Curriculum

We occasionally use apps to support learning in certain subjects. Pupils are given their own log-in details. 

Subject	App	Link
English	Century Tech	https://app.century.tech/login/?redirect=https%3A//app.century.tech/
PE	Century Tech	https://app.century.tech/login/?redirect=https%3A//app.century.tech/
Science	Century Tech	https://app.century.tech/login/?redirect=https%3A//app.century.tech
Maths	Century Tech	https://app.century.tech/login/?redirect=https%3A//app.century.tech
MFL	Duolingo	https://schools.duolingo.com/login

• English
• Maths 
• Science 
• Physical Education 
• Modern Foreign Languages 
• Design Technology 
• Computer Science 
• History 
• Geography 
• Religious Studied 
• Drama 
• Music 
• Art 
• PSHCE is delivered through a rolling program throughout the year.

Options

Year 9 Options Evening is taking place on Thursday 18^th April 2024. The information booklet will then be updated to reflect the options available to Year 9 this year.

Pupils choose their Options at the end of Year 9, and begin all their examined courses as part of the Key Stage 4 curriculum in Year 10.

All pupils take GCSEs in Mathematics, English Literature, English Language, Combined (or separate) Sciences and at least one of the Humanities (History and Geography). All of the pupils are offered the choice to continue with the Modern Foreign Language they have been studying at Key Stage 3.

During Key Stage 3, pupils study the full suite of subjects on the National Curriculum and are also exposed to a number of non-statutory subjects such as Drama and Dance, in order that they are well-prepared to make the decisions that face them in Year 9.

The other options available, include a wide range of creative, practical and academic GCSEs and a suite of Vocational Qualifications, which are open to all pupils. To see the full list of qualifications currently taught at KS4, click on the list below. 

Through an individual meeting for your child with their “options adviser”, we ensure that every child is offered a set of Options that will give them access to aspirational Post-16 opportunities. We know that some pupils will aspire to Further Education at the country’s top universities, others will complete Technical Levels and others may favour Apprenticeships and employment.

Should you require more information on the Options process, please contact Mr Kevan (Deputy Headteacher, Curriculum and Assessment).

In Key Stage 4, students will be offered a wide variety of courses that suit their aspirations. English, Maths, Science and Physical Education are all compulsory. All students will have the opportunity to complete the English Baccalaureate. The English Baccalaureate subjects are English, Maths, Science, MFL and Humanities

All aspects of RE, Citizenship, Careers and sex education will be delivered through the PSHCE programme. This programme will also provide students with the opportunity to follow the Duke of Edinburgh Bronze award.

To this:

In Key Stage 4, all students study English, maths, science, PE and either History or Geography. In addition to this, they will choose 3 option subjects from the list below:

MFL

French, Spanish

The Arts

Art & Design, Art & Textiles, Art & Photography, Dance, Drama, Music

Humanities

History, Geography, Religious Studies

Computing & Business

Computer Science, Business Enterprise

Physical Education

PE, Sports Science

Technology

Design Technology, Hospitality & Catering

Other subjects offered

Travel & Tourism, Child Development

Exam Board	Specification Name	Specification Code
AQA	Art + Design (Art,Craft & Design)	8201C
AQA	Art + Design (Textiles Design)	8204C
AQA	Art + Design (Photography)	8206C
AQA	Drama	8261E
AQA	Biology	8461
AQA	Chemistry	8462
AQA	Physics	8463
AQA	Combined Science: Trilogy	8464
AQA	English Literature	8702
AQA	Design Technology	8552
AQA	Religious Studies	8062
Edexcel	French	1FR0
Edexcel	Geography A	1GA0
Edexcel	Spanish	1SPO
Edexcel	History A	1HI0FR
Edexcel	Mathematics	1MA1
OCR	Mathematics	J560
OCR	Sport Science	J828
WJEC Eduqas	English Language	C700QS
WJEC Eduqas	WJEC Level 1/2 Vocational Award in Hospitality and Catering (Technical Award)	5409
WJEC Eduqas	PE	C550QS
WJEC Eduqas	Computer Science	3500QS
BTEC	RTT3 : BTEC Tech Awards(2022)- Travel and Tourism	RTT3
BTEC	RMP3 : BTEC Tech Awards(2022)- Music Practice	RMP3
BTEC	RPD3 : BTEC Tech Awards(2022)- Performing Arts (Dance)	RPD3
BTEC	REN3 : BTEC Tech Awards(2022)- Enterprise	REN3
BTEC	RCD3 : BTEC Tech Awards(2022)- Child Development	RCD3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Year	Date	Type of Assessment	Date results posted home
7	Series 1: 14th – 19th November Series 2: 6th – 10th March	Maths and English are held in the Sports Hall in formal exam conditions. Exams for other subjects take place in regular classroom setting.	Series 1 w/c 13th December   Series 2 w/c 24th April
8	Series 1: 22nd – 26th November Series 2: 13th – 17th March	Maths and English are held in the Sports Hall in formal exam conditions. Exams for other subjects take place in regular classroom setting.	Series 1 w/c 13th December   Series 2 w/c 24th April
9	Series 1: 29th November -3rd December Series 2: 20th – 24th March	Maths and English are held in the Sports Hall in formal exam conditions. Exams for other subjects take place in regular classroom setting.	Series 1 w/c 13th December   Series 2 w/c  17th  April
10	Series 1: 31st October – 4th November Series 2: 1st – 12th May	Mock exams held in the Sports Hall in formal exam conditions.	Series 1: w/c 22nd November   Series 2: w/c 12th June
11	Series 1: 10th -21st October     Series 2: 27th February – 10th March	Mock exams held in the Sports Hall in formal exam conditions.	Series 1: w/c 22nd November   Series 2: w/c 27th March

 

Assessment	Date taken	Purpose of assessment
Pupil Attitudes to Self and School (PASS) (All year Groups)	WC 18th September 2023	This survey assesses a student’s readiness for school and provides pastoral staff with social and emotional information. This will take place during form time.
New Group Reading Test (NGRT) (Year 7 only)	WC 18th September 2023	This test provides teachers with information about an individual’s reading ability as well as a standardised reading age. This is used by our in-school literacy and reading team to support children with their reading skills to best equip them for future success. This will take place during English lessons.
Cognitive Ability Tests (CAT4) (Year 7 only)	WC 18th September 2023	These tests are designed to help teachers understand how individual students learn and what their potential grade would be for each subject area. These tests will be timetabled over two days.

Year 11 Revision

Year 11 Flash Card Tips

Year 11 Using AI for Revision

Learning Journey

Curriculum Intent

At the Prescot school we have designed an ambitious curriculum to engage and inspire all students. Throughout their time in Art and Design we will encourage curiosity, experimentation, introduce History of Art, creative industries using a range of Art styles, subjects, cultures and careers. 

We build on the skills, knowledge gained from Key Stage 2 and encourage enthusiasm throughout their personal journey in Art and prepare a technical and creative foundation for further education or their chosen next steps.

 

Learning Journey 

Curriculum Intent

The Child Development course is designed to inspire and enthuse learners to consider a career in early years, or related sectors, where knowledge of child development is relevant. 

It also aims to give a broad knowledge and understanding of, and develop skills in, the early year’s sector, for example, of child development and using play to promote child development. 

At the Prescot School we aim to give learners the opportunity to develop applied knowledge and understanding of child development and growth up to the age of five, how children learn through play and how meeting the needs of individual children will support their development, play and learning.  

Learning Journey

Curriculum Intent

At The Prescot School we offer a high-quality computing education which equips pupils to use computational thinking and creativity to understands the rapidly change technological world. 

The Prescot School aims to develop our students’ awareness and knowledge in the following:  

Be aware of the opportunities and limitations of living in a digital world 

Understand the core principles of information and computation, how digital systems work and how to put this knowledge to use through programming or product creation. 

Be equipped to use technology to create programs, systems and a range of content. 

Learning Journey

Learning Journey

Curriculum Intent

The overarching aim for pupils participating in Drama is to promote a joy and enthusiasm for the performing arts.  Throughout their journey pupils will have the opportunity to act, devise, design, review and analyse.  It is our intention as a department to promote high standards of communication through both verbal, non-verbal and the written word.  We want the pupils to engage with theatre and have exposure to the multi-faceted roles the performing arts can offer, including: acting, lighting design, set design, sound design, costume and make-up design.   

Pupils will be exposed to a variety of play texts and stimuli ranging from Shakespeare, poetry to more contemporary texts such as ‘Blood Brothers’ and ‘Hard to Swallow’.  The texts have been carefully selected to engage the pupils and ensure relevance to them in the exploration of themes and issues. 

At KS3 our intention is to compliment the National curriculum for English.  Our aims are to ensure that all pupils: 

Read easily, fluently and with good understanding. 

Acquire a wide vocabulary, through reading, writing and spoken language. 

Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas. 

Are competent in the arts of speaking and listening, presenting, performing, demonstrating to others and participating in debate.   

Learning Journey

Curriculum Intent

Design and Technology (DT) is a rigorous, multi-disciplinary subject. Pupils are challenged to combine academic and creative thinking with practical skills to design and manufacture inspired and inspirational products.  

By understanding the Design Process, pupils solve real problems, considering not only their own needs but the wants and values of others. At Prescot school, DT is a contemporary subject and pupils experience it in the context of a rapidly-evolving society of consumption. This education gives them critical understanding about sustainability and how cleverly designed products can improve people’s daily life. 

The department firmly believes that students learn best by ‘doing’ and by allowing them to experiment and take risks, in a safe and positive learning environment we encourage pupils to be innovative designers. This is achieved through imaginative teaching that embraces new technologies and resembles modern industrial processes, whilst retaining the best of traditional practices. At the heart of this, is the desire to deliver a curriculum in which students produce high quality outcomes. Students must learn about the social and ethical responsibilities of designers and engineers and the importance of managing finite resources with care. 

Learning Journey

Curriculum Intent

The subject of English allows students to develop holistically as it is in our classrooms students are given access to the world. No matter their ability, students will experience a variety of texts: revisiting texts from their past to explore authorial intent, engaging with texts from literary canon, explore fiction and non-fiction inspiring and instilling a love for reading.  

Through their exploration of texts students will develop acceptance of cultures and differences, empathy and develop their own justifiable opinions. Furthermore, they will develop key skills needed for the real world: reading for a variety of purposes (e.g., understanding, inference), accurate writing, choosing the correct tone and formality for different audiences, and oracy.  

We aim to: 

Culturally enrich students and build awareness of the wider community. 

Support students to articulate their own idea in spoken and written forms. 

Equip students with the skills and knowledge to fulfil their potential, to enable them to go on to realise their aspirations beyond their school years. 

As a department we will contextualise our curriculum and draw upon prior knowledge providing opportunities for learners to develop.

Learning Journey

Learning Journey

Curriculum Intent

The intent of our food and cookery curriculum is to furnish young people with an appreciation of nutrition and healthy eating; a deep and broad understanding of food, as well as instilling a love of cooking. Learning how to cook healthy, tasty and economical meals is a crucial life skill everyone should be taught.

Throughout their time at secondary school, we aim to encourage increasingly independent learning and responsibility through practical participation. The department teaches students a wider understanding of environmental impacts of food production and an understanding of sustainable choices such as: seasonal, local foods, the importance of food provenance, as well as the scourge of food waste.

The department has a strong focus and drive to develop independent learners promote high standards of academic achievement through making and evaluating dishes. The department has a strong belief that all students should be independent enabling our students to develop personal responsibility and self-motivation and to consider the needs of others. This equips our students with the knowledge and cultural capital to succeed in life.

Learning Journey

Curriculum Intent: History

 

History teaches us about our past, Geography prepares us for our future, religious studies give us an understanding of world cultures. Across the key stages and over 5 years’ students are taught a varied curriculum that cultivates their imagination and understanding about our world.  

Our programme of study not only aims to inform pupils’ knowledge and understanding of humanities topics, but it also seeks to develop key skills in each of the subjects. The vision across the humanities subjects is to give pupils a broad and rich curriculum that allows them to become critical thinkers.  

To stimulate interest, enjoyment and a sense of wonder about our world from places and environments to religious interest and cultures and the history that binds it together. We want to fascinate and inspire our pupils about the beauty and intrigue of our world.  

History- Sequenced chronologically and based on the National Curriculum of 2013 including a statutory study of the Holocaust. In key stage 3 we aspire to create young historians, inspiring a passion for learning about the past and through it allow students to understand the history of Britain from the Norman Invasion through to the 20^th century. We also advance pupils from KS2 by developing their core understanding of historical concepts of sources, interpretations, significance, cause and consequence, and change and continuity. KS4 builds upon this foundation and students develop a deeper understanding of the how the past has shaped the modern world. 

We have chosen to incorporate when appropriate the work of historians such as Miranda Kaufmann, David Olusoga, Emma Griffiths and Fern Riddell. We are also decolonising our curriculum to make it more representative of modern British society, so we look at Black Tudors when looking at Tudor period, we study the contribution of Sikh soldiers in WWI, we look at the impact of migration to Britain in the later C20th focussing on the Windrush generation, the Toxteth riots and eastern European immigration. 

Curriculum Intent: Geography

 

Geography- Follows the National curriculum and students study a mixture of both physical and human geography. Within their lessons they are taught to 

To interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs. Use Geographical Information Systems (GIS) to view, analyse and interpret places and data. The intent is to develop a holistic knowledge of physical, human and environmental geography at Key Stage to create a platform to build on at GCSE. 

Year 7 topics such as Africa are part of the de-colonisation of the Geography curriculum and seek to address misconceptions about Africa. Antarctica is studied to inspire wonder in pupils. Pupils learn how and why rivers and coasts are formed. Year 8 topics look at the position of the UK so pupils gain an understanding of being British and flooding links back to rivers and coasts from Year 7. In Year 9 pupils look at India as a country focus and they continue to develop their map skills and a new topic for this year Prisoners of Geography focuses on Geopolitical relations across the world. 

RS follows the curriculum of the Knowsley SACRE. The RS curriculum has been developed to provide learners with the opportunity to investigate the beliefs and practices of all six major world faiths and discuss the impact they have on the lives of believers, communities and themselves. The curriculum promotes curiosity and confidence to ask deep and meaningful questions about the world and aims to enhance spiritual, moral, cultural and social understanding. 

Year 7 covers World Religions with an emphasis on Abrahamic religion- Christianity, Judaism and Islam. Year 8 covers inspirational people in religion, philosophy and ethics and in Year 9 pupils learn about `religion and conflict and contemporary issues in modern society. 

Learning Journey

Learning Journey

Curriculum Intent

The MFL Department’s fundamental aim is to produce articulate linguists who enjoy languages and can apply their language skills in real life situations.

Students cover diverse topics and are taught a range of vocabulary, tenses, constructions, and opinions. The curriculum is challenging and is designed for students of all abilities. Topics increase in complexity as students progress in their study of languages. In both Key Stage 3 and Key Stage 4 the curriculum is planned and sequenced so new knowledge and skills build on prior learning. Topics covered in Key Stage 3 are re-visited in Key Stage 4 with an extra layer of detail added. This approach deepens students’ understanding and increases their linguistic and grammatical sophistication.

Key Stage 3 students follow a curriculum where content has been reduced. The focus is mastery of content and for students to remember more and know more. Key Stage 4 students are taught content based around the 5 themes of Identity & Culture, Local Area, Holiday & Travel, School, Future Aspirations, Study & Work and International & Global Dimension.

In both Key Stage 3 and 4 knowledge and skills are sequenced and students study grammar. The study of grammar promotes both literacy and thinking skills which are essential tools for the workplace. Grammar makes students aware of the concept of nouns, (near) cognates, conjugating and language patterns whilst also highlighting similarities and differences between English and the foreign language being studied. Grammar further serves to help students manipulate and apply language for both purpose and audience to achieve effective communication.

Finally, students study topics such as “school” and “food and drink” in the context of the foreign language being studied and as such deepen their understanding of the world and opportunities which arise from language study.

Learning Journey

Curriculum Intent

In music, we aim to create a positive and supportive learning environment with high expectations, where all students and their achievements are valued and celebrated. We work closely with the SKY Music Hub to enable individual potential to flourish. We aim to provide access to a broad, balanced, relevant and differentiated curriculum to motivate and engage students. We aim to meet the needs of all students, including disadvantaged students and those with SEND.  

The Music curriculum enables students to develop practical and creative music skills, both individually and in a group, as well as gaining confidence and creativity through the performing, composing and appraising of music. Students learn to appreciate a wide range of styles, cultures and traditions, and to understand the history and development of music and its role in different societies.  

Learning Journey

Curriculum Intent

The Physical Education department takes a holistic approach to our subject and aims to provide an impactful, enjoyable, and rewarding curriculum for all pupils regardless of their ability, background, or educational need. Our delivery focuses on ensuring pupils develop a range of qualities that are required in the real world to ensure pupils develop not only practically, but also through presenting the correct attitude and effort levels throughout their time in school. The assessment method at KS3 provides a fluid transition into KS4 and influences the program pupil's study.

Learning Journey

Curriculum Intent

The photography curriculum places an emphasis on a combination of knowledge, skills and understanding through progressive levels of independence and decision making. Ensuring that students understand how photography interacts with the changing world around them. The intent is for all students to become creative individuals through practical, task-oriented course filled with creative approaches to making photographs that will help students develop their camera skills as a means of imaginative self-expression. Students will learn important skills such as, how to confidently use industry standard software such as Photoshop for digital editing and presentation of photographs, produce a portfolio of work based on a series of creative topics, complete a series of practical photoshoot challenges to help broaden their perceptions of the world they inhabit, developing their creative thinking, communication skills and visual understanding and finally learn how to express their ideas, opinions and thoughts visually and in writing.  We fully encourage students to develop a creative style and inspire future photographers, artists, graphic designers and illustrators. Our goal is for students to leave our department well prepared for the next stage of their educational/work journey, by developing student’s photographic knowledge, building key skills and developing creative thinking.

Learning Journey

Curriculum Intent

PSHE equips our learners with the knowledge, skills and the understanding to become successful, confident and responsible individuals within Modern Britain. 

“PSHE is all the skills and information that you need for a happy, healthy and successful life, it’s all those important bits that you will have to deal with in your life that make you human” Year 9 student 

The promotion of students’ spiritual, moral, social and cultural development is a whole school issue but one that underpins all planning in PSHE. People form their values and attitudes in childhood. These may change over time, but those values and attitudes formed in early life are likely to have a strong influence on the adult person’s role as a citizen. As a school community we actively promote engagement with the fundamental British values of democracy and law and encourage mutual respect and tolerance of those with different faiths, beliefs and identities. 

Learning Journey

Curriculum Intent

The science curriculum has been designed to provide students with a deep understanding of the scientific knowledge and ideas that impact them as individuals within a local and globalised context.  

As they move through the curriculum, students will develop their curiosity, provide insight into working scientifically and appreciate the value of science in their everyday lives. Our curriculum is ambitious and provides a gateway into a wide range of career opportunities. It also delivers a framework for understanding the natural world and supporting students to become scientifically literate participants in society.  

Learning Journey

Curriculum Intent

The Sport and Outdoor Learning department aims to support the whole college’s core purpose to inspire confident learners who thrive in a changing world. BTEC Sport equips our students with many positive values with regards to leading and participating in a healthy active lifestyle and becoming lifelong learners in sport. Students follow a balanced programme of physical activities developing their performance level, analysis skills, understanding of health and fitness, self-confidence, leadership, teamwork and problem solving skills.

They will:

• be able to share interests, ideas and opinions with other people who are interested in Sport

• learn about how their body works and the effects of exercise on the body

• develop their knowledge of a wide range of sports and fitness regimes

• learn many skills which are useful in a wide range of career pathways

• undertake regular exercise to contribute to a healthy lifestyle

• discuss leadership qualities and develop their own leadership skills

• improve their wellbeing through active sport and exercise participation

Learning Journey

BTEC Level 1/2 Tech Award in Travel and Tourism Curriculum Intent

What the curriculum is designed to do

The travel and tourism sector is the UK’s third largest employer, accounting for 9.5 per cent of total employment. Tourism is one of the fastest growing sectors in the UK in employment terms, employing nearly 3 million people. The BTEC Tech Award Level 1/2 is an introduction to vocational learning. The qualifications give learners the opportunity to build applied knowledge and skills that show an aptitude for further learning, both in the sector and more widely. Travel and tourism is aimed at students who want to acquire applied knowledge and skills through vocational contexts by exploring the different industries and providers of the Travel and tourism sector as well as the appeal of different destinations and potential career opportunities. Students will also explore different visitor types and their needs to gain an understanding of how to increase destination appeal they will also learn other influences on global travel and tourism linking into geographical knowledge

How we deliver the curriculum

The curriculum is delivered through a blend engaging resources and teaching materials intend to focus learners on key content and provide a variety of stimuli which enhances learning and independent research on a variety of topics within the Travel and Tourism sector. This should provide students with the knowledge required for the course, but also enable them to apply their knowledge to vocational contexts. Students will study three components:

Component 1: Travel and Tourism Organisations and Destinations

Component 2: Customer Needs in Travel and Tourism

Component 3: Influences on Global Travel and Tourism

 

How we assess students

Students will complete at least one formative assessment per half-term to prepare them for the following assessments:

Component	Description of assessment	When does the assessment take place?
Component 1: Travel and Tourism Organisations and Destinations	60 Marks Non-exam internal assessment set by Pearson. 10 hours to complete assignment.	Year 10 September – February: Explore content. Y10 February: Complete Pearson Set Assignment
Component 2: Customer Needs in Travel and Tourism	60 Marks Non-exam internal assessment set by Pearson. 10 hours to complete assignment.	Year 10 April – September Explore content Y11 October: Complete Pearson Set Assignment
Component 3: Influences on Global Travel and Tourism	External assessment set and marked by Pearson. The assessment will be 2 hours 60 marks.	Y11 January – May Explore content sit February exam Y11 May/June Complete exam re sit if needed

 

How it benefits students learning and personal development

This qualification will enable students to confidently continue their study of travel and tourism at KS5 or pursue a career in the tourism industry. Students will also develop sector specific skills such as holiday planning, itineraries and logistics using realistic vocational contexts and personal skills, such as communication, planning, time management and teamwork through an independent and skills-based approach to learning and assessment.