Studying art and design at GCSE level enables students to become confident, independent learners. All students are supported in developing their own strengths and interests through exciting and extensive use of materials and thorough personal research. The course consists of structured project work, which enables students to further develop their skills, and more open-ended starting points, whereby students can explore their own choice of themes. The final displays are exhibited in school and celebrate students’ work and achievements in a public setting.

Key Stage 4

The Key Stage 4 curriculum in biology expands on the Key Stage 3 experience, with many of the topics covered building on the Key Stage 3 syllabus. Key Stage 4 begins to develop practical skills through the required practical element of the course, whilst also focusing on the exam skills demanded by the linear nature of the course. Students learn how to apply their biology knowledge to situations they may not have experienced before, thinking for themselves and working out how what they have learned fits in to the new scenario. There are numerous opportunities to investigate cutting edge developments in the field of biology such as stem cell research and human impact on the environment.

Business studies is a social science which is a broad subject encompassing the setup of a business, managing a business, accountancy, finance, marketing, economics and government policies.  In general, you will investigate organisations that seek to provide us with the things we want or need. All students will get a broad understanding of the world in which we live and how businesses operate in this dynamic and changing environment.  It is not only stimulating but uses the students own knowledge and experience to promote discussions and opinions.

Key Stage 4

In key stage 4 chemistry students become familiar with core concepts which are built into several main topics.  These are internally assessed with timely feedback allowing students to take ownership of their progress and set aspirational targets.   There are also twelve required practical assessments for the students to undertake all of which link directly to the AQA specification.  Inspirational teaching aims to instil enthusiasm into the students and uses real life examples of scientific content in order to promote further education and careers in science.

Key Stage 3

Our aim in Computing is to inspire students – as pioneers of the future; and to nurture a love of our subject.  As computer programs pervade every aspect of our lives, our society needs computer scientists – passionate individuals to develop computing in every type of industry.

In practice, this means that students need to see the wider picture and to relate their learning to the real world and possible career paths.  They need to become digitally literate, and digitally resilient.  We will achieve this by teaching them to understand and apply the fundamental principles and concepts of Computer Science.  They will acquire this knowledge by learning key facts by analysing problems in computational terms, and through repeated practical experience of writing computer programs in order to solve problems.  Students will thus learn to evaluate and apply information technology (including unfamiliar technologies) and will become competent and creative users of it – in both home and work contexts.

At Key Stage 3 students will be introduced to how computers work, programming, HTML, computational thinking, spreadsheets, sound editing, graphic design, networks, databases, video editing, cybersecurity, implications of digital systems and legal, ethical and environmental issues.

Key Stage 4

The AQA specification has been created to get students working with real-world programming and provides a good understanding of the fundamental principles of computing. It provides an academically challenging specification for students of all ability levels. Units include: Algorithms; programming; data representation; computer systems; networks; cybersecurity; ethical, legal & environmental impacts, including data privacy; software development. There is a programming project, to be completed in lessons, as part of the GCSE qualification.

The Key Stage 4 curriculum in dance focuses on the aesthetic and artistic qualities of dance and the symbolic use of movement to express and communicate ideas and concepts through the interrelated processes of performance, choreography and appreciation. Dance is a powerful and empowering form of non-verbal communication and it is both physical and expressive, which makes it similar to and different from other art forms and physical activities. Dance develops creative, imaginative, physical, emotional and intellectual capacities.

This specification acknowledges the important role that dance plays in young people’s lives. Whilst many students will bring some previous experience of dance, others will have very little. This specification aims to value and build on whatever experience they have. GCSE students will study a range of dance styles which acknowledge aspects of the repertoire of dance that can be seen in the United Kingdom today.

The Key Stage 4 curriculum in design and technology prepares students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on design and technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise. GCSE design and technology allows students to study core technical and designing and making principles, including a broad range of design processes, materials, techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.

Key Stage 3

As a Drama Department, we aim to stimulate creativity, imagination, and inspire students' enjoyment and passion for drama and the theatre. At each key stage we support our students to develop their performance and design skills by enabling them to understand how drama and theatre is developed, designed and performed to communicate meaning for an audience. Students explore a range of drama practitioner styles, genres and themes whilst developing a repertoire of drama skills.  Our curriculum is designed for students to develop a range of theatrical skills which they can then apply to create performance work by working collaboratively to generate, develop and communicate ideas, through creating, performing and reflecting. We aim for our students to develop as creative, effective, independent and reflective students who are able to make informed choices in process and performance and contribute as an individual to a theatrical performance through drama design and performance work. Throughout all key stages, drama students reflect on and evaluate their own work and that of others. Ultimately, we strive for our students to develop into self confident, emphatic, creative, imaginative, resilient, self disciplined, reflective performers and drama designers. We aim for all students to develop excellent communication and leadership skills. All drama students are encouraged to participate in a drama enrichment. 

There is a Chinese proverb that says: “Tell me and I will forget. Show me and I will remember. Involve me and I will understand.’ In drama we aim to emulate this, involving all students in everything we do. 

Key Stage 4

The Key Stage 4 curriculum in drama aims to really cement students’ knowledge in drama techniques, styles and practitioners to fully prepare them for both the practical and written exams. The curriculum aims to inspire and spark student’s imaginations in the hope that this then filters into their practical exams. Students will have two practical exams and one written; with this in mind, the theory for the latter is intertwined throughout the curriculum to keep the information fresh. As well as this, students will attend the theatre at least once during the GCSE course and will study a play text, allowing the students to see the world of theatre from different points of view.

The Key Stage 4 curriculum in English is built on delivering two essential GCSE qualifications: English Literature and English Language. These qualifications are of vital importance to the future employability of our students, and both enable them to move into the next phase of their development with invaluable communication, organisation, analytical and creative skills all at a recognised national standard. In English Literature students learn to infer meaningfully, analyse and evaluate. In English Language these skills are also developed alongside practical creative skills with daily life applications. Both subjects are taught in English lessons with a focus on one qualification and assessment at a time.

Key Stage 3

Learning a foreign language opens students up to other cultures and encourages them to see them to see things from different points of view. Our year 9 curriculum aims to develop excitement and enjoyment of language learning, alongside a firm grammatical, and skill-based approach which provides students with the grounding they need to access the GCSE course in year 10 as well as the skills they need to express themselves and communicate in their chosen language.

Students cover a range of topics divided across three terms.

Module 1 -Qui-suis-je?: Who am I?

Content: Talking about friends and what makes a good friend. Discussing family relationships. Making arrangements to go out. Describing a day out. Discussing role models, who we should look up to and why.

Grammar: Present tense, irregular -ER verbs in the present tense, reflexive present tense verbs, the near future tense, the perfect tense, using present and perfect together.

Module 2 – Le temps de loisirs. Free time.

Content: Leisure activities, films and cinema, talking about sport, talking about using technology, discussing reading habits and music, comparing television programs, talking about a night out with friends.

Grammar: using ‘depuis’ = present tense, irregular verbs in the present tense, negatives, the comparative, more on the perfect tense.

Module 3 – Jours ordinaires, jours de fête. Ordinary days and special celebrations.

Content: Talking about food and mealtimes, discussing clothes/what to wear for different events, describing daily life, shopping for clothes, describing festivals and traditions, planning shopping for a special meal, describing family celebrations.

Key Stage 4

The Key Stage 4 Curriculum in French is built on developing the listening, reading, writing and speaking skills that pupils have acquired in Key Stage 3. Knowledge of both vocabulary and grammar is extended and consolidated. The GCSE qualification is of vital importance to pupils in terms of future study and employability, and will enable them to move into the next phase of their development with invaluable communication skills at a recognised national standard, which importantly allows access to the EBacc.

Key Stage 3

Our KS3 curriculum is an exciting mix of human and physical geography that help to ensure our students leave Year 9 with a well informed view of how the world around them works on a local, national and global scale. In order to do this we teach our students basic map skills in their first term and then build their understanding of the world through a study of the growth of cities and where people live, reflecting on the local growth of Liverpool and investigating how this contrasts with Mumbai. We also learn about the function of rivers and coastal areas, as well as building an understanding of the issue of food and famine. Through our KS3 curriculum we not only provide our students with the knowledge and skills required to build into the GCSE study of geography, but also equip them with the understanding they need to be effective global citizens. For this reason we not only cover the more ‘standard’ geographic issues of global hazards, development inequality and weather/climate, but also highly relevant content such as the role of geopolitics, including conflict and refugees, the future of energy supply and the changing nature of globalisation. We are extremely proud of the contemporary experience that we offer at BHSA and the way in which we are able to effectively help contextualise the modern world.

Key Stage 4

The KS4 curriculum in geography follows the Edexcel B Exam board curriculum, pupils are exposed to a wide range of human and physical topics within geography designed to provide them with a better understanding of their role in an increasingly interconnected world. The first component of this qualification requires pupils to gain an understanding of a wide range of global geographic issues including development, the challenges of a rapidly urbanising world and global hazards (climatic and tectonic). The second component focuses upon Geography within the United Kingdom, examining the wide range of physical processes that have shaped our inland and coastal environments, as well as the human processes that impact upon both our urban core and rural peripheries. Moreover, as part of the second component pupils are required to carry out and understand the process of conducting a fieldwork investigation which is examined through unseen exam questions. Finally, the third component of the GCSE requires pupils to analyse and interpret a resource booklet based around the topics of energy issues, biomes and forests under threat, this culminates in an extended decision-making exercise in which students construct an argument based around a data response.

Btec health and social care is two year course delivered alongside biology. This course is offered to students who may prefer a more coursework based scientific route. The course is designed to develop student’s awareness of health and social care practices including job roles and key care values. The exam unit which is sat in February of year 11 assesses health indicators and life stages as well as students’ knowledge of interpreting data.

Key Stage 3

Key stage 3 History is an exciting synthesis of the migration, monarchs and moments that bridge the gap between the classical world and the modern age. The aim of our curriculum is to encourage students not only to develop a passion for the past but to help them make sense of the world we call home today. To do this our lessons take learners on a journey exploring themes such as multiculturalism, conflict, social class, revolution, enlightenment and the clash of democracy and dictatorship. Year 7 begins in the Roman Empire and then chronologically investigates other ‘invaders’ such as the Saxons and the Vikings then moves on to shine a light on the so-called ‘dark ages’ to examine the contribution of the medieval populations.

In year 8 we then narrow our focus to look at the making of the UK’ in the period 1500 – 1918; four dramatic centuries that transformed Britain from a small island of knights, barons, peasants and castles to a confident and booming modern industrial powerhouse at the centre of the biggest empire in history. Students will chart change and continuity across this era, tracking what stayed the same as well as what turned upside down. Britain experienced the Reformation, the Civil War, the Enlightenment, exploration/imperialism and the Industrial Revolution, picking up new ways of worship, a new system of government, new scientific and artistic advances, discovering new lands, creating a vast new empire as well as a ground-breaking new city and factory-based way of life. They end the year with a study of the momentous events of World War 1.

Year 9 takes a more socio political lens starting the year on board Titanic then investigating milestone moments such as female suffrage, Russian revolution and the rise of nationalism; with a focus on Nazi Germany and the path to WW2.

Key Stage 4

GCSE history will help you understand how the world you live in was shaped, and make you consider today’s society in a different way. It uses the past to develop skills vital for the future, such as spotting bias in sources, communicating clearly and articulating an argument. With a key focus on migration it helps us understand different cultures and develop an empathy for those forced to migrate even today. In depth studies of the USA allows students the time to consider political issues such as capitalism and communism and exploring the role of Hitler in World War Two helps students to consider the notion of power and propaganda.
Employers and universities regard History qualifications very highly – GCSE history may just be your ticket to a better future…

Key Stage 3

Our Key Stage mathematics curriculum aims to ensure that all pupils:

• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
• Can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Through the mathematics content, pupils will develop their fluency, reasoning and problem solving and be taught to:

• Consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value
• Select and use appropriate calculation strategies to solve increasingly complex problems
• Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
• Move freely between different numerical, algebraic, graphical and diagrammatic representations
• Use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics
• Extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
• Extend and formalise their knowledge of ratio and proportion
• Make and test conjectures about patterns and relationships
• Begin to reason deductively in geometry, number and algebra
• Explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally
• Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
• Begin to model situations mathematically and express the results using a range of formal mathematical representations
• Select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems

Key Stage 4

The importance of a GCSE in mathematics can be reflected upon by the fact that nearly 97% of the jobs now require the candidate to pass GCSE in mathematics. GCSE mathematics not only helps in imparting mathematical skills to the student but also enables students to become fluent in their understanding of mathematical knowledge and concepts. It helps students apply mathematical techniques to real-world problems. The study of mathematics can satisfy a wide range of interests and abilities. It develops the imagination. It trains in clear and logical thought. It is a challenge, with varieties of difficult ideas and unsolved problems, because it deals with the questions arising from complicated structures. Yet it also has a continuing drive to simplification, to finding the right concepts and methods to make difficult things easy, to explaining why a situation must be as it is. In so doing, it develops a range of language and insights, which may then be applied to make a crucial contribution to our understanding and appreciation of the world, and our ability to find and make our way in it.

Key Stage 3

The KS3 music curriculum is aimed at helping students to develop the three National Curriculum strands of listening, composing and performing; topics are designed and ordered to enhance and build on students' skills in these three key areas. 

All pupils engage in free group instrumental/ vocal tuition for the first two terms of year 7 in order to provide all students with the opportunity to enhance their performance ability. Our group tuition offer includes violin, keyboard, guitar, bass guitar, flute, cornet, saxophone and vocals.  As well as enhancing their instrumental/ vocal skills through the instrumental scheme, topics are also designed to enhance their performance ability; for instance, with the rap and ukulele topics studied in year 7, the piano chords and African drumming topics in year 8 and the band creation projects in year 9. 

As well as enhancing students' performance standard, during KS3 they also engage in a number of composition activities which helps to equip them for future study at GCSE or BTEC. In year 7, students compose in a rap style, in year 8 they engage in song-writing and create African drumming compositions and in year 9 they create cover versions and original compositions. Understanding and utilising staff notation, as well as tab, as detailed as part of the music National Curriculum, is also a key part of their learning. 

An essential part of the learning at KS3 centres around students' understanding of the elements of music; including pitch, tempo, dynamics and rhythm, amongst other key terminology. Students need to be able to understand and utilise these key terms throughout their musical careers when discussing and analysing musical features.  

Key Stage 4

The Key Stage 4 curriculum in music will give students the opportunity to immerse themselves in music and express themselves as a performer. BTEC music and GCSE music are very similar; however, GCSE music has more of a focus on theory and analysing classical, and other forms of music; whereas, BTEC music is more vocational and has an increased practical element. BTEC music is designed to prepare students for taking part in the world of work in the music industry, whereas GCSE music is more theory based. Both subjects are a solid foundation for further and higher education in music and are pathways to BTEC Level 3 and A Level music, as well as university degrees in music.

Key Stage 3

Our KS3 curriculum aims to inspire all pupils to succeed and experience physically-demanding activities and competitive sport.  

It provides opportunities for pupils to become physically confident in a way that supports their health and fitness.  

Pupils are encouraged to experience progress and success in a variety of roles (leadership, officiating, coaching, performing) regardless of their physical competence or literacy.

It also gives pupils a range of opportunities to compete in sport and other activities to build character and help to embed values such as fairness and respect. 

Key Stage 4

The Key Stage 4 curriculum in physical education tackles a variety of complex and demanding physical activities. We provide opportunities for pupils to participate in a range of activities that promote personal fitness and encourage healthy active lifestyles. Students can build on their lessons by taking part in the many enrichment opportunities provided and by joining local clubs to continue their development. A leadership programme is embarked on by all students teaching the importance of communication, teamwork, health and safety and effective planning. This results in students delivering coaching sessions to classes in the junior school and evaluating their delivery.

Key Stage 4

The key stage 4 curriculum in physics expands on the Key Stage 3 experience, with the core principles of physics covered in much more detail. Key Stage 4 begins to develop practical skills through the required practical element of the course, whilst also focusing on the examination skills demanded by the linear nature of the GCSE courses. Students learn how to apply their physics knowledge to situations they may not have experienced before, thinking for themselves and working out how what they have learned fits in to the new scenario. There are numerous opportunities to investigate cutting edge developments in the field of physics such as how scientists are searching for extra-terrestrial life in the solar system and beyond.

Key Stage 3

The Key Stage 3 Curriculum in PSHE is delivered in a session one hour a fortnight  The PSHE curriculum fulfils both the statutory RSE policy and the LEA approved Christopher Winter drugs and alcohol programme. The topics covered fall under 3 categories; health and well-being, relationships and living in the wider world. These are covered mainly within PSHE but also in Citizenship, RS and Science.

Key Stage 4

The Key Stage 4 Curriculum is made up of one lesson a fortnight with all students. This is supplemented by drop down days throughout the year using external organisations such as the Brook, Tomorrow’s women, Keep the Cash and many others. The aim is to help our students deepen knowledge that they have gained in their KS3 PSHE curriculum, and develop knowledge relevant to their age and experience. The aim of our curriculum is to ensure that our students are able to make safe, and balanced choices in their lives, and understand the social settings they are making these decisions within.

Key Stage 3

Our KS3 curriculum aims to introduce students to the roots of monotheistic faith found within the three Ambrahamic religions; their key beliefs, their holy books, their places of worship and how they connect with God. This is then built upon throughout Year 8 with an in depth look at Christianity; its roots in Jesus, its early development and how it can be seen in the world today. In Year 9 we build upon this groundwork examining how the life of a religious believer might be influenced by their beliefs, and examine the ways it affects practice within that faith. In Year 8 students have an opportunity to compare monotheism with a dharmic faith, and see the key differences of belief in areas such as life after death, and areas of similarity such as treatment of others. The curriculum is created so that it allows students to develop an understanding of some of the key places of worship within the Merseyside area, and to recognise the diversity amongst these religious groups.

Key Stage 4

The Key Stage 4 curriculum in religious studies focuses on Christianity and Judaism and studies the beliefs and practices within these religions. It develops students’ knowledge and understanding of religious beliefs, teachings, practices, and sources of wisdom and authority, including through their reading of key religious texts, other texts, and scriptures of the religions they are studying. It develops students’ ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject. It provides opportunities for students to engage with questions of belief, value, meaning, purpose, truth, and their influence on human life and challenges them to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contributes to their preparation for adult life in a pluralistic society and global community.

Key Stage 3

KS3 science at BHSA provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science lessons are designed to deliver content through topic based learning in which the students will build up a key body of foundational knowledge of the big ideas that underpin each discipline, enabling seamless progression to GCSE study. The science curriculum structure is mapped to enable students to develop the specific transferable skills needed to become a scientist. This includes working scientifically and developing their own practical based skills, relating learning to real life situations as well as using evidence to develop opinions and explanations of different observed phenomena. We aim to expand students' use of specific scientific vocabulary, including discipline based terminology, the use of scientific nomenclature and units and mathematical representations. 

During year 7 students study cells, plant & animal reproduction and organ systems in biology topics. Laboratory skills, acids & alkalis and physical changes in chemistry topics. Forces, space physics and electricity in physics topics.

During year 8 students study movement, photosynthesis and ecology in biology topics. Combustion & energy changes, the reactivity series and natural resources in chemistry topics. Energy, waves and electromagnetism in physics topics.

During year 9 students study further cell biology, respiration and the heart in biology topics. The periodic table, atmospheric chemistry and reaction rates in chemistry topics. Atomic structure & radiation, particle model of matter and fundamental physics in physics topics.

Key Stage 3

Learning a foreign language opens students up to other cultures and encourages them to see them to see things from different points of view. Our year 9 curriculum aims to develop excitement and enjoyment of language learning, alongside a firm grammatical, and skill-based approach which provides students with the grounding they need to access the GCSE course in year 10 as well as the skills they need to express themselves and communicate in their chosen language.

Students cover a range of topics divided across the three terms.

Module 3 – Mi gente. My people

Content: Talking about socialising and family, describing people, talking about social networks, making arrangements, talking about reading preferences, describing relationships.

Grammar: Using verbs in the present tense, using para with infinitives, extending responses by referring to others, using the present continuous, improvising dialogues, using a range of connectives, recognising similar ideas expressed differently, using ser and estar.

Module 1- Deconéctate. Disconnect yourself (holidays and travel)

Content: Holidays and weather, holiday preferences, last years holiday, describing a trip to Barcelona, booking accommodation and dealing with problems, giving an account of a holiday in the past.

Grammar: present tense regular verbs, present tense irregular verbs. Preterite tense, two past tenses, verbs with ‘Usted’, understanding higher numbers, three tenses, positive and negative opinions.

Module 2 – Mi insti – My School

Content: giving opinions on school subjects, describing school subjects and teachers, school uniform, school day, describing your school, talking about school rules and problems. Talking about plans for a school exchange. Talking about activities and achievements.

Grammar:

Using adjectives, Negatives, present vs. Imperfect, phrases followed by the infinitive, near future, asking and answering questions, object pronouns, three tenses together,

Key Stage 4

The Key Stage 4 curriculum in Spanish is built on developing the listening, reading, writing and speaking skills that pupils have acquired in Key Stage 3. Knowledge of both vocabulary and grammar is extended and consolidated. The GCSE qualification is of vital importance to pupils in terms of future study and employability, and will enable them to move into the next phase of their development with invaluable communication skills at a recognised national standard, which importantly allows access to the EBacc.