Shiplake College Curriculum Map 2024-2025 by Shiplake College

Shiplake College Curriculum Maps

Reading the Curriculum Map

Shiplake College is a Thinking School. This involves making thinking explicit.

Part of this involves using a consistent set of tools for presenting certain types of information- these are called thinking frames. One important skills is sequencing.

This guide uses sequencing frames to display the curriculum through Key Stage 3 - Years 7, 8, and 9 - in all our subjects.

The sequence of events go within the frame, arrows at the start and end show continuity.

Surrounding the frame is the thinking lens. Here we draw out themes and skills common across the sequence that are essential for the subject.

At the bottom of the thinking frame is the curriculum rationale. Here, Heads of Department have also described and justified the aims and objectives of the curriculum, and how topics progress and tie into our KS4 and 5 curricula.

Curriculum Rationale: Key Stage 3 will be taught with a variety of materials, and the techniques will be more challenging as the years go on with pupils building on skills each year and gaining confidence and knowledge to prepare them for GCSE and above. Pupils will explore a variety of themes such as underwater, sweets & treats, shoes, insects and portraiture. All these projects will be presented in a sketchbook which will show important drawings skills, artist research, trying new materials, and creating their own designs. The curriculum rationale is designed around the National Curriculum of Art.

Art Curriculum Map

curriculum rationale is designed around the National Curriculum of Art.

Head of Department: Miss Keli Jiggens

Art KS4 Rationale

Read ‘AQA GCSE Art and Design Specification’

Watch ‘An Introduction to Art GCSE’

The AQA specification for Fine Art has been chosen for its breadth opportunities using a wide variety of materials and methods, playing to students' individual strengths.

Unit 1 is a coursework unit worth 60%. You will explore and respond to your chosen theme. You will generate, research and develop ideas, as well as develop the skills required to help you analyse your own and others’ work. You will complete artwork in a minimum of three disciplines and develop a final piece from all your explorations.

Unit 2 is an externally set assignment worth 40%. In addition to completing a 10 hour timed exam, you will produce preparatory work that shows and supports the development of your final piece.

Art KS5 Rationale

Read ‘AQA A-level Art and Design Specification’

Watch ‘An Introduction to Art A-level’

The AQA specification for A-level Fine Art has been chosen for its wide range of opportunities using a varied variety of materials and methods, playing to students’ individual strengths – textiles, painting, drawing, painting, sculpture and many more. The course outline mirrors Art GCSE but at a much higher level.

Unit 2 is an externally set assignment worth 40%. In addition to completing a 15-hour timed exam, you will produce preparatory work that shows and supports the development of your final piece.

Computer Studies Curriculum Map

Head of Department: Mr Pete Redrup

Curriculum Rationale: Computer Science, ICT and Digital Literacy skills are delivered via Computing and Cyber Skills lessons. For Computing we provide an ambitious spiral curriculum, whereby key principles are encountered several times, in increasing depth and sophistication, to embed knowledge and skills more effectively over time. For example, important aspects of coding such as sequence, selection and iteration will be first encountered with Scratch in Year 7 then 8, with App Lab (JavaScript) also in Y8 and then with Python in Y9. If pupils opt for GCSE or A Level Computer Science they will encounter the same principles again, in much greater depth. Cyber Skills topics are selected to provide a balance of ICT and Digital Literacy elements, and pupils are taught to work creatively and collaboratively using digital tools.

Read ‘OCR GCSE Computer Science Specification’

Watch ‘An Introduction to Computer Science GCSE’

We have chosen the OCR GCSE Computer Science specification because of its simple, intuitive assessment model, dividing the content into two papers with different foci on theoretical and practical skills.

Paper 1 focuses on aspects of computer systems including hardware, software and networking including cyber security. It also includes a study of ethical, legal and environmental concerns relating to computer science.

Paper 2 focuses on programming (we teach Python at Shiplake), algorithmic thinking and logic. The specification provides an excellent basis for further study at A Level, and is well supported by excellent resources.

Computer Studies KS4 Rationale Computer Studies KS5 Rationale

Read ‘AQA A-level Computer Science Specification’

Watch ‘An Introduction to Computer Science A-level’

We have chosen the AQA A-level Computer Science specification because of the greater focus on problem solving and programming compared to other options. It is structured in such a way to scaffold the development of problem-solving skills over the first year before students undertake their own coursework project development, and incudes a practical programming exam.

It also includes up-to-date theory content, building on the areas covered at GCSE like computing systems, data representation, systems architecture and networking, as well as introducing new ones such as big data. The course also benefits from the availability of excellent resources.

DET Curriculum Map

Head of Department: Mr Liam Fuller

Curriculum Rationale: Each scheme of work offers the opportunity for development of skills, communication and technical knowledge. This helps to build a basic level of understanding that are used in both GCSE and A-level. The knowledge and skills are built upon from previous years to expand terminology required to be successful for GCSE. In each year, there are a range of different projects that will develop skills required in GCSE and A-level. Throughout the KS3 curriculum, there are some links to computing, science and maths that help develop the STEM skills.

DET KS4 Rationale

Read ‘AQA GCSE Design and Technology Specification’

Watch ‘An Introduction to DET GCSE’

GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.

Our GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.

DET KS5 Rationale

Read ‘AQA A-level Design and Technology Product Design Specification’

Watch ‘An Introduction to DET A-level’

This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers, especially those in the creative industries.

They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning in to practice by producing prototypes of their choice.

Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers.

Drama Curriculum Map

Head of Department: Mrs Emma Farrell

Curriculum Rationale: Each scheme of work offers the opportunity for development of collaboration, communication and creative skills and offers a range of styles and genres for pupils to experience. This helps to build a basic level of understanding that are used in both GCSE and A-level. The knowledge and skills are built upon from previous years to expand terminology required to be successful for GCSE. In each year, there is at least one opportunity to devise from a stimulus which is a similar process to that of the devising module for GCSE and A-level. Throughout the KS3 curriculum, there are some subtle links with English such as incorporating poems, the focus on the structure of Shakespearian language and the opportunity for pupils to practice their creative writing for monologues.

Read ‘WJEC Eduqas GCSE Drama Specification’

Watch ‘An Introduction to Drama GCSE’

We have chosen the WJEC Eduqas GCSE in drama because it is an exciting, inspiring and practical course. The specification promotes involvement in and enjoyment of drama, as performers and designers. Additionally, it provides opportunities to attend live theatre performances and to develop skills as informed and thoughtful audience members. Through this course students are given opportunities to participate in and interpret their own and others’ drama. They have the opportunity to work practically as performers and designers.

We also enjoy teaching this course as it allows students to experiment with a number of different practitioners and genres of drama, which we have the freedom to change and adapt depending on the cohort’s skills, preferences and ideas. They have endless opportunities to work collaboratively to develop ideas to communicate meaning and experiment with dramatic conventions, forms and techniques in the staging of both original and published works and through the practical and analytical study of a set text.

Drama KS4 Rationale Drama KS5 Rationale

Read ‘WJEC Eduqas A-level Drama and Theatre Specification’

Watch ‘An Introduction to Drama A-level’

This highly practical specification provides our students with the opportunity to work as performers and designers on three different performances and their own creative interpretations of three set texts. The texts come from a diverse range of writers and time periods and allow our students to experience a breadth of theatre makers.

In Component 1 learners reinterpret a text to create a piece of theatre which is a combination of the selected text and original ideas. In Component 2 learners engage with a stimulus to create two pieces of theatre: one an interpretation of a text of their own choice and the other a devised piece. Both components are designed to encourage students to make connections between dramatic theory and their own practice. While preparing their practical work, students explore the work of two theatre practitioners of their own choice and then apply their research to their performances or designs.

Experiencing live theatre is vital to our understanding of how to create good theatre and students are also required to watch at least two live theatre productions and learn about the processes and practices involved in interpreting and performing theatre.

English Curriculum Map

Head of Department: Mrs Jess Brooks

Curriculum Rationale: The Year 7 curriculum is designed to be engaging and enjoyable, but it also allows students to develop a wide range of core skills that will help them in the years to follow. This is a text rich curriculum, with a wide variety of fiction and non-fiction. In Year 8 we introduce 19th Century literature with links to the gothic in Year 7– a chance to recognise features of Victorian novels. We continue to develop a toolbox of poetic terminology and encourage reading for implied reading to develop deeper understanding alongside appreciation of poetry. There are also conventions of a Shakespearean tragedy in preparation for GCSE. Year 9 sees Greater consideration towards poet’s intent and historical context. Development of tools for analysing a more sophisticated novel, including a focus on context and themes. Further conventions of Shakespearean tragedy, alongside familiarity with modern (Shakespearean) English in preparation for GCSE.

English KS4 Rationale

Read ‘Edexcel GCSE English Specification’

Watch ‘An Introduction to English iGCSE’

Both English Language and English Literature are ‘core’ subjects, which means everyone must study it up to GCSE level. The reason for this is that competency in written and spoken English is essential in today’s world. No matter which future pathway you take, there will be an expectation that you are a confident and competent user of the language. Studying English at Shiplake will improve your speaking, reading and writing skills and will enable you to perform better in all subjects across the curriculum.

English Language is a discussion-based subject so ideas are often developed through whole-class interactions. Moreover, studying Literature helps pupils to develop the skills of sharp analysis, not to mention an understanding of different sociohistorical contexts. The analytical skills of good Literature students are much sought after in the modern workforce.

English KS5 Rationale

Read ‘Edexcel A-level English Literature Specification’

Watch ‘An Introduction to English Literature A-level’

Pupils who are independent readers and have a passion for exploring a wide range of literature will enjoy this course. There are numerous personal characteristics required to be successful in the study of English Literature, but our ideal scholars are enthusiastic, creative, empathetic and critical readers. Pupils are often encouraged to be: collaborative in their planning and thinking about texts; challenging of their own perceptions; open to new interpretations and concepts. Such an approach leads students of English Literature being accomplished in expressing their ideas verbally and, of course, in writing.

Pupils are assessed via a combination of coursework and examinations. Examinations will include extended essays in response to questions on set texts.

French Curriculum Map

Head of Department: Mrs Justine Parrott

Curriculum Rationale: The Dynamo 1, 2 and 3 course has been chosen as it equips pupils with the language learning skills they require for GCSE study (listening, reading, writing and translation) and introduces them to exam-style questions and techniques. Vocabulary and structures are recycled throughout, gradually building up a base of the basics required at GCSE. There is clear grammatical progression with activities and scaffolding designed to build confidence and skills in the 4 areas tested at GCSE: speaking, listening, reading and writing. There are also opportunities to deepen cultural understanding and promote life-long language learning.

French KS4 Rationale

Read ‘AQA GCSE French Specification’

Watch ‘An Introduction to Modern Languages GCSE’

We have chosen to follow AQA’s GCSE curriculum as it is both engaging and relevant, making language learning interesting for our pupils. The course content includes contemporary themes such as identity and culture, local and global areas of interest, and current and future study and employment. These themes resonate with students’ interests and real-world contexts, making the learning experience more relatable and enjoyable. The inclusion of authentic materials, such as songs, films, and literature, helps students connect with the cultural aspects of the language. Moreover, the course focuses on communication and practical language use, which prepares students for real-life situations, enhancing their confidence and competence in using their French or Spanish.

French KS5 Rationale

Read ‘AQA A-level French Specification’

Watch ‘An Introduction to Modern Languages A-level’

We have chosen AQA for A-level Languages as it provides an engaging, and practical course that prepares students for both further study and future careers. The course content includes contemporary themes such as social issues, political culture, and artistic trends, which match with students’ interests and current global contexts. The inclusion of literature and films allows students to explore cultural aspects deeply, fostering a more profound appreciation of the language. Proficiency in a foreign language is a highly sought-after skill in the global job market. AQA’s A-level Languages courses equip students with the communication skills and cultural competence needed in various careers, including translation, diplomacy, international business, and education. The ability to speak and understand another language opens up numerous opportunities and enhances employability.

Geography Curriculum Map

Head of Department: Mr Jack Cooper

Curriculum Rationale: The KS3 Curriculum is about exploration and designed by the department to be engaging and instil passion for the subject in our students. The Year 7 curriculum has a core focus on geographical skill, making sure all students are able to explore geography at the same level. We explore both human and physical geography stretching old concepts and introducing new knowledge from how weather and climate works to answering questions around the discovery of fossils. In Year 8, we follow the same pattern as Year 7 going from human geography to physical, looking in depth at topics which help students understand the wider aspects of geography. We also cover key knowledge building towards the GCSE in Year 10 looking at earthquakes and coastal process. The year is designed to add another layer of knowledge and to create curious learners. Year 9 has a focus on core skills and looka at future issues of our planet again by enquiry-based learning build on previous knowledge and allows students to ask questions and become passionate about geography. Emphasis is put onto the core skills for GCSE with increased essay writing and exam style questions. In the spring term, the Year 9s will do a trail unit of GCSE geography to get them ready for the next stage.

Read ‘AQA GCSE Geography Specification’

Watch ‘An Introduction to Geography GCSE’

The study of GCSE Geography will help you to develop a knowledge and understanding of local and global events. Pupils cover a range of topics including population and settlement, the natural environment and economic development.

Those who choose GCSE Geography will develop a range of useful skills such as map reading, data collection, ICT and problem solving. Students will be divided into three mixed-ability sets and taught by the same teacher over the two year course.

There is a compulsory two day coursework trip to Dorset in the Spring Term. Back in school, additional fieldwork will also be carried out during lesson time. These experiences will help GCSE Geographers to gain a number of important practical skills.

Geography KS4 Rationale Geography KS5 Rationale

Read ‘Cambridge International A-level Geography Specification’

Watch ‘An Introduction to Geography A-level’

Whether you wish to study geography at university or you are just looking for a versatile subject to keep your options open, this subject will help you develop as a rounded individual. Developing educated opinions on many of the social, political and environmental challenges that face the world today will help to develop confidence in life beyond school. This, combined with the wide range of analytical, statistical and graphical skills that will be acquired, makes geographers attractive to universities and employers alike.

There are four examinations, two lasting one hour and 30 minutes and the final two are combined lasting around three hours. Topics are split into Human and Physical Geography exams. There is a mixture of data response, structured and essay questions. All papers have equal weighting.

History Curriculum Map

Head of Department: Mr Joe Player

Curriculum Rationale: From the beginning, KS3 History introduces students to key terms, key skills, and key ‘second order concepts’ essential for understanding History, e.g. change/continuity, cause/effect, similarity/difference. These concepts and vocabulary are directly linked to GCSE and A-level demands. Our curriculum is also as diverse as possible, with an exciting balance of English and internationalism, allowing students to make comparisons over the periods they are studying e.g. life for women in Norman England, Mali Kingdoms and Samurai Japan; or the reasons for the French Revolution compared to the American Revolution and the Indian Uprising.

Read ‘Pearson Edexcel IGCSE History Specification’

Watch ‘An Introduction to History GCSE’

Edexcel is the world’s largest awarding organisation. Because of its popularity, there are a huge number of resources that teachers and students can access, including revision guides and videos. We are drawn to Edexcel because of the range of interesting topics it offers, with an international and diverse range of options that we really enjoy teaching. The range of topics also provides for breadth and depth studies, which is an exciting mix. We are allowed to select topics which we find combine neatly and complement each other which is helpful to students. Edexcel also prepares and tests students on essential historical skills such as second-order concepts as well as source-analysis and evaluating historical interpretation, which are important for A-level studies.

History KS4 Rationale History KS5 Rationale

Read ‘AQA A-level History Specification’

Watch ‘An Introduction to History A-level’

AQA offers a broad range of topics to choose from, including British, European and international. It also offers a broad range of topics ranging from Medieval to Modern. There is a really appealing range of modern topics to choose from and a plethora of resources available for students and teachers. In particular we are drawn to the module on the Russian Revolution and Stalin’s dictatorship, which is extremely well-resourced.

There is a coursework element that allows a lot of freedom on what topic to tackle, but that also has a focus on historical interpretations which not only engages with the richness of historiography but is a valuable bridge to undergraduate history degrees. This makes it ideal preparation for students who are going to take their interest of history further. Our experiences with AQA have been positive and we find them helpful and quick to respond to inquiries. We have experience in the department of being AQA examiners which gives us an advantage for teaching it.

Maths Curriculum Map

Head of Department: Mr Adie Davis

Curriculum Rationale: Guided by the research-driven LUMEN Mathematics curriculum, students consolidate and extend upon topics learnt in Key Stage 2, progressing their understanding of algebra, proportional reasoning and space and measure. By Year 9, they will have covered and consolidated all topics covered under the foundation iGCSE specification in preparation for starting Key Stage 4.

Maths KS4 Rationale

Read ‘Edexcel GCSE Maths Specification’

Watch ‘An Introduction to Maths GCSE’

Edexcel IGCSE mathematics is, by far, the most popular and best resourced IGCSE course available. This means students have access to more support material. These are available directly through Pearson Edexcel or indirectly using our online support platform, Dr Frost. IGCSE Mathematics reduces the examination load on students from three papers to two which is significant at a time when students are at their busiest. The slight difference in topics, when compared to GCSE, also leads to a smoother transition from GCSE level to A Level.

Maths KS5 Rationale

Read ‘Edexcel A-level Maths Specification’

Watch ‘An Introduction to Maths A-level’

Edexcel A Level mathematics is, by far, the most popular and the best resourced A-level course available. This means students have access to more support material. These are available directly through Pearson Edexcel or indirectly using our online support platforms, Dr Frost and Integral. All A-level mathematics specifications are identical, so it comes down to small margins, like these, to become our preferred examination board. Students looking to extend their knowledge of mathematics, e.g. in readiness for a mathematics degree, should consider opting for further mathematics as well.

Music Curriculum Map

Head of Department: Mrs Amy Hynes

Curriculum Rationale: By the end of Year 9 pupils will have: gained an aural knowledge of some of the great musical output of human civilisation; engaged with creative processes through improvisation and composition; built an understanding of how musical elements work and discussed how these interact with subjective and objective models of musical meaning; developed knowledge of a wider range of notes and improved their fluency in music notation. Above all else the curriculum promotes collaboration, discovery, leadership, creativity and decision-making.

Music KS4 Rationale

Read ‘Pearson Edexcel GCSE Music Specification’

Watch ‘An Introduction to Music GCSE’

We choose to follow the Edexcel specification for GCSE music for its balance between creative and analytical components: it promotes creativity through composing, develops analytical skills through the study of eight set work scores and provides an opportunity for performers to hone their craft as soloists and within ensembles.

The course is 60% non-examined corswork – 30% performing and 30% composing - with the remaining 40% taking the form of a listening and appraising exam at the end of the course.

Music KS5 Rationale

Read ‘Pearson BTEC Music Performance Specification’

Watch ‘An Introduction to Music A-level’

The Music BTEC Extended Certificate in Music Performance combines an array of musical skills and opportunities for students to develop and expand their musicality, professionalism and musicianship. Through the use of detailed, realworld briefs and tasks, students are able to gain a valuable insight into what the professional world of music has to offer, both on and off the stage. The Pearson BTEC Music specification is split into four different units taught over two years with the vast majority being internal coursework. The course provides flexibility in its pathways allowing students the opportunity to explore optional units that further develop skills in performance, composition and improvisation. The BTEC Extended Certificate in Music Performance is growing in popularity as the course continues to be adopted by an increasing number of UK schools, providing students with real world opportunities and experiences which will give them a secure foundation upon which to pursue a career in the music industry.

Pysical Education Curriculum Map

Head of Department: Mrs Katie Neill

Curriculum Rationale: The PE curriculum is designed to develop student’s physical literacy through a number of different activities. Physical literacy can be divided into four key strands; they are physical competency, motivation, confidence and knowledge & understanding of health. The study of and participation in health and fitness focussed lessons runs throughout the curriculum in Year 7, 8 & 9 to underpin all four strands of physical literacy. Where other activities are repeated in each year of study the complexity of skills progress, motivational factors and confidence building activities develop to further enhance physical competency, social skills and values. The curriculum covers a breadth of study to compliment our games and co-curricular provision whilst exposing students to new opportunities.

Read ‘AQA GCSE Physical Education Specification’

Watch ‘An Introduction to PE GCSE’

We have chosen the AQA GCSE PE specification to both inspire and challenge students. The inclusion of new and contemporary topics help students of all abilities to develop a well-rounded skill set.

The course is divided into three units that consist of two exam papers and non-examined assessment pieces. Exam paper 1 has a focus upon the human body and movement. Exam paper 2 focusses on socio-cultural influences and well-being. The non-examined assessment requires students to perform in three sports from a prescribed list and then analyse and evaluate their performance in one of them.

The specification has been created alongside the Youth Sports Trust and is one of the most popular specifications for the study of PE and a such there are several readily available resources to support students learning.

Physical Education KS4 Rationale Physical Education KS5 Rationale

Read ‘AQA A-level Physicl Education Specification’

Watch ‘An Introduction to PE A-level’

We have chosen the AQA A level PE specification due to its natural progression from a variety of areas of study at GCSE. The specification allows students to play to their strengths and gain dynamic theoretical and practical skills for further education or work. The specification has been refreshed in several topic areas to reflect contemporary changes.

The course is divided into three units that consist of two exam papers and a non-examined assessment piece. Exam paper 1 has a focus upon anatomy and physiology, skill acquisition, sport and society. Exam paper 2 focusses upon exercise physiology and biomechanics, sport psychology, sport in society, and technology in sport.

The non-examined assessment requires students to perform or coach one sport from a prescribed list and then analyse and evaluate their own performance or the performance of another.

Religious Studies Curriculum Map

Head of Department: Miss Nicola Jones

Curriculum Rationale: Much of T&P KS3 covers parts of GCSE and A-level courses at an introductory level to give students a good grounding in complex ideas to help students foster an interest in the subject. Cross-curricular links are with history, English and science departments. Year 7 serves as an introduction to the higher-level thinking skills required with philosophy and ethics introduced in the first topic. There is later work on specific religions which feeds into understanding for GCSE. Year 8 builds on the ethical knowledge from earlier by looking at specific ethical dilemmas and considering how different believers might respond to them. Some of these are also directly studied at GCSE and A-level. Likewise, the ‘Does God exist?’ topic is a simplified starting point for a greater philosophical problem considered in the examination years. Year 9 again shares some topics covered in the examination years at an introductory level. This serves to introduce concepts to the students in the hope that it is challenging and engaging in order to encourage uptake at GCSE level.

Read ‘AQA GCSE Religious Studies Specification’

Watch ‘An Introduction to T&P GCSE’

We follow the AQA syllabus as it gives the opportunity for a well-rounded theological, ethical and philosophical education. Paper 1 consists of Christianity and Islam beliefs and teachings and practices. This gives pupils a good grounding in the beliefs and practices of the religions which they are most likely to encounter in their daily lives. The specification demands that all candidates study Christianity and we choose to compare this with Islam.

Paper 2 content considers ethical and philosophical questions and we again choose to use Christian and Islamic perspectives. The themes chosen are religion and life, relationships and families, religion, human rights and social justice and the existence of God and revelation. All of these topics are introduced to some extent at KS3 and further discussed at A-level allowing for a coherent and linked scheme of work across all key stages.

Religious Studies KS4 Rationale Religious Studies KS5 Rationale

Read ‘OCR A-level Religious Studies Specification’

Watch ‘An Introduction to T&P A-level’

The OCR A-level course is rigorous and detailed. It divides into three modules (each of which has its own exam): philosophy of religion, ethics and developments in Christian thought. Each section of the course considers thinkers of the past and how this develops into the future with many classical and modern philosophers, ethicists and theologians covered. Whilst it is a considerable step up from GCSE, the course has many links to prior learning and with the development of a separate KS3 curriculum we have been able to feed many of the complex ideas covered into the learning of pupils lower down the school. The reason for choosing this A-level specification is that it is varied and vibrant with many topics and skills reflecting what may be needed at degree level. The even weighting of each module with longer evaluation essays required helps students to learn methods and ways of writing which are both challenging and engaging.

Science Curriculum Map

Head of Department: Mrs Sarah Kenyon

Curriculum Rationale: In Year 7, we start with ‘How science works’ topic to teach students how scientific experiments are conducted and introduce them to the key variables: the independent variable, the dependent variable and control variables. We then rotate through biology, chemistry and physics modules in four weekly intervals. We start with cells (biology) and students gain experience using microscopes. This is followed by the particle model (chemistry), which is covered in GCSE chemistry and physics. This is followed by the topic of energy (physics) which is further explored at GCSE. We then move onto reproduction which dovetails with the work carried out in PSHEE and is also covered in greater detail in GCSE biology. The next topics are mixtures and separation (chemistry) and forces (physics) which are both further developed at GCSE level. Each topic presents various options of practical experiments for students to develop their practical skills.

Combined Science KS4 Rationale

Read ‘Edexcel Combined Science Specification’

Watch ‘An Introduction to Science GCSE’

Science matters. That’s why we’ve chosen the Edexcel GCSE (9–1) course, so that every student can enjoy science and succeed in their studies. The Edexcel Combined Science course covers all the key points in physics, chemistry and biology and allows students to explore everything from evolution to radioactivity and electrolysis to electrical circuits as they study science.

In addition, students complete an interesting selection of core practicals to help bring their learning to life with real experiments. At the conclusion of the course, students receive 2 GCSEs calculated as an average of their results across the 3 subject areas.

Triple Science KS4 Rationale

Read ‘Edexcel Triple Science Specification’

Watch ‘An Introduction to Science GCSE’

For students that are passionate about science, we chose the Edexcel Triple Science (9-1) GCSE specification as it allows us to explore in more depth the topics covered in the Combined Science course and also to look at some new ones that are not covered in the Combined Science course.

The Edexcel course allows students complete an interesting selection of core practicals to help bring their learning to life with real experiments. At the conclusion of the course, students receive 3 GCSEs with individual grades for the 3 subject areas.

Biology KS5 Rationale

Read ‘Edexcel A-level Biology Specification’

Watch ‘An Introduction to A-level Biology’

The Edexcel SNAB A Level Biology course is a good bridge between GCSE Biology and further study of a range of biologyrelated courses at university. Each topic within the course begins with an overview of the wider biological context designed to encourage an overarching approach to both the teaching and learning of the subject. Practical work is central to any study of biology. For this reason, the specification includes 18 core practical activities which form a thread linking theoretical knowledge and understanding to practical scenarios. Students will build on practical skills learned at GCSE, becoming a confident practical biologist, handling apparatus competently and safely. There are also opportunities for students to develop mathematical skills throughout the content, providing the students with a wide range of transferable skills.

Chemistry KS5 Rationale

Read ‘Edexcel A-level Chemistry Specification’

Watch ‘An Introduction to Chemistry A-level’

Chemistry is a science of everyday things that includes early morning toothpaste we use, food we eat, clothes we wear, fuels we fill in our vehicles, and the medicines we take such as paracetamol and antacids. The Edexcel A-level chemistry course has been tailored to follow on from the Edexcel GCSE (9-1) chemistry specification and creates a right pathway for entering higher education by developing knowledge and understanding of advanced chemical concepts relating to physical, inorganic, analytical and organic chemistry through wider theory and practical based studies. This course is a two-year linear course, and final assessments are based on three written papers with a combined maximum score of 300 marks – there is no coursework element. Edexcel provides access to excellent course materials through textbooks, revision guides and online resources. Studying this A-Level chemistry course opens doors to degree courses especially in chemistry, chemical engineering, pharmacy, medicine, biochemistry and veterinary sciences.

Physics KS5 Rationale

Read ‘Edexcel A-level Physics Specification’

Watch ‘An Introduction to Physics A-level’

We have chosen to study this specification because it offers a seamless blend of familiarity and innovation. Starting with an exploration of the origins and motivations behind businesses and progressing through the challenges they face as they grow provides a comprehensive understanding of the business landscape. The clear and straightforward structure of the curriculum enhances the learning experience. Moreover, the engaging and contemporary contexts embedded within the curriculum stimulate the imaginations and inspire entrepreneurial thinking. By incorporating real-world examples and practical case studies, we develop a deeper understanding of business concepts while staying connected to current

Spanish Curriculum Map

Head of Department: Mrs Justine Parrott

Curriculum Rationale: The Viva 1, 2 and 3 course has been chosen as it equips pupils with the language learning skills they require for GCSE study (listening, reading, writing and translation) and introduces them to exam-style questions and techniques. Vocabulary and structures are recycled throughout, gradually building up a base of the basics required at GCSE. There is clear grammatical progression with activities and scaffolding designed to build confidence and skills in the four areas tested at GCSE: speaking, listening, reading and writing. There are also opportunities to deepen cultural understanding and promote life-long language learning.

Spanish KS4 Rationale

Read ‘AQA GCSE Spanish Specification’

Watch ‘An Introduction to Modern Languages GCSE’

Spanish KS5 Rationale

Read ‘AQA A-level Spanish Specification’

Watch ‘An Introduction to Modern Languages A-level’

Learning Development

Head of Department: Mrs Judit Coulehan

Curriculum Rationale: In Learning Development, we do not teach a specific curriculum. Instead, we take a proactive approach by preteaching and overlearning the key concepts and associated vocabulary of English and the sciences that pupils with dyslexia find challenging. In KS3, following a structured, cumulative and multisensory approach, we continue to develop pupils’ reading accuracy and comprehension, expand their vocabulary, improve their planning, writing and editing skills, and aid their retention and recall of scientific keywords. We also build pupils’ self-esteem and resilience through explicit teaching of metacognition and modelling a range of study techniques to alleviate difficulties related to dyslexia by allowing pupils to discover the best study methods that suit their individual needs.

Learning Development

Head of Department: Mrs Judit Coulehan

Curriculum Rationale: Learning Development in KS4 follows the ‘quality over quantity’ approach. It means that our pupils take one fewer GCSE option subjects to allow additional time to overlearn key aspects of the English and science curricula. Much as in KS3, we take a proactive approach by revisiting the key concepts and associated language of core subjects, focusing mainly on English and the sciences.

Our structured, cumulative and multisensory approach focuses on increasing the pupils’ confidence with identifying themes, literary and structural devices for analysis, developing their planning, structuring and editing skills in writing and aiding their retention and recall of scientific keywords. We also build pupils’ self-esteem and resilience through explicit teaching of metacognition and modelling a range of study techniques to alleviate difficulties related to dyslexia by allowing pupils to discover the best study methods that suit their individual needs.

Learning Development

Head of Department: Mrs Judit Coulehan

Curriculum Rationale: Learning Development in KS5 is a student-led guided support programme in place of some or all of the pupil’s independent study sessions. Mirroring a university style support, pupils must ‘opt-in’ to ensure they are willing to accept additional guidance and maximise the benefits of tailored support. Pupils are assigned a support teacher, who will liaise with their subject teachers to closely monitor their progress, and if needed, offer more hands-on support with personal organisation and/or content. Although much of the content support will take place in academic clinics offered by their own subject teachers, support teachers can further scaffold assignments, offer more step-by-step guidance with content and structure, and help manage assignment deadlines. We aim to gradually increase pupils’ independence and build their self-esteem and resilience through explicit teaching of metacognition and modelling study skills to alleviate difficulties related to dyslexia.

Careers

Head of Department: Mrs Louise Rapple Moore

Curriculum Rationale:At Key Stage 3, pupils are introduced to Unifrog. At this stage they undertake personality, interests and skills quizzes to help them think about where their skills lie and what kind of areas might be interesting for them in the future. They explore various options in the Careers, Subjects and Know-how libraries in Unifrog and PSHE teachers will help them discuss future pathways.

Careers

Head of Department: Mrs Louise Rapple Moore

Curriculum Rationale: Key Stage 4 is the time for pupils to be considering their A-level choices and effect these could have upon their future careers. Research in Unifrog will be key at this stage, looking at the Careers and Subjects libraries. Mrs Rapple Moore talks to the Year 10s in the summer term, and visits all Year 11 PSHE lessons in the spring term. Year 10 are offered profiling opportunities with outside agencies in the summer term.

Careers

Head of Department: Mrs Louise Rapple Moore

Curriculum Rationale: All Year 12 pupils have a timetabled Careers lesson once a week from the spring term. They are taught in small groups of 7 or 8 pupils in a relaxed, seminar-style environment. Lessons cover all aspects of life after Shiplake and aim to provide pupils with all the tools they need to make their important decisions. Futures week brings in external speakers and puts on a speed networking sessions with professionals from all sorts of industries, and there is also a Careers Fair trip and a University trip. In Year 13, all pupils applying to university continue with lessons in the autumn term, which are designed to offer personal support with application forms and personal statements. In the spring term of Year 13, optional lessons are provided for pupils looking at pathways other than university, with an emphasis on writing a strong CV and on applications for jobs and apprenticeships.

Business KS4 Rationale

Read ‘Edexcel GCSE Business Specification’

‘An Introduction to Business GCSE’

Business KS5 A level Rationale

Read ‘AQA A-level Business Specification’

Watch ‘An Introduction to Business A-level’

We’ve chosen this specification to teach business A-level because it offers dynamic and engaging content backed by a strong history of providing high-quality qualifications. The holistic approach demonstrates the interconnectedness of business, using models, theories, and techniques to analyse contemporary issues such as digital technology, business ethics, and globalisation. The content is designed to resonate with students by addressing topics relevant to today’s society, ensuring their engagement. Moreover, the specification emphasizes real-life skills development, including data analysis, critical thinking, and decision-making, all of which are crucial for further study and employment. In terms of assessment, the question papers incorporate various styles, including multiple choice, short answer, data response, essays, and case studies. By using real-life case studies whenever possible, it makes it easier for students to relate to and apply their knowledge and skills acquired throughout the course, ultimately enhancing their success in assessments.

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Business KS5 CTEC Rationale

The OCR Cambridge Technicals specification offers vocational qualifications tailored to our students. These qualifications are designed with both the workplace and progression to higher education in mind, providing a high-quality alternative to A-levels at Level 3. Specifically, the Level 3 Cambridge Technicals in business empowers students to reach their potential and transition smoothly to the next stage of their lives. One of the key strengths of this specification is its refreshing and exciting content, meticulously crafted to be up-to-date, engaging, and fit for purpose. They have collaborated closely with universities, employers, and industry specialists to ensure that students gain the right combination of knowledge, understanding, and skills required for success in the 21st century. This ensures that students are equipped with the practical skills and theoretical knowledge necessary for their chosen career paths, setting them up for success in both

Read ‘OCR CTEC Business Specification’

Watch ‘An Introduction to Business A-level’

Head of Department: Mrs Teuta Hill

Economics KS5 Rationale

Read ‘Pearson Edexcel Advanced GCE Photography Specification’

Watch ‘An Introduction to Economics A-level’

Edexcel offers a clear and coherent structure – four engaging themes, assessed through three externally examined papers. It supports progression – two microeconomic and two macroeconomic themes - that enable students to build on their knowledge and understanding as they progress through the course. The new specification content includes the financial sector and an introduction to behavioural economics, engaging students in current issues in economics. In the second year of study, students develop an understanding of current global issues that impact on the economy, preparing them for their next steps in today’s global world. Students develop a multitude of skills, including numeracy, communication and critical thinking in order to make a smooth transition to the next level of study.

Head of Department: Mr Stuart Reed

Head of Department: Mr Marcus Milburn

Read ‘OCR Media Studies Specification’

Watch ‘An Introduction to Media Studies GCSE’

The course covers a range of theoretical and creative media outcomes which can serve as an effective pathway to A-level study. Topic areas included the media industry (traditional and new), job roles in the industry, factors influencing product design, planning tasks and distribution and legal considerations are covered.

The exam topics provide opportunities for students to develop critical analysis skills as they need to be able to provide commentary on how media products can be improved to target specific audiences and purposes. The practical nonexaminded assessment modules allow students to work ‘in-role’, responding to a client brief and developing graphic design skills using a wide variety of applications such as photoshop, illustrator and canva amongst many others.

Media Studies KS4 Rationale Media Studies KS5 Rationale

Read ‘Cambridge Intl Media Studies Specification’

Watch ‘An Introduction to Media Studies A-level’

The specification provides students with the tools to critically analyse and debate a range of media texts, topics and issues. Students learn to decode moving image texts and discuss industry practice and its impact on audiences in Paper 1, with Paper 2 covering media regulation, postmodern media and media ecology. The focus for these topics is contemporary real-world examples backed up with a range of academic theory. The specification allows centres to follow their own examples that are relevant to their cohort, with little prescriptive restriction. Given that half the grade comes from coursework, it allows students with a diverse range of skills to engage and succeed in the subject with the NEA providing opportunities for students to learn camera and editing skills, alongside graphic design and image manipulation through applications such as photoshop. Nearly every university now offers some form of media related degree, with a large number having dedicated media schools and every company will be utilising the media in some form; the skills acquired during this course will absolutely set individuals up to succeed in a career in this ever evolving industry.

Photography KS5 Rationale

Head of Department: Miss Keli Jiggens

Read ‘Edexcel A level Photography Specification’

Watch ‘An Introduction to Photography A-level’

Although no previous experience of photography is required, those who have enthusiasm, creativity and the discipline to master the technical aspects of the subject will be well-suited to this course. Other subjects that combine well are art, media studies and DET. As the coursework includes a certain amount of written analysis and two essays, a strong performance in English GCSE is beneficial. The study of photography develops a considered viewpoint when looking at the world around us. As such, it is a subject that continually documents the aesthetic characteristics of life such as nature, the environment and the people within it. It is as imaginative as it is rewarding.

Assessment throughout the course is split between coursework and externally set assignments. The coursework element spans over Year 12 and Year 13, where students build on a portfolio of work ideas as well as a written study into their topic. The coursework is worth 60% of the final A-level mark. The external examination is completed between February

Politics KS5 Rationale

Head of Department: Mr Joe Player

to Politics A-level’

Edexcel is the most popular A-level politics specification. As a result, there is a huge range of resources accessible to students and teachers alike to prepare for the exam. It provides a large range of interesting topics, including British and US government. The comparative politics nature of the modules is really interesting and strongly compliments learning and grasp of contemporary world issues. It tests a range of skills but follows familiar, important assessment objectives.

The textbooks and resources are regularly updated to take into account the fast-changing nature of politics and up-todate examples which are so important for the assessment as well as making the subject more accessible and engaging for students. The course is clearly set out and the textbooks have a clear exam focus with examples and support that

Read ‘Edexcel A level Politics Specification’

Watch ‘An Introduction

Psychology KS5 Rationale

Head

of Department:

Mr Sam Shaw

Read ‘AQA AS and A level Psychology Specification’

Watch ‘An Introduction to Psychology A-level’

The AQA specification for psychology has been chosen for its breadth and the quality and quantity of resources available. The AQA specification is broken into 3 units, introductory topics, psychology in context, and options. These units get progressively more challenging into year 13, but are pitched to introduce the content and skills required to have a solid grounding in psychology.

The specification has been created in line with advice from universities to match the requirements of degree pupils. AQA is by far the most popular specification, and as such most psychology teachers are familiar with the specifications and there are far more online and in-print resources available

Sociology KS5 Rationale

Head of Department: Ms Kate Magee

Read ‘AQA A-level Sociology Specification’

Watch ‘An Introduction to Sociology A-level’

Choosing the AQA sociology A-level specification offers a comprehensive understanding of social structures, processes, and issues which is crucial for anyone interested in the functioning of societies and human interactions.

Students explore diverse topics such as culture, identity, crime, and inequality, which are pertinent to contemporary societal debates. This qualification not only fosters intellectual growth but also enhances students’ ability to engage with real-world issues, making it an excellent foundation for higher education and careers in social sciences, public policy, law, and beyond.

Additionally, AQA’s robust assessment structure ensures students are well-prepared to excel in both academic and