessons based around scientific investigation to develop students’ interest in Science.
•Scientific literacy is at the forefront of all lessons to ensure that students can access exam questions and provide answers that demonstrate a sound understanding of scientific terminology.
• Students develop an appreciation of the contribution that science makes to society whilst relating to the moral and ethical issues that are raised.
• Students develop an understanding that, whilst it is encouraged to be scientifically curious, they must be conscious of health and safety matters and respect for living things and the environment.
• Students are given access to information on careers in science and technology at a variety of levels.
• The exciting learning programme is supported by online materials, collaborative projects with external agencies, co-curricular (STEM) ‘clubs’.
Teaching and Learning:
Scientists aim to make sense from what we observe within our Universe. Biology is generally the study of life, Chemistry is generally the study of the matter that makes up the Universe and Physics is the study of the way that the Universe works.
In the Science Department, we try to incorporate scientific thinking and the application of Science to the world around us. The subject aims to equip students with the scientific skills and understanding necessary for their time, not only at school but also into their adult life.
There is an emphasis on learning science through experimental work, using specialist science equipment. Research and problem-solving tasks encourage students to be independent enquirers and innovative thinkers as well as team workers.
Students are provided with the opportunity to share their ideas by presentation in various ways and, in doing so, to reflect on their learning.
Key Stage 3 (KS3):
We follow the AQA Science Programme of Study, using resources from the Oxford University Press KS3 “Activate” course. This course gives students the opportunity to become independent scientific learners through the use of their own personalised online resource, and provides a firm foundation for the Key Stage 4 AQA GCSE course.
Particles and their behaviour; Forces; Structure and Function of Body Systems; Elements, atoms and compounds
Sound; Reproduction; Chemical Reactions; Light
Acids and Alkalis; Space; Investigation Skills
Year 8 :
Health and lifestyle; Ecosystem Processes; The Periodic Table; Electricity and
Separation Techniques; Energy; Adaptation and Inheritance; Metals and Acids.
Motion and pressure; The Earth; Scientific enquiry; Preparation for KS4.
Year 9 :
We follow the Science B AQA Synergy specification – a course designed to bridge the gap between KS3 and KS4. Much of what is covered, in terms of content, will prepare them for the GCSEs they will start in year 10.
Unit 1: My World
Our changing universe & planet; materials our planet provides; using materials from our planet to make products; life on our planet; biomass and energy; the importance of carbon.
Unit 2: My Family and Home
Body systems; chemistry in the body; inheritance and genetic disorders; materials for construction; fuels for cooking, heating and transport; generating and distributing electricity; electrical cost; electromagnetic waves.
Unit 3: Making My World a Better Place
Drugs, vaccines and medicine; electroplating; developing new products; selective breeding and genetic engineering; environmental concerns; controlling pollution; saving energy.
Schemes of Learning focus on singing, samba drumming, basic keyboard skills and an introduction to music sequencing software. Assessment is based on a combination of practical assessments and formal written exam at the conclusion of each rotation. Students are also introduced to basic music notation though a variety of tasks.
Schemes of Learning focus on students organising their own performances, intermediate keyboard skills based around the blues and use of Cubase music sequencing software. Assessment is based on a combination of practical assessments and formal written exam at the conclusion of each rotation. Students are also introduced to more advanced music theory such as chords.
Schemes of Learning focus on group and solo singing, student organizing their own performances, and exploring compositional ideas through conventional instruments and audio sequencing techniques. Assessment is based on a combination of practical assessments and formal written assessment at the conclusion of each rotation.
Coursework: 60% (under controlled assessment conditions), 30% performance, 30% composition. Examination: 40%. Exam taken in May/June 2016
NCFE Level 2 Extended Certificate in Music Technology
Coursework: 100% No. Units: 2 mandatory and 4 optional units.
Year 12 BTEC Level 3 Subsidiary Diploma in Music Technology (Production)
100% No. Units: 6 units of level 3 standard (1 compulsory and 1 optional and 4 specialist).
Students must complete 3 units (inc. the compulsory unit) to achieve at least an AS in year 12.
AS in Music (50% of overall A2)
Coursework: 60% (under controlled assessment conditions) Examination: 40%
Completion Date: June 2015 (leads onto the A2 in Music) Year 13 BTEC Level 3 Subsidiary Diploma in Music Technology (Production) http://www.edexcel.com/quals/nationals10/music/Pages/default.aspx Coursework: 100% No. Units: 6 units of level 3 standard (1 compulsory and 1 optional and 4 specialist).