Learning

Subjects

Team Members

Mrs Wellings- Head of English

Miss Frearson- Assistant Vice Principal: Teaching and Learning

Ms Fairbrother- Literacy Co-ordinator

Mrs Yates- SCITT Subject Lead

Miss Smith- Librarian

Mrs Spray- Teacher

Ms Nixon- Teacher

Mrs Collins- Teacher

Mr Hewitt- Teacher

Miss Speare- Teacher

Miss Cronin- Teacher

General subject overview

English is the most important subject you do 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.

‘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, Christine Ohuruogo, Tom Hiddlestone and Steven Spielberg

Key Stage 3

Year 7

Students begin their study of English with a transition unit, they then move on to spooky stories and develop their oracy skills through a range of teambuilding activities. Following this, they develop their skills in reading and writing, including poetry and non- fiction. All students study a novel too alongside their Accelerated Reader Library lessons.

Broadly 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.

Year 8

In Year 8 students are set in ability groups and continue to hone skills in analysis and writing for specific purposes, which will feed into their GCSE studies. Topics include: Victorian literature, Dracula, narrative writing and Shakespeare’s best bits.

Year 9

During Year 9 students graduate from studying Key Stage 3 to Key Stage 4 in the Spring term, when they begin studying their GCSE texts. They begin with a GCSE transition unit before moving on to Dystopian Literature, Post 1945 Drama- either Blood Brothers or An Inspector Calls and they then move on to both Unseen and Conflict Poetry.

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, Blood Brothers or An Inspector Calls and the Conflict poems from the Edexcel Anthology.

There are no longer tiers to the exams, and all students sit the same exam papers, which can be awarded a Grade 1-9.

In order to achieve highly on the course, students should read widely outside of lessons and ask questions about texts.

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 Tuesday students have the opportunity to come along to any of our afterschool activities: Bluecoat Beechdale Radio, Up for Debate and Writers’ Club in E27/E29. The Library is open every day before and after school, as well as during break and lunchtimes.

Here is a list of trips we are running this academic year:

Royal Shakespeare Company- Macbeth

Quantum Theatre Company- A Christmas Carol

Theatre Royal Nottingham: Blood Brothers

Nottingham Playhouse Theatre: Pantomime- Babes in the Wood

Team Members

Mr N Wilson – Head of Department

Mr G Lewis – Lead Teacher

Ms C Wilkinson – Teacher

Mr C Brummitt – Teacher

Miss N Miljković – Teacher

Mr A Freestone – Assistant Principal

Mrs M Warden – Vice Principal

Mr C Elder – Principal

Mr A Doohan – Maths Coach

General subject overview

The Maths department is a large and exciting area of the Academy where we encourage students to use their problem solving skills such as logical thinking and creativity.

Our mathematics curriculum has recently been updated to incorporate the three aims of the new National Curriculum:

  • Fluency – accurately apply procedures and rules to answer questions; select the most appropriate method for solving a problem;
  • Reasoning – follow a line of enquiry; developing an argument and justifying or proving it using mathematical language
  • Problem Solving – applying mathematics in a variety of routine and non-routine problems with increasing sophistication; break down problems into a series of simpler steps and persevere in finding a solution

Challenging problems are set so that students can discuss their work with their peers in order to strengthen their understanding of the topics.

Key Stage 3

At Key Stage 3 all students will all follow the same curriculum so that they can all access work suitable to their ability.

The schemes of work have number at their heart. A large proportion of Year 7 is spent reinforcing number to build competency. Key number skills are fed through the rest of the scheme so that students become more fluent. Algebra also runs through every topic.  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.

Key Stage 4

Students at Key Stage 4 follow the AQA syllabus for GCSE mathematics. Their work will build on the foundations laid at Key Stage 3 and continue with the three aims of the national curriculum.  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: develop fluent knowledge, skills and understanding of mathematical methods and concepts; 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.

GCSE Mathematics is split into two tiers.  The Foundation tier covers grades 1 – 5 and the Higher tier covers grades 4 – 9. Students must take three question papers at the end of year 11.

Enrichment opportunities

We offer a Level 2 Certificate in Further Mathematics for the highest attaining Year 11 students to help bridge the gap to A Level studies.

We run the national UKMT Challenges throughout the year to enable students to compete against other students in the country.

Team Members

Mrs C Hallam – 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

General subject overview

Everything we do in our everyday life involves aspects of science. Almost everything is made up of science or relies on it. Communications, medicine, construction and space travel all have their foundations in science. How we cook food, build homes and care for people with illnesses all rely on science and the evidence it provides.

As Professor Brian Cox said, “One might say science is the sum total of our knowledge of the universe, the great library of the known, but the practice of science happens at the border between the known and the unknown. Standing on the shoulders of giants, we peer into the darkness with eyes opened not in fear, but in wonder.”

Key Stage 3

The Key stage 3 scheme of work that we follow at BBA is one that the rest of the Archway trust is also following. However we have tailored it to suit the needs and interests of our students. The curriculum has been designed to provide a practical, learning rich experience.

Year 7 start with a transition module taking them from the Primary School science to Secondary school, here they are exposed to our expectations as well as introduced to key scientific skills and principles. Students are also introduced to the laboratory as well as using Bunsen burners, many students find this the most exciting part of this transition phase. After this students begin to study modules in biology, chemistry and physics starting with the fundamentals of each of the sciences.

KS3 is underpinned by 5 core skills which are assessed both in practical work and assessments. These are identifying variables, risk assessments, graph drawing, conclusion and evaluation and planning. Some of these skills can be transferred to other subjects beyond science. Students also will undertake regular knowledge and application tests; this is in preparation for the new demands of GCSE.

Useful Links:

BBC Bitesize

Key Stage 4

Students follow the OCR Gateway A suite of Science courses.  The specific course students will follow depends on a number of factors including performance during year nine and discussions with parents.  All students have the opportunity to study ‘Combined Science’ whilst a number of students will be offered the choice of ‘Triple Science’.  In both routes, students will study all three Sciences; Biology, Chemistry and Physics.  The route taken does not affect the chances of students being eligible to study A Level Sciences at post-16.

Formal assessment takes place at the end of year 11 with 6 written examinations which cover the content below:

  • Biology: Cell-level systems, Scaling up, Organism-level systems, Community level-systems, Genes, Inheritance and Selection
  • Chemistry: Particles, Elements, Compounds and Mixtures, Chemical Reactions, Predicting and Identifying reactions and products, Monitoring and Controlling chemical reactions
  • Physics: Matter, Forces, Electricity, Magnetism and magnetic fields, Waves in matter, Radioactivity and Energy

Useful Links:

OCR Gateway science, Combined Science A (9-1) J250
BBC Bitesize

Enrichment opportunities

Our STEM festival takes place yearly.

KS3 science club

Lego challenge at KS4

Team Members

Miss T Ludlam – Lead Teacher of Geography

Miss K Dunn – Teacher

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 subject is about and learning some key geographical skills. Throughout the year students will go on to explore the continent of Africa covering a wide range of issues from the megacity of Lagos to flower farms in Kenya. The year ends by moving onto the topic of Brazil, its development and the Amazon rainforest. Throughout the year, students will learn the skills that will allow them to ‘think like a Geographer’.

Year 8

In Year 8, students will built on their skills, knowledge and understanding gained in Year 7. The year starts with 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. Throughout the year students will go on to 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. The year ends by moving onto the topic of Japan, its ageing population and the threat from natural hazards.

Key Stage 4

Geography is a strong GCSE option. By choosing geography you learn transferable skills from critical thinking to numeracy that are value by all professions and high education institutes. Geography can take you into many different careers, including environmental lawyers, military mapping specialists, teaching, travel journalism and human rights officers. By picking Geography you also join the likes of Prince William, Theresa May and Michael Jordan who all pursued the subject to University level.

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

Team Members

Mr C Peach – Head of Humanities

Miss Bradshaw – Teacher

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.  Students will 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, focus on the religious changes in Tudor Britain from Henry VIII to Elizabeth I, as well as investigating the causes and effects of the English Civil War. The year ends by moving onto modern history and the huge changes that occurred nationally and locally during the Industrial Revolution. This includes a trip to Blists Hill Victorian Town!

Year 8

In Year 8, students will build on their skillsets and deep knowledge gained in Year 7 by looking at 20th Century History. With this being the centenary of the end of World War One pupils will look in-depth at some of the major battles, and the lives of those that lived through it. 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, plus how the persecution of Jews changed throughout the Holocaust.

Key Stage 4

Studying History at GCSE is a strong choice. The skills of analysis and evaluation are valued across a range of industries and professions from accountancy and law to engineering and even teaching.There are many famous people that studied History at university from politicians like Gordon Brown to celebrities such as Shakira!

At the start of Year 9, students will study a thematic unit of Crime and Punishment through Time, followed up with a wider world depth study on the Cold War. This is in preparation for when they officially start their History GCSE in the January of Year 9.

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 (studied in Year 10)
  • America 1920-1973: Opportunity and Inequality (studied in Year 10)

Paper 2: Shaping the Nation (1 hour 45 minutes, 50% of final grade)

  • Britain: Health and the People, c.1000 to the present day (studied in Year 9)
  • Norman England, c1066-c1100, including the Historic Environment study (studied in Year 11)

Useful Links:

AQA History GCSE

BBC Bitesize

JohnDClare History

Mr Allsop History

Key Stage 3

Students will study French during Years 7 and 8. From the very beginning, students will develop their skills in 4 main areas: listening, reading, speaking and writing. They will have a multi skills assessment at the end of each term, which will include a translation, and they will complete several pieces of assessed writing throughout each year. 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.

Key Stage 4

Students will build on their basic knowledge from Key Stage 3 and will apply it towards the GCSE specification. They will further develop each of the 4 skill areas and will practice regularly in lesson and at home. Students will also come into contact with several literary French texts, in order to develop their comprehension and analytical skills. The GCSE content in French 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 French

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 Denning – Teacher

Mr Glover – Teacher

Miss Knott – Teacher

Mr Scragg – Teacher

Mrs Taylor – 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 core values ranging from sportsmanship to leadership which allow 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. 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.

Key Stage 4

In Key Stage 4 students develop their skills from Key Stage 3 in more game based activities. This extra time focussed on game based activities 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.

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. At the end of Year 8 pupils are given the choice of OCR Sport Science in their options. We are currently delivering the Edexcel BTEC L2 First Award in Sport for our current year 11 and years 9 and 10 are now completing the OCR Sport Science option. These courses are assessed both internally in the form of coursework and externally by computer based and written examinations.

To access information regarding the Edexcel BTEC Sport qualification and OCR Sport Science please click on the link:  BTEC Sport

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 Years 7 and 8 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 9, 10 and 11 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 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 topics that are revisited build 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.

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 7My New School and Me
Relationship and Sex Education - Puberty
Healthy Relationships - Friendships
Careers
Drugs Education - Smoking
Desert Island Project - Community
Year 8Discrimination and Tolerance
Relationship and Sex Education - Consent
Relationships - When Things Go Wrong
Careers - Preparing for Options
Drugs Education - Alcohol
E-Safety
Year 9Global Issues
Careers - Preparing for the World of Work 1
Relationships and Sex Education - Contraception
Relationships - When Things Go Wrong
Drugs Education - Cannabis
Exam Preparation - Revision Techniques
Year 10Financial Capability
Relationship and Sex Education - Contraception
Careers - Preparing for the World of Work 2
Looking After My Emotional and Mental Health
Drugs Education
CSE
Year 11College and Sixth Form Applications
Relationships and Sex Education - Contraception
Revision Techniques
Interview Techniques and Preparation

Team Members

Mr M Jackson – Head of Design and Technology and Art

Mr A Isman – Teacher

Ms J Peach – Teacher

Ms E Tozer – Teacher

Ms J Smith – D&T Technician

Key Stage 3

During years 7 and 8 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.

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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