Art, craft and design embody some of the highest forms of human creativity. At Bishop Challoner Catholic Federation of Schools we deliver a high-quality Art and Design education. We provide a curriculum which engages, inspires and challenges pupils. This equips them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they are able to think critically and develop a more rigorous understanding of the subject. They learn how art and design both reflect and shape our history and contribute to the culture, creativity and wealth of our nation.

In years 7, 8 and 9 students are taught to develop their creativity and ideas increasing their proficiency in the execution of their work. They develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.

Pupils are taught:

  • to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas
  • to use a range of techniques and media, including painting
  • to increase their proficiency in the handling of different materials
  • to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
  • about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.


In Year 7 Students learn about the formal elements of Art and Design; Colour, Tone, Line, Shape and Form, Pattern and Texture. These are the building blocks of all subsequent practice. They explore notions of Personal Identity, creating a colourful profile of themselves from objects and images that relate to themselves and their interests, and also begin looking at portraiture in movements such as Pop Art. In a Landscape Project pupils focus is on using mark-making techniques to create drawings and prints. Pattern and texture are sometimes used to create designs on ceramic tiles.

In Year 8 Students develop notions of identity further in a Self-Portrait project and by learning how the Ancient Egyptians represented their identities through the use of symbols and Hieroglyphics. This time there is focus on drawing and painting more realistic images with better handling of tone and colour. Students look at the way artists have manipulated portraits, such as in David Hockney’s photomontages, and they try these techniques themselves. In an Art & Music project, students look at ways of using art to describe sounds. Students look at the work of artists such as Kandinsky whose exploration in to the spirituality of music led him to become a pioneer of abstract art. Students then create their own abstract work.

In Year 9 Students look at the work of surrealist artists such as Magritte and Dali. Students use a variety of devices such as changing the scale of objects and taking objects out of their usual context   to make surreal rooms, surreal landscapes and surreal pictures of eyes. This can lead to a surreal painting as an outcome. In the Heroes and Villains project Students look at comic book art such as in Marvel and DC comics. Students create their own fictional characters and design costumes, names and logos for them. Students can then progress to making three dimensional models of their characters.


GCSE Art and Design in years 10 and 11             

GCSE Art & Design is a popular choice for students at Bishop Challoner Catholic Federation of Schools. We are a well-equipped Department and can offer our students excellent facilities. In recent years our GCSE students have achieved outstanding results in both the Girls School and the Boys School.
Over two years, students will complete a portfolio of work which will consist of sketchbooks, larger work and final outcomes. Students are given ample opportunities to develop their work outside lessons through lunch and after school workshops. The course content is delivered through activities including; drawing, painting, printing, collage, photography and analysis of a broad range of artists.                                                                                                                                    

Year 10

In Year 10 students explore the Identity theme in a project entitled, ‘Objects and Belongings’. Students look at the way objects are depicted in a variety of artistic styles such as Pop art, Cubism and Vanitas still life painting. There is an emphasis on objects that are personal and relate to the self and to personal possessions. Students build up a sketchbook full of experiments, ideas and artist research. This leads to the creation of a final piece such as a painting on canvas.                      


Year 11                                                                                                          

In Year 11 the Identity theme continues and the focus is on Self-Image. Students are able to further explore identity through portraiture. Students look at a variety of portraits by a range of artists such as Sylvia Ji and John Stezaker. Students then try out their techniques themselves in the sketchbook. The unit culminates in the creation of a final piece such as a portrait painting or sculpture. The course work produced in years 10 and 11 is worth 60% of the GCSE grade and comprises unit 1.       

Externally set assignment: This comprises unit 2 and begins in February of Year 11. The theme is set by the Edexcel exam board. Students are given several weeks to build up a sketchbook full of ideas, experiments with techniques and materials, investigation and artist research. At this stage students should be able to work fairly independently and the work will be less teacher led although consultation with the teacher will be frequent. The unit culminates in the final exam which lasts for 10 hours and takes place over 2 days. In this time students create a final outcome such as a painting or sculpture.



The study of Business and Economics are two exceeding important areas that affect everyone, every day of their lives. You will learn about how the businesses make decisions that affect what you buy and how much you earn. You will study topics that allow you to develop your leadership and management skills and work towards setting up your own businesses. You will also study how economic theory can affect people, businesses and world economies.

Studying Business and Economics courses will allow you to access courses at university and ultimately can allow you to work in many business related careers such as: Accountancy, Business Management, Business Analyst, Economist, 

What you will study at GCSE

GCSE Business: from September 2017, we will be offering EDEXCEL GCSE (9-1) Business.  This is a new and exciting specification where you will be learning topics such as digital communication and ecommerce, the sales process and customer service; logistics and the supply chain. The course will allow to assess the decisions that entrepreneurs make when wishing to set up a business and how they would ensure that their business is successful in the long term.   The course will be highly numerate and you will have the opportunity to analyse sales figures and understand how businesses create profits and reinvest the money made back into their businesses. 


As a vocational route we offer the WJEC Level 2 Vocational Award in Retail Business offering a learning experience that focuses learning for 14-16 year olds through applied learning, i.e. acquiring and applying knowledge, skills and understanding through purposeful tasks set in sector or subject contexts that have many of the characteristics of real work. The qualification is built from discrete units, but allows for both synoptic learning and assessment. Each unit has an applied purpose which acts as a focus for the learning in the unit. The applied purpose is the vehicle through which the learning contained in the unit is made relevant and purposeful.  It introduces learners to one of the most important employment sectors in the UK, exploring various aspects of retail business and investigating a range of retailers from large chains and department stores through to independent and virtual stores. It is also the means by which learners are enthused, engaged and motivated to study retail business. The applied purpose provides the opportunity for authentic work related learning, but more than this, it will require learners to consider how the use and application of their learning impacts on individuals, employers, society and the environment.

Computer Science

Computer Science

Computer Science gives students a real, in depth understanding of how computer technology works. It offers an insight into what goes on ‘behind the scenes’, including computer programming, which many students find captivating. Throughout the key stages students develop critical thinking, analysis and problem-solving skills, which can be transferred to further learning and to everyday life. Students who want to go on to higher study and employment in the field of computer science will find it provides an excellent stepping stone.

In year 7, students develop their understanding of E-Safety which include studying the effects of social networking and computer security. Students are also introduced to computer programming using Scratch, Small Basic and HTML. 

In year 8 students are introduced to the concept of computer modelling. They write formulae in spreadsheets to mimic real life scenarios to test their hypotheses. Students also develop confidence in writing algorithms using pseudocode.

In Year 9 students enhance their computational thinking skills by tackling complex problems through programming. They study mathematical topics such as Data Representation, Binary Arithmetic and Boolean Logic.

In Year 10 students have the option to study Computer Science or ICT at GCSE level. The Edexcel Computer Science course students to apply 'computational thinking' in context, across both examined and non-examined assessment.

Students are prepared for real-world computer challenges and build their ability to think computationally within the context of a single scenario. 'Computational thinking' is integrated throughout the contents. The internally assessed unit encourages students to solve a problem using algorithmic planning and design, programming, testing and evaluation. The examined unit emphasises knowledge and understanding about Data Structures, Binary Arithmetic, Encryption, Boolean Logic, Databases and Networks. Students will also study ethical topics such as Computing and the Environment, Legal and Privacy Issues to grasp a better understanding of the wider social impact of emerging computer technology.

The ICT qualification is a vocational course where students undertake practical projects to create IT solutions using popular industry standard documents such as spreadsheets, databases and interactive media. Students will also sit an exam which assesses their knowledge of ICT and its implications on individuals and organisations. 

Computer Science is part of the English Baccalaureate group of subjects. Its study supports literacy and numeracy development whilst encouraging computational thinking. The rapid growth in the computing technology sector has a seen in increase in the proportion of our students studying the subject beyond GCSE and A level, particularly in a degree in Computer Games Design and Software Engineering.

Students are examined and accredited by Edexcel 



Dance is expression through movement. Dance develops creativity, self-confidence and self-discipline. Dance allows students to express themselves through movement. Dance improves physical fitness, flexibility, agility, strength and posture. Dance develops an awareness of different forms of music and the way in which we relate to music.

Dance develops students ability to problem solve in a group and share ideas when creating group choreography.

A qualification in dance can lead to a career in theatre, teaching, performing, choreography

Year 7 – Performance and choreography 

  • Introduction to dance – actions space and dynamics
  • Contemporary choreography using a prop
  • Contemporary performance in a narrative dance.
  • Musical theatre – Annie

Year 8 – performance and choreography using different dance styles.

  • Jazz and salsa in musical theatre – West Side Story
  • Jazz performance – Hairspray
  • Rock and roll performance
  • Narrative choreography
  • Performance and choreography blending Martials Arts and contemporary dance.

Year 9 – performance, choreography and analysis of professional dance practitioners.

  • Christopher Bruce – Ghost Dances explores political oppression.
  • Afrobeats – the life and work of Fela Kuti
  • Christopher Bruce – Swansong explores the plight of political prisoners
  • Alvin Ailey - Revelations tells the story of African-American faith and tenacity from slavery to freedom.

What You Will Study at GCSE


  • Technical dance skills: Posture, Alignment, balance, co-ordination, flexibility, mobility, strength, stamina,
  • Expressive dance skills: projection, focus, facial expression, musicality, movement memory, confidence.


  • Group choreography using a variety of stimuli and using a range of skills: unison, canon, accumulation, contrast, complement, motif and development, transitions, highlights, climax, improvisation, structure

Practical exam:

  • Performance of two set solo’s
  • Performance in a group dance
  • Group choreography

Professional dance works

You will study 6 professional dance works in preparation for the written exam looking at:

  • Starting points/stimuli
  • Set, lighting and costume design
  • Movement content and style

Use of music

Exam board - AQA

Design and Technology

Design and Technology

Our mission is to provide opportunities for pupils at Bishop Challoner Catholic School to develop as well rounded individuals who are confident and capable of realising their full potential, through application of acquired skills and problem solving. We see the preparation of our pupils for citizenship in a global technological society as integral to our planning of teaching and learning. To that end we are developing our links with cutting edge designers, universities, Colleges, Art and Design, Science and engineering organisations and industry specialists to bring the real world technological experiences into the classroom.

The DT curriculum at KS3 is delivered to all pupils over three years. We offer pupils Resistant Materials, Food Technology, Product Design / Graphics and Food Technology, in a carousel arrangement. This means that pupils get to complete nine to twelve week modules with subject teachers that specialise in the subject areas. Upon arrival in Year 7 all Students are given a baseline assessment which allows us as a Faculty to determine where each Student is and to some extent identify areas they may have a particular flair for.   Furthermore, they are given interim assessments at the end of modules two and four to facilitate tracking of pupil progress throughout the academic year.  In this way we build a clear trackable picture of the individual student’s attainment and progression. KS3 students (years 7 and 9), have a double period in each week lasting 100 minutes. 

Year 7- Textiles-the Monster project. Graphics-The Olympic coin project (CAD/CAM and pewter casting). Resistant materials- Two mini projects covering basic tool and machinery skills. Food- Fruit and vegetables are the focus during this module, which consists of at least six different focused practical tasks.

Year 8- Textiles- the pop Art inspired cushion project. Graphics- The interactive book (Mechanisms).  Resistant materials- Childs Toy. Food- Special diets are the focus during this module, which consists of at least six different focused practical tasks.

Year 9- Textiles- the Bag project. Graphics- Chocolate project (Packaging, marketing and vacuum forming. Resistant materials- The USB Lighting project. Food- Eggs are the focus during this module, which consists of at least six different focused practical tasks.

What you will study at GCSE 

At GCSE students gain awareness and learn from wider influences on design and technology including historical, social, cultural, environmental and economic factors. Students get the opportunity to work creatively when designing and making and apply technical and practical expertise. At KS4 both boys and girls can select AQA product Design and WJEC Catering. However only the girls are offered Textiles. Students complete a design and make controlled assessment, which is worth 50% 0f the course grade over 30 hours. They then complete one 2 hour examination paper which is worth 50% of the final grade. (WJEC Catering 60% for two practical controlled assessment tasks and 40% for the exam paper )

Further information: Exam Boards, Average Class Sizes, Results.

The Design and Technology Faculty consists of eight well-resourced rooms. Two of our rooms have full computer suites, which facilitates the teaching of systems and control and CAD/CAM. The remaining rooms have a minimum of two PCs as well as a stand-alone PC, which are dedicated machines to run CAD/CAM equipment. Specialist Design & Technology software allows us to integrate ICT across all of the learning and teaching, whilst reinforcing pupil’s ability to refine their personal thinking skills alongside developing their literacy. The Design & Technology Faculty consists of six teachers all of whom are specialists in one or more of our curriculum areas. We have two technicians and a subject specialist teaching assistant.



*Want to be a good Diagnostician in medicine? You need an imagination.

*Want to be a lawyer who owns the courtroom with persuasive ideas that win the case? You need an imagination. 

*Want to be an internationally best-selling author? You need an imagination. 

*Want to be a BAFTA award winning actor/actress? You need an imagination. 

To generate those ideas that make you stand out from the crowd, you need to develop and practice that imagination…continually.

To generate those ideas that make you stand out from the crowd, you need to develop and practice that imagination…continually.

In Drama, we do just that. Through extensive practical explorations combined with rigorous theoretical analyses, you will become a confident, creative communicator not just on stage but in the board room, the courtroom and the work arena.

Year 7 – The students explore and acquire a plethora of Drama strategies as they undergo an introduction to Drama at secondary level. From script writing to improvisation, they’ll have all they need to see them through KS3 Drama.

Year 8 – The students explore the world around them, both past and present through the medium of Drama. They investigate and analyse criminal case studies and the law through abstract styles of performance as well as venturing into Theatre in Education where they teach younger audiences about “change” through role play and pantomime.

Year 9 – Students prepare for GCSE as they explore Stanislavski and his methods of bringing a script to life. They create new and exciting pieces of devised Drama around socio-political themes that are relevant to them as well as brushing up on their improvisational skills towards the end.

What you will study at GCSE

Year 10 –

1) Introduction to GCSE Drama: acquisition of key skills and The workshop and study of two Key practitioners - Stanislavski and Brecht.

2) Students will complete Component 1 of their GCSE which is 40% of their GCSE and is on devising original Drama around the theme of “Rights”.

3) Component 3 begins in Summer term with practical exploration of The Crucible followed by exam paper preparation.

Year 11 – 

Component 3 is continued and The Crucible is explored in closer detail both analytically and practically.

Component 2 begins in the Autumn term which is 20% of the GCSE and is assessed as a 30-45minute performance that is contrasting to the text studied in component 3.

Component 3 – Theatre makers in practice public examination which is 40% of GCSE.

Drama students have the opportunity to watch local and independent productions as well as visiting the West End to enjoy productions which have included The Curious Incident of the Dog in the NightTime, Macbeth, The Lion King and many more. 

Your student will also work with industry professionals from HalfMoon Theatre and RADA as they learn the ins and outs of the Arts industry both as a career and a student. 

Exam board is Edexcel. 

Results are consistently good and above the national average. 100% of boys achieving A*-C and 81% of students in both schools achieving A*-B.



The study of English provides the fundamental skills necessary to create opportunities for our students and their futures. By studying a variety of texts, both fiction and non-fiction, students are not only prepared for their GCSE and A-Level exams, but are also given a solid foundation on which to build analytical skills and an enjoyment of reading. The curriculum has been carefully designed at each key stage to stretch and challenge pupils to reach their full potential. In addition to classroom lessons, the English faculty also offers a variety of after school clubs and writing competitions to celebrate the talent of our students.


Play scripts (e.g. Frankenstein, Dracula, Noughts and Crosses, The Demon Headmaster)

Novels (e.g. Private Peaceful)

A Collection of Short Stories

A Collection of Poems

Non-fiction texts


Novels (e.g. The Curious Incident of the Dog in the Night-time, Wonder, Roll of Thunder Hear My Cry)

Fantasy Genre Texts

Character and Voice Poetry Anthology

20th Century Novels (e.g. Call of the Wild, To Kill a Mockingbird)

A Shakespeare Play (e.g. Romeo and Juliet, The Tempest, A Midsummer Night’s Dream)


Relationship Poetry Anthology

19th Century Novels (e.g. Oliver Twist, A Christmas Carol)

A Shakespeare Play (e.g. Macbeth)

GCSE Preparation Texts:

Introduction to GCSE Language Paper 1 and Paper 2

Modern Texts (e.g. An Inspector Calls)

What You Will Study at GCSE


English Literature:

Modern Texts (An Inspector Calls)

Comparative Poetry Anthology

Unseen Poetry

English Language:

Language Paper 1 (20th and 21st Century non-fiction; narrative and descriptive writing)

Language Paper 2 (19th, 20th, and 21st Century fiction and literary non-fiction; writing to present a viewpoint)


English Literature: 

English Language Paper 1 and Paper 2 Revision

English Language: 

Speaking and Listening Exam Component

19th Century Novel (e.g. Dr Jekyll and Mr Hyde)

Shakespeare (e.g. Macbeth).



Geography provokes and answers questions about the natural and human worlds, using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem solving skills both inside and outside the classroom. Geography explains the past, illuminates the present and prepares us for the future. What can be more important than that?

Year 7 – Exploring the British Isles, Map Skills, Epic Ecosystems, Exploring Brazil, Wild weather and tourism

Year 8 – Into Africa, Coasts, Frozen Planet, Conflict, Urbanisation, Exploring China

Year 9 – ‘Do we live in the age of stupid?’, Plate tectonics, Globalisation and development, Rivers, Extreme Climates, Geographical decisions

Year 10 – Hazardous earth, Development Dilemmas, Challenges of an Urbanising world, Physical geography of the UK (coasts and rivers) + 1 field trip to a coastal environment

Year 11 – Human geography of the UK, Forests under threat, People and the Biosphere, Consuming Energy Resources + 1 field trip to an Urban area.

Exam Board: Exexcel B

Health and Social Care

Health and Social Care

Health and Social Care is a vocational subject available to learners aged 14+. It is a BTEC First qualifications where the skills learnt in studying this will aid progression to further study and prepare learners to enter the workplace in due course. In the health and social care sector, typical employment opportunities may be as an apprentice or in a supervised entry role, depending on specific job requirements and age restrictions. This qualification provides learners with a taste of what the health and social care sector is like, enabling them to make informed choices about their future career.

BTEC First Health and Social Care Level 1/2 is taught in Year 10 and 11. It is a two year course which consists of four units taught over the two years. There are three units of coursework (75% of final mark) and one exam unit (25% of final mark) which students have the opportunity re-sit. Each unit consists of 60 guided learning hours where students have the opportunity to gain marks which are graded as Pass Merit and Distinction.
There are two mandatory units which must be completed and 6 optional units where only two are chosen to study. 

This course has been developed to:

  • Give learners the opportunity to gain a broad understanding and knowledge of the health and social care sector
  • Give learners the opportunity to develop a range of personal skills and techniques, through the selection of units that are essential for successful performance in working life
  • Support progression into a more specialised level 3 vocational or academic course or into an apprenticeship.


The exam board is Edexcel, average class size is 15 pupils and results based on 2015-16

were as follows:

  • Level 2:  95% achieved target grades
  • 100% students on BTEC courses passed

This course is recommended to those interested in working and caring for people that need help and support. This can be children, young people, vulnerable adults and the elderly. This course is also recommended for those that want to run their own health or social care business but want and insight to different areas within this field. If you are interested in careers such as midwifery, counselling, dietetics & nutrition, human rights, nursing and more, then this is the course for you.



More so now than ever, history allows us to understand the world we live in today; to challenge misconceptions about the past, to identify cause and consequence, changes and developments. History encourages classroom debate and discussion, helps develop student independence and opinion, and crucially provides a set of analytical and communication skills that are transferable across many forms of employment, whether you want to teach history, become a business manager, a doctor or a lawyer! It is a profoundly engaging subject that fuels students’ curiosity and encourages people to ask ‘what if’ and ‘why?’

What you will study in Year 7-9

  • How has London changed over time?
  • What have the Romans done for us?
  • How dangerous was Medieval Britain?
  • Is Disney’s interpretation of King John fair?
  • Tudors versus Mughals: which dynasty was better?
  • Why should we study the Civil Rights movement?
  • Why did WW1 break out?
  • What was the turning point of WW2?
  • What was the Holocaust?

What you will study at GCSE

Year 10: Germany from 1890-1945

Conflict in Asia: Korea and Vietnam, 1950-1975

Year 11: Elizabethan England and the Historic Environment, inc. a field trip

Empire and migration and the people to the present day

Bishop Challoner History Department staff are passionate, wildly enthusiastic historians and subject experts, having studied at top universities like LSE, Oxford and Cambridge. We love history, and believe it is a subject that empowers young minds, promotes tolerance and respect, as well emphasising how the past resonates directly with the lives we lead today. Above that, we think it is fascinating!


We are exceptionally proud of our results and provide a number of intervention strategies to help students make progress, from mentoring, exam skills and providing revision guides.

Our students gain offers to study at Oxford University, as well as top universities like Durham, Exeter and Warwick, and we actively support students in making these applications, providing personal statement guidance and interview practice.

We are honoured to be part of the Holocaust Educational Trust’s Lessons from Auschwitz Project, where our students have used their experience of visiting the trip to become Holocaust Community Ambassadors- even speaking in front of Mayor Sadiq Khan!

Additionally, we have been awarded Holocaust Beacon School Status from UCL in recognition of our scheme of work on the Holocaust and ‘myth busting’ students’ misconceptions- In 2016 we were given a ‘Quality Mark’ which means we are recognised as a leading department nationally.

Studying history at Bishop ultimately gives students an opportunity to immerse themselves in the past; through meeting WW2 veterans and Holocaust survivors, to completing independent learning projects and actively pursuing their own historical research, to literally using the historic environment around them- from the Tower of London, to Cable Street!

GCSE Boys 2017: 33% A*-A, 91% A*-C

GCSE Girls 2017 44% A*-A, 80% A*-C



GCSE Mathematics covers six core strands: number, geometry, algebra, ratio and proportion, probability and statistics. As well as learning a wide variety of new mathematical skills, students will also develop logical and problem solving skills during this course.

We follow the Edexcel syllabus, which includes a range of tasks that emphasise problem solving, investigation and practical skills. Furthermore, students are encouraged to work with mathematics that they encounter in everyday life.

Topics that students will study depend on whether they follow the higher or foundation specification. The higher course incorporates grades 3 – 9 and has a large emphasis on algebra. The foundation course incorporates grades 1 – 5 and focuses more on number and proportional reasoning skills.



“The media is the most powerful entity on Earth. They have the power to make the innocent guilty and to make the guilty innocent, and that’s power. They control the minds of the masses” – Malcolm X

Every day you are exposed to newspaper headlines, film trailers, advertising on billboards, and constant updates on your social media accounts. What could be more important than thinking critically about the messages you are receiving? How is your life impacted by the media you consume? How does the mainstream media manipulate the masses to maintain the status quo? What are the consequences? What are the alternatives? What might the future hold?

What You Will Study at GCSE

At GCSE you will analyse a range of media texts exploring issues of representation, audience, language, and institutions. You will learn how to deconstruct mainstream texts to critically evaluate the messages they are promoting to the audience. For example, why are most action movie heroes white men? What impact does this have on society? You will then have the chance to create your own media texts that present your own, perhaps more challenging ideologies. You will develop a range of practical skills including: shooting material using digital SLR cameras; editing in Final Cut, Photoshop and InDesign; and designing storyboards.

GCSE examination board is OCR. Average class size is 22. 



The MFL Faculty strives to prepare students for a globalised world where the importance and relevance of foreign language learning has never been greater, given the wider opportunities for contacts abroad both at work and in leisure time.

Learning a language maximises opportunities for future employment in the UK, and offers a stimulating intellectual experience and a challenge which is worthwhile in itself. It also supports English literacy acquisition.

We believe that gaining insight into other cultures leads to greater tolerance and contributes to breaking barriers of racism and xenophobia.

During Years 7-9, students will have the opportunity to develop their language skills in listening, reading, speaking and writing in the target language.

Whenever possible and appropriate, we use authentic material to support teaching and learning.

Weekly homework is a crucial part of learning and ensures students consolidate grammar concepts and vocabulary.  


Year 7

- Greetings

- School

- Family

- Where I live


Year 8

- My daily routine

- Places in town and where I live

- A past holiday

- At the restaurant


Year 9

- Free time activities

- School 

- Health & healthy lifestyle


Year 10

- A past holiday

- School

- My family & friends

- Free time

- My area


Year 11

- Festivals and traditions

- Future plans and work experience

- The environment 

- Healthy living

Lessons are based on Studio and Mira text books.

What You Will Study at GCSE

French or Spanish GCSE: based on Studio Edexcel ( Higher / Foundation tier) or Mira.

  • Identity and culture ( family and friends, going out, role models)
  • Leisure ( sport, music, reading, cinema, technology, TV)
  • Food and meals, shopping.
  • Festival and celebrations
  • Local area, holiday and travel.
  • School
  • Future aspirations, study and work.
  • International and global dimension.
  • Literary texts
  • Creative writing
  • Translation

Grammar :

Present, past, future, conditional tenses. The imperative.

Comparatives and superlatives

Modal verbs

Asking questions

Demonstrative adjectives and pronouns

The passive

Understanding the subjunctive.

Examination Board : Edexcel

The Faculty subscribes to several language websites and software such as Rosetta Stone, activeteach and dynamic learning.



  • We have a fantastically well-resourced Music Department:
  • Two full sized teaching classrooms with Apple Mac computers and MIDI Keyboards.
  • Eight practice rooms each with an upright piano (one with a Baby Grand Piano) and a Keyboard for breakout performance space.
  • A recital room with a Yamaha Baby Grand Piano that is used for instrumental workshops and recitals.
  • A recording studio with state of the art recording equipment used in KS3 & KS4 lessons.
  • A Yamaha Grand Piano within the Theatre used for ABRSM Examinations and weekly recitals.
  • A Grand Piano in the Drama Studio, allowing cross curricular work with the Drama Department.

All Music lessons enable pupils to develop highly-desirable skills in areas such as self-management, teamwork, problem-solving and communication, all areas which are looked upon extremely favourably by top Universities and employers.

At Key Stage 3 our pupils focus on the building blocks of Music. Pupils’ learning will range from how to play a Musical instrument to learning how to listen to and describe music appropriately. Pupils study a range of topics, some of which are listed:

  • Reading Music
  • Creating their own instruments
  • African Music
  • Film Music
  • Rap Music
  • Blues Music 

At the start of Year 7, students are given the option of learning how to play an instrument. A “Taster Week” is given and pupils can see the range of instruments they can learn.

There are many extracurricular clubs which run before, during and after school including:

  • Choir
  • Orchestra
  • African Drumming
  • Boom Whacker Club
  • Music Technology Club


What you will study at GCSE

At Key Stage 4 we currently study the Edexcel 9-1 Course. Pupils focus on the three components of Music:

  • Performing                            30%
  • Composing                           30%
  • Appraising Music.                 40%     

Pupils study Music from an array of different genres from Bach and Beethoven to Queen and John Williams.

We currently have 100% A*-C pass rate within our Boys School.

Regular performances and recitals are arranged for our GCSE Pupils where their talents are showcased.

100% A*-C Pass rate at GCSE Music. (Bishop Challoner Boys School 2016 Summer Exams)

100% Pass rate with ABRSM Music examinations (2016-2017)



Religious Education is the core of the curriculum and provides a sound introduction to Roman Catholic teachings and the Gospel values of truth, justice, equality, forgiveness, peace and love. Throughout the key stages students study a variety of topics that enables them to develop their understanding of the Catholic faith and recognise the seeds of truth in other faith traditions. They gain understanding of what it means to be ‘People of God’ and the importance of faith in action.

In year 7 students begin with an introduction to the Catholic faith, which includes religious practices and prayer life. Students also study how to be holy and explore beliefs about judgement and the afterlife. In year 8 students learn about God's revelation, the nature of grace and the 7 Sacraments.

Throughout Key Stage 3 students study ethical topics such as Global Issues, in which they reflect on their impact on the world around them and the importance of stewardship.

Students are also given the opportunity to explore other faith traditions with a particular focus on Islam, Sikhism and Judaism

Year 7

  • Introduction to RE: Students learn the essential parts of the Catholic faith. Particularly focusing on the role of the Bible and its importance to Catholic life.
  • Catholic Beliefs and Values: Students continue to learn the key aspects of the Catholic faith, focusing on the nature of God. We look at how these beliefs impact Catholic practice today.
  • Global Issues: Students learn about Jesus’ teachings and how they are being lived out by Catholics today. Students have an opportunity to reflect on key issues impacting our world today, such as poverty, war, and intolerance.
  • Covenants: Students learn about the term covenant and key promises that were made in Jewish history. Furthermore, students have an opportunity to reflect on Holy Week alongside a focus on artwork surrounding this important time.
  • Marks Gospel: Students learn the background to the Gospel of Mark and how this impacts our understanding of Jesus’ role today.
  • Islam: Students study some of the key beliefs and practices of Islam, focusing on the importance of the Five Pillars of Islam.


Year 8

  • Divine Revelation and Incarnation: We explore how God has revealed himself to us, using the Bible to understand the role of the prophets. We then focus on the most important revelation of God; Jesus, and his role in our Salvation.
  • Grace: In this unit, we discuss the importance of grace in our life and think about the key terms sanctifying and sacramental grace. We reflect on key parts of the Christian life, such as baptism.
  • Ethics – Marriage and Family Life: Here, we have an opportunity to investigate a key issue in our world today. We look at issues, such as marriage, the family, adoption, and divorce.
  • Sacrifice and Death: This unit is focussing on the sacrifice and death of Jesus Christ, particularly analysing how it is expressed in Mark’s Gospel. This unit leads up to Easter as we think about the importance of his death for Christians today.
  • Judgement and Afterlife: We take a closer look at the topic of death in this unit, looking at what Scripture has to say about death. We evaluate the implications of purgatory, heaven, and hell, on our lives today.
  • Sikhism: We introduce the topic of Sikhism, exploring different key teachings through the lens of the 10 Gurus. We reflect on their practices and evaluate whether these key beliefs are still relevant today.


Key Stage 4

What You Will Study at GCSE

All students study GCSE Religious Studies for AQA B: Catholic Christianity with Judaism. In Years 9 & 10 students will explore the Catholic understanding of creation, Incarnation, the Trinity, Salvation, the nature of the Church, the Kingdom of God and beliefs about life after death. In year 11 students will study Jewish beliefs, teachings and practices including worship, family life and festivals. In the second half of year 11 students will study religion and ethics and will consider the impact and influence of religion in the modern world. They will explore topics of peace and conflict, human rights, social justice and relationships. Students enjoy studying the GCSE and exploring their own faith, the faith of others and the world around them.

Exam Board: AQA Religious Studies B Catholic Christianity with Judaism

Year 9

Introduction to Judaism: Students will analyse the beliefs about God, the importance of the mitzvoth, understand the importance of the synagogue and gain knowledge about Jewish prayer and worship in Great Britain today. This will prepare students for the Judaism element of the GCSE.

Introduction to AQA Spec B GCSE: The Catholic Church: Beliefs, teachings and practices: Students will explore key Catholic beliefs, teachings and practices. They will understand the ways in which God reveals Himself to us and examine why the Bible is a source of authority in the Catholic Church. They will explore the role and importance of the Pope and bishops in the Roman Catholic Church. Students will also examine the role and importance of the Holy Spirit in the Catholic Church


GCSE Unit 1- Creation: Students explore the Catholic understanding of creation, particularly the notions of God as creator, humanity as the image of God and the role of humanity as stewards of creation. Students also explore the basis for these beliefs in scripture and their expression both in the visual arts and in the increasing agency of the Church in tackling global concerns about the environment, as well as different Christian understandings of the account of creation in Genesis 1 and 2 and the Catholic understanding of the harmony between science and religion.

GCSE Unit 2 – Incarnation: Students explore the Catholic understanding of incarnation as the revelation of God in the image of humanity. The significance of the example and teaching of Jesus as the authoritative source for moral teaching is considered, alongside the importance of the sacramental nature of reality and expressions of beliefs about Jesus in symbol and statuary. This leads to an examination of different Christian views about images of Jesus.

GCSE Unit 3 - The Triune God: Students consider Catholic understanding of the glory of God and the mystery of the Trinity.

They explore expressions of this belief in music, scripture and tradition are explored along with the authority and influence of the magisterium and the practice of prayer


GCSE Unit 4 – Redemption: Students explore the Paschal mystery of salvation as it is understood in Catholic theology and as it is celebrated and realised in Catholic worship, as well as the Church as the ‘Body of Christ’ and a redeemed ‘People of God’. They will consider the different metaphors used to express the mystery of salvation and the shape, contents and meaning of Church buildings and decoration – specifically those parts of a Church which speak directly about the mystery of salvation.


Year 10

GCSE Unit 5 - The Church and the Kingdom of God: Students explore the nature of the Church and its mission to bring about the Kingdom of God as expressed in the Lord’s Prayer. Students will also learn about the impact of mission through vocation and service.

GCSE Unit 6 - Eschatology: In this unit students consider Catholic beliefs about life after death and the implications of these beliefs on how Catholics live their lives today, particularly in the face of key issues such as euthanasia. As well as exploring these key beliefs, students also study the funeral rites in the Catholic Church.

GCSE Ethics unit 1 - Relationships and families: Within this unit students will study the sacrament of marriage and Christian teachings on family life, sex outside of marriage, divorce, cohabitation and contraception. Students will also learn about the roles of men, women and children within the family and the equality of men and women.

GCSE Ethics unit 2 - Peace and Conflict: The main focus within this unit is on human violence, justice, forgiveness and reconciliation. Students will also study Christian perspectives on societal war, just war, holy war and pacifism. Finally students will learn about Christian initiatives in conflict resolution and peace making

GCSE Judaism unit 1 - Beliefs and teachings: The main focus of this topic is Jewish beliefs about God, the Covenant and the Mitzvot. Students will also learn teachings that are common to both Judaism and Christianity such as the belief that there is only one God and that God is the creator.

GCSE Judaism unit 1 - Practices: The main focus of this unit will be on the synagogue and its importance. This will include looking at the design and religious features. Students will also learn about family life and important festivals including Bar and Bat Mitzvah, marriage ceremonies and mourning rituals. Dietary laws and festivals such as Pesach and Rosh Hashanah will also be studied.


Year 11

GCSE Ethics unit 1 - Relationships and families: Within this unit students will study the sacrament of marriage and Christian teachings on family life, sex outside of marriage, divorce, cohabitation and contraception. Students will also learn about the roles of men, women and children within the family and the equality of men and women.

GCSE Ethics unit 2 - Peace and Conflict: The main focus within this unit is on human violence, justice, forgiveness and reconciliation. Students will also study Christian perspectives on societal war, just war, holy war and pacifism. Finally students will learn about Christian initiatives in conflict resolution and peace making

GCSE Judaism unit 1 - Beliefs and teachings: The main focus of this topic is Jewish beliefs about God, the Covenant and the Mitzvot. Students will also learn teachings that are common to both Judaism and Christianity such as the belief that there is only one God and that God is the creator.

GCSE Judaism unit 1 - Practices: The main focus of this unit will be on the synagogue and its importance. This will include looking at the design and religious features. Students will also learn about family life and important festivals including Bar and Bat Mitzvah, marriage ceremonies and mourning rituals. Dietary laws and festivals such as Pesach and Rosh Hashanah will also be studied.





Science allows us to explain the world around us, from the ways plants grow, to how the different parts of our body work together to space travel. It is a hugely varied and interesting subject that is well respected by higher education institutions and employers alike due to its academic rigour. Many specific career paths such as medicine, pharmacology, engineering and veterinary science require strong grades in this subject. However, any career choice would benefit from strong grades in science.

In the Science Faculty, we run a two year KS3 course. In years 7 and 8, students build on their knowledge from Primary School to form clear concepts on fundamental areas of science including particles, forces and the processes of living things.

In year 9, students complete a short “key ideas” unit before moving on to the GCSE curriculum, allowing plenty of time to master the challenging new curriculum.

What You Will Study at GCSE

Students begin the GCSE content by studying units B1 (cell level systems), C1 (Particles) and P1 (Matter).

Summer 2018 will be the first examination series of the new GCSE qualification in science, which will be graded at 9-1 rather than A*-G as in previous years. The GCSE content of the Combined Science course provides a balanced amount of Biology, Chemistry and Physics. The course is 100% examination assessed, with all students taking six exams at the end of year 11 (2 exams in Biology, 2 in Chemistry and 2 in Physics).

Year 9



Provisional Assessment date week beginning

Assessment topic

B1 Cell level systems

Cell structures




What happens in a cell









16th Oct 2017


C1 Particles

The particle model




Atomic structure







P1 Matter

The particle model




Changes of state









11th Dec 2017


B2 Scaling up

Supplying the cell




The challenges of size





29th Jan 2018


C2 Elements, compounds and mixtures

Purity and separating mixtures





26th March 2018



Properties of materials





7th May 2018


P2 Forces





Newton's Laws




Forces in action





9th July 2018










Year 10



Provisional Assessment date week beginning

Assessment topic

C2 Elements compounds and mixtures (24 hours)

C2.1 Purity and separating mixtures




C2.2 Bonding




 C2.3 Properties of materials





9th Oct 2017


P2 Forces (20 hours)

 P2.1 Motion




 P2.2 Newton's laws




 P2.3 Forces in action







B3 Organism level systems (12 hours)

 B3.1 Nervous system




 B3.2 Endocrine system




B3.3 Maintaining internal environments





11TH December  2017

P2 & B3 TEST

C3 Chemical reactions (31 hours)

C3.1 Introducing chemical reactions




C3.2 Energetics




C3.3 Types of chemical reactions




C3.4 Electrolysis





5TH February 2018


P3 Electricity and magnetism

P3.1 Static and charge




P3.2 Simple circuits




P3.3 Magnets and magnetic fields




P3.4 Uses of magnetism







B4 Community level systems

B4.1 Ecosystems







C4 Predicting and identifying reactions and products

C4.1 Predicting chemical reactions






16TH April 2018

P3 & B4 TEST

P4 Waves and radioactivity

P4.1 Wave behaviour





P4.2 The electromagnet spectrum





P4.3 Radioactivity






18TH June 2018

END OF YEAR EXAM P1 Paper 1; B1B2C1C2P1P2  

Paper 2;






Year 11



Provisional Assessment date week beginning

Assessment topic

P4 Waves and radioactivity

Wave behaviour





The electromagnet spectrum











9th Oct 2017


B5 Genes, Inheritance and natural selection






Natural selection





Controlling reactions








C5 Monitoring and controlling chemical reactions







27th Nov 2017


P5 Energy

Work done





Power and efficiency








B6 Global challenges

Monitoring & Maintaining the Environment





Feeding the human race





Monitoring and maintaining Health






12th March 2018

March MOCK EXAMS P1 B1B2B6  P2 C1C2C3  P3 P1P2P5

C6 Global challenges

Improving processes and products





Interpreting and interacting








P6 Global challenges

Physics on the move





Powering Earth






7th May 2018



Full details can be found in the specification found here

Students who opt for the Triple Science option will have three extra periods per week of science (9 in total) and study science as three separate subjects with three separate teachers.

GCSE: OCR Gateway Combined Science. OCR Gateway Physics A, OCR Gateway Chemistry A, OCR Gateway Biology A

A Level: OCR Physics A, OCR Chemistry A, OCR Biology A

GCSE Results: Standards have been improving in GCSE results for the last two academic years. All Triple Science subjects in both the Boys’ and Girls’ schools has A*-C pass rates of >80%, with 100% in Boys’ Chemistry. Results for Core and Additional Science qualifications were all in line with or above the national average.