We study a broad curriculum at Chase and are always looking at opportunities to expand it further to suit the learning needs of all students, all abilities. The specific subjects studied in Key Stage 3 and Key Stage 4 are shown below. Our students choose their examination subjects in Year 9, although some students may be able to take examinations earlier. A copy of this year's options booklet can also be found on this page. If you would like to find out more about our curriculum, please contact Mr Hawes on [email protected]
Subject leader: Mrs T Noble
Year 7, 8 & 9
The Art curriculum intends to introduce students to a range of art and artists, including those from different periods and cultures. This creates world citizens with an understanding of how art can have an impact and enhance societies and our surroundings and providing cultural enrichment. Opportunities for discussion are given, commenting on what we have seen, and talking through ideas and plans for our own work. Every year, there is a progression of skills, which build on prior learning – such as use of tools and techniques with increasing mastery. Each student has their own sketchbook, which continues through Year 7 to 9. The purpose of the book is for recording responses to art, observational studies, exploring techniques and media and developing ideas
In KS3 students have approximately 39 hour sessions a year, which would be roughly equivalent to one term of teaching hours at KS4. With this in mind, the students participate in one long extended project through each year that is filtered from the Assessment objective criteria for Edexcel, Exploring, Investigating, Analysing and Evaluating. This provides a continuum of learning with planned sequenced lessons.
Students are given a Base Line assessment in their first week to ascertain the variety of experience and access to materials they have had. They then begin an extended project over the year on the theme of “Food”. This incorporates observation and recording – skills and techniques, study of artists/cultural art – studying and responding, developing and refining – ideas, techniques and materials for art pieces and a final outcome – realising intentions.
Students continue to develop their skills through an extended project of “Environments”. This follows the same pathways of observation and recording – build on skills and techniques, study of artists/cultural art – studying and responding researching cultures in depth, developing and refining – ideas, techniques and materials for a range of art pieces and a final outcome – realising intentions.
Students apply all their prior learning through an extended project of “Human”. This requires them to independently study of Artists/Cultural art – building on studying and responding, observation and recording – building on skills and techniques, developing and refining – building on ideas, techniques and materials for art pieces and Final outcome – realising intentions.
Year 10 & 11
Students who opt to take art follow the Edexcel GCSE Art programme. The focus is upon Exploring, Investigating, Analysing and Evaluating.
Art clubs are run for a variety of ranges and skills. These take place both after school and at lunch periods. Our involvement in the Arts award runs alongside and complements our ‘Arts’ curriculum. This provision allows skills learnt to be collaborative and self-lead work, sharing our learning with our community. Emphasis is given to local artist workshops, local exhibitions and competitions, that encourage understanding of the context of our community.
Trips to galleries are a crucial and compulsory part of KS4 and KS5 to access and experience art works in reality
Homework is set at KS3 once every half term where students will build upon and reinforce their learning and skills from lessons.
It is the expectation at KS4 that students continue to explore and extend their projects at home at least two hours a week
Subject leader: Miss E Donlon
Year 10 & 11
Our Business Studies curriculum develops students into being enterprising individuals with the ability to think commercially. Students are able to investigate and analyse real business opportunities, as well as the different types and sizes of businesses in local, national and global contexts. This enables students to draw on real businesses to make informed business decisions and solve business problems.
In Year 10, we study topics such as, enterprise and entrepreneurship, spotting a business opportunity, putting a business idea into practice, making the business effective and finally understanding external influences on business. We build on our knowledge in Year 11 and we focus on business growth, marketing, operational processes, Human Resource and financial decisions. This allows us to prepare for the GCSE with a wide understanding of business knowledge and contextualisation.
Students have access to local enterprise challenges and undertake the national competition, “Student Investor Challenge” which allows them to invest virtual money into the stock market. Guest speakers are invited to speak to the students from the Bank of England and other local businesses. Students will also undertake work place visits to companies such as Amazon.
Homework is set on Show My H and students are expected to complete it weekly. It will be a mixture of project based learning and revision of topics.
Design and Technology/ Food Preparation and Nutrition
Subject leader: Mrs N Johnstone
Year 7, 8 & 9
Students follow the National Curriculum for Design and Technology. The course is delivered through projects which combine both designing and making in Design and Technology and Food Preparation and Nutrition. The complexity of the projects increases as the pupils’ progress through the key stage. Students will cover projects in a range of materials using card, 3D modelling, wood, plastic and metal as well as a range of savoury and sweet dishes.
During each project a range of skills are assessed. These include; researching the task, developing ideas, making high quality accurate products using a range of tools, equipment and processes. Other areas that are also assessed include: quality of presentation and finish, effort, planning and evaluation.
The core aims in the department is for all students to develop skills to support them through life. Building life skills that will enable them to be self-sufficient as well as fun and engaging.
In year 7 for Design and Technology students develop and range of design and make skills through a range of projects. They will complete three projects throughout the year using, plastic, wood, 3D modelling materials and card adding flair and originality to their ideas. Students will problem solve whilst increasing their workshop skills and applying those to the work they undertake. In Food Preparation and Nutrition we encourage students to choose a healthier lifestyle Each project is intended to encourage and more nutritional diet through educating the benefits and understanding of the needs of the mind and body. Students learn to develop their cooking and baking skills to be able to use a range of cutting, preparing, frying, boiling, grilling and presentation skills. Some of the dishes include; Chicken fajitas, apple swan, fried egg on toast, cheese scones etc, along with the basic essential nutrients needed.
In year 8 for Design and Technology students continue to develop their skills and the application of what they have learnt in year 7. They will complete three more projects using metal, wood and electronics. Each project has been designed to further develop existing skills and build in new ones. In year 8 students are encouraged to look at the world around them with regards to design and build this into their work. Showing a more independent approach and innovation in their designs. In Food Preparation and Nutrition students are taught to prepare and cook more technical dishes to enhance the skills they have developed in year 7 including; beef stew, chilli con carne, bread rolls etc, along with more in-depth understanding of nutritional knowledge.
In year 9 for Design and Technology students start to demonstrate a bigger awareness of the impact a designer has on the world around us. They are taught to think about the whole life cycle of the products they and others design. Students will complete three more projects using a range of materials applying their knowledge from year 7 and 8, including sustainability of materials using reclaimed wood and graphics. In Food Preparation and Nutrition students develop the skills they learnt in year 7 and 8 to create meals for a range of consumers with a range of needs. They investigate the science behind food and build their understanding of how food changes through its ingredients and processes. Some of the dishes prepared and cooked in year 9 are; ragu bread, cottage pie, chicken chow mein, strawberry and cream tarts etc.
Year 10 & 11
In Design and Technology students follow the AQA specification and syllabus. The overall assessment is in two parts. The NEA which is an internally assessed project that is worth 50% of the final grade. The other 50% is the exam which is theory based.
In Food Preparation and Nutrition students follow the AQA specification and syllabus. The overall assessment is in three parts. They will undertake two NEA assessments which are internally assessed that is worth 50% of the final grade. The other 50% is the exam which is theory based.
Students in KS3 are offered to attend the Design and Technology club where they design and make a range of products which they can take home. We are going to be
creating a STEM group linked with Science to encourage more investigations and problem-solving skills. There is a KS3 Food club that students can participate in, preparing and making a range of dishes. We offer a trip to Legoland where students investigate the design of rides and have a workshop looking into the aerodynamics of rollercoasters.
Students in KS4 frequently visit the department during lunch and after school to complete projects and work on their NEA coursework for both Design and Technology and Food Preparation and Nutrition. The Design Museum is a yearly trip that is organised to encourage further learning through the design of new and innovative work. Students are involved in a range of workshops looking at smart and modern materials and their sustainability.
We run a competition for those interested in becoming a chef through the Rotary club which is open to both KS3 and 4 students.
In KS3 homework is an extension of the learning in class and is used to build their knowledge and understanding of Design and Technology and Food Preparation and Nutrition. Students have a homework booklet which has the whole year homework set out and information to aid the work. Students are encouraged to revisit work they have learnt to improve their memory skills and develop revision techniques to prepare them for KS4. Homework is set every fortnight in line with the school’s homework policy.
In KS4 homework is set as an extension of their lessons which is both theory and practical based. Students are expected to work independently on their NEA(s) in year 10 and 11 whilst continually revising topics they have previously learnt to prepare them for the exam.
Subject leader: Mrs A Quarrell
Year 7, 8 & 9
Throughout years 7, 8 and 9 students will develop their knowledge and understanding of Drama and theatre as well as learn about the practical demands of the subject. Over KS3, we strive to build students’ confidence as well as their skills so that they are able to apply their learning from Drama lessons across the wider curriculum and at social times.
In Year 7 students start with a scheme of learning which teaches them the art of storytelling, creating tension and teamwork skills. Darkwood Manor is a fun and exciting scheme, which helps students settle into life at Chase High School. From this point we move on to further explore story telling by way of the Gruffalo story, historical performance in Greek Theatre, a historic event in the Titanic and in the last term we explore themes of gangs and dreams in Romeo and Juliet, finishing the term with students reading and exploring the playtext Ernie’s Incredible Illucinations by Alan Aykborne.
The Year 8 curriculum builds upon the skills learnt in Year 7 and explores Shakespeare’s Macbeth and Pantomime in the first term. The story of Christopher Craig and Derek Bentley and concepts of Orwell’s 1984 in the spring term and an opportunity to apply skills in a devising scheme then finishing off with a playtext in the final half term.
Year 9 helps students to apply all their previously learnt skills to new and exciting situations and performance opportunities. They look at devising and theatre practitioners, racism and the civil rights movement as well as play texts.
Year 10 & 11
Students opting for GCSE Drama will spend Year 10 developing their skills further in order to meet the demands of the course. The GCSE course is made up of 70% written work and 30 practical. This is covered in 3 units made up of devising from a stimulus, performing 2 extracts from a play text and a written exam based on an interpretation of the text An Inspector Calls and a live theatre performance. GCSE is a demanding course and we encourage any student who is on the course to take part in extra-curricular activities.
At the start of the year we take part in the Shakespeare Schools Foundation project and perform at the Palace Theatre. This project is open to students in years 7 to 10 and whilst it is a challenging project is has historically been hugely beneficial to those taking part.
Each year we run a whole school musical. These rehearsals take place on Wednesday lunchtimes and evenings. We encourage as many students as possible to get involved with these as they really make a school experience for a student.
As well as these clubs we also run the Drama Elite club. This is for specially selected students who have shown an aptitude for drama in lessons. These students develop performance to take out of Chase High, into the community and primary schools.
We offer a number of trips to students both locally and into London. We aim to run at least one trip a year for all key stages as well as The Woman in Black for GCSE students.
We also run a number of drama workshops for GCSE students which have proved to be very popular.
Homework is set fortnightly via Show My Homework. Students complete knowledge quizzes, spelling tests and research tasks.
Subject Leader: Mrs L Lockwood
EAL Department is committed to include all EAL students from different cultural and linguistic backgrounds in the learning process and welcome those who are not able to speak or understand English. To speak another language other than English or to be multi lingual will be celebrated and not seen as a deficit or disadvantage. The bi/multilingualism of our children and staff enriches our school and our community. Diversity will be valued and classrooms will be socially inclusive.
Language Rich Environment
Students with EAL are entitled to opportunities for educational success that are equal to those of our English speaking children. Their needs vary according to a range of factors. We provide a range of teaching and learning activities to meet curriculum demands and different learning needs/ styles. Whilst learning English language in EAL Department EAL students attend mainstream lessons as we believe that language develops best when used in purposeful contexts across the curriculum.
Students’ first language
Language is central to our identity. Therefore, teachers need to be aware of the importance of pupils’ home languages and to build on their existing knowledge and skills. Many concepts and skills depend on and benefit from well-developed home language and literacy in home language enhances subsequent acquisition of EAL. All languages, dialects, accents and cultures are equally valued. We are committed to give all EAL students opportunities to take GCSE exams in their first languages.
Monitoring the progress
The monitoring of pupils' progress is shared between all teachers, both mainstream and EAL support. Individual pupil profiles are updated following assessments and reviewed on a termly basis to identify and address problems. There is a collective responsibility, held by all staff, to identify and remove barriers that stand in the way of the learning and success of EAL learners and to support their language development. It is the whole school responsibility to ensure all pupils with EAL at the school are given the best chance possible to reach their full potential.
Unlike in other mainstream subjects learning in EAL is not sequenced according to Academic Year group or even Key stage but, rather, students' learning is sequenced according to their various starting points when they join us. This will usually be determined by the length of time they have been in the country. Level appropriate EAL programme is delivered at five English proficiency stages: 1. New to English, 2. Early acquisition, 3. Developing competence, 4. Competent, 5. Fluent.
Subject leader: Mrs E Bailey
Year 7, 8 & 9
In Year 7, students build on their KS2 skills in the first term by developing their ability to write creatively and structure their writing to be powerful and cohesive. The Gothic unit also builds on vocabulary and language techniques to allow students to construct effective imagery in their writing. Students then read a novel to observe these skills in action and develop their critical response faculties by looking at character, theme, structure and context. The students have a further opportunity to develop their writing skills, this time writing for purpose to a specified audience. Responding to a current social theme, they construct a speech to persuade, demonstrating the craft of rhetoric and structural impact.
In Year 8 students start by reading a seminal work of Shakespeare. Students read Macbeth and the unit develops on their critical reading faculties from Year 7. Character, theme, language, structure and context are all targeted skills in this reading unit. Students go on to read a novel developing their abilities to construct analytical points about the writer’s craft and developing on inference from Year 7. Poetry from other cultures follows this unit and is a great opportunity for students to be introduced to poetic techniques from KS2, building on those to include higher level terminology. This unit exposes students to works from writers across the world and will also expose students to social themes that are targeted in the next unit: inspirational writers. This unit refines the students’ analysis of non-fiction texts in terms of perspectives and opinions.
In Year 9, students start the year with an amazing unit on Inspirational texts. We read seminal World Literature choices include A View from the Bridge and To Kill a Mockingbird. Students hone their analytical and inference skills here with a focus on writer’s methods. Following this, students learn how to build longer and more comprehensive responses to non-fiction pieces on the theme of war. As students engage with the topic, they are led to write a speech on the theme of conscription deploying skills of rhetoric. Final units allow students to study Shakespeare’s Romeo and Juliet. Students learn how to engage with context and interpret writer’s techniques in light of the social, historical and literary context alongside a detailed study of character and themes.
Year 10 & 11
In Year 10 and Year 11, students will follow the GCSE scheme of work. They begin with work on a 19th century novel (A Christmas Carol or Jekyll and Hyde) and begin to refine under timed conditions their ability to examine and analyse character, theme, setting, language and context. This is followed by a Language unit on Knife Crime which includes a piece of writing for purpose, allowing students to cement their rhetorical capabilities. The Study of a modern text is focused on An Inspector Calls, where we engage with higher level dramatic techniques and characterisation. A Unit on creative writing follows, where students respond to a key piece of creative writing, and produce a story of their own. Students complete Year 10 by exploring their set poetry texts, and finally by delivering their Spoken Word speeches, inspired by a piece of speech writing. In Year 11, students revisit the key set texts, refining their exam technique in Language and Literature.
We visit Essex University in Year 11 to enhance the exam practice of our students.
We visit The London Dungeons in Year 7 to enhance the gothic unit.
We visit Poetry Live in Year 10 to support the study of their set poetry texts.
We visit The Globe in Year 8 and invite some Shakespearean actors to deliver a core play.
We watch An Inspector Calls in London to support the GCSE English Literature exam.
Homework is given to support the Spelling, punctuation and grammar of our students in KS3. We provide homework in KS4 in a flipped learning method, where students are given the chance to prepare for forthcoming lessons in advance, thereby securing a higher level of learning in the classroom. We ensure homework for Year 11 encompasses revision strategies and exam technique, alongside ambitious additional reading to support the knowledge of the students.
Subject leader: Mrs E Saidou
Year 7, 8 & 9
Learning a Modern Foreign Language opens a world of new possibilities and opportunities. With this in mind, we want to offer students a series of valuable experiences which cover various aspects of learning. Through our lessons, we want to encourage students’ curiosity and problem solving skills and to build an understanding of their own culture and other countries around us.
Throughout Key Stage 3, students will learn and develop skills which will be useful in later school or personal life. They will work on Reading, Writing, Listening and Speaking, as well as translating from and into the Target Language, on a variety of topics: Me and My Family; School; Holidays; Media and Free Time.
This will start with grammatical and phonetics mastery in Year 7 and continue through to Year 9, around a range of topics which will be needed at GCSE.
Year 10 & 11
A Modern Foreign Language can give you a skill for life which would be relevant in any number of professions. More and more universities expect applicants to have a GCSE in languages to follow their courses; as such, a Modern Foreign Language is highly advised to maximise your employment opportunities after you have taken your GCSEs. Students will build their communication and literacy skills and will prepare for life after their GCSEs.
They will consolidate the learning acquired throughout the last three years and build up their confidence in Speaking and Writing in small groups.
New topics such as Environment and Global issues will be introduced.
Students in KS3 are invited to take part in competitions and attend a weekly French club. Opportunities will be given to take part in trips to the Opal Coast or be invited to themed breakfasts organised by the department.
An Independent Learning Guide is given to every student at the start of each term. Students will be encouraged to use their booklets at home and at school as they contain the main key points and vocabulary students will come across during lessons. There is also a page of “Takeaway Homework” where students will have a chance to pick at least two pieces of homework of their choice to complete at home.
Subject leader: Mr A Keshiro
Key Stage 3
Geography in Key Stage 3 aims to stimulate an interest in the wider world and the wide variety of human and physical environments that exist. It helps to provide a knowledge and understanding of the major problems that lie ahead of us, and allows students to develop their own ideas and responses to them.
In lessons, we investigate a wide variety of topics based upon different places, and at different scales.
Topics studied at KS3:
Map Skills, The world around me, Journey to Africa, The United Kingdom, People around me (population), Water on the land.
Our restless world, Wonderful weather, Can the earth cope?, Going global, China and India.
Tectonic hazards, Extreme weather, Local action global effects, Conflict, Ecosystems.
Key stage 4
The examination offered in KS4 is the AQA Geography GCSE in which students study the following:
- Living with the Physical Environment
- Challenges in the Human Environment
- Geographical Applications
These units will be explored using case studies from a variety of locations and at a variety of scales from local and national to global. The subject is of particular interest to those students keen to explore major World issues.
Geography students will be expected to use a wide range of skills from identifying, analysing, evaluating geographical questions and issues, to interpretative and communication skills.
Fieldwork is carried out to reinforce understanding and encourage students to understand issues and processes studied in the classroom. It also helps students to appreciate how complex the world is. Students will participate in two contrasting fieldwork visits. Firstly, students visit either Walton-on-the-naze or Southend Beach to investigate the effectiveness of groynes in preventing longshore drift. Secondly, students visit either London Stratford to see how regeneration has had social and environmental impacts or Southend Seafront to compare the different traffic calming strategies put in place along the stretch of the seafront.
We also run trips to the KEW gardens and the Natural History Museum in year 8 and 9 respectively.
Promoting Modern British Values in Geography
Students learn about British Values through Geography lessons at by exploring how places have been changed by the contexts and processes that have shaped them. It helps pupils to understand the complex ways in which communities and societies are linked and to appreciate the diversity of people’s backgrounds e.g. China & India Year 8 and Journey to Africa in Year 7. Tolerance, mutual respect, teamwork, resilience, are valued as we aim to build students’ self-esteem. This includes, for example, respecting each other and following the rules as well as adhering to the spirit of fair play when taking part in quizzes and other competitions in lessons.
Homework is a vital part of the geography course and students will be given a wide variety of activities to complete. Homework is set and marked regularly and is seen as an essential tool to aid learning in the classroom.
Hair and Beauty
Subject leader: Mr K Lee & Mrs K Gay
Year 10 & 11
Our Level 2 Technical Award in Hair and Beauty curriculum develops students into being enquiring and artistic individuals with the ability to think commercially and practically for the industry. Students are able to explore the world of hair and beauty, historical and contemporary, acquire science, biology and chemistry knowledge associated with the hair and beauty.
There will be opportunity to investigate business and hair design within the hair and beauty sector. Carry out simple practical skills for hair and beauty, for example: styling, make up and nails, historic looks and both hair and beauty.
This is very much a theoretical course. The subject areas are taught by specialist teachers for Science, Business, Hairdressing and Beauty Therapy. This will be assessed regularly throughout the first year in preparation for their external written examination.
The course assessment is two parts – External written examination at the end of year 10 equates to 40% and internally assessed practical assignment at the end of year 11. The practical assignment will be based on an era/epoch and this amounts to 60% of the course.
Homework is given according to the subject areas taught by each specialist teacher.
It will be a mixture of project based learning and revision of topics for interim written tests to prepare students for their external examination.
There will be opportunity to visit hair and Beauty trade fairs in the second year.
Health and Social Care
Subject leader: Mrs H Turner
At Key Stage 4, students are able to take a BTEC in Health and Social Care
Year 10 & 11
In Year 10, students are introduced to the life stages and the areas of development: physical, intellectual, emotional and social (PIES). They then learn about life events – expected and unexpected – and their impact on development. This then leads to the completion of their first piece of coursework, component 1.
Component 2 will also be completed during year 10, this links to component 1 and sees students learning about the wide range of health and social care services available to people across different life stages and students will explore barriers that some individuals face and will learn how these barriers may be overcome.
Year 11 is left to focus on the exam component. In addition to drawing on their knowledge of life stages and service, students will study the factors that affect health and well-being. Students will then learn to interpret indicators that can be used to measure physiological health and lifestyle data in relation to risks posed to physical health. Finally, they will learn how to design a health and well-being improvement plan and understand how obstacles that individuals may face when implementing such a plan might be overcome.
We have numerous links with the local hospital and university who provide engaging sessions for all students in Health and Social Care.
Homework in Year 10 is focused around preparing for elements of the coursework and practising relevant writing skills.
Homework in Year 11 takes the form of practise exam questions.
Subject leader: Mr J McDonnell
Year 7, 8 & 9
In History, students are on the path to their GCSE exams from their first History Lesson in Year 7. Throughout KS3, students are developing the skills that will be needed to be successful Historians. Knowledge is the foundation block, but we concentrate on the key skills – use of sources, analysis and evaluation, identifying continuity from change and understanding causes and consequences.
In Year 7 the focus is on Medieval History. Students study a range of topics as they develop their Historical Skills. England – Hastings to Magna Carta. Students learn about how the Normans came to England and evaluate how William tried to control England through Castles, Terror and Feudalism. Students broaden their studies to examine and evaluate the Renaissance, the Reformation and Age of Discovery. They will decide on which was the most important change. Their focus returns to England with a focus on the English Civil War. They will assess the causes of the War and evaluate the reasons why the New Model Army won at the Battle of Naseby. This will link to future studies of warfare in Key Stage 4. Students finish the year with an independent learning project focussed on women in History. During Herstory, students will research and compile a display on a key woman from History.
Britain remains a strong focus in Year 8. Students begin the year by examining the Transatlantic Slave Trade. Students will look at the roots of this trade, the experience of slaves on the Middle Passage and Plantations. Students also look at Slave Resistance and the abolition of slavery in Britain and the USA. 19th Century Britain is the next focus as students examine the main social changes including the growth of cities, the transport revolution and the growth of Southend. They also study Jack the Ripper evaluating why he picked Whitechapel and evaluating the different theories about his identity. Students then move into 20thCentury with a focus on World War 2. They will evaluate the impact of key moments including the Dunkirk Evacuation, the Battle of Britain and D-Day. Students also study about the experience of the Jewish Community in Europe before and during World War 2. This is part of their Holocaust Studies. Year 8 finishes in the Swinging 60’s with an independent project examining key social and cultural moments. Students will examine a variety of topics including the Windrush Generation, Mary Quant and the Beatles.
There is a broad selection of topics covered that will prepare students for their studies at Key Stage 4 whilst ensuring that all students receive a broad History offer.
Students travel back to the 17th Century to examine the challenges faced by Elizabeth as she became Queen. They will evaluate her Religious Settlement, understand why she executed her cousin Mary and analyse her victory over the Spanish Armada. Warfare continues to be a focus with students learning about the impact of the Crimean War, Stalemate in the Trenches and making judgements about the Battle of the Somme and the bombing of Hiroshima. Students then turn their attention of Germany in the 1920’s and 30s. They will study the rise of Hitler and the Nazi Party, how he became Fuhrer and how Germany changed after 1933. They finish their studies with an independent research project on the Cold War. They research and make a display on key events like the Berlin Wall and the Cuban Missile Crisis.
Year 10 & 11
Students complete 4 Units of Study in Key Stage 4 following the Edexcel Exam Specification.
In Year 10, students begin by studying Warfare over Time. Students examine changes in several aspects of warfare from 1250 to the present day. Weapons, strategy, training and the impact on civilians are some of the key areas. They examine key battles including Agincourt, Naseby and the 2003 Iraq War.
The focus then switches to Germany in the 20s and 30’s. Students study the challenges facing the Weimar Republic and understand how Germany went from a democracy to dictatorship. Students will track the rise of Hitler and the Nazis and understand the economic and social changes under the Nazi Dictatorship.
Year 11 begins with the Cold War. Students examine how allies became enemies after World War 2. They evaluate key crises in Cuba, Berlin and Czechoslovakia. They track the Cold War from the beginning through to the end in 1990. Their GCSE studies finish with Elizabethan England. The Religious Settlement, Conflict with Spain, Poverty, Exploration and Francis Drake form part of their studies as they examine the legacy of the ‘Virgin Queen’.
Students in KS3 have a different trip each Year. In Year 7, students visit the Combined Services Museum in Maldon. They complete a question trail covering aspects of warfare. They then continue to Colchester Castle to spend an afternoon adding to their studies of Castles earlier in the year. In Year 8, students travel to Liverpool for an overnight visit that includes a visit to the Slavery Museum and the Beatles Experience. These visits reinforce learning in the classroom. France is the destination in Year 9 as students further their warfare studies with visits to key sites of the Battle of the Somme and the Vimy Memorial.
Students in KS4 have two trips. Berlin is the destination students visit the German capital for five days. The focus is on Nazi Germany and the Cold War as students visit a variety of sites including the Olympic Stadium, Sachsenhausen Concentration Camp and the last sections of the Berlin Wall. The second trip focuses on Battlefields and warfare. Students visit Waterloo, Normandy, Agincourt, the Somme and Vimy Ridge to deepen their understanding of these battles.
Homework is an integral part of both Key Stages. Key Stage 3 students do regular homework to build on their classroom studies. Key Stage 4 students use their homework to develop their written skills and practice the skills needed to succeed in their exams. Homework is put on Show My Homework.
Subject leader: Mrs M Hall
Year 7, 8 & 9
Our Key Stage 3 curriculum is designed to provide our pupils with a rounded and varied skill set and a strong understanding of all aspects of Computing.
Term 1 in years 7, 8 and 9 focuses on Computer Science, including computational thinking, programming and ethical, environmental & legal issues.
Term 2 in years 7, 8 and 9 focuses on Information Technologies, including project management, information systems and how computers work.
Term 3 in years 7, 8 and 9 focuses on Games Development, including games concept design, concept art and digital game programming.
Each year, pupils build on their learning from the previous year and the flight path through KS3 feeds directly into the courses offered in year 10 and 11.
All pupils in KS3 have 1 hour of Computing a week across the year.
Year 10 & 11
We offer 3 courses of study at Key Stage 4.
GCSE Computer Science is an engaging and practical course where learners can apply the knowledge and skills learned in the classroom to the real-world. It will give you an in-depth understanding of how computer technology works and a look at what goes on ‘inside the box’. Students also analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs.
Games Development (iMedia) aims to enable students to become independent games
designers allowing them to understand how the games industry works and what decisions games design companies have to make when designing a games product. It will allow them to develop creative and technical skills, whilst developing consideration of the purpose of the product and its intended users.
Information Technologies focuses on data, how it is collected, used, processed, interpreted and presented within the framework of an IT project life cycle. It will allow learners to be confident IT users across a range of digital technology, developing their transferable skills and knowledge to continue to be confident IT users with new technology as it emerges.
We offer a number of clubs for our KS3 students to attend, including Minecraft Club and Code Club. Students also have the opportunity to take part in national competitions such as The BEBRAS Challenge and The Cyberdiscovery Challenge. We regularly participate in the IT Girls Allowed event at Barclays London and organise visits from industry professionals, such as The Stemettes.
Students in KS4 have the opportunity to participate in our Annual Game Jam as part of their Games Development course. We also invite visitors from industry to give talks to our Computer Science students.
In KS3, we provide ‘Takeaway Homework’ each term with a range of homework activities for pupils to choose from which complement their classroom learning.
At KS4 students are provided with revision topics to prepare for their written exams in their respective option subjects.
Subject Leader: Mrs S Margerison
Years 7, 8 & 9
At KS3 we develop the skills learnt in KS2 through a broad and balanced curriculum designed to bring cultural and social enrichment. Pupils are allowed to delve into different aspects of Maths including problem solving, reasoning and fluency in a range of mathematical topics that will stretch and challenge them. By encouraging pupils to enjoy the experience of trying to solve problems and equipping them with the necessary skills, they are able to use their problem - solving skills to approach numerate problems outside of the classroom.
Topics studied at KS3:
- Powers of ten and standard form.
- How to describe the correlation in scatter graphs and draw the line of best fit.
- How to convert between fractions, decimals and percentages.
- How to use ratio to solve real life problems.
- How to expand and simplify brackets.
- How to calculate the area of compound shapes.
- Calculations with standard form.
- How to solve equations including brackets and unknowns on both sides.
- How to find the area and circumference of a circle. Some students will find the area of sectors and length of arcs.
- How to plot graphs from linear and quadratic functions.
- Angles in parallel lines.
- Venn diagrams including set notation and probability.
- Pythagoras' Theorem
- How to answer real life problems involving percentages including compound interest and depreciation.
- How to solve inequalities on a number line.
- How to find interior and exterior angles of regular polygons.
- How to solve problems involving mutually exclusive events.
Years 10 and 11
At KS4, pupils develop the skills in fluency; reasoning and problem solving that were established in the earlier key stages. Pupils become resilient at attempting all questions to develop exam techniques so they can find the maths within a question to enable them to answer efficiently. Pupils clearly shown the links that make Maths relevant to local context and modern world needs in everyday life and their chosen area of further study.
Qualification name: Edexcel GCSE (9-1)
GCSE Mathematics will follow on from the mathematical skills developed in Key Stage 3. It will allow students to study the 5 areas of Mathematics: Number; Algebra; Statistics and Probability; Geometry and Measures and finally Ratio, Proportion and Rates of Change. Students will be presented with real life problems, helping them to develop their ability to analyse and communicate mathematically.
At the end of the course students will have three exams, equally weighted towards the final grade. Written papers are either at foundation or higher tier: Foundation tier grades 1-5 Higher tier grades 4-9. In both tiers Paper 1 is non-calculator.
Students in year 7 are able to attend a homework club where they have access to iPads.
After school intervention sessions in small groups.
Students in year 11 have the opportunity to attend a Maths residential weekend at Grosvenor Hall in Kent. After School small group and drop in sessions.
Maths homework is set weekly and homework tasks will consist of written tasks or will be set online through the MyMaths website or Mathswatch website. The MyMaths website is www.mymaths.co.uk and can be accessed with a school login and password, and then an individual login and password. The Mathswatch VLE website is www.mathswatchvle.com and both sites also provide excellent resources to aid revision and preparation for assessments.
Homework is seen as an essential tool to aid learning in the classroom to both consolidate learning and to stretch and challenge students.
Subject leader: Mrs E Mulford
Year 10 & 11
The Media Studies department at Chase High School aims to develop student’s ability to engage with a variety of different media texts. Students will understand the importance of the media industry, the impact it has on the world and how the target audience carefully constructs media text for consumption. They will creatively design, edit and produce their own media products for their coursework, gaining knowledge in different software programmes to produce creative new media products.
Throughout the course, students will develop their understanding and analysis of media products such as digital graphics, video and comic strips. They will develop pre-production skills used in a variety of media industries such as storyboarding, script writing, creating a mood board and designing a visualisation diagram. As they progress through the course Media Studies students will refine their abilities to interpret client requirements and the identification of a target audience for a range of media texts. The course allows students to justify their design decisions and review their work effectively.
The new skills learnt at KS4 will be developed further at KS5 so that their employability is enhanced for the media sector and they can progress to higher education
Students cover the following units at KS4:
Term 1: Unit RO81 Pre Production Skills & Unit RO82 Creating a Digital Graphic
Term 2: Unit RO81 Pre Production Skills & Unit RO82 Creating a Digital Graphic
Term 3: Unit RO81 Pre Production Skills & Unit RO89 Creating a Digital Video Sequence
Term 1: Unit RO89 Creating a Digital Video Sequence (Revision of RO81)
Term 2: Unit R084 Story Telling with a Comic Strip (Revision of RO81)
Exams: Year 11 January and June (Resit)
Scheme of work is available electronically and in a folder held in the department.
Student’s knowledge of media texts and keywords is frequently revisited during lessons, exam assessment occurs once a half term or more, lessons are sequenced throughout the course and revision is embedded in this. Assessment data from coursework and exam performance is reviewed and then intervention is put in place for students. Students develop a passion for the practical element of media and are encouraged to actively engage with media outside of their lessons. They are encouraged to attend on Tuesdays and Wednesdays after school to develop and enhance their media skills.
KS5 students are active in the KS4 curriculum and support younger students in the classroom and with their practical work, such as filming and editing. The department organises the Sixth Form Instagram account to help promote recruitment for the school. During their time studying Media students gain an awareness of the world that they live in and are culturally enriched through the different topics they study for media
Students in KS4 have the opportunity to develop their creative and practical skills further after school at Media Studies intervention. This is opportunity to have one to one sessions with staff in the department.
Students are expected to compete their coursework and to use their Media Studies exam revision booklet to develop their exam knowledge. Homework tasks are set throughout the course that develop exam knowledge and skills.
Subject Leader: Mr C Walshe
At Chase High, music in years 7, 8 and 9 is organised around practical music making, composition and critical listening. In each termly module, students are given an opportunity to explore a musical area and carry out a half-termly assessment – through either composition or performance.
In Key Stage 3, there is regular focus on musical literacy. Students are given activities throughout the year - through starters, mains and plenaries – to practice their understanding of the musical stave, construction of chords, scales. While music is intended as an expressive art form, it is also important to include a “linguistic” connection. Within this, there are opportunities to embed numeracy and literacy even further.
Topics Studied at KS3 for the academic year:
Opera, Band Project, Piano/Guitar Award, Soundscape, African Drumming. Musical Elements.
Music for film, Blues/Reggae, Samba Music, Song Writing 1, The Art of Performance, Piano/Guitar Award.
Dance Music, Battle of the Bands, Music of the Decades, Piano/Guitar Award, Song Writing 2, Rock Anthems/Pop Ballards.
Year 10 & 11
The examination offered in KS4 is the OCR Music GCSE in which students study the following:
- The Concerto Through Time
- Rhythms of the World
- Music for Film and Games
- Conventions of Pop
The exam will be 40% of the overall grade taking place at the end of year 11.
The remaining 60% is for 2 compositions written during Year 10 and Year 11 (30%) and 2 performances (30%).
Teaching and learning will incorporate performing, composing and listening throughout the 2 year course. Regular performances within lessons as well as school occasions throughout the year will take place and all KS4 students are welcome to perform. They will have 1-1 lessons on their chosen instrument during the school week which they will choose before the end of KS3. They will be given guidance on how to compose music and there will be lessons dedicated to critical listening throughout the course.
Currently at Chase High School, we offer weekly Choir rehearsals for our students who love to sing from all year groups.
Alongside this, we have an emerging orchestral ensemble that made their debut performance at the Winter Show 2019. They meet every week at lunchtime also.
In the future, we will see more lunchtime clubs offered such as a guitar club / rock ensemble. Students are given as many opportunities as possible to play an instrument and experience the enjoyment that can come from this.
Students are also able to take up an instrument at school and take private 1-1 lessons on an instrument of their choice.
We aim to perform within the school community as well as the wider community throughout each academic year.
Showmyhomework will have a variety of short tasks that consolidate any knowledge learned during a unit at KS3.
At KS4 they will have work set that consolidates the knowledge gained from the exam content; as well as revision aids, links and attachments for their use. There will be end-of-unit exam style questions throughout their course.
All students are encouraged to listen to music regularly outside of school from a variety of genres and try to widen their tastes and interests.
Subject Leader: Mr P Copsey
The underlying intention of the curriculum in the PE Department is to develop the physical, social and emotional well-being of our students. We aim to provide a continuum of learning with coherently planned and sequenced lessons which provide our students with the knowledge they need to succeed.
Lifelong learning is promoted through the teaching of the benefits of leading a healthy lifestyle in Key Stage 3 and 4 core through regular exercise and a balanced diet. Students study a wide variety of practical activities in the hope that they will develop a passion and interest in areas that may not be accessible to them outside of school. We aim to teach students to take positive values such as respect, commitment and endeavor from their PE lessons. Students get every opportunity to perform at the highest possible level whether in competitive sport or exams.
Students choosing the option at GCSE will further develop the knowledge and skills embedded in KS3 on a varied course that will develop cognitive, physical and social abilities through assessment in written tests and practical, leadership and officiating assessment. Links are being developed with KS2 cluster schools through Football Tournaments and collation of gifted and talented information. We have identified the Cambridge National Sports Studies course as being the most relevant to our local context and preparation for the modern world. Students are provided the opportunity to further their studies in PE at KS5 on the Football Academy and on BTEC vocational courses.
All students, regardless of ability or background are encouraged to attend extra curricular practices and intra and inter school competitions. We offer a broad and balanced extra curricular programme that includes team, individual and Dance activities. The more able students are offered extension opportunities at local, regional and national level.
Students get every opportunity to perform at the highest possible level whether in competitive sport or exams.
Subject leader: Mrs E Mulford
Year 10 & 11
GCSE [Art & Design] Photography is a vibrant and dynamic course where students engage in modern and digital approaches to art and design. The students are asked to respond creatively to a variety of set briefs, expressing their individuality and creative flair as they explore a wide range of different topics. The course is designed to help students develop the technical, analytical and creative skills necessary to produce thought-provoking imagery, experimenting with a range of methods and approaches over key stage four. These skills are then transferred and enhanced when students study the subject at A-level in Key stage 5.
Photography’s digitisation means that the work is computer-based, but students will also work on a variety of graphic and mixed-media projects. The students have access to industry standard creative software, equipping the students with the employment skills they need to flourish at University or working in modern creative industries.
The GCSE Photography course runs over two years and the students complete a variety of sustained investigations as required by the AQA specification, these investigations are submitted as Component 1 (Coursework). Whilst the time frames for the projects remain the same, there is a selection of different briefs available to swap in place of others depending on the cohort of students and their differing needs. The course emphasises a combination of knowledge, skills and understanding through progressive levels of independence and decision making, preparing students for the Component 2 exam.
The scheme of work is available to view electronically as well as in a folder held in the department.
Topic 1 [Mini Project] September – October Half Term
Topic 2 [First Sustained Investigation] October Half Term – February Half Term
Topic 3 [Mini Project] February Half Term – Spring Break
Topic 4 [Second Sustained Investigation] Spring Break – Summer Break
Mock Exam Period [Third Sustained Investigation] September – Christmas Break
Exam Period – Externally Set Assignment Christmas Break – Set Exam Date [Late April]
Coursework Review and Intervention – Final deadline
Lessons are sequenced and students are challenged to constantly build upon and revisit previous skills, preparing them for independent decision making in Year 11. Assessment data is used and reviewed from the student’s coursework ready for intervention to be put into place if necessary. In Year 11 students experience a mock exam to prepare for component two. Photography is a culturally enriching subject and students experience a wide range of differing themes and stimulus to develop their creativity and knowledge, preparing them for further creative study in Key Stage 5 and beyond.
Students have the opportunity to attend KS4 Photography club after school, in these sessions they develop their portfolios and can complete further photoshoots.
Students are expected to continually develop their portfolio at home and complete a wide range of photoshoots outside of the classroom. Cameras can be supplied to students so they can complete further photography work.
Subject leader: Mrs J Whitfield
Year 7, 8 & 9
We are working towards a department that equips all students at KS3 to build on the skills, attitudes, values, knowledge and understanding they have acquired and developed during the primary phase.
Our programme of study acknowledges and addresses the changes that young people are experiencing, beginning with transition to secondary school, the challenges of adolescence and their increasing independence as young learners. It teaches the skills which will equip them for the opportunities and challenges of life. All of our pupils are encouraged to manage diverse relationships and the increasing influence of peers and the media. PSHE education allows them to be more confident in addressing the challenges of effective learning and making a full and active contribution to society.
Year 10 & 11
The programme of study in KS4 is currently a work in progress and is being developed with the aim of students extending and further exploring attitudes and values, allowing them to deepen knowledge and understanding acquired during Key Stage 3. PSHE education reflects the fact that learners are moving towards an independent role in adult life, taking on greater responsibility for themselves and others. They will build on confidence issues in areas such as preparation for exams and working life. The aim is also to encourage students to manage risk effectively through an up to date SOW that addresses current issues such as County Lines, drug and alcohol use and personal relationships.
Whilst there are currently no external trips taking place for PSHE, there are a number of various topic related speakers and drama groups that come in to school to deliver presentations, workshops and performances. These vary from issues to do with relationships, mental health, drugs and alcohol, careers advice and financial awareness.
There is no formal assessment within PSHE.
Subject leader: Mrs J Whitfield
Year 7, 8 & 9
Within the RE department we want to encourage students to have an open mind, be empathic to others and to understand the differences among religious, secular and humanist beliefs, practices and actions. We aim to give students the chance to explore their own and other’s beliefs, ask and answer questions related to philosophy and ethics and develop knowledge and understanding of the six major world religions.
The KS3 scheme of work aims to build skills, knowledge and understanding in preparation for the reformed GCSE specification. There is an emphasis on building specialist key vocabulary throughout each year group, embedded through various activities such as key word bingo, flash card recall and taboo games.
We believe that it is vital that students have access to diversity among religion and secular society for their own personal life development even if they decide not to continue RE at KS4.
Year 10 & 11
The KS4 scheme of work naturally follows on from the KS3 curriculum in that it allows students to focus on two major world religions in much greater detail as well as building on their understanding of philosophical and ethical issues explored in KS3.
Students continue to develop their extended writing skills, in particular for AO2 evaluation style answers. They are encouraged to explore different philosophers’ principles and theories, in particular Aquinas and Paley. In addition to this, secular studies include investigation of humanism and atheism through Hawkins, Fry and Dawkins.
In KS3 we offer culturally enriching trips such as visiting a Hindu Place of Worship to let students discover not only different beliefs but how these beliefs impact on a religious person’s day to day life.
In KS4, to help bring some of the content to life, we offer a trip to St. Paul’s Cathedral which not only allows them to experience the religious symbolism, practices and ethics of Christianity but also the architecture, art and history surrounding the building itself.
Takeaway Homework booklets in KS3 and KS4 to allow students ownership of their home learning.
Subject leader: Colin Brodigan
The underlying intention of the Science curriculum at Chase High is to develop, in all students, the aspiration to move successfully and productively beyond the bounds of their own community. We aim to engender an appetite for lifelong learning whilst equipping students with the knowledge and skills essential for the 21st century. Science is at the core of the world around us. This includes the pursuit of excellence and preparing our students as world citizens of the 21st Century. In order for this to be achieved our students need high levels of literacy and numeracy. The school recognises that science is both an exciting academic subject and an area where students can develop a sense of awe and wonder. Our Curriculum is designed to deliver the National curriculum at KS3 in a way that builds knowledge, terminology and skills and delivers challenge from the beginning.
Year 7, 8 & 9
At KS3 we aim to build on the foundations laid in primary education starting with a much higher level of challenge and expectation compared to KS2. Practical work is a clear focus from the beginning and we provide many opportunities in STEM for the students and expose them to life outside school, providing them with ideas for their future. We are passionate that all students realise that it is a big and wonderful world out there that they can play an active and positive part in. To do this not only do we pursue excellence but ensure the students are equipped with the correct skills in which to do this. Each topic we deliver in KS3 establishes a foundation and bridge into further studies in KS4 Science.
Year 10 & 11
High aspirations are at the core of our KS4 curriculum, our courses enable all students to achieve and the potential to take Science further into KS5. We offer pathways in Single Sciences and Combined Science (AQA). Focus is on developing students who have confidence in using key terminology and applying their knowledge and skills in unfamiliar scenarios. This resilience is an important skill not only in Science but in life in general.
We aim to provide a continuum of learning with coherently planned and sequenced lessons which provide our students with the knowledge and cultural capital they need to succeed. Accessibility is a key aspect across all key stages through a curriculum which is equitable and aspirational and aims to provide opportunities for the next generation to be better equipped to deal with the challenges of the modern world.
Students in KS3 are able to avail themselves of a science club for year 7 and a robotics/ STEM club for years 8 & 9. We also host an annual STEM day for year 9 focussing on various aspects of engineering with a varying annual theme.
We run trips to the Science Museum and Colchester Zoo for years 7 & 8, and in year 10 students have the opportunity to attend a residential camping trip run by the Bushcraft company where students can apply their learning in the wilderness and develop new skills outside of the classroom.
Homework is a vital part of the science courses and the students will be given a wide variety of activities to complete. These typically are quizzes on showmyhomework, worksheets to complete, research to be carried out, videos to summarise etc
Homework is set and marked regularly and is an essential tool to aid learning in the class room.
Key Stage 5 Subjects
Please click the below link to see our Key Stage 5 subjects: