Pearson Maths Progress Second Edition: Core Curriculum Scheme of Work.

KS3 – English Literature and Composition

Our secondary programme develops our students’ understanding of literature alongside their ability to write creatively. At KS3 our students read a selection of key books alongside extracts and articles to allow them to analyse and compare the writing, themes and techniques of a diverse group of authors.

• Introduce oneself, age birthdays and numbers
• Alphabet
• Family
• Hobbies
• Sport
• School Town

Year 7 Music Units

• Unit 1: Sub-Saharan West African Music and Samba In this unit, students explore rhythm and note lengths by playing traditional instruments like the West African Djembe drum and Brazilian Samba percussion. Students will work together in pairs and groups to create, compose, and perform their own musical rhythms.
• Unit 2: Minimalism and Music Technology Students will learn about “Minimalism,” a style of music built on repeating patterns and layered musical sounds. They will also learn how to use computer music software to write, change, and arrange their own musical ideas.

Our Physical Education curriculum for Year 7, 8, and 9 students aims to foster holistic development.

It encompasses physical, social, cognitive, and emotional growth. We are committed to inclusivity, ensuring that all students have the opportunity to participate and thrive in a supportive environment.

Each half term, students will engage in a variety of sports, including invasion games, net and wall games, and striking and fielding activities. This diverse curriculum is designed to enhance physical literacy and competence, ensuring that every student develops a broad range of skills and enjoys the benefits of an active lifestyle.

Through our program, we aim to provide ample opportunities for all students to achieve their full potential in physical education.

• Striking / fielding (e.g. rounders, cricket)
• Gymnastics
• Badminton
• Netball
• Hockey
• Outdoor Adventure activities
• Fitness
• Athletics (Track = 1500m, 800m, 300m, 200m, 100m, Field = Javelin, Discus, Shot Put, High Jump)

The PSHE curriculum for KS3 is two hours per fortnight for Year 7 and 8 and one hour per fortnight for Year 9.

It is developed from the Jigsaw programme with some bespoke lessons added to suit the needs of the students and current affairs happening in the world.

In Year 7 we cover:

• Being Me
• PREVENT
• Celebrating differences
• Dreams and Goals
• Healthy ME
• Careers
• Relationships

Term 1 – Natural Forms: students start with a baseline assessment of a drawing of a shell, look at colour theory, research the work of Jim Dine, Jim Dine ink response, research the work of Angie Lewin, looking at colour theory and geometric shapes, designing a botanical scene and then transferring into watercolour and then a clay tile.

Term 2 – Insects: students create observational drawings of insects, looking into the work of Abby Diamond and creating some studies in watercolour and ink, moving onto the spider sculptures of Louise Bourgeois, designing their own mythical insect then creating in wire and papier mache.

Term 3 – Portraits: Students look at the work of Frida Kahlo, experimenting with skin tone, design and create their own painted identity portrait, looking at a cardboard portrait artist James Lake/Giles Oldershaw and creating their own relief portrait of an Ipswich icon.

Computer Systems Students learn about the physical parts of a computer (hardware), like the screen and keyboard, and the programs (software) we use. They will understand how these parts work together to store and process information.

Computer Networking Students learn how computers connect to each other and share information, like on the internet. They will discover how data travels safely from one device to another around the world.

Introduction to Text-Based Programming Students start writing computer code using real words and sentences (in a language called Python) instead of using blocks. They will learn how to give step-by-step instructions to make the computer solve problems.

Graphic Design Students learn how to create and edit digital pictures on a computer. They will practice using colours, shapes, and text to make professional-looking designs for different projects.

Media Editing Students learn how to record, cut, and join sounds and videos using computer software. They will practice making their own short projects, like a radio advert or a video clip.

• Students will watch part of a professional performance and analyse the performance skills and design elements they will have studied through the style of pantomime.
• Students will look at different career pathways within production this includes; set designers, costume designers, sound engineers and lighting technicians
• Students will learn the basic skills required for performance (facial expressions, body language, levels and a range of vocal skills).
• Students will explore techniques related to style that includes; audience participation, breaking the fourth wall, the magic if and emotional memory.
• Students will rehearse a script and review their development on this.

Students will not be studying Greek theatre as an additional style. This was the better option to cut due to the other two styles being clear comparisons and offers a wider spread of learning.

In Year 7, students will:

• Look into the terms ‘input’ and ’output’.
• Learn how to identify the Macronutrients within the dish (healthier swaps).
• Learn how to increase the nutritional value of a dish.

KS3 – English Literature and Composition

Our secondary programme develops our students’ understanding of literature alongside their ability to write creatively. At KS3 our students read a selection of key books alongside extracts and articles to allow them to analyse and compare the writing, themes and techniques of a diverse group of authors.

Pearson Maths Progress Second Edition: Core Curriculum Scheme of Work.

• Weather
• Clothes
• TV programmes and films
• Sports
• Houses / Places to live
• Paris and holidays

Year 8 Music Units

• Unit 1: Reggae Music This unit teaches students about the history of Reggae music from Jamaica and its special rhythm style called “skanking,” where chords are played on the off-beat. Students will practice working as a team to sing and play a famous Reggae song using instruments like the keyboard, guitar, or ukulele.
• Unit 2: Blues Music Students will explore the cultural history of Blues music and learn its famous 12-bar chord pattern and unique musical scale. They will develop their practical skills by rehearsing, inventing their own melodies (improvising), and performing a Blues piece on the keyboard or guitar.

Our Physical Education curriculum for Year 7, 8, and 9 students aims to foster holistic development.

It encompasses physical, social, cognitive, and emotional growth. We are committed to inclusivity, ensuring that all students have the opportunity to participate and thrive in a supportive environment.

Each half term, students will engage in a variety of sports, including invasion games, net and wall games, and striking and fielding activities. This diverse curriculum is designed to enhance physical literacy and competence, ensuring that every student develops a broad range of skills and enjoys the benefits of an active lifestyle.

Through our program, we aim to provide ample opportunities for all students to achieve their full potential in physical education.

• Striking / fielding (e.g. rounders, cricket)
• Gymnastics
• Badminton
• Netball
• Hockey
• Outdoor Adventure activities
• Fitness
• Athletics (Track = 1500m, 800m, 300m, 200m, 100m, Field = Javelin, Discus, Shot Put, High Jump)

The PSHE curriculum for KS3 is two hours per fortnight for year 7 & 8. It is developed from the Jigsaw programme with some bespoke lessons added to suit the needs of the students and current affairs happening in the world.

In Year 8 we look at:

• Being Me
• PREVENT
• Celebrating differences
• Dreams and Goals
• Healthy Me
• Careers
• Relationships
• Changing Me

Term 1 – Contemporary British Black Art: baseline assessment observational drawing of an eye, looking at the work of Chris Ofili, analysing his work ‘No Woman, No Cry’, response, research the work of Yinke Shonibare, experimenting with African symbols, creating their own mixed media piece showing inspiration from both artists and including iconic British black figures.

Term 2 – Native American Art: reference to Native American art, looking at symbolic animals and pattern and creating an independently designed totem animal.

Term 3 – Day of the Dead: looking at the symbolic context of Day of the Dead, looking at the work of Posada and Thaneeya Macardle, creating an independent skull design and transferring into a reduction print.

Digital Literacy and Organisation Students learn how to organise their computer files safely and use search tools to find useful information. They will also practice using technology responsibly and saving their schoolwork neatly.

Cyber Security Students learn how to protect their personal information and computers from online dangers like hackers and viruses. They will discover how to create strong passwords and spot online tricks or scams.

Programming Students build on their coding skills to write longer and more advanced computer programs. They will learn how to make programs that can make decisions and repeat tasks automatically.

Visual Identity Students learn how businesses use logos, colors, and styles to create a brand that people recognise. They will practice designing their own unique brand images for a real-world purpose.

Preproduction Documents Before making a digital project, students learn how to plan their ideas using sketches, storyboards, and mind maps. This planning helps them organize their thoughts before they start designing on the computer.

Graphic Design Students improve their digital art skills by learning how to arrange layouts and edit images for specific audiences. They will focus on creating high-quality designs that look professional and send a clear message.
Media Editing Students learn advanced ways to mix sounds, add video effects, and combine different media. They will practice editing their work to a high standard, making it ready to show to others.

In Year 8, students will explore:

• Exercise and Nutrition – the government’s recommendations around diet and exercise
• Making of healthy lunch alternatives
• Unhealthy lifestyles and dietary deficiencies
• A range of roles and jobs within catering.

KS3 – English Literature and Composition

Our secondary programme develops our students’ understanding of literature alongside their ability to write creatively. At KS3 our students read a selection of key books alongside extracts and articles to allow them to analyse and compare the writing, themes and techniques of a diverse group of authors.

Pearson Maths Progress Second Edition: Core Curriculum Scheme of Work.

• Social media
• Food
• Healthy living
• Jobs and future plans
• Environment

Year 9

Students receive one lesson a week on the following topics:

Autumn 1: Preparing for GCSE – Performance

The aim is to introduce students to the fundamentals of playing in a band. Students will gain an understanding of how to play chords on various instruments.

Students will also gain an understanding of how to play a song as part of a band including various instrumental and ensemble skills. Students will look into the concept of lead sheets, learning how to read from them to perform popular music as a band.

Spring 1: Preparing for GCSE – Composing

The aim of this unit is to introduce students to the fundamentals of composing a piece of popular music. Students will gain an understanding of how to compose musical ideas such as chord sequences and melodic ideas.

Students will also gain an understanding of how to put their ideas into a DAW and how to use technology effectively as a compositional tool. Students will also look at lyric writing and how to write lyrics effectively for a song or rap.

Summer 1: Texture – Using the ‘phonics’ (Indian Music)

The primary aim of this unit is to guide students on a progressive musical journey that bridges traditional Indian classical music with modern production techniques, ultimately leading to the creation of a “Fusion” piece.

Students begin by exploring the spiritual and structural foundations of Raga, learning to identify and perform its three core components: the drone, the rhythm (Taal), and the melody (Raag). As the unit develops, students transition from acoustic performance to digital sequencing, capturing the energetic folk rhythms of Bhangra—specifically the swung Chaal rhythm—using software like Soundtrap.

By the end of the unit, students synthesise these diverse elements by integrating traditional Indian instruments, such as the sitar and tumbi, with Western instruments, textures, and modern production tools, fostering a deep understanding of musical fusion and creative composition.

Our Physical Education curriculum for Year 7, 8, and 9 students aims to foster holistic development.

It encompasses physical, social, cognitive, and emotional growth. We are committed to inclusivity, ensuring that all students have the opportunity to participate and thrive in a supportive environment.

Each half term, students will engage in a variety of sports, including invasion games, net and wall games, and striking and fielding activities. This diverse curriculum is designed to enhance physical literacy and competence, ensuring that every student develops a broad range of skills and enjoys the benefits of an active lifestyle.

Through our program, we aim to provide ample opportunities for all students to achieve their full potential in physical education.

• Striking / fielding (e.g. rounders, cricket)
• Gymnastics
• Badminton
• Netball
• Hockey
• Outdoor Adventure activities
• Fitness
• Athletics (Track = 1500m, 800m, 300m, 200m, 100m, Field = Javelin, Discus, Shot Put, High Jump)

The PSHE curriculum for KS3 is one hour per fortnight for year 9. It is developed from the Jigsaw programme with some bespoke lessons added to suit the needs of the students and current affairs happening in the world.

• Being Me
• PREVENT
• Celebrating differences
• Dreams and Goals
• Healthy Me
• Careers
• Relationships
• Consent

Term 1 – drawing skills focussing on the theme of still life, inspired by the work of Giorgio Morandi and Roy Lichtenstein.

Term 2 – painting and sculpture inspired by Pop Artists Andy Warhol and Claes Oldenburg.

Term 3 – photography, painting and digital drawing inspired by the landscapes of Claude Monet, Andre Derain and Lui Ferreyra.

Autumn 1: Introduction to Python programming
Autumn 2: Introduction to Python programming/Computational Thinking
Spring 1: Introduction to AI
Spring 2: Introduction to AI
Summer 1: Cyber Security/Computing for Work
Summer 2: Cyber Security/Computing for Work

Students will continue to develop skills required for performance through the exploration of different theatre styles.

They will study both Physical Theatre and Naturalism introducing them to a wider range of practitioners and techniques.

Students will also begin to explore a vast range of roles and responsibilities within theatre, supporting different career routes within the arts.

In Year 9, students will cover:

• Traditional cooking
• One pot wonders when cooking
• Sweet vs savoury
• Meal planning
• Time plans
• Own planning and cooking of their own dish

Writing

At Ipswich Academy, we place great importance on the ability of students to communicate their thoughts, feelings and experiences clearly in different forms and for different purposes. All of our units are underpinned by opportunities to write analytically, creatively and persuasively.

Reading

Reading is the master skill of learning and the English curriculum offers broad opportunities to read and develop confidence with challenging texts of varying type, age and purpose. Specific focus is given to creating a broad knowledge base and a specific skill set for academic reading.

GCSE English Language and Literature

These subjects are woven together through the two years of GCSE study. An Inspector Calls, Macbeth, The Strange Case of Dr Jekyll and Mr Hyde and power and conflict poetry are explored in depth to provide ample opportunities to explore their meanings and how they are created. GCSE English Language skills and approaches are taught alongside the Literature texts to promote mastery of the skills.

The 5-year curriculum plan provides a logical progression through the National Curriculum for KS3.

This follows onto the Edexcel Foundation or Higher GCSE specification. Students follow the Higher tier or Foundation tier GCSE Edexcel Mathematics linear course and are taught in two years.

All pupils will sit a baseline test during the first week to ensure they are placed into the most appropriate sets and are in the right tier. Progress will continue to be monitored throughout the year.

Topics are taught in preparation for GCSE in the summer of Year 11 and include:

• Best buys and interest rates
• Further development of number skills, including work on surds and highest common factors / lowest common multiples
• Algebra skills, including advanced indices and graph work
• Trigonometry and advanced trigonometry
• Circle theorems
• Geometrical proofs
• Probability with conditional probability.

Autumn Term

In the autumn term of Year 10, GCSE biology students explore genetics, including meiosis, the structure and function of DNA, DNA extraction techniques, alleles, inheritance patterns, gene mutations, and variations within species. Chemistry lessons cover the principles of ionic, covalent, and metallic bonding, providing a deep understanding of how different elements combine and interact. In physics, students learn about the conservation of energy and examine both renewable and non-renewable energy sources, highlighting their importance and impact on the environment.

Spring Term

GCSE biology students delve into evidence for evolution, examining Darwin’s theory, classification of living organisms, breeds and varieties, and the application of genetic principles in agriculture. Chemistry focuses on acids and alkalis, including practical experiments such as making copper sulfate and conducting neutralisation reactions. Physics covers the study of waves, including core practicals, the electromagnetic spectrum, and the various uses of electromagnetic waves in technology and everyday life.

Summer Term

In the summer term of Year 10, GCSE biology covers the Health and Disease topic, which includes topics such as communicable and non-communicable diseases, cardiovascular disease, pathogens and their spread, physical and chemical barriers, the immune system, and antibiotics. Additionally plant structures and functions are explored, focusing on photosynthesis, factors affecting photosynthesis, absorption of water and minerals, and the processes of transpiration and translocation. In chemistry, students learn about the calculations of masses, including molar calculations and electrolysis, while physics lessons cover radioactivity, atomic models, the structure of atoms, electrons and their orbits, background radiation, types of radiation, radioactive decay, half-life, and the dangers of radioactivity.

Our KS4 core Physical Education curriculum is dedicated to promoting lifelong participation and maintaining a healthy, active lifestyle.

Students are placed into pathways that enable them to engage in physical education alongside like-minded peers. We emphasise high participation levels and a commitment to continuous activity.

The curriculum is designed to introduce students to a variety of sports, both within and beyond the school environment, encouraging them to explore and adopt activities that they can enjoy throughout their lives.

The PSHE programme has been carefully designed to meet the needs of students and is regularly updated according to students’ changing needs.

The programme of study follows a large number of Jigsaw 11-16 lessons as well as some more bespoke lessons designed in-house. These lessons include three core themes: Health and Wellbeing, Relationships and Living in the Wider World. The programme also incorporates SMSC, British Values and Careers to ensure students gain a rounded education and experience.

The main focus of the PSHE programme is to give students a broad and engaging programme of study that provides a positive, safe and consistent environment where students gain the most out of their educational opportunities, regardless of ability or background.

Students will be encouraged to question ideas, problem solve, challenge each other’s opinions, work as teams, debate and reflect. Through this work, students will build their confidence, self esteem and ability to communicate their ideas and feelings.

GCSE Art and Design encourages creative thinking skills and develops visual literacy.

The discipline of drawing is at the foundation of other skills in Art. It is used as a tool, by which students can analyse, record and translate the world around them. Critical studies enhance and underpin practical teaching, where students engage with artists, designers and architects of contemporary and historically significant, as well as culturally diverse contexts. Analysing wider issues and concepts, developing critical thinking and imitating the processes, methods and media used by artists, inspire students to embrace their own creativity and individual self-expression.

The course aims to:

• Widen student’s knowledge and understanding of media and techniques.
• Improve skill-base by developing students use of techniques.
• Introduce students to a wide variety of artists from the timeline of art history.
• Guide students on how best to use inspiration from different sources.
• Provide students with opportunities to express their creativity through visual language. Developing students’ abilities to record, refine, experiment, develop, research and present.

The course covers the following structure and topics:

• Nature and Decay – Students will explore the theme through various artist starting points – street artist ROA, ATM and Kate Malone. Students will have valuable opportunities to develop their observational skills in a wide range of media such as photography, printmaking and clay. Students will analyse and reflect throughout the project, which in turn will inform their own personal responses.
• I, Me, Mine – Students will progress onto an independent project where they will have an opportunity to direct their portfolio in a more personal way. Students will start with observational skills including photography and drawing. Observational and explorative work will be developed through a wide range of media and techniques including oil paints, printmaking, 3D, textiles and photography. Students will explore the meaning of identity throughout and produce a personal response of their own choice.

Assessment
Personal Portfolio (60% of overall mark)

You will need to create a personal portfolio of work in response to themes set. Your work must comprise of supporting studies and personal responses. You will be working on your personal portfolio until December Year 11.

Externally Set Exam (40% of overall mark)

You will spend your lesson time creating a project exploring a theme you have chosen from the exam paper. You will explore this theme through investigative work, experimental and preparatory studies and a personal response. Your personal response will be created in a 10 hour exam at the end of your prep period.

All work is internally marked and externally moderated.

Subject links
Art allows students to develop transferable skills, such as problem solving, communication and critical thinking skills, which will prepare you for further study or the world of work. These skills are also important in many other GCSE subjects.

Careers
Careers in Art and Design are many and varied and here are just some of them:

Interior designer; architect; set designer; fashion designer; gallery curator; ceramicist; restoration painter; fine artist; illustrator; tattoo artist; animator; graphic designer; web designer; games designer; digital designer; police composite artist; court room artist; photographer; costume designer; toy designer; mural artist; art director; make-up artist; landscape architect; art therapist; textile designer; jewellery designer; art editor; prop maker; artist teacher; picture framer; medical illustrator; glass designer; arts administrator; shoe designer; car designer.

Industry’s demands for an increasingly innovative and globally competitive workforce make learning in the subject ever more relevant to young people.

Even if you do not pursue an Art and Design job career, by taking the subject for GCSE can be to your advantage, e.g. Artists are required in the police force (composite artist), archaeologists, engineering (drawing and designs), nutritionists, scientists, journalists.

GCSE Business is designed to introduce students to how businesses work.

Students will explore realistic business scenarios and consider how to apply the concepts they have learned.

A typical example of this would be when students are given financial information about a business from which they must: calculate a variety of financial ratios explain what the financial ratios reveal about the finances of the business suggest solutions to improve the financial position of the business.

The course covers the following topics:

• Business in the real world: the purpose and nature of business, business ownership, setting aims and objectives, stakeholder, business location, business planning, expanding a business.
• Influences on business: technology, ethical and environmental considerations, the economic climate, globalisation, legislation, competitive environment.
• Business operations: production processes, the role of procurement, the concept of quality, good customer services.
• Human resources: organisational structures, recruitment and selection of employees, motivating employees, training.
• Marketing: identifying and understanding customers, segmentation, the purposes and methods of market research, the elements of the marketing mix.
• Finance: sources of finance, cash flow, financial terms and calculations, analysing the financial performance of a business.

Assessment

The business qualification consists of two written exams. Each exam has a short section of multiple choice and short answer questions, then there are longer questions based on a case study or business data.

Paper 1

Influences of operations and HRM on business activity written exam – 1 hours 45 minutes, 90 marks worth 50% of the overall qualification.

Paper 2

Influences of marketing and finance on business activity written exam – 1 hour 45 minutes 90 marks worth 50% of the overall qualification.

Subject links

The Business GCSE has strong links with English, maths, and geography.

Careers

Qualifications in business support learners to go into a variety of careers including setting up their own enterprise. However, this course is especially relevant to people who are already considering a career in:

• Accountancy
• Law
• Recruitment
• Marketing
• Politics.

Computer Science is a subject that encourages creativity and problem solving. 

It encourages you to develop your understanding of how computer hardware works as well as giving the opportunity to analyse problems computationally and come up with creatively programmed solutions. 

As Computer Science has 2 written exams and uses a typed programming language (Python) good literacy levels help on this course.

Over the course you will cover the following:

• Computational thinking: This is the process of thinking through a complex problem. These are then presented in a way that a computer, a human, or both, can understand. Programming concepts including the design of effective algorithms and the designing, writing, testing and refining of code.
• Theoretical content: Here you will understand the fundamentals of data representation and computer networks. You will learn about the computer systems that you will create and use as well as delve into the world of cyber security and ethical legal and environmental impacts of digital technology.

There are two exam papers at the end of the syllabus.

Component: 1

Weighting: 50%

Title : Computer Systems

Time length: 1 hr 30

Component: 2

Weighting: 50%

Title : Computational Thinking, Algorithms and Programming

Time length: 1hr 30

The computer science course has links with mathematics, English, iMedia and science.

Computing is an ever growing job market, some examples of employment opportunities include: Computer Programmer; Games Developer; Software Developer; Software Engineer; Cyber Security; Network Engineer; Data Analyst; Computer Forensics; Web Developer; Artificial Intelligence Developer; Machine Learning Engineer; Systems Analyst.

Creative iMedia will inspire and equip students with the confidence to use skills that are relevant to the digital media sector and the wider industry.

It’s a vocational qualification, equivalent in value to a GCSE and contains both practical and theoretical elements.

Most of the qualification is assessed by coursework that is set and marked by the teacher and then moderated by the exam board. This will be done throughout the two-year course. You will complete project work, research, completing practical tasks and meeting deadlines. One of the units that all students must complete is Creative iMedia in the media industry, this unit is an external written exam.

The students will then complete a coursework unit on Visual Identity and Digital Graphics. To finish off the coursework, they will complete one of the following units of coursework:

• Characters and comics
• Animation with audio
• Interactive digital media
• Visual imaging
• Digital games.

Assessment

iMedia is assessed by two coursework units and a written paper.

Component: R093

Weighting: 40%

Title: Creative iMedia in the media industry

Length: 1 hour 30 minutes

Assessment type: Written paper

Method: External assessment

====================================

Component: R094

Weighting: 25%

Title: Visual identity and digital graphics

Assessment type: Portfolio

Method: Internal assessment

====================================

Component: A choice between R095-R099

Weighting: 35%

Title: A choice between:

Characters and comics

Animation with audio

Interactive digital media

Visual imaging

Digital games

Assessment type: Portfolio

Method: Internal assessment

====================================

Subject links

The iMedia course has links with English, Art, Business and Computer Science.

Careers

By developing applied knowledge and practical skills, this course will help give you the opportunity to progress on to A Levels, a Cambridge Technical in Creative Media, an apprenticeship or university. Creative iMedia could be first step of a career as a Games Developer, Comic Book Writer, Graphic Designer, and more.

Students begin with World Cinema as the focus of component 2, focusing on context, representation and style.

The films studied for the component are Rocks (Gavron, 2019), Jojo Rabbit (Waititi, 2019), and The Farewell (Wang, 2019).

The French curriculum is designed to introduce students to another language and culture.

We have three key aims to our language learning:

• Developing cultural awareness and intercultural understanding
• Providing a firm basis for further study
• Providing students with the tools to understand and use French for travel or other purposes.

We develop skills in four key areas throughout key stages three and four: listening, reading, writing and speaking.

In Year 10 students develop grammar skills they have acquired at Key Stage 3: superlatives and comparisons, complex sentence structures, application of tenses in at least three timelines, adverbs, complex opinions, reflexive verbs.

Key themes are:

• Free time
• Holidays
• Family and friends
• Food
• Special occasions
• Places in town
• Describing a region.

Year 10/11 students study AQA GCSE Geography, which covers the following units:

• Unit 1: Living with the Physical Environment
• Unit 2: Challenges in the Human Environment
• Unit 3: Geographical Applications.

Students also complete two fieldwork enquiries (Human Enquiry: Urban Regeneration at Ipswich Waterfront and Physical Enquiry: Coastal Management at Felixstowe).

The NCFE CACHE Level 1/2 Technical Award in Health and Social Care is a technical award.

It’s designed for learners who want an introduction to health and social care that includes a vocational and project-based element. It’s a subject that develops the skills and knowledge needed to do well in any health care or social care role.

Assessment

• 1 hour 30 minutes examined assessment
• 13 hours non-exam assessment

In Year 10 students’ studies are based on the Edexcel GCSE History course

We aim to complete two of four modules.

The first is a British study of Anglo-Saxon and Norman England including topics such as the 1066 Succession Crisis, the Battle of Hastings, and the Normanisation of England. Students’ ability to analyse and explain the cause and consequences of historical events alongside making consistent analytical judgements will be tested here.

Students will spend the second half of Year 10 on a British Thematic study of Medicine through Time c1250 – present. This includes a case study on the injuries, illnesses, and treatments on the British Sector of the Western Front of the First World War. This unit allows students to use the historical source analysis skills built up across KS3 to access the highest grades possible.

In this subject, Year 10 students will learn:

Presentation skills
Dress code, food hygiene, plate presentation and personal appearance.

Personal skills
Showing evidence of progression, improved confidence and enjoyment.

The WJEC Eduqas GCSE in Music offers a broad and coherent course of study which encourages learners to:

• engage actively in the process of music study
• develop performing skills individually and in groups to communicate musically with fluency and control of the resources used
• develop composing skills to organise musical ideas and make use of appropriate resources
• recognise links between the integrated activities of performing, composing and appraising and how this informs the development of music
• broaden musical experience and interests, develop imagination and foster creativity
• develop knowledge, understanding and skills needed to communicate effectively as musicians
• develop awareness of a variety of instruments, styles and approaches to performing and composing
• develop awareness of music technologies and their use in the creation and presentation of music
• recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology
• develop as effective and independent learners with enquiring minds
• reflect upon and evaluate their own and others’ music
• engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development.

Assessment

The course is based around 3 components:

• Performing (30%) – This unit will be internally assessed. You’ll perform at least two pieces of music with a combined time of between 4-6 minutes. One of these will be a solo performance, whilst the other will be an ensemble performance.
• Composing (30%) – This unit will be internally assessed. You will compose two pieces with a combined time of between 3-6 minutes. One of these compositions is in response to a brief.
• Listening & Appraising (40%) – This unit will be externally assessed. You will study a range of different musical forms and features through studying from range of different musical genres and periods. You will sit a listening exam at the end of year 11.

Subject links

Music has links to almost any subject. With the variety that this course has to offer, there will be something for everyone to appreciate.

Careers

As well as having a number of opportunities within a multi-billion pound industry (the music business is worth around £5.2 billion to the UK economy), the skills that you gain from learning to play a musical instrument can be transferable to a range of different applications, and are highly valued by top universities and employers.

Students who take Performing Arts will begin with component 1, in which they will study 3 different professional works.

Within this component students will analyse the style, skills and techniques used looking in details at different roles and responsibilities and how this impacts the overall performance.

Students will be expected to complete their coursework by the deadline set by the examining body and then will begin a mock of component 2.

At Ipswich Academy, pupils can choose between two examination pathways: OCR GCSE Physical Education and NCFE Health and Fitness.

Both courses aim to build and develop pupils’ knowledge and understanding of different body systems, physical factors affecting performance, and socio-cultural and psychological aspects of fitness.

The OCR GCSE PE course is assessed through a combination of 10% coursework, 30% practical performance, and 60% examination.

The NCFE Health and Fitness course is assessed with 40% examination and 60% coursework.

Both pathways offer excellent opportunities for students, providing a strong foundation for further studies in sport and physical education.

GCSE Religious Studies gives students the opportunity to consider a variety of questions about life and its purpose. Through the course students examine the beliefs and practices of both Christianity and Islam before exploring topics such as the concepts of good and evil, life and death, relationships and human rights. Each of these units is considered from a range of philosophical, religious and ethical perspectives.

The course covers the following units:

Component 1  – Religious, Philosophical and Ethical studies in a Modern World

Theme 1 – Relationships

Theme 2 – Life and death

Theme 3 – Good and evil

Theme 4 – Human Rights

Component 2 –  Study of Christianity

Component 3 – Study of a World faith – Islam

Parents/carers have the right to withdraw their child from all or part of RE – please contact the principal if you wish to explore this as an option.

Writing

At Ipswich Academy, we place great importance on the ability of students to communicate their thoughts, feelings and experiences clearly in different forms and for different purposes. All of our units are underpinned by opportunities to write analytically, creatively and persuasively.

Reading

Reading is the master skill of learning and the English curriculum offers broad opportunities to read and develop confidence with challenging texts of varying type, age and purpose. Specific focus is given to creating a broad knowledge base and a specific skill set for academic reading.

GCSE English Language and Literature

These subjects are woven together through the two years of GCSE study. An Inspector Calls, Macbeth, The Strange Case of Dr Jekyll and Mr Hyde and power and conflict poetry are explored in depth to provide ample opportunities to explore their meanings and how they are created. GCSE English Language skills and approaches are taught alongside the Literature texts to promote mastery of the skills.

The 5-year curriculum plan provides a logical progression through the National Curriculum for KS3.

It follows onto the Edexcel Foundation or Higher GCSE specification.

At key stage 4 students follow the Higher tier or Foundation tier GCSE Edexcel Mathematics linear course and are taught in two years.

In Year 11 we teach the most advanced topics in the GCSE syllabus: quadratic functions, comprising manipulating quadratic expressions; solving quadratic equations, the graphical representation of functions and their use in a range of problem-solving contexts; algebraic fractions and algebraic proofs; vectors; graph transformations.

We focus on examination technique, and practice past examination papers to best prepare students for the GCSE, whilst teaching them to the highest level as an excellent foundation for any future A level study in the subject.

Autumn Term

In the autumn term of Year 11, GCSE biology students study hormones, focusing on the menstrual cycle, the control of blood sugar levels, and the management and implications of Type 2 diabetes. Chemistry lessons delve into the periodic table, exploring the properties and reactivity of Group 1 (alkali metals), Group 7 (halogens), and Group 0 (noble gases).

Physics covers electrical circuits, including current and potential difference (PD), the relationship between current, charge, and energy, various aspects of resistance (including core practicals), energy transfer, power, transferring energy by electricity, and ensuring electrical safety.

Spring Term

In the spring term of Year 11, GCSE biology focuses on aerobic and anaerobic respiration, gas exchange, the importance of surface area, and the circulatory system, including blood, blood vessels, circulation, the heart, cardiac output, and the effects of exercise on cardiac output. Additionally, students study ecosystems, food webs, and sampling methods.

Chemistry covers rates and energy changes, addressing rates of reaction, factors affecting these rates, related core practicals, catalysts, activation energy, exothermic and endothermic reactions, and overall energy changes. The second unit taught during this term covers fuels, including hydrocarbons, fractional distillation, alkanes, complete and incomplete combustion, combustible fuels, and breaking down hydrocarbons.

Physics lessons explore magnets and magnetic fields, electromagnets, transformers, particle density and related core practicals, energy changes of state, energy calculations, and core practicals involving water.

Summer Term

In the summer term of Year 11, GCSE biology students explore ecosystems, focusing on fish farming, eutrophication, preserving biodiversity, and the water, carbon, and nitrogen cycles. Chemistry lessons cover the early atmosphere, its changes over time, the current composition of the atmosphere, and the impacts of climate change. Physics delves into the relationships between gas, temperature, and pressure, the principles of bending and stretching, core practicals involving springs, and Hooke’s Law. Time will also be set aside for revision, as students prepare to complete their six GCSE science exams at the end of May and the start of June.

Our KS4 core Physical Education curriculum is dedicated to promoting lifelong participation and maintaining a healthy, active lifestyle.

Students are placed into pathways that enable them to engage in physical education alongside like-minded peers. We emphasise high participation levels and a commitment to continuous activity. The curriculum is designed to introduce students to a variety of sports, both within and beyond the school environment, encouraging them to explore and adopt activities that they can enjoy throughout their lives.

The PSHE programme has been carefully designed to meet the needs of students.

It is regularly updated according to students’ changing needs.

The programme of study follows a large number of Jigsaw 11-16 lessons as well as some more bespoke lessons designed in-house. These lessons include three core themes: Health and Wellbeing, Relationships and Living in the Wider World.

The programme also incorporates SMSC, British Values and Careers to ensure students gain a rounded education and experience. The main focus of the PSHE programme is to give students a broad and engaging programme of study that provides a positive, safe and consistent environment where students gain the most out of their educational opportunities, regardless of ability or background.

Students will be encouraged to question ideas, problem solve, challenge each other’s opinions, work as teams, debate and reflect. Through this work, students will build their confidence, self esteem and ability to communicate their ideas and feelings.

GCSE Art and Design encourages creative thinking skills and develops visual literacy.

The discipline of drawing is at the foundation of other skills in Art. It is used as a tool, by which students can analyse, record and translate the world around them. Critical studies enhance and underpin practical teaching, where students engage with artists, designers and architects of contemporary and historically significant, as well as culturally diverse contexts. Analysing wider issues and concepts, developing critical thinking and imitating the processes, methods and media used by artists, inspire students to embrace their own creativity and individual self-expression.

The course aims to:

• Widen student’s knowledge and understanding of media and techniques.
• Improve skill-base by developing students use of techniques.
• Introduce students to a wide variety of artists from the timeline of art history.
• Guide students on how best to use inspiration from different sources.
• Provide students with opportunities to express their creativity through visual language. Developing students’ abilities to record, refine, experiment, develop, research and present.

The course covers the following structure and topics:

• Nature and Decay – Students will explore the theme through various artist starting points – street artist ROA, ATM and Kate Malone. Students will have valuable opportunities to develop their observational skills in a wide range of media such as photography, printmaking and clay. Students will analyse and reflect throughout the project, which in turn will inform their own personal responses.
• I, Me, Mine – Students will progress onto an independent project where they will have an opportunity to direct their portfolio in a more personal way. Students will start with observational skills including photography and drawing. Observational and explorative work will be developed through a wide range of media and techniques including oil paints, printmaking, 3D, textiles and photography. Students will explore the meaning of identity throughout and produce a personal response of their own choice.

Assessment
Personal Portfolio (60% of overall mark)

You will need to create a personal portfolio of work in response to themes set. Your work must comprise of supporting studies and personal responses. You will be working on your personal portfolio until December Year 11.

Externally Set Exam (40% of overall mark)

You will spend your lesson time creating a project exploring a theme you have chosen from the exam paper. You will explore this theme through investigative work, experimental and preparatory studies and a personal response. Your personal response will be created in a 10 hour exam at the end of your prep period.

All work is internally marked and externally moderated.

Subject links
Art allows students to develop transferable skills, such as problem solving, communication and critical thinking skills, which will prepare you for further study or the world of work. These skills are also important in many other GCSE subjects.

Careers
Careers in Art and Design are many and varied and here are just some of them:

Interior designer; architect; set designer; fashion designer; gallery curator; ceramicist; restoration painter; fine artist; illustrator; tattoo artist; animator; graphic designer; web designer; games designer; digital designer; police composite artist; court room artist; photographer; costume designer; toy designer; mural artist; art director; make-up artist; landscape architect; art therapist; textile designer; jewellery designer; art editor; prop maker; artist teacher; picture framer; medical illustrator; glass designer; arts administrator; shoe designer; car designer.

Industry’s demands for an increasingly innovative and globally competitive workforce make learning in the subject ever more relevant to young people.

Even if you do not pursue an Art and Design job career, by taking the subject for GCSE can be to your advantage, e.g. Artists are required in the police force (composite artist), archaeologists, engineering (drawing and designs), nutritionists, scientists, journalists.

Overview

GCSE Business is designed to introduce students to how businesses work. Students will explore realistic business scenarios and consider how to apply the concepts they have learned.

A typical example of this would be when students are given financial information about a business from which they must: calculate a variety of financial ratios explain what the financial ratios reveal about the finances of the business suggest solutions to improve the financial position of the business.

The course covers the following topics:

• Business in the real world: the purpose and nature of business, business ownership, setting aims and objectives, stakeholder, business location, business planning, expanding a business
• Influences on business: technology, ethical and environmental considerations, the economic climate, globalisation, legislation, competitive environment.
• Business operations: production processes, the role of procurement, the concept of quality, good customer services.
• Human resources: organisational structures, recruitment and selection of employees, motivating employees, training.
• Marketing: identifying and understanding customers, segmentation, the purposes and methods of market research, the elements of the marketing mix.
• Finance: sources of finance, cash flow, financial terms and calculations, analysing the financial performance of a business.

Assessment

The business qualification consists of two written exams. Each exam has a short section of multiple choice and short answer questions, then there are longer questions based on a case study or business data.

Paper 1

Influences of operations and HRM on business activity written exam – 1 hours 45 minutes, 90 marks worth 50% of the overall qualification

Paper 2

Influences of marketing and finance on business activity written exam – 1 hour 45 minutes 90 marks worth 50% of the overall qualification.

Subject links

The Business GCSE has strong links with English, maths, and geography.

Careers

Qualifications in business support learners to go into a variety of careers including setting up their own enterprise. However, this course is especially relevant to people who are already considering a career in:

• Accountancy
• Law
• Recruitment
• Marketing
• Politics

Computer science is a subject that encourages creativity and problem solving. 

It encourages you to develop your understanding of how computer hardware works as well as giving the opportunity to analyse problems computationally and come up with creatively programmed solutions. 

As Computer Science has 2 written exams and uses a typed programming language (Python) good literacy levels help on this course.

Over the course you will cover the following:

• Computational thinking: This is the process of thinking through a complex problem. These are then presented in a way that a computer, a human, or both, can understand. Programming concepts including the design of effective algorithms and the designing, writing, testing and refining of code.
• Theoretical content: Here you will understand the fundamentals of data representation and computer networks. You will learn about the computer systems that you will create and use as well as delve into the world of cyber security and ethical legal and environmental impacts of digital technology.

There are two exam papers at the end of the syllabus.

Component: 1

Weighting: 50%

Title : Computer Systems

Time length:1 hr 30

Component: 2

Weighting: 50%

Title : Computational Thinking, Algorithms and Programming

Time length: 1hr 30

The computer science course has links with mathematics, English, iMedia and science.

Computing is an ever growing job market, some examples of employment opportunities include: Computer Programmer; Games Developer; Software Developer; Software Engineer; Cyber Security; Network Engineer; Data Analyst; Computer Forensics; Web Developer; Artificial Intelligence Developer; Machine Learning Engineer; Systems Analyst.

Creative iMedia will inspire and equip students with the confidence to use skills that are relevant to the digital media sector and the wider industry.

It’s a vocational qualification, equivalent in value to a GCSE and contains both practical and theoretical elements.

Most of the qualification is assessed by coursework that is set and marked by the teacher and then moderated by the exam board. This will be done throughout the two-year course. You will complete project work, research, completing practical tasks and meeting deadlines. One of the units that all students must complete is Creative iMedia in the media industry, this unit is an external written exam.

The students will then complete a coursework unit on Visual Identity and Digital Graphics. To finish off the coursework, they will complete one of the following units of coursework:

• Characters and comics
• Animation with audio
• Interactive digital media
• Visual imaging
• Digital games

Assessment

iMedia is assessed by two coursework units and a written paper.

Component: R093

Weighting: 40%

Title: Creative iMedia in the media industry

Length: 1 hour 30 minutes

Assessment type: Written paper

Method: External assessment

====================================

Component: R094

Weighting: 25%

Title: Visual identity and digital graphics

Assessment type: Portfolio

Method: Internal assessment

====================================

Component: A choice between R095-R099

Weighting: 35%

Title: A choice between:

Characters and comics

Animation with audio

Interactive digital media

Visual imaging

Digital games

Assessment type: Portfolio

Method: Internal assessment

====================================

Subject links

The iMedia course has links with English, Art, Business and Computer Science.

Careers

By developing applied knowledge and practical skills, this course will help give you the opportunity to progress on to A Levels, a Cambridge Technical in Creative Media, an apprenticeship or university. Creative iMedia could be first step of a career as a Games Developer, Comic Book Writer, Graphic Designer, and more.

American Cinema is the focus for component 1, with a focus on comparison and analysis of specialist writing. The films studied for this component are Rebel Without A Cause (Ray, 1955), Ferris Bueller’s Day Off (Hughes, 1986), and The Hate U Give (Tilman Jr, 2019).

The French curriculum is designed to introduce students to another language and culture.

We have three key aims to our language learning; developing cultural awareness and intercultural understanding; providing a firm basis for further study; providing students with the tools to understand and use French for travel or other purposes.

We develop skills in four key areas throughout key stages three and four: listening, reading, writing and speaking.

Key themes for Year 11 are:

• School
• Health and wellbeing
• Social issues such as drugs, alcohol, homelessness and poverty
• Jobs and work
• Environment.

Year 10/11 students study AQA GCSE Geography, which covers the following units:

Unit 1: Living with the Physical Environment

Unit 2: Challenges in the Human Environment

Unit 3: Geographical Applications Students also complete two fieldwork enquiries (Human Enquiry: Urban Regeneration at Ipswich Waterfront and Physical Enquiry: Coastal Management at Felixstowe).

The NCFE CACHE Level 1/2 Technical Award in Health and Social Care is a technical award.

It’s designed for learners who want an introduction to health and social care that includes a vocational and project-based element. It’s a subject that develops the skills and knowledge needed to do well in any health care or social care role.

Assessment

• 1 hour 30 minutes examined assessment
• 13 hours non-exam assessment

In Year 11 students’ studies focus on the final two units of the course.

The first is an in depth study of Weimar and Nazi Germany. This fascinating unit allows students to work with historical sources and interpretations to best understand the changing nature of early twentieth century Germany and explores the impacts of the First World War on Germany and the subsequent rise of Nazism in the run-up to the Second World War.

The second unit is a wide-reaching study on the development of the American West, the relationship between white settlers and the indigenous peoples of America. Students examine a range of social and political events in a crucial period in the development of the United States of America.

Historical skills students will be accessing include analysing the consequences of key events, understanding and writing an analytical chronology, once again, focusing on explanation.

Unit 2 covers a practical assessment and coursework.

Students will be assessed on practical skills:

• Time management
• Cooking knowledge
• Event planning and organisation.

And on interpersonal skills:

• Communication
• Individual drive
• Group work.

Students follow the EDUQAS Music GCSE Specification at Key Stage 4.

Autumn 1
Performance – Solo & Ensemble performance preparation

Composition – Free Composition

AOS2: Music For Ensemble Study of different forms of ensemble with specific focus on the use of particular melodic; rhythmic; and harmonic devices and their application within differe

Autumn 2

Performance – Solo & Ensemble performance preparation

Composition – Composing to a brief

AOS2: Music For Ensemble Focus on ensembles where improvisation is a key part of a performance

Spring 1

Performance – Solo & Ensemble performance preparation

Composition – Composing to a brief

AOS1&3: Revisiting areas of study with new listening pieces which develop understanding of period/genre characteristics and their use of devices.

Spring 2

Performance – Recording of performances

Composition – Composing to a brief

AOS2&4: Revisiting areas of study with new listening pieces which develop understanding of period/genre characteristics and their use

Summer 1

Exam preparation

Exam Technique Specifics: – Aural Note Identification – Note recognition – Long Answer response – Chord sequences/ scale degrees.

Summer 2

Exam preparation/End of Course

Year 11 students will complete both component 2 and 3.

Component 2 will require students to show their practical skills by performing a section from a professional performance. In component 3 students will need to work in groups to devise their own performance and perform it to a specific target audience. In this component students will also do three written exams in which they will evaluate their ideas, skills and performance.

At Ipswich Academy, pupils can choose between two examination pathways: OCR GCSE Physical Education and NCFE Health and Fitness.

Both courses aim to build and develop pupils’ knowledge and understanding of different body systems, physical factors affecting performance, and socio-cultural and psychological aspects of fitness.

The OCR GCSE PE course is assessed through a combination of 10% coursework, 30% practical performance, and 60% examination. The NCFE Health and Fitness course is assessed with 40% examination and 60% coursework. Both pathways offer excellent opportunities for students, providing a strong foundation for further studies in sport and physical education.

GCSE Religious Studies gives students the opportunity to consider a variety of questions about life and its purpose. Through the course students examine the beliefs and practices of both Christianity and Islam before exploring topics such as the concepts of good and evil, life and death, relationships and human rights. Each of these units is considered from a range of philosophical, religious and ethical perspectives.

The course covers the following units:

Component 1  – Religious, Philosophical and Ethical studies in a Modern World

Theme 1 – Relationships

Theme 2 – Life and death

Theme 3 – Good and evil

Theme 4 – Human Rights

Component 2 –  Study of Christianity

Component 3 – Study of a World faith – Islam

Parents/carers have the right to withdraw their child from all or part of RE – please contact the principal if you wish to explore this as an option.