“An investment in your personal development is the best investment you can make in your life.” - Jim Rohn

​Welcome to the Curriculum for Life Programme at Queen Elizabeth's School.

​Personal, Social, Health and Economic (PSHE) education is a subject which is delivered through our Curriculum for Life programme across all year groups.  Pupils develop the knowledge, skills and qualities required to manage their lives, now and in the future. These skills and characteristics help pupils to stay healthy, safe and prepare them for life and work in modern Britain.

​The Curriculum for Life programme removes many barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve. The programme makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and the school’s statutory responsibility to promote pupils’ well-being through RSE. The programme also develops student citizenship whilst providing further education on careers linked to Gatsby Benchmarks.

​Evidence shows that well-delivered PSHE programmes have an impact on both academic and non-academic outcomes for pupils in terms of developing skills that have been identified as key attributes to future employment.

​The overall Intent of the programme is to deliver a curriculum which is accessible to all and ensures that each of our students understand more about how to play a positive and successful role within society. The Curriculum for Life programme provides students with a knowledge of their world, locally, nationally and globally, giving them confidence to tackle many issues that they face as they grow up.

The Curriculum for Life programme works closely with all stakeholders including parents, employers and the wider community providing further opportunities for parents to learn about the work that goes on during the year. This cooperative approach ensures QE pupils have the best information and support, both in school and at home.

The programme is delivered by tutors through a dedicated Curriculum for Life lesson every cycle. Students are assessed through yearly workbooks allowing them to reflect on their overall performance and commitment to society. The programme also features regular assemblies and further work with external agencies.

​The curriculum overview for each year group across the 6 themes can be found linked below.

Curriculum for Life is also taught through an individual subject context and is embedded into lesson planning.  To view how the Curriculum for Life programme is taught across the wider curriculum at KS3, KS4 and KS5 click here

The Curriculum for Life Podcasts based on individual themes including special guests can also be found here

​As a result of pupils' hard work, dedication and commitment to the wider community, the programme also provides opportunity to celebrate student success. Success is celebrated within tutor groups and house assemblies. Students receive an effort grade within their progress checks for their engagement in Curriculum for Life.

Parent Information

Under the Children and Social Work Act 2017 the government committed to making Relationships and Sex Education (RSE) statutory in all schools. 

Teaching about relationships and sex is nothing new for us at QE  – RSE is covered through PSHE education, and our established Curriculum for Life Programme.  As a school we recognise the statutory changes have huge potential to ensure further support for safe, effective PSHE practice resulting in the personal development for our students within the community.

Please see below for our latest communications and link to Government Statutory Guidance:

Government Guidance is available here

​School commitment to RSE is available here

RSE Parental School Guide is available here

If you require further information about the programme, please contact:

Mr M Oldfield, Assistant Headteacher - moldfield@queenelizabeths.com 

Miss K Rendell, Curriculum for Life Coordinator- krendell@queenelizabeths.com 

Mrs A Payne
Head of Faculty- Performing Arts
apayne@queenelizabeths.com

We are a vibrant, enthusiastic and energetic faculty which has creative excellence as our goal. We continue to strive to ensure that the Arts are thriving within our faculty, across the whole school and into the local and national community.

Whatever area of the curriculum studied, our students are able to access it at their own level and are supported to develop in their chosen specialism, whether it is in Art, Drama or Music.

The teaching team comprises nine outstanding professionals, highly experienced in their own areas and often practising artists beyond school themselves.  Supporting the faculty’s teachers in delivery of engaging and inspiring lessons are our facilities' designated rooms and spaces with up-to-date equipment and top spec technology.  We afford students the best in every respect and we achieve outstanding results across all subjects and all Key Stages.

Extra-curricular projects, exhibitions, concerts, trips and clubs are part of the success of our faculty and of our students.

We have very high expectations of our pupils and strive to help each one to achieve their personal best, working closely with parents and arts organisations to enable our students to reach the highest possible standards. For an overview of the programme of study for each subject, please see specific pages.

Drama
Drama offers a unique opportunity to work in ways not encountered in most other subjects. Students work collaboratively in groups of varying sizes and learn to share ideas and listen to others. Central to the subject is the reflective and evaluative nature of the programmes of study and the ways of working which encourage independent thinking and learning. The strong bias towards practical work enables students to work creatively and expressively. Texts and stimuli are changed every year to meet the needs, skills and interest of the students and to reflect the changing world.

Key Stage 3
For many students Drama is a new and challenging subject at KS3. Students undertake an induction course, introducing them to the basic skills required in Drama, which are then developed through a variety of topics, some of which are issue-based. Students learn and develop interpersonal and presentation skills that enable them to excel in other aspects of their curriculum.  Students are also equipped with an understanding of devising strategies and how to explore a text in order to prepare for GCSE Drama.

Key Stage 4
The focus at KS4 is on acquiring the skills required for production and performance. Practical exploration of both scripted and devised work is a key element in understanding these skills and students learn how drama is created, including the acting and staging skills required to put a piece of drama on the stage. Students explore themes, ideas and plays in a practical way and will be required to perform in a play or contribute a design element to a production such as lighting, costume or sound. The written element of the work reflects on the practical work undertaken and students are also required to write an evaluation of a live performance. Students are given the chance to attend at least one trip to experience live theatre and are encouraged to independently see more work to help them develop their interest and skills.

Key Stage 5
KS5 demands practical, creative and communication skills as students develop their ability to create drama and theatre. The course involves the practical exploration of texts chosen by their teachers to match the group’s skills and interests. Students also have to create their own work from given stimuli and have the opportunity to stage this beyond school, such as at Poole Lighthouse. Work takes place to develop group and solo performances to be shown as part of the practical exam. Writing about the process of exploring texts, developing work and extending their powers of analysis to become informed critics underpins the intellectual aspect of the course.

Extra Curricular Provision
We offer students the opportunity to visit the theatre both locally and in London. We also invite theatre companies and professionals to lead workshops within school to further students’ skills and enjoyment of the subject. We have clubs for different projects running at lunchtimes and after school. All students are encouraged to participate in school productions, and in activities in the community. Rehearsal spaces are always available for students to develop their work either independently or with support.

Moving with the times is vitally important for any organisation, recognising trends and responding to areas of interest. In our new building, with the very latest in technology and amazing spaces for rehearsal, we have taken action to expand our musical activities to reflect the changing interests of our students. Most young people enjoy their music, and we aim to give more opportunity for them to develop their musical skills in a stimulating learning environment.

We highly value our gifted and talented classical musicians through a programme of extra-curricular music activities and our prestigious Michael James Bursary Award. However we are committed to engaging a much wider group of students in musical performance.  Through resourcing new equipment, (electric guitars, bass guitars, electronic drum kits, vocal rehearsal set-ups), revising lesson plans and a wide programme of extra-curricular workshops, we aim to encourage new bands and musicians to get fully involved in music-making.

So whatever musical taste or perceived level of musical talent, our hope is to enable our students to grow in confidence and musical appreciation through their involvement with us in lessons and extra-curricular activities. Another important aspect is the positive partnership we establish with parents helping to assure that students make maximum use of the opportunities here in class, instrumental lessons and extra-curricular activities.

Music
Starting from Year 9 we aim to identify and encourage musical creativity and expression, directing students along an educational pathway which will enable them in larger groups to achieve well at GCSE Music and Rock School Tech Level.

We seek to involve large groups of students in performances, such as in the annual Ace Festival Concert; enabling them to develop positively as young adults is a fundamental raison d’etre for our music department.

Students are taught in two well resourced rooms during year 9. One space is geared towards group rehearsing and performing projects, the other room is set-up as a keyboard/music technology suite using touch-sensitive keyboards and computers running music software including Logic X Pro. Students will be given an introduction to playing guitar, bass, keyboard, drums as well as singing, with the possibility of starting one-to-one lessons on these instruments in the future.

Learning integrates listening, composing and performing activities, with students using a variety of ways to assess and improve the quality of their work. Essentially learning both in class and homework will be of a practical nature, involving skill development as listeners, composers and performers. Students will be introduced to a balanced programme of study drawn from a range of genre and musical contexts.

KS4: GCSE Music

Lessons are delivered in two well resourced rooms, each offering a different musical experience. One room with adjoining practice rooms is set up to rehearse and perform together as groups. The other main classroom is set up as a music technology suite, with 30 IMACs using Logic Pro X and other music software with touch-sensitive keyboards. This classroom is set up with headphones for each workstation to maximise learning, each student essentially having their own music production DAW.

Learning in music is the practical integration of the development of composing, performing and listening skills. Students are encouraged to work to their particular strengths and are taught how to develop good independent learning skills, in a practical music-making context.

GCSE students will be encouraged to attend live concerts, gigs and also be involved in at least one extra-curricular musical activity. Special trips and concerts are arranged through the year. The new specification continues to offer a wide range of opportunities for students to improve their performing skills. Now it is possible to be assessed as a DJ, using decks as a live performance instrument.

KS5: Rock school tech level music/A-Level
In response to students' needs, we have introduced a new course, the Rock School Music Practitioners Award, a level 2 GCSE equivalent music course which is perfect for musicians who prefer a practical Rock/Pop weighting to their musical studies.  Students can then continue this type of course into the Sixth Form with our Subsidiary Diploma, work 1.5 A Levels.

Music continues to be an important part of post-16 education at Queen Elizabeth’s School. Students achieve excellent results whether studying Rock School Tech Level or A Level Music. A good percentage of our students have gone on to Higher Education to study music, others have also been successful in establishing themselves as bands, recording and performing successfully both locally and beyond. We are therefore very proud of our alumni, but recognise that we are at an important point in further developing musical opportunities for our post-16 students. Links with Southampton Solent and Bath Spa Universities, professional musicians and music workshops are an important part of future planning. Personalised learning lies at the heart of the way students progress through their sixth form studies.

Extra Curricular
There is a wide range of rehearsing and performing opportunities throughout the year. Students are expected to be involved in extra-curricular music as part of GCSE and post-16 music courses. Students are also encouraged to take a lead in running some activities e.g. guitar club and pop vocal workshop, under the guidance of staff. There is a full programme of music activities at lunchtimes, after-school and as special workshops, geared around student interests. These rehearsals are a major part of preparation for concerts and music productions. During most months in the school calendar there are public performances, either as a whole school or smaller scale event. Some music groups are specifically for our gifted and talented students; other groups are encouraging all students to experience a big performing experience.  JOQE, our jazz orchestra has regularly performed at the annual Swanage Jazz Festival and was recently lucky enough to record a 10 track CD at the world famous Abbey Road Studios.  QE Music department also supplied the band which welcomed the USA rugby team to England's 2015 World Cup.

Media Studies
The mass media is one of the world-changing phenomena of the last 100 years and especially so with the arrival of the internet and digital media. For most people, the mass media is almost impossible to avoid with TV or radio in every room in the house, magazines, newspapers, posters on billboards and so on, yet the emergence of mobile phones, computers, Smart TVs now mean that we live in a digital world constantly surrounded by the media. Therefore the need to understand that the mass media do not only reflect our attitudes and values, they also help to shape them. How they do that, why they do that, and the effect that has on individuals, communities and cultures, are issues at the heart of Media Studies.

• Qualification: GCSE
• Duration: 2 Years
• Exam Board: Eduqas

What will I study?
Students will study the 9-1 GCSE qualification following the Eduqas specification. Students will study the following topics:

• Exploring Media Language and Representation
• Exploring Media Industries and Audiences
• Understanding the Television Industry, the use of language, representation, audience and context
• Understanding the Music Industry, the use of music videos and online media, the use of language, representation, audience and context
• Completing an individual media production for an intended audience in response to a choice of briefs set by the exam board, applying knowledge and understanding of media language and representation

Assessment: Two exams (70%):

Component 1: Exploring the Media (40%)

Component 2: Understanding Media Forms & Products (30%)

Coursework (30%)

Qualification: A Level

Duration: 2 Years

Exam Board: Eduqas

Media Studies offers learners the chance to study theories and ideas about Media alongside the creation of practical coursework.

The exam component offers a choice of stimulating and engaging set texts from three contrasting media forms: Television, Magazines and Online media. You will have the opportunity to learn new skills of enquiry, critical thinking, decision-making and analysis, and, demonstrate a critical approach to media issues. The course will develop your appreciation and critical understanding of the in addition to its role historically and currently in society and culture. You will study the dynamic relationships between media forms, products, media industries and audiences.

The course will also consider the global nature of the media and apply theoretical knowledge and specialist subject specific terminology to analyse media products and the contexts in which they are produced and consumed. Through the course you will engage in critical debate about academic theories used in media studies and learn to appreciate how theoretical understanding supports practice.

Throughout the course you will be encouraged to show your learning in creative and practical activities to develop your production skills in more sophisticated and effective ways.

Practical Coursework allows learners to creatively apply their theoretical knowledge and understanding of media language, representation, industry and audience to an original media production. This production will be planned and produced independently. Learners will be offered a choice of set briefs to enable them to explore their interests and develop skills in a specific area of media.

• Assessment: Two exams (70%):
• Component 1: Media Products, Industries & Audiences (35%)
• Component 2: Understanding Media Forms & Products (35%)
• Coursework (30%)

Entry Criteria
Grade 5 in GCSE English Language or Literature or Grade 5 in GCSE Media Studies.

Useful Supporting Courses
Film, History, Fine Art, Graphics, English Language, Sociology, Psychology, Philosophy and Ethics, Business Studies, IT and Law.

Careers

TV production, Journalism, Creative Writing, Research, News production, Multimedia design, Advertising and Marketing, Theatre and Events Management, Media Planner, Social Media Manager, Editorial Assistant

2013 data from the Office for National Statistics showed that of all those with an undergraduate degree, media and information studies graduates had the second highest employment rate of all subjects, second only to medicine. 23.2% of Media Studies graduates work in the UK as art, design and media professionals, compared to 5.9% of all graduates. In general, those studying creative arts subjects are more likely to find work related to their degree studies, whilst the transferable skills gained from arts and humanities allow graduates to enter a wide range of sectors. (LOGAN, E & PRITCHARD, E, 2016. What Graduates Do, Manchester: Prospects and the Education Liaison Task Group (ELTG) of AGCAS)

Mr N Kirby
Head of Faculty
nkirby@queenelizabeths.com

"History is who we are and why we are the way we are.” David McCullogh

Year 10/11 course description:
AQA History (8145)

• Paper 1 topics: Germany 1890-1945, Conflict and Tension in Asia 1950-75
• Paper 2 topics: Health and the People 1000-Present, Norman England 1066-1100

In Year 10, students will investigate how Germany struggled to establish a democracy in the years leading up to Hitler’s Chancellorship in 1933. They will also explore what it was like to live in Nazi Germany 1933-45 and how the lives of millions of people were torn apart at the whim of the Nazi elite. The second half of year 10 will be spent investigating the overview study from 1000-present day which will focus on medical developments. This will allow students to understand the nature of change over a longer period of time and through focussing on medicine will allow them to evaluate the technological, religious, scientific, social and political changes that have created the country that we live in today.

In year 11 we will focus on the Cold War conflicts in Asia, starting with the Korean War and then moving onto the remarkable story of America’s defeat in the Vietnam War. Students will investigate how mass protest and media involvement led to a humiliating defeat for the most powerful nation in the world. Finally, students will also study the Norman settlement of the British Isles including the Battle of Hastings, castle development and the establishment of the feudal system.

There are two exams both of which will be taken at the end of year 11.

For further information about our GCSE visit the website: https://www.aqa.org.uk/subjects/history/gcse/history-8145

To compliment the GCSE course the department has in the past organised a 5 day tour to Berlin. 

Year 12/13 course description:
AQA History (7042)

The three unit course looks at British and International History, contrasting a powerful emerging ‘Early Modern’ Nation with a 20th Century Super Power. Unit 1 The Tudors, England 1485-1603 explores how the Tudors secured their dynasty and strengthened England internally, as well as how they increased England’s influence across the world.  To contrast this, Unit 2, The American Dream: reality and illusion, 1945–1980 investigates how the USA’s internal struggles brought the nation closer to equality whilst also exploring their post-World War Two foreign conflicts.  To complement the two taught units students also carry out an independent study on a topic of their choice from the last 1000 years, producing a 4.500 word analytical essay as a result

For further information about our A level course visit the website: https://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042

 

 

Mrs B Willcocks
Head of Faculty
bwillcocks@queenelizabeths.com

Mrs C Dudley
Head of Faculty
cdudley@queenelizabeths.com

Year 9 course
Students will learn about both physical and human topics as well as developing the skills required to be successful at GCSE level including the use of data to both construct and analyse graphs as well as decision-making and problem-solving. In the autumn term, students will study ‘Extreme Weather’ both in the UK and around the world looking at tornadoes, hurricanes and cyclones as key examples of extreme weather. Students will then move on to learn about ‘Environment and Sustainability’ exploring the natural and human environment and a case focus on Antarctica. In the spring term they will learn about ‘Population and Migration’ looking at reasons why people migrate and population pressures with key case studies exploring migration from Mexico to the USA and China’s One Child Policy. In the second half of the spring term students will learn about our ‘Restless Earth’ focussing on earthquakes, volcanoes and tsunamis. In this unit they will look at the impacts of the eruption Eyjafjallajökull in Iceland 2010 and the Japanese Tsunami 2011. In our final unit of the year students will learn about ‘Tourism’ including the growth of tourism in the UK and around the world as well as the impacts and management of tourism on countries such as Thailand and the Galapagos Islands.

GCSE Course
Students will study AQA Geography and will study a range of physical and human geography topics as well as undertake fieldwork. They will sit three exams at the end of Year 11 assessing them on their knowledge and understanding of these topics and fieldwork as well as fieldwork in unfamiliar environments and ‘Issue Evaluation’.

Summary of examination papers:

• Paper 1: Natural Hazards, The Living World, Physical Landscapes in the UK
• Paper 2: Urban Issues and Challenges, Changing Economic World, Resource Management
• Paper 3: Geographical Applications: Issue Evaluation, Geographical Applications and Fieldwork in familiar and unfamiliar environments

In Year 10, students will learn about ‘Natural Hazards’, ‘The Living World’ and physical landscapes in the UK’ focussing on rivers and coasts. They will explore a number of case studies both in the UK, LICs and NEEs to broaden their depth and understanding including earthquakes where they will contrast Haiti with Christchurch New Zealand, tropical storms where they will explore the causes, effects and responses to Typhoon Haiyan and the Somerset Floods. In the Living World they will learn about The Amazon as an example of tropical rainforests and the Thar Desert as an example of a hot Desert. For rivers in the UK they will study the River Severn and its key characteristics and similarly for coasts and the Dorset coastline.

In the summer term, students will undertake fieldwork to Swanage to explore coastal processes and will look at whether longshore drift affects Swanage beach. They will also visit Southampton city centre to explore whether the city shows characteristics of being sustainable. Students will present their findings graphically and will analyse their findings. Students will use their knowledge and experience from their fieldwork to answer questions in paper 3 of their GCSE exam on their own fieldwork experience as well as questions on unfamiliar fieldwork environments. They will also use their skills as well as other skills embedded in the course to answer questions on wider geographical applications.

In year 11, Students will learn about Urban Issues and Challenges with their case study focus on Rio de Janeiro as an example of an NEE and Bristol as a HIC. In Autumn term 2 they will learn about our ‘Changing Economic World’ with our case study focus being Nigeria and contrasting with the UK. In the spring term, students will study ‘Resource Management’ where they will learn about the challenge of food, water and energy supply both around the world and in the UK with our focus being on energy supply. Finally students will study and evaluate an issue released by AQA which we will study together and they will then be examined on in their final examination (Paper 3).

A-level Geography
Students will study AQA A-level Geography and will learn a range of physical and human geography topics, expanding further on the skills that they learned at GCSE. The course is broken down into two exams at the end of year 13 and an NEA assessment worth 20% of the final grade. Students will undertake 4 field trips as part of the compulsory requirements for the course.

Topics:

• Physical Geography: Water and Carbon Cycle, Coastal systems and landscapes, Hazards
• Human Geography: Global Systems and Governance, Changing Places and Contemporary Urban Environments.

Students will explore a range of case studies within each of the topics and will learn and use a range of skills including data and source analysis, individual and group presentations, graphical and statistical presentation and analysis.

Students will take part in a two night residential trip to Lesson House. The first day of fieldwork will provide students with the opportunity to explore Corfe Castle and investigate its sense of ‘place’ and identity with local people. On the second day, students will investigate a local drainage basin and how the flood risk can be managed as part of the water cycle. In the spring, students will visit Lulworth cove and Durdle Door as part of their coastal systems unit and in the summer term students will select one of three locations to visit for their NEA to collect their own data. Choices of locations have included Studland sand dunes to explore sand dune succession, Chesil Beach to explore Coastal Processes or Poundbury to explore Sustainable Urban Environments.

Mrs E Willis
Head of Faculty
ewillis@queenelizabeths.com

Year 9
Year 9 focus on core beliefs in both Islam and Christianity. Exploring beliefs about God, his qualities, differences in denominations and beliefs in the afterlife. They will explore similarities and differences and build on prior knowledge from middle school.

Students will then explore and apply their knowledge of the two religions to ethical topics. At the end of Year 9 students will investigate religion, crime and punishment, looking at issues of forgiveness, types of punishment and whether corporal or capital punishment are morally acceptable.

Year 10 and 11
Year 10 students look at ethical topics ranging from human relationships, the value of human life and war and conflict. Students explore their own views, values and compare and contrast these with Christian attitudes. Students follow the AQA GCSE syllabus and learn to apply their knowledge to a range of different style exam questions that cover knowledge and understanding terms to evaluation skills.

Year 11 students will continue to develop exam technique and cover the units Islam and Christian practices. Students will explore how Christains and Muslims put their beliefs into practice and how and why these beliefs are significant in the believers' everyday lives.

6th form (Year 12 & 13)
Religious Studies A level is a demanding but rewarding course that is divided into three sections, philosophy of religion, religion and ethics and development of Christian thought. Students follow the OCR exam specification and over the two years investigate the big questions, evaluate ethical theories and explore the impact Christian theology has had on aspects of society for example human nature, gender, secularism, responses to poverty and civil disobedience. The course looks at a range of ancient and more modern philosophers and their approaches.

Students are encouraged to debate, listen to others and respond to arguments both constructively and critically. The course is exam based and students develop their analysis and critical thinking skills through their essay writing. The A level is challenging but supports many of the skills needed for university and is a popular choice amongst returning students at QE.        

Mr R Wood
Head of Faculty
rwood@queenelizabeths.com

Secondary Design and Technology builds on the skills and knowledge pupils have already learnt at Middle School. It leverages increasingly sophisticated resources, including dedicated teaching environments, manufacturing equipment and specialist teaching. As students progress through this phase, they will be given the opportunity to focus on specific aspects of the subject such as product design, food and nutrition, textiles and graphics. However, at its core is creativity and imagination. Students learn to design and make products that solve genuine, relevant problems within different contexts whilst considering their own and others’ needs, wants and values. To do this effectively, they will acquire a broad range of subject knowledge and draw on additional disciplines such as mathematics, science, engineering, computing and art.

Design and Technology is a practical and valuable subject. It enables children and young people to actively contribute to the creativity, culture, wealth and well-being of themselves, their community and their nation. It teaches how to take risks and so become more resourceful, innovative, enterprising and capable. Students develop a critical understanding of the impact of design and technology on daily life and the wider world. Additionally, it provides excellent opportunities for students to develop and apply value judgements of an aesthetic, economic, moral, social, and technical nature both in their own designing and when evaluating the work of others

The breadth and diversity of the subject is reflected in the need for a wide range of space types. At QE, we have purpose built accommodation, which is flexible for learners of the subject, is IT rich and allows for wonderful exhibitions of student work.

We deliver a carousel curriculum at year 9 through our 4 current subjects, leading to students opting for one of these to complete in the summer term. Many students opt to carry on these subjects at GCSE level.

It is inspiring for us when students come to us with innovative and exciting ideas. We encourage a diversity of thinking, experimentation and problem solving. We have developed a strong culture of support for all, respect for each other's ideas and the wide range of outcomes produced by students is great evidence of this.

DT (Product Design)
"Design and Technology should be as riveting and relevant as the career it channels into. Logical, creative and practical, it’s the only opportunity that school students have to apply what they learn in maths and science – directly preparing them for a future in engineering." James Dyson Inventor

In year 9, we believe in a design and technology curriculum based on an iterative design process and bitesized project-based learning, which is focussed on the ‘essential learning’ for the subject. This is delivered through a five week introduction, and for those who enjoy the work, a summer term devoted to Product Design. Students then understand the relevance of the subject, which has led to increased numbers opting to study Design and Technology at GCSE level and, hopefully, choosing a career in engineering, product design, architecture, project management, interior design etc.

Students follow the AQA syllabus at both D&T GCSE and Product Design at A level. This ensures sound progression routes, and open ended project choice at Year 13. We have seen wonderful products from students leading to exciting degree progression.

We have developed a curriculum which builds depth of knowledge and allows students to think independently and through peer collaboration, leading to an oversubscribed subject with great results.

For more information please contact Mr Richard Wood (Head of Faculty) rwood@queenelizabeths.com

Food and Nutrition
“As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.” National Curriculum

Food and Nutrition gives students an opportunity to increase their knowledge of a range of topics concerning food issues including healthy eating, nutrition, how ingredients work together and more current issues such as organic foods and Fairtrade. We are keen to increase the students' cooking skills so that they are able to plan and produce healthy and interesting meals and food products.

Food Preparation and Nutrition is well recognised as an area where connections are made between many other subjects within the modern curriculum, and where students can develop their higher-level thinking skills and become more independent learners. The course sets out the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating, whilst developing a sound base of practical skills and an understanding of the knowledge that underpins successful practical work. Students will be able to make connections between theory and practice to apply their understanding of food and nutrition to practical preparation.

KS3- Year 9
We deliver a carousel curriculum at year 9 through our 4 current subjects, leading to students opting for one of these to complete in the summer term. Many students opt to carry on these subjects at GCSE level.

In the year 9 Food rotation of the carousel students will gain an insight into hygiene and safety, healthy eating, nutrition and why it is important, how to adapt recipes, and they will prepare and cook a range of dishes that use different food preparation skills. This rotation allows students to develop confidence and independence within the kitchen and also their theory based work.

GCSE- years 10 and 11
Students follow the AQA Food and Nutrition course. In year 10, students focus on learning the theory content and refining their food preparation and practical skills. The topics covered in Food and Nutrition at GCSE are:

• Food, nutrition, and health
• Food science
• Food safety
• Food choice
• Food provenance
• Food preparation skills are integrated into each of these core topics.

In year 11, students then use their learnt knowledge on the theory content and combine with their practical skills to complete two non-examined assessments (NEAs). The NEA has been included as part of the assessment for this GCSE to allow students practical skills to be assessed, which could not be examined by the written paper alone. The NEA is assessed across two tasks:

• NEA1 Food investigation
• NEA2 Food preparation assessment

Both NEA1 and NEA2 combined are worth 50% of the GCSE grade with the remaining 50% being a written exam paper at the end of year 11.

Mr S Green
Head of Faculty- Physical Education
sgreen@queenelizabeths.com

We are a team committed to promoting a sport for all philosophy, whilst providing an enjoyable education promoting a healthy active lifestyle, we are committed to preparing students for life through physical education. We also provide the opportunity for the pursuit of excellence and competition for those who desire it, through the medium of an extensive extra-curricular programme which makes use of staff within the school and coaches from local clubs.

Major events that feature in the year are the QE ACE Festival as well as the School Games Sports Days that we always feature heavily in. The school is succeeding in county, district and national competitions in a range of sports (both individual and team) and we are equipping students to enter professional careers through our Junior Athlete Education Programme. Students are encouraged to take part in the extra-curricular dance opportunities which range from becoming a member of the Junior Dance Company in Year 9, entering regional dance competitions including The Great Big Dance Off and also dance video events such as the Dorset School Games Lyrical dance competition. Dance also features in the annual whole school productions which gives students the opportunity to collaborate with their peers in dance, drama and music. We also run a successful Duke of Edinburgh’s Award which is hugely successful and attracts over a 100 students. Achieving the Award provides students with a wide range of skills, confidence and an edge over others when applying for university or a job. Beyond academic achievements, universities want to see evidence of ‘soft skills’ that are developed through extra-curricular activities, such as communication, commitment, leadership and teamwork, thus equipping them for a productive and prosperous future.

Leadership also features highly within our department with over 200 students representing the school as part of the QE School Leadership Team in a variety of events. This includes planning and implementing inter house competitions within school, as well as supporting the local community through the Dorset School Games. This aspect not only provides younger students from our community with role models but also equips our students with a wide degree of leadership, communication and teamwork skills that will strengthen their confidence to be successful in their chosen pathways. Students at KS5 can also opt to take the Level 3 Qualification in Sports Leadership (SL3) as part of their enrichment programme to further develop their leadership skills.

The sports facilities at Queen Elizabeth’s School are outstanding, and include a fitness suite, floodlit netball/tennis courts plus a 5-court sports hall containing an excellent climbing wall. A floodlit astroturf hockey pitch, dance studio, shot put circle, 4 long jump pits, a high jump fan, 100m tartan running track, a discus cage as well as extensive fields. We also have 3 dedicated PE theory classrooms with interactive whiteboards and chromebooks.

We are committed to developing sport through our community and the community through sport. Consequently we have an excellent relationship with QE Leisure Centre, local sports clubs, including Wimborne Wayfarers, Wimborne Athletics Club and of course our Middle School feeder schools.

We also have strong links with the SEN faculty in providing opportunities in curriculum and extra-curricular time for all students of all abilities. We run a successful Adapted Sports Programme for students with learning abilities as well as our previously mentioned JAE programme where we aim to meet the needs of our higher achieving students. Our approach ensures that in every lesson high quality, high expectations and high standards are applied and that teaching and learning methods are designed to engage, enthuse and inspire all students to achieve their full potential.

Mrs D Coombes
Head of Faculty- Modern Foreign Languages
dcoombs@queenelizabeths.com

Welcome! Bienvenue! Willkommen! ¡Bienvenidos!​
We would like to extend a very warm welcome from the Modern Languages Faculty at Queen Elizabeth's School. We are a hard-working and dynamic team, offering a diverse range of languages and backgrounds.

Such a broad and specialist faculty offers nothing but the best in terms of quality of teaching and learning and we are justifiably proud of our language results. The European dimension is brought ever closer through the range of trips and visits offered by members of the Faculty, including a five day cultural visit to Paris and post-16 work experience to France.

In today's global economy, companies dealing with international markets are increasingly demanding better language skills of their workforce. Learning a Modern Foreign Language is a skill for life which will enhance both communication skills and employment prospects.

Many of the skills taught will help students to gain an insight into other countries and cultures and well as improving their own literacy skills by teaching techniques required to access and understand language.

Key Stage 3
Students have the opportunity of studying two languages – whilst continuing with French; they can also opt for Spanish. Students then follow one or two languages from Year 10.

Key Stage 4
The majority of our students continue to study at least one foreign language at GCSE level.

We follow the AQA specification for both languages. The course aims to develop students’ language skills within a variety of contexts, relating to their own lifestyle and that of other people, including people in countries/communities where the Target Language is spoken. The course builds on Key Stage 3 study and prepares students for further study.

Post 16 AS/A2 French and Spanish
The study of languages at A level enables students to research up-to-the minute news and topical items in Europe.

During the course students read and listen to authentic foreign language materials and study aspects of the contemporary society, cultural background and heritage of a country where the language is spoken. Students have opportunities to develop their understanding and awareness of spiritual, moral, ethical, environmental, health and European issues. They extend and develop their knowledge of the grammar and vocabulary of the foreign language and use this to speak, write, read and listen to the language.

Accordion content

Mrs C Darley
Head of Faculty- Creative Arts
cdarley@queenelizabeths.com

We are a vibrant, enthusiastic and energetic faculty which has creative excellence as our goal. We continue to strive to ensure that the Arts are thriving within our faculty, across the whole school and into the local and national community.

Whatever area of the curriculum studied, our students are able to access it at their own level and are supported to develop in their chosen specialism, whether it is in Art, Drama or Music.

The teaching team comprises nine outstanding professionals, highly experienced in their own areas and often practising artists beyond school themselves.  Supporting the faculty’s teachers in delivery of engaging and inspiring lessons are our facilities' designated rooms and spaces with up-to-date equipment and top spec technology.  We afford students the best in every respect and we achieve outstanding results across all subjects and all Key Stages.

Extra-curricular projects, exhibitions, concerts, trips and clubs are part of the success of our faculty and of our students.

We have very high expectations of our pupils and strive to help each one to achieve their personal best, working closely with parents and arts organisations to enable our students to reach the highest possible standards. For an overview of the programme of study for each subject, please see specific pages.

Art and Photography
Within Art and Photography we strive to ensure that a student experiences an education that is creative and challenging. One, which allows and encourages experimentation and risk taking both individually and collectively. Students will be purposefully engaged in developing their own ‘Visual Language’. There will be a culture of reflection and a desire to improve within an inspiring, safe and enjoyable environment.

The role of Art and Photography department:

• Create an interesting and stimulating environment.
• Encourage an open – ended approach to creative work.
• Engender respect for the ideas and the work of others.
• Encourage discussion and the sharing of ideas whilst respecting the views of others.
• Provide a wide range of resources so that individuals can discover their particular strengths and develop self-confidence through the acquisition of diverse skills.
• To enable students to acquire practical, aural, physical and social skills  combined with an appreciation of the work of others.
• To promote an interest in Art, which will continue into adult life.
• To enable students to assess their own work through the dialogue with  staff and discover ways forward on an individual basis.
• To help students understand their course expectations and work to the  best of their abilities at all times.
• To provide students with opportunities to view Art from first hand as  well as participate on organised workshops.
• To provide students with extra curricular provision.
• To work with parents in promoting the student’s welfare and  progression.

Throughout Year 9 all students will experience a dynamic and broad Art curriculum. Students are encouraged to explore and develop the visual elements such as line, colour, tone, form, shape, pattern and texture through marking making, paint, composition, three dimensional design and construction as well as mixed media. Critical and contextual studies are used to support, inform and enhance their learning experience. The student’s understanding and enjoyment of Art and Design is developed through activities that bring together requirements from investigating and making, and knowledge and understanding.

The Year 9 curriculum includes most disciplines available within the department. This provides for a good foundation for those wishing to pursue the subject at GCSE or beyond. A transition project is completed between the end of Year 9 and the start of the GCSE course in Year 10. The subject is popular at GCSE and A Level. A majority of the sixth form students studying Art or Photography A Level go on to full time Art & Design education.

AQA GCSE Art and Design – Fine Art (8202)
Art provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in Art in ways that are personally relevant and truly developmental in nature.
By choosing to study GCSE Art (Fine Art) students will be able to express ideas visually, promoting questioning and critical study. Final pieces of work along with on-going coursework will demonstrate an ability to use a range of materials and techniques. Students will also be encouraged and expected to research other artists and designers and use these to inform and influence their own work. Although students develop their coursework through structured experiences of skills, observational work and research we also aim to develop individualised, personalised learning as a key part of their experience.

Over the two-year course GCSE students complete a Portfolio of Work, which includes a collection of work from project briefs and initial starting points. Students are expected to work independently, researching a subject, learning about it through recording and responding in a variety of materials and techniques.  The development of their ideas must include meaningful and informed connections with the work of other critical and contextual sources. ‘Portfolio of Work’ which contributes to 60% of the final grade. This is set and marked by the centre and externally moderated by AQA.

Students also complete an Externally Set Task (Exam) in Year 11. Students receive a question paper followed by a preparation period where work is produced in response to their chosen starting point. This is then followed by 10 hours of sustained, focused and supervised study. Question papers are issued from 1 January. Examination work is marked by the centre and externally moderated by AQA. The exam contributes to 40% of the final grade.

AQA A Level Art and Design – Fine Art (7202) & Photography (7206)
A Level Art and Photography provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in Art and Design in ways that are personally relevant and truly developmental in nature. Art and Photography develops visual awareness, creative skills and aesthetic judgement. Students will gain practical experience in the visual language of colour, tone, line pattern, shape, texture, form and construction, as well as gaining knowledge of important artists and designers.

Students are welcome to work in the department before and after school as well as during non-contact time for private study, adopting the working ethos of post 16 students. A Level students are also invited to attend a range of activities and workshops.

Personalised learning is key to the success of our KS5 courses. In the start of Year 12 students are encouraged to develop their technical and research skills and to work outside of their comfort zones.

A Level students complete a Personal Investigation, which is a major project that shows them working through a range of Art and Design experiences. The focus of A Level is to produce and demonstrate:

• evidence of planning and preparation
• a related personal study (3000 words)
• final pieces that show considered personal responses

Students also complete an Externally Set Assignment. Students receive an exam paper on 1 February or as soon as possible after this date. From this paper students are expected to choose one starting point from which they will generate appropriate work for submission. Students must realise their work in a controlled time period of 15 hours.

The Personal Investigation and the Externally Set Assignment are assessed holistically through all the Assessment Objectives.

Students are required to:

• record direct observation from primary sources;
• develop ideas and techniques appropriate to their chosen specialism(s)  and produce work that constitutes a personal, informed and meaningful  response;
• learn to analyse both their own work and the work of others in  contemporary, historical and cultural contexts;
• produce work that is appropriate to their intentions.

Examination work is marked by the centre and externally moderated by AQA visit to the school.

Examination results have been consistently good over the last few years with students continuing to study at Further and Higher Education. The Visual Arts offers an expanding and exciting range of careers for creative talented individuals in a growth area in the UK economy. Students can progress to a Higher Education course in wide range of Visual Arts specialism’s such graphic design, animation, film and new media, fine art, 3D design or sculpture. To progress to a Visual Arts degree students would normally be required to take a Foundation Diploma in Art & Design to enable them to choose the next level of course from a well-informed base.

 

Mrs J Farmer
Head of Faculty
jfarmer@queenelizabeths.com

Queen Elizabeth’s School, the English Faculty offer popular and dynamic learning opportunities for all students to develop their creative reading and writing skills. Our aim is to enrich, inspire and develop a passion for language and literature that will stay with pupils for life. Often internal and national writing competitions are promoted from within the faculty and likewise there are regular reading challenges designed to promote a love of reading across the key stages. As well as this, staff work tirelessly to ensure all students excel and reach their potential in all aspects of their KS3, GCSE and post-16 courses.

We are very proud of our results with English Language GCSE hitting 77% in 2019 and Literature 72% with the new specifications. We continue to strive for excellence and are aiming for even better results in 2022.

Our students have opportunities to attend conferences, workshops and performances as well as participate in National Competitions. We have won a number of awards from our entries to competitions locally, regionally and nationally.  Recent trips have included visits to The Royal Shakespeare Theatre at Stratford, a performance at Poole's Lighthouse, A level Conferences and a theatre trip to London.

When students join us in Year 9 we work closely with our link schools to ensure a smooth transition and then we work to build the skills needed for the GCSE courses.  Year 9 is a preparatory year where students cover both English Language and English Literature within their 6 lessons a fortnight.  We cover a variety of extracts by Williams Shakespeare to develop a holistic view of characterisation, an introduction to context of Charles Dickens, a 20th Century novel, a selection of Poetry from the Literary Heritage and finally explore features of non-fiction extracts.

We currently offer two A Level courses:

• Edexcel English Literature
• AQA English Language and Literature

For more information about English Literature, please explore the specification: http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/english-literature-2015.html

For more information about English Language and Literature, please explore the specification: https://www.aqa.org.uk/subjects/english/as-and-a-level/english-language-and-literature-7707/changes-for-2022

Mrs J Dawe
Head of Faculty
jdawe@queenelizabeths.com

Science is an interesting, engaging and wide ranging subject, and is built around the three main subject areas of Biology, Chemistry and Physics. We are the largest faculty in the school, comprising of seventeen highly dedicated and experienced teachers and three technicians. The broad spectrum of staff specialisms coupled with a high level of ICT skills and a wealth of teaching experience, has led to a Science curriculum that encompasses a range of learning styles and encourages students to develop skills that encourage them to examine the world around them. We are always striving to deliver the very best education possible for all of our students and to ensure they obtain the very best outcomes possible.

​The curriculum offered at QE is based around the traditional Science GCSE’s (AQA - Combined and Separate Science) and A-levels (AQA Biology, OCR A Chemistry & AQA Physics) and at KS4, all students are taught in ability sets. 

Although currently (2021-22)  Yr 10 students have the opportunity to study between Combined and Separate science, the school has taken the bold and progressive step, to only offer Separate Science moving forward, so that all new students entering the school (2022-23 onwards) and those in the current Year 9, being entered into the Triple/Separate Science AQA course. 

At KS5, The Faculty has had a consistently high number of students choose A-level Science courses, with many students deciding to continue their Science education at University in a variety of courses. 

Year 9 Curriculum (2022 - Onwards)

Students enter Year 9 and complete a small amount of content from the KS3 curriculum before embarking on the Triple/Separate Science course, where at the end of the course they will receive 3 GCSE grades, one from each of the three Science subjects.

The GCSE is 100 % examination, divided into 2 exams per subject (two in Biology, Chemistry and Physics). Each exam is 1 hour 45 minutes with the option of a foundation or higher tier, which is worth 50% of the GCSE. The structure covers a range of questioning skills from multiple choice, structured, closed short answer, and open responses required. 

Exam questions will also draw on the knowledge and understanding students have gained by carrying out the 28 required practical activities.

Triple Biology

• This qualification provides an excellent foundation for A-level Biology and combines core biological topics including Cell Biology and Infection and Response, with the latest biological findings.

​Triple Chemistry

This qualification provides an excellent foundation for A-level Chemistry and includes Periodic Table, Organic Chemistry and Energy Changes. 

​Triple Physics

This qualification is useful, interesting and thought-provoking. It covers a host of interesting topics, including energy, forces, electricity, radioactivity and space physics. Everything it covers will prepare students for the step up to A-level.

Trilogy/Combined (legacy for Current Year 10 & 11 only) Science

This offers a ‘double award’ in GCSE science, gaining the equivalent of two GCSEs. 

All three sciences are studied. 

The GCSE is 100 % examination, divided into 6 exams (two in Biology, Chemistry and Physics). Each exam is 1 hour 15 minutes with the option of a foundation or higher tier, which is worth 16.7% of the GCSE. The structure covers a range of questioning skills from multiple choice, structured, closed short answer, and open responses required. 

Exam questions will also draw on the knowledge and understanding students have gained by carrying out the 21 required practical activities.

Mr T Baguley
Head of Faculty
tbaguley@queenelizabeths.com

We teach every aspect of the subject from Year 9 through to Year 13 with the aim to broaden and develop students’ understanding and interest.

Mathematics is an international language that crosses all boundaries and is the tool required by problem solvers to describe the world in which we live. Mathematics contributes to the school curriculum by developing numeracy and enabling the students to reason using logic, algebra, geometry and statistics. Students will be trained to use and apply what they have learnt to solve problems. These skills are vital in many areas of employment.

The Mathematics Faculty is well resourced and has 9 dedicated classrooms based on the top floor of E Building. The Faculty has the benefit of interactive whiteboards in every room and laptops and computers available to use in every classroom. Students at Queen Elizabeth’s School will begin their mathematical journey in Year 9 after completing their Key Stage 3 course at their middle school. Their lessons will build on this work and provide them with opportunities to enrich, explore, discover, and discuss mathematically whilst preparing themselves for their GCSE studies.

In Years 9, 10 and 11, students work towards gaining their GCSE Mathematics qualification. The GCSE course is a linear course. This means that all examinations are taken at the end of Year 11. There is no Coursework or Controlled Assessment component for GCSE Mathematics.

The syllabus followed is Edexcel GCSE Mathematics (9-1) (1MA1) for Years 9, 10 and 11.

In Years 9, 10 and 11, students work towards gaining their GCSE Mathematics qualification. The GCSE course is a linear course. This means that all examinations are taken at the end of Year 11. There is no Coursework or Controlled Assessment component for GCSE Mathematics. The syllabus followed is Edexcel GCSE Mathematics (9-1) (1MA1) for Years 9, 10 and 11. 

The Edexcel 1MA1 syllabus is arranged as follows:

The assessments will cover the following content headings: 

1. Number 
2. Algebra 
3. Ratio, proportion and rates of change 
4. Geometry and measures 
5. Probability 
6. Statistics 

• Two tiers are available: Foundation and Higher (content is defined for each tier). 
• Each student is permitted to take assessments in either the Foundation tier or Higher tier.
• The qualification consists of three equally-weighted written examination papers at either Foundation tier or Higher tier. 
• All three papers must be at the same tier of entry and must be completed in the same assessment series. 
• Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3. Each paper is 1 hour and 30 minutes long. 
• Each paper has 80 marks.
• The content outlined for each tier will be assessed across all three papers. 
• Each paper will cover all Assessment Objectives, in the percentages outlined for each tier. (See the section Breakdown of Assessment Objectives for more information.)
• Each paper has a range of question types; some questions will be set in both mathematical and non-mathematical contexts.

A link to the full specification can be found here 

Maths GCSE Specification - Pearson

Students who wish to continue their Mathematics into Years 12 and 13 can choose a variety of pathways. Students can opt to study for an A Level in Mathematics or Further Mathematics. Both are courses that will prepare students for a variety of university courses. The syllabus covered for A Level Mathematics is Edexcel 9MA0 and for Further Mathematics is Edexcel 9FM0.

For those students who are looking for an apprenticeship based pathway after Sixth Form we offer a Professional Mathematics course which combines AS Level Mathematics, Edexcel syllabus 8MA0 and AQA Core Maths syllabus code H868. 

Students in all years will have the opportunity to be involved in activities such as The Cipher Challenge and the UK Maths Challenges.​