An Inspiring Curriculum

Art – Overview

The art department aims to provide a stimulating environment so pupils can create work of the highest standard. The teaching and facilities on offer, including a ceramics studio and outdoor working space,  enable pupils to develop skills and imagination in drawing, printing, sculpture, ceramics, digital imaging and video production. 

We aim to guide pupils through the formative years which set a good foundation for GCSE and A level.  Pupils are encouraged to recognise their own strengths at all levels of learning; this is achieved by discussion, encouragement and individual teaching. The department has an open door policy which gives pupils the opportunity to continue work in their free time.

Key Stage 3 (First to Third Year/Years 7-9)

Art in First to Third Year concentrates on the basic skills of drawing, painting and printmaking and involves basic development into 3D sculpture and ceramics. Pupils will learn the fundamental skills required to develop creative thinking and the foundations upon which to build an academic future in this subject. Pupils are encouraged to study the work of  artists and produce their own pieces of work inspired by these. Differentiation is very important in creating a personal piece for each pupil. The wealth of space within the art department enables the learning to be personalised and enhances the strengths of each individual. This results in a more enjoyable learning experience for our young artists.

Photography and fashion clubs are offered and the department has an open door policy for any pupils which gives them the opportunity to continue work in their free time.  Art features in several co-curricular projects which have previously included  drama, geography, IT and Latin.

Key Stage 4 - GCSE (Fourth to Fifth Year/Years 10-11)

Fourth and Fifth Year pupils are encouraged to take ownership of their own projects and carry out more self-guided research into the work of their favourite artists. Fourth Year involves more in-depth experimentation into skills and techniques to build up a portfolio of work and in preparation for the GCSE exam. Fifth Year consists of consolidating portfolio work and completing an exam project. Marks are separated into 60% coursework, 40% exam.

Pupils benefit from an open door policy and can attend a GCSE Art Club . The gallery space in the department allows current work to be displayed, to inspire GCSE pupils and those in other year groups of the school.

Key Stage 5 - A level (Sixth Form/Years 12-13)

SIXTH FORM ART AND PHOTOGRAPHY

By Sixth Form, students are encouraged to be independent in their learning.  The Art Department allows the space for each student to have their own work space within the Sixth Form Art Studio, where they can display completed work and develop their portfolios. 

Students can choose between Fine Art and Photography at A level. The Fine Art approach allows students to be flexible in their choice of study areas and provides them with the opportunity to be examined in areas which are regarded as their strengths. 

Photography challenges students without the traditional art skills to use the medium of digital imaging to perform to high standards. Students benefit from using  the Apple Mac computer suite situated in the Art and Design Centre.

The A level Art course is defined by two components: Personal Investigation (coursework) including Personal Study (essay) and Externally Set Task (exam). This is split 60% coursework, 40% exam. The externally set task concludes with a 15 hour controlled assessment. The essay element of the course is marked separately from both the coursework and exam project. This will form 12% of the 60% marks allocated for coursework. 

The strong Sixth Form base influences younger pupils as they are positioned at the hub of the open plan building. The department is run like an art college, encouraging Sixth Form pupils to attend outside lesson time, enabling students  to seek further encouragement and advice from teaching staff. This is of great benefit to students, as they can continue their work and be encouraged to go above and beyond the exam syllabus.

Beyond the classroom

The department is always eager to involve other departments. Previous years have seen collaboration with English, history and biology on an off-timetable Crime Day.  We have also amalgamated trips in the past and consistently help other departments with display areas, pupil homework and photography/video requirements.

Annual trips are organised to London for the Sixth Form and to Yorkshire Sculpture Park for the Fourth Year. Overseas trips to Paris and Barcelona have previously provided inspiration for artwork and photography.

Life drawing is encouraged whenever possible. Pupils are given excellent support with portfolio advice and interview technique for any member of the Sixth Form wishing to study art/photography at further or higher education level.

Professional artists are invited to work with the pupils and run masterclasses in their particular speciality, inspiring pupils to refine their practice and experience new techniques.

Biology – Overview

Biology is the study of the living world, its diversity, processes and development. Few other subjects hold more scope for the excitement of discovery. As life itself is complex, its study is demanding, requiring scientific discipline and rigour.

Key Stage 3 (First to Third Year/Years 7-9)

In First and Second Year, pupils study a broad science curriculum, in which all three sciences have an equal weighting. The lessons are practically based and incorporate the use of interactive material through ICT. Our aim is to enthuse and develop a strong foundation for GCSE and beyond.

To give every individual the best chance of success, we start our GCSE programme in Third Year.

Key Stage 4 - GCSE (Fourth to Fifth Year/Years10-11)

At GCSE, the department follows the AQA GCSE. Pupils study either separate biology or biology as part of a combined science programme. Either programme forms a good basis for further study in the Sixth Form.

The course for both separate and combined science pupils is linear, with two examinations at the end of Fifth Year for pupils following the separate award and two exams for the combined science. There is no examined coursework component, although practical work is regarded as an important component of both courses.

Key Stage 5 - A level (Sixth Form/Years 12-13)

At A level, the department follows the OCR specification. All students are taught by two subject specialists.

The course is taught in a linear fashion, with three exam papers at the end of the two years. Students not on the linear programme, sit the AS level exam at the end of Lower Sixth.

Beyond the classroom

Pupils are offered the opportunity to attend talks and lectures at schools and universities in the immediate vicinity.

First and Second Year pupils can attend lower school science club, which continues to prove extremely popular. Science teachers are helped by Sixth Form science prefects to help run the sessions, which always incorporates experimental work beyond the KS3 syllabus. These pupils also have the opportunity to take part in various science competitions, run by both internal and external bodies.

Middle school pupils (Third to Fifth Year) can attend a middle school science club. This club is run by science teachers across the three specialisms; each science carries out a range of research projects across one term each. These pupils also have the opportunity to take part in various biology competitions, internal and external.

Guest speakers are invited into school. This targets the Sixth Form, but when appropriate, it is made available for pupils from lower years. In addition, for Sixth Formers interested in medicine, veterinary studies and other biological sciences there is now a Medical Society in which the latest research is discussed. 

BTEC Level 3 National Extended Certificate in Enterprise and Entrepreneurship

Why study enterprise and entrepreneurship? 

Entrepreneurs are essential to our society because they build the economic engines that help our economy grow. They foster technological and social change, and their innovation and creativity forge our future.  Through a combination of class work and enterprise projects students can learn and practise entrepreneurship in a real environment. Students will receive a thorough and practical understanding of the issues involved in both starting a business and fostering innovation in a corporate setting allowing them to progress into the business world or into higher education. 

Subject Content: 

The course is made up of four units which cover the broad range of the enterprise sector. Two of the units are assessed internally through the production of a portfolio of evidence. This evidence is generated through written assignments, presentations or practical work. Two of the units are assessed externally through an exam and set tasks.   

It is expected that during the first year of the course students will set up and run a micro business at school which will include additional hours outside of lesson time.  This hands on experience will help provide evidence towards the qualification. 

Unit One: Enterprise and entrepreneurship – Internally assessed portfolio 

Students will study enterprise and the mindset of entrepreneurs, exploring the risks, opportunities and constraints of starting an enterprise. 

Unit Two: Developing a marketing campaign – Externally assessed tasks 

Students will gain skills relating to, and an understanding of, how a marketing campaign is developed.  

Unit Three: Business and personal finance – Externally assessed exam 

Students study the purpose and importance of personal and business finance. They will develop the skills and knowledge needed to understand, analyse and prepare financial information. 

Unit Eight:  Entrepreneurship and intrapreneurship in practice – Internally assessed portfolio 

Students study the characteristics of successful entrepreneurs and consider the strategies that can influence the development of intrapreneurship in an organisation.

BTEC Level 3 as a qualification for further study and career options 

When studied with other qualifications in the school's programme, students can progress onto higher education on a variety of courses or into higher apprenticeships in areas such as business administration, marketing, accounting, sales or enterprise. The qualification will also give students the skills to enter the self-employed market. 

Throughout the course students developing transferable skills that employers and universities value including: 

• cognitive and problem-solving skills: use critical thinking, approach non-routine problems applying expert and creative solutions, use systems and technology 

• intrapersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation  

• interpersonal: self-management, adaptability and resilience, self-monitoring and development. 

• the ability to learn independently  

• the ability to research actively and methodically  

• being able to give presentations and being active group members 

Beyond the Classroom

The school is a member of the Young Enterprise scheme and BTEC students enter the company programme where they have the opportunity to set up and manage their own business, meeting weekly to plan their route to success. 

Business – Overview

A level Business Studies

Overview:

Everything in life involves business. Think about that new top you bought last week and then think of what businesses made it possible for you to be wearing it right now? The obvious ones are the Shop and the Manufacturing plant but what about the Cotton growers? The label makers? The delivery company? Health & safety? Perhaps more importantly, the companies that manage the finances of all those businesses. Thinking about all those processes and people allows you to begin to understand what A level business is about.

The Edexcel A level business course:

Theme 1: Marketing, people and global businesses

Theme 1 explores marketing, people and global businesses in a local, national and global contexts.

Theme 2: Business activities, decisions and strategy

Theme 2 explores business finance and operations, business decisions and strategy. Questions apply to the local, national and global contexts.

Theme 3: Investigating business in a competitive environment

Content across all areas of the course are used to explore a specific industry. Questions will be drawn from local, national and global contexts. Areas studied in previous years have included sport and leisure and confectionary market.

A new context will be given to centres each year and will relate to the examination series for the following summer. The context will focus on a broad context, such as an industry or market in which businesses operate.

Business as a qualification for further study and career options

Careers and further study in business are diverse, with job roles covering everything from marketing and agriculture to retail and banking. Depending on your area of interest, studying business will help you develop analytical skills and useful life skills valued and respected by employers and universities alike.

Beyond the classroom

The school is a member of the Young Enterprise scheme and some students enter the company programme where they have the opportunity to set up and manage their own business, meeting weekly to plan their route to success. We also attend business conferences that offer support and guidance towards the final exam.

A level Economics

Introduction

Economics is about choice and the impact of our choices on each other. It relates to every aspect of our lives, from the decisions we make as individuals or families to the structures created by governments and firms. The economic way of thinking can help us make better choices, it is also a theoretical discipline which involves the rigorous use of theory to analyse economic problems.

The Edexcel A level Economics course:

The course is structured into four themes: themes 1 and 2 are studied in the first year and themes 3 and 4 in the second.

Theme 1: Introduction to markets and market failure

This theme focuses on microeconomic concepts. Students will develop an understanding of:

• nature of economics
• how markets work
• market failure
• government intervention

Theme 2: The UK economy – performance and policies

This theme focuses on macroeconomic concepts. Students will develop an understanding of:

• measures of economic performance
• aggregate demand
• aggregate supply
• national income
• economic growth
• macroeconomic objectives and policy.

Theme 3: Business behaviour and the labour market

This theme develops the microeconomic concepts introduced in Theme 1 and focuses on business economics. Students will develop an understanding of:

• business growth
• business objectives
• revenues, costs and profits
• market structures
• labour market
• government intervention.

Theme 4: A global perspective

This theme develops the macroeconomic concepts introduced in Theme 2 and applies these concepts in a global context. Students will develop an understanding of:

• international economics
• poverty and inequality
• emerging and developing economies
• the financial sector
• role of the state in the macroeconomy.

Economics as a qualification for further study and career options

Careers and further study in economics are diverse, with job roles covering everything from food and agriculture to business and banking. Depending on your area of interest, studying economics will help you develop analytical skills and useful life skills valued and respected by employers and universities alike.

Beyond the classroom

The school also runs an economics "Hot Topic" competition. Students compete by setting up their own team, meeting weekly to plan their economic strategy to guide the economy to a successful outcome. We also attend economic conferences that offer support and guidance towards the final exam.

 

Chemistry – Overview

Chemistry is a dynamic, thriving and exciting practical subject. Pupils are able to express and develop their scientific ideas. Their further learning is then inspired by the opportunities to check their ideas against experimental evidence; it is through experience that they best challenge or confirm their beliefs. They then begin to understand currently accepted scientific theory. Pupils have an opportunity to learn and apply new chemical concepts through practical and problem-solving activities. This provides opportunities to develop thinking, mathematical and analytical skills.

We have three very well resourced chemistry labs and three specialist chemistry teachers to ensure the children have the highest quality lessons. In addition to lesson time, our specialist teachers run both formal and informal regular ‘drop in’ sessions to support pupils further.

The aim of chemistry is to inspire the pupils with a passion for the subject.

A level results are excellent with over three quarters of pupils achieving a grade A*-B each year; many pupils proceed to science based degrees (including engineering, medicine, dentistry and veterinary science) with many gaining places at top UK universities.

Key Stage 3 - (First to Third Year/Years 7-9)

In order to achieve good science qualifications, our pupils need a good understanding of science and how science works in First and Second Year. Great care is given to science teaching in these early years following a scheme of work that develops skills across all three sciences. By Third Year, chemistry is taught as a separate subject by a specialist teacher; pupils begin to study for the AQA GCSE examination.

Key Stage 4 - GCSE (Fourth to Fifth Year/Years 10-11)

The AQA GCSE chemistry and GCSE combined science: trilogy adopts a practical, investigative approach for the teaching of most of the topics within each section and during the course pupils will develop practical and mathematical skills, knowledge and understanding of how science works. The scheme is taught over three years. The concepts are examined in the summer of Fifth Year by completing two separate exam papers. 

The content for each paper includes:

• Atomic structure and the Periodic Table
• Bonding, structure and the properties of matter
• Quantitative chemistry
• Chemical changes
• Energy changes
• The rate and extent of chemical changes
• Organic chemistry
• Chemical analysis
• Chemistry of the atmosphere
• Using resources

Key Stage 5 - A level

A significant number of students choose to continue studying chemistry to A level. The AQA GCE specification is followed for both AS (7404) and A level chemistry (7405)

For AS level chemistry, the students explore fundamental principles that form the basis of chemistry.  This includes atomic structure, bonding, energetics, kinetics and an introduction to organic chemistry.  The students develop their mathematical skills, through problem solving and practical skills by following the practical endorsement programme.

The full A level course enables students to develop the concepts and principles introduced in the Lower Sixth by studying further topics including equilibria, thermodynamics, aromatic chemistry and polymers, electrode potentials and inorganic reactions.

To be awarded the AS level chemistry, the students sit two written exams of 1hour 30 mins at the end of the course.  

For A level chemistry, the students sit three written exam papers, each two hours, at the end of the two year course.  All aspects of the course will be examined including practical skills.

The students work in a supportive and caring environment and develop important skills to help them in the next step after leaving sixth form. The chemistry department has excellent practical resources including harvest data logging equipment and organic chemistry apparatus. The students become confident, safe and skilled practical workers. Links have also been established with the chemistry department at the University of York and the University of Hull where the students have had the opportunity to carry out an organic synthesis and analysis work in the new teaching laboratories.

Beyond the classroom

There are many opportunities to attend a wide variety of outside lectures and visits.
In-house there is a symposium which hosts visiting speakers, including the Royal Society of Chemistry and there is a popular and thriving Science Club at Key Stage 3.

At Key Stage 4 pupils take part in the Royal Society of Chemistry ‘Top of the bench’ competition (winners of Central Yorkshire heat in 2023 and attended national final in London) and our younger scientists attend the Salters Chemistry Festival. 

Sixth Form chemists take part in the annual RSC Analyst competition and in 2019, the group won the North East Regional heat and went on to compete in the Final at the University of Manchester. Some students also take part in the Cambridge Olympiad competition, Cambridge Chemistry Race competition and the RSC Olympiad. We have had several gold awards and silver awards in recent years and a Roetgenium award this year with a student being invited to attend a camp at the University of Cambridge. 

Classics – Overview

Classics is very much alive at Pocklington School!

Classics, in the form of Latin and Greek, has been taught at Pocklington School since the school’s earliest days. Latin, for a long time the core of the school’s curriculum, is still taught as a compulsory subject to all pupils in First and Second Year, and is a popular option in all years beyond that. Greek is taught as a ‘twilight’ subject, but the fact that it is in demand at  GCSE and at AS level, shows that it is proving very popular.

Forget the whole ‘dead language’ argument of years gone by; classical subjects are a vibrant introduction to the origins of so much of the world we live in today. Philosophy, democracy, art, language, literature…so much that makes up western culture can find its origin in the world of the Greeks and the Romans.

Universities highly value these subjects due to the way they develop analytical abilities, attention to detail and flexibility of approach. These skills are acquired through study of some of the greatest works of European literature and some of the most fascinating periods of history. Employers are greatly impressed by candidates who have studied Latin and Greek; they associate a knowledge and ability in Classics with precision and clarity of thought, and the diversity that each offers means that their students are often widely read and articulate. They are excellent support subjects for any arts degree course at university.

Classics' students are challenged to study hard and to think for themselves; they take the best of the past and use it to forge their future.  

Latin Key Stage 3 (First to Third Year/Years 7-9)

The Latin course Suburani is followed throughout the first three years. Compulsory for the first two years, pupils then opt to carry Latin on in the Third Year, and it is a popular option. Lessons are taught via the Suburani Activebook website, allowing pupils to engage actively with the language through a smartboard and their devices. It is a new and exciting course, depicting the reality of the empire for all its inhabitants, not just a privileged elite. It is very much a mixture of language and civilisation, to allow pupils to see the language within the context of its time.

Latin Key Stage 4 - GCSE (Fourth to Fifth Year/Years 10 and 11)

Fourth Year is focused on the language and getting skills of translation up to scratch, then in Fifth Year the emphasis moves to studying Roman prose and verse literature. The works of Virgil, Catullus, Caesar, Tacitus and more introduce pupils to themes of love and hate, of war and peace, of magic and witches, and much more. Assessment is via OCR GCSE Latin and involves three written papers. A compulsory language paper is worth 50%, then pupils choose two out of verse literature, prose literature or literature and culture, each worth 25%. 

Key Stage 5- A level (Sixth Form/Years 12-13)

OCR A level Latin can be taken as an AS at the end of one year, or as a full A level at the end of two years. It is taught enthusiastically in small groups and students love the opportunity to get to grips with the language in a very proper way. Anyone with an interest in the ancient world, in languages, in history would find it very stimulating. It is really the ultimate cross-curricular subject, sharing content with religious studies, history, English, modern languages and more. As an AS, it has also always been an attractive fourth subject for scientists keen to show that they are not just a one-trick pony. Assessment is via language papers and literature papers…one of each at AS, two of each at A level.

Beyond the classroom

For the last twenty years, annual trips to Rome and the Bay of Naples, to Greece and to Sicily have been a highlight of the school calendar and hundreds of pupils have been introduced to the incredible sites of the Mediterranean homes of the Greeks and Romans. 2018 saw 40 pupils explore Pompeii and sites of the Neapolitan coast, and in 2022 and 2023, cohorts jetted off to scale Vesuvius and peer down Tiberius’ drop on the sunny island of Capri.

Closer to home, annual trips to Hadrian’s Wall and to London Museums help to bring the ancient world to life and embed classroom teaching.

Design & Technology – Overview

Mission statement

We aim to help our pupils develop the aptitude and skills they will require to enjoy a successful future in a rapidly changing technological world.
We aim for our pupils to think and work like professional designers and produce innovative and exciting products using a range of materials, skills, equipment and processes.

Aims

Pupils,  through problem solving and technological activities, will build up their skills and gain the confidence to approach a rapidly changing world as active participants and discerning consumers in future design developments.

• To give all pupils the opportunity and confidence to tackle and solve problems which relate to the needs of individuals.
• To create a learning environment where pupils will develop creativity, equality, cooperation and resourcefulness and actively participate in the project work.
• To encourage an open-minded and investigative approach when tackling problems.
• To encourage clear communication techniques whether oral, written or graphical.
• To encourage the use of IT as a means of communication, learning and design tool.
• To develop pupils' understanding of how they can control products and systems and how products can be further developed to improve them.
• To make pupils aware of safety, social, cultural and environmental issues.

Key Stage 3 (First to Third Year/Years 7-9)

During each year, pupils tackle a variety of design and make tasks as well as focused capability tasks to ensure that pupils develop the skills needed to operate in a fast developing modern economy where creative problem solving skills are at a premium, and to develop the skills needed for the modern GCSE design syllabus.  Pupils have three periods of design and technology spread over the two-week timetable at Key Stage 3. 

Key Stage 4 - GCSE (Fourth to Fifth Year/Years10-11)

At Key Stage 4 the work is based upon the requirements of AQA GCSE Full Course Design and Technology 8552 syllabus.

The first two terms of the Fourth Year are based around internally set and marked minor projects designed to focus pupils' Key Stage 3 skills on the requirements of the modern syllabus. They will undertake two projects:

Mechanical grabber project

Chaise lounge

• These projects will give them the skills and knowledge they require to undertake the controlled assessment task and the written examination.
• Pupils will use a variety of tools, machinery, equipment and processes including hand, machine and CAM to produce working prototypes and scale models. They will be required to keep a detailed journal of their learning, skills development and progress.

The AQA coursework (Non Examined Assessment) will start after the 1st June of the Fourth Year when AQA will release the titles for that year groups contextual challenges (themes).

Over the two years, they will learn aspects of design theory required to take the two written papers in the summer of their Fifth Year. 

Pupils have six periods of design and technology spread over the two-week timetable at Key Stage 4. 

Key Stage 5 - A level (Sixth Form/Years 12-13)

At Key Stage 5, the work based upon the requirements of AQA A level Design and Technology: Product Design 7552

Lower Sixth undertake a series of minor, department set, projects designed to develop the students' understanding of the professional design process and the skills required to meet the new A level specification.

Upper Sixth will undertake a major coursework project (NEA) based on their own area of interest.

This will be worth up to 50% of their A level.

Students will also sit two exam papers in their Upper Sixth year:

Paper 1 - 2.5 hours, 120 marks, 30% of A level

Paper 2 - 1.5 hours, 80 marks, 20 of A level

Beyond the classroom

The department runs a number of clubs: 

Model making 

Design club 

Computer aided design club  

A Makerspace

Arkwright Scholarship: named after the innovative engineer Sir Richard Arkwright, the ‘father’ of the factory system, the Arkwright Scholarship Trust runs one of the most prestigious awards schemes in the country. It is offered to exceptional pupils who follow a GCSE in design and then AS mathematics and intend to take up engineering at degree level. The department fully supports pupils who wish to apply for this.

Open workshop sessions are available at lunchtimes, after school for GCSE pupils and in Sixth Form free periods,  to provide the support required to make high quality products at GCSE and A level.

 

‘I’m not telling you it’s going to be easy. I’m telling you it is going to be worth it.’

Art Williams

Drama is the way we make sense of the world. Humans have always told stories and played with how we do this through creating drama. From the earliest cave paintings and stories around a campfire, through Greek classics, Jacobean verse, to modern multidisciplinary theatre making with mask, puppetry, projection, movement and design, right through to television and film - it is drama we turn to when we need to reflect on the best, and worst, of our human condition. Drama is a cultural history of the world.

The drama department has two complementary sections: curricular and co-curricular. Both are open to everybody, and the approach of the staff is to encourage anyone to take up the challenge of studying or exploring drama through performance, design, or both.

Key Stage 3: (First to Third Year/Years 7-9)

Drama lessons are taught to all First and Second Year pupils. The three lessons over the two-week timetable include two sessions dedicated to developing the practical language of physical and vocal performance skills, and the third lesson explores the other elements of theatre in a parallel, but discrete course, studying technical theatre and design covering lighting, sound, set, costume, hair & make-up and stage management. Many pupils continue to study drama in their Third Year and continue with this structure.

Key Stage 4 - GCSE (Fourth to Fifth Year/Years 10-11)

The approach at Key Stage 3 fosters the key skills needed to study drama at GCSE where we offer the WJEC Eduqas Specification. This dynamic course allows candidates to enter as designers as well as performers. The option is popular with two sets of more than ten pupils each most years. We have had many candidates achieve grade 9, producing original theatre in a variety of styles that is ambitious, mature and dynamic, often working in the styles of modern theatre companies and practitioners including The Paper Birds, Ad Infinitum, The Wardrobe Ensemble and more.

Key Stage 5 - A level (Sixth Form/Years 12-13)

The curriculum naturally progresses to an A level drama & theatre option, again using the WJEC Eduqas Specification. This challenging and rewarding A level course pushes the students’ intellect and practical skills to a highly sophisticated level. The course studies a minimum of five contrasting texts alongside the exploration of a range of practitioners and companies including Katie Mitchell, Wise Children, Frantic Assembly, Gecko and more. The practical work has been praised by examiners as being of an extremely high standard. The subject matter is thoughtful and pertinent, making deeply meaningful commentary about the world around the pupils, where they find an opportunity to make their voices heard through the medium of theatre. Again, this course is available to enter as a design candidate, and we have had many highly successful costume, lighting, set and sound designers.

We are extremely lucky to be able to offer the range of design and technical options we do because of our exceptional facilities. The Tom Stoppard Theatre (TST) is a 350-seat theatre of professional standard, equipped with the latest theatre design technology, including a double railed gantry with safe access for pupils to actively work on plotting and focusing lanterns, all of which are Selecon units that are safe for pupils to handle. As well as designing and programming the lighting using colour changer LEDs, moving lights and generic lanterns with gobos and gels, the pupils also have access to the latest sound equipment. We have just recently upgraded the entire TST system to include KV2 speakers, an Allen & Heath SQ6 mixing console, a 4000W Bose amplifier and 12 Sennheiser radio mics with headsets for performers.

Beyond this we have a team of staff that can support the training and development of pupils in both curriculum and co-curriculum to access and make use of these facilities.

The drama department staff exists of three curriculum teachers and two non-teaching specialists in the shape of a wardrobe manager and technical theatre manager. Our brilliant team work closely together to make sure we achieve the highest production values for our exam shows and our co-curricular programme. The combination of qualified teachers and expert specialists delivers a dynamic staff skill set that recognises, ignites, encourages and nurtures learning at all levels, both in and alongside the curriculum.

Beyond the classroom

We run a series of clubs, societies and major productions that are open to certain sections of the school to allow all pupils the chance to access drama, dance and the performing arts, whether they are exam candidates, experienced performers, or indeed first timers who want to have a go. Currently the programme looks like this:

Drama Club

Every week on Tuesday lunch for First and Second Year pupils

Technical Theatre Club

Every week on Wednesday and Friday lunch for all years

Junior drama production - June

Rehearsals throughout the week between Lent-Summer terms for First and Second Year pupils

Senior drama production - November

Cast in the first week after the Summer holidays, this rehearses during Michaelmas for Third Year pupils to Upper Sixth Form

Trinity lessons

Weekly one-to-one, co-curricular drama lessons taking graded examinations (similar to music lessons).

House Drama

A biennial House Competition where the Senior Sixth Form lead their respective houses towards a piece of performance work that is presented to the community.

Auditions
Everyone who auditions for a drama school or university place receives tuition if requested. We have had alumni graduate from all the major drama schools including RADA, Rose Bruford and Central. Several OPs currently work in professional theatre and film, backstage and onstage, including the West End.

Recent productions have included:

Hetty Feather

Return to the Forbidden Planet

Lord of the Flies

Treasure Island

Education, Education, Education

Extracts from Alice

The Green Room - an original film compilation, shot during the pandemic. 

Daisy Pulls It Off

Animal Farm

A Midsummer Night's Dream

Nathan Field: A Woman is a Weathercock

Peter Pan

Around The World in 80 Days

We are an open, inclusive and energetic team, deeply committed to providing the richest of experiences to any, and all, pupils that want to explore drama, dance and the performing arts at Pocklington School. We believe in the innate creativity of every individual and in the enduring power of playing with stories to navigate the most complex ideas and experiences of the human condition in a safe and welcoming environment.

Do come and visit to meet us, chat with us and find out more.

English – Overview

Studying English is vital for communicating and is fundamental to learning. In studying English, pupils develop skills in speaking, listening, reading and writing that they need to participate in society and later employment. The English department plays an integral part of the life of Pocklington, with strong literary and linguistic traditions, opportunities for creative writing; lively debate and a love for and critical appreciation of literature and language in all its forms.

Our curriculum has been developed to motivate and stretch all pupils. The intention is that the department will fully support the school’s commitment to provide an education which is humane, broad and characterised by a healthy mixture of rigour and enjoyment, to contribute to fullness of life for every pupil. The department especially seeks to develop the relationship between literature and language at all Key Stages. We fully subscribe to the ethos of enriching as well as supporting at all levels of attainment and offering opportunities for extension and independent learning, wherever possible.

Key Stage 3 (First to Third Year/Years 7-9)

The curriculum at Key Stage 3 is broad and varied, enabling pupils to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts, gaining access to the pleasure and world of knowledge that reading offers. Looking at the patterns, structures, origins and conventions of English helps pupils understand how language works. Using this understanding, pupils can choose and adapt what they say and write in different situations as well as appreciate and interpret the choices made by other writers and speakers.

Key Stage 4 - GCSE (Fourth to Fifth Year/Years10-11)

At GCSE, the department follows the Edexcel IGCSE specification for both English language (A) and English literature. All pupils take both subjects in an integrated programme.

Assessment of both subjects is through a combination of coursework and final examination. In English literature, pupils are given the opportunity to study novels and plays from a range of periods and backgrounds and develop their appreciation of poetic forms and structures through a comparative coursework assignment. In English language, pupils develop an understanding of how word, sentence and text level features can contribute to the construction and manipulation of meaning through the study of non-fiction texts and the construction of their own pieces of discursive, persuasive and imaginative writing. 

Sixth Form

At A level, the department offers a vibrant programme, with English language A level (AQA) and English literature A level (OCR) both on offer. Students enjoy the flexibility which these routes provide, with several opting to take both A levels each year.

English language offers students the opportunities to unravel text and investigate speech, searching for layers of meaning and tracking changes and trends in language usage. Students learn to deconstruct fragments of language as well as forming their own original pieces as the course develops their ability to speak and write for different purposes and audiences.

The A level course in English literature offers an extensive and varied set of texts for study with scope for students to pursue their own particular areas of interest. 

Beyond the classroom

The English department organises a wide and varied range of co-curricular events which support and extend the opportunities provided in the classroom for pupils to develop their appreciation of English language and literature.

As a department, we deliver a lively programme of Sixth Form symposium sessions on diverse topics, such as ‘What is literature?’, ‘Narratives of our lives and why they matter’, forensic linguistics, and a 'question time-style' panel format discussing topical issues.

The Lectern Society sees pupils presenting on a given theme, quizzed by their audience and judged by a panel of independent adjudicators.

The Debating Society operates at all age groups, allowing pupils to partake in debates on a range of topics and hone their communication skills.

Externally, the department regularly organises visits to theatrical productions, recently including A View from the Bridge, the dramatic adaption of The Curious Incident of the Dog in the Nighttime (both Darlington), The White Devil (Cambridge) and Twelfth Night (Stratford). We also attend the English and Media Centre annual conferences, and have taken English language A level students to The Guardian offices in London. 

English (as an Additional Language)– Overview
 

In addition to being given the option to study another foreign language such as German, French or Spanish, all international pupils at Pocklington School will study towards their Cambridge International GCSE (IGCSE) in English as an Additional Language. Please note that this option is only available to pupils receiving EAL tuition.

This IGCSE will stand pupils in good stead for future language acquisition, as well as improving their career prospects as it is recognised by most universities and other educational institutions. Furthermore, it provides the pupils with essential skills to enable them to prepare for their IELTS (International English Testing System); this is often required to fulfil their visa requirements to access higher education.

Content

The Cambridge IGCSE in EAL covers four skill areas - listening, reading, writing and speaking. Throughout the course, pupils are not only expected to work on these skills, but also improve their grammatical ability building up a wide range of vocabulary in a variety of topics.

The Cambridge IGCSE in EAL offers pupils the opportunity:

• to improve their communication skills in spoken English
• to understand English in a range of everyday situations and in a variety of social registers and styles
• to raise their awareness of the nature of the English language and language-learning skills
• to widen their international perspective, while adapting to British culture.

Course Outline

Paper	Content	Marks Available
Listening	Candidates listen to several short extracts and longer texts, and complete a range of task types, including short-answer questions, gap filling, matching, multiple choice and note-making.	30%
Reading and writing	Six exercises testing a range of reading and writing skills, for instance, note-taking, writing summaries, emails, reports, articles or reviews.	70%
Speaking	Following a 2–3-minute warm-up conversation, candidates engage in a 6–9-minute discussion with the examiner on a given topic.	Separately endorsed

 

Geography – Overview

Geography is an interesting and diverse subject that helps pupils to understand the complex and changing world in which they live, and to equip them with the knowledge, skills and understanding to become the decision-makers of the future. Their “bigger picture” view and their range of transferable skills make geographers among the most employable graduates in a variety of fields.

The geography department at Pocklington School aims to enthuse and challenge all pupils, fostering a sense of curiosity and wonder about the world and helping pupils to understand their place within it. A broad curriculum and a variety of teaching approaches build on pupils’ existing knowledge and experiences to help them to explore places at a range of scales from the local to the global, understand how landscapes are formed and investigate the interconnectedness between people and their environments.

Key Stage 3 (First to Third Year/Years 7-9)

Our Key Stage 3 curriculum allows pupils the opportunity to study a broad range of human and physical geography topics from coasts to weather, as well as developing place knowledge and key geographical skills including map skills and fieldwork.

Key Stage 4 - GCSE (Fourth to Fifth Year/Years 10-11)

At GCSE, we follow the AQA specification which is an exciting course based on a balanced framework of physical and human geography. It allows pupils to investigate the link between the two themes, and approach and examine the battles between the man-made and natural worlds.

Assessment is through three exams at the end of Fifth Year - living with the physical environment and challenges in the human environment, each worth 35% of the GCSE and geographical applications, worth 30% of the GCSE.

Key Stage 5 -A level (Sixth Form/ Years 12-13)

We use the AQA specification for the A level exam. This engaging and flexible course gives students the opportunity to:

• engage with the relationship of human populations to each other over space and time
• study the relationship between human populations with their physical environment at a variety of scales from the local to the global
• consider their own role in relation to themes and issues being studied and the roles, values and attitudes of others including decision makers

This  specification has been brought up to date with new exciting case studies reflecting the world today, challenging perceptions and stimulating students' investigative and analytical skills.

Assessment is through two exams at the end of Upper Sixth - physical geography and human geography (each worth 40% of the A level).  The final 20% is from an individual fieldwork investigation.  Fieldwork plays an intergral part of the assessment and a residential field trip is taken to the Lake District, the cost of which is met by the geography department.

Beyond the classroom

Fieldwork is a fundamental part of studying geography and we aim to provide at least one fieldwork experience for each year group. Recent destinations include Malham, Flamborough Head and The Lake District besides using the extensive school grounds.

Pupils are encouraged to take part in a range of activities including national competitions such as the Young Geographer of the Year Award, the CityZen competition and all pupils are invited to Geography Catch-up which is held weekly. 

History – Overview

Key Stage 3 (First to Third Year/Years 7-9)

At Key Stage 3 we take a chronological journey stretching from Ancient Athens to the modern day, and give pupils the opportunities to study the vast mosaic of world history. We have a blend of depth studies and overview studies, using these to develop our pupils' historical skills, such as critically engaging with historical interpretations and understanding the complex web of cause and effect. The knowledge and skills that they develop at Key Stage 3 prepare them for further study in history and politics, as well as developing curious citizens ready to engage with the world around them.

Topics we currently explore are:

• First Year: Ancient Athens and democracy; Roman Emperors; Anglo-Saxons and the Norman Conquest; Medicine through time; Medieval African Kingdoms; Family History; and Aztecs 
• Second Year: The English Civil Wars; the American and French revolutions; Britain and Empire

  (1815-1918)

• Third  Year: The Second World War and the Holocaust; and the Slave Trade and the American

  Civil War

Key Stage 4 - GCSE (Fourth to Fifth Year/Years 10-11)

At Key Stage 4 we study the Edexcel iGCSE curriculum, developing pupils' skills in using source material, evaluating interpretations, testing historical hypotheses, understanding change and continuity and further getting to grips with the nuances of cause and consequence.

The options we currently do are:

Fourth Year:

• The origins and course of the First World War, 1905-18
• Development of dictatorship, Germany 1918 – 45

Fifth Year:

• Civil rights in the USA, 1945-74
• Changes in medicine, c1848-c1948

Key Stage 5 - A level (Sixth Form/Years 12-13))

At A level we follow the Cambridge International syllabus which prepares students perfectly for historical study at university level. In addition to building on their historical skills at Key Stage 3 and Key Stage 4, students will engage with contemporary historical scholarship and historiography, and hone their essay writing skills allowing them to reflect on the complex nature of past societies and also how historians have written about these.

An outline of the topics covered in A level history is below:

History AS/A level Syllabus

Beyond the Classroom:

History Society – HISTORIA
The History Society meets occasionally each term in the Gruggen Room. Visiting speakers usually speak on topics outside of the curriculum. Attendance is usually by Sixth Form and GCSE historians, but some members of the Lower School attend as well as other staff and outside guests.

Junior History Society – TREBUCHET
Junior History exists to promote historical enquiry amongst pupils in First to Third Year.  Activities range from constructing Norman weaponry to filming a Wild West movie!

The History and Politics Book Group
Each half term we read a different and thought-provoking book from the world of history and politics, and then meet to discuss this. Open to GCSE and Sixth Form pupils, the wider community can join us on the departmental Twitter page and provide their insights on the discussion questions too.

The History and Politics Podcast
As yet still untitled, the departmental podcast provides an opportunity to think about history and politics beyond the curriculum from how we memorialise the past to the wildly successful World Cup of Prime Ministers. Open to GCSE and Sixth Form pupils, All can listen to the episodes following the link on Twitter and from the school newsletter.

Politics Discussion Group - People Power
Led by our Sixth Form Politics students, this society provides an opportunity for First-Fifth Year pupils to discuss and debate the thorny political issues of the moment in the UK, US and around the world, as well as to get to grips with some of the political ideas and theories that inform these issues. This is particularly good for all pupils who are considering politics A level and those who want to develop their debating skills.

Trips – A Mark of Excellence
The department is extremely proud of its wide and varied trip programme.

First Year
Summer term- visit to Helmsley or Pickering Castle and Rievaulx Abbey. At Pickering pupils assess the castle as a place to defend, attack, build and live, while at Rievaulx, in addition to a historical tour, pupils undertake cross-curricular exercises such as creative writing, soil analysis for medieval vegetables, art work, and a  mathematics trail.

Third Year
During the Easter Holiday, pupils make a five-day visit to the Battlefields of the First World War. In 2010 the focus was on the first day of the Somme and the 3rd battle of Ypres and in 2011 a new day was added to study the 1914/15 campaigns. 2013 incorporated a WW2 D-Day theme. Subsequent trips rotate between WW1 or WW2 focus. This trip is open to members of the Third and Upper Sixth Year with places offered to Fourth and Fifth and Lower Sixth Form if available.

The ‘Big’ One

Russia – January 2010: 54 GCSE/A level students spent a week in Moscow/St Petersburg

USA – December 2011: 50 GCSE/A level students spent a week in New York/Washington.

USA Deep South – December 2013: 46 GCSE/A level students headed to Georgia/Alabama/DC.

USA – December 2015: Boston, New York, Philadelphia, Washington D.C.

USA December 2017: Washington D.C. Gettysburg and Mount Vernon

USA December 2019: Chicago, Philadelphia and Washington D.C.

USA December 2022: New York and Washington D.C.

Government and Politics – Overview

Politics is central for constructing and communicating a critical argument with others and is fundamental to careers such as Law and Business. In studying Politics, students not only develop skills in reading and writing that lead to producing a sound argument, but also to understanding an opponent’s viewpoint so that you can either successfully challenge it or embrace it to amend your own. Students are taught that the world is not ‘black and white’ and that they must appreciate the nuances of the adult world in order to improve diplomatic skills when handling people and in communicating in a manner that cannot be misinterpreted. The subject is not current affairs-based but an interest in political events is useful to enjoying as well as fully understanding the subject – in this way we hope that students will be motivated and stretched. The intention is that the Politics department will fully support the school’s commitment to provide an education that will prepare students for the adult world.

Key Stage Five (A level) – Sixth Form

Content of course for the full A level (Examination Board - Edexcel)

Component 1 – UK politics

• democracy and participation
• political parties
• electoral systems
• voting behaviour and the media

Plus Core political ideas: conservatism, liberalism, socialism

Component 2 – UK government

• the constitution
• parliament
• Prime Minister and executive
• relationships between the branches

Plus one (teacher selected) idea from the following: anarchism, ecologism, feminism, multiculturalism, nationalism.

Component 3 – USA – Comparative politics

• US Constitution and federalism
• US Congress
• US Presidency
• US Supreme Court
• Democracy and participation
• US Supreme Court civil rights

 

ICT/Computing & Computer Science – Overview

Computing technology is fast becoming a vital tool and skills base in the world outside of education and here at Pocklington School we pride ourselves on offering a varied computing curriculum that covers computing, ICT and computer science through Key Stages 3, 4 and 5. 

Studying computing and ICT allows pupils to develop skills in a range of software from word processing to databases as well as developing programming skills in machine code, games programming, web design and multi-media skills that they will certainly benefit from in society and employment. They also learn the valuable e-safety skills that allow us to keep them safe when exploring their online lives both inside and out of school. 

Computer science is also covered throughout the years, incorporating both theory and coding units that stretch and challenge the pupils in a range of ways and allows them to explore their interests outside of the classroom. 

Key Stage 3 (First to Third Year/Years 7-9)

In First and Second Year, computing is delivered to all pupils where we offer a broad and exciting programme of study for these year groups encompassing a range of ICT, programming skills, computational thinking,  and theory work including a range of topics from digital safety, laws, hardware and software, storage and memory.

In Third Year, pupils are able to choose between ICT or computer science as their pathway under the technology umbrella.

Within the ICT syllabus, they look at Innovation ideas, gaming and web design and digital safety and software application development.

Within computer science in Third Year, pupils will look at how computer systems work and learn the basics of programming using software such as VB and Python.

Key Stage 4 - GCSE (Fourth to Fifth Year/Years 10-11)

Cambridge Nationals in ICT (GCSE equivalent)

In Fourth and Fifth Year, we currently offer the Cambridge Nationals. This course is graded at pass, merit, distinction, but holds the same weighting as a standard GCSE. The pupils will have one examined theory unit (40%) and two practical coursework component (30% weighting). It is hoped that pupils who opt to undertake this course have a serious interest in this subject and are able to work independently on the practical tasks which take up a predominant amount of the two-year course.

Computer science GCSE (OCR Examination Board

In Fourth and Fifth Year we offer the OCR GCSE computer science course.  This course covers:

• understanding and applying the fundamental principles and concepts of computer science, including abstraction, decomposition, logic,
  algorithms, and data representation
• analysing problems in computational terms through practical experience of solving such problems, including designing, writing and
  debugging programs 
• thinking creatively, innovatively, analytically, logically and critically
• understanding the components that make up digital systems, and how they communicate with one another and with other systems
• understanding the impacts of digital technology to the individual and to wider society
• applying mathematical skills relevant to computer science.

It is assessed at the end of Fifth Year in two written exams. This course is for pupils who want to understand how computer systems work, build computational thinking skills and learn how to write computer programmes.

Key Stage 5 - BTEC and A level (Sixth Form/Years 12-13)

BTEC Level 3 National Extended Certificate in ICT

The BTEC Level 3 is equivalent in size to one A level. Four units are completed over the two years, three of which are mandatory and two are external (mandatory content (83%); external assessment (58%)).

This qualification is designed for students who are interested in an introduction to the study of creating IT systems to manage and share information, alongside other fields of study, with a view to progressing to a wide range of higher education courses, not necessarily in IT.

The course covers information systems, social media use and development, database management and data modelling using spreadsheets.

A level computer science (OCR)

At Pocklington School we recognise that proficiency in computer science will be important in the market place of the 21st century. The computer science department aims to give pupils the ability to become critical and effective users of computer science. We seek to make pupils responsible citizens with regards to their usage of computer science and other related technologies.

Computer science qualifications will value computational thinking, helping students to develop the skills to solve problems, design systems and understand the power and limits of human and machine intelligence. Computer science is a practical subject where learners can apply the knowledge and skills learned in the classroom to real-world problems.  The course will be the best preparation for students who want to go on to study computer science at a higher level and will also provide a good grounding for other subject areas that require computational thinking and analytical skills.

The qualification will be focused on programming and will emphasise the importance of computational thinking as a discipline. There is a strong mathematical focus, much of which will be embedded within the course.

The A level consists of three components:

• Computer systems (written exam worth 40% of overall grade)
• Algorithms and programming (written exam worth 40% of overall grade)
• Coursework project (Practical project involving designing and implementing a complex computer program.  Worth 20% of overall grade)

Beyond the classroom

ICT and computer science is a popular department within the school, offering a variety of co-curricular clubs to allow pupils to excel in areas such as app design and games programming beyond the classroom that allow pupils to explore their interest further and mix with a range of year groups in these clubs.

The department regularly organises trips to a range of venues for a mix of year groups to local businesses and also plays host to visiting speakers on a regular basis, having enjoyed visits from guest speakers about  topics such as social media in advertising, security in networks, and the revolution of fibre optic cables.

Mathematics – Overview

Mathematics is the abstract science of number, quantity and space. Mathematics provides support for many related disciplines and its logical basis and rigour permeate many other subjects. Mathematicians use their skills to pose questions and explore solutions in a diverse range of problems, both abstract and real-world.

All pupils study mathematics up to GCSE level, and it is one of the most popular choices for A level study.

Key Stage 3 and  Key Stage 4 (GCSE) (First to Fifth Year/Years 7-11)

Mathematics is taught for three lessons per week for the first two years, followed by seven lessons a fortnight in Third Year and four lessons a week in Fourth and Fifth Year.  Pupils are streamed early in First Year and diverge over time onto 'pathways' to ensure they are studying a curriculum that best supports their confidence and current attainment.  Each tailor-made pathway is delivered by expert teaching using a range of modern teaching techniques blended with a more traditional approach to practising questions. All classrooms are well equipped with smart boards, visualisers, mini whiteboards and full sets of textbooks.  Pupils are aware of their progress throughout the year through a series of low stakes topic tests and one larger summative assessment at the end of the school year.  Help is always on hand through our lunchtime Mathematcs Clinics which run three times a week throughout the school year.

At the end of this five year period, all pupils will have sat the Pearson IGCSE 4MA1 qualification and the top set pupils will have also completed the AQA level 2 further mathematicss qualification.

Key Stage 5 -A level and further mathematics (Sixth Form/Years 12-13)

Approximately 40% of our pupils elect to study mathematics in Lower Sixth. They are taught in three classes of typically 10 students, each of which is shared by two teachers.

The course is weighted with two papers in pure mathematics, and one paper in applied mathematics; this paper is further divided between mechanics and statistics. The two teachers normally share the pure teaching and one teacher takes the statistics topics and the other the mechanics topics. Some students also elect to study  further mathematics; at Pocklington School we study the optional units Further Pure 1 and Further Pure 2 so students are better prepared to go on to begin an undergraduate course in mathematics or indeed any other highly mathematical subject such as engineering.

Additional preparation and coaching is offered for those applying to Oxbridge and other universities where demanding entrance papers and interviews are required.

Beyond the Classroom

Around 150 pupils take the UKMT mathematics challenges every year, at junior, intermediate and senior level. The best placed finishers qualify to compete in Olympiad competitions at the appropriate levels, and several medals have been won in recent years.  Pupils who wish to prepare for these competitions can attend the weekly club to hone their skills and particularly gifted pupils can apply for a mentor through the UKMT mentoring scheme.

Pupils also have the opportunity to form teams to compete in the National Cipher Challenge and the RitAngle Challenge.

Modern Languages – Overview In today's increasingly interconnected and interdependent world, proficiency in other languages is a vital skill that gives you the opportunity to engage with the world in a more immediate and meaningful way.  Language skills can be a significant competitive advantage that sets you apart from your monolingual peers.  They are among the top eight skills required of all occupations, no matter your sector or skill  level.  Whatever your career aspiration; with language skills added to the mix, you're ahead of the crowd! Furthermore, studying a second language brings along with it many cognitive benefits such as improved memory, problem-solving, critical-thinking skills, enhanced concentration, better ability to multitask and improved listening skills.  Learning a second language comes with a huge sense of accomplishment; putting yourself out there and being willing to make mistakes are essential parts of the learning process and here at Pocklington School, we aim to develop our pupils' resilience and aspiration through their language learning.  Learning a second language open doors.  Opens hearts.  And opens minds. At Pocklington School, we want every pupil to experience all the benefits that learning a second language brings.  Pupils have the chance to study French, German and Spanish; their language learning journey starts in the Prep School (right from Pre-School, age 2 !), all the way through to A level.  Pupils not only learn the language but also learn about different cultures and communities from around the world.  The teachers in the modern languages department are very passionate and creative and love bringing languages to life in their classrooms! The modern languages department has a core set of principles which we base our teaching and learning upon:     Our language learners: Are motivated and inspired Are independent Are effective communicators in the target language Always do their best Reflect on their work and ask themselves how they can make it even better Have a positive attitude towards learning a modern language Are inquisitive about other languages and cultures Have a good understanding of the target language Use feedback from teachers effectively to make progress Have confidence and are willing to have a go Are resilient and accept mistakes are part of the learning process Have effective learning habits Aim high. Our language teaching: Is, above all, a fun, positive, engaging and inclusive experience Enables pupils to develop a positive attitude to the target language and different cultures Enables deep and durable learning Is evidence-based Facilitates learning and minimises cognitive load Prepares pupils for real life situations At Key Stage 3, is largely focused on listening and speaking (including phonics and rules of pronunciation) At Key Stage 4, balances all four skills Models "comprehensible input" Aims to develop fluency in all four skill areas. Key Stage 3 (First to Third Year/Years 7-9)) At Key Stage 3, all pupils will have the opportunity to study two languages from French, German and Spanish. During the summer before starting in the First Year, pupils are asked to choose their preferred language from French, German and Spanish. They will be allocated this language in the First Year plus one other which is selected by the School. Pupils will study both languages throughout the First and Second Year. At the end of the Second Year, pupils will choose their "core" language that they would like to take to GCSE and also have the option of continuing with their second language in the Third Year and at GCSE if they wish. The study of one modern language to GCSE is compulsory at Pocklington.  During these important foundation years, pupils gradually embed the key grammar and vocabulary they need in preparation for GCSE.  There is a strong focus on listening and speaking in the lower years which helps pupils to build their confidence in both of these skills. The curriculum at Key Stage 3 is varied and, as well as learning the language, pupils also learn about the culture and life in French, German and Spanish-speaking countries.  All pupils have the opportunity to participate in activities using the modern manguages IT lab and we encourage the use of modern technology to aid language learning by making regular use of apps and online technology in lessons. Key Stage 4 - GCSE (Fourth to Fifth Year/Years 10-11)) Introduction All pupils have the benefit of regular speaking sessions with our native-speaker specialist language assistants, to practise their speaking skills on an individual basis, to build their confidence in speaking and prepare themselves thoroughly for speaking exams.  Pupils make full use of the modern languages IT lab and teachers regularly use this for individualised listening activities and skill practice.  By the end of the two-year course, pupils are thoroughly prepared for their exam in listening, reading, writing and speaking. Content The course aims to develop the four skill areas of listening, reading, speaking and writing. Fourth and Fifth Year pupils will study the AQA GCSE specification.  This is split into three themes: Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment Assessment There are four papers: listening, reading, speaking and writing, each worth 25% of the total mark.  They are all externally assessed. Please click the link below for more information about the AQA GCSE course in modern languages Modern Languages GCSE Key Stage 5 - A level (Sixth Form/Years 12-13) Languages are all around us. They are used in so many situations whether at work, on holiday or just casually in day-to-day life; we live in a multilingual global society. Having an A level in a modern language sets you apart from those who do not in a highly competitive job market. You may need languages for all sorts of career destinations; doctors, psychologists and physiotherapists need language skills to communicate effectively with patients whether they work in the UK or overseas; businessmen, bankers and entrepreneurs all need language skills to make deals and sell products on the global market.  Politicians, historians, geographers and holiday representatives all need language skills to get to know the people and area that they are passionate about.   Choosing an A level language is a really smart move if you want a fascinating subject that offers you a range of career possibilities and are a lot of fun along the way.  A level language courses are interesting , varied and complement and enhance your other studies.  They give you a broad range of knowledge and skills which are incredibly important tools to have under your belt! Students follow courses leading to AS (Year 1) and A level (Year 2) qualifications in French, German and Spanish, and the courses follow on naturally from the mixed skills approach of the GCSE, whilst encountering a much wider range of interesting topics and themes related to the French, German, and Spanish-speaking worlds. All students will have the benefit of regular one-to-one sessions with our native-speaker language assistants during which they can practise their speaking skills, preparing themselves for speaking exams and tests. Beyond A level,  there is so much choice and flexibility when studying a language at university.  You have the choice to study the language on its own, with another language or with other subjects.  The degree combinations are extreme - ever thought of a language degree with anthropology, mathematics, drama, physics, forensic science or music? You can also start a new language completely from scratch with a wide variety of languages on offer such as Japanese and Arabic! Content All languages at A level follow the the AQA A level specification. Throughout the course, pupils cover interesting themes under the headings social issues and trends and political and artistic culture.  Some examples of interesting A level topics are culture and heritage, cyberspace, modern day idols and equal rights. Students build on their solid foundation of grammar and vocabulary learned at GCSE and develop higher-level linguistic skills. Students study a film in the Lower Sixth and a literary text in the Upper Sixth.  Students write one essay on each of these in the A level exam. Assessment AS: We offer an AS in modern languages which is a one-year course The exams at AS level, if taken, consist of three papers: Paper 1: Listening, reading and writing - a number of listening and reading texts with questions and a translation into English exercise. Paper 2 : Writing - one essay on a literary text or film, and a translation into the language of study exercise. Paper 3: Speaking - two discussions based on stimulus cards. A level: The exams at A level consist of three papers: Paper 1: Listening, reading and writing - a number of listening and reading texts with questions and two translation exercises; into English and the language of study. Paper 2: Writing  - two essay; one on a literary text and one on a film. Paper 3: Speaking - a discussion based on a stimulus card and a presentation and discussion based on an individual research project. The individual research project is an exciting opportunity for students to research and area of culture that they are passionate about and interests them. Some examples of titles are: "The fight for independence in Catalonia." "Bull-fighting in Spain; its origins, historical development and current debates." "The history and role of rugby in France.  How can it compete with other nations?" "May 1968: an analysis of its causes and consequences." "The Bauhaus movement in German arts and architecture.  What were its origins and legacy?" Please click the link below for more information about the AQA A level course in modern languages Modern Languages A level Beyond the classroom The modern languages department runs a number of co-curricular clubs and activities for all year groups to encourage pupils to develop their interest and their language skills outside the classroom,  This may be through taking part in the annual Great European Bake Off or attending our weekly "Fun with Languages" club.  All Sixth Form linguists come together as a team to create the annual "The Linguist" online magazine which explores aspects of other languages and cultures. An important part of a pupil's language journey is having the opportunity to put their language skills into practice and  pupils can choose to go on one of our trips to France, Germany or Spain.  We have a well-established and very successful German exchange which has been running for over 20 years.  We also have links with a school in Zaragoza in Spain and a long-established link with a school in Besancon.  We run Sixth Form study trips to France, Germany and Spain and we are really looking forward to being able to take our pupils on trips abroad to help them develop their language skills, make new friends and widen their horizons.

Music – Overview

Music plays an extremely important part in the life of the school. Pupils have the option of individual music tuition in a variety of instruments and several ensemble groups rehearse weekly. Activities include choir, orchestra and swing band which cater to various interests. The choir accommodates pupils of all ages and allows them to merge performing arts.

The Music Department aims to maintain and stimulate pupil curiosity, interest and enjoyment in music. We aim to enable pupils to be familiar with a body of composers, styles, practical skills and vocabulary, and to enable pupils to see music in the context of other curriculum areas and as part of their world as a whole. This is done by following a course which develops skills through practical music-making. Facilities for music are extensive. The department is housed in its own building with a large number of small rooms available for individual practice, as well as a keyboard laboratory and a large recital room.

Key Stage 3 (First to Third Year/Years 7-9)

At Key Stage 3 pupils are taught to perform on tuned and untuned percussion instruments, electronic keyboard and to sing. They are taught the discipline of ensemble performance, how to show awareness of others, and to fit their own part within a group/class texture. They are taught to compose, developing musical ideas within set structures, using different textures, and exploiting the musical elements and a variety of resources. They are briefed to compose music for specific purposes and use notation and, where appropriate, information technology, to explore and revise musical ideas. Pupils are taught to respond to music, identifying conventions used within different styles and traditions. They analyse changes in character and mood and evaluate the effect of music. They critically appraise their own work, taking account of their intentions and the comments of others. They compare music across time and place, recognising those characteristics that stay the same and those that change. They are taught to use a musical vocabulary appropriately.

Key Stage 4 - GCSE (Fourth to Fifth Year/Years 10-11)

Introduction

The aim of the GCSE is to stimulate and develop an appreciation and enjoyment of music through an active involvement in three musical activities: composing; performing; listening and contextual understanding. In addition to helping pupils acquire subject knowledge, following a course in GCSE music:

• provides pupils the opportunity to gain self-confidence through performing to others
• develops team-working skills through performing with others
• extends pupils’ creative skills through composing music
• encourages the understanding of the importance of continuous evaluation and refinement in any process
• provides a solid foundation for progression to music related courses, including A level music, and a career in music professions.

COURSE CONTENT

PERFORMANCE – 30%

Two pieces must be performed: one solo, one involving ensemble skills. The pieces are chosen by the candidate and may be performed on any instrument or voice. Pieces which are of grade 5 standard will gain the highest marks possible. The examination is assessed by staff at school and moderated externally.

COMPOSITION – 30%

During the course a collection of pieces are composed, ranging from short melodies for solo instrument, to songs and computer-generated compositions. One free composition, completed during the Fourth Year, will be submitted for assessment. As this is coursework, numerous revisions of the work are allowed. A second composition, to a series of briefs set by the exam board will be completed during the Fifth Year.

APPRAISING – 40%

The purpose of this component is to assess pupils' listening and appraising skills through the study of music across a variety of styles and genres. The content is grouped into four areas of study, each of which contains two set works.

Pupils will learn the content of musical elements, musical contexts and musical language through four compulsory areas of study. The areas of study and set works are:

Area of study	Set works
Instrumental music 1700-1820	JS Bach: 3rd  Movement from Brandenburg Concerto no. 5 Beethoven: 1st  Movement from Piano Sonata no. 8 in C minor ‘Pathetique’
Vocal music	Purcell: Music for a While Queen: Killer Queen
Music for stage and screen	Schwartz: Defying Gravity from 'Wicked' J Williams: Main title/Rebel Blockade Runner from 'Star Wars Episode IV: A New Hope'
Fusions	Afro Celt Sound System: Release (from the album ‘Volume 2: Release’) Esperanza Spalding: Samba Em Preludio (from the album ‘Esperanza’)

Assessment

The department follows the Edexcel specification. Performance work is assessed as coursework in that it can be recorded during the second year of the course. Compositions are completed as coursework, and submitted for assessment in May of the year of accreditation. The terminal exam tests listening skills, dictation, wider listening and appraising.

Key Stage 5- A level (Sixth Form/Years 12-13)

Introduction

The course is aimed at:

• students who have studied music at GCSE and wish to develop their skills and understanding
• students wishing to study music, popular music or a combined arts subject in higher education
• students wishing to have a complementary subject within their Sixth Form study
• students wishing to pursue a vocation in music and/or the arts.

COURSE CONTENT (Examination Board: Edexcel)

The course offered is a linear A level.  Pupils embarking upon the course should be of a minimum grade 5 standard on their instrument/voice. A grade 5 theory qualification is an advantage. All aspects of the course are externally assessed.

COMPONENT 1: PERFORMING - 30%

A public performance of one or more pieces performed as a recital.

• This must be performed after 1^st March in the year of certification.
• The total performance time must be a minimum of eight minutes.
• The performance can be playing or singing solo, in an ensemble, improvising, or realising music using music technology.
• The music should be of approximately grade 7 or 8 standard.
• The performance is externally assessed.

COMPONENT 2: COMPOSING - 30%

Approaches to composing.

• A total of two compositions, one to a brief set by Pearson and one either free composition or also to a brief.
• Composition 1 must be from either a list of briefs related to the areas of study, or a free composition, carrying 40 marks for this component. This composition must be at least four minutes in duration.
• Composition 2 must be from a list of briefs assessing compositional technique, such as Back chorales. This composition must be at least one minute in duration.
• The total time across both submissions must be a minimum of six minutes.

COMPONENT 3: APPRAISING - 40%

Written examination: 2 hours and 10 minutes testing:

• knowledge and understanding of musical elements, contexts and language
• application of knowledge through the context of six areas of study, each with two set works, with the exception of popular music and jazz, which has three set works

The areas of study are vocal music, instrumental music, music for film, popular music and jazz, fusions, new directions.

Audio files with the extracts to accompany questions on the paper will be provided to each student.

• Section A: Areas of study and dictation (50 marks)
  • three questions related to the set works (audio and skeleton score provided)
  • one short melody/rhythm completion exercise
• Section B: Extended written response
  • two essay questions - essay 1 (20 marks) and essay 2 (30 marks)
  • essay 1 asks students to draw links from their study of the set works to the music heard as an unfamiliar extract
  • essay 2 gives a choice of four questions that ask students to evaluate the musical elements, context and language of one set work. Each option will be from a different area of study.

Beyond the classroom

Music is an integral part of the education offered at Pocklington School and in addition to the curricular music lessons, we offer tuition on the whole range of musical instruments, as well as singing lessons. Lessons are taught on an individual basis by a friendly and highly competent team of peripatetic music teachers. If children have never had the opportunity to learn a musical instrument, we do strongly encourage them to try as the age of 11to13 years is the ideal time to begin.

In addition to individual lessons, every pupil is encouraged to join one of the many ensembles that take place outside of classroom time. This gives them the enjoyment and essential musical experience of playing and performing with others. The School’s ensembles include: Orchestra; Swing Band; Choir; Flute Ensemble; Saxophone Group; String Group, Brass Group and Rock Band.

The department provides a full and varied programme of concerts and recitals throughout the year, giving all pupils the opportunity to perform in ensembles, allowing many the chance of performing solos. 

One of the most well-supported events is the House Music Festival. This event involves around half of the school population, as each House organises and performs a 20 minute concert. The standard of vocal and instrumental work is consistently high, and the competition for the House Music Trophy, fierce.

PSHE – Overview

PSHE is a broad ranging subject whose core goal is to provide young people with the information they need to make informed and positive choices in life.  The topics we discuss are varied, and often challenging, and fall within one of our three core areas of focus: health and wellbeing, relationships and living in the wider world.

All topics are taught in a spiralling model, where specific areas are revisited several times over the course of PSHE lessons.  This allow us to add depth and complexity in an age appropriate way.  All pupils in the First  to Fifth Year receive regular PSHE lessons as part of their regular curriculum.

Lessons are delivered by subject specialists and are designed to support pupils to discuss complex topics in a safe environment, ask questions and seek support where appropriate and gain an understanding of how best to respond to the challenges ahead.

Key Stage 3 (First to Third Year/Years 7-9)

 In Key Stage 3 we aim to build the base of PSHE for all pupils , introducing them to key concepts and revisiting primary topics so that pupils are confident with the terminology, complexities and nuances of the varied aspects of PSHE.  Pupils will study physical health, diversity, friendships, family relationships, Relationships and Sex Education (RSE), mental health, substance abuse and online relationships.  The study of these topics begins in First Year and is then revisited in more depth in later years.

Key Stage 4 (Fourth to Fifth Year/Years 10-11)

At Key Stage 4, topics are often more directly relevant to pupils , and so the focus is increasingly on personal responsibility and decision making.  We study personal wellbeing and  mental health, interpersonal relationships, RSE, influence and personal identity.  At this level, our goal is to help pupils gain the confidence and knowledge for beyond their school education.

Key Stage 5 (Sixth Form/Years 12-13)

At Key Stage 5 , Sixth Form students undertake our LEAP programme. The programme covers a wide range of topics that are highly relevant to this stage of education and prepares students for the world beyond Pocklington School. The topics fall within the broad themes of wellbeing (mental and physical), personal safety, mindset development, current affairs, planning for the future and personal finance. The programme is delivered through tutor sessions, discussions and presentations by internal and external providers. 

Beyond the classroom

PSHE is a lifelong skill and extends by its very nature far beyond the classroom and the school year.  Key learning takes place within the tutor programme, assemblies, off-timetable days and with external speakers.  We also hope that the subject matter of the lessons becomes part of everyday discourse.

Physical Education – Overview Enjoyable physical education as a matter of course now. Physical activity for life later. Our core theme is a sport for everyone for a healthy adult life and getting into good lifestyle habits now so that they run effortlessly throughout adult life. Key Stage 3 pupils enjoy twelve varied activities whilst examinable PE is successful and growing, seeing many pupils move into sports-based higher education and careers. Key Stage 3 (First to Third Year/Years 7-9) In Third Year, pupils have a single lesson of PE a week, whilst First and Second Years have three over two weeks. Usually, two classes are timetabled at the same time and wherever possible there are three staff delivering a wide variety of activities (twelve in total). These cover as many National Curriculum areas as possible and include as diverse activities as swimming and cross country, table tennis and basketball and gymnastics and softball. Key Stage 4 - GCSE (Fourth to Fifth Year/Years 10-11) The GCSE Physical Education course covers all aspects of sport and physical recreation. It is split into the practical and theoretical aspects of sport. Course entry The course is most suited to students of high sporting ability. Ideally, they should be good swimmers, ‘A’ team games players and athletes. Potential pupils should get in touch with the head of PE to check their suitability. This is especially important for new pupils joining the school at the beginning of Fourth Year, or at any stage throughout the course. Key Stage 5 - A level (Sixth Form/Years 12-13) Physical education at A level combines practical sporting skills with a wide range of associated academic study. The range of opportunities following on from the study of PE is considerable and growing. PE is thus an exciting, modern subject in which to be involved. Course entry and qualifications Academic qualifications for the course are the same as those for entry into the Sixth Form. Students should normally: have taken PE at GCSE be a strong performer in at least one sport have interest and commitment to cope with the strong academic demands of the course. Students new to the School should liaise with the head of PE to check practical suitability. BTEC National Diploma in Sport Are you good at sport and want to study the what, why and how?  Do you enjoy research, planning and developing your work to a higher standard?  Are you thinking of working in the sport industry?  Would you like to develop a career in sport as a coach?  Are you aiming to manage a gym?   Would you like to become a personal trainer?  Are you wanting to influence the diet and exercise habits of the nation?  Are you fascinated by the human body?   This course is intended as an applied qualification, equivalent in size to two A levels. It has been designed as part of a two-year programme, normally in conjunction with one or more qualifications at A level.  The qualification is aimed at learners looking to progress to higher education in this sector and who enjoy PE but want to investigate the subject through practical application.  Your learning is based around your participation in sport, using your performances and experiences as a basis for your learning.  The course is continually assessed with regular coursework assignments.  The qualification is very robust and well established in higher education, carrying the same UCAS points as two A levels. Course Content: The course is based on your regular sports linking your performances to elite players, curriculum-based theory, current issues and life skills needed in the job market.  Work is assessed using a combination of internal assessments, which are set and marked by teachers, and external assessments which are set and marked by the Edexcel exam board.  Students should be able to research, present a logical argument, outline their thoughts and answer questions within assignments.  Work can be presented in a variety of ways including: written reports practical assessments with observation records and supporting evidence recordings of performance sketchbooks, logbooks, reflective journals and presentations. Students new to Pocklington School should liaise with the head of PE to check practical suitability.

Physics – Overview

Physics is a multi-discipline subject which aims to bring the outside world into focus within the laboratory.  Lessons deal with the theory behind the many and varied aspects of physics we see in the world around us, explaining them in a practical and exciting way.  The subject seeks to bring an understanding to the real world and the physics that is all around us.

“The important thing is not to stop questioning.  Curiosity has its own reason for existence.  One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality.  It is enough if one tries merely to comprehend a little of this mystery each day."

- Albert Einstein

Key Stage 4 - GCSE (Third to Fifth Year/Years 9-11)

Pupils in Third Year begin the AQA GCSE course, building upon the skills learnt in junior science in First and Second Year.  The year begins with an introduction to units and measurement and goes on to cover topics on energy, waves and radioactivity.  Lessons will be a balance of theory, practical and investigative work.  Mathematical processes needed to attempt numerical problems are also taught.

Fourth Year begins with a greater emphasis on mathematical work, covering topics on forces and motion, but work soon takes on a more practical nature, as electrical circuits are studied.  The summer term focuses on domestic and static electricity.

Fifth Year pupils study in earnest for final exams.  Further topics include magnetism and electromagnetism, gas laws, light and sound and space physics. There are two final exams which are prepared for with regular testing of pupils’ knowledge and understanding.  The first paper assesses energy, electricity, the particle model of matter and atomic structure, whilst the second assesses forces, waves, magnetism and electromagnetism and space physics.

Key Stage 5 - A level (Sixth Form/Years 12-13)

At A level, the stretch and challenge of physics is further extended as students embark on the OCR A level course.  Lower Sixth expands on topics covered at GCSE, studying these in greater depth, with an increased focus on problem solving.  Upper Sixth introduces new topics such as gravitation, simple harmonic motion, cosmology and medical imaging.  

Three written exams are taken at the end of the course, whilst a practical qualification is gained via experimental work throughout the course.

Beyond the classroom

Subject support is available across the department on request.  Visiting speakers enhance the curriculum, whilst visits to subject specific university days are encouraged.

Psychology – Overview

Psychology is the scientific study of human mind and behaviour.  It is classed as a science A level and so up to 33% of the exam is research methods and mathematics. 

Psychology is useful for anyone wanting a career in the following fields: clinical psychologist, educational psychologist, forensic psychologist, occupational psychologist, police, probation, medicine, teaching, and marketing.  It can help with understanding other people as well as oneself.

The subject develops skills of analysis and debate, both orally and on paper. Students are required to put forward their arguments coherently in essays of approximately two sides of A4 paper. We aim to provide students with an excellent grounding in psychology in preparation for their AS and A level examinations. We aim for excellence in teaching and learning, adapting our teaching styles for specific teaching groups. We use a wide range of teaching styles including: discussion, debate, note-making, presentations, videos and practical activities. Our marking is aimed to be constructive and informative, helping our students to achieve higher grades.

We want every psychology student to achieve to the best of their ability, and we encourage and advise them in order to reach this goal.

Key Stage 5 - A level (Sixth Form/Years 12-13)

We follow the AQA specification and run both AS and A level qualifications. The AS topics are taught in the Lower Sixth year and students taking this qualification would be examined in the Summer term. The additional A level topics are taught from the Summer term of the Lower Sixth year onwards with external examinations taking place in the Summer term of the Upper Sixth year.

AS level:

Paper 1 (1¹/₂ hours) - Introductory topics in psychology: social Influence (obedience to authority and conformity to group pressures); memory (models, types and the reliability of eyewitness testimony) ; attachment (early childhood relationships and their effects).

Paper 2 (1¹/₂ hours) - Psychology in context: approaches (origins of psychology and the learning, cognitive and biological approaches in psychology); psychopathology (the causes of psychological disorders and how to deal with them); biopsychology (The brain, nerves and hormones and the fight or flight response); research methods (how to design and interpret psychological investigations).

A level:

Paper 1 (2 hours) ) - Introductory topics in psychology: social influence (obedience to authority and conformity to group pressures); memory (models, types and the reliability of eyewitness testimony) ; attachment (early childhood relationships and their effects); psychopathology (the causes of psychological disorders and how to deal with them).

Paper 2 (2 hours) - Psychology in context: approaches (origins of psychology and the learning, cognitive and biological approaches in psychology); biopsychology (The brain, nerves and hormones and the fight or flight response); research methods (how to design and interpret psychological investigations).

Paper 3 (2 hours) - Issues and debates in psychology; relationships; stress; and forensic psychology

Beyond the classroom

Miss Barham, Mrs Hutchinson and the psychology prefects run an 8-week taught course 'The Science of Happiness' which is open to all year groups to attend to gain an insight into psychology. It runs on a Monday lunchtime. 

A 'Brain Day' for psychology A level students takes place with expert Guy Sutton, and students experience a brain dissection.   

Religious studies is taken by all pupils from First to Third Year and in those three years the department provides the pupils of Pocklington School with a broad, engaging and challenging religious studies curriculum. Religious studies is a popular option subject at GCSE and at A level and considerable academic success has been achieved consistently over many years. Many of our A level students have gone on to study at Oxbridge and other top universities to study a range of related disciplines: medicine, law, psychology and of course theology and religious studies courses. The subject is taught non-confessionally and in a way that is accessible to those of any religious faith or none.

Key Stage 3 (First to Third Year/Years 7-9)

After a brief introduction to the significance of the study of religion, Year 7 pupils examine Christianity through its beliefs and practices. Over the year pupils gain an insight into the foundations of Christianity, paying particular attention to how more challenging and abstract concepts are conveyed through symbology. The life of Jesus of Nazareth is studied in relation to the festivals practiced today by over two billion Christians worldwide. Pupils also study 'The Lion, the Witch and the Wardrobe' in the second half of Michaelmas term, enabling them to understand its origins and its use of Christian symbolism.

In Year 8 pupils learn about other major world faiths; contrasting another Abrahamic faith, Islam, with Eastern religions such as Hinduism and Buddhism. In a multi-faith world where around 86% are practicing believers, this year’s course opens pupils’ eyes to the diverse and vibrant beliefs and practices that make up our UK and global societies.

In the third and final year of compulsory religious studies, pupils have the opportunity to contend with philosophy of religion and ethics. This year we look at ‘ultimate questions’: Why are we here? Is there a God? Can religious beliefs be maintained in light of scientific developments? What is ‘right’ and what’s the point of worrying about it? Here the focus is on debate and developing the ability to convey one’s own opinions and respond to other people’s views critically and compassionately.

Over their first three years in the senior school, pupils will have encountered varied aspects of what religious studies has to offer. Whether or not they continue to study religion into GCSEs and beyond, pupils will have had the opportunity to broaden their spiritual and cultural understanding and reflect on their own beliefs and attitudes.

Key Stage 4 - GCSE (Fourth to Fifth Year/Years 10-11)

Introduction

Why religious studies?

Religious studies provides an opportunity for pupils to engage with a variety of topical questions around belief, values, meaning, purpose and truth. Pupils will be able to reflect on and develop their own values, beliefs and attitudes in light of what they have learnt. We will study a range of relevant and contemporary themes that will promote awareness of modern-world issues.

The work requires a mature and open-minded attitude to diverse religious beliefs, practices and ethical perspectives. You do not, however, have to have a personal religious faith to be interested in and academically challenged by religious studies.

Pupils will be challenged and inspired, whilst developing valuable skills sought after by higher education and employers. Recent pupils have gone on to read such subjects as medicine, law, English, architecture, philosophy and theology.

Content

Component 1: The study of religions: beliefs, teachings and practices (50% of GCSE)

We cover two world religions; Christianity and Judaism. We examine the key religious beliefs of both faiths, the nature of religious teaching and how these factors are reflected in religious practices. No prior knowledge is required but by the end of the course pupils will have an excellent grasp of these two related but very distinct, great and colourful religions.

Topics include: the nature of God; beliefs about life after death; key religious figures; worship and festivals.

Component 2: Religious, philosophical and ethical studies (50% of GCSE)

In this component, pupils are introduced to four distinct themes:

Religion and life: the relationship between scientific and religious beliefs about creation; differing perspectives on the nature and value of human life in relation to issues such as abortion and euthanasia.

Religion, peace and conflict: the causes of conflict; different religious and philosophical perspectives on whether war can ever be ‘just’; terrorism and violence; concepts of forgiveness and reconciliation.

Crime and punishment: Causes of crime; responses to crime; differing religious and ethical perspectives.

The existence of God and revelation: an examination of arguments for the existence of God; atheist positions; revelation and non-religious responses.

Assessment

• Each component is examined separately in a written exam at the end of the two-year course.
• Each exam is 1 hour 45 minutes.
• There is no coursework element in religious studies GCSE.

Key Stage 5 - A level (Sixth Form/Years 12-13)

There are two components to the AQA A level course: Component 1 ‘Philosophy of religion & ethics’ and Component 2 ‘Judaism and the dialogue between the Jewish faith and philosophical/ ethical issues.

Component 1: Philosophy of religion & ethics

• Arguments for the existence of God
• Evil and suffering
• Religious experience
• Religious language
• Miracles
• Self and life after death
• Normative ethics
• Meta ethics
• Free will and moral responsibility
• Conscience
• Bentham and Kant

Component 2: Judaism

• The nature of God
• Life after death
• Expressions of religious identity
• Good conduct and key moral problems
• Judaism – gender and sexuality
• Judaism and science
• Judaism, migration and religious pluralism
• Judaism and the challenge of secularism
• Sources of wisdom and authority

Assessment

A level= 2 x 3 hour written examinations (Component 1 & Component 2) taken in the summer of the Upper Sixth course.

All questions require essay style answers in which students are expected to present structured and cogent explanations and arguments. A key aspect of the religious studies course is the development of these skills.

Studying this subject requires an intellectual and emotional maturity as many of the issues covered in the ethics section of the course are emotive and complex. Much is expected in terms of independent learning and there is a great deal of background reading and research. Students are also expected to keep a watchful eye on developments reported in the media. This is especially the case in the field of medical ethics where technological breakthroughs serve as a constant reminder that an ethical response needs to be considered before emergent technology becomes an established part of society.

Course entry and qualifications

Academic qualifications for the course are the same as those required for entry into the Sixth Form . It is not necessary to have studied GCSE religious studies, but please bear in mind that this A level requires a good standard of essay writing.

Religious studies as a qualification for further study/career

Religious studies is a highly respected academic discipline and there are excellent religious studies courses available at the most prestigious universities. Students in the recent past who have gone on to study medicine, business studies and law have found the legal, philosophical and ethical aspects of the course particularly helpful in broadening their understanding of relevant issues.

Religious studies is not just a fascinating subject, it has real relevance to the workplace and its value is perhaps greater today that it ever has been. As science develops so must our ability to understand the issues and debate the morality of the changing world in which we live. The skills learnt and developed through A level religious studies are invaluable both in higher education and the workplace.

Beyond the classroom

Biennial trips to Krakow Poland for A level students studying Judaism. Students visit the Kazimierz district and its synagogues and enjoy a Jewish meal with Klezmer music. Visits are made to the Schindler Museum and also Auschwitz and Birkenau camps, reflecting on Holocaust Theology as part of the A level course.

Rabbi Jason Kleiman visits the school to talk with A level students about Judaism from the Orthodox perspective and students will also visit Reform and Orthodox synagogues in Leeds as part of their course.

A level religious studies students also have the opportunity to go to public lectures at The University of York  Philosophy Department.