Key Stage 4
Key Stage 4 Curriculum Information
At Key Stage 4, a more bespoke curriculum is provided for our students across Year 10 and Year 11. All students will study the following subjects: Maths, English, Science, Religious Studies, German, Core PE and Personal Development. In addition, we provide students with as much choice and flexibility as possible in offering a range of further optional subjects allowing them greater opportunities at post 16. Please use the links below to gain an overview of what students will study within each subject course.
Key Stage 4 Masters of Knowledge
Child Development
Students have 5 hours per fortnight in years 10 and 11.
Our OCR Level 2 Child Development course encourages students to explore how children grow, develop, and are supported in their early years. In Year 10, students focus on R057: Health and Wellbeing for Child Development, developing an understanding of key developmental stages, factors affecting pre-conception and early childhood health, and the principles that underpin children’s growth and well-being.
Students will also complete R058: Creating a Safe Environment and Understanding Nutritional Needs. They will learn how to provide safe childcare settings and meet children’s dietary and nutritional requirements. In Year 11, students study R059: Development of a Child from Conception to Age 5, investigating how children develop across physical, cognitive, social, and emotional domains, and how to support their learning and care during these early years.
OCR Level 2 Child Development is ideal for students who are interested in working with children, health, or education, providing a strong foundation for further study, apprenticeships, or careers in childcare and related fields.
Computer Science
Students have 5 hours per fortnight in years 10 and 11.
The GCSE in Computer Science focuses on computational thinking as its core, helping students to develop the programming skills to solve problems, design systems and understand human and machine intelligence. A breakdown of the units studied in years 10 and 11 is given below. Through this curriculum we aim to give our students the life-skills that will enable them to embrace and utilise new technology in a socially responsible and safe way in order to flourish. We want our students to be able to operate in the 21st century workplace and we want them to know the career opportunities that will be open to them if they study computing. Not only do we want them to be digitally literate and competent end-users of technology but through our computer science lessons we want them to develop creativity, resilience and problem-solving and critical thinking skills.
Computer systems
This element of the course introduces you to the central processing unit (CPU), computer memory and storage, data representation, wired and wireless networks, network topologies, system security and system software. It also looks at ethical, legal, cultural and environmental concerns associated with computer science.
Computational thinking, algorithms and programming
You will apply knowledge and understanding gained in paper 01. You will develop skills and understanding in computational thinking: algorithms, programming techniques, producing robust programs, computational logic and translators.
Practical programming
You will be given the opportunity to undertake a programming task during your course of study which allows you to develop your skills to design, write, test and refine programs using a high-level programming language. You will be assessed on these skills during the written examinations, in particular paper 02 (section B). Exam Board: OCR GCSE Grades 9-1 BCA Computer Science
Assessment
Computer Science is engaging and practical, encouraging creativity and problem solving. It 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. Computing is completely examination based. All exams are sat in the summer of Y11. Paper 1: Computer Systems This component focuses on the theoretical understanding of Computer Science. 50% of overall marks. Paper 2: Computational thinking, algorithms and programming This component focuses on the practical application of Computer Science: program/problem design, writing testing and refinement. 50% of overall marks.
Construction and the Built Environment
Students in year 10 will have 5 hours per fortnight of Construction.
The KS4 curriculum in Construction and the Built Environment equips students with practical, industry-relevant skills in wood joinery and brickwork, enabling them to confidently apply these techniques in real-life contexts. Through a combination of technical instruction and hands-on learning, students learn how to interpret technical drawings, calculate material requirements, and work safely and efficiently using tools and machinery.
A key focus of the curriculum is the development of safe working practices and an understanding of health and safety legislation — ensuring students are prepared not only for assessments, but for professional working environments. Complementing this, theory units introduce students to sector-specific knowledge such as the construction lifecycle, types of buildings and structures, materials and environmental considerations, and the role of sustainability in modern construction.
Learning is delivered through deliberate practice and practical application. In Year 10, students undertake projects that build core carpentry skills — constructing timber joints, producing a bespoke toolbox, and learning high-quality finishing techniques. As skills develop, pupils begin work on their Non-Exam Assessment (NEA), which includes both written and practical tasks that simulate real-world scenarios. The year concludes with an assessed brickwork project, requiring students to apply sequencing, planning, and evaluation skills in a timed, workshop-based environment. This blend of theory and practical work supports progress, promotes self-regulation, and builds confidence in a vocational pathway.
Core PE
All students have 2 hours per fortnight in years 10 and 11.
Design & Technology
Students in year 10 will have 5 hours per fortnight of Design & Technology.
Design & Technology at GCSE is an exciting and creative subject that develops a wide range of skills through hands-on, problem-solving projects. Our intent is to foster creativity, imagination and technical understanding while encouraging resilience, reasoning and innovation. Pupils take a multi-disciplinary approach, working with materials, tools, CAD/CAM, and real-world contexts. By the end of the course, they will have built a strong foundation in design thinking, sustainability, and the environmental impact of products — essential skills for both life and future careers. This course follows the AQA Design & Technology specification, which combines theory with practical application. Pupils will explore key areas such as material properties, product lifecycle, human-centred design and technical principles, with a strong emphasis on sustainability and innovation.
Throughout Year 10, students engage in a carefully sequenced rotation of design-and-make projects — from user-focused design challenges inspired by the V&A, to prototyping lighting solutions, mastering traditional woodworking joints, and tackling real-world design problems through rapid ideation tasks. Each unit is designed to embed technical knowledge through practical experience, with opportunities for reflection and iterative development. As the year progresses, pupils begin foundational work for their Non-Exam Assessment (NEA), using research, user analysis and specification writing to take increasing ownership of their design process. This approach supports deeper learning, applied knowledge and preparation for independent project work in Year 11.
Drama
Students have 5 hours per fortnight in years 10 and 11.
GCSE Drama offers students a dynamic and engaging opportunity to explore performance, creativity, and critical thinking. Following the AQA specification, students develop a deep understanding of theatre through both practical and theoretical study.
As part of the course, students study the set text Blood Brothers by Willy Russell. They also analyse a live theatre production—in our case, Billy Elliot the Musical Live— for both productions, students will evaluate performance choices and production elements such as lighting, costume, set design, and direction whilst also exploring characterisation, staging, and social and historical context.
Throughout the course, students develop a broad range of skills. These include performance and devising techniques, script work, and the ability to analyse and evaluate dramatic works. Just as importantly, they build valuable transferable skills: teamwork, communication, empathy, creativity, and confidence—all of which are beneficial far beyond the drama classroom.
GCSE Drama nurtures expressive, articulate students who are able to think critically and work collaboratively, preparing them for a wide range of academic and career pathways.
Engineering
Students in year 10 will have 5 hours per fortnight of Engineering.
The Engineering curriculum at KS4 is designed to foster technical fluency, problem-solving and precision — key qualities for the modern engineer. The course blends analytical thinking with hands-on skill, supporting students to understand the engineering design process from concept through to manufacture and evaluation. Our intent is to empower students to think critically, work safely, and engage confidently with real-world technical challenges.
In Year 10, pupils follow a clearly sequenced programme beginning with the manufacture of a toolmakers clamp — developing core workshop skills while learning how to interpret engineering drawings, plan processes, and evaluate quality. As confidence grows, students move into CAD modelling and clamp holder design, before transitioning to concept development tasks that require product analysis, idea generation and specification writing. Each stage links practical outcomes with the underpinning theory, ensuring that students develop both competence and conceptual understanding.
Students also study the properties of engineering materials, methods of joining and forming, and the wider significance of engineering innovations. Practical sessions are designed around deliberate practice and self-evaluation, with increasing opportunities for independent decision-making and ownership of learning. The year concludes with the launch of the Non-Exam Assessment (NEA), where pupils are expected to apply their learning to plan, prepare and communicate their own engineered outcomes. This foundation prepares students for Year 11, where they will continue developing both their practical and problem-solving capabilities — supported by structured theory teaching and exam preparation.
English Language and Literature
Students have 9 hours per fortnight in years 10 and 11.
Curriculum Intent: AQA GCSE English Language and English Literature
Vision and Purpose
Our English curriculum is designed to foster a lifelong appreciation of literature and language, empowering students to become critical thinkers, articulate communicators, and empathetic individuals. Through the study of diverse texts and writing styles, students will explore complex themes, historical contexts, and human experiences, developing both analytical and creative skills.
Curriculum Aims
- To develop students’ ability to read, understand, and respond to a wide range of texts.
- To cultivate a deep appreciation of literary heritage and contemporary voices.
- To enhance students’ ability to write clearly, coherently, and creatively for different purposes and audiences.
- To build confidence in speaking and listening, encouraging thoughtful discussion and debate.
English Literature
Set Texts and Rationale
Macbeth – William Shakespeare
- Explores ambition, power, guilt, and fate.
- Offers rich opportunities for language analysis and understanding of dramatic structure.
- Encourages exploration of Elizabethan beliefs and the role of the supernatural.
A Christmas Carol – Charles Dickens
- A moral tale of redemption and social responsibility.
- Provides insight into Victorian society and the impact of industrialisation.
- Encourages empathy and discussion of inequality and transformation
An Inspector Calls – J.B. Priestley
- A powerful critique of social class, responsibility, and generational conflict.
- Introduces students to post-war drama and dramatic irony.
- Promotes discussion on morality, capitalism vs. socialism, and collective responsibility.
Power and Conflict Poetry Anthology (AQA)
- A diverse collection exploring themes of war, identity, nature, and human resilience.
- Encourages comparative analysis and appreciation of poetic form and language.
- Develops understanding of historical and cultural contexts.
English Language
Key Components
Paper 1: Explorations in Creative Reading and Writing
- Focus on fiction texts.
- Develops narrative writing and descriptive techniques.
- Encourages imaginative engagement and structural analysis.
Paper 2: Writers’ Viewpoints and Perspectives
- Focus on non-fiction texts from the 19th, 20th, and 21st centuries.
- Builds skills in comparing perspectives and analysing rhetorical techniques.
- Encourages critical thinking and persuasive writing.
Fine Art & Photography
Students have 5 hours per fortnight in years 10 and 11.
At Key Stage 4, students can choose to study Fine Art or Photography, following the AQA Art and Design GCSE specification. The course begins with a foundation project, where students further develop fundamental skills and are introduced to the course structure and assessment objectives. This stage allows them to experiment with a range of media and techniques while learning how to research, plan, and develop ideas.
Students then complete two extended projects for Component 1 (Portfolio), exploring personal themes in depth and building a strong, individual body of work. In Year 11, they complete an Externally Set Assignment (Component 2), which includes a preparatory period followed by a 10-hour practical exam. Throughout the course, students are encouraged to take creative risks, work independently, and develop a confident, personal artistic voice.
Food Preparation and Nutrition
Students have 5 hours per fortnight in years 10 and 11.
Over KS4 students will learn to demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment. Students will develop their understanding of the relationship between diet, nutrition and health. Students will explore a range of ingredients and processes from different culinary traditions to inspire innovative ideas or modify existing recipes.
Geography
Students have 5 hours per fortnight in years 10 and 11.
The study of Geography at GCSE is exciting and relevant, comprising of physical and human themes, that build upon the key knowledge that was addressed at KS3. At KS3, Geography was taught locally, nationally, regionally, and globally, whereas in KS4, topics are split into human and physical and cover a range of scales. Case studies are not repeated from KS3 in an attempt to broaden students’ knowledge of issues across the world. Similar to KS3, key knowledge, such as skills, are embedded throughout the curriculum.
The curriculum is sequenced not per paper nor per topic. Instead, physical and human topics are interleaved and split across Years 10 and 11, to provide opportunities to retain and commit knowledge to long term memory upon revisiting in Year 11. For example, within the Living World unit, ecosystems, biomes, and the tropical rainforest are taught in Year 10 and these themes are revisited through hot deserts in Year 11.
Both fieldwork opportunities will be conducted at the end of Year 10 in half-term 6. The physical fieldwork will focus on fluvial processes and changing channel characteristics in the River Bolin in Stockport. The human fieldwork will focus on the level of success of regeneration in Media City, Manchester. Once back in the classroom, students will analyse their data and consider the reliability and accuracy of their data and the impact that this can have on drawing relevant conclusions. Fieldwork will be revisited in Year 11 in relation to their unfamiliar fieldwork practice.
Upon completion of the GCSE course, students will have a deep and broad knowledge of processes that affect the world and will be able to draw connections between places with similar opportunities and challenges. This will equip students with the knowledge, fieldwork experience and skillset to progress onto A-Level and beyond.
German
Students have 5 hours per fortnight in years 10 and 11.
At GCSE, students will study German following the Pearson Edexcel 2024 specification. The course focuses on developing practical communication skills and cultural awareness, with pupils receiving 5 hours of German lessons per fortnight. Lessons build confidence in listening, speaking, reading, and writing through real-life contexts and engaging materials.
Students will explore topics within six thematic contexts:
- My personal world
- Lifestyle and well-being
- My neighbourhood
- Media and technology
- Studying and my future
- Travel and tourism
These themes provide a broad and relevant framework for discussing subjects such as family and friends, daily routines, health, the environment, social media, education, and career aspirations.
From 2025–2026, we will be supported by a Foreign Language Assistant, who will work with students to help prepare for the speaking examination through individual and small group conversation practice.
Studying German at GCSE equips pupils with valuable language skills, deepens cultural understanding, and opens up future opportunities in education, travel, and the workplace.
History
Students have 5 hours of History per fortnight in Years 10 and 11.
GCSE History is about more than just learning names and dates – it’s about asking questions, weighing up evidence, and understanding how the past has shaped the world we live in today. Our Edexcel course gives students the chance to study people, events, and ideas that had a huge impact across Britain and the wider world. In doing so, they build skills in analysis, interpretation, and judgement, while also reflecting on themes of justice, diversity, and community that remain relevant today.
Crime and Punishment in Britain, c1000–present, with Whitechapel, c1870–c1900 (Paper 1)
Students trace how crime, policing, and punishment have changed – and sometimes stayed the same – over a thousand years, from medieval trial by ordeal to modern debates about terrorism. Case studies such as Matthew Hopkins and the witch hunts, or Pentonville Prison, show how wider beliefs and social pressures shaped justice. A depth study of Whitechapel during the time of Jack the Ripper explores overcrowding, poverty, inequality, and how a diverse community shaped life and the difficulties of policing London’s East End.
Key themes: crime and authority; punishment and justice; policing and social problems; change and continuity.
Early Elizabethan England, 1558–88 (Paper 2B)
This depth study looks at the reign of Elizabeth I, one of the most iconic monarchs in English history. We look at Elizabeth’s early struggles for stability, the plots and threats from Mary, Queen of Scots, and the defeat of the Spanish Armada. The unit also shines a light on life for ordinary people, from the growth of Elizabethan schools to the excitement of the theatre and the plays of Shakespeare’s age.
Key themes: power and authority; religion and conflict; society and culture; challenges at home and abroad.
Superpower Relations and the Cold War, 1941–91 (Paper 2P)
Here, students explore a world divided by ideology and fear. They investigate how wartime allies became rivals, and how the Cold War brought the world to the brink of nuclear conflict during crises such as the Berlin Blockade and the Cuban Missile Crisis. The study ends with the collapse of the Soviet Union and the fall of the Berlin Wall – moments that reshaped international relations and still influence global politics today.
Key themes: ideology and conflict; diplomacy and rivalry; war and peace; turning points in international relations.
Weimar and Nazi Germany, 1918–39 (Paper 3)
This unit tells the dramatic story of Germany’s journey from fragile democracy to dictatorship. Students explore the hope and instability of the Weimar Republic, the rise of Hitler during the turmoil of the Great Depression, and how propaganda and fear secured Nazi control. They also step into everyday life in Nazi Germany, examining the experiences of young people, women, and minorities, and how some resisted despite great risk.
Key themes: democracy and dictatorship; propaganda and control; opposition and resistance; antisemitism and persecution.
What students gain
Through these studies, students learn to think like historians: questioning evidence, exploring different viewpoints, and reaching balanced judgements. They gain a strong understanding of how past choices shaped society, preparing them not only for exam success but also to engage thoughtfully and compassionately with the world today.’
Maths
Students have 9 hours per fortnight in years 10 and 11.
At KS4 our curriculum continues and builds on the work done at KS3, preparing students to apply their knowledge with confidence and success at GCSE. Alongside the fundamental topics and concepts, students are taught to problem-solve and connect mathematical ideas together, as well as preparing for final examinations.
Students will study for the Edexcel GCSE Mathematics qualification.
Religious Studies
Students have 4 hours per fortnight in years 10 and 11.
Religious Studies is a core subject at the Brian Clarke Academy due the religious nature of our school, the heritage of our students and our recognition that in order to live well as a functioning citizen of the United Kingdom, our students need to understand and interact with the beliefs and practices of those around them.
We follow the AQA Specification A course and our chosen religions for focus topics are Christianity and Islam as these allow us to build on and enhance the current understanding of our students.
Throughout the course our students will be challenged with questions about belief, values, meaning, purpose and truth and will be supported to develop their own attitudes towards religious issues. They will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills and will improve their ability to work with abstract ideas. This course is great preparation for further academic study.
The content covered is split into three sections:
The beliefs, teachings and practices of Christianity
Students gain an understanding that Christianity is the main religion of the UK. They use sources of wisdom and authority such as sacred texts to ascertain the beliefs and practices of Christians and how these may differ between Christian groups. They also consider how key teachings impact the life of religious believers.
The beliefs, teachings and practices of Islam
As with Christianity, students study the beliefs, teachings and practices of Islam, understanding that it is one of the main faiths in the UK. They use sources of wisdom and authority to establish the basis or teachings and practices, and then analyse the impact of these sources on the life of a believer. Students must consider both Sunni and Shi’a perspectives on key issues.
Thematic Studies
Students study different religious perspectives on issues faced by religious believers such as whether to go to war and attitudes to crime and punishment. Students also incorporate philosophical and ethical arguments related to the issues studied.
Students will be expected to apply their knowledge of the religions studied to these issues and to make reference to specific sources of wisdom and authority when making recommendations on the right course of action.
This unit allows students to apply the knowledge gained earlier in the course and show how it would be used in the modern world.
Science
Students have 9 hours per fortnight in years 10 and 11.
At KS4, students will follow either the AQA combined science (trilogy) or AQA separate sciences specifications. All students will build on their learning from KS3 to develop their knowledge of the fundamental principles from biology, chemistry and physics that will provide a foundation for understanding and navigating the world.
Students will understand the process of scientific enquiry that leads to the creation and development of concepts and theories. Students will understand how science can be used to explain observation and make predictions about natural phenomena.
The KS4 science course provides students with the knowledge and skills to progress onto their chosen post 16 pathway and to take their place in modern Britain.
Sociology
Students have 5 hours per fortnight in years 10 and 11.
Our GCSE Sociology course encourages students to explore and understand the society around them. In Year 10, students study research methods as well as topics on Family and Education. They develop critical thinking skills and learn to analyse social issues from different perspectives. Our curriculum ensures a progressive build-up of knowledge and skills. By the end of Year 10, students can articulate key sociological perspectives, evaluate evidence, and construct reasoned arguments with confidence.
In Year 11, students explore topics on Crime and Deviance and Social Stratification. GCSE Sociology is ideal for students who are curious about people, society, and the forces that shape everyday life, providing a strong foundation for further study at A-Level and beyond.
Sports Studies
Students have 5 hours per fortnight in years 10 and 11.
Cambridge National Sport Studies
This qualification explores the key issues that affect participation in sport across different user groups in society. Students learn to identify barriers to participation and explore strategies to overcome them. They also investigate what influences the popularity of sport and how new or emerging sports develop in the UK.
The course includes practical performance in two different sports and the opportunity to develop leadership skills. Students will work independently and in teams, building confidence, communication, and problem-solving skills—both as performers and leaders under pressure.
A focus on media in sport helps students understand how different platforms report on sport and the impact this can have, both positively and negatively.
What We Hope Students Will Learn:
At The Brian Clarke Church of England Academy, we want students to gain a deeper understanding of the role sport plays in society, develop as confident performers and leaders, and leave the course with valuable life skills they can apply in education, employment, and beyond.
The Brian Clarke Church of England Academy is proud to be part of the Cranmer Education Trust
Cranmer Education Trust is a company limited by guarantee and an exempt charity registered in England. Company registration number: 07687709. Registered Office: Cranmer Education Trust, c/o The Blue Coat School, Egerton Street, Oldham OL1 3SQ. The website address is www.cranmereducationtrust.com and the phone number 0161 785 5082.