Safeguarding and Child Welfare

As you would expect, we are very aware of the need to protect our students against any threat of CSE (child sexual exploitation), and are not only working hard in the Academy to safeguard against this, but also liaising with our Local Authority (mainly via the Somerset Safeguarding Children Board).

Spot the Signs: Series of Child Exploitation and Missing Posters (Catch22)

Catch22 design and deliver services that build resilience and aspiration in people and communities across the UK. One of their aims is to improve the lives of children, young people and families by understanding the emotional and social issues that they face.

Catch22 have produced a series of posters to raise awareness of Child Criminal Exploitation in it many forms. Posters already published include:

  • How gangs recruit and coerce young people
  • Push and Pull Factors: what causes a child to go missing
  • Different Dangers, Same Signs
  • Positive relationships break the CSE cycle
  • Spot the Signs– a poster for parents
  • Think Boys and CSE
  • Staying Safe Online

 

You can find the posters here: Catch-22 CSE Posters

 

Art Facilities

Buckler’s Mead Art & Photography department has two large & spacious practical class rooms that are fully equipped with ample storage areas. The department also has a brand new computer suite which is used in lessons on a range topics at KS3 & 4 in both art and photography.

To our knowledge, Bucklers Mead is one of the last schools in the immediate area to still have its own kiln which gives our pupils the specialist knowledge required to work with such a versatile yet challenging material.

The purpose built dark room has all the equipment required to develop film based and pinhole photography and learn how to create photograms.

We have a courtyard that both classrooms have access to which is used for stone, wood, plaster carving and welding where we have been fortunate to have worked on projects with some of the communities local artists. As a result of our excellent facilities our pupils receive a broad and varied art experience and many pupils choose to opt to take their studies further by choosing art and or photography at GCSE, where our results are always some of the highest within the school.

Faculties

Art & Photography
Year 7

Students work on investigating the visual elements of line, tone, colour, pattern, texture and shape through a range of media including pencil, paint, print, clay, pastels, pen and collage. We cover art history by looking at the work of The Surrealists, Van Gogh and Hundertwasser.

Year 8

Students continue to develop their practical skills further by working on projects linked to artists studied which include Pop Art, Chuck Close and Cubism. They extend their 3D knowledge into papier-mâché.

Year 9 Fine Art

Our pre GCSE students develop their skills through a series of workshops in term one which give them the confidence to work on GCSE projects with a real understanding of creative processes and GCSE techniques. Students work independently in sketchbooks exploring and developing their ideas and skills.

Year 9 Photography

Our pre GCSE students develop their camera skills by exploring the formal elements in photography through a series of workshops. They are introduced to Photoshop and tools which can support their development of ideas within the subject. Students then work from a theme which gives them an understanding of the requirements of GCSE assessment criteria.

Year 10 Fine Art and Photography

Our GCSE year 10 students work from set themes and explore their ideas in sketchbooks or in a digital portfolio. They respond to artist / photographers and develop practical skills in all areas led by their own ideas to create a final personal response.

Year 11 Fine Art & Photography

In their final year of GCSE the students complete their themed projects and during term two have individual tutorials to complete their course work folio which is worth 60% of their grade. From the 1st January they then begin their final ‘exam’ project. They will select a theme from the exam paper and develop their ideas over a period of 10 weeks, this is then followed by a 10 hour final piece completed as a final exam. This is worth 40%.

Beliefs and Values KS3

Beliefs and Values examines Religious and Secular beliefs and values about the world. Over years 7, 8, and 9 students will study a wide range of issues such as; ultimate questions, sources of authority, the environment, life’s special events and journeys, injustice and contemporary moral issues.

Year 7

  1. Intro to B and V – what do you believe?
  2. Religious around the world – sources of authority.
  3. Symbolic rituals.
  4. Life after death.
  5. Rites of Passage/Special Journeys.
  6. Multi-faith society/Beliefs about God.

Year 8

  1. Beliefs that changed the world #1 Prejudice and Discrimination
  2. Beliefs that changed the world #2 Democracy around the world
  3. Knowing right from wrong – moral values.
  4. Evil and suffering
  5. War and peace
  6. Multicultural Britain

 

Beliefs and Values KS4

In Key Stage 4 all pupils follow the AQA GCSE full course. This course allows each pupil to express their ideas and opinions on a range of contemporary moral issues such as crime, the environment, and war and peace. Students also learn about Christian and Muslim faiths.

All students take two exams at the end of Year 11 to gain a full GCSE in Religious Studies.

Year 9

  1. Crime and Punishment
  2. Crime and Punishment
  3. War and Peace
  4. War and Peace
  5. Christian beliefs
  6. Christian

Year 10

  1. Origins of the Universe and Life
  2. Animal Rights and Planet Earth
  3. Abortion, Euthanasia and Life After Death
  4. Muslim beliefs
  5. Muslim practices
  6. Revision and end of year exams

Year 11

  1. Family and relationships
  2. Revision – Crime and Punishment
  3. Revision – War and Peace
  4. Revision –  Life
  5. Revision – Religious beliefs and practices
  6. Study Leave

Overview
In Key Stage 4 ( Years 9, 10 & 11) all pupils follow the Edexcel GCSE course.The specification is structured into two themes, taking students from how entrepreneurs start businesses (Theme 1) through to growing and global businesses (Theme 2). There are two equally weighted exam papers, focusing on each specification theme.


Theme 1

Theme 1 concentrates on the key business concepts, issues and skills involved in starting and running a small business. It provides a framework for students to explore core concepts through the lens of an entrepreneur setting up a business.

In this theme students will be introduced to local and national business contexts and will develop an understanding of how these contexts impact business behaviour and decisions. Local contexts refer specifically to small businesses or those operating in a single UK location and national contexts relate to businesses operating in more than one location or across the UK.

Theme 2

Theme 2 examines how a business develops beyond the start-up phase. It focuses on the key business concepts, issues and decisions used to grow a business, with an emphasis on aspects of marketing, operations, finance and human resources. It also considers the impact of the wider world on the decisions a business makes as it grows.

In this theme students will be introduced to national and global business contexts and will develop an understanding of how these contexts impact business behaviour and decisions. National contexts build on those in Theme 1 and relate to businesses operating in more than one location or across the UK. Global contexts relate to non-UK or transnational businesses.

Citizenship & Politics

Welcome to the Citizenship & Politics Department page. Our aim is when pupils leave Buckler’s Mead Academy they do so with an understanding of the political, legal and economic workings of society and with the social and moral awareness to successfully participate in it.

Our lessons are aimed to empower students with important information through interesting tasks so they feel able to make their own informed decisions and take responsibility for their own lives and their communities.

There are many elements of Citizenship that are covered in subjects like English, Science, Geography and History but Citizenship and Politics education is more than that.

Our country needs active, well informed and responsible citizens; people who are willing to take responsibility for themselves and their communities and contribute to the political process.

Through year 7 – 9 pupils are taught Citizenship and Politics in two ways. It is delivered discretely through topics studied in History and Geography lessons. These currently include:

  • Immigration
  • Poverty and Fairtrade
  • Carbon Footprint
  • War & Conflict
  • International Development and Aid
  • Dictatorships
  • Impact of Climate Change

 

From September 2014, it will also taught during tutor time with focussed work booklets on specific topics. These include:

Year 7

  • What Makes a Successful Community? (planning, teamwork, public services)
  • Identities in the UK (immigration, multiculturalism, ‘Britishness’)

Year 8

  • Politics in the UK (local & national government, democracy, political parties, elections)
  • Human Rights (origins, difference between adult and children’s rights, conflict of rights)

Year 9

  • International UK (Commonwealth, UN, EU, global issues)
  • Money Matters (budgeting, tax)

In year 10 & 11, pupils may choose to take a GCSE in Citizenship Studies as one of their GCSE options. We follow the Edexcel full course specification with a unit 3 focus on government and politics. The course is broken down as follows:

Unit 1 Citizenship Today (1 hour exam – worth 20% of final grade)

  • Rights and Responsibilities
  • Power, Politics and the Media
  • The Global Community

Unit 2 Participating in Society (controlled assessment – worth 30% of final grade)

  • Pupils can choose their own project title
  • Pupils will be expected to research independently and in small groups
  • Pupils will be expected to contact people of ‘power and influence’ for their expertise

Unit 3 Citizenship in Context (1 ¼ hour exam – worth 20% of final grade)

  • Option C: Influencing and changing decisions in society and government
  • Develop Power, Politics and the Media theme from Unit 1
  • Pupils will focus on identifying and evaluating facts and opinions on issues

Unit 4 Citizenship Campaign (controlled assessment – worth 30% of final grade)

  • Pupils can choose their own project title
  • Plan and participate in the campaign
  • Evaluate the outcome of own action

Benefits of studying GCSE Citizenship & Politics:

  • Develop confidence
  • Promotes teamwork
  • Widens pupil’s knowledge of how the UK and wider world works and why
  • Promotes taking initiative
  • Encourages pupils’ analytical skills
  • Encourages students to acknowledge and appreciate opposite view points and opinions
  • Complements English, History, Geography and B&V

Careers and future:

  • Plenty of skills and knowledge everyone will find useful in later life
  • A Levels, apprenticeships, university
  • Legal profession
  • Police and military
  • Journalism
  • Teaching
  • Career in politics and local government
  • Charity work

Design & Technology – Curriculum Provision and Organisation

Key Stage 3

We enable students to learn Design and Technology in Year 7 and 8 through a range of full design and make activities, focused practical activities and disassembly tasks. These are carried out in teams and individually where appropriate. Design and Technology is taught through Food Technology, Textiles Technology, Graphic Products, Product Design, Resistant Materials and Systems and Control. Students move to work in different materials areas during the year.
At the start of each module pupils are given an outline of the course requirements and we discuss the assessment scheme and targets. Design folios are generally in an A4 format with evidence of the product produced featuring in the pupils folder either by photograph or using an annotated drawing. Work is assessed according to the department policy. We reward effort and excellence through the whole school rewards system. Homework is set according to the whole school policy.

KS4 GCSE Design Technology

All students who choose to will study a full GCSE course in Design and Technology. This subject will be taught through four different material areas which you can select. These are Catering, Product Design, Resistant Materials Technology and Textiles Technology.
Students will be required to build on their experiences of the subject at Key Stage 3, developing a core of knowledge and understanding through designing and making activities. Coursework accounts for a significant part of all four courses.

DRAMA DEPARTMENT

Years 7 & 8

Drama is not about putting on plays; although students will have the opportunity to do this, it is to help develop confidence in speaking to others and saying what you think. Drama will also help students to understand how others’ feel and why they do things.

It is a subject which is both fun and hard work, during which students will have to be responsible, learn to cooperate with others, and use their imagination and common sense when developing characters and dramas.

Brief Course Outline

The subject content for Year 7 and 8 is divided into three components:

Group work and involvement (Devising drama)
Performance (Presenting)
Knowledge and Understanding of drama (Responding)

These components are assessed through the completion of three modules.

Year 7

Module 1
Introduction to Drama

Component 1 & 3

Module 2
Introduction to performance Skills

Component 3 & 2

Module 3
Developing performance skills: Characterisation

Component 1,2 & 3

Year 8

Module 1
Introduction to Style & Form

Component 1 & 3

Module 2
Introduction to performance Skills

Component 3 & 2

Module 3
Developing performance skills: Characterisation

Component 1,2 & 3

Structure of assessment:

Completion of module booklet, performance work and homework.

Year 9, 10 & 11

Currently students are entered for AQA Drama GCSE Specification 8261

Whatever the future holds, students of GCSE Drama emerge with a toolkit of transferable skills, applicable both in further studies and in the workplace. AQA Drama

Drama GCSE encourages students to collaborate with others, think analytically and evaluate effectively. They gain the confidence to pursue their own ideas, reflect and refine their efforts.

This specification ensures clear progression to AS and A- Level Drama/Theatre Studies.

Brief Course Outline

The subject content for GCSE Drama is divided into three components:

Understanding drama
Devising drama
Texts in practice

In the practical components students may specialise in performing, lighting, sound, set, costume and/or puppets.

Structure of assessment:

Written Paper: (1 hour 45 mins) 40% of the GCSE – Externally set and marked.

Practical Work: 40% Devising Drama – Internally marked (external moderation).

20% Texts in practice – Externally assessed by a visiting examiner.

Written paper

The written paper is split into three compulsory sections:

Where appropriate, you may support your answers with sketches and/or diagrams.

Section A: Four multiple choice questions on roles and terminology (4 marks)

Section B: One two part question on a set play (44 marks). There are 6 set texts available but you will only study one during the course.

Section C: one question on a live production seen. (32 marks) You may select to answer an acting or technical question

Practical Work – Devising Drama 40 %

For this component students will develop and demonstrate competence in a range of practical, creative and performance skills. They are required to produce an individual devising log documenting the devising process and contribute to a final performance (minimum group size of 2).

During the three year course students will participate in several devised tasks but only one/ the best grade will be submitted.

Each student can chose to be assessed as a:

Performer or
Lighting designer or
Sound designer or
Set designer or (set designers may choose to include design of props)
Costume designer or (Costume designers may include make-up and/or hair and/or mask)
Puppet designer


Practical Work –Texts in practice 20%

Each student is required to perform or create realised designs for two extracts from one play.

For example:

Set designers must create one set design per extract

Performance extracts may be a monologue (1 performer), duologue (2 performers) or a group piece (3 or more performers).

Extract 1 may be a monologue, duologue or a group piece.

Extract 2 may be a monologue, duologue or a group piece.

Monologues must be between two and five
Duologues must be between three and ten
Group performances must be between four and twenty