Directors of Learning design sequences of lessons that combine with our Personal Development Programme delivered by Form Tutors. These closely align with our mission to ‘Teach What Matters’, a deliberate approach to ensure we address challenges that our students are likely to face and to give them the best possible chance of meeting their limitless potential. 

We want all Holyhead students to be able to;

• Solve problems
• Apply knowledge to the real world
• Adapt to change and be resilient to failure
• Be aware of their own thought processes and memory (meta cognition)
• Be articulate and express themselves
• Think critically

We want all students at Holyhead to be strong in relation to the following attributes;

• Leadership
• Organisation
• Resilience
• Initiative
• Communication

We also want them to recognise the best of human thinking and appreciate the fundamental British Values.  

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Our curriculum is more than the qualifications that students leave with, it’s about real-life experiences and opportunities. We hope to give our students skills that they can apply in school at home and in the future when they are either undertaking further study or entering the workplace.

We know that Handsworth matters and what it means to live in a place that is home to people from every corner of the world. We believe there are no limits to our ability to learn from each other. Our students are ambitious, enterprising and innovative, quick to see an economic opportunity – this is only matched by teachers who inspire intellectual curiosity and provide the skills and knowledge needed for students to understand what it means to be an entrepreneur, an accountant, a legal professional or a software engineer. The knowledge that we acquire must enable us to take an active part in society, take risks and learn from our mistakes and continually develop as people/entrepreneurs/citizens.

Our faculty aims and intentions are simple.  We are a faculty that delivers relevant subjects to our students focused on giving them the knowledge and skills that will enable them to go into the workplace with a clear career pathway.  We deliver subjects that enable students to progress into multiple different careers in areas such as Business, IT, Accountancy and Law, be that straight from school at 16 years old or to gain entry to higher education through reading at university or any gaining employment on relevant apprenticeship programmes up to and including Degree apprenticeships from 18 years old.  We deliver what matters to facilitate student/parent aspirations and contribute to making every one of our students a well-rounded economic citizen.

Computing is a discipline that is rewarding and challenging; it requires and develops capabilities in solving complex, challenging problems (computational thinking). Pupils learn to design and evaluate computational solutions (programming) that model the state and behaviour of real-world systems By the end of Year 7 the pupils will understand and be prepared for the dangers linked with being online. They will experience different pieces of software that introduce them to the world of computer programming and will be able to develop skills in Using computers safely, effectively & responsibly; understanding computers; manipulating/creating spreadsheets, and health & safety. The students will also be able to access and use Google software and be able to switch between Google and Microsoft applications. In Year 8, the students will be able to program using a real programming language (Python), design and create a movie using Movie Maker, and they will also be able to edit sound. In Year 9 the students will be creating apps & exploring Augmented Reality. The theme of Legal, Environmental & Ethical issues will flow throughout Years 7, 8 & 9.

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The Key skills for a Business & IT student

Business students need to demonstrate relevant and comprehensive knowledge and understanding of a wide range of business terms, concepts, theories, methods and models making good use of the business context. In reports, they must provide logical, developed chains of reasoning, so that cause(s) and/or consequence(s)/effect(s) are complete and make well-informed judgements or propose solutions to business issues that weigh up arguments effectively and use quantitative and qualitative information,  addressing the demands of the question as a whole.

Computing is a discipline that is rewarding and challenging; it requires and develops capabilities in solving complex, challenging problems (computational thinking). Pupils learn to design and evaluate computational solutions (programming) that model the state and behaviour of real-world systems. Computer science students need to demonstrate extensive knowledge and understanding of the principles and concepts of computer science, including abstraction, logic, algorithms and data representation and effectively and consistently apply knowledge and understanding of the principles and concepts of computer science.  They will effectively analyse problems in computational terms, and design, program and evaluate effective computer systems that solve substantial problems and demonstrate detailed and reasoned judgements when designing, programming and evaluating substantial problems

Accounting students need to demonstrate robust knowledge and understanding of a range of accounting principles, concepts and techniques from across the specification. Apply accounting principles, concepts and techniques with robust accuracy, using recognised formats and layouts. Demonstrate a robust ability to evaluate complex accounting data, making judgements and drawing sound and logical conclusions. 

Law students need to demonstrate knowledge and understanding of legal institutions, rules, principles, theory and concepts with clarity and accuracy, supported by perceptive identification and use of legal authority and other relevant evidence. They then need to apply legal rules and principles convincingly in a sustained, clear and logical manner, employing accurate and pertinent legal terminology, to suggest a solution and, where appropriate, alternative possible solutions, to resolve issues of legal liability.  Finally, they need to analyse and evaluate legal rules, principles, theory, concepts and issues in a comprehensive, detailed, and logical way, providing clear underpinning for both application and critical judgement.

Economics students need to evaluate economic and/or business arguments using accurate qualitative and quantitative judgements supported by relevant economic and/or business concepts/theories/models. Use detailed chains of reasoning to come to supported and balanced judgements about economic and/or business issues. Show a full awareness of the validity and significance of competing arguments. Use economic and/or business terms, data and graphs with precision to contextualise the causes/impact of economic and business issues on economic and/or business agents.

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Key Stage 3

Overview of the KS3 Curriculum:

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The fundamental principles and concepts that students need to acquire in order to progress successfully through the curriculum in Business & IT:

Students must be able to understand key terminology in computer science to progress in the subject so that the skills they learn can be taken through to KS4 & 5. The curriculum is based on making the students aware of online safety, basic skills in computing and recognising ethical issues surrounding the application of information technology beyond school.  We use a selection of programming languages: Small Basic, Kodu, Scratch & Python, skills for applications such as Word, spreadsheets, database, moviemaker and Powerpoint. These skills are needed to progress in this subject if a student opts to study it in KS4 or KS5, but just as important it provides the skills for students, who may not take the subject at a higher level, to take an active part in a society, in which ICT plays a greater role each and every day, one where computer literacy is just as important as literacy and numeracy.

A high-quality computing education equips students to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which students are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, students are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that students become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

We have undertaken an audit of the KS2 provision from the local feeder schools and their ICT provision.  From this, we have built a KS3 curriculum that follows on from their KS2 experience and also hits all the aspects required to deliver the required elements from the KS3 National Curriculum. The curriculum is planned so that they initially develop an e-safety awareness over the three years that is comprehensive in nature. The remaining curriculum is designed to engage the students in ICT and computing and to provide a taster of what they could pursue and develop careers in. The skills developed in each year are built up/recapped and expanded in the following year to develop the students ICT skill capabilities. The topics in KS3 also lead to a good skill set required to undertake current KS4 ICT subjects and even KS5 in the future.

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The key steps that will be taken to ensure that students gain a broad and balanced knowledge within Business/ICT:

When students begin their IT and Computing journey in secondary school it is important for them to start with matters of online safety to continue learning and using technology in a safe manner. Students need to be aware of their digital footprint and understand how their behaviour online affects them and others. Therefore, we begin with the E-Safety topic. Students build on their basic programming skills and understanding of computer fundamentals (binary, health & safety, hardware etc.) throughout our Year 7 units – Scratch and Spreadsheets. This then builds and supports their ability to transfer the same programming concepts needed in Year 8 and Year 9 for more advanced text-based programming, such as Small basic and Python. 

Students learn early in KS3 how to problem-solve by decomposing a problem and using algorithms, a vital skill needed when programming at any level. These skills are also transferable to the way students solve problems in other subjects. Students build their confidence and ability to use such software across a range of units. Each unit stems from learning how to use graphics software, as skills can be transferred across the other units. Flowal and Movie Maker both require knowledge and understanding of the tools within each software package. By the end of Year 9, students will have gained and refined their skills to use multiple applications. Students will have experienced a range of topics during KS3 that will support them in making choices for KS4. Each unit also gives insight into how they relate to the real world and possible career choices.

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Key Stage 4

We aim to ensure that all students are taught…

Computer Science

Overview of the KS4 Computer Science Curriculum:

The fundamental principles and concepts that students need to acquire in order to progress successfully through the curriculum in Computer Science:

Computer Science is engaging and practical, encouraging creativity and problem-solving. It encourages students to work independently to develop well-thought-out solutions and develop strong resilience which is required in the world of computer science. Computer Science encourages students to develop their understanding and application of the core concepts in computer science. Students also analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs.

Students need to understand how the CPU functions which is at the heart of the computer and its architecture. This knowledge will allow them to understand the other topics such as hardware, software and storage devices which allows students to grasp key concepts in other topic areas in the course as they are all linked to the CPU. It’s a great way to 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 a superb stepping stone. It has strong links with mathematics and will support student’s determination to complete set tasks. Computer Science is part of the English Baccalaureate, and it will be included as one of the qualifications that count towards new school performance measures. Any Computing specifications included in the EBacc have to be approved by BCS (The Chartered Institute for IT) – and our GCSE Computing has been.

At the start of Year 10 students are introduced to the Central Processing Unit (CPU), computer memory and storage, wired and wireless networks, network topologies, system security and system software. Students should already be familiar with these topics as the KS3 curriculum we deliver already has included these topics to a level that is required by the KS3 National Curriculum. 

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GCSE Business Studies

Overview of the KS4 Business Studies Curriculum:

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The fundamental principles and concepts that students need to acquire in order to progress successfully through the curriculum in Business Studies:

 

Students must draw on their knowledge and understanding of Theme 1 which is all about how a business is created, and the processes needed to run day to day operations & Theme 2 which is about how businesses grow and develop over time developing topics covered in Year 10. Students also have to apply a range of quantitative skills relevant to business contexts. This includes calculations and the interpretation, use and limitation of quantitative and qualitative data in business contexts to support, inform and justify business decisions.

Year 10 content starts off with enterprise and the entrepreneur which is the first and main factor of any business creation gives the basic foundations of the subject that we then build upon in year 11 as well as the knowledge already gained in KS3 developing the students business skills.

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Key Stage 5

We aim to ensure that all students are taught…

Cambridge Technicals Level 3 IT

Overview of the KS5 IT Curriculum:

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The fundamental principles and concepts that students need to acquire in order to progress successfully through the curriculum in IT:

Cambridge Technicals is engaging and practical, encouraging creativity and problem-solving. It encourages students to work independently to develop well-thought-out solutions and develop strong resilience which is required in the world of IT. The course encourages students to analyse problems, work/business scenarios and be able to grasp the concepts in a real-world business environment. Such as how businesses store information, why and where the information is stored, leading to effectiveness. 

KS5 begins with the two mandatory exam units to give students the knowledge of the course and the necessary skills students will require to understand the coursework units. Unit 1 and 2 covers how information is held and used by different users, leading to how organisations use internal and external sources of data and the types of information that may be found. Topics studied are; computer hardware, software, understanding business IT systems, employability and communication skills together with understanding the ethical and operational issues and threats to computer systems. This course runs smoothly from KS4 so knowledge and skills are easily built upon. 

Students will then go on to studying 3 coursework units:  17, 5 & 8  are completed in Year 13.

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BTEC National Extended Certificate in Law

KS5 Curriculum Intent:

The Pearson BTEC National Extended Certificate in Applied Law is an Applied General qualification for post-16 learners who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment, possibly in the legal sector. The qualification is equivalent in size to one A Level and aims to provide a detailed introduction to the legal sector. 

The content of this qualification has been developed in consultation with academics to ensure that it supports progression to higher education. It includes the opportunity to develop the research, communication, presentation, decision-making and critical-thinking skills valued by higher education. In addition, employers have been involved and consulted in order to confirm that the content is appropriate and consistent with current practice for learners planning to enter employment directly in the legal sector. 

Overview of the KS5 Law Curriculum:

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The fundamental principles and concepts that students need to acquire in order to progress successfully through the curriculum in Law:

 

Students must acquire advanced knowledge of the civil and criminal law of England and Wales to progress.  They must be able to apply legal principles to argue a case based on the facts and merits of a case in either a civil or criminal context, giving advice to clients on the likely outcomes of said cases and the possible conclusion, i.e. sentences, awards of damages a defendant may face as a result of these hearings.

As this course is not offered at KS4 students begin the course from basic principles starting with an overview of civil and criminal law, how laws are made and enforced, including all the roles undertaken in the judicial system.  

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AQA A-Level Accounting

Students of Accounting at Holyhead will learn both financial accounting and the recording of past events, and management accounting as a means of planning and decision-making. Students should appreciate that these are not totally distinct areas of study and that there is an interrelationship between financial accounting and aspects of management accounting. 

Students will develop an understanding of the principles of ethical behaviour which inform the actions of all those working within an accounting environment.

Students must demonstrate a good understanding of the double-entry model and accounting principles and concepts as these form the foundation of all financial accounting techniques. They will also need to demonstrate quantitative skills that are relevant to the subject. 

Students will be expected to demonstrate knowledge of the formulae used for computations, carrying out computations and use the results of computations to inform judgements, solve problems and make decisions. 

Students must focus on developing their ability to write effectively so that they can report to stakeholders, making logical arguments and providing sound judgements based on analysis of available evidence taking account of financial and non-financial factors. 

Students should be encouraged to keep up to date with financial news including announcements concerning the performance of leading UK businesses and be given the opportunity to investigate their published accounts.

Overview of the AL Accounting Curriculum:

The fundamental principles and concepts that students need to acquire in order to progress successfully through the curriculum in Accounting:

Students must demonstrate a good understanding of the double-entry model and accounting principles and concepts as these form the foundation of all financial accounting techniques. They will also need to demonstrate quantitative skills that are relevant to the subject. Students will be expected to demonstrate knowledge of the formulae used for computations, carrying out computations and use the results of computations to inform judgements, solve problems and make decisions. Students must focus on developing their ability to write effectively so that they can report to stakeholders, making logical arguments and providing sound judgements based on analysis of available evidence taking account of financial and non-financial factors. 

As this course is not offered by any exam board at KS4 students begin the course from basic principles starting with an overview of the financial accounting process and why the subject is relevant in any business organisation.  

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One Year GCSE Economics

Students studying GCSE Economics at Holyhead will learn about economic activity through the lens of consumers, producers, government and the workings of the global economy. As students go through the course they’re presented with opportunities to focus on real-world issues. Students should consider and reflect upon moral, ethical and sustainable issues that arise as a result of the impact of economic activity.

Students should use their economic knowledge and skills to investigate national and global economic situations and issues from the last 15 years. 

Students should also be aware of the policies that governments have used to attempt to manage these situations and issues.

Students will develop quantitative skills relevant to the subject content. They should be able to make relevant calculations from economic data and be able to interpret data presented in the form of graphs and charts. Students should be able to recognise the possible limitations of both quantitative and qualitative data.

Overview of the Economics Curriculum;

The fundamental principles and concepts that students need to acquire in order to progress successfully through the curriculum in Economics:

Students will look at economic foundations such as the nature and purpose of economic activity, the factors of production and the importance of making choices. Students will also look at how resources are allocated using a market mechanism. The central aspect will be an investigation of how prices are determined. This introduces students to concepts such as supply and demand, Intermarket relationships and price elasticity. Students investigate the significance of costs, revenue and profit for producers, leading to an understanding of the concepts of production, productivity and economies of scale. Students will then explore the importance of competition in relation to resource allocation, leading to an investigation of the factors that lead to market failure, with an emphasis on the significance of externalities. Students should be encouraged to explore the moral, ethical and sustainability issues that underpin economic decision-making and economic activity. Students are then introduced to the wider economy from the perspective of the main economic groups: consumers, producers and government. Students explore the significance of interest rates including their impact on saving, borrowing and spending. The core of this unit will focus on government objectives and their role in managing the economy. A range of policies will be explored in relation to the objectives, highlighting the fact that pursuing one objective can have a detrimental effect on other objectives. Students also examine why countries trade, and the significance of the global economy, including free-trade agreements. Finally, students will explore the role of money and the significance of the financial markets in modern economies. Students should be encouraged to explore the moral, ethical and sustainability issues that underpin all aspects of managing an economy. 

This is a one-year course for students, who are resitting Mathematics and English at GCSE level.  We have selected Economics as it is in the Business Faculties group of subjects, which students may have studied at KS4, but something completely new, to enrich and challenge students’ knowledge and understanding of the world around them.

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BTEC Level 3 National Extended Certificate in Business

The Pearson BTEC Level 3 National Extended Certificate in Business is an Applied General qualification. It is for post-16 learners who want to continue their education through applied learning. It is equivalent in size to one A-Level and has been designed as a full two-year programme. The qualification aims to provide a wide-ranging study of the sector for learners who wish to pursue a career in business.

Overview of the L3 Business Curriculum:

The fundamental principles and concepts that students need to acquire in order to progress successfully through the curriculum in Business:

Students must investigate different types and sizes of organisations in various business sectors and environments, and in local, national and global contexts.  They then have to develop their knowledge, skills and understanding in business, students need to have acquired competence in quantitative skills that are relevant to and applied in the business context that is supplied to them in the assessments. 

We do not offer BTEC Business in KS4, however, this course naturally builds upon the learning and skills development undertaken in KS4 with our GCSE Business course.  We start off with Unit 1 Exploring Business and Unit 2 Developing a Marketing Campaign as it is not only engaging but also links to skills developed in KS3/KS4 with lots of real examples we can draw upon in the news and the student’s own life experiences as they are all already consumers and are impacted by marketing on a daily basis. 

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Pearson GCE A-level Business

Students studying A-level Business at Holyhead will learn to develop an enthusiasm for studying business, gain a holistic understanding of business in a range of contexts and develop a critical understanding of organisations and their ability to meet society’s needs and wants.  Students will also need to be able to understand that business behaviour can be studied from a range of perspectives, generate enterprising and creative approaches to business opportunities, problems and issues, be aware of the ethical dilemmas and responsibilities faced by organisations and individuals, and acquire a range of relevant business and generic skills, including decision-making, problem-solving, the challenging of assumptions and critical analysis as well as apply numerical skills in a range of business contexts. 

Students are introduced to business in Themes 1 and 2 through building knowledge of core business concepts and applying them to business contexts to develop a broad understanding of how businesses work. Breadth and depth of knowledge and understanding, with applications to a wider range of contexts and more complex business information, are developed in Themes 3 and 4, requiring students to take a more strategic view of business opportunities and issues. Students are encouraged to use an enquiring, critical and thoughtful approach to the study of business, to understand that business behaviour can be studied from a range of perspectives and to challenge assumptions. 

Overview of the GCE A-Level Business Curriculum:

The fundamental principles and concepts that students need to acquire in order to progress successfully through the curriculum in Business:

Students must investigate different types and sizes of organisation in various business sectors and environments, and in local, national and global contexts.  They then have to develop their knowledge, skills and understanding in business, students need to have acquired competence in quantitative skills that are relevant to and applied in the business context that is supplied to them in the assessments. 

This course naturally builds upon the learning and skills development undertaken in KS4 with our GCSE Business course.  We start off with Theme 1 Marketing as it is contemporary and relevant, with lots of real examples we can draw upon in the news and the students’ life experiences as they are all already consumers and are impacted by marketing on a daily basis.  The natural progression is to then move onto Theme 4 Global business which naturally builds upon theme 1.

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Steps that will be taken to ensure that students gain a broad and balanced knowledge within Business:

Time is spent in Year 12 and 13 building exam skills, particularly focusing on demonstrating knowledge of terms, concepts, theories, methods and models to show an understanding of how individuals and organisations are affected by and respond to business issues.  Students must apply knowledge and understanding to various business contexts to show how individuals and organisations are affected by and respond to issues.  Students have to analyse issues within business, showing an understanding of the impact on individuals and organisations of external and internal influences, and finally they must evaluate qualitative and quantitative evidence to make informed judgements and propose evidence-based solutions to business issues 

GCSE (9-1) Computer ScienceDate: Jun 30, 2021

GCSE (9-1) BusinessDate: Jun 30, 2021

BTEC Digital Information TechnologyDate: Jun 30, 2021