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:

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.

Year 9 Hybrid Approach

 

Whilst the vast majority of option choices are made ready for the start of Key Stage 4 in Year 10, our learners get the opportunity to specialise in either Drama, Music or Art in Year 9. This opens the space for learners to deepen their understanding and develop their skills in their preferred Creative Art subject ahead of Key Stage 4. 

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.

Wapping High School – SMSC and Nurturing Holistic Development

 

At Wapping High, we are dedicated to providing a well-rounded education that goes beyond academic achievement. Our commitment to the Spiritual, Moral, Social, and Cultural (SMSC) development of our students is integral to our PACK (Passion, Aspiration, Community, Kindness) ethos and shapes our school community.

Spiritual Development:

We aim to nurture the spiritual development of our students by encouraging reflection, awe, and wonder. Through a rich and diverse and aspirational curriculum, as well as a supportive environment, we provide opportunities for students to explore their beliefs, values, and a sense of purpose, fostering a deep understanding of themselves and the world around them.

Moral Development:

Our school community places a strong emphasis on moral development, instilling values such as respect, empathy, responsibility and kindness. Through a combination of explicit teaching, positive role modeling, and engaging experiences, we empower our students to make informed and ethical decisions, contributing positively to society.

Social Development:

At Wapping High, we recognize the importance of social development in preparing students for the challenges of the future and to follow their passion. Our inclusive and supportive environment encourages positive relationships, teamwork, and effective communication. We promote a sense of community and belonging, ensuring that every student feels valued and respected.

Cultural Development:

Community and diversity is celebrated at Wapping High School, and we actively promote cultural development by exposing students to a wide range of perspectives, traditions, and experiences. Through a global and local lens, we encourage an appreciation for cultural differences, fostering a sense of curiosity and open-mindedness.

Course outline downloads

 

Wapping High School PSHE Curriculum Map

Wapping High School aims to provide its learners  with an excellent PSHE education, which equips them with the vital tools needed to lead an autonomous, values-led, happy and healthy life in the UK in the 21st Century. Focused PSHE lessons are delivered weekly as part of their Personal Growth Lessons.

Personal Growth lessons allows us to embed the link between PSHE and vital life skills throughout the wider school curriculum. PSHE is taught as part of a wider SMSC programme which includes Relationships & Sex Education and Careers Education which takes place in Personal Growth lessons. 

Within Personal Growth lessons Learners will also have an opportunity for coaching to take place where they will nurture and develop these vital life skills. This will all be recorded in the from of reflections on their  Personal Growth Portfolio.

PSHE Curriculum Map

Please click on this link to view the Wapping High School PSHE/RSE Health Education Curriculum Overview – this document gives a detailed overview of the subject content students cover in PSHE at Wapping.

 

Relationships and Sex Education at Wapping

Since 2020 secondary schools in Britain have a statutory obligation to deliver a Relationships and Sex Education (RSE) curriculum. ‘The purpose of RSE is to help children and young people to be safe, healthy and happy as they grow up and in their future lives.’ (Sex Education Forum) At Wapping High School RSE is taught within our extensive PSHE curriculum and is based on the Sex Education Forum’s 12 principles of good RSE education, which can be viewed here. The school’s RSE policy can be accessed here. Additionally the letter and parent presentation regarding the changes can be found below.

 If parents or carers have any questions regarding the content taught in these sessions they should contact PSHE Lead; using the email below, in the first instance.

 

 Parent Support and Information

Wapping aims to develop strong relationships with parents and carers and offer support to families in supporting their child’s PSHE education. A comprehensive list of support agencies can be found below:

 Useful links:

PSHE Association – How PSHE can help your children

Care for the Family – Organisation supporting families and parents

Contact – an agency supporting parents with disabled children

Young Minds – Supporting my child with anxiety

For further information contact:

Serrasanders@wappinghigh.org

Careers Education

This policy is underpinned by our belief that our pupils will become international citizens able to access opportunities across the globe.  Our vision of “Raising Aspirations, Broadening Horizons” relies on an excellent careers education program from Year 7 to 11. At Wapping High School we provide the support, education and guidance to ensure all pupils make the best possible decisions when leaving us in Year 11.  We prepare pupils for the world of work and further education by providing the local and global contextual knowledge and essential skills that employers and educational institutes require.

At Wapping High School we are committed to fulfilling our statutory duties in relation to careers education and guidance.  This includes enabling students to understand the full range of options that are available to them including but not limited to A levels, Apprenticeships, BTECs and T levels. 

We recognise the importance of putting in place effective arrangements for the management and delivery of our Careers Education program. At Wapping High School we use the Gatsby Benchmarks to plan, review and improve our Careers Education provision.  Responsibility for delivery of the program is that of the teaching staff.  Management of the program is the responsibility of Samiya Rahman Samiyarahman@Wappinghigh.org and Tel: 0203 597 3670.

Teachers will receive prior notice and specific training for delivering aspects of the program.  This will be delivered through the school’s CPD sessions.  Subject leaders are responsible for Gatsby Benchmark 4. (linking learning to the careers curriculum).

At Wapping High School we work closely with Tower Hamlets Workpath and have access to their independent support and guidance counsellors (Gatsby Benchmark 8).  All pupils will meet with a counsellor during Year 11 (those with EHCP plans will also meet them as part of their annual review).

We recognise the important role that parents have in their child’s career development and aim to involve parents as much as possible in the careers education program.  We host a range of in person information meetings at appropriate times throughout the program.

At Wapping High School we work closely with educational institutes, employers and local businesses to deliver a careers program that is relevant to and reflective of the local community.  These include but are not limited to sixth form colleges, universities and employment providers. Please click here to access Provider Access Policy

 

Year

Term 1

Gatsby Benchmark

Term 2

Gatsby Benchmark

Term 3

Gatsby Benchmark

7

World of Work Assembly 

1, 2 

Employer Presentation

5, 6

Employer Visit

5, 6

8

Skills for the future Assembly

1, 2

Employer Visit

5, 6

Employer Presentation

5, 6

9

Your Choices Assembly

1, 2

Employer Presentation

5, 6

Employer Visit

5, 6

10

Exploring Careers Assembly

1, 2 

Employer Presentation

5, 6

Work Experience

5, 6 

11

Moving On Assembly

Post 16 Application Writing Support

 Independent Careers Interviews

Post 16 provider assemblies

1, 2 

1, 3

Independent Careers Interviews

8

Support with post 16 applications and progression.

 

Gatsby Benchmark 4 is Linking curriculum to careers and will be reflected/evidenced in the curriculum plans of individual departments.

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:

  • Understanding plot, key themes and characterisation
  • Language analysis
  • Introduction to how social, historical and political context impacts the plot line.  

 

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:

  • To learn how to read with fluency
  • To learn how to read with expression. 
  • Extract key information
  • Solidifying comprehension skills

 

Macbeth, William Shakespeare

 

Core skills:

  • Identifying and understanding key conventions of a tragedy
  • Understanding plot, key themes and characterisation
  • Language analysis, focus in zooming into key ideas
  • Understanding how the Jacobean era influenced the plotline. 

The Power of Identity (Poetry)

Transition unit to Y8.

  • To identify range of poetic conventions 
  • To comment on how and why they are used. 

 

The Reading Project
(Reading for Pleasure)

 

Core Skills

  • Embedding the skills of reading
  • Acquisition of new vocabulary

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.

  • Sequences
  • Algebraic Notation
  • Equality & Equivalence
  • Place Value & Ordering Numbers
  • Fractions, Decimals and Percentages
  • Addition & Subtraction
  • Multiplication & Division
  • Fractions & Percentages of Amounts
  • Operations & Equations with Directed Numbers
  • Fractional Thinking
  • Sequences
  • Construction & Measuring
  • Geometric Reasoning
  • Developing Number Sense
  • Sets & Probability
  • Prime Numbers & Proof

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

  • Introduction to lab work
  • Hazards
  • variables and experiments
  • Drawing graphs

Biology topics: 

  • Cells & organisation 
  • The skeletal & muscular systems

Chemistry topics: 

  • Particles 
  • Chemical reactions 

Physics topics: 

  • Energy 

Biology, chemistry and physics topics will be taught alongside each other. 

 

Biology topics: 

  • Gas exchange 
  • Nutrients & digestion

Chemistry topics: 

  • Periodic table 
  • Acids & alkalis 

Physics topics: 

  • Forces 
  • electricity 

Biology, chemistry and physics topics will be taught alongside each other. 

 

Biology topics: 

  • Nutrition & digestion
  • Relationship within  ecosystems
  • Maths skills

Chemistry topics: 

  • Pure and impure substances
  • separating mixtures

Physics topics: 

  • Magnetism 
  • Space 

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 

 

  • Introducing myself
  • My family
  • Pets

 

Mi tiempo libro – My free time

 

  • Hobbies
  • Weather 
  • Sport

 

Key Grammar Points

 

  • Present tense
  • Giving opinions
  • Adjectival agreements

Mi insti – My school

 

  • My subjects
  • Describing my school
  • Free time in school

 

Mi familia y mis amigos – My family and friends

 

  • Describing myself
  • Describing my family
  • Describing where I live

Key Grammar Points

 

  • Possessive adjectives
  • Irregular verbs

Mi ciudad – My town

 

  • Describing your town
  • Telling the time
  • Weekend activities

 

Revisión – Revision

 

  • Key vocabulary
  • Extended writing
  • Opinions and justifications
  • Review of key grammar

 

Key Grammar Points

 

  • Near future tense 
  • articles

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 

 

  • Numbers & Dates
  • Age & Birthday
  • Introduce myself

 

家人 – My Family

 

  • Family members
  • Pets
  • Chinese Family Culture

 

Key Grammar Points

 

  • Principles of numbers in Chinese
  • Question words 什么,多大,吗 
  • Negative word 不
  • Extreme word 很
  • Pronouns and showing possession

爱好 Hobbies 

 

  • Hobbies 
  • Sports
  • After School activities of each day within a week

 

学校 – School

 

  • School subjects
  • Time
  • School time table
  • Introduce my class

 

Key Grammar Points

 

  • Present tense
  • Giving opinions
  • Adjectives 大,小,多,少
  • Question words 谁,几
  • Measure words 个,口,只,条,节
  • Negative word 没
  • Linking words 和,也

食物和饮料 Food and Drinks

 

  • Food and drinks
  • Lunch menu at school
  • Daily meals

 

Key Grammar Points

 

  • Time words
  • Long sentence words order
  • Measure words: 杯,碗
  • Question words 多少
  • Linking words: 还,也不

 

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

Vikings and Saxon England

the Norman Conquest 

Medieval Realms and the Crusades

The Wars of the Roses

The Reformation

The English Civil War

Revolutions; America, France and the UK

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

  • Establish how computers use binary to store information
  • Representing numbers in binary
  •  from Denary to Binary and vice versa

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 – 

  • Outwitting an Opponent
  • Exercising Safely and Effectively 
  • Striking and Fielding
  • Accurate Replication
  • Problem Solving 
  • Net Games

Healthy Participation

Show how to safely warm up/cool down

Compare short and long term exercise

Develop peer assessment and feedback

  • Outwitting an Opponent

Motor Competence

Develop motor movements 

Movement and patterns 

Performance

  • Net Games

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 1Term 2Term 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:

  • Understanding plot, key themes and characterisation
  • Language analysis
  • Focus on disciplinary literacy  (tier two) 

Writing is Fighting (non-fiction)

 

Core Skills:

  • Discipline of rhetoric (pathos, logos, and ethos).
  • To understand the spoken word.

Othello, William Shakespeare

Core skills:

  • Identify and zoom into the conventions of a tragedy
  • Understanding plot, key themes and characterisation
  • Language analysis
  • Developing tier 2 vocabulary
  • Understanding how the Elizabthan era influenced the plot line.

Victorian Voices (C19th Fiction)

 

Core Skills

  • Expresses opinions and gives justification with some development
  • Using a  range of vocabulary and a range of rhetorical devices for effect.
  • Frequently effective adaptation of language to describe, narrate and inform in response to the set questions

Poetry

Assessment: Theme of patriotism in Dulce Est Decorum.

 

Core Skills

  • knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning
  •  recognising a range of poetic conventions and understanding how these have been used
MathsThe 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.
  • Ratio & Scale
  • Multiplicative Change
  • Multiplying & Dividing Fractions
  • Working in the Cartesian Plane
  • Representing Data
  • Tables & Probability
  • Brackets, Equations & Inequalities
  • Sequences
  • Indices
  • Fractions & Percentages
  • Standard Index Form
  • Number Sense
  • Angles in Parallel Lines & Polygons
  • Area of Trapezia and Circles
  • Line Symmetry & Reflection
  • The Data Handling Cycle
  • Measures of Location
ScienceWe 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: 

  • Variables 
  • Lab safety and using a bunsen burner 
  • Drawing graphs  

Biology: 

  • Cells 
  • Plants 
  • respiration 

Chemistry: 

  • Periodic table
  • chemical reactions 

Physics 

  • Forces & motion
  • Electricity 
  • Magnetism 

Biology, chemistry and physics topics will be taught alongside each other. 

 

Biology: 

  • Respiration 
  • nutrition & digestions

Chemistry:

  • Chemical reactions 
  • Acids & alkalis 

Physics:

  • The particle model 

Biology, chemistry and physics topics will be taught alongside each other. 

 

Biology: 

  • Reproduction in humans 
  • maths skills 

Chemistry:

  • acids and alkalis 
  • pure and impure substances 
  •  earth materials & atmosphere

Physics

  • Waves 
  • magnetism 
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

 

  • Describing a past holiday 
  • Opinions about holiday 
  • Holidays activities 

Todo sobre mi vida – All about my life

 

  • Talking about technologies 
  • Music 
  • TV programmes

Key Grammar points

 

  • Past tense 
  • Present tense 
  • Comparatives

¡A comer! – Time to eat

 

  • Talking about food
  • Meal times
  • Ordering in a restaurant

¿Qué hacemos? – What are we doing? 

  • Daily routine
  • Arranging to go out and give excuses
  • Talking about clothes

Key Grammar points

 

  • Opinions
  • Negatives 
  • Near future tense
  • Comparatives

Operación verano –  Summer plans

 

  • Describing a holiday 
  • Asking for directions
  • Describing holiday activities

Repaso – Revision

 

  • Key vocabulary 
  • Extend writing 
  • Review of key grammar 

Key grammar points

 

  • Revising present tense
  • Revising past tense
  • Revising near future
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 

 

  • Weather forecast
  • Countries and languages
  • Where to go on holiday
  • Holiday transport
  • Where you went on holiday

 All about me

 

  • Appearance
  • Describing your room
  • Clothes and colours
  • Daily routine
  • Teenagers’ daily routines and clothes in China

Key Grammar Points

 

  • Different time frames 昨天,今天,明天,上星期,这星期,

你家在哪儿 Where do you live? 

 

  • Places in a town 
  • Where shall we meet?
  • Weekend plans
  • My house
  • Jobs and what you would like to do in the future
  • How people live in China

买东西 – Shopping

 

  • At the supermarket
  • Clothes shopping
  • At the department store
  • Shopping on line
  • Shopping in China

Key Grammar Points

 

  • Connective 因为。。。所以。。。

在中国旅行 Travel in China

 

  • Travel plans
  • Sightseeing in Beijing
  • A tour of Xi’an
  • Shopping in Shanghai
  • Spring festival in Guangzhou
  • Chinese festivals

Key Grammar Points

 

  • Perfect past tense – the use of 过
  • Direction words 东,南,西,北
  • Time +以前/以后
  • The use of 有点儿+adjectives
  • How an activity is done: verb  +object +得  + adverb
  • Connective 除了。。。还(也)
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 TechnologyThe 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 StudiesReligious 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:

  • Amazing places
  • Space, place and scale
  • Natural processes
  • Human impacts
  • Interdependence
  • Sustainability

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’

  • Dive into the world of Berkovian theatre with unique dramatic styles and conventions.
  • Develop physicality and expressive skills.
  • Assess understanding through an exploration of the script ‘Metamorphosis.’
  • Unravel the layers of ‘Metamorphosis’ within the framework of Berkovian theatre.
  • Perform scenes from ‘Metamorphosis’

Script Analysis and Devising with a Focus on Shakespeare’s ‘Macbeth’

  • learners dive into the timeless world of Shakespeare’s ‘Macbeth.’
  • Learn the art of script analysis, dissecting characters, themes, and language.
  • Hone devising skills by creating original scenes inspired by ‘Macbeth.’
  • Explore the Bard’s enduring impact on theatre and storytelling.
  • A journey into the heart of Shakespearean drama and creative expression.

Exploring Musical Theatre Elements

  • learners embark on a captivating journey through the world of musical theatre.
  • Develop singing, staging, and acting skills integral to the genre.
  • Dive into famous musicals, analysing performances, songs, and concepts..
  • Explore the history of musical theatre. .
  • Perform some musical theatre scene. 
Computer Science and ICTLearners 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

 

  • Understand the concepts of abstraction, decomposition, pattern recognition and algorithms
  •  Know how to read and develop flow diagrams

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

  • Outwitting an Opponent
  • Exercising Safely and Effectively 
  • Striking and Fielding
  • Accurate Replication
  • Problem Solving 
  • Net Games

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

  • Outwitting an Opponent

Motor Competence

Declarative and procedural knowledge

Purposeful practice and feedback

  • Net Games
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:

  • Studying setting, plot, and characterisation, and the effects of these
  • Understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play

Hidden Figures (non-fiction)

  • Develop the understanding  of the spoken word.
  • Understanding how rhetorical devices are used effectively. 

Much Ado About Nothing, William Shakespeare

Core skills:

  • Identify and zoom into the conventions of a comedy
  • Understanding plot, key themes and characterisation
  • Language and structural analysis
  • Developing tier 2 vocabulary
  • Understanding and incorporating contextual detail.

Creative Writing

Core Skills:

  • To use ambitious vocabulary; varied sentence types
  • Using rhetorical devices effectively
  • Use punctuation for effect in order to create an engaging piece of writing.

Power and protest poetry

Assessment: Compare how the poets present conflict in their poems

Core Skills

  • Analysing how language and structure are used in different poems.
  • Draw comparisons between different poems.
  • Understanding the context and reasons for poems to express their feelings in a particular way.

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.

  • Straight Line Graphs
  • Forming & Solving Equations
  • Testing Conjectures
  • 3D Shapes
  • Constructions & Congruency
  • Numbers
  • Using Percentages
  • Maths & Money
  • Deduction
  • Rotation & Translation
  • Pythagoras
  • Enlargement & Similarity
  • Solving Ratio & Proportion Problems
  • Rates
  • Probability
  • Algebraic Representations
  • Getting Ready for KS4

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: 

  • Cell biology 
  • Organisation
  • Transport in biology 

Chemistry 

  • Chemical reactions
  • Periodic table 
  • Acids & alkalis 

Physics 

  • Energy 
  • Electricity 

Biology, chemistry and physics topics will be taught alongside each other.

Biology:  

  • Organisation 
  • Health, infection & response 

Chemistry:

  • Energy changes
  • rates of reactions
  • earth, materials and atmosphere

Physics:

  • Light
  • Waves 

Biology, chemistry and physics topics will be taught alongside each other. 

Biology: 

  • DNA & extinction 
  • Maths skills 

Chemistry: 

  • Earth, materials & atmosphere
  • Using resources 

Physics:

  • Waves
  • Forces
  • Forces & motion 

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

  • Talking about personal interests 
  • Describing leisure activities in the present tense
  • Talking about films using the near future

Orientate!- Finding a career

  • Talking about jobs
  • Talking about the future
  • Describing a typical day at work 

Key Grammar points

  • Near Future tense 
  • Using Tener que
  • Using Me gustaría

En forma – Keeping fit

  • Talking about diet
  • Describing leisure activities in the present tense
  • Talking about films using the near future

Jóvenes en acción- Youths in action

  • Talking social issues
  • Talking about the environment
  • Comparing your town with what it use to be

Key Grammar points

  • Near Future tense 
  • Using Tener que
  • Using Me gustaría

Una aventura en Madrid –  a trip to Madrid

  • Describing a holiday 
  • Asking for directions
  • Describing holiday activities

Repaso – Revision

  • Key vocabulary 
  • Extend writing 
  • Review of key grammar 

Key grammar points

  • Revising present tense
  • Revising past tense
  • Revising near future

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 

  • Hobby, interest, sport
  • Meeting up with friends
  • List things you can do
  • Ask for permission
  • Playing a match

怎么去  Getting Around

  • Places in town
  • Declining invitations
  • Transportation
  • Describe a day out
  • Favourite place 

我家人  My family

  • Family relationship
  • Forms of address
  • Talk about professions
  • Say how people do things
  • Compliments
  • Reading biography of a celebrity

买东西 Shopping 

  • Describe clothes
  • Buying things in a shop
  • Money and quantities
  • Describe products
  • Compare different shops

他怎么样 Describing people

  • Personal appearance
  • Make comparisons
  • Personal comments
  • Personality
  • Give an opposing point of view
  • Apologising

出去吃饭 Eating out

  • Talk about food and drink
  • Talk about the past
  • Brand names
  • Make order in a restaurant
  • Recognise common dishes
  • Expressing thanks
  • Buy snacks in a night market

我的一天 My day

  • Tell the time
  • Daily routine
  • School activities
  • Describe what you are doing now
  • Exclamations

放假  On holiday

  • Weather
  • Talk about time and place in more details
  • Holiday plans
  • Describe a journey
  • Chinese set phrases

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.

  • Understanding age groups and the key nutrients needed at each life stage. Then moving onto the teacake and hotdog challenges , learners are given ingredients and have 40 minutes to create an award winning presentation. 
  • Understand the impact of cooking methods on nutrients. Be aware of the different heat transfer methods.

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;

Romans, Celts and Saxons

Viking Conqest

Norman Invasion 

England and France

England and Scotland, Wales and Ireland

Jewish migration

Elizabethan Voyages 

The Slave Trade and forced migration

The British Empire and Decolonisation

Brick Lane  

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:

  • Amazing places
  • Space, place and scale
  • Natural processes
  • Human impacts
  • Interdependence
  • Sustainability

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

 

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

  • Introduction to the life and works of Bertolt Brecht
  • Study of key concepts in Epic theatre, such as alienation and verfremdungseffekt (the distancing effect)
  • Analysis of Brechtian techniques in selected scenes from his plays
  • Practical exercises to apply Epic theatre principles
  • Collaborative projects culminating in a Brechtian-style performance.

Exploring Frantic Assembly’s Performance Style

  • Introduction to Frantic Assembly’s history and contributions to contemporary theatre
  • Study of physical theatre techniques, including ensemble movement and dynamic staging
  • Analysis of Frantic Assembly’s productions and choreography
  • Hands-on exercises to develop physicality and ensemble skills
  • Group projects to create and perform self-devised physical theatre pieces inspired by Frantic Assembly’s style.

Exploring Frantic Assembly’s Performance Style

  • Devising and Performing Original Theatre
  • Exploration of the creative process, from concept to performance
  • Introduction to various devising techniques and exercises
  • Collaborative brainstorming and idea generation
  • Scriptwriting and scene development
  • Rehearsal, blocking, and refining the performance
  • Culmination in learners independently devising and performing their own unique theatrical piece, applying acquired skills and creativity.

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 – 

  • Outwitting an Opponent
  • Exercising Safely and Effectively 
  • Striking and Fielding
  • Accurate Replication
  • Problem Solving 
  • Net Games

Healthy Participation

Anaerobic and Aerobic respiration

Heart Rate and Borg scale

Fitness testing

  • Outwitting an Opponent

Motor Competence

High Quality Instruction

Complex and specialised motor movements

  • Net Games

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

  • Explore the presentation of Hyde in chapter 4? (extract question – 20 marks)
  • How is the theme of REPRESSION presented in the novella? (whole text – 20 marks)

Core Skills

AO1: Read, understand and respond to texts

  • maintain a critical style and develop an informed personal response
  • use textual references, including quotations, to support and illustrate interpretations

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

  • Section A. Ques 1-7b.

Core Skills

  • Analysing how language and structure is used to convey meaning; conscious of the effect on the reader
  • Evaluative skills to be applied to a range of texts. 
  • Writing a summary and comparative skills

Edexcel English Literature, An Inspector Calls

Assessment:

  • How does Priestley present Sheila in Act 1?  (40 marks)
  • Theme of social responsibility (40 marks)

Core Skills

AO1: Read, understand and respond to texts

  • maintain a critical style and develop an informed personal response
  • use textual references, including quotations, to support and illustrate interpretations

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

  • English Language Paper 2
  • English Literature: Dr Jekyll and Hyde /An Inspector Calls.

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:

  • Number
  • Algebra
  • Graphs, Tables and Charts
  • Fractions and Percentages
  • Equations, Inequalities and Sequences

Higher:

  • Number
  • Algebra
  • Interpreting and Representing Data
  • Fractions, Ratio and Percentages 
  • Angles and Trigonometry

Foundation:

  • Angles
  • Averages and Range
  • Perimeter, Area and Volume 1
  • Graphs
  • Transformations

Higher:

  • Graphs
  • Area and Volume
  • Transformations and Constructions
  • Equations and Inequalities
  • Probability

Foundation:

  • Ratio and Proportion
  • Right-angled Triangles
  • Probability
  • Multiplicative Reasoning 
  • Constructions, Loci and Bearings

Higher:

  • Multiplicative Reasoning
  • Similarity and Congruence
  • More Trigonometry
  • Further Statistics
  • Equations and Graphs

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

  • Talking about past holidays 
  • Booking accommodation 
  • Holiday disasters 
  • Extended writing 

Key grammar points 

  • Present tense 
  •  Past tense 
  • Imperfect tense

Theme 3: Current and future study and employment 

  • Talking about school 
  • Describing your uniform 
  • School rules and problems 
  •  Talking about activities and achievements 

Key grammar points 

  • Near future tense  
  • Using negatives
  • Using comparatives and superlatives

Theme 1: Identity & Culture 

  • Friends and family 
  • Describing people
  • Your life online 
  • Making arrangement
  • Hobbies
  • Sport 
  • Talking about a role model

Key grammar points

  • Near future tense 
  •  Perfect tense 
  • Imperfect tense

Theme 2: Local, national and global areas of interest 

  • Talking about your region 
  • Planning what to do 
  • Talking about issues in your town  
  • Extended spoken answers 

Key grammar points 

  • Future 
  •  Past tense
  • imperfect 

 

Theme 1: Identity & Culture 

  • Daily routine 
  • Special meals 
  •  Family celebrations 
  •  Festivals and traditions

Key grammar points

  • Reflexive verbs in the preterit
  • The passive form

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 

  • Book accommodation and travel
  • Describing distance
  • Real Chinese: safety notice
  • Buying souvenirs
  • Planning a holiday
  • Culture: layout of Beijing

健康  Health

  • Parts of the body
  • Visiting the doctor
  • Real Chinese: Sign in a public park
  • Benefit of doing sports
  • Competitions
  • Culture: Beijing courtyard

教育 Education

  • Favourite subjects
  • Describing your school
  • Real Chinese: Report Card
  • Plans for future study
  • Future career goals
  • Culture: Bridges in China

我的家乡 Hometown 

  • Asking directions
  • Describing your town
  • Real Chinese: Children’s rhyme
  • More about the weather
  • Problems in my area
  • Culture: Bai Nationality

中国传统  Chinese tradition

  • Traditional Chinese festivals
  • Chinese New Year
  • New Years’ couplets
  • Real Chinese: New Years’ couplets
  • Celebrating with friends
  • Culture: Dragons

上网 Internet 

  • Internet and social media
  • Smartphones
  • Real Chinese: Web navigation
  • Advantages and disadvantages 
  • Product review
  • Culture: Classical Gardens of Suzhou

上班 Going to work 

  • Comparing job options
  • Filling in an application
  • Real Chinese: Business card
  • Writing an application letter
  • Attending an interview
  • Culture:Mountains

在家  At home

  • Saying where objects are
  • Describing rooms in your home
  • Real Chinese: Birthday card
  • Asking about family
  • Getting on with others
  • Culture:Chinese folk religion

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:

  • Oblique
  • Isometric
  • Orthographic
  • ½ point perspective
  • Exploded views
  • Sectional
  • Scale

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:

  •  Nutrition
  • Commodity 
  • Fruit & Veg/sugar
  • Gelatinisation

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
Medieval and Renaissance; Medicine, Surgery and Public Health
Introduce GCSE skills; source and explain the significance 
Early Modern and Industrial Era Medicine, Public Health and Surgery
GCSE skills: Compare 8 mark 

Revise Health and the People
16 mark extended essay practice

Germany 1890-1918
Describe and Explain question styles  

Germany 1918 – 1945
Weimar Era Crisis and Rise of Nazi Germany
Nazi Germany
Operation Barbarossa 

Sociology

To understand different perspectives on social inequalities and how to tackle them

Introduction to Sociology
Sociology of the Family
Research Methods in Context

Sociology of Education

Functions of schools
-Perspectives on schools, revisiting Marxism, Functionalist and Feminism
-marketisation of schools and wider policies
– types of schools in the UK

Education continued

Internal and external factors of attainment

Research Methods in Context 


Methods in Context

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:

  • Dr Jekyll and Hyde
  • Romeo and Juliet
  • An Inspector Calls

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:

  • Quadratic Equations and Graphs 
  • Perimeter, Area & Volume 2
  • Fractions, Indices & Standard Form
  • Congruence, Similarity and Vectors 
  • More Algebra

Higher:

  • Circle Theorems
  • More Algebra 
  • Vectors & Geometric Proof
  • Proportion & Graphs

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

  •  Career choices 
  • Applying for jobs 
  •  Plans, hopes and wishes

 

Key grammar points

  • Perfect tense
  •  Superlatives
  •  Subjunctive

Theme 2– Local, national and global areas of interest 

  • Problems facing the world 
  • The environment 
  • Social issues & volunteering  

Key grammar points

  • modal verbs in the conditional 
  •  Indirect object pronouns 
  •  Giving arguments for or against

Revision and Exam practice

  • Key Topic vocabulary 
  • Key complex structures
  • Frequent misconceptions 
  •  Adverbs of frequency 
  •  Connectives 
  •  Adjectival agreements
  •  Comparatives 
  •  Direct object pronouns 
  •  Identifying and using multiple tenses
  • Exam strategies

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 

  • Hobby, interest, sport
  • Meeting up with friends
  • List things you can do

怎么去  Getting Around

  • Places in town
  • Declining invitations
  • Transportation

我家人  My family

  • Family relationship
  • Forms of address
  • Talk about professions

买东西 Shopping 

  • Describe clothes
  • Buying things in a shop
  • Money and quantities

他怎么样 Describing people

  • Personal appearance
  • Make comparisons
  • Personal comments

出去吃饭 Eating out

  • Talk about food and drink
  • Make order in a restaurant
  • Recognise common dishes

我的一天 My day

  • Tell the time
  • Daily routine
  • School activities

放假  On holiday

  • Weather
  • Talk about time and place in more details
  • Holiday plans

GCSE Topic Revision and EXam Mock for the topics below:

观光 Sightseeing 

  • Book accommodation and travel
  • Describing distance
  • Real Chinese: safety notice

健康  Health

  • Parts of the body
  • Visiting the doctor
  • Real Chinese: Sign in a public park

教育 Education

  • Favourite subjects
  • Describing your school
  • Real Chinese: Report Card

我的家乡 Hometown 

  • Asking directions
  • Describing your town
  • Real Chinese: Children’s rhyme

中国传统  Chinese tradition

  • Traditional Chinese festivals
  • Chinese New Year
  • New Years’ couplets

上网 Internet 

  • Internet and social media
  • Smartphones
  • Real Chinese: Web navigation

上班 Going to work 

  • Comparing job options
  • Filling in an application
  • Real Chinese: Business card

在家  At home

  • Saying where objects are
  • Describing rooms in your home
  • Real Chinese: Birthday card

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%
LO1: Investigation

LO2: Experimentation

LO3: Record

LO4: Personal
-Initial ideas 

– 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.

  • Character Analysis: In-depth examination of characters within the chosen text, exploring their motivations, relationships, and development throughout the narrative.
  • Mock exam Practise 
  • Mock exam
  • Practical Workshops: Engaging in practical workshops to develop acting skills and techniques required for performing from a text.
  • Scene Study: Focusing on specific scenes or excerpts from the text, practising character portrayal, blocking, and rehearsal strategies.
  • Characterization and Ensemble Work: Assessment and Performance

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


Elizabethan England
1568-1603

Consolidation of Germany 1890-1945


Health and the People 1000-2023

Mediaeval Medicine
Renaissance Medicine
Industrial Era Medicine
Modern Medicine 


Health and the People Consolidation 

Sociology

To understand different perspectives on social inequalities and how to tackle them

Sociology of Crime and Deviance
– types of crime and deviance
– different perspectives on crime (revisiting Functionalism, Feminism, Marxism)
– labelling, strain and other theories of crime
– agents of social control, including prisons
– Control Theory 

Research Methods in Context

(+ Mock preparation)

Social Stratification;

– Revisiting perspectives on C.A.G.E factors 

– 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
SubjectContact
EnglishZaraAhmed@Wappinghigh.org
MathsSaifurRahman@Wappinghigh.org
ScienceSamWiles@Wappinghigh.org
HumanitiesSerraSanders@Wappinghigh.org
Technology and Expressive ARTGeorgeLewis@Wappinghigh.org
MFLNathalieBurgos@Wappinghigh.org

“Disadvantaged pupils achieve well. Last year, their achievement was very similar to that of non-disadvantaged pupils nationally. In mathematics, their achievement at GCSE was in the top 4% of schools nationally. “

– Ofsted Report, 2018

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