Our Subjects
Curriculum-Gallery (ID 1031)
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Art and Design
Art and Design
Working with a variety of different 2D and 3D media such as acrylic paint, oils, pastel, printing, papier-mache, watercolours, charcoal, mixed media and digital manipulation, the topics studied in each year will enable Key Stage 3 students to develop their skills in the essential ‘formal elements of art’: line, shape, form, tone, colour and pattern.
Students are encouraged to reflect critically on their own and other people’s work, judging quality, value and meaning and also be expected to work creatively and intelligently to develop an appreciation of art, craft and design.
Our aim is to encourage students to be imaginative, creative and committed in their approach and to help them develop independent research study skills.
Students will:- - Explore visual, tactile and other sensory experiences to communicate ideas and meanings.
- - Work with traditional and new media, developing confidence, competence, imagination and creativity.
- - Understand how to appreciate and value images and artifacts across times and cultures, and to understand the contexts in which they were made.
- - Learn to think and act as artists, crafts people and designers.
- - Understand the role art and design has in the creative and cultural industries that enrich their lives.
Our Art & Design Department is a successful and progressive area within the school and boasts a ‘whole school’ outlook, actively participating in extra-curricular events and cross-curricular projects with other departments.
Key Stage 4 Options
Students who want to take an art and design GCSE course can choose ONE of the following:
- GCSE Art (AQA)
- GCSE Textile Design (AQA)
- GCSE Photography (AQA)
Below are examples of our students' sketchbooks and final pieces:
FacilitiesWe have three classrooms including a specialist textiles Room and an Apple Mac computer suite available to students during lessons, at lunchtimes and after school.
Useful Resources
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Computer Science
Computer Science
The increasing use of technology in all aspects of society makes confident, creative and productive use of computing an essential skill for life. Our aim is for every student to have an inspirational experience in a safe and purposeful learning environment that is relevant, exciting and reflective in order for every student to be confident in their use of technology, including how to be a responsible online user. Computing encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and future employment.
All our students study computing at Key Stage 3 with one lesson every week. Students will develop skills in finding, developing, analysing and presenting information, as well as learn how to model situations and solve problems. Learning how to program is an essential part of work in both KS3 and KS4, which in turn builds upon their logical thinking skills.
Year 7
Students follow a knowledge rich course that combines Digital Literacy, Computer Science and E-safety. This starts with students learning how to use the school systems, and cross curricular software such as Word Processing, Presentation and spreadsheet software to help develop their digital literacy skills. Students then use these skills to problem solve using Algorithms and visual block coding. E-safety is an important strand throughout every term to assist keeping every student safe online.
Year 8
Students build upon their knowledge from last year in a course that combines Digital Literacy, Computer Science and E-safety, but the main focus is computational thinking. Students learn about the main components of a computer and their purpose. This knowledge is used to aid in programming in a written language, Python, and how devices, data and networks are kept secure in the modern world. Finally students expand upon their knowledge of software by creating digital graphics and Apps. Students continue to develop their understanding of E-safety by considering how their online data is used, as well as online legislation and how their mental well being can be affected by social media.
Year 9
Students continue to follow a broad computing curriculum by starting the year learning more about Computer Science and how a computer represents data, and how this data travels across networks including cyber security threats and prevention, as well as expanding upon their Python programming skills using a physical device. Students also learn how to create a website, revisit and add to their knowledge of Spreadsheets and explore being a Game Designer.
In KS4 students can opt to do one of two Computing options:
GCSE Computer Science
We follow OCR GCSE Computer Science which is engaging and practical, encouraging creativity and problem solving. It encourages students to develop their understanding and application of the core concepts in Computer Science. Students also analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs.
Cambridge Nationals in Creative iMedia
We follow OCR Cambridge Nationals in Creative iMedia will inspire and equip students with the confidence to use skills that are relevant to the digital media sector and more widely. Students design, plan, create and review digital media products to meet client and target audience demands, currently this is creating a Digital Graphic, Website and Game.
Facilities
We currently have five computing suites, each with enough computers for every student in the class to work independently. These are not only used for teaching Computing but also subjects such as Child Development, Enterprise, Health and Social Care and Sports Science. We also have smaller computing facilities linked to Learning Support Services, Food Technology, Art & Design, Music and the Library. A wireless network is provided for use with portable devices across many areas of the school.
Computing facilities are available for supervised student use during homework club at lunchtime. The computing technicians and teachers provide regular support for any computing-based problem.
Key Stage 4 Options
- GCSE Computer Science (OCR)
- Cambridge National Creative iMedia L2 Certificate (OCR) - equivalent to GCSE
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Dance
Dance
At Key Stage 3 dance is part of the PE curriculum.
Students who choose this GCSE will have the opportunity to develop their choreographic skills, learn routines and take part in workshops lead by industry professionals. This course is perfect for any student that loves to dance. Open to all students that want to develop rhythm, creativity and expression.
The Dance GCSE course is mainly delivered through practical exploration and expression. 60% of the course is devoted to students’ practical work, with a written examination representing 40%. This course is excellent for students that want to express themselves through choreography, routines and dance appreciation. The course allows students to draw from their previous experiences and begin new journeys through many styles of dance.
Subject ContentThe course is broken down into two components:
Performance and Choreography (Practical 60% of marks)
Performance: Solo performance and performance in duet/trio.
Choreography: Solo or group choreography.
Dance Appreciation (Written 40% of marks)
Critical appreciation of professional works from Dance Anthology.
Stepping Out Dance Showcase
2022 photo gallery
Key Stage 4 Options
- GCSE Dance (AQA)
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Design and Technology
Design and Technology
Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others needs, wants and values. Design and Technology curriculum allows students to gain a greater understanding of the technological/creative world of design having greater understanding for how products work, prepared and made. Design and technology delivers opportunities for pupils to partake in a technical and practical education. It plays an important role in providing young people with a hands-on creative experience and develops a practical identity and a capability for innovation.
Working in stimulating contexts that provide a range of opportunities for exploration and problem solving, students are expected to respond with ideas, products and systems and are asked to challenge expectations where appropriate. They will need to combine practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues.
The curriculum is designed to develop students’ confidence in using practical skills and help them to become discriminating users of products.
The Department makes extensive use of ICT at all levels and in all material areas. The use of Computer Aided Design (CAD) and Manufacturing (CAM) is developing rapidly. Students in Year 7, 8, and 9 will study a combination of Food Preparation and Nutrition, Engineering and STEM Skills modules across a three-year programme, each rotation lasting for 10 weeks.
The DT department provides opportunities for students to take part in extra curricular activities during lunch times and afterschool. STEM club offers students an opportunity to explore topics beyond the classroom.
Key Stage 4 Options
Students who wish to take a design and technology GCSE can choose ONE of the following:
- Leve 1/2 Vocational Award in Engineering Studies (WJEC)
- GCSE Food Preparation and Nutrition (Eduqas)
Facilities
The Department has seven dedicated rooms, equipped for different material areas including two fully-equipped kitchens. In addition there is an ICT Suite based in the Design & Technology block, which is largely used to support the work of the Department.
Note to parents/carers – All DT courses require students to pay for the materials/ingredients required to complete the course and examinations. Please contact the school if you have any concerns about this financial commitment.
Useful Resources
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Drama
Drama
“Like theatre, drama in schools can unlock the use of imagination, intellect, empathy and courage. Through it, ideas, responses and feelings can be expressed and communicated.
It carries the potential to challenge, to question and to bring about change”.
Jude Kelly (Theatre Director and founder of Metal)Drama is popular and vibrant at Haygrove School with pupils from Year 7 to Year 11 studying the subject as both a practical and an academic discipline. Lessons are designed to promote imagination and creativity within a structured framework.
Drama is a life skill and a creative art form. It helps pupils develop their ability to use voice, movement, gesture and facial expression, in acting, mime, dance drama and improvisation. They can express and manage their thoughts and feelings – shared and experienced – while working in a safe and controlled environment. The development of these skills encourages self confidence and self awareness. It promotes the development of the individual in a group context: roles and ideas are negotiated, problems solved and decisions made together.
The Drama curriculum at Key Stage 3 enables pupils to explore, develop and express ideas and concepts which will help them make sense of reality. Every pupil has the equivalent of one hour per week for Drama in Years 7 and 8. In Year 9, Music, Drama and Art operate a carousel where there are two lessons per week over a shorter period of time.
Students opting to take drama as a GCSE will have the opportunity to complete the following work:
- Create their own devised performance from a stimulus.
- Document creating practical work and explain the thought process behind their ideas.
- Perform a piece from a text; perhaps as a monologue, duologue or in a group.
- Study a text to then write about the perceptive of an actor, director or set designer.
- Watch, analysis and evaluate live theatre.
"The great gift of human beings is that we have the power of empathy." Meryl Streep, Hollywood actor
Facilities
We have a dedicated drama studio that is fully rigged for sound and light and we also use the school hall, which is equipped with flexible staging, lighting and sound equipment, for performances.
Key Stage 4 Options
- GCSE Drama (Edexcel)
"The most valuable asset a nation has is the creativity of its children"
Alan Plater (playwrite)
"Creativity is contagious, pass it on."
Albert Einstein, Scientist
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Enterprise Studies
Enterprise Studies
Enterprise Studies is a Key Stage 4 option only.
The curriculum addresses sector needs and skills gaps in areas such as finance, customer service and marketing. Students are expected to use local business examples. Haygrove School has good local business and industry connections and these are used to ensure students engage with real-life business case studies. Applying their knowledge to real business situations develops confidence, as students realise they are wrestling with scenarios that business owners and employees face on a day-to-day basis.
Underpinning the curriculum is an emphasis on AFL (Assessment for Learning), which encourages students to reflect on their progress, recognise where their strengths are and where improvement is needed. We place a lot of emphasis on techniques that enable students to learn how to learn effectively.
The world of business is changing rapidly, due to advances in technology and ICT, and therefore, we ensure our students are able to gain expertise in relevant ICT skills via innovative approaches to learning. We champion collaborative learning via ICT, where students can share and support each other in their learning, increasing their engagement with the subject and a consolidation of understanding.
BTEC qualifications provide students with a qualification that will help them enter employment in the business sector or to progress to further vocational qualifications, such as the Edexcel BTEC Higher Nationals in Business. It enables students to develop a range of skills and techniques, personal skills and attributes that are essential for successful performance in working life.
Find out about how this subject links to future careers.
Key Stage 4 Options
- BTEC Technical Award in Enterprise (Edexcel)
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English
English
"Reading gives us someplace to go when we must stay where we are"
English is vital for communicating with others in school and in the wider world, and is fundamental to learning in all curriculum subjects. Through the study of English our students develop the speaking, listening, reading and writing skills that they will need to participate in society and employment. Furthermore, they explore how to express themselves creatively and imaginatively and learn how to communicate with others confidently and effectively.
Looking at the patterns, structures, origins and conventions of English helps us understand how language works. Armed with this understanding, students 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.
By encouraging our students to read a wide range of books and texts that reflect the experiences of people from many countries and times, they will develop a sense of cultural identity and become enthusiastic and critical readers of stories, poetry and drama, as well as non-fiction and media texts. They gain access to a world of knowledge and hopefully lay the foundation for a life-long love of reading.
We reflect and reevaluate at the end of every academic year, creating bespoke setting strategies (such as streamed setting by ability, or mixed ability setting with express sets) depending on the varying needs of the cohorts.
Key Stage 4 OptionsEnglish Language and English Literature are compulsory at Key Stage 4.- GCSE English Language (AQA)
- GCSE English Literature (AQA)
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Food Preparation and Nutrition
Food Preparation and Nutrition
The intent of our Food Preparation and Nutrition curriculum is to apply the principles of nutrition and healthy eating and instil in our students a love of cooking.
Learning how to cook is a crucial life skill for students now and in later life.
Throughout Key Stage 3 we encourage independent learning through practical participation and students will follow a range of savoury and sweet recipes to develop key cookery skills.
The department ensures that students have a wide understanding of environmental impacts on our choice of foods and how our actions and food waste impact upon the environment. Students learn about multicultural foods and experience how different cultural foods influence our everyday food choices here in the UK, how diet impacts upon health and the importance of a healthy balanced diet.
Food Preparation and Nutrition Lessons in ActionWe have made two videos of our lessons so that you can see what happens in a practical Food Preparation and Nutrition classroom:
In the NewsExcellent start for GCSE Food Prep and Nutrition
Key Stage 4 Options
Students who wish to take a design and technology GCSE can choose ONE of the following:
- Award in Engineering Studies (WJEC)
- GCSE Food Preparation and Nutrition (Eduqas)
GCSE Recipes
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Geography
Geography
Geography at Haygrove School is understanding the interactions between societies, cultures, economies, and the physical environment. It puts this understanding of social and physical processes within the context of places and allows students to develop an informed sense of the world around them, helping them to make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how all of these phenomena are interconnected.
It builds on students’ own experiences to investigate places at all scales, from the personal to the global. Geography inspires students to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.
Student’s will develop a range of useful skills including mapping, data manipulation, processing and presentation, research, and they will learn how to think critically about issues affecting the world and people’s lives, now and in the future.
Fieldwork is an essential part of Geography and students will learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information.
Our aim is to provide students with the knowledge they need to place local, national and global events in context and evaluate them critically. We try to stimulate an appreciation of the variety of landscapes throughout the world and to open students' eyes to the beauty of landscape features and environments.
Key Stage 4 Options
- GCSE Geography (AQA)
Traditional Pathway - students MUST choose either geography or history as Option 1, and can choose either of these subjects as Option 3 if they wish.
Open and Vocational Pathway - students can choose GCSE Geography as an option.
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Health and Social Care
Health and Social Care
BTEC Health and Social Care is a Key Stage 4 course only.
From September 2019, Haygrove School are introducing a new Key Stage 4 qualification in health and social care: BTEC Health and Social Care Level 2.
This is a brand new qualification for Haygrove School. The course gives students the opportunity to develop knowledge and skills in three main areas, each given equal importance:
Human Lifespan Development
Understanding human growth and development across life stages and the factors that affect it. Investigating how individuals deal with life events.
Health and Social Care Services and Values
Service users and service providers. You might know someone who needs social care, this is very different from health care but both are closely linked.
Health and Well-beingFactors which can have a positive or negative influence on a person’s health and wellbeing. Interpreting lifestyle indicators and what they mean for someone’s state of health. Exploring the difficulties people may face when trying to make changes to lifestyle.
This vocational course is a good introduction for anyone who is interested in a career caring for others in a health or social care setting and preparation for a Health and Social Care Level 3 course at a post-16 college.Key Stage 4 Options
- BTEC Health and Social Care (Edexcel)
- BTEC Health and Social Care (Edexcel)
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History
History
Studying History can help students develop their own identities through an understanding of History at personal, local, national and international levels. As they develop their understanding of the nature of historical study, students are encouraged to ask and answer important questions, evaluate evidence, identify and analyse different interpretations of the past, and learn to substantiate any arguments and judgements they make. As well as encouraging a mutual understanding of the historic origins of our ethnic and cultural diversity, History prepares students for the future, equipping them with knowledge and skills that are prized throughout life, enhancing employability and developing an ability to take part in a democratic society.
We teach History chronologically, thereby encouraging students to build a chronological framework of historical periods which will enable them to place new knowledge in its historical context as well as consider change and continuity within and across different periods of history.
Our aim is for students to be able to:- Explore the diverse experiences, ideas, beliefs and attitudes of the men, women and children in past societies.
- To understand the past, but also understand how the past has shaped the world today.- Identify the reasons for, and the consequences of, historical events and situations.
- Evaluate a range of evidence ranging from textual, visual, oral and material and learn how to identify, select and use a range of historical sources in order to reach reasoned conclusions about events and people from the past.
- Consider how and why Historians have formed different interpretations of the same events or people.
- Learn how to identify and investigate, individually and as part of a team, specific historical questions or issues though a strong focus on enquiry.
- Communicate their knowledge and understanding of history in a variety of ways, such as using role-play, model making, extended writing, poetry, debates and presentations.
Key Stage 4 Options
- GCSE History (AQA)
Traditional Pathway - students MUST choose either history or geography as Option 1, and can choose either of these subjects as Option 3 if they wish.
Open and Vocational Pathway - students can choose GCSE History as an option.
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Mathematics
Mathematics
Mathematical thinking is important for all members of a modern society – it has value in the workplace, business and finance, and is important for personal decision making. It provides the tools required for understanding science, engineering, technology and economics and is essential in public decision making – it is therefore important to national prosperity.
An understanding of Mathematics equips us all with uniquely powerful ways to describe, analyse and change the world. Students who are functional in Mathematics and financially capable can think independently in applied and abstract ways, and can reason, solve problems and assess risk.
At Haygrove School students are taught in ability groups throughout their five years. They follow schemes of work which incorporate all aspects of Mathematics and are taught using a variety of styles and resources. The different methods used aim to develop a positive attitude to the subject for all our students and allow them to see it as a valuable area of study
The Mathematics curriculum is structured as a five-year programme which enables students to progress from Key Stage 2 to GCSE, covering all 6 areas of Mathematical study:
- - Number
- - Proportion
- - Geometry
- - Algebra
- - Statistics
- - Probability
Each of these areas spiral through all five years in increasing complexity and sophistication. Each year students experience a review and consolidation of prior learning as well as being introduced to new skills and concepts.
Key Stage 4 OptionsMathematics is compulsory at Key Stage 4. Students will be allocated to one of two levels based on ability.- GCSE Mathematics (Edexcel [Pearson]) – Higher Tier (expected grades 9-5)
- GCSE Mathematics (AQA) – Foundation Tier (expected grades 5 -1)
There is an optional offer for year 10 students of GCSE statistics – this is for the Option Plus route only. The examination is sat at the end of Year 10
Also, in year 11, students wishing to go on to study A level Mathematics have the opportunity of studying Additional Maths afterschool with the option of sitting an additional examination at the end of year 11.
GCSE Revision Resources
Single Topic Papers
Revision Posters
Learning Resources
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Languages
Languages
Our dynamic department of passionate linguists welcomes all students to start their life long journey of language learning. We offer French, Spanish and German from year 7 and after school opportunities in year 9 for those wishing to add a second language.
Our teaching provides opportunities for students to learn and regularly retrieve knowledge to allow them to master vocabulary and structures in a fun and engaging manner. Our expectations are ambitious from the outset allowing students to aim high whilst providing sentence builders to ensure support is readily available. All students are challenged to show curiosity towards problem solving and encouraged to make links with their home language to support literacy and cross curricular learning.
Our aim is to foster a love of languages, a curiosity for culture and a desire to experience more of the world in which we live – both at home and globally. The skills students develop in empathy, confidence and appreciation of differences will enable them to play a significant role as citizens of the world and establish them highly sought-after employees. Further study opportunities include both A level and the International Baccalaureate and most subjects can be combined with a language at degree level.
We are fortunate to welcome Foreign Language Assistants funded by the British Council who are native speakers. This enables us to enhance our lesson with first hand cultural and linguistic enrichment as well as offering extracurricular provision in French, Spanish and Italian.
We are delighted to be offering a visit this year to Barcelona with plans for similar experiences in Paris and Munich to follow as we resume our exciting overseas programmes!Core Resources
Students will create a log in for the following two sites as part of language learning at Haygrove. These will form a core part of homework tasks.
Additional useful resources are:
Key Stage 4 Options
- GCSE French (AQA)
- GCSE German (AQA)
- GCSE Spanish (AQA)
Click here to find out from some of our ex-students how studying a modern foreign language has helped them succeed.
Students will be directed to one a variety of Pathways for their KS4 choices – languages will form an integral part for some of these but remain open as an option for all students.
We recommend purchasing a revision guide and these are available at a discounted rate from the department. Please ask for a letter from your teacher.
If you talk to a man in a language he understands, that goes to his head.
If you talk to him in his own language, that goes to his heart.”
Nelson Mandela -
Music
Music
Music is a unique form of communication that can change the way students feel, think and act. As an integral part of culture, past and present, music helps students understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world.Music and music education can:- - Form part of an individual’s identity and positive interaction with music can develop competence as learners and increase self-esteem.
- - Bring together intellect and feeling and enables personal expression, reflection and emotional development.
- - Help develop a sense of group identity and togetherness via active involvement in different forms of music-making, both individual and communal.
- - Influence students’ development in and out of school by fostering personal development and maturity.
- - Develop a student’s critical skills: their ability to listen, to appreciate a wide variety of music, and to make judgements about musical quality.
- - Increase self-discipline, creativity, aesthetic sensitivity and fulfilment.
Our Music Department is practical, young and enthusiastic – we aim to make music learning as practical an activity as possible, done ‘with’ and ‘by’ our students, not ‘to’ and ‘for’ them. With a focus is on developing effective skills and learning habits, students are given valuable experiences that will help them become independent, flexible and resilient learners.Our Schemes of Work are designed to give students an opportunity to be actively involved in music performance, composition and the appraisal of their own and others' music. Students will learn how to communicate ideas and express themselves through music performance and be encouraged to reflect on successful practice.Topics studied are constantly evolving in line with our student’s musical interests – this year we are looking at everything from Guitars to Prokofiev, Blues to Hungarian Folk Music, and Music Technology to Medieval Music. We have a belief that music is a collaborative activity, and our students get to work in on their own musical projects and actively contribute to the wider school community through sole and group performances. All students will get to try a wide variety of instruments and musical experiences in their music lessons e.g. strings, bass, drums, piano/keyboard, guitar, percussion and woodwind.
Click here to find out about our extra curricular programme.
Glastongrove at Haygrove SchoolKey Stage 4 OptionsStudents wishing to choose GCSE Music need to be able to play an instrument or sing. It is an advantage to be having private music lessons, but it is not essential.- GCSE Music (Eduqas)
Specialist Instrument LessonsThe Music Department also facilitates specialist instrument teaching via private lessons during the school day. These lessons can be booked through the Music Department.Incorporated Society of Musicians Bronze CertificateWe have been awarded a Bronze Certificate by the ISM in recognition of our outstanding GCSE Music results. In 2015 over 10% of our students achieved a grade of A* - C which puts us in the top 350 schools in England for music education. -
Physical Education
Physical Education
PE is compulsory throughout Key Stage 3 and 4.
PE develops students’ competence and confidence in a range of physical activities and enables all young people to enjoy and succeed in many kinds of physical activity both in and out of school. As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyles. Discovering what they like to do and getting involved in physical activity helps students to make informed choices about lifelong physical activity and a healthy lifestyle.
PE helps young people to develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. Through the range of experiences that PE offers, students learn how to be effective in competitive, creative and challenging situations and have the opportunity to take on different roles and responsibilities, including leadership, coaching and officiating.
Our aim is to enable students to:
- - Become more proficient in skills and techniques and apply them with consistent control in different activities.
- - Understand what makes a performance effective and how to apply these principles to their own, and others, work.
- - Take initiative and make decisions about what to do to improve performance.
- - Improve their physical capacity to perform a range of activities.
- - Improve their motivation and determination to succeed.
- - Understand what makes performance effective and how to apply these principles to their own and others’ work.
- - Develop their knowledge of fitness, personal and social health and well-being.
Haygrove School has a strong and committed Physical Education Department which strives to provide a high quality broad, balanced and differentiated curriculum. We are proud of our achievements with all students and participation rates are very high.Summer 2023 PE Activity timetable
PE Kit
PE Kit is required for all curriculum and extra-curricular sports. See our Uniform Guide for details.
Please note that due to curriculum changes resulting from COVID-19 restrictions, from September 2020 all girls in year 7 and year 8 will require football boots.
Extra Curricular SportAt Haygrove School we encourage all of our students to be involved in our varied extra-curricular programme. Many of our students have coached younger Haygrove students or primary school children. Sports-based clubs and activities are an important part of Haygrove’s Extra-Curricular programme and many of our students achieve success in regular house competitions and can go on to local, regional and national competitions by participating in tournaments and championships.
Facilities
Haygrove School has:
- Sports Hall
- Gymnasium
- 2 x Netball Courts
- Redgra hockey pitch
- Football and Rugby pitches
Key Stage 4 Options
PE is a compulsory NON-EXAMINIED subject for all students at Key Stage 4.
In addition students who want to study PE at Key Stage 4 have two options:
- Cambridge National in Sports Studies (OCR)
- Cambridge National in Sports Science (OCR)
The PE staff will guide students as to which course is most appropriate for them.
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Relationships, Sex, Health Education (RSHE)
Relationships, Sex, Health Education (RSHE)
The RSHE curriculum is designed to reflect many of the concerns young people have as they progress through secondary school. For example, year 7 students will study a unit that combats the fears and anxieties they may experience through transition from year 6 to year 7 – from organising themselves to managing friendships. In year 8 students analyse their own mental and physical health by looking at their own diet, their exercise habits and their ability to deal with stressful situations. A variety of teaching and learning strategies are used that encourage participation and provide opportunities for students to develop critical thinking and relationship skills. In addition to this, students are offered school-based drop-in sessions which also provide clear access to information about advice services.
RSHE has three strands: Health and Wellbeing, Relationships and Living in the Wider World
Every child will be taught the RSHE curriculum which is evidence-based and age-appropriate and designed to help prepare students for the opportunities, responsibilities and experiences of adult-life. RSHE addresses aspects of relationships and sex education alongside faith perspectives, equality law and advice from the UK Health Security Agency and the Office of Health Improvement and Disparities, which gives lessons a constructive context and perspective that helps give students a clear understanding of the wider social, moral and cultural implications of decisions they may make.
Under provision of the Equality Act (2010) teaching staff will not unlawfully discriminate against students because of their age, sex, race, disability, religion or belief, gender reassignment, pregnancy or maternity or sexual orientation. Staff are alive to issues such as everyday sexism, misogyny, homophobia and gender stereotypes and take positive action to build a culture where these are not tolerated, and any occurrences are identified and tackled.
Where there is a need, content will be tailored to the specific needs of students at various developmental stages. Teaching is sensitive, age-appropriate, and developmentally appropriate and delivered not only with reference to the law but also in an inclusive and sex positive way which offers time for discussion where misconceptions arise.
Talking to my Teenager about Sex Education?
Parents Against Child Exploitation (PACE)
OPTING OUT
If you do not want your child to take part in some of these lessons you can ask that they are withdrawn. The Head Teacher will consider this request and discuss it with you, and will grant this in all but exceptional circumstances, up until three school terms before your child turns 16. At this age, your child can choose to receive sex education if they would like to, and the school will arrange for your child to receive this teaching in one of those three terms.
However, you cannot withdraw your child from Health or the Relationships Education element of RSHE because it is important that all children receive this content.
PARENT CONSULTATION
From September 2020, schools in England will be teaching the new statutory curriculum and there is a requirement for parental consultation.
The school recognises that parents and carers are crucial to the success of the RSHE programme, we give regular information about what is provided and accessible opportunities to comment on policy and practice.
Over the summer of 2020 we will be conducting a consultation with parents about the new curriculum. The results of this survey and feedback from our representative student body will -
Science
Science
Science is vital for understanding and improving the world we live in. A good science education will excite the imagination and inspire, develop valuable skills for life and work, and enable people to make informed choices to help shape the future.
We deliver an engaging and appropriately challenging curriculum that is inclusive and enables all pupils to make progress (narrowing attainment gaps from Key stage 2). We want to promote a love of Science and a strong understanding of the world around us by acquiring knowledge and conceptual understanding as well as developing skills to solve problems and make informed decisions in everyday life. Our curriculum will encourage students to be confident and responsible members of the school, the wider community and to have a positive impact on society.
At Haygrove, our Key Stage 3 covers an equal balance of Biology, Chemistry and Physics and in addition in Year 7 students will undergo a science skills unit, where they will develop a range of skills such as using scientific equipment, literacy and numeracy in science skills, how to write up scientific investigations and how to present data. These are transferable skills that can be used in the main content lessons throughout the 5-year journey.
Key Stage 4 Options
Combined Science (Double Award) is compulsory at Key Stage 4. Students sit two exams for each Science (6 in total) and the marks are combined to give them a total score which will equate to two GCSE grades.
Pearson Edexcel GCSE Combined Science (Biology, Chemistry and Physics combined)
- Higher Tier (expected grades 9-5)
- Foundation Tier (expected grades 5-1)
However, students do have the option of doing Triple Science Award where they achieve 3 separate GCSE grades for each Science.
Pearson Edexcel GCSE Triple Science Separate GCSE for each Science
Pearson Edexcel GCSE Triple Science BIOLOGY
- Higher Tier (expected grades 9-5)
- Foundation Tier (expected grades 5-1)
Pearson Edexcel GCSE Triple Science CHEMISTRY
- Higher Tier (expected grades 9-5)
- Foundation Tier (expected grades 5-1)
Pearson Edexcel GCSE Triple Science PHYSCIS
- Higher Tier (expected grades 9-5)
- Foundation Tier (expected grades 5-1)