English

Curriculum Intent

 

The overall aim of the English Department at St John’s is to instil within all students a love of reading, writing and conversation. We explore a variety of texts from throughout history, considering various cultures and traditions, helping students to understand the world around them and their place within it. The ability to use language effectively is the greatest gift we can give students and, through a rich and diverse Curriculum, we aim to provide students with the skills required to express themselves effectively and confidently within the wider world.

Curriculum Overview

 

Within English, we have a spiralised Curriculum which progressively develops students’ skills and knowledge linked to our Golden Threads; Language Analysis and Application, Structural Analysis and Application, Authorial Intent and Crafting Writing, Texts in Context and Comparisons and Links. All areas of the National Curriculum are covered within our KS3 programme of study, with some areas going beyond NC guidelines. 

We deliver increasingly challenging material which includes but is not limited to: prose, poetry, Shakespeare and seminal literature. Our KS3 Curriculum prepares students well for KS4 and KS5, as the core skills of reading for meaning, studying author’s craft and intentions and analysing language and structure play a pivotal role in success at all stages of our Curriculum.  

We deliver a two-year GCSE Curriculum following AQA’s English Language and English Literature Specifications (8700 / 8702). Our chosen GCSE texts at present are Jekyll and Hyde, Macbeth, Love and Relationships Poetry and An Inspector Calls. All of the texts studied are interwoven throughout the course with texts revisited and mastered to aid student progress and confidence.

 

Religious Education

Curriculum Intent

 

The aim of Religious Education at St John’s is to enable every child to acquire a rich understanding of Catholic belief and practice, and to fully engage with a range of religions and world views. We want to provide our students with a wealth of opportunities so that they can explore their faith and recognise that each person is unique and made in the image and likeness of God.

Curriculum Overview

The Religious Education curriculum is aimed at providing students with an all round experience of faith and religion with a focus on ensuring students are fully aware of the Gospel Values and the Catholic Social Teaching Principles.  From September 2023 we have implemented the New RED Key Stage Three curriculum with Year 7 starting the Source to Summit pathway. The RED will be embedded over the next few years with all Key Stage 3 students introduced to the programme, following a specific learning journey. 

Current Year 8 are also studying the Source to Summit and Year 9 have a bespoke curriculum following the legacy Bishops Conference. 

At Key Stage 4 Students follow the Eduqas exam specification where they study three units: Foundational Catholic Theology, Applied Catholic Theology and Judaism. Students are taught the same exam skills from Key Stage 4  to Key Stage 5.  

At KS5 students study Edexcel A-Level Religious Studies, studying three units: Philosophy of Religion, Ethics and Christianity. 

 

Maths

 

Curriculum Intent

As a department, we strive to give all students the confidence to gain and use mathematical skills that will allow them to succeed and make sustained progress, irrespective of prior attainment.  We want to equip every student with the knowledge and skills to deal with all aspects of mathematics in their chosen career and in all aspects of their adult life.​

We aim to achieve excellence in both the teaching and learning of mathematics, with staff and students embracing lifelong learning to develop their knowledge and understanding.

Curriculum Overview

All students follow our adapted version of the Kangaroo Maths Scheme of Learning, with Year 7 now following a TRUST SOW which will be developed across KS3. The stage of work followed by each class will be determined by the level of mastery previously demonstrated.​ All areas of the National Curriculum are covered in the stages 7-9. 

​Each stage of work has a timeline designed to ensure that topics build upon prior knowledge and each topic receives sufficient time to cover all areas to a “Mastery” level, along with time for a topic test and EBI tasks.  The timeline also includes space each term for staff and students to spend extra time on a topic, if required.

At KS4 students will sit either the Higher or Foundation Edexcel GCSE exam. Lower ability students also have the opportunity to be entered for the entry Level certificate. 

In 2024 we currently have a Year 11 class that are completing the GCSE Statistics course. 

At KS5 we offer A Level Maths and A Level Further Maths and follow the Edexcel course. Students who decide to do Further Maths will complete A Level Maths in Year 1 and Further Maths in Year 2. In Further Maths students cover Pure Maths, Decision and Statistics. 

 

Science

Curriculum Intent

The aim of the Science curriculum is to develop students' scientific thinking skills, their ability to observe, analyse, plan and improve. The Science curriculum aims to provide students with an understanding of how Science shapes their interactions with the world around them.

Curriculum Overview

Within Science, we have a spiralised curriculum which progressively develops students’ skills and knowledge linked to our Golden Threads: Knowledge, Practical Skills, Analysis and Interpretation. All areas of the National Curriculum are covered within our KS3 programme of study, with some areas going beyond NC guidelines. Our KS3 curriculum prepares students well for KS4 and KS5 and is strongly linked to the AQA KS3 syllabus. 

On completion of KS3 content we begin KS4/GCSE delivery mid year 9 following AQA’s science specification. 

At KS5 we run OCR A Levels for Biology, Chemistry and Physics and place emphasis on problem solving in our delivery.

 

Computer Science

Curriculum Intent

The aim of our Computer Science curriculum is to equip students with the knowledge, skills and understanding to be able to use technology competently and safely in an educational, personal and professional level.

Curriculum Overview

Within Computer Science we have an engaging curriculum which is aimed at providing students with an all round experience of computer science.  Our curriculum covers topics including: digital literacy, e-safety, game development, app development, python programming and theory topics such as hardware, networks and social media. 

All of the Key Stage 3 curriculum is planned to ensure consistency.   Whether students would like to study one of our options at Key Stage 4 or not, students at KS3 will acquire a range of transferable skills which will help them with all aspects of their secondary and potentially higher education. 

At Key Stage 4 we offer an iMeda qualification which is a more practical, vocational pathway.  In addition, we offer GCSE Computer Science course, following OCR specifications for both courses.  Both courses will equip students with the skills and knowledge for the workplace, post 16 and post 18 study and employment. 

At Key Stage 5 we offer a vocational IT route and also A Level Computer Science, following OCR specifications for both courses.  

 

Modern Foreign Languages

 

 

Curriculum Intent

The aim of MFL Curriculum is to open students’ minds to other cultures and ways of life, and to break down cultural barriers whilst developing a passion for MFL.  The MFL curriculum also develops students’ communication skills to make a difference in the global community.

 

Curriculum Overview

Students study a 3 year Key Stage 3 curriculum which has been redesigned to follow the 3 golden threads of MFL, namely Phonics, Grammar and Vocabulary. 

The new KS3 curriculum takes a narrative approach, following the journey of a number of Spanish or French young people throughout their daily lives in the Hispanic or Francophone world, dealing with challenges, success and failure that all young people will experience in their lives. Through this innovative and exciting curriculum, students develop not only the above-mentioned ‘Golden Threads of MFL’ but also develop their confidence in the 4 skills that are vital when becoming a linguist: reading, listening, writing and speaking. Students choose their options in Year 9 and move on to study AQA GCSE in either Spanish or French. 

At Key Stage 4 MFL is currently undergoing a trust level development as the new course will be taught for the first time in September 2025.  This is a joint initiative to ensure all students across the trust have the same quality learning experience. Currently the legacy curriculum for both Spanish and French enables students to build towards 4 final assessments in the 4 key skill areas of Listening, Reading, Writing and Speaking. 

We offer A level Spanish and A Level French at post 16.  French students study La Haine and Noe et moi as part of their cultural capital and in Spanish Pan's Labyrinth and Como agua para chocolate are studied.

 

History

 

Curriculum Intent

 

The aim of the History curriculum is to create well-rounded individuals who have a detailed understanding of how past events have shaped the world in which they live. In order to do this students will be exposed to a knowledge-rich curriculum that ensures they develop the skills required to be good historians and citizens of the world.

Curriculum Overview

Students study a 3 year Key Stage 3 which has been redesigned to follow the golden threads of History.  At St John’s our ultimate goal is to ensure that our students are taught the knowledge and skills to be analytical thinkers. This will ensure students have a good grasp of British history, as well as the skills needed to be excellent historians. Students are introduced to historial enquiry at St John’s by studying the history of their local area. In doing so students are introduced to the disciplinary skills required in History. These ‘golden threads’ will be interwoven through every unit studied at St John’s and they include:  Source analysis; change and continuity; using interpretations; cause and consequence; understanding significance and making judgements. Each unit will be based around an enquiry question that students will be able to answer by the end of that unit.

 

Geography

Curriculum Intent

“Understanding of the interdependence of Earth’s human and physical systems is important for young people who are going to be future decision-makers in the world.” Charity Mhlanga

Everything Geography covers is an important part of our world. We rely on the environment for our crops, water, livestock and power. Studying geography helps us to understand our environment, from helping us to predict natural disasters to implementing changes in response to issues such as global warming. From how weather systems work to natural phenomena, global population and migration, students will develop a strong knowledge of how the world works.

 

Curriculum Overview

Students will be taught a knowledge-rich curriculum, allowing them to learn, love and be able to explain the variety in landscapes and cultures across the globe and within the North East; our curriculum enables our students to understand the relationship between the environment and humanity. We want students to comprehend and grapple with the trajectory humanity is on in how we are causing damage, on a local and global scale, to the environment and what needs to happen to reverse this damage. 

Students will be able to appreciate different cultures and to think critically and sensitively about other people’s views and practices, which might be different from their own. They will be able to collect and gather information accurately through the use of basic scientific equipment and by studying a range of diverse sources.  Students will be able to interpret the data that they have observed or sources studied, confidently presenting this information to others and making informed decisions based on their findings to understand causes, make links and explain patterns. 

Through our curriculum, students will become true global citizens, compassionate about people around the world, and committed to protecting our environment for future generations. They will be determined to be part of a worldwide effort to stem the destruction of the natural environment and be courageous in their efforts to reach across cultures and nations to promote tolerance and partnership in tackling tomorrow’s global problems.

 

Physical Education

Curriculum Intent

The aim of our Physical Education curriculum is to equip students with the knowledge, skills and understanding to live healthy and active lives.

Curriculum Overview

In core PE we have a 5 year learning journey which progressively builds from Key Stage 2. All areas of the national curriculum are covered including swimming, games (invasion, netball and striking and fielding), athletics, dance, gymnastics and trampolining and orienteering. A spiral curriculum is used where key concepts of the curriculum are revisited and learning is built upon. 

At Key Stage 4, GCSE is a two year curriculum covering the human body, movement in physical activity and sport, sociocultural influences and well-being in physical activity and sport. 

At Key Stage 5, A-level is a two year curriculum covering factors affecting participation and optimal performance in physical activity and sport.

 

Health & Social Care

 

Curriculum Intent

The aim of the Health & Social Care curriculum is to develop students' awareness, knowledge and skills of the different needs of individuals and how to support them.

 

Curriculum Overview

At Key Stage 4, students study CNAT Level 2 course in Years 10 and 11 which includes 2 coursework units worth 30% each and an examined unit worth 40%. Through the course key concepts are revisited and expanded upon to develop in depth understanding. Topics include: human lifespan development, supporting individual needs and health campaigns. 

At Key Stage 5, students study BTEC Nationals at Level 3 where students can opt for single or double qualification. All double students complete 100 hours of work experience, which is sourced independently. Students complete various coursework elements, 2 exams and 1 controlled assessment. Their overall grade is calculated from their grades from each individual unit they complete. Topics include: supporting individuals with additional needs, health promotion, research methods and human lifespan. The units allow students to build on their knowledge from Key Stage 4 but are also accessible for students who have not studied Health & Social Care previously. 

 

Media Studies

 

Curriculum Intent

The overall aim of the Media Studies curriculum is to instil a deep-rooted passion and understanding of the far reaching and ubiquitous nature of Media in our everyday lives. We analyse a variety of texts from a range of Media forms, allowing every student to appreciate, interpret and understand the complex meaning behind the Media. We aim for students to develop a confident sense of Media literacy so that every student can express their opinions clearly and accurately when analysing and interpreting texts. Drawing from a stimulating and relevant curriculum, we look to embed an understanding of Media Theory and terminology that underpins and supports students’ opinions, enjoyment and awareness of the texts. 

 

Curriculum Overview

At Key Stage 4 students investigate media language and representation within newspapers, magazines or print based media such as film posters. Students will also explore media industries and audiences within film, newspapers, video games and radio. Students analyse media forms and products through television, music and online media and this is supported by their Non-Examination Assessment which is worth 30% of their overall grade.  In this unit students will create their own media production to show that they understand media language, representation and audience. 

All of these texts and approaches are taught and revisited to develop a confident and clear understanding of the Media. Each student is encouraged to embrace their own experiences and interaction with the Media world to deepen their awareness of all texts. 

At Key Stage 5, students analyse media language and representation, and study media industries and audiences. This unit is worth 35% of a student’s overall grade. Students will also investigate media forms and products in depth, where they will study elements of Television in the Global Age, Magazines and Alternative Media with Media in an online Age. This unit is worth 35% of a student’s overall grade.  In addition, students complete a Non-Examination Assessment (30% of the overall grade), creating their own media productions comprising of two media forms. 

 

Performing Arts

 

 

Curriculum Intent

Through our Performing Arts curriculum, we want all students to gain the skills and experiences to prepare them for further study, independent learning and to promote a love for Music and Drama that will last a lifetime. Students will study a wide variety of artists, genres and styles, ensuring they are guided towards key influential practitioners, whilst nurturing their own interests and tastes. We will provide students with a safe, inclusive and supportive environment, recognising what excellence looks like for different people, as well as a busy, diverse and active performing environment, ensuring students are continually stimulated, challenged and celebrated for their talents.

 

Curriculum Overview

As a Faculty, we recognise that Music and Drama are enjoyable and beneficial activities for students’ personal, social and spiritual development and play an active role in young people’s lived experience.  

At Key Stage 3 students study Music for 3 years, with the core skills of listening and appraising, performance and composition being progressively studied in every scheme of work. Recognising that students arrive at St. John’s with a range of musical experiences, each scheme of work offers a range of challenge and exposes students to a wide variety of musical styles and genres.  In addition, students have opportunities to access the benefits of musical learning through ensemble performance on a variety of instruments, including voice, pitched and un-pitched percussion, keyboard and ukulele. The keyboard is the instrument students focus on, allowing them to make maximum progress at KS3. The KS3 curriculum also covers as much of the theory and key terminology students require in order to study Music at KS4.

At Key Stage 4 we follow the Eduqas GCSE Music specification. Students’ experiences at KS3 prepare students well for the listening and appraising exam as well as the NEA elements of solo and ensemble performance and composition. KS4 students are encouraged to have peripatetic lessons to ensure they are well-supported to succeed on their specialist instrument, and our extracurricular programme also supports practical musicianship and ensemble skills. For the written exam, students study four areas of study: Musical Forms and Devices, Music for Ensemble, Film Music and Popular Music. 

At Key Stage 4 and Key Stage 5, students have the opportunity to study GCSE and A-Level Drama (AQA). The structure of each qualification is similar, and students have the opportunity to develop their own performance/design skills for both scripted and devised performance, as well as developing skills in written analysis and evaluation of the work of themselves, their peers and influential practitioners across acting, scriptwriting and design elements (set, costume, sound, lighting, and puppetry). 

As a faculty, we promote and celebrate diversity in Music and Drama, empowering students to participate in the Performing Arts regardless of their identity, experience and background and to use these art forms as a vehicle for self-expression.

 

Art and Photography

Curriculum Intent

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As students progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. 

 

Curriculum Overview

Students study a 3 year KS3 that has been remodelled to follow the golden threads of Art and Design, the Formal Elements, Contextual understanding and analysis and the exploration of a wide range of media and approaches. The curriculum embeds an understanding of the Formal Elements through a series of projects that emphasise the importance of observation and the acquisition of skills and knowledge that allow for competent expression of their ideas. Additionally, the exploration of practitioners that exemplify certain techniques, key moments, approaches and concepts are studied to contextualise the students' learning whilst creating a passion for stylistic developments/movements in Art and Design. 

Students study a 3 year KS3 that has been remodelled to follow the golden threads of Art and Design, the Formal Elements, Contextual understanding and analysis and the exploration of a wide range of media and approaches. The curriculum embeds an understanding of the Formal Elements through a series of projects that emphasise the importance of observation and the acquisition of skills and knowledge that allow for competent expression of their ideas. Additionally, the exploration of practitioners that exemplify certain techniques, key moments, approaches and concepts are studied to contextualise the students' learning whilst creating a passion for stylistic developments/movements in Art and Design. 

Students study a 3 year Key Stage 3 that has been remodelled to follow the golden threads of Art and Design, the Formal Elements, Contextual understanding and analysis and the exploration of a wide range of media and approaches. The curriculum embeds an understanding of the Formal Elements through a series of projects that emphasise the importance of observation and the acquisition of skills and knowledge that allow for competent expression of their ideas. Additionally, the exploration of practitioners that exemplify certain techniques, key moments, approaches and concepts are studied to contextualise the students' learning whilst creating a passion for stylistic developments/movements in Art and Design. 

Homeworks have recently been redesigned and comprise of online learning tasks that embed an understanding of the timeline of the History of Art. The students create open ended responses to their findings, allowing them the independence to personalise their ideas and create ambitious independent responses.

These practices form the foundation upon which Key Stage 4 and Key Stage 5 are built.

KS4 sees a continued drive for a mastery of media, techniques and processes with foundation skills being revisited and remodelled.  Media and techniques are taught and explored including a range of printmaking techniques, the use of Oil and Acrylic and the opportunity to explore 3D outcomes. KS4 is about shaping the artist in order to allow them the independence to develop a confidence to express their own ideas. They will ideally control the direction of their own work but be aware of the expectations of the examination board in terms of what is required to meet assessment criteria. This is what external examiners will be expecting to see when they evaluate the students’ portfolios at the end of the course. 

Key Stage 5 closely resembles KS4, however, the students are working at an advanced level and therefore the emphasis is placed on a greater depth of conceptual, the development of a higher level of refinement and a deeply personal and investigative approach within the students’ portfolios. These qualities are established through regular and appropriate, challenging discourse between teacher and student.

These practices form the foundation upon which KS4 & 5 are built. KS4 sees a continued drive for a mastery of media, techniques and processes with foundation skills being revisited and remodelled. However, new media and techniques are taught and explored such as a range of printmaking techniques, the use of Oil and Acrylic and the opportunity to explore 3D outcomes is also offered. KS4 is about shaping the artist in order to allow them the independence to develop a confidence to express their own ideas. They will ideally control the direction of their own work but be aware of the expectations of the examination board in terms of what is required to meet assessment criteria. This is what external examiners will be expecting to see when they evaluate the student portfolios at the end of the course. 

KS5 closely resembles KS4, however, the students are working at an advanced level and therefore the emphasis is placed on a greater depth of conceptual, the development of a higher level of refinement and a deeply personal and investigative approach within the portfolio. These qualities are established through regular and appropriate and challenging discourse between teacher and student.

Homeworks have recently been redesigned and comprise a combination of online learning tasks that embed an understanding of the  timeline of the History of Art. The students then create open ended responses to their findings, allowing them the independence to  personalise their ideas and create ambitious independent responses.

These practices form the foundation upon which KS4 & 5 are built. KS4 sees a continued drive for a mastery of media, techniques and processes with foundation skills being revisited and remodelled. However, new media and techniques are taught and explored such as a range of printmaking techniques, the use of Oil and Acrylic and the opportunity to explore 3D outcomes is also offered. KS4 is about shaping the artist in order to allow them the independence to develop a confidence to express their own ideas. They will ideally control the direction of their own work but be aware of the expectations of the examination board in terms of what is required to meet assessment criteria. This is what external examiners will be expecting to see when they evaluate the student portfolios at the end of the course. 

KS5 closely resembles KS4, however, the students are working at an advanced level and therefore the emphasis is placed on a greater depth of conceptual, the development of a higher level of refinement and a deeply personal and investigative approach within the portfolio. These qualities are established through regular and appropriate and challenging discourse between teacher and student.

Students study a 3 year KS3 that has been remodelled to follow the golden threads of Art and Design, the Formal Elements, Contextual understanding and analysis and the exploration of a wide range of media and approaches. The curriculum embeds an understanding of the Formal Elements through a series of projects that emphasise the importance of observation and the acquisition of skills and knowledge that allow for competent expression of their ideas. Additionally, the exploration of practitioners that exemplify certain techniques, key moments, approaches and concepts are studied to contextualise the students' learning whilst creating a passion for stylistic developments/movements in Art and Design. 

Homeworks have recently been redesigned and comprise a combination of online learning tasks that embed an understanding of the  timeline of the History of Art. The students then create open ended responses to their findings, allowing them the independence to  personalise their ideas and create ambitious independent responses.

These practices form the foundation upon which KS4 & 5 are built. KS4 sees a continued drive for a mastery of media, techniques and processes with foundation skills being revisited and remodelled. However, new media and techniques are taught and explored such as a range of printmaking techniques, the use of Oil and Acrylic and the opportunity to explore 3D outcomes is also offered. KS4 is about shaping the artist in order to allow them the independence to develop a confidence to express their own ideas. They will ideally control the direction of their own work but be aware of the expectations of the examination board in terms of what is required to meet assessment criteria. This is what external examiners will be expecting to see when they evaluate the student portfolios at the end of the course. 

KS5 closely resembles KS4, however, the students are working at an advanced level and therefore the emphasis is placed on a greater depth of conceptual, the development of a higher level of refinement and a deeply personal and investigative approach within the portfolio. These qualities are established through regular and appropriate and challenging discourse between teacher and student.

 

Design Technology

 

Curriculum Intent

At St John’s we believe that children should receive a design and technology curriculum which allows them to exercise their creativity through designing and making. The children are progressively and systematically taught to apply skills, knowledge and understanding in order to design and make a product with a concrete, real world application.

Evaluation and explanation are an integral part of the design and assessment process and support children to adapt, improve and justify their product and design choices. The students are also given opportunities to reflect upon and evaluate past and present design technology, to encourage them to become innovators, risk-takers and autonomous learners.

Where possible we try to foster strong cross curricular links with other subjects, such as mathematics, science, computing, and art, and it is a subject that whenever possible should be linked to the worlds of industry, design, and digital technology. At every opportunity, the intent of the DT curriculum is to allow students to learn new skills and processes to enable them to make informed judgements.

Curriculum Overview

At Key Stage 3 students work with textiles, wood, metal and plastics on a rotational curriculum carousel alongside Key Stage 3 Food Technology. Classes are taught where possible by subject specialists. 

The curriculum is delivered by teaching through practical work supported by theory related to the topics being studied. Students are assessed through their making and designing projects.

Students are supported to:

• develop the creative, and practical expertise needed to perform everyday tasks confidently and to participate successfully
• build knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
• critique, evaluate and test their ideas and products and the work of others
• become familiar with the knowledge, principles, skills and vocabulary associated with design and technology
• develop an enjoyment in risk-taking, creativity, innovation and problem solving of technological problems by working through practical projects leading to a final outcome
• reflect and draw upon the work of past and present designers and design movements, gaining inspiration from areas in order to inform their own work

In Design Technology we have a 5 year learning journey which progressively builds knowledge, understanding and skillsets.  We follow the national curriculum programme of study at Key Stage 3. Throughout KS3, key concepts of the curriculum are revisited and learning is built upon with transferable skills being evident in all material areas. 

At KS3 we deliver a curriculum that encompasses both practical and theoretical work which together enables students to acquire sound subject knowledge and develop practical skills. Students are assessed through their practical and written work.

As part of the KS3 food curriculum, students learn about: the food commodities; food provenance; principles of nutrition; diet and good health; the science of food, as well as learning to cook and carry out food preparation.

At Key Stage 4, the courses followed from September 2024 are Hospitality & Catering (Level 1 and Level 2) and 3D Art & Design, (Eduqas/WJEC specifications).  The Hospitality & Catering course builds on the KS3 food curriculum, further developing and challenging students’ practical skills whilst also exploring the hospitality industry, job roles, advertising, marketing and legislation.

At Key Stage 5, we offer A-level Product Design, enabling students to build their knowledge, understanding and skills in order to design and make high-quality, creative and innovative prototypes and products.  The course also involves analysing and evaluating students’ ideas and products, developing greater interest in materials, manufacture and design within society. Students will further develop their skills in sketching, CAD, model making, and practical solutions.  

 

Business Studies (Key Stage 5)

 

Curriculum Intent

The intent of the Business Department in the Sixth Form is to provide a fundamentally learner-centred approach to the curriculum, with a flexible, unit-based structure and knowledge applied in project-based assessments. We focus on the holistic development of the practical, interpersonal and thinking skills required to be able to succeed in employment and higher education.

 

Curriculum Overview

BTEC Business at Key Stage 5 is structured over a two-year course whereby students:

• explore businesses
• develop a marketing campaign
• apply and utilise both personal and business finance approaches
• engage in and simulate the recruitment and selection process

The curriculum is taught in a unit-based sequence, incorporating two internally assessed units and two externally assessed units which benefit the students and allows them to flourish within these topics.  Students are given the opportunity to develop their critical analysis, decision-making and problem-solving skills.  The knowledge and skills gained on this course can be utilised in a huge range of business and management fields, are transferable across many areas of study and professions and can be used to manage personal decision-making, planning and finances, now and in the future.

 

Social Sciences (Key Stage 5)

Curriculum Intent

The intent of the Social Sciences curriculum in the Sixth Form is to provide a comprehensive and stimulating educational experience that equips students with the knowledge, critical thinking skills, and cultural awareness necessary to understand and interpret the social structures, inequalities, and changes in individuals and within British society. 

 

Curriculum Overview

Social Sciences at St John’s are all Ket Stage 5 subjects and follow a 2 year course. The Applied Certificate in Criminology can be achieved by the end of Year 12, allowing students to gain the equivalent of half an A Level after 1 year on the course. Sociology and Psychology are both assessed at the end of Year 13 with 3 external examinations each.

The curriculum is taught in a sequence that benefits the students and allows them to flourish within these subjects. 

Sociology - a range of topics are covered, including: the education system, families and households, research methods, theory, beliefs in society, crime and deviance and methods in context.

Psychology - a diverse range of topics are covered, including: memory, attachment, research methods and approaches.

Criminology - topics include: theories of crime, crime scene to courtroom, crime and punishment and changing awareness of crime. 

 

The main purpose of assessment is to support learners by identifying their strengths and areas for improvement, ensuring that they have been provided with strategies to enable them to close learning gaps and stretch their current understanding and knowledge. At St John’s we have formal assessments, but, in addition, regular assessment activities and progress checks are taking place in the classroom.  Staff provide both verbal and written feedback to students to help them to progress in their studies.

As a school we expect our students to take responsibility for their own learning, inside and outside of the classroom. Students are expected to complete homework activities and to revise their work on a regular basis, not just in the immediate lead up to a formal assessment. Research has proven that this method, (spaced retrieval), has a more positive effect than cramming or studying for prolonged periods of time.

Following assessments, students will be made aware of areas where improvements are needed in their work. This may take many forms, including “Green Box” activities in exercise books, question level analysis or specific learning tasks to reinforce key words, concepts and processes.

We encourage all students to have excellent attitudes to learning and our descriptors below are shared with students, parents and carers to ensure that our high standards and expectations are reinforced.

If you have any specific queries regarding your child’s attitude to learning, please do not hesitate to contact your child’s pastoral tutor or subject teacher. We hope that by working in partnership with us, your child will make every success of their education within our Learning Community Guided by Gospel Values.

 

Exam Instructions & Guidance

At St John’s, we understand the value of thorough preparation for external assessments and examinations.  Our approach to these important examinations is designed to equip students with the knowledge and skills necessary to excel.

External assessments typically occur in January, May, and June. For students engaged in coursework-based subjects, interim assessments are scheduled to ensure timely completion of relevant components. These assessments are not only a test of knowledge, but also an opportunity for students to demonstrate their critical thinking, problem-solving, and time management skills.

 

Support and Communication

We encourage open lines of communication regarding examinations.  Should you have any queries about exam entries for external examinations, please contact Gavin McIntyre, Deputy Headteacher at gmcintyre@stjohns.bhcet.org.uk

At St John’s, we are dedicated to preparing our students for success.  By fostering robust exam preparation habits and by offering consistent support, we aim to ensure that our students are well-equipped to meet the challenges of examinations and to embrace the opportunities that come with them.

Exam Instructions

• Be on time for all exams. If you are late, you may not be able to enter the exam.
• You must be in your FULL school uniform.
• You will only be permitted to enter the exam hall with a clear pencil case, any subject specific equipment and a clear water bottle (no writing or labels are permitted on thebottle).
• Do not take any unauthorised materials into the exam hall. Unauthorised materials or equipment includes notes, calculator cases, bags, mobile phones or anything with text/digital facilities and all watches (not just smart watches). Having anything on you that you should not have (even if you do not intend to use it), will be against the rules. It has to be reported to the exam board and you may be disqualified.
• Do not use correcting pens, TipEx, or gel pens in your exams. You may use a highlighterto highlight a question, but you should not use this in your answer. You should use black pen only or pencil for diagrams.
• Do not attempt to communicate with or disturb any other students once in the exam room. Do not turn around, try to distract others, look at anyone else’s paper, make noiseof any sort etc. If you do not follow the rules, you could be disqualified from all of your subjects.
• If you leave the exam room without an invigilator, you will not be allowed back in.

 

On the Day of your Exam

• Make sure you attend your exams on time and bring what you need, particularly subject specific equipment such as a calculator.
• Know the dates and times of all exams and arrive early. Make sure you know where you are sitting.
• If you arrive more than half an hour late, you may not be allowed to sit the exam.
• You are not allowed a dictionary unless told otherwise.

 

During the Exam

• Once inside the exam room, you are not permitted to talk.
• Listen to the invigilator/exams officer. Follow their instructions at all times.
• If you think you have the wrong paper, put your hand up and tell an invigilator straight away. It is your responsibility to check your paper.
• Read the instructions on the front of the exam paper carefully and fill in all thedetails on the front of the paper/answer booklet before the exam starts.
• Write all your answers in the spaces where it tells you to write. Do not writeanywhere else as it may not be marked. Do not write on the border of the exam paper. Do not doodle.
• Do all rough work on the proper exam stationery. Cross through anything you do not want marking. Hand everything in with your paper, including rough work.

 

Advice and Assistance

• If on the day you feel that your work will be affected by illness or for another reason, make sure you tell Mr McIntyre and your Head of Year, prior to your exam.
• Put your hand up during the exam if you have a problem and are unsure of what to do, e.g. you do not feel well or you need more paper/equipment.
• You must NOT ask for, and will not be given, any explanation of the questions.

 

At the End of the Exam

• If you have used more than one answer booklet, put them in order. Make sure your name and candidate details are filled in on each sheet.
• Do not turn around, speak, or try to leave the exam room until you are told to do so by the invigilator. You should remain in silence until you leave the exam room.
• Do not take anything out of the exam room other than your equipment (e.g. exam papers, rough work).
• The invigilator will tell you when you can get up and leave the exam room. You shoulddo so in silence and are not permitted to speak until you have left the exam room.

JCQ - Coursework Assessments 2023 - 2024

JCQ - Written Examinations 2023 - 2024

JCQ - NE Assessments 2023 - 2024

 

Mock Exam Preparations

Advice and Preparation for Exams

Exam Wellbeing

• Career Resources
• Careers Guidance at St John's