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Engaging Minds, Broadening Horizons

Subjects

 

Art

The Art department aims to develop the creativity and understanding of all Art and Design techniques and processes. We aim to inspire and challenge students' thinking and facilitate them to develop their own thoughts and ideas visually. To promote a love for learning culture and an environment that allows students to progress independently in order to achieve their full potential.

Students will follow schemes of work that are designed to cover all aspects of art and design and allow students to progress and create work that meets all AAA skills/GCSE assessment objectives.

Students will be taught:

  •  To use a range of techniques to record their observations in sketchbooks as a basis for exploring their ideas.

  • To use a range of techniques and media, including painting

  • To increase their proficiency in the handling of different materials

  • To analyse and evaluate their own work and the work of others, in order to strengthen the visual impact or applications of their work

  • About the history of art, craft, and design, including periods, styles and major movements.

 

Autumn

Spring

Summer

Year 7

Baseline assessment/Making a Mark 

  • Drawing and research baseline test.

  • Colour Theory

  • Mark making 

  • Drawing skills

Kandinsky/ Franz Marc

Students will research the work of these artists making links to the formal elements taught in term 1. Students will respond with a final painted outcome.

Multicultural

  • Cultural research – Aboriginal/African/Britain etc.

  • Responses to our own culture.

  • Cultural final outcome.


 

Year 8

Monsters/Aliens

  • Artist research –Johan Potma & Jon Burgerman

  • Experimenting with media and responding

  • Clay final outcome.

Cubism

  •  Cubist research-Picasso and Braque

  • Cubist responses and media experimentation.

  • Personal cubist A3 response

Emotional Art/Digital media

  • Cubist portraiture

  • Photoshop manipulations

  • Experimental portrait response in mixed media

Year 9

Pop Art

  • Research into pop art – Litenstien/Andy Warhol.

  • Pop art media trials and responses.

  • Final A3 Pop art response.

Portraiture

  • Pop Art portraiture research.

  • Self-image research and responses.

  • Developing personal response to the theme.

Careers – Research into art careers/college courses. Presentation by Northern school of art.

Introduction to visual studies/GCSE- Developing observational drawings skills.

Year 10

Visual Studies/Natural Forms developing into a personal project

  • Natural forms Observational drawing in a range of media.

  • Artist and photographer research and responses.

  • Natural forms photography

  • Developing an A1 Response.


 

Visual Studies/Natural Forms developing into a personal project cont…..

  • Natural forms Observational drawing in a range of media.

  • Artist and photographer research and responses.

  • Natural forms photography

  • Developing an A1 Response.

Mock Exam personal project.

  • Students given a list of questions taken from past papers to choose from and develop a personal project.

  • Personal artist research and responses.

  • Experimentation with a variety of media.

  • Develop a range of design ideas.

  • Final response during mock exam day.

Year 11

Mock Exam personal project cont…..

  • Students are given a list of questions taken from past papers to choose from and develop a personal project.

  • Personal artist research and responses.

  • Experimentation with a variety of media.

  • Develop a range of design ideas.

  • Final response during mock exam day.


 

Terminal exam

  • Students are given a list of questions from exam papers to choose from and develop a sketchbook and final outcome.

  • Personal artist research and responses.

  • Experimentation with a variety of media.

  • Develop a range of design ideas.

  • Final response during exam days.

Terminal exam

  • Students are given a list of questions from exam papers to choose from and develop a sketchbook and final outcome.

  • Personal artist research and responses.

  • Experimentation with a variety of media.

  • Develop a range of design ideas.

  • Final response during exam days.

Complete all coursework – Deadline end of may.

 

Business Studies

The BTEC Tech Award in Enterprise is split into three components, with two being internally assessed and one externally assessed. The internally assessed components are worth 30% of the overall grade each, with the externally assessed (exam) unit being worth 40%

 

In Component 1: Exploring Enterprises, learners will explore different enterprises to develop their knowledge and understanding of the characteristics of enterprises and the skills needed by entrepreneurs to be successful. The students will explore how enterprises use market research to find out about their customer needs and competitor behaviour and how internal and external factors may affect enterprises.

 

In Component 2: Planning & Pitching an Enterprise, learners will generate two realistic ideas for a micro-enterprise and choose one of these to plan within budget. They will individually present their business plan for their idea and review the production and delivery of their presentation to make recommendations for improvements.

 

In Component 3: Marketing & Finance, learners will explore how marketing is used by enterprises and the factors that influence how enterprises identify and target their market. Students will complete financial documents and statements and explore how to use them to monitor and improve the performance of an enterprise in order to make decisions and recommend strategies for success.

 

 

Autumn

Spring

Summer

Year 10

Component 1

Component 1 (including assessment) 

Component 2

Year 11

Component 2 (including assessment)

Component 3

Component 3 (exam)

Hospitality & Catering

The hospitality and catering sector includes all businesses that provide food, beverages, and/or accommodation services. This includes restaurants, hotels, pubs and bars. It also includes airlines, tourist attractions, hospitals and sports venues; businesses where hospitality and catering is not their primary service but is increasingly important to their success. According to the British Hospitality Association, hospitality and catering is Britain’s fourth largest industry and accounts for around 10% of the total workforce. Since 2010, over 25% of all new jobs have been within the hospitality and catering sector with the majority of new roles falling within the 18-24 age group, according to a report by WJEC Level 1/2 Vocational Award in Hospitality and Catering. 

The WJEC Level 1/2 Vocational Award in Hospitality and Catering has been designed to support learners in schools and colleges who want to learn about this vocational sector and the potential it can offer them for their careers or further study.

WJEC Level 1/2 Vocational Awards (Technical Awards) provide learners with opportunities to study vocational subjects alongside GCSEs as part of a broad programme of study. The subject is offered at KS4 14-16 and offers an experience that focuses on applied learning, i.e. acquiring and applying knowledge, skills and understanding through purposeful tasks set in sector or subject contexts that have many of the characteristics of real work.

 

Hospitality and Catering comprises two Units of work;

Unit 1 - The Hospitality and Catering Industry

Unit 2 - Hospitality and Catering in action

 

Autumn

Spring

Summer

Year 10

Unit 1 - Exam Preparation topics

  • Nutrients 

  • Food safety 

  • Temperatures 

  • Food safety 

  • Cross-contamination 

  • Macro nutrients 

  • Food science 

  • Micronutrients

  • Gelatinisation/ dextrinization 

  • Protein denaturation 

  • Coagulation 

  • Caramelisation/aeration 

  • Fermentation/raising agents 

  • Genetically modified 

  • Reared/caught food 

  • Food waste/Food miles 

  • Primary/secondary food processing 

  • Global food production - climate 

  • Cultural religious/moral 

  • Food labelling 

  • Food marketing

Unit 2

 
  • The importance of Nutrition

  • Menu Planning

  • The skills and techniques of preparation, cooking and presentation of dishes

  • Evaluating cooking skills

  • Skill 1 – general practical skills 

  • Skill 2 – knife skills 

  • Skill 3 – preparing fruits and vegetables 

  • Skill 4 – Using the cooker 

  • Skill 5 – Use of equipment 

  • Skill 6 – cooking methods e.g. boiling, frying, steaming 

  • Skill 7 – prepare combine and shape food 

  • Skill 8 – Sauce making 

  • Skill 9 – Tenderise and marinate meat 

  • Skill 10 – making a dough 

  • Skill 11 – Using raising agents 

  • Skill 12 – Setting mixtures e.g. gelatine and coagulation

Year 11

Unit 2

  • The importance of Nutrition

  • Menu Planning

  • The skills and techniques of preparation, cooking and presentation of dishes

  • Evaluating cooking skills

  • Skill 1 – general practical skills 

  • Skill 2 – knife skills 

  • Skill 3 – preparing fruits and vegetables 

  • Skill 4 – Using the cooker 

  • Skill 5 – Use of equipment 

  • Skill 6 – cooking methods e.g. boiling, frying, steaming 

  • Skill 7 – prepare combine and shape food 

  • Skill 8 – Sauce making 

  • Skill 9 – Tenderise and marinate meat 

  • Skill 10 – making a dough 

  • Skill 11 – Using raising agents 

  • Skill 12 – Setting mixtures e.g. gelatine and coagulation


 

Unit 1 - Exam Preparation topics

  • Nutrients 

  • Food safety 

  • Temperatures 

  • Food safety 

  • Cross-contamination 

  • Macronutrients 

  • Food science 

  • Micronutrients

  • Gelatinisation/ dextrinization 

  • Protein denaturation 

  • Coagulation 

  • Caramelisation/aeration 

  • Fermentation/raising agents 

  • Genetically modified 

  • Reared/caught food 

  • Food waste/Food miles 

  • Primary/secondary food processing 

  • Global food production - climate 

  • Cultural religious/moral 

  • Food labelling 

  • Food marketing

Construction

This course allows you to study construction and the built environment, giving you the opportunity to gain a broad knowledge and understanding of the industry. You will develop skills such as interpreting and analysing information, identifying the infrastructure required for safe and efficient work and in understanding how client needs can shape building design.

 

Construction and the built environment comprises 3 components of work;

Component 1 - Construction Technology

Component 2 - Construction in Practice

Component 3 - Construction and Design

Critical Knowledge and Skills

 

Autumn

Spring

Summer

Year 10

Component 3

  • Learning Outcome A: Understand the needs of a client and the constraints on design when designing a low rise building.

  • Learning Outcome B: Be able to graphically communicate the design of a low rise building. 

Component 2

Learning Outcome A: Be able to understand hazards and risk for safe production of a practical construction outcome.

 

Learning Outcome B:  Be able to produce a practical construction outcome (Brickwork and/or Joinery).


 

Component 1 - Exam Preparation Topics

  • Understand the structural performance required for low – rise construction 

  • Thermal insulation, 

  • Sound insulation, 

  • Weather resistance 

  • Strength and stability -

  • Dynamic and Live loads -

  • Tested materials 

  • Cavity Walls

  • Fire resistance 

  • Fire barriers 

  • Super Structures

  • Groundworks

  • Superstructure - Walls, Floors, Roofs

Year 11

Component 2

   

Component 1 - Exam Preparation Topics

  • Understand the structural performance required for low – rise construction 

  • Thermal insulation, 

  • Sound insulation, 

  • Weather resistance 

  • Strength and stability -

  • Dynamic and Live loads -

  • Tested materials 

  • Cavity Walls

  • Fire resistance 

  • Fire barriers 

  • Super Structures

  • Groundworks

  • Superstructure - Walls, Floors, Roofs

Dance

In BTEC Dance learners will develop their understanding of the performing arts by examining the work of performing arts professionals and the processes used to create performance. They will develop their performing arts skills and techniques through the reproduction of  dance  repertoire as performers. And finally learners will be given the opportunity to work as part of a group to contribute to a workshop performance as a performer in response to a brief.

 

Autumn

Spring

Summer

Year 10

Component 1 Delivery

x3 selected workshops

 

‘Ghost Dances’ by Christopher Bruce (Contemporary)

 

‘Sweet Charity’ by Bob Fosse (Jazz)

 

‘Black Lives Matter’ by Diversity (Street Dance)


 

Component 1 Assessment

 

Exploring the Performing Arts 

Component 2 Delivery

 

Developing Skills and Techniques in the Performing Arts 

Year 11

Component 2 Assessment

Component 3 External Assessment

 

Responding to a Brief

 

English

In English we have created an engaging and challenging curriculum that allows our pupils to study a broad range of texts from a wealth of writers.  We focus on both fiction and non-fiction pieces, giving our students the opportunity to develop their reading skills by analysing the work of successful writers from across history. 

 

We also provide our students with the skills they need to become successful communicators, both orally and in writing.  In each of our programmes of study, pupils build their writing skills, practising a range of styles to ensure that they can adapt their work to suit a variety of purposes and audiences.  

 

We ensure that pupils talk about significant issues, beyond the English texts that they study.  Students deliver presentations, hold discussions and develop their own thoughts and feelings about a range of topics that affect the world around them.  

 

Autumn

Spring

Summer

Year 7

Novel Openings Non-fiction Articles

Representations of Women in Shakespeare

War and Conflict Poetry

War and Conflict - Speeches

Creative Writing

Year 8

Poverty and Inequality - Blood Brothers

Shakespeare - Othello

To Kill a Mockingbird

Year 9

Relationships Poetry

Environments

Romeo and Juliet

An Inspector Calls

Year 10

Language Papers 1 and 2

A Christmas Carol

Power and Conflict Poetry

Year 11

Macbeth

Revision

Revision

Geography

The Geography Department contributes to the whole school curriculum intent by:

  • Having a curriculum that will engage all pupils and raise their curiosity and fascination of the world around them and their local area. 

  • Adopting and constructing a curriculum that is highly ambitious and designed to give all learners the knowledge and cultural capital they need to succeed in life.

  • Having a curriculum that is planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. 

  • Learners studying the full curriculum. Thus allowing them to have a ‘deeper’ knowledge. Students will feel confident to debate and discuss their knowledge and respond to feedback to ensure that they are making progress. 

  • They will develop social skills that will allow them to work effectively with those around them. Students across KS3 and KS4 will understand how to revise and prepare for examinations. 

  • Geography students will be confident to lead, make informed decisions, communicate effectively, reflect, adapt, and be independent and critical thinkers. They will be global citizens .

  • Promoting literacy and numeracy across all teaching, where applicable. The department will link to careers and contribute to whole school initiatives and promote staff well-being.

 

Autumn

Spring

Summer

Year 7

What is a geographer?

Being a geographer.

Asking geographical questions.

Conducting geographical enquiries.

Key aspects of studying people and places.

How to use geographical data including maps.

 

How do we use our planet as a natural resource?

The different elements that make up our planet and how they interact.

How rocks and soils form and their importance to life.

What a biome is and how the rainforest biome works.

How people use the Earth’s natural resources such as water, oil and energy supplies.

The difference between renewable and non-renewable resources.



 

What is an economy?

Economic activities and what they are like at different scales, from local to global.

Ways in which jobs can be arranged into groups or sectors.

The range of jobs people do and how jobs have changed over time.

Trade and how it has become global.

The UK economy, how it has developed and how our links with the world have grown.

 

How does ice change the world?

How ice changes the world

How erosion and transportation create glacial landforms

Identifying glacial landforms on OS maps

How the distribution of ice around the world changes through time



 

Is the geography of Russia a curse or benefit?

What Russia is like

The physical landscape, climate and natural environment of Russia

How Russia’s physical geography has influenced its human geography.

How important Russia is to the world.

 

Factfulness The Gap Instinct, The Negativity Instinct, The Straight Line Instinct, The Fear Instinct, The Size Instinct, The Generalisation Instinct, The Destiny Instinct, The Single Perspective, The Blame Instinct, The Urgency Instinct

Year 8

One planet, many people: how are populations changing?

About world population distribution and change.

How countries attempt to control population change.

About types of migration.

To understand urbanisation and how cities evolve.

 

Why are rivers important?

What rivers are and how water flows into them.

How weathering, erosion and transportation create river landforms.

To identify river landforms on OS maps.

Why rivers are important to people.

What is development?

To define development

To compare development around the world

To understand where and why inequality occurs

To understand the actions taken by individuals, governments and communities to aid development

 

What is weather and climate?

The concepts of weather and climate.

The elements that make up the weather and climate.

How the weather is measured.

How to read weather maps using the synoptic code.

How to distinguish between weather and climate.



 

What is the future for the planet?

That climate change is a controversial issue affecting the future of the planet 

About the evidence of climate change

The causes and consequences of climate change

About the options for the planet’s future

 

What are the opportunities and challenges facing Africa?

The physical and human geography of Africa

Africa’s colonial history

Some of the challenges facing the continent

Some of the opportunities to develop and change

Year 9

What happens where the land meets the sea?

To understand how erosion, deposition and transportation create and change coastal landforms over time.

To consider how the coast is used by people.

To understand the need for, and impact of, different coastal management strategies.

To identify coastal landforms on OS map and photos.

 

Will we ever know enough about earthquakes and volcanoes to live safely?

The theory of plate tectonics

How volcanoes and earthquakes are linked to plate tectonics

The hazards for people associated with these events

How scientists attempt to predict, manage and prevent these hazards

Why is the Middle East an important world region?

Where the Middle East region is located 

What countries make up the region

The physical landscape of the Middle East

The human geography of the region

Examples of conflict and controversy in the Middle East

How important the region is to the world?

The changing economic world

Year 10

The challenge of natural hazards 

Resource Management 

 

Glacial landscapes in the UK

The living world

 

Fieldwork 

Year 11

Coasts 

 

Urban Environments 

Issue Evaluation 

 

Revision

Revision 

Health & Social Care

Health and Social Care will give you the opportunity to acquire sector-specific applied knowledge through vocational contexts by studying human lifespan development, health and social care services and values and health and wellbeing. 

 

Components 1 and 2 are internally assessed through a supervised assignment task. Component 3 is externally assessed through an external exam.

 

Autumn

Spring

Summer

Year 10

Component 1 

Human Lifespan Development

Human growth and development across life stages (infants to later adulthood) - PIES Physical, intellectual, emotional and social development 

 

Factors affecting growth and development - Physical factors

Lifestyle factors

Emotional factors

Social factors

Cultural factors

Environment factors

Economic factors

Component 1 

Human Lifespan Development

Different types of life event

 Physical events (accidents) - Relationship changes (Marriage/divorce) - Life circumstances (redundancy/ moving school or jobs) 

 

Coping with change caused by life events - How individuals adapt or be supported through life events 

 

Character traits that influence how individuals cope

 

Sources of support that can help individuals adapt

 

Types of support that can help individuals adapt

Component 2 

Health and Social Care Services and Values

Health care services

Social care services

 

Barriers to accessing health and social care services

Physical barriers

Barriers to people with sensory disability

Barriers to people with different social and cultural backgrounds

Barriers to people who speak English as an additional language or speech or language impairments

Geographical barriers

Barriers for people who have learning disabilities

Financial barriers


 

Year 11

Component 2 

Health and Social Care Services and Values

Skills and attributes in health and social care

Values in health and social care

Obstacles individuals requiring care may face

Benefits of quality care to individuals

Component 3 

Health and Wellbeing

Factors affecting health and wellbeing

Physical factors

Lifestyle factors

Social factors

Cultural factors

Economic factors

Environmental factors

 

Interpreting health indicators

Physiological health indicators

Lifestyle indicators




 

Component 3 

Health and Wellbeing

Person Centred approach to take into account a person’s needs, wishes and circumstances

 

The importance of a person centred approach for individuals

 

The benefits of a person centred approach for health and social care workers and services

 

Recommendations and actions to improve health and wellbeing

 

Barriers and obstacles following recommendations

History

Seaham High School History Department delivers an engaging study of the past that illuminates the world today. Students gain a substantive knowledge of key historical events and understanding of the “Big Picture”.

 

The History Department follows a largely chronological approach to the curriculum that incorporates exploration of key themes such as conflict, social change and political developments. 

 

Autumn

Spring

Summer

Year 7

History skills - chronology and source analysis.

The Romans - focus on the success of the Roman army.

The Norman Conquest - exploration of the Battle of Hastings and its consequences.

Medieval England - the impact of the Black Death and the Peasants’ Revolt.

Tudors and Stuarts - Henry VIII and the Reformation, Elizabeth and the Spanish Armada, the English Civil War.

The Industrial Revolution - working and living conditions in Britain during the 1800s.

Year 8

The Titanic disaster - the significance of the event.

The First World War - the causes and key events of the conflict.

Nazi Germany - how Hitler rose to power, the rule of Nazis between 1933 and 1945.

Slavery and Civil Rights - the slave trade, life as a slave, emancipation and the Civil Rights movement.

Year 9

The Holocaust - 

Nazi persecution of Jewish people including the ghettos and extermination camps.

The Second World War - the impact of war on Britain and the allies.

The Cold War - tension between the USA and USSR in the 1940s and 1950s.

AQA GCSE History - Conflict and Tension 1918-1939

Year 10

AQA GCSE History - Conflict and Tension 1918-1939

AQA GCSE History

USA 1920-1973

AQA GCSE History

USA 1920-1973

Year 11

AQA GCSE History - 

Health and the People

AQA GCSE History - Norman England

 

ICT & Computer Science

In Year 7, students will develop their understanding of e-safety and the different ways to stay safe when using social media. Learners will also appreciate the different online threats for both children and adults. Students will then develop their programming skills using Kodu, a visual programming language. Following on from this, students will learn how to create and format spreadsheets by combining a range of tools and techniques using Google Sheets. Finally, learners will understand how computer systems work and will be introduced to the different internal and external components of a computer system.

 

In Year 8, students will develop their programming skills by working in HTML to develop web pages. Learners will understand how different tags are combined to enhance the quality of a basic web page. Following on from this, students will learn about data representation. This unit of study covers topics such as: binary, binary addition, file sizes, bitmap images and their composition, logic gates and analogue to digital sound conversion. Finally, learners will learn how computers are networked both locally and across a wide area, and the different network topologies available.

 

In Year 9, students will enhance their understanding of computational thinking. Learners will explain the use of algorithms, abstraction and decomposition, and display their own problem-solving skills. Students will also learn about both the history and the future of Artificial Intelligence. In the next unit of study, students will build on their knowledge of programming in Python from Year 8. They will create their own programs, combining a range of tools and techniques. Finally, they will create their own digital interfaces which will incorporate a range of features for both typical users and those with special accessibility needs.

 

Autumn

Spring

Summer

Year 7

E-Safety and Kodu Programming

Programming and Spreadsheets

Computer Systems

Year 8

HTML and Data Representation

Data Representation and Python Programming

Computer Networks

Year 9

Computational Thinking and Python Programming

Python Programming and Digital Interfaces

Digital Interfaces

Music

In each key stage the music department aims to develop the prior knowledge of students, building on the work from primary schools, and on each previous year moving forward. Each project is aimed at developing the student as a confident and competent musician, using a particular instrument as the foundation of the learning. Genres are introduced within each project with the aim to inspire a love for the subject.  

 

Students will follow schemes of work that  will provide them with a foundation of musical knowledge preparing them for KS4.

 

 

Autumn

Spring

Summer

Year 7

Keyboard Skills 1

Notation of the treble clef, and technique on the keyboard, reviewing a selection of different genres. 

Ukulele Skills

Reading tablature, and beginning to develop a sense of independence. Ensemble work with whole class instrument workshops using a variety of genres.

Patterns in Music

Using skills taught in previous terms to review ‘patterns in music’, such as riffs, canon, and instruments of the orchestra. 

Year 8

Keyboard Skills 2

Further development of technique introducing the left hand for simple accompaniment, using a variety of genres for study. A progression from year one.

Guitar Skills

Progression from the ukulele to larger instruments. Working on reading tablature, chords and scales, using a variety of genres for study. Natural progression from year one.

Film Music

Utilising music technology to develop understanding of DAW systems and key features used within film music. Development of keyboard skills

Year 9

Keyboard Skills 3

Further development of technique, sight reading, and scales, using a variety of genres for study. A progression from year two.

Guitar Skills 2

Working on reading tablature, chords and scales, using a variety of genres for study. A progression from Year two

Music Through Time

Using classical music as a stimulus for composition/Remix, further developing keyboard skills and DAW systems.

Year 10

BTEC Component 1 Content

Study of different genres through class workshops, including opportunities for performance and composition.

BTEC Component 1 Assessment

Development of portfolio towards exam board set assignment

BTEC Component 2 Content

Development of instrumental skills and understanding of how to improve on thier chosen instrument.

Year 11

BTEC Component 2 Assessment

Assessment and log for continuous development on chosen instruments.

BTEC Component 3

Completion of exam board set assignment developing arrangement skills based on the set assignment.

BTEC Component 3

Completion of exam board set assignment developing arrangement skills based on the set assignment.

Nurture Provision

We aim to develop and deliver a suitable curriculum for SEN students in the nurture groups at Seaham High School to ensure a smooth transition from primary school, all needs are being met, all pupils have a positive learning experience and to prepare students for KS4 and their working life. Recently we have found an increasing number of students in Year 7 do not arrive at SHS secondary school ‘ready’. Students with additional needs often find the transition to secondary school difficult to deal with, which hinders their achievement and attendance in year 7 as they try to deal with the massive changes and emotional difficulties this brings. This is more evident due to the pandemic and students are more behind academically, emotionally and socially. The physical and structural changes also impact some students and the sensory environment in mainstream school can be overwhelming, with many new lessons, rooms and teachers being alot of change to deal with, this can lead to some students withdrawing, while others may express their frustration with aggressive or impulsive behaviours. 

 Nurture group provision in SHS follows the six principles of nurture from the Nurture Group Network.

  1. Learning is understood developmentally

  2. The classroom offers a safe place.

  3. Nurture is important for the development of wellbeing.

  4. Language is a vital means of communication 

  5. All behaviour is communication.

  6. Transitions are significant in the lives of children. 

 

Following these provisions allows us to provide a curriculum that will engage SEND pupils to ensure they attend school, raise their aspirations and achieve to the best of their ability. We provide a curriculum that is planned towards improving basic numeracy and literacy skills and developing competencies. This strong focus on developing literacy and numeracy skills are a key factor in raising self esteem and allowing students to access other lessons with adaptive teaching methods deployed. The Lexia programme focuses on phonics, structural analysis, automaticity / fluency, vocabulary and comprehension reading skills at a personalised level. 

 

We ensure a smooth transition into Seaham High School by providing support when needed offering soft landings before and after school. In order to meet every pupil's need in the delivery of the curriculum and include students (who have been carefully identified and selected in this group) in the whole school curriculum we teach geography and history using a thematic approach. We aim to ensure all students have a positive, well-rounded education and experience once in a lifetime opportunities therefore broadening their horizons and promoting both social and academic gains. 

Finally we pay careful attention to reintegration into mainstream school, giving pupils practical support to use the skills they have gained and extended support when they progress to mainstream school.

 

Our multipurpose sensory room, The Pitstop is an excellent resource used in our nurture provision. It also allows one to one sessions to take place with our EHCP students working out outcomes and has been modified to meet our requirements with black walls, a neon logo, a water feature, sensory lights and toys, inspirational images on walls and a tent. The Pitstop name is based on Seaham’s cultural heritage relating to the mining community and on car racing and taking time outs PIT stands for Personal Improvement Time.

 

The Pitstop provides a safe environment for all SEND learners to ensure a smooth transition from lessons to lessons and enable learners to regulate their own emotions with access when needed. This space is used for vulnerable learners to go to at brunch and lunch to develop social and interactive skills. It also provides a sensory space for SEND learners needed for successful transition between home and school and school and home.

 

Sessions offered are based on individual needs, and we offer:

  • Zones of Regulation

  • Spot on with Number

  • Lego Therapy

  • Conquering Literacy

  • Lexia

  • Fresh Start

  • Handwriting Sessions

  • Social Stories and Emotional Literacy 

 
 

Autumn

Spring

Summer

Year 7

I am me, We are us, here we are

Space

Animals

Year 8

Australia

Living Here and Loving It

Services

Year 9

Titanic

Looking Forward / Schools

USA

Physical Education

It is the aim of the PE department to provide a curriculum that will engage all pupils and develop competence to excel in a broad range of sports and physical activities, leading to students making informed choices about following a healthy, active lifestyle. The curriculum is designed to give all learners the knowledge and cultural capital they need to succeed in life, which they can continue to develop post 16, as they move into further study, the world or work or within their local communities by delivering a curriculum that is planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. Students will be provided with ongoing opportunities to take on the roles of performer, leader, choreographer, organiser and official to meet this aim.  PE students will develop a multitude of skills that will allow them to work effectively with those around them including organisation, leadership, communication, team work, respect and the ability to evaluate own and others performance.

 

 KS3

  • Key topics / Activity Area (SOW) – Outwitting Opponents (Invasion Games / Net and Wall Games / Striking and Fielding Games); Dance and Gymnastics; Athletics; Health and Fitness; Leadership. Taught throughout the year on a carousel (facility dependent) over teaching blocks of typically 4 weeks (8 lessons)

  • Curriculum structured around the continual and progressive development of 3 Key assessment strands (Performance; Evaluating and Improvement; Leadership) 

  • Development of whole school 6R’s and promotion of the school Ethos - Kindness, Integrity and Pride.

  • BTEC Sport Theory content interwoven throughout KS3 (Components of Fitness / Fitness Testing / Training Methods / Principles of Training) to prepare students for KS4 courses

 

Leaderships skills 

  • Year 7 - plan and deliver group warm up and cool downs; score keeping and decision making

  • Year 8  - plan and deliver group skills practices; officiate small sided games

  • Year 9 - plan and lead a 3 part lesson; officiate full sided games

 

BOYS

GIRLS

FOOTBALL

FOOTBALL

BASKETBALL

NETBALL

HANDBALL

DANCE

TENNIS

TENNIS

BADMINTON / TABLE TENNIS

BADMINTON / TABLE TENNIS

CRICKET

CRICKET

SOFTBALL

ROUNDERS

ATHLETICS

ATHLETICS

FITNESS

FITNESS

TRAMPOLINING

TRAMPOLINING

DODGEBALL

GYMNASTICS

 

KS4 CORE PE

  • Taught in half year group blocks – 2 lessons a fortnight

  • Students given choice from four ‘option’ sports / activities to enable them to make their own individual choices based on their own personal interests and fitness needs, to promote leading a healthy active lifestyle and making informed choices on future participation

  • Development of a range of roles within chosen sports – performer / official / leader / choreographer / organiser 

  • Development of whole school 6R’s and promotion of the school Ethos - Kindness, Integrity and Pride.

  • Intervention programme used to support BTEC Sport / BTEC Dance

Performing Arts

The purpose of the year 7 Drama curriculum is to instil discipline, confidence, love for the subject and build basic knowledge around skills and techniques needed for success. The basics of design work will also be introduced through discussion and homework tasks. 

The purpose of the year 8 Drama curriculum is to expand on and further embed skills learnt in year 7. There is a greater emphasis on the importance of learning lines and scenario’s teach students to be aware of characters' feelings and consequences of their actions. Students will be mindful, creative and resilient when approaching performances. Characterisation exploration becomes more rounded and thought provoking and requires analysis. There is more emphasis on performing for genre and purpose. Design focuses upon links to genres and character types.

The purpose of the year 9 Drama curriculum is to continue a love for the subject whilst also preparing students for KS4. Lessons aim to help students gain transferable skills for the future- communication, interaction, empathy, social understanding , self presentation and continuous building of self esteem and confidence. Evaluating and Analysing in greater detail is also introduced. Working to a given genre or style is also at the forefront of each lesson. Design begins to look in more detail at both costume and lighting for a given brief/scene. Pre-Learning will be introduced through homework research Tasks.

BTEC

In Btec Performing Arts learners will develop their understanding of the performing arts by examining the work of performing arts professionals and the processes used to create performance. They will develop their performing arts skills and techniques through the reproduction of acting repertoire as performers. And finally learners will be given the opportunity to work as part of a group to contribute to a workshop performance as a performer in response to a brief.

 

 

Autumn

Spring

Summer

Year 7

An Introduction to Drama 

Aims to teach the basic skills of Drama 

The Circus 

Introduction to basic Characterisation

Myths and Legends

Devising and Performing Drama for Purpose and Intention

Year 8

Superheroes

Further Characterisation 

Oliver Twist 

Musicals/Exploring Characters/Themes/styles

The Late Comer 

An introduction to Improvisation and Issue based Drama 

Year 9

Melodrama v.s Naturalism 

Selecting Drama skills according to Styles of Theatre

Blood Brothers/

The Play That Goes Wrong

An Introduction to Comedy Genre 

Improvisation

Spontaneous, Polishing and Refining Drama

Year 10

Component 1 Teaching Content 

Component 1 PSA

Component 2 Teaching Content 

Year 11

Component 2 PSA

Component 3- External Examination

 

Photography

The Art department aims to develop the creativity and understanding of photography techniques and processes. To inspire and challenge students' thinking and facilitate them to develop their own thoughts and ideas visually. To promote a love for learning culture and an environment that allows students to progress independently in order to achieve their full potential.

Students will follow schemes of work that are designed to cover all aspects of photography and allow students to progress and create work that meets all AQA GCSE assessment objectives.

Students will be taught:

  • To use a digital SLR camera to record their observations and will use sketchbooks as a basis for exploring their ideas.

  • To use a range of techniques and media, including photoshop.

  • To increase their proficiency in the use of photography as a way of recording ideas.

  • To analyse and evaluate their own work and the work of others, in order to strengthen the visual impact or applications of their work

 

 

Autumn

Spring

Summer

Year 10

Landscape

  • Photography trip to North Yorkshire in September.

  • Students to research various locations and photographers Joe Cornish/ Dennis Bromage.

  • Edit and manipulate photos.


 

Landscape cont..

  •  Photography trip to Newcastle.

  • Students to research various locations and Steve Mayes.

  • Edit and manipulate photos.

  • Experiment with ripping, sticking/ stapling.

  • Select final A3 outcomes.


 

Mock exam personal project.

  • Students are given a list of questions taken from past papers to choose from and develop a personal project.

  • Personal Photographer research and responses.

  • Experimentation with a variety of Photoshop techniques.

  • Develop a range of Final ideas.

  • Final response during mock exam day.


 

Year 11

Mock exam personal project cont……

  • Students are given a list of questions taken from past papers to choose from and develop a personal project.

  • Personal Photographer research and responses.

  • Experimentation with a variety of Photoshop techniques.

  • Develop a range of Final ideas.

  • Final response during mock exam day

Terminal Exam

  • Students are given a list of questions from exam papers to choose from and develop a sketchbook and final outcome.

  • Personal artist research and responses.

  • Experimentation with a variety of media.

  • Develop a range of design ideas.

  • Final response during exam days.


 

Terminal Exam

  • Students are given a list of questions from exam papers to choose from and develop a sketchbook and final outcome.

  • Personal artist research and responses.

  • Experimentation with a variety of media.

  • Develop a range of design ideas.

  • Final response during exam days.

Complete all coursework – Deadline end of may.

Religious Studies

The Religious Studies curriculum aims to provoke thinking, encourage critical evaluation and develop a knowledge of other cultures and beliefs both religious and non-religious. To achieve this we have adopted and constructed a curriculum that is highly ambitious and designed to give all learners the knowledge and cultural capital they need to succeed in life.  Having a curriculum that is planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment both with and beyond the field of Religious Studies. 

 

Our learners are studying a wide and relevant curriculum. Thus allowing them to have a ‘deeper’ knowledge. Students will feel confident to debate and discuss their knowledge and respond to feedback to ensure that they are making progress. Religious Studies students will be thoughtful, tolerant and respectful of others. They will be able to explore complex moral and theological issues with empathy, thoughtfulness and critical analysis.  All of this helps our students develop a nuanced and informed understanding of spiritual, moral, social and cultural issues.

 

Autumn

Spring

Summer

Year 7

Spirited Arts

World Faiths

World Faiths

Problem of Evil

Year 8

Religion and the Law

Life After Death

Multicultural Society

Year 9

Morality Part 1

Morality Part 2

Religion and Relationships

Year 10

Are Religious laws outdated?

What does it mean to be human?

Religion and Conflict

Year 11

Religion and the media

Is there life after death?

Enrichment projects

Science

Y7 & 8 Curriculum

The provision in Y7 and Y8 has a focus to secure a knowledge and skill base to prepare for GCSE.  The curriculum is mapped against the national curriculum programme of study to ensure seamless progression from KS2. Early links are in place at key stage 2 as the faculty leader has met with local feeder primaries to review provision, which currently is very varied. Year 7 has a focus upon providing students with a firm grounding and filling in gaps in knowledge and skills from key stage 2.

Y9, 10 & 11 Curriculum

In Y9, Y10 and Y11 students commence formal coverage of the GCSE program of study.  The curriculum allows for three different routes of study at both a higher and foundation tier of entry:

  • Edexcel Separate Science

  • Edexcel Combined Science

  • Edexcel Entry Level Science + Separate Science (Foundation tier)

 

Combined Science

Autumn

Spring

Summer

Year 7

Safety

Apparatus choices and use

Living things

Particle model and changes of state

Cell structure

Energy

Specialised Cells

Wasted Energy

Physical and chemical changes

The Periodic table

Heat and temperature

Electric current

Separating mixtures

Puberty

Resistance

Sexual reproduction

Balanced & unbalanced Forces

Solutions

Forces affecting objects

Acids and alkalis

British Science week activity

 

Plant reproduction

Making salts

Weight and gravitational force

Solar system

Food chains

Diffusion

Ecosystems

Energy resources

Density and pressure

Levers and Moments

 

Year 8

Scientific skills

Cell organisation

Speed

Elements & compounds

Motion graphs

Body systems

Naming compounds

The Periodic table

Gas exchange

Magnetic force

Respiration

Acid reactions

Current and magnetism

Diet

Electric charge and static electricity

Digestive System

Oxidation and reduction

Power

Skeleton and movement

Energy in chemicals

Waves

British Science week activity

Health and disease

Variation

Earth resources

Photosynthesis

The atmosphere

Light

Natural selection

Sound

Biodiversity

Rates of reaction

Rock cycle

Ceramics, polymers, composites

Year 9

CB1 - Key Concepts in Biology 

 

"CC1 - States of Matter 

"

CC2 - Methods of Separating and Purifying Substances 

CP1 - Motion 

CB2 - Cells and Control

CP3 - Conservation of Energy 

"CB5 - Health, Disease and Development of Medicines 

"

CC3 - Atomic Structure

CC4 - Periodic table

CP2 - Forces and motion 

 

CC5 - Ionic Bonding 

CC6 - Covalent Bonding

Year 10

CC7 - Types of substance

CP3 - Conservation of Energy 

CB3 - Genetics

CB4 - Natural Selection and Genetic Modification 

CC8 - Acids and Alkalis

CC9 - Calculations involving Masses

CC10 - Electrolytic Processes 

CC11 - Obtaining and Using Metals

CC12 - Reversible Reactions and Equilibria 

CP6 - Radioactivity 

CB6 - Plant Structures and their Functions

CC13 - Groups in the Periodic Table 

CP12 - Particle Model

CP7 - Energy - Forces doing work 

CP8 - Forces and their Effects

Year 11

CB9 - Ecosystems and material cycles 

CC16 - Fuels

CP13 - Forces and Matter 

CB8 - Exchange and Transport in Animals 

CC17 - Earth and Atmospheric Science 

CP9 - Electricity and Circuits 

 

CB7 - Animal Coordination, Control and Homeostasis

CC14 - Rates of Reaction

CC15 - Heat energy changes in reactions

CC12 - Reversible Reactions and Equilibria

CP10 - Magnetism and the Motor effect

CP11 - Electromagnetic Induction

 

Separate Science

Biology

Autumn

Spring

Summer

Year 10

SB1, SB2, SB5 (revision and separate only sections)

SB3 - Genetics

SB4 - Natural selection and genetic modification

SB8 - Exchange and Transport in Animals

SB6 - Plant Structures and their Functions

Year 11

SB7 - Animal Coordination, Control and Homeostasis

 

SB8 - Exchange and Transport in Animals

SB9 - Ecosystems and Material Cycles

 

 

Chemistry

Autumn

Spring

Summer

Year 10

SC7 - Types of substance

SC8 - Acids and alkalis

SC9 - Mass calculations in chemistry

SC14 - Quantitative chemistry

SC10 - Electrolysis

SC16 - Electrolysis, Fuel cells

SC11 - Obtaining and using metals

SC19 - Heat energy changes in reactions

SC12 - Reversible reactions and equilibria

SC15 - Dynamic equilibria, calculations involving volumes of gases

Year 11

SC17 - Groups in the Periodic table

SC13 - Transition metals, alloys and corrosion

SC20 - Fuels

SC21 - Atmosphere

SC22 - Hydrocarbons

SC23 - Alcohols and carboxylic acids

SC24 - Polymers

SC18 - Rates of reaction

SC25 Qualitative tests

SC26 nanoparticles

 

 

Physics

Autumn

Spring

Summer

Year 10

SP3 - Conservation of energy

SP8 - Energy Forces doing Work

SP4 - Waves (revision / separates material)

SP5 - Light and the EM spectrum (revision / separates material)

SP6 - Radioactivity.  


 

SP7 - Astronomy

Year 11

SP10 - Electricity and Circuits

 

SP9 - Forces and their Effects

SP14 - Particle model

SP15 - Forces and Matter

SP12 - Magnetism and the Motor Effect

SP13 - Electromagnetic Induction

SP11 - Static Electricity

 

Spanish

The MFL Department contributes to the whole school curriculum intent by:

  • Fostering pupils’ curiosity and deepening their understanding of the world and of Spanish culture.

  • Ensuring a “languages for all” approach to teaching all abilities

  • Enabling pupils to express their ideas and thoughts in another language

  • Providing opportunities for them to communicate for practical purposes

Students at Seaham High School study Spanish and can go on to do Spanish AQA GCSE. 

In KS3 we follow the Viva Pearson Activelearn scheme of learning.

In KS4 we follow the AQA GCSE 2 year course where students learn content on the following themes and topic areas:

Theme 1: Identity and culture

Theme 2: Local, national, international and global areas of interest

Theme 3: Current and future study and employment

 

Autumn

Spring

Summer

Year 7

All About Me

Free Time

Life at School

Family and Friends

Year 8

Holidays

Technology

Food and Drink

Year 9

Celebrations and Festivals

Jobs and future aspirations

Healthy Living

Year 10

Module 1 - Holidays

Module 2- School

Module 3- Family and Technology

Module 4- Free time

Year 11

Module 5- My town

Module 6- Healthy Living and social issues

Module 7- Jobs

Module 8- Global issues and Environment

 

Technology

The Key Stage Three Design and Technology curriculum aims to equip students with practical and creative skills in the fields of domestic and industrial contexts. Through hands-on activities, students will learn how to design and make products using various technologies. The curriculum also emphasises the importance of questioning the application of these technologies in society. The goal is to foster confident learners who possess both technical and practical expertise. Literacy and numeracy are integrated across all lessons through the use of T4W strategies. The department also links students with potential careers and supports staff well-being. The curriculum prepares students to meet the national Key Stage Three Design and Technology standards and succeed in Key Stage Four.

 

Autumn

Spring

Summer

 

Year 7

Food (Crumble, Pasta Salad and Chicken Goujons)

  • Healthy eating 

  • Fermentation (Bread)

  • The eat-well guide

  • Knife skills

  • Hazards

  • Hygiene

  • Safe chopping techniques 

  • Selecting and preparing ingredients 

  • Cooking a range of savoury dishes 

  • Different cutting techniques (Bridge, Claw, Slice, Dice and Chop)

  • Using measuring equipment accurately

  • Reading and using a method accurately 

Graphics - Pop-Up Card

  • Design Brief

  • Design Ideas

  • Levers

  • Mechanisms 

  • Types of motion

  • Designer study - Robert Sabuda and Matthew Reinhart

Construction - Block Bot

  • Joining methods 

  • Drilling 

  • Cutting

  • Machine Safety

  • Classification of Timbers

  • Joining using screws 

  • Health & Safety

  • Types of wood finishes

  • Sanding using a belt sander and different grades of sandpaper. 

  • Safe working practises Risks and control measures

CAD - Picture frame 

  • CAD (2D design)

  • CAM (Laser Cutter)

  • Design Brief

  • Specification

  • Ergonomics

  • Types of Boards

Graphics - Drawing Skills 

  • Technical drawing tone & Shade

  • Isometric

  • One Point Perspective

  • Work of other designers


 
 

Year 8

Food (Tomato Pasta, Mushroom Stir Fry and Chicken Wrap)

  • Intolerances 

  • Dietary needs Macro/micronutrients 

  • Function of ingredients raising agents 

  • Sensory properties of food 

  • Carbon footprint

  • 4C’s

  • Safe chopping techniques (Sauté, Baton, Julienning and Brunoise)

  • Simmering (Toffee Sauce)

  • Cooking a range of savoury dishes 

  • Using measuring equipment accurately. 

  • Selecting and preparing ingredients 

  • Creating and adapting a recipe 

  • Use and reading of a temperature probe 

  • Reading and using a method accurately 

  • High Risk foods

  • Sensory analysis 

  • Presentation skills

Electronics - Pop Art Lamp 

  • Creative design using design influence of Pop-Art

  • Soldering

  • Electronic components

  • Cutting with a tenon saw and a coping saw 

  • Marking out accurately

  • Analysis of manufacturing techniques

  • Working drawing production

CAD - Key ring

  • Develop and communicate design ideas. 

  • CAD (2D design)

  • CAM Laser cutter

  • Using card modelling to solve problems 

Graphics Movie Point of Sale 

  • Design Brief

  • Develop and communicate design ideas

  • CAD use of vector graphics

  • Measuring and marking out accurately

  • Craft Knife skills

  • Model analysis skills using craft knife, cutting mats and safety rules

Graphics Drawing Skills

  • Develop and communicate design ideas. 

  • Modelling and problem solving Soldering

  • CAD (2D design)

  • CAM Laser cutter

  • Developing ideas using the work of other designers 

  • The functions of electronic components 

  • Investigate new and emerging technologies 

  • Mathematical modelling

  • Technical drawing 

 

Year 9

Food (Pizza, Sausage/Cheese Roll, Cheese Triangles, Breadbuns, Fruity Flapjack, Fajita, Chicken chow mein and Tea Cake Challenge)

  • Temperatures/ storage of food 

  • Allergies and intolerances 

  • Cross contamination 

  • Fermentation (Yeast)

  • Gluten 

  • Raising agents 

  • Gelatinisation 

  • Carbohydrates 

  • Food waste and packaging 

  • Food Labelling

Construction - Upcycle Pallet

  • 6Rs

  • Joining methods of woods

  • Workshop safety 

  • Specialist tool and machinery names. 

  • Developing ideas using the work of others

  • Health & Safety

  • Key tools and equipment 

Construction - Recycled Clock

  • 6Rs

  • Joining methods of woods 

  • Type of recycled materials

  • Developing ideas using the work of others

  • Types of finish 

  • Computer aided design skill in 3D - Sketchup

CAD - Spotify Stand

  • Quantity production -QA in production (Jigs and moulds) 

  • Classification of plastics.

  • CAM Laser cutter and Vinyl cutter

  • CAD (2D design)

  • New and emerging technologies

Graphics - Drawing Skills 

  • Isometric

  • One point perspective

  • Two point perspective

  • Model analysis skills using craft knife, cutting mats and safety rules

  • Prototype modelling skills 

  • Creative design using design influence of Macintosh/Art Nouveau

Construction - 3D 

  • CAD 2D Design

  • 3D Sketchup skills

  • Modelling architectural plan views

  • Develop and communicate design ideas

Travel & Tourism

The BTEC Travel & Tourism program is designed to provide students with a comprehensive understanding of the travel and tourism industry. It covers a range of topics including global destinations, the role of tour operators, the impact of tourism on destinations, and customer service. The program is practical in nature and focuses on developing the skills and knowledge necessary for a career in travel and tourism. Students will participate in hands-on activities, group projects, and simulations to gain a deep understanding of the industry. The BTEC qualification is highly regarded by employers and is an excellent foundation for further study or a career in travel and tourism. This program is ideal for students who have a passion for travel, a love of culture and diversity, and a desire to understand the impact of tourism on the world.

 

Autumn

Spring

Summer

Year 10

Unit 1 The UK Travel and Tourism Sector.

External 60 minute Exam.

Unit 1 The UK Travel and Tourism Sector.

External 60 minute Exam.

This looks at how tourism contributes to the economy from both Uk residents and overseas visitors. It also covers the wide range of jobs in the industry.

Unit 2 UK Travel and Tourism Destinations.

(Internal Assessment)

This unit shows the wide variety of holiday destinations in the Uk from beach to countryside to city centres. It also covers the attractions that bring the most money into the UK.

Year 11

Unit 3 The Development of Travel and Tourism in the UK. 

(Internal Assessment)

This unit looks at how the travel industry has changed and adapted in the Uk.

Unit 4 International Travel and Tourism Destinations. 

(Internal Assessment)

This unit will see you researching and planning holiday destinations around the world and matching holidays to a different range of customers.

Samples will be sent off for external verification.