Subjects
Art
The Art department aims to develop the creativity and understanding of all Art and Design techniques and processes. We aim to inspire and challenge students' thinking and facilitate them to develop their own thoughts and ideas visually. To promote a love for learning culture and an environment that allows students to progress independently in order to achieve their full potential.
Students will follow schemes of work that are designed to cover all aspects of art and design and allow students to progress and create work that meets all AAA skills/GCSE assessment objectives.
Students will be taught:
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To use a range of techniques to record their observations in sketchbooks as a basis for exploring their ideas.
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To use a range of techniques and media, including painting
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To increase their proficiency in the handling of different materials
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To analyse and evaluate their own work and the work of others, in order to strengthen the visual impact or applications of their work
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About the history of art, craft, and design, including periods, styles and major movements.
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Autumn |
Spring |
Summer |
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Year 7 |
Baseline assessment/Making a Mark
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Kandinsky/ Franz Marc Students will research the work of these artists making links to the formal elements taught in term 1. Students will respond with a final painted outcome. |
Multicultural
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Year 8 |
Monsters/Aliens
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Cubism
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Emotional Art/Digital media
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Year 9 |
Pop Art
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Portraiture
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Careers – Research into art careers/college courses. Presentation by Northern school of art. Introduction to visual studies/GCSE- Developing observational drawings skills. |
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Year 10 |
Visual Studies/Natural Forms developing into a personal project
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Visual Studies/Natural Forms developing into a personal project cont…..
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Mock Exam personal project.
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Year 11 |
Mock Exam personal project cont…..
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Terminal exam
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Terminal exam
Complete all coursework – Deadline end of may. |
Business Studies
The BTEC Tech Award in Enterprise is split into three components, with two being internally assessed and one externally assessed. The internally assessed components are worth 30% of the overall grade each, with the externally assessed (exam) unit being worth 40%
In Component 1: Exploring Enterprises, learners will explore different enterprises to develop their knowledge and understanding of the characteristics of enterprises and the skills needed by entrepreneurs to be successful. The students will explore how enterprises use market research to find out about their customer needs and competitor behaviour and how internal and external factors may affect enterprises.
In Component 2: Planning & Pitching an Enterprise, learners will generate two realistic ideas for a micro-enterprise and choose one of these to plan within budget. They will individually present their business plan for their idea and review the production and delivery of their presentation to make recommendations for improvements.
In Component 3: Marketing & Finance, learners will explore how marketing is used by enterprises and the factors that influence how enterprises identify and target their market. Students will complete financial documents and statements and explore how to use them to monitor and improve the performance of an enterprise in order to make decisions and recommend strategies for success.
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Autumn |
Spring |
Summer |
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Year 10 |
Component 1 |
Component 1 (including assessment) |
Component 2 |
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Year 11 |
Component 2 (including assessment) |
Component 3 |
Component 3 (exam) |
Hospitality & Catering
The hospitality and catering sector includes all businesses that provide food, beverages, and/or accommodation services. This includes restaurants, hotels, pubs and bars. It also includes airlines, tourist attractions, hospitals and sports venues; businesses where hospitality and catering is not their primary service but is increasingly important to their success. According to the British Hospitality Association, hospitality and catering is Britain’s fourth largest industry and accounts for around 10% of the total workforce. Since 2010, over 25% of all new jobs have been within the hospitality and catering sector with the majority of new roles falling within the 18-24 age group, according to a report by WJEC Level 1/2 Vocational Award in Hospitality and Catering.
The WJEC Level 1/2 Vocational Award in Hospitality and Catering has been designed to support learners in schools and colleges who want to learn about this vocational sector and the potential it can offer them for their careers or further study.
WJEC Level 1/2 Vocational Awards (Technical Awards) provide learners with opportunities to study vocational subjects alongside GCSEs as part of a broad programme of study. The subject is offered at KS4 14-16 and offers an 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.
Hospitality and Catering comprises two Units of work;
Unit 1 - The Hospitality and Catering Industry
Unit 2 - Hospitality and Catering in action
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Autumn |
Spring |
Summer |
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Year 10 |
Unit 1 - Exam Preparation topics
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Unit 2
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Year 11 |
Unit 2
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Unit 1 - Exam Preparation topics
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Construction
This course allows you to study construction and the built environment, giving you the opportunity to gain a broad knowledge and understanding of the industry. You will develop skills such as interpreting and analysing information, identifying the infrastructure required for safe and efficient work and in understanding how client needs can shape building design.
Construction and the built environment comprises 3 components of work;
Component 1 - Construction Technology
Component 2 - Construction in Practice
Component 3 - Construction and Design
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Critical Knowledge and Skills |
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Autumn |
Spring |
Summer |
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Year 10 |
Component 3
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Component 2 Learning Outcome A: Be able to understand hazards and risk for safe production of a practical construction outcome. Learning Outcome B: Be able to produce a practical construction outcome (Brickwork and/or Joinery). |
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Component 1 - Exam Preparation Topics
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Year 11 |
Component 2 |
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Component 1 - Exam Preparation Topics
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Dance
In BTEC Dance learners will develop their understanding of the performing arts by examining the work of performing arts professionals and the processes used to create performance. They will develop their performing arts skills and techniques through the reproduction of dance repertoire as performers. And finally learners will be given the opportunity to work as part of a group to contribute to a workshop performance as a performer in response to a brief.
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Autumn |
Spring |
Summer |
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Year 10 |
Component 1 Delivery x3 selected workshops ‘Ghost Dances’ by Christopher Bruce (Contemporary) ‘Sweet Charity’ by Bob Fosse (Jazz) ‘Black Lives Matter’ by Diversity (Street Dance) |
Component 1 Assessment Exploring the Performing Arts |
Component 2 Delivery Developing Skills and Techniques in the Performing Arts |
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Year 11 |
Component 2 Assessment |
Component 3 External Assessment Responding to a Brief |
English
In English we have created an engaging and challenging curriculum that allows our pupils to study a broad range of texts from a wealth of writers. We focus on both fiction and non-fiction pieces, giving our students the opportunity to develop their reading skills by analysing the work of successful writers from across history.
We also provide our students with the skills they need to become successful communicators, both orally and in writing. In each of our programmes of study, pupils build their writing skills, practising a range of styles to ensure that they can adapt their work to suit a variety of purposes and audiences.
We ensure that pupils talk about significant issues, beyond the English texts that they study. Students deliver presentations, hold discussions and develop their own thoughts and feelings about a range of topics that affect the world around them.
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Autumn |
Spring |
Summer |
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Year 7 |
Novel Openings Non-fiction Articles |
Representations of Women in Shakespeare War and Conflict Poetry |
War and Conflict - Speeches Creative Writing |
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Year 8 |
Poverty and Inequality - Blood Brothers |
Shakespeare - Othello |
To Kill a Mockingbird |
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Year 9 |
Relationships Poetry Environments |
Romeo and Juliet |
An Inspector Calls |
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Year 10 |
Language Papers 1 and 2 |
A Christmas Carol |
Power and Conflict Poetry |
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Year 11 |
Macbeth |
Revision |
Revision |
Geography
The Geography Department contributes to the whole school curriculum intent by:
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Having a curriculum that will engage all pupils and raise their curiosity and fascination of the world around them and their local area.
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Adopting and constructing a curriculum that is highly ambitious and designed to give all learners the knowledge and cultural capital they need to succeed in life.
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Having a curriculum that is planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
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Learners studying the full curriculum. Thus allowing them to have a ‘deeper’ knowledge. Students will feel confident to debate and discuss their knowledge and respond to feedback to ensure that they are making progress.
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They will develop social skills that will allow them to work effectively with those around them. Students across KS3 and KS4 will understand how to revise and prepare for examinations.
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Geography students will be confident to lead, make informed decisions, communicate effectively, reflect, adapt, and be independent and critical thinkers. They will be global citizens .
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Promoting literacy and numeracy across all teaching, where applicable. The department will link to careers and contribute to whole school initiatives and promote staff well-being.
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Autumn |
Spring |
Summer |
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Year 7 |
What is a geographer? Being a geographer. Asking geographical questions. Conducting geographical enquiries. Key aspects of studying people and places. How to use geographical data including maps. How do we use our planet as a natural resource? The different elements that make up our planet and how they interact. How rocks and soils form and their importance to life. What a biome is and how the rainforest biome works. How people use the Earth’s natural resources such as water, oil and energy supplies. The difference between renewable and non-renewable resources. |
What is an economy? Economic activities and what they are like at different scales, from local to global. Ways in which jobs can be arranged into groups or sectors. The range of jobs people do and how jobs have changed over time. Trade and how it has become global. The UK economy, how it has developed and how our links with the world have grown. How does ice change the world? How ice changes the world How erosion and transportation create glacial landforms Identifying glacial landforms on OS maps How the distribution of ice around the world changes through time |
Is the geography of Russia a curse or benefit? What Russia is like The physical landscape, climate and natural environment of Russia How Russia’s physical geography has influenced its human geography. How important Russia is to the world. Factfulness The Gap Instinct, The Negativity Instinct, The Straight Line Instinct, The Fear Instinct, The Size Instinct, The Generalisation Instinct, The Destiny Instinct, The Single Perspective, The Blame Instinct, The Urgency Instinct |
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Year 8 |
One planet, many people: how are populations changing? About world population distribution and change. How countries attempt to control population change. About types of migration. To understand urbanisation and how cities evolve. Why are rivers important? What rivers are and how water flows into them. How weathering, erosion and transportation create river landforms. To identify river landforms on OS maps. Why rivers are important to people. |
What is development? To define development To compare development around the world To understand where and why inequality occurs To understand the actions taken by individuals, governments and communities to aid development What is weather and climate? The concepts of weather and climate. The elements that make up the weather and climate. How the weather is measured. How to read weather maps using the synoptic code. How to distinguish between weather and climate. |
What is the future for the planet? That climate change is a controversial issue affecting the future of the planet About the evidence of climate change The causes and consequences of climate change About the options for the planet’s future What are the opportunities and challenges facing Africa? The physical and human geography of Africa Africa’s colonial history Some of the challenges facing the continent Some of the opportunities to develop and change |
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Year 9 |
What happens where the land meets the sea? To understand how erosion, deposition and transportation create and change coastal landforms over time. To consider how the coast is used by people. To understand the need for, and impact of, different coastal management strategies. To identify coastal landforms on OS map and photos. Will we ever know enough about earthquakes and volcanoes to live safely? The theory of plate tectonics How volcanoes and earthquakes are linked to plate tectonics The hazards for people associated with these events How scientists attempt to predict, manage and prevent these hazards |
Why is the Middle East an important world region? Where the Middle East region is located What countries make up the region The physical landscape of the Middle East The human geography of the region Examples of conflict and controversy in the Middle East How important the region is to the world? |
The changing economic world |
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Year 10 |
The challenge of natural hazards |
Resource Management Glacial landscapes in the UK |
The living world Fieldwork |
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Year 11 |
Coasts Urban Environments |
Issue Evaluation Revision |
Revision |
Health & Social Care
Health and Social Care will give you the opportunity to acquire sector-specific applied knowledge through vocational contexts by studying human lifespan development, health and social care services and values and health and wellbeing.
Components 1 and 2 are internally assessed through a supervised assignment task. Component 3 is externally assessed through an external exam.
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Autumn |
Spring |
Summer |
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Year 10 |
Component 1 Human Lifespan Development Human growth and development across life stages (infants to later adulthood) - PIES Physical, intellectual, emotional and social development Factors affecting growth and development - Physical factors Lifestyle factors Emotional factors Social factors Cultural factors Environment factors Economic factors |
Component 1 Human Lifespan Development Different types of life event Physical events (accidents) - Relationship changes (Marriage/divorce) - Life circumstances (redundancy/ moving school or jobs) Coping with change caused by life events - How individuals adapt or be supported through life events Character traits that influence how individuals cope Sources of support that can help individuals adapt Types of support that can help individuals adapt |
Component 2 Health and Social Care Services and Values Health care services Social care services Barriers to accessing health and social care services Physical barriers Barriers to people with sensory disability Barriers to people with different social and cultural backgrounds Barriers to people who speak English as an additional language or speech or language impairments Geographical barriers Barriers for people who have learning disabilities Financial barriers |
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Year 11 |
Component 2 Health and Social Care Services and Values Skills and attributes in health and social care Values in health and social care Obstacles individuals requiring care may face Benefits of quality care to individuals |
Component 3 Health and Wellbeing Factors affecting health and wellbeing Physical factors Lifestyle factors Social factors Cultural factors Economic factors Environmental factors Interpreting health indicators Physiological health indicators Lifestyle indicators |
Component 3 Health and Wellbeing Person Centred approach to take into account a person’s needs, wishes and circumstances The importance of a person centred approach for individuals The benefits of a person centred approach for health and social care workers and services Recommendations and actions to improve health and wellbeing Barriers and obstacles following recommendations |
History
Seaham High School History Department delivers an engaging study of the past that illuminates the world today. Students gain a substantive knowledge of key historical events and understanding of the “Big Picture”.
The History Department follows a largely chronological approach to the curriculum that incorporates exploration of key themes such as conflict, social change and political developments.
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Autumn |
Spring |
Summer |
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Year 7 |
History skills - chronology and source analysis. The Romans - focus on the success of the Roman army. The Norman Conquest - exploration of the Battle of Hastings and its consequences. |
Medieval England - the impact of the Black Death and the Peasants’ Revolt. Tudors and Stuarts - Henry VIII and the Reformation, Elizabeth and the Spanish Armada, the English Civil War. |
The Industrial Revolution - working and living conditions in Britain during the 1800s. |
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Year 8 |
The Titanic disaster - the significance of the event. The First World War - the causes and key events of the conflict. |
Nazi Germany - how Hitler rose to power, the rule of Nazis between 1933 and 1945. |
Slavery and Civil Rights - the slave trade, life as a slave, emancipation and the Civil Rights movement. |
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Year 9 |
The Holocaust - Nazi persecution of Jewish people including the ghettos and extermination camps. |
The Second World War - the impact of war on Britain and the allies. The Cold War - tension between the USA and USSR in the 1940s and 1950s. |
AQA GCSE History - Conflict and Tension 1918-1939 |
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Year 10 |
AQA GCSE History - Conflict and Tension 1918-1939 |
AQA GCSE History USA 1920-1973 |
AQA GCSE History USA 1920-1973 |
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Year 11 |
AQA GCSE History - Health and the People |
AQA GCSE History - Norman England |
ICT & Computer Science
In Year 7, students will develop their understanding of e-safety and the different ways to stay safe when using social media. Learners will also appreciate the different online threats for both children and adults. Students will then develop their programming skills using Kodu, a visual programming language. Following on from this, students will learn how to create and format spreadsheets by combining a range of tools and techniques using Google Sheets. Finally, learners will understand how computer systems work and will be introduced to the different internal and external components of a computer system.
In Year 8, students will develop their programming skills by working in HTML to develop web pages. Learners will understand how different tags are combined to enhance the quality of a basic web page. Following on from this, students will learn about data representation. This unit of study covers topics such as: binary, binary addition, file sizes, bitmap images and their composition, logic gates and analogue to digital sound conversion. Finally, learners will learn how computers are networked both locally and across a wide area, and the different network topologies available.
In Year 9, students will enhance their understanding of computational thinking. Learners will explain the use of algorithms, abstraction and decomposition, and display their own problem-solving skills. Students will also learn about both the history and the future of Artificial Intelligence. In the next unit of study, students will build on their knowledge of programming in Python from Year 8. They will create their own programs, combining a range of tools and techniques. Finally, they will create their own digital interfaces which will incorporate a range of features for both typical users and those with special accessibility needs.
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Autumn |
Spring |
Summer |
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Year 7 |
E-Safety and Kodu Programming |
Programming and Spreadsheets |
Computer Systems |
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Year 8 |
HTML and Data Representation |
Data Representation and Python Programming |
Computer Networks |
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Year 9 |
Computational Thinking and Python Programming |
Python Programming and Digital Interfaces |
Digital Interfaces |
Music
In each key stage the music department aims to develop the prior knowledge of students, building on the work from primary schools, and on each previous year moving forward. Each project is aimed at developing the student as a confident and competent musician, using a particular instrument as the foundation of the learning. Genres are introduced within each project with the aim to inspire a love for the subject.
Students will follow schemes of work that will provide them with a foundation of musical knowledge preparing them for KS4.
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Topic |
Skills: |
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Year 7 |
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Finding and keeping the pulse Playing as part of an ensemble Keeping time Responding to signals to start and stop. Following a graphic score Structure of a Samba Piece Call and Response, Polyrhythms
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Pitch: Notes of the Treble Clef from Middle C, to the Octave above and Duration: Crotchets, Quavers, Minims Articulation: Legato, Staccato, Dynamics: Piano, Forte Right Hand Piano Technique C Major Scale, A Minor Scale, Using iPad to record progress |
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Recording keyboard with a DAW C Major Scale Composing using Binary Form Understanding the role and function of quantisation in a DAW Programming Drums patterns within a DAW |
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Year 8 |
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Building triads form the C Major Scale Primary Chords of C Major 4 Chord Song (C-Am-F-G) Canon (Adding in Em) Building a melody from the notes of the chords Composing chord progressions Building Melodies from chords |
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Primary Chords of C Major (Developed into extended) Walking Bass Line Chords (Extended) Melody over chords Swung Rhythms
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Reggae Rhythms Syncopation and offbeat rhythms Melodic Hooks Primary Chords of A (A, D, E), Bassline. |
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Year 9 |
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Following music notation Developing 2 hands on the keyboard Alternate time signatures, Developing Scales right and left hand |
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Following music notation Developing 2 hands on the keyboard Recognising accidentals Developing Scales right and left hand |
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Following music notation Developing 2 hands on the keyboard Left hand pulse, with right hand movement Developing Scales right and left hand |
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Year 10 |
BTEC Component 1 Content Study of different genres through class workshops, including opportunities for performance and composition. |
BTEC Component 1 Assessment Development of portfolio towards exam board set assignment |
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Year 11 |
BTEC Component 2 Assessment Assessment and log for continuous development on chosen instruments. |
BTEC Component 3 Completion of exam board set assignment developing arrangement skills based on the set assignment. |
Nurture Provision
We aim to develop and deliver a suitable curriculum for SEN students in the nurture groups at Seaham High School to ensure a smooth transition from primary school, all needs are being met, all pupils have a positive learning experience and to prepare students for KS4 and their working life. Recently we have found an increasing number of students in Year 7 do not arrive at SHS secondary school ‘ready’. Students with additional needs often find the transition to secondary school difficult to deal with, which hinders their achievement and attendance in year 7 as they try to deal with the massive changes and emotional difficulties this brings. This is more evident due to the pandemic and students are more behind academically, emotionally and socially. The physical and structural changes also impact some students and the sensory environment in mainstream school can be overwhelming, with many new lessons, rooms and teachers being alot of change to deal with, this can lead to some students withdrawing, while others may express their frustration with aggressive or impulsive behaviours.
Nurture group provision in SHS follows the six principles of nurture from the Nurture Group Network.
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Learning is understood developmentally
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The classroom offers a safe place.
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Nurture is important for the development of wellbeing.
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Language is a vital means of communication
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All behaviour is communication.
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Transitions are significant in the lives of children.
Following these provisions allows us to provide a curriculum that will engage SEND pupils to ensure they attend school, raise their aspirations and achieve to the best of their ability. We provide a curriculum that is planned towards improving basic numeracy and literacy skills and developing competencies. This strong focus on developing literacy and numeracy skills are a key factor in raising self esteem and allowing students to access other lessons with adaptive teaching methods deployed. The Lexia programme focuses on phonics, structural analysis, automaticity / fluency, vocabulary and comprehension reading skills at a personalised level.
We ensure a smooth transition into Seaham High School by providing support when needed offering soft landings before and after school. In order to meet every pupil's need in the delivery of the curriculum and include students (who have been carefully identified and selected in this group) in the whole school curriculum we teach geography and history using a thematic approach. We aim to ensure all students have a positive, well-rounded education and experience once in a lifetime opportunities therefore broadening their horizons and promoting both social and academic gains.
Finally we pay careful attention to reintegration into mainstream school, giving pupils practical support to use the skills they have gained and extended support when they progress to mainstream school.
Our multipurpose sensory room, The Pitstop is an excellent resource used in our nurture provision. It also allows one to one sessions to take place with our EHCP students working out outcomes and has been modified to meet our requirements with black walls, a neon logo, a water feature, sensory lights and toys, inspirational images on walls and a tent. The Pitstop name is based on Seaham’s cultural heritage relating to the mining community and on car racing and taking time outs PIT stands for Personal Improvement Time.
The Pitstop provides a safe environment for all SEND learners to ensure a smooth transition from lessons to lessons and enable learners to regulate their own emotions with access when needed. This space is used for vulnerable learners to go to at brunch and lunch to develop social and interactive skills. It also provides a sensory space for SEND learners needed for successful transition between home and school and school and home.
Sessions offered are based on individual needs, and we offer:
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Zones of Regulation
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Spot on with Number
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Lego Therapy
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Conquering Literacy
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Lexia
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Fresh Start
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Handwriting Sessions
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Social Stories and Emotional Literacy
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Autumn |
Spring |
Summer |
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Year 7 |
I am me, We are us, here we are |
Space |
Animals |
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Year 8 |
Australia |
Living Here and Loving It |
Services |
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Year 9 |
Titanic |
Looking Forward / Schools |
USA |
Physical Education
It is the aim of the PE department to provide a curriculum that will engage all pupils and develop competence to excel in a broad range of sports and physical activities, leading to students making informed choices about following a healthy, active lifestyle. The curriculum is designed to give all learners the knowledge and cultural capital they need to succeed in life, which they can continue to develop post 16, as they move into further study, the world or work or within their local communities by delivering a curriculum that is planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. Students will be provided with ongoing opportunities to take on the roles of performer, leader, choreographer, organiser and official to meet this aim. PE students will develop a multitude of skills that will allow them to work effectively with those around them including organisation, leadership, communication, team work, respect and the ability to evaluate own and others performance.
KS3
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Key topics / Activity Area (SOW) – Outwitting Opponents (Invasion Games / Net and Wall Games / Striking and Fielding Games); Dance and Gymnastics; Athletics; Health and Fitness; Leadership. Taught throughout the year on a carousel (facility dependent) over teaching blocks of typically 4 weeks (8 lessons)
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Curriculum structured around the continual and progressive development of 3 Key assessment strands (Performance; Evaluating and Improvement; Leadership)
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Development of whole school 6R’s and promotion of the school Ethos - Kindness, Integrity and Pride.
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BTEC Sport Theory content interwoven throughout KS3 (Components of Fitness / Fitness Testing / Training Methods / Principles of Training) to prepare students for KS4 courses
Leaderships skills
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Year 7 - plan and deliver group warm up and cool downs; score keeping and decision making
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Year 8 - plan and deliver group skills practices; officiate small sided games
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Year 9 - plan and lead a 3 part lesson; officiate full sided games
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BOYS |
GIRLS |
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FOOTBALL |
FOOTBALL |
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BASKETBALL |
NETBALL |
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HANDBALL |
DANCE |
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TENNIS |
TENNIS |
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BADMINTON / TABLE TENNIS |
BADMINTON / TABLE TENNIS |
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CRICKET |
CRICKET |
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SOFTBALL |
ROUNDERS |
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ATHLETICS |
ATHLETICS |
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FITNESS |
FITNESS |
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TRAMPOLINING |
TRAMPOLINING |
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DODGEBALL |
GYMNASTICS |
KS4 CORE PE
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Taught in half year group blocks – 2 lessons a fortnight
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Students given choice from four ‘option’ sports / activities to enable them to make their own individual choices based on their own personal interests and fitness needs, to promote leading a healthy active lifestyle and making informed choices on future participation
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Development of a range of roles within chosen sports – performer / official / leader / choreographer / organiser
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Development of whole school 6R’s and promotion of the school Ethos - Kindness, Integrity and Pride.
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Intervention programme used to support BTEC Sport / BTEC Dance
Performing Arts
The purpose of the year 7 Drama curriculum is to instil discipline, confidence, love for the subject and build basic knowledge around skills and techniques needed for success. The basics of design work will also be introduced through discussion and homework tasks.
The purpose of the year 8 Drama curriculum is to expand on and further embed skills learnt in year 7. There is a greater emphasis on the importance of learning lines and scenario’s teach students to be aware of characters' feelings and consequences of their actions. Students will be mindful, creative and resilient when approaching performances. Characterisation exploration becomes more rounded and thought provoking and requires analysis. There is more emphasis on performing for genre and purpose. Design focuses upon links to genres and character types.
The purpose of the year 9 Drama curriculum is to continue a love for the subject whilst also preparing students for KS4. Lessons aim to help students gain transferable skills for the future- communication, interaction, empathy, social understanding , self presentation and continuous building of self esteem and confidence. Evaluating and Analysing in greater detail is also introduced. Working to a given genre or style is also at the forefront of each lesson. Design begins to look in more detail at both costume and lighting for a given brief/scene. Pre-Learning will be introduced through homework research Tasks.
BTEC
In Btec Performing Arts learners will develop their understanding of the performing arts by examining the work of performing arts professionals and the processes used to create performance. They will develop their performing arts skills and techniques through the reproduction of acting repertoire as performers. And finally learners will be given the opportunity to work as part of a group to contribute to a workshop performance as a performer in response to a brief.
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Autumn |
Spring |
Summer |
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Year 7 |
An Introduction to Drama Aims to teach the basic skills of Drama |
The Circus Introduction to basic Characterisation |
Myths and Legends Devising and Performing Drama for Purpose and Intention |
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Year 8 |
Superheroes Further Characterisation |
Oliver Twist Musicals/Exploring Characters/Themes/styles |
The Late Comer An introduction to Improvisation and Issue based Drama |
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Year 9 |
Melodrama v.s Naturalism Selecting Drama skills according to Styles of Theatre |
Blood Brothers/ The Play That Goes Wrong An Introduction to Comedy Genre |
Improvisation Spontaneous, Polishing and Refining Drama |
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Year 10 |
Component 1 Teaching Content |
Component 1 PSA |
Component 2 Teaching Content |
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Year 11 |
Component 2 PSA |
Component 3- External Examination |
Photography
The Art department aims to develop the creativity and understanding of photography techniques and processes. To inspire and challenge students' thinking and facilitate them to develop their own thoughts and ideas visually. To promote a love for learning culture and an environment that allows students to progress independently in order to achieve their full potential.
Students will follow schemes of work that are designed to cover all aspects of photography and allow students to progress and create work that meets all AQA GCSE assessment objectives.
Students will be taught:
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To use a digital SLR camera to record their observations and will use sketchbooks as a basis for exploring their ideas.
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To use a range of techniques and media, including photoshop.
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To increase their proficiency in the use of photography as a way of recording ideas.
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To analyse and evaluate their own work and the work of others, in order to strengthen the visual impact or applications of their work
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Autumn |
Spring |
Summer |
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Year 10 |
Landscape
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Landscape cont..
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Mock exam personal project.
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Year 11 |
Mock exam personal project cont……
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Terminal Exam
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Terminal Exam
Complete all coursework – Deadline end of may. |
Religious Studies
The Religious Studies curriculum aims to provoke thinking, encourage critical evaluation and develop a knowledge of other cultures and beliefs both religious and non-religious. To achieve this we have adopted and constructed a curriculum that is highly ambitious and designed to give all learners the knowledge and cultural capital they need to succeed in life. Having a curriculum that is planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment both with and beyond the field of Religious Studies.
Our learners are studying a wide and relevant curriculum. Thus allowing them to have a ‘deeper’ knowledge. Students will feel confident to debate and discuss their knowledge and respond to feedback to ensure that they are making progress. Religious Studies students will be thoughtful, tolerant and respectful of others. They will be able to explore complex moral and theological issues with empathy, thoughtfulness and critical analysis. All of this helps our students develop a nuanced and informed understanding of spiritual, moral, social and cultural issues.
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Autumn |
Spring |
Summer |
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Year 7 |
Spirited Arts |
World Faiths |
World Faiths Problem of Evil |
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Year 8 |
Religion and the Law |
Life After Death |
Multicultural Society |
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Year 9 |
Morality Part 1 |
Morality Part 2 |
Religion and Relationships |
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Year 10 |
Are Religious laws outdated? |
What does it mean to be human? |
Religion and Conflict |
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Year 11 |
Religion and the media |
Is there life after death? |
Enrichment projects |
Science
Y7 & 8 Curriculum
The provision in Y7 and Y8 has a focus to secure a knowledge and skill base to prepare for GCSE. The curriculum is mapped against the national curriculum programme of study to ensure seamless progression from KS2. Early links are in place at key stage 2 as the faculty leader has met with local feeder primaries to review provision, which currently is very varied. Year 7 has a focus upon providing students with a firm grounding and filling in gaps in knowledge and skills from key stage 2.
Y9, 10 & 11 Curriculum
In Y9, Y10 and Y11 students commence formal coverage of the GCSE program of study. The curriculum allows for three different routes of study at both a higher and foundation tier of entry:
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Edexcel Separate Science
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Edexcel Combined Science
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Edexcel Entry Level Science + Separate Science (Foundation tier)
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Combined Science |
Autumn |
Spring |
Summer |
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Year 7 |
Safety Apparatus choices and use Living things Particle model and changes of state Cell structure Energy Specialised Cells Wasted Energy Physical and chemical changes |
The Periodic table Heat and temperature Electric current Separating mixtures Puberty Resistance Sexual reproduction Balanced & unbalanced Forces Solutions Forces affecting objects Acids and alkalis British Science week activity |
Plant reproduction Making salts Weight and gravitational force Solar system Food chains Diffusion Ecosystems Energy resources Density and pressure Levers and Moments
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Year 8 |
Scientific skills Cell organisation Speed Elements & compounds Motion graphs Body systems Naming compounds The Periodic table Gas exchange Magnetic force |
Respiration Acid reactions Current and magnetism Diet Electric charge and static electricity Digestive System Oxidation and reduction Power Skeleton and movement Energy in chemicals Waves British Science week activity |
Health and disease Variation Earth resources Photosynthesis The atmosphere Light Natural selection Sound Biodiversity Rates of reaction Rock cycle Ceramics, polymers, composites |
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Year 9 |
CB1 - Key Concepts in Biology "CC1 - States of Matter " CC2 - Methods of Separating and Purifying Substances CP1 - Motion CB2 - Cells and Control |
CP3 - Conservation of Energy "CB5 - Health, Disease and Development of Medicines " CC3 - Atomic Structure CC4 - Periodic table |
CP2 - Forces and motion CC5 - Ionic Bonding CC6 - Covalent Bonding |
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Year 10 |
CC7 - Types of substance CP3 - Conservation of Energy CB3 - Genetics CB4 - Natural Selection and Genetic Modification CC8 - Acids and Alkalis CC9 - Calculations involving Masses |
CC10 - Electrolytic Processes CC11 - Obtaining and Using Metals CC12 - Reversible Reactions and Equilibria CP6 - Radioactivity |
CB6 - Plant Structures and their Functions CC13 - Groups in the Periodic Table CP12 - Particle Model CP7 - Energy - Forces doing work CP8 - Forces and their Effects |
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Year 11 |
CB9 - Ecosystems and material cycles CC16 - Fuels CP13 - Forces and Matter CB8 - Exchange and Transport in Animals CC17 - Earth and Atmospheric Science CP9 - Electricity and Circuits CB7 - Animal Coordination, Control and Homeostasis |
CC14 - Rates of Reaction CC15 - Heat energy changes in reactions CC12 - Reversible Reactions and Equilibria CP10 - Magnetism and the Motor effect CP11 - Electromagnetic Induction |
Separate Science
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Biology |
Autumn |
Spring |
Summer |
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Year 10 |
SB1, SB2, SB5 (revision and separate only sections) SB3 - Genetics |
SB4 - Natural selection and genetic modification SB8 - Exchange and Transport in Animals |
SB6 - Plant Structures and their Functions |
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Year 11 |
SB7 - Animal Coordination, Control and Homeostasis SB8 - Exchange and Transport in Animals |
SB9 - Ecosystems and Material Cycles |
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Chemistry |
Autumn |
Spring |
Summer |
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Year 10 |
SC7 - Types of substance SC8 - Acids and alkalis SC9 - Mass calculations in chemistry |
SC14 - Quantitative chemistry SC10 - Electrolysis SC16 - Electrolysis, Fuel cells SC11 - Obtaining and using metals |
SC19 - Heat energy changes in reactions SC12 - Reversible reactions and equilibria SC15 - Dynamic equilibria, calculations involving volumes of gases |
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Year 11 |
SC17 - Groups in the Periodic table SC13 - Transition metals, alloys and corrosion SC20 - Fuels SC21 - Atmosphere SC22 - Hydrocarbons |
SC23 - Alcohols and carboxylic acids SC24 - Polymers SC18 - Rates of reaction SC25 Qualitative tests SC26 nanoparticles |
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Physics |
Autumn |
Spring |
Summer |
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Year 10 |
SP3 - Conservation of energy SP8 - Energy Forces doing Work SP4 - Waves (revision / separates material) |
SP5 - Light and the EM spectrum (revision / separates material) SP6 - Radioactivity. |
SP7 - Astronomy |
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Year 11 |
SP10 - Electricity and Circuits SP9 - Forces and their Effects SP14 - Particle model |
SP15 - Forces and Matter SP12 - Magnetism and the Motor Effect SP13 - Electromagnetic Induction SP11 - Static Electricity |
Spanish
The MFL Department contributes to the whole school curriculum intent by:
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Fostering pupils’ curiosity and deepening their understanding of the world and of Spanish culture.
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Ensuring a “languages for all” approach to teaching all abilities
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Enabling pupils to express their ideas and thoughts in another language
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Providing opportunities for them to communicate for practical purposes
Students at Seaham High School study Spanish and can go on to do Spanish AQA GCSE.
In KS3 we follow the Viva Pearson Activelearn scheme of learning.
In KS4 we follow the AQA GCSE 2 year course where students learn content on the following themes and topic areas:
Theme 1: Identity and culture
Theme 2: Local, national, international and global areas of interest
Theme 3: Current and future study and employment
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Autumn |
Spring |
Summer |
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Year 7 |
All About Me Free Time |
Life at School |
Family and Friends |
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Year 8 |
Holidays |
Technology |
Food and Drink |
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Year 9 |
Celebrations and Festivals |
Jobs and future aspirations |
Healthy Living |
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Year 10 |
Module 1 - Holidays Module 2- School |
Module 3- Family and Technology |
Module 4- Free time |
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Year 11 |
Module 5- My town Module 6- Healthy Living and social issues |
Module 7- Jobs Module 8- Global issues and Environment |
Technology
The Key Stage Three Design and Technology curriculum aims to equip students with practical and creative skills in the fields of domestic and industrial contexts. Through hands-on activities, students will learn how to design and make products using various technologies. The curriculum also emphasises the importance of questioning the application of these technologies in society. The goal is to foster confident learners who possess both technical and practical expertise. Literacy and numeracy are integrated across all lessons through the use of T4W strategies. The department also links students with potential careers and supports staff well-being. The curriculum prepares students to meet the national Key Stage Three Design and Technology standards and succeed in Key Stage Four.
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Autumn |
Spring |
Summer |
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Year 7 |
Food (Crumble, Pasta Salad and Chicken Goujons)
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Graphics - Pop-Up Card
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Construction - Block Bot
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CAD - Picture frame
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Graphics - Drawing Skills
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Year 8 |
Food (Tomato Pasta, Mushroom Stir Fry and Chicken Wrap)
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Electronics - Pop Art Lamp
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CAD - Key ring
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Graphics Movie Point of Sale
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Graphics Drawing Skills
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Year 9 |
Food (Pizza, Sausage/Cheese Roll, Cheese Triangles, Breadbuns, Fruity Flapjack, Fajita, Chicken chow mein and Tea Cake Challenge)
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Construction - Upcycle Pallet
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Construction - Recycled Clock
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CAD - Spotify Stand
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Graphics - Drawing Skills
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Construction - 3D
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