English

We are ambitious for our students, guiding them to reach the following goalposts before leaving our school:

• Confident readers: students are fluent and keen readers. They can explain, infer and analyse the writer’s language and structural choices, taking account of context.
• Conscientious writers: students can craft their writing carefully, considering their structural and language choices. Their SPaG is accurate and facilitates the communication of their ideas.
• Critical thinkers: students become active thinkers who are curious about the world around them. They ask questions, test ideas, and offer alternative interpretations.

We aspire for them to thrive in their reading, writing and spoken skills so that they can navigate the world confidently, embracing all opportunities. We want them to both shape their own cultural identity through the texts we expose them to and learn about the culture of others, helping them to develop an empathy for all. 

We also hope that students will continue to study this broad and rich subject to deepen their understanding and appreciation of the English Language and our rich heritage of Literature. This could lead to successful career paths in journalism, media, law and publishing.

Maths

In maths, we want to encourage confidence, enjoyment and challenge to all students irrespective of prior attainment. We will teach them to develop their ability to solve problems in a variety of contexts, building their confidence to tackle unfamiliar problems in new situations. Students will develop an understanding of the language and notation associated with mathematics, enabling them to think and communicate mathematically in a subject that has extensive real-life applications. 

It will be our goal to make students aware of the use of mathematics in everyday life and to build awareness and skills related to financial matters that will be important for them as they develop into young adults. 

Science

We strive to give all students the opportunity to study science at post-16. All students should leave school with excellent scientific literacy and problem-solving skills that are transferable into other sectors. We inform all students of the challenges facing their generation around scientific ethics and the issues concerning our climate. Our hope is that students engage with these challenges and use their knowledge from studying science to inform their future decision-making. Science sparks wonder and allows students to unravel the mysteries of the world around them. We aim to foster thinking that will lead to students becoming our future engineers, medical experts and environmental scientists. 

Art

At the end of KS3 students will have an awareness of art developments, historical, modern, and contemporary. Students will also gain knowledge of other cultures, their traditions and creativity.  

The KS4 course focuses on the four key grading criteria: to explore, to experiment, to observe and to develop ideas into final outcomes.  

The course follows three broad themes: Freedom, Surface and the previous year’s exam theme. 

Computing

As a result of our curriculum, Pyrland School students will be inspired to: 

• Develop a wide range of fundamental skills, knowledge and understanding that will ensure that they are computer literate and equipped with the necessary skills for their lives in the 21st century. 
• Appreciate the importance of computer technology in the modern world, its significance, power and influence. 
• Understand that emerging technologies such as artificial intelligence can be a great aid to learning but should not be used to replace their own skills. 
• Learn the art form of computational thinking to provide them with the essential knowledge that will enable them to participate effectively and safely in the digital world beyond our gates and prepare them for an ever change digital environment in the 21st century. 
• Become more confident in their abilities in computing. 
• Become more independent and develop key life skills such as problem-solving, logical thinking and self-evaluation which will enable them to effectively conduct their future lives as workers, consumers, and members of an increasingly digitised future.

Design and Technology (3D and Food) 

Student will gain both cognitive and fine motor skills as they progress through a wide variety of Design and Technology subjects. Students will gain an understanding of working with a wide range of materials, they will learn to use a vast selection of tools and equipment to be able to solve problems and create accurate high-quality products. They will leave as students who can look after themselves in the real world.  

Many students who study at Pyrland School and who take the Design and Technology course at KS4 GCSE leave school to pursue practical post 16 hands-on college courses or apprenticeships.  

Drama

At the end of KS4, students will have created and performed devised and scripted drama to a high standard and presented their own concept for an arts festival. Participating in drama and theatre helps us to express what we care about, and why; reminding us of who we are and what we can be. In studying drama at this level, students will be inspired to take risks, think critically and build social cohesion through collaboration. Students will have developed creativity, cognition, empathy and resilience. 

By studying drama at our school, students will have opportunities to develop their acting, devising and listening skills to a level that will allow them to progress from KS3 into KS4 and beyond. Through the study of the Eduqas Technical Award in Performing Arts (Drama) students will be able to move easily into further education to study a variety of drama, theatre and performance courses as well as into apprenticeships in the industry.

French

At the end of KS3 language learners will have an awareness of other cultures, particularly the French speaking world and develop an awareness of the world around them.  

The course focuses on the four key language skills of listening, reading, speaking and writing.  

The course follows three broad themes: I) Identity and Culture, ii) Local, National, International and Global Areas of Interest, iii) Current and future study and employment.  

Study fosters greater global citizenship. 

Geography

During KS3 students should consolidate and extend their knowledge of the world’s major countries and their physical and human features. They will understand how geographical processes interact to create distinctive human and physical landscapes that change over time.  

The GCSE course will deepen understanding of geographical processes, illuminate the impact of change and of complex people-environment interactions, highlight the dynamic links and interrelationships between places and environments at different scales, and develop students’ competence in using a wide range of geographical investigative skills and approaches. 

Health and Social Care

At the end of KS4 the learners will have cover life stages and development, meaning thy have an understanding of how we change and develop from when we are born until end of life, how different life events can impact a person’s develop in four key areas (physically, emotionally, intellectually and socially) This assists students that wish to go into the childcare industry.  

They then move onto Unit 2 – care needs and values, this allows the learner to understand when is expected of a person when they are caring for another person and how to care for a person. These are key life skills and link into the care industry directly. Many students chose to carry out their work placements in school, nurseries and care homes meaning this supports their experience and helps when applying to apprenticeships in this industry.   

Lastly, they move onto unit 3 healthy lifestyles – this unit is about learning what a healthy lifestyle is and how to identify changes that are needed and create a health improvement plan. This also helps students that want to go into the health and fitness industry.

History

Students will understand the importance of being a citizen within their community by valuing and understanding their heritage. They will be passionate about history and heritage, being able to talk confidently about their local community and its importance nationally. Students will be able to attend college and university following level 3 to 5 courses. They will be able to follow career paths into Journalism, Heritage Management, events planning, teachers, marketing managers, environmental consultants, solicitors, town planners and many more.  

Media

A foundation in Media Studies will enrich students with an understanding of how essential clear and effective communication is in any aspect of life. The media is fundamental in shaping how we view the world and is inescapably created with a particular bias or representation. The Media Studies curriculum encourages students to look in far deeper detail at the products that both they and the world around them consume on a day-to-day basis and challenge what they see.  

Media products such as the news, films, advertising, music, radio all have the power to influence ways of thinking; studying the media allows students to think critically about the purpose of these products and the ideologies encapsulated in them. Learners also live in a world where image is everything and each aspect of society has a media presence. Learners are encouraged to develop skills in not just interpreting these texts but creating these texts for themselves.  

 In the era of fake news, students will use theory and key concepts to analyse the intent and assess the validity of sources they encounter during the course. In a world where the media has considerable influence over contemporary society, students gain an appreciation for how institutions (both in contemporary and historical contexts) seek to position their consumers and how consumers respond in a variety of ways. 

Music

To allow students to engage with music practically (performance and composition skills) and theoretically (analytical and listening skills). To expose students to a wider variety of musical experience than they may experience in their everyday lives and to allow students to develop skills in both music and wider transferable skills through independent learning and ensemble work.  

By studying Music at Pyrland School students will have opportunities to study develop their performance, composing and listening skills to a level that will allow them to progress from KS3 into KS4 and beyond. Through the study of the BTEC Level 1/2 Tech Award in Music Practice students will be able to move easily on to Sixth Form to study a variety of Music and Music Technology courses as well as into apprenticeships in the industry. 

Physical Education

At the end of KS4 the learners will have covered three units of learning based around sport participation and leadership, contemporary issues in sport and how the media influences sport to the population. These areas are assessed through examination/ practical assessment/ essays and small projects testing their abilities, subject knowledge, and aptitude in all the areas above. 

RPE

The agreed syllabus for Somerset is about awareness, mystery and values. Students who follow this syllabus will gain a deep awareness of their own and others’ identities; they wrestle with the mysteries of life and the answers given by a wide variety of religions and beliefs; they develop a sense of what is of real value in world today.   

Students who follow this syllabus gain a deep knowledge and understanding of the teachings, practices and life stories expressed in a variety of ways within different worldviews, including those traditions represented within the local area of Taunton and Somerset. Through reflection on their own beliefs and values in the light of learning, they grow in respect for themselves and others.  

Students will be equipped with these skills to enable them to explore further studies in the areas of Health & Social Care, Youth Services, Sociology, Psychology, Law, Human Rights and History. 

Travel and Tourism

At the end of KS4 the learners will have covered information about Global destinations, how to plan a trip for different types of users I.E families, young people, elderly or for educational purposes. They will learn about the dangers of travelling abroad, health issues, global conflicts. They will understand how travel and tourism impact on global economies