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In the Drama department we believe creativity and imagination develops a student’s critical thinking skills and the ability to appreciate and differentiate and make informed judgements which in turn leads to creative thinking, confidence and problem solving – all skills which are prized by employers and which young people need.
The staff love to see their students succeed and have high expectations that each will do well according to his or her abilities therefore Drama is an important part of the curriculum. Drama is taught in mixed ability classes in Years 7 – 9, where we encourage students to develop lively, creative enquiring and independent minds, to develop self-esteem and confidence, experience opportunities for personal growth and develop the skills and enthusiasm for lifelong learning. The students can further develop these skills at GCSE where students develop a deeper understanding of dramatic techniques and technical components that will enhance their skills still further.
At A Level we offer Drama and Theatre Studies which examines all aspects of Theatre from Technical Elements, Stage Design and Performance components in a practical and theoretical course which intellectually challenges students offering them the same cognitive stretch of the most traditional subjects.
As part of the Performing Arts faculty Drama regularly offers extracurricular opportunities in the form of concerts, showcases and productions that energises the relationships between the school, its students and their community.
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Long Term Plans
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Dance is studied in the three strands of Performance, Composition and Appreciation Allowing students to improve their physical ability, stamina and dance skills through practical participation in different dance styles. Students are given the opportunity to perform as a soloist, and as part of a group. Dance gives students confidence and expression, understanding a deeper value of a healthy lifestyle and expressive qualities. We also offer a variety of extra-curricular dance clubs across all years, community outreach and performances to further enrich our students’ experience of dance.
Year 7 and Year 8
One lesson a fortnight in Year 7 and 8, where students explore different dance styles, building knowledge of Ballet, musical theatre and embedding choreographic terminology through practical tasks. Dance at Nobel also provides students with a variety of learning opportunities both in lessons and extra -curricular creating a love of the subject and motivation to challenge themselves to be the best they can be.Year 9
As a department we aim to provide a creative, engaging and expansive dance education. Topic areas develop curiosity and collaborative skills, encouraging independent learning and self-discipline. The curriculum is taught choreographic process through Contemporary dance, Musical theatre styles, and we look closely at professional choreographers as a source of inspiration for choreographic outcomes to build a foundation into GCSE. Although a competitive environment is encouraged students are taught how to work within a team to achieve a goal and celebrate together. Dance at Nobel provides students with a variety of learning opportunities both in lessons and extra -curricular creating a love of the subject and motivation to challenge themselves to be the best they can.GCSE & A Level
Students will have a good knowledge of contemporary Dance; they will be able to performance a solo in a contemporary style accurately. Students will have a good understanding of the choreographic process and will be able to demonstrate this through creating and explain their own dance work. Students will be able to interpret and analyse professional dance works and will be able to link choreographic choices to dance intentions. Students will be able to perform using sound physical, expressive and technical skills. Dancers at Nobel will be able to demonstrate and explain dance terminology effectively and will thrive of working in collaboratively and independently. We follow the three stranded approach of Performance, Composition and Appreciation. Performance – the skills necessary to perform successfully as part of group or a soloist learning how to improve their performance techniques. Choreography – how to create movement from a stimulus, how to develop and structure it into a coherent piece of work either from a stimulus or inspired from a professional choreographer. Appreciation – studying dances and appreciating what makes them successful, studying various professional dances interpreting their themes, movement, lighting, costume and design. [ut_one_fourth]Long Term Plans
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In Year 7 students first study Community and realise they belong to many communities from their family in Stevenage to the cosmos learning that ultimately we are all stardust. They study an exciting range of religious and cultural beliefs taught through philosophical discussion in which students are encouraged to formulate their own opinions. We visit the local mosque to enjoy experiential learning and students make cross curricular links, understanding connections between Geography, History and RE and associated skills. In year 8 students study Slavery, Rites of Passage, and Hinduism that involves an exciting and spiritual trip to a Hindu temple.
All students in Years 7-9 follow the course set by the local Standing Advisory Council on Religious Education (SACRE) and learn to appreciate amazing similarities and fascinating differences in the six major world religions: Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism. In Years 10 and 11 students follow either a short or full course GCSE and achievement is regularly high. In the sixth form we offer three study sessions, each with a keynote speaker, on a contemporary moral issue chosen by students. Recent topics proposed are mental health, homosexuality, and wealth and poverty, the latter involving a voluntary sleep-out.
Parents have the right under the 1988 Act to withdraw students from assembly and RE. Letters on this matter should be addressed to the head teacher. In this unlikely event students undertake private study in the RE classroom. No student has been withdrawn for many years.
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Long Term Plans
Click the links below to view PDFs- Year 7 – Religion and Ethics
- Year 8 – Religion and Ethics
- Year 9 – Religion and Ethics
- Year 10 – Religion and Ethics
- Year 11 – Religion and Ethics
- Year 12 – Religion and Ethics
- Year 13 – Religion and Ethics
We aim to promote an interest in and an enjoyment of history as well as an understanding of how the past has shaped the world in which we live today. We employ skills-based teaching methods which foster a critical approach to the examination of many types of historical evidence as well as developing essential study skills. Our courses are designed to enable pupils to understand a range of key historical ideas. These include:
- Cause and consequence
- Continuity and change
- Similarity and difference
- Present their thoughts clearly and logically
- Understand different interpretations of history
- Understand events and issues from the point of view of people from the past
- Understand historical evidence
- Assess the usefulness of evidence
- Understand the order of events in time
Long Term Plans
Click the links below to view PDFs- Year 7 – History
- Year 8 – History
- Year 9 – History
- Year 10 – History
- Year 11 – History
- Year 12 – History
- Year 13 – History
The aim of the IT department is to introduce the students to the exciting world of IT, so that they understand the technology being used, can design and create their own programs/apps and are also confident users of IT in the classroom.
Key Stage 3
The KS3 curriculum is based around the national curriculum for Computer science; with three key components 1) the use of algorithms and coding, 2) how computers and digital technology works and 3) how to be confident in organising and creating school work on computers.Key Stage 4
IT at KS4 is an option subject for students and currently the students can study an academic or vocational option. Vocational option for KS4: BTEC Technical Award in Digital Information Technology. This course is based on two coursework components and one exam component. The aim of the course is to introduce the students to the skills needed to design and create user interfaces, analyse data effectively and have an understanding of technology such as network security and cloud computing for the exam. Academic option for KS4: GCSE Computer Science. Students are examined on the fundamentals of IT and on algorithms and programming. See the pdf below for more details.Key Stage 5
At KS5, there is also a vocational and academic option. KS5 vocational option: We offer the Cambridge Technical Introductory Diploma in IT. The units studied are “Fundamentals of IT” (exam), “Global Information” (exam), “The Internet of Everything” (coursework), “Project management and application design” (coursework). KS5 academic option: We offer the OCR A Level in Computer Science. This course builds on the GCSE content and students are examined on the fundamentals of IT and on algorithms and programming. In addition this course has a project that students complete in year 13. This is on a topic of their own choosing and comprises 20% of the marks for the course.Long Term Plans
Click the links below to view PDFs- Year 7 – IT
- Year 8 – IT
- Year 9 – IT
- Year 10 and 11 – Computer Science GCSE
- Year 10 and 11 – IT BTEC
- Year 12 and 13 – Computer Science A Level
- Year 12 and 13 – IT CTECH
Mathematics is taught to all students up to GCSE level and then offered to the most able mathematicians for A level. In addition we are able to offer A-Level Further Mathematics where the students study a mathematics A level in year 12 and then study the further modules in year 13, this is positive as it means students have a confirmed grade when applying to universities.
The department is staffed well and the results gained are regularly some of the best in the school. Students enjoy lessons and are taught using a range of techniques in a mastery curriculum meaning we work hard to ensure all students access the whole curriculum and are taught depth of understanding with explanations of why the maths works. Students are taught in broadly mixed ability groupings in years 7 to 9. These setting arrangements incorporate provision for our highest attaining students and those who need extra support. This programme allows movement to take place between the sets. The faculty also contributes to cross curricular lessons within the school.
The teachers in mathematics regularly assess the students and track their progress, we assess in all lessons using a variety of assessment techniques. The students will be given weekly online homework tasks in which they can access support through videos, if students still struggle we are very proud to be able to offer support throughout the week after school. Topic tests are given throughout the year as well as being formally examined at the end of each year and all of these tests are analysed with the students at question level to highlight strengths and weaknesses.
Long Term Plans
Click the links below to view PDFs [ut_one_third]- Year 7 – Mathematics
- Year 8 – Mathematics
- Year 9 – Mathematics
- Year 10 and 11 – Mathematics Foundation
- Year 10 and 11 – Mathematics Higher
- Year 12 – Mathematics
- Year 12 – Further Mathematics
- Year 13 – Mathematics
- Year 13 – Further Mathematics
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The Design Technology curriculum is underpinned by some core processes: pupils learn to develop, plan and communicate ideas; to work with tools, equipment, materials, ingredients and components to produce quality products; and to evaluate processes and product outcomes. Alongside this creative work, pupils develop their knowledge and understanding of materials, components, systems and control and structures as well as understanding the importance of healthy eating and food science.
Our aim is for students to learn problem solving skills through designing and making quality products, which are relevant to them. Students will use a wide range of modern materials, equipment and processes and show creativity and innovation in order to achieve their best. In KS3 all students are given the opportunity to work with a variety of materials. This is achieved by students following a modular carrousel course, with each of the different material areas taught by a specialist teacher. From Years 7-9 students will work in wood, metal, plastics, electronics, graphics, CAD CAM and food technology.
At KS4 students can choose to study either GCSE Design and Technology or Food Preparation and Nutrition as one of their option choices. Some students choose to use two options and study both subjects.
Design and Technology students identify and solve problems using woods, plastics, metals and smart materials. Students look for needs and opportunities, and respond to them by developing a range of ideas, then demonstrate these by making quality products. Students learn how to plan and manage project work ensuring that tasks are completed to a high standard and all design thinking is communicated clearly through a range of media.
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As well as working in the areas indicated, students are also encouraged to use ICT to assist them in their project work. Students follow the Design Process which involves them identifying problems, generating ideas, planning, making and evaluating. They use this problem solving approach through the course, working both independently and cooperatively within groups. Through each D&T module, students are assessed in line with the National Curriculum Standards using the Nobel’s Learning Without Limits attainment target for Design and Technology.
In sixth form, Product Design students are given the opportunity to develop their creative, technical and practical skills through a series of product investigation experiments and design and manufacturing activities, culminating in a high quality practical product that they design and make.
Food Technology at KS3 is the foundation to GCSE. Students are taught nutrition, food science and essential practical skills which they then continue to develop and extend at KS4. Food Preparation and Nutrition GCSE provides students with an exciting and challenging opportunity to understand the important part food plays in everyday life. The specification focuses on practical cooking skills and the thorough understanding of nutrition, food provenance and food science.
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The Design Technology curriculum is underpinned by some core processes: pupils learn to develop, plan and communicate ideas; to work with tools, equipment, materials, ingredients and components to produce quality products; and to evaluate processes and product outcomes. Alongside this creative work, pupils develop their knowledge and understanding of materials, components, systems and control and structures as well as understanding the importance of healthy eating and food science.
Our aim is for students to learn problem solving skills through designing and making quality products, which are relevant to them. Students will use a wide range of modern materials, equipment and processes and show creativity and innovation in order to achieve their best. In KS3 all students are given the opportunity to work with a variety of materials. This is achieved by students following a modular carrousel course, with each of the different material areas taught by a specialist teacher. From Years 7-9 students will work in wood, metal, plastics, electronics, graphics, CAD CAM and food technology.
At KS4 students can choose to study either GCSE Design and Technology or Food Preparation and Nutrition as one of their option choices. Some students choose to use two options and study both subjects.
Design and Technology students identify and solve problems using woods, plastics, metals and smart materials. Students look for needs and opportunities, and respond to them by developing a range of ideas, then demonstrate these by making quality products. Students learn how to plan and manage project work ensuring that tasks are completed to a high standard and all design thinking is communicated clearly through a range of media.
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As well as working in the areas indicated, students are also encouraged to use ICT to assist them in their project work. Students follow the Design Process which involves them identifying problems, generating ideas, planning, making and evaluating. They use this problem solving approach through the course, working both independently and cooperatively within groups. Through each D&T module, students are assessed in line with the National Curriculum Standards using the Nobel’s Learning Without Limits attainment target for Design and Technology.
In sixth form, Product Design students are given the opportunity to develop their creative, technical and practical skills through a series of product investigation experiments and design and manufacturing activities, culminating in a high quality practical product that they design and make.
Food Technology at KS3 is the foundation to GCSE. Students are taught nutrition, food science and essential practical skills which they then continue to develop and extend at KS4. Food Preparation and Nutrition GCSE provides students with an exciting and challenging opportunity to understand the important part food plays in everyday life. The specification focuses on practical cooking skills and the thorough understanding of nutrition, food provenance and food science.
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Design and Technology is about making things that people want and that work well. Creating these things is, hugely exciting: it is an inventive, fun activity
James Dyson
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Click the links below to view PDFs [ut_one_fourth]KS3 Design and Technology
- Year 7 – Design and Food Technology
- Year 8 – Design and Food Technology
- Year 9 – Design and Food Technology
Design and Technology
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Visual communication is at the core of the Art curriculum, a transferable skill that enriches all our lives. The Art Department is committed in its pursuit of excellence in the field of art and design.
At Nobel we provide a stimulating environment for a variety of exciting and creative experiences. Art is planned and delivered to support the development of this visual language and ensures continuity and progression throughout all stages of the curriculum.
We aim to increase student confidence and give them a greater understanding of themselves. We recognise that each student is an individual and aim to nurture creativity in a fun and engaging way so that all our students can improve their skills and enjoy some measure of success in art and design.
We embrace cultural diversity and our students are encouraged to consider the world around them and develop their work in an individual way based on their own experiences of it. We promote experimental attitudes and approaches through a wide range of practical skills.
At Nobel we are fortunate to be able to offer our students three areas of specialism including general art and design, graphic communication and textiles, all up to A level. These are supported by facilities including three purpose built art rooms, a suit of Apple Mac computers and a specialist textile studio.
Assessment of the work at all stages is based on the student’s creative journey. This journey is richly supported by extra-curricular activities including trips, visiting artists, competitions, community projects.
Student achievement at GCSE and A Level is celebrated by the whole school community with a final exhibition which show cases their emerging talent.
We are proud that our art students, on leaving, are in a strong position to pursue a career in the visual arts, many at prestigious art schools.
Long Term Plans
Click the links below to view PDFs- Year 7 – Art and Design
- Year 8 – Art and Design
- Year 9 – Art and Design
- KS3 – Art and Design Assessment Overview
- Year 10-11 – Art and Design
- Year 12-13 – Art and Design
