| Whoâs Who? | Head of Department – Mrs V Charlett
Teacher of Art – Miss E Lyons |
| Our Curriculum Intent | Here at SFX we actively encourage all students to achieve their true potential by providing a stimulating and inclusive curriculum, ensuring that all students experience challenge and enjoyment through art, craft and design. We celebrate our faith in Art by encouraging boys to depict the true meaning of Christmas in our annual School Christmas Card Competition.
The department aims to develop studentâs identity in a contemporary society and within their locality; developing understanding of cultural diversity and the need for mutual respect, in addition to offering the opportunity for spiritual and ethical development. This is especially important in a Post-Covid curriculum where SEMH has been affected and impacted on social interaction. Additional support at extra-curricular sessions at lunch and after school help further foster the strong relationship between staff and students and this in turn boosts studentsâ confidence, progress and individuality. We also cultivate skills in effective communication, both through visual language and expression of opinion. Celebration of studentâs achievements are promoted through our excellent classroom and whole school displays, and via social media which allows for a wider platform to regularly share the vast array of creative responses our boys make throughout the year. We also raise awareness of the varied career paths which can lead on from studying the subject so students are able to make informed decisions about their future. It is important that students are made aware from the outset, not only what is expected from them when they enter the Art Department but what they can expect to receive in return. We aim to: Ensure that all students experience pleasure and enjoyment through Art, Craft and Design activities. Encourage all students to achieve their potential ensuring equal opportunities and inclusive policies. Develop studentsâ awareness of cultural diversity and the world they inhabit and respect of others Promote confidence in exploring, experimenting, sharing ideas and more in importantly expressing themselves and voicing opinions underpinned by knowledge Commend high standards of work and effort |
| Curriculum Overview | KS 3: All students in KS3 will learn about the âFormal Elementsâ (line, shape, form, colour, texture, pattern, composition) across the key stage. They will also study a wide range of Contextual Sources which will refer to an appropriate mix of both historic and contemporary and covering artists with specialisms such as: painting, printmaking, installation/sculpture, photography/film, illustration, graphic design, architecture, fashion, textiles, ceramics.Homework is used to broaden experience of what is learnt in lessons and also gives students the opportunity to develop independent learning skills. 1-2 pieces are set per half term and comprises both research based and practical activities.KS4: All students in KS4 will build on their knowledge and understanding of the âFormal Elementsâ learnt in KS3, with increasing depth and nuance and will expand on their independent learning skills. They follow the AQA Art, Craft and Design endorsement they will be able to:Develop ideas through investigations, demonstrating cultural understanding of sourcesRefine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processesRecord ideas, observations and insights relevant to their intentions as work progressesPresent a personal and meaningful response that realises intentions and demonstrates understanding of visual languageKS5: All students in KS5 will advance the technical skills learnt in KS4; introducing a more academic analytical approach to their studies. They follow the AQA Art, Craft and Design endorsement they will be able to:Develop their ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understandingExplore and select appropriate resources, media, materials, techniques and processes, reviewing and refining their ideas as their work developsRecord observations and insights relevant to intentions, reflecting critically on work and progressPresent a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and or other elements |
| Enrichment Opportunities | KS3 – Local Galleries
KS4/5 – Visits to London and Glasgow galleries Yorkshire Sculpture Park |
| How To Support Your Child’s Learning | KS3: Homework help â Lunch times daily
After school by invitation only â 3:10-4:30 pm every Thursday in A1 and A2 KS4: Lunch times daily After school 3:10-5pm every Tuesday in A1 and every Thursday in A1 and A2 KS5: Use of 6th Form art room as a studio space throughout the school day |
| Where To Go: | Tate Liverpool
The Walker Art Gallery FACT The Open Eye Gallery Speke Hall Bluecoat Chambers World Museum The Liverpool Museum The Slavery Museum |
| What To Watch: | Grayson Art Club – Channel 4
Grand Designs – Channel 4 George Clrakeâs Amazing Spaces – Channel 4 Interior Design Masters – BBC Landscape Artist of the Year – Sky Portrait Artist of the Year – Sky Sky Arts |
| What To Read: | The Story of Art – E H Gombrich
Ways of Seeing – John Berger Drawing on the Right Side of the Brain – Betty Edwards The Art Book – Phaidon Press The Art of Protest – De Nichols |
| Online websites: | Exam Board
Galleries and other sources: |
| Whoâs Who? | Ms McParland – Head of Department
Mrs Williams Mr Adamson Mrs Callaghan |
| Our Curriculum Intent | The intent for the Business Studies Department at SFX is to provide opportunities through the curriculum to develop commercially minded and enterprising individuals. Business Studies should enable pupils to: – Know about entrepreneurs. – Understand what makes a successful entrepreneur. – Develop an awareness of their enterprise capabilities so that they are able to consider owning their own business as an alternative career path. They should also be equipped with the employability skills needed for the changing world of work and entrepreneurship. -Have the opportunities for real life examples and knowledge about business in the real world therefore challenging and enriching the pupilsâ vocational opportunities. – Develop knowledge and understanding of business and economic concepts and terms. – Develop knowledge and understanding of their role in business and as a wider part of society and the economy. – In addition to learning about business theory and calculations, pupils will be required to consider the health, social, moral and ethical issues surrounding business decisions and the impact that businesses can have on a wide range of stakeholders. – Develop an interest in current business and economic affairs by reading widely around the subject in newspapers, as well as watching business related television programmes. The Business Studies curriculum at SFX is designed to give pupils the necessary knowledge and skills they need to live in the business orientated world in which we live. It has also been designed to prepare pupils who wish to pursue both academic and vocational Level 3 courses in business and related areas for those who would like to begin an apprenticeship in the field of business. The Business curriculum is planned to develop knowledge and understanding of financial literacy. Pupils have opportunities to develop their financial awareness and to master the skills needed to analyse and interpret financial documents. By the end of KS4, pupils are expected to be able to talk and write knowledgeably about business, enterprise and the economy, using subject specific language accurately and confidently. They should be able to utilise Business specific skills such as making links between different units of work; analysing and interpreting business case studies and understanding financial information and language.
KS5 Business and Economics Business at Key stage 5 is delivered to develop a student on their passion and creativity for the subject, the course overarches knowledge with skills to allow the student to be thorough in their theories of the focal topics of business decision making and economic theory. It consolidates the topics in a two year course to provide an in-depth understanding of the global business context as well as the student explaining the how and the why of a business decision. KS5 Cambridge Technical Level 3 The Cambridge Technical takes a holistic approach to the subject, students can demonstrate the interrelated nature of business using business models, theories, and techniques to support analysis of contemporary business issues and situations to provide a dynamic understanding of business. The content is designed to engage students through topics and issues that are relevant in todayâs society â they will study customers and communication, business ethics and globalisation which are covered throughout the topics. Students will develop the knowledge and skills needed to analyse data, think critically about issues, and make informed decisions â all skills that are needed for further study and employment. |
| Curriculum Overview | KS4 – Our areas of study over the two year syllabus include: Business Activity, Marketing, People, Operations, Finance, Influences on Business, The interdependent nature of business.
KS5 – A Level – Our areas of study over the two year syllabus include: 1. What is business? 2. Managers, leadership & decision making. 3. Decision making to improve marketing performance. 4. Decision making to improve operational performance. 5. Decision making to improve financial performance. 6. Decision making to improve human resource performance. 7. Analysing the strategic position of a business. 8.Choosing strategic Direction. 9. Strategic methods: how to pursue strategies. 10. Managing strategic change. A Level Economics – Our areas of study over the two year syllabus include: The operation of markets and market failure – 1. Economic methodology and the economic problem. 2. Price determination in a competitive market. 3. Production, costs and revenue. 4. Competitive and concentrated markets. 5. The market mechanism, market failure and government intervention in markets. The national economy in a global context – 6. The measurement of macroeconomic performance. 7. How the macroeconomy works: the circular flow of income, AD/AS analysis, and related concepts. 8. Economic performance. 9. Macroeconomic policy. Cambridge Technical Extended Certificate – Coursework and externally examined units are studied over the two year course. Units of study are: The business environment. Working in Business. Customers and Communication. Marketing & Market Research. Principles of Project Management. This qualification is equivalent to 1 A Level. Cambridge Technical Diploma – Coursework and externally examined units are studied over the two year course. In addition to the units studied within the CTEC Extended Certificate course, students studying the CTEC Diploma also study the following units: Marketing Strategy, Marketing Campaign, Change Management, Principles of Project Management, Delivering a Business Project. |
| Enrichment Opportunities | Students have the opportunity to explore different job roles through interviews, listening and engaging with guest speakers, volunteering to work for charities and work experience. Many of our students in KS5 have part-time jobs and are able to bring business theory to life in the taught lesson. Business students explore cultural development and ethics through units covered, e.g. Year 13 theme based on Globalisation |
| How To Support Your Child’s Learning | Parents/Carers can also support by encouraging your child to attend extra revision sessions and ensuring homework is completed in a timely fashion. Discussions on Business news and watching the Business news together on a regular basis will facilitate a deeper understanding of the subject in a real world context |
| Where To Go: | Within our locality there are many places to visit which are rich in cultural capital and have a link to business. Our local football clubs provide opportunities to see how finance, corporate social responsibility and marketing practices operate. Tourism in our city is an area which develops our local economy and there are many places to visit to experience different businesses which attract international interest in terms of music and history. |
| What To Watch: | The Dragonâs Den
The Martin Lewis Money Show Watchdog Sky news & business news on major stations Tutor2u – Youtube Inside the Factory Unifrog – clips, MOOCs |
| What To Read: | KS4 & KS5 CGP Revision GuidesBBC Business News
The Guardian The Financial Times Students are encouraged to make well informed decisions based on the business or economic strategies they have learnt. We encourage the student to take on wider reading through business sections in newspapers and an approach of autonomy for learning about the diverse economies in the world and changing business world. It develops an analytical, rigorous and critical approach to the decision making process for a business student, capturing a skill set which can be used in the workplace or university. |
| Online websites: | KS4
BBC Bitesize https://www.bbc.co.uk/bitesize/examspecs/zhrphbk KS5 Business & Economics A Level |
| Whoâs Who? | Curriculum Leader:Â Mrs J Holmes
Teaching Staff: Mr L. Atkinson Mrs L.Cavanagh Miss K. Lindop Mr T.Cartwright |
| Our Curriculum Intent | It is the aim of the Computer Science department to enable all students to develop skills and knowledge in Computer Science, IT and digital technologies to prepare them for their future in a world where the use of this technology is fully embodied. We wish to enthuse students to have an understanding that goes far deeper than just interacting with the interface that they currently operate.
We aim to enable students to develop a passion for this subject and an understanding that there are no limits to their own development in programming and IT. An important life skill for anyone is to be able to problem solve and we aim to allow students to embrace the unknown and give them the confidence to feel empowered in their approach to the more challenging aspects of computer science. Our students will:
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| Curriculum Overview | KS3 Overview
We deliver a broad and balanced KS3 curriculum that leads seamlessly into both strands of Computer Science and Information Technology at KS4 KS4 Overview GCSE Computer Science continues the development of key skills and knowledge gained in KS3. Students will develop their understanding of Cyber Security, Networks, Programming, Binary, Logic and Legislation linked to Computer Science through varied study techniques that utilise a range of online materials and resources with the aim of establishing critical thinking skills. Cambridge National in Information Technology allows students to cover topics such as IT in the digital world, Human Computer Interaction (HCI) Cyber Security and Digital communications and then putting the skills and knowledge gained from theory into practice during two practical assignments in Spreadsheet system Design and Augmented Reality. KS5 Overview In KS5, A level Computer Science allows progression from GCSE and gives students further opportunity to develop and perfect programming skills including individual game design. The BTEC First National in Information Technology allows our more practical students to develop system design skills in web creation and to understand the wider benefits of social media in business. |
| Enrichment Opportunities | Coding Workshops, Tech workshops, Lunchtime revision sessions. |
| How To Support Your Child’s Learning |
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IDLE Python- Trinket |
| Whoâs Who? | Curriculum Leader: Mr D Bowers
Teaching staff: Ms M Baguley Miss E Lyons Mr T Fox |
| Our Curriculum Intent | To create independent problem solvers who can display a variety of practical and creative skills that enable them to express their understanding of design, manufacture and the wider contexts associated with our subject.
To give individuals an understanding of the social, cultural and moral constraints involved in design and manufacture. To also have an awareness of how our actions affect cultures and the environment we live in. |
| Curriculum Overview | https://docs.google.com/document/d/1adTqN3LPWayCeO5e-gqBZ74EEyhhUbre/edit |
| Enrichment Opportunities | Trips to Jaguar Land Rover and London (V&A Museum and Design Museum) are often arranged as enrichment activities. |
| How To Support Your Child’s Learning | Reading about the various areas of the subject.
Architecture, Engineering, Design, Manufacture. Watching the news and documentaries such as Grand Designs. |
| Where To Go: | Liverpool Museum.
All areas across Liverpool to see the listed buildings. |
| What To Watch: | Grand Designs
The Repair Shop The Great Interior Design Challenge Design for Life |
| What To Read: | Out of the Blue (Brunel University)
100 Things to Know About Inventions – In a Nutshell        You Can Draw Tom Gates with Liz Pichon     ClearRevise AQA GCSE Design and Technology 8552 |
| Online websites: | Seneca Learning
BBC Bitesize Technology Student How Stuff Works |
| Whoâs Who? | Curriculum Leader: Ms Hayes
Teaching Staff: Ms Shinks Mr Mansfield Mr Clark Mr Green Ms Griffin Ms Jones Ms Richardson Ms McDonald Mr S Stewart |
| Our Curriculum Intent | English should excite, enthuse and build upon the numerous skills taught at KS2. A love of reading and writing is fostered and continually promoted through various schemes of work and a rich variety of literary texts from the literary canon. Pupils are given the opportunity to explore the world of literature, current affairs and historical periods in time. They are taught to write in a variety of contexts, utilising a variety of structural and linguistic devices to enhance their technical ability.
We deliver a curriculum that is broad, ambitious and inclusive. Teaching within the English department is delivered, and refined, using the latest pedagogical frameworks and methodologies, supported by academic research such as Rosenshineâs Principles of Instruction. Our intent is that all Xaverians will have:
Our learning journey has been carefully planned. It is structured to ensure a sequenced acquisition of knowledge and skills so that students are continually supported in their development. Our plan ensures an incremental building of knowledge, vocabulary and skills. Recap and retrieval are features of our curriculum maps to ensure that knowledge is secure. Our curriculum maps are purposefully sequenced to ensure that students revisit knowledge, skills and task types regularly, and in different contexts, thus deepening their understanding and ensuring that knowledge is retained in their long term memory. Across each year group, we explore a range of literary texts through which we deliver the fundamentals of our intent. We study a diversity of authors, styles, texts and themes throughout all three key stages. There are purposefully recurring themes in our curriculum which means studentsâ thematic understanding becomes broad and deep. Students are given opportunities to make connections and comparisons across texts from different time periods. It is our desire that our curriculum ensures that no student leaves our school feeling socially, intellectually or emotionally disadvantaged, irrespective of their own personal situation. We ensure this through the study of literature from different cultures and traditions in order to develop studentsâ knowledge, empathy and prompt curiosity about the wider world. We believe that our varied literature choices over the three key stages will broaden our studentsâ social and cultural understanding. The English Department delivers the aims of the schoolâs mission statement through our diverse and thought-provoking curriculum, thus providing our students with the opportunity to live: âLife in all its fullnessâ. |
| Curriculum Overview | KS3 Curriculum:
There are opportunities to develop a love and thorough understanding of English language and literature. Pupils study plays, novels, short stories and poetry in each year group. It is a rich curriculum which covers texts from the literary canon, as well as seminal world literature. We have a thematic approach, covering, for example, dystopian and gothic fiction in Years 7 and 8. We cover fiction and non-fiction reading, writing, speaking and listening. It is a curriculum which builds upon KS2 and lays solid foundations for KS4; we study Of Mice and Men in Year 8 where we ensure context and authorial methods are covered in detail. Shakespearean texts are taught in Years 7, 8 and 9. KS4 Curriculum: KS4 pupils have English lessons every day with the same member of staff. All GCSE teachers are English specialists. It is a curriculum that teaches beyond what is required by the exam board specifications and fully prepares students for the rigours of Aâ Level English Literature. It is a rich and varied curriculum which spans the chronology of the literary canon. The resources made available to pupils fully prepares them for the skills they need to succeed at GCSE. They are given detailed revision notes and resources for both the English Language and Literature exams. Pupils are given detailed feedback on what they need to do to improve; they are also given the opportunity to redraft their work. Easter and weekend revision sessions are offered to pupils around the public exam season. Exemplar scripts, bought back from AQA, are shared with pupils and they are able to understand how they need to approach the examination to reach the top levels of 8 and 9. Assessment objectives are shared with pupils, so they are fully aware of how they need to answer questions in the examination. There are numerous enrichment activities made available to pupils. English Google classroom is furnished with a plethora of materials and resources to aid study and revision. KS5 Curriculum: AQA English Literature B is studied at KS5. We study the genres of Tragedy and Crime fiction. We focus on developing evaluative writing styles and full critical awareness. Pupils are encouraged to read widely, not just the set texts on the specification. Pupils are introduced to Liverpoolâs Central Library and the Universityâs Sidney Jones library. Pupils are expected to collate their own critical files, this prepares them for the independence required for undergraduate study. The department has subscribed to numerous Aâ Level websites and publications to help pupils with their understanding of academic literary study. Regular theatre trips are organised to enthuse and create enjoyment of the subject. We also attend Aâ Level lectures in Manchester each year. Support is given to pupils to confidently bridge the gap between KS4 and KS5, intervention strategies are put in place for those pupils who struggle with the transition between the two key stages. Pupils are given the chance to do regular presentations and are expected to do regular timed essays in exam conditions. |
| Enrichment Opportunities | Reading Club.
Film Club. Theatre trips. Lectures at local universities. Author/poet visits. Debating Club. Dungeons and Dragons Club. Writing for Pleasure. |
| How To Support Your Child’s Learning | Reading is key to success. Each pupil should be reading their own reading book for at least fifteen minutes each evening at home, parents should monitor this. Each pupil should have a reading book in their bag each day. Pupils should be fully equipped with a pencil case and dictionary/thesaurus. Pupils and parents should visit the Central Library in Liverpool as much as possible. |
| Where To Go: | Central Library, Liverpool.Local theatres: Empire Theatre, Shakespeare North Playhouse, The Everyman and Playhouse Theatres. |
| What To Watch: | Pupils should watch a variety of film versions of our set texts, which include: Of Mice and Men, A Christmas Carol, An Inspector Calls, The Tempest, Romeo and Juliet, Macbeth and Animal Farm. |
| What To Read: | Pupils should be encouraged to read a wide variety of both fiction and non-fiction texts. The department has a recommended reading list for each key stage. The school library is furnished with a plethora of interesting texts, which the pupils can borrow before or after school. |
| Online websites: | BBC Bitesize.
Click Revision. Mr. Bruff on Youtube The British Library The Royal Shakespeare Company. |
| Whoâs Who? | Curriculum Leader: Mr.Mansfield
Teaching Staff: Mr Evans |
| Our Curriculum Intent | The Eduqas GCSE Film Studies curriculum is ambitious and designed to give all learners the knowledge and âcultural capitalâ they need to succeed in life.
The films studied cover a wide range of topics and issues that will give learners opportunities for exploring controversial and thought provoking themes, and for challenging stereotypical concepts. We discuss issues such as: race and racism; social class and social values as well exploring representations of women and teenagers within cinema. Each year we receive a diverse cohort of students who are avid fans of this ever changing art form. We aim for all of our learners to emerge from the course with critical thinking skills and emotional intelligence that will enable them to integrate seamlessly into a variety of social environments and understand that difference is normal. |
| Curriculum Overview | Key Stage 4:
Students in years 10 and 11 study a wide range of films, explore the history of cinema and create their own practical piece. The GCSE course is comprised of the following: Component 1: Key Developments in US Film (35% of qualification) Component 2: Global Film – Narrative, Representation and Film Style (35% of qualification) Component 3: Production (30% of qualification) Key Stage 5: Students in years 12 and 13 will study eleven core films in total for their examinations. The films span a wide range of years and allow for, and encourage, deep analysis of the texts. Students will also complete an independent practical production that will allow them to showcase their technical knowledge and understanding of film. Component 1: Varieties of film and filmmaking (35% of qualification) Component 2: Global filmmaking perspectives (35% of qualification) Component 3: Production – Non Exam Assessment (30% of qualification) |
| Enrichment Opportunities | Wednesday Night Owl Sessions
Film Club (To commence Jan 2023) |
| How To Support Your Child’s Learning | -Go to the cinema when possible and discuss the films that you have watched.
– Netflix account – Sky Movies – Subscription to Empire magazine – Talk about films at home. – Ask your child about the context of the films that they are studying. If you are unsure about what this means, look it up with your child and please feel free to email me for assistance/guidance/ideas. |
| Where To Go: | -Picture House in FACT (Wood Street, Liverpool)
– Everyman Cinema – Cineworld (Speke) – Odeon L1 – Harry Potter Studio Tour – Universal Studios (Florida / Los Angeles) – Film location days out – Studio tours |
| What To Watch: | Key stage 4:
ET Invasion of the Body Snatchers (1956) Attack the Block District 9 The Wave (Die Welle) Whiplash Key Stage 5: Blade Runner Vertigo City of God Panâs Labyrinth Amy Selma Captain Fantastic This is England Trainspotting Sunrise Pulp Fiction |
| What To Read: | Empire Magazine |
| Online websites: | https://www.eduqas.co.uk/qualifications/film-studies-gcse/#tab_keydocuments
Mrs Rossâ Youtube Channel is an excellent resource for exploring many of our core films: https://www.youtube.com/@mrsross7983 |
| Whoâs Who? | Mr G Bright – Head of Department
Mr A Burke Mr G Skelton |
| Our Curriculum Intent | To provide our pupils with a well-rounded knowledge and understanding of the world in which they live; by investigating the diversity of the physical and human processes that shape places across our planet, and the interaction of humans with the natural world.
To broaden the spiritual, moral, social and cultural understanding of our students as they become well-rounded global citizens; and to develop their geographical skills which will help them in school and beyond. |
| Curriculum Overview | Click here for curriculum overview |
| Enrichment Opportunities | A range of places to visit, programmes to watch, and books to read. |
| How To Support Your Child’s Learning | News programmes (BBC, ITV, Sky, etc)
Documentaries (Planet Earth, Frozen Planet, etc) Book: Prisoners of Geography by Tim Marshall Book: The Power of Geography by Tim Marshall Books: The Horrible Geography range |
| Where To Go: | Liverpool Maritime Museum.
All areas across Liverpool. Ormskirk. Ainsdale Beach and Dunes. Holiday Destinations. |
| What To Watch: | The News
Planet Earth Series Frozen Planet Series Relevant Documentaries on each channel (recommended weekly by departmental staff) Weekly recommendations from Geogglebox website |
| What To Read: | Newspapers.
News websites. The Prisoners of Geography by Tim Marshall. The Power of Geography by Tim Marshall. Atlases. World Factbook website. |
| Online websites: | Oak Academy
BBC Bitesize Cool Geography I Like 2 Learn Geogglebox |
| Whoâs Who? | Curriculum Leader: Mr J Fisher
Teaching Staff: Mr I Green Miss A Crickett Miss L Beeton |
| Our Aims | Intent:
We intend students to have an enjoyment and fascination with history that allows students to have a well rounded and robust knowledge of the past and present. Our curriculum should provide students with the opportunity to develop a deeper, broader and richer knowledge of British and wider world history. This should encourage students to become critical and compassionate thinkers. We expect students to have a fuller understanding of the history of Liverpool, Britain and the wider world This should develop their knowledge and understanding of different social groups. This intends to foster kindness and tolerance within our pupils. Implementation:Â Clear stepping stones guide students through their three, five or seven year study of history with the curriculum providing students with a deep and broad knowledge and understanding of our history. There is a clear focus on developing studentsâ understanding of where they live and their place within Britain and the wider work through the study of key events and periods. Knowledge and skills developed upon arrival lay the foundations for deeper knowledge and understanding year on year. Through engaging lessons which strive to be fresh and enjoyable pupils are provided with a high quality and meaningful historical education. Threads and themes such as Control, Church and state and divergent experience are layered throughout our studies to develop a depth of knowledge and understanding to help develop healthy, employable, compassionate, modern and critical citizens. Impact: Pupils are assessed by self, peer, summative and formative assessments along with formal assessment points within the school calendar. Pupils should leave with an enhanced knowledge of British and elseworld history including different social groups within society. |
| Curriculum Overview | Year 7
Term 1 Local Study – Lindow Man Settlers and invaders Norman Conquest Term 2 The Anarchy Henry II Life in Medieval England Crusades Term 3 Black Death Peasants Revolt 100 Years War Princes in the Tower Year 8 Term 1 Establishment of the Tudor dynasty Henry VIII Elizabeth I Term 2 The English Civil War Term 3 The Restoration Commonwealth of England Wider World – Native Americans Year 9 Term 1 Industrial Revolution British Empire Term 2 World War One Inter War Years Term 3 World War Two Post World War Two Europe Term 1 Germany, 1890â1945: Democracy and dictatorship Term 2 Conflict and tension between East and West, 1945â1972 Term 3 Britain: Health and the people: c1000 to the present day Year 11 Term 1 Elizabethan England, c1568â1603 Term 2 Preparation for GCSE Term 3 Preparation for GCSE Year 12 and 13 – Exam board AQA Component 1: Breadth study The making of a Superpower: USA, 1865â1975 Component 2: Depth study The English Revolution, 1625â1660 Component 3: Historical investigation (Personal study) Students must: study the history of more than one country study a British history option for Component 1 or 2 study a non-British history option for Component 1 or 2 study topics from a chronological range of at least 200 years |
| Enrichment Opportunities | Take a trip to a local museum, local historic building or a historic city. This will develop your sonâs understanding of the world and help to place some key historical events in context. |
| How To Support Your Child’s Learning | You can support your childâs learning through many different methods, arguably, the most effective way to support your child is by reading with them and fostering a love for learning. By supporting your childâs literacy you will broaden their vocabulary and their ability to access more complex thinking. This will enable your child to flourish within school and achieve top grades. |
| Where To Go: | National Trust England |
| What To Watch: | Series
Horrible Histories World War 2 In Colour Secrets of Great British Castles Timeline – World History Documentaries (Youtube) A House Through Time Tony Robinson’s History of Britain The Worst Jobs in History Films Saving Private Ryan – 1998 Dunkirk – 2017 They Shall Not Grow Old – 2018 A Knight’s Tale – 2001 Robin Hood – 1973 Robin Hood: Prince of Thieves – 1991 Oliver! – 1968 |
| What To Read: | The Time Traveller’s Guide to Medieval England |
| Online websites: | BBC Bitesize History |
| Whoâs Who? | Curriculum Leader: Mrs D Hennigan
Teaching Staff: Miss H Mealey Mrs N Smith Miss K Arends Miss A Fitzsimons Mr K Glover Mr P Devine Mr D Scally Mr R Jackson Ms O Akinwale |
| Our Curriculum Intent | We believe in a strong, ambitious mathematics curriculum that sparks interest, enthusiasm and curiosity in our students; a curriculum that provides students with the problem-solving skills they need for life, and for future career pathways.
Our curriculum is built with the aims of the national curriculum in mind: that students become fluent in the fundamentals of mathematics, can reason mathematically and can solve problems by applying their mathematics to a variety of routine and non-routine problems.We aim to develop the skills necessary to enjoy the subject to its full and to maximise their potential in it through:
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| Curriculum Overview | KS3 Curriculum:
KS4 Curriculum: KS5 Curriculum: Â |
| Enrichment Opportunities | Lectures at local universities.
Liverpool School Improvement Maths Party day National Numeracy Day Chess Club. STEM club TTRockstars UKMT |
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| Online websites: | Hegarty Maths
Mathsgenie GCSE Maths Tutor |
| Whoâs Who? | Curriculum Leader: Miss A Brack
Teaching Staff: Mr B Mitchinson Mrs C Farren Mr H Jacks Mrs Byrne |
| Our Vision | Languages open careers across global industries, the government is promoting the teaching of languages to support British commerce. In Merseyside languages are valued by more affluent families but can be undervalued by lower income families who do not see their potential. SFX has a strong school history rich in languages, pupils are sent here with an understanding that French and Spanish will be taught.
The MFLÂ department at SFX strives to ensure that all students in our learning environments can access languages and find them engaging. |
| Our Curriculum Intent | Our MFL Curriculum at St Francis Xavierâs College is designed around the context of our students –Â Year 11 students in Merseyside achieve lower in MFL qualifications compared to the national average.
We must close this gap in MFL learning for future Xaverians. Our Xaverians will learn to love languages through the carefully designed sequencing, ensuring that they can communicate in spoken and written form about topics such as home life, school and leisure activities as well as enhancing their cultural capital. Strong relationships are important to our staff who teach engaging lessons that promote progression for all. A Xaverian linguist will: – become a global citizen with appreciation of other cultures and understand the value of language learning – be able to communicate verbally and in written form about their lives and interests – understand listening and reading passages in the target language – feel a passion for languages and continue as a linguist into their adult lives. Curriculum Implementation The MFL department offers French, German and Spanish. There are dedicated specialist teachers for each strand from Year 7 onwards. There are 4 teachers who offer French and Spanish at KS3 and 3 can teach to KS3 in Spanish and 2 can teach to KS4 in French. German is offered by 2 teachers as an extra GCSE from 2022 as an ab initio in year 10. MFL teachers ensure that students are consistently and constantly given feedback throughout lessons, peer and self-assessed work effectively, and students hit a high standard through all written, practical and speaking assessments Assessments are formative end-of-topic tests to ensure progress and close any gaps upon reflection, and summative assessments that test both their current learning and their prior learning. Curriculum Impact The impact of our curriculum is that we set up our students to become competent linguists, as well as ensuring that those who do not wish to continue have enough knowledge to communicate using their languages on a social level. |
| Curriculum Overview | French curriculum overview:
French SFX Curriculum Overview Spanish curriculum overview |
| Enrichment Opportunities | Trips Nice/Barcelona
French penpals French breakfasts/ Spanish tapas Poster/Christmas competitions Languages in the Community with York University Importance of Languages/ careers by Lancaster University Cultural events integrated into lessons like World Cup, Eurovision and Euros |
| How To Support Your Child’s Learning | Ensuring homework is completed, can be checked via Classcharts
Talking about language lessons at home Encourage pupils to teach their parents something from the lesson how to say I likeâŠâŠ Encouraging your child to see the benefits of speaking other languages Revision guides and workbooks |
| Where To Go: | French/Spanish restaurants
Visits to France and Spain Youtube Spotify |
| What To Watch: | Netflix shows such as Lupin, Casa de papel,
French Films, les choristes, Amélie, Cages aux folles, Les Intouchables,Adu, le petit nicholas Spanish films, la Misma Luna,Coco, Laberintho del Fauno |
| What To Read: | KS3 CGP Revision Guides
KS4/5 el pais, le monde apps |
| Online websites: | Blooket
Quizlet Memrise Seneca Languagesonline Languagenut Kahoot I Jour, 1 Actu AQA website pastpapers https://www.bbc.co.uk/bitesize Youtube Spotify |
| Whoâs Who? | Curriculum Leader: Mr D Stokes
Teacher of Music: Mrs S Steff College Organist & Piano Peripatetic Tutor – Mr D Mansfield Guitar & Drum Peripatetic Tutor – Mr D Rogers Guitar Peripatetic Tutor – Mr J OâHanlon Woodwind Peripatetic Tutor – Mr J Lewis DJ Tutor – Mr D Dunn (Mode Training) |
| Our Curriculum Intent | The music department at St. Francis Xavierâs College aims to make sure that all pupils have the opportunity to learn one of the highest forms of creativity. Music is a universal language and we as a department ensure that all pupils receive a high quality and ambitious music education through inspiration and creativity. All pupils have the opportunity to increase their knowledge, self-confidence and achievement through performing, composing and listening. We strive to inspire pupils’ passion for music and to develop their talents as a musician. |
| Curriculum Overview | KS3 Curriculum: In music at Key Stage 3, pupils develop the skills, knowledge and understanding required to be a musician, through a series of practical units built around themes as diverse as Jazz & Blues, Film Music, Folk song. A firm understanding of the standard conventions of staff notation underpins all of the practical work undertaken, and pupils learn to apply this to instrumental performance focusing on graded keyboard work. Singing is also an important aspect of music at Key Stage 3. The skills which pupils develop in Key Stage 3 are designed to enable them to continue their study at Key Stage 4 without necessarily needing to have had private instrumental lessons (although many do).
KS4 Curriculum: Whether we are listening to our iPods, watching the TV or playing computer games, music is everywhere. Some people really enjoy making music as singers or instrumentalists and some simply enjoy listening to it; however we use music, it plays a big part in our lives. In Year 9 we offer a foundation year in music history to prepare pupils for GCSE study; this covers a wide range of musical styles and techniques in listening, performing and composing. We also look at the historical context, exploring the purpose of music throughout history. The course studied in Years 10 and 11 is the Eduqas GCSE Music which is designed to offer you the opportunity to develop your knowledge, understanding and skills in Performing, Composing, Listening and Appraising. There is considerable flexibility in the course, allowing you to follow your own musical interests and aptitudes, including popular as well as classical styles. The transferable social and personal skills developed through this course are highly valued by employers and universities and, as such, GCSE Music is suitable as a qualification in itself for those people who enjoy music but don’t intend to take it further. It is also suitable for those wishing to study music at A level and beyond. KS5 Curriculum: The Eduqas Advanced GCE in Music is a stimulating and enriching course. As with GCSE, students will experience the three key areas of performance, composition and appraisal. 60% of the course is based on practical controlled assessment, much of which is externally marked; the remaining 40% is based on a written examination at the end of each year which focuses on 4 areas of study from a variety of musical styles, genres and cultures. The full GCE course is excellent preparation for higher education courses in music, but is equally valuable for non-specialists as a second or third area of study. The course offers a broad and satisfying experience for those who want to conclude their musical studies and develop their skills further. A level music can also lead to a wide range of careers in performance, composition, primary and secondary teaching, music therapy, publishing, promotion and marketing, journalism, and many other areas associated with the music industry. Throughout the course pupils will develop skills as a performer (leading to a recital at the end of the year) and composer (composing to a brief and a free composition). Listening skills are focused on through the study of familiar and unfamiliar music, and understanding how it works. |
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| Where To Go: | There are many places to visit to broaden your child’s musical horizons. Here are few local places to name but a few:
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| Whoâs Who? | Curriculum Leader: Ms P.Finlay |
| Our Curriculum Intent | Psychology is the scientific study of the mind and how it dictates and influences our behaviour. It’s about developing an understanding of what makes people act and behave in the way they do which can help us identify and address many of the problems and issues facing people today. People seek the help and support of psychologists for all sorts of problems, and psychologists employ their knowledge and expertise to help in many areas of society. The A level Psychology curriculum will give students a strong foundation to pursue a career in the field. By the end of the course students will be able to demonstrate knowledge and understanding of psychological concepts, theories, research studies, research methods and ethical issues within Psychology. They will be able to apply psychological knowledge and understanding in a range of contexts and be able to analyse, interpret and evaluate psychological concepts, theories, research studies and research methods. Knowledge and understanding of research methods, practical research skills and mathematical skills is a vital part of the Psychology curriculum and students will be given the opportunity to design and carry out their own research as well as practice analysis and interpreting data. |
| Curriculum Overview | All students in KS5 study the following topics : Social Influence, Memory, Attachment, Schizophrenia, Research Methods, Relationships, Forensic Psychology and Approaches.
https://docs.google.com/document/d/1ojzL-IPgk-sMVhGi6F_DA0p3826rUehJ511X6L6V1ro/edit?usp=sharing |
| Enrichment Opportunities | Students will be encouraged to undertake work experience in a Psychology-related field if they wish to pursue a career in Psychology. Additional volunteering opportunities within school with SEN pupils will also be promoted. |
| How To Support Your Child’s Learning | Ensure all their homework is up to date
Ensure students have organised set of notes that are kept in a file that is organised into appropriate sections Ensure students undertake independent work at home each week |
| Where To Go: | Chester Zoo
Freud Museum London Shrewsbury Prison Liverpool Law Courts |
| What To Watch: | Ted Talks
A beautiful Mind Awakenings Memento |
| What To Read: | The man who mistook his wife for a hat
The jigsaw man The Psychopath Test |
| Online websites: | www.tutor2u.co.uk |
Religious Education
| Whoâs Who? | Curriculum Leader: Mr R Matthews
Teaching staff: Mr L Mythen Miss T Walmsley Miss M Peacock Mr D Garnet (Chaplain) |
| Our Aims | Our Vision
We believe that every person is equal and unique. This is a principle deeply rooted in the Catholic belief that all humans are lovingly created by God. As a department we promote excellence in all of our pupils and the education of the whole person. Our aim is to develop a sense of faith that will ignite studentsâ appreciation of the world around them just as Jesus did through his mission; by nurturing studentsâ gifts and talents and making learning interesting and challenging. |
| Curriculum Overview | In Year 7 pupils study:
In Year 8 pupils study:
In Year 9 pupils study:
Key Stage 4 Curriculum All pupils study a full GCSE in Religious Studies. Pupils follow Edexcel A Paper 1: Catholic Christianity Paper 2: Judaism Paper 3: Philosophy and Ethics Key Stage 5 Curriculum (Core Religious Studies) Year 12 Being Catholic Science and Religion Intro to Philosophy Intro to Ethics Signs of faith Creation Year 13 The nature of faith Vocation Religion and Culture Understanding the Catholic Church Key Stage 5 Curriculum AâLevel Pupils follow OCR Religious Studies This consists of: Paper 1: Philosophy of religion Paper 2: Religion and ethics Paper 3: Developments in religious thought |
| Enrichment Opportunities | Trips to local churches, synagogues and mosques in KS3.
Speakers from organisations such as CAFOD in KS4 |
| How To Support Your Child’s Learning | Encourage discussion about religious belief and tolerance.
Watch news items that might have a religious theme. |
| Where To Go: | Google drive: All lessons are stored on google drive. Each year group has its own folder. Encourage your son to revisit the lesson they have studied to consolidate their learning. |
| What To Watch: |
The Apostle (1997)The Mission (1986)Â The Village (2004)Â Seven Years in Tibet (1997)Barabbas (1961)Â Bilal: A New Breed of Hero (2015)Â Bruce Almighty (2003)Â Gabriel (2007)Jacob (1994 TV Movie)Â Joan of Arc (1999)Â Leap of Faith (1992)Â Left Behind (2000)Â Miracles from Heaven (2016)Â The Prince of Egypt (1998)Â Son of God (2014)The Song of Bernadette (1943)The Ten Commandments (2007)Â 90 Minutes in Heaven (2015) |
| What To Read: | The Lion, the Witch and the Wardrobe (Chronicles of Narnia,
The Magician’s Nephew (Chronicles of Narnia, #6) Good Omens: The Nice and Accurate Prophecies of Agnes Nutter, Witch (Mass Market Paperback) |
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Useful Websites / LinksChristianity:
Judaism:
Hinduism:
Philosophy :
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| Whoâs Who? | Curriculum Leader: Mr Jay Lal
Chemistry Mr J Lal â Curriculum Leader of Science Dr R Carvell â Curriculum Leader of Chemistry Mr S Gregson Biology Mr S Irwin Ms D Fletcher Dr L Descallar Ms A Sefton Physics Mr S Collins â Curriculum Leader of Physics Ms K McCullough Mr J McMillan Link Governor:Â Dr A Keeley |
| Our Curriculum Intent | Our Science Curriculum at St Francis Xavierâs College is designed around the context of our students â 51% of the public feel that they are not informed about Science, (Public Attitudes to Science survey, 2019) and this is reproduced in outcomes for our pupils â Year 11 students in Merseyside perform significantly lower in Science qualifications compared to the national average.
We must close this gap in Science learning for the new Xaverians. Our Science Curriculum is designed to do exactly that â produce the new Xaverian Scientists. Our Xaverians will learn to love Science through the carefully designed sequence, ensuring that they can both obtain andformulate answers to questions about the world around them. A Xaverian Scientist will: â become a well-rounded individual that can debate and engage with current contextual issues in the news or public forums. â be able to analyse and critique scientific evidence in front of them to make informed decisions about their lives â express their scientific viewpoints and theories coherently and consistently. â feel like they are informed about Science and continue to feel informed into their adult lives. |
| Curriculum Overview | The Science department is split into three strands, Biology, Chemistry and Physics. There are dedicated specialist teachers for each strand from Year 7 onwards. All teachers are experts in their field, with more than enough knowledge in all of the three Sciences. Science teachers ensure that students are consistently and constantly given feedback throughout lessons, peer and self-assessed work effectively, and students hit a high standard through all written, practical and evaluative work. Students complete practicals or experiments in Science in line with the curriculum maps that are detailed below. Assessments on said practicals are included as a part of our suite of assessments, via the use of formative end-of-topic tests to ensure progress and close any gaps upon reflection, and summative assessments that test on their whole domain of knowledge to date, since their time with us. |
| Enrichment Opportunities | The impact of our curriculum is that we help our students become the next generation of science-based practitioners, as well as ensuring that those who do not wish to continue with their scientific studies have enough knowledge to make informed decisions in society. |
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| Online websites: | https://catalyst-magazine.org/
https://www.discovermagazine.com/ |