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Lealands High School

Lealands High School

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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