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Subject: English
Faculty Leader: Miss H Eakin
Deputy Faculty Leader: Mr S Richards
Curriculum Intent
The study of English at The Barlow strives to foster a love and curiosity of language and literature and nurture literate and articulate individuals.
We enable all pupils to write strong and convincing arguments in a number of contexts and to create and tell their own stories that interest and engage their readers.
As English teachers we model high levels of accuracy in writing and reading and expect the pupils we teach to do the same.
We will passionately deliver an ambitious curriculum that includes the powerful knowledge that will open up society and culture to our young people. We will teach, enrich and guide our pupils towards seeing and experiencing the world in diverse ways.
- For specimen papers for the new English Literature curriculum, please click here: http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/assessment-resources
- BBC Bitesize
Useful Websites:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
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Subject: RE
Faculty Leader: Mrs R Proctor
Deputy Faculty Leader: Mrs A McCreech
Curriculum Intent
The Religion Faculty at The Barlow encourage pupils to explore their worldview, to recognise the lens through which they see the world and acknowledge that they each bring something different to the interpretation of religious stories.
We enable all pupils to explore topics from a philosophical, theological and social sciences perspective and this allows pupils to have a balanced understanding of the main faiths and enjoy a rich diet of cultural diversity.
Our Faculty delivers a balanced and challenging curriculum providing pupils with powerful knowledge about the place of religion and faith in the world. The ultimate aim is that pupils can become responsible and independent human beings who are fully equipped to go out and embrace the world when they leave.
- For specimen papers for the new RE Curriculum, please click here: http://www.aqa.org.uk/subjects/english/gcse/english-literature-
Useful Websites:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
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Subject: Math
Faculty Leader: Mr D Crehan
Deputy Faculty Leader: Mrs S Brennan
Curriculum Intent
The Mathematics Department at the Barlow RC High School strives to inspire all children to reach their full academic potential. We have an ambitious curriculum that is fully inclusive for all children where knowledge and skills are embedded to not only advance mathematical fluency but also the naturally inquisitive and critical mind.
Students develop mathematical fluency, reasoning and problem solving – all of which are inextricably linked.
Our curriculum ensures:
- Students are mathematically fluent and have opportunities to demonstrate depth of understanding through discussion and practice. This allows them to quickly and accurately justify and apply varying methods in differing contexts across the curriculum and wider life.
- Students develop their skills to think critically, reason clearly and communicate their understanding to others using mathematical language in order to test and prove conjectures.
- Students develop ambition and resilience towards problem solving of increasing and differing sophistication through varied practice and breaking down problems.
Useful Websites:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
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- Combined Science – Chemistry Learning Journey
- Combined Science – Physics Learning Journey
- Combined Science – Biology Learning Journey
- Triple Science – Biology Learning Journey
- Triple Science – Chemistry Learning Journey
- Triple Science – Physics Learning Journey
Subject: Science
Faculty Leader: Mr A Sirett
Deputy Faculty Leader: Mrs A Keegan
Curriculum Intent
At The Barlow our high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
The Science curriculum at the Barlow aims to ensure that all pupils develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics; develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them; are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Useful Websites:
Biology http://www.aqa.org.uk/subjects/science/gcse/biology-8461
AQA Chemistry http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462
AQA Physics http://www.aqa.org.uk/subjects/science/gcse/physics-8463
Other useful websites:
https://www.bbc.co.uk/education/subjects/zng4d2p
https://www.bbc.co.uk/education/subjects/zrkw2hv
https://www.youtube.com/channel/UCBgvmal8AR4QIK2e0EfJwaA
https://revisionscience.com/gcse-revision
https://www.educake.co.uk/ (for which each pupil has a login)
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
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- Art Learning Journey
- Drama Learning Journey
- Graphics Learning Journey
- Music BTEC Learning Journey
- Music GCSE Learning Journey
Subject: Art
Faculty Leader: Miss V Catcheside
Deputy Faculty Leader: Miss T Taylor
Curriculum Intent
As a faculty we endeavour to stimulate a lasting enjoyment and interest in the Arts developing practical skills in Art, Music and Drama, enabling pupils of all abilities, social and cultural backgrounds to achieve.
We provide a broad and ambitious curriculum which engages and inspires pupils through our enthusiasm and passion for our subjects, exploring Art forms from a diverse range of styles, cultures and traditions to widen pupils’ experience and promote mutual respect.
This enables all students to build their knowledge, skills and understanding of the Arts and encourage creativity through the exploration of the various art forms.
We create a safe and inclusive environment for each pupil to grow and develop as an individual, promoting a sense of belief and belonging, developing self-confidence.
We offer extensive extra-curricular activities which give pupils the opportunity for social interaction and further develop their artistic skills and talents.
Useful Websites:
Exam Specifications:
- GCSE Art and Design – Art, Craft and Design, Graphic Communication – Exam board: AQA: http://www.aqa.org.uk/
- GCSE Drama – Examination board: EDUQAS: www.eduqas.co.uk
- Performance Skills Qualifications
- GCSE Music – Examination board: AQA: http://www.aqa.org.uk/
- BTEC Music – Examination board: EDEXCEL: https://qualifications.pearson.com/en/home.html
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
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Subject: Business/Computing
Faculty Leader: Mr C Enright
Deputy Faculty Leader: Mr M Raybould
Curriculum Intent
The study of Computing aims to teach students a balance of Information Technology, Digital Literacy and Computer Science.
We enable all pupils to understand the fundamental principles and concepts of Computer Science. We intend that they become digitally literate, effective problem solvers using computational thinking skills and responsible, confident, creative users of IT.
As Computing teachers at The Barlow, we effectively model digital systems and demonstrate how to apply this knowledge through programming. Students are able to show high levels of skill when using Information Technology which can be applied in a Business environment.
Our ambition is to spark an interest in the digital which is then supported by knowledge and skills delivered through our curriculum. The knowledge and skills taught and learned are valuable and equip them with what they need to become successful in the digital world.
Useful Websites:
To find out more about this subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Child Development
Faculty Leader: Mrs E Holland
Deputy Faculty Leader: Miss L Quartey-Papafio
Curriculum Intent
The PE department intend, through the Child Development curriculum is to inspire, encourage and equip pupils to develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
We will, through the curriculum:
- Inspire and equip our students with independence and confidence in using skills that are relevant to the childcare sector and beyond.
- Develop knowledge in all aspects of child development, from conception to five years old, as well as the knowledge of how to provide a safe and nurturing environment for all children.
- Develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
Useful Websites:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Design & Technology Learning Journey
- 3D Design Learning Journey
- Engineering Learning Journey
- Photography Learning Journey
Subject: Design and Technology
Faculty Leader: Mr P Frame
Deputy Faculty Leader: Mr J Tilbuy
Curriculum Intent
The study of Design and Technology at The Barlow strives for pupils to use creativity and imagination, to design and make high-quality prototypes and products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
Through the evaluation of past and present design and technology, they will develop a critical understanding of its impact on daily life and the wider world. Pupils will be able to critique, evaluate and test their ideas and products and the work of others.
We will ensure that pupils understand and apply the principles of nutrition and learn how to cook. Instilling a love of cooking in pupils that will also open a door to one of the great expressions of human creativity.
Useful Websites
Examination Specifications:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
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Subject: Geography
Faculty Leader: Mr A Hardy
Deputy Faculty Leader: Mr A Wall
Curriculum Intent
Our Geography curriculum aims to provide students with knowledge and competence in geographical enquiry by exploring how human cultures interact with the environment in a wide range of places. We aim to empower students to take an active role in exploring sustainable solutions to major global issues at a variety of scales.
Examination Specification : http://www.eduqas.co.uk/qualifications/geography/GCSE-A/
Useful Websites:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
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Subject: History
Faculty Leader: Mr A Hardy
Deputy Faculty Leader: Mr A Wall
Curriculum Intent
Our History curriculum will build pupils’ substantive and disciplinary knowledge of the past so that they can contextualise their own lives in the present. We will promote a scholarly attitude to the study of the past through ambitious historical enquiries and in doing so, reflect the diversity within the school community.
Useful Websites:
Examination Specification: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
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Subject: MFL
Faculty Leader: Mrs N Staniforth
Deputy Faculty Leader: Miss C Ruane
Curriculum Intent
Useful Websites:
- GCSE French Examination Specification: http://www.aqa.org.uk/subjects/languages/gcse/french-8658
- GCSE Spanish Examination Specification: http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
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Subject: PE
Faculty Leader: Mrs E Holland
Deputy Faculty Leader: Miss L Quartey-Papafio
Curriculum Intent
The intent of the PE curriculum is to inspire, encourage and equip pupils to live a healthy mental and physically active lifestyle whilst developing skill sets to help improve their ability to cope not only in education but in life.
We aim to develop competency in PE by encouraging pupils to become highly skilful in all aspects of the curriculum, effective thinkers that are able to use the knowledge taught and we hope to empower them as characters.
The rationale of the current PE curriculum at The Barlow Roman Catholic High School is:
- Develop competence in a broad range of physical activities
- To inspire pupils to live a healthy active and confident lifestyle
- To encourage positivity and respect for oneself and that of others
- To develop teamwork, leadership and resilience
- To encourage pupils to engage in competitive sports and activities
Useful Websites:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Useful Websites:
Subject: English
Faculty Leader: Miss H Eakin
Deputy Faculty Leader: Sean Richards
Curriculum Intent
The study of English at The Barlow strives to foster a love and curiosity of language and literature and nurture literate and articulate individuals.
We enable all pupils to write strong and convincing arguments in a number of contexts and to create and tell their own stories that interest and engage their readers.
As English teachers we model high levels of accuracy in writing and reading and expect the pupils we teach to do the same.
We will passionately deliver an ambitious curriculum that includes the powerful knowledge that will open up society and culture to our young people. We will teach, enrich and guide our pupils towards seeing and experiencing the world in diverse ways.
- For specimen papers for the new English Literature curriculum, please click here: http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/assessment-resources
- BBC Bitesize
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Useful Websites:
Subject: RE
Faculty Leader: Mrs Rachel Proctor
Deputy Faculty Leader: Mrs Anna McCreech
Curriculum Intent
The Religion Faculty at The Barlow encourage pupils to explore their worldview, to recognise the lens through which they see the world and acknowledge that they each bring something different to the interpretation of religious stories.
We enable all pupils to explore topics from a philosophical, theological and social sciences perspective and this allows pupils to have a balanced understanding of the main faiths and enjoy a rich diet of cultural diversity.
Our Faculty delivers a balanced and challenging curriculum providing pupils with powerful knowledge about the place of religion and faith in the world. The ultimate aim is that pupils can become responsible and independent human beings who are fully equipped to go out and embrace the world when they leave.
- For specimen papers for the new RE Curriculum, please click here: http://www.aqa.org.uk/subjects/english/gcse/english-literature-
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Full full exam papers – www.mathsgenie.co.uk
- Useful exam style questions, allowing students to access a range of topics – www.mathsbot.com
- Differentiated bronze, silver, gold questions for a wide range of topics that students can use to test their knowledge – www.mrcartermaths.com
- A website filled with problems and investigations to cover all topics. Very good for challenging able students – www.nrich.maths.org
- Useful resources website – www.numberloving.co.uk
- Some great worksheets and homework sheets – www.missbsresources.com
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Combined Science – Biology Learning Journey
- Combined Science – Chemistry Learning Journey
- Combined Science – Physics Learning Journey
- Triple Science – Biology Learning Journey
- Triple Science – Chemistry Learning Journey
- Triple Science – Physics Learning Journey
Subject: Science
Faculty Leader: Mr A Sirrett
Deputy Faculty Leader: Mrs A Keegan
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“This, and future generations, will have to tackle the problems of a rapidly changing climate, a planet strained for finite resources, and a decline in biodiversity that has not been seen for millennia. As a faculty we feel it is vital that we are developing a group of young people who are equipped with the skills and knowledge that such a demanding world requires.”
Inspirational Quote
“It is not the strongest of the species that survives, nor the most intelligent; it is the one most adaptable to change.”
Charles Darwin
Curriculum Intent
The rationale of the current science curriculum at The Barlow Roman Catholic High School is:
- To develop curious, inquisitive young minds that will one day influence society.
- To equip students with the knowledge required to solve unfamiliar problems, in a rapidly changing world.
- To embed an ethos of investigation into all concepts, and to wonder about what lies beyond.
- To develop a skill set that allows for life-long learning to continue long after they have left The Barlow.
- To develop contextual, and relevant knowledge in all branches of science.
- To promote an appreciation of scientific phenomena, and an awareness of the role it is has had in developing our understanding of the world around us.
- To raise awareness of the role of humans in our changing world, and the potential we have to enforce positive change.
KS4 Course Rationale
AQA GCSE (9-1) Combined Science GCSE (Trilogy) and AQA GCSE (9-1) Biology, Chemistry and Physics
- All courses provides a wide breadth of study across the 3 major branches of Science.
- The examinations provide an accessibility that is not as apparent from other course providers.
- The availability of revision resources is far greater for the AQA specifications.
- The question style present in the examination papers is consistent, applying command words the students have worked with from Year 7.
- Question style on assessments from AQA have analysed the literacy demand for paper and as a result have adjusted the presentation and sentence length for questions, pertinent for a lower literacy ability pupil.
Useful Websites:
Comibed Science Examination Specifications:
AQA Combined Science http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464
Key Stage 4 Separate Science Examination Specifications:
AQA Biology http://www.aqa.org.uk/subjects/science/gcse/biology-8461
AQA Chemistry http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462
AQA Physics http://www.aqa.org.uk/subjects/science/gcse/physics-8463
Other useful websites:
https://www.bbc.co.uk/education/subjects/zng4d2p
https://www.bbc.co.uk/education/subjects/zrkw2hv
https://www.youtube.com/channel/UCBgvmal8AR4QIK2e0EfJwaA
https://revisionscience.com/gcse-revision
https://www.educake.co.uk/ (for which each pupil has a login)
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Year 10 & 11 Examination Specification – http://www.eduqas.co.uk/qualifications/religious-studies/gcse/
- Year 9 Examination Specification – https://qualifications.pearson.com/en/qualifications/edexcel-gcses/religious-studies-a-2016.html
- BBC Bitesize
- BBC RE
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Art Learning Journey
- Drama Learning Journey
- Graphics Learning Journey
- Music BTEC Learning Journey
- Music GCSE Learning Journey
Subjects: Art, Drama/Music/3D Design
Faculty Leader: Miss V Catcheside
Deputy Faculty Leader: Mrs T Taylor
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Arts faculty is to develop knowledge, skills and understanding of the Arts and to encourage creativity through the exploration of the various art forms. As a faculty we endeavour to stimulate a lasting enjoyment and interest in the Arts. We offer extensive extra-curricular activities which give pupils the opportunity to further their artistic skills and talents and to develop their self-confidence.”
Inspirational Quote
“I want every single young person to have the opportunity to discover how the arts can enrich their lives. Access to cultural education is a matter of social justice”.
Rt Hon Nicky Morgan MP, former Secretary of State for Education
Curriculum Intent
The rationale for the current arts curriculum at The Barlow Roman Catholic High School is:
- To provide a broad, stimulating and challenging curriculum which engages and inspires pupils.
- To promote a lasting enjoyment and interest in the Arts through our enthusiasm and passion for our subjects .
- To enable pupils to develop their knowledge, skills and understanding and to encourage creativity through the exploration of the Arts.
- To explore Art forms from different cultures and traditions to widen pupils’ experience and promote mutual respect.
- To create a safe and inclusive environment for each pupil to grow and develop as an individual, promoting a sense of belonging as well as building self-confidence.
- To enhance the mental and spiritual wellbeing of pupils by enabling self-expression through Art, Music and Drama.
- To nurture and develop the God-given gifts and talents of pupils in order to reach their full potential in line with our school Mission Statement.
- To promote practical skill-based courses enabling pupils of all abilities and social backgrounds to achieve.
- To provide pupils with invaluable life/employability skills;communication, creativity, collaboration, cognitive skills, motor skills, self-discipline, analysis, evaluation.
- To provide extensive extra-curricular activities giving all pupils the opportunity to further their creative skills and talents and to develop as an individual.
KS4 Course Rationale
All Arts courses at KS4 allow for progression from Key Stage 3 whilst providing a strong foundation for further study. Courses are practical courses allowing pupils of all abilities to develop their knowledge, skills and understanding in the Arts. Courses offered in Music and Drama will vary depending upon the cohort of pupils opting for each subject.
AQA GCSE Art and Design- Art, Craft and Design and Graphic Communication:
The GCSE Art and Design qualification features a range of titles including Art, Craft and Design and Graphic communication. The flexibility of its design means the course can be tailored to pupils’ of different abilities. The course aims to further develop knowledge, skills and understanding in Art and Design using a range of media and techniques. Each assignment requires the exploration of ideas from direct observation, research of artists, designers or from a particular culture. The course promotes the development of individual work; students are encouraged to create their own personal response to a given theme.
- This practical skills based course has two components (60% coursework, 40% Exam);
- Component 1- Portfolio of work (60%)
- Component 2-Externally Set Assignment (40%).
AQA GCSE Music:
The GCSE qualification offers the chance to study a wide range of musical genres, with more opportunities for practical learning. This course allows pupils to develop and apply their musical knowledge, understanding and skills in listening, evaluation and analysis and to develop their performance skills and creativity through musical composition.
- The course is made up of three components (60% coursework and 30% exam);
- Component 1- Understanding Music- Listening/Written exam- Section A- Listening, Section B- Study pieces (40%).
- Component 2- Performing Music- 2x performances- 1 Solo and 1 ensemble (30%)
- Component 3- Composing Music – 2x Compositions- 1 from Set brief, 1 free choice (30%)
Edexcel BTEC Music:
This is a vocational course designed to provide pupils with the skills, knowledge and understanding of the music industry and roles within the creative arts.
This practical course allows pupils of different abilities to develop their performance and compositional skills and gives them the opportunity to plan and deliver a musical product.
- The course is made up of 2 Core units and 2 optional units (75% coursework and 25% exam);
- Unit 1 (Core)- The Music Industry (25%) Written exam.
- Unit 2 (Core)- Managing a Music Product (25%)
- Unit 4- Introducing Music Composition (25%)
- Unit 5- Introducing Music Performance (25%)
Eduqas GCSE Drama
The WJEC Eduqas GCSE Drama specification is designed to give pupils a broad and balanced experience of drama. This is a practical course designed to enable pupils to apply knowledge, skills and understanding when making, performing and responding to drama.
- The course is made up of three components (60% coursework and 40% exam);
- Component 1- Devising Theatre- Devised performance from a stimulus and studies of a practitioner, portfolio of supporting evidence (40%)
- Component 2 Performing from a Text- 2x extracts from 1 play (20%).
- Component 3 Interpreting Theatre- Written Exam- Section A- Set Text, Section B- Live Theatre Review (40%).
The NCFE Level 1 and Level 2 Technical Award in Performance skills
This is a vocational course designed to provide pupils with the skills, knowledge and understanding of the performing arts industry.
The course is made up of two units (60% coursework and 40% exam);
Unit 01- Working in the Performance Industry (40%) Written examination (March and November one opportunity to re-sit)
Unit 02- Planning and Performing (60%) Synoptic Project- (December- submission March and one opportunity to re-submit in May).
Useful Websites:
Exam Specifications:
- GCSE Art and Design – Art, Craft and Design, Graphic Communication – Exam board: AQA: http://www.aqa.org.uk/
- GCSE Drama – Examination board: EDUQAS: www.eduqas.co.uk
- Performance Skills Qualifications
- GCSE Music – Examination board: AQA: http://www.aqa.org.uk/
- BTEC Music – Examination board: EDEXCEL: https://qualifications.pearson.com/en/home.html
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Computing, Business and iMedia
Faculty Leader: Mr C Enright
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“Creating opportunities and inspiration for learners to recognise and prepare for opportunities in a digital future “
Inspirational Quote
“The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge.”
Stephen Hawking
Curriculum Intent Computing
We enable all pupils to understand the fundamental principles and concepts of Computer Science. We intend that they become digitally literate, effective problem solvers using computational thinking skills and responsible, confident, creative users of IT.
As Computing teachers at The Barlow, we effectively model digital systems and demonstrate how to apply this knowledge through programming. Students are able to show high levels of skill when using Information Technology which can be applied in a Business environment.
Our ambition is to spark an interest in the digital which is then supported by knowledge and skills delivered through our curriculum.
The knowledge and skills taught and learned are valuable and equip them with what they need to become successful in the digital world.
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Child Development
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Child Development Faculty is to equip learners with the knowledge and practical skills required to pursue a career in child care.”
Inspirational Quote
“All children are born to grow, to develop, to live, to love, and to articulate their needs and feelings for their self-protection.”
Alice Miller
Curriculum Intent Child Development
The PE department intend, through the Child Development curriculum is to inspire, encourage and equip pupils to develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
We will, through the curriculum:
- Inspire and equip our students with independence and confidence in using skills that are relevant to the childcare sector and beyond.
- Develop knowledge in all aspects of child development, from conception to five years old, as well as the knowledge of how to provide a safe and nurturing environment for all children.
- Develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
KS4 Course Rationale
The first topic of study underpins all of the other learning in this qualification. Students will develop the essential knowledge and understanding in child development, covering reproduction, parental responsibility, antenatal care, birth, postnatal checks, postnatal provision, conditions for development, childhood illnesses and child safety. Knowledge gained would be of use for further studies in PHSE, Biology and other child development qualifications.
In the second topic of study, students will gain knowledge of the equipment needs of babies and young children and an understanding of the factors to be considered when choosing appropriate equipment to meet all of these needs. This topic will also cover nutrition and hygiene practices and students will be given the opportunity to investigate feeding solutions, comparing these to nutritional requirements and evaluating the outcomes. Evaluation skills are developed, which would be of use in further studies in a number of areas.
In the third topic of study, students will gain an understanding of the development norms from birth to five years and the stages and benefits of play. Students will gain knowledge of, and skills in, developing activities to observe development norms in children up to the age of five. This topic will include researching, planning and carrying out activities with a child and observing and evaluating these activities, as well as comparing the child to the expected development norms. Researching, planning, observing and evaluating skills would be useful in further studies as these are transferable skills and can be applied to many other subject areas.
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Design & Technology Learning Journey
- 3D Design Learning Journey
- Engineering Learning Journey
- Photography Learning Journey
Subject: Design and Technology
Faculty Leader: Mr Frame
Deputy Faculty Leader: Mr Tilbury
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“As a Design and Technology team, we endeavour to prepare pupils to participate in a rapidly changing society. In our subject, pupils learn to think creatively and solve problems, through both independent and collaborative work.”
Inspirational Quote
“Design and Technology is about making things that people want and work well. Creating these things is hugely exciting. It is an inventive and fun activity.”
James Dyson
Design & Technology Curriculum Intent
The study of Design and Technology at The Barlow strives for pupils to use creativity and imagination, to design and make high-quality prototypes and products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
Through the evaluation of past and present design and technology, they will develop a critical understanding of its impact on daily life and the wider world. Pupils will be able to critique, evaluate and test their ideas and products and the work of others.
We will ensure that pupils understand and apply the principles of nutrition and learn how to cook. Instilling a love of cooking in pupils that will also open a door to one of the great expressions of human creativity.
KS4 Course Rationale
AQA GCSE (9-1) Design and Technology:
- The qualification prepares pupils to participate confidently and successfully in an increasingly technological world.
- Pupils will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors.
- Pupils will get the opportunity to work creatively when designing and making and apply technical and practical expertise.
BTEC Level 1/2 Technical Award in Engineering Manufacture:
- Developed for learners to have the opportunity to gain a broad understanding and knowledge of the engineering sector and develop a range of personal skills and techniques.
- Pupils can achieve a nationally recognised level 1 or level 2 engineering qualification that supports progression into a more specialised level 3 vocational or academic course or into an apprenticeship.
- Learners have the opportunity to enter potential employment within a wide range of engineering sectors such as mechanical, automotive and electrical.
Useful Websites
Examination Specifications:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Geography
Faculty Leader: Mr A Hardy
Deputy Faculty Leader: Mr A Wall
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Humanities Faculty is to open the eyes of our pupils to events in the present and past so that they are fully prepared for the future.”
Inspirational Quote
“The study of geography is about more than just memorising places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it’s about using all that knowledge to help bridge divides and bring people together.”
Barack Obama
Curriculum Intent
The rationale of the current geography curriculum at The Barlow Roman Catholic High School is:
- To inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.
- To equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
- To develop understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
- To provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
- To develop contextual knowledge of the location of globally significant places – both terrestrial and marine.
To develop competency in the geographical skills needed to:
- Collect, analyse and communicate with a range of data gathered through experiences of fieldwork.
- Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length .
KS4 Course Rationale
Eduqas GCSE (9-1) Geography A:
- The qualification allows for a wide breadth of study, covering a range of geographical issues on a local, regional, national and global scale. The use of real examples is left open rather than prescribed so that we can select examples that are relevant and up-to-date. The modules offer a good balance of physical and human geography, with assessment seeming ‘holistic’ relying on literacy skills, numeracy skills and geographical skills.
- Assessment of the teams’ expertise and historical use of Eduqas led to a foundational knowledge of the specification.
- Question style on assessment materials is more accessible for cohorts with lower literacy ability.
Useful Websites:
Examination Specification : http://www.eduqas.co.uk/qualifications/geography/GCSE-A/
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: History
Faculty Leader: Mr A Hardy
Deputy Faculty Leader: Mr A Wall
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Humanities Faculty is to open the eyes of our pupils to events in the present and past so that they are fully prepared for the future.”
Inspirational Quote
Curriculum Intent
The rationale of the current History curriculum at The Barlow Roman Catholic High School is:
- To extend and deepen pupils’ chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning.
- To enable pupils to identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time.
- To enable pupils to use historical terms and concepts in increasingly sophisticated ways.
- To enable pupils to pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response.
- To enable pupils to understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.
KS4 Course Rationale
Edexcel (9-1) History GCSE:
- The qualification allows for a breadth of study including; Thematic Study and Historic environment, Period study and British depth study and Modern Depth study.
- 3 terminal exams ranging from 1hr 15mins to 1hr 45mins in duration supports the ‘chunking’ of assessment comparative to other exam boards where the exams are longer in duration and the number of extended answer questions is greater in each paper.
- The structure of the exams allows access for students across the ability spectrum, as short answer questions precede more challenging extended answer questions. Clear instructions and guidance are given to students. This negates the need for alternative curriculum provision.
Useful Websites:
Examination Specification: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Modern Foreign Languages
Faculty Leader: Mr A Casey
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the MFL faculty is to empower pupils with a thirst for language learning and to ensure that all pupils are made aware that the world is a big place that can be explored more easily through the power of language acquisition.”
Inspirational Quote
“If you talk to a man in a language that he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.” Nelson Mandela
Curriculum Intent
The rationale of the current modern foreign languages curriculum at The Barlow Roman Catholic High School is:
- To inspire in pupils a curiosity and fascination about world cultures, the languages within it and its people that will remain with them for the rest of their lives.
- To equip pupils with knowledge about language structure and development, verbs, tenses and moral and cultural issues, together with a deep understanding of how to develop and manipulate language in such a way that communication is clear and precise.
- To develop pupils’ skills across all 4 skill areas of speaking, listening, reading and writing.
- To provide a balanced curriculum that covers all of the key areas of global and social issues, personal relationships, free time and leisure together with education and future plans.
- To develop contextual knowledge of the foreign language across all 4 skill areas -using both authentic and artificial source material.
- To develop competency in an MFL learner so that the pupil is able to:
- Work out the meaning of familiar and unfamiliar language using context.
- Translate a written text or audio material from one language to another.
- Communicate accurately in a variety of ways, including through speech, response to an audio track or through the use of extended writing .
KS4 Course Rationale
AQA GCSE (9-1) French and Spanish
- The qualification allows for a wide breadth of study, covering a range of topics on a local, national and global scale. The course is split into three themes and within each theme there are four sub topics that are relevant and up-to-date.
- The topics offer a good balance of grammar and communication skills, with assessment taking place at the end of the course with four equally weighted skill areas relying on literacy skills, language recall, communication and grammar skills.
- Question style on assessment materials is more accessible for cohorts with lower literacy ability if they are entered for the foundation tier with more challenging texts and assessments being made available at higher tier for the more able within the cohort.
Useful Websites:
- GCSE French Examination Specification: http://www.aqa.org.uk/subjects/languages/gcse/french-8658
- GCSE Spanish Examination Specification: http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
The PE Curriculum Intent
The intent of the PE curriculum is to inspire, encourage and equip pupils to live a healthy mental and physically active lifestyle whilst developing skill sets to help improve their ability to cope not only in education but in life.
We aim to develop competency in PE by encouraging pupils to become highly skilful in all aspects of the curriculum, effective thinkers that are able to use the knowledge taught and we hope to empower them as characters.
The rationale of the current PE curriculum at The Barlow Roman Catholic High School is:
- Develop competence in a broad range of physical activities
- To inspire pupils to live a healthy active and confident lifestyle
- To encourage positivity and respect for oneself and that of others
- To develop teamwork, leadership and resilience
- To encourage pupils to engage in competitive sports and activities.
Subject: Physical Education
Faculty Leader: Mrs E Holland and Miss L Quartey-Papafio
Deputy Faculty Leader: Mr A Greenlees
School Mission
“The aim of the PE department is to inspire, encourage and equip pupils to live a healthy mental and physically active lifestyle; developing skill sets to help improve their ability to cope not only in education but in life.”
Inspirational Quote
“Intelligence and skill can only function at the peak of their capacity when the body is healthy and strong.”
John F. Kennedy
Curriculum Intent
The rationale of the current PE curriculum at The Barlow Roman Catholic High School is:
- To inspire in pupils the basic requirements to live a healthy active lifestyle
- To encourage positivity and respect for oneself and that of others
- To develop teamwork
- To help alleviate the stresses pupils encounter in today’s education
To develop competency in PE skills needed to:
- Develop practical skills through repetition and analysis of skill using a variety of different methods (video analysis, verbal and visual feedback)
- Collect and analyse a range of data gathered through testing then use this to improve performance
- Interoperate data provided in graph format
- To have the ability to both self and peer assess
KS4 Course Rationale
Edexcel GCSE (9-1) Physical Education
- The qualification allows for a wide breadth of study, covering applied anatomy and physiology; physical training; movement analysis; health, fitness and well-being, sports psychology and socio-cultural issues.
- Students will develop their practical performance skills in three different physical activities.
- Students will complete a Personal Exercise Programme (PEP) in a chosen sports. This will develop their ability to analyse and evaluate personal fitness to improve/optimise performance in physical activity and sport.
- The components offer a good balance of practical and theoretical Physical Education which encourage students tolearn about the world of Sport and Physical Education; keep up to date with sporting issues, perform and develop own practical performances, communicate and explain ideas, think independently, learn reflectively and solve problems.
- Assessment is varied and therefore plays to the different strengths of individual students. There is a range of multiple-choice, short answer and extended writing questions as well as practical assessment and coursework.
Useful Websites:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Useful Websites:
Subject: English
Faculty Leader: Miss H Eakin
Deputy Faculty Leader: Sean Richards
Curriculum Intent
The study of English at The Barlow strives to foster a love and curiosity of language and literature and nurture literate and articulate individuals.
We enable all pupils to write strong and convincing arguments in a number of contexts and to create and tell their own stories that interest and engage their readers.
As English teachers we model high levels of accuracy in writing and reading and expect the pupils we teach to do the same.
We will passionately deliver an ambitious curriculum that includes the powerful knowledge that will open up society and culture to our young people. We will teach, enrich and guide our pupils towards seeing and experiencing the world in diverse ways.
- For specimen papers for the new English Literature curriculum, please click here: http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/assessment-resources
- BBC Bitesize
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Useful Websites:
Subject: RE
Faculty Leader: Mrs Rachel Proctor
Deputy Faculty Leader: Mrs Anna McCreech
Curriculum Intent
The Religion Faculty at The Barlow encourage pupils to explore their worldview, to recognise the lens through which they see the world and acknowledge that they each bring something different to the interpretation of religious stories.
We enable all pupils to explore topics from a philosophical, theological and social sciences perspective and this allows pupils to have a balanced understanding of the main faiths and enjoy a rich diet of cultural diversity.
Our Faculty delivers a balanced and challenging curriculum providing pupils with powerful knowledge about the place of religion and faith in the world. The ultimate aim is that pupils can become responsible and independent human beings who are fully equipped to go out and embrace the world when they leave.
- For specimen papers for the new RE Curriculum, please click here: http://www.aqa.org.uk/subjects/english/gcse/english-literature-
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Full full exam papers – www.mathsgenie.co.uk
- Useful exam style questions, allowing students to access a range of topics – www.mathsbot.com
- Differentiated bronze, silver, gold questions for a wide range of topics that students can use to test their knowledge – www.mrcartermaths.com
- A website filled with problems and investigations to cover all topics. Very good for challenging able students – www.nrich.maths.org
- Useful resources website – www.numberloving.co.uk
- Some great worksheets and homework sheets – www.missbsresources.com
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Combined Science – Biology Learning Journey
- Combined Science – Chemistry Learning Journey
- Combined Science – Physics Learning Journey
- Triple Science – Biology Learning Journey
- Triple Science – Chemistry Learning Journey
- Triple Science – Physics Learning Journey
Subject: Science
Faculty Leader: Mr A Sirrett
Deputy Faculty Leader: Mrs A Keegan
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“This, and future generations, will have to tackle the problems of a rapidly changing climate, a planet strained for finite resources, and a decline in biodiversity that has not been seen for millennia. As a faculty we feel it is vital that we are developing a group of young people who are equipped with the skills and knowledge that such a demanding world requires.”
Inspirational Quote
“It is not the strongest of the species that survives, nor the most intelligent; it is the one most adaptable to change.”
Charles Darwin
Curriculum Intent
The rationale of the current science curriculum at The Barlow Roman Catholic High School is:
- To develop curious, inquisitive young minds that will one day influence society.
- To equip students with the knowledge required to solve unfamiliar problems, in a rapidly changing world.
- To embed an ethos of investigation into all concepts, and to wonder about what lies beyond.
- To develop a skill set that allows for life-long learning to continue long after they have left The Barlow.
- To develop contextual, and relevant knowledge in all branches of science.
- To promote an appreciation of scientific phenomena, and an awareness of the role it is has had in developing our understanding of the world around us.
- To raise awareness of the role of humans in our changing world, and the potential we have to enforce positive change.
KS4 Course Rationale
AQA GCSE (9-1) Combined Science GCSE (Trilogy) and AQA GCSE (9-1) Biology, Chemistry and Physics
- All courses provides a wide breadth of study across the 3 major branches of Science.
- The examinations provide an accessibility that is not as apparent from other course providers.
- The availability of revision resources is far greater for the AQA specifications.
- The question style present in the examination papers is consistent, applying command words the students have worked with from Year 7.
- Question style on assessments from AQA have analysed the literacy demand for paper and as a result have adjusted the presentation and sentence length for questions, pertinent for a lower literacy ability pupil.
Useful Websites:
Comibed Science Examination Specifications:
AQA Combined Science http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464
Key Stage 4 Separate Science Examination Specifications:
AQA Biology http://www.aqa.org.uk/subjects/science/gcse/biology-8461
AQA Chemistry http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462
AQA Physics http://www.aqa.org.uk/subjects/science/gcse/physics-8463
Other useful websites:
https://www.bbc.co.uk/education/subjects/zng4d2p
https://www.bbc.co.uk/education/subjects/zrkw2hv
https://www.youtube.com/channel/UCBgvmal8AR4QIK2e0EfJwaA
https://revisionscience.com/gcse-revision
https://www.educake.co.uk/ (for which each pupil has a login)
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Art Learning Journey
- Drama Learning Journey
- Graphics Learning Journey
- Music BTEC Learning Journey
- Music GCSE Learning Journey
Subjects: Art, Drama/Music/3D Design
Faculty Leader: Miss V Catcheside
Deputy Faculty Leader: Mrs T Taylor
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Arts faculty is to develop knowledge, skills and understanding of the Arts and to encourage creativity through the exploration of the various art forms. As a faculty we endeavour to stimulate a lasting enjoyment and interest in the Arts. We offer extensive extra-curricular activities which give pupils the opportunity to further their artistic skills and talents and to develop their self-confidence.”
Inspirational Quote
“I want every single young person to have the opportunity to discover how the arts can enrich their lives. Access to cultural education is a matter of social justice”.
Rt Hon Nicky Morgan MP, former Secretary of State for Education
Curriculum Intent
As a faculty we endeavour to stimulate a lasting enjoyment and interest in the Arts developing practical skills in Art, Music and Drama, enabling pupils of all abilities, social and cultural backgrounds to achieve.
We provide a broad and ambitious curriculum which engages and inspires pupils through our enthusiasm and passion for our subjects, exploring Art forms from a diverse range of styles, cultures and traditions to widen pupils’ experience and promote mutual respect.
This enables all students to build their knowledge, skills and understanding of the Arts and encourage creativity through the exploration of the various art forms.
We create a safe and inclusive environment for each pupil to grow and develop as an individual, promoting a sense of belief and belonging, developing self-confidence.
We offer extensive extra-curricular activities which give pupils the opportunity for social interaction and further develop their artistic skills and talents.
KS4 Course Rationale
All Arts courses at KS4 allow for progression from Key Stage 3 whilst providing a strong foundation for further study. Courses are practical courses allowing pupils of all abilities to develop their knowledge, skills and understanding in the Arts. Courses offered in Music and Drama will vary depending upon the cohort of pupils opting for each subject.
AQA GCSE Art and Design- Art, Craft and Design and Graphic Communication:
The GCSE Art and Design qualification features a range of titles including Art, Craft and Design and Graphic communication. The flexibility of its design means the course can be tailored to pupils’ of different abilities. The course aims to further develop knowledge, skills and understanding in Art and Design using a range of media and techniques. Each assignment requires the exploration of ideas from direct observation, research of artists, designers or from a particular culture. The course promotes the development of individual work; students are encouraged to create their own personal response to a given theme.
- This practical skills based course has two components (60% coursework, 40% Exam);
- Component 1- Portfolio of work (60%)
- Component 2-Externally Set Assignment (40%).
AQA GCSE Music:
The GCSE qualification offers the chance to study a wide range of musical genres, with more opportunities for practical learning. This course allows pupils to develop and apply their musical knowledge, understanding and skills in listening, evaluation and analysis and to develop their performance skills and creativity through musical composition.
- The course is made up of three components (60% coursework and 30% exam);
- Component 1- Understanding Music- Listening/Written exam- Section A- Listening, Section B- Study pieces (40%).
- Component 2- Performing Music- 2x performances- 1 Solo and 1 ensemble (30%)
- Component 3- Composing Music – 2x Compositions- 1 from Set brief, 1 free choice (30%)
Edexcel BTEC Music:
This is a vocational course designed to provide pupils with the skills, knowledge and understanding of the music industry and roles within the creative arts.
This practical course allows pupils of different abilities to develop their performance and compositional skills and gives them the opportunity to plan and deliver a musical product.
- The course is made up of 2 Core units and 2 optional units (75% coursework and 25% exam);
- Unit 1 (Core)- The Music Industry (25%) Written exam.
- Unit 2 (Core)- Managing a Music Product (25%)
- Unit 4- Introducing Music Composition (25%)
- Unit 5- Introducing Music Performance (25%)
Eduqas GCSE Drama
The WJEC Eduqas GCSE Drama specification is designed to give pupils a broad and balanced experience of drama. This is a practical course designed to enable pupils to apply knowledge, skills and understanding when making, performing and responding to drama.
- The course is made up of three components (60% coursework and 40% exam);
- Component 1- Devising Theatre- Devised performance from a stimulus and studies of a practitioner, portfolio of supporting evidence (40%)
- Component 2 Performing from a Text- 2x extracts from 1 play (20%).
- Component 3 Interpreting Theatre- Written Exam- Section A- Set Text, Section B- Live Theatre Review (40%).
The NCFE Level 1 and Level 2 Technical Award in Performance skills
This is a vocational course designed to provide pupils with the skills, knowledge and understanding of the performing arts industry.
The course is made up of two units (60% coursework and 40% exam);
Unit 01- Working in the Performance Industry (40%) Written examination (March and November one opportunity to re-sit)
Unit 02- Planning and Performing (60%) Synoptic Project- (December- submission March and one opportunity to re-submit in May).
Useful Websites:
Exam Specifications:
- GCSE Art and Design – Art, Craft and Design, Graphic Communication – Exam board: AQA: http://www.aqa.org.uk/
- GCSE Drama – Examination board: EDUQAS: www.eduqas.co.uk
- Performance Skills Qualifications
- GCSE Music – Examination board: AQA: http://www.aqa.org.uk/
- BTEC Music – Examination board: EDEXCEL: https://qualifications.pearson.com/en/home.html
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Computing, Business and iMedia
Faculty Leader: Mr C Enright
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“Creating opportunities and inspiration for learners to recognise and prepare for opportunities in a digital future “
Inspirational Quote
“The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge.”
Stephen Hawking
Curriculum Intent Computing
We enable all pupils to understand the fundamental principles and concepts of Computer Science. We intend that they become digitally literate, effective problem solvers using computational thinking skills and responsible, confident, creative users of IT.
As Computing teachers at The Barlow, we effectively model digital systems and demonstrate how to apply this knowledge through programming. Students are able to show high levels of skill when using Information Technology which can be applied in a Business environment.
Our ambition is to spark an interest in the digital which is then supported by knowledge and skills delivered through our curriculum.
The knowledge and skills taught and learned are valuable and equip them with what they need to become successful in the digital world.
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Child Development
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Child Development Faculty is to equip learners with the knowledge and practical skills required to pursue a career in child care.”
Inspirational Quote
“All children are born to grow, to develop, to live, to love, and to articulate their needs and feelings for their self-protection.”
Alice Miller
Curriculum Intent Child Development
The PE department intend, through the Child Development curriculum is to inspire, encourage and equip pupils to develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
We will, through the curriculum:
- Inspire and equip our students with independence and confidence in using skills that are relevant to the childcare sector and beyond.
- Develop knowledge in all aspects of child development, from conception to five years old, as well as the knowledge of how to provide a safe and nurturing environment for all children.
- Develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
KS4 Course Rationale
The first topic of study underpins all of the other learning in this qualification. Students will develop the essential knowledge and understanding in child development, covering reproduction, parental responsibility, antenatal care, birth, postnatal checks, postnatal provision, conditions for development, childhood illnesses and child safety. Knowledge gained would be of use for further studies in PHSE, Biology and other child development qualifications.
In the second topic of study, students will gain knowledge of the equipment needs of babies and young children and an understanding of the factors to be considered when choosing appropriate equipment to meet all of these needs. This topic will also cover nutrition and hygiene practices and students will be given the opportunity to investigate feeding solutions, comparing these to nutritional requirements and evaluating the outcomes. Evaluation skills are developed, which would be of use in further studies in a number of areas.
In the third topic of study, students will gain an understanding of the development norms from birth to five years and the stages and benefits of play. Students will gain knowledge of, and skills in, developing activities to observe development norms in children up to the age of five. This topic will include researching, planning and carrying out activities with a child and observing and evaluating these activities, as well as comparing the child to the expected development norms. Researching, planning, observing and evaluating skills would be useful in further studies as these are transferable skills and can be applied to many other subject areas.
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Design & Technology Learning Journey
- 3D Design Learning Journey
- Engineering Learning Journey
- Photography Learning Journey
Subject: Design and Technology
Faculty Leader: Mr Frame
Deputy Faculty Leader: Mr Tilbury
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“As a Design and Technology team, we endeavour to prepare pupils to participate in a rapidly changing society. In our subject, pupils learn to think creatively and solve problems, through both independent and collaborative work.”
Inspirational Quote
“Design and Technology is about making things that people want and work well. Creating these things is hugely exciting. It is an inventive and fun activity.”
James Dyson
Design & Technology Curriculum Intent
The study of Design and Technology at The Barlow strives for pupils to use creativity and imagination, to design and make high-quality prototypes and products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
Through the evaluation of past and present design and technology, they will develop a critical understanding of its impact on daily life and the wider world. Pupils will be able to critique, evaluate and test their ideas and products and the work of others.
We will ensure that pupils understand and apply the principles of nutrition and learn how to cook. Instilling a love of cooking in pupils that will also open a door to one of the great expressions of human creativity.
KS4 Course Rationale
AQA GCSE (9-1) Design and Technology:
- The qualification prepares pupils to participate confidently and successfully in an increasingly technological world.
- Pupils will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors.
- Pupils will get the opportunity to work creatively when designing and making and apply technical and practical expertise.
BTEC Level 1/2 Technical Award in Engineering Manufacture:
- Developed for learners to have the opportunity to gain a broad understanding and knowledge of the engineering sector and develop a range of personal skills and techniques.
- Pupils can achieve a nationally recognised level 1 or level 2 engineering qualification that supports progression into a more specialised level 3 vocational or academic course or into an apprenticeship.
- Learners have the opportunity to enter potential employment within a wide range of engineering sectors such as mechanical, automotive and electrical.
Useful Websites
Examination Specifications:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Geography
Faculty Leader: Mr A Hardy
Deputy Faculty Leader: Mr A Wall
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Humanities Faculty is to open the eyes of our pupils to events in the present and past so that they are fully prepared for the future.”
Inspirational Quote
“The study of geography is about more than just memorising places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it’s about using all that knowledge to help bridge divides and bring people together.”
Barack Obama
Curriculum Intent
The rationale of the current geography curriculum at The Barlow Roman Catholic High School is:
- To inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.
- To equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
- To develop understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
- To provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
- To develop contextual knowledge of the location of globally significant places – both terrestrial and marine.
To develop competency in the geographical skills needed to:
- Collect, analyse and communicate with a range of data gathered through experiences of fieldwork.
- Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length .
KS4 Course Rationale
Eduqas GCSE (9-1) Geography A:
- The qualification allows for a wide breadth of study, covering a range of geographical issues on a local, regional, national and global scale. The use of real examples is left open rather than prescribed so that we can select examples that are relevant and up-to-date. The modules offer a good balance of physical and human geography, with assessment seeming ‘holistic’ relying on literacy skills, numeracy skills and geographical skills.
- Assessment of the teams’ expertise and historical use of Eduqas led to a foundational knowledge of the specification.
- Question style on assessment materials is more accessible for cohorts with lower literacy ability.
Useful Websites:
Examination Specification : http://www.eduqas.co.uk/qualifications/geography/GCSE-A/
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: History
Faculty Leader: Mr A Hardy
Deputy Faculty Leader: Mr A Wall
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Humanities Faculty is to open the eyes of our pupils to events in the present and past so that they are fully prepared for the future.”
Inspirational Quote
Curriculum Intent
The rationale of the current History curriculum at The Barlow Roman Catholic High School is:
- To extend and deepen pupils’ chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning.
- To enable pupils to identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time.
- To enable pupils to use historical terms and concepts in increasingly sophisticated ways.
- To enable pupils to pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response.
- To enable pupils to understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.
KS4 Course Rationale
Edexcel (9-1) History GCSE:
- The qualification allows for a breadth of study including; Thematic Study and Historic environment, Period study and British depth study and Modern Depth study.
- 3 terminal exams ranging from 1hr 15mins to 1hr 45mins in duration supports the ‘chunking’ of assessment comparative to other exam boards where the exams are longer in duration and the number of extended answer questions is greater in each paper.
- The structure of the exams allows access for students across the ability spectrum, as short answer questions precede more challenging extended answer questions. Clear instructions and guidance are given to students. This negates the need for alternative curriculum provision.
Useful Websites:
Examination Specification: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Modern Foreign Languages
Faculty Leader: Mr A Casey
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the MFL faculty is to empower pupils with a thirst for language learning and to ensure that all pupils are made aware that the world is a big place that can be explored more easily through the power of language acquisition.”
Inspirational Quote
“If you talk to a man in a language that he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.” Nelson Mandela
Curriculum Intent
The rationale of the current modern foreign languages curriculum at The Barlow Roman Catholic High School is:
- To inspire in pupils a curiosity and fascination about world cultures, the languages within it and its people that will remain with them for the rest of their lives.
- To equip pupils with knowledge about language structure and development, verbs, tenses and moral and cultural issues, together with a deep understanding of how to develop and manipulate language in such a way that communication is clear and precise.
- To develop pupils’ skills across all 4 skill areas of speaking, listening, reading and writing.
- To provide a balanced curriculum that covers all of the key areas of global and social issues, personal relationships, free time and leisure together with education and future plans.
- To develop contextual knowledge of the foreign language across all 4 skill areas -using both authentic and artificial source material.
- To develop competency in an MFL learner so that the pupil is able to:
- Work out the meaning of familiar and unfamiliar language using context.
- Translate a written text or audio material from one language to another.
- Communicate accurately in a variety of ways, including through speech, response to an audio track or through the use of extended writing .
KS4 Course Rationale
AQA GCSE (9-1) French and Spanish
- The qualification allows for a wide breadth of study, covering a range of topics on a local, national and global scale. The course is split into three themes and within each theme there are four sub topics that are relevant and up-to-date.
- The topics offer a good balance of grammar and communication skills, with assessment taking place at the end of the course with four equally weighted skill areas relying on literacy skills, language recall, communication and grammar skills.
- Question style on assessment materials is more accessible for cohorts with lower literacy ability if they are entered for the foundation tier with more challenging texts and assessments being made available at higher tier for the more able within the cohort.
Useful Websites:
- GCSE French Examination Specification: http://www.aqa.org.uk/subjects/languages/gcse/french-8658
- GCSE Spanish Examination Specification: http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
The PE Curriculum Intent
The intent of the PE curriculum is to inspire, encourage and equip pupils to live a healthy mental and physically active lifestyle whilst developing skill sets to help improve their ability to cope not only in education but in life.
We aim to develop competency in PE by encouraging pupils to become highly skilful in all aspects of the curriculum, effective thinkers that are able to use the knowledge taught and we hope to empower them as characters.
The rationale of the current PE curriculum at The Barlow Roman Catholic High School is:
- Develop competence in a broad range of physical activities
- To inspire pupils to live a healthy active and confident lifestyle
- To encourage positivity and respect for oneself and that of others
- To develop teamwork, leadership and resilience
- To encourage pupils to engage in competitive sports and activities.
Subject: Physical Education
Faculty Leader: Mrs E Holland and Miss L Quartey-Papafio
Deputy Faculty Leader: Mr A Greenlees
School Mission
“The aim of the PE department is to inspire, encourage and equip pupils to live a healthy mental and physically active lifestyle; developing skill sets to help improve their ability to cope not only in education but in life.”
Inspirational Quote
“Intelligence and skill can only function at the peak of their capacity when the body is healthy and strong.”
John F. Kennedy
Curriculum Intent
The rationale of the current PE curriculum at The Barlow Roman Catholic High School is:
- To inspire in pupils the basic requirements to live a healthy active lifestyle
- To encourage positivity and respect for oneself and that of others
- To develop teamwork
- To help alleviate the stresses pupils encounter in today’s education
To develop competency in PE skills needed to:
- Develop practical skills through repetition and analysis of skill using a variety of different methods (video analysis, verbal and visual feedback)
- Collect and analyse a range of data gathered through testing then use this to improve performance
- Interoperate data provided in graph format
- To have the ability to both self and peer assess
KS4 Course Rationale
Edexcel GCSE (9-1) Physical Education
- The qualification allows for a wide breadth of study, covering applied anatomy and physiology; physical training; movement analysis; health, fitness and well-being, sports psychology and socio-cultural issues.
- Students will develop their practical performance skills in three different physical activities.
- Students will complete a Personal Exercise Programme (PEP) in a chosen sports. This will develop their ability to analyse and evaluate personal fitness to improve/optimise performance in physical activity and sport.
- The components offer a good balance of practical and theoretical Physical Education which encourage students tolearn about the world of Sport and Physical Education; keep up to date with sporting issues, perform and develop own practical performances, communicate and explain ideas, think independently, learn reflectively and solve problems.
- Assessment is varied and therefore plays to the different strengths of individual students. There is a range of multiple-choice, short answer and extended writing questions as well as practical assessment and coursework.
Useful Websites:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Useful Websites:
Subject: English
Faculty Leader: Miss H Eakin
Deputy Faculty Leader: Sean Richards
Curriculum Intent
The study of English at The Barlow strives to foster a love and curiosity of language and literature and nurture literate and articulate individuals.
We enable all pupils to write strong and convincing arguments in a number of contexts and to create and tell their own stories that interest and engage their readers.
As English teachers we model high levels of accuracy in writing and reading and expect the pupils we teach to do the same.
We will passionately deliver an ambitious curriculum that includes the powerful knowledge that will open up society and culture to our young people. We will teach, enrich and guide our pupils towards seeing and experiencing the world in diverse ways.
- For specimen papers for the new English Literature curriculum, please click here: http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/assessment-resources
- BBC Bitesize
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Useful Websites:
Subject: RE
Faculty Leader: Mrs Rachel Proctor
Deputy Faculty Leader: Mrs Anna McCreech
Curriculum Intent
The Religion Faculty at The Barlow encourage pupils to explore their worldview, to recognise the lens through which they see the world and acknowledge that they each bring something different to the interpretation of religious stories.
We enable all pupils to explore topics from a philosophical, theological and social sciences perspective and this allows pupils to have a balanced understanding of the main faiths and enjoy a rich diet of cultural diversity.
Our Faculty delivers a balanced and challenging curriculum providing pupils with powerful knowledge about the place of religion and faith in the world. The ultimate aim is that pupils can become responsible and independent human beings who are fully equipped to go out and embrace the world when they leave.
- For specimen papers for the new RE Curriculum, please click here: http://www.aqa.org.uk/subjects/english/gcse/english-literature-
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
The Mathematics Department at the Barlow RC High School strives to inspire all children to reach their full academic potential. We have an ambitious curriculum that is fully inclusive for all children where knowledge and skills are embedded to not only advance mathematical fluency but also the naturally inquisitive and critical mind.
Students develop mathematical fluency, reasoning and problem solving – all of which are inextricably linked.
Our curriculum ensures:
- Students are mathematically fluent and have opportunities to demonstrate depth of understanding through discussion and practice. This allows them to quickly and accurately justify and apply varying methods in differing contexts across the curriculum and wider life.
- Students develop their skills to think critically, reason clearly and communicate their understanding to others using mathematical language in order to test and prove conjectures.
- Students develop ambition and resilience towards problem solving of increasing and differing sophistication through varied practice and breaking down problems.
Full full exam papers – www.mathsgenie.co.uk
- Useful exam style questions, allowing students to access a range of topics – www.mathsbot.com
- Differentiated bronze, silver, gold questions for a wide range of topics that students can use to test their knowledge – www.mrcartermaths.com
- A website filled with problems and investigations to cover all topics. Very good for challenging able students – www.nrich.maths.org
- Useful resources website – www.numberloving.co.uk
- Some great worksheets and homework sheets – www.missbsresources.com
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Combined Science – Biology Learning Journey
- Combined Science – Chemistry Learning Journey
- Combined Science – Physics Learning Journey
- Triple Science – Biology Learning Journey
- Triple Science – Chemistry Learning Journey
- Triple Science – Physics Learning Journey
Subject: Science
Faculty Leader: Mr A Sirrett
Deputy Faculty Leader: Mrs A Keegan
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“This, and future generations, will have to tackle the problems of a rapidly changing climate, a planet strained for finite resources, and a decline in biodiversity that has not been seen for millennia. As a faculty we feel it is vital that we are developing a group of young people who are equipped with the skills and knowledge that such a demanding world requires.”
Inspirational Quote
“It is not the strongest of the species that survives, nor the most intelligent; it is the one most adaptable to change.”
Charles Darwin
Curriculum Intent
The rationale of the current science curriculum at The Barlow Roman Catholic High School is:
- To develop curious, inquisitive young minds that will one day influence society.
- To equip students with the knowledge required to solve unfamiliar problems, in a rapidly changing world.
- To embed an ethos of investigation into all concepts, and to wonder about what lies beyond.
- To develop a skill set that allows for life-long learning to continue long after they have left The Barlow.
- To develop contextual, and relevant knowledge in all branches of science.
- To promote an appreciation of scientific phenomena, and an awareness of the role it is has had in developing our understanding of the world around us.
- To raise awareness of the role of humans in our changing world, and the potential we have to enforce positive change.
KS4 Course Rationale
AQA GCSE (9-1) Combined Science GCSE (Trilogy) and AQA GCSE (9-1) Biology, Chemistry and Physics
- All courses provides a wide breadth of study across the 3 major branches of Science.
- The examinations provide an accessibility that is not as apparent from other course providers.
- The availability of revision resources is far greater for the AQA specifications.
- The question style present in the examination papers is consistent, applying command words the students have worked with from Year 7.
- Question style on assessments from AQA have analysed the literacy demand for paper and as a result have adjusted the presentation and sentence length for questions, pertinent for a lower literacy ability pupil.
Useful Websites:
Comibed Science Examination Specifications:
AQA Combined Science http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464
Key Stage 4 Separate Science Examination Specifications:
AQA Biology http://www.aqa.org.uk/subjects/science/gcse/biology-8461
AQA Chemistry http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462
AQA Physics http://www.aqa.org.uk/subjects/science/gcse/physics-8463
Other useful websites:
https://www.bbc.co.uk/education/subjects/zng4d2p
https://www.bbc.co.uk/education/subjects/zrkw2hv
https://www.youtube.com/channel/UCBgvmal8AR4QIK2e0EfJwaA
https://revisionscience.com/gcse-revision
https://www.educake.co.uk/ (for which each pupil has a login)
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Year 10 & 11 Examination Specification – http://www.eduqas.co.uk/qualifications/religious-studies/gcse/
- Year 9 Examination Specification – https://qualifications.pearson.com/en/qualifications/edexcel-gcses/religious-studies-a-2016.html
- BBC Bitesize
- BBC RE
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Art Learning Journey
- Drama Learning Journey
- Graphics Learning Journey
- Music BTEC Learning Journey
- Music GCSE Learning Journey
Subjects: Art, Drama/Music/3D Design
Faculty Leader: Miss V Catcheside
Deputy Faculty Leader: Mrs T Taylor
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Arts faculty is to develop knowledge, skills and understanding of the Arts and to encourage creativity through the exploration of the various art forms. As a faculty we endeavour to stimulate a lasting enjoyment and interest in the Arts. We offer extensive extra-curricular activities which give pupils the opportunity to further their artistic skills and talents and to develop their self-confidence.”
Inspirational Quote
“I want every single young person to have the opportunity to discover how the arts can enrich their lives. Access to cultural education is a matter of social justice”.
Rt Hon Nicky Morgan MP, former Secretary of State for Education
Curriculum Intent
The rationale for the current arts curriculum at The Barlow Roman Catholic High School is:
- To provide a broad, stimulating and challenging curriculum which engages and inspires pupils.
- To promote a lasting enjoyment and interest in the Arts through our enthusiasm and passion for our subjects .
- To enable pupils to develop their knowledge, skills and understanding and to encourage creativity through the exploration of the Arts.
- To explore Art forms from different cultures and traditions to widen pupils’ experience and promote mutual respect.
- To create a safe and inclusive environment for each pupil to grow and develop as an individual, promoting a sense of belonging as well as building self-confidence.
- To enhance the mental and spiritual wellbeing of pupils by enabling self-expression through Art, Music and Drama.
- To nurture and develop the God-given gifts and talents of pupils in order to reach their full potential in line with our school Mission Statement.
- To promote practical skill-based courses enabling pupils of all abilities and social backgrounds to achieve.
- To provide pupils with invaluable life/employability skills;communication, creativity, collaboration, cognitive skills, motor skills, self-discipline, analysis, evaluation.
- To provide extensive extra-curricular activities giving all pupils the opportunity to further their creative skills and talents and to develop as an individual.
KS4 Course Rationale
All Arts courses at KS4 allow for progression from Key Stage 3 whilst providing a strong foundation for further study. Courses are practical courses allowing pupils of all abilities to develop their knowledge, skills and understanding in the Arts. Courses offered in Music and Drama will vary depending upon the cohort of pupils opting for each subject.
AQA GCSE Art and Design- Art, Craft and Design and Graphic Communication:
The GCSE Art and Design qualification features a range of titles including Art, Craft and Design and Graphic communication. The flexibility of its design means the course can be tailored to pupils’ of different abilities. The course aims to further develop knowledge, skills and understanding in Art and Design using a range of media and techniques. Each assignment requires the exploration of ideas from direct observation, research of artists, designers or from a particular culture. The course promotes the development of individual work; students are encouraged to create their own personal response to a given theme.
- This practical skills based course has two components (60% coursework, 40% Exam);
- Component 1- Portfolio of work (60%)
- Component 2-Externally Set Assignment (40%).
AQA GCSE Music:
The GCSE qualification offers the chance to study a wide range of musical genres, with more opportunities for practical learning. This course allows pupils to develop and apply their musical knowledge, understanding and skills in listening, evaluation and analysis and to develop their performance skills and creativity through musical composition.
- The course is made up of three components (60% coursework and 30% exam);
- Component 1- Understanding Music- Listening/Written exam- Section A- Listening, Section B- Study pieces (40%).
- Component 2- Performing Music- 2x performances- 1 Solo and 1 ensemble (30%)
- Component 3- Composing Music – 2x Compositions- 1 from Set brief, 1 free choice (30%)
Edexcel BTEC Music:
This is a vocational course designed to provide pupils with the skills, knowledge and understanding of the music industry and roles within the creative arts.
This practical course allows pupils of different abilities to develop their performance and compositional skills and gives them the opportunity to plan and deliver a musical product.
- The course is made up of 2 Core units and 2 optional units (75% coursework and 25% exam);
- Unit 1 (Core)- The Music Industry (25%) Written exam.
- Unit 2 (Core)- Managing a Music Product (25%)
- Unit 4- Introducing Music Composition (25%)
- Unit 5- Introducing Music Performance (25%)
Eduqas GCSE Drama
The WJEC Eduqas GCSE Drama specification is designed to give pupils a broad and balanced experience of drama. This is a practical course designed to enable pupils to apply knowledge, skills and understanding when making, performing and responding to drama.
- The course is made up of three components (60% coursework and 40% exam);
- Component 1- Devising Theatre- Devised performance from a stimulus and studies of a practitioner, portfolio of supporting evidence (40%)
- Component 2 Performing from a Text- 2x extracts from 1 play (20%).
- Component 3 Interpreting Theatre- Written Exam- Section A- Set Text, Section B- Live Theatre Review (40%).
The NCFE Level 1 and Level 2 Technical Award in Performance skills
This is a vocational course designed to provide pupils with the skills, knowledge and understanding of the performing arts industry.
The course is made up of two units (60% coursework and 40% exam);
Unit 01- Working in the Performance Industry (40%) Written examination (March and November one opportunity to re-sit)
Unit 02- Planning and Performing (60%) Synoptic Project- (December- submission March and one opportunity to re-submit in May).
Useful Websites:
Exam Specifications:
- GCSE Art and Design – Art, Craft and Design, Graphic Communication – Exam board: AQA: http://www.aqa.org.uk/
- GCSE Drama – Examination board: EDUQAS: www.eduqas.co.uk
- Performance Skills Qualifications
- GCSE Music – Examination board: AQA: http://www.aqa.org.uk/
- BTEC Music – Examination board: EDEXCEL: https://qualifications.pearson.com/en/home.html
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Computing, Business and iMedia
Faculty Leader: Mr C Enright
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“Creating opportunities and inspiration for learners to recognise and prepare for opportunities in a digital future “
Inspirational Quote
“The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge.”
Stephen Hawking
Curriculum Intent Computing
We enable all pupils to understand the fundamental principles and concepts of Computer Science. We intend that they become digitally literate, effective problem solvers using computational thinking skills and responsible, confident, creative users of IT.
As Computing teachers at The Barlow, we effectively model digital systems and demonstrate how to apply this knowledge through programming. Students are able to show high levels of skill when using Information Technology which can be applied in a Business environment.
Our ambition is to spark an interest in the digital which is then supported by knowledge and skills delivered through our curriculum.
The knowledge and skills taught and learned are valuable and equip them with what they need to become successful in the digital world.
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Child Development
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Child Development Faculty is to equip learners with the knowledge and practical skills required to pursue a career in child care.”
Inspirational Quote
“All children are born to grow, to develop, to live, to love, and to articulate their needs and feelings for their self-protection.”
Alice Miller
Curriculum Intent Child Development
The PE department intend, through the Child Development curriculum is to inspire, encourage and equip pupils to develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
We will, through the curriculum:
- Inspire and equip our students with independence and confidence in using skills that are relevant to the childcare sector and beyond.
- Develop knowledge in all aspects of child development, from conception to five years old, as well as the knowledge of how to provide a safe and nurturing environment for all children.
- Develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
KS4 Course Rationale
The first topic of study underpins all of the other learning in this qualification. Students will develop the essential knowledge and understanding in child development, covering reproduction, parental responsibility, antenatal care, birth, postnatal checks, postnatal provision, conditions for development, childhood illnesses and child safety. Knowledge gained would be of use for further studies in PHSE, Biology and other child development qualifications.
In the second topic of study, students will gain knowledge of the equipment needs of babies and young children and an understanding of the factors to be considered when choosing appropriate equipment to meet all of these needs. This topic will also cover nutrition and hygiene practices and students will be given the opportunity to investigate feeding solutions, comparing these to nutritional requirements and evaluating the outcomes. Evaluation skills are developed, which would be of use in further studies in a number of areas.
In the third topic of study, students will gain an understanding of the development norms from birth to five years and the stages and benefits of play. Students will gain knowledge of, and skills in, developing activities to observe development norms in children up to the age of five. This topic will include researching, planning and carrying out activities with a child and observing and evaluating these activities, as well as comparing the child to the expected development norms. Researching, planning, observing and evaluating skills would be useful in further studies as these are transferable skills and can be applied to many other subject areas.
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Design & Technology Learning Journey
- 3D Design Learning Journey
- Engineering Learning Journey
- Photography Learning Journey
Subject: Design and Technology
Faculty Leader: Mr Frame
Deputy Faculty Leader: Mr Tilbury
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“As a Design and Technology team, we endeavour to prepare pupils to participate in a rapidly changing society. In our subject, pupils learn to think creatively and solve problems, through both independent and collaborative work.”
Inspirational Quote
“Design and Technology is about making things that people want and work well. Creating these things is hugely exciting. It is an inventive and fun activity.”
James Dyson
Design & Technology Curriculum Intent
The study of Design and Technology at The Barlow strives for pupils to use creativity and imagination, to design and make high-quality prototypes and products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
Through the evaluation of past and present design and technology, they will develop a critical understanding of its impact on daily life and the wider world. Pupils will be able to critique, evaluate and test their ideas and products and the work of others.
We will ensure that pupils understand and apply the principles of nutrition and learn how to cook. Instilling a love of cooking in pupils that will also open a door to one of the great expressions of human creativity.
KS4 Course Rationale
AQA GCSE (9-1) Design and Technology:
- The qualification prepares pupils to participate confidently and successfully in an increasingly technological world.
- Pupils will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors.
- Pupils will get the opportunity to work creatively when designing and making and apply technical and practical expertise.
BTEC Level 1/2 Technical Award in Engineering Manufacture:
- Developed for learners to have the opportunity to gain a broad understanding and knowledge of the engineering sector and develop a range of personal skills and techniques.
- Pupils can achieve a nationally recognised level 1 or level 2 engineering qualification that supports progression into a more specialised level 3 vocational or academic course or into an apprenticeship.
- Learners have the opportunity to enter potential employment within a wide range of engineering sectors such as mechanical, automotive and electrical.
Useful Websites
Examination Specifications:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Geography
Faculty Leader: Mr A Hardy
Deputy Faculty Leader: Mr A Wall
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Humanities Faculty is to open the eyes of our pupils to events in the present and past so that they are fully prepared for the future.”
Inspirational Quote
“The study of geography is about more than just memorising places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it’s about using all that knowledge to help bridge divides and bring people together.”
Barack Obama
Curriculum Intent
The rationale of the current geography curriculum at The Barlow Roman Catholic High School is:
- To inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.
- To equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
- To develop understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
- To provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
- To develop contextual knowledge of the location of globally significant places – both terrestrial and marine.
To develop competency in the geographical skills needed to:
- Collect, analyse and communicate with a range of data gathered through experiences of fieldwork.
- Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length .
KS4 Course Rationale
Eduqas GCSE (9-1) Geography A:
- The qualification allows for a wide breadth of study, covering a range of geographical issues on a local, regional, national and global scale. The use of real examples is left open rather than prescribed so that we can select examples that are relevant and up-to-date. The modules offer a good balance of physical and human geography, with assessment seeming ‘holistic’ relying on literacy skills, numeracy skills and geographical skills.
- Assessment of the teams’ expertise and historical use of Eduqas led to a foundational knowledge of the specification.
- Question style on assessment materials is more accessible for cohorts with lower literacy ability.
Useful Websites:
Examination Specification : http://www.eduqas.co.uk/qualifications/geography/GCSE-A/
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: History
Faculty Leader: Mr A Hardy
Deputy Faculty Leader: Mr A Wall
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Humanities Faculty is to open the eyes of our pupils to events in the present and past so that they are fully prepared for the future.”
Inspirational Quote
Curriculum Intent
The rationale of the current History curriculum at The Barlow Roman Catholic High School is:
- To extend and deepen pupils’ chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning.
- To enable pupils to identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time.
- To enable pupils to use historical terms and concepts in increasingly sophisticated ways.
- To enable pupils to pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response.
- To enable pupils to understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.
KS4 Course Rationale
Edexcel (9-1) History GCSE:
- The qualification allows for a breadth of study including; Thematic Study and Historic environment, Period study and British depth study and Modern Depth study.
- 3 terminal exams ranging from 1hr 15mins to 1hr 45mins in duration supports the ‘chunking’ of assessment comparative to other exam boards where the exams are longer in duration and the number of extended answer questions is greater in each paper.
- The structure of the exams allows access for students across the ability spectrum, as short answer questions precede more challenging extended answer questions. Clear instructions and guidance are given to students. This negates the need for alternative curriculum provision.
Useful Websites:
Examination Specification: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Modern Foreign Languages
Faculty Leader: Mr A Casey
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the MFL faculty is to empower pupils with a thirst for language learning and to ensure that all pupils are made aware that the world is a big place that can be explored more easily through the power of language acquisition.”
Inspirational Quote
“If you talk to a man in a language that he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.” Nelson Mandela
Curriculum Intent
The rationale of the current modern foreign languages curriculum at The Barlow Roman Catholic High School is:
- To inspire in pupils a curiosity and fascination about world cultures, the languages within it and its people that will remain with them for the rest of their lives.
- To equip pupils with knowledge about language structure and development, verbs, tenses and moral and cultural issues, together with a deep understanding of how to develop and manipulate language in such a way that communication is clear and precise.
- To develop pupils’ skills across all 4 skill areas of speaking, listening, reading and writing.
- To provide a balanced curriculum that covers all of the key areas of global and social issues, personal relationships, free time and leisure together with education and future plans.
- To develop contextual knowledge of the foreign language across all 4 skill areas -using both authentic and artificial source material.
- To develop competency in an MFL learner so that the pupil is able to:
- Work out the meaning of familiar and unfamiliar language using context.
- Translate a written text or audio material from one language to another.
- Communicate accurately in a variety of ways, including through speech, response to an audio track or through the use of extended writing .
KS4 Course Rationale
AQA GCSE (9-1) French and Spanish
- The qualification allows for a wide breadth of study, covering a range of topics on a local, national and global scale. The course is split into three themes and within each theme there are four sub topics that are relevant and up-to-date.
- The topics offer a good balance of grammar and communication skills, with assessment taking place at the end of the course with four equally weighted skill areas relying on literacy skills, language recall, communication and grammar skills.
- Question style on assessment materials is more accessible for cohorts with lower literacy ability if they are entered for the foundation tier with more challenging texts and assessments being made available at higher tier for the more able within the cohort.
Useful Websites:
- GCSE French Examination Specification: http://www.aqa.org.uk/subjects/languages/gcse/french-8658
- GCSE Spanish Examination Specification: http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
The PE Curriculum Intent
The intent of the PE curriculum is to inspire, encourage and equip pupils to live a healthy mental and physically active lifestyle whilst developing skill sets to help improve their ability to cope not only in education but in life.
We aim to develop competency in PE by encouraging pupils to become highly skilful in all aspects of the curriculum, effective thinkers that are able to use the knowledge taught and we hope to empower them as characters.
The rationale of the current PE curriculum at The Barlow Roman Catholic High School is:
- Develop competence in a broad range of physical activities
- To inspire pupils to live a healthy active and confident lifestyle
- To encourage positivity and respect for oneself and that of others
- To develop teamwork, leadership and resilience
- To encourage pupils to engage in competitive sports and activities.
Subject: Physical Education
Faculty Leader: Mrs E Holland and Miss L Quartey-Papafio
Deputy Faculty Leader: Mr A Greenlees
School Mission
“The aim of the PE department is to inspire, encourage and equip pupils to live a healthy mental and physically active lifestyle; developing skill sets to help improve their ability to cope not only in education but in life.”
Inspirational Quote
“Intelligence and skill can only function at the peak of their capacity when the body is healthy and strong.”
John F. Kennedy
Curriculum Intent
The rationale of the current PE curriculum at The Barlow Roman Catholic High School is:
- To inspire in pupils the basic requirements to live a healthy active lifestyle
- To encourage positivity and respect for oneself and that of others
- To develop teamwork
- To help alleviate the stresses pupils encounter in today’s education
To develop competency in PE skills needed to:
- Develop practical skills through repetition and analysis of skill using a variety of different methods (video analysis, verbal and visual feedback)
- Collect and analyse a range of data gathered through testing then use this to improve performance
- Interoperate data provided in graph format
- To have the ability to both self and peer assess
KS4 Course Rationale
Edexcel GCSE (9-1) Physical Education
- The qualification allows for a wide breadth of study, covering applied anatomy and physiology; physical training; movement analysis; health, fitness and well-being, sports psychology and socio-cultural issues.
- Students will develop their practical performance skills in three different physical activities.
- Students will complete a Personal Exercise Programme (PEP) in a chosen sports. This will develop their ability to analyse and evaluate personal fitness to improve/optimise performance in physical activity and sport.
- The components offer a good balance of practical and theoretical Physical Education which encourage students tolearn about the world of Sport and Physical Education; keep up to date with sporting issues, perform and develop own practical performances, communicate and explain ideas, think independently, learn reflectively and solve problems.
- Assessment is varied and therefore plays to the different strengths of individual students. There is a range of multiple-choice, short answer and extended writing questions as well as practical assessment and coursework.
Useful Websites:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Useful Websites:
Subject: English
Faculty Leader: Miss H Eakin
Deputy Faculty Leader: Sean Richards
Curriculum Intent
The study of English at The Barlow strives to foster a love and curiosity of language and literature and nurture literate and articulate individuals.
We enable all pupils to write strong and convincing arguments in a number of contexts and to create and tell their own stories that interest and engage their readers.
As English teachers we model high levels of accuracy in writing and reading and expect the pupils we teach to do the same.
We will passionately deliver an ambitious curriculum that includes the powerful knowledge that will open up society and culture to our young people. We will teach, enrich and guide our pupils towards seeing and experiencing the world in diverse ways.
- For specimen papers for the new English Literature curriculum, please click here: http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/assessment-resources
- BBC Bitesize
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Useful Websites:
Subject: RE
Faculty Leader: Mrs Rachel Proctor
Deputy Faculty Leader: Mrs Anna McCreech
Curriculum Intent
The Religion Faculty at The Barlow encourage pupils to explore their worldview, to recognise the lens through which they see the world and acknowledge that they each bring something different to the interpretation of religious stories.
We enable all pupils to explore topics from a philosophical, theological and social sciences perspective and this allows pupils to have a balanced understanding of the main faiths and enjoy a rich diet of cultural diversity.
Our Faculty delivers a balanced and challenging curriculum providing pupils with powerful knowledge about the place of religion and faith in the world. The ultimate aim is that pupils can become responsible and independent human beings who are fully equipped to go out and embrace the world when they leave.
- For specimen papers for the new RE Curriculum, please click here: http://www.aqa.org.uk/subjects/english/gcse/english-literature-
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Full full exam papers – www.mathsgenie.co.uk
- Useful exam style questions, allowing students to access a range of topics – www.mathsbot.com
- Differentiated bronze, silver, gold questions for a wide range of topics that students can use to test their knowledge – www.mrcartermaths.com
- A website filled with problems and investigations to cover all topics. Very good for challenging able students – www.nrich.maths.org
- Useful resources website – www.numberloving.co.uk
- Some great worksheets and homework sheets – www.missbsresources.com
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Combined Science – Biology Learning Journey
- Combined Science – Chemistry Learning Journey
- Combined Science – Physics Learning Journey
- Triple Science – Biology Learning Journey
- Triple Science – Chemistry Learning Journey
- Triple Science – Physics Learning Journey
Subject: Science
Faculty Leader: Mr A Sirrett
Deputy Faculty Leader: Mrs A Keegan
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“This, and future generations, will have to tackle the problems of a rapidly changing climate, a planet strained for finite resources, and a decline in biodiversity that has not been seen for millennia. As a faculty we feel it is vital that we are developing a group of young people who are equipped with the skills and knowledge that such a demanding world requires.”
Inspirational Quote
“It is not the strongest of the species that survives, nor the most intelligent; it is the one most adaptable to change.”
Charles Darwin
Curriculum Intent
The rationale of the current science curriculum at The Barlow Roman Catholic High School is:
- To develop curious, inquisitive young minds that will one day influence society.
- To equip students with the knowledge required to solve unfamiliar problems, in a rapidly changing world.
- To embed an ethos of investigation into all concepts, and to wonder about what lies beyond.
- To develop a skill set that allows for life-long learning to continue long after they have left The Barlow.
- To develop contextual, and relevant knowledge in all branches of science.
- To promote an appreciation of scientific phenomena, and an awareness of the role it is has had in developing our understanding of the world around us.
- To raise awareness of the role of humans in our changing world, and the potential we have to enforce positive change.
KS4 Course Rationale
AQA GCSE (9-1) Combined Science GCSE (Trilogy) and AQA GCSE (9-1) Biology, Chemistry and Physics
- All courses provides a wide breadth of study across the 3 major branches of Science.
- The examinations provide an accessibility that is not as apparent from other course providers.
- The availability of revision resources is far greater for the AQA specifications.
- The question style present in the examination papers is consistent, applying command words the students have worked with from Year 7.
- Question style on assessments from AQA have analysed the literacy demand for paper and as a result have adjusted the presentation and sentence length for questions, pertinent for a lower literacy ability pupil.
Useful Websites:
Comibed Science Examination Specifications:
AQA Combined Science http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464
Key Stage 4 Separate Science Examination Specifications:
AQA Biology http://www.aqa.org.uk/subjects/science/gcse/biology-8461
AQA Chemistry http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462
AQA Physics http://www.aqa.org.uk/subjects/science/gcse/physics-8463
Other useful websites:
https://www.bbc.co.uk/education/subjects/zng4d2p
https://www.bbc.co.uk/education/subjects/zrkw2hv
https://www.youtube.com/channel/UCBgvmal8AR4QIK2e0EfJwaA
https://revisionscience.com/gcse-revision
https://www.educake.co.uk/ (for which each pupil has a login)
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Year 10 & 11 Examination Specification – http://www.eduqas.co.uk/qualifications/religious-studies/gcse/
- Year 9 Examination Specification – https://qualifications.pearson.com/en/qualifications/edexcel-gcses/religious-studies-a-2016.html
- BBC Bitesize
- BBC RE
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Art Learning Journey
- Drama Learning Journey
- Graphics Learning Journey
- Music BTEC Learning Journey
- Music GCSE Learning Journey
Subjects: Art, Drama/Music/3D Design
Faculty Leader: Miss V Catcheside
Deputy Faculty Leader: Mrs T Taylor
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Arts faculty is to develop knowledge, skills and understanding of the Arts and to encourage creativity through the exploration of the various art forms. As a faculty we endeavour to stimulate a lasting enjoyment and interest in the Arts. We offer extensive extra-curricular activities which give pupils the opportunity to further their artistic skills and talents and to develop their self-confidence.”
Inspirational Quote
“I want every single young person to have the opportunity to discover how the arts can enrich their lives. Access to cultural education is a matter of social justice”.
Rt Hon Nicky Morgan MP, former Secretary of State for Education
Curriculum Intent
The rationale for the current arts curriculum at The Barlow Roman Catholic High School is:
- To provide a broad, stimulating and challenging curriculum which engages and inspires pupils.
- To promote a lasting enjoyment and interest in the Arts through our enthusiasm and passion for our subjects .
- To enable pupils to develop their knowledge, skills and understanding and to encourage creativity through the exploration of the Arts.
- To explore Art forms from different cultures and traditions to widen pupils’ experience and promote mutual respect.
- To create a safe and inclusive environment for each pupil to grow and develop as an individual, promoting a sense of belonging as well as building self-confidence.
- To enhance the mental and spiritual wellbeing of pupils by enabling self-expression through Art, Music and Drama.
- To nurture and develop the God-given gifts and talents of pupils in order to reach their full potential in line with our school Mission Statement.
- To promote practical skill-based courses enabling pupils of all abilities and social backgrounds to achieve.
- To provide pupils with invaluable life/employability skills;communication, creativity, collaboration, cognitive skills, motor skills, self-discipline, analysis, evaluation.
- To provide extensive extra-curricular activities giving all pupils the opportunity to further their creative skills and talents and to develop as an individual.
KS4 Course Rationale
All Arts courses at KS4 allow for progression from Key Stage 3 whilst providing a strong foundation for further study. Courses are practical courses allowing pupils of all abilities to develop their knowledge, skills and understanding in the Arts. Courses offered in Music and Drama will vary depending upon the cohort of pupils opting for each subject.
AQA GCSE Art and Design- Art, Craft and Design and Graphic Communication:
The GCSE Art and Design qualification features a range of titles including Art, Craft and Design and Graphic communication. The flexibility of its design means the course can be tailored to pupils’ of different abilities. The course aims to further develop knowledge, skills and understanding in Art and Design using a range of media and techniques. Each assignment requires the exploration of ideas from direct observation, research of artists, designers or from a particular culture. The course promotes the development of individual work; students are encouraged to create their own personal response to a given theme.
- This practical skills based course has two components (60% coursework, 40% Exam);
- Component 1- Portfolio of work (60%)
- Component 2-Externally Set Assignment (40%).
AQA GCSE Music:
The GCSE qualification offers the chance to study a wide range of musical genres, with more opportunities for practical learning. This course allows pupils to develop and apply their musical knowledge, understanding and skills in listening, evaluation and analysis and to develop their performance skills and creativity through musical composition.
- The course is made up of three components (60% coursework and 30% exam);
- Component 1- Understanding Music- Listening/Written exam- Section A- Listening, Section B- Study pieces (40%).
- Component 2- Performing Music- 2x performances- 1 Solo and 1 ensemble (30%)
- Component 3- Composing Music – 2x Compositions- 1 from Set brief, 1 free choice (30%)
Edexcel BTEC Music:
This is a vocational course designed to provide pupils with the skills, knowledge and understanding of the music industry and roles within the creative arts.
This practical course allows pupils of different abilities to develop their performance and compositional skills and gives them the opportunity to plan and deliver a musical product.
- The course is made up of 2 Core units and 2 optional units (75% coursework and 25% exam);
- Unit 1 (Core)- The Music Industry (25%) Written exam.
- Unit 2 (Core)- Managing a Music Product (25%)
- Unit 4- Introducing Music Composition (25%)
- Unit 5- Introducing Music Performance (25%)
Eduqas GCSE Drama
The WJEC Eduqas GCSE Drama specification is designed to give pupils a broad and balanced experience of drama. This is a practical course designed to enable pupils to apply knowledge, skills and understanding when making, performing and responding to drama.
- The course is made up of three components (60% coursework and 40% exam);
- Component 1- Devising Theatre- Devised performance from a stimulus and studies of a practitioner, portfolio of supporting evidence (40%)
- Component 2 Performing from a Text- 2x extracts from 1 play (20%).
- Component 3 Interpreting Theatre- Written Exam- Section A- Set Text, Section B- Live Theatre Review (40%).
The NCFE Level 1 and Level 2 Technical Award in Performance skills
This is a vocational course designed to provide pupils with the skills, knowledge and understanding of the performing arts industry.
The course is made up of two units (60% coursework and 40% exam);
Unit 01- Working in the Performance Industry (40%) Written examination (March and November one opportunity to re-sit)
Unit 02- Planning and Performing (60%) Synoptic Project- (December- submission March and one opportunity to re-submit in May).
Useful Websites:
Exam Specifications:
- GCSE Art and Design – Art, Craft and Design, Graphic Communication – Exam board: AQA: http://www.aqa.org.uk/
- GCSE Drama – Examination board: EDUQAS: www.eduqas.co.uk
- Performance Skills Qualifications
- GCSE Music – Examination board: AQA: http://www.aqa.org.uk/
- BTEC Music – Examination board: EDEXCEL: https://qualifications.pearson.com/en/home.html
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Computing, Business and iMedia
Faculty Leader: Mr C Enright
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“Creating opportunities and inspiration for learners to recognise and prepare for opportunities in a digital future “
Inspirational Quote
“The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge.”
Stephen Hawking
Curriculum Intent Computing
We enable all pupils to understand the fundamental principles and concepts of Computer Science. We intend that they become digitally literate, effective problem solvers using computational thinking skills and responsible, confident, creative users of IT.
As Computing teachers at The Barlow, we effectively model digital systems and demonstrate how to apply this knowledge through programming. Students are able to show high levels of skill when using Information Technology which can be applied in a Business environment.
Our ambition is to spark an interest in the digital which is then supported by knowledge and skills delivered through our curriculum.
The knowledge and skills taught and learned are valuable and equip them with what they need to become successful in the digital world.
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Child Development
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Child Development Faculty is to equip learners with the knowledge and practical skills required to pursue a career in child care.”
Inspirational Quote
“All children are born to grow, to develop, to live, to love, and to articulate their needs and feelings for their self-protection.”
Alice Miller
Curriculum Intent Child Development
The PE department intend, through the Child Development curriculum is to inspire, encourage and equip pupils to develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
We will, through the curriculum:
- Inspire and equip our students with independence and confidence in using skills that are relevant to the childcare sector and beyond.
- Develop knowledge in all aspects of child development, from conception to five years old, as well as the knowledge of how to provide a safe and nurturing environment for all children.
- Develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
KS4 Course Rationale
The first topic of study underpins all of the other learning in this qualification. Students will develop the essential knowledge and understanding in child development, covering reproduction, parental responsibility, antenatal care, birth, postnatal checks, postnatal provision, conditions for development, childhood illnesses and child safety. Knowledge gained would be of use for further studies in PHSE, Biology and other child development qualifications.
In the second topic of study, students will gain knowledge of the equipment needs of babies and young children and an understanding of the factors to be considered when choosing appropriate equipment to meet all of these needs. This topic will also cover nutrition and hygiene practices and students will be given the opportunity to investigate feeding solutions, comparing these to nutritional requirements and evaluating the outcomes. Evaluation skills are developed, which would be of use in further studies in a number of areas.
In the third topic of study, students will gain an understanding of the development norms from birth to five years and the stages and benefits of play. Students will gain knowledge of, and skills in, developing activities to observe development norms in children up to the age of five. This topic will include researching, planning and carrying out activities with a child and observing and evaluating these activities, as well as comparing the child to the expected development norms. Researching, planning, observing and evaluating skills would be useful in further studies as these are transferable skills and can be applied to many other subject areas.
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
- Design & Technology Learning Journey
- 3D Design Learning Journey
- Engineering Learning Journey
- Photography Learning Journey
Subject: Design and Technology
Faculty Leader: Mr Frame
Deputy Faculty Leader: Mr Tilbury
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“As a Design and Technology team, we endeavour to prepare pupils to participate in a rapidly changing society. In our subject, pupils learn to think creatively and solve problems, through both independent and collaborative work.”
Inspirational Quote
“Design and Technology is about making things that people want and work well. Creating these things is hugely exciting. It is an inventive and fun activity.”
James Dyson
Design & Technology Curriculum Intent
The study of Design and Technology at The Barlow strives for pupils to use creativity and imagination, to design and make high-quality prototypes and products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
Through the evaluation of past and present design and technology, they will develop a critical understanding of its impact on daily life and the wider world. Pupils will be able to critique, evaluate and test their ideas and products and the work of others.
We will ensure that pupils understand and apply the principles of nutrition and learn how to cook. Instilling a love of cooking in pupils that will also open a door to one of the great expressions of human creativity.
KS4 Course Rationale
AQA GCSE (9-1) Design and Technology:
- The qualification prepares pupils to participate confidently and successfully in an increasingly technological world.
- Pupils will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors.
- Pupils will get the opportunity to work creatively when designing and making and apply technical and practical expertise.
BTEC Level 1/2 Technical Award in Engineering Manufacture:
- Developed for learners to have the opportunity to gain a broad understanding and knowledge of the engineering sector and develop a range of personal skills and techniques.
- Pupils can achieve a nationally recognised level 1 or level 2 engineering qualification that supports progression into a more specialised level 3 vocational or academic course or into an apprenticeship.
- Learners have the opportunity to enter potential employment within a wide range of engineering sectors such as mechanical, automotive and electrical.
Useful Websites
Examination Specifications:
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Geography
Faculty Leader: Mr A Hardy
Deputy Faculty Leader: Mr A Wall
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Humanities Faculty is to open the eyes of our pupils to events in the present and past so that they are fully prepared for the future.”
Inspirational Quote
“The study of geography is about more than just memorising places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it’s about using all that knowledge to help bridge divides and bring people together.”
Barack Obama
Curriculum Intent
The rationale of the current geography curriculum at The Barlow Roman Catholic High School is:
- To inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.
- To equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
- To develop understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
- To provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
- To develop contextual knowledge of the location of globally significant places – both terrestrial and marine.
To develop competency in the geographical skills needed to:
- Collect, analyse and communicate with a range of data gathered through experiences of fieldwork.
- Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length .
KS4 Course Rationale
Eduqas GCSE (9-1) Geography A:
- The qualification allows for a wide breadth of study, covering a range of geographical issues on a local, regional, national and global scale. The use of real examples is left open rather than prescribed so that we can select examples that are relevant and up-to-date. The modules offer a good balance of physical and human geography, with assessment seeming ‘holistic’ relying on literacy skills, numeracy skills and geographical skills.
- Assessment of the teams’ expertise and historical use of Eduqas led to a foundational knowledge of the specification.
- Question style on assessment materials is more accessible for cohorts with lower literacy ability.
Useful Websites:
Examination Specification : http://www.eduqas.co.uk/qualifications/geography/GCSE-A/
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: History
Faculty Leader: Mr A Hardy
Deputy Faculty Leader: Mr A Wall
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the Humanities Faculty is to open the eyes of our pupils to events in the present and past so that they are fully prepared for the future.”
Inspirational Quote
Curriculum Intent
The rationale of the current History curriculum at The Barlow Roman Catholic High School is:
- To extend and deepen pupils’ chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning.
- To enable pupils to identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time.
- To enable pupils to use historical terms and concepts in increasingly sophisticated ways.
- To enable pupils to pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response.
- To enable pupils to understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.
KS4 Course Rationale
Edexcel (9-1) History GCSE:
- The qualification allows for a breadth of study including; Thematic Study and Historic environment, Period study and British depth study and Modern Depth study.
- 3 terminal exams ranging from 1hr 15mins to 1hr 45mins in duration supports the ‘chunking’ of assessment comparative to other exam boards where the exams are longer in duration and the number of extended answer questions is greater in each paper.
- The structure of the exams allows access for students across the ability spectrum, as short answer questions precede more challenging extended answer questions. Clear instructions and guidance are given to students. This negates the need for alternative curriculum provision.
Useful Websites:
Examination Specification: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
Subject: Modern Foreign Languages
Faculty Leader: Mr A Casey
School Mission
“As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say.”
Faculty Vision
“The aim of the MFL faculty is to empower pupils with a thirst for language learning and to ensure that all pupils are made aware that the world is a big place that can be explored more easily through the power of language acquisition.”
Inspirational Quote
“If you talk to a man in a language that he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.” Nelson Mandela
Curriculum Intent
The rationale of the current modern foreign languages curriculum at The Barlow Roman Catholic High School is:
- To inspire in pupils a curiosity and fascination about world cultures, the languages within it and its people that will remain with them for the rest of their lives.
- To equip pupils with knowledge about language structure and development, verbs, tenses and moral and cultural issues, together with a deep understanding of how to develop and manipulate language in such a way that communication is clear and precise.
- To develop pupils’ skills across all 4 skill areas of speaking, listening, reading and writing.
- To provide a balanced curriculum that covers all of the key areas of global and social issues, personal relationships, free time and leisure together with education and future plans.
- To develop contextual knowledge of the foreign language across all 4 skill areas -using both authentic and artificial source material.
- To develop competency in an MFL learner so that the pupil is able to:
- Work out the meaning of familiar and unfamiliar language using context.
- Translate a written text or audio material from one language to another.
- Communicate accurately in a variety of ways, including through speech, response to an audio track or through the use of extended writing .
KS4 Course Rationale
AQA GCSE (9-1) French and Spanish
- The qualification allows for a wide breadth of study, covering a range of topics on a local, national and global scale. The course is split into three themes and within each theme there are four sub topics that are relevant and up-to-date.
- The topics offer a good balance of grammar and communication skills, with assessment taking place at the end of the course with four equally weighted skill areas relying on literacy skills, language recall, communication and grammar skills.
- Question style on assessment materials is more accessible for cohorts with lower literacy ability if they are entered for the foundation tier with more challenging texts and assessments being made available at higher tier for the more able within the cohort.
Useful Websites:
- GCSE French Examination Specification: http://www.aqa.org.uk/subjects/languages/gcse/french-8658
- GCSE Spanish Examination Specification: http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698
To find out more about the subject and course options please contact admin@thebarlowrchigh.co.uk
The PE Curriculum Intent
The intent of the PE curriculum is to inspire, encourage and equip pupils to live a healthy mental and physically active lifestyle whilst developing skill sets to help improve their ability to cope not only in education but in life.
We aim to develop competency in PE by encouraging pupils to become highly skilful in all aspects of the curriculum, effective thinkers that are able to use the knowledge taught and we hope to empower them as characters.
The rationale of the current PE curriculum at The Barlow Roman Catholic High School is:
- Develop competence in a broad range of physical activities
- To inspire pupils to live a healthy active and confident lifestyle
- To encourage positivity and respect for oneself and that of others
- To develop teamwork, leadership and resilience
- To encourage pupils to engage in competitive sports and activities.
Subject: Physical Education
Faculty Leader: Mrs E Holland and Miss L Quartey-Papafio
Deputy Faculty Leader: Mr A Greenlees
School Mission
“The aim of the PE department is to inspire, encourage and equip pupils to live a healthy mental and physically active lifestyle; developing skill sets to help improve their ability to cope not only in education but in life.”
Inspirational Quote
“Intelligence and skill can only function at the peak of their capacity when the body is healthy and strong.”
John F. Kennedy
Curriculum Intent
The rationale of the current PE curriculum at The Barlow Roman Catholic High School is:
- To inspire in pupils the basic requirements to live a healthy active lifestyle
- To encourage positivity and respect for oneself and that of others
- To develop teamwork
- To help alleviate the stresses pupils encounter in today’s education
To develop competency in PE skills needed to:
- Develop practical skills through repetition and analysis of skill using a variety of different methods (video analysis, verbal and visual feedback)
- Collect and analyse a range of data gathered through testing then use this to improve performance
- Interoperate data provided in graph format
- To have the ability to both self and peer assess
KS4 Course Rationale
Edexcel GCSE (9-1) Physical Education
- The qualification allows for a wide breadth of study, covering applied anatomy and physiology; physical training; movement analysis; health, fitness and well-being, sports psychology and socio-cultural issues.
- Students will develop their practical performance skills in three different physical activities.
- Students will complete a Personal Exercise Programme (PEP) in a chosen sports. This will develop their ability to analyse and evaluate personal fitness to improve/optimise performance in physical activity and sport.
- The components offer a good balance of practical and theoretical Physical Education which encourage students tolearn about the world of Sport and Physical Education; keep up to date with sporting issues, perform and develop own practical performances, communicate and explain ideas, think independently, learn reflectively and solve problems.
- Assessment is varied and therefore plays to the different strengths of individual students. There is a range of multiple-choice, short answer and extended writing questions as well as practical assessment and coursework.