Senior Curriculum

St Catherine’s has an outstanding Creative Arts Department. Over the years all our girls have established a track record of creating extraordinary works of art and exceptional academic success. In Public Examinations our girls have uniformly achieved the highest grades possible for many years. Fine Art, Textiles and Photography are long established courses offered at examination level.

We aim to teach the joy of art, both in creating and investigating and we take great pride in celebrating the achievements of the individual artists. Examples of the girls’ work are displayed around the school and contribute to its aesthetic vibrancy. The work regularly draws complimentary comments from visitors and parents.

The Creative Arts Department has three specialist rooms, one predominately a Fine Art studio, one Textiles studio and one Photography studio equipped with Photoshop workstations.

KS3

In Year 7 we introduce the girls to a range of approaches to drawing, mark-making, colour and painting through the investigation of the natural world. The pupils are then taken through an exploration of projects and work with a variety of materials such as collage, printmaking, drawing, and painting.

In Year 8 we look at Surrealism with a contemporary twist, with a focus on collage, drawing, and mask-making. The girls then explore storytelling in art through printmaking, textiles and other mixed media techniques. Finally, the theme of Pop Art takes the girls into experimentation with photography, portraiture, and design.

In Year 9, we enable the pupils to touch on the different Art options offered at GCSE.   We start with a mixed media project called ‘This is my place’ inspired by the work of Lucy Jones. Pupils then explore the theme of ‘Beyond the Surface’, working in 3D materials. The final theme, ‘Layers’ experiments with photography, text and presentation.

GCSE

We use the Edexcel Board for the Fine Art and Photography options. All the work the pupils create goes towards their final grade. 60% is their Personal Portfolio and 40% is the Externally Set Assignment with a 10 hour Examination.

In all options the coursework is split into two projects across Year 10 and the beginning of Year 11. All pupils create three final outcomes, with the latter of these in examination conditions, so the students become confident working independently within 10 hours. Each project has a sketchbook to support and record the student’s development. In these projects the students investigate a range of relevant artists, visit galleries and exhibitions, experiment with new and exciting materials and techniques that lead to creating highly original and individual pieces. At the end of the course there is a ten-hour practical exam over two days, for which they have approximately 10 school weeks to prepare. For this a theme is set by the examination board, which requires the girls to demonstrate all their skills learnt over the two years.

The course is designed to encourage our girls to create their own style, to work independently and show self-motivation. They are expected to work outside of lessons, in the art studios and at home.

FINE ART

“The only thing I know is that I paint because I need to.” Frida Kahlo

In Year 10,  ‘Spaces and & Places’ introduces the girls to working through the journey of development, refining, recording, and evaluating, leading to a personal response. In Year 11, the theme is ‘Transformation’. This enables the girls to follow a wide range of visually interesting interpretations. The pupils continue to explore drawing, painting, mixed media and printmaking techniques which leads to their second outcome piece.

In the rapidly changing environment of technology, pupils need to have a secure understanding of the computer and the necessary software skills for all their academic work and for life beyond school.

Our Computing curriculum has been designed to teach students a wide range of skills that modern day organisations look for in their employees and aims to stimulate interest and enjoyment in the study of Computing.

KS3

GCSE

WIDER LEARNING OPPORTUNITIES

In Year 7 pupils attend a robot programming workshop at Legoland, Windsor. Year 8  pupils take part in a workshop at Chessington World of Adventures where they learn how rides work and how IT is used at the theme park. GCSE pupils in previous years have visited the Headquarters of Google and Rackspace as well as attending talks on emerging technologies.

Year 8 pupils can take the Cyber Security First Competition online and a team of 12 pupils from Years 9 and 8 take part in the South West London Science and Technology Challenge Day. in June. Last year the school won 2 of the 4 challenges.

The school runs a Computing Club where pupils practise their coding, use HTML to build websites and use CAD software to print out their designs on a 3D printer.

Drama is a popular subject at St Catherine’s. It is taught as an academic subject from Year 7, and is available as a subject choice for both GCSE and A level. The department is committed to encouraging all girls in aspects of their dramatic journeys, both on stage and backstage. Girls practise different styles of acting, performance, scriptwriting, and analysis, theatrical design and directing.

The department aims to encourage girls to be creative, collaborative and confident, and to foster a love of theatre and storytelling. All girls are encouraged to get involved. Trips are undertaken to build on pupils’ enjoyment and understanding of live theatre. There are a number of other extracurricular opportunities, including clubs and productions, to allow pupils to explore.

KS3

In Year 7 and 8, pupils have a double lesson every week which carousels with Dance. In Year 9, pupils have a double lesson every week on a half termly rotation with Food and Nutrition. Schemes of learning move through themed units, exploring the history of theatre through a range of stimuli. We use scripts, pictures, music and history to create pieces. Pupils explore Shakespeare, Greek theatre, Commedia, dystopias, fairy tales and many things in between. They work in a range of styles including naturalism, physical theatre, and political theatre. Pupils also look at how light and sound can affect atmosphere, and use the facilities in the Drama Studio to explore these further. Students additionally appreciate live theatre, analysing story and performance in professional productions.

GCSE

At GCSE, we follow the EDUQAS syllabus. The GCSE course comprises three components.

Component 1 is a devising component, worth 40% of the final grade, where students work in the style of a theatre practitioner to create an original piece of theatre, which responds to one of four stimuli set by the exam board. An accompanying portfolio and final post-performance evaluation are also written, which work alongside the practical aspects of the component. This component is internally assessed and externally moderated by the exam board.

Component 2 is a scripted component, worth 20%, where students perform two or more extracts from a professional play and are assessed as an actor. This component is marked by an external visiting assessor from the exam board.

Component 3 is the written exam and totals 40% of the final grade. The 1 hour, 30-minute paper features two sections; the first on the set text ‘Find Me’, where students answer questions from the perspective of an actor, designer and director. Section B is focussed on the analysis of a live theatre performance. Trips and workshops are also offered throughout the two-year course.

WIDER LEARNING OPPORTUNITIES

There are many wider learning opportunities both in and outside of school. Please see the Drama extracurricular page for more details. In order to support Drama students within school, the purpose-built Drama Studio is available for pupils to rehearse, and staff are always on hand to support.

The study of English has never been more important than in our digital age. Communication, clarity, understanding and the ability to ‘read between the lines’ enable us to negotiate our fast-paced environment in a safe, enjoyable and informative way. And the wide range of literature available to us in all forms offers an exciting journey into other ways of thinking, doing and living. From their very first English lesson in Year 7, our pupils enjoy innovative teaching that is inspirational, compelling and fun. They are engaged and interested as they begin their journeys of self-discovery and academic excellence. We aim to develop confident, resilient learners who are ambitious and can be proud of their abilities, potential and achievements.

KS3

In Year 7 we study biographies and autobiographies, and pupils get the chance to look into their own lives writing their own. We then look further into the past to explore myths and legends from a variety of cultures, and the girls have the chance to create their own modern myth. We also study the ballad form and sharpen our essay-writing skills with a close reading of ‘The Lady of Shalott’, finishing the year with an introduction to a range of Shakespeare’s writing, including ‘A Midsummer Night’s Dream’ supported by an interactive workshop at The Globe.

Year 8 pupils write to analyse poetry and a novel, becoming increasingly independent in their annotation and planning. We enjoy exploring characterisation in ‘Twelfth Night’, and investigate the reading and writing of a range of non-fiction texts. We finish with an introduction to the Gothic through ‘Frankenstein’ and a visit to Strawberry Hill House to learn more about its founder, Horace Walpole, author of the first Gothic novel.

Year 9 builds on pupils’ knowledge with study of ‘The Woman in Black’, supported by an external creative writing workshop, in order to produce their own scary story.  We then move onto ‘Romeo and Juliet’, leading to an analytical essay drawing on ideas from across the whole play and its context. This year we also develop further our skills with non-fiction texts, and study and write spoken-word poetry, giving pupils a strong voice to express opinions about contemporary issues. We finish the year with a introduction to the IGCSE exam novel, ensuring a confident start to Year 10.

GCSE

At GCSE we work towards the CIE IGCSE in English Language and Edexcel IGCSE in English Literature. We start the course with Kazuo Ishiguro’s 2020 novel “Klara and the Sun”, which will form part of the Literature exam, along with the Edexcel IGCSE poetry anthology and analysis of an unseen poem. We also study “Macbeth” and “An Inspector Calls” for coursework. Preparation for the English Language exam and coursework involves creative writing, response to fiction and to media articles, and writing in a range of formal and informal formats.

Our studies across the year groups are frequently supported by visits to local theatres and the West End, the riverside, important local landmarks, and a range of other locations. We work closely with the School Library on further and independent reading as well as author visits, workshops, World Book Day and the annual Readathon. Our Creative Writing Club offers girls the chance to explore their talents more widely. Pupils enter a range of national and local writing competitions, and contribute to our school newspaper, giving a ‘real world’ context to their craft. We love to read their work and celebrate their successes!

Learning about and putting into practice healthy eating has positive implications for a student’s physical well-being. Studies have shown that food habits learnt at an early age are hard to influence and change. Our Food and Nutrition curriculum allows pupils to develop knowledge and skills that will help them to acquire life skills in cookery and understand their importance in establishing a healthy lifestyle. In addition, pupils will gain an understanding of the principles behind food science.

Students study the subject from year 3 and learn increasingly complex processes as they progress through the school. Special dietary needs are catered for and we are a nut free school. A variety of multicultural dishes feature in all years.

KS3

Year 7  Food and Cooking Skills/Diet and Health

Pupils are encouraged to broaden their practical skills learned in the Prep dept. and/or at home. We aim for them to work independently through recipes as much as possible, in an organised, safe and hygienic manner, by the end of the first term. The EatWell Guide is covered as well as food groups such as cereals, dairy foods, vegetarians, healthy breakfasts and snacks.

Dishes made include fruit  kebabs, salsa, vegetable curry, fruit crumble, macaroni cheese, pizza, risotto, muffins, cheese straws and scones.

Year 8 Food Commodities

Pupils develop their knowledge of ingredients and food groups such as cereals, dairy foods, fruits and vegetables. Multicultural recipes are explored and more complex skills such as bread and cake making are covered in depth.

Dishes made include Irish soda bread, rolls, paella, chelsea buns, pasties, cheesecake, pasta carbonara, fruit tarts , kebabs, pitta bread and tiramisu.

Year 9 Food Preparation

Here the foundations are laid for the GCSE Food Preparation and Nutrition specification. The dietary needs of adolescents as well as a range of different cultures are taught, including British, Asian and Mexican cuisine. Pupils are encouraged to focus on a range of finishing techniques in order to achieve high standards of presentation.

Dishes made include quiche, Dutch apple cake, spicy wraps, burritos, pasta bake, cottage pie, sweet and sour chicken, spring rolls, and lemon sponge.

GCSE

Food Preparation and Nutrition (AQA) This is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials.

Food preparation skills are integrated into 5 core topics which are largely covered during year 10.

• Food, nutrition and health- Macronutrients, nutritional needs and health
• Food Science – Cooking of food, heat transfer, chemical and functional properties of foods
• Food safety – Food spoilage, contamination and principles of food safety
• Food choice – Factors affecting food choice, British and international cuisine, sensory evaluation, food labelling and marketing
• Food provenance – environmental impact and sustainability of food, food processing and production.

During year 11, the 2 non-examination assessment (NEA) tasks and the written examination in June take place.

NEA Task 1 : Food science investigation; 15% of total marks

NEA Task 2 : Food preparation assignment; 35% of total marks

Written examination consisting of multiple choice and longer response questions, 1 hour 45 mins; 50% of total marks

WIDER LEARNING OPPORTUNITIES

Wider learning opportunities within school include House Ready Steady Cook competitions and a kitchen garden by the Science block from which we source vegetables during the summer months. Outside of school, we encourage students to enter regional and national cookery competitions, visit food shows/exhibitions, read current media publications and newspaper articles as well as watching television programmes relating to food preparation, diet and health and environmental issues.

Geography is a subject for our times; not just interesting and valuable, but providing all the skills and knowledge needed to understand and navigate the challenges the world faces in the 21st Century.

Geography at St Catherine’s aims to reach a balance between Physical and Human areas, so that students understand how the natural world works and how it interacts with human actions. We teach a range of skills from essay writing, to roleplays, from poetry to statistical analysis, with the aim that all our students have the skills necessary to critically analyse important issues such as climate change, pandemics, poverty in the developing world and species loss and extinction.

KS3

Year 7 students join St Catherine’s with a varying experience of Geography and the principal aim of this important year is for every student to reach the same high level. In this way we start with an introduction to Geography which looks at the basic principles as well as then applying these ideas to the cities and rainforests of Brazil. The next unit is on Mapskills which focuses on grid references, compass directions and other skills needed to confidently read a map. The final units are on Weather which seeks to understand this important part of the British experience and which then links closely to our study of Rivers and Floods.

Year 8 students continue to develop the human and physical Geography skills that they learnt in Year 7 and now begin to complete more extended writing and analytical tasks. Topics covered include a study of Japan as a developed country and as a comparison with the UK. We also look at Coasts and how they can be managed and also a very relevant topic on Urban Issues in the UK and abroad, looking at issues like shanty towns in developing countries and problems like crime and house prices in the UK.

Year 9 students are now moving towards the GCSE option choice and we look at some really complex issues with a strong moral element, such as a unit on the Developing World which asks questions about the causes of poverty and what we can do to help. There is also a topical unit on Population that covers issues like the value and role of migration into the UK. Lastly, we look at natural hazards such as volcanoes and earthquakes and how these impact on societies. It is important to note that the GCSE course starts in the Summer term of Year 9 with a unit on ecosystems.

GCSE

St Catherine’s uses the AQA specification for Geography GCSE. Teaching begins in Year 9 with the unit on Ecosystems and continues in Year 10 with a unit on Urban Challenges in Lagos, Nigeria and in London and another unit on Natural Hazards which looks at tectonic hazards such as earthquakes and weather hazards such as hurricanes.  Year 10 ends with a study of coastal management and erosion.

Year 11 looks at rivers and flooding and then moves onto looking at economic Geography with a study of poverty in the developing world and globalisation. We then focus on the topical issue of managing resources such as food and water and how we can provide these essentials to all people in the world. Lastly, we develop our geographical skills in the use of maps and data and write up our fieldwork for the final exam paper.

WIDER LEARNING OPPORTUNITIES

The department has run trips to Naples in Italy and Iceland in the past and would hope to travel to Sicily in the near future. All GCSE students spend the weekend in Swanage, Dorset completing fieldwork for their GCSE exams. A Level students visit the Olympic Site in Stratford and the sand dunes of Rye in Sussex.

The History department at St Catherine’s aims to inspire in its students a love of the subject through historical enquiry of a breadth of topics. The department believes strongly that History is a subject that is widely valued by many and should therefore be accessible to everyone. The department seeks to equip students with the skills required to reach their full potential that teaches students of all abilities, through to Oxbridge level historians.

At St Catherine’s we provide a wide range of vibrant and stimulating courses with an emphasis on combining enjoyment with examination preparation. Both structured and independent learning of British and European/ World history aims to prepare students with the knowledge and skills to create lifelong Historians.

KS3

Year 7

Silk Roads, Anglo-Saxon Life, Medieval Society and the Renaissance

Year 8

Black Tudors, The English Reformation, African Worlds and the Transatlantic Slave Trade.

Year 9

The British Empire, and the 20th Century World. 

GCSE

At GCSE students study IGCSE History following the Edexcel Exam Board. The GCSE curriculum modules, broken down into Years 10-11, including exam board details are as follows:

Year 10

Germany: development of dictatorship, 1918–45

Changes in medicine, c1848–c1948

Year 11

Vietnam 1945- 1975

A world divided: superpower relations, 1943–72

WIDER LEARNING OPPORTUNITIES

We strongly believe in extra-curricular experiences and trips. At KS3 we run History Club which is focused on “bringing History to life.” We have visited The Black Country Museum, and the Weald and Downland Museum in Years 7 and 8. Our future plans include visiting an Anglo-Settlement, where we will learn to build Saxon walls, as well a plan to see the Mary Rose, to complement our Year 8 curriculum.

At KS4, we hold a History film club to support the GCSE content, which enriches the study of our subject. We have visited Berlin on several occasions in the past few years, and our next trip is to Russia. There is History book club held during lunch time. This year we have looked at the role of the graphic novel when learning History, and have investigated Maus and Persepolis to widen our understanding of the History of Germany and Iran. At Sixth Form, the girls are also invited to come to Russia, and they frequently attend the wonderful lectures that are given by the Historical Association, as well as specific lecture days for their A-Level studies.

Mathematics is taught to all girls in Years 7 to 11 and is a compulsory core subject at IGCSE. The department is a central focal point in the school in its commitment to excellence and high achievement. We aim to share our enthusiasm for Mathematics whilst aspiring to present the subject as exciting, stimulating and relevant; one which has a natural elegance and beauty.

The department aims to ensure that all pupils are challenged to attain their full mathematical potential and, to meet this need, we feel that pupils make the best progress when taught in ability sets. Girls are set in accordance with their performance in the Entrance Exams but frequent movement takes place between sets if we feel that it would be of benefit. We provide a wide range of teaching and learning experiences and strive to develop mathematical knowledge and understanding in a way that encourages confidence and self-belief showing our depth and awareness of the skills and needs of individual pupils.

Underpinning the department is a sound structure with a thorough assessment programme providing an excellent data resource which follows the pupils throughout their time at the school. The department firmly believes that pupils should be fully involved in their learning and should be aware of what they are to be taught, how well they understand it and what they need to do to make further progress.

KS3

The Mathematics syllabus in Years 7 and 8 gives pupils a thorough grounding of all the basic number work and algebra needed for confident progress in the subject whilst developing their mathematical intuition through problem-solving activities. Further geometrical and statistical skills are introduced and formalised providing a solid foundation for pupils to start their International GCSE course in Year 9.

GCSE

Throughout Key Stage 4, all pupils are prepared for the Edexcel International GCSE (specification A) Higher Tier with more able pupils being offered an additional Further Mathematics course which runs in Twilight lessons.

WIDER LEARNING OPPORTUNITIES

Mathematics also extends beyond the classroom. We offer considerable support to our pupils on a one to one basis, in lunchtime clinics or in dedicated revision classes. Pupils participate in the annual Maths Challenges organised by the UKMT, with many Bronze, Silver and Gold certificates being awarded each year. Throughout their time at St Catherine’s, pupils also have the opportunity to attend a variety of trips and workshops that showcase the real-life applications of Mathematics.

In today’s increasingly globalised and connected world, the importance of effective communication has never been greater. We believe that being able to speak a foreign language is a vital skill for the future of our country and, most importantly, for your children.

French and Spanish are taught throughout the school. Both languages are offered at GCSE and we use AQA exam board.

We have language assistants for both languages, who work with students in small groups to focus on their speaking skills. Sound and video recordings are frequently used to give pupils access to genuine language sources and to highlight cultural aspects of our Target Language countries. Students are encouraged to use a variety of computer programmes and internet sources for reference, research and language practice.

From Year 9 onwards, pupils have relevant textbooks and workbooks which they keep.

KS3

In Years 7 and 8, pupils learn vocabulary and how to express themselves in the language. The focus is on learning basic grammar and language structures in the context of everyday situations.

Themes at KS3 include Personal Information and Description, Friends and Family, Free-Time Activities, School and Education, Food, and Places in Town.

GCSE

In Year 9, pupils start the GCSE course. Pupils need to develop the skills that they began to acquire in Years 7 and 8 in order to express more sophisticated ideas and opinions. In addition, they must learn to apply complex linguistic structures to their own production of the language.

The GCSE course contains themes such as Identity and Culture, Education and Work, and Global Issues.

Students will sit examinations in Listening, Speaking, Reading and Writing at the end of the course.

WIDER LEARNING OPPORTUNITIES

All pupils are offered the chance to go on residential visits to France and Spain. Recent trips have included KS4 trips to Paris and Madrid, and a KS3 German Christmas Market trip to Cologne and Koblenz.

In addition, we regularly take students on study days (e.g. BFI foreign film study days) and run cultural activities in the school (e.g. interactive theatre, salsa/flamenco/ballet workshops, etc).

Music plays a vital role in the life and community of St Catherine’s. Our vision is to instil a love of music for life and to give our girls every opportunity to take part in and experience music making.

KS3

The curriculum in Year 7 is broad and varied, covering music from Western classical tradition, popular music, World Music and Folk Music. There is a class set of keyboard, guitars and ukuleles and ensemble skills are part of the curriculum every year. Girls are also encouraged to bring their own instruments into class lessons.

Year 7 study modules on rhythm, keyboard skills, ukulele skills, jazz and mash-ups.

Year 8 study modules on major and minor scales, triads, chromaticism, songwriting and musical theatre.

Year 9 study variations, cover versions, reggae, film music and popular music.

GCSE

The curriculum is more bespoke at KS4 to ensure that not only the specific components of the EDUQAS specification are met, but that students develop as all-round musicians.  Students prepare performances for final assessment in addition to two compositions, building in confidence and ability.  Students develop their skills through a variety of tasks.  These two components inform and complement work for the listening paper: two set works (Bach and Toto) and four Areas of Study. The course comprises of three components:

Component 1: This component allows students to develop as a performer, as is worth 30% of the qualification. Students perform a minimum of two pieces, one which is an ensemble performance and second either a solo or ensemble. One of the pieces performed must link to an area of study from component 3.

Component 2: This is the composition component of the course, worth 30% of the overall grade. Students are expected to create two compositions, with one in response to a brief set by the exam board. The second composition is a free choice, where learners set their own brief.

Component 3: This is the appraising aspect of the course, where learners study four areas of study and use this knowledge for a written examination. This component is worth 40% of the qualification and students sit a 1 hour 15 minute examination, which comprises of eight questions.

WIDER LEARNING OPPORTUNITIES

There are many choirs and ensembles on offer, including the St Catherine’s Singers, the Orchestra and the flute ensemble. There are formal and informal concerts given throughout the year. The Music and Drama departments collaborate closely on the yearly school production and there are musicians involved in the singing and in the production band.

We have a highly dedicated and professional team of peripatetic staff. All orchestral instruments, voice, piano, guitar and percussion are available to learn. We act as a centre for Associated Board exams once a year and many pupils enter, achieving excellent results. The music department has 3 practice rooms where girls are welcome to use in small groups in their free time and create a band, pursue any musical interest of their own or simply practise. Concert visits are organised as well as master classes by visiting professional musicians and singers.

“Photography for me is not looking, it’s feeling. If you can’t feel what you’re looking at, then you’re never going to get others to feel anything when they look at your pictures.” Don McCullin

In Year 10, ‘A Place You Know’ introduces the pupils to look at their local world with a new eye. In Year 11, ‘Transformation’ encourages the pupils to explore different viewpoints to express different ideas.  In these projects the students experiment with photography in black and white, colour or a mixture of both. They explore the creativity of digital manipulation which leads them to create finals that can be a single image, one or many series, photo books, collage, relief, and/or mixed media pieces.

KS3

In St Catherine’s Creative Arts department, KS3 students explore a range of photography techniques and processes within their Art & Design lessons. This early exposure equips them with the foundational skills and knowledge needed to make an informed choice about pursuing GCSE Photography in Key Stage 4.

GCSE

We use the Edexcel Board for the Fine Art and Photography options. All the work the students create goes towards their final grade. 60% is their Personal Portfolio and 40% is the Externally Set Assignment with a 10 hour Examination.

The coursework is split into two projects across Year 10 and the beginning of Year 11. All pupils create three final outcomes, with the latter of these in examination conditions, so the students become confident working independently within 10 hours. Each project has a sketchbook to support and record the student’s development. In these projects the students investigate a range of relevant artists, visit galleries and exhibitions, experiment with new and exciting materials and techniques that lead to creating highly original and individual pieces. At the end of the course there is a ten-hour practical exam over two days, for which they have approximately 10 school weeks to prepare. For this a theme is set by the examination board, which requires the girls to demonstrate all their skills learnt over the two years.

The course is designed to encourage our girls to create their own style, to work independently and show self-motivation. They are expected to work outside of lessons, in the art studios and at home.

PHOTOGRAPHY

“Photography for me is not looking, it’s feeling. If you can’t feel what you’re looking at, then you’re never going to get others to feel anything when they look at your pictures.” Don McCullin

The personal portfolio for Photography is split into three units, the initial two in Year 10 and the last in Year 11. Unit 1, ‘A Place You Know’ introduces the pupils to look at their local world with a new eye. Unit 2, ‘Overhead and/or Underneath’, a previous examination theme, encourages the pupils to explore different viewpoints to express different ideas. Unit 3, ‘Force’ can be interpreted in any manner, from physical structure to expression of will. In these projects the students experiment with photography in black and white, colour or a mixture of both. They explore the creativity of digital manipulation which leads them to create finals that can be a single image, one or many series, built in collage or relief, and on range of scales.

Pupils experience the roles of performance, officiating and coaching in the following sports & activities throughout years 7 – 9: netball, football, swimming, touch rugby, badminton, cricket, athletics, trampolining, badminton and fitness.

GCSE

Students may opt into a two-year course in Edexcel GCSE PE. (60% theory, 40% practical)

Throughout, our students will receive a well-rounded introduction to the world of PE, sport and sport science through the combination of physical performance and academic challenges.

Component 1. Fitness and Body Systems. 36% of the qualification assessed in a written exam.

Component 2: Health and Performance. 24% of the qualification. assessed in a written exam.

Component 3: Practical Performance in three sports which must include both individual and team activities. 30% of the qualification.

Component 4: Personal Exercise Programme (PEP) Non-examined assessment: internally marked and externally moderated. 10% of the qualification.

WIDER LEARNING OPPORTUNITIES

We believe that providing a wide range of opportunities in sports for students of all abilities is important for health, fitness and well-being, as well as creating the sense of achievement and value that active participation and successful competition bring. We encourage students to be the best that they can be. The best will be a very different experience for each student, which is why we strive for a Sports for all ethos, coupled with the pursuit of excellence and development of pathways; opting into recreational or competitive clubs, undertaking GCSE PE, A Level PE, representing the school/borough/regional/national level.

Religious Education at St Catherine’s is at the centre of the curriculum and school life. RE is taught in three lessons a week for each year group following the requirements set out by the Diocese of Westminster. Our team of six specialist teachers plan engaging lessons using  a range of methods and resources designed to challenge interests and stimulate discussion, helping our girls to become  well-rounded empathetic and religiously literate students who flourish. The St Catherine’s curriculum allows our girls to “to reflect spiritually, and think ethically and theologically” (Religious Education Directory). RE is a core subject with every girl taking RE at GCSE and following a non-examined General RE course in the Sixth Form. There is also a very popular A Level course offered following the OCR Religious Studies specification .

KS3

The KS3 curriculum is rigorous. It allows the girls to visit a variety of world faiths, providing them with opportunities to expand their own spirituality and develop analytical skills by responding to theological concepts rooted in the Catholic tradition. All pupils are encouraged to reflect on their own beliefs and grow as individuals, mindful and respectful of the beliefs of others.  At KS3 our aim is to foster an environment of dialogue and encounter, while stimulating intellectual curiosity.

In Year 7 the main focus of study is revelation and the way this has unfolded through history. Alongside this we discover the festivals and celebrations of the world’s major religions. In Year 8 students explore biblical covenants and grapple with some of the existential questions that lie at the heart of the human condition; reflecting on both the meaning of suffering and the meaning of death. We also complete a depth study of Islam. Year 9 leads students through philosophical and spiritual enquiries about the existence of God, and deals with the mystery and nature of the human person; namely the principle of the dignity of others and the challenges posed by conflict and reconciliation.

GCSE

At GCSE all girls study the Eduqas specification, which offers a distinctive issues based approach to the study of Catholic Christianity, and an in-depth study of Judaism. To foster a broad and balanced understanding of religion in the world today, the thematic study requires learners to explore varying Christian responses to philosophical and ethical questions, and to contrast this with Judaism and non-religious world views, where appropriate. The themes include Origins & Meaning, Good & Evil, Life & Death and Sin & Forgiveness. Lessons frequently take on the format of a debate, and girls relish the opportunity to grapple with life’s big questions.

The Science Department at St Catherine’s is located in a dedicated block with excellent facilities and resources. The Department is staffed by specialist teachers and technician support.

The Department aims to stimulate curiosity, interest and enjoyment in Science and its methods of enquiry and develop skills and abilities that are relevant to the study, practice and application of Science, which are useful in everyday life and which encourage safe practice. Pupils develop an understanding of the technological and environmental applications of Science and of the economic, ethical, social, moral implications.

KS3

The Lower School curriculum follows the Activate scheme. It is designed to lay the foundations in terms of knowledge, practical skills and scientific investigations for successful progression to GCSE.

Year 7

In Biology, pupils study: cells, structure and function of the body system, reproduction, health and lifestyle.

In Chemistry, pupils study: particles and their properties, elements, atoms and compounds, Reactions, acids and alkalis and the Periodic table.

In Physics, pupils study: forces, sound, light, space, electricity and magnetism

Year 8

In Biology, pupils study: ecosystems and processes, adaptation and inheritance, new technology.

In Chemistry, pupils study: separation, techniques, metals and acids, the Earth, new technology.

In Physics, pupils study: energy, motion and pressure, new technology.

Year 9

In Biology, pupils study: turning points in Biology, detection, cells, Biology Organisation (part of the GCSE spec)

In Chemistry, pupils study: turning points in Chemistry, detection, atomic structure and the Periodic Table, structure and bonding (GCSE spec)

In Physics, pupils study: turning points in Physics, detection, electricity, kinetic theory and energy (GCSE spec)

• Biology
• Chemistry
• Physics

GCSE

The GCSE curriculum begins in January of Year 9 when the girls progress to the AQA GCSE Trilogy Course (double award). A number of girls take an additional option so that they can take the three separate science subjects and acquire three GCSE grades. The option is discussed with the Head of Science.

Year 10

• Biology
• Chemistry
• Physics
• Infection and response
• Quantitative chemistry
• Atomic structure
• Chemical changes
• Radioactivity
• Bioenergetics
• Energy changes
• Household electricity
• Homeostasis and response waves
• The rate and extent of chemical change
• Organic chemistry

Year 11

• Biology
• Chemistry
• Physics
• Inheritance, variation and evolution
• Chemical analysis
• Forces
• Chemistry of the atmosphere
• Motion
• Ecology
• Magnetism
• Using resources
• Electromagnetism

WIDER LEARNING OPPORTUNITIES

Science week in March is one of the opportunities to extend science beyond the exam  curriculum. Visits, project work and competitions are used to enrich the experience of the girls.

“Fashion is very important. It is life-enhancing and, like everything that gives pleasure, it is worth doing well.” Vivienne Westwood

The personal portfolio for Textiles is split into two projects across Year 10 and the beginning of Year 11. Unit 1 is ‘Surfaces’; this project introduces the girls to working through the journey of Textiles. They will learn to experiment with a series of techniques including; printing, dying, machine embroidery, fabric manipulation and transfer printing.  Students will also cover contextual research of Fashion and Textiles. For their outcomes they may  choose from interior, fashion and theatre design costumes. Unit 2, students are free to choice their starting points to produce a personal outcome that is again Fashion, Interior or theatre based.

KS3

In the Creative Arts department, students have the opportunity to study Textiles as a separate subject alongside Art & Design in Year 9. These dedicated Textiles lessons allow students to develop practical skills in fabric manipulation, surface decoration, and construction techniques. This focused experience supports students in making an informed decision about continuing with GCSE Textiles in Key Stage 4.

GCSE

We use the AQA Board for the Textiles option. All the work the students create goes towards their final grade. 60% is their Personal Portfolio and 40% is the Externally Set Assignment with a 10 hour Examination.

The coursework is split into two projects across Year 10 and the beginning of Year 11. All pupils create three final outcomes, with the latter of these in examination conditions, so the students become confident working independently within 10 hours. Each project has a sketchbook to support and record the student’s development. In these projects the students investigate a range of relevant artists, visit galleries and exhibitions, experiment with new and exciting materials and techniques that lead to creating highly original and individual pieces. At the end of the course there is a ten-hour practical exam over two days, for which they have approximately 10 school

TEXTILES

“Fashion is not necessarily about labels. It’s not about brands. It’s about something else that comes from within you.” Ralph Lauren.

The personal portfolio for Textiles is split into two projects across Year 10 and the beginning of Year 11. Unit 1 is ‘Colour’; this project introduces the girls to working through the journey of Textiles. They will learn to experiment with a series of techniques including; printing, dying, machine embroidery, Batik, Dye sublimation and embellishing. Students will also cover contextual research of Fashion and Textiles. For their first outcome they will create a cushion or bag and for their second make a garment. Unit 2, ‘Natural forms and Shorelines’, they are free to produce a personal outcome that is either for Fashion or Interiors.