qebarnet.co.uk OurCurriculum 2022–2023
Contents 01 Introduction 02 Art 06 Economics 07 English 11 French 13 Geography 16 German 18 History 20 Latin 23 Mathematics 25 Music 27 Philosophy,Religion&Society 29 PhysicalEducation/Games 32 Politics 33 Science 36 Sociology 37 Technology 40 Year7DigitalLiteracy 41 PersonalDevelopmentTime qebarnet.co.uk
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.
QueenElizabeth’sSchool,Barnet 1
Introduction
2 Our Curriculum |2022-2023 Art
ArtatQEfocuseson‘fineart’,whichmeansexpressingourselves andourresponsestotheworldaroundusforpersonalfulfilment ratherthanpracticalfunction.However,theaimisthattheskills developedcanbeappliedtoawiderangeofotheraspectsofart anddesignandthatthesemaybetakenupinhighereducation forpracticaldegreecoursessuchasArchitecture,GraphicDesign, Film,ProductDesignorFashionandTextiles.
Essentially,weencourageanopen-endedprocessofexperimentationwith materialsandideas,yetonethatisrootedinfundamentalprinciplesaboutspace, formandstructure.Developinganappreciationofthepracticesofartistsandof movementsinartpastandpresentgoeshandinhandwithpracticalwork.Weaim todeliverprojectsthatgiveallboystheopportunitytoexperienceArtinafulfilling andmeaningfulway,irrespectiveofnaturalability.Lessonsaredesignedtoprovide asupportivestructurewhileallowingopportunityforindividualinterpretationand personaldirection.LowerSchoolprojectsdevelopconceptsthatarerevisitedand developedtoahigherlevelatGCSEandfurtheratA-level.Cross-curricularlinks areexploredateveryopportunity,sothatknowledgeandunderstandinggained inrelationtoArtcanbeappliedtoarangeofothercontexts.Throughdiscussion atagroupandindividuallevel,weencouragedepthofenquiryandcritical thinking,which,atitsbest,canattaintoaphilosophicalandspirituallevel.
QueenElizabeth’sSchool,Barnet 3 ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills • Academicintegrity • Assimilationofinformation • Analysisandsynthesis • Concentration • Constructingandsupportingarguments (inwritingandorally) • Criticalthinking • Open-mindedness • Planning • Problemsolvingandcreativity • Progressiveindependence • Reflection • Researchandreferencing • Resilienceandresourcefulness • Revision Specifically,theArtcurriculum willdevelopPracticalSkills • Sensitivityandcontrolusingtoolsandmaterials • Experimentationwithmaterialsandtechniques • Exploreideasandrecordexperiences • Developmentofideas • Refiningtechniquesandmedia • Digitalmedia • Proficiencyinthehandlingofdifferentmaterials • Observationaldrawing–understandingform • Photography • Photoshop • Basicvisualelements–line,shape,toneandcolour • Developsensitivityinthewayformsarerecorded andobserved. • Experienceofboth2Dand3Dapplication KnowledgeandUnderstanding • Analysisandevaluation • Assessingthevisualimpactorapplications oftheirwork • Recognitionandunderstandingofhowarthas meaningandcontextandnotjust‘artforart’ssake’. • Encouragethedevelopmentofone’simagination andhowthefunctionofaccessinganimagination thatenrichestheworldinwhichweinhabit • Criticalandcontextualunderstanding–criticalthinking • Culturalcontext • Contemporaryartissuesincludingidentity LowerSchoolArt:Years7–9(KeyStage3) Theopportunitytosupport,encourageandpromotecreativity iswhyIbecameateacher;Iconsidermyselfveryfortunate toworkinaschoolthatvaluescreativitysohighly.Helping toequiptheboyswiththeskillsandunderstandingtorecord andinterpretthevisualworldaroundthemisbothexciting andrewarding. MrCraigWheatley,HeadofArt
Year7 Year8 Year9
Naturalform,focusuponthe structureoflife,imaginative drawing–structureandintricacy PaulKlee,MaxErnst,Andre Masson,AboriginalCavepainting. Photography–structureand patterninnature.ErnstHaeckel, KarlBlossfeldt.Observational drawingfromnaturalforms. HenryMoore,BarbaraHepworth. Claysculpture–HenryMoore andthephysicallandscape. ClaySculpture,Photography, Photographingthelandscape PaulNash,GrahamSutherland, Observationaldrawing(clayform) –Lineandtone.HenryMoore.
Identity–Whoarewe? Whatshapesouridentity? Photographyandphotomontage. Whatisculture/civilisation, caveart,howidentityhas beenrepresentedinhistory. Graffiti/Doodle–freeassociation Urbanart,tribalart.David Shillinglaw,A.J.Purdy. ConstructedHead–Geometric Drawing,–Asymmetry–Machine Head/Man-Machine.Naum Gabo,Constructivism,Futurism, ScienceFiction.
4 Our Curriculum |2022-2023
Foundation,Introduction intoBasicexercises–exploring material,techniques,colourtheory. MyWorld–Line,shapeand Pattern.Developingpatterns thatexploredeterminacyand indeterminacy–focusingupon tribalrugs,maps,Mbuti. Exploringweaving,through drawingandmixedmedia, repetitionandtessellation. Shoowatextiles,AnniAlbers. PhotographyandPhotoshop, introductionintoStructures intheurbanworld.HelinBinet, AndreKertesz. Colourandpainting.Block Printing,Shoowatextiles, AnniAlbers.
GCSE:Years10–11(KeyStage4)
Pleasefollowthelink: AQAArt&DesignGCSE(FineArtoption) A-level:Years12–13(KeyStage5)
MixedMediaLandscape-Surreal Landscape(Photoshop),Ted HughesPoetry,SamuelPalmer, Chinesebrushpainting.
MixedMediaHeadworkthatis many-layeredandreflectsthe complexnatureofouridentities. Surrealism,Dada,Raul Haussmann,HannahHoch. SurrealHead–Photoshop. Folded/WearableArchitecture, architecturalmodularforms. ZahaHadid.
Presentationofaseriesofsmall scaleoutcomesthatrepresent theyears’workandexperiences.
Pleasefollowthelink: AQAArt&DesignAS&A-level(FineArtoption)
LowerSchoolArt:Years7–9(KeyStage3)
QueenElizabeth’sSchool,Barnet 5
A-level:Years12–13(KeyStage5)
TechnologyisincreasinglybeingusedbytheEconomicsdepartmentinorderthat boyscanuseelectronicnotes,videosandresearchsitestostudyeconomictheory independently,whilstinclasswefocusonitsapplication,ontheunderstanding ofcurrenteconomicissuesandonexaminationtechnique.
Pleasefollowthelink: OCREconomicsGCSE(9-1)(J205)
PearsonEdexcelA-levelEconomics(9ECO)
Economicsliesattheheartofmodernsociety,intersectingthevery differentworldsofgovernmentandbusiness.Alwayscurrentand relevant,itisconstantlychanging–alivingsubject–whichmakes itbothinterestingandchallenging.
Pleasefollowthelinks: PearsonEdexcelAS-levelEconomics(8ECO)
6 Our Curriculum |2022-2023 Economics
WeseektocultivateaspiritofcuriositythatextendsintoareassuchasPolitics, Geographyandsocialbehaviour:pupilscanthenusethisknowledgeinconsidering currentaffairs,exploringthereal-worldapplicationofeconomictheory.
ThroughstudyingEconomics,boysdevelopskillsinindependentlearningandin analyticalandcriticalevaluation,whichtheywillbeabletoapplyatthenextstage oftheirstudies.
GCSE:Years10–11(KeyStage4)
TheEconomicsDepartmentoffersGCSEEconomicsinYears10and11and A-LevelEconomicsintheSixthForm.WhetheratGCSEoratA-level,weaim tostretchmoreablepupilstoexplorethesubjectbeyondthesyllabusspecification, whilealsoensuringthatallboysaregainingtheunderstandingneededtomaster thesyllabus.PupilsareencouragedtopursueEconomicsatdegreelevel,whether onPureEconomicscoursesorcombinedwithanothersubject.
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.
OuraspirationforthestudyofEnglishisthatitshouldofferboysa wayofunderstandingpeople,withalltheiremotionsandmotivations; ofunderstandingourcountryanditsvastliteraryheritage;andof understandingthewiderworld,withitsdiverseinter-relationships andmodesofcommunication.
QueenElizabeth’sSchool,Barnet 7 English
8 Our Curriculum |2022-2023 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.
Shakespeare Anintroductionto Shakespearethrough The MerchantofVenice Shakespeare Athematicexploration of Macbeth SpokenLanguage Developingskills indiscussionand collaborativedialogue.
TermYear7 Year8 Year9
9 Our Curriculum |2022-2023
19th Century LiteraryHeritage ExploringtheGothic throughaseriesof shortstories.
Pleasefollowthelinks: OCREnglishLanguageGCSE(J351)
A-level:Years12–13(KeyStage5)
Non-fictionwriting Furtherdevelopmentof writingskillsforaudience, impact,andpurpose. Poetry Exploringhumanity’s relationshipwiththe naturalworld.
Non-fictionreading Usingautobiography toestablishasense ofpersonalidentity. Autumn1 Non-fictionwriting Developingwritingskillsin avarietyofformsforarange ofaudiences.
Pleasefollowthelink: OCREnglishLiteratureA-level(H472)
20th CenturyFiction Applyingcriticalliteracy skillstomodernnovels fromdiversevoices. 19th Century LiteraryHeritage Developingfurther understandingoftheGothic throughMaryShelley’s Frankenstein 20th CenturyDrama Exploringthecharactersand stagecraftof TheEmpress byTanikaGupta. DiverseShortStories Exploringthemodern worldthrougharange ofdiversevoices. 19th Century LiteraryHeritage AChristmasCarol, CharlesDickens. SpokenLanguage Developingdebatingskills. Poetry Exploringexperiences ofchildhood Poetry Exploringtheworkand themesofCarolAnnDuffy. Autumn2 Spring1 Spring2 Summer1 Summer2
CreativeWriting Developingtechnicalability andpersonalvoicethrough creativewriting.
GCSE:Years10–11(KeyStage4)
20th CenturyFiction Exploringcharactersand characterisation.
OCREnglishLiteratureGCSE(J352)
LowerSchoolEnglish:Years7–9(KeyStage3)
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FacilityinFrenchisanessentialskillforpupilsinterestedinstudyingat leadingFrenchuniversitiesandbusinessschools,whicharerankedamong thetophighereducationinstitutionsinEurope.Moreover,theFrancophone worldextendswellbeyondtheContinent:thereareopportunitiesinCanada, whileFrenchisanofficiallanguageinhalfofthetenfastest-growing countriesinAfrica.
AQAFrenchA-level(7652)
Melodiousandrich,Frenchis,withgoodreason,calledthelanguage oflove,butitisalsovibrantandmodern–thechosenmedium ofmanyoftheculturalandcommercialélitesofthe21stcentury.
Itisforthesereasonsthatourlowerschoolcurriculumaimstoencourage aloveanddevelopapassionforthecultureandlanguageoftheFrench speakingworld.
Pleasefollowthelink: AQAFrenchGCSE(8658)
FranceisakeyeconomicpartnerfortheUK:learningFrenchopensdoors forjob-seekersinFranceitselfandinSwitzerlandandBelgium,too.
ItwasforcenturiesthearistocratictongueemployedintheEnglishand otherEuropeancourts;Frenchtodayremainsanofficiallanguageofthe UnitedNations,theEuropeanUnion,UNESCO,NATO,theInternational OlympicCommittee,theInternationalRedCrossandinternationalcourts.
GCSE:Years10–11(KeyStage4)
11 Our Curriculum |2022-2023 French
A-level:Years12–13(KeyStage5)
Pleasefollowthelinks: AQAFrenchAS-level(7651)
QueenElizabeth’sSchool,Barnet 12 ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills • Academicintegrity • Assimilationofinformation • Analysisandsynthesis • Concentration • Constructingandsupportingarguments(inwriting andorally) • Criticalthinking • Open-mindedness • Planning • Problemsolvingandcreativity • Progressiveindependence • Reflection • Researchandreferencing • Resilienceandresourcefulness • Revision Specifically,theFrenchcurriculumwilldevelop PracticalSkills • Inferenceofmeaning • Criticalthinking • Communicationskills • Activelisteningskills • Activereadingskills • Applyingparadigmstonewknowledge • MetalanguageforLanguagelearning • Patternrecognition • Creativewriting • Abilitytorecognisesoundpatterns • Memorisationtechniquesandstrategies • Researchskills • Abilitytotranslateandrendermeaningwithaccuracy • KnowledgeoftheFrenchspeakingworld,itsculture andhistory • Globalcitizenship LowerSchoolFrench:Years7–9(KeyStage3) Term Year7 Year8 Autumn1 Autumn2 Spring1 Spring2 Summer1 Summer2 Describingyourselfand others School Freetime–Activities (presenttense) Whereyoulive Holidays Summerproject Leisureactivities –(presentandperfect tenses) AvisittoParis(perfect tensewithirregulars) Myculturalandpersonal identity(3tenses) Whereyouliveandfood culture Popularculture CulturalProject Year9 Media Healthandfitness Professionsandfuture plans/ambitions Holidays(conditional tense) Rightsand responsibilities GCSEbridgingproject
Geographyisabroad-basedsubject.Itisinherentlymultidisciplinary inaworldthatincreasinglyvaluespeoplewhohavetheskills neededtoworkacrossthephysicalandsocialsciences.AtQE, boysareprovidedwithanexpansivegeographicaleducation thatisup-to-dateandrelevant;theythuslearntorecognise thevalueofGeographyintacklingmanyofthechallenges theworldcurrentlyfaces.
13 Our Curriculum |2022-2023
Geography
Weaimtoengenderaspiritofenquiry,nurturinginpupilsanunderstanding andappreciationofthediversityofEarth’sphysicalandhumanenvironments, andtheinterrelationshipsbetweenthem.Geographythusteachesboys aparticularwayofviewingtheworld,enablingthemtoconsiderissues fromaholisticperspectiveandtoreflectupontheirownplaceinsociety –ontheirvalues,theirrightsandtheirresponsibilitiestowardsother peopleandtheenvironment.
Themesexploredinthelowerschool: MyplaceintheWorld Developingmappingskillsandasense ofplace. Weatherandclimate Describingandexplainingclimates andextremeweatherevents. GlobalSociety Exploringhumanprocessesand systemsandhowtheychange bothspatiallyandtemporally.
QueenElizabeth’sSchool,Barnet 14 ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills • Academicintegrity • Assimilationofinformation • Analysisandsynthesis • Concentration • Constructingandsupportingarguments (inwritingandorally) • Criticalthinking • Open-mindedness • Planning • Problemsolvingandcreativity • Progressiveindependence • Reflection • Researchandreferencing • Resilienceandresourcefulness • Revision 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). LowerSchoolGeography:Years7–9(KeyStage3)
Changinglandscapes Exploringphysicalprocessesandsystems, howtheychange,andhowpeopleinteract withthematarangeofscalesandina rangeofplaces. EcosystemsoftheWorld Exploringphysicalprocessesandsystems innamedbiomesandhowpeopleinteract withthem. Globalissues Investigatingcontemporary geographicalissues.
15 Our Curriculum |2022-2023 LowerSchoolGeography:Years7–9(KeyStage3) Year7 Year8 Theme MyWorld InvestigatingtheUKand theprocessesthatshape ourcountry ChangingWorld Investigatingthe processesthat changeourworld Year9 FutureWorld Investigatingwhat ourworldmaybe likeinthefuture 1 MappingtheUK Howcanyoudescribe whereyouare? 2 Rivers Whyarerivers important? 3 Population Wholiveshere? Migration Whydopeoplemove betweenplaces? TropicalRainforests Aretropicalrainforests importanttoour planet’sfuture? 4 WeatherandClimate Whatdetermines ourweather? Superpowers Whichcountrywillbe themostpowerful inthefuture? 5 Settlements Howandwhydoour settlementsdiffer? UrbanChallenges GCSE:Years10–11(KeyStage4) Pleasefollowthelink: AQAGeographyGCSE(8035) A-level:Years12–13(KeyStage5) Pleasefollowthelink: PearsonEdexcelA-levelGeography(9GEO) Coasts Whatisshaping ourcoastlines? Oceans Howareouroceans changingandwhy doesitmatter? Tectonics Howaretectonicforces changingourworld? ClimateChange Howisourclimate changing? Development Willthedevelopment gapnarrow? GeographyofFood Whatareweeating andwhy? 6 Temperate DeciduousForests WhatistheUK’s biomelike? SustainableLivingUrbanChallenges Areourlifestyles sustainable?
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.
QueenElizabeth’sSchool,Barnet 16 German
SpokenasanativetonguebymorepeoplethananyotherEuropean language,Germancontinuestoplayanimportantroleinmany academic fields,and figuresfromGermansocietyhavelongbeen significantinboththeartsandthesciences.TheGermancurriculum, therefore,aimstointroducestudentstothelanguageandculture oftheGermanspeakingworldandenthusestudentsaboutit.
17 Our Curriculum |2022-2023 LowerSchoolGerman:Years7–9(KeyStage3) ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills: • Academicintegrity • Assimilationofinformation • Analysisandsynthesis • Concentration • Constructingandsupportingarguments (inwritingandorally) • Criticalthinking • Open-mindedness • Planning • Problemsolvingandcreativity • Progressiveindependence • Reflection • Researchandreferencing • Resilienceandresourcefulness • Revision Specifically,theGermancurriculum willdevelop: • Inferenceofmeaning • Criticalthinking • Communicationskills • Activelisteningskills • Activereadingskills • Applyingparadigmstonewknowledge • MetalanguageforLanguagelearning • Patternrecognition • Creativewriting • Abilitytorecognisesoundpatterns • Memorisationtechniquesandstrategies • Researchskills • Abilitytotranslateandrendermeaningwithaccuracy • KnowledgeoftheGermanspeakingworld,itsculture andhistory • Globalcitizenship Term Year7 Year8 Autumn1 Autumn2 Spring1 Spring2 Summer1 Summer2 Meandmypossessions Familyandpets Freetimeactivities Schoolandeducation Travelandholidays Culturalproject Pasttravelandholidays Media Healthylifestyle Dailyroutineandfree time Relationships Culturalproject Year9 Rolemodels Music Ambitionsandfuture plans Childhoodandpast Rightsandduties Culturalproject GCSE:Years10–11(KeyStage4) Pleasefollowthelink: AQAGermanGCSE(8668) A-level:Years12–13(KeyStage5) Pleasefollowthelinks: AQAGermanAS-level(7661) AQAGermanA-level(7662)
Historyisastudyofthepeopleandoftheworldaroundus;human beingsmayhavebeenbornindifferentcontextsanddifferenteras, buttheyhadthesamehopes,dreamsandfearsasmenandwomen alivetoday.Inourcomplex21st-centuryworld,recognisingcontinuity canhelpusseetowardsthefutureandbetterunderstandourselves.
QueenElizabeth’sSchool,Barnet 18 History
Learningaboutthedepthstowhichhumanityhassunkcanbedifficult,justas discoveringthegreatfeatsmankindhasaccomplishedcanlifthopeforthefuture.
Byteachingpupilsaboutboth,wehelpthemunderstandwhatitistobecitizens oftheworldandencouragethemtoseebeyondthemselves.Thestudyofhistory contributestothedevelopmentofinformed,tolerantandrespectfulyoungadults whounderstandtherootofpeople’sdifferencesandthecontextualnatureofthe currentworld,andwhoareabletoseethingsfromdiverseperspectives.
AtQEweseektodevelopcriticalthinkingandwritingskills,trainingboysto formanddefendtheirownviewpointsandbroadentheirintellectualhorizons. Thesearecrucialfordealingwiththeworldaroundus–forsiftinginformationto distinguishbetweenopinionandfactandtoidentify‘fakenews’.ThereforeatQE weencouragepupilstobecomelifelonglearnersandforanythingthatrequires intelligent,analyticalandflexiblethinkers.
Ilovehowhistoryallowsyouagreaterunderstandingof humannatureandencouragesagreatersenseofempathy andresponsibilitytoothers.Itgivesyouasenseofthe worldaroundyou,andyourplacewithinit.
MrsHelenEdmunds,HeadofHistory
19 Our Curriculum |2022-2023 GCSE:Years10–11(KeyStage4) Pleasefollowthelink: AQAHistoryGCSE(8145) A-level:Years12–13(KeyStage5) Pleasefollowthelink: AQAHistoryAS&A-level(7041&7042) 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 Year7 Year8 Year9 AncientAfricankingdomsand AncientRome–Government, society,religion/culture,identity andtechnology. Peasants’revolt Reformation Englishcivilwar Frenchrevolution Industrialrevolution Suffragettes WorldWarOneandsociety WorldWarTwoandsociety ColdWar(GCSE) MedievalEuropeandBritain –Government,society,religion/ culture,nationalidentity,technology ModernBritainandtheriseof America–Government,society, religion/culture,nationalidentity, technology Historicalenvironmentstudy–The historyofQueenElizabeth’sSchool Civilrights
I findthegrammarrulesespeciallyinteresting; it’strueforallthelanguagesI’mstudying. I’mlearningtopayattentiontotheconjugation ofverbs,sothesentencemakessense. TroyPena, Year13
Latin
QueenElizabeth’sSchool,Barnet 20
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.
21 Our Curriculum |2022-2023 Spring2 Book1(chapters 5-6) Theablativecase Slavery Book2(stage18) Adjectives MoreonAlexandria Book3(stage24) Subjunctives Travel+communication LowerSchoolLatin:Years7–9(KeyStage3) ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills: • Academicintegrity • Assimilationofinformation • Analysisandsynthesis • Concentration • Constructingandsupportingarguments (inwritingandorally) • Criticalthinking • Open-mindedness • Planning • Problemsolvingandcreativity • Progressiveindependence • Reflection • Researchandreferencing • Resilienceandresourcefulness • Revision Specifically,theLatincurriculum willdevelop: • Inferenceofmeaning • Criticalthinking • Communicationskills • Activelisteningskills • Activereadingskills • Applyingparadigmstonewknowledge • MetalanguageforLanguagelearning • Patternrecognition • Creativewriting • Abilitytorecognisesoundpatterns • Memorisationtechniquesandstrategies • Researchskills • Abilitytotranslateandrendermeaningwithaccuracy • KnowledgeoftheClassicalworld,itscultureandhistory Term Year7 Year8 Autumn1 Autumn2 Summer1 Summer2 Book1(chapters1-2) Thepresenttenseand basicsentencestructure LifeinthecityofRome Book1(chapters2-3) Nominatives+ accusatives Entertainment+festivals Book1(chapter 7) Imperfecttense RomanBritain –Londinium Book1(chapter 8) Perfecttense RomanBritain –rebellion/theDruids Book2(stages15-16) Pluperfecttense KingCogidubnusand FishbournePalace Book2(stages13-14) Infinitives+modalverbs RomanBritainand Boudicaa Book2(stage20) Presentparticiple Ancientmedicine Book2(stage19) Imperatives TheworshipofIsis Book3(stage22) Perfectactiveparticiple Magicandcurses Book3(stage21) Perfectpassiveparticiple RomanbathsinBath Year9 Spring1 Book1(chapters 4-5) Infinitivesandirregular verbs ReligionandRoman Baths/watersupply Book2(stage17) Genitivecase Alexandria+thePharos Lighthouse(Egypt) Book3(stage23) Neuternouns Romanreligion Book3(stage26) Purposeclauses Moreonthe Roman army Book3(stage25) Indirectquestions Romanlegionaries
A-level:Years12–13(KeyStage5)
Pleasefollowthelink: OCRLatinGCSE(J982)
GCSE:Years10–11(KeyStage4)
QueenElizabeth’sSchool,Barnet 22
Pleasefollowthelink: OCRLatinAS-Level(H043) OCRLatinA-LevelH443
Pleasefollowthelink: PearsonEdexcelMathematicsGCSE(1MA1) A-level:Years12–13(KeyStage5)
Todothis,weseektodevelopconfidenceandaccuracyintheiruseof mathematicallanguageandtechniquestoproducesolutionstoproblems. Byrequiringrigourinsuchwork,webuildresilienceandresourcefulness. Creativityisnurturedthroughencouragingboystofindalternativesolutions, andweprovideopportunitiesforthemtocooperateandworkasateam. Inallofthis,notonlydoweaimtoinculcatethatsenseofwonderand anenjoymentofmathematicaltheoremsfortheirownsake,butalso alife-longloveoflearningMathematicsamongstallourpupils.
23 Our Curriculum |2022-2023 Mathematics
GCSE:Years10–11(KeyStage4)
Pleasefollowthelinks: PearsonEdexcelMathematicsAS&A-levelMathematics; FurtherMathematicsAS&A-levelMathematics
WehopetoinstilinpupilsasenseofwonderathowMathematics explainsphenomenaintherealworld,whilsthelpingthemtobecome moreconfident,resilient,resourceful,creativeandcollaborative,as wellasdevelopingintobetterproblem-solverstoo.Eachyearwereceive anewcohortofYear7studentswhohavebeenselected,inpart,on thebasisoftheirmathematicalability.Theyareenthusiastic,confident andusedtosucceedinginMathematics.Asadepartment,weseeit asourresponsibilitytoensurethattheyremainengagedwiththe subjectandcontinuetoexcelastheyarepresentedwithincreasingly demandingchallenges.
Wealsowantstudentstoenjoymathematicsforitsown sakeandtobuildupresiliencewhenfacingnewchallenges.
Year7 Year8 Year9
Algebra –usetheformula forastraightline;solvesimultaneous linearequations;solvelinear inequalities;begintounderstand algebraicproof;rearrangeformulae.
• 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.
Number –workwithrecurring decimals,ratio,indicesand standardform.
Geometry –performrotations, enlargementsandcombined transformations;usePythagoras’ theorem;identifycongruency; calculatevolumes;draw2D representationsof3Dsolids. Geometry –usetrigonometry; begintounderstandgeometrical proof;workwithcompound measures;identifysimilarity.
Statistics –useandinterpret diagramsforbivariatedata; useandinterpretcumulative frequency;calculatethe probabilityofcombinedevents anduseexperimentalprobability.
Algebra –solvelinearequations involvingbrackets,fractionsand unknownsonbothsides;use numericalmethods;workwith quadraticsequences.
Geometry –workwithangles andpolygons;calculateareas; performreflections,rotationsand translations;workwithsimple measures(metricandimperial).
Statistics –implementthe handlingdatacycle;identify mutuallyexclusiveand independentevents.
Algebra –workwithcoordinates andhorizontalorverticallines; solvesimplelinearequations;work withlinearsequences.
Statistics –calculatestatistics anduseandinterpretdiagrams forqualitativeandquantitative discretedata;calculatethe probabilityofsingleevents.
LowerSchoolMathematics:Years7–9(KeyStage3)
QueenElizabeth’sSchool,Barnet 24 ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills • Academicintegrity • Assimilationofinformation • Analysisandsynthesis • Concentration • Constructingandsupportingarguments (inwritingandorally) • Criticalthinking • Open-mindedness • Planning • Problemsolvingandcreativity • Progressiveindependence • Reflection • Researchandreferencing • Resilienceandresourcefulness • Revision
Number –workwithterminating decimals,fractionsandpercentages; understandorderofoperations; establishbasicnumberproperties.
Number –solveproblemsusing skillslearntearlier.
Specifically,theMathematicscurriculum willdevelop Theschemeofworkformathematicsaimstoensure thatallpupils:
25 Our Curriculum |2022-2023 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.
QueenElizabeth’sSchool,Barnet 26 ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills: • Academicintegrity • Assimilationofinformation • Analysisandsynthesis • Concentration • Constructingandsupportingarguments (inwritingandorally) • Criticalthinking • Open-mindedness • Planning • Problemsolvingandcreativity • Progressiveindependence • Reflection • Researchandreferencing • Resilienceandresourcefulness • Revision Specifically,theMusiccurriculumwilldevelopskills including: • Performingusinginstrumentsandtheirvoices • Improvisingwithinstylisticparameters • Composingwithincreasingtechnicalability • Listeningandappraising • Eartraining • Sight-reading • Analysisofscoresandrecordings • Ensembleawareness LowerSchoolMusic:Years7–9(KeyStage3) GCSE:Years10–11(KeyStage4) Pleasefollowthelink: PearsonEdexcelMusicGCSE(1MUO) A-level:Years12–13(KeyStage5) Pleasefollowthelinks: PearsonEdexcelMusicAS-level(8MUO) PearsonEdexcelMusicA-level(9MUO) Year7 Year8 Year9 Autumn1: TheoryofMusic Autumn2: TheElementsofMusic Spring: TheBaroquePeriod Autumn: TheRomanticPeriod Spring: VocalMusic Summer: TheBlues Autumn: FilmMusic Spring: Minimalism Summer: PopularMusicSummer: TheClassicalPeriod
ForthePhilosophy,Religion&Societydepartment,thediversity ofourcomplexworld,withitswidearrayofbeliefsystems andworldviews,issomethingtobecelebratedandexplored.
27 Our Curriculum |2022-2023 Philosophy,Religion&Society
Asboysdevelopanappreciationofthatworld,theylearntoengage criticallywithit,nottakingideasforgranted,andtonavigateit withempathy.Pupilsareencouragedtoreflectcarefullyontheirown beliefsinrelationtothosestudied.Theancientmaxim,‘knowthyself’, isaguidingprincipleforhowweexpectboystoengagewithstudies. Whenteachingatopic,weencouragetheviewthattheremay benoonecorrectanswer–whichdoesnot,ofcourse,mean thattherearenoincorrectanswers.
ThisapproachisdevelopedinYear10,withstudentsworkingonanHPQthroughout theyear.Thisisaresearchproject,assessedbyAQA,whichculminatesinapiece ofextendedwriting.Studentsaretaughtkeyskillsrequiredforindependentstudy, alongsidetopicsfromPhilosophy,ReligionandSociety.
IntheSixthForm,aPhilosophyA-levelisoffered.Pupilsgainanunderstanding ofmajorissuesinPhilosophy,whileuniversity-styleseminarsessionsgive themtheopportunitytoengageindependentlywithcomplexideasandto communicatetheirownunderstandingclearlyandpersuasivelytotheirpeers. Inbroadeninganddeepeningstudents'knowledgeofother people’sfaithsandworld-views,Ihopestudentscanbetter empathisewiththosewhomayat firstglancehaveradically differentperspectives,andseesuchdifferencesasopportunities forlearningandcelebrationratherthandivision.
IntheLowerSchool,weintroduceboystokeyconcepts–lookingatthenature ofphilosophicalenquiry,theanalysisofargumentandcriticalthinkingskills –andtowaysofengagingwithmajorsocietalissues,sotheycanbetter understandtheworldaroundthem.
MrJackRobertson,HeadofPhilosophy,Religion&Society
QueenElizabeth’sSchool,Barnet 28 ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills: • Academicintegrity • Assimilationofinformation • Analysisandsynthesis • Concentration • Constructingandsupportingarguments (inwritingandorally) • Criticalthinking • Open-mindedness • Planning • Problemsolvingandcreativity • Progressiveindependence • Reflection • Researchandreferencing • Resilienceandresourcefulness • Revision Specifically,thePhilosophy,ReligionandSociety curriculumwilldevelop: • Progressiveindependence • Focusedresearch • Referencing • Essay • Argumentation • Presentation • Criticalthinking • Open-mindedness • Problemsolvingandcreativity(groupwork) LowerSchoolPhilosophy,Religion&Society: Years7–9(KeyStage3) Year10(KeyStage4) TheHigherProjectQualificationbeguninYear9continues.Thisinvolvesboysundertaking anextendedindependentresearchtaskfocusedonamoral,ethical,socialorreligious enquiryoftheirownconception. Pleasefollowthelink: AQAHigherProjectQualification(from2020)(7992) A-level:Years12–13(KeyStage5) Pleasefollowthelink: AQAA-levelPhilosophy(7172) Year7 Year8 Year9 Communities Expressionsofspirituality Humanrights Introductiontophilosophy Religiouspractices Inspiringpeople Poverty&wealth Religionandscience DemocracyintheUK BeliefinGod Problemofevil Rights,responsibilities +liberties BeliefinGod Lifeafterdeath ReligionandPlanetEarth Dharmicphilosophy Bigideas WhowasAristotle?
Ourambitionistoempowerthepupilsinourchargewiththeconfidenceto succeedoncetheyleavetheSchool.They,therefore,developtheabilitytoreflect, tochallengeandtoplanforalifelongparticipationinsportandphysicalactivity. Boysareencouragedtoexploreandfurtherdeveloptheirsportingabilities atQEthroughawidearrayofextra-curricularandenrichmentopportunities.
29 Our Curriculum |2022-2023
FundamentalmovementskillsaretaughtduringYears7–9. Alongsidethis,weseektodevelopcommunicationskillsand, throughteamandindividualsports,tonurtureleadershipand resilience.Competitionisimportant:throughGameslessonsas wellasextra-curricularactivities,QEboysareexposedtomany opportunitiestotestthemselvesagainstothers,includingintra-school andinter-schoolcompetitions.TechnologyisusedinPEtopromote peerandself-assessmentandtotrackandmeasureprogress.
PhysicalEducation/Games
QueenElizabeth’sSchool,Barnet 30 TheKeyStage3curriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills: • Academicintegrity • Assimilationofinformation • Analysisandsynthesis • Concentration • Constructingandsupportingarguments (inwritingandorally) • Criticalthinking • Open-mindedness • Planning • Problemsolvingandcreativity • Progressiveindependence • Reflection • Researchandreferencing • Resilienceandresourcefulness • Revision 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). PhysicalEducation/Games: Years7–9(KeyStage3) Year7 Year8 Year9 Rugby Gymnastics Swimming Athletics Cricket Rugby(Set1) Basketball Swimming Gymnastics Orienteering Tennis Volleyball Cricket Athletics Rugby(Set1) SportEducation Conditioning TableTennis Swimming Tennis Athletics Cricket
Pupilswill: •
Learnhowtouseanddevelopavarietyoftactics andstrategiestoovercomeopponentsinteamand individualgames;
•Developtheirtechniqueandimprovetheir performanceinothercompetitivesports;
•Learnhowtoevaluatetheirperformancescomparedto previousperformancesanddemonstrateimprovement acrossarangeofphysicalactivitiestoachievetheir personalbest; •Engagewithourlocalpartnershipprimaryschoolsto putintopracticetheskillslearntacrossthekeystage.
ThenewQueenElizabeth’sKeyStage4PEcurriculumbuildsontheskills developedinKeyStage3.Thecurriculumisbroad,andisconsideredasthe nextstageofpupils’physicaldevelopment.Itequipsthemwithwiderskills toutiliseastheymoveforwardintheiracademiccareers,whilealso promotingindependentthinkingandco-operativelearning.
•Takepartinfurtheroutdoorandadventurousactivities inarangeofenvironmentswhichpresentintellectual andphysicalchallenges,andwhichencouragepupils toworkinateam,buildingontrustanddeveloping skillstosolveproblems,eitherindividuallyorasagroup;
InYears10-11,weassesspupilsbased onthefollowingcomponents: •Communication •Engagement •Leadership •Teamwork
31 Our Curriculum |2022-2023 PhysicalEducation/Games: Years10–11(KeyStage4)
Politics
Pupilscanexpecttohavetheirviewschallengedandmustbewillingtoexplain theirapproach.Discussionsfrequentlycontinueafterboysleavetheclassroom! PoliticsisanA-levelcourseandis,therefore,taughtonlyintheSixthForm. Itnaturallyleadsontohighlyregardeduniversitycourses,includingPPE (Philosophy,PoliticsandEconomics)andLaw.
QueenElizabeth’sSchool,Barnet 32
A-level:Years12–13(KeyStage5) Pleasefollowthelink: AQAPoliticsA-level(7152)
Politicslessonsaimtoencouragedebateandtoinculcate acritical,questioningapproachtotheworldandtothe individual’sroleinsociety.
PracticalworkisattheheartofScience:ourLowerSchoolSciencecurriculum deliberatelyplacestheemphasisonboysexploringthescientificworldthrough practicalinvestigation.Alliedwiththisaimisafocusontheacquisitionofscientific competence,sothatQEboysbecomeconfidentatayoungageintheapplication oftheorytoexplainobservationsfrompracticalwork.Thestudentsaretaughtby subjectspecialistsfromYear8.
LowerSchoolScienceprovidesthefundamentalbuildingblockson whichanunderstandingofthesciencesatahigherlevelisachieved. WeseektohelppupilsunderstandthatScienceisasubjectwhichisalways evolvingasnewideasandtheoriesaredevelopedandtested,andthatfacts cannotsimplybelearnedfromabook.Anenthusiasmandwiderinterestin thesciencesbeyondthetaughtcurriculumisencouragedthroughopportunities forindependentresearch.
33 Our Curriculum |2022-2023
Science
IthinkPhysicsismyfavouritescience.It’sinterestingtolearn aboutthingswhereobjectsseemtoworksodifferently.Wehave testreviews,whichgetmarkedandgiventouswithfeedback forustoimprove.IfindithelpfultoknowwhatIhavetoimprove at,soIcanapplyadifferentmethodtoachieveabetteranswer. Iwouldliketogointoaerospaceengineeringasacareer,so certainlyplantocarryonstudyingPhysicsatA-leveland atuniversity,asitwillbekeytohowIwork.
RanvirSinha,Year12
QueenElizabeth’sSchool,Barnet 34 LowerSchoolScience:Years7–8 ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills: • Academicintegrity • Assimilationofinformation • Analysisandsynthesis • Concentration • Constructingandsupportingarguments (inwritingandorally) • Criticalthinking • Open-mindedness • Planning • Problemsolvingandcreativity • Progressiveindependence • Reflection • Researchandreferencing • Resilienceandresourcefulness • Revision Specifically,theSciencecurriculum willdevelop: Practicalskills • Planninganexperiment • Devisinganappropriatemethod • Carryingoutpracticalworksafely • Recordingdataappropriately • Presentationofresults • Discussionofresults Thinkingskills • Analysisofdataandlinkingtotheory • Applicationoftheorytosolvenovelproblems Year8 Labskills–introductorypracticalcourse Cells Particletheory&chemicalreactions Reproduction Electricity&energy Reactionsofacidsandalkalis Forcesandmotion Year7 PHYSICS Heatingandcooling Waves Magnets Earth,spaceandgravity CHEMISTRY Practicalskillscourse Atomsandcompounds Reactionsandtrends Extractingmetals Earthandatmosphere Innovativematerials BronzeCRESTaward BIOLOGY Cellstosystems Cellulartosystemsbiology –Respiration –Exerciseandmovement Energyflowsfromorganellestoecosystems –Photosynthesis –Energyflowthroughanecosystem
GCSE:Years9–11(GCSEteaching,encompassing Biology,ChemistryandPhysics,beginsinYear9)
35 Our Curriculum |2022-2023
A-level:Years12–13(KeyStage5)
Pleasefollowthelinks:
AQABiologyASandA-level(7401&7402)
Pleasefollowthelinks: SeparateSciences
AQABiologyGCSE(8461)
AQAChemistryASandA-level(7404&7405)
OCRPhysicsAS-level(H156)
OCRPhysicsA-level(H556)
DoubleAward AQAGCSECombinedScience:Trilogy(8464)
AQAPhysicsGCSE(8463)
AQAChemistryGCSE(8462)
OfferedasaSixthFormsubjectatASandA-level,Sociologyistaughtinsmall groups;allpupilscontributetodiscussionanddebate,andopen-mindedness andtoleranceoftheviewsofothersareessential. Pleasefollowthelink:
Sociology
AQASociologyASandA-level(7191&7192)
Inanintellectualenvironmentthatisatoncedynamic,interactiveandsupportive, Sociologylessonsexplorewhatunitespeopleinsociety,aswellasthedivisionsand prejudicesthatsurroundus.Issuesofwealthandpoverty,crime,sexismandracism runthroughthecourse,whileareassuchaseducationandfamilies&households areexaminedindepth.
QueenElizabeth’sSchool,Barnet 36
Sociologyisthestudyofsociety.Itexplorestheorigins,organisation andinstitutionsofsociety.Itasksbigquestions,suchas‘whyare wealthandstatusdistributedastheyare?’andseekstoanswer themusingrigorousmethodology.
A-level:Years12–13(KeyStage5)
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.
ThisishowOldElizabethan SachinDevDuggal (1994–2001)describeshimself. SachinisanAIentrepreneurwhohasledtheemulti-million-dollarbusinesses andstudiedatImperialCollegeLondon,MITandStanfordinCalifornia.
Aninnovation-madentrepreneur,withanaimtobuild technologythatsimplifiesthelivesofeverydayusers andincreasesthepenetrationofinformationtechnology tothosewhodonothaveittoday.
37 Our Curriculum |2022-2023 Technology
Wehopetonurturetheleadersoftechnologicaladvancementinthe future,developingtheskillsetsandframeworksofanalysisthatourboys willneed.Pupilsbeginbygainingabasic,conceptualgraspoftechnological systemsandtheories;theyprogresstoaverydetailedandpracticallyuseful understandingoftheapplicationsofthosetheories.Wealwayslookatthe taskathandfromtheperspectiveofaprofessionalengineer,designer, scientistorresearcher.Boysareplacedintorealisticsituationsencountered byaprofessional,whetherthatbemeetingdeadlines,presentingone’s ideas,discussingsolutionswithone’speersorevaluatingprogress.
•
• CFD(ComputationalFlowDynamicsSimulation-F1 Engineering)
•
•
•
• Communicationskills(all) Productanalysis(various) Open-mindednessandinvestigatoryskills (AnalyseIt/MemoryGame) Holisticapproachtoprojectwork (ElectronicGame/Lighting) Sketching/drawingskills(various)
• Kinaestheticskillsofmanufacturingadesign outcome(various)
• CAMprocessesandrequirementsfortransfer fromCAD(ElectronicGame/F1Engineering)
QueenElizabeth’sSchool,Barnet 38 LowerSchoolTechnology:Years7–9(KeyStage3) ThelowerschoolcurriculumhereatQueenElizabeth’s isdesignedtodevelopthefollowingskills: • Academicintegrity • Assimilationofinformation • Analysisandsynthesis • Concentration • Constructingandsupportingarguments (inwritingandorally) • Criticalthinking • Open-mindedness • Planning • Problem-solvingandcreativity • Progressiveindependence • Reflection • Researchandreferencing • Resilienceandresourcefulness • Revision
•
• Evaluationofanexperience(FoodTechnology)
• Foodsafetyandfoodpoisoning(FoodTechnology)
• AerodynamicsandBernoulli’sPrinciple(F1Engineering) • Current,Voltage,Resistance(ElectronicGame)
• 6RsofSustainability(Cyclone)
• Projectionsystems(DrawIt)
• Materialsknowledge-propertiesofresistant materials(Cyclone)
•
TechnologicalConcepts
• Drawingstandardsandmeasurementstandards (DrawIt)
• Specificationsasrulesbasedonprior research(various)
• Primaryresearchskills,clientempathy(Fixperts)
Specifically,theTechnologycurriculum willdevelop: TechnologicalSkills Knowledgeofsafeandhealthypractice (FoodTechnology/MakeIt) Researchsynthesisskills(various)
• ProgramminginCandGraphicalC(VEX)
TechnologicalKnowledge
• Iterativedesign-Research,Design,Evaluate, Improve(various)
• ACCESSFMM/CAFEQUESFrameworksofanalysis (various) • Knowledgeofcookeryprocesses(FoodTechnology) • FoodScience;dietaryrequirementsandnutrition (Year9FoodTechnology)
• Tools&machines(MakeIt)
• Moral,SocialandEthicalImplicationsofDesign (Year9FoodTechnology)
39 Our Curriculum |2022-2023 GCSE:Years10–11(KeyStage4) Pleasefollowthelink: AQADesignandTechnologyGCSE(8552) A-level:Years12–13(KeyStage5) Pleasefollowthelinks: AQADesignandTechnology:ProductDesignAS-level(7551) AQADesignandTechnology:ProductDesignA-level(7552) Year7 Year8 Year9 DrawIt DesignIt ElectronicGameProject F1Engineering FoodTechnology(Theory) FoodTechnology(Practical) FixpertsDesignTheory Cyclone FoodTechnology(Theory) FoodTechnology(Practical) MakeIt TestIt FoodTechnology(Theory) FoodTechnology(Practical) LowerSchoolTechnology:Years7–9(KeyStage3)
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 AutumnTerm SpringTerm Year7 DigitalLiteracy KnowledgeandSkills inAction Fundamentalsof Computing AdvancedApplication ofSoftware+Hardware skillsinpracticalactivities SummerTerm
40 Our Curriculum |2022-2023
DigitalLiteracyaimstoupskillourlearnersinpreparationforQE’s blendedapproachtoteachingandlearning,aswellasensuringthey aredevelopingtherelevantdigitalskillstomakethemreadyfor careersinthe21stcentury.Whilstthereisageneralacceptancethat someofourstudentshaveanexceptionallevelofdigitalliteracy,this courseaimstocaterforthoselearnerswhomaynothavesuch extensiveexperience,andtobringalltoauniformlevelofcompetency bytheendofYear7.TheDigitalLiteracycourseisledbythe Technologydepartment. Year7DigitalLiteracy
PersonalDevelopmentTime
AtQueenElizabeth’sSchool,whileweareproudofouracademic achievements,wealsowantallourpupilstobebothhappyand resilient.Wethereforehavecarefullystructuredpastoralsupport andguidancetonurturegoodmentalhealthamongourboys.
Allboysreceive90minutesofPDTeachweek.
PDTconsistsoffourelements:
• PDTTaughtSessions:tutorsdeliverlessonsspecificallydesigned aroundtheaimsoftheprogramme.
PDTaimstodevelopinboysaknowledgeandunderstandingofdiverse cultures,fromaroundtheworldandthosewithinourownpluralisticsociety, andoftheinstitutions,servicesandtraditionsofBritain.Weseektofoster anattitudeoftoleranceandrespecttowardsthosefromacultureor backgrounddifferenttoone’sown.Inaddition,weseektosupport boysinexploringandunderstandingtheirpersonalfeelings,attitudes andvaluesandthoseofothers,andtoaddressmoralandsocialquestions relevanttoforminghealthy,enjoyableandfulfillingrelationships.
QueenElizabeth’sSchool,Barnet 41
• BespokeTutorials:one-on-onediscussionsbetweentutorsandboys, whichtakeplaceonatermlybasis.
• Assemblies:theseareledbyHeadsofYearandreinforcemessages fromthetaughtsessions.
OurPersonalDevelopmentTimeprogrammeisattheheart ofthispastoralsupport,whilealsoofferingguidanceinareas suchascareersadvice.
InlinewiththeSchool’smissiontoproduceyoungmenwhoare‘confident, ableandresponsible’,theextensivePDTprogrammeaimstofosterand maintaingoodmentalhealthbygivingpupilsa‘toolbox’ofstrategies theycanusetomanagetheirownexpectationsanddisappointments.
• PDTDiscussionSlots:thesefocusonspokencommunication, withclassdiscussionconsideringtopicalissues.
42 Our Curriculum |2022-2023 Spring Safety&respect Diversity&respect Bullying Cyberbullying E-safety Getthescoop! Howcanwetrust whatwereadonline? Investigatingnews stories Writinganewsreport Presentinganews report Lookingahead Reflectingonstrengths andinterests GCSEoptions Subjectsforcareers Skillsforcareers Definingsuccess Competencies Media&politics LawintheUK Democracy Freespeech Pressfreedoms Prejudice&tolerance Socialmedia&politics Summer MissiontoMars Factfinding Planninga researchtask Ethicaluseof information Assessingresearch Digitalliteracy Confident&responsible Financialresponsibility Rolemodels&making adifference Communities&personal identity Dangersofstereotypes Consent Sendmeapic (Online safety&sendingofnudes) ProjectInnovate! Racialdiscrimination Sexism Empathy Presentationskills Researchskills Preparationforwork experience Exploringcareers WritingaCV Writingacoveringletter Interviewtechnique Post-18options SWOTanalysis Spring Gooddecision, baddecision Drugs Gambling&addiction Alcohol&tobacco Knifecrime Healthyrelationships &consent Theinternetandquality oflife Equality&respect EqualityintheUK Respectfulrelationships Post-schoolopportunities Electiveoptions FirstAid Life-savingskills CPR/AED Commonfirstaidsituations Religionðics Summer Approachingexams &university Addictiontotechnology Grit&determination UCAS&Personal Statements Travel&personalsafety Planningforagapyear/ holidayabroad Term Year7 Year8 Year9 Year10 Autumn Transition Gettingtoknoweachother Homework&organisation Anxiety Revisiontechniques Friendships Roadsafety Health Exercise Sleep Healthyeatinganddrinking Mentalhealth Addictiontotechnology &videogames Personalhygiene Healthybody&mind Healthybodies Healthyrelationships Unhealthyrelationships Respect Equality Identity&sexuality Sex&relationships Sexualconsent Sexualpressure Contraception Pregnancy STIs Term Year11 Year12 Year13 Autumn Dealingwithchallenge Livingabalancedlife Copingwithpressure Getrevising! Positivemindsets –overcomingstress &anxiety Positivemindsets –dealingwithdepression Modernrelationships Personalidentity Adaptingtochange AdaptingtoSixthForm study IntroductiontoUnifrog Successfulmentalwellbeing Learningtodrive Britishvalues Persuasion&Influence (includingreliabilityof onlineinformation) Stereotypingandthemedia Extremism Enteringadulthood Coercivecontrol Stayingsafeatuniversity Bodyimage Marriage&thelaw Applyingforstudent finance Personalbanking &taxation Ournew PDTcurriculum
QueenElizabeth’sSchool Queen’sRoad,Barnet HertfordshireEN54DQ 02084414646 admissions@qebarnet.co.uk
