Subjects

Welcome to our Subjects page, where you can explore the diverse array of courses we offer. Each subject link provides comprehensive details about the course content, examination boards and valuable resources to support your academic journey at Lealands High School.

Art & Design

Subject			Art and Design
Director of subject			Emma Reason
Subject Intent			‘Every human is an artist’ Don Miguel Ruiz ‘Art is much less important than life, but what a poor life without it’ Robert Motherwell Our curriculum has been developed to engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As students progress they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation Our aim is to build student confidence and resilience in parallel with their skills, knowledge and understanding. KS3 - learn fundamental skills, focusing on the building blocks of creativity (formal elements). Students revisit these each year extending and refining skills and knowledge, encouraging creative exploration. KS4 - able to apply skills creatively, able to explain what they are doing and why. Students are increasingly self directed, confident and skillful practitioners
Years of study			SKILLS Yr7 - Theme based, focus on fundamental skills (formal elements: tone, shape, colour, line, composition etc) taught step by step through: drawing, painting, printmaking, 3D ceramics, graphic media. Yr8 - Revisit and build on skills and techniques through new themes Yr9 - Repeat and extend, applying same techniques to a theme but student work becomes more refined KS4 - Respond to a theme increasingly independently. Apply skills creatively and confidently, able to explain what they are doing and why. KNOWLEDGE Yr7/8 - Research an artist/culture per theme developing understanding of the techniques used and can apply them to their own work. Yr9 - more choice of artists/cultures, more opportunity to develop their creativity showing an influence of the artist/culture. KS4 - Able to explain how they have been inspired by their chosen artists/cultures and create their own work showing this influence.
Exam board			AQA GCSE Art and Design: Fine Art and Graphic Communication
External websites utilised			AQA \| Art and Design \| GCSE GCSE Art and Design - AQA - BBC Bitesize
Useful resources			Student Resources \| Tate Explore the Collections · V&A Discover Design
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Formal elements, line & mark making	Drawing: mark making & tone	Colour theory & painting	Colour: harmonious & complementary	2D shape & printing	3D shape & mixed media
Year 8	Drawing: line & proportion	Painting: tone & value	Urban art: mixed media	Everyday Objects: composition & colour	3D shape: sculpture	Staff specialism led
Year 9	Recording: line & mark making	Recording: tone, scale & proportion	Colour theory & painting	Colour & mixed media	Pattern: relief & lino printing	Digital & mixed media
Year 10	Formal Elements: Line & Mark making	Recording: tone, scale & proportion	Colour theory: painting	Colour: harmonious, complementary, tertiary	Printing: relief, lino, stencil	Mixed Media: collage
Year 11	3D ceramics: tile & handbuilding	3D ceramics: pinch & mold techniques	Exam paper & prep	Exam prep	Exam prep & 10 hour exam

Aspire

Subject			Aspire Curriculum
Director of subject			Mr Hall
Subject Intent			The aims of the Aspire Curriculum is to support students with individual needs to develop their personal skills in preparation for Post 16 Education and adulthood. Students will learn about leadership skills and qualities and will demonstrate these skills and techniques whilst learning to communicate effectively with their peers. The Aspire curriculum offers students the opportunity to study Leadership skills. Careers and Work Experience skills and the Duke of Edinburgh Bronze Award. This curriculum gives students the confidence to interact with the wider world, leading to fulfilled and positive life experiences. The curriculum encourages students to ask questions, develop critical thinking skills, and layer a deeper understanding of their personal skills as the courses navigate through the curriculum.
Years of study			10 & 11
Exam board			Asdan Duke of Edinburgh Award
External websites utilised			Asdan Web Site D of E Web Site
Useful resources			Aspire Knowledge Organisers
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 10	Develop Leadership Skills	Plan, arrange and deliver a leadership event	Review Leadership Skills	Careers Self Development	Careers Exploration	D of E Expedition Skills
Year 11	D of E Skills D of E Health & Fitness	D of E Skills D of E Health & Fitness	D of E Skills D of E Health and Fitness	D of E Skills D of E Volunteering

Child Development

Subject			Child development
Director of subject			Miss Griffiths
Subject Intent			Our prime objective within Child Development at Lealands is to provide learners with essential knowledge, transferable skills and tools to improve their learning in other subjects with the aim of enhancing their employability when they leave education, contributing to both their personal development and future economic well-being. Cambridge Nationals in Child Development will equip learners with sound specialist knowledge and skills for everyday use. They will also challenge all learners, by introducing them to demanding material and skills; encouraging independence and creativity; providing tasks that engage with the most taxing aspects of the National Curriculum (including Health and Well-being for Child Development and the importance of softer skills such as communication skills to ensure a child’s right to independence and dignity).
Years of study			Years 10 and 11
Exam board			OCR - J809
External websites utilised			https://www.ocr.org.uk/qualifications/cambridge-nationals/child-development-level-1-2-j809/
Useful resources			Level 1/Level 2 Cambridge National in Child Development (J809) Exam Practice Workbook Judith Adams Cambridge National in Child Development Student Book with Digital Access (2 Years): Level 1/Level 2 (Cambridge Nationals) Paperback – Student Edition, 23 June. 2022 by Brenda Baker (Author), Louise Burnham (Author), Katherine Stapleton (Author) Level 1/Level 2 Cambridge National in Child Development (J809): Second Edition Paperback – 29 April 2022 by Miranda Walker (Author) R059 Knowledge organiser R058 Knowledge organiser R057 Knowledge organiser
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 10	R058 Suitable equipment for a childcare setting	R058 Create a safe environment for a childcare setting	R058 Nutritional needs for children	R058 Evaluating, planning and preparation of a feed	R057 Preconception health and reproduction	R059 Physical, intellectual and social developmental norms from one to five years
Year 11	R059 Observation methods for development	R059 Plan and evaluate play activities	R057 Antenatal care and preparation and Postnatal care	R057 Childhood illnesses and a child-safe environment	Exam paper preparation

Computer Science

Subject			Computer Science
Director of subject			Ms H Ahmed
Subject Intent			Our KS4 we want to create curious learners, who use creative thinking to look at problems and work out how to use a computer to help them solve the problem. To develop students into resilient learners who can learn from their mistakes. We want our students to understand that technology is growing in all industry sectors and good computing skills will allow them to open to a wider range of opportunities. The curriculum focuses around computational thinking, helping students in developing programming skills and the understanding of human and machine intelligence. Building on analytical skills and the ability to provide logical reasons and rationale to the methods they have used. Abstracting and decomposing are fundamental skills taught in computer science with the highlight that no problem is too big or small. Students' knowledge is built on how technology is growing at such a rapid pace that understanding the ethics and morals associated with computer use is very important. Computer network and cyber security and methods that are taken to ensure data is safe, at the same time being up to date with the dangers. Students are equipped with the knowledge to advise on device specification based on user requirement.
Years of study			GCSE Year 10 and Year 11
Exam board			OCR
External websites utilised			www.teach-ict.com www.bbcbitesize.co.uk https://stemtutoring.co.uk/
Useful resources			CGP revision book BBC Bitesize Teach ICT Clear Revise
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 10	Systems Architecture	Memory , storage, data representation	Networking	Legal, ethical & cultural issues	Algorithms & Pseudocode	Programming in Python
Year 11	Testing	Boolean operators	Truth tables, IDE’s	Revision	Revision

Computing

Subject			Computing
Director of subject			Ms H Ahmed
Subject Intent			Our KS3 curriculum provides new experiences in computing. Regardless of their prior knowledge. We aim to build a love for the subject through making students understand that technology is limitless.Students learn awareness about the dangers associated with technology and computers and how the measures that they can take to avoid dangers. We introduce our students to people that have made an impact in the world of technology to inspire and motivate them. Students build on their digital literacy,
Years of study			Year 7 and Year 8 Year 9 Options
Exam board			OCR
External websites utilised			www.teach-ict.com www.bebras.uk Canva.com bbc.co.uk/bitesize
Useful resources			Download python for free CGP KS3 Computing Book
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	E-Safety	Spreadsheets	Computer Networks	Data Representation	Programming in Scratch	Mobile app development
Year 8	E-Safety Cybersecury & Computer Cime	Computer History Computer Systems	Python/Flowcharts	Business Skills	Web Development	Artificial Intelligence Machine Learning
Year 9	Computer Systems	Computer Networks	Data Representation	Digital Media Canva	Programming in Python	Website building HTML

Dance

Subject			Dance
Director of subject Deputy director of subject			Katie Fellows Siobhan Woolmer-Brennan
Subject Intent			KS3 rotation - Year 7 and 8 Students in year 7 and 8 will build key performance and choreographic skills and explore a variety of styles such as Street, Jazz and Capoeira. Students will develop communication and collaborative skills and units encourage students to accept challenges and strive for continual personal improvement. KS3 - Year 9 Students in year 9 will explore a variety of different dance styles and examine professional works in these styles. Students will develop their skills and techniques through learning professional repertoire. Students will also have the opportunity to respond to a variety of stimuli to develop their choreographic skills. KS4 - Year 10 and 11 BTEC Tech Award in Performing Arts (Dance) Component 1 - Exploring the Performing Arts Students will develop their understanding of the performing arts by examining 3 professional works and the processes used to create the performances. Students will also look at the different roles, responsibilities and skills of practitioners and gain an understanding of how they contribute to a performance. Component 2 - Developing Skills and Techniques in the Performing Arts This component allows students to develop their dance skills. Students will: Take part in workshops, classes and rehearsals Gain physical, interpretative and rehearsal skills Apply these skills in performance Reflect on their progress, their performance and how they could improve. You will learn repertoire from a professional work and reproduce this for a performance. Throughout your development, you will review your own progress and consider how to make improvements. Component 3 - Responding to a Brief In this component students bring together all you have learned and apply their knowledge in a performance. The aim of this unit is to consider how practitioners adapt their skills for different contexts, and to put this into practice in a performance. Students will work in groups to create a performance based on a set brief.
Years of study			KS3 - Year 7 and 8 - 1 hour a week on rotation with Dance and Music KS3 - Year 9 - Option subject 2 hours a week KS4 - Year 10 and 11 - Options subject 3 hours a week
Exam board			Edexcel
External websites utilised			EDEXCEL - https://qualifications.pearson.com/content/dam/pdf/btec-tec-awards/performing-arts/2022/specification-and-sample-assessments/btec-tech-award-performing-arts-spec.pdf BBC BITESIZE - https://www.bbc.co.uk/bitesize/topics/zppnhv4
Useful resources			Year 7 Knowledge Organisers: https://drive.google.com/file/d/1PRp6GwEzJ9TxN7hM6qkZEn https://drive.google.com/file/d/1USd4BXTOh54H3Vlp5bpcn0b Year 8 Knowledge Organisers https://drive.google.com/file/d/11W_-s3d7Abeeq0VYFqjnq- https://drive.google.com/file/d/1L-8dcoqtPAEmXane0Sex Year 9 Knowledge Organisers https://drive.google.com/file/d/1aSGjJRqUfGXD3rOrDyAkeCkG https://drive.google.com/file/d/1wCmqWA_ANcue7lJfouSn0UrG2gNe04nM https://drive.google.com/file/d/177yaRTf0WrcMTvNATqqc46nW6y Year 11 Knowledge Organisers https://drive.google.com/file/d/19_huSdCqLOowG8DBGB1KFVvR4q https://drive.google.com/file/d/1-p2M5KrFF-JTqWa4_X9-gBePtzHmhRnS/view?us
Years	HT1	HT2	HT3	HT4	HT5	HT6
Year 7	Choreographic Toolkit - Jazz	Rapper’s Delight - Street	Choreographic Toolkit - Jazz	Rapper’s Delight - Street	Choreographic Toolkit - Jazz	Rapper’s Delight - Street
Year 8	Street Dance	Capoeira	Street Dance	Capoeira	Street Dance	Capoeira
Year 9	Styles - Contemporary and Street	Styles - Jazz Choreographic Project - responding to a stimuli	Developing skills and techniques - Street Duet	Developing skills and techniques - Contemporary Duet	Urban Fairytales Mathew Bourne and Kate Prince	Responding to a set Brief
Year 10	Component 1 - Exploring the Performing Arts 30%	Component 1 - Exploring the Performing Arts 30%	Component 1 - Exploring the Performing Arts 30%	Component 1 - Exploring the Performing Arts 30%	Component 2 - Developing Skills and Techniques in the Performing Arts 30%	Component 2 - Developing Skills and Techniques in the Performing Arts 30%
Year 11	Component 2 - Developing Skills and Techniques in the Performing Arts 30%	Component 2 - Developing Skills and Techniques in the Performing Arts 30%	Component 3 - Responding to a Brief 40%	Component 3 - Responding to a Brief 40%	Component 3 - Responding to a Brief 40%

Drama

Subject		Drama
Director of subject Deputy director of subject		Siobhan Woolmer-Brennan Katie Fellows
Subject Intent		KS3 rotation - Year 7 and 8 Students in year 7 and 8 will study many different exciting units of work that are designed to build key drama skills and allow students to explore drama as well as developing key employability skills such as communication and teamwork. Units of work are based on the following areas; characterisation, physical theatre, script work and devising drama. KS3 - Year 9 Students in year 9 will begin their introduction to GCSE Drama following the structure of EDQUAS GCSE Drama specification. Throughout the year students will study the following drama skills; working with a text, core devising skills, study of live theatre, an understanding of design elements (lighting, sound, set design) KS4 - Year 10 and 11 EDUQAS GCSE Drama - C690QS Component 1 - Devising Theatre (practical and written unit) Students participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by the exam board. Learners must produce: • a piece of devised theatre • a portfolio of supporting evidence • an evaluation of the final performance Component 2 - Performance from a Script (practical unit) Students will study two extracts from the same performance text. They will participate in one performance using sections of text from both extracts. Component 3 - Interpreting Theatre (written unit) Set text: ‘Find Me’ by Olwen Wymark. Students will complete a series of questions on the set text from the perspective of a designer, director and performer. Students will also complete one question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.
Years of study		KS3 - Year 7 and 8 - 1 hour a week on rotation with Dance and Music KS3 - Year 9 - Option subject 2 hours a week KS4 - Year 10 and 11 - Options subject 3 hours a week
Exam board		Eduqas
External websites utilised		EDUQAS - https://www.eduqas.co.uk/media/lb1dmlvt/eduqas-gcse-drama-spec-from-2016-e-04-09-23.pdf BBC BITESIZE - https://www.bbc.co.uk/bitesize/subjects/zk6pyrd DRAMA RESOURCES - https://dramaresource.com/drama-resources/
Useful resources		Year 7 Knowledge Organisers: https://drive.google.com/drive/folders/1pjWJF3EW2aZFpA1C7KAeEofFZLTZTAOC Year 8 Knowledge Organisers https://drive.google.com/drive/folders/1B3q_lLfZiE01L_w5GXEzpRvwkNyBVh3- Year 9 Knowledge Organisers