The Ravensbourne School’s Drama department is passionate and committed to providing all students with a range of opportunities that will develop their creativity and build their interest in the Performing Arts.
As well as their lessons students also have the opportunity to participate in the performing arts through lunch-time and after-school clubs and the many performances that occur throughout the academic year. The department has a history of achieving quality performance work, with many students exceeding their aspirational target grades set by their course tutor.
The Drama Department has fantastic facilities at its disposal, which consist of 4 dedicated drama studios all with state of the art lighting and sound equipment. The department also has a large performance space, which seats over 500 audience members and regularly produces large scale productions.
You can also find out more from our blog which you can find HERE
Welcome to the Ravensbourne School Dance Department. The Dance Department is committed to providing all students with a range of opportunities that will develop their creativity and build their interest in the Performing Arts. It is important to us that all students enjoy their lessons and are able to learn to express themselves. We strive to offer our students challenging and up-to-date lessons as well as plenty of performance opportunities in front of live audiences.
Students study Dance throughout KS3 as one of 6 creative arts subjects, on a rotation. We offer a level 2 BTEC Dance programme in KS4 where students learn and reproduce dances in a variety of styles for performance in and out of the classroom. Students also have the opportunity to choreograph their own dances and, as well as working as part of a team, students have opportunities to lead others. Furthermore, students can continue their studies into Post 16 on our level 3 BTEC Dance course, which challenges students in both their performance of technique and interpretive skills.
We also encourage our students to participate in Dance during their lunch times and after school and we offer numerous clubs throughout the academic year in which they can do that.
On our departmental website that you can find HERE, you will be able to find out more about the great dance opportunities available at The Ravensbourne School.
‘Music Education dramatically improves students’ overall academic performance’.
The music department of The Ravensbourne School seeks to enhance the musical experiences both of its students and the members of the local community. The department offers students a comprehensive musical education from Years 7 to 13, with courses ranging from BTEC qualifications in music technology to music GCSE and A level.
A wide variety of extra-curricular clubs and ensembles are available to students, from brass bands to rock groups and the department is proud of its active outreach projects to local primary schools and other local community groups. Please follow the link to the music department website to find out more.
If you are a parent or guardian you will be able to find out more about the great musical opportunities available for your child at The Ravensbourne School. There is also the opportunity for members of the local community to find out how they can use the excellent facilities, clubs and ensembles we have on offer in the Music Department.
You can also find out more from our departmental site which you can find HERE
The need to read competently, communicate and imagine are necessary for other subject areas, as well as essential life skills and the English Department aims to develop and refine these skills. Enthusiastic, dedicated and inspirational teachers encourage our students to develop a life-long love of language and literature, while also supporting the individual needs of learners in helping them maximise their academic progress and social potential.
The importance of developing accurate communication skills, including speaking and listening, is emphasised in lessons, with our students actively involving themselves in the many issues, themes and ideas that they encounter in an English lesson. However, the English Department also highly values creativity and the ability to imagine. A passionate team of teachers give motivational encouragement to students to become more ambitious readers, writers and speakers and “to be the best they can be.” This is achieved by using a variety of stimulus, from classic literature to modern texts, and poetry to non-fiction texts.
The Key Stage 3 curriculum aims to inspire and encourage students to become more confident communicators, as well as preparing them for the varied challenges of Key Stage 4. The Department’s Key Stage 3 curriculum, therefore, aims to develop comprehension and analytical skills, increase accuracy and fluency in written work, and enhance speaking and listening capabilities. Key Stage 3 students study a wide range of literature from different times and different cultures. Key Stage 4 students are required to study a range of fiction texts, including Shakespeare and poetry, analyse non-fiction texts in detail and write creatively. Students at Key Stage 5 study a range of literature including classic and modern texts, modern poetry and modern drama texts and, of course, a Shakespeare play! At all Key Stages, students are encouraged to read as widely as possible. All Key Stages, 3, 4, and 5 are encouraged to be independent learners.
The English Department runs reading groups for all Key Stage 3 students by working closely with the Library and through lunchtime reading clubs. A Creative Writing Club is very popular and last year saw year 9 students study AS Creative Writing. Trips to local theatres, conferences and other educational visits are undertaken to complement class work. The Department also co-ordinates the running of the School Newspaper and public speaking events. Spelling Bees has proven to be highly competitive and enjoyable with Year 7 and Year 8 students. Key Stage 3 have benefitted from author visits as well as celebrating World Book Day with fun, education and enjoyable activities.
Mathematics is such an essential part of life that we all use it every day without even thinking about it. Every time we organise a trip, go shopping or make a decision about how to use our precious time or money we use mathematics. Most business decisions, research analysis, marketing strategies, government planning, product development, etc. are underpinned by mathematics.
Whether a student chooses to pursue the ‘A’-level, vocational or apprenticeship route a good grade in GCSE is now a compulsory requirement. A good grade at ‘A’-level Mathematics is accepted as part of the entry requirements for almost all university courses and is a compulsory requirement for many of them including Natural Science subjects, Psychology, Engineering, Computing, Economics, Geology and many other courses.
At The Ravensbourne School (TRS) we encourage all our students to develop an appreciation for mathematics. We aim to enthuse young people to enjoy maths, to thoroughly prepare them for public examinations and to equip them with mathematical skills for the 21st century. In an ever-changing world a sound understanding of mathematical principles, backed up with excellent qualifications, is essential for continuing education and employment. Our lessons aim to channel the students’ innate curiosity into mathematical inquiries from which they are able to discover various “rules” for themselves. This approach enhances students’ engagement and enjoyment of their lessons. It also nurtures a confidence in their own abilities which is a key component of success in mathematics.
In Maths, students study the national curriculum topics of number, geometry, data handling and algebra. All students are supported to make minimum progress to level 5 by year 9.
In Years 7 & 8, students follow the Edexcel Maths KS3 Pi, Theta or Delta pathways; dependent on prior attainment, before moving onto the GCSE course in years 9, 10 & 11. Year 11 students also have the opportunity to obtain an additional qualification in GCSE Further Maths offered by the AQA Exam Board.
In KS5, students can choose to study the Edexcel Maths ‘A’-Level, with some students also studying Further Maths ‘A’-Level. Students are able to complete the course as an AS in one year, or continue to A2 for two years. The course is modular with units C1, C2 and S1 being studied in Year 12 and C3, C4 and either S2 or D1 in Year 13. In ‘A’-Level Further Maths, students complete an additional 6 units. FP1, M1 and D1 are studied in Year 12 and FP2, FP3 and M2 in Year 13. From September 2017 the ‘A’-Level course will be linear, with students either sitting AS exams at the end of Year 12 or all of their ‘A’-Level exams at the end of Year 13. The AS level qualification will no longer count towards an ‘A’-level. The new specification will be in a 2:1 ratio of pure to applied, with the applied element containing a Mechanics and Statistics combined paper. There will be no optional modules in the new specification ‘A’- Level, but students studying Further Maths will be able to choose between further applied modules. There will be no non-calculator paper in the new specification.
We take pride in the development of our students, holding weekly chess clubs, KS3 Maths Stretch and Challenge Club – related to extended activities, puzzles and problem-solving. All Key Stages prepare for, and sit, the UK Mathematics’ Trust Challenges, with an increasing number of our students gaining, gold, silver and bronze awards. Regular STEM events occur in school where students are taken off timetable in order to participate. Opportunities are arranged for years 9 through to 12 to attend special lectures and master classes at local universities.
Teachers within the Department are always willing to make themselves available before, during and after the school day in order to support students to improve their progress.
Please click here to see a copy of letters sent out regarding Interventions:
We are also running Interventions at break and lunch times for Year 11s.
Science Department Handbook 2016-2017
The Ravensbourne School Science Department is a forward-thinking department with a focus on active student learning, in which staff have high expectations of themselves, each other and their students. We have nine laboratories, two of which have been refurbished in the current rolling programme.
Our vision 2
The team 3
KS3 curriculum 3
KS4 curriculum 5
Sixth Form curriculum 5
Curriculum enhancement 11
We strive to ensure that:
- We provide a broad and balanced curriculum that consistently provides stimulating opportunities to develop scientific skills, literacy, numeracy.
- We foster a culture of independent learning and place strong emphasis on the active involvement of students in their own learning process.
- Whilst providing resources so students can access the work, they will not be allowed to ‘coast’ and are regularly pushed beyond their comfort zone to ensure good progress is made.
- Our teachers present challenging and exciting lessons based around scientific investigation to develop students’ interest in Science.
- Scientific literacy is at the forefront of all lessons to ensure that students can access exam questions and provide answers that demonstrate a sound understanding of scientific terminology.
- Students develop an appreciation of the contribution that science makes to society whilst relating to the moral and ethical issues that are raised.
- Students develop an understanding that, whilst it is encouraged to be scientifically curious, they must be conscious of health and safety matters and respect for living things and the environment.
- Students are given access to information on careers in science and technology at a variety of levels.
- The exciting learning programme is supported by online materials, collaborative projects with external agencies, co-curricular (STEM) ‘clubs’.
- We pride ourselves on our innovative and progressive Environmental Learning Centre, or RELC. This consists of four learning zones within the School, comprising a Farm, Allotment and Orchard, Woodland and Wildlife Pond; at the centre is the Cottage, complete with a dedicated Farm-Classroom.
|Ms H. Ahmed||Biology and Chemistry|
|Mr V. Anekwe||Head of Chemistry|
|Mr J. Bethala||Head of Science|
|Mr T. Ali||Head of Biology|
|Mr R. O’Connor||Chemistry|
|Mr S. Walker||Head of Physics|
|Mrs K. Whitehead||Science Teacher|
|Ms. Z. Drysdale||Chemistry|
|Ms A. Stankiewicz-Pupka||NQT|
|Ms S. Yep||NQT|
|Darren Nazer||Physics Technician|
|Keith Osbourne||Chemistry Technician|
Teaching and Learning
Scientists aim to make sense from what we observe within our Universe. Biology is generally the study of life, Chemistry is generally the study of the matter that makes up the Universe and Physics is the study of the way that the Universe works.
In the Science Department, we try to incorporate scientific thinking and the application of Science to the world around us. The subject aims to equip students with the scientific skills and understanding necessary for their time, not only at school but also into their adult life.
There is an emphasis on learning science through experimental work, using specialist science equipment. Research and problem-solving tasks encourage students to be independent enquirers and innovative thinkers as well as team workers.
Students are provided with the opportunity to share their ideas by presentation in various ways and, in doing so, to reflect on their learning.
Key Stage 3 (KS3)
We follow the AQA Science Programme of Study, using resources from the Oxford University Press KS3 “Activate” course. This course gives students the opportunity to become independent scientific learners through the use of their own personalised online resource, and provides a firm foundation for the Key Stage 4 AQA GCSE course.
Particles and their behaviour; Forces; Structure and Function of Body Systems; Elements, atoms and compounds
Sound; Reproduction; Chemical Reactions; Light
Acids and Alkalis; Space; Investigation Skills
Health and lifestyle; Ecosystem Processes; The Periodic Table; Electricity and
Separation Techniques; Energy; Adaptation and Inheritance; Metals and Acids.
Motion and pressure; The Earth; Scientific enquiry; Preparation for KS4.
We follow the Science B AQA Synergy specification – a course designed to bridge the gap between KS3 and KS4. Much of what is covered, in terms of content, will prepare them for the GCSEs they will start in year 10.
Unit 1: My World
Our changing universe & planet; materials our planet provides; using materials from our planet to make products; life on our planet; biomass and energy; the importance of
Unit 2: My Family and Home
Body systems; chemistry in the body; inheritance and genetic disorders; materials for construction; fuels for cooking, heating and transport; generating and distributing electricity; electrical cost; electromagnetic waves.
Unit 3: Making My World a Better Place
Drugs, vaccines and medicine; electroplating; developing new products; selective breeding and genetic engineering; environmental concerns; controlling pollution; saving energy.
Key Stage 4
Students in years 10 and 11 will complete the AQA GCSE Specification for Science and will take one of the following routes:
Three separate units of Biology, Chemistry and Physics (B1, C1 and P1) which constitute a single GCSE qualification.
Each unit is assessed by examination (75%) and by teacher assessment of the student’s performance in a series of ‘core’ practicals (25%).
Students who complete this course successfully will have one Science GCSE.
Synergy (Additional) Science
The Core Science units above will be completed in year 10 and an additional set of units (B2, C2, P2) in year 11.
Every unit in both years is assessed by examination (75%) and by teacher assessment of the student’s performance in a series of ‘core’ practicals (25%).
Students taking this route will obtain two Science GCSEs.
We offer A Level Biology, Chemistry and Physics Students are examined by two written papers at AS level and two at A2 level. A practical examination for both AS and A2 is a large part of the final assessment.
Year 12 – Physics
Year 13 – Physics
Year 12 – Chemistry
Year 13 – Chemistry
Year 12 – Biology
Year 13 – Biology
Year 12 – Land/Environment
As well as actively engaging our students with practical activities during the lessons, we also run a STEM Club where students have the chance to take part in different scientific investigations.
STEM Club is a popular club run weekly for our KS3 and KS4 students. It is designed to have scientific experimentation at the forefront. Typically, students will carry out a series of planned investigations and communicate their findings to each other in a safe and stimulating environment.
The STEM Club works in partnership with external agencies to explose our students to the broader horizon of entrepreneurial thinking and intricate research analogy. Our students are also provided with opportunities to enter nationwide competitions to exercise their abilities in Scientific research.
STEM Club students also have access to the pond area and the allotments as part of their activities program.
STEM Club is run by the Science Team every week on a Tuesday at 3.20pm.
KS3 students will have the opportunity to ‘drop-in’ for help with classwork and homework during lunch times. Dates of the drop-in sessions will be posted on notice boards throughout the Science department.
Year 11 revision sessions
Science revision sessions for year 11 are run on a two-week timetable in accordance with school policy. During these times, students will consolidate their learning from lessons. Heavy weighting will be placed on practising exam technique and use of science terminology. Science will have an extra period on alternate Mondays (week 1) with students’ classroom teacher and intervention sessions will take place on alternate
Wednesdays (week 2) in room S3.
Competitions will be held fortnightly across the department and between classes. Every two weeks, a question or a task will be released and students enter the competition to win prizes. All students from all Key Stages are invited to take part.
Health and Safety – Summary Guidelines
All teachers, technicians and support staff
- Teachers and technicians have a general duty to take reasonable care for the health and safety of themselves, of other members of staff and of students. They have specific duties: to be familiar with this health and safety policy, its updates, the texts to which it refers and any Appendices. They must cooperate with the employer’s instructions, observe the requirements of this policy and fulfil any special responsibilities it gives them. They must cooperate with colleagues in their specific health & safety duties. They have a duty to report to local management any failure of equipment that has a health and safety function.
- Staff practice must set a good example to students and be consistent with student laboratory rules, e.g. over the wearing of eye protection.
- Staff must be familiar with emergency drills and with the location in each science room of the escape route; fire-fighting equipment; [the water tap with tubing for eye washing] / [eye wash station]; the main gas cock; the main electricity switch and the nearest spill kit.
- Laboratories must be left safe. Special arrangements must be made for equipment which has to be left running overnight and hazardous equipment which has to be left out. In general, all gas taps should be completely turned off and all mains operated apparatus switched off. At the end of the day, if practicable, gas should also be turned off at the laboratory main gas cock and electricity at the laboratory main switch.
- Eating, drinking and the application of cosmetics should not take place in laboratories, storage areas or preparation rooms unless an area in which it is safe to do so has been created. Students should not be allowed to drink from water bottles.
- When staff are alone in the Science department, nothing should be done which could lead to an accident requiring remedial measures. A teacher or technician must assess risks very carefully before conducting any practical operation in such circumstances.
- In general, students must not be left unsupervised in a laboratory. Staff needing to leave a class briefly must assess the risks of doing so, perhaps arranging for temporary supervision by a neighbouring member of staff. Special arrangements may be needed for senior students doing project work, depending on the hazards involved, e.g.an experienced member of staff in an adjacent room.
- Science laboratories, preparation rooms and stores must be locked by staff when not in use. Students must never be allowed into preparation rooms. Laboratories must be available for teacher-supervised club activities only by special arrangement.
- At the beginning of each school year, teachers must make sure that their classes have copies of the student laboratory rules and issue them if necessary. They should be affixed inside an exercise book, work folder or similar place.
- Teachers must enforce the student laboratory rules, reminding students of them often enough for them to be familiar. With new students, time should be spent explaining the rules, with appropriate demonstrations.
- Lesson preparation should be adequate and include checking on risk assessments and, where necessary, the health and safety precautions required. Requisitions must not be handed in at the last minute; technicians must be given adequate time to prepare work safely. Time should be allowed for consulting more senior colleagues, where there is any doubt, and to try out experiments – particularly those involving significant hazards. Teachers must only deviate from the scheme of work (for which the activities have been checked against model risk assessments), after making a further risk assessment, checked with a subject specialist, possibly obtaining a special risk assessment from CLEAPSS. Teachers should explain precautions to students as part of their health and safety education, [using the CLEAPSS Student Safety Sheets, where appropriate].
- Open-ended investigations must be organised to allow the teacher to assess any risks and identify precautions before any hazards are met / practical work begins.
- If, because of large class size or indiscipline, health and safety cannot be maintained during certain practical work, the work should be modified or abandoned. This decision should be reported to the Head of Science.
- Teachers are responsible for the health and safety of any of their classes taken by a trainee teacher. If the normal class teacher is absent, another science teacher must be given this responsibility by the Head of Department.
- Teachers in charge of courses are responsible for ensuring that technicians are familiar with the appropriate precautions needed to control any hazards which might be encountered in preparing equipment for their lessons and in clearing the equipment away. Class teachers may need to remind technicians of such warnings.
The role of this guidance
It should be read in conjunction with the employer’s general Health and Safety Policy and LINK. The purpose of this document is to record the arrangements made in the Science Department to implement the policy [in accordance with the Code of Practice or Guidance issued by the employer].
This document is maintained by the Science Department. It is copied to all new members of staff, i.e. teachers, technicians, trainees, working in the department. Staff are expected to sign the list kept in the Head of Science’s office to show that they have received a copy. A reference copy, together with various appendices, is kept in the Head of Science’s office, available for consultation by staff and for inspection by visiting HSE inspectors or a representative of the employer. A copy of this document has been and passed to the employer for endorsement.
This document recognises the right of any or every trade union in the workplace to elect health and safety representatives for its members and its right to require a health and safety committee to be set up in the school. The Science Department will cooperate with any union health and safety representative to promote health, safety and welfare and will address any matters raised by or through such a representative in a manner appropriate to the level of risk.
Science teaching has an excellent health and safety record and this department is keen to promote practical work as an essential component of good science teaching. It is determined that spurious concerns about health and safety should not be allowed to inhibit good teaching. However, it is the duty of all members of the science staff, staff who work in the department occasionally, technicians, teaching assistants and other support staff (e.g. special needs and bilingual staff) and trainees to:
- take reasonable care for the health and safety of themselves and other persons who may be affected by their acts or omissions during work;
- be familiar with this health and safety policy by periodic reference to it
- look out for any revisions
- follow its provisions, and
- cooperate with other members of staff in promoting health and safety
Health and safety roles
Duties, functions and tasks
The employer has the ultimate duty to ensure the health and safety of employees and others on the site (and hence in this department). This employer has not currently issued any local instructions specific to science. Within the Science Department, this task is delegated to the Head of Science who has the particular function of maintaining this policy document.
It is acknowledged that communication of health and safety information is of the greatest importance and is the task of the Head of Science with the assistance of subject specialists. In this department, all staff are issued with this policy. A reference copy is kept in the Head of Science office. Any new instructions, restrictions or rescinded (lifted) restrictions made by the employer are communicated to all staff in writing as well as being attached to the reference copy of this policy.
Monitoring and checking
The employer expects the Science Department to monitor the implementation of this policy [and the employer’s Code of Practice for Science]. Records of monitoring are kept by the Head of Department. Checklists on resources and facilities for annual use by technicians are customised from those suggested in CLEAPSS Guide L248 Running a Prep Room. The timetable for such checks is kept with the reference copy of this policy. Records of the checks are kept by the Head of Science.
The person with the task of seeing that training is provided is the Head of Science. Generally, this department follows guidance in the CLEAPSS documents L238, Health and Safety Induction and Training of Science Teachers and L234, Induction and Training of Science Technicians, suitably customised, to identify the training needs of staff.
- Health and safety aspects of the work of newly qualified teachers and other new teachers – Head of Department
- Health and safety of trainees on teaching practice – Head of Department
- Induction of newly-appointed technicians – Senior Technician
- Immediate remedial measures and other emergency procedures (spills, bench fires,) – Head of Department
- Training in the use of specialist equipment, chemicals or procedures (in line with CLEAPSS guides L238 and L234, as customised) – Head of Science.
- Health and safety training of non-science support staff – Head of Science
- Manual handling for all staff using laboratories – Head of Science
- Healthy and safe procedures for laboratory cleaners – Head of Science
- Regular update training (covering new or changed regulations, new equipment, etc.) – Head of Science
Records of the training received by members of the science staff are kept in the Safety Check File.
Every employer is required, under various regulations, to supply employees with a risk assessment before any hazardous activity takes place. It is impracticable for the employer to write risk assessments for each of the many activities in school science; therefore, this employer follows the recommendation of the Health and Safety Commission to adopt published ‘model’ or ‘general’ risk assessments which school Science Departments adapt to their local circumstances. The employer has instructed that the following publications are to be used as sources of model (general) risk assessments:
CLEAPSS2 publications generally
CLEAPSS, Hazcards, current edition
CLEAPSS, Laboratory Handbook, current edition
CLEAPSS, Recipe Cards, current edition
CLEAPSS, L93, Managing Ionising Radiations and Radioactive Substances, (under revision, 2007)
Whenever a new course is adopted or developed, all activities (including preparation and clearing up work) are checked against the model risk assessments and significant findings are incorporated into texts in daily use, i.e. the scheme of work / technician notes. If a model risk assessment for a particular operation involving hazards cannot be found in these texts, a special risk assessment is obtained, following the employer’s instructions, from CLEAPSS.
In order to assess the risks adequately, the following information is collected.
- Details of the proposed activity.
- The age and ability of the persons likely to do it.
- Details of the room to be used, i.e. size, availability of services and whether or not the ventilation rate is good or poor.
- Any substance(s) possibly hazardous to health.
- The quantities of substances hazardous to health likely to be used, including the concentrations of any solutions.
- Class size.
- Any other relevant details, e.g. high voltages, heavy masses, etc.Since the scheme of work has been checked against the model risk assessments, staff should deviate from it only if their proposed activities have been agreed with the Head of Science. We encourage the development of new practical activities (including on Open Evenings, at Science Clubs, etc.) but these should be undertaken only after a prior check against model risk assessments and/or a special risk assessment has been obtained.Where an activity must be restricted to those with special training, that restriction is included in a note on the text.For technicians’ activities in and around the prep room, the assessments in CLEAPSS publication PS25, Model Risk Assessments for Laboratory Technician Activities have been customised.
Equipment and resources
The COSHH Regulations require the regular testing of fume cupboards (maximum interval 14 months) with a quick check before use. Testing normally takes place each year in Summer. The Head of Science has the function of seeing that this happens. This employer has arranged a contract with ABC whose employees will be allowed access to carry out the tests. The records of the tests are available for staff reference and for inspection by the employer’s representative or an HSE Inspector in the Safety Check File. All users have been trained to carry out a quick check that a fume cupboard is working before use.
No smoking of cigarettes is permitted in the school. However, demonstrations of a ‘smoking machine’ are permitted in fume cupboards in designated laboratories.
To meet the requirements of the Electricity at Work Regulations, this employer requires portable electrical equipment to be inspected and tested regularly. The Head of Science has the function of seeing that this happens within the Science Department. Completed schedules are kept in the Safety Check File, kept in the Head of Science Office and are available for staff reference and for inspection by the employer’s representative or an HSE Inspector.
All users have been trained to carry out a quick visual inspection before using mains-powered equipment.
Laboratory rules for students
The rules for students during science lessons are as follows:
The biggest danger in the lab is YOU!
You are at risk when you don’t understand the hazards
or you are careless, or both.
The person most likely to suffer from your mistakes is YOU!
Report any accident or breakage to your teacher.
- Only enter a lab when told to do so by a teacher. Never rush about or throw things in the lab. Keep your bench and floor area clear, with bags and coats well out of the way. Snacks must remain in your bag.
- Follow instructions precisely; check bottle labels carefully and keep tops on bottles except when pouring liquids from them; only touch or use equipment and materials when told to do so by a teacher; never remove anything from the lab without permission.
- Wear eye protection when told to do so and keep it on from the very start until all practical work is finished and cleared away.
- When using naked flames (e.g. Bunsen or spirit burners or candles), make sure that ties, hair, baggy clothing, etc. are tied back or tucked away.
- Always stand up when working with hazardous substances or when heating things so you can quickly move out of the way if you need to.
- Never taste anything or put anything in your mouth in the laboratory. If you get something in your mouth, spit it out at once and wash your mouth out with lots of water. Tell your teacher.
- Always wash your hands carefully after handling chemicals, microbes or animal and plant material.
- If you are burnt or a chemical splashes on your skin, wash the affected part at once with lots of water. Tell your teacher.
- Never put waste solids in the sink. Put them in the bin unless your teacher instructs you otherwise.
- Wipe up all small spills and report bigger ones to your teacher.
Literacy in Science
The development of literacy skills in science is vital to raising subject achievement. In order to access A*- C in science, students must develop skills in the following areas:
- Write for a variety of purposes and audiences, collect information, organise ideas and write accurately to show “what they know” across subject areas
- Access information and read with understanding and comprehension
- Speak and listen effectively across a range of contexts, developing their ability to negotiate, hypothesise, present information and extend and clarify their ideas and thinking. This will also have an impact on their self-esteem, motivation and ability to work independently. We believe that we should equip our students with the necessary transferable skills to be fully literate in the 21st Century.
Priorities and intended outcomes
These will be decided as a result of in-school auditing, e.g. work scrutiny, observations, departmental review, data analysis (including teacher assessment) and student voice.
Specific Strategies to include in planning, teaching and learning
- Highlight the importance of science specific literacy and literacy in English lessons
- Highlight the links between reading, writing and speaking and listening
- Ensure progression in development in reading, writing, speaking and listening
- Departments will take students’ literacy skills into account when giving feedback to parents
- Departments will demonstrate high expectations over the standard and presentation of all written work
- Assessment of students’ literacy skills will feed into future planning
- Marking for literacy will be consistent with the whole school policy
Teachers in the Science Department will:
- Adopt a consistent approach to teaching literacy skills in lessons
- Be familiar with, and implement a range of, strategies aimed at equipping students with the necessary literacy skills to succeed
- Indicate in schemes of work where skills will be explicitly taught
Specific Strategies: Reading
Students will have opportunities to:
- Develop research skills using print, media and multi-modal texts
- Develop ability to skim and scan texts, highlighting important information
- Develop comprehension skills
- Develop confidence in handling a variety of texts
Teachers will aim to:
- Specifically highlight reading strategies to support students, e.g. skimming, scanning, re- reading to check meaning, predicting, empathising
- Highlight structure, layout, format and other “signposts” in texts typical of their subject
- Support students in developing effective highlighting and note-making skills
- Support students in developing their ability to interrogate texts to access literal and implicit meanings
- Support students in recognising and challenging bias
Specific Strategies: Writing
Students will have opportunities to:
- Write in a variety of forms for different purposes and audiences
- Plan, draft and discuss their writing
- Review different texts, developing their understanding of key features of a range of text types
Teachers will aim to:
- Offer student a range of appropriate models for writing and highlight the key features and criteria for success for each one
- Provide support for effective planning
- Model writing (e.g. the first paragraph) so students are able to see “how it’s done”
- Use shared and guided writing where appropriate
- Offer opportunities to complete extended pieces of writing
- Use talk to develop ideas for writing
- Support students with spelling strategies
Specific Strategies: Speaking and Listening
Students will have opportunities to:
- Use talk for a range of purposes and audiences and in formal and informal contexts
- Use talk to develop, extend and present ideas
- Use talk to hypothesise and test theories
- Use talk to solve problems and work collaboratively
- Listen for specific purposes
Teachers will aim to:
- Provide opportunities to present ideas in a range of formal and informal contexts
- Use questioning techniques (e.g. no hands up, paired talk, use of Blooms Taxonomy to formulate questions, thinking time, open questions) to extend thinking and generate new questions
- Use a variety of grouping strategies (e.g. pairs, triads, jigsaw grouping, envoys)
- Support helpful talk behaviours (e.g. building, challenging, questioning, summarising)
- Give students the opportunity to take on various roles within a group (e.g. scribe, chair)
- Model effective listening
- Provide a clear focus for listening
Numeracy in Science
The purpose of the science numeracy policy is to use strategies which support the whole school policy and contribute to higher attainment in Science. It is expected that the Science Department staff will:
- Develop, maintain and improve standards in numeracy
- Ensure consistency of practice including methods, vocabulary, notation, etc.
- by collaborating with the Mathematics Department
- Carry out a numeracy review of the Science curriculum to highlight where numeracy is used
- Use the Mathematics in Science place mats developed by The Blackpool Heads of Science for use by all staff in all lesson where numeracy is used
Teachers of Science are expected to:
- Ensure that they are familiar with correct mathematical language, notation, and convention techniques, relating to their own subject, and encourage students to use these correctly.
- Be aware of appropriate expectations of students and difficulties that might be experienced with numeracy skills.
- Provide information for Mathematics teachers on the stage at which specific numeracy skills will be required for particular groups.
- Provide resources for Mathematics teachers to enable them to use examples of applications of numeracy relating to other subjects in Mathematics lessons.
- Highlight the use of Numeracy in lessons. Use Mathematics place mats in Science lessons when numeracy is involved.
- BE POSITIVE ROLE MODELS AND PROMOTERS OF MATHEMATICS. It is essential that students do not hear, “I was never any good at Maths anyway,” or, “I’m rubbish at Maths,” etc. We cannot allow it to be acceptable to be ‘bad’ at Mathematics. We would never admit that we ‘can’t read’ or ‘can’t write’. Numeracy is just as important as Literacy.
Able and Ambitious
The Science Department will support the whole school policy by:
- Identifying and extending the cohort of students deemed able and ambitious
- Targeting at least the top 20% in Science sets by:
- Identifying students with high CATs Mean 110/115+ or 120+ in an individual area
- Subject Nominations
- Students targeted who achieve A */A or level 7 within Science assessment
- Student self-nomination (if they can give evidence of their interest and hard work.)
- Parent nomination (again with evidence of a high level of interest in an area)
- Giving students opportunity to take part in extra-curricular activities such as STEM Club.
- Sharing strategies and best practice and use it to inform collective and individual planning tasks
- Providing training for Science staff
- Annual review of students using the criteria below
Criteria for selecting Gifted, Able and Talented students in Science
Students show their special abilities in Science in a variety of ways and at varying points in their development. Students who are gifted in Science are likely to:
- Be imaginative and self-motivated
- Be extremely interested in finding out more about themselves and things around them and show intense interest in one particular area of Science.
- Have scientific hobbies and /or be members of scientific clubs and societies
- Be able to sustain their interest and go beyond an obvious answer to underlying mechanisms and greater depth
- Be inquisitive about how things work and why things happen
- Enjoy challenges and problem-solving, often being self-critical
- Think abstractly at an earlier age than usual, understand models, use modelling to explain ideas
- Ask many questions, suggesting they are willing to hypothesise and speculate
- Think logically, providing plausible explanations for phenomena
- Put forward objective arguments, using combinations of evidence and creative ideas, and question other people’s conclusions
- Decide quickly how to investigate fairly and manipulate variables
- Analyse data or observations and spot patterns easily
- Strive for maximum accuracy in measurements of all sorts
- Understand the concepts of reliability and validity when drawing conclusions from evidence
|Criteria 10 – 14 met||
|Criteria 6 – 10 met||
|Criteria 1 1 – 6 met||
Students who are gifted in Science perform at levels that are unusually advanced for their age but this may not be demonstrated during formal testing alone. Their performance during thinking skills lessons and investigations may provide evidence. When identifying students who are gifted in Science, it is important to judge whether they are likely to benefit from an enhanced or special programme. The students need to be able to keep up with their ordinary work, and teachers need to accommodate them.
Computing and ICT
Computing and ICT Department
Why study Computing and ICT?
How much do we depend on computers and using ICT in modern-day life? In an age where technology is so entwined in all we do, at TRS we teach students the main classical approaches and technologies in Computing and ICT and include the emerging ones as well. Lessons are both practical and theoretical and always exciting; we frequently review our schemes of work and lessons to ensure students stay engaged with fresh and relevant material. Students leave the TRS Computing and ICT Department as motivated creators and users of technology, ready for the next challenge – whether that be for their next year, for university, or to be leaders in their community.
The aims of the Computing and ICT Department
To ensure that students:
• Find the study of Computing ICT rewarding, exciting and engaging
• Have a broad and balanced Computing and ICT curriculum
• Develop the necessary knowledge, technical skills and strategies required at Key Stages 3, 4 and 5
• Have an appropriate scheme to enable progression from Year 7 to Year 11 as well as during Years 12 and 13
• Develop an understanding of the wider applications and effects of Computing and ICT
• Solve problems through the use of computing and ICT knowledge, methods and techniques
• Have a wide and balanced view of the range of applications and information systems and an understanding of their capabilities and limitations
• Achieve their potential through differentiated programmes of study
• Have access to learning activities which are varied in nature including: practical tasks, formal teaching, interactive teaching, project work and group work
What we do at Key Stage 3?
KS3 Computing and ICT – Years 7 to 9 (compulsory)
Students study a variety of ICT/Computing topics and create and use computer systems. They are exposed to programming – and simple Boolean logic – and they begin to understand hardware and software, to undertake creative projects and learn a range of ways to use technology safely.
What we do at Key Stage 4?
KS4 Computing and ICT – Years 10 & 11 (optional)
We offer both GCSE Computing and GCSE ICT
GCSE ICT (OCR board)
Working through a number of topics and in areas such as spreadsheets, web publishing, desktop publishing, graphic design and relational databases students:
• Become independent and discerning users of ICT, able to make informed decisions about its use and aware of its implications for individuals, organisations and society
• Acquire and apply technical skills knowledge and understanding of ICT in a range of contexts and will develop ICT-based solutions to solve problems.
• Develop their understanding of current and emerging technologies and their social and commercial impact and their understanding of the legal, social, economic, ethical and environmental issues raised by ICT.
• Recognise potential risks when using ICT, and develop safe, secure and responsible practice
• Develop the skills to work collaboratively and evaluate ICT-based solutions.
The course is assessed through a mixture of practical controlled assessment and written papers.
GCSE Computing (OCR board)
Working through a number of topics and in areas such as computer systems, hardware, software, networks, databases and programming, students acquire the knowledge, technical skills and strategies to:
• Understand current/emerging technologies and how they work – and to apply this in a range of contexts
• Use algorithms in computer programs to solve problems using programming
• Become independent and discerning users of IT, able to make informed decisions about its use and implications of different technologies – in a range of contexts
• Develop computer programs to solve problems and to work collaboratively in a professional type environment
• Evaluate the effectiveness of computer programs/solutions and the impact of, and issues related to, the use of computer technology in society
The course is assessed through a mixture of practical controlled assessment and written paper.
What we do at Key Stage 5?
KS5 Years 12 & 13
AS/A2 GCE Information Communication Technology, OCR board
With the continued progression and advancement of ICT within society and business, this course prepares students to embark on university-related degrees or to enter into industry. Students learn about and have practical experience in:
(During year 1)
• data, information, knowledge and processing; software and hardware components of an information system; characteristics of standard applications software and application areas;
• spreadsheet concepts; relational database concepts;
• applications software used for presentation and communication of data; the role and impact of ICT – legal, moral and social issues
(During year 2)
• the systems cycle; designing computer-based information systems;
• networks and communications; applications of ICT;
• implementing computer-based information systems; implications of ICT
The course is assessed through a mixture of practical controlled assessments and written papers.
AS/A2 GCE Computing, OCR Board
Students will learn in detail about how computer systems work and process; this understanding of exactly how computers process – computational thinking – then enables them to effectively and efficiently program computer systems for useful purposes. Theoretical work helps students gain the relevant knowledge and the study of problems, systematically solving them and developing programming solutions is handled extensively.
(During year 1)
• Hardware; software; data: its presentation, structure and management
• Data transmission and networking; systems development life cycle
• Characteristics of information systems; implications of computer use
(During year 2)
• Designing solutions to problems; the structure of procedural programs
• Data types and data structures; common facilities of procedural languages
• Writing maintainable programs; testing and running a solution
The course is assessed through a mixture of practical controlled assessments and written papers.
Level 3 BTEC subsidiary/extended Diploma in IT GCSE ICT, EdExcel board
This course has been designed primarily for young people in Years 12 and 13 who may wish to explore a vocational route into ICT. It has been developed to:
• Inspire and enthuse learners to become technology savvy – producers of technology products and systems and not just consumers
• Give learners the opportunity to gain a broad understanding and knowledge of the Information Technology sector and some aspects of the creative industries e.g. computer games development
• Explore the fundamentals of technology and gain the practical skills, knowledge and understanding to design, make and review:
• Information technology systems and products, e.g. a software program
• Creative technology products, e.g. a digital animation
• Products that combine information technology and creative technology, e.g. a website or a mobile app
This course encourages personal development, motivation and confidence, through practical participation and by giving learners responsibility for their own projects.
For further information please contact:
The Ravensbourne School
Computing and ICT Department
Kent BR2 9EH
Tel: +44 (0)20 8460 0083
Fax: +44 (0)20 8460 7525
Health and Social Care Studies
Health & Social Care Department
Studying BTEC Health and Social Care can help you take your first steps towards a career caring for people and communities. You will learn the essential skills needed to support people with a wide range of needs, from babies and toddlers to adults and the elderly.
Over two years, you will study topics that will enable you to pursue a degree career in the health and social care sector, or in a related sector where knowledge of health and social care will be of use.
The course will:
• Give you the opportunity to gain a broad understanding and knowledge of, and skills in, the health and social care sector, e.g. the underpinning care values and an understanding of the different life stages that individuals go through
• Support progression to a more vocational or academic health and social care course or an apprenticeship or, more broadly, progression to qualifications in other sectors
Over the two years you will study 13 units and complete 100 hours of Work Experience in 3 different placements.
Human Lifespan Development
Working in Health and Social Care
Anatomy and Physiology for Health and Social care
Enquiries into Current Research in Health and Social Care
Internally assessed units include the following:
Meeting Individual Care and Support Needs
Work Experience in Health and Social Care
Principles of Safe Practice in Health and Social Care
Promoting Public Health
Infection Prevention and Control
Welcome to the Religious Studies Department
In our department you will find Mrs Hayes (Head of Department), Miss Jackson and Miss Scully.
‘Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops students’ knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views that offer answers to questions such as these. It offers opportunities for personal reflection and spiritual development. It enhances students’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as the influence of religion on individuals, families, communities and cultures.
Religious Education encourages students to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges students to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.
Religious Education has an important role in preparing students for adult life, employment and lifelong learning. It enables students to develop respect for, and sensitivity to, others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables students to combat prejudice.’
‘The non-statutory national framework’ – QCA, Dfes.
RE at The Ravensbourne School is taught with an emphasis on the philosophical and cultural basis of the six major religions found in Britain today. However, we also study a variety of alternative and ancient faiths as well as looking at contemporary actions evolving through faith. Students are not expected to be religious, but are encouraged to learn through questioning the beliefs of those people who are.
Key Stage 3
There are two Attainment Targets for RE in Key Stage 3 – learning about religion, and learning from religion.
- The first of these covers what religious people believe, why they believe it and how their beliefs affect the way they behave.
- In the second attainment target, students are encouraged to investigate what they can learn from religion and religious people, even if they do not share their faith. Students will develop the following skills in Attainment Target 1: knowledge about beliefs and teachings; understanding of different practices and lifestyles; and practice of specific expression and language. These are related to developing interpersonal skills that they will find helpful in life.
- In Attainment Target 2, they develop intra-personal skills involved with identity and experience, meaning and purpose, and values and commitments.
RE, therefore, takes a leading role in developing these emotional intelligences that research argues are equally, if not more important, in underpinning future success than other forms of intelligence. Students study a number of units, each one lasting about half term:
Year 7 RS Topics
- What is Philosophy?
- Festivals and Celebrations
- Hinduism beliefs and practices
- Sikhism beliefs and practices
Year 8 RS Topics
- What is Ethics?
- How does Philosophy and Ethics relate to Buddhism?
- How does Philosophy and Ethics relate to Judaism?
- How does Philosophy and Ethics relate to Christianity?
- How does Philosophy and Ethics relate to Islam?
Year 9 RS Topics
- Why do we suffer?
- Fighting for equality and justice
- World at War
Year 10 will examine religion and ethics. The RS Topics (GCSE) will explore religion and ethics in paper one, the topics will relate to Christianity and be based on beliefs, matters on life and death, what it means to live a Christian life, marriage and family.
Year 11 will examine religion, peace and conflict. The RS Topics (GCSE) will explore beliefs, crime and punishment, what it means to live a Muslim life and peace and conflict.
We assess RE in Years 7 and 8 using the QCA level descriptors, the highest of which is level 8. Students are given success criteria which link to these levels and explain what they need to work on to improve their work.
Students are expected to progress through the 8 levels of increasing difficulty. The expected attainment for each key stage are as follows: End of Key Stage 2 (at age 11) – Level 4 End of Key Stage 3 (at age 14) – Level 5/6
Students are assessed throughout each unit and awarded a level. There are eight level descriptions of increasing difficulty, plus a description for exceptional performance above level 8. Each level description describes the types and range of performance that students working at that level should demonstrate.
Years 9 – 11
Students in Year 9 start the GCSE Edexcel course. Students will then begin to be assessed against the GCSE grade descriptors and students cover the topics that are set out in the EDEXCEL syllabus for units 2 and 8.
Aims of the GCSE
The specification aims to give students opportunities to:
- acquire knowledge and develop understanding of the beliefs, values and traditions of one or more religions
- consider the influence of the beliefs, values and traditions associated with one or more religions
- consider religious and other responses to moral issues
- identify, investigate and respond to fundamental questions of life raised by religion and human experience, including questions about the meaning and purpose of life
- develop skills relevant to the study of religion.
Scheme of Assessment
- Each unit has a separate examination paper divided into four sections (100% external assessment).
- Each section requires candidates to answer one question out of a choice of two.
- Each question is subdivided into parts structured on an incline of difficulty.
- Religious Studies papers are not tiered and give access to the full range of grades, regardless of whether students do the short course or the full course.
- Grade descriptions are provided to give a general indication of the standards of achievement.
Sociology & Psychology
Welcome to the Social Sciences Department!
Miss Sutton: Head of Social Sciences
Miss Murphy: Lead Teacher Sociology
Miss Barber: Psychology Teacher
In Psychology and Sociology, we aim to inspire and motivate students with a love for the subjects through the delivery of relevant content material and engaging lessons. We focus on developing skills of critical analysis and evaluation, enabling students to appreciate the complexities of the disciplines and helping them to develop transferable skills for the future. Psychology is taught as a science and there is a heavy emphasis on students understanding the scientific process and how theories are developed from replicable research.
In Psychology, students are given the opportunity to carry out their own research projects, both at GCSE and A-level in order to pursue their own psychological interests outside of the exam specification.
In the Social Sciences Department, we follow the ‘flipped classroom’ method of teaching in which students are expected to prepare in advance of a lesson, either by completing a set piece of reading, watching a screencast or engaging in a video lecture. Students are expected to complete tasks associated with this material in preparation for the lesson. There is an expectation that independent study will be carried out regularly to support the classroom lessons. Good standards of numeracy and literacy are vital to the success of the course and clear, academic communication is an expectation of all students within the department.
Sociology is an increasingly popular subject choice at A-level. The subject is interested in discussing how society works and how social groups interact with one another in contemporary social settings. Topics covered include:
GCSE Sociology (WJEC):
Topics studied in Year 10
Topics studied in Year 11:
Crime and Deviance
A-Level Sociology (AQA):
Topics studied in year 12:
Families and Households
Education with methods in context
Topics studied in Year 13:
Crime and Deviance
Theory and methods
Psychology is one of the most popular subjects at A-level, possibly because it investigates one of the most intriguing functions of the body: how the mind works and why individuals behave in the way that they do. In the GCSE course, students study the following topics in line with the AQA exam specification:
Stereotyping, Prejudice and Discrimination
Sex and Gender
We also follow the AQA specification at A-level and over the two-year course, students will study:
Issues and Debates within Psychology
Modern Foreign Languages
Modern Foreign Languages Department (MFL)
Outline of the Department
In the Department at the Ravensbourne School we teach two languages – French and Spanish – to students from Years 7- 13.
At present, all students follow one language from year 7 to year 9 and they can then choose this as a GCSE or AS/A Level option. This is getting more popular by the year as more and more top universities are asking students to have a GCSE in Languages to apply for their courses. Being able to speak another language means that students are more employable, more flexible and evidence shows that Languages graduates get better remunerations.
We run trips to both Spain and France and aim to offer all our students the opportunity to visit both countries.
We have five Language teachers and two Foreign Language Assistants (French and Spanish) who help out in our classes and work with small groups of students. In our lessons, we aim to make learning languages an interactive and relevant experience. Lessons are light-hearted and interactive when teaching new vocabulary and grammar. We also watch video clips of adverts, TV programmes, films and songs from France and Spain, read authentic texts from magazines and newspapers about young people’s lives in France and Spain and much more which relate to the cultural awareness of the two countries.
Able linguists (Most Able) are catered for and are encouraged to take part in activities/sessions inside and outside the classroom which will enable them to enhance their potential.
As a Department, we also offer our students one-to-one sessions with our French and Spanish foreign language assistants who have a very strong knowledge of the language but also of the exam requirements.
The resources available
In the MFL department we are currently using:
– The Expo series for French and the Mira series for Spanish in KS3. Students will be able to access a student book in their lessons. At the same time, for home learning there are booklets which have been designed to enhance the vocabulary and grammar learnt during the lessons as well as the website www.vocabexpress.com to learn the vocabulary. Every student has got their personal logging details and teachers will be setting task for each Unit as they are being taught in lessons.
For French there is a vocab express club on Fridays and for Spanish on Mondays in one of the language rooms.
The Oxford AQA GCSE French Higher KS4 & The Oxford AQA GCSE Spanish Higher KS4
Students will be able to have a book which they take home to learn the vocabulary and the grammar. Students are required to have a folder where they keep all the different booklets that the teachers give them (grammar, topics, vocabulary, etc.) as well as the past papers so that they can see how they are progressing. There is also a drop-in club for both Spanish and French every Tuesday in room 26 where students can get extra support with any skill in which they are having difficulties.
The Oxford AQA A Level Year 1 and AS for KS5 French and Spanish/The Oxford AQA A Level Year 2 and AS for KS5 French and Spanish.
Students will be able to have a book which they take home to learn the vocabulary and the grammar. Students are required to have a folder where they keep all the different booklets that the teachers give them (grammar, topics, vocabulary, etc.) as well as the past papers so that they can see how they are progressing. We are also subscribed to the website www.kerboodle.com where students can access the listening materials to the books we use, as well as other interactive resources. Every student has their personal log-in details which can be access anywhere. They also have a 50-minute session every week with the Foreign Language Assistants so that they can prepare their Speaking exams as well as develop their writing skills. We offer a drop-in club for both Spanish and French every Tuesday in room 26 where students can get extra support with any skill in which they are having difficulties.
The role of the Department in driving school improvement in the next 3 years: what are your ambitions?
As a Department, we are aiming to keep up our current trend of achieving high results which exceed the national average and also continue to deliver high quality lessons which will maintain the attainment and progress of our learners. The Department aims at recruiting more students at GCSE and A level in order to broaden their chances of entering the university of their choice as, currently, having a language at A2 is a university requirement and also means students can offer their linguistic skills for future occupations.
We also aim to develop more partnerships and links with schools abroad which will give our students more opportunity to develop themselves.
In the MFL department at the Ravensbourne School, staff are supported and accompanied throughout their teaching career. We have a strong collective ethos and believe in the “each one teach one” approach which gives all our teachers the opportunity to get the most constructive feedback, enabling them to always gain new skills and constantly reach their potential.
The recent outcomes for the Department
2014 2015 National Average 2015
French GCSE A*-C 80% 85.7% 70.1%
Spanish GCSE A*-C 87.5% 72.7% 72.3%
A2 French & Spanish A*-C 100% 62% 68%
The Modern Foreign Languages Department has been organising trips to Spain and France for the past few years.
Every other year, in the October half-term, year 9 and 10 students travel to Spain (either Valencia or Barcelona) for one week to discover the culture they have been learning about. They will have the opportunity to put their communication skills into practice and increase their confidence in an extraordinary environment. Moreover, they will visit all the important landmarks and places of cultural interest.
Currently, our Department is organising an exciting trip to Nice in the South of France where students will be able to enjoy the best of the Côte d’Azur. During this one week trip, students will have the opportunity to visit the city and enjoy the culture.
Last but not least, every year we offer our students the opportunity to go on a ski trip to France during the Easter holidays which has been very successful with students during the past years. Students have an enjoyable stay whilst having the chance to learn to ski and practice the language.
“I like the games we play in lesson they help me learn and remember”
“The teachers are fun and make learning languages fun too”
“I am more confident now thanks to my teacher”
“I am well supported and challenged by my teacher who always gives a handful of useful resources which help stretch me and improve my learning”
The MFL Team
Media Studies at The Ravensbourne School has seen dramatic changes in recent years, which has seen it grow and thrive. Housed in specialist rooms with state-of-the-art equipment, Media continues to expand and develop its curriculum, offering a wide range of academic and vocational courses in Media and Film related subjects.
GCSE and GCE grades have improved significantly and Media courses are some of the most popular choices for students, reflecting the department’s role in the school’s community.
The vision of the department is to provide students with the opportunity to learn and develop creative skills in a professional working environment. Increasingly diverse ways of learning are being explored and the department is increasingly building links with the media in a bid to make learning relevant to today’s world.
The ethos of the department is inclusive and all students are encouraged not merely to see the department as a place but see themselves as part of the department. Students of all ages are encouraged to take responsibility for their learning, share facilities and work flexibly as members of a team in which individual interests and specialisms are recognised, encouraged and nurtured.
All students are expected to actively explore the media and its influence on society, recognising the vital role it plays in the modern world.
• To encourage and nurture students to become effective working professionals in the media industries
• To progress students’ media knowledge, understanding and skills
• To develop students’ understanding of the role of the media as an industry
• To encourage students to be creative and innovative in the development of media related skills
• To explore micro and macro media theories
• To promote independent learning opportunities
• To promote equal opportunities for courses and careers in the media
• To encourage students to work independently or as part of a team
• To develop students’ ability to explore the media’s effect on society, recognise the media as a product of society and a means by which we understand society
• To equip each student with the necessary knowledge, understanding and skills required for their chosen career path and citizenship
Keep up to date with the busy goings on from TRS Media Department;
Youtube: TRS Media Youtube Channel
Follow us on Twitter:@mediaTRS
Physical Education Department
Key stage 3:
Key Stage 3 students have Physical Education timetabled for 2×100 minutes over a two week period. Within these 2x 100 minute lessons Key stage 3 students will cover a wide variety of sports throughout the year such as;
Within these PE lessons Key Stage 3 students are taught the basics skills within each sport. Once these basic skills have been learnt pupils are then put in game-based situations where they will have to apply their new found skills in a game situation. As students go from year 7 to year 9 the level of challenge constantly increases within PE lessons. Once students are in year 9 there will often be the challenge of students coming up with their own sections of the lessons. These types of challenges enable students to take on leadership roles within small groups, to develop team work and enhances the student’s ability to work independently without constant teacher influence. Every PE lesson here at Ravensbourne always has a constant flow of teacher or peer feedback, which provides a catalyst for pupils to know what they are doing well and what could be improved. We as a department like to think that Key Stage 3 core PE lessons are enjoyable, challenging and provide students with skills that they can take around the rest of the school with them to further enhance their learning.
Key Stage 4:
At Key Stage 4 students are allocated 200 minutes of core PE. Within these lessons as a department we look to further enhance the skills that pupils will have already learned in Key Stage 3 PE. These lessons will look to take the skills learned within each sport they have covered in Key Stage 3 PE and look to push the students to enhance their ability within these sports. In Key Stage four PE lessons there is multiple opportunities for the students to plan, lead and deliver their own parts of lessons. This again will provide students with key skills such as leadership, team work, presenting in front of a group and also having the ability to provide feedback. Within most Key Stage 4 lessons the students will be put into a game based situation for the last part of the lesson. In order to ensure that these lessons are a step up from Key Stage three PE there will often be conditions put on the game situations. This will ensure that our target of further enhancing our student’s ability within a number of sports is met.
Within PE, we would hope that students will be developing the following skills:
- Team work.
- Communication skills. (Speaking and listening to each other)
- Solve Problems and be creative.
- Become good leaders. (Being approachable but being able to make decisions to create the best possible outcome.)
- Self-Managers and being organised.
KEY STAGE 4 PHYSICAL EDUCATION COURSES:
At Key stage 4 there are a number of options that students can take within Physical Education.
GCSE Physical Education:
GCSE Physical Education provides students with the knowledge and understanding of how to live a healthy and active lifestyle, enabling them to make informed choices about their own physical development. GCSE sport gives students an all-round educational inside into the world of sport. It provides a great basis for if the student wants to take Physical Education at sixth form and is thinking about studying PE at a higher education level.
Within GCSE pupils are assessed within 3 different sports. This means that students will be able to add a practical score (30%) to the grade that they get in their exam (60%) and controlled assessment (10%). GCSE Physical Education will cover a variety of topics such as:
- Develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance.
- Understand how the physiological and psychological state affects performance in physical activity and sport.
- Perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas.
- Develop their ability to analyse and evaluate to improve performance in physical activity and sport.
- Understand the contribution which physical activity and sport make to health, fitness and well-being.
- Understand key socio-cultural influences which can affect people’s involvement in physical activity and sport.
BTEC sport in key stage 4 is a course that involves studying and learning about a wide variety of elements in the sporting world. The BTEC Level 2 First Certificate Sport qualification is designed to allow learners to study a GCSE equivalent Sport qualification which forms a sound base from which to progress onto a Level 3 Qualification.
Modules covered include Fitness for Sport & Practical Sports Performance, (which are both Core Units), Anatomy & Physiology for Sports Performance which must also be studied, and a range of optional Units designed to allow progression to Level 3.
Sessions will be a mixture of theory and practical lessons and wherever possible underpinning theory will also be demonstrated in a practical context. There will be a variety of assessment methods used (written assessments, observations, presentations and discussions being some) and learners will have a thorough understanding of the evidence they are expected to produce.
KEY STAGE 5 PHYSICAL EDUCATION COURSES:
The PE department offers both A-level and BTEC level 3 courses for students in key stage 5.
AS Physical Education:
This course is completed in Yr12 and covers topics including Applied Physiology, Skill acquisition, sports psychology, sport and society, technology in sport. This course is assessed by 1 exam at the end of Yr12 (70% of final grade) and piece of practical coursework (30% of final grade).
A2 Physical Education:
This course is completed in Yr13 and covers similar topics from the AS course but in more depth plus additional topics such as Information processing, exercise physiology, and biomechanics. This course is assessed by 2 exams at the end of Yr13 (each worth 35% of final grade) and another piece of practical coursework (30% of final grade).
BTEC level 3 in Sport Extended Diploma:
Students will be assessed across 14 units of work. This course covers a wide range of topics such as anatomy and physiology, fitness training, sports development, sports coaching and practical performance. The course also involves 2 separate exams.
All these KS5 courses provide students with a good foundation to build upon, whether it be in higher education, or pursuing their career in sport.
At The Ravensbourne School we believe in the ethos of “sport for all and challenge the elite”. There are regular practices and fixtures throughout the calendar year. In recent years we have a number of notable successes. These have included reaching the latter stages of national cups, winning district competitions and participating in new evolving grass root sports such as Handball and American Flag football. We offer a full complement of extracurricular activities. Some of these are listed below:
Art and Technology
Art and Technology Departments
The Art and Technology Departments are forward-thinking areas within The Ravensbourne School; they pride themselves in the cross-curricular community feel within the design block and the opportunities that arise from working within this creative environment.
We are committed to developing students’ visual skills and appreciation of the world; working with their skills and interests to produce a highly personalised portfolio. We see all of our students as artists and aim for them to make the best art or design they can, regardless of age or limitations. With impressive results at Key Stages 3, 4 and 5, we provide students with the opportunity to develop their creativity, to question different ways of working, to problem-solve and to become motivated, inspirational, confident independent learners. Many students taught by staff in the Art and Design Departments have gone on to university or prestigious London art colleges to pursue a course of study. We hope that by studying creative subjects, students will develop the confidence to realise their potential, their love of learning and their love of the arts.
- To develop visual skills.
- To develop students’ confidence and self-belief and the understanding that all really can achieve.
- To develop resilience, determination, perseverance and independence.
- To enable students to make their own, highly refined, art and/or design.
All staff within the Art and Technology Departments have extremely high expectations of the students and expect art and design work to be produced and refined to the highest standard. Our staff have experience working in professional Art and Design industries, including Fashion and Textiles, Fine Art, Television Production, Film, Animation, Graphic Communication. Our staff have come from a variety of backgrounds and have degrees in Textiles, Photography, Printing, Fine Art, Fashion Textiles, Graphic Communication and Illustration. Some of our staff have also completed studies at Masters’ level within the field of Education and Educational research.
Key Stage Three:
Areas of study allow students to make progress towards completing work of a high standard, suitable for the continuation of study at Key Stage Four and are modelled on progressing smoothly to the next level. We aim to provide students with a wealth of creative experiences that enhance their observational drawing, painting (watercolour, acrylic) and sculpture (clay, wire, card) skills under the following headings:
Year 7: Natural Forms.
Year 8: Portraiture.
Year 9: Cultural Masks.
The technology curriculum is taught under the headings of Resistant Materials, Textiles and Graphic Communication. Students learn a wide variety of practical and technical skills using our subject specific facilities including: measuring, marking up, using tools including power tools, using a sewing machine, embroidery, appliqué, garment production, typography, design skills and using Adobe Creative Suite.
Year 7: Clocks (Resistant Materials)
Year 8: Wallet (Textiles)
Year 9: Collars, Ties and Bow Ties (Textiles), The Art of Writing (Graphics)
Key Stage Four:
At Key Stage Four we teach the following courses, following the specification of the exam board EDEXCEL:
GCSE Fine Art
GCSE Graphic Communication
BTEC Level 2 First Diploma in Art &
Design (Fashion and Textiles)
BTEC Level 2 First Diploma in Art & Design (Graphic Design)
At Key Stage Five:
GCE Art and Design
BTEC Level 3 National Extended Diploma in Art and Design
BTEC Level 3 Extended Diploma in Art and Design
BTEC Level 3 National Diploma in Photography
These courses are ideally suited to those students with a keen interest in the important role of the designer and artist within an ever changing visual and technological world. Students are expected to develop their ideas, drawings, insights and observations in a sketchbook, as well as producing large-scale work within a variety of media.
They seek to explore the range of resources, materials, manufacturing and creative processes available to the designer and in order to produce high quality artefacts. Students will often follow ‘live’ design briefs and commissions and will develop a portfolio of work suitable for Art and Design college applications.
As well as the Art and Technology curriculum, we also run a lunchtime and afternoon clubs where students have the chance to take part in different art and design activities. Current clubs and activities include:
- KS3 Art Club
- Animation Club
- Textiles Club
- Staff also run lunchtime and after-school support and catch-up clubs.
Educational visits are key to the Art and Technology curriculum and we aim to provide a wide and varied range of excursions to assist the development of work and understanding of context including: The Clothes Show, The Knit and Stitch Show, Tate Britain, Tate Modern, Kew Gardens, The National Gallery, The National Portrait Gallery, The Saatchi Gallery, The Horniman Museum, V&A, Natural History Museum, Science Museum, Barbican, Victoria Miro, The Photographer’s Gallery, Dulwich Picture Gallery and many more.
We regularly hold Exhibitions of our students’ work throughout the year. These are displayed by students for the students.
Our most recent show was the Art and Design Exhibition which showcased the exciting work produced by Key Stage 4 and 5 students.
We have excellent facilities within the department including:
Two dark rooms
A kiln and facilities for ceramics
A screen- printing room.
Three large Art studios
Two computer suites
Two Fashion and Textiles rooms
A wood workshop
A laser cutter
Below you can see some example of our students’ work:
Welcome to the Geography Department.
“Geography explains the past, illuminates the present and prepares us for the future. What could be more important than that?” – Michael Palin
The Geography Department consists of 7 subject specialist teachers who aim to deliver the very best Geographical learning experiences to every student.
- Mr A Lucas (Head of Geography)
- Mrs L Cooper (Head of Social Sciences)
- Miss R Smith (Lead Teacher of KS3 Geography)
- Mrs Codling (Headteacher of Eden Park High School)
- Miss L Moriarty
- Ms S O`Dell
- Miss V Cadden
- Mr A Murphy
- Mr J Vincent
The Geography Department has been at the forefront of Learning and Teaching developments at
The Ravensbourne School in recent years and it will continue to deliver excellent learning opportunities for every student. The Department prides itself on innovative, engaging teaching to inspire students so that they achieve great things and, importantly, love their learning in Geography. We aim that our Geography students will leave us with a life-long passion for learning, that they are well-informed about the world, and they have a host of transferrable skills to support them in higher education or the world of work. Every child has the potential to make excellent progress in Geography due to high levels of personalised learning in the classroom that cater to individual personalities and needs. Every student will be proud of their work as they will work to the highest standards at all times to ensure that their progress exceeds their potential.
Key Stage 3
During Key Stage 3 students follow a specifically designed curriculum based around 5 key themes – (Water World, Global Connections, Human Hazards, On the Edge and Geographical Skills)
|Year 7||Year 8||Year 9|
|Our Place (Map Skills)
Oceans on the Edge
Crime & Conflict
Health & Disease
A Global Village
Key Stage 4
Students will study Edexcel B Geography whilst in Key Stage 4. A link to the specification can be found here.
|Paper 1||Paper 2||Paper 3|
|Hazardous Earth (Tectonics and storms)
Challenges of an Urban World
37.5% – 94 Marks – 90 minutes
|The UK’s evolving landscape (Coasts and rivers)
The UK’s evolving human landscape (Cities)
Geographical Investigations (Coasts and Cities)
37.5% – 94 Marks – 90 Minutes
|People & The Biosphere (Biomes)
Forests Under Threat (Tropical Rainforests)
25% – 64 Marks – 90 Minutes
Key Stage 5
Students will study Edexcel Geography for A Level. A link to the specification can be found here.
|Year 12||Year 13|
|Tectonic Processes and Hazards
Coastal Landscapes and Change
Students will sit 2 exams lasting 1hr 45 each to assess learning from the year before progressing to Year 13 to gain the full A Level.
|The Water Cycle & Energy Security
The Carbon Cycle & Energy Security
Health, Human Rights and Intervention
Students will sit 3 exams lasting 2hrs 15 each which will cover both Year 12 and Year 13 content. Students will also complete a 4000 word piece of coursework investigating a Geographical issue of their choice.
Every student has the opportunity to extend their Geographical learning in environments outside the classroom and to experience Geography first hand. Fieldwork trips take place in and around the local area and further afield for most year groups including Bromley Town Centre, Stratford, Hastings and Devon.
International trips to explore Geographical landscapes around the world are planned every couple of years. Recent trips have been to Iceland (2012), Sicily (2013) and Switzerland (2015).
As well as fieldtrips students are encouraged to take part in extra-curricular activities such as the GA World Wise Quiz and Global Dimension Days such as ‘World Earth Day’, ‘World AIDs Day’ to broaden their Geographical horizons.
For further information or questions please contact firstname.lastname@example.org
Head of Department: Mr A. Mills
Mr A. Mills (Head of Department)
Mr D. Langley
Mr J. Vicary
Mr M. Shuttleworth
Mr M. O’Shaughnessy
Mr S. Burns
Miss D. Mells
Mr P. Croft
We aim to make History accessible to all by making students conscious of how the modern world was made.
We focus on elements of local, national and world history and integrate citizenship, maths and science into our lessons. History continues to prove to be a popular subject with our students as we continue to see a rise in our GCSE and A-Level numbers year on year. We achieve consistently in all key stages, achieving above national average results.
We also offer Government and Politics and Law at A-level.
Year 7 – Ruling Britain 1066 to the Modern Day: A study of law and order
Year 8 – Making America, International Relations 1900 – 1939 and the turning points of
World War 2
Year 9 – GCSE Content Preparation – Paper 3 – The Cold War 1941 – 91, Henry VIII and his ministers
GCSE (Edexcel) – Crime and Punishment through time, The Cold War 1941 – 91, Henry VIII and his
ministers and USA 1953 – 1975
AS and A level (AQA): The Tudors 1485 – 1603 and the American Dream 1945 – 1980
Our AS/A level in Government and Politics is through Edexcel
Our AS/A level in Law is through AQA
At the Ravensbourne School we pride ourselves on our innovative & progressive approach to education. Through our continuing development of how students are educated, the School has created the Outdoor Learning Initiative & Vocational Education, or, OLIVE. OLIVE consists of 4 learning zones within the School, comprising a Farm, Allotment & Orchard, Woodland and Wildlife Pond. At the centre of the OLIVE is the Cottage, complete with a dedicated Farm-Classroom, which is the central hub of how OLIVE operates within the School.
The Farm is located in the heart of the school and is home to a pair of pigs, goats, sheep, a dozen free range egg laying chickens, ducks, brahma hens and their cockerel. We have a family of rabbits and guinea pigs who enjoy their own private patch of grass.
Reptile House & Small Mammals
Our reptile house is home to a range of more unusual specimens, such as bearded dragon, snakes, geckos, family of terrapins, and the tortoises. Within the classroom are the smaller mammals such a hamsters, gerbils, rats, a chinchilla, and the famous resident of OLIVE, Murphy the Rabbit. The Farm Classroom facilities also offers the chance for students to complete a range of qualifications in animal care & horticulture, comprising of theory sessions indoors and application of practical work outside.
The Allotment & Orchard
The allotment & teaching greenhouse allows for students to learn how to sow and grow a range of fruit and vegetables. Every student during year 8 is involved in the growing of the seasonal harvests, and those wanting to learn more, or just unwind, can come along at lunch to help with some weeding and watering.
The woodland nature trail offers students of all ages the chance to take their learning outdoors. Either by developing learning skills through building dens, or growing their awareness of their surroundings by using the natural resources to create woodland crafts, such as journey sticks. The School is also planning on developing a Forest School Programme onsite to support all students’ personal development.
OLIVE within Curriculum
It is essential that OLIVE is integrated into the School’s curriculum, therefore this year every department in the school, across all key stages, has taught lessons using all the areas of OLIVE, and will continue to cultivate new innovative ways of students becoming more aware of their environment, connecting with the growing process, and enjoying learning in safe and peaceful surroundings.
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The Ravensbourne School has two Libraries. The Discovery Library is for KS3 students and the War Memorial Library is for KS4 and KS5 students. The Libraries exist to support the effective learning of all students by providing opportunities for active and reflective skill development, and promotion of a reading culture across the school.
The School Libraries support the aims of TRS.
The Objectives of the School Libraries are:
- To provide a central resource for the whole school curriculum and ethos
- To be an integral part of the teaching and learning styles and activities of the school
- To focus on development of information gathering, problem solving, learning and thinking skills throughout the school
- To provide opportunities for the individual to read more widely and think more deeply
- To provide opportunities for leisure and recreational reading.
The Libraries stock a range of fiction and non-fiction, reference books, DVDs, magazines and an extensive ‘Information File’ containing leaflets, newspaper cuttings and free literature from various sources, Guided Independent Study materials for Post 16 students, and a dedicated Careers Library.
The Library staff are: Ms Roberts (Senior Librarian) and Mrs Nolan and Mrs Bhandari (Assistant Librarians).