Portslade Aldridge Community AcademyYear 8 Curriculum Handbook

2015-2016

Introduction

Dear Parent/Carer

This booklet is designed to outline the programme of study that your son/daughter will be following over the course of the academic year 2015-2016. Each subject has presented an overview of the topics and skills that will be covered. There is also additional information about what can be done to extend your son/daughter’s knowledge and understanding of each subject.

Any concerns or questions you have in response to this should be raised with the subject teacher in the first instance.

There is also information about enrichment courses that run within the curriculum, both before, during and after school, on the website, www.paca.uk.com

If you have any feedback about this booklet, please complete the reply slip and return to Mrs Burchell in Student Services.

At the back of the booklet there is a page summarising the email addresses of people responsible for each subject area. If you have any questions or concerns about a particular subject, please contact them directly. If your query is more general, please contact your son/daughter’s form tutor.

Yours faithfully

Ms K ScottPrincipal

Summary of Subjects

Art 1 Performing Arts 2 English 3 Modern Foreign Languages 5 Geography 7 History 8 Computing 9 Maths 10 Music 11 Religious Education 12 Science 13 Sports/PE 14 Homework 16

ARTStudents in Year 8 develop the core art skills of Drawing, Painting, Designing, 3D and Textiles. The Year is divided into three themes, one per term. We keep the projects flexible however, to avoid all the groups doing clay at the same time for instance, so we may change the order in which the projects are completed.

Autumn TermBaseline Assessment. Students are asked to complete a booklet to test their areas of competence in drawing, painting and critical studies. From this we reassess their base-line level in order to plot their progress throughout the year and Key Stage.

1. Animal ProjectOur first project is about drawing and painting using animal images and photographs. This is to develop essential drawing skills from observation and introducing them to mixed-media techniques.Critical StudiesThe students will be referencing relevant artists for this project and especially the work of Victoria Benns.

Parental support: Encouraging students to draw and practice their skills at home. Resourcing animal pictures (students could take some photographs of their pets). Watching a documentary on animals. Visit a local zoo or farm.Christmas card competition for the Aldridge Foundation.

Spring Term

2. Landscape ProjectThis is a landscape project based on the local environment.Critical StudiesStudents will be looking at relevant Artists which may include John Piper, Paul Klee, Van Gogh, Klimt or Miro.

Parental Support: Visit to the Royal Pavilion or local landmarks would be useful.In the Spring term there will be a formal drawing exam.

Summer term

3. Architectural ProjectThis will be a textile/print project based on architectural features.Students will learn how to develop the skills to use printmaking and Textile media.Critical StudiesArtists to include Gaudi, Frank Gehry and Hundertwasser.

Parental Support: Encourage students to research architectural features and practise drawing skills at home.

1PERFORMING ARTS

One of the chief aims in this year is to build on the skills introduced in Year 7. Students should progress to take more responsibility for the drama and be in a position to initiate work or develop work more effectively by choosing the most appropriate methods and approaches.

During Year 8 students should begin to develop more of an understanding of the need for structure and stagecraft. They should be able to create effect and atmosphere through simple stage lighting techniques and the use of stillness, movement and facial expression.

The content of lessons is flexible and teachers will respond to the needs of the class. Therefore, topics and skills will not necessarily be taught in a particular order but will include three of the following:

Drama based on a true storyStudents will use a news story to develop drama using a wide variety of theatrical techniques.

Dance and Physical Theatre: A day in the life of a busy city The Robots by Kraftwerk is the inspiration for this physical theatre performance which explores how we can tell a story using our bodies and movement.

Genre Study: PantomimePantomime is one of the nation’s favourite forms of entertainment and this unit of work allows students to unpick the genre’s components and learn the skills to bring the art form to life.

Horror Genre: Frankenstein This introduction to the genre of horror uses extracts from the script based on Mary Shelley’s novel.

Working with Script: Bill’s New Frock or Sweeney Todd Students will now have the opportunity to develop their script based work, this time using a complete script.

Choreography: Creating dance using mirroring In pairs students will use the idea of mirroring as a basis for creating their own dance.

2ENGLISHAt PACA we want students to love English from the moment they step foot in the English Faculty. A creative environment alongside excellent teaching develops a love of learning, reading and thirst for knowledge. We have a proven track record, the English Faculty at PACA has seen some of the best results in Brighton and Hove; a record we are dedicated to improving upon, year on year.

Our students are equipped with the skills and opportunities to make sense of the world as they negotiate a space for themselves within it. Through the study of literature, students explore the worlds of others. All students study literature as it complements language study and, we feel strongly, it is part of our students’ cultural entitlement. Students engage with a variety of literature including fiction and non-fiction texts. Modern plays, poetry, Shakespeare and 19th Century literature are all components of a PACA student’s second year in English.

How is the year assessed?At the start of each half term, PACA English students sit a baseline assessment in the format of the GCSE paper linked to the module they’ll be studying that half term. This baseline identifies areas of strengths and areas for development for the module ahead. At the end of each half term, students sit a different paper of the same style, to assess their progress for that half term.

Autumn 1LiteratureModern Play‘Blood Brothers’Assessment: students answer and essay question on the modern text studiedGCSE link: Literature paper 2 section A

Autumn 2Literature19th Century ‘Sherlock Holmes’ short stories Assessment: Students choose from a photograph or statement as stimulus to produce a descriptive or narrative pieceGCSE link: Language paper 1 section B

Spring 1

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LiteraturePoetry‘Growing Up’ e.g. Carol Ann Duffy / Simon ArmitageAssessment: Students answer a comparison essay question about two poems they have studiedGCSE link: Literature paper 2 section BSpring 2LanguageJourneys – Travel WritingAssessment: Students argue for or against a statement linked to a travel writing opinion pieceGCSE link: Language paper 2 section B

Summer 1LiteratureShakespeare‘The Tempest’Assessment: students answer an essay question on the Shakespeare play studiedGCSE link: Literature paper 1 section A

Summer 2LanguageLanguage Paper 1 & 2 revisionAssessment: Students will sit mock GCSE language papers as their end of year assessmentGCSE link: language paper 1 and 2 both sections

InterventionPACA has a unique intervention programme, offering additional support to students when they most need it. This process is reflected upon regularly throughout the year and targets students before they fall behind, based on their personalised target flight plans. Strategies to boost attainment include 1:1 tutoring, focus groups, Lexia software and English Club.

Accelerated ReaderReading is a proven strategy for improving general intelligence. Just as exercise improves the cardiovascular system, reading boosts brain power and improves memory. It can also make a person more empathetic; helping young people become well rounded, thoughtful individuals. The English Faculty make it their mission to instil a love of reading within every student. “I don’t like reading!” is a phrase we occasionally hear, to which we say, “nonsense! You just haven’t found the right book yet!” Accelerated Reader is a strategy used in many successful schools nationwide and has the ability to identify the reading range of a student via simple testing. These results are used to determine which books students should be directed towards in the library, to help find the perfect book for them. Regular re-testing ensures that students are always reading a book that will allow them to develop as a reader.

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MODERN FOREIGN LANGUAGESIn Year 8 students will study French and/or Spanish. One lesson focuses on Grammar, one on the four language skills and the third is in our language labs using high quality language apps and interactive equipment. In the ICT in MFL lessons, students can consolidate, extend or challenge their learning from the Main Language or continue with their second language. They will also develop Independent Study Skills, consolidate and extend their vocabulary and deepen their understanding of France and French Culture and/ or Spain and Spanish Culture. They will also take part in cross – curricular activities with Geography and History.

We aim to: ‘Give students the chance to unlock and maximise their potential in order to shape their own futures, to equip them with the skills and confidence to become Independent Language Learners and to broaden their horizons about different cultures.’ We strive to give students the opportunity to develop the skills they need to be successful in the future by providing innovative, high quality teaching and learning for all students, so that they can reach their full potential and achieve beyond all expectations. The MFL department is committed to using a wide range of cutting edge technology as well as ICT suites and individual laptops. New technologies are used to differentiate, motivate and encourage independent learning.

Autumn Term: Family and back to schoolStudents will learn to communicate about their family and friends, to talk about their school day and compare the French/ Spanish Educational System to their own. They will also learn Poems and Songs, Tongue Twisters, how to conjugate verbs and give opinions with justifications.

Language & Literature

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Students will read a story in French/ Spanish, develop their ability to write creatively in the target language and how to conjugate verbs and give opinions with justifications.

Spring Term:Home & environment Students will learn to talk about where they live and their environment using the 4 skills, whilst continuing on their verb adventure and their ability to give opinions and justifications.

Life Styles & Daily RoutinesStudents will learn to communicate through the 4 skills about life styles and daily routines, focussing on healthy lifestyles, young people’s life styles, whilst including modal verbs, tenses and expressions of time.

Summer Term:Money Wise & The world of WorkStudents will revise numbers, applying their numeracy skills in French/ Spanish. They will work on budgeting, learn how to plan a trip to France/ Spain and explore the world of work. They will discuss different jobs, work environments and talk about future plans whilst continuing on their verb adventure and the use of negative expressions and forming questions. Our Sporting LivesStudents will learn to speak about sports, describing famous sport personalities. They will develop their ability to communicate about injuries and moods of a match. They will learn to organise and run a fundraising event linking Sports and Languages.

Assessments:French and Spanish assessment is ongoing throughout the topics, but there are also formal assessments at the end of each half term against the framework of six entrepreneurial attributes or skills: Team Work Problem Solving Creativity Determination Passion Risk Taking

and the four key language skills: Reading, Listening. Speaking and Writing.

Success Criteria: Students are expected to complete project, learning and written work set for homework each week and revise for the assessments. It is important that they participate as actively as possible in lessons in order to check their understanding and improve their grasp and pronunciation of French and Spanish.

How Parents/Carers can help:

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Students will benefit enormously if they are encouraged to practise their French and Spanish at home and are tested on learning set for homework. Parents could encourage students to watch YouTube clips in French and Spanish or to change the language on DVDs to French and Spanish. Students could also be encouraged to listen to French/ Spanish music and radio, in addition to labelling as much as possible in the home in French and Spanish. We also use a variety of websites which involve games students will enjoy in their free time while confirming their grasp of French and Spanish.

Skills Developed:Students will develop excellent communication skills through Listening, Speaking, Reading and Writing as well as the use of ICT in MFL and our six entrepreneurial attributes or skills.

Useful websites:www.linguascope.com www. languagesonline.org.uk www.wordreference.com www.textivate.com www.yourdictionary.com/languages.htmlwww.ilovelanguages.com/www.translate-free.com

GEOGRAPHY

Year 8 Geography provides students with the opportunity to build on the skills and knowledge they have learnt in Year 7. The curriculum covers a range of physical and human Geography themes and places.

Autumn term:

Pole to Pole: Climate and EcosystemsIn this unit students look at how and why climate varies across the globe and how climate, why climate is important to us, and how plants and animals are interlinked in ecosystems like tropical rainforests and hot deserts.

Our Restless EarthIn this unit, students look at the structure of the Earth and the theory of continental drift. They develop their understanding of earthquakes, volcanoes and tsunamis through examining recent case studies. Spring Term:

Changing China

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China is a rapidly changing country with implications for the rest of the world. In this unit students examine the changing economy, environment and culture of China.

Summer Term:

Ice WorldsIn this unit students examine the icy worlds of Antarctica and Arctic and how and why these fragile environments are (or should be) protected from human activity.

Olympic GeographyThis topical unit provides students with an opportunity to examine how hosting an international event like the Olympics like can impact upon global cities such as London and Rio.

AssessmentAssessment is ongoing throughout the topics, but there are at least four formal written assessments throughout the year.

Homework/ Suggestions for parental support:Homework in Year 8 will largely be project-based with one project set per term. Usually the homework is set in the second week of each term, to be completed over the following four weeks. You can support your son or daughter in Geography by encouraging them to read/watch and discuss events in the news.

HISTORYYear 8 builds on the key skills learnt in year 7 with a focus on world history and an exciting historical investigation into the history of Portslade and the surrounding area.

Autumn term:

The British EmpireThe rise and fall of the British Empire had far-reaching consequences. With a focus on India, students will explore the debate on whether the British rule in India was a positive experience or not. Looking a diverse range of experiences students will evaluate for themselves and draw their own conclusions on this historical debate. Am I not a brother and a man?In this unit students examine the development of slavery and its abolition in Britain.

Spring Term:

The troubles in Ireland

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In this study of Irish history, students will look at the long and short term causes of the ‘Irish troubles’ and will evaluate how far it’s legacy affects life today.

England, Wales and ScotlandStudents will delve into the formation of the UK. An exploration of how borders have been fought over in the past will allow students to examine how it affects life in the UK today for all citizens.

Summer Term:

Portslade’s pastStudents will embark on a research project using archives from the Brighton Pavilion to explore how their home town has developed. Using census record students will discover who lived in Portslade at the outbreak of WW1 and what life was like.

WW1Students have the opportunity to unpick the complexity of the causes of WW1 and track the course of WW1. Through soldiers’ experiences, students will debate if and how WW1 should be remembered.

AssessmentAssessment is ongoing throughout the topics, but there are at least four formal written assessments throughout the year.

Homework/ Suggestions for parental support:Homework in Year 8 will largely be project-based with one project set per term. Usually the homework is set in the second week of each term, to be completed over the following four weeks.

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COMPUTINGComputing is an incredibly important subject to learn in this modern time, our pupils have access to the most up to date technology with our five fully equipped ICT suites. Computing ensures that pupils 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. Autumn Term:In the first part of the school year the pupils will learn how to create games in Scratch, this is an insight into how games are coded.

Creating Games in Scratch E-safety

It is very important that our pupils learn how to keep safe in this new online world, they also pick up fantastic presentation and graphic design skills in this project.

Spring Term:Building on their previous knowledge our pupils will start to learn about programming, they do this to help them understand the basics of how a computer will work, this helps them achieve a deeper understanding of all programmes.

Introduction to programming Databases

Pupils learn how to create and develop relationship databases for a number of reasons, this will allow them to see the various uses.

Summer Term:In the final term the pupils will learn about 3d computational design. This is design works that are used in basic architectural works and home planning.

Sketch up Design

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MATHS

Students follow a three year curriculum based on Maths Mastery.

The Maths Mastery approach is a cumulative curriculum that promotes students to achieve a deeper understanding by linking key areas together. For example, linking addition/subtraction with Perimeter then Multiplication and Division with Area. Each year the curriculum builds on what was learnt the previous year and consolidates key skills. Through problem solving, the students develop the application of the key skills with an emphasis on reasoning and justification. Better understanding comes from exploring and investigating topics in more depth rather than accelerating through the topics. We are developing the use of concrete manipulatives and pictorial representations; this allows students tackle problems in different forms rather than introducing topics in abstract form.

One of the most common hurdles the students face is the ability to quickly recall multiplication facts. To develop fluency with times tables, we are following a program called “Times Table Rockstars”. The students do a 3 minute timed practice three times per week.

In addition, to aid fluency with key skills, once per week the students tackle 15 Numeracy questions based on topics ranging from: the 4 operations (+/-/x/÷), ratio and proportion, through to coordinates. These topics underpin all the questions in a GCSE exam.

DIRT (Directed Improvement and Reflection Time) is built into the lessons at least once per week. Here the students respond to teacher’s feedback, do corrections from their classwork, homework or weekly Numeracy booklet.

Students are assessed at the end of every term. They are given a Cumulative Assessment which tests them on everything they have learnt from the start of the year, culminating in an end of year test. After every assessment the students will RAG rate (Red/Amber/Green) each topic tested; this informs the following terms homework. Using their RAG sheets, the students create their own personalised homework timetable, based on their areas for development, which they will mark in class.

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MUSIC

Term 1 Guitar Skills IWork out tab notation and chord boxesExplore different styles of playing – Chord Sequences and RiffsCreate a performance as a group using different elements of playing

Term 2 SambaPerform an ensemble piece on the school samba kit as a whole class.

Term 3 Japanese PerformanceLearn to play the pentatonic melody ‘sakura’, conveying an appropriate mood, on keyboards/guitars, xylophones/steel pans.Play the melody in time with the ostinato and compose a countermelody if possible.

Term 4 Keyboard Skills IIDevelop keyboard skills from year 7.

Term 5 Singing Skills IILearn to sing a song as a class in preparation for the year 8 singing competition.

Term 6 Theme and VariationsIntroduced to the form of theme and variation through different listening tasks.Composition of variations based on a well-known theme.

RELIGIOUS EDUCATION

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Year 8 builds on the key skills learnt in year 7 with a focus on world history and an exciting historical investigation into the history of Portslade and the surrounding area.

Autumn term:

Buddhism

Students will explore the development and fascinating world of Buddhism. With a rise in many more people adopting the theology of Buddhism, students will evaluate why this particular religion resonates with people around the world.

Spring Term:

HinduismHinduism is the third most popular religion in the world with a fascinating array of festivals and celebrations. Students will study the religion and understand the beliefs of Hindus.

Summer Term:

JudaismThroughout history there are examples of persecution towards the Jewish people. Students will study the origins and beliefs of Judaism and gain an appreciation of the diversity that exists within Judaism.

AssessmentAssessment is ongoing throughout the topics, but there are at least three formal written assessments throughout the year.

Homework/ Suggestions for parental support:Homework in Year 8 will add to the knowledge gained during lessons.

SCIENCE

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Science is a core subject and studied by all students from Year 7 to Year 11. At PACA, students study a two year KS3 science curriculum throughout years 7 and 8, having five 80 minute lessons a fortnight in each year. The curriculum aims to feed the student’s fascination and curiosity about the world and how it works, whilst preparing them for their GCSE studies at KS4. The KS3 curriculum is divided into biology, chemistry and physics topics of around 4 – 5 weeks in length and whilst there is a strong emphasis on knowledge acquisition, there is an equally essential focus on skills development in a scientific context.

In year 8, students are taught in sets according to their ability. This is determined using data obtained from the assessments the students did in year 7, their CAT scores and the professional judgement of their year 7 teacher. Following the Autumn and Spring term assessments, student progress is reviewed and any necessary set changes are made to ensure excellent progress continues. Topics taught in year 8 are as follows (please note that within each term the topics are taught on a rota so the order will be different for each class) (Key: biology, chemistry, physics)

Autumn termEcosystem processesAdaptation and inheritanceMetals and acidsThe earth

Spring termElectricity and magnetismMotion and pressureReactions

Summer termHealth and lifestyleEnergy Acids and alkalis

Assessment:At the end of the first topic in year 8, students are given a short assessment of the work completed since the beginning of the year. This allows us to ensure students start the year in the most appropriate set. Subsequent assessments take place at the end of the autumn, spring and summer term. The students sit a one hour written examination at these times which assesses their knowledge of the topics covered in the previous term. The paper consists of questions covering both skills and scientific content and take the form of multiple choice questions, short 2-3 mark questions and longer 6 mark questions.

Equipment:During Key Stage 3 the students will be expected to have with them basic equipment, which they will use regularly. This includes: a pen, a pencil, a rubber, a pencil sharpener, a calculator and a ruler.

Home Learning:The resources we use to deliver the KS3 curriculum can be accessed by students at home once they have received their password and username from their teacher. The website is www.kerboodle.co.uk. At times teachers will set homework from this website. It will also provide students with materials and activities to help with their revision.

SPORTS/PE

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In Year 8, students will study physical education through four key areas – Accurate Replication, Performing at Maximum Levels, Outwitting Opponents and Exercising Safely and Effectively. Students will develop their abilities through a range of different sports over the four terms, including football, rugby, ultimate Frisbee, netball, gymnastics, athletics, rounders, cricket, basketball, badminton and handball amongst others.

Students will also monitor their fitness levels for a range of health and skill related components of fitness over their time at PACA. Every student will take part in a different fitness test at the start of every term. Each test is repeated twice every year and they will track their progress over time. This also provides an opportunity to study health and wellbeing.

In Year 9, lessons will introduce elements of the theory of physical education through practical lessons. This will often involve cross curricular opportunities with Maths, English and Science. The purpose of this is not only to develop their lifelong learning but to prepare students for examination courses in Physical Education which they can opt to study in year 10 and 11.

Outwitting Opponents: Develop more complex techniques Work in small teams to create space Demonstrate positional awareness Demonstrate a range of defensive skills Apply tactics – attacking and defending Observe, recognise and suggest evaluative feedback of self and others in

order to give positive feedback Identify and demonstrate a range of ways in which to beat an opponent

Accurate Replication: Use a range of creative movements/actions Use a range of creative travelling skills Confidence at a range of heights and speeds Improve and develop the ability to analyse of the work of others Observe, recognise and suggest evaluative feedback of self and others in

order to give positive feedback Demonstrate and apply a range of chorographic principles Understand and show evidence of body tension, extension, and control in a

range of shapes

Performing at Maximum Levels: Develop and improve techniques, skills and performance Develop the co-ordination to achieve good results in throwing, running and

jumping events Show resilience to push yourself to your full potential and further Observe, recognise and suggest evaluative feedback of self and others in

order to give productive feedback

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Exercise Safely and Effectively: Use equipment safely Understand and take responsibility to set up and run events safely Understand and explain how exercise is good for your health, and begin to

understand the effects it can have on your body Understand and take responsibility to check areas for safety before use Understand and explain why taking part in exercise can improve health Understand, explain and lead effective warm up’s and cool downs

Students at PACA will have access to a full and varied extra-curricular timetable where they can improve their skills further, as well as have the opportunity to represent the Academy in competitions, cups, leagues and tournaments. All clubs provided are free of charge and completely optional. Students will also have an opportunity to take part in a range of interhouse competitions throughout the year.

Students can expect: High level physical education lessons, delivered with a consistent approach. Students will have access to a good level of equipment that will allow them to progress in their learning. When students work hard in their lessons their effort will be praised. Any sanctions required will be issued fairly and in accordance with Academy policy.

Physical Education Teachers expect:Students to take responsibility for their own learning in physical education lessons. This means working to the best of their ability at all times. Students will need full PE kit for every lesson – even if they have a note to say that they are not taking part practically. This will allow students to still have an educational experience during the lesson, even if it is not in a practical session. Students must arrive to lessons on time, with a positive attitude towards their learning experience and towards the learning experience of others.

HOMEWORK

Research shows that children who are supported by their families with homework are likely to achieve better academic outcomes than those who do not

Guidelines

            

Homework should be challenging, consolidate learning and deepen understanding.  Therefore, homework tasks will take a number of forms (e.g. learning homework’s, written responses, creative project-based assignments etc.). All homework will have a clear learning objective, that will be shared with students and the form that the task takes will be linked to this objective. The table above outlines the expectations regarding frequency and duration of homework for students in each year group.  So that homework can achieve its intended objectives, there is no stipulation regarding how long students have for completion, other than a minimum of 48 hours.  Work should not be set on Friday for submission on Monday. All homework will be shared with the students in class and will be recorded onto MILK. MILK is a school planner app that allows students to access their timetable and homework diary through their smart phones, or online. 

How can you help?1. By showing an interest you are communicating the fact that school work is

important and needs to be taken seriously.

2. Encourage children to complete homework to the best of their ability.

Year 730 minutes(Core subjects in Autumn 1 only)

English, Maths, Science, Geography, History, MFL.

Year 830 minutes

English, Maths, Science, Geography, History, MFL.

Year 930 minutes

English, Maths, Science, Art, Computing, Geography/History, MFL, Music (per fortnight).

Year 1045-60 minutes

English , Maths, Science, Option A, Option B, Option C.

Year 1145-60 minutes

English , Maths, Science, Option A, Option B, Option C.

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3. Urge children to have less screen time and spend more time studying and reading.

4. Express high expectations for children from an early age.

The BenefitsParents who take an interest in their children's homework have a better knowledge of their education. Additionally, children who are able to complete assignments successfully are likely to develop a good working attitude.Why is Homework Important?Homework set prior to a lesson can aid understanding later in class. Homework also provides opportunities for reinforcement of work learned during school time and for children to develop their research skills

Working to meet deadlines promotes self-discipline, an attribute which will impact on school work and beyond. Practical Ways to Help

Provide a quiet environment Have a Regular Homework Routine Praise Effort and Achievement Show an Interest by talking to them about what they are learning Provide Equipment Set a Good Example Monitor Homework

Problems with HomeworkIf there are problems with homework, communicate with school at an early stage and work together to bring about a resolution. Email or phone your child's teacher to discuss the situation. School Homework SupportTeachers are always more than happy to support students with homework.There are homework support clubs afterschool and in addition student can use the library afterschool to complete homework and access ICT resources.

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Email addresses for Key Staff at PACA

Heads of Faculty Email Addresses:

Mr E Vale Maths e.vale@paca.uk.com

Mrs V Orchin English v.orchin@paca.uk.com

Mrs J Taylor Science, including STEM j.taylor@paca.uk.com

Mr C Mellett Entrepreneurship, inc:- c.mellett@paca.uk.com

BusinessICTMedia

Mrs A Gascoigne Global Faculty, inc:- a.gascoigne@paca.uk.com

MFLHistoryGeographyReligious EducationPsychology

Ms S Durham Creative Faculty, inc:- s.durham@paca.uk.com

ArtMusicDrama