MG 8884

Departments

Departments

Art

Teacher Contact

Mrs MonkleyMrs Monkley

Head of Art

Miss O'NeilMiss O'Neil

Teacher

Mrs BarnesMrs Barnes

Teacher

Year 7 Curriculum Summary

Colour theory

Textures and mark making

Landscape painting

Formal elements of drawing

Design and pattern

Print making

Year 8 Curriculum Summary

Multicultural - Africa / Australia / Orient

Observational drawing

Media experimentation

Textile Design

Textile painting

3D design

3D Construction

Year 9 Curriculum Summary

Observational drawing – still life

Steam punk

Self Portrait

Abstract painting

GCSE Curriculum Summary

Examination Board: WJEC

The examination will consist of two components

Candidate’s portfolio 60% of the mark

Externally set project 40% of the mark

Course outline

The WJEC GCSE in Art and Design is designed to provide engaging, challenging, coherent and meaningful learning experiences through a flexible structure that supports the sequential and incremental development of creative practice. Our rewarding and immersive programme of study broadens experience, develops imagination and technical skills, fosters creativity and promotes personal and social development. The focus of the course is to nurture an enthusiasm for Art, Craft and design and through a broad introductory foundation programme, to develop critical, practical and theoretical skills that enable students to gain a holistic understanding of a range of practices and contexts in the visual arts, crafts and design fields.

Examination and coursework requirements

The WJEC GCSE Art and Design is conceived as a two year course. It consists of two units:

Unit 1 ‘Portfolio’ (60% of qualification) encourages adventurous and open programme of study that promote purposeful exploration, experimentation and opportunities for productive personal expression.

Unit 2 ‘Externally set Assignment’ (40% of qualification) enables students to apply the knowledge , understanding and skills that they have acquired in Unit 1 by producing an appropriate outcome within a set time frame to demonstrate their best achievement.

The course is designed to encompass four principle areas for critical, practical and theoretical study of art, craft and design. These emphasise the qualities of analytical understanding, practical experimentation, researching and individual expression required at GCSE level. The assessment objectives headings below have been provided to assist students.

AO1 Critical understanding

AO2 Creative making

AO3 Reflective recording

AO4 Personal presentation

Creative, Media & Performance Arts Entry Pathways

An alternative to Art and Design GCSE

The Creative, Media & Performance Arts Entry Pathways qualification can be adapted for learners for whom the assessment demands for Art and Design GCSE may be too challenging. Teachers will be able to advise you if you ate unsure about whether you would be a suitable candidate for this course.

This qualification would suit learners who really enjoy Art and design but who find the fast pace, vast portfolio and sitting external set examinations difficult, as this qualification is coursework based with no examination at the end of the course.

Entry Pathways is a flexible and personalised course, enabling schools to combine units to create programmes of study suitable to individual leaners.

The coursework units offered aim to enable learners to acquire the skills and / or knowledge required to explore and develop outcomes in the disciplines of

  • Painting and drawing.
  • Photography
  • Printmaking
  • Textiles
  • Three dimensional design

All units have a credit value attached to them.

Learners can build up credits by following each unit and completing work which fulfils the assessment criteria for that unit.

  • Award        ( 9 - 12 credits)
  • Certificate ( 13 - 36 credits)

Diploma     ( 37+ credits)

Computing

Miss GatissMiss Gatiss

Head of ICT / Computing

Mr GriffithsMr Griffiths

Teacher

 

Design & Technology

Mr WintleMr Wintle

Head of Design & Technology

TmckeeverMr McKeever

Teacher / Assistant Headteacher

Mr PetersMr Peters

Technician

 

Drama & Performing Arts

Mrs HobbsMrs Hobbs

Head of Drama / Head of Year

 

English

Mrs LynchMrs Lynch

Head of English

Mrs KenvynMrs Kenvyn

Teacher / Assistant Head of Year

Mrs MaclaughlandMrs Maclaughland

Teacher / Head of Year

Miss HarrisMiss Harris

Teacher

Mrs SalehMrs Saleh

Teacher

Mrs LittleMrs Little

Teacher

Miss ClaveyMiss Clavey

Teacher

Miss MohammedMiss Mohammed

Teacher

Mr WalentinMr Walentin 

Teacher

Mrs DooleyMrs Dooley

Librarian

 

Geography

Mr LewisMr Lewis

Head of Geography

Joshua stampMr Stamp

Teacher

Gemma croweMiss Crowe

Teacher

All students study Geography at Key Stage Three and it is optional at Key Stage Four. Geography is an academic subject and is linked both to Humanities and Science. We learn about both Physical and Human Geography environments from around the world. We develop our understanding of why things happen and how they can affect both people and the environment e.g. earthquakes or population growth. We develop a wide range of skills including literacy, numeracy, spatial awareness, data collection, presentations and map skills.

The Geography Department runs many educational visits for all year groups including River, Coastal and Urban Fieldwork studies. We also take an annual educational excursion abroad to places like Iceland and Sorrento, Italy.

Key Stage 3

At KS3 pupils learn about many aspects of human and physical Geography. In Year 7 pupils cover Map Skills, Wales, Kenya and Coasts.

In Year 8 pupils cover a Traffic Enquiry, Tourism, Globalisation of Sport, Planet Earth, Antarctica, Rainforests and Weather and Climate.

In Year 9 pupils will study the topics Volcanoes and Earthquakes, People Everywhere, Globalisation of Fashion, Crime, Climate Change and Tsunamis.

Key Stage 4

GCSE Geography is an academic subject and highly desired by Universities. It is an exciting and very popular subject at GCSE. It teaches you a wide range of skills and opens many opportunities to employment.

There are three units of work to cover at GCSE. In Year 10 we study Unit 1 which is worth 40% of the course. The exam will be at the end of Year 11. This unit covers the topics of Volcanoes and Earthquakes, Rivers, Flooding, Coasts, Population Growth, Retail and Global Cities.

At the end of Year 10 we will start Unit 3 which is the controlled assessment element worth 20% of the course. For Unit 3 we will complete two fieldwork investigations involving two fieldwork trips. These will change every year depending on the topics set, but may include river studies, coastal studies, tourism investigations in places like Porthcawl, population investigations or studies of redevelopments to city centres like St David’s II.

In Year 11 we will study Unit 2 which is worth 40% and will be tested by an examination at the end of Year 11 along with Unit 1. In Unit 2 we will study the topics of Weather Hazards, Climate Change, Rainforests and Ecosystems, Development and Globalisation.

History

Mrs TrubyMrs Truby

Head of History

Mrs PrataliMrs Pratali

Teacher / Assistant Headteacher

Mr ThomasMr Thomas

Teacher / Assistant Head of Year

Miss MolcherMiss Molcher

Teacher / Assistant Head of Year

 

Year 7 Curriculum Summary

  • What is History? A short introduction to key skills, terms and definitions used in History.
  • Why was 1066 a year of Crisis?: Topics include the Norman Conquest of 1066 and its aftermath.
  • What was life like in Medieval times? Topics include life in a Medieval village and The Black Death.

Year 8 Curriculum Summary

  • The Tudors (Major political and religious changes during the Tudor period, and the personalities and policies of the Tudor monarchs)
  • Wales and Britain during the Industrial Revolution c. 1750-1900.

(How and why Britain became an industrial nation and what the social, economic and political consequences were).

  • The Slave trade.

Year 9 Curriculum Summary

  • Key events in the 20th Century, (WWI, WWII, the study of the Holocaust).

GCSE Curriculum Summary

Unit 1:  An in-depth Study - Depression, War and Recovery, 1930-1951

Topic areas include:

•            The causes of the Depression - The impact of the Wall Street Crash in the USA and the onset of a world -wide         Depression.

•            How did people cope with the challenges of the Depression years?

•            The coming of WWII – how effectively did people prepare for war?

•            Life during WWII, including the effects of the Blitz, evacuation, rationing and the role of women.

•            Keeping up morale: The importance of radio, cinema and propaganda  posters during WWII.

•            Life after war and rebuilding the country  - war damage, setting up of the NHS, educational opportunities etc.

Unit 2: An in-depth Study - Germany in Transition, 1919-1939

Topic areas include:

•            Impact of WWI on Germany. The setting up and collapse of the Weimar Republic.

•            The rise of the Nazi party and the reasons why Hitler came to power

•            The Nazi consolidation of power – how did Hitler become a Dictator?

•            Nazi economic, social and racial policy - including the impact the Nazis had on unemployment, leisure time,   

              women, young people, attitudes to religion and the treatment of the Jews.

•            Nazi control and terror - the use of propaganda and censorship, the  police state , the role of the SS, Gestapo,       

               Concentration Camps etc.

•            Hitler’s foreign policy – What factors led to the outbreak of war in 1939

Unit 3: A thematic study – Changes in Health and Medicine, c.1340  to the present day

Topic areas include:

•            Main causes of illness and disease over time.

•            Attempts to prevent illness and disease over time.

•            Advances and progress in medical knowledge over time.

•            Developments in patient care over time.

•            Developments in public health and welfare.

•            Urban Cardiff in the 19th Century .

Unit 4: Non examined Assessment (N.E.A)

This  is a piece of extended writing written up in class, and it will either be on the impact of WWI, or the role and significance of Martin Luther King in the USA .

Home Economics

Mrs WilsonMrs Wilson

Head of Home Economics /

Head of Year

Mrs GunninghamMrs Gunningham

Teacher

Mrs Taylor-JonesMrs Taylor-Jones

Technician

Mrs JacobMrs Jacob 

Technician

WJEC Hospitality and Catering (Food)

The WJEC Award in Hospitality and Catering has been designed to support learners in schools and colleges who want to learn about this sector and the potential it can offer them for their careers or further study. The new Hospitality and Catering course has been designed around the concept of a 'plan, do, review' approach to learning. This mirrors many work related activities in hospitality and catering industries and allows learning to take place in a range of contexts. This approach enables learners to apply and extend their learning. Current A*-C equivalent pass rate at Corpus is over 92%.

Examination and Coursework Requirements

Topics of the study include:

  • The Hospitality and Catering Industry
  • Hospitality and Catering in Action

Assessment will consist of:

Unit 1: The Hospitality and Catering Industry will be externally assessed. Learners apply their learning by considering all aspects of the vocational sector. The key task is to propose a new hospitality and catering provision for a specific location. Learners will use their learning of different types of establishment and job roles to determine the best option. They will then apply their learning in relation to front of house and kitchen operations to determine how the proposed hospitality and catering provision will operate to meet the needs of their potential market. This unit provides a broad introduction to the vocational sector in a way that is purposeful and develops a range of transferable skills.

Unit 2: Hospitality and Catering in Action is internally assessed. Learners apply their learning to safely prepare, cook and present nutritional dishes. They will draw on their learning of different types of provision and kitchen and front of house operations in Unit 1, as well as personal safety in their preparations. The content is relevant not only to employees within food production, but also those with a responsibility for food safety in the industry, nutritionists and managers and owners. This extends the learners appreciation of the whole area beyond the kitchen environment.

Why study Hospitality and Catering?

Employment in hospitality and catering can range from waiting staff, receptionists and catering assistants to chefs, hotel and bar managers and food technologists working for supermarket chains. The hospitality and catering sector includes all businesses that provide food, beverages, and/or accommodation services. This includes restaurants, hotels, pubs and bars. It also includes airlines, tourist attractions, cruise-liners, hospitals and sports venues; businesses where hospitality and catering is not their primary service but is increasingly important to their success.

WJEC GCSE HEALTH AND SOCIAL CARE, AND CHILDCARE

Brand new course for 2019

The WJEC GCSE in Health and Social Care, and Childcare equips learners with knowledge, understanding and skills related to the development and care of individuals throughout the life cycle from conception to later adulthood. Learners have the opportunity to develop their understanding of influences on human growth, development, behaviour and well-being. They will also gain an understanding of the social, physical, emotional, and cultural needs of people who use care and support services, and recognise that each individual has a unique blend of abilities and needs. Learners will gain an understanding of how service provision in Wales supports the development and well-being of individuals, to be able to make informed decisions now and in later life. This specification has been designed to include contemporary issues in relation to the provision of an ethical and sustainable health and social care, and childcare system in Wales, and to create independent learners that can make informed decisions about further learning opportunities or continuing into related career choices.

Unit 1

Human growth, development and well-being Written examination: 1 hour 30 minutes 40% of single award qualification 80 marks Learners should be given the opportunity to develop their knowledge and understanding of the four areas of content. Areas of content:

· Human development across the life cycle

· Physical, social, emotional and intellectual health

· The importance of active participation on development and well-being

· Early intervention and prevention to promote and support growth, development and well-being for a range of conditions and their circumstances

Unit 2 (Coursework)

Promoting and maintaining health and well-being Non-exam assessment: 25 hours 60% of single award qualification 120 marks This non-exam assessment (NEA) is composed of two tasks set by WJEC. Pupils will be given the opportunity to develop their knowledge and understanding of the three areas of content. Areas of content:

· Health and social care, and childcare provision in Wales to promote and support health and well-being

· Public health and health promotion across the life cycle

· Factors affecting health and well-being across the life cycle

Maths

Mr Jones-PritchardMr Jones-Pritchard

Head of Maths

GbussellMrs Bussell

Teacher /

Assistant Headteacher

Mr O'NeillMr O'Neill

Teacher

Mrs DonovanMrs Donovan

Teacher

Miss HespMiss Hesp

Teacher

Miss BishopMiss Bishop

Teacher

Mrs LingMrs Ling

Teacher

Rhydian harrisMr Harris

Teacher

Simon taylorMr Taylor

Teacher

 

Modern Foreign Languages

Mrs LangdonMrs Langdon

Head of Modern Foreign Languages

Mrs CarringtonMrs Carrington

Teacher

Miss CatherineMiss Catherine

Teacher

Rhiannon hughesMiss Hughes

Teacher

 

Music

Mrs EvansMrs Evans

Head of Music

Joey gargaroMr Gargaro

Teacher

MUSIC & PERFORMING ARTS DEPARTMENT

KS3 CURRICULUM SUMMARY

YEAR 7

Heroes & Villains Performing and Composing Superheroes and villains’ themes as part of our introduction to the 8 elements of music.

Cymraeg Cerddoriaeth Perform and improvise using a Welsh folk song.

Pop Music An introduction to Popular Music through listening activities and performance tasks.

YEAR 8

Film Music Create incidental film music and develop their knowledge of devices used for composing techniques.

Samba Develop knowledge of Samba drumming and polyrhythmic patterns.

Song writing Compose songs using a given theme.

YEAR 9

Jazz & Blues Develop an understanding of the eras of jazz through listening tasks. Perform a piece of swing music with improvisations using the blues scale.

Reggae Perform, arrange and prepare a piece of Reggae music.

Rap and Dance Create own raps and dance tracks using loops and multi-trackers.

GCSE MUSIC CURRICULUM SUMMARY

AREA OF STUDY 1: Musical Forms & Devices

- Musical forms – Binary, ternary, minuet & trio, rondo variation and strophic forms and devices used in Western Classical Tradition.

- Music of the Baroque, Classical & Romantic eras.

- An analysis of set work 1: Peer Gynt Suite no 1. Anitra’s Dance by Grieg

AREA OF STUDY 2: Music for Ensemble

- A focus on texture and timbre.

- A study of diverse musical styles composed for ensemble, such as jazz and blues, musical theatre, chamber music and Welsh folk music.

AREA OF STUDY 3: Film Music

- Consider how film music is created, developed and performed and the impact it has on its audience.

- The understanding of the relationship between mood, atmosphere and emotion with music.

AREA OF STUDY 4: Popular Music

- The impact of music technology on the development of pop music.

- A focus on a variety of popular music styles.

- An analysis of set work 2: Everything Must Go by Manic Street Preachers

ASSESSMENT SUMMARY

Performing 35% Perform two pieces, one of which must be an ensemble performance and create a programme note for one of the chosen pieces linked to an area of study.

Composing 35% Compose two pieces, one of which must be in response to a brief set by WJEC. Create a written evaluation of this piece.

Appraising This unit is assessed via a listening examination. There are eight questions in total. Two of the eight questions are based on prepared extracts set by WJEC.

Performing Arts CURRICULUM SUMMARY

WJEC Vocational Level 2 in Creative & Media

UNIT 1: Creating a proposal in response to a given brief (25%)

A theme is set by WJEC and pupils create a response to this theme. This is usually in the form of a musical production showcase. The planning process is completed but the actual product is not performed. There are 20 hours of controlled assessment for pupils to develop their idea by considering the costumes, equipment, staging etc. and students then complete a 2-hour exam.

UNIT 2: Creating an outcome in response to a given brief (25%)

Pupils will be set a brief by their teacher to create a production. This will be organised and structured entirely by the group of students, and they will each fulfil a necessary production role when putting a staged show together at an evening performance which they have organised.

UNIT 3: Skills development (50%)

Develop a skill in –

· Stage Acting

· TV/Film Acting

· Physical Theatre

· Set/Costume design

· Lighting/Sound design

· Solo Dance

· Group Dance

· Choreography

· Solo Music Performance

· Ensemble Music

Physical Education

Mr JamesMr James

Head of Boys PE

Mr LloydMr Lloyd

Teacher / Head of Year

Mrs HarrisMrs Harris

Head of Girls PE

Mrs HughesMrs Hughes

Teacher

Mrs LloydMrs Lloyd

Teacher

Emily burrowsMiss Burrows

Teacher

 

Religious Education

Mr BurkeMr Burke

Head of Religious Education

Mrs KellyMrs Kelly 

Teacher /

Assistant Head of Year

Mrs McKeeverMrs McKeever

Teacher

Kevin timothyMr Timothy

Teacher

Richard sadlerMr Sadler

Teacher

JRMr JR Diaz

School Chaplain

 

Science

Mr MuggletonMr Muggleton

Head of Science

Mrs LlewellynMrs Llewellyn

Head of KS3 Science / Assistant Headteacher

Mr TrubyMr Truby

Teacher / Assistant Headteacher

Mr HarrisMr Harris

Teacher / Deputy Headteacher

Mr HampsonMr Hampson

Teacher / Assistant Headteacher

Mr KellyMr Kelly

Teacher

Mrs KillenMrs Killen

Teacher

Mrs JenkinsMrs Jenkins

Teacher

Mr RobertsMr Roberts

Teacher / Head of Year

Robert hughesMr Hughes

Teacher

Lucy HowlettMiss Howlett

Teacher

Mrs DewMrs Dew

Science Technician

Mrs Collins

Science Technician

Mr ValentineMr Valentine

Science Technician

Science in KS3:

In KS3, students study Biology, Chemistry and Physics in a modular format. Tests are conducted after sets of modules have been completed to help inform the teachers of the pupils understanding of the topics and to allow pupils to gain valuable practice at exam technique. Experimental work is a big part of Science and is conducted throughout modules. A practical assessment is also carried out each term to assess the pupils Science practical skills.

Year 7 Curriculum Summary:

  • Safety, Measurement and Basic Experimental Skills
  • Cells, Forces and States of Matter
  • Classification, Body Systems part 1, Magnetism and Elements, Mixtures and Compounds
  • Producers and Consumers and Dissolving

Year 8 Curriculum Summary:

  • Food and digestion, Energy Speed and Separation
  • Microbes and the periodic table
  • Leaves and Photosynthesis, Body Systems part 2 and Space
  • Materials and Waves and the Electromagnetic Spectrum

Year 9 Curriculum Summary:

  • Variation and Inheritance, Changes of Matter and Heat Transfers and Acids and Bases
  • Reproduction, Electricity and the Reactivity Series

After Easter the Year 9’s start work on the Year 10 topics

 

Science key stage 4 - curriculum 

Welsh

Mrs JamesMrs James

Head of Welsh

Mrs S JenkinsMrs Jenkins

Teacher

Mrs MolcherMrs Molcher

Teacher

Miss GriffithsMiss Griffiths

Teacher / Assistant Head of Year

Mrs LoveMrs Love

Teacher / Head of Welsh Bacc

 

WELSH CURRICULUM SUMMARY

Blwyddyn 7/Year 7:

Tymor 1/Term 1 – Fi Fy hunan, Teulu a Ffrindiau (Myself, Family and Friends)

Tymor 2/term 2 – Ysgol (School)

Tymor 3/Term 3 – Gwyliau (Hollidays)

 

Blwyddyn 8/Year 8:

Tymor 1/Term 1 – Adloniant a’r cyfryngau (Entertainment and the Media)

Tymor 2/Term 2 – Dathlu (Celebrating)

Tymor 3/Term 3 – Bywyd Iach (Healthy Lifestyle)

 

Blwyddyn 9/Year 9:

Tymor 1/Term 1 – Yr Ardal + Yr Amgylchedd (Area and the Environment)

Tymor 2/Term 2 – Problemau Pobl Ifanc (Problems facing young people)

Tymor 3/Term 3 – Cyflogaeth (Employment)

 

Blwyddyn 10/Year 10:   UNED 1/UNIT 1

Tymor 1/Term 1 – Cyflogaeth + Ffrindiau (Employment + Friends)

Tymor 2/Term 2 – Cymru a’r Byd (Wales & the World)

Tymor 3/Term 3 – Ieuenctid (Youth)

From term 1 pupils will be prepared for their Unit 1 group speaking test as lesson content matches previous film clips

This involves pupils responding to a short film clip in Welsh in their groups/pairs and is worth 25% of the overall grade at GCSE

 

BlwyTymor 2/term 2 – Ysgol (School)

Tymor 3/Term 3 – Gwyliau (Hollidays)

ddyn 11/Year 11:   UNEDAU 1, 2 a 3/UNITS 1, 2 and 3

Tymor 1/Term 1 – gorffen Ieuenctid (Complete Youth)

Tymor 2/Term 2 – adolygu Cyflogaeth a Chymru a’r Byd (revise Employment Wales & the World)

Tymor 3/Term 3 – Unedau 2,3 a 4 (Units 2, 3, and 4)

 

Throughout the year pupils will be prepared for Units 1, 2 and 3 as lesson content matches example tasks.

Uned 2(Unit 2) - 25% group/pair speaking task. Pupils respond to Welsh text in their groups/pairs

Uned 3(Unit 3) - 25% 1.5 hour writing/reading paper

Uned 4(Unit 4) - 25% 1.5 hour writing/reading paper

Welsh Bacc

Mrs LoveMrs Love

Head of Welsh Bacc

Miss MolcherMiss Molcher

Teacher / Assistant Head of Year

 

The Welsh Baccalaureate is an award that is given to each pupil if they pass 5 GCSE A* to C including English, Maths or numeracy and successfully complete the skills challenge certificate. 

The aim of this is to bridge the gap between being a school pupil and basically being a young adult.   The Skills Challenge Certificate is intended to teach pupils  transferable skills for education and employment. The primary aim is to enable learners to develop and demonstrate an understanding of and proficiency in enterprise and employability skills, community skills, global citizenship skills and independent enquiry skills all of which are the key aims in the new curriculum which is being launched in the near future.

We teach pupils a number of key skills which are useful in the work place, Communication, Numeracy, Digital Literacy, Planning and Organisation, Creativity and Innovation, Critical Thinking and Problem Solving, and Personal Effectiveness. The emphasis is on applied and purposeful learning and to provide opportunities for assessment in a range of real life contexts through three Challenge Briefs and an Individual Project.

Year 10 Curriculum Summary

In Year 10 we aim to cover two of the three Skills Challenges, Global Citizenship and Enterprise and Employability.

In Global Citizenship we learn to 

  • analyse sources and complete a Pestle Analysis in order to form Personal Standpoint on a Global issue.  

  • create a raising awareness pack and use SWOT techniques to make decisions

  • reflect on  the process in order to improve in the future

In Enterprise and Employability we learn to 

  • assess our own skills using a skills audit and develop ways to address weaknesses

  • apply for jobs

  • set up a business and pitch ideas

  • reflect on the process in order to improve in the future

 

Year 11 Curriculum Summary

In Year 11 we aim to cover the final Skills Challenge, the Community Challenge and the Individual Project.

In Community Challenge we learn to 

  • about what a community is and what is means to us

  • contribute to improving our school community 

  • complete a Personal Digital Record (PDR)

  • reflect on the process in order to improve in the future

In the Individual Project we learn to 

  • research a topic of personal interest

  • use primary and secondary evidence

  • assess aims and objectives

  • synthesize information to form an opinion

  • self evaluate