Aims 

In the Art Department we aim to introduce students to a vast range of materials, techniques and creative processes. Art & Design allows students to express themselves and their ideas visually. We encourage our students to think independently, to solve problems and to communicate in imaginative ways. Our schemes of work are designed to enable students to make new discoveries by exploring ideas, artist’s work and using a wide variety of different media.

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Year 7 Curriculum

The year 7 course aims to equip students with a good range of research and analytical skills, as well as introducing them to new creative processes and techniques. Students explore a different theme each term and develop their practical skills in drawing, painting, and sculpture through exploration of the formal elements of art. 

Themes covered:

• Abstract paintings
• African mask sculptures
• Sweet Wrapper designs

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Year 8 Curriculum 

Students continue to develop their skills and knowledge by exploring new artists, styles and processes. They begin to develop their critical understanding of sources and expand upon their previous knowledge and skills. 

Themes covered:

• Portraits
• Fantastical architecture

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Year 9 Curriculum 

Students further develop their skills further by experimenting and exploring new ideas, artists and processes. We aim for students to build more confidence in using a vast range of materials and techniques in preparation for GCSE. Students develop their practical skills in drawing, painting, printmaking and direct observation. 

Themes covered:

• Perspective drawing
• Native American Animals

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Key Stage 4 

We begin the course by exploring a range of core visual elements and artistic practises through 4 half-termly projects. Within each project we aim for students to develop a critical understanding of various styles of artwork as well as build up their skills in observational drawing, photography, research and development, composition and colour theory. 

Students then begin to build upon these skills to develop a body of work based on a personal topic theme and experience a 10 hour (2 day) mock exam. 

The course will culminate with the completion of an externally set exam project through the Art and Design (Fine Art) GCSE offered by Edexcel. 

This topic is introduced to students in January of year 11 and they are required to develop a body of work exploring that project theme and create a final outcome in a 10 hour exam (normally around the beginning of May). 

Themes covered:

• Flowers, seed pods and leaves
• Fish, shells and water
• Mechanical and man made
• Feather, fur and flesh
• Student led theme

Skills:

• Observational drawing
• Acrylic painting
• Photography
• Critical thinking
• Oil Pastels
• Mark making
• Clay 
• Mixed media collage
• Linocut and print making

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Key Stage 5

We offer Fine Art through the Educas Exam board. Students continue to build on the skills learnt at GCSE and develop a strong portfolio of work in preparation for University, College or Internship interviews. During the exploratory stage of the course, students are encouraged to take risks and experiment with materials, techniques and processes in a creative and mature manor. Students will then focus on their area of strength and build a portfolio based on their Personal Study. The aim of this project is to encourage students to work more independently on their desired area of study and to produce a meaningful portfolio of work.

We promote the visiting of Exhibitions and encourage students to experience Fine Art first hand. Students are urged to extend their learning outside of the classroom by actively getting involved in classes, competitions and exhibitions.

Course Content:

Personal Project 

Using the theme of ‘Surfaces’ a starting point, students are to create a major in-depth critical, practical and theoretical investigation that is based on a ‘driving question’. This will lead to an outcome/s to be created in May. 

The Personal Investigation consists of two integrated constituent parts: 

1. A major in-depth critical, practical and theoretical investigative project/portfolio and outcome/s based on themes and subject matter that have personal significance; 
2. an extended written element of 1000 words minimum, which may contain images and texts and must clearly relate to practical and theoretical work using an appropriate working vocabulary and specialist terminology. 

Possible areas that students could study include: 

• painting and drawing 
• mixed media, including collage and assemblage 
• performance and conceptual art 
• sculpture 
• land or environmental art 
• installation 
• printmaking: relief, intaglio, screen processes and lithography 
• film, television, animation, video, photography 
• digital media.

Exam Set Theme (Year 13 Feb-May)

The externally set assignment materials are to be released to learners from 1 February (in the second year of the course) and will consist of a series of visual and written stimuli, which are to be presented to the learner at the start of the preparatory study period. 

One of the stimuli is to be selected by the learner and used as a starting point from which to elicit a personal response. A final outcome for this project is then created in 15 hours (3 days).

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Useful Links:

https://www.pinterest.co.uk/

https://www.studentartguide.com/

https://www.tate.org.uk/

The philosophy of the specification incorporates the belief that the study of Business Studies should require candidates both to understand the dynamic environment in which business operates and to appreciate the many varied factors which impact upon business activity and business behaviour. Sudents will work towards gaining an understanding of the issues facing UK businesses in the 21st Century.

A holistic understanding of business studies is encouraged. Delivery of the specification content should emphasise the integrated nature of business problems and solutions. The unitised design of the specification, however, enables candidates to be assessed in particular aspects of business activity and business behaviour. The specification content is delivered with reference to examples of business activity and business behaviour. These examples should be drawn from local, national and international contexts.

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The specification also requires an approach in which business activity and business behaviour is considered from a variety of perspectives. These perspectives include:

• Interests of different stakeholders in business
• Need for sustainability in business
• Effect of business activity on the environment
• Increasing importance of ethics in business decision making
• Globalisation of business activity

This specification contains one Controlled Assessment Unit for which evidence can be submitted electronically via the OCR Repository. The specification can reasonably be undertaken by students entering this area of study for the first time. In addition, the course of study prescribed by the specification provides a suitable route for progression to AS and Advanced GCSEs in this subject.

http://www.ocr.org.uk/

 

Aims 

To develop students with the digital literacy skills to be able to compete in the working environment. To have the technical skills to know how to create digital products. To understand the connection between their online life and offline life and how to utilize their online life in a safe and effective way. Finally to be aware of the ways technology affects their lives and how future technology developments will impact on them and society.

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Key Stage 3 

Students have two one hour lessons a fortnight in Computing. The Key stage 3 curriculum takes a spiral approach where in year 7 they are introduced to a topic and in subsequent year revisit the topic exploring it in more detail leading to a master.   

Year 7

• Staying safe and being responsible online
•  Designing and creating computer games as part of the BAFTA young game designer’s competition.
• Computational thinking
• Programming with python turtle
• An introduction to computer hardware

Year 8

• Being a digital citizen and shopping online safely
•  Simple webpage programming
•  Use of databases
•  The Turing test and python
•  Computer recommendations report & the use of binary

Year 9

• The threats from cyber crime
•  Working in a IT term to HTML, JavaScript and CCS
•  User interface programming
•  Future technology
• Programming robots

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Key Stage 4 

Students study Edexcels GCSE Computer Science, which will follow the 1-9 grading. The course develops on the students learning in key stage 3 Computing lessons. 

There are three core areas of learning and assessment: 

• Computer Systems, this looks at how a computer operates, how computers connect together, cyber security and the issues around the use of computers. 
• Computational Thinking, this look at developing students ability to plan, and develop code. There is a focus on creating robust programs. They also learn about how to test code.  
• Programming project. This unit allows students to progress their programming skills by embarking on an in depth programming project set by the exam board that involves the designing, coding and testing of their project.

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Key Stage 5

Students study OCR A Level Computer Science course. This builds on GCSE content and further develops their understanding of key concepts. Core to the A Level is their programming project where they are free to choice what they want to make. The project results in a complex program being coded that can be used by real users. 

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Useful Links 

E-Safety Advice 

https://www.childline.org.uk/info-advice/bullying-abuse-safety/online-mobile-safety/staying-safe-online/Programming guide 

Learn to program

https://www.sololearn.com/Course/Python/

GCSE theory 

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/computer-science-2016.html

https://student.craigndave.org/gcse-videos

A Level theory 

https://www.ocr.org.uk/qualifications/as-and-a-level/computer-science-h046-h446-from-2015/

https://student.craigndave.org/a-level-videos

Dance is a thriving and ever popular activity at JFK. With the modern dance studio, lessons and extra-curricular dance sessions can be delivered in a perfect setting.

Key Stage 3

All girls in KS3 have a half-term block of dance within the PE curriculum, delivered by Mrs Pettengell and Miss Holmes.

Year 7 are introduced to Social Dance and Dance Through the Decades as they learn about the dance styles and music of the 50s, 60s and 70s.

Year 8 further their choreography through motif development, experiencing a range of dance styles from jazz to cheerleading.

Year 9 are exposed to a more creative contemporary modern approach to dance with greater focus on story-telling and performance.

In September, all three year groups have the opportunity to attend a lunchtime extra-curricular dance club. Students are encouraged to attend and perform a group piece at the annual Gym & Dance Display.

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Key Stage 4

GCSE Dance is a popular option taken by both boys and girls to further develop their choreographic and performance skills. As the course is 80% practical, all students are actively encouraged to attend the Level 1 Dance Leadership Course in Year 10. As well as a valuable qualification, this also enables the students to run lunchtime dance clubs at JFK alongside choreographing routines for the school Gym & Dance Display and the Dacorum Dance Competition.

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Annual Events:

• Gym & Dance Display (November)
• Dacorum Dance Competition (March)
• Inter-House Dance Competition (Easter)
• GCSE Theatre Trip & Dance Workshop

Aims 

Drama is a vibrant and lively subject in which we creatively explore both the practical and theoretical elements of the subject. We aim to ignite a passion for the subject and develop skills that will be useful and applicable in life after school.

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Key Stage 3 

Year 7

During Year 7 the course is designed to introduce pupils to the basics of Drama; from rehearsed improvisation to building characters and roles. Much of the work is focused on whole class drama and the development of a group ethos, in which the pupils are encouraged to think for themselves, develop ideas and opinions and extend the creative language that enables expression. They follow projects based on gothic fiction and Alice and Wonderland. Throughout the year they work on developing their devising and performance skills. 

Year 8

Within drama, students follow schemes of work which involve examining books being adapted into stage performances, such as Charlie and the Chocolate factory. The students also complete a study of physical theatre and movement.

Year 9 

Throughout each drama project students develop the skills that they were working on during year 7 and 8. The primary focus of the year will be text-based drama and varying styles of drama practitioners, (mostly using text as a stimulus, as opposed to a rehearsal tool). Students are encouraged to develop a serious attitude to the work and are provided with many opportunities to explore, expand and experiment with their creative skills. They will develop the means by which it is possible to voice opinion through creative endeavour.

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Key Stage 4 

Drama is run as a GCSE and A level option and it explores both the practical and theoretical elements of the subject. 

During the GCSE course the students work in groups to create a range of devised performances as well as work on scripted pieces. This is in order to develop their drama skills, knowledge and ability to prepare, plan and contribute to group work. Their coursework, which is 60% of the course, is one piece of thematic devised performance and two pieces of scripted acting from the same play. Both of these are performed as part of a group but marked individually.

As part of the exam, the students will be required to demonstrate their knowledge of subject terminology, study a set text in terms of how it would be directed or performed., as well as analyse the performance of a piece of live theatre. 

The drama students are invited to a range of live theatre performances throughout the two years as well as take part in workshops led by professionals. These opportunities both assist in developing the students’ performance skills as well as prepare the students for their exam when analysing a live performance.

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Key Stage 5

Throughout the A Level course, students study prescribed texts in terms of how these would be directed or performed. This is studied both practically and theoretically where the students rehearse their thoughts, ideas and intentions and as a group assess the outcomes in relation to the intended effect. On a practical level, students work in groups to create a devised piece of drama following style developed by a chosen practitioner. They will also perform scripted pieces throughout the year, working towards a final performance for a visiting moderator.

Aims 

• To prepare students for the language demands of adult life. Students need to be taught to deal with the day to day demands of spoken language and of print, and to write clearly, appropriately and effectively
• To develop an appreciation of literature in all its forms.
• To support students with the language demands of the school curriculum

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Year 7 Curriculum

Year 7 begins with a short unit on Charles Dickens, which introduces students to both his style of writing and the contextual information needed to understand writing during this period. This gives us an opportunity to focus upon the creation of settings and character often in isolation from plot, whilst also introducing challenging vocabulary from the outset of Year 7. This then progresses into a wider exploration of the Gothic as the term progresses, with students exposed to a range of extracts where the nature of narrative structure is considered. By Christmas, then, students have explored the ideas of setting, character and plot. Students will also have presented a Gothic extract to their class as we give them an early experience of formal oracy, which is developed further as the year progresses.

These elements become especially relevant during the spring term when students study Holes by Louis Sachar. Whilst this is a text which students may have encountered in their primary studies, our focus here is primarily upon how Sachar structures his text (through flashbacks and parallel narratives), the change in Stanley’s character and the context of Kate Barlow and Sam’s doomed romance. Students often mimic Sachar’s methods in order to hone their own writing and their oracy develops as they work in groups on formulating their own prison camp.

In the summer term, with students fully settled at JFK, we introduce the most complex unit so far with an introduction to Shakespeare. In readiness for future study, students are introduced to Shakespearean language. Whilst many have studied some of his plays previously at primary school, this is likely the first time they have read it in the original language. The key concept of repartee which is so vital to their understanding of A Midsummer Night’s Dream and Romeo and Juliet is practised through drama, whilst there is a heavy focus on language use and imagery.

We conclude the year with a non-fiction unit on Sporting Tournaments, which is often updated to reflect the latest events in world sport. This involves reading, understanding and indeed debating ideas around the cost of Olympic opening ceremonies and the pressure placed upon athletes in the public eye. This study of non-fiction texts includes articles and speeches, with students concluding the year by writing and delivering their own persuasive text.

Year 8 Curriculum 

The autumn term in Year 8 is dedicated to the theme of war, specifically World War 1, which is highly relevant given the time of year. Students read Private Peaceful by Michael Morpurgo, which gives them a chance to explore Morpurgo’s use of language and particularly structure, as well as a selection of war poems which takes them on a journey from patriotic propaganda to Owen’s despair in ‘Dulce et decorum est’. This first formal study of poetry at JFK is placed alongside the novel to help with students’ understanding of the issues at play. This unit also contrasts well with the unit on love at the end of the year.

In the spring term, students study Our Day Out by Willy Russell. We focus upon the nature of the text in performance, paying close attention to stage directions, and highlighting the difference between this and their study of Shakespeare in Year 7. For some students, this text also helps to support the next unit, which, dependent upon their own choices, may link to the ideas of class in this text.

In order to support students’ reading of media texts and develop their research skills, the unit on Disasters uses the Titanic as an event and explores a variety of text types surrounding it. We consider what sources are reliable before students work independently to explore their own choice of a disaster to research and respond to. This enables students to begin pursuing their own interests where appropriate and make some choices over their own assessment needs.

To balance the war unit at the start of the year, we shift the focus to love in the summer term, studying A Midsummer Night’s Dream alongside a range of poetry. Both sets of texts are challenging but vital foundations for more thorough Shakespeare and poetic study at KS4.

Year 9 Curriculum 

In Year 9, we open the year with a study of short stories and their narrative structures. There is overlap here with the Gothic stories unit in Year 7; this short stories unit will be revamped in future years. This provides students with a firm structure for their own writing, which is then a spring-board for study of a novel: staff choose from Stone Cold by Robert Swindells, The Hunger Games by Suzanne Collins or The Boy in the Striped Pyjamas by John Boyne. Whilst varying in challenge, length and topic, they share themes of tolerance and respect, and show students lives very different from their own.

In the spring term, we study The Tempest, building on prior work in Shakespeare units in Years 7 and 8. Students are now asked to consider the text in its entirety, exploring how Prospero changes across the text, mimicking the GCSE Literature assessments. Following this, students study a short collection of poems entitled ‘Overcoming Adversity’. These range in length, style and historical background, but share the theme of overcoming difficulties. Thematically, this is an important message to get across to students, whilst the poems themselves offer a chance for students to consider how poems by different writers can tackle the same subject.

The final unit of Key Stage 3 is a study of John Steinbeck’s Of Mice and Men. In many ways, this pulls together much of the work in Year 9 and the Key Stage as a whole, as we explore the structure, themes and language of Steinbeck’s work. This whole text study of a seminal work of literature over a whole term gives students a taster of what GCSE might be like without moving any of Key Stage 4 down.

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Key Stage 4 

Students study AQA’s GCSEs in English Language and English Literature, gaining two qualifications. Both qualifications are 100% examination-based assessments. English Language Paper One comprises reading unseen fiction texts and composing descriptive and narrative writing. Paper Two comprises reading unseen non-fiction texts and composing persuasive and argumentative writing. Students also complete an independent presentation to their peers in order to complete the Spoken Language accreditation.

As part of English Literature, students study a Shakespeare text (Romeo and Juliet or Macbeth), a 20th century drama text (An Inspector Calls) and A Christmas Carol by Charles Dickens, as well as a selection of poetry across time on the theme of Love and Relationships.

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Key Stage 5

Students study AQA’s English Literature ‘A’ specification. The qualification is formed of two examinations, worth 40% each, and a Non-Examined Assessment (NEA) worth 20%.

In Year 12, students study the texts for Paper 2: World War One and its aftermath: Up the Line to Death edited by Brian Gardner, Birdsong by Sebastian Faulks and My Boy Jack by David Haig.

In Year 13, students explore the texts for Paper 1: Love Through the Ages: The Great Gatsby by F Scott Fitzgerald, Othello by William Shakespeare and a collection of 15 pre-20th century poems.

Both examinations also test students on unseen texts which are integrated into the course.

For the NEA, students work independently to select two texts to compare in an essay of 2500 words.

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Useful Links 

English Department Google Site: https://sites.google.com/jfk.herts.sch.uk/english/home

All links for GCSE and A Level are then available from this central site. Students must be signed into their Google account to access this.

Aims 

Geography is concerned with the study of place, the human and physical processes which shape them and the people who live in them. It helps pupils make sense of their surroundings and the wider world. 

We aim to make pupils more aware of the environment in which they live, encouraging the development of positive attitudes and values towards people and places, so that they are better prepared for life as responsible individuals within a multicultural society. Our subject allows students to make sense of the world around them and in doing so, they are better equipped to face the challenges that will shape our future at the local, national and global scales.

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Year 7 Curriculum

Our Year 7 course introduces students to some of the core skills and concepts used in geography. Students begin by developing an appreciation of their own geography and place before exploring some of the key human and physical environments within the UK and Europe. A field and research trip to the Natural History Museum Earth Science galleries takes place early in the 2nd term.

Topics covered in Year 7:

• Introducing geography
• Physical geography in action: Coasts
• The Earth’s resources
• What is an economy?
• Human geography in action: Population

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Year 8 Curriculum 

Students continue to develop their skills, knowledge and understanding of a broad range of Geographical topics. A European and regional approach is taken to the study of place. A core part of the course is to introduce the idea of sustainability and environmental management. Students take part in a local field trip to study urban development in a local town, this usually takes place in the Spring term.

Topics covered in Year 8:

• Weather and climate
• Ice and change
• Development
• Urbanisation
• Africa: development, change and sustainability

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Year 9 Curriculum 

Year 9 Geography provides students with the opportunity to develop their understanding of global geography. The course introduces students to global issues, global conflict, global governance and the workings of the global economy. Asia and the middle East form our regional studies. Physical geography content covers tectonic hazards and river studies. Students opting to study GCSE are invited to take part in a Rivers field trip early in the summer term.

Topics covered in year 9:

• Tectonic Hazards and their management
• The emergence of Asia
• Climate change and sustainability
• River studies
• A complex region: The Middle East

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Key Stage 4 

At GCSE we follow the EDEXCEL geography specification A course. This provides a traditional geographical grounding in that it comprises a human, physical and investigation paper. Students take part in a 3 day residential trip to North Norfolk where they complete a coastal and urban study in preparation for the 3rd exam paper.  

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Key Stage 5

At A Level we continue to study the EDEXCEL syllabus allowing a smooth transition from Key Stage 4 to Key Stage 5.  Our new specification will excite students’ minds, challenge perceptions and stimulate their investigative and analytical skills.  A number of specialised concepts underpin the new Geography A Level and are a useful tool for demonstrating synopticity. Students take part in a 5 day residential field trip to North Wales and in doing so gain an awareness of the field and research skills required to complete their own independent investigation.

Aims 

The History Department aims to foster and develop a passion for learning about the past. To achieve this we aim to develop both our student’s historical skills and historical knowledge. Students will learn to analyse the past developing skills such as causation, change and continuity and significance, as well as more common themes like source analysis written communication. This is achieved through the varied stories of the past and experiences of our ancestors.

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Year 7 Curriculum

Our Year 7 course begins with the development of the core skills required for the study of history. Students then explore medieval history through a range of topic areas which are designed to be both engaging and allow for the development of the student’s historical skills. 

Topics covered in Year 7:

• Historical Investigation Skills
• The Norman Conquest
• Castles
• The Black Death
• Magna Carta
• The Crusades

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Year 8 Curriculum 

Students continue to develop their skills, knowledge and understanding of a broad range of historical topics. Students explore early modern history through a range of topic areas which are designed to be both engaging and allow for the development of the student’s historical skills.

Topics covered in Year 8:

• The Tudors
• The English Civil War
• Slavery
• Empire and Migration

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Year 9 Curriculum 

Students begin to prepare for GCSE, with topics chosen to help all learners make a smooth transition from key stage 3 to 4.  Students explore 20th century history through a range of topic areas which are designed to be both engaging and allow for the development of the student’s historical skills.

Topics covered in year 9:

• Life in 1900s (Titanic case study)
• The First World War
• Nazi Germany
• The Second World War
• The Holocaust

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Key Stage 4 

Students study GCSE 9-1. This course comprises of a mix of units which are assessed in three examinations in the summer of Year 11. These units build upon the skills taught at Key Stage 3 and our program of study during these years has been developed to allow for a smooth transition from Key Stage 3 to 4.

GCSE units covered in Key Stage 4:

• Paper 1: USA Opportunity and Inequality 1920-73
• Paper 1: Conflict and Tension between East and West 1945-72 (The Cold War)
• Paper 2: Britain Health and the People c.1000-present
• Paper 2: The Norman Conquest 1066-c.1100

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Key Stage 5

A Level History uses AQA as our exam board and offers a range of new content alongside building upon previous learning. Students are required to further develop their historical writing ability and analysis and undertake an independent coursework element under the supervision of a selected history teacher. This coursework can be on any historical subject which meets the date range criteria of the exam board. The taught courses at A Level is assessed in examinations at the end of Year 13.

A Level units covered in Key Stage 4:

• Paper 1: The Tudors 1485-1603
• Paper 2: Revolution and Dictatorship, Russia 1917-53
• NEA: Historical Investigation, independent research and essay

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Useful Links 

KS3-4 BBC Bitesize Revision Pages

https://www.bbc.co.uk/bitesize/subjects/z7svr82

KS4-5 Seneca Learning GCSE/ A Level  Revision Activities

https://www.senecalearning.com/blog/gcse-history-revision-guide/

KS3-5 Spartacus Education History Notes

https://spartacus-educational.com/

Aims 

The Mathematics Department wants to inspire a love of mathematics through a broad, balanced and enjoyable mathematics provision. We believe that an appreciation of mathematics is essential in society today and we try to give our students the knowledge, skills and understanding to fully appreciate and engage with the world around them.

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Key Stage 3 

At Key Stage 3, Years 7 and 8 all students begin their 5 year journey towards Edexcel GCSE (9-1) Mathematics. 

Topics covered:

• Number
• Algebra
• Geometry
• Measures
• Statistics
• Probability

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Key Stage 4 

In Years 9, 10 and 11 students study towards either Foundation or Higher (9-1) GCSE.

At Key Stage 4 there are six areas of mathematics studied:

• Number
• Algebra
• Geometry
• Measures
• Statistics
• Probability

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Key Stage 5

We offer A Levels in Mathematics and Further Mathematics. At A Level we use Edexcel as our exam board.  Students are encouraged to take a more independent approach to learning at key stage 5 with high levels of work and practice questions to be undertaken outside of the classroom teaching time.

Useful Links:

• www.mymaths.co.uk
• www.kerboodle.com
• www.whizz.com
• https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study/national-curriculum-in-england-mathematics-programmes-of-study

Media Studies is a subject which aims to provide students with an exciting and unique opportunity to develop their interest in the media. The department believe that media is an important factor in all of our lives whether it is television, cinema, pop music and video, or newspapers, magazines and online.

Media Studies is a subject which aims to develop students into more critical consumers and producers of the media and provides its learners with a better understanding of how the media shapes our everyday lives.

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Key Stage 4

Media Studies is an option choice for all Year 10 students; Years 10 and 11 students follow the AQA course. The two year course covers a broad spectrum of Mass Media. Students will study magazines, film and advertising. Assessment is a variety of coursework tasks and an exam topic chosen by the exam board each year.

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Key Stage 5

This is a popular subject at A Level. Students follow the OCR A Level option which offers the opportunity to combine a theoretical understanding of the mass media in society and methods for analysing media texts (e.g. television programmes, films, advertising and the press) with the development of practical skills for media production. The balance of theory and practical work means that students learn about how media industries operate research and investigate issues and debate about the role of the media in society, analyse texts from a variety of media, and produce texts of their own.

Aims 

Our vision in the Modern Foreign Languages department is that all language learners develop the skills and confidence to consider themselves as ‘World Citizens’ who belong in a multicultural, mutually respectful world.

We aim to support students to understand other countries and cultures so that they can be more open and adaptable to new experiences; ensuring that each topic contains an element of cultural reference to not only the target language country, but the wider Francophone or Hispanic spheres.

The department is committed to developing strong, lifelong linguistic skills and to encourage students to become curious and interested in the world.  As part of this, we would encourage language teaching of other non curriculum languages such as Polish, Italian and Portuguese to take place here at JFK to build on the cross cultural community which already exists.

Ultimately, we want our students to have a love of languages, and aim to achieve this by nurturing a linguistic curiosity and an intrinsic motivation to explore and respect other cultures and people. We endeavour to inspire all MFL practitioners/peers through collaboration, support and modelling exceptional practice- no matter what stage of career journey. We celebrate our past successes and look to the future for higher levels of involvement and achievement .

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Year 7 Curriculum

Our Year 7 course introduces students to the language basics and develops skills in Reading, Writing, Speaking, Listening and Translation. We also teach students how to be independent learners, both by developing their dictionary skills and by using online tools that can aid their learning.

Topics covered in Year 7:

Meeting people School objects Alphabet Age/numbers Birthday/dates colours

Gender and adjective agreements Family members Pets Personal descriptions Talking about where you live Describe your home Describe your bedroom

Talk about what you do in the evening Tell the time Ask about places in the town Ask for directions Express opinions Order in a snack bar

Year 7 Spanish Curriculum:

Introduce yourself Talk about personalities Brothers and sisters Birthdays

Pets Free time Weather Sports Regular verbs in the present tense school

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Year 8 Curriculum 

Students continue to develop their skills, knowledge and understanding of grammar and vocabulary topics in each skill.

Topics covered in Year 8:

Daily routine School Sports Free time activities Musical instruments Going on holiday

Future tense Jobs Weather Past tense TV programmes and opinions Weekend activities

Make arrangements to go out Clothes and shopping

Year 8 Spanish Curriculum:

Family Appearances Describe what’s in your town Ordering in a café Say what you are going to do at the weekend using the near future Holidays Past tense Describe how you use your phone Music, TV, revision of tenses

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Year 9 Curriculum 

Year 9 French Curriculum:

Students begin to prepare for GCSE, with topics chosen to help all learners make a smooth transition from key stage 3 to 4.

Topics covered in Year 9:

Food and drink Countries Revision of past, present and future tenses Talk about TV, films, music and books Health

Year 9 Spanish Curriculum:

Food How to make negatives Arranging to go out Irregular verbs Reflexive verbs Clothes

Summer holidays Superlatives, comparatives, imperatives

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Key Stage 4 

Students study AQA’s GCSE French / Spanish course. They cover three themes: Identity and culture, local, national and global areas of interest and current and future study and employment. These themes are studied at both Foundation and Higher level, and a decision is made after January mocks as to which level students will take. Study at Higher level is a good preparation for the new A-Level specification.

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Key Stage 5

We offer A Levels in French and Spanish.  We use Edexcel as our exam board to offer inspiring and engaging themes, with a wide and popular selection of literary texts and films. The structure is clear and coherent with 4 engaging themes: Changes in French / Spanish society; The political and artistic culture in French / Spanish speaking countries;  Immigration and French / Spanish multicultural society; the French occupation and Resistance during WWII / Franco’s dictatorship and the transition to democracy. The four themes are studied alongside two works (either two literary texts or one literary text and one film) assessed through two externally-examined papers (Papers 1 and 2) and one teacher-examiner conducted speaking assessment (Paper 3). Students are encouraged to take a more independent approach to learning at key stage 5, and to extend their learning beyond the curriculum through attending a future careers languages conference in Berkhamsted and events in London (BFI – French film / theatre – Spanish play)  

Aims 

Music is vibrant and lively subject in which we creatively explore both the practical and theoretical elements of the subject.  Our choir and orchestra regularly provide music for the masses and concerts, both in school as well as a range of venues throughout the calendar year. We also offer a full range of instrumental lessons given by our dedicated peripatetic team

Key Stage 3 

Year 7

Students study music through the periods, develop their knowledge of music notation and terminology, as well as study film music. Each unit incorporates performing tasks (including singing), composition tasks and listening and appraising exercises.

Year 8

Throughout Year 8 students are provided with an opportunity to learn about music from different cultures. African Drumming, samba and Indian Raga. Each unit incorporates performing tasks (including singing), composition tasks and listening and appraising exercises.

Year 9 

In Year 9, students are provided with an opportunity to examine how objects may be used to develop and combine sounds to create music. This is an exciting project and incorporates varying and merging rhythms. Students also study Motown and the Blues, as well as popular music. Each unit incorporates performing tasks (including singing), composition tasks and listening and appraising exercises.

Key Stage 4 

Edexcel GCSE Music. Focus on performing, composing, listening and appraising

Aims 

The Physical Education department strives to offer opportunities for young people to utilise their God-given talents.  We aim to provide a broad range of sports and activities that enable all students to participate and engage in physical activity. 

In lessons we try to develop the student’s level of skill, whilst providing them with the knowledge and understanding of the benefits of regular participation in physical activity.  Our main focus is to cultivate a lifelong passion and enthusiasm for sport and Physical activity, in the hope that all of our students will participate regularly in the future.

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Key Stage 3 

In Years 7-9 students will have the opportunity to participate in a variety of games and sports across the three years.  The range of activities is designed to provide opportunities for young people to develop their skills, creativity, fitness, teamwork and problem solving skills.

Activities include: 

Winter:

Football, Gym, Dance, Rugby, Hockey, Netball, Trampolining,

Badminton, Fitness, Volleyball, Handball, Gaelic Football, Cross Country, Indoor athletics, Table Tennis, Swimming

Summer:

Athletics – track and field, Tennis, Rounders, Cricket, Softball, Golf

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Key Stage 4 

All students participate in one period of practical lessons each week.  In Year’s 10 and 11 students take part in a range of sports, including some off site activities such as the use of the local gym and golf club.

Students will also have the opportunity to study Pearson Edexcel GCSE Physical Education qualification. The GCSE consists of both practical and theoretical elements.  Students that choose to study GCSE Physical Education will have an additional three classroom based lessons as well as their practical lessons. 

The subject content and assessment is split into four components:

Component 1: Fitness and body system

1hour 45mins paper, 36% of the qualification

Component 2: Health and performance

1 hour 15 mins paper, 24% of the qualification

Component 3: Practical performance

30% of the qualification, 105 marks (35 marks per activity)

The students will be moderated in three sports: one team, one individual and the final activity can be a free choice. 

Component 4: Personal Exercise Programme (PEP)

10% of the qualification

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Key Stage 5

We offer A-level OCR Physical Education qualification. This course is designed to allow our students to continue their studies in Physical Education and prepare them for life afterschool. Students who undertake this course are encouraged to take a more independent approach to their learning.  The A-level course is more examination based with assessment at the end of the two years of study.

The subject content and assessment is split into four components:

Physical factors that affect performance

2 hour paper, 30% of overall qualification

Psychological issues affecting performance

1 hour paper, 20% of overall qualification

Socio-cultural issues in physical activity and sport

1 hour paper, 20% of overall qualification

Performance in physical issues 

30% of overall qualification

This will include an Evaluation and Analysis of Performance for Improvement (EAPI).

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Useful Links 

BBC Bitesize – Pearson Edexcel GCSE PE

https://www.bbc.co.uk/bitesize/examspecs/zxbg39q

Seneca – GCSE and A-Level revision

https://www.senecalearning.com/

 

Aims 

• Allow students to develop an understanding of what it means to be part of a faith community and a Catholic in a secular society 
• develop pupils’ literacy and understanding of how religious beliefs can affect the behavior and lifestyle of a believer
• empower students to be active participants in their spiritual, moral and academic development. To engage the ‘teacher within’ our pupils by setting tasks that encourage the pursuit of truth through reflection, critical thinking and independent learning
• create a learning environment that encourages every pupil to fulfill their God-given potential. Encourage pupils to develop their verbal and written communication skills through a variety of learning and teaching styles and activities
• work in partnership with the chaplaincy to provide a varied spiritual life through weekly masses, the sacrament of reconciliation, retreats, extra-curricular trips
• make pupils more aware of the environment in which they live, encouraging stewardship of the world around them and the development of positive attitudes and values towards people of all faiths and none, so that they are better prepared for a life as responsible, caring individuals within a multicultural society

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Year 7 Curriculum

Autumn 1 – Belonging – an induction into JFK and what it’s like to be part of a wider Catholic community.

Autumn 2 – Bible – We develop the skills of using the Bible as well as the history of the Bible and how Catholics used the Bible. We end the term with a short section of work on the liturgical season of Advent.

Spring Term – Old Testament Story – Starting from Creation, students will look at promises and covenants made throughout the Old Testament and then consider how Jesus is the New Covenant. We also interrupt this unit of work to consider the liturgical season of Lent.

Summer 1 – Sacraments – Students will look at the meaning and purpose of the Seven Sacraments, including some reflection on their own experiences.

Summer 2 – Sikhism – Students will learn some of the beliefs and practices of the Sikh faith. 

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Year 8 Curriculum 

Autumn 1 – The New Testament – Students will learn about where Jesus lived and what the political situation was.  They will also look at the Gospels and who wrote them, why and when.

Autumn 2 – The Person of Jesus – Students will look at evidence that Jesus existed, what was important to him and how he taught including parables and miracles.

Spring 1 – Church History – We look at the history of Christianity, from its beginnings at Pentecost and the early Church, through the Roman Empire, the Reformation and right up to today.

Spring 2/Summer 1 – Speaking Out – Students will look at inspiring people who have spoken out about their beliefs, and discuss how we can live out Gospel Values in our lives by standing up for others.

Summer 2 – Islam – Students will look at the origins, beliefs and practices of Islam.

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Year 9 Curriculum 

Autumn 1 – Vocation – Students will look at Christian Vocation, from marriage and family life to being a nun or a priest.  We consider the process of discernment and reflect on what our vocations might be or how we might find them out.

Autumn 2 – Introduction to Philosophy – Here we will look at different arguments for the existence of God and evaluate them, including the Design Argument and the Causation Argument.

Spring 1 – Introduction to Ethics – Students will look at different ways of making moral decisions and then apply them to issues such as human rights, genetic engineering and business.

Spring 2-Summer 1 – GCSE begins!  Catholic Sources of Wisdom and Authority – Students will explore different sources of Catholic Teachings; from the Bible, to the Pope, including the Second Vatican Council.  They will also be inducted into exam skills and techniques.

Summer 1-2 – Catholic Forms of Expression and Ways of Life – Students will explore ways in which Catholics express their faith, through art, architecture, drama and music

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Key Stage 4 

Exam Board Edexcel GCSE Religious Studies Specification A

Papers to be taken: Catholic Christianity, Judaism, Philosophy and Ethics

The GCSE continues on from the end of Y9 with:

Y10 – Catholic Beliefs and Teachings (including the Trinity, salvation and what happens after we die), Catholic Practices (eg prayer, sacraments and pilgrimage). We move on to study the Beliefs and Practices of Judaism, including beliefs about God and the sanctity of life and the synagogue and the sabbath.

Y11 – We move on to looking more at Arguments for the Existence of God.  Finally we look at Marriage and Family Life and different ethical approaches to consider.

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Key Stage 5

Core RE: All students must attend a lesson a week of Core RE which result in a qualification from the National Open College Network (NOCN).  The topics covered in Y12 are Making Moral Decisions, Poverty and Relationships & Sex. In Y13 the topic covered is ‘My Values for Living’ and over the year many issues are explored including commitment, decisions and exploring religious faith and tensions.

A- Level, students who choose to include this subject as part of their A Level options will study towards a Religious Studies A Level:

Exam Board Edexcel GCE Religious Studies

Papers to be taken: Philosophy of Religion, Religion & Ethics, New Testament Studies

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Useful Links:

https://qualifications.pearson.com/en/subjects/religious-studies.html
https://www.bbc.co.uk/bitesize/examspecs/zm9pd6f
https://www.senecalearning.com/

Aims 

The Science Department wants to inspire the next generation of scientists. We aim to provide a broad, balanced and enjoyable science education for all of our students. We believe that an appreciation of science is essential in society today and we try to give our students the knowledge, skills and understanding to fully appreciate and engage with the world around them.

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Year 7 Curriculum

Our Year 7 course builds on science learned in primary school. Students study a range of topics both familiar and unfamiliar, gaining a broad introduction to each of the science disciplines: biology, chemistry and physics. Students develop their practical skills by doing many experiments in our well-equipped science labs.

Topics covered in Year 7:

Biology:

• BT1: Cells, digestion, muscles and bones
• BT2: Animal and plant reproduction
• BT3: Environment, adaptation and photosynthesis

Chemistry:

• CT1: Particles, atoms and elements
• CT2: Compounds, pure and impure substances

Physics:

• PT1: Energy transfers and resources
• PT2: Forces and effects, motion

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Year 8 Curriculum 

Students continue to develop their skills, knowledge and understanding of a broad range of KS3 Science topics.

Topics covered in Year 8:

Biology:

BT4: Lungs, gas exchange and respiration

BT5: Drugs, health and microbes

Chemistry:

CT3: Simple chemical reactions, acids and alkalis

CT4: The periodic table and extracting metals

CT5: Earth and atmosphere, innovative materials

Physics:

PT3: Waves, Sound and light

PT4: Electricity, magnets and electromagnets

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Year 9 Curriculum 

During the first half of the year students complete their studies of the KS3 curriculum and prepare for their end of phase assessment. Following this assessment students begin to study the GCSE science course following the AQA trilogy/separate science specification, with topics chosen to help all learners make a smooth transition from key stage 3 to 4.

Topics covered in year 9:

KS3:

Biology

BT6: Variation, classification, inheritance and evolution

Chemistry

CT6: Describing reactions, reactions of acids

Physics

PT5: Heat transfer and exploring space

PT6: Domestic and static electricity, application of forces

GCSE

Biology: Cell biology and organisation

Physics: Energy

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Key Stage 4 

Students follow one of two pathways:

Some students will follow the AQA separate science specifications in biology, chemistry and physics, gaining three GCSEs. These students will be selected based on their end of phase Y9 assessment, attitude and progress.

Most students will follow the AQA trilogy combined science specification gaining a double award GCSE equivalent to two separate GCSE grades. 

All students study all three sciences (biology, chemistry and physics), completing a variety of practical work to support their learning.

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Key Stage 5

We offer A Levels in Biology, Chemistry and Physics. The specifications followed are:

Biology: Edexcel A 

Chemistry: OCR A

Physics: OCR A

Students are encouraged to take a more independent approach to learning at key stage 5, and to extend their learning beyond the curriculum through attending lectures and events.

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Useful Links:

https://www.aqa.org.uk/subjects/science/gcse

https://www.ocr.org.uk/qualifications/as-and-a-level/chemistry-a-h032-h432-from-2015/

https://www.ocr.org.uk/qualifications/as-and-a-level/physics-a-h156-h556-from-2015/

https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/biology-a-2015.html

https://www.kerboodle.com/users/login

https://www.doddlelearn.co.uk/app/login

What is Design and Technology?

‘In design and technology students combine practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team’. Quote from the National Curriculum website.

Department Facilities

The department has a suite of ten rooms, many facilities and a wide range of equipment, ranging from traditional tools to more up to date equipment. Equipment includes a laser cutter and a computer numerical controlled machine which enables our students to create 3D products using a range of materials. Computer aided design and computer aided manufacture take place in each of the technology areas taught. Computers and printers are available to students throughout the day after school.

Programme of Study:

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Key Stage 3

In this stage two hours a week is spent designing and making a variety of products using  a range of skills in each of the specialist rooms with specialist teachers.

In Year 7 products made include a boat, a mechanical toy, a straw bag, an apple crumble and a vegetable soup.

In Year 8 products made include a pasta bake, an alien, a vegetarian chilli, a wall hanging, and a key light.

In Year 9 we design and make a pop-up book, box and bracelet, school bag, a meal to be sold in the school canteen and a three course dinner party.

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Key Stage 4

All students will choose from one of the following technology areas:

Resistant Materials – AQA

Graphic Products – AQA

Food Technology – AQA

Systems and Control – AQA

For the AQA courses 60% of the GCSE grade is carried out by controlled assessment, which includes both designing and making new innovative products. In addition, 40% of the course grade will be a written exam.

The Engineering Diploma qualification introduces students to a range of engineering sectors. The Diploma is divided into three levels and is broken down into units. Level 1 has seven units, Level 2 – eight units and Level 3 – nine units. In these units students examine design, manufacture, maintenance, installation and commissioning, instrumentation and control, technical support, aeronautical, chemical, electrical/electronic, mechanical and passenger transport.

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Key Stage 5

Product Design – AQA

Food Technology – AQA

The two year courses provide the knowledge and skills required for further study in the area of technology or other academic studies. Past students have found their A Level technology course invaluable when furthering their studies to become Architects, Engineers, Graphic Designers, Dieticians, Food Technologists, Costume Designers and Interior Designers.

The broad base of knowledge and skills gained from these courses adds to the well balanced curriculum provided at JFK.

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Extra-Curricular Activities

There are a wide range of extra-curricular activities on offer to all of our students. School Technology Clubs are available to Key Stage 4 and 5 students after school and to Key Stage 3, 4 and 5 at lunchtimes. Our students are regularly involved in Technology Tournaments and Young Chef Competitions.

Art and design embodies some of the highest forms of human creativity. At John F Kennedy School students receive a high-quality art and design education that engages, inspires and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and designs.

The art and design team consists of three dedicated members of staff, who are able to offer a wealth of experience and knowledge to our students. Our studios consist of three newly build multipurpose classrooms, a sixth form studio space and a dedicated exhibition area, all of which provide a stimulating, inspiring and creative environment, where students can enjoy learning, be creative, develop confidence and reach their full potential. Students are encouraged to use the studios in their own time, which makes for a lively and productive department where students are well supported.

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At Key Stage three students learn to reflect critically on their own and other people’s work, both contemporary and historical, judging quality, value and meaning. They learn to think and act as artists, craftspeople and designers, working creatively and intelligently. They will develop key skills within art and design including drawing skills, colour theory, painting and sculpture, as well as learning new techniques in printmaking, photography and digital art. Throughout the course, students make regular use of their art journals, which provide a vehicle for experimentation, self-expression and the development of ideas and acts as a visual diary to support the creative process.

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As pupils progress, they are challenged to think more critically and develop a more rigorous understanding of art and design. Themes at GCSE and A Level are broad ranging and often reflect current practices and exhibitions within the art and design world. Topics are structured to encourage students to take a personal approach and develop confidence in creative risk taking. Students have the opportunity to build upon their existing knowledge of materials and techniques and learn how to utilise them as a visual communication tool, culminating in a series of highly creative and personal outcomes.

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Extra-curricular opportunities include life drawing workshops, visiting major galleries in London, and creative trips abroad. Trips in recent years have included visiting Paris, New York, Berlin and Amsterdam. Art clubs, skills workshops and competitions are also offered across the school year groups and an annual school creative exhibition is held in the summer, celebrating the outstanding achievement of our students.

We have an excellent record of attainment at both GCSE and A Level with many of our students going on to study at foundation and degree level, recent students being accepted to Central St Martins, The London College of Fashion and Newcastle University.

A Level

Advanced level courses in biology (Edexcel), chemistry (OCRA) and physics (Edexcel) are on offer. Each course consists of nine lessons per fortnight, which are taught by degree level subject specialists. The courses have a substantial practical element, which is supported by excellent technical support and investment in resources, including an IT Suite and data loggers and sensors. Many of our students go on to study science at degree level in prestigious universities including medicine, dentistry, pharmacy, veterinary science and natural sciences.

A Level

Advanced level courses in biology (Edexcel), chemistry (OCRA) and physics (Edexcel) are on offer. Each course consists of nine lessons per fortnight, which are taught by degree level subject specialists. The courses have a substantial practical element, which is supported by excellent technical support and investment in resources, including an IT Suite and data loggers and sensors. Many of our students go on to study science at degree level in prestigious universities including medicine, dentistry, pharmacy, veterinary science and natural sciences.

Key Stage 5

At A Level we offer both an AS and A Level qualification in Computer Science. The AS qualification is a one year course. All A Level students will sit the AS qualification which is a single exam after one year. The A Level course is a two year course, composed of an exam after two years and also coursework. The exam components (Computer Systems and Algorithms)  is 80% of the final mark. The coursework, the primary project is 20% of the final mark.

Course Description:

Economics is a fascinating subject that revolves around the study of how people, firms and governments make decisions; what choices they face, what data they use to make their decisions, how they respond to each other and whether or not their end-decisions are efficient and effective. It is a subject that is discussed on the ‘front page’ of the news every day and affects all of us.

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In Year 12, students focus on both Microeconomic and Macroeconomic topics that affect the UK economy. Microeconomics addresses issues such as: “what features of the market cause house prices to be so high?”; Can pollution effectively be controlled?”; Should governments intervene to reduce the over-consumption of sugar that leads to diabetes and obesity….or leave the allocation of a country’s scarce resources to be distributed via a private market-place?”

Year 12 Macroeconomic issues covered include: Why does the Bank of England have a target for inflation and how does inflation affect businesses and consumers?; What happens if people decide to spend more?; Why is unemployment so high….& what happens if it is too low?

In Year 13, students build on their knowledge and apply their growing analytical skills to understand broader, more global topics: Why the Eurozone and European Union were created and whether they are still ‘fit for purpose’; What was the appropriate monetary and fiscal policy in the aftermath of the 2007 Global Financial Crisis; How, and in what circumstances, should a firm prioritise growing its market share or maximising its profits?; Why are trade unions less powerful in wage-setting negotiations than in the 1970s ….& what impact does this have on the economy?

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Assessment:

Economics is formally assessed as a Linear A Level i.e. at the end of Year 13 only. The AQA exam comprises 3* 2 hour papers: Paper 1 (Micro); Paper 2 (Macro); Paper 3 (synoptic). All three papers require the student to base their answers on previously unseen articles (mini case-studies), as well as their prior knowledge. The majority of the questions require essay-format answers, supported by the use of diagrams, but 20% of marks are based on quantitative calculations (i.e. maths). There are 30-question type multiple choice questions in Paper 3 covering all Macro and Micro topics from the 2 year syllabus, which requires plenty of calculation. The assessment format described above therefore requires fluent reading and logical writing skills, but also confident mathematical skills.

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Entry Requirements:

As most students have not studied Economics at GCSE, a high level of skill in GCSE English, Mathematics, Sciences and other Social Sciences suggest a good ‘fit’ with A Level Economics due to its technical nature. It is recommended that students gain at least a B (6) grade in English and Mathematics at GCSE to be able to cope with the demands of the course, as well as enjoy it. Students must be prepared to read news articles frequently outside the classroom and be able to converse readily using technical language.

Our aim is to equip our students with the language skills to succeed in adult life. We have a strong focus upon literature, both contemporary and from the literary heritage, and a belief that speaking and listening supports and enhances the more traditional communication methods of reading and writing.

In all year groups, students are offered the chance to engage with texts from a variety of sources, both full novels and plays, and non-fiction articles, transcripts of spoken language and poetry. Students are encouraged to transfer their skills between texts and to make connections both across texts and across the school curriculum as a whole.

Increasingly, the department makes effective use of technology, from interactive whiteboards in the classroom to exploring the benefits of using Twitter to provide a gateway to the plethora of excellent writing available to students at the touch of a button. Students are encouraged to read widely around the texts and topics they cover in class through targeted reading lists.

Outside of the classroom, students are also offered vast opportunities to both develop and use the skills they have already learned in English. The school has a long history of success in the Rotary Club Youth Speaks competition, whilst students also compete in in-house writing competitions. We are also proud supporters of the Berkhamsted Writing Competition, a local writing competition which raises money for the Hospice of St Francis.

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Key Stage 3

All students receive five hours of English per fortnight. In Year 7, one lesson a fortnight is dedicated to private reading in order to provide students with an opportunity to develop their love of literature.

Each half term is dedicated to a different topic, designed to engage and appeal to a wide range of students.

Year 7	Year 8	Year 9
Introduction to Shakespeare	A Midsummer Night’s Dream	Short Stories
The Gothic	Modern texts (choices from Our Day Out by Willy Russell), Private Peaceful by Michael Morpurgo or KIng of Shadows by Susan Cooper_	Modern texts (choices from Stone Cold by Robert Swindells, The Boy in Striped Pyjamas by John Boyne or The Hunger Games by Suzanne Collins)
Modern novel  (choices from Holes by Louis Sachar or Goodnight Mr Tom by Michelle Magonian)	Detective Stories	Twelfth Night or The Tempest
Sporting Tournaments (non-fiction texts)	Titanic (non-fiction texts)	Poetry anthology
Introduction to Dickens	Poetry	Rioting (non-fiction texts & GCSE bridging unit)

Students are taught in mixed ability groups in Year 7, whilst in Years 8 and 9 they are taught in ability groupings based upon previous attainment and teacher assessments.

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Key Stage 4 (from September 2015)

All students study GCSE English Language, with the majority of students also studying GCSE English Literature. Students study a variety of texts from the 19th century to the present day.

Click here for more information on AQA English Language GCSE

Click here for more information on AQA English Literature GCSE

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Key Stage 5 (from September 2015)

Students follow the AQA A specification for A Level English Literature. As part of this course, they study a range of whole texts relating to two major themes: World War I and its aftermath, and Love Through the Ages.

Students can also pursue their own literary interests through the coursework component of the course where more freedom is given in their choice of texts and question.

Click here for more information on AQA English Literature A Level Spec A

Whether researching a volcano that stops air travel in its tracks, deciding where to locate a wind farm, or using geographical information systems (GIS) to help locate a business, the work of geographers across the world is as diverse as it is compelling.

DR RITA GARDNER, DIRECTOR OF THE RGS-IBG SEPTEMBER 2010

Geography uses the latest technology, including interactive boards, digital weather station and digimaps. The department consists of four experienced and dedicated subject specialists. Geography is taught throughout all keys stages at John F Kennedy School and is a popular option at both GCSE and A Level.

Students in Years 7 to 9 study a range of topics all aimed at increasing their knowledge of people, cultures and environments. A study of places is central to our curriculum so students study a selection of countries from Africa, Asia, Europe and the Americas.

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Key Stage 3

Year 7 students develop geographical skills through the study of the British Isles, natural hazards, cold environments and the geological history of our islands.

Year 8 students expand their knowledge and understanding through the study of ecosystems, extreme environments, our place within Europe, cities and weather.

Year 9 students develop global awareness through the study of natural and human issues, the rise of the BRIC’s, globalisation, development and poverty.

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Key Stage 4

GCSE geography follows the Edexcel B Syllabus which can be explored by visiting:
http://www.edexcel.com/quals/gcse/gcse09/geography/b/Pages/default.asx

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Key Stage 5

A Level geography follows the Edexcel syllabus which can be explored by visiting:
http://www.edexcel.com/quals/gce/gce08/geography/Pages/default.aspx

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Field Trips

A range of local and national trips are used to enhance teaching and learning within the subject.
Students in Year 7 carry out a research visit to the Natural History Museum Earth Science galleries. Year 8 students carry out fieldwork within the school grounds. Year 9 students visit the river Chess to carry out a study of river features.

GCSE students take part in a UK based four day residential trip to study landscapes and processes.

A Level students take part in a residential trip to a UK based field centre where they study extreme weather and rebranding to ensure they are well equipped for their Unit 2 Exam.

Following Government changes to the KS4 and KS5 curriculums these will be revised in September 2015.

Geography Experience Trips

These trips are designed to provide students at JFK with the opportunity to visit some of the world’s major geographical attractions. They are open to all students and usually run in the Easter holidays or October half term. Recent trips include:

2006 – Iceland
2008 – Rome, Naples, Capri and Sorrento
2010 – China (Beijing and Xian)
2011 – Iceland
2012 – Sicily, Naples and Capri

The study of history is nothing less than the study of humanity itself. Why we are who we are is the most fundamental question we can ask of ourselves. It is to the past we must look to answer this question and it is from the past that we can learn to build the future.

History is about more than knowing what happened, it is about gaining the skills to explain why it did. The study of history teaches you to reason and justify your point of view through argument and evidence. It also helps you to respect other traditions beyond your own. Finally, it teaches you to question what someone tells you: why they are saying it and what they stand to gain from your response. In other words, it teaches you to think for yourself. As the 16th century French economist Jean Bodin stated, `The study of History is the beginning of wisdom.’

Our curriculum aims to develop an in-depth understanding of a range of significant periods in British, European and World History. We also place great emphasis on the development of written expression and essay writing, while also developing the transferable skills of evaluation, analysis, and interpretation.

History is taught throughout the key stages in mixed ability groups. The department promotes the enjoyment of History through a variety of teaching methods and it is a very popular option at GCSE and A Level. There are four specialist History teachers in the department, two of whom also teach Government and Politics at A Level. The department is well stocked with a wide range of textbooks and audio-visual resources and all three History classrooms are equipped with interactive white boards.

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Key Stage 5

The current A Level history follows the AQA syllabus. Students study 16th century British and European history and the modules have been chosen to complement each other to enhance students’ understanding of events and key issues.

From September new students will follow the Edexcel syllabus, covering:

• Luther and the Reformation in Europe 1500 – 1564 on the break with Rome in the heart of the Holy Roman Empire.
• Sixteenth Century England from Henry V to Elizabeth I, together with an exploration of how far there was a Mid-Tudor crisis in the regions of Edward VI and Mary I.
• Ireland and the Union 1774 – 1923, covering the Irish struggle for constitutional change and Anglo-Irish relations.
• Coursework essay to be completed in 2016/17

Students in the final year of the current A2 study one exam-based module, ‘The Triumph of Elizabeth 1547-1603’. They also produce a personal study based on an enquiry of their choice from the module on the Golden Age of Spain. This is an excellent opportunity for them to develop their independent study and research skills.

In Years 12 and 13 students also take part in a series of workshops, lectures and tours at the National Portrait Gallery, Tower of London and Hampton Court.

The Mathematics Department aims to ensure that every student at JFK is able to reach their potential in this core subject and that each and every individual develops the necessary skills and confidence to use and enjoy the subject to whichever level best suits their needs. Students are challenged and encouraged to achieve their very best.

The department is an enthusiastic, experienced and committed team and comprises of six full time members of staff and two part time members, with eight maths classrooms, all equipped with Interactive Whiteboards. All students are taught in sets. The purpose of setting is to maximise the efficient delivery of the curriculum, by having groups of students with similar abilities taught together. The placement of students into sets will be based on a number of factors and a student’s progress is monitored continuously through tests and teacher assessments. A full review of the setting takes place at the end of each academic year.

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Key Stage 5

AS and A2 level Mathematics is a popular subject for Year 12 and Year 13 students. We follow the Edexcel specification with all students studying the compulsory Core units, but they do have the choice of studying either Mechanics modules or Statistics modules. Further Mathematics AS and A2 is also an option for a number of our gifted mathematicians.

Click here for more information

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Enrichment

We like to provide a number of opportunities for our students to experience mathematics outside of the normal classroom activities, such as World Maths Day and the UKMT Maths Challenge. These events involve many of our students from Year 7 through to Year 12 and Year 13. Other events include the UKMT Team Challenge, involving selected students competing against local and district schools. Also each year, two of our Year 9 students are invited to attend the University of Hertfordshire Maths Masterclasses.
This year we have offered Year 11 students the opportunity to attend the annual STEM fair hosted by the University of Hertfordshire. They will attend a series of workshops designed to help students, who are interested in Science and Mathematics, make educated post-16 choices. We hope that this will be an annual event.

An annual event offered to our Year 12 and Year 13 students is to attend the London Institute where they will see presentations given by eminent University Professors of examples of how high-powered mathematics is responsible for much that we take for granted.

The department supports the Engineering Education Scheme (EES) which is run by the Engineering Development Trust. Each year the scheme sees four students in year 12 spend six months working closely with a local engineering company on a real engineering problem. Recent projects have seen the students design and build an energy transfer model, connect a wind-turbine to a monitoring system and design a tool support for an autoclave. The EES is designed to encourage high attaining maths students to consider a career in engineering, technology or science. As well as completing the scheme itself the students are eligible for a gold CREST award.

Year 12 and 13 students are given the opportunity to visit Bletchley Park, home of “the code breakers”. As well as a tour of the park, students are given a presentation on the maths used to break the WW2 Enigma Code.

To recognise the achievement of our students, the Maths department awards an annual progress prize in KS4 and an achievement prize in KS5.

The Languages Department aims to develop students’ ability to use language effectively for communication, to foster intercultural understanding and awareness and to provide a sound base for further study. We aim to make language-learning fun, relevant and accessible to all through cultural and communicative activities. The curriculum is designed to be as interactive as possible with technology being used in classrooms to engage learners.

Trips are offered to students in Years 9, 10 and 12 in French and Spanish to support the curriculum. News and updates on activities taking place in the department are available from our twitter account: MFLDepartment@JFKHEMEL

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In Year 7 half of the year group study French while the other study Spanish. In Years 8 and 9 some students will be given the opportunity to study a second language. At KS4 most students are expected to continue with a foreign language, with some opting to take both languages. At KS5 A Level courses are offered in French and Spanish. Some of our bi-lingual Italian students are also given the opportunity and support to study towards a GCSE or A Level in Italian.

The department is staffed with a balance of native speakers and teachers who can model the learning of the language ab-initio. Additionally we employ a Foreign Language Assistant for each language, giving KS4 and KS5 students the opportunity to learn in smaller groups or on a one-to-one basis. We seek to motivate students to enjoy learning languages and to become life-long language learners.

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Key Stage 5

At KS5 students have nine hours contact time a fortnight as well as regular one to one or group sessions with the Language Assistants. The course aims to foster an enthusiasm for language learning, developing an understanding of the language through a variety of contexts and genre and enabling students to communicate confidently, clearly and effectively in their chosen language. Every year a good portion of our A Level students choose to continue their language studies at university level. Many of our former students willingly return to JFK to share their experiences and enthuse our language learners. Students studying A Level contribute greatly to the life of the department, attending Open Evenings and KS4 and KS5 evenings, talking to students and parents about language learning at JFK.
 

We are very proud of the many achievements of individual athletes, teams and sports leaders each year along with the excellent participation rates in all year groups.

The department benefits from outstanding facilities, which include a sports hall with four badminton courts, large basketball court, indoor netball court. In addition there is a dance studio, gymnasium and substantial sports fields which encompass three football pitches, a rugby pitch, a 400m track and softball and rounders playing areas. We also benefit from having five netball courts, five tennis courts outside make good use of Little Hay Golf Club and Sports Space Leisure Centre Swimming Pool and Fitness Suite. Our departmental ethos is based upon a philosophy of ‘Sport for All’ and we offer a wide variety of opportunities at all levels; from first team excellence to recreational clubs. Our physical education programmes for each year group promote a positive attitude towards active, healthy lifestyles and encourage high participation levels.

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Key Stage 5

Students have the opportunity to participate in a recreational games programme and can also follow the Sports Leaders Level 2 (Year 12) and Level 3 (Year 13) courses.

Click here for more information

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Enrichment

The PE Department organises an extensive schedule of fixtures. There are also many inter form competitions and opportunities for leadership skills for students in all year groups. These include organising competitions, officiating matches, leading and coaching groups of students from both JFK and local primary schools.

Annual sporting events include:

Sports Day
Ski Trip
Gym and Dance Display
Gym Competition
Dance Competition
Sports Tour (every 2 years)
Sports Presentation Evening

Advanced level courses in biology (Edexcel), chemistry (OCRA) and physics (Edexcel) are on offer. Each course consists of nine lessons per fortnight, which are taught by degree level subject specialists. The courses have a substantial practical element, which is supported by excellent technical support and investment in resources, including an IT Suite and data loggers and sensors. Many of our students go on to study science at degree level in prestigious universities including medicine, dentistry, pharmacy, veterinary science and natural sciences.

Psychology is concerned with understanding the experience and behaviour of humans and what makes people ‘tick’.

It has a strong scientific background and requires skills in scientific research methods and a competent grasp of maths. It is an extremely popular choice for A Level and many students go on to study it at university level in areas which require an understanding of human behaviours such as forensic psychology, human resources, marketing, clinical or educational psychology.

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KS5

A Level Psychology follows the AQA Syllabus.

At AS the two units studied are:

• Unit 1 Cognitive Psychology including the study of memory and development psychology which looks at the way a young child forms attachments. This unit also covers research methods.
• Unit 2 Biological Psychology focuses on stress, social psychology (including conforming and obedience) and psychopathology which look at mental illness and its treatment.

At A2 the two units studied are:-

• Unit 3 topics include aggression, gender issues, sleep and sleep disorders.
• Unit 4 looks at addiction, schizophrenia and research methods.

http://web.aqa.org.uk

 

Core Religious Studies

In the Sixth Form, you will study Core RE courses in order to gain a Level 2 (Year 12) & Level 3 (Year 13) qualification accredited by the National Open College Network (NOCN). Each student that successfully passes the course will receive an NOCN Certificate. This is a nationally recognised qualification which demonstrates that students have successfully completed a course in Religious & Moral Education. To pass the course you need to attend regularly, participate in discussion and group work and complete the written elements of the course handbooks.

Why do we have Core RE? There are a huge number of benefits to the study of this course: It helps to further develop key skills; it provides opportunities for spiritual development. It provides the opportunity to enjoy learning without the stress of it leading to an exam; it also has the potential to add a distinctive element to your UCAS application. It will make your application stand out as a candidate offering more than the standard number of qualifications. Further to this, the study of RE is a legal expectation placed upon all schools. As a Catholic school, this is an expectation which we take seriously and one which students make a commitment to when choosing the Sixth Form at JFK.

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A Level

A Level Religious Studies (which includes the study of Philosophy, Ethics & New Testament studies) is of interest to students wishing to build upon what they have learned in their GCSE Religious Studies. The course is of considerable value in its own right and there are many courses in Religious Studies, Philosophy and Theology in further education. Many of our students have moved on from JFK to study these courses at degree level. The A Level may complement and balance choices in subject areas, especially humanity subjects. The Edexcel Specification offers an academic approach to the study of Religious Studies and is accessible to candidates of any religious persuasion or none.

The course encourages students to:

• Develop their interest in, and enthusiasm for, a rigorous study of religion and its relation to the wider world.
• Treat the subject as an academic discipline by developing knowledge, understanding and skills appropriate to a specialist study of religious ideas.
• Adopt an enquiring, critical and reflective approach to the study of religious concepts.
• Reflect on and develop their own values, opinions and attitudes in the light of their learning.

Topics covered in the Religous Studies A Level course:

• Paper 1: Philosophy of Religion (EDEXCEL *Paper code: 9RS0/01)
• Written examination: 2 hours 33.33% of the qualification 80 marks
• Paper 2: Religion and Ethics (*Paper code: 9RS0/02)
• Written examination: 2 hours 33.33% of the qualification 80 marks
• Paper 3: New Testament Studies (*Paper code: 9RS0/03)
• Written examination: 2 hours 33.33% of the qualification 80 marks

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Year 12

Philosophy of Religion

• 1.1 Design Argument
• 1.2 Cosmological Argument
• 1.3 Ontological Argument
• 2.1 The nature of religious experience
• 2.2 Influence of religious experience as an argument for the existence of God
• 3.1 Problem of evil and suffering
• 3.2 Theodicies and solutions to the problem of suffering

Ethics:

• 1.1 Environmental issues
• 1.2 Equality
• 2.1 Unitarianism
• 2.2 Situation Ethics
• 2.3 Natural Moral Law
• 3.1 War and peace
• 3.2 Sexual Ethics

New Testament Studies:

• 1.1 Prophecy regarding the Messiah
• 1.2 The world of the first century and the significance of this context for the life and work of Jesus
• 2.1 The Prologue in John
• 2.2 Titles of Jesus in the synoptic gospels and selected ‘I am’ sayings in John
• 2.3 Miracles and signs
• 3.1 Interpreting the text
• 3.2 The purpose and authorship of the Fourth Gospel

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Year 13

Philosophy of Religion

• 4.1 Analogy and Symbol
• 4.2 Verification and falsification debates
• 4.3 Language games
• 5.1 Context to critiques of religious belief and points for discussion
• 5.2 A comparison between a critic of religion, Bertrand Russell, and a religious believer, Frederick Copleston
• 6.1 Views about life after death across a range of religious traditions
• 6.2 Points for discussion about life after death
• 6.3 Religion and science debates and their significance for philosophy of religion

Ethics:

• 4.1 Meta-ethics
• 4.2 The relationship between religion and morality
• 5.1 A comparison of the work of Immanuel Kant and Aristotle with regard to Deontology and Virtue Ethics respectively
• 6.1 Issues in medical ethics with a focus on beginning and end of life debates

New Testament Studies:

• 4.1 Ways of interpreting Scripture
• 5.1 Texts and interpretations – The Kingdom of God in Luke: parables of the kingdom and eschatology
• 5.2 Why did Jesus have to die?
• 5.3 The crucifixion and resurrection narratives in Luke’s Gospel
• 6.1 Scientific and historical-critical challenges – faith and history; the death and resurrection of Jesus in modern scholarship
• 6.2 How should we live?

Sociology is an exciting and interesting subject. It is a way of studying why people behave as they do and therefore is sometimes called the Science of Society.

It is an extremely popular choice for A Level and the curriculum is enhanced by visiting speakers and attending conferences in London. Sociology students choose a wide variety of areas to study at degree level or pursue as a career.

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KS5

A Level Sociology follows the AQA Syllabus.

At AS the two units studied are:

• Families and Households
• Education with Research Methods

At A2 the two units studied are:-

• Beliefs in Society
• Crime and Deviance with Theory and Methods

http://web.aqa.org.uk

 

The number of students completing drama and theatre studies is growing each year. The students will follow the Edexcel Specification. Throughout the course, students will explore play texts practically and complete written coursework based on their experiences, complete scripted and devised performances as performers or designers and finally complete an exam based on a script chosen by the centre. Drama and theatre studies also gives students the opportunity to visit the theatre and complete workshops to develop their understanding and skills further. The complete A level is divided into four units:

Unit 1 – Exploration of Drama and Theatre. Students will study two complete plays through a variety of practical workshops, which look at specific aspects of the play. They will then create a set of exploration notes (3000 words) based on the work that they have covered, consolidating their understanding of the play and the activities completed. This will be assessed by the teacher.

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Unit 2 – Theatre Text in Performance. This is the practical exam for the AS course and students can choose to be a designer or a performer throughout. There are two parts to this exam:

Section A

Performers complete a monologue or duologue from a fully published play and perform this to a visiting examiner and an audience

Designers assign themselves to a performer and demonstrate their skills in lighting, sound, costume, make up or set to help the performer develop their performance. Designers are expected to produce a portfolio of evidence for their concept and present this to the examiner on the exam day.

Section B

Performers complete a 15 – 60 minute performance of a published play and perform this to a visiting examiner and an audience.

Designers assign themselves to a performance group and demonstrate their skills in lighting, sound, costume, make up or to develop the performance and realise their vision. Designers are expected to produce a portfolio of evidence for their concept and present this to the examiner on the exam day.

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Unit 3 – Exploration of Dramatic Performance. Students are expected to create a unique piece of theatre based on a stimulus which is provided by the centre. Each year students are provided with challenging material to ensure they can gain high marks. They are assessed internally on four different areas; Research, Development and Structure, Performance and Supporting Written Evidence Document.

Unit 4 – Theatre Text in Context. This is the final written exam for the A2 course. It is split into three different sections. Sections A and B focus on the Greek play Lysistrata, students look at the play through the eyes of a director, creating students own concept as well as providing rehearsal strategies for your actors. Section C focuses on a Shakespearean performance chosen by the centre, allowing them to view their performance and compare it to the original production.

Business A Level will encourage students to:

• develop an enthusiasm for studying business
• gain holistic understanding of business in a range of contexts
• develop a critical understanding of organisations and their ability to meet society’s needs and wants
• understand that business behaviour can be studies from a range of perspectives
• generate enterprising and creative approaches to business opportunities, problems and issues
• be aware of the ethical dilemmas and responsibilities faced by organisations and individuals
• acquire a range of relevant business and generic skills

The qualification is equivalent in size to two A Levels, and it has been designed as a full two-year programme, normally taken alongside a further Level 3 qualification. It will have double the timetabled time in a students timetable and is worth double the UCAS points as a single BTEC / A Level.

The qualification is recognised by higher education institutions as fully meeting admission requirements to many relevant courses in a variety of areas in the business sector, as single or joint programmes at degree, foundation degree or HND level.

Further Maths allows students to develop their understanding of mathematics beyond that studied at A Level. It introduces new content such as matrices, complex numbers and hyperbolic functions to increase the range of skills students have and allow them to solve more advanced problems with greater application to real life situations.

OCR’s A Level Music will provide a contemporary, accessible and creative education in Music with an integrated approach to the three main elements – performing, composing and appraising. This specification will enable learners to explore performance and composition in greater detail and allow them to choose a specialism in performance or composition.

This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers. Especially those in the creative industries.

They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning in to practice by producing prototypes of their choice.

Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers.

The BTEC Level 3 Diploma is a practical, work related course. You learn by completing assignments and examinations that are based on realistic work based situations, activities and demands. As well as learning about the employment area  you have chosen, you develop the skills needed to start your career.

Unit 1: Anatomy and Physiology, Learners explore how the skeletal, muscular, cardiovascular and respiratory systems function and the fundamentals of energy systems.

Unit 2: Fitness Training and Programming for Health, Sport and Well-being, Learners explore client screening and lifestyle assessment, fitness training methods and fitness programming to support improvements in a client’s health and well-being.

Unit 3: Professional Development in the Sports Industry, Learners explore the knowledge and skills required for different career pathways in the sports industry.

Unit 4: Sports Leadership, Learners study what makes a good leader, the different capacities of this role, and the leadership skills and techniques necessary when leading activities in different roles.