The Food Technology Department has a vision that all students can strive to be confident when being creative in lessons and develop their own independent creative journey throughout KS3. A successful Food technology student will have the courage to use ideas of their own to enhance basic recipes while being happy in the knowledge that they will be encouraged to do so. They should be proud to take their work home and gain greater knowledge and improved problem solving skills for their future.
Food technology should be where students of all abilities are able to have an outlet for their creativity and expression, above all they should be able to achieve their potential in a safe, nurturing and exciting environment. We teach skills that will last a lifetime, promote independence and prove most useful on a day to day basis.
All students at the Abbey School follow a programme of learning aimed at practical basic skill building. The programme teaches students the value of a healthy nutritionally balanced diet and how best to achieve it. Students produce a range of popular dishes designed to build skills and understanding of the subject.
Students can continue their studies in Food Technology to GCSE level. We currently offer AQA Food and Nutrition. Classes are mixed ability with approximately 19 students per class, students are allocated 5, 1 hour lessons over a two week rota
Health and Social Care and Child Development are the perfect choices for any young person who is interested in working with people. The vision of the department is to enhance the student as a person through confidence building and a ‘can do’ attitude. We want students who take Health and Social Care/Child Development to become confident young people who make a positive contribution to society. Studying Health and Social Care/Child Development will equip students with the skills and knowledge to allow them to flourish and develop the necessary skills to do this.
The department strives to develop independent work skills, by providing opportunities for sixth form students to take part in work experience and workshops delivered outside of the classroom.
We currently deliver the BTEC First Award specification to years 9, 10 and 11.
There are three coursework units- Values in Health and Social Care, Effective Communication in Health and Social Care and one other optional unit. There is one exam unit, Human Lifespan Development.
The Coursework is assessed internally and the exam is externally assessed.
In Year 12 the students are studying the new BTEC National Level 3. Students are taking the Extended Certificate which is the equivalent to one A Level or the Diploma which is the equivalent of two A Levels.
The entry requirements are currently set at C Grade in English Language and a C grade in Health and Social Care if taken in KS4.
In year 13 the students are completing old BTEC National Level 3 Subsidiary Diploma or Diploma.
We currently deliver the OCR GCSE Child Development to years 10 and 11.
There are three short tasks worth 30% of the total mark. One Child Study worth 30% of the total mark and an exam paper worth 40% of the total mark.
We currently deliver the BTEC National Level 3 Award in Children’s Play, Learning and Development. However, this will no longer be available after July 2017.
Head of Learning
The aims of Leisure and Tourism are to:
The course also enables students to:
Terms 1 & 2: This is Controlled Assessment – no internal or external assessment during this period
Terms 3 – 5: Twice a term, based on GCSE Past Papers
Terms 1 & 2: This is Controlled Assessment – Homework is sporadic, and based on research needs
Terms 3 – 5: Twice a term, based on GCSE Past Papers
OCR GCSE Leisure and Tourism Specification J444 – Single Award
To provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.
Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of the school and community. In doing so, pupils learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up.
Pupils learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
The PSHE programme will support the development of the skills, attitudes, values and patterns of behaviour, which enable our pupils to:
As a school, we recognise that PSHE has a significant part to play in preparing children and young people to deal effectively with the pressures and challenges that growing up in the 21st century presents in our own community and in the UK.
|Curriculum Delivery - Year by Year / Term by Term|
Relationships | Personal Finance | Health & Wellbeing | Careers | Friendship
|Wider World | Safety in Society | Careers | Personal Finance | Relationships | Drugs & Alcohol|
|Careers | Healthy Eating | Personal Finance | Careers | Relationships | Living in the Wider World|
|Careers (1) | Relationships | World Finance | Careers (2) | Careers (3) | Identity & Society|
|Careers (4) | Personal Finance | Careers (5) | Personal Finance | Living in the Wider World|
SMSC stands for Spiritual, Moral, Social and Cultural education. These are not stand-alone ideas, but ones which are embedded into everything that we do at the Abbey School across every part of the curriculum. Examples are:
The examples are not exclusive and represent just a small taste of how, at The Abbey School, we educate every child through opening them to a vast array of opportunities throughout our curriculum.
But their SMSC educational opportunities are not just limited to the classroom. At The Abbey School, we offer every student educational experiences beyond the curriculum, both in school, in the local community, and abroad. A small selection of these includes:
As a Gold Comenius International school since 2011. Students have visited countries such as Tahiti, Italy, Spain, Cyprus, Poland, Greece, Turkey and Germany and have experienced first-hand cultural differences which have enhanced their lives. See the ‘International Dimension’ link on the school’s website for further information. All of these experiences are carefully tracked through our own SMSC grid, which not only ensures every child has a full experience of SMSC throughout their 5 to 8 years at The Abbey School, but also helps us as a school community to regulate and innovate what we offer to guarantee the educational and life experience for our students can be the best that it can be.
British Values are what bind us together as a national community, no matter what our ethnic, cultural or religious background.
Every teacher has a duty to ensure that “fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs” are not undermined in what we teach, or in what the students experience. (School teachers’ pay and conditions document 2015 and guidance on school teachers’ pay and conditions).
Every school, therefore, has a duty to promote these core British Values through the work they do in SMSC (Promoting fundamental British values as part of SMSC in schools, Department of Education, October 2014). We make no exception to this here at The Abbey School, and indeed, take pride in making clear that we:
Through our SMSC work, as mentioned above, we:
As a result of this, The Abbey School actively promotes to every student, across the whole curriculum, the British values of:
All of the above strategies fall in line with the students’ right to an education which prepares them for their future in modern British society, and keeps them safe from all forms of radicalisation and extremism, as mentioned in the government’s Prevent Strategy 2011 (https://www.gov.uk/government/publications/prevent-strategy-2011)
SMSC and British Values is not just what we do at the Abbey School, they are a fundamental core of who we are. They are not a “bolt on” to a lesson, nor are they a box to tick, but a key foundation for learning which makes the whole child’s experience at the Abbey School rich, meaningful, varied, and safe.
Therefore, we do not hide them but actively promote both SMSC and British Values in every lesson, as well as whenever they happen around the school.
Our two main strategies are:
SMSC and British Values are a living thing, and, as such, the opportunities for students and the way that staff innovate and promote are consistently evolving. At the Abbey School we are:
The Abbey Autism Centre contains a specialist provision for 32 students on the Autistic Spectrum. Within this provision, each student has a Statement of Special Educational Needs (SSEN) or an Education and Health Care Plan (EHCP) where the primary need is identified as ASD. Students are supported by specialist staff within the provision which composes of three classrooms, a quiet room which students can use, and a speech and language room. It also has a small kitchen area within one of the classrooms to support the development of life skills. Students are able to use their own open space, separate from the main school playground.
Students access the provision in the morning before going to tutor groups in order to give them time to check their timetables and an opportunity to discuss any issues with staff. Students can choose to access our own social area at break and lunch or if appropriate use main school facilities. All students access the main school for most lessons. Within the centre, we offer a programme of personal social development for those students who require it along with access to our speech and language therapist who works within the centre two days a week delivering programmes of functional communication skills in small groups. The aim is to enable each student to be fully included in main school lessons and to study the full range of KS3 and KS4 examination courses and enrichment activities. Each student has a timetable which takes account of their individual needs, providing the appropriate level of support, but has a significant level of challenge built within it. All students join everyone else in taking part in their school activities.
The centre building and facilities have been carefully designed for students with ASD and other students with learning difficulties to enhance accessibility. As a school, we offer regular training to staff about ASD as well as ASD awareness raising among students. We work closely in conjunction with our parents to ensure that we fully meet the needs of every child. The Abbey School is a highly inclusive school and was awarded the IQM Award (Inclusion Quality Mark) which reflects the inclusive work that goes on across the whole school setting. If you wish to visit the school and the centre please contact the school to make an appointment.
Welcome to the pathways process for Year 8, we hope you are excited about taking the next steps in your school life. Up to now, you have worked hard to build up your skills and knowledge in a wide range of subjects, but now the time has come to think about the areas you feel you are suited to studying, you are successful in and you may need to achieve your future goals.
What is important throughout this process is to remember that it is all about you. You can now start to have some involvement in the make-up of your timetable - which is quite a responsibility. Everyone is different, we enjoy different things, learn in different ways and are successful in different subjects so it important that you make your decisions for the right reason. This is your future you are working towards and so this must be at the forefront of your mind during this time; do not base your decisions on other factors such as your friends or the teachers you like!
When you leave Year 11, you want to have a broad and balanced range of qualifications to enable you to take the next step with your studies, which may even take you beyond school into college or apprenticeship. The below booklets, along with the advice of your teachers and family, aims to help make sure you can do just that, so do talk to them!
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At the Abbey School we place emphasis on the importance of every child having a broad and balanced education which includes a range of experiences both inside and outside of the classroom. In the Lower School (Years 7 and 8) students build on their existing subject knowledge and develop a range of new skills and understanding. In the table below it shows the curriculum allocation for students in each year group. The number of one hour long lessons is either shown in brackets or referred to in the text. The school operates a two-week timetable consisting of 48 periods.
|Year Group||Subjects and Hours per Fortnight (each lesson is one hour long)|
|Year 7||Art (2), English (8), MFL* (5), Geography (3) History (3), Food Tech (1), Music (2), RE (2), PSE (1), Mathematics (8), Technology Rotation (3), Science (6) & PE (4)|
|Year 8||Art (2), English (8), MFL* (5), Geography (3) History (3), Food Tech (1), Music (2), RE (2), PSE (1), Mathematics (8), Technology Rotation (3), Science (6) & PE (4)|
|Year 9||English (8), RE (2), Mathematics (7), PE (3), Science (8) and four options each allocated five periods per fortnight. Options include History or Geography (one of these is compulsory), Business, Sport Science, Art, French, Spanish, Enterprise Education (non-examined), textiles, Health and Social Care, Drama, Media, Dance, Ingots or ECDL (ICT) and Psychology.|
|Year 10||English (8), RE (2), Mathematics (7), PE (3), Science (8) and four options each allocated five periods per fortnight. Options include History or Geography (one of these is compulsory), Food Technology, Drama, Sport Science, Business, Health & Social Care, Ingots (ICT), Art & Design, Dance, French, Spanish, Child Development, Product Design, Media and Textiles.|
Legacy KS4 Curriculum Model
|English (9), RE (2), Mathematics (8), PE (3), Science (8) and four options; two with 4 periods per fortnight and two with five periods per fortnight**. Options studied by these students since Year 9 include Geography, History, ELBS, Food Technology, Drama, Health & Social Care, Ingots (ICT), Computing, Art & Design, Sports Science, Business Studies, Spanish, French, Child Development, Media, Textiles, Leisure & Tourism, Performing Arts, Expressive Arts and Product Design. Lower ability students study only three option subjects within a separate timetable band with increased curriculum time per subject (i.e. 7 for History or Geography and 5 for each of their other two choices).|
(Years 12 and 13)
|Students will typically choose subjects from four option blocks (named A to D). Each option block is scheduled for 9 one hour periods per fortnight. There is a fifth option block (E) which is typically used to schedule football academy time in addition to any other subjects that need to moved there to facilitate student choices. Options include : Accounting (AS & A2); Art & Design (Extended Cert), Biology (A-Level), Business (A-Level), Business Management (IB Diploma), Business Studies BTEC Extended Cert (Single), Business Studies BTEC Diploma (Double), English Literature (A-Level), French (A-Level), Geography (A-Level), Health & Social Care BTEC Extended Cert (Single), Health & Social Care BTEC Diploma (Double), History (A-Level), History (IB Diploma), ICT BTEC Extended Cert (Single), IT in a Global Society (IB Diploma), Maths (AS & A2), Media Studies (AS & A2), Performing Arts (Dance) Cambridge Technical, Performing Arts BTEC Extended Cert (Single), Performing Arts BTEC National Diploma (Double), Psychology (A-Level), Psychology (IB Diploma), Religious Studies (A-Level), Sociology (A-Level), Sport (Performance Excellence) BTEC Diploma (Double) and the Extended Project Qualification. A number of students study towards the IBCP programme. Students have the ability to take courses at QE Grammar and vice versa due to timetabling agreements between the two schools which act to increase curriculum choice.|
The Upper School (Years 9-11) curriculum has been developed in order that students study a range of qualifications that meet the new national Progress 8 measure. This is the new benchmark statistic against which all schools will be measured and requires students to take GCSEs in the core subjects of English Language, English Literature, Mathematics and Science. In addition to these subjects students must also study a Modern Foreign Language, Geography, History or Computer Science. Finally, students can choose the remainder of their subjects from the option blocks as detailed above. This will enable them to tailor their educational journey to match their personal strengths and future career prospects.
There are a wide range of extra-curricular educational experiences that are available for students studying at the Abbey. These include school trips, visiting speakers, competitions and school clubs. The international dimension of the schools and focus on thinking skills mean that every student has the opportunity for a breadth of education that will prepare them well for the challenges associated with becoming an adult.
Small group intervention is used, as needed, across the year-groups to ensure that no student is left behind and that all make good progress. The detail of these intervention plans is available from relevant subject leaders and the pastoral teams that support each year group.
Other important aspects of every student’s timetable are:
In the Sixth Form students have opportunities including:
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If, as parent or guardian of a student attending this school, you require a paper copy of the information on this website, we shall provide this free of charge.
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