Years 10-11 Key Stage 4 Curriculum
Art Curriculum Overview
In Art, students concentrate on investigating, making and developing their knowledge and understanding of the work of artists, designers and crafts people. Students will develop a range of skills in a broad range of media, focus on the use of colour, mark making and printmaking and will develop the use of a sketchbook. They will develop their design skills and work in two and three dimensions inspired by a variety of art genres.
Science Curriculum Overview
At Fulbrook, the Science Department is dedicated to fostering a passion for discovery and a deep understanding of the natural world. The aim is to:
- Inspire Curiosity: Encourage students to ask questions, think critically, and explore the wonders of science through engaging and hands-on learning experiences
- Promote Excellence: Provide a rigorous and supportive academic environment where all students can achieve their full potential in scientific knowledge and skills
- Cultivate Lifelong Learners: Instill a love for learning and an appreciation for the role of science in everyday life, preparing students to be informed and responsible global citizens
- Embrace Innovation: Integrate cutting-edge technology and contemporary scientific advancements into our curriculum to ensure students are well-prepared for future challenges and opportunities
- Foster Inclusivity: Create an inclusive and diverse learning community where every student feels valued and empowered to contribute to scientific discourse and innovation
Together, the school strives to ignite a lifelong passion for science and equip students with the knowledge and skills to make a positive impact on the world.
The School’s vision is to be a leading Science Department that inspires and empowers students to become innovative thinkers, problem solvers, and responsible global citizens. Fulbrook envisions a future where:
- Scientific Literacy: Every student leaves us with a strong foundation in scientific principles and the ability to apply scientific thinking to real-world challenges
- Innovation and Creativity: Students think creatively and embrace innovation, using science to explore new ideas and solutions
- Inclusive Excellence: The department is a model of inclusivity, where diversity is celebrated, and every student has the opportunity to excel and contribute to the scientific community
- Sustainable Future: The school fosters an understanding of the importance of sustainability and environmental stewardship, preparing students to make informed decisions that benefit society and the planet
- Community Engagement: The school builds strong connections with the local and global community, engaging students in meaningful scientific projects and collaborations that extend beyond the classroom
Fulbrook works collaboratively to achieve a dynamic and supportive learning environment that nurtures curiosity, critical thinking, and a lifelong understanding of science.
Year 10 GCSE Biology Curriculum Overview
Science Curriculum Overview
At Fulbrook, the Science Department is dedicated to fostering a passion for discovery and a deep understanding of the natural world. The aim is to:
- Inspire Curiosity: Encourage students to ask questions, think critically, and explore the wonders of science through engaging and hands-on learning experiences.
- Promote Excellence: Provide a rigorous and supportive academic environment where all students can achieve their full potential in scientific knowledge and skills.
- Cultivate Lifelong Learners: Instil a love for learning and an appreciation for the role of science in everyday life, preparing students to be informed and responsible global citizens.
- Embrace Innovation: Integrate cutting-edge technology and contemporary scientific advancements into our curriculum to ensure students are well-prepared for future challenges and opportunities.
- Foster Inclusivity: Create an inclusive and diverse learning community where every student feels valued and empowered to contribute to scientific discourse and innovation.
Together, the school strives to ignite a lifelong passion for science and equip students with the knowledge and skills to make a positive impact on the world.
The vision is to be a leading Science Department that inspires and empowers students to become innovative thinkers, problem solvers, and responsible global citizens. The school envisions a future where:
- Scientific Literacy: Every student leaves us with a strong foundation in scientific principles and the ability to apply scientific thinking to real-world challenges.
- Innovation and Creativity: Students think creatively and embrace innovation, using science to explore new ideas and solutions.
- Inclusive Excellence: Our department is a model of inclusivity, where diversity is celebrated, and every student has the opportunity to excel and contribute to the scientific community.
- Sustainable Future: We foster an understanding of the importance of sustainability and environmental stewardship, preparing students to make informed decisions that benefit society and the planet.
- Community Engagement: We build strong connections with the local and global community, engaging students in meaningful scientific projects and collaborations that extend beyond the classroom.
Fulbrook works collaboratively to achieve a dynamic and supportive learning environment that nurtures curiosity, critical thinking, and a lifelong understanding of science.
Year 10 GCSE Chemistry Curriculum Overview
Computer Science Curriculum Overview
Fulbrook would like students to be masters of technology and not slaves to it. Technology is everywhere and will play a pivotal part in students' lives.
Therefore, the school wants to model and educate students on how to use technology positively, responsibly and safely. The school wants them to be creators not consumers and the school’s broad curriculum encompassing computer science, information technology and digital literacy reflects this.
Students will gain and understanding that there is always a choice with using technology and the school utilises technology to model positive use. Fulbrook recognises that the best prevention for a lot of issues that are currently seen in technology/social media is through education. Technology does however, allow students to share their learning in creative ways.
Fulbrook’s knowledge rich curriculum is balanced with the opportunity for students to apply their knowledge creatively which will in turn help students become skillful computer scientists. The school encourages staff to embed computing across the whole curriculum to make learning creative and accessible and encourages students to be fluent with a range of tools to best express their understanding and to be independent and confident to choose the best tool to fulfil the task and challenges they may face.
At Fulbrook, the “Teach Computing” Curriculum is taken full advantage of.
Design and Technology Curriculum Overview
The Design and Technology Department inspires students through promoting an environment of creativity, active learning and practical application providing the opportunity to develop both subject specific and transferable skills.
The curriculum aims to provide rigorous, academic and practical projects taught through a wide range of discreet disciplines providing different contexts for Designing and Making. Increasingly students are encouraged to develop ideas, skills and techniques to design and manufacture products that solve problems using the range of equipment and materials available within the department where the school has kept up with the fast-paced changing world of technology, and benefit from a range of CAD/CAM machines including a Laser Cutter, 3D printer, CNC Router, Vinyl Cutting; this is alongside laptops and PCs that run, 2D Design and Creo parametric.
Projects challenge students to consider their own and other’s needs, wants and values and enable them to gain an understanding of political, social and environmental factors to work towards informed and enterprising young people. Fulbrook aims to broaden students' minds by promoting understanding of the impact of these on daily life and the wider world. Design and Technology has a major role to play in the rapidly changing world where it makes an essential contribution to culture, wealth and well-being of all.
Students follow the AQA Design and Technology course during years 10 and 11, if they choose GCSE Design and Technology as an option.
GCSE Design and Technology Information Sheet
AQA Design and Technology Specification Map
AQA Design and Technology GCSE Scheme of Learning
More information can be found here on the AQA website
Drama Curriculum Overview
Drama at Fulbrook sits within the Performance Arts Faculty. In addition to the school’s mantra of Aim High, Work Hard, Be Kind, No Excuses, the faculty lives by an ethos that there is no glass ceiling and that all students are provided with equal opportunities.
Drama is delivered over two years at Key Stage 4 students for five hour per fortnight. Students follow the AQA GCSE Drama course, and we have chosen ‘Noughts and Crosses’ as our set text. The school expects students to respond to practical tasks with creativity and innovation, whilst maintaining an understanding of the purpose or stylistic features appropriate to the task.
The Performance Arts faculty at Fulbrook is a vibrant and exciting part of school life. There are lots of opportunities for students to engage with Drama, both in and out of the classroom.
All GCSE Drama students are encouraged to participate in the wider life of the school.
Intent
- To ensure the Drama department is a space for all students, regardless of ability or background, to engage with practical lessons that allow them to think, explore and react to scenarios presented to them
- To allow students the opportunity to develop their confidence and creativity through a variety of tasks presented to them
- To enable students to work in teams, developing important transferable skills that will equip them with confidence, empathy, and resilience in group situations
Key Concepts
- Developing a sense of confidence when working with others and developing ideas
- Audience awareness
- Devising from a given stimulus
- Exploring texts
- Developing characterisation
- Increasing personal technique through both physical and vocal skills. We use the following mnemonic to support students in remembering each of the focus areas: BUGFLEM and PIPPAP
- Understanding dramatic styles and forms
Year 10
Students will spend time working through their set text ‘Noughts and Crosses’ understanding character development and the social, political, and historical themes of the play. Students will have secure understanding of how to respond to exam questions, understand how to include specific terminology into their answers and will have created a superb revision resource that they will revisit in Year 11. Students will also have an opportunity to work through a live performance critique, alongside opportunities to practise the devising project with smaller tasks, before they begin their final piece (Component 2) in the summer term.
Year 11
This year will equip students with the knowledge and skills to successfully pass their GCSE Drama qualification. Students will complete their Component 2 (Devising) in the autumn term, before selecting their two extracts for Component 3 (Texts in Practice) in the spring term. All students will continually revisit their set text throughout the autumn term, before focusing on exam preparation after the Component 3 performances in the spring. A live theatre visit will be an essential part of this course. All students will be enabled to pursue a post-16 qualification in Drama having completed the GCSE course.
English Curriculum Overview
Students study for two GCSE in English: English Literature and English Language. Both exams are with AQA board. To prepare students for their exams, the curriculum is split between studying the set books (Macbeth, A Christmas Carol and The Lord of the Flies) and practising the skills needed for English Language. An oral assessment forms part of the GCSE and curriculum time is given to preparing for this. Lessons consist of a wide variety of tasks including written responses, discussion, role plays, group and pair task. Regular theatre visits are offered to both support the curriculum and to extend the student’s cultural experience. The English team work very closely together to ensure all classes have a common experience.
GCSE English Language Information Sheet
GCSE English Literature Information Sheet
Useful Websites
GCSE English Language - AQA - BBC Bitesize
GCSE English Literature podcasts - Shakespeare's Macbeth - BBC Bitesize
Poems - GCSE English Literature - BBC Bitesize Please note: Fulbrook only teach power and conflict poems
Revise A Christmas Carol with BBC Bitesize GCSE podcasts - BBC Bitesize
Food Preparation and Nutrition Curriculum Overview
The AQA GCSE Food Preparation and Nutrition course is a comprehensive and engaging program designed to equip students with essential culinary skills, nutritional knowledge, and a deep understanding of food science. This course is specifically tailored for students aged 14-16 and provides a solid foundation for those interested in pursuing further studies in food-related fields or simply becoming more proficient in food preparation and nutrition.
The course is divided into two key components: practical food preparation and theoretical nutrition. In the practical aspect, students learn a wide range of cooking techniques, food safety procedures, and recipe development. They gain hands-on experience in creating a variety of dishes, from simple everyday meals to more complex culinary creations. This fosters creativity, teamwork, and an appreciation for diverse cuisines.
The theoretical component focuses on the science of nutrition and its impact on overall health. Students explore topics such as macronutrients, micronutrients, dietary guidelines, and food labelling. They also examine contemporary issues like sustainable food production and ethical considerations in food choices, preparing them to make informed decisions about their own diets and contribute to discussions about global food challenges.
Assessment is multifaceted, encompassing both coursework and written examinations. Students are required to demonstrate their culinary skills through practical cooking exams and showcase their understanding of nutrition through written assessments.
The AQA GCSE Food Preparation and Nutrition course encourages a lifelong passion for cooking and a holistic understanding of food, from its cultural significance to its impact on individual well-being. It equips students with valuable life skills that are relevant not only in the kitchen but also in fostering a healthy and sustainable lifestyle.
Implementation
This exciting course will be implemented through the well-developed curriculum which focuses on practical cooking skills and research to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students' practical cookery skills to give them a strong understanding of nutrition. Food preparation skills are integrated into five core topics:
- Food, nutrition and health
- Food science
- Food safety
- Food choice
- Food provenance
Upon completion of this course, students will be qualified to go on to further study, or embark on an apprenticeship or fulltime career in the catering or food industries.
General Food Practical skills to be covered in the Foods course
- General practical skills
- Knife skills
- Preparing Fruits and vegetables
- Use of the cooker
- Use of equipment
- Cooking Methods
- Preparing Combining and shaping
- Sauce-making
- Tenderising and marinating
- Dough
- Raising agents
- Setting mixtures
Year 10
In the AQA GCSE Food Preparation and Nutrition curriculum for Year 10 (typically aged 14-15), students delve into the intricacies of nutrition, health, and food science. They explore macronutrients and micronutrients, examining their roles in the human body and the impact of dietary choices. Practical cooking skills advance with a focus on complex dishes and techniques. Food safety, hygiene, and regulations are covered comprehensively. Students analyse food provenance, ethical considerations, and sustainability in-depth. Additionally, they learn to evaluate and adapt recipes, considering dietary needs and preferences. This curriculum fosters a deep understanding of nutrition and equips students with advanced culinary skills and critical thinking abilities.
Year 11
In the AQA Food Preparation and Nutrition curriculum for Year 11 students (typically aged 15-16), the focus shifts towards advanced knowledge and practical skills. Students delve into the science of food, including food additives, functions of ingredients, and food preservation techniques. They explore complex dietary concepts, such as special dietary requirements and the effects of diet on health. Students study food provenance and food choice and use this information in planning suitable meals. Advanced cooking techniques are honed, enabling them to prepare sophisticated dishes. Year 11 students also examine the global food industry, sustainability issues, and ethical considerations in food production. The curriculum emphasizes independent research, critical analysis, and preparation for assessments, equipping students with comprehensive culinary expertise and nutritional awareness. Students have to be more independent in choosing recipes to make to suit different brief. Students undertake mini coursework projects to prepare them for the 2 projects and the three hour practical exams in Year 11. Students also practice exam questions to help prepare them for the exam.
Students make vegetarian and vegan meals, food high in the different macro and micronutrients, multicultural and British dishes. They make their own pasta dishes, different types of sauces, portioning and deboning chicken, filleting fish, making breads and pastries.
Practical Skills
Skill 1- General Practical skills
- Weigh and measure: Accurate measurement of liquids and solids
- Prepare ingredients and equipment Grease/oil, line, flour, evenly and with attention to finished product
- Select and adjust cooking times Select and adjust the cooking process and length of time to suit the ingredient, for example to match the cut of meat, fish and alternatives
- Test for readiness Use a temperature probe, knife, skewer, finger or poke test, bite, visual colour check or sound to establish whether an ingredient or recipe is ready. Judge and modify sensory properties
- How to taste and season during the cooking process
- Change the taste and aroma through the use of infusions, herbs and spices, paste, jus, reduction
- How to change texture and flavour, use browning (dextrinisation, caramelisation) and glazing, add crust, crisp and crumbs
- Presentation and food styling. Use garnishes and decorative techniques to improve the aesthetic qualities, demonstrate portioning, presenting and finishing
Skill 2: Knife skills
- Food preparation skills Techniques Fruit and vegetables -Bridge hold, claw grip, peel, slice, dice and cut into even size pieces (i.e. batons, julienne)
- Meat, fish or alternatives- Fillet a chicken breast, portion a chicken, remove fat and rind, fillet fish, slice evenly and accurately: raw and cooked meat and fish or alternatives (such as tofu and halloumi cheese)
Skill 3: Preparing fruit and vegetables
- Preparing fruit and vegetables - Mash, shred, scissor snip, scoop, crush, grate, peel, segment, de-skin, de-seed, blanch, shape, pipe, blend, juice and prepare garnishes whilst demonstrating the technical skills of controlling enzymic browning, spoilage and preventing food poisoning (wash and dry where appropriate)
Skill 4: Use of the cooker
- Using the grill - Use a range of foods such as vegetables, meat, fish or alternatives such as halloumi, seeds and nuts; char/grill or toast
- Using the oven -- Baking, roasting, casseroles and/or tagines, braising
Skill 5: Use of equipment
- Using equipment - Use of blender, food processor, mixer, pasta machine, microwave oven
Skill 6: Cooking Methods
- Water based methods using the hob steaming, boiling and simmering; blanching; poaching
- Dry heat and fat based methods using the hob dry frying, shallow frying, stir frying
Skill 7: Prepare, combine and shape
- Prepare, combine and shape - Roll, wrap, skewer, mix, coat, layer meat, fish and alternatives. Shape and bind wet mixtures (such as falafels, burgers, fish cakes or meatballs) whilst demonstrating the technical skill of preventing cross contamination and handling high risk foods correctly
Skill 8: Sauce making
- Starch based Sauce demonstrating starch gelatinisation such as: roux, all in one, blended, infused velouté or béchamel. How starch/liquid ratios affect viscosity
- Reduction - Reduction sauce to show how evaporation concentrates flavour. E.g. tomato pasta sauce, curry sauce, gravy, meat sauce (including meat alternatives such as mycoprotein and textured vegetable protein) to show how evaporation concentrates flavour and changes the viscosity of the sauce
- Emulsion - Make an emulsion sauce such as a salad dressing, demonstrating an understanding of how to stabilise an emulsion
Skill 9: Tenderise and marinate
- How acids denature protein
- Marinades add flavour and moisture when preparing vegetables, meat, fish and alternatives
Skill 10: Dough
- Making a dough (bread, pastry, pasta)- Use technical skills of shortening, gluten formation, fermentation (proving) for bread, pastry, pasta. Shaping and finishing Roll out pastry, use a pasta machine, line a flan ring, create layers (palmiers) proving and resting, glazing and finishing, such as pipe choux pastry, bread rolls, pasta, flat breads, pinwheels, pizza and calzone
Skill 11: Raising agents
- Eggs as a raising agent create a gas-in-liquid foam, whisking egg whites, and whisked sponge
- Chemical raising agents: The use of self-raising flour, baking powder, bicarbonate of soda
- Steam as a raising agent Use of steam in a mixture (choux pastry, batter)
- Biological raising agent Use of yeast in bread making
Skill 12: Setting mixtures
- Removal of heat Gelation: use a starch to set a mixture on chilling for layered desserts such as custard
- Use protein to set a mixture on heating such as denatured and/or coagulated protein in eggs
The GCSE French content is engaging and relevant. It is designed to develop your language skills, build on your cultural knowledge and give you confidence to use French both in and outside the classroom.
Geography Curriculum Overview
Geography provides an insight into the wonders and interrelationship of the human and physical world.
Fulbrook students start GCSE in the autumn term of Year 10, following the AQA specification. This includes work on: the living world: the challenges of natural hazards: physical landscapes of the UK; the changing economic world; urban issues and challenges as well as resource management. There are compulsory fieldwork day trips in both Years 10 and 11 to support the geographical applications paper and assist with decision making skills.
Building on prior knowledge from KS3, with in-depth examples of places around the world they will learn a plethora of subject specialist terms they can use confidently in a range of contexts, as well as develop the skills needed to become synoptic in their thinking and see global issues and our world for the complexity that it has.
Put simply, in Geography Fulbrook aims to create an understanding and curiosity about the world we live in that will stay with students for the rest of their life.
GCSE Geography Information Sheet
Year 10 GCSE Geography Curriculum
History Curriculum Overview
The aims and objectives of this qualification are to enable students to:
- Develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience
- Engage in historical enquiry to develop as independent learners and as critical and reflective thinkers
- Develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context
- Develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them
- Organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions
GCSE History Information Sheet
History Curriculum Overview Year 10
Mathematics Curriculum Overview
Mathematics provides a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas, and to tackle a range of practical tasks and real-life problems. Mathematics also provides the material and means for creating new imaginative worlds to explore. Our focus is on understanding the processes being performed, which allow the students more independence when dealing with mathematical problems.
The school’s main aims are for students to be fluent, to reason mathematically and to solve problems. This will be done by:
- Developing mathematical knowledge and understanding
- Developing oral, written and practical skills in a manner which encourages confidence and an ability to apply them in other subject areas and real-life situations
- Developing a feel for number and an appreciation of mathematical principles
- Applying mathematics to everyday situations and by developing an understanding of the part which mathematics plays in the world
- Using mathematics as a means of communication with the emphasis on the use of clear and logical expression
- Developing methodical working, problem solving and reasoning skills
GCSE Mathematics Information Sheet
Music Curriculum Overview
Music at Fulbrook sits within the Performance Arts Faculty. In addition to the school’s mantra of Aim High, Work Hard, Be Kind, No Excuses, the faculty lives by an ethos that there is no glass ceiling and that all students are provided with equal opportunities.
Music is delivered over two years at Key Stage 4 and taught to students for five hours per fortnight. Students follow the OCR GCSE Music specification, meaning they focus their wider listening on four Areas of Study: Concerto Through Time, Rhythms of the World, Film Music and Conventions of Pop. There are no set works.
The Performance Arts faculty at Fulbrook is a vibrant and exciting part of school life. There are lots of opportunities for students to engage with music-making, both in and out of the classroom. The school is proud to have a singing culture within the music department and encourages students to sing as a means of embodying melodic structure and developing aural awareness. All GCSE students are encouraged to attend the school’s Show Choir.
The school’s extra-curricular offer continues to develop. Currently there are two choirs (Show Choir and Junior Choir), a mixed-orchestra ensemble and a theory group. Students also use the faculty space at break/lunch times to rehearse their own work. The school is extremely proud of its musicians and take every opportunity to engage with live performance work. Students have recently performed in the local high street, a local care home, ‘Young Voices’ in Birmingham, plus a variety of concerts and occasions within school. The faculty also organises regular theatre visits for students to enjoy.
Furthermore, the school has a highly experienced team of professional peripatetic staff who visit Fulbrook each week to deliver high quality instrumental/vocal lessons. Many of these are delivered via staff from the local music hub, Inspiring Music. For further information about having instrumental/vocal lessons in school, please get in touch.
Intent
- To ensure students are offered a breadth of musical styles and genres to engage with
- To support students in developing their ability to increase their technical ability on an instrument(s) and ICT
- To engage with students practically, ensuring there are opportunities to develop their confidence and ability in singing/instrumental playing and encourage their aural awareness
- To ensure students have the skills and knowledge to compose music that offers repetition, contrast, and creative flair
- To encourage students to connect with music-making so that it becomes a lifelong part of their community
Key Concepts
- Understanding social and historical context within musical styles
- Developing an awareness of notation
- Developing an accurate ability to describe sound using the musical elements (MAD T-SHIRT)
- Use of instrumental, vocal and ICT skills
- Ensemble participation
- Audience awareness
Year 10
By the end of Year 10, students should have expanded their understanding of the musical elements through constant retrieval tasks related to the ‘MAD T-SHIRT' concepts. They will have practised a range of compositional approaches, helping them to make informed decisions about the way that they wish to create their GCSE free composition. Through work on AoS5 (Conventions of Pop), AoS2 (Concerto Through Time), and AoS3 (Rhythms of the World), students will have applied their ‘MAD T-SHIRT’ knowledge and terminology to a range of styles within their cultural and historical contexts. Through listening activities, students will identify and analyse characteristic features of familiar and unfamiliar pieces. They will be continuing to develop their instrumental/vocal skills in conjunction with their individual peripatetic teacher and extra-curricular activities.
Year 11
By the end of Year 11, students will have demonstrated a high level of competency in performing, composing, and listening. They will have performed as a soloist and as part of an ensemble, showing accuracy, control and expression, enabling them to access marks across the performance marking criteria. They will have produced a free composition and a composition to a brief, showing an awareness of stylistic conventions, structure, texture, and development of ideas. Through work on AoS4 (Film Music), and further work on the other AoS, students will demonstrate analytical skills and an understanding of a wide assortment of cultural contexts. They will be able to use musical terminology correctly to describe the features of familiar and unfamiliar music, and relate these to characteristic features of each of the styles studied. By the end of Year 11, students will have enough musical experience and understanding to embark on a range of post-16 courses of study and pursue their own musical interests autonomously.
Intent
At Fulbrook, the aim is to deliver high-quality teaching and learning opportunities that inspire all students to succeed and adopt a love for sport and physical activity. The school strives to stimulate our students through engaging and exciting Physical Education lessons that are accessible, enjoyable and challenging. Students should have the opportunity within Physical Education to develop themselves physically, socially and emotionally. Students are taught how to cooperate and collaborate with others, as part of a team, understanding fairness, resilience and equity of play to embed life-long values. Fulbrook instils respect, tolerance and veneration of others and themselves through a diverse and comprehensive Physical Education curriculum.
The Fulbrook Physical Education department offer extra-curricular opportunities during lunch times and after schools, which are open to all year groups. These give students the chance to develop their skills and techniques further and, if the students want to, they can represent the school at local fixtures and competitions that target students of all ages and abilities. Fixtures incorporate play, learn, develop and compete events that offer differ experiences and pathways post fixtures.
Implement
The Fulbrook Physical Education department pride themselves on delivering high quality lessons weekly. The curriculum programme incorporates a diverse selection of sporting activities that is inclusive yet stimulating for all students. With well-structured lessons, students can engage and thrive within the subjects learning environment. The PE curriculum is dynamic and transitional as the students move up through the school. In all lessons, fundamental skills, knowledge and principles are embedded across an extensive range of activities.
The school recognise that PE lessons should be enjoyable so that students can foster a lifelong passion for physical activity and sport. Confidence and appreciation in their own ability and progression within PE is encouraged. Teachers are experienced within a multitude of areas within the curriculum and are always endeavouring to learn new practices to augment their subject knowledge.
Impact
The Physical Educational curriculum aims are to improve the mental and physical wellbeing of all students at Fulbrook School, not only through the sporting skills taught, but also through the underpinning values and disciplines PE promotes. Students are educated on self-discipline and are taught that to be successful within sport and physical activities, they need to take ownership and responsibility of their own health and fitness. The goal is to encourage students to use these foundational skills in a self-directed and successful manner in order to live happy and healthy lives.
Aims for Physical Education at Fulbrook
- For each student to enjoy being physically active and for them to adopt a lifelong passion for physical activity and sport.
- Students develop their confidence and knowledge in a range of sports and physical activities. Students are given opportunities to lead, support and officiate in a range of physical activities.
- Students develop a range of fundamental skills which can be applied across different physical activities and sport.
- Experience a wide range of sports and physical activities in both lessons and extra-curricular clubs that fully enrich all students.
- To promote inclusion and equity through sports and physical activity.
Each student will participate in ‘core’ PE each week for two hours, as part of the statutory KS4 curriculum requirement. The Year 10/11 lessons will involve using the key skills, processes and concepts learned in Key Stage 3 in a number of different activities, some of which will be recreational and some of which will be competitive, through participating in tournaments. In addition to performing students will also get the opportunity to take part in a number of different roles in sport through officiating, leading and organising the tournaments.
Students begin to use their understanding of physical competence, high-quality performance and balanced, healthy lifestyles to select the roles and activities they wish to get involved in. They pursue these regularly both in and out of school and participate in local and national sport, dance and healthy physical activity programs.
Students will tackle complex and demanding physical activities. They will get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle.
Students will be taught to:
- Use and develop a variety of tactics and strategies to overcome opponents in team and individual games
- Develop their technique and improve their performance in other competitive sports such as athletics and trampoline
- Take part in team and individual activities in a range of environments which present intellectual and physical challenges and which encourage students to work in a team, building on trust and developing skills to solve problems, either individually or as a group
- Evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best
- Continue to take part regularly in competitive sports and activities outside school through community links or sports clubs
The emphasis in KS4 at Fulbrook is that between teachers and students an informed choice will be made about the activity areas that they will follow. Throughout the key stage the concept of ‘Sports Education’ will form the basis for many lessons, with all students getting the opportunity to perform in competitive situations and take on different roles in sport and exercise that interest them.
The concept of sports education is developed throughout KS4 at the teacher discretion – this gives opportunities for students to perform as part of a team and take on different roles within that team, such as captain, coach, official, recorder, scorer, manager and statistician. In this type of lesson there is an increased emphasis on decision making, problem solving and collective ownership.
GCSE Physical Education Information Sheet
Science Curriculum Overview
At Fulbrook, the Science Department is dedicated to fostering a passion for discovery and a deep understanding of the natural world. The aim is to:
- Inspire Curiosity: Encourage students to ask questions, think critically, and explore the wonders of science through engaging and hands-on learning experiences.
- Promote Excellence: Provide a rigorous and supportive academic environment where all students can achieve their full potential in scientific knowledge and skills.
- Cultivate Lifelong Learners: Instil a love for learning and an appreciation for the role of science in everyday life, preparing students to be informed and responsible global citizens.
- Embrace Innovation: Integrate cutting-edge technology and contemporary scientific advancements into our curriculum to ensure students are well-prepared for future challenges and opportunities.
- Foster Inclusivity: Create an inclusive and diverse learning community where every student feels valued and empowered to contribute to scientific discourse and innovation.
Together, the school strives to ignite a lifelong passion for science and equip students with the knowledge and skills to make a positive impact on the world.
The vision is to be a leading Science Department that inspires and empowers students to become innovative thinkers, problem solvers, and responsible global citizens. The school envisions a future where:
- Scientific Literacy: Every student leaves us with a strong foundation in scientific principles and the ability to apply scientific thinking to real-world challenges.
- Innovation and Creativity: Students think creatively and embrace innovation, using science to explore new ideas and solutions.
- Inclusive Excellence: Our department is a model of inclusivity, where diversity is celebrated, and every student has the opportunity to excel and contribute to the scientific community.
- Sustainable Future: We foster an understanding of the importance of sustainability and environmental stewardship, preparing students to make informed decisions that benefit society and the planet.
- Community Engagement: We build strong connections with the local and global community, engaging students in meaningful scientific projects and collaborations that extend beyond the classroom.
Fulbrook works collaboratively to achieve a dynamic and supportive learning environment that nurtures curiosity, critical thinking, and a lifelong understanding of science.
Year 10 Physics Curriculum Overview
Religious Studies Curriculum Overview
In GCSE Religious Studies, the practices and beliefs of two core religions are studied, alongside an in-depth examination of four ethical topics. At Fulbrook School, the major GCSE religions are Christianity and Hinduism, representative of two of the largest, and also very distinct, religions in the UK today. Students will choose four of the available six topics on the AQA syllabus:
- The Existence of God and Revelation
- Relationships and Families
- Religion and Life
- Religion, Crime and Punishment
- Religion, Human Rights and Social Justice
- Religion, Peace and Conflict
Religious Studies GCSE is open to students of all faiths and those who have none. It will challenge their way of thinking and encourage them to question their fundamental beliefs, helping to shape them into stronger, more robust and independent thinkers.
GCSE Religious Studies is a continuation of the subject Philosophy, Ethics and Beliefs, which students participate in during Key Stage 3.
GCSE Religious Studies Information Sheet
Philosophy, Beliefs, and Ethics Curriculum Overview
Fulbrook believes that exploring diverse worldviews (both religious and non-religious) is essential to a well-rounded education. The curriculum encourages students to engage in philosophical and ethical discussions, connecting their learning to real-world issues and current affairs.
The school's comprehensive Philosophy, Beliefs, and Ethics (PBE) journey begins in Year 5 and continues through to Year 9, fostering critical thinking and a deeper understanding of the world. For those who wish to explore these topics further, the school offers GCSE Philosophy, Ethics, and Religious Studies, a popular option among Fulbrook's students.
Through thought-provoking discussions, engaging activities, and critical thinking exercises, students develop key skills such as analysis, evaluation, empathy, and open-mindedness. These transferable skills not only support academic success across subjects like History, English, and PSHE, but also prepare students for future studies and careers in fields such as law, politics, journalism, and education.
Beyond the classroom, students have the opportunity to take part in debates, attend guest speaker events, and explore ethical issues through real-world case studies. The school is committed to creating a learning environment, where all students feel safe to express their ideas, challenge perspectives, and develop their own informed opinions.
Fulbrook is passionate about equipping students with the tools to question, reflect, and engage meaningfully with the world around them.
Science Curriculum Overview
At Fulbrook, the Science Department is dedicated to fostering a passion for discovery and a deep understanding of the natural world. The aim is to:
- Inspire Curiosity: Encourage students to ask questions, think critically, and explore the wonders of science through engaging and hands-on learning experiences.
- Promote Excellence: Provide a rigorous and supportive academic environment where all students can achieve their full potential in scientific knowledge and skills.
- Cultivate Lifelong Learners: Instil a love for learning and an appreciation for the role of science in everyday life, preparing students to be informed and responsible global citizens.
- Embrace Innovation: Integrate cutting-edge technology and contemporary scientific advancements into our curriculum to ensure students are well-prepared for future challenges and opportunities.
- Foster Inclusivity: Create an inclusive and diverse learning community where every student feels valued and empowered to contribute to scientific discourse and innovation.
Together, the school strives to ignite a lifelong passion for science and equip students with the knowledge and skills to make a positive impact on the world.
The vision is to be a leading Science Department that inspires and empowers students to become innovative thinkers, problem solvers, and responsible global citizens. The school envisions a future where:
- Scientific Literacy: Every student leaves us with a strong foundation in scientific principles and the ability to apply scientific thinking to real-world challenges.
- Innovation and Creativity: Students think creatively and embrace innovation, using science to explore new ideas and solutions.
- Inclusive Excellence: Our department is a model of inclusivity, where diversity is celebrated, and every student has the opportunity to excel and contribute to the scientific community.
- Sustainable Future: We foster an understanding of the importance of sustainability and environmental stewardship, preparing students to make informed decisions that benefit society and the planet.
- Community Engagement: We build strong connections with the local and global community, engaging students in meaningful scientific projects and collaborations that extend beyond the classroom.
Fulbrook works collaboratively to achieve a dynamic and supportive learning environment that nurtures curiosity, critical thinking, and a lifelong understanding of science.
GCSE Combined Science Information Sheet
