QES_Our-Curriculum_2023/24

OurCurriculum

Thispublicationprovidesacomprehensiveguide tothecurrentcurriculumatQueenElizabeth’sSchool.

Eachsubjectsyllabusiscarefullychoseninordertoprovideboys withanacademicprogrammethatisatonceintellectuallyrigorous andexciting.Thecurriculumincludestraditionalapproachesand ‘hard’subjects,whileatthesametimefullyembracinginnovation wherethatisappropriateandworthwhile.Inshort,weofferabroad andbalancedcurriculum.

ThroughitandthroughourextensiveAcademicEnrichmentprogramme, weseektonurtureaspiritoffree-thinkingscholarshipinalltheboys duringtheirtimeattheSchool.Ouraimisthatbythetimetheyleave, notonlywilltheyhaveacquiredathoroughmasteryofthecurriculum materialfortheirsubjects,butwillalsohavedevelopedhabitsof intellectualcuriosity,witheachboyhavingtakenadvantageofthe manyopportunitiesweofferbeyondtheclassroomtopursuehis ownacademicinterests.

NeilEnright,Headmaster QueenElizabeth’sSchool

Foraguidetotheethosandthinkingbehindtheteachingineachacademicdepartment,see thefacultysectionsof ourwebsite’s AcademicProgrammemenu.Thismenualsoincludesan introductiontoour AcademicEnrichment programme.

Art

ArtatQEfocuseson‘fineart’,whichmeansexpressingourselves andourresponsestotheworldaroundusforpersonalfulfilment ratherthanpracticalfunction.However,theaimisthattheskills developedcanbeappliedtoawiderangeofotheraspectsofart anddesign,andthatthesemaybetakenupinhighereducation forpracticaldegreecoursessuchasArchitecture,GraphicDesign, Film,ProductDesignorFashionandTextiles.

Essentially,weencourageanopen-endedprocessofexperimentationwith materialsandideas,yetonethatisrootedinfundamentalprinciplesaboutspace, formandstructure.Developinganappreciationofthepracticesofartistsandof movementsinartpastandpresentgoeshandinhandwithpracticalwork.Weaim todeliverprojectsthatgiveallboystheopportunitytoexperienceArtinafulfilling andmeaningfulway,irrespectiveofnaturalability.Lessonsaredesignedtoprovide asupportivestructure,whileallowingopportunityforindividualinterpretationand personaldirection.LowerSchoolprojectsdevelopconceptsthatarerevisitedand developedtoahigherlevelatGCSEandfurtheratA-level.Cross-curricularlinks areexploredateveryopportunity,sothatknowledgeandunderstandinggained inrelationtoArtcanbeappliedtoarangeofothercontexts.

LowerSchoolArt:Years7–9(KeyStage3)

TheLowerSchoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments (inwritingandorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problem-solvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Specifically,theArtcurriculum willdevelopthesepracticalskills

• Sensitivityandcontrolusingtoolsandmaterials

• Experimentationwithmaterialsandtechniques

• Explorationideasandrecordingexperiences

• Developmentofideas

• Refiningtechniquesandmedia

• Digitalmedia

• Proficiencyinthehandlingofdifferentmaterials

• Observationaldrawing–understandingform

• Photography

• Photoshop

• Basicvisualelements–line,shape,toneandcolour

• Developingsensitivityinthewayformsarerecorded andobserved.

• Experienceofboth2Dand3Dapplication

KnowledgeandUnderstanding

• Analysisandevaluation

• Assessingthevisualimpactorapplications oftheirwork

• Recognitionandunderstandingofhowarthas meaningandcontextandisnotjust‘artforart’ssake’.

• Encouragingthedevelopmentofone’simagination andunderstandinghowthefunctionofaccessing animaginationenrichestheworldweinhabit

• Criticalandcontextualunderstanding–criticalthinking

• Culturalcontext

• Contemporaryartissuesincludingidentity

Theopportunitytosupport,encourageandpromotecreativity iswhyIbecameateacher;Iconsidermyselfveryfortunate toworkinaschoolthatvaluescreativitysohighly.Helping toequiptheboyswiththeskillsandunderstandingtorecord andinterpretthevisualworldaroundthemisbothexciting andrewarding.

MrCraigWheatley,HeadofArt

LowerSchoolArt:Years7–9(KeyStage3)

Year7

AbstractWorlds

Foundation,IntroductiontoArt

Basicexercises–exploring materials,techniques,including anintroductiontocolourtheory.

Line,shape,andpattern

Developingpatternsthatexplore determinacyandindeterminacy –focusingupontribalrugs,maps, depthofspace.

Exploringweaving,through drawingandmixedmedia, repetition,andtessellation.

FocusingonShoowatextiles, AnniAlbers,SoniaDelauney andLouisaChambers.

PhotographyandPhotoshop, IntroductiontoStructuresinthe urbanworld.

Focusinguponthephotography ofHelinBinet,LewisBaltz,Lazzio Moholy-NagyandAndreKertesz. Usingphotographyand Photoshoptoexplorelayering andpattern.

Exploringcolourthroughprinting andpainting.Blockprinting, Shoowatextiles,AnniAlbers.

Exam–GraphicScoresand AbstractCompositions,linking toMusic.

Year8

DystopianEnvironment

Lookingattheworldaroundus andtheenvironmentalimpactwe arehaving.Pupilswillbe encouragedtomakedirect primaryobservationalstudies,as wellasdevelopingtheirabilityto recordfromsecondarysources. MichaelLandy,EdwardBurtynsky, AnselmKieferandJohnVirtue.

Observationaldrawingofweeds, plasticbags,brokenobjects,and landscapes.

Expandingunderstandingofthe creativeindustries–visittoWarner BrosStudio.Lessonandtourat theWarnerBrothersStudio, focussingontherangeofcreative industriesinvolvedinthemaking oftheHarryPotterfilms. Highlightedpathways–Special andVisualEffects,Costumeand Fashion,GraphicDesign, Architecture,Illustration,Set Design,Model-Making,StoryBoarding/Animation,PropDesign, ConceptArt,Cinematography.

Respondingtothevisit,pupils experimentwithwhitecard/paper setmodels,storyboardingand costumedesign.

Exam– DystopianEnvironments ConceptArt/Storyboard/Set Design.

GCSE:Years10–11(KeyStage4)

Pleasefollowthelink: AQAArt&DesignGCSE(FineArtoption)

A-level:Years12–13(KeyStage5)

Pleasefollowthelink: AQAArt&DesignAS&A-level(FineArtoption)

Year9

HumanIdentity

Whoarewe?Whatshapesour identity?Whatiscultureand civilisation?Howhashuman identitybeenvisuallyrepresented andshapedinhistory?Nan Golding,ThomasRuff,Julian Opie,BarbaraKruger,GrecoRomanesquesculpture, museumartifacts,selfies.

Graffiti/Doodle–freeassociation Urbanart,tribalart.David Shillinglaw,A.J.Purdy. Photography-TheSelfie.Traced Drawing,SquaringDrawing.

ConstructedHead–Geometric Drawing–Asymmetry–Machine Head/Man–Machine.Naum Gabo,Constructivism,Futurism, ScienceFiction,Metropolis.

MixedMediaHead–multilayered,collagesreflectingthe complexnatureofouridentities. PopArt–RichardHamilton Justwhatisitthatmakestoday’s homessodifferent,soappealing? –Updateandpersonalised Photomontage–politicalsatire, Surrealism,Dada,Raul Haussmann,HannahHoch.

Typography–printedwords–lino cut–Dada.iPadwork–Procreate –JulianOpieIconicfashion–Conversedesign

Exam– ExpressiveHeads –linking toEnglishtext Frankenstein.

Economics

Economicsliesattheheartofmodernsociety,intersectingthevery differentworldsofgovernmentandbusiness.Alwayscurrentand relevant,itisconstantlychanging–alivingsubject–whichmakes itbothinterestingandchallenging.

TheEconomicsDepartmentoffersGCSEEconomicsinYears10and11and A-LevelEconomicsintheSixthForm.WhetheratGCSEoratA-level,weaim tostretchmoreablepupilstoexplorethesubjectbeyondthesyllabusspecification, whilealsoensuringthatallboysaregainingtheunderstandingneededtomaster thesyllabus.PupilsareencouragedtopursueEconomicsatdegreelevel,whether onPureEconomicscoursesorcombinedwithanothersubject.

ThroughstudyingEconomics,boysdevelopskillsinindependentlearningandin analyticalandcriticalevaluation,whichtheywillbeabletoapplyatthenextstage oftheirstudies.

WeseektocultivateaspiritofcuriositythatextendsintoareassuchasPolitics, Geographyandsocialbehaviour:pupilscanthenusethisknowledgeinconsidering currentaffairs,exploringthereal-worldapplicationofeconomictheory.

TechnologyisincreasinglybeingusedbytheEconomicsdepartmentinorderthat boyscanuseelectronicnotes,videosandresearchsitestostudyeconomictheory independently,whilstinclasswefocusonitsapplication,ontheunderstanding ofcurrenteconomicissuesandonexaminationtechnique.

GCSE:Years10–11(KeyStage4)

Pleasefollowthelink:

OCREconomicsGCSE(9-1)(J205)

A-level:Years12–13(KeyStage5)

Pleasefollowthelinks:

PearsonEdexcelAS-levelEconomics(8ECO)

PearsonEdexcelA-levelEconomics(9ECO)

English

OuraspirationforthestudyofEnglishisthatitshouldofferboysa wayofunderstandingpeople,withalltheiremotionsandmotivations; ofunderstandingourcountryanditsvastliteraryheritage;andof understandingthewiderworld,withitsdiverseinter-relationships andmodesofcommunication.

Literaturestartswithplotandcharacter,butweshowpupilsthatthereisalsoacraft behindtextsthatwecanenjoystudyingandusetounderstandtheworldaroundus. Welookathowtextsarewritten,thechoicesthatwritersmakeandhowcomparisons canbemadebetweenvariousapproaches.Webelievethattextsshouldnotjustbe readonapage;the‘performancetext’isacrucialpartofwhatwedo.Wearekeen forpupilstolearnabouttextsthroughcreativeexploration,andteachersbalance closetextualanalysiswithavarietyofimaginativetasksdesignedtoenhance enjoymentandunderstanding.ShakespeareisstudiedintheLowerSchool, atGCSElevelandintheSixthForm.

Ourprioritiesincludeenablingourboystobecomeexcellentcommunicatorsofthe spokenword.Englishlessonsarebasedontheessentialityofdiscussinganddebating issuesateveryopportunity.Thataimextendstoallpupils:wehelpthosewhodo notnecessarilyseethemselvesasthewitorentertainerinagrouptofindtheirlevel, tobecomemoreconfidentandtocommunicateverballyinawaythatsuitsthem.

LowerSchoolEnglish:Years7–9(KeyStage3)

ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments(inwriting andorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problemsolvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Specifically,theEnglishcurriculumwilldevelop

• Anenthusiasmandenjoymentforallaspects ofEnglish,includingthereadingofchallenging literature,writingcreativelyandpurposefully, andspeakandlisteninginformatively.

• Theabilitytomakeinferencesandappreciatethewider implicationsofandconnectionswithinliterarytexts.

• AccesstothefullrangeoftextsintheEnglishcorpus, fromShakespearetocontemporarytexts.

• Astrongbackgroundinspelling,punctuation, andgrammar.

• Theabilitytocommunicateinarangeofdifferent formsandstyles,rangingfromformalessaysto projectbasedlearning.

• Independenceofstudythroughnote-taking, particularlywhenconcurrentlyengagingin oraldiscussion.

LowerSchoolEnglish:Years7–9(KeyStage3)

Autumn1

Non-fictionreading

Usingautobiography toestablishasense ofpersonalidentity.

19th Century

LiteraryHeritage

AChristmasCarol, CharlesDickens.

SpokenLanguage Developingdebatingskills throughoralandwritten practice

Poetry

Exploringexperiences ofchildhood

21st CenturyDrama

Exploringthecharactersand stagecraftof TheEmpress byTanikaGupta.

DiverseShortStories

Exploringthemodern worldthrougharange ofdiversevoices.

GCSE:Years10–11(KeyStage4)

Pleasefollowthelinks:

OCREnglishLanguageGCSE(J351)

OCREnglishLiteratureGCSE(J352)

A-level:Years12–13(KeyStage5)

Pleasefollowthelink:

OCREnglishLiteratureA-level(H472)

20th CenturyFiction

Exploringcharactersand characterisation.

Shakespeare

Anintroductionto Shakespearethrough Othello

SpokenLanguage Developingskills indiscussionand collaborativedialogue.

Poetry

Exploringtheworkand themesofCarolAnnDuffy.

Non-fictionreading

Developing analytical readingskillsthrough natureandtravelwriting.

20th CenturyFiction

Applyingcriticalliteracy skillstomodernnovels fromdiversevoices.

CreativeWriting

Developingtechnicalability andpersonalvoicethrough creativewriting.

Shakespeare Athematicexploration of Macbeth

Non-fictionwriting

Furtherdevelopmentof writingskillsforaudience, impact,andpurpose.

Poetry

Exploringhumanity’s relationshipwiththe naturalworld.

19th Century

LiteraryHeritage

ExploringtheGothic throughaseriesof shortstories.

19th Century

LiteraryHeritage

Developingfurther understandingoftheGothic throughMaryShelley’s Frankenstein

French

Melodiousandrich,Frenchis,withgoodreason,calledthelanguage oflove,butitisalsovibrantandmodern–thechosenmedium ofmanyoftheculturalandcommercialélitesofthe21stcentury.

ItwasforcenturiesthearistocratictongueemployedintheEnglishand otherEuropeancourts;Frenchtodayremainsanofficiallanguageofthe UnitedNations,theEuropeanUnion,UNESCO,NATO,theInternational OlympicCommittee,theInternationalRedCrossandinternationalcourts. Itisforthesereasonsthatourlowerschoolcurriculumaimstoencourage aloveanddevelopapassionforthecultureandlanguageoftheFrench speakingworld.

FranceisakeyeconomicpartnerfortheUK:learningFrenchopensdoors forjob-seekersinFranceitselfandinSwitzerlandandBelgium,too.

FacilityinFrenchisanessentialskillforpupilsinterestedinstudyingat leadingFrenchuniversitiesandbusinessschools,whicharerankedamong thetophighereducationinstitutionsinEurope.Moreover,theFrancophone worldextendswellbeyondtheContinent:thereareopportunitiesinCanada, whileFrenchisanofficiallanguageinhalfofthetenfastest-growing countriesinAfrica.

GCSE:Years10–11(KeyStage4)

Pleasefollowthelink:

AQAFrenchGCSE(8658)

A-level:Years12–13(KeyStage5)

Pleasefollowthelinks:

AQAFrenchAS-level(7651)

AQAFrenchA-level(7652)

LowerSchoolFrench:Years7–9(KeyStage3)

ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments(inwriting andorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problemsolvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Describingyourselfand others

Specifically,theFrenchcurriculumwilldevelop PracticalSkills

• Inferenceofmeaning

• Criticalthinking

• Communicationskills

• Activelisteningskills

• Activereadingskills

• Applyingparadigmstonewknowledge

• MetalanguageforLanguagelearning

• Patternrecognition

• Creativewriting

• Abilitytorecognisesoundpatterns

• Memorisationtechniquesandstrategies

• Researchskills

• Abilitytotranslateandrendermeaningwithaccuracy

• KnowledgeoftheFrenchspeakingworld,itsculture andhistory

• Globalcitizenship

Freetime–Activities (presenttense)

Whereyoulive

Hobbies

Talentshow Culturalproject

Professionsandfuture plans/ambitions

Holidays(conditional tense)

Rightsand responsibilities

GCSEbridgingproject

Geography

Geographyisabroad-basedsubject.Itisinherentlymultidisciplinary inaworldthatincreasinglyvaluespeoplewhohavetheskills neededtoworkacrossthephysicalandsocialsciences.AtQE, boysareprovidedwithanexpansivegeographicaleducation thatisup-to-dateandrelevant;theythuslearntorecognise thevalueofGeographyintacklingmanyofthechallenges theworldcurrentlyfaces.

Weaimtoengenderaspiritofenquiry,nurturinginpupilsanunderstanding andappreciationofthediversityofEarth’sphysicalandhumanenvironments, andtheinterrelationshipsbetweenthem.Geographythusteachesboys aparticularwayofviewingtheworld,enablingthemtoconsiderissues fromaholisticperspectiveandtoreflectupontheirownplaceinsociety –ontheirvalues,theirrightsandtheirresponsibilitiestowardsother peopleandtheenvironment.

LowerSchoolGeography:Years7–9(KeyStage3)

ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments (inwritingandorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problemsolvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Themesexploredinthelowerschool:

MyplaceintheWorld

Developingmappingskillsandasense ofplace.

Weatherandclimate

Describingandexplainingclimates andextremeweatherevents.

GlobalSociety

Exploringhumanprocessesand systemsandhowtheychange bothspatiallyandtemporally.

Specifically,theGeographycurriculum willdevelop

Geographicalskills

• Cartographic

• Constructingevidencedarguments

• Decisionmaking

• Fieldwork

• GeographicalInformationSystems(GIS)

• Graphical

• Numericalandstatistical

• Synoptic/holisticthinking

Geographicalconcepts

• Attitudesaffectactions

• Causation(long/shortterm,trigger/background)

• Change(spatial,temporal)

• Interconnectionsandinterdependency

• Nature-societyinteractions

• Place

• Players,powerandperspectives

• Scale(local,national,international,global)

• Sustainability

• Systemsandfeedback

Geographicalknowledge

• Locationalknowledge

• Processesinphysicalandhumangeography

• Contemporarygeographicalissues (includingclimatechange,environmentalchallenges facingecosystemsincludingtheoceans,resource management,migration).

Changinglandscapes

Exploringphysicalprocessesandsystems, howtheychange,andhowpeopleinteract withthematarangeofscalesandina rangeofplaces.

EcosystemsoftheWorld

Exploringphysicalprocessesandsystems innamedbiomesandhowpeopleinteract withthem.

Globalissues

Investigatingcontemporary geographicalissues.

LowerSchoolGeography:Years7–9(KeyStage3)

Year7

Theme

Year8

Year9

MyWorld InvestigatingtheUKand theprocessesthatshape ourcountry

MappingtheUK

Howcanyoudescribe whereyouare? 2

Rivers Whyarerivers important? 3

ChangingWorld Investigatingthe processesthat changeourworld

ClimateChange

FutureWorld Investigatingwhat ourworldmaybe likeinthefuture 1

Howisourclimate changing?

Coasts

Whatisshaping ourcoastlines?

Development Willthedevelopment gapnarrow?

Tectonics

Howaretectonicforces changingourworld?

Population Wholiveshere?

Migration Whydopeoplemove betweenplaces?

WeatherandClimate

TropicalRainforests Aretropicalrainforests importanttoour planet’sfuture? 4

Whatdetermines ourweather?

Settlements

Oceans

Howareouroceans changingandwhy doesitmatter?

GeographyofFood

UrbanChallenges

Superpowers Whichcountrywillbe themostpowerful inthefuture? 5

Howandwhydoour settlementsdiffer?

Temperate DeciduousForests

Whatareweeating andwhy? 6

WhatistheUK’s biomelike?

GCSE:Years10–11(KeyStage4)

Pleasefollowthelink: AQAGeographyGCSE(8035)

A-level:Years12–13(KeyStage5)

Pleasefollowthelink: PearsonEdexcelA-levelGeography(9GEO)

SustainableLiving

Areourlifestyles sustainable?

UrbanChallenges

German

SpokenasanativetonguebymorepeoplethananyotherEuropean language,Germancontinuestoplayanimportantroleinmany academic fields,and figuresfromGermansocietyhavelongbeen significantinboththeartsandthesciences.TheGermancurriculum, therefore,aimstointroducestudentstothelanguageandculture oftheGermanspeakingworldandenthusestudentsaboutit.

Twenty-twoNobelPrizesinPhysics,30inChemistryand25inMedicinehave beenawardedtoscientistsfromGerman-speakingcountries.AndGerman wasspokenbysuchluminariesasGoethe,Marx,Nietzsche,Kafka,Mann, Brecht,Mozart,Bach,Beethoven,Mendelssohn,Schubert,Brahms, Schumann,WagnerandMahler–tonamejustafew.

TheGermaneconomyiseasilythelargestinEuropeandGermanyistheworld’s second-largestexporter,withanenviablereputationbothforinnovationand forexcellenceinengineeringandotherfields.

LowerSchoolGerman:Years7–9(KeyStage3)

ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills:

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments (inwritingandorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problemsolvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Meandmypossessions

Familyandpets

Freetimeactivities

Schoolandeducation

Travelandholidays

Culturalproject

GCSE:Years10–11(KeyStage4)

Pleasefollowthelink: AQAGermanGCSE(8668)

A-level:Years12–13(KeyStage5)

Pleasefollowthelinks:

AQAGermanAS-level(7661)

AQAGermanA-level(7662)

Specifically,theGermancurriculum willdevelop:

• Inferenceofmeaning

• Criticalthinking

• Communicationskills

• Activelisteningskills

• Activereadingskills

• Applyingparadigmstonewknowledge

• MetalanguageforLanguagelearning

• Patternrecognition

• Creativewriting

• Abilitytorecognisesoundpatterns

• Memorisationtechniquesandstrategies

• Researchskills

• Abilitytotranslateandrendermeaningwithaccuracy

• KnowledgeoftheGermanspeakingworld,itsculture andhistory

• Globalcitizenship

Healthyliving

Media

Holidays

Holidays

Goingout

Culturalproject

Year9

Rolemodels

Music

Ambitionsandfuture plans

Childhoodandpast

Rightsandduties

Culturalproject

History

Historyisastudyofthepeopleandoftheworldaroundus;human beingsmayhavebeenbornindifferentcontextsanddifferenteras, buttheyhadthesamehopes,dreamsandfearsasmenandwomen alivetoday.Inourcomplex21st-centuryworld,recognisingcontinuity canhelpusseetowardsthefutureandbetterunderstandourselves.

AtQEweseektodevelopcriticalthinkingandwritingskills,trainingboysto formanddefendtheirownviewpointsandbroadentheirintellectualhorizons. Thesearecrucialfordealingwiththeworldaroundus–forsiftinginformationto distinguishbetweenopinionandfactandtoidentify‘fakenews’.ThereforeatQE weencouragepupilstobecomelifelonglearnersandforanythingthatrequires intelligent,analyticalandflexiblethinkers.

Learningaboutthedepthstowhichhumanityhassunkcanbedifficult,justas discoveringthegreatfeatsmankindhasaccomplishedcanlifthopeforthefuture. Byteachingpupilsaboutboth,wehelpthemunderstandwhatitistobecitizens oftheworldandencouragethemtoseebeyondthemselves.Thestudyofhistory contributestothedevelopmentofinformed,tolerantandrespectfulyoungadults whounderstandtherootofpeople’sdifferencesandthecontextualnatureofthe currentworld,andwhoareabletoseethingsfromdiverseperspectives.

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Ilovehowhistoryallowsyouagreaterunderstandingof humannatureandencouragesagreatersenseofempathy andresponsibilitytoothers.Itgivesyouasenseofthe worldaroundyou,andyourplacewithinit.

MrsHelenEdmunds,HeadofHistory

LowerSchoolHistory:Years7–9(KeyStage3)

ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills:

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments (inwritingandorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problemsolvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Specifically,theHistorycurriculum willdevelop:

Historicalskills

• Sourceinference

• Sourcereliability/utility

• Differencebetweendescriptionandanalysis

• PEEL

• Constructingandcritiquinganargument

• Vocabularyandliteracy

• Evaluatinginterpretation/convincingness

Historicalconcepts

• Periodisation/time

• Anachronism

• Change

• Nationalidentity

• Society

Historicalknowledge

• Britishhistory

• Worldhistory

• Changeandcontinuity

AncientAfricankingdomsand AncientRome–Government, society,religion/culture,identity andtechnology.

MedievalEuropeandBritain –Government,society,religion/ culture,nationalidentity,technology

ModernBritainandtheriseof America–Government,society, religion/culture,nationalidentity, technology

Peasants’revolt

Reformation

Englishcivilwar

Frenchrevolution

Industrialrevolution

Suffragettes

Historicalenvironmentstudy–The historyofQueenElizabeth’sSchool Civilrights

GCSE:Years10–11(KeyStage4)

Pleasefollowthelink:

AQAHistoryGCSE(8145)

A-level:Years12–13(KeyStage5)

Pleasefollowthelink:

AQAHistoryAS&A-level(7041&7042)

WorldWarOneandsociety

WorldWarTwoandsociety

ColdWar(GCSE)

Latin

Alongwiththeknock-onbenefitsforothersubjects,(inparticular, modernforeignlanguagesandEnglish),thestudyofLatinisdeeply rewardinginitself.SinceLatinisadeeplylogicallanguage,itsuits peoplewithamathematicalmind-setasmuchasthosewithanatural flairforlanguages.Asanintellectualexerciseitcanbechallenging butalsogreatlystimulatingforstudents.

LatinalsoprovidesafantasticintroductiontotheClassicalWorld.Itiswonderful foryoungerstudentstobeintroducedtoaworldofgladiatorsandlegionaries, todiscoverRomanBritainandgreatfigureslikeCaesarandNero.Latinclasses canengenderafascinationwithHistoryinstudentsthatcantaketheminall kindsofinterestingdirections.Forolderstudents,theintroductiontoLatin literaturecanberevelatory.

AtQueenElizabeth’s,wehavebeenusingtheCambridgeLatinCoursebutin2022, wewilltransitiontoanewtextbookcalled Suburani.Bothtextbooksareawonderful resourcetoteachcomprehensionoftheLatinlanguageforreadingpurposes, andsecondly,todevelopanunderstandingofthehistoryandcultureofRoman civilisation.

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I findthegrammarrulesespeciallyinteresting; it’strueforallthelanguagesI’mstudying. I’mlearningtopayattentiontotheconjugation ofverbs,sothesentencemakessense.

TroyPena, Year13

LowerSchoolLatin:Years7–9(KeyStage3)

ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills:

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments (inwritingandorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problemsolvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Book1(chapters 1–2)

Thepresenttenseand basicsentencestructure LifeinthecityofRome.

Book1(chapters2–3) Nominativesand accusatives Entertainmentand festivals.

Spring1

Book1(chapter 4) ‘we’and‘you’/neuter nouns Romanreligion.

Spring2

Book1(chapter 5) Infinitivesandirregular verbs.Romanbaths/ watersupply.

Book1(chapter 6)

Theablativecase Slavery

Book1(chapter 7)

Imperfectandperfect tenses

RomanBritain–Londiniumandinvasion bytheRomans.

Specifically,theLatincurriculum willdevelop:

• Inferenceofmeaning

• Criticalthinking

• Communicationskills

• Activelisteningskills

• Activereadingskills

• Applyingparadigmstonewknowledge

• MetalanguageforLanguagelearning

• Patternrecognition

• Creativewriting

• Abilitytorecognisesoundpatterns

• Memorisationtechniquesandstrategies

• Researchskills

• Abilitytotranslateandrendermeaningwithaccuracy

• KnowledgeoftheClassicalworld,itscultureandhistory

Year9

Book1(chapter8)

Perfecttense(cont’d) andsuperlatives

RomanBritain–rebellion /theDruids.

Book1(chapters9–10)

Dativecaseandadjectives

Romanarmy/thecities ofStAlbansandBath.

Book1(chapter11) Thegenitivecase Romansandthesea.

Book1(chapter12) Imperativesandthe vocativecase TheGreatFireofRome.

Book1(chapter13) Relativeclauses

Romantowns–thecityof Arles.

Book1(chapter14) Thefuturetense Mosaicsandmining.

Book3(stage21)

Perfectpassiveparticiple RomanbathsinBath

Book3(stage22)

Perfectactiveparticiple Magicandcurses

Book3(stage23) Neuternouns Romanreligion

Book3(stage24)

Subjunctives

Traveland communication

Book3(stage25) Indirectquestions Romanlegionaries

Book3(stage26) Purposeclauses

Moreonthe Roman army

GCSE:Years10–11(KeyStage4)

Pleasefollowthelink:

OCRLatinGCSE(J982)

A-level:Years12–13(KeyStage5)

Pleasefollowthelink:

OCRLatinAS-Level(H043)

OCRLatinA-Level(H443)

|2023-2024

Mathematics

WehopetoinstilinpupilsasenseofwonderathowMathematics explainsphenomenaintherealworld,whilsthelpingthemtobecome moreconfident,resilient,resourceful,creativeandcollaborative,as wellasdevelopingintobetterproblem-solverstoo.Eachyearwereceive anewcohortofYear7studentswhohavebeenselected,inpart,on thebasisoftheirmathematicalability.Theyareenthusiastic,confident andusedtosucceedinginMathematics.Asadepartment,weseeit asourresponsibilitytoensurethattheyremainengagedwiththe subjectandcontinuetoexcelastheyarepresentedwithincreasingly demandingchallenges.

Todothis,weseektodevelopconfidenceandaccuracyintheiruseof mathematicallanguageandtechniquestoproducesolutionstoproblems. Byrequiringrigourinsuchwork,webuildresilienceandresourcefulness. Creativityisnurturedthroughencouragingboystofindalternativesolutions, andweprovideopportunitiesforthemtocooperateandworkasateam.

Inallofthis,notonlydoweaimtoinculcatethatsenseofwonderand anenjoymentofmathematicaltheoremsfortheirownsake,butalso alife-longloveoflearningMathematicsamongstallourpupils.

GCSE:Years10–11(KeyStage4)

Pleasefollowthelink:

PearsonEdexcelMathematicsGCSE(1MA1)

A-level:Years12–13(KeyStage5)

Pleasefollowthelinks:

PearsonEdexcelMathematicsAS&A-levelMathematics; FurtherMathematicsAS&A-levelMathematics

LowerSchoolMathematics:Years7–9(KeyStage3)

ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments (inwritingandorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problemsolvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Specifically,theMathematicscurriculum willdevelop

Theschemeofworkformathematicsaimstoensure thatallpupils:

• Become fluent inthefundamentalsofmathematics, includingthroughvariedandfrequentpracticewith increasinglycomplexproblemsovertime,sothat pupilsdevelopconceptualunderstandingandthe abilitytorecallandapplyknowledgerapidlyand accurately;

• Reasonmathematically byfollowingalineofenquiry, conjecturingrelationshipsandgeneralisations,and developinganargument,justificationorproofusing mathematicallanguage;

• Can solve problems byapplyingtheirmathematics toavarietyofroutineandnon-routineproblems withincreasingsophistication,includingbreaking downproblemsintoaseriesofsimplerstepsand perseveringinseekingsolutions.

Wealsowantstudentstoenjoymathematicsforitsown sakeandtobuildupresiliencewhenfacingnewchallenges.

Year7

Number –workwithterminating decimals,fractionsandpercentages; understandorderofoperations; establishbasicnumberproperties.

Algebra –workwithcoordinates andhorizontalorverticallines; solvesimplelinearequations;work withlinearsequences.

Geometry –workwithangles andpolygons;calculateareas; performreflections,rotationsand translations;workwithsimple measures(metricandimperial).

Statistics –calculatestatistics anduseandinterpretdiagrams forqualitativeandquantitative discretedata;calculatethe probabilityofsingleevents.

Year8

Number –workwithrecurring decimals,ratio,indicesand standardform.

Algebra –solvelinearequations involvingbrackets,fractionsand unknownsonbothsides;use numericalmethods;workwith quadraticsequences.

Geometry –performrotations, enlargementsandcombined transformations;usePythagoras’ theorem;identifycongruency; calculatevolumes;draw2D representationsof3Dsolids.

Statistics –useandinterpret diagramsforbivariatedata; useandinterpretcumulative frequency;calculatethe probabilityofcombinedevents anduseexperimentalprobability.

Year9

Number –solveproblemsusing skillslearntearlier.

Algebra –usetheformula forastraightline;solvesimultaneous linearequations;solvelinear inequalities;begintounderstand algebraicproof;rearrangeformulae.

Geometry –usetrigonometry; begintounderstandgeometrical proof;workwithcompound measures;identifysimilarity.

Statistics –implementthe handlingdatacycle;identify mutuallyexclusiveand independentevents.

Music

Inalmosteveryculturethroughouthistory,Musichasbeenan essentialpartofthehumanexperience. Itengagestheemotions, stimulatestheintellect,enablesself-expressionandevensometimes providesawelcomeescapefromreality.

AtQE,weaimtoprepareourpupilsforlifelongmusicallearningandappreciation. Throughmeaningfulmusicalexperiences,pupilsdeveloptheircharacter,creativity andculturalawareness.Ourcurriculumisdesignedtonurturepupilsasperformers, composersandinformedlisteners.Theyaretaughthowtoreadandwritemusic, howtoperformexpressivelyandhowtolistencriticallytoabroadrangeofstyles. Outsideoftheclassroom,theyhaveaccesstoawideselectionofensemblesand opportunitiestodemonstratetheirmusicianship.Ourstudentsthrive,both academicallyandpractically,inMusic.

LowerSchoolMusic:Years7–9(KeyStage3)

ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills:

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments (inwritingandorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problemsolvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Autumn1: TheoryofMusic

Autumn2: TheElementsofMusic

Spring: TheBaroquePeriod

Summer: TheClassicalPeriod

Specifically,theMusiccurriculumwilldevelopskills including:

• Performingusinginstrumentsandtheirvoices

• Improvisingwithinstylisticparameters

• Composingwithincreasingtechnicalability

• Listeningandappraising

• Eartraining

• Sight-reading

• Analysisofscoresandrecordings

• Ensembleawareness

Autumn: TheRomanticPeriod

Autumn: FilmMusic

Spring: VocalMusic

Summer: TheBlues

GCSE:Years10–11(KeyStage4)

Pleasefollowthelink:

PearsonEdexcelMusicGCSE(1MUO)

A-level:Years12–13(KeyStage5)

Pleasefollowthelinks:

PearsonEdexcelMusicAS-level(8MUO)

PearsonEdexcelMusicA-level(9MUO)

Spring: Minimalism

Summer: PopularMusic

Philosophy,Religion&Society

ForthePhilosophy,Religion&Societydepartment,thediversity ofourcomplexworld,withitswidearrayofbeliefsystems andworldviews,issomethingtobecelebratedandexplored. Asboysdevelopanappreciationofthatworld,theylearntoengage criticallywithit,nottakingideasforgranted,andtonavigateit withempathy.Pupilsareencouragedtoreflectcarefullyontheirown beliefsinrelationtothosestudied.Theancientmaxim,‘knowthyself’, isaguidingprincipleforhowweexpectboystoengagewithstudies.

Whenteachingatopic,weencouragetheviewthattheremay benoonecorrectanswer–whichdoesnot,ofcourse,mean thattherearenoincorrectanswers.

IntheLowerSchool,weintroduceboystokeyconcepts–lookingatthenature ofphilosophicalenquiry,theanalysisofargumentandcriticalthinkingskills –andtowaysofengagingwithmajorsocietalissues,sotheycanbetter understandtheworldaroundthem.

ThisapproachisdevelopedinYear10,withstudentsworkingonanHPQthroughout theyear.Thisisaresearchproject,assessedbyAQA,whichculminatesinapiece ofextendedwriting.Studentsaretaughtkeyskillsrequiredforindependentstudy, alongsidetopicsfromPhilosophy,ReligionandSociety.

IntheSixthForm,aPhilosophyA-levelisoffered.Pupilsgainanunderstanding ofmajorissuesinPhilosophy,whileuniversity-styleseminarsessionsgive themtheopportunitytoengageindependentlywithcomplexideasandto communicatetheirownunderstandingclearlyandpersuasivelytotheirpeers.

MrJackRobertson,HeadofPhilosophy,Religion&Society

Inbroadeninganddeepeningstudents'knowledgeofother people’sfaithsandworld-views,Ihopestudentscanbetter empathisewiththosewhomayat firstglancehaveradically differentperspectives,andseesuchdifferencesasopportunities forlearningandcelebrationratherthandivision.

LowerSchoolPhilosophy,Religion&Society: Years7–9(KeyStage3)

ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills:

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments (inwritingandorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problemsolvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Worldviewsandcommunities

Religionandspirituality

Humanrights

Introductionto epistemology

Religiouspractices

Inspiringpeople

Year10(KeyStage4)

Specifically,thePhilosophy,ReligionandSociety curriculumwilldevelop:

• Progressiveindependence

• Focusedresearch

• Referencing

• Essay

• Argumentation

• Presentation

• Criticalthinking

• Open-mindedness

• Problemsolvingandcreativity(groupwork)

• Textanalysis(includinghermeneutics)

• Religiousliteracy

• Conceptualanalysis

Poverty&wealth

Religionandscience

DemocracyintheUK

DoesGodexist?

Problemofevil

Perception

Theoriginsofthe

Abrahamicreligions

Lifeafterdeath

Introductiontosociology

Dharmicphilosophy

Bigideas

WhowasAristotle?

TheHigherProjectQualificationbeguninYear9continues.Thisinvolvesboysundertaking anextendedindependentresearchtaskfocusedonamoral,ethical,socialorreligious enquiryoftheirownconception.

Pleasefollowthelink: AQAHigherProjectQualification(from2020)(7992)

A-level:Years12–13(KeyStage5)

Pleasefollowthelink: AQAA-levelPhilosophy(7172)

PhysicalEducation/Games

FundamentalmovementskillsaretaughtduringYears7–9. Alongsidethis,weseektodevelopcommunicationskillsand, throughteamandindividualsports,tonurtureleadershipand resilience.Competitionisimportant:throughGameslessonsas wellasextra-curricularactivities,QEboysareexposedtomany opportunitiestotestthemselvesagainstothers,includingintra-school andinter-schoolcompetitions.TechnologyisusedinPEtopromote peerandself-assessmentandtotrackandmeasureprogress.

Ourambitionistoempowerthepupilsinourchargewiththeconfidenceto succeedoncetheyleavetheSchool.They,therefore,developtheabilitytoreflect, tochallengeandtoplanforalifelongparticipationinsportandphysicalactivity. Boysareencouragedtoexploreandfurtherdeveloptheirsportingabilities atQEthroughawidearrayofextra-curricularandenrichmentopportunities.

PhysicalEducation/Games: Years7–9(KeyStage3)

TheKeyStage3curriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills:

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments (inwritingandorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problemsolvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Rugby

Gymnastics

Swimming

Athletics

Cricket

Rugby(Set1)

Basketball

Swimming

Gymnastics

Orienteering

Tennis

Volleyball

Cricket

Athletics

Specifically,thePE/Gamescurriculumwilldevelop fourlearningoutcomes

Physical

• Developmovementcompetency

• Improve/developfitnesslevels

• Learnnewskillsrelatingtomovement

• Decisionmaking

Cognitive

• Understandingthebenefitsofmovement

• Subjectknowledge-increaseSKthroughhomework andtasksetting.

• Problemsolving–haveacleardistinctionbetween gamesandcorePE;corePEtofocusondecision makingratherthanskills

• Leadership–givendifferentrolestoresultinbetter engagementinphysicalactivity.

Social

• Buildingacommunityofmovement

• Fun/enjoyment–pupilstohaveawanttocontinue beingphysicallyactivethroughoutlives

• Communication&interaction

Affective

• Establishthebehavioursofmovement

• Physicallyliterate–pupilstounderstandmoreabout thepotentialoftheirbodyandstarttolearnthrough meta-cognition(thinkingaboutthinking).

Rugby(Set1)

SportEducation

Conditioning

TableTennis

Swimming

Tennis

Athletics

Cricket

PhysicalEducation/Games: Years10–11(KeyStage4)

ThenewQueenElizabeth’sKeyStage4PEcurriculumbuildsontheskills developedinKeyStage3.Thecurriculumisbroad,andisconsideredasthe nextstageofpupils’physicaldevelopment.Itequipsthemwithwiderskills toutiliseastheymoveforwardintheiracademiccareers,whilealso promotingindependentthinkingandco-operativelearning.

Pupilswill:

• Learnhowtouseanddevelopavarietyoftactics andstrategiestoovercomeopponentsinteamand individualgames;

•Developtheirtechniqueandimprovetheir performanceinothercompetitivesports;

•Takepartinfurtheroutdoorandadventurousactivities inarangeofenvironmentswhichpresentintellectual andphysicalchallenges,andwhichencouragepupils toworkinateam,buildingontrustanddeveloping skillstosolveproblems,eitherindividuallyorasagroup;

•Learnhowtoevaluatetheirperformancescomparedto previousperformancesanddemonstrateimprovement acrossarangeofphysicalactivitiestoachievetheir personalbest;

•Engagewithourlocalpartnershipprimaryschoolsto putintopracticetheskillslearntacrossthekeystage.

InYears10-11,weassesspupilsbased onthefollowingcomponents:

•Communication

•Engagement

•Leadership

•Teamwork

Politics

Politicslessonsaimtoencouragedebateandtoinculcate acritical,questioningapproachtotheworldandtothe individual’sroleinsociety.

Pupilscanexpecttohavetheirviewschallengedandmustbewillingtoexplain theirapproach.Discussionsfrequentlycontinueafterboysleavetheclassroom!

PoliticsisanA-levelcourseandis,therefore,taughtonlyintheSixthForm. Itnaturallyleadsontohighlyregardeduniversitycourses,includingPPE (Philosophy,PoliticsandEconomics)andLaw.

A-level:Years12–13(KeyStage5)

Pleasefollowthelink: AQAPoliticsA-level(7152)

Science

LowerSchoolScienceprovidesthefundamentalbuildingblockson whichanunderstandingofthesciencesatahigherlevelisachieved.

WeseektohelppupilsunderstandthatScienceisasubjectwhichisalways evolvingasnewideasandtheoriesaredevelopedandtested,andthatfacts cannotsimplybelearnedfromabook.Anenthusiasmandwiderinterestin thesciencesbeyondthetaughtcurriculumisencouragedthroughopportunities forindependentresearch.

PracticalworkisattheheartofScience:ourLowerSchoolSciencecurriculum deliberatelyplacestheemphasisonboysexploringthescientificworldthrough practicalinvestigation.Alliedwiththisaimisafocusontheacquisitionofscientific competence,sothatQEboysbecomeconfidentatayoungageintheapplication oftheorytoexplainobservationsfrompracticalwork.Thestudentsaretaughtby subjectspecialistsfromYear8.

IthinkPhysicsismyfavouritescience.It’sinterestingtolearn aboutthingswhereobjectsseemtoworksodifferently.Wehave testreviews,whichgetmarkedandgiventouswithfeedback forustoimprove.IfindithelpfultoknowwhatIhavetoimprove at,soIcanapplyadifferentmethodtoachieveabetteranswer. Iwouldliketogointoaerospaceengineeringasacareer,so certainlyplantocarryonstudyingPhysicsatA-leveland atuniversity,asitwillbekeytohowIwork.

RanvirSinha,Year12

LowerSchoolScience:Years7–8

ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills:

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments (inwritingandorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problemsolvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Year7

Labskills–introductorypracticalcourse

Cells

Reproduction

Particlesandtheirbehaviour

Atoms,elements,compoundsandmixtures

Electricity&energy

Forcesandmotion

Specifically,theSciencecurriculum willdevelop:

Practicalskills

• Planninganexperiment

• Devisinganappropriatemethod

• Carryingoutpracticalworksafely

• Recordingdataappropriately

• Presentationofresults

• Discussionofresults

Thinkingskills

• Analysisofdataandlinkingtotheory

• Applicationoftheorytosolvenovelproblems

Year8

BIOLOGY

Cellstosystems

Cellulartosystemsbiology

–Respiration

–Exerciseandmovement

Energyflowsfromorganellestoecosystems

–Photosynthesis

–Energyflowthroughanecosystem

CHEMISTRY

ThePeriodicTable

Chemicalreactionsandtrends

Acidsandalkalis

TheEarth,rocks,andgreenChemistry

PHYSICS

Heatingandcooling

Waves

Magnets

Earth,spaceandgravity

GCSE:Years9–11(GCSEteaching,encompassing Biology,ChemistryandPhysics,beginsinYear9)

Pleasefollowthelinks:

SeparateSciences

AQABiologyGCSE(8461)

AQAChemistryGCSE(8462)

AQAPhysicsGCSE(8463)

DoubleAward

AQAGCSECombinedScience:Trilogy(8464)

A-level:Years12–13(KeyStage5)

Pleasefollowthelinks:

AQABiologyASandA-level(7401&7402)

AQAChemistryASandA-level(7404&7405)

OCRPhysicsAS-level(H156)

OCRPhysicsA-level(H556)

Sociology

Sociologyisthestudyofsociety.Itexplorestheorigins,organisation andinstitutionsofsociety.Itasksbigquestions,suchas‘whyare wealthandstatusdistributedastheyare?’andseekstoanswer themusingrigorousmethodology.

Inanintellectualenvironmentthatisatoncedynamic,interactiveandsupportive, Sociologylessonsexplorewhatunitespeopleinsociety,aswellasthedivisionsand prejudicesthatsurroundus.Issuesofwealthandpoverty,crime,sexismandracism runthroughthecourse,whileareassuchaseducationandfamilies&households areexaminedindepth.

OfferedasaSixthFormsubjectatASandA-level,Sociologyistaughtinsmall groups;allpupilscontributetodiscussionanddebate,andopen-mindedness andtoleranceoftheviewsofothersareessential.

A-level:Years12–13(KeyStage5)

Pleasefollowthelink: AQASociologyASandA-level(7191&7192)

|2023-2024

Technology

Technologyisaboutthefuture;itisaboutchangingtheworld aroundustowhatitmightbe,orshouldbe.Wetellourpupils:

“Theonlylimithereisyourownimagination;wewillhelpyou discovertherest.”Sincetechnologyisever-changing,thereis greatscopeforintroducingideasthroughindependentresearch anddevelopmentbasedonone’sowninspirationandindividuality. Thedepartmentstrivestoempowertheboysbyhelpingthemdevelop theskillsandconfidenceneededtobeattheforefrontofthischange.

Ourprojectsassistthatdevelopmentinanumberofways,fromusingcutting edge-technologytocreateground-breakingprototypes,toreinforcingthe principlesofotherSTEM(Science,Technology,Engineering,Mathematics) subjectsinacreativeenvironment.Projectsacrossallyeargroupsaretaught withacombinationofboththeoryandpracticalwork.

Wehopetonurturetheleadersoftechnologicaladvancementinthe future,developingtheskillsetsandframeworksofanalysisthatourboys willneed.Pupilsbeginbygainingabasic,conceptualgraspoftechnological systemsandtheories;theyprogresstoaverydetailedandpracticallyuseful understandingoftheapplicationsofthosetheories.Wealwayslookatthe taskathandfromtheperspectiveofaprofessionalengineer,designer, scientistorresearcher.Boysareplacedintorealisticsituationsencountered byaprofessional,whetherthatbemeetingdeadlines,presentingone’s ideas,discussingsolutionswithone’speersorevaluatingprogress.

ThisishowOldElizabethan SachinDevDuggal (1994–2001)describeshimself. SachinisanAIentrepreneurwhohasledtheemulti-million-dollarbusinesses andstudiedatImperialCollegeLondon,MITandStanfordinCalifornia.

Aninnovation-madentrepreneur,withanaimtobuild technologythatsimplifiesthelivesofeverydayusers andincreasesthepenetrationofinformationtechnology tothosewhodonothaveittoday.

LowerSchoolTechnology:Years7–9(KeyStage3)

ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills:

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments (inwritingandorally)

• Criticalthinking

• Open-mindedness

• Planning

• Problem-solvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

• Revision

Specifically,theTechnologycurriculum willdevelop:

TechnologicalSkills

• Knowledgeofsafeandhealthypractice (FoodTechnology/MakeIt)

• Researchsynthesisskills(various)

• Primaryresearchskills,clientempathy(Fixperts)

• Communicationskills(all)

• Productanalysis(various)

• Open-mindednessandinvestigatoryskills (AnalyseIt/Electronicgame)

• Holisticapproachtoprojectwork (Electronicgame/Lighting)

• Sketching/drawingskills(various)

• Kinaestheticskillsofmanufacturingadesign outcome(various)

• CAMprocessesandrequirementsfortransfer fromCAD(Electronicgame/F1Engineering)

• ProgramminginCandGraphicalC(VEX)

• Evaluationofanexperience(FoodTechnology)

TechnologicalConcepts

• Iterativedesign-Research,Design,Evaluate, Improve(various)

• Specificationsasrulesbasedonprior research(various)

• CFD(ComputationalFlowDynamicsSimulation -F1Engineering)

TechnologicalKnowledge

• Tools&machines(Various)

• ACCESSFMM/CAFEQUESFrameworksofanalysis (various)

• Knowledgeofcookeryprocesses(FoodTechnology)

• FoodScience;dietaryrequirementsandnutrition (Year9FoodTechnology)

• Foodsafetyandfoodpoisoning(FoodTechnology)

• Drawingstandardsandmeasurementstandards (DrawIt)

• AerodynamicsandBernoulli’sPrinciple(F1Engineering)

• Current,Voltage,Resistance(Electronicgame)

• 6RsofSustainability(LightTouch)

• Moral,SocialandEthicalImplicationsofDesign (Year9FoodTechnology)

• Projectionsystems(DrawIt)

• Materialsknowledge-propertiesofresistant materials(LightTouch)

LowerSchoolTechnology:Years7–9(KeyStage3)

DrawIt

DesignIt

MakeIt

TestIt

FoodTechnology(Theory)

FoodTechnology(Practical)

Electronicgameproject

F1Engineering

FoodTechnology(Theory)

FoodTechnology(Practical)

GCSE:Years10–11(KeyStage4)

Pleasefollowthelink:

AQADesignandTechnologyGCSE(8552)

A-level:Years12–13(KeyStage5)

Pleasefollowthelinks:

AQADesignandTechnology:ProductDesignAS-level(7551)

AQADesignandTechnology:ProductDesignA-level(7552)

FixpertsDesignTheory

LightTouch

FoodTechnology(Theory)

FoodTechnology(Practical)

MakerSkills

Year7DigitalLiteracy

DigitalLiteracyaimstoupskillourlearnersinpreparationforQE’s blendedapproachtoteachingandlearning,aswellasensuringthey aredevelopingtherelevantdigitalskillstomakethemreadyfor careersinthe21stcentury.Whilstthereisageneralacceptancethat someofourstudentshaveanexceptionallevelofdigitalliteracy,this courseaimstocaterforthoselearnerswhomaynothavesuch extensiveexperience,andtobringalltoauniformlevelofcompetency bytheendofYear7.TheDigitalLiteracycourseisledbythe Technologydepartment.

ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills:

• Academicintegrity

• Assimilationofinformation

• Analysisandsynthesis

• Concentration

• Constructingandsupportingarguments

• Criticalthinking

• Open-mindedness

• Planning

• Problemsolvingandcreativity

• Progressiveindependence

• Reflection

• Researchandreferencing

• Resilienceandresourcefulness

Specifically,theDigitalLiteracycurriculumwilldevelop thefollowingskills,aswellascoveringtheconceptsset outbelow:

DigitalSkills

• Programminginvariouslanguages

• Digitalresearch;presentationofinformationusing variedforms

• Design,useandevaluationofcomputational abstractionsthatmodelthestateandbehaviour ofreal-worldproblems

• Useoflogicalreasoningtocomparetheutility ofalternativealgorithmsforthesameproblem

DigitalConcepts

• EssentialknowledgeofE-Safetyandhowtostay safeonline

• Understandingofseveralkeyalgorithmsthatreflect computationalthinking;forexample,onesforsorting andsearching

• UnderstandingofsimpleBooleanlogicandsomeof itsusesincircuitsandprogramming

• Understandingofthehardwareandsoftware componentsthatmakeupandcommunicatewithin computersystems

• Understandingofhowinstructionsarestored andexecutedwithinacomputersystem

PersonalDevelopmentTime

AtQueenElizabeth’sSchool,whileweareproudofouracademic achievements,wealsowantallourpupilstobebothhappyand resilient.Wethereforehavecarefullystructuredpastoralsupport andguidancetonurturegoodmentalhealthamongourboys. OurPersonalDevelopmentTimeprogrammeisattheheart ofthispastoralsupport,whilealsoofferingguidanceinareas suchascareersadvice.

InlinewiththeSchool’smissiontoproduceyoungmenwhoare‘confident, ableandresponsible’,theextensivePDTprogrammeaimstofosterand maintaingoodmentalhealthbygivingpupilsa‘toolbox’ofstrategies theycanusetomanagetheirownexpectationsanddisappointments. Allboysreceive90minutesofPDTeachweek.

PDTconsistsoffourelements:

• PDTTaughtSessions:tutorsdeliverlessonsspecificallydesigned aroundtheaimsoftheprogramme.

• Assemblies:theseareledbyHeadsofYearandreinforcemessages fromthetaughtsessions.

• PDTDiscussionSlots:thesefocusonspokencommunication, withclassdiscussionconsideringtopicalissues.

• BespokeTutorials:one-on-onediscussionsbetweentutorsandboys, whichtakeplaceonatermlybasis.

PDTaimstodevelopinboysaknowledgeandunderstandingofdiverse cultures,fromaroundtheworldandthosewithinourownpluralisticsociety, andoftheinstitutions,servicesandtraditionsofBritain.Weseektofoster anattitudeoftoleranceandrespecttowardsthosefromacultureor backgrounddifferenttoone’sown.Inaddition,weseektosupport boysinexploringandunderstandingtheirpersonalfeelings,attitudes andvaluesandthoseofothers,andtoaddressmoralandsocialquestions relevanttoforminghealthy,enjoyableandfulfillingrelationships.

Ournew PDTcurriculum

Gettingtoknoweachother

Homework&organisation

Anxiety

Revisiontechniques

Friendships

Roadsafety

Safety&respect

Diversity&respect

Bullying

Cyberbullying

Spring

E-safety

MissiontoMars

Factfinding

Planninga researchtask

Summer

Ethicaluseof information

Assessingresearch

Digitalliteracy

Dealingwithchallenge

Livingabalancedlife

Copingwithpressure

Getrevising!

Positivemindsets

–overcomingstress

&anxiety

Autumn

Positivemindsets

–dealingwithdepression

Modernrelationships

Personalidentity

Gooddecision, baddecision

Drugs

Gambling&addiction

Spring

Alcohol&tobacco

Knifecrime

Healthyrelationships

&consent

Theinternetandquality oflife

Health

Exercise

Sleep

Healthyeatinganddrinking

Mentalhealth

Addictiontotechnology &videogames

Personalhygiene

Getthescoop!

Howcanwetrust

whatwereadonline?

Investigatingnews stories

Writinganewsreport

Presentinganews report

Confident&responsible Financialresponsibility

Rolemodels&making adifference

Communities&personal identity

Dangersofstereotypes

Consent

Sendmeapic (Online safety&sendingofnudes)

Healthybody&mind

Healthybodies

Healthyrelationships

Unhealthyrelationships

Respect

Equality

Identity&sexuality

Lookingahead

Reflectingonstrengths andinterests

GCSEoptions

Subjectsforcareers

Skillsforcareers

Definingsuccess

Competencies

ProjectInnovate!

Racialdiscrimination

Sexism

Empathy

Presentationskills

Researchskills

Sex&relationships

Sexualconsent

Sexualpressure

Contraception

Pregnancy

STIs

Media&politics

LawintheUK

Democracy

Freespeech

Pressfreedoms

Prejudice&tolerance

Socialmedia&politics

Preparationforwork experience

Exploringcareers

WritingaCV

Writingacoveringletter

Interviewtechnique

Post-18options

SWOTanalysis

Adaptingtochange

AdaptingtoSixthForm study

IntroductiontoUnifrog

Successfulmentalwellbeing

Learningtodrive

Britishvalues

Persuasion&Influence (includingreliabilityof onlineinformation)

Stereotypingandthemedia

Extremism

Equality&respect

EqualityintheUK

Respectfulrelationships

Post-schoolopportunities

Electiveoptions

Enteringadulthood

Coercivecontrol

Stayingsafeatuniversity

Bodyimage

Marriage&thelaw

Applyingforstudent finance

Personalbanking &taxation

FirstAid

Life-savingskills

CPR/AED

Commonfirstaidsituations

Religion&ethics

Summer

Approachingexams &university

Addictiontotechnology

Grit&determination

UCAS&Personal Statements

Travel&personalsafety

Planningforagapyear/ holidayabroad