Teaching and Learning
thE Curriculum
Wapping High Curriculum Intent:
At Wapping High School, our curriculum intent is to empower and inspire our learners to become confident, socially responsible, and academically accomplished individuals with a thirst for life-long learning and a passion for challenge and discovery. We are committed to providing a broad and ambitious curriculum that promotes intellectual curiosity, critical thinking, internationalism and personal growth in the vibrant and diverse landscape of London.
Our curriculum is designed to achieve the following key objectives:
A Passion for Learning:
We aim to foster a passion for learning and academic excellence in all learners. Our curriculum will challenge and support learners in reaching their full potential, equipping them with the knowledge and skills required for success in the modern and rapidly changing world.
Having High Aspirations:
Our curriculum is forward-facing and designed to equip learners with the skills and knowledge needed for future success. We provide guidance and opportunities to explore career paths, further education, and life beyond school. In a rapidly changing world, digital literacy is fundamental. Our curriculum will emphasise digital skills and fluency, preparing learners to navigate the challenges and opportunities of the digital age.
Harnessing the Power of Community:
In the heart of London, we celebrate diversity and the rich tapestry of cultures that make up our city and school community. Our curriculum will encourage learners to appreciate and respect different backgrounds, traditions, and perspectives, promoting inclusivity and global awareness. We believe in the power of our local community and its resources. Our curriculum integrates community engagement, real-world experiences, and partnerships with local and global organisations to enrich the learning journey we offer.
Championing Kindness:
We are dedicated to nurturing the holistic development of our learners. Our curriculum includes opportunities for coaching, personal growth, character education, and the development of essential life skills, such as resilience, empathy, and adaptability. We prioritise the well-being and mental health of our learners. Our curriculum includes initiatives to support emotional and psychological development, equipping learners with tools to manage stress, build resilience, and maintain a positive mental outlook.
Key Stage 3
At Key Stage 3 all learners follow the National Curriculum with a full range of subjects including English, Maths, Science, Technology, History, Geography, Spanish, Mandarin Chinese, Art, Music, Drama, ICT, Religious Studies, Personal Growth (PSHE/RSHE) and PE. Learners also enjoy opportunities to work with other school learners through our International partnership projects. Workshop Wednesday brings together a range of subjects as well as skills such as oracy, teamwork and problem solving to create a meaningful and exciting learning experience. Learners also enjoy a high quality enrichment program designed to extend learning beyond the curriculum.
Key Stage 4
AAll learners at Wapping High study English Literature, English Language, Maths and either Combined or Separate Science at GCSE. Alongside their core subjects, learners are able to choose from a range of options at GCSE and BTEC level. Wapping High learners currently study subjects including Art, Drama, Sociology, History, Geography, Religious Studies, Spanish, Chinese Mandarin, Technology, Music and Food and Nutrition at GCSE level. Wapping High also offers learners the opportunity to study for a BTEC in Business and Enterprise, Sport and Fitness, Health and Social Care and Digital Information Technology. Learners in Key Stage 4 also access the school’s enrichment program and study PSHE through their Personal Growth lessons.
PE & Sports
A rich range of PE and sports are provided at Wapping High School, including ball sports, dance and fitness. All students participate in PE lessons every week.In addition, many sports-based enrichment activities
are also offered especially during Wednesday non-curriculum time. This means that students have the opportunity to take up a healthy amount of PE or sports each week.
Sixth Form
The Trust constantly explores the possibility of opening a Sixth Form here which will deliver Vocational and Academic curriculum options. All pupils have the opportunity to meet with providers from local post 16 establishments alongside companies that offer apprenticeships.
Wapping High hosts a post 16 information event for all Year 11 pupils each year alongside regular assemblies that deliver key information and guidance. Each pupil is supported in applications for post 16 education to ensure the best possible destination suted to their abilities.
KS4 Computing
Empowering Our Learners with Essential Digital Skills
At our school, we recognise the importance of equipping every learner with a strong foundation in computing, even if they do not choose to pursue GCSE Computer Science or BTEC Digital Information. Our commitment to compliance with national curriculum requirements is evident in our diverse and purposeful approach to integrating technology into various subjects, ensuring that every learner has the opportunity to progress to higher levels of study or pursue a professional career.
Fostering Digital Competence Across Subjects
We believe in creating a holistic learning environment where technology is seamlessly woven into the fabric of our curriculum. Here are a few examples of how we achieve this:
Design Technology: In Design Technology, learners enhance their competency with Computer Aided Design (CAD) software to create intricate product profiles, which are later manufactured using our workshop equipment. Additionally, learners delve into 3D modelling with software like Google SketchUp, allowing them to craft unique parts for 3D printing, bridging the virtual and physical worlds.
PSHE Lessons: Within our PSHE Curriculum, delivered through ‘Personal Growth’, learners explore vital topics related to technology’s safe usage. They gain insights into issues like the risks of gambling and internet addiction, the mechanisms behind their allure, and how to protect themselves. Moreover, they learn about serious concerns like revenge pornography, extremism, and radicalisation, empowering them to identify potential dangers and take appropriate actions. These discussions also extend to safeguarding online privacy and understanding the legal consequences of certain actions. It is also worth noting that content related to PSHE is always delivered in an age-appropriate manner. Teaching methods and resources are always tailored to the developmental stage of learners.
Creativity and Capability Across Subjects: Our commitment to nurturing creativity and problem-solving skills is evident in subjects like Music, where learners utilise specialised software for composition and notation, and in our photography Enrichment offer, where they engage in digital manipulation using software such as Photoshop.
Analytical and Problem-Solving Skills: Analytical and problem-solving skills are developed and honed throughout a student’s journey in our school, particularly in subjects like science and mathematics. These subjects challenge learners with activities that demand logical thinking and informed decision-making, preparing them for the complexities of the modern world.
Research, Data Analysis, and Report Writing: Across a wide range of subjects including our BTEC level 2 offer, learners utilise and enhance their ICT skills to conduct research, analyse data, and produce written reports. They become proficient in creating visually compelling reports complete with graphs and charts, skills that are indispensable for success at the university level and in their future professional careers.
A Holistic Approach to Learning
We firmly believe that integrating technology creatively and effectively into all subjects enhances the learning experience for our learners. This multifaceted approach equips all of our learners with the essential skills and knowledge they need to not only succeed in higher education but also to thrive in successful professional careers. We are committed to empowering our learners with a well-rounded digital education that prepares them for a bright and tech-savvy future.
Enrichment
On Friday afternoons (14:40-15:40) all learners take part in enrichment. Learners are free to choose their activity from the range of options and groups are made up of a mix of age groups. Activities include STEM club, Prince’s Trust French, Photoshop, Music, Game Strategy, Drama, Football, Chess, Bouldering, Global Foods and many more.
Course outline downloads
Year 7 Wapping High School KS3 Curriculum
Subject | Curriculum intent | Term 1 | Term 2 | Term 3 |
|---|---|---|---|---|
English | We want learners to leave as confident, powerful writers and orators so they can have agency in their lives, their work and their further studies.
We want learners to feel enriched by having studied a wide range of great literature from British canons to more modern and diverse global authors.
We want learners to leave as fluent readers who have a lifelong love of reading.
We also want learners to leave as critical thinkers who are able to create, communicate and celebrate the written and spoken word. | Animal Farm, George Orwell.
Core Skills:
Creative Writing
Core Skills: Using imagery to add descriptive and imaginative details to my writing e.g. similes, metaphors etc Using ambitious vocabulary creatively to express ideas clearly and create deliberate impact. | Coraline, Neil Gaiman’
Core Skills:
Macbeth, William Shakespeare
Core skills:
| The Power of Identity (Poetry) Transition unit to Y8.
The Reading Project
Core Skills
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Maths | The intent of our mathematics curriculum is to provide learners with the fundamentals for understanding number, reasoning, thinking logically and problem solving with resilience through the use of micro-steps. In KS3, we follow the White Rose Maths scheme of learning. |
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Science | We aim to give pupils a love and understanding of Science that provides them with the scientific capital and understand the world around them, as well as to inspire a new generation to pursue STEM careers in the future. We use schemes of work to identify high leverage knowledge that is important for pupils’ further scientific study, and structure our curriculum to revisit topics over time with greater depth. | Biology, chemistry and physics topics will be taught alongside each other.
Working scientifically
Biology topics:
Chemistry topics:
Physics topics:
| Biology, chemistry and physics topics will be taught alongside each other.
Biology topics:
Chemistry topics:
Physics topics:
| Biology, chemistry and physics topics will be taught alongside each other.
Biology topics:
Chemistry topics:
Physics topics:
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Spanish | Our aim is to foster an interest in and enthusiasm for the culture and customs of Spain and South America and instil the passion and curiosity which will motivate learners to be lifelong language learners.
Our curriculum will facilitate learners’ ability to communicate in the target language, especially focused on key vocabulary and structures which allow learners to manage a basic conversation in real life situations. | Mi vida – My life
Mi tiempo libro – My free time
Key Grammar Points
| Mi insti – My school
Mi familia y mis amigos – My family and friends
Key Grammar Points
| Mi ciudad – My town
Revisión – Revision
Key Grammar Points
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Mandarin | The Mandarin curriculum aims to foster learners’ interest in Mandarin Chinese language and Chinese culture. Mandarin is taught alongside Spanish and this allows learners not only to know and understand the foundations of the Chinese language but also the difference with European languages.
We aim to develop confident communicators for academic success as well as developing their creativity, curiosity, understanding, independence, and resilience by providing so that our learners become inspired and open-minded citizens in our multicultural and multilingual world. | 打招呼 Greeting
家人 – My Family
Key Grammar Points
| 爱好 Hobbies
学校 – School
Key Grammar Points
| 食物和饮料 Food and Drinks
Key Grammar Points
Revision for Mandarin Hurdle Test |
Design and Technology | Learners will work with a range of appropriate materials and components to produce prototypes that are accurate and within close tolerances. This will involve using specialist tools and equipment, which may include hand tools, machines or CAD/CAM.
Learners will demonstrate their ability to work independently and in group activities responding to key concepts and be aware of wider issues such as sustainability, environmental issues and economic changes that affect designing and making products.
| Phone/Book stand. After a short introduction learners will begin technical drawing of the product, learners are encouraged to plan out all components before moving to the workshop.
Learners use a variety of hand tools as well as electrical equipment to complete the product, they also have the opportunity to apply a variety of finishes to the end product.
All learners complete a detailed written evaluation for their final product. | Picture Frame/ Mirror Frame learners build on their prior skills and complete another series of technical drawings for their product.
Learners have the opportunity to begin working with 3D software to help visualise their work in detail and produce detailed technical drawings using 2D Design to prepare accurate drawings within 1 millimetre.
Some learners have the opportunity to make a rotating mirror stand. learners increase their use of tools and equipment and finishing materials. All learners complete a detailed written evaluation for their final product. | Cup Merchandise Final unit introduces learners to computer aided design using Photoshop, learners take part in a competition to design the graphics that will be professionally printed onto a coffee/Tea cup.
Learners have an opportunity to explore photo manipulation design layouts and graphic design techniques.
All learners complete a detailed written evaluation for their final product. |
Food Technology | The Food department aims to ensure all learners will be taught how to cook and apply the principles of nutrition and healthy eating. Community and kindness is our way in food technology encompassing the PACK values each and every day.
| All learners will learn to be aware of the health and safety in the room after a talk and orientation. Before practicals commence the expectations and rules will be discussed to ensure all learners understand the health and safety hazards and protocol. The implications of poor hygiene will be explored along with cross-contamination and the use of the correct chopping boards.
A look into the Eatwell guide and it’s function in line with the government’s recommendations for healthy eating. A range of techniques will be learnt such as the bridge and claw whilst preparing fruit & vegetables. | Introducing Fair trade and how this affects food distribution on a global scale. Looking into the workers rights and how they use the fair trade agreement to support their families.
Learners will learn the functions of flour, whilst making a range of recipes using the rubbing in method this term from apple crumble to a scone based pizza.
Learners will be designing their own pizzas and recipes this term and adjusting ingredients to suit their dietary needs. After making a savoury scone the decorated biscuit assessment will begin.
| Introduction to food science in the form of investigations using flour and fats. This mini investigation explores food from a scientific perspective and sets the path of learning and understanding the NEA 1 investigation.
Sustainability project: Creating a food product and packaging using sustainable materials sourced from home and school. This raises the awareness young learners need to help them tackle and understand global issues. |
Religious Studies | Religious Studies at Wapping High School aims to inspire pupils to become theologians and philosophers with an ability to understand, question and critically evaluate the world around them.
Pupils are able to make critical and balanced judgements about questions of meaning and purpose. They demonstrate our PACK values and this gives our pupils the knowledge to apply their learning to contemporary issues within the world in which they live and prepares them for their lives beyond school. |
What is Morality?/What is Religion?
Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. |
Origins of Judaism Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. |
Origins of Christianity – The Person of Jesus
Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. |
History | To develop a coherent, chronological understanding of our history that inspires us to ask big questions, critique thoughtfully and be global citizens | The Ancient World; Egyptians, Greeks and Roman | Medieval Realms and the Crusades | The English Civil War |
Geography- | – To ignite a learner’s passion for geography. – To know more about the places they live and the places they have yet to visit. – To build an understanding of the interdependent nature of our world. In order that our learners become global citizens, capable of thinking ‘geographically’. | Where are we? Introducing geography How we describe location using continents and lines of latitude and longitude. Why is London on the Thames? How has London changed over the years, especially as a result of migration. Fieldwork: How has Brick Lane changed?
Themes: Amazing places and Space, place and scale. | How does ice shape the world? Studying the different cold places around the world with a focus on Antarctica where we look at how penguins and people adapt to function in such an extreme environment. We also look at mountains and glaciers within the cryosphere.
Themes: Natural processes, sustainability and interdependence. | Africa: fact or fiction? Physical and human geography of Africa overview Biome; tropical rainforests Exploring low income countries: Awra Amba case study Exploring New emerging economies: Lagos
Themes: Amazing places, space, place and scale, and natural processes |
Art | The Art Provision at Wapping High is structured to foster a culture of creativity within fundamental areas of artistic expression, professionally, academically and personally enabling students to pursue worthwhile outcomes that have personal relevance and value.
Projects designed to facilitate students ‘sense of the world around them will be delivered through themes and concepts surrounding topical, personal and historical concepts. | expression and experimentation Learners will know how to develop a piece of artwork based on self. Learners will develop an understanding of how to create a personal outcome to meet a brief.
Learners will be able to create a page layout using text and image. | Know the definition of tone Learners will develop an understanding of tonal values and a variety of shadding techniques Be able to use formal elements of drawing to replicate structure and form | Know how to build a drawing in layers. Learners will develop an understanding of charcoal techniques. Be able able to experiment with a broad variety of mediums and materials to respond to natural forms.. |
Music | Mission Statement: The 3 E’s in Music Enrich: We want to enrich our learners by studying a wide range of instruments, genres and cultures. Engage: We want to engage our learners throughout the curriculum and encourage learners to develop their confidence, creativity and resilience. Empower: We want to empower our learners to become confident, creative and successful performers. | Sing up! learners will develop their singing and ensemble skills through practical activities and performances, whilst learning the fundamentals for music practise and performance.
Stomp! learners will explore concepts such as rhythm, polyrhythm, call and response, improvisation and singing through practical music making using ‘junk’ (tin cans, chairs etc). | Ukulele skills. learners will explore concepts such as pulse, rhythm, chords, structure, as well as developing strumming and vocal techniques in group performance settings.
Core Skills learners will develop their understanding of the core skills for music, including music literacy and their understanding of the theory of music. | Keyboard Skills learners will learn skills for playing the keyboard, including identifying which notes to play and playing two hands. Keyboard Skills 2 learners will continue developing their instrumental skills, as well as secure their knowledge of staff notation and music literacy. |
Drama | Enrich: We want to enrich our students by studying a wide range of playwrights, composers, musicians and practitioners throughout history. Engage: We want to engage our students throughout the curriculum and teach students how to create, analyse and perform for an audience. Empower: We want to empower our students to become confident, creative and successful performers. | – “Characterisation and Emotion” is an immersive drama experience where learners delve into the art of character development. Through exercises like Emotion Tableau, Character Walk, Monologue Exploration, and Voice and Emotion, learners master the intricacies of gestures, body language, facial expressions, and voice modulation to breathe life into characters and convey a spectrum of emotions. | – learners will embark on an exciting journey to explore Commedia dell’Arte, a vibrant and humorous Italian theatrical tradition. Through practical activities, learners will discover stock characters, develop physical comedy skills, and create their own improvised scenarios. This course ignites creativity and introduces learners to the rich heritage of Commedia dell’Arte. | – learners will be introduced to the fascinating world of script analysis and interpretation. Through engaging activities, they will learn to dissect and understand dramatic texts, identify character motivations, and explore the subtleties of dialogue. This course empowers learners to bring scripts to life through thoughtful and imaginative interpretations, fostering a deeper appreciation for the art of storytelling. |
Computer Science and ICT | Learners will develop their computational thinking skills and abilities. These are practical transferable life skills that help pupils to think logically, break down and sequence problems logically, organise and deconstruct issues. Learners will work developing websites, making games, designing and building spreadsheets. They will gain a broad understanding and knowledge of the industry and will have the opportunity to apply their knowledge in new, practical and creative contexts. | 1- File management
2- E-Safety
3- Understanding computer | Data Representation Representing data in the computer
Coding through python Develop and improve mark-up code
Create code that shows care for syntax
Create a product using code that shows an awareness of standards | Programming in Scratches Visual Programming (Scratch) – Understand the purpose of Control Systems. Know what is meant by Input and Output. |
PE | Motor competence – knowledge of the range of movements that become increasingly sport- and physical activity-specific Rules, strategies and tactics – knowledge of the conventions of participation in different sports and physical activities Healthy participation – knowledge of safe and effective participation | Where are we? Understand flexibility, strength, technique, control and balance Play competitive games, modified where appropriate
Baseline Assessment –
| Healthy Participation Show how to safely warm up/cool down Compare short and long term exercise Develop peer assessment and feedback
| Motor Competence Develop motor movements Movement and patterns Performance
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Workshop Wednesday | Workshop Wednesday is a unique part of Wapping High.
A bespoke programme where years 7 & 8 students use project based learning to develop eight essential life skills; listening, speaking, problem solving, creativity, staying positive, aiming high, leadership and teamworking
Projects that they work on over several weeks, are designed to prepare them for a life of success and opportunity during and after school as well as helping them to develop autonomy and independence. | Project 1: Diversity Students focus on what makes them unique. They learn about others in their year group and learn how to prepare and present information to groups of people they don’t know.
Skills focus: Speaking & listening
Project 2: Action for conservation
Students learn how to work together in groups to research climate change and conservation efforts. They learn how to set goals and manage their tasks efficiently.
Skills focus: Teamwork & aiming high | Project 3: Healthy teams Students focus on team building exercises, conflict resolution and how to lead teams in order to understand how to work with others better.
Skill focus: Teamwork and leadership Project 4: trash to treasure
Students work in teams to design and create their own toy or product that is made from recycled materials. Students learn to organise themselves properly and manage their tasks with deadlines in order to produce work they’re proud of.
Skill focus: Creativity, problem solving and teamwork | Project 5: Zombie apocalypse
Students work through hypothetical scenarios to plan disaster management and make high-stake decisions.
Skill focus: staying positive, teamwork and problem solving. |
Personal Growth | Please see PSHE section. |
Year 8 Wapping High School KS3 Curriculum
| Subject | Curriculum intent | Term 1 | Term 2 | Term 3 |
|---|---|---|---|---|
| English | We want learners to leave as confident, powerful writers and orators so they can have agency in their lives, their work and their further studies.
We want learners to feel enriched by having studied a wide range of great literature from British canons to more modern and diverse global authors.
We want learners to leave as fluent readers who have a lifelong love of reading. We also want learners to leave as critical thinkers who are able to create, communicate and celebrate the written and spoken word. | A Christmas Carol, Charles Dickens
Core Skills:
Writing is Fighting (non-fiction)
Core Skills:
| Othello, William Shakespeare Core skills:
| Victorian Voices (C19th Fiction)
Core Skills
Poetry Assessment: Theme of patriotism in Dulce Est Decorum.
Core Skills
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| Maths | The intent of our mathematics curriculum is to provide learners with the fundamentals for understanding number, reasoning, thinking logically and problem solving with resilience through the use of micro-steps. In KS3, we follow the White Rose Maths scheme of learning. |
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| Science | We aim to give pupils a love and understanding of Science that provides them with the scientific capital and understand the world around them, as well as to inspire a new generation to pursue STEM careers in the future. We use schemes of work to identify high leverage knowledge that is important for pupils’ further scientific study, and structure our curriculum to revisit topics over time with greater depth. | Biology, chemistry and physics topics will be taught alongside each other.
Working scientifically:
Biology:
Chemistry:
Physics
| Biology, chemistry and physics topics will be taught alongside each other.
Biology:
Chemistry:
Physics:
| Biology, chemistry and physics topics will be taught alongside each other.
Biology:
Chemistry:
Physics
|
| Spanish | Our aim is to foster an interest in and enthusiasm for the culture and customs of Spain and South America and instil the passion and curiosity which will motivate learners to be lifelong language learners.
Our curriculum will facilitate learners’ ability to communicate in the target language, especially focused on key vocabulary and a range of grammatical structures which allow learners to manage a conversation about their hobbies and personal experience in real life situations. | Mis vacaciones – my holidays
Todo sobre mi vida – All about my life
Key Grammar points
| ¡A comer! – Time to eat
¿Qué hacemos? – What are we doing?
Key Grammar points
| Operación verano – Summer plans
Repaso – Revision
Key grammar points
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| Mandarin | The Mandarin curriculum aims to foster learners’ interest in Mandarin Chinese language and Chinese culture. Mandarin is taught alongside Spanish and this allows learners not only to know and understand the foundations of the Chinese language but also the difference with European languages.
We aim to develop confident communicators for academic success as well as developing their creativity, curiosity, understanding, independence, and resilience by providing so that our learners become inspired and open-minded citizens in our multicultural and multilingual world. | 假期 Holidays
我 All about me
Key Grammar Points
| 你家在哪儿 Where do you live?
买东西 – Shopping
Key Grammar Points
| 在中国旅行 Travel in China
Key Grammar Points
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| Design and Technology | Learners will work with a range of appropriate materials and components to produce prototypes that are accurate and within close tolerances. This will involve using specialist tools and equipment, which may include hand tools, machines or CAD/CAM.
Learners will demonstrate their ability to work independently and in group activities responding to key concepts and be aware of wider issues such as sustainability, environmental issues and economic changes that affect designing and making products. | JD Sports poster project Learners develop their skills and understanding of client based designs.
They will produce a A3 poster for JD Sports using Photoshop. Key skills needed are photo manipulation, effective layouts and understanding typography.
All learners display their designs in front of a panel to determine their ability to respond to a brief.
All learners complete analysis, development work and written evaluation to support their work. | Food packaging Expanding on prior skills learned to respond to a brief that asks the pupils to create packaging for brownies.
With collaboration with Food and Nutrition learners have the opportunity to create the produce that will be displayed in their final design.
Learners create a new name, follow strict guidelines including appropriate fonts and symbols when producing food for the public.
The final product will be assembled and photographed. | Skateboard design Combining all technical skills, learners will design and make a skateboard that will combine photoshop skills and workshop practice to complete a high level product.
Learners design all graphics based on a theme that they must follow throughout the design stages. learners make the skateboard in the workshop and transfer graphics to the board.
All design work will be judged by a panel within the school. |
| Food Technology | The Food department aims to ensure all learners will be taught how to cook and apply the principles of nutrition and healthy eating. Community and kindness is our way in food technology encompassing the PACK values each and every day. | Recap on health and safety and the use of the correct chopping boards before moving onto the importance of food storage and healthy eating.
Adapting recipes to suit various dietary needs will be explored and the effects of lactose intolerance, coeliacs disease and other food intolerances.
Fair trade premium helps learners to understand how food is produced and how this impacts the farmers.
Celebration Cake assessment: Planning, designing and creating their own cake using a wide variety of baking and decorating skills learnt from the previous year. | Looking at International food by working in teams to produce a range of dishes as part of a food assessment.
Learners will begin to understand the functions of the ingredients in bread making and prepare yeast based products.
Puff pastry theory and practicals will give the learners the knowledge on various pastries in particular puff pastry. Various styles of pastries will be made to enhance skills and provide more opportunities for progress.
To be able to successfully make butter using cream. | Food Investigations will give the learners the opportunity to explore food from a different viewpoint and understand the science of food.
A look into food additives and how this impacts our foods.
Traffic light food labelling helps the learners to become smarter food consumers by understanding the ingredient contents such as fat, salt and sugar in line with government guidelines for healthy eating. |
| Religious Studies | Religious Studies at Wapping High School aims to inspire pupils to become theologians and philosophers with an ability to understand, question and critically evaluate the world around them. Pupils are able to make critical and balanced judgements about questions of meaning and purpose. They demonstrate our PACK values and this gives our pupils the knowledge to apply their learning to contemporary issues within the world in which they live and prepares them for their lives beyond school. | Origins of Islam
Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. | Religion and Science
Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. | The Diversity Project/ Introduction to Philosophy
Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. |
| History | To develop a coherent, chronological understanding of our history that inspires us to ask big questions, critique thoughtfully and be global citizens | Victorian England and the Industrial Revolution East London in the 1800s and early 1900s World War One | Causes of WW2, the Home Front The Holocaust China as a superpower | A History of Human Rights; History of Democracy, League of Nations and United Nations Suffrage movement |
| Geography | – To ignite a learner’s passion for geography. – To know more about the places they live and the places they have yet to visit. – To build an understanding of the interdependent nature of our world. In order that our learners become global citizens, capable of thinking ‘geographically’.
We study geography using six broad themes:
| How much do we need water? We study the water cycle, its importance in terms of a natural resource and also the way that water shapes our land.
We study coasts and rivers to understand the awesome power of water in shaping our world.
We also focus on how the need for access to clean water can cause problems around the world, particularly between Ethiopia and Egypt where learners decide whether they would build the dam if they could choose. | Are we killing our world? Learners look at the human and physical causes of climate change as well as the evidence that this is happening.
We then move on to investigate the impacts of climate change around the world, particularly focusing on the areas of the world least to blame for climate change and how they are affected.
Learners study the different things both individuals and also big business can do to try and reduce the issues associated with climate change. | What is development? Learners look at the different ways we can measure development before thinking critically about how these measures are used.
We map development around the world and also discuss what causes the inequalities we see around the world.
Following this we focus on natural resources and how they link to economic development. learners will be given the opportunity to decide which is more important to development, water or a mobile phone? |
| Art | The Art Provision at Wapping High is structured to foster a culture of creativity within fundamental areas of artistic expression, professionally, academically and personally will enable students to pursue worthwhile outcomes that have personal relevance and value.
Projects designed to facilitate students ‘sense of the world around them will be delivered through themes and concepts surrounding topical, personal and historical concepts. | THE BUILT ENVIRONMENT: One Point Perspective Artist Analysis Lara Ford investigate and Responsed images of the built environment for personal idea development Personal Response based on primary sources and visual references. | Artist Analysis Tetsuya Ishida Pastiche development Artist Analysis Eric Cremer Artist response sculpture papier Mache House Eric Cremer Two Point Perspective Guide Artist Analysis Emanuel M Ologeanu and response | Artist Analysis Anotnia Dewhurst Response sculpture paper mache Artist Analysis Edward Ruscha and practical response development of Personal ideas and intersts. |
| Music | Mission Statement: The 3 E’s in Music Enrich: We want to enrich our learners by studying a wide range of instruments, genres and cultures. Engage: We want to engage our learners throughout the curriculum and encourage learners to develop their confidence, creativity and resilience. Empower: We want to empower our learners to become confident, creative and successful performers. | Blues Learning the traditions of Blues through study of harmony, rhythm, instrumental sonority and structure. Also developing skills in composition.
Beethoven To study Ludwig van Beethoven as a musician and a person, perform one of Beethoven’s compositions and develop skills in theory, musicology and practical ensemble skills. | Sequencing Using computer software to develop skills in composition and sequencing.
Core Skills learners will develop their understanding of the core skills for music, music literacy and their understanding of the theory of music. | Minimalism Developing skills in composition, writing in the style of minimalism through the use of software.
Descriptive music: Pupils will study programme music, film and video game music, to inform their own compositions (programme, film or video game music). |
| Drama | Enrich: Our goal is to enrich our students’ knowledge by exploring a diverse array of playwrights, musicians, and practitioners from various historical periods. Engage: Our aim is to actively engage our students across the entire curriculum, equipping them with the skills to create, analyze, and perform effectively for an audience. Empower: We seek to empower our students, fostering their confidence, creativity, and the potential for success as performers. | Exploring Berkovian Physical Theatre and ‘Metamorphosis’
| Script Analysis and Devising with a Focus on Shakespeare’s ‘Macbeth’
| Exploring Musical Theatre Elements
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| Computer Science and ICT | Learners will develop their computational thinking skills and abilities. These are practical transferable life skills that help learners to think logically, break down and sequence problems logically, organise and deconstruct issues. | Computer crime and cyber security and responsibly
Reviewing, designing and creating;
website, Safety Web design Learn how to use Dreamweaver software to create a Multi-Page Website.
Know and understand how to ensure that a website is fully fit for audience and purpose.
Understand the importance of planning a website that meets the requirements of the brief. | Using-computers-safely-effectively- and-responsibly
We looked at storage input output and storage devices in year 7, this year we will go into further depth so learners can make an informed choice of which are most appropriate for a given situation. | Algorithms and Programming
Algorithms and Programming Algorithms and Programming (Practical application): – Applying term2 – To demonstrate programming using a high-level text based language. |
| PE | Physical Education ‘concepts’: Motor competence – knowledge of the range of movements that become increasingly sport- and physical activity-specific Rules, strategies and tactics – knowledge of the conventions of participation in different sports and physical activities Healthy participation – knowledge of safe and effective participation | Where are we? Confidence and interest to get involved in exercise, sports and activities Understand and apply long-term health benefits of physical activity
| Healthy Participation Lead a warm up and cool down, showing understanding of the phases of a warm up Using sporting examples compare short and long term exercise Confidently peer assess and give some accurate feedback
| Motor Competence Declarative and procedural knowledge Purposeful practice and feedback
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| Workshop Wednesday | Workshop Wednesday is a unique part of Wapping High.
A bespoke programme where years 7 & 8 students use project based learning to develop eight essential life skills; listening, speaking, problem solving, creativity, staying positive, aiming high, leadership and teamworking
Projects that they work on over several weeks, are designed to prepare them for a life of success and opportunity during and after school as well as helping them to develop autonomy and independence. | Project 1: Everyone In
Students focus on researching current societal topics; Racism, women’s rights, LGBTQ+ rights and Islamophobia. They build on their research and presenting skills to create a comprehensive overview of these topics.
Skill focus: Speaking & aiming high
Project 2: Aspiring entrepreneurs
In a ‘Dragon’s den’ style project, students design and pitch their ideas for their own unique product. They learn the importance of teamwork and how to manage their tasks under pressure.
Skill focus: teamwork, creativity, speaking and aiming high. | Project 3: Legal eagles
Students learn the basics of the justice system. They work with others to debate issues on crime and how courts work.
Skill focus: speaking, leadership, listening & aiming high
Project 4: Building our future
Students work in teams to design and build, using design software, to create habitats for future hostile environments. They learn what a society needs to survive and how to put forward plans.
Skill focus: teamwork, creativity & problem solving. | Project 5: Human rights & UNICEF
Students learn the importance of human rights. They learn about the history of the UNCRC and how it impacts them in society. They research how human rights are impacted on children around the world and present information about chosen articles of the UNCRC.
Skills focus: speaking, aiming high and staying positive |
| Personal Growth | Please see PSHE section. |
Year 9 Wapping High School KS3 Curriculum
WHS adopts a hybrid curriculum model within Year 9. This involves learners continuing their KS3 studies in all subjects except for Drama, Art and Music where learners choose just one of these subjects.
Subject | Curriculum intent | Term | Term 2 | Term 3 |
|---|---|---|---|---|
English | We want learners to leave as confident, powerful writers and orators so they can have agency in their lives, their work and their further studies. We want learners to feel enriched by having studied a wide range of great literature from British canons to more modern and diverse global authors. We want learners to leave as fluent readers who have a lifelong love of reading. We also want learners to leave as critical thinkers who are able to create, communicate and celebrate the written and spoken word. | The Empress, Tanika Gupta Core Skills:
Hidden Figures (non-fiction)
| Much Ado About Nothing, William Shakespeare Core skills:
| Creative Writing Core Skills:
Power and protest poetry Assessment: Compare how the poets present conflict in their poems Core Skills
|
Maths | The intent of our mathematics curriculum is to provide learners with the fundamentals for understanding number, reasoning, thinking logically and problem solving with resilience through the use of micro-steps. In KS3, we follow the White Rose Maths scheme of learning. |
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Science | We aim to give learners a love and understanding of Science that provides them with the scientific capital and understand the world around them, as well as to inspire a new generation to pursue STEM careers in the future. | Biology, chemistry and physics topics will be taught alongside each other. Biology:
Chemistry
Physics
| Biology, chemistry and physics topics will be taught alongside each other. Biology:
Chemistry:
Physics:
| Biology, chemistry and physics topics will be taught alongside each other. Biology:
Chemistry:
Physics:
|
Spanish | Our aim is to foster an interest in and enthusiasm for the culture and customs of Spain and South America and instil the passion and curiosity which will motivate learners to be lifelong language learners. Our curriculum will facilitate learners’ ability to communicate in the target language, especially focused on key vocabulary and a range of grammatical structures which allow learners to manage a conversation about hobbies, careers and health in real life situations. | Somos asi – Hobbies
Orientate!- Finding a career
Key Grammar points
| En forma – Keeping fit
Jóvenes en acción- Youths in action
Key Grammar points
| Una aventura en Madrid – a trip to Madrid
Repaso – Revision
Key grammar points
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Mandarin | The Mandarin curriculum aims to foster learners’ interest in Mandarin Chinese language and Chinese culture. Mandarin is taught alongside Spanish and this allows learners not only to know and understand the foundations of the Chinese language but also the difference with European languages. We aim to develop confident communicators for academic success as well as developing their creativity, curiosity, understanding, independence, and resilience by providing so that our learners become inspired and open-minded citizens in our multicultural and multilingual world. | 爱好 Hobbies
怎么去 Getting Around
我家人 My family
| 买东西 Shopping
他怎么样 Describing people
出去吃饭 Eating out
| 我的一天 My day
放假 On holiday
|
Design and Technology | Learners will work with a range of appropriate materials and components to produce prototypes that are accurate and within close tolerances. This will involve using specialist tools and equipment, which may include hand tools, machines or CAD/CAM. Learners will demonstrate their ability to work independently and in group activities responding to key concepts and be aware of wider issues such as sustainability, environmental issues and economic changes that affect designing and making products. | Concert poster Learners will be asked to produce an A3 poster for a client of their choice. learners produce all their work as coursework pages to prepare for KS4. Learners show detailed analysis, research and development and meeting the needs of a brief. Learners Identify appropriate fonts and manipulate images to create backstage passes and leaflets to promote a concert at the O2 Arena. Literacy assessed throughout the design process. Final product assessed by peers. | Interior Design Project. Developing learners’ primary, secondary and final drawings to produce an original product for a chosen client. Learners are asked to create a one bedroom apartment, producing high level plans and drawings. They will need to show their ability to budget finances for interior furnishings and showevidence of purchases . Learners use 3D software to create the final product. Literacy assessed throughout the design process. Final product assessed by peers. | Comb Joint Box. Developing learners’ primary, secondary and final drawings. All learners are expected to produce technical drawings of their product before moving to the building in the workshop. The use of 2D design to develop thinking and planning and build on prior workshop skills to produce a final product using a variety of tools and equipment. Literacy assessed throughout the design process. Final product assessed by peers. |
Food Technology | The Food department aims to ensure all learners will be taught how to cook and apply the principles of nutrition and healthy eating. Community and kindness is our way in food technology encompassing the PACK values each and every day. | This term the learners will work on cutting skills using 2 different knife techniques.
| To be able to build on your bread skills and try a range of breads such as brioche and sourdough. Food commodities: Each section will be explored with theory, exam style questions and a food practical. -Fruit & vegetables – dishes and jam preserve -Meat and skills -Dairy – desserts -Cereals – pasta, bread practicals | Create a meal for a gluten free customer considering nutrition and life stage knowledge. Street food project learners plan, prepare and cook their own dishes and present this as if they are food truck owners. Career and entrepreneurship opportunities are explored during this project. Love food science: learners will plan and carry out their own food science investigations. |
Religious Studies | Religious Studies at Wapping High School aims to inspire learners to become theologians and philosophers with an ability to understand, question and critically evaluate the world around them. Learners are able to make critical and balanced judgements about questions of meaning and purpose. They demonstrate our PACK values and this gives our learners the knowledge to apply their learning to contemporary issues within the world in which they live and prepares them for their lives beyond school. | Can War Be Justified?/How Do Christians and Muslims Make Moral Decisions? Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. | Philosophy of Religion Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. | Matters of Life and Death Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. |
History | To develop a coherent, chronological understanding of our history that inspires us to ask big questions, critique thoughtfully and be global citizens | Immigration Nation; | England and France | The Slave Trade and forced migration |
Geography | – To ignite a learner’s passion for geography. – To know more about the places they live and the places they have yet to visit. – To build an understanding of the interdependent nature of our world. In order that our learners become global citizens, capable of thinking ‘geographically’. We study geography using six broad themes:
| Are we seconds from disaster? In this unit our geographers study the different hazards that exist in our world and look at the causes and consequences of specific examples. Learners will also study how much we can blame our Earth for these disasters and how much we as humans should take accountability. We then focus on South America as a regional study looking at how different countries respond to the various hazards they experience. | What makes the Middle East so special? Learners study the different countries of the Middle East and look at the different factors that make the region so important to the rest of the world. Within this unit learners also study the hot desert biome, both within the idle East and in the wider world. Was Malthus right? Our geographers consider the size of our global population and investigate whether Malthus was correct to assume the Earth has a maximum population size or whether we will continue to grow. They investigate if population size is the real concern here, or if it is consumption. | Who runs the world? Our geographers consider how the world has become more interconnected through globalisation and then go on to consider which countries (or individuals) hold most power over our lives and the way the world runs. Learners take on the mantle of an ‘evil supervillain’ to decide which countries they would want to help them take over the world. |
Art | The Art Provision at Wapping High is structured to foster a culture of creativity within fundamental areas of artistic expression, professionally, academically and personally will enable students to pursue worthwhile outcomes that have personal relevance and value. Projects designed to facilitate students ‘sense of the world around them will be delivered through themes and concepts surrounding topical, personal and historical concepts. | NATURAL FORMS IDENTITY: Drawing organic components and characteristics of the face Artist Analysis Steve Rosenfield self portrait image for development | Comparative Artist Analysis Marion Bolognesi David Theron Studying the work of others and developing a personal response Portrait photography to explore Images for the development of personal ideas in response to artist | Comparative Analysis Brno Del Zou and personally chosen portrait Artist Images for development of ideas in response to artist Image study and development of painting practices
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Music | Mission Statement: The 3 E’s in Music Enrich: We want to enrich our learners by studying a wide range of instruments, genres and cultures. Engage: We want to engage our learners throughout the curriculum and encourage learners to develop their confidence, creativity and resilience. Empower: We want to empower our learners to become confident, creative and successful performers. | Blues Learning the traditions of Blues through study of harmony, rhythm, instrumental sonority and structure. Also developing composition and instrumental skills Minimalism Study Minimalism as a genre Group composition with assessment based on ideas and application, and authenticity. | Rhythms of the World Exploring genres of music and musical contexts from around the world and learning to perform in these styles (Gamelan, Samba, Music from Africa, among others). Core Skills learners will develop their understanding of the core skills for music, music literacy and their understanding of the theory of music. | Live Lounge project Performance based unit – learners will be putting into practice their instrumental skills from this year and put together a setlist to perform in their bands. Songwriting Composing and performing – learners will learn about melody writing, harmony for pop music, structure and word setting. |
Drama | Enrich: Enriching our drama students entails a comprehensive exploration of a diverse range of playwrights, composers, musicians, and practitioners from various historical periods. Engage: Engaging our drama students consistently throughout the curriculum is crucial, as we teach them how to craft, analyze, and perform for an audience effectively. Empower: Empowering our drama students to become self-assured, imaginative, and successful performers is our overarching mission. | Exploring Bertolt Brecht
| Exploring Frantic Assembly’s Performance Style
| Exploring Frantic Assembly’s Performance Style
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Computer Science and ICT | Learners will develop their computational thinking skills and abilities. These are practical transferable life skills that help learners to think logically, break down and sequence problems logically, organise and deconstruct issues. | Modelling Data – Spreadsheets Binary and computer logic | Networks and protocols AI and machine learning | Python: Next steps |
PE | Physical Education ‘concepts’: Motor competence – knowledge of the range of movements that become increasingly sport- and physical activity-specific Rules, strategies and tactics – knowledge of the conventions of participation in different sports and physical activities Healthy participation – knowledge of safe and effective participation. | Where are we? Analysis and performance Develop technique and improve own and others performance Baseline Assessment –
| Healthy Participation Anaerobic and Aerobic respiration Heart Rate and Borg scale Fitness testing
| Motor Competence High Quality Instruction Complex and specialised motor movements
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Personal Growth | Please see PSHE section. |
Year 10 Wapping High School KS4 Curriculum
Subject | Curriculum intent | Term 1 | Term 2 | Term 3 |
|---|---|---|---|---|
English | We want students to leave as confident, powerful writers and orators so they can have agency in their lives, their work and their further studies. We want students to feel enriched by having studied a wide range of great literature from British canons to more modern and diverse global authors. We want students to leave as fluent readers who have a lifelong love of reading. We also want students to leave as critical thinkers who are able to create, communicate and celebrate the written and spoken word. | Edexcel English Literature. Dr Jekyll and Hyde, Robert Stevenson Assessment
Core Skills AO1: Read, understand and respond to texts
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate Edexcel Non Fiction, Language Paper 2. Voice Assessment
Core Skills
| Edexcel English Literature, An Inspector Calls Assessment:
Core Skills AO1: Read, understand and respond to texts
AO3: Show understanding of the relationships between texts and the contexts in which they were written English Language Paper 1 Assessment: Section A Core Skills: AO1: Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate AO4: Evaluate texts critically and support this with appropriate textual references. | Edexcel Power and Conflict Cluster (6 poems) Preparation for Mocks
Spoken Language Endorsement Assessment: Pass, Merit or Distinction. All speeches will be recorded for the purposes of examination. |
Maths | The intent of our mathematics curriculum is to provide learners with the fundamentals for understanding number, reasoning, thinking logically and problem solving with resilience through the use of micro-steps. | Foundation:
Higher:
| Foundation:
Higher:
| Foundation:
Higher:
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Science | We aim to give pupils a love and understanding of Science that provides them with the scientific capital and understand the world around them, as well as to inspire a new generation to pursue STEM careers in the future. We use schemes of work to identify high leverage knowledge that is important for pupils’ further scientific study, and structure our curriculum to revisit topics over time with greater depth. In addition, we believe strongly in the power of carefully sequenced practical work to embed and deepen understanding. | Biology paper 1: Cell biology, Organisation, Infection and response, Bioenergetics Chemistry paper 1: Atomic structure and the periodic table, Quantitative chemistry Physics paper 1: Energy, Electricity and particle model of matter Assessment: Week beginning 16/10/23. Includes multiple choice, structured, closed short answer and open response | Biology paper 2: Homeostasis Chemistry paper 1 & 2: Chemical changes, Energy changes & The rate and extent of chemical changes Physics paper 2: Atomic structure & Forces Assessment: Week beginning 15/01/24. Includes multiple choice, structured, closed short answer and open response | Biology paper 2: Ecology Chemistry paper 2: The rate and extent of chemical changes, Organic chemistry, Chemistry of the atmosphere Physics paper 2: Forces, Magnetism and Electromagnetism & Waves Assessment: Week beginning 15/04/24. Includes multiple choice, structured, closed short answer and open response |
Spanish | Our aim is to foster an interest in and enthusiasm for the culture and customs of Spain and South America and instil the passion and curiosity which will motivate learners to be lifelong language learners. Our curriculum focuses on key vocabulary and a range of grammatical structures which allow learners to successfully manage a conversation and understand information based on the key topics prescribed by the AQA examination board. | Theme 2 -Local,national, international and global areas of interest
Key grammar points
Theme 3: Current and future study and employment
Key grammar points
| Theme 1: Identity & Culture
Key grammar points
Theme 2: Local, national and global areas of interest
Key grammar points
| Theme 1: Identity & Culture
Key grammar points
Revision and reviewing exam strategies for the end of year mock exam: Listening Reading Writing Speaking |
Mandarin | The Mandarin curriculum aims to foster learners’ interest in Mandarin Chinese language and Chinese culture. Mandarin is taught alongside Spanish and this allows learners not only to know and understand the foundations of the Chinese language but also the difference with European languages. We aim to develop confident communicators for academic success as well as developing their creativity, curiosity, understanding, independence, and resilience by providing so that our learners become inspired and open-minded citizens in our multicultural and multilingual world. | 观光 Sightseeing
健康 Health
教育 Education
| 我的家乡 Hometown
中国传统 Chinese tradition
上网 Internet
| 上班 Going to work
在家 At home
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BTEC Enterprise | The BTEC Enterprise curriculum aims to encourage learners to improve aptitude in planning an enterprise activity and to deepen their knowledge of the features and characteristics of enterprises and entrepreneurs. | Component one: Exploring Enterprises Learning Outcome A: Understand how and why enterprises and entrepreneurs are successful | Component one: Exploring Enterprises Learning Outcome B: Understand customer needs and competitor behaviour market research | Component One Exploring Enterprises Learning Outcome C: Understand how the outcomes of situational analysis may affect enterprises |
BTEC Sport | Students will learn how sport, activity and fitness have a positive impact on the health of themselves and that of the nation. Students will acquire theoretical knowledge and technical skills by exploring areas such as the body systems, psychology, technology and leadership. They will have the opportunities for practical application of these skills within localised settings and in an ever-growing industry. | Component one: Preparing participants to take part in sport and physical activity Learning Outcome A: Explore types and provision of sport and physical activity for different types of participants | Component one: Preparing participants to take part in sport and physical activity Learning Outcome B: Examine equipment and technology required for participants to use when taking part in sport and physical activity
| Component One: Preparing participants to take part in sport and physical activity Learning Outcome C:Be able to prepare participants to take part in sport and physical activity |
BTEC Health & Social | Our intent is to provide a dynamic, knowledge rich key stage 4 option whilst at the same time developing transferable employability skills to prepare students for any chosen route. The study of care values at the heart of health and social care services supports our students in the development of skills so that they can succeed as educated citizens and contribute to society in a positive way. | Component one: Human Lifespan Development Learning Outcome A: Understand human growth and development across life stages and factors that affect it | Component one: Human Lifespan Development Learning Outcome B: Understand how individuals deal with life events | Component one: Human Lifespan Development Learning Outcome B: Understand how individuals deal with life events |
BTEC Digital Information | Our curriculum aims to recognise the value of learning skills, acquiring knowledge and using vocational attributes in a digital context to complement other GCSEs. We feel it is essential to give students the opportunity to develop sector-specific knowledge underpinned with the appropriate skills, so that they are able to use these in a practical learning environment. | Component one: Exploring User Interface Design Principles and Project Planning Techniques Learning Outcome A: Understand interface designs for individuals and organisations | Component one: Exploring User Interface Design Principles and Project Planning Techniques Learning Outcome B: Be able to project planning techniques to plan, design and develop a user interface | Component One: Exploring User Interface Design Principles and Project Planning Techniques Learning Outcome C: Be able to review a user interface |
Design & Technology | Learners will work with a range of appropriate materials and components to produce prototypes that are accurate and within close tolerances. This will involve using specialist tools and equipment, which may include hand tools, machines or CAD/CAM. Learners will demonstrate their ability to work independently and in group activities responding to key concepts and be aware of wider issues such as sustainability, environmental issues and economic changes that affect designing and making products. | Introduction to technical drawing Students begin improving all aspects of technical drawing techniques using a variety of CAD including Google sketchUp. 2D Design and PowerPoint. This section gives students an opportunity to develop two complex pieces of work from eight different technical drawing styles. Students will produce:
| Design new fragrance Students demonstrate their ability to research and develop a product that meets the needs of the client and the target audience. Pupils will produce isometric and orthographic drawings of their product and fully illustrate the final outcome in Photoshop. Use of peer assessment to develop pupils’ understanding of effective design. Students produce detailed coursework throughout the design process | LED Lamp Students demonstrate their ability to research and develop a product that meets the needs of the client and the target audience. Pupils will produce isometric and orthographic drawings of their product and fully illustrate the final outcome in Photoshop. Use of peer assessment to develop pupils’ understanding of effective design. Students produce detailed coursework throughout the design process |
Food & Nutrition | Learners will become independent thinkers who are curious about the science of food whilst demonstrating a variety of cutting techniques, presentation skills and cooking methods. They will use critical thinking to analyse food from a retail and consumer perspective. | Students will be introduced to the GCSE course and the NEA tasks.They will mark examples using highlighters to understand the assessment grading. Theoretical lessons start with food safety and nutrition where learners will learn how to avoid cross contamination and store food correctly and the implications of poor hygiene on a scientific level. Areas of study:
Food practical – Fruit & Vegetable. Students will use fruit and vegetables to create a fruit compote with pancakes and a falafel with naan bread. Scientific investigations will prepare students for the NEA 1 component. Enzymic browning (Mock 1 ) Gluten formation investigation. (Mock 2) | Students continue to learn the food commodities dairy and meat. This consists of theory and a practical which leads to a mini NEA 2 mock – 1 using the meat or dairy commodity giving the students the opportunity to demonstrate their knowledge when planning, preparing and cooking. Students will be given a free choice of practical a chance to show off technical skills and food styling. This will allow them to think about skill and styling independently and prepare them to be 100% independent in the kitchen. Vegan workshop – A guest speaker will carry out a practical session and talk about animal welfare and sustainability to broaden knowledge on the moral, ethical issues surrounding eating meat. | Students will explore eggs, fish, poultry to finish off the food commodities study. They will be able to create a breakfast using eggs and a salmon dinner for a member of the wapping high staff. Students will revise and prepare for a written mock exam on 24th June. Revision will take place during lessons and intervention using guides, flash cards and exam questions and other revision strategies to suit the needs of each individual learner. Exam questioning and extended writing tasks will provide more opportunities for our learners to prepare for the NEA 1 written paper in year 11. End of year – Mini NEA 2 mock- International Cuisine |
Art | The WHS Art department fosters a culture of creativity within the fundamental areas of artistic expression. Our intent is to explore personal identity through investigative research of the influences and characteristics of cultural, emotional, family and environmental codes and conventions. | Introduction to project title “Me Myself and I” Component 1 60% LO1: Investigation LO2: Experimentation LO3: Record LO4: Personal -Initial ideas (mind map) -Visual investigation interests and development (mood board) – Personalised aims and outcomes (key artists) -Artists Research and Analysis (in depth analysis) -Experimentation materials media processes techniques – Personal response development of final form (photography) | 4 key Artists response and material experimentation Artist Transcription idea development Photographic investigation of personal idea in response to key artist research Exploration of practices suitable for final outcome for personal project | Final form development and research for component 1 “Me Myself and I “ Evaluation of techniques and practices for the refinement of project tasks and sketchbook development |
Drama | Our curriculum aims to provide an enriching and comprehensive learning journey for students in Years 10 and 11, tailored to foster a deep appreciation for drama as an art form encompassing theatre, film, and television, while simultaneously nurturing creative and analytical abilities. . | Term 1: Understanding the Devising Process Introduction to Component 1: Devising Theatre. – Overview of assessment criteria and expectations. – Discussion on the importance of creativity and collaboration in devising. – Research and Exploration. – Researching different theatrical styles, practitioners, and genres. – Analysis of existing devised performances for inspiration. – Brainstorming and Idea Generation. – Character and Plot Development. – Exploring character development techniques. – Outlining the basic plot structure for the devised piece. | Script Development Scripting and Improvisation -Writing scenes/dialogues and exploring improvisational techniques. – Effective Rehearsal Techniques: -Directing their devised piece requires skill in guiding actors and shaping their performances. We will explore various directing techniques to enhance your leadership in the rehearsal room. Feedback -Students will learn how to provide constructive feedback to actors and make necessary adjustments to achieve the desired performances. –Directorial Choices: Students will discuss selecting appropriate staging, blocking, and design elements to complement your script. Understanding how lighting, sound, and set design can enhance your devised piece is an important aspect of directing. . | Rehearsal, performance and Portfolio Rehearsal and Performance. -Students begin rehearsing their devised piece, incorporating script and improvisational elements.. -Portfolio Development. – Assembling and organising materials for the portfolio. – Reflective writing on the devising process, creative decisions, and challenges faced. – Compilation of research, notes, and supporting evidence. – Final Performance and Submission. – Presentation of the devised performance to peers and assessors. -Submission of completed portfolios, including all required documentation |
Music | Our aim for the KS4 curriculum is to provide a vibrant and comprehensive musical experience for our students. We will create a diverse and inclusive environment where students can explore a wide range of musical genres, develop their instrumental skills, and cultivate a deep understanding and appreciation for music. | Western Classical Tradition Solo Performance Theory and Developing Composition Skills | Popular Music Free Composition Ensemble performance skills | Traditional Music Free Composition Solo Performance |
Geography | – To ignite a learner’s passion for geography. – To know more about the places they live and the places they have yet to visit. – To build an understanding of the interdependent nature of our world. In order that our learners become global citizens, capable of thinking ‘geographically’. Exam Board: AQA | CEW: Development Global variations in economic development and quality of life exist, with different classifications and measures. Unequal development causes disparities in wealth, health, and international migration. Strategies to reduce the gap include investment, industrial development, and tourism. Natural Hazards and Tectonic Hazards Natural hazards, such as earthquakes and volcanic eruptions, pose significant risks to people and property. Factors affecting risk include plate tectonics theory, global distribution, and responses to varying wealth levels. Management and monitoring can mitigate risks. UIC: World and NEE Urbanisation is a global trend influenced by factors like migration and natural increase. It creates opportunities for social and economic development, but also presents challenges like managing slums, providing clean water, and managing environmental issues. Urban planning improves urban poor quality of life. | Ecosystems and TRF Ecosystems involve interactions between biotic and abiotic components, with small scale UK ecosystems illustrating interrelationships. Tropical rainforest ecosystems have unique physical characteristics, climate, water, soils, plants, animals, and people. Deforestation impacts biodiversity and economic development, necessitating sustainable management strategies like selective logging, conservation, and ecotourism. UK and Coasts The UK’s diverse landscapes are shaped by various physical processes, including wave types, weathering, erosion, transportation, and deposition. Different management strategies, such as hard engineering, soft engineering, and managed retreat, are used to protect coastlines from these effects and manage conflicts. UIC: HIC & sustainable Urban change in UK cities presents both opportunities and challenges. Opportunities include cultural mix, employment, and integrated transport systems. Challenges include urban deprivation, inequalities, and environmental issues. Urban regeneration projects aim for sustainability through resource management and transportation strategies. | Fieldwork Selecting suitable questions for geographical enquiry involves considering the geographical theory, sources of evidence, and potential risks. Data collection, processing, and presentation methods will be studied in two different contexts. Fieldwork data will be described, analysed, and explained. Conclusions will be drawn and evaluated for reliability and potential limitations. Overview CRM Food, water, and energy are crucial for human development and economic and social well-being. Global inequalities in resource supply and consumption create opportunities and challenges in the UK, with increasing demand for local sourcing and agribusiness. Revise for mock exam. |
History | To develop a coherent, chronological understanding of our history that inspires us to ask big questions, critique thoughtfully and be global citizens | Health and the People | Revise Health and the People Germany 1890-1918 | Germany 1918 – 1945 |
Sociology | To understand different perspectives on social inequalities and how to tackle them | Introduction to Sociology | Sociology of Education | Education continued
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Religious Studies | Religious Studies at Wapping High School aims to inspire pupils to become theologians and philosophers with an ability to understand, question and critically evaluate the world around them. Learners are able to make critical and balanced judgements about questions of meaning and purpose. They demonstrate our PACK values and this gives our pupils the knowledge to apply their learning to contemporary issues within the world in which they live and prepares them for their lives beyond school. | Islam: Unit 1 – Muslim Beliefs. Christianity: Unit 1 – Christian Beliefs. Assessments: Short Knowledge Tests Edexcel Spec B GCSE style questions. AO1 1: Outline (3), Describe (4), Explain (5) AO2 : Evaluate (12) Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. | Islam: Unit 2 – Living the Muslim Life. Christianity: Unit 2 – Living the Christian Life. Assessments: Short Knowledge Tests Edexcel Spec B GCSE style questions. AO1 1: Outline (3), Describe (4), Explain (5) AO2 : Evaluate (12) Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. | Islam: Unit 3 – Crime and Punishment. Assessments: Short Knowledge Tests Edexcel Spec B GCSE style questions. AO1 1: Outline (3), Describe (4), Explain (5) AO2 : Evaluate (12) Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. |
Computer Science | In KS4 learners will develop and build on the knowledge and the skills they have learned in KS 3. The curriculum develops the student’s ability to have robust background thorough focusing on how computers work, logical thinking, decomposition and abstraction of problems , code tracing, problem-solving, and develop new and effective algorithms to solve computing problems programming concepts including the design of effective algorithms and the designing, writing, testing and refining of code. | 1.1 Systems architecture • 1.2 Memory and storage 1.3 Storage 2.4 Computational Logic 2.1 Algorithms Course Overview & What is a Computer System? Purpose of CPU and Components Von Neumann Architecture & Fetch Execute Cycle Common Characteristics & Performance Embedded Systems Purpose of ROM & RAM and difference between them Purpose of ROM & RAM and difference between them | 1.7 Systems Software 1.4 Wired & Wireless Networks 2.6 Data Representation [Units, Binary Addition & Shifts, Hexadecimal & Check Digits, Characters,Images, Sound, Compression Programming Development,Practise & Consolidation[Students will use process for success as a template for completion and will include algorithm design as part of tasks.] | 1.5 Network Topologies, Protocols & Layers Wifi & Ethernet Star and mesh topologies, Uses of IP & MAC addressing & packet switching, Protocols,Protocols & concept of layers. Coding Challenges Characteristics of different levels of programming language. Translators and characteristics of types of translators. IDE common tools and facilities Comp 01 Mock |
Year 11 Wapping High School KS3 Curriculum
Subject | Curriculum intent | Term 1 | Term 2 | Term 3 |
|---|---|---|---|---|
English | We want students to leave as confident, powerful writers and orators so they can have agency in their lives, their work and their further studies. We want students to feel enriched by having studied a wide range of great literature from British canons to more modern and diverse global authors. We want students to leave as fluent readers who have a lifelong love of reading. We also want students to leave as critical thinkers who are able to create, communicate and celebrate the written and spoken word. | Edexcel English Literature. Romeo and Juliet, William Shakespeare Assessment: Fortnightly assessments (unseen) Edexcel Power and Conflict Cluster (last remaining poems in the cluster). Assessment: Fortnightly assessments (unseen) | Revision of Edexcel English Language Paper 1 and 2 Revision of key characters, themes and big ideas in:
| English Literature Paper 1: walking talking mocks English Literature Paper 2: walking talking mocks English Language Paper 1: walking talking mock English Literature Paper 2: walking talking mock |
Maths | The intent of our mathematics curriculum is to provide learners with the fundamentals for understanding number, reasoning, thinking logically and problem solving with resilience through the use of micro-steps. | Foundation:
Higher:
| Revision & Exam Practice Walk and Talk Mocks | Revision & Exam Practice Walk and Talk Mocks |
Science | We aim to give pupils a love and understanding of Science that provides them with the scientific capital and understand the world around them, as well as to inspire a new generation to pursue STEM careers in the future. We use schemes of work to identify high leverage knowledge that is important for pupils’ further scientific study, and structure our curriculum to revisit topics over time with greater depth. In addition, we believe strongly in the power of carefully sequenced practical work to embed and deepen understanding. In addition, we believe strongly in the power of carefully sequenced practical work to embed and deepen understanding. | Biology paper 1: Cell biology, Organisation, Infection and response, Bioenergetics Biology paper 2: Homeostasis & Ecology Chemistry paper 1: Atomic structure and the periodic table, Quantitative chemistry, Chemical changes, Energy changes Chemistry paper 2: The rate and extent of chemical changes, Organic chemistry Physics paper 1: Energy, Electricity and particle model of matter, Atomic structure Physics paper 2: Forces Assessment – Paper 1 mock : Week beginning 30/10/23. Includes multiple choice, structured, closed short answer and open response | Biology paper 2: Ecology & Exam revision period Chemistry paper 2: Chemistry of the atmosphere & Using resources and Exam revision period Physics paper 2: Forces, Magnetism and Electromagnetism & Waves and Exam revision period Assessment – Paper 2 mock : Week beginning 19/02/24. Includes multiple choice, structured, closed short answer and open response | Biology paper 1 & 2: Exam revision period – walking talking mocks Chemistry paper 1&2: Exam revision period – walking talking mocks Physics paper 1&2: Exam revision period – walking talking mocks |
Spanish | Our aim is to foster an interest in and enthusiasm for the culture and customs of Spain and South America and instil the passion and curiosity which will motivate learners to be lifelong language learners. Our curriculum focuses on key vocabulary and a range of grammatical structures which allow learners to successfully manage a conversation and understand information based on the key topics prescribed by the AQA examination board. | Theme 3-Current and future study and employment
Key grammar points
| Theme 2– Local, national and global areas of interest
Key grammar points
| Revision and Exam practice
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Mandarin | The Mandarin curriculum aims to foster learners’ interest in Mandarin Chinese language and Chinese culture. Mandarin is taught alongside Spanish and this allows learners not only to know and understand the foundations of the Chinese language but also the difference with European languages. We aim to develop confident communicators for academic success as well as developing their creativity, curiosity, understanding, independence, and resilience by providing so that our learners become inspired and open-minded citizens in our multicultural and multilingual world. | GCSE Topic Revision and Exam Mock for the topics below: 爱好 Hobbies
怎么去 Getting Around
我家人 My family
买东西 Shopping
他怎么样 Describing people
出去吃饭 Eating out
我的一天 My day
放假 On holiday
| GCSE Topic Revision and EXam Mock for the topics below: 观光 Sightseeing
健康 Health
教育 Education
我的家乡 Hometown
中国传统 Chinese tradition
上网 Internet
上班 Going to work
在家 At home
| GCSE Mock for all topics |
BTEC Enterprise | The BTEC Enterprise curriculum aims to encourage learners to improve aptitude in planning an enterprise activity and to deepen their knowledge of the features and characteristics of enterprises and entrepreneurs. | Component 3: Marketing and Finance for Enterprises Learning Outcome A: Marketing Activities Learning Outcome B:Financial Documents and Statements | Component 3: Marketing and Finance for Enterprises Learning Aim C: Financial Planning and Forecasting | Component 3: Marketing and Finance for Enterprises Exam: 11th January – 2 hours |
BTEC Sport | Students will learn how sport, activity and fitness have a positive impact on the health of themselves and that of the nation. Students will acquire theoretical knowledge and technical skills by exploring areas such as the body systems, psychology, technology and leadership. They will have the opportunities for practical application of these skills within localised settings and in an ever-growing industry. | Component 3: Developing Fitness to Improve Other participants’ Performance in Sport and Physical Activity Learning Outcome A: Explore the important of fitness for sports performance Learning Outcome B: Investigate fitness testing to determine fitness levels | Component 3: Developing Fitness to Improve Other participants’ Performance in Sport and Physical Activity Learning Aim C: Investigate different fitness training methods Learning Aim D: Investigate fitness programming to improve fitness and sports performance | Component 3: Developing Fitness to Improve Other participants’ Performance in Sport and Physical Activity Exam: 9th January – I hour 30 minutes |
BTEC Health & Social | Our intent is to provide a dynamic, knowledge rich key stage 4 option whilst at the same time developing transferable employability skills to prepare students for any chosen route. The study of care values at the heart of health and social care services supports our students in the development of skills so that they can succeed as educated citizens and contribute to society in a positive way. | Component 3: Health and Wellbeing Learning Outcome A: Factors that affect health and wellbeing Learning Outcome B:Interpreting health indicators | Component 3: Health and Wellbeing Learning Aim C: Person-centred approaches to improving health and wellbeing | Component 3: Health and Wellbeing Exam: 10th January – 2 hours |
BTEC Digital Information | Our curriculum aims to recognise the value of learning skills, acquiring knowledge and using vocational attributes in a digital context to complement other GCSEs. We feel it is essential to give students the opportunity to develop sector-specific knowledge underpinned with the appropriate skills, so that they are able to use these in a practical learning environment. | Component 3: Effective Digital Working Practices Learning Outcome A: Modern technologies and their impact Learning Outcome B:Threats to digital systems and how an organisation can manage them | Component 3: Effective Digital Working Practices Learning Aim C: Responsible, legal and ethical use of data Learning Aim D: Planning and communication in digital systems | Component 3: Effective Digital Working Practices Exam: 15th January – I hour 30 minutes |
Design & Technology | Learners will work with a range of appropriate materials and components to produce prototypes that are accurate and within close tolerances. This will involve using specialist tools and equipment, which may include hand tools, machines or CAD/CAM. Learners will demonstrate their ability to work independently and in group activities responding to key concepts and be aware of wider issues such as sustainability, environmental issues and economic changes that affect designing and making products.
| Section A: Identifying & investigating design possibilities (10 marks)By analysing the contextual challenge students will identify design possibilities, investigate client needs and wants and factors including economic and social challenges. Students also use the work of others (past and/or present) to help them form ideas. Research should be concise and relate to their contextual challenge. Students are also advised to use a range of research techniques (primary/secondary) in order to draw accurate conclusions. Students should be encouraged to investigate throughout their project to help inform decisions. Section B: Producing a design brief & specification (10 marks)Based on conclusions from their investigations students will outline design possibilities by producing a design brief and design specification. Students should review both throughout the project. | Section C: Generating design ideas (20 marks)Students should explore a range of possible ideas linking to the contextual challenge selected. These design ideas should demonstrate flair and originality and students are encouraged to take risks with their designs. Students may wish to use a variety of techniques to communicate. Students are encouraged to be imaginative in their approach by experimenting with different ideas and possibilities that avoid design fixation. Section D: Developing design ideas (20 marks) Students will develop and refine design ideas. This may include, formal and informal 2D/3D drawing including CAD, systems and schematic diagrams, models and schedules. Students will develop at least one model, however marks will be awarded for the suitability of the model(s) and not the quantity produced. Section E: Realising design ideas (20 marks)Section F: Analysing & evaluating (20 marks)Within the design process students are expected to continuously analyse and evaluate their work, using their decisions to improve outcomes. This should include analysing the design brief and specifications along with the testing and evaluating of ideas produced during the generation and development stages. Their final prototype(s) will also undergo a range of tests on which the final evaluation will be formulated
| Blue book revision and White book exam practice takes place after Easter Holiday. All students have a copy of each book they have used throughout KS4. |
Food & Nutrition | Learners will become independent thinkers who are curious about the science of food whilst demonstrating a variety of cutting techniques, presentation skills and cooking methods. They will use critical thinking to analyse food from a retail and consumer perspective. | NEA 2 – Component 1 Food Investigation – Written food science investigation Section A Students will research using a range of sources in line with the exam brief. Specialist vocabulary in relation to food science as a requirement needs to be used. All students will create a plan of action and a hypothesis to show they have a feasible investigation to follow. Section B The experiment is carried out in groups whereby a food product is made and analysed thoroughly. Students will demonstrate their ability to review and make improvements by amending ingredients. They will learn the working, chemical and functional characteristics of ingredients. Students will learn to record results and use preference tests. Section C – Students will learn to analyse data and results collected, and draw conclusions. Students will learn to justify findings and evaluate the hypothesis and confirm if the prediction was proven. NEA 2 – Brief released Students will learn to use a range of research skills to investigate the task. Students will learn to demonstrate knowledge and understanding in the choice of dishes when selecting a final menu. Students will plan the task and produce a clear dovetailed sequence of work to include health and safety points and quality points Band A | NEA 2 – Component 2 Food preparation assessment (35%) 12 hours (3 hours practical) Portfolio of evidence to support the food exam. Food exam (3 hours) Students will learn to use health and safety procedures when preparing, cooking and presenting a menu of three dishes. Students will apply a variety of technical skills in the preparation, cooking and presentation, of three dishes to meet a particular requirement Use a wide range of ingredients/commodities to produce very different types of dishes Students will learn to test the dishes for readiness using the appropriate technique and judge and manipulate sensory properties during the cooking processes. Students will learn to evaluate the technical skills selected and demonstrated in relation to the chosen dishes. Students will learn to use sensory properties; consider the taste, texture, aroma and appearance. Students will learn to demonstrate portion control, excellent presentation. REVISION / SUPPORT / INTERVENTION | REVISION / SUPPORT / INTERVENTION Exam practice Past papers Revision techniques Flash cards Food heroes intervention NEA 1 – Written Paper (50%) June written examination |
Art | The WHS Art department fosters a culture of creativity within the fundamental areas of artistic expression. Our intent is to explore personal identity through investigative research of the influences and characteristics of cultural, emotional, family and environmental codes and conventions. | Completion of Sketchbook tasks 10 hour Mock Exam personal response Component 1 Completion Introduction Externally set project Component 2 40% LO2: Experimentation LO3: Record LO4: Personal – Personalised aims and outcomes -Visual investigation interests and development -Artists Research and Analysis -Experimentation materials media processes techniques 10 Hour GCSE Exam – Personal response development of final form | Component 1 personal project completion ” Me Myself and I” Sketchbook project evaluation and completion of all outstanding tasks Comparative artist analysis and development of final idea Experimentation of processes skills and practical techniques Final idea refinement and completion of project | External unit project development of skills and practices Sketchbook tasks exploration of key artists and processes Experimentation of materials media and techniques Final idea development Exam final form project completion |
Drama | Our curriculum aims to provide an enriching and comprehensive learning journey for students in Years 10 and 11, tailored to foster a deep appreciation for drama as an art form encompassing theatre, film, and television, while simultaneously nurturing creative and analytical abilities. | Exploration of Texts: Introduction to the selected texts for Component 2, which may include plays, scripts, or extracts from theatrical works.
| Exploration of Theatrical Styles and Movements: Delve into various theatrical styles and movements, such as naturalism, and epic theatre, with a specific focus on their relevance to the play “DNA” by Dennis Kelly. Theatrical Context of “DNA”: Investigate the historical, social, and cultural contexts that influenced the creation of “DNA” by Dennis Kelly, examining how these factors impact the play’s themes and characters. Design Elements and “DNA”: Analyse the role of set design, costume, lighting, and sound Live Theatre Experiences: Attend live theatre performances, to observe and critique professional productions. Learn to evaluate and critique a professional production in preparation for exam – Revision and Exam Preparation: Prepare for the written exam, which will include questions related to “DNA” by Dennis Kelly. | |
Music | Our aim for the KS4 curriculum is to provide a vibrant and comprehensive musical experience for our students. We will create a diverse and inclusive environment where students can explore a wide range of musical genres, develop their instrumental skills, and cultivate a deep understanding and appreciation for music. | Western Classical Post 1910 Brief Composition Ensemble Performance | Western Classical Post 1910 Brief Composition Ensemble Performance GCSE Coursework |
Revision and exam preparation |
Geography | – To ignite a learner’s passion for geography. – To know more about the places they live and the places they have yet to visit. – To build an understanding of the interdependent nature of our world. In order that our learners become global citizens, capable of thinking ‘geographically’. Exam Board: AQA | Rivers Fluvial processes, such as erosion, transportation, and deposition, shape distinct landforms like interlocking spurs, waterfalls, gorges, meanders, ox-bow lakes, levées, flood plains, and estuaries. Different management strategies that protect river landscapes. An example of a flood management scheme in the UK illustrates the importance of effective management. Physical fieldwork. We will also be revising for a Paper 1 mock exam, physical geography. | Food Demand for food resources is rising globally but supply can be insecure, which may lead to conflict. Different strategies can be used to increase food supply. Changing Economic World The case study of a LIC or NEE highlights the country’s location, importance, political, social, cultural, and environmental context, changing industrial structure, and the role of transnational corporations. W also discusses the UK’s economic futures, deindustrialization, post-industrial economy, and its global connections through trade, culture, and transport. Revision and Exam Preparation | March – Pre-Release 12 weeks before the Paper 3 exam the final resources is released, we will spend 6-8 hours of lesson time learning the content and preparing for the exam. |
History | To develop a coherent, chronological understanding of our history that inspires us to ask big questions, critique thoughtfully and be global citizens |
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Sociology | To understand different perspectives on social inequalities and how to tackle them | Sociology of Crime and Deviance | Social Stratification; – Life chances – Poverty as a social issue -Power and authority Research Methods in Context | Revision |
Religious Studies | Religious Studies at Wapping High School aims to inspire pupils to become theologians and philosophers with an ability to understand, question and critically evaluate the world around them. Pupils are able to make critical and balanced judgements about questions of meaning and purpose. They demonstrate our PACK values and this gives our pupils the knowledge to apply their learning to contemporary issues within the world in which they live and prepares them for their lives beyond school. | Christianity: Unit 3 – Marriage and the Family. Assessments: Short Knowledge Tests Edexcel Spec B GCSE style questions. AO1 1: Outline (3), Describe (4), Explain (5) AO2 : Evaluate (12) Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. | Islam: Unit 4 – Peace and Conflict. Assessments: Short Knowledge Tests Edexcel Spec B GCSE style questions. AO1 1: Outline (3), Describe (4), Explain (5) AO2 : Evaluate (12) Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against. Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. | Christianity: Unit 4 – Matters of Life and Death. Final Revision and Exam Preparation. Assessments: Short Knowledge Tests Edexcel Spec B GCSE style questions. AO1 1: Outline (3), Describe (4), Explain (5) AO2 : Evaluate (12) Core skills Knowledge: key beliefs & teachings, using subject knowledge, using contextual sources. Developing reasoning: using quotations. Reasoning: reasons for and against Critical comparisons: identifying and analysing similarities and differences. Inference: analysing, identifying and retrieving relevant content from a source. Evaluation: coming to a justified conclusion about religion and belief, including their significance and influence. |
Computer Science | In KS4 pupils will develop and build on the knowledge and the skills they have learned in KS 3. The curriculum develops the student’s ability to have robust background thorough focusing on how computers work, logical thinking, decomposition and abstraction of problems , code tracing, problem-solving, and develop new and effective algorithms to solve computing problems programming concepts including the design of effective algorithms and the designing, writing, testing and refining of code. | 3.1 Programming Techniques. Key principles to complete NEA revised using a larger coding challenge. Feedback to students to ensure they are aware of the requirements for the NEA and share mark scheme. | 1.6 Systems Security Forms of attack Threats posed to networks Identifying and preventing vulnerabilities 2- Programming Techniques SQL COMPONENT 01 REVISION | COMPONENT 01 REVISION • 1.1 Systems architecture • 1.2 Memory and storage •1.3 Computer networks, connections and protocols • 1.4 Network security •1.5 Systems software • 1.6 Ethical, legal, cultural and environmental impacts of digital technology COMPONENT 02 REVISION# 1.1 Systems architecture 1.2 Memory and storage • 1.3 Computer networks, connections and protocols • 1.4 Network security •1.5 Systems software •1.6 Ethical, legal, cultural and environmental impacts of digital technology Exam Practice |
Subject Contacts
| Subject | Contact |
| English | SalemaKhanum@Wappinghigh.org |
| Maths | MahfoozRahman@Wappinghigh.org |
| Science | SamWiles@Wappinghigh.org |
| Humanities | SerraSanders@Wappinghigh.org |
| Technology and Expressive ART | GeorgeLewis@Wappinghigh.org |
| MFL | NathalieBurgos@Wappinghigh.org |
“Wapping High School was founded with the intention that pupils would benefit from being in a small school. This vision has been realised and maintained. Staff know their pupils very well.”
– Ofsted Report, 2024
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