Learning

Subjects

Team Members

Mrs Wellings- Head of English

Miss Frearson- Vice Principal

Miss Balchin – Lead Teacher of English

Ms Fairbrother- Literacy Co-ordinator

Mrs Tuckett- SCITT Subject Lead

Mrs Allsopp- Librarian

Mrs Collins- SEN Teacher

Mr Hewitt- Teacher

Miss Speare- Teacher

Miss Cronin- Teacher

General Subject Overview

English is the most important subject you study at school because you need it for everything. Communication is a critical aspect of everyday life. If you can read and write well you can achieve anything ‘the world is your oyster’!

‘Language is the road map of culture. It tells you where people come from and where they are going’ – Rita Mae Brown

Famous faces who studied English at University include:

Emma Watson- Actress

Christine Ohuruogo- Athlete and Olympic Gold Medallist

Tom Hiddlestone- Actor

Steven Spielberg- Director

Key Stage 3

Year 7

Students begin their study of English with a transition unit, they then move on to Private Peaceful, Poetry, Gothic Literature and Shakespeare’s famous speeches. Students are taught in mixed ability groups, however those students who require additional support in reading are taught in a specialised group to fast-track their progress. Our aim in Year 7 is to foster a love of Literature. 

Year 8

The programme of study in Year 8 includes Rhetoric, Animal Farm, Sherlock Holmes, Romeo and Juliet, Conflict Poetry.

Year 9

The programme of study in Year 9 includes Of Mice and Men, Dystopia, Richard III followed by an introduction to the context of Edwardian England.

Useful Links:

KS3 BBC Bitesize
Spark Notes
Englishbiz

Key Stage 4

GCSE English Language (Exam Board: AQA)

Students will study separate GCSEs in English Language and Literature. Students will draw upon a range of texts as reading stimulus (Non-fiction and Fiction from the 19th, 20th and 21st Century) and engage with creative as well as real and relevant contexts. Students will have opportunities to develop higher-order reading and critical thinking skills.

In GCSE English Language, students work towards 100% terminal examinations. This is comprised of two papers:

Paper 1: Explorations in Creative Reading and Writing (50%)

Paper 2: Writers’ Viewpoints and Perspectives (50%)

Useful Links:

AQA English Language
BBC Bitesize English Language

GCSE English Literature (EDEXCEL)

In GCSE English Literature, students are also assessed with 100% terminal exams. The papers students sit are:

·       Paper 1: Shakespeare and Post-1914 Literature (50%)

·       Paper 2: 19th-century Novel and Poetry since 1789 (50%)

Typically, students study Macbeth, A Christmas Carol, Blood Brothers or An Inspector Calls and the Conflict poems from the Edexcel Anthology.

In order to achieve highly on the course, students should read widely outside of lessons, both fiction and non-fiction, and ask questions about the texts that they have read.

Useful Links:

English Literature Edexcel GCSE Overview
Edexcel Poetry Anthology
Project Gutenberg
BBC Bitesize English Literature

Jobs you can do with English: Journalist, Song Writer, Lawyer, Editor, Civil Servant, DJ, Novelist, Poet, Actor and of course an English teacher!

Enrichment Opportunities

Every Wednesday students have the opportunity to come along to our Enrichment Club: BBA Voice.

The Library is open every day before and after school, as well as during break and lunchtimes.

Here is a list of trips we have run in the last two years:

The Old Vic Theatre: A Christmas Carol

The Nottingham Playhouse Theatre: Skellig

The Royal Shakespeare Company- Macbeth

The National Theatre: Macbeth

Quantum Theatre Company- A Christmas Carol

Theatre Royal Nottingham: Blood Brothers

Theatre Royal Nottingham: National Theatre production of Macbeth

Theatre Royal Nottingham: Cinderella

Theatre Royal Nottingham: War Horse

Nottingham Playhouse Theatre: Pantomime- Babes in the Wood

The Globe Theatre: Macbeth

Team Members

Mr G Lewis – Head of Department

Miss N Miljković – Lead Teacher

Mr C Brummitt – Teacher

Mr C Hall – Teacher

Mr S Tokarski – Teacher

Ms C Wilkinson – Teacher

Mr A Freestone – Assistant Principal

Mrs L Elder – Trust wide Coordinator

General Subject Overview

Our Mathematics curriculum follows a mastery approach that aims for deep and sustainable learning; learning that is rooted in an appreciation of the connectedness of mathematical ideas and based on an understanding of the underlying structures. It emphasises the need to go beyond being able to memorise facts and practise procedures and routines whilst also focussing on the three aims of the National Curriculum: fluency, reasoning and problem solving. Students are encouraged to develop confidence in and a positive attitude towards mathematics and to recognise the importance of mathematics in their own lives and to society. They will also build a strong mathematical foundation for future studies at higher level post-16. The GCSE course in mathematics enables students to acquire, select and apply mathematical techniques to solve problems; reason mathematically, make deductions and inferences and draw conclusions; comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

Throughout their time with us, students will also be given the opportunity to engage with various numeracy days and mathematical competitions such as the National Young Mathematicians’ Awards and the UK Mathematics Trust’s Maths Challenges.

Year 7

Number is at the heart of our Year 7 curriculum as this fundamental strand underpins all other areas of their mathematical journey. In Year 7, the curriculum is strongly linked to the KS2 curriculum to enable students to build on their prior learning and connect this to new concepts. Calculator use is discouraged throughout Year 7 to encourage further fluency with the four basic operations of addition, subtraction, multiplication and division. Algebra is used to generalise whenever possible.  Students will spend longer periods of time studying each unit of work to ensure a robust and embedded understanding. Higher attaining students are challenged through depth rather than acceleration onto new content.

Year 8

In Year 8 students build on their knowledge and skills gained from Year 7 and KS2 through learning about how to use bar models to understand proportional relationships. Many more algebraic concepts are introduced to enable links to be established between geometry and algebraic manipulation. Calculator use is encouraged in Year 8 alongside regular opportunities for students to practise their mental Maths when appropriate. Students in Year 8 are also introduced to statistical measures and probability.

Year 9

In Year 9, students are introduced to additional algebraic manipulation, working with polynomials. Following this, students continue their study of coordinate geometry, leading to the application of both in the study of quadratic graphs. Students also spend the time working with more advanced 2D and 3D geometric problems, with focus on angles, construction and congruence before the introduction of Pythagoras’ Theorem and the application of surds. Later, students build on the study of probability in Year 8, with the introduction of Venn Diagrams and Frequency Trees.

Year 10

During Year 10 students build on prior learning from subsequent years to learn about Trigonometry and its applications. Additional algebraic techniques are introduced to provide students with more tools for solving complex problems. Links between circles and triangles are investigated and applied to further coordinate geometry problems. Statistical representations are explored with opportunities for students to analyse data in a variety of ways.

Year 11

Tier decisions are made in Year 11 to ensure that students are thoroughly prepared for their GCSE examination in Mathematics. Higher tier students deepen their existing knowledge and skills by exploring further similarity and congruence, vector geometry and loci problems. Foundation students will have an opportunity to further strength and deepen their understanding and knowledge of the most challenging GCSE concepts including working with quadratics and percentage problems. Following mock examinations, bespoke plans are created to suit the needs of individual classes.

Further Mathematics

Students in Year 10 and 11 are given the opportunity to study Further Mathematics to help the transition of students to Mathematics beyond Year 11. AQA Level 2 Certificate in Further Maths is a unique qualification designed to stretch and challenge high achieving mathematicians who either already have, or are expected to achieve the top grades in GCSE Mathematics or are likely to progress to study A-level Mathematics and possibly Further Mathematics. High-achieving students are introduced to AS topics that will help them develop skills in algebra, geometry, calculus, matrices, trigonometry, functions and graphs.

Useful Links:

AQA Maths GCSE Specification
Bluecoat Maths
Hegarty Maths

 

Team Members

Mrs S Afford – Head of Science

Dr E Meredith – Lead Teacher of Science

Dr S Barber – Teacher

Ms L Booth – Teacher

Mr S Jayia – Teacher

Miss R Smallwood – Teacher

Ms G Zoeller – Teacher

Science curriculum overview

The Science Curriculum at Archway Learning Trust will encourage an enjoyment of Science, promote a natural curiosity and inspire a desire to explore the world around us. Following the National Curriculum principal “to develop a deeper understanding of a range of scientific ideas in Biology, Chemistry and Physics”, students will build on their prior knowledge and form links between this and new concepts. Through topics such as Cells and Respiration, students will make links between structure and function in living organisms. The Particle Model enables students to understand the properties and interactions of matter whilst Energy is the key concept that underpins all of these interactions. There is a strong emphasis on the use of scientific vocabulary in lessons and the use of the scientific method in practical investigations. Students will develop their investigating, data handling, concluding and evaluating skills through a number of opportunities presented each year.

Year 7

During this year, students will have a grounding in Biology through learning about Cells, Respiration, Food and Digestion and the Circulatory System. The building blocks in Chemistry come through looking at the following topics; Particle Model, Developing Theories, Atomic Structure, Elements and Compounds Metals and the Periodic Table. Physics is taught through the fundamental topic of Energy. Throughout this time, students are developing their scientific skills such as drawing and interpreting graphs.

Year 8

Throughout year 8, the content from year 7 is revisited through the use of spaced retrieval activities and links between the topics. Students will be taught Electricity and Magnetism, Forces and Heat Transfers in Physics whilst in Biology the topic of Cells will be taken further with Inheritance and Variation before looking in more detail at Plants as Organisms and Farming. Students’ knowledge of particles will be built upon by looking at Solutions, Reactions and Acids and Bases. As well as increasing knowledge and the application of this, the skills from year 7 are built upon and developed to increase their understanding of the scientific method.

Year 9

Continuing to build on their prior knowledge, students will cover Cell Biology and Organisation in Biology, Atomic Structure and the Periodic Table, Bonding, Structure and the Properties of Matter in Chemistry as well as Energy and Electricity in Physics. There will be a number of practical investigations which students complete to support their understanding and to continue to develop their skills.

Years 10 and 11

From the start of year 10, students will either take Triple Science or Combined Science. Both of these qualifications cover Biology, Chemistry and Physics and can lead to further study at A Level and beyond.

In Biology, students will cover Infection and Response, Bioenergetics, Homeostasis and Response, Inheritance, Variation and Evolution. Quantitative Chemistry, Chemical and Energy Changes, The Rate and Extent of Chemical Change, Organic Chemistry, Chemical Analysis and Chemistry of the Atmosphere make up the rest of the Chemistry course. Physics comprises of The Particle model, Atomic Structure, Forces, Waves and Magnetism and Electromagnetism.

In addition to the Required Practicals students complete for their assessments, their scientific skills, use of correct terminology and numeracy skills are challenged through other experiments designed to consolidate and extend their knowledge and understanding.

This curriculum will be a solid grounding for a range of apprenticeships, A levels, BTECs, degrees and employment opportunities for students beyond their time at Archway Learning Trust.

Team Members

Miss T Ludlam – Lead Teacher of Geography

Mr G Gensler – Teacher of Geography

General subject overview

‘GEOGRAPHY IS THE SUBJECT WHICH HOLDS THE KEY TO OUR FUTURE.’  – MICHAEL PALIN

The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on students’ own experiences to investigate places at all scales, from the personal to the global.

Key Stage 3

Year 7

At Bluecoat Beechdale Academy students will start their studies of geography by exploring what the geography of the UK and learning some key geographical skills. Students will then go on to explore the continent of Africa covering a wide range of issues from the megacity of Lagos to flower farms in Kenya. We also look at the topic of Brazil, its development and the Amazon rainforest.

Following this we take a look at global development, with a particular focus on the countries of Malawi and China. Students will explore global inequalities and the importance of the Sustainable Development Goals. Students will explore the topic of Fantastic Places where they will investigated places from the extremes of Death Valley, the dangerous site of Chernobyl and the heights of Mt Everest. We then move onto the topic of Japan, its ageing population and the threat from natural hazards. Throughout students will learn the skills that will allow them to ‘think like a Geographer’.

Key Stage 4

At Key Stage 4, students work towards their GCSE Geography qualification which is awarded by the Edexcel exam board. Students will learn about the dynamic nature of our planet and the current issues affecting people and the environment today. Students will develop their practical and analytical skills, values, problem solving and decision making abilities through the study of these 3 areas:

Paper 1: Global Geographical Issues (1 hour and 30 minutes, 37.5% of final grade)

·       Hazardous Earth (Climate and Tectonics)

·       Development Dilemmas

·       The Challenges of an Urbanising World

 

Paper 2: UK Geographical Issues (1 hour and 30 minutes, 37.5% of final grade)

·       The UK’s Evolving Physical Landscape (Coastal Change & Conflict and River Processes & Pressures)

·       The UK’s Evolving Human Landscape

Students will undertake 2 full days of fieldwork in preparation for Paper 2. One of these will be on a Physical Geography issue (Rivers) and the other will be on a Human Geography issue (Contrasts in the Nottingham urban area).

 

Paper 3: People and Environmental Issues (1 hour and 15 minutes, 25% of final grade)

·       People and the Biosphere

·       Forests under Threat

·       Consuming Energy Resources

Useful Links

BBC Bitesize

Edexcel Geography

Coolgeography

Time for Geography

Enrichment Opportunities

·       KS4 residential to Malham Tarn

·       KS3 fieldwork

·       Humanities Film Club

·       Young Geographer of the Year projects

Team Members

Mr C Peach – Head of Humanities

Mr R Williams – Teacher

Mr Mudd – Teacher

General subject overview

Our aim as a history department is to imbue a love of History into our pupils. As such the factual content, or historical narrative, plays a large part in the planning of our lessons both individually and across schemes of work. It is these stories that can act as a ‘hook’ that draw the pupils in and lead to a lifelong love of our subject. Another intended result of this is a knowledge rich curriculum that ensures meaningful learning for all pupils.

Yet History is not a mere recounting of events in chronological order. The term is derived from the Ancient Greek historia or inquiry. As such, from the beginning of year 7 until pupils leave in year 11 historical skills of analysis, source enquiry, interpretation, causation and evaluation are being developed. These are sequenced to ensure that skills build from year to year.

Key Stage 3

Year 7

In Year 7 students will begin to learn about the skills needed to be a successful historian, but with a strong focus on deep knowledge and understanding.  The year begins with a study of the ‘empty grave’ at Sutton Hoo. This is to provide a chronological link between the end of the Roman Empire and the early Medieval period. Students will then learn about the Battle of Hastings and the impact of the Normans, what life was like in Medieval Britain including the Black Death and Peasant’s Revolt. However, to broaden the scope of the History studied in Year 7 pupils will also study the ‘Islamic World’ in the middle ages learning about great cities such as Baghdad and important figures like Saladin. We then return to British history with a focus on the religious changes in Tudor Britain from Henry VIII to Elizabeth I. However, we also take the opportunity here to reflect upon the beginnings of an English empire at this time and the role that migrants were playing in England as early as the 16th Century. The year ends by investigating the causes and effects of the English Civil War with a trip to the Civil War Centre in July!

Year 8

In Year 8, students will build on their skillsets and deep knowledge gained in Year 7 by studying modern history. We investigate the causes of the Industrial Revolution as well as the huge social upheaval this event caused. We even take a look at the changes that occurred in Nottingham. In the autumn term we take a trip to Blists Hill Victorian Town to enrich pupil understanding of this most significant event! This then leads into a study of 20th Century History. Pupils will look in-depth at some of the major battles, and the lives of those that lived through World War One. We even introduce the idea of the zeitgeist and how it influences people’s opinions of the past. Women gaining the vote is also taught including the role of suffragettes and Emily Davison’s famous sacrifice! From then, students will consider the differences between democracies and dictatorships through a study of Hitler’s Germany, the turning points of the Second World War. We then study one of the most important events in history the Holocaust. The year ends by studying the Civil Rights Movement in the USA and assessing whether the lives of African-Americans have improved over the past 60 years.

Year 9

At the start of Year 9, students will continue their study of the Key Stage 3 curriculum through a wider world depth study on the Cold War. This topic ends with the emotive scenes of the collapse of the Berlin Wall, one of the defining events of modern history.

Key Stage 4

At Key Stage 4, students work towards their GCSE History qualification, which is awarded by the AQA exam board. Students sit two exams at the end of Year 11, which make up 100% of their GCSE grade (9-1). Students will study 4 different units:

Paper 1: Understanding the Modern World (1 hour 45 minutes, 50% of final grade)

  • Conflict and Tension, 1894-1918
  • America 1920-1973: Opportunity and Inequality
  • Paper 2: Shaping the Nation (1 hour 45 minutes, 50% of final grade)
  • Britain: Migration, Empires and the People, c.790- Present Day
  • Norman England, c1066-c1100, including the Historic Environment study.

Useful Links:

AQA History GCSE

BBC Bitesize

JohnDClare History

Mr Allsop History

Enrichment Opportunities

Year 7 Civil War Centre trip

Year 8 Blists Hill Victorian Town trip

Year 8 Holocaust Memorial Centre trip

Year 11 Royal Armouries (Leeds) Trip

Team Members

Miss L Holt – Lead Teacher of Modern Foreign Languages

Miss H Johnson – Teacher of Modern Foreign Languages 

Subject Overview

The limits of my language are the limits of my universe’ – Ludwig Wittgenstein

Students will study Spanish, which over 400 million people speak worldwide, during their time at Bluecoat Beechdale Academy. From the very beginning, students will develop their skills in four main areas: listening, reading, speaking and writing.

KS3

Students will initially learn the basics including numbers, colours and school subjects before progressing from word to sentence level and developing the ability to express and explain opinions and use different tenses. Students will also come into contact with several literary Spanish texts, in order to develop their comprehension and analytical skills. Students will sit two CAF assessments each year (based on reading, listening and writing) and they will complete a piece of assessed writing each half term. Speaking will also be informally assessed throughout the year.

Useful Links:

BBC Bitesize

AQA French

KS4

At GCSE, students will build on their basic knowledge and will apply it towards the GCSE specification. They will further develop each of the 4 skill areas and will practise regularly in lesson and at home. The GCSE content in Spanish is split into three themes:

·       Identity and Culture

·       Local, national, international and global areas of interest

·       Current and future study and employment

Useful Links:

AQA Spanish

Enrichment Opportunities

European Week of Languages

Spanish Spelling Bee

Spanish Translation Bee

Spanish Play

 

Team Members

Mr Andrew Nicolaides – Lead Teacher in Computer Science

Mr David Halcarz – Teacher

General subject overview

The most important aspect of computer science is problem solving, an essential skill for life. Pupils study the design, development and analysis of software and hardware used to solve problems in a variety of business, scientific and social contexts. As computers solve problems to serve people, there is a significant human side to computer science as well such as:

  1. The digital age needs computer scientists.
  2. Computer science students have excellent graduate prospects.
  3. Computer scientists earn a large amount of money.
  4. Computer scientists are needed in every type of industry.

As a result we have decided to make Computing high in priority in what we offer at BBA.

“Part of what made the Macintosh great was that the people working on it were musicians, poets, and artists, and zoologists, and historians. They also happened to be the best computer scientists in the world. But if it hadn’t been computer science, these people would have been doing amazing things in other field.” – Steve Jobs

Within computer science, pupils are offered a varied and personalised curriculum, where they are all encouraged to fulfil their potential in an enthusiastic, yet supportive and challenging environment. We aim to inspire and develop their confidence whilst providing pupils with the opportunity to encounter new concepts, develop their logical thinking and apply knowledge to solve real life problems.

Famous people who have studied Computer Science:

Mark Zuckerberg: a man who needs no introduction, having developed the world’s most successful social network. So successful in fact, that Hollywood even made a film about his rise to stardom (The Social Network).

Liam Neeson: Although best known for his acting credentials in films like Star Wars: The Clone Wars, Taken and many more, and his gruff Northern Irish accent, before reaching stardom, Neeson undertook a degree in Computer Science at Queen’s University Belfast in Northern Ireland.

“Measuring programming progress by lines of code is like measuring aircraft building progress by weight.” – Bill Gates

Key Stage 3

In Years 7 and 8, all pupils receive one lesson of Computing per week, where the curriculum is based around three key strands:

  1. Computational Thinking
  2. Computer Systems
  3. Digital Literacy

Pupils will work towards completing these strands through a range of different topics that will allow them to progress into Key Stage 4 with the knowledge, understand and skills to achieve the highest possible grade by the end of Year 11.

Topics cover in Key Stage 3

  • Digital Citizenship – looking at the impacts the digital world has on people’s lives and how pupils can protect themselves from online dangers, including:
    • Emailing
    • Computer Crime
  • Algorithms – pupils will experience new ways of thinking to solve a problem through a range of different activities.
    • Python
    • Flowol
    • Mimics
  • Understanding Computers – looking at how a computer actual works from the inside.
    • Input / Output / Storage inc Cloud based
    • Storage – Primary & Secondary
    • Components – CPU, RAM & ROM, HDD etc.
  • Data Representation – exploring the methods used internally to represent information stored in a computer.
    • Binary / Denary / Binary Addition / Hexadecimal
    • Numbers & Text.
    • Graphics
  • Developing Programs – helping pupils to further understand how programs are developed and used in today’s society.

Key Stage 4

In Key Stage 4 we have a range of qualifications for all pupils to be able to achieve an ICT qualification that brings everything they have learnt in Key Stage 3 together. Any pupil who decides to choose an ICT qualification as part of their options will have a total of 3 hours a week over the 3 years in Key Stage 4, give pupils enough time to fully fulfil their potentials.

OCR Computer Science GCSE 9-1

This qualification will build on the knowledge, understanding and skills established through the Computer Science elements of the Key Stage 3 programme of study. The content has been designed not only to allow for a solid basis of understanding but to engage students and get them thinking about real world application.

Units Covered:

  • Unit 1: Computer Systems (Examination – 50%)
  • Unit 2: Computational Thinking, Algorithms and Programming (Examination – 50%)
  • Unit 3: Programming Project (Non-Exam Assessment – 0%) – Please Note: The work for this unit will still be sent to the exam board.

Further Study

  • A Level Computer Science – 6th Form / College
  • BSc Computer Science Degree – University
  • Other College and University course

Careers

  • Application analyst.
  • Applications developer.
  • Cyber security analyst.
  • Data analyst.
  • Database administrator.
  • Forensic computer analyst.
  • Games developer & many more

Course Link: OCR Computer Science 9-1

Pearson BTEC Tech Awards Digital Information Technology (DIT)

The digital sector is a major source of employment in the UK. Around 1.46 million people work in digital companies and there are around 45,000 digital jobs advertised at any one time. Digital skills span all industries, and almost all jobs in the UK today require employees to have a good level of digital literacy. The UK has positioned itself to be the ‘Digital capital of Europe’ as it continues to invest billions every year in digital skills and commerce. The modern world expects digital skills to be as important as English and Maths. Having both technical skills and business understanding is the key to success.

Units Covered:

  • Component 1: Exploring User Interface Design Principles and Project Planning Techniques – Internal Assessment
  • Component 2: Collecting, Presenting and Interpreting Data – Internal Assessment
  • Component 3: Effective Digital Working Practices – Exam

Further Study / Apprenticeships

  • BTEC Nationals in IT Level 3 – College
  • Computing Level 3 – College
  • A Level Computer Science – 6th Form / College
  • Data Management – College
  • Digital Applications – College
  • Digital Network – College
  • Cyber Security – College
  • Digital Marketer Level 3 – Apprenticeship
  • Infrastructure Technician Level 3 – Apprenticeship
  • Software Development Technician – Apprenticeship

Careers

  • Application analyst.
  • Applications developer.
  • Cyber security analyst.
  • Data analyst.
  • Database administrator.

Course link: Digital Information Technology

 

Enrichment opportunities

Lunchtime Computer Science club for Year 10 & Year 11

Team Members

Mr Cutts – Head of PE

Miss Knott – Teacher

Mr Scragg – Teacher

Mrs Taylor – Teacher

Mr Molloson – Teacher

Miss Mackay – Teacher

General subject overview

Physical Education is delivered at Bluecoat Beechdale Academy to help individuals develop into well rounded citizens through the medium of sport. PE lessons are driven by our 5 PE Core Values which are Sportsmanship / Communication / Leadership / Teamwork and Fitness and Healthy Lifestyles.  These core values provide the foundation for all of our lessons allowing our students to perform and challenge themselves both mentally and physically. We believe that by offering a rich variety of different sports across the academic year our students have the opportunity to be good at a variety of personal and sporting skills. Students are also assessed each term based on our PE Gold / Silver / Bronze method of monitoring progress. This enables the students to know how well they are currently performing and what they need to do to improve. PE promotes high expectations by instilling a sense of belonging and self-belief. We encourage students to appreciate the importance of exercise and its role in maintaining an active and healthy lifestyle. It is our aim in Physical Education to promote a competitive environment which encourages desirable personal qualities and promotes lifelong skills.

Key Stage 3

In Key Stage 3 students are given the opportunity to learn about at least 6 different sports throughout the academic year. Whilst practising new skills and tactics the students are also introduced to the scoring systems, rules, regulations and responsibilities of each of the officials in order to play the sports.

We also deliver OCR Sport themes throughout KS3 in order to prepare our students for the transition into KS4. This includes using subject specific terminology and key words so that we can then build on this knowledge as the students begin their OCR Sport qualification in KS4.

Key Stage 4

We believe that educating pupils in how to lead a healthy and active lifestyle is vitally important for their futures. Therefore in Key Stage 4 all of our students study OCR Sport Science within their PE lessons each week in order to achieve a GCSE equivalent qualification. This course is assessed both internally in the form of coursework and externally by a written examination. This means that every student will be given the opportunity to explore the world of sport through the units of work we have chosen to deliver.

·      RO41 – Reducing The Risk Of Sports Injuries

·      RO42 – Applying Principles Of Training

·      RO43 – The Body’s Response To Physical Activity

·      RO45 – Sports Nutrition

In Key Stage 4 students also develop their practical skills from Key Stage 3 in more game based activities. This extra time focussed on sports matches allows the students to engross themselves in how to achieve success whilst keeping fit and having fun. The students will also be given more responsibility in the lessons ranging from running their own warm ups to organising tournaments in a given sport. This is all incorporated into making the sure the students’ progress in their understanding and application of the 5 PE Core Values. We offer a wide range of sports that are driven by our students’ needs and abilities. Where possible we also offer seasonal sports to coincide with the sports leagues in this country. An example of this would be football in the winter and athletics in the summer.

In addition we have a number of teams and enrichment clubs available to our pupils throughout the year.

 

Team Members

Mr M Jackson – Head of Design and Technology and Art

Ms K Dee – Teacher

Mr A Isman – Teacher

Key Stage 3

Students in key stage 3 focus on drawing skills, the use of materials, techniques and technologies within art and design. Each project at Key Stage 3 has been designed to help students have a better transition in to the BTEC Art and Design course studied at Key Stage 4.

Students will gain knowledge and understanding of specialist pathways. Students will develop an understanding of how artists, designers and crafts people use their skills. Students will learn how to respond to a project brief scenario and will understand how the context of the work produced can be developed from a starting point through to a final design.

Key Stage 4

During years key stage 4 students will study a Technical Award designed for pre-16 students who want to include a practical and technical study of the art and design industry.

The BTEC course provides an introduction to some of the key themes within the industry, enabling students to develop and apply their knowledge of the sector while also developing a range of relevant practical skills and techniques. The content enables students to develop personal skills and attributes essential for working in the creative sector and to explore a range of specialist disciplines.

The course is designed to develop students through an engaging and stimulating introduction to a range of art and design disciplines, including design crafts, fashion and textiles, photography, product design, visual arts and visual communications.

Where could this lead?

As far as careers go, there are plenty to choose from; Graphic design, Theatre designer, Animator, Video game designer, Illustrator, Museum curator, Photographer, Architecture, Product design, Textiles design, Ceramics, Advertising, Publishing, Interior design, Fashion and media journalism, Hair and make-up design, Retail design, Exhibition design, Jewellery design, Artist, Visual media, Teaching.

 

Team Members

Miss R Peabody – Head of Vocational Studies

Mr S Glover – Teacher

Key Stage 4

BTEC Award in Business Studies

We also offer a vocational option in Business Studies.

This qualification is a Technical Award equivalent in size to one GCSE. It is designed for pre-16 students working at level 2 who want to engage in a practical study of how real world businesses work, develop and make a profit, while developing some technical business and employability skills within their Key Stage 4 curriculum.

What will the student study as part of this qualification?

This qualification provides an engaging, practical and relevant introduction to the world of business. It encourages students to explore the range of business types and understand the factors that influence success through analysing business models. It enables students to develop, enhance and apply their research, practical, communication and technical skills through creating and presenting a business plan for a realistic business start-up in their local area.

Mandatory units

  • ‘Finance for Business’ – this unit covers the key aspects of finance that underpin all businesses such as profit and loss, financial planning and cash flow forecasting.
  • Enterprise in the Business World’ – covers the development of business models and looks at the key trends, structures and other factors that help a business become successful.

Students will build on the knowledge gained in the two mandatory units by studying two further optional units.

Useful Links

Pearson Qualification

BTEC Award in Business Studies

We also offer a vocational option in Business Studies.

This qualification is a Technical Award equivalent in size to one GCSE. It is designed for pre-16 students working at level 2 who want to engage in a practical study of how real world businesses work, develop and make a profit, while developing some technical business and employability skills within their Key Stage 4 curriculum.

What will the student study as part of this qualification?

This qualification provides an engaging, practical and relevant introduction to the world of business. It encourages students to explore the range of business types and understand the factors that influence success through analysing business models. It enables students to develop, enhance and apply their research, practical, communication and technical skills through creating and presenting a business plan for a realistic business start-up in their local area.

Mandatory units

• ‘Finance for Business’ – this unit covers the key aspects of finance that underpin all businesses such as profit and loss, financial planning and cash flow forecasting.

• Enterprise in the Business World’ – covers the development of business models and looks at the key trends, structures and other factors that help a business become successful.

Students will build on the knowledge gained in the two mandatory units by studying two further optional units.

Useful Links

Pearson BTEC Level 1/Level 2 First Award in Business

Team Members

Miss R Peabody – Head of Vocational Studies

General subject overview

CACHE – Level 2 Award in Child Development and Care

This is an introductory course designed to give learners a basic knowledge and understanding of childcare and education, parenting and babysitting. It will also help students to make an informed choice about working with children and young people.

Students will learn about the importance of supporting the physical, social and emotional development of babies and young children aged 0-5 years and will learn how to provide a range of play opportunities and activities to support development.

Learners are introduced to the responsibilities of being a parent, investigating the welfare and care of babies and young children including the importance of a healthy lifestyle.

Key Stage 4

What will I study?

A variety of topics and issues including-

  • Safeguarding the welfare of children and young people.
  • Signs and symptoms of childhood illness
  • Parenting and healthy lifestyles.
  • Supporting children and a young person’s development.
  • Exploring diversity and inclusive practice.
  • How to support children through periods of transition and change.
  • Supporting children’s play and learning.

The course delivery offers a variety of learning styles including: practical and creative activities, role plays; guest speakers; observations, demonstrations; individual research, presentations and written assignments. Most students choosing this course enjoy the lessons and have fun whilst learning, particularly when ready and willing to join in and participate in the activities in a sensible way.

How am I assessed?

  • Course work (Two unit assignments).
  • Multiple Choice Question paper

What does the Course lead to?

The course may lead to progression onto the CACHE Level 2 or Level 3 Diploma in Childcare & Education (EYE) which is a full time course offered in our 6th form. Success will give you a license to practice.

The Post 16 courses include the opportunity to work in nursery’s over two days per week throughout the year.

The Advanced course (Level 3) is also an option at Post 16 and this attracts up to 420 UCAS points, allowing entry to University through this vocational route. Alternatively both levels 2 & 3 lead to employment in a wide range of settings e.g. Nursery Assistant, Pre-school Assistant, Playgroup / Crèche worker, school nursery etc.

General subject overview

Though Years 7 to 11, students have access to 1 hour each week of Citizenship and PSHE tutorial. Topics covered include: Personal, Social and Health Education, Careers Education, Financial Education, Relationships and Sex Education (RSE) and elements of Religious Education.

The curriculum aims to prepare our learners for the world today and to give them the opportunity to discuss issues that concern them in a safe and supportive environment. Through their time at Bluecoat Beechdale Academy, we aim to build resilient learners who are equipped with the information that they need to keep themselves safe and healthy in order to thrive in the present and future. Each year, RSE and Careers topics are revisited building in content, forming a spiral curriculum that is age appropriate.

Relationships and Sex Education (RSE) is a legal requirement of your child’s education. It involves teaching your child about healthy relationships, reproduction, sexuality and sexual health. It doesn’t promote early sexual activity or any particular sexual orientation. As a parent, you can withdraw your children from all other parts of sex and relationship education. Please see Bluecoat Beechdale Academy’s Sex and Relationships Education Policy for more details.

At Bluecoat Beechdale Academy, our Careers Education aim is to ensure every child develops the knowledge and skills required to succeed in the most aspirational pathway for them. Our detailed careers program provides clear guidance from year 7 through to when students leave us to take the next step in their education. Further details of our careers provision can be found on the careers page on our website.

In order to support our learners to make informed decisions regarding their future careers, we have invested in the Careers Package START to which both students and parents can access. This package stays with the student after they leave the academy and becomes a central point to store CV’s, covering letters and personal statements which they will need when applying for Colleges, Universities and the world of work thereafter.

Below is an outline of the units which your child will learn, discuss and reflect on from Year 7 through to Year 11. For further details on the purpose, objectives and content of Citizenship and PSHE Education please see the links below.

 

Subject
Year 7 My New School and Me
Relationship and Sex Education – Puberty
Healthy Relationships – Friendships
Careers
Desert Island Project – Community
Heathy Lifestyle: Drugs Education – Smoking
Year 8 Relationship and Sex Education – Consent
Drugs Education – Alcohol
Relationships – When Things Go Wrong
Careers – Preparing for Options
Discrimination & Tolerance
E-Safety
Year 9 Global Issues
Relationships and Sex Education – Contraception
Careers – Preparing for the World of Work 1
CSE
Emotional & Mental Health
Financial Capability
Year 10 Careers- Preparing for the World of Work
Life in Modern Britain 1
Rights and Responsibilities 1
Politics & Participation 1
Life in Modern Britain 2
Active Citizen Investigation
Year 11 College and Sixth Form Applications
Active Citizen Investigation
Politics & Participation 2
Rights & Responsibilities 2

Useful Links

PSHE Association: Curriculum

PSHE Association: Resources

https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education

 

https://www.aqa.org.uk/subjects/citizenship/gcse/citizenship-studies-8100

 

Team Members

Mr M Jackson – Head of Design and Technology and Art

Mr A Isman – Teacher

Mr D Halcarz – Teacher

Ms E Tozer – Teacher

Ms J Smith – D&T Technician

Key Stage 3

During key stage 3 students are taught the fundamentals of designing, manufacturing and evaluating. This is done through a mixture of practical and theoretical assignments which have been developed to stretch and challenge the students in 3 main disciplines; Resistant Materials, Food and Graphics with each area contributing its own specific skill set. Students are encouraged to be creative and innovative as well as being able to solve problems through both design and practical activities.

Key Stage 4

The GCSE Design and Technology course 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.

The Design and Technology course 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.

Where could this lead?

Studying design and technology could set you up for a career in a huge variety of industries such as fashion, engineering, architecture, information technology, careers in hospitality, and even education.

Popular careers for people with design and technology qualifications include: fashion designer, tailor, product designer, packaging designer, architect, software engineer, civil engineer, carpenter, interior designer, transportation design, graphic designer and chef, just to name a few.

Team Members

Ms Dee – Head of Arts

Ms Ambrose – Teacher

Mrs George – Teacher

General subject overview

The Directorate of Performing Arts provides a vibrant, stimulating and supportive study environment, where student creativity is nurtured.

Why do many students find Performing Arts exciting and engaging?

This is because students are challenged to be creative and put themselves in a range of situations and develop a variety of skills. Through collaboration and group activity, students gain confidence in expressing themselves both physically and vocally and are given the opportunity to reflect on their success. Students are asked to address issues that have shaped their lives so far and will shape their future. Confidence, expression and group work are key life skills!

Key Stage 3

Within Drama at Key Stage 3, students study dramatic techniques and skills and demonstrate these through a series of levelled assessment pieces. These include the use of the drama strategies: still images, thought tracks, mime, physical theatre, narration and stylised theatre to name a few. Students are continually assessed over the key stage and these assessments focus on creating, performance technique, developing characters and evaluating practical work. At key stage 3 we encourage students to develop successful team work skills and self and peer appraisal skills. Key stage 3 drama prepares students with the knowledge, understanding and skills required to be successful at key stage 4.

Key Stage 4

At Key Stage 4, students build upon their knowledge, skill and understanding studying towards the BTEC Level 1/ Level 2 Tech Award in Performing Arts. The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:

  • Development of key skills that prove your aptitude in Performing Arts such as reproducing repertoire or responding to stimuli
  • Process that underpins effective ways of working in the Performing Arts, such as development of ideas, rehearsal and performance
  • Attitudes that are considered most important in the Performing Arts, including personal management and communication
  • Knowledge that underpins effective use of skills, process and attitudes in the sector such as roles, responsibilities, performance disciplines and styles.

Over the course, students prepare for 2 internally and 1 externally assessed exams that combine practical work with written coursework. The units compliment other subjects well and give students an opportunity to develop enquiry skills, such as problem solving, team work, communication, and confidence building.

To access information regarding the Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts qualification please click here.

What can the qualification lead to?

Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning, either generally or in this sector. The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification. Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:

  • A Levels as preparation for entry to higher education in a range of subjects
  • Study of a vocational qualification at Level 3, such as a BTEC National in Performing Arts, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in the Performing Arts or Production Arts areas.

Learners who generally achieve at Level 1 across their Key Stage 4 learning might consider progression to:

  • Study at Level 2 post-16 in a range of technical routes designed to lead to work, to progression to employment, to apprenticeships or to further study at Level 3. For these learners, the attitudes and the reflective and communication skills covered in this qualification will help them achieve.
  • Study of Performing Arts post-16 through the study of a technical certificate. Learners who perform strongly in this qualification compared to their overall performance should strongly consider this progression route as it can lead ultimately to employment in the performing arts sector.

Useful web links for revision:

BBC Bitesize

“I really enjoy my drama lessons because we work as a team learning how to shape our performances using our imagination as well as using the drama skills and techniques. Drama has helped me with my confidence and this has had an impact on my other lessons as well.”

Hollie Year 9

Enrichment opportunities

After school, students are encouraged to attend extra practice and rehearsals and also the directorate offers one to one support and tuition for all students.

This year the directorate will continue its work with the Royal Shakespeare Company focusing on Romeo and Juliet and Macbeth. This work forms part of a cross curricular project with the English department that builds upon the successes of last year. Students will be given the opportunity to perform alongside the RSC cast in this year’s production of Romeo and Juliet at the Theatre Royal and Concert Hall. The RSC also offer opportunities for students to works backstage, to take part in work experience at the theatre, free theatre tickets and workshops for budding actors. In November, key stage 4 students will also have access to the live screening of Romeo and Juliet.

Other exciting developments include Theatre trips to some of our local theatres as well as an upcoming two day key stage 4 residential trip to London. This enrichment will provide the opportunity for students to watch a West End Show and take part in actor workshops with the cast. The experience will complement their Component 1 exam.

The directorate has many exhilarating extra-curricular opportunities including poetry writing, reading and performing, and dance workshops. These will lead to public performances across the multi academy trust.

RSC Next Generation Backstage

Miss Ambrose, Joseph Leverton and Jenna- Clare Johnson had an insightful 4 days in Stratford on work experience learning all about the various departments and roles behind theatre production at the Royal Shakespeare Company. The students did us proud and are now official Shakespeare Ambassadors. Watch this space!

Team Members

Miss R Peabody – Head of Vocational Studies

General Subject Overview

Hair and Beauty focuses on the skills, knowledge and experience required to develop a career in the hair or beauty industry, with courses specially selected to allow students to gain experience progressively through a simulated salon environment. Although the hairdressing programme is about developing practical skills, there is an underpinning knowledge and understanding element.

In order to achieve success in the hairdressing qualifications, students are expected to undertake a variety of assignments, a proportion of which are done as homework.

Key Stage 4

Year 9

  • Level 1 is an ideal starting point in hair and beauty and provides an understanding of the industry – enough to succeed in a job in the area or to move on to further study. The areas that are covered are:
    • Professional standards
    • Personal presentation
    • Shampoo and conditioning hair
    • Skin care
    • Nail art application
    • Styling men’s hair
    • Styling women’s hair

Useful Links

City and Guilds: Hair and Beauty – Level 1

Year 10 and 11

The VTCT Level 2 Certificate in Hairdressing and Beauty Therapy (VRQ) is a Technical Award specifically for 14-16 year olds. This qualification aims to support young people to:

– develop a broad and comprehensive understanding of the hair and beauty sector

– develop knowledge which spans the entire vocational sector and related industries

– develop academic study and transferable skills that will support progression within the hair and beauty sector and more broadly

This qualification includes two mandatory units that can be applied to any sector or vocational area. In this qualification, learners will use hairdressing and beauty therapy and related industries (i.e. retail, leisure, fashion, marketing, media, business) to develop themselves and, in particular, the skills and attributes prized by employers, further education colleges and higher education institutions.

Useful Links

VTCT: Hairdressing and Beauty Therapy – Level 2

Team Members

Ms Dee – Head of Arts

Mrs George – Teacher

Key Stage 3

Students begin their musical journey in Year 7 with an understanding of using their voice as an instrument and the elements of music. The skills of performance, composition and critical thinking are embedded through practical music-making, using real instruments such as ukuleles, samba drums and keyboards within the classroom. Projects involve timbre, scales, harmony and structure.

In Year 8 students start the year by learning about film music techniques. They build on the instrumental skills from Year 7 and apply them in the context of a band. Performance skills are developed by working on a solo performance project. Other projects include group performance and song writing. Students work in a variety of exciting ways from whole class performances to small group performances and, for the more confident, solo performances. The skills taught at Key Stage 3 are a sound introduction to what students will study at Key Stage 4.

Useful Links

BBC Bitesize

Key Stage 4

Students study towards the BTEC Level 1/ Level 2 Tech Award in Music Practice. This can help students take their first steps towards a career in the music industry. Students will learn essential skills from performing and composing to producing, sound engineering and promoting a new track, album or concert. Students will take part in a variety of practical activities as a group and as a soloist, work as a studio engineer, complete coursework involving research and presentations and one external task.

The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the following:

  • Development of key skills that prove learners’ aptitude in music such as responding to a musical brief using musical skills and techniques
  • Processes that underpin effective ways of working in the music industry, such as the development of musical ideas, and using skills and techniques for rehearsal and performance to respond to a music industry brief
  • Attitudes that are considered most important in the music industry, including personal management and communication
  • Knowledge that underpins effective use of skills, processes and attitudes in the sector such as musical skills and styles.

To access information regarding the Pearson BTEC Level 1/Level 2 Tech Award in Music Practice qualification please here.

What can the qualification lead to?

Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning either generally or in this sector. The choices that a learner can make post-16 will depend on their overall level of attainment and their performance in the qualification.

Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:

  • A Levels as preparation for entry into higher education in a range of subjects
  • Study of a vocational qualification at Level 3, such as a BTEC National in Music or a BTEC National in Music Technology, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a music-related degree.

Learners who generally achieve at Level 1 across their Key Stage 4 learning might consider progression to:

  • Study at Level 2 post-16 in a range of technical routes designed to lead to work, to progression to employment, to apprenticeships or to further study at Level 3.
  • Study of music post-16 through the study of a BTEC Level 2 Technical Certificate in Music.

Learners who perform well in the BTEC Level 1/Level 2 Tech Award in Music Practice should consider this progression route as it can lead to employment in the music industry.

Enrichment opportunities

The directorate has enrichment opportunities available such as choir and samba drum lessons.

Team Members

Mr M Jackson – Head of Design and Technology and Art

Ms E Tozer – Teacher

Ms J Smith – D&T Technician

Subject Overview

The WJEC Level 1/2 Award in Constructing the Built Environment offers a learning experience that focuses on applied learning, i.e. acquiring and applying knowledge, skills and understanding through purposeful tasks set in sector or subject contexts that have many of the characteristics of real work.

Each assessment unit that is covered during the learning journey has an applied purpose which acts as a focus for the learning in the unit. The applied purpose is the vehicle through which the learning contained in the unit is made relevant and purposeful. It is also the means by which learners are enthused, engaged and motivated to study how buildings are constructed. The applied purpose provides the opportunity for authentic work related learning, but more than this, it will require learners to consider how the use and application of their learning impacts on individuals, employers, society and the environment. The applied purpose will also enable learners to learn in such a way that they develop:

  • skills required for independent learning and development;
  • a range of generic and transferable skills;
  • the ability to solve problems;
  • the skills of project based research, development and presentation;
  • the fundamental ability to work alongside other professionals, in a professional environment;
  • the ability to apply learning in vocational contexts.

The qualifications have been devised around the concept of a ‘plan, do, review’ approach to learning where learners are introduced to a context for learning, review previous learning to plan activities, carry out activities and review outcomes and learning.  This approach mirrors many work related activities in constructing the built environment and also provides for learning in a range of contexts thus enabling learners to apply and extend their learning.  As such, the qualification provides learners with a broad appreciation of work in construction and the built environment and wider opportunities for progression into further education, employment or

Compulsory Units 

  • Health Safety and Security in construction – external exam
  • Developing construction projects – practical assessment and coursework
  • Planning construction projects – external exam

 

Practical work (examples)

  • Exploring Carpentry and Joinery
  • Exploring Bricklaying
  • Exploring Painting and Decorating
  • Exploring Electronics and Wiring

Contact Us

Bluecoat Beechdale Academy
Harvey Rd
Bilborough
Nottingham
NG8 3GP (for Sat Nav purposes please use: NG8 3BB)

E-mail: admin@bluecoatbeechdale.uk.com
Tel: 0115 913 5211

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