BVC Prospectus 2019-20 by Bottisham VC

Bottisham Village College

Achievement through Inspiring, Caring Enriching

â&#x20AC;&#x2DC;This is an outstanding college, where a very strong ethos of community, high quality learning and aspirational achievement exists throughoutâ&#x20AC;&#x2122; Ofsted

WELCOME Welcome to Bottisham Village College. We hope that you will find this prospectus a useful starting point in introducing our College to you. in June 2012, we were judged to be outstanding in all categories: Achievement, Quality of Teaching, Behaviour & Safety and Leadership & Management. As an ambitious, academic and aspirational college, committed to continual improvement, we have continued to build on this success.

This is an exciting time to be considering joining our growing college community. We have recently completed our capital build, with all of the new facilities open for use: a cutting-edge performance hall, a modern dance studio, spacious dining-hall, music department, library, ICT suites and a number of new classrooms. Already we are seeing our students thrive with these sensational facilities, having a positive, engaging learning experience and reaching their potential during their secondary-school years. Our college community is built upon the bedrock of positive relationships: our teachers will know your child, develop your child and take great pride in their wellbeing and their achievements. As a result, our expectations of students are high and behaviour at the college is exceptional, built on mutual respect and is underpinned by a series of core rights and responsibilities. Be assured: students are treated as individuals and, if required, we offer a range of specialist support which encourages a healthy lifestyle and awareness of mental health. It therefore no surprise that happy, respected and engaged students achieve such outstanding academic outcomes. Although academic achievements are the cornerstone of an outstanding education, we recognise that secondary school should be about much more than that: we develop the whole-student. Offering a unique suite of extracurricular activities through the “Extended Schools” programme, we create new opportunities for all students and also develop the talents and skills of those who wish to excel. Additionally, our commitment to residential trips, home and abroad, seems to buck the trend of similar schools: we fully grasp the fact that these experiences stay with students for life. Recently, our new House System had added a positive dynamic to school life: competition, enrichment and working with students from other year groups. We are very proud of our wider role as a community college and very much see ourselves as a Bottisham family, relentlessly striving to know, develop and work with every child. After a wonderful 5 years with us, it is our unrelenting expectation that students will flourish in the key areas of our college’s ethos:  achieved their full potential, both academically and socially;  developed a passion for life-long learning;  prepared for life beyond BVC through bespoke carers guidance;  developed the skills and attributes that will enable them to live successful and fulfilled lives, making a valuable contribution to our wider society, as global citizens. We understand that choosing a school for your child is an extremely important decision. Further information is available on the college website at www.bottishamvc.org. However, we encourage you to come and visit us, so that you can experience the reality of our learning community at first hand. We very much look forward to meeting you and welcoming you to our wonderful college. Jenny Rankine Principal

One student commented â&#x20AC;&#x2DC;Bottisham is inspirational. The college helps individuals to shape well, giving us the confidence, determination and skills to succeedâ&#x20AC;&#x2122; Ofsted

CONTENTS 3. Welcome to Bottisham Village College 7 - 11 Inspiring, Caring, Enriching 13. Our Community 15. College Leadership Team & Governing Body 16. Parent Information  Admissions  Attendance  Communications with parents & carers  Pastoral care  Inclusion  Careers, Education, Information, Advice & Guidance  House System  Rewards 23. Curriculum Information  Achievement  Examination results 2019  Curriculum overview  Extended Learning  Assessment & Reporting  Knowledge Organisers 29. Subject Areas - English 30. Maths 31. Science 32. Creative Design Faculty  Art & Design  Construction  Design & Technology  Photography  Food & Nutrition 36. Computing 37. Performing Arts Faculty  Music  Dance  Drama 39. Modern Foreign languages 40. Humanities Faculty  History  Geography  REP  Business Studies 43. Physical Education 44. Health & Social care Horticulture 45. Adult Learning, Friends of BVC, Sports Centre 46. Other Information

INSPIRING Ours is a reflective community which offers both staff and students opportunities to develop individual character and leadership skills. Our aim is to inspire all of our students to become confident and resilient both in their learning and in their personal lives. Our students inspire us by the care and respect they show for each other and their determination to achieve their best and to rise to the challenges for them and by them. To support students in having the highest aspirations we have an independent guidance career lead and programme for all year groups. Curriculum: The curriculum at Bottisham Village College inspires our students by challenging and motivating them. It embraces new technologies to address and support specific learning needs and offers students personalisation and flexibility. Quality of teaching: Teaching at Bottisham encourages students’ curiosity and enquiry, developing them as active and independent learners. We insist on high expectations for all our students and work together with them to encourage self-reflection, with students scrutinising their own progress and setting their own targets for improvement. Positive, supportive working relationships underpin the outstanding quality of teaching at Bottisham, together with rigorous monitoring, relevant feedback and chances to recall key knowledge components regularly. Leadership: Our belief in distributed leadership inspires students by offering every one of them the opportunity to develop their leadership skills, building on their strengths, their abilities and their interests. This model of leadership empowers our students to make significant contributions to the life of the school, developing their selfconfidence, self-belief and communication skills. The students’ active involvement in the life of their school encourages collaboration, cooperation and positive relationships amongst us all. ‘Students’ progress over time indicates that teaching is outstanding’

‘… students feel very safe in the college. They demonstrate an excellent understanding of keeping themselves and others from unsafe situations’ Ofsted 8

CARING At the heart of our inclusive culture and practice at Bottisham Village College is a relationship-driven approach and we value the contribution of very member of our school community. We are proud of our community spirit which encourages a friendly atmosphere, built on mutual respect, support and working together. Working in partnership with parents and carers is key to our successfully fulfilling our duty of care. Our support networks include a strong team of pastoral specialists. Their work is complemented and supported by a dedicated team of support workers: pastoral assistants, first aiders, student support team and attendance manager. Our Learning Support Faculty monitors and supports students with specific learning difficulties; focussed and extensive intervention ensures that they make excellent progress. Also, a variety of interventions are used to ensure that social and emotional needs of individual students are met. The college works closely with the Locality Team who provide a range of services to help the school meet student needs, including Education Welfare Officer and School Nurse. We take every opportunity to share and celebrate the achievements of our students and are extremely proud of the support that they show for each other, both informally and as trained buddies, anti-bullying ambassadors and mentors.

â&#x20AC;&#x2DC;Disabled students and those with special educational needs achieve exceptionally well because of skilled questioning and activities that precisely match their needs and interestsâ&#x20AC;&#x2122; 9

ENRICHING We firmly believe that in order to develop as confident and rounded individuals, all of our students should be encouraged to discover new talents, to pursue their own interests and their own goals outside the classroom. We are proud of our extensive programme of enrichment and extra-curricular activities which offers opportunity for creativity and challenge. Working with our external school partners enhances our work related learning. Our partners are representatives from the Faculty of Education at the University of Cambridge, Anglesey Abbey, the NHS, the Cambridge Building Society, the National Stud, Marshalls and the Red2Green charity. They each make an invaluable contribution to the work related learning dimension of our curriculum. Our daily Extended Schools programme is well attended and offers a wide range of extended learning activities including clubs in arts, drama, music and sports. There are also activities such as Debating Society, Archery, Sign Language, First Aid and much more. Our sports facilities offer direct access to an indoor swimming pool and fitness centre; this complements our generous outdoor space, sports hall and gymnasium. The curriculum experience is enhanced by a wide range of trips, visits and events. A snapshot of just some of the opportunities on offer are trips to The Somme, Berlin, Framlingham Castle, National Space Centre, Hampton Court and foreign exchanges. Large numbers of our students take part in the Duke of Edinburgh programme, plays, concerts and a wide range of competitive sporting events. Our strong commitment to offering a wealth of learning experiences and challenges beyond the classroom, culminates in our July Activities Week, where the whole of Year 7 goes to camp and each year group takes part in activities both in college and on residential trips. In addition, our house system gives students the chance to work with other year groups, competing in a range of events. â&#x20AC;&#x2DC;There are a diverse and large range of leadership opportunities in which students get involvedâ&#x20AC;&#x2122; 11

‘There are excellent partnerships with the local community in promoting students’ well-being and achievement. The college’s promotion of equality of opportunity is outstanding’ Ofsted

OUR COMMUNITY Bottisham Village College was founded by the renowned Cambridgeshire educationalist Henry Morris in 1937. Village colleges were set up to educate children and adults side by side, to act as cultural hubs and to bring people together in a journey of lifelong learning. We continue to embrace his legacy.

Our position as a village college places us at the core of the local community. Our Adult Learning programme, community library, sports and social facilities reach out to all the residents of Bottisham and beyond. We have a longstanding partnership with Red2Green, a Cambridgeshire charity which provides learning, leisure, work and education opportunities for people with learning needs and disabilities. This partnership is an important indication of what is so special about Bottisham. Our community dimension is very important to us. Bottisham has no village hall or village green and the college fulfils both of these functions. Many local groups meet here and most of the drama, art, sport and adult education in the area, takes place at the college. We offer a broad and popular adult education programme, with a wide range of courses and activities available both during the school day and evening. The facilities are open all year around with many rooms available for hire. Our excellent sports facilities are open to all. They comprise a recentlyrefurbished 25 meter heated indoor swimming pool, a sports hall, gymnasium, a floodlit artificial all-weather 3G pitch, five all weather tennis courts, 40 acres of flat, well-drained playing fields and newly-equipped multi-gym and we are excited about plans to develop this provision further.

THE COLLEGE LEADERSHIP TEAM The College Leadership Team Mrs Jenny Rankine Mr Ed Compton Mr Dominic Fullman Mr Andrew Gee Mr Matt Merry Mr Phil Burgess Mrs Camilla Saunders Mrs Clare Eastwood Mr Cameron Hawes Mr Stuart Hodgson Mr Aaron Perry

Principal Deputy Principal Deputy Principal Assistant Principal Assistant Principal Director of Teaching School & Assistant Principal Inclusion & wellbeing Lead Assistant Principal Associate CLT Associate CLT Associate CLT

GOVERNING BODY Principal Mrs Jenny Rankine Trust Appointed Mrs Hilda Buchanan Cllr Mathew Shuter Dr Martin Thompson Mrs Amy Vaughan Dr Rikki Morgan-Tamosunas Mr Neil Winkcup

Parent Elected Mrs Sarah Richardson (Chair) Mrs Heather Lander Mr Rob Steed Staff Elected Mrs Tina Lawton Associate Member Mr Ed Compton Clerk Dr Kerrie Jones

PARENT INFORMATION ADMISSIONS As an Academy, the Governors are responsible for establishing the admissions criteria for the College. However, we continue to operate the existing admissions criteria of the Local Authority. Responsibility for the administration of the coordinated admissions process lies with the Local Authority. The pupil admission number will rise to 300 in September 2020. Last year we received 407 applications of which 278 were first preference. Further information about the application process is available from the Admissions Team on 0345 045 1370 or by visiting the Cambridgeshire County Council website www.cambridgeshire.gov.uk/residents/children-and-families/schools-&-learning/apply-for-a-school-place/

Our Catchment area The College’s catchment area is defined as the area served by the following Primary schools: Bottisham, Burwell, Cheveley, Kettlefields (Dullingham / Stetchworth villages), Fen Ditton, Fulbourn, Great Wilbraham, Teversham, Swaffham Bulbeck, and Swaffham Prior.

Oversubscription criteria Children who have a statement of special educational needs that names the college will be admitted. N.B. Those children with a statement of special educational needs that do not name the college will be referred to the Statutory Assessment and Resources (STAR) Team to determine an appropriate place. 1. Children in care, also Looked After Children (LAC) and children who looked after but ceased to be so by reason of adoption, a resident order or special guardianship order. 2. Children who live in the catchment area, attend primary schools within the catchment area and who have a sibling at the college at the time of admission. 3. Children who live in the catchment area with a sibling at the college at the time of admission. 4. Children who live in the catchment area who attend the primary schools within it. 5. Children who live in the catchment area. 6. Children who live outside the catchment area, who attend primary schools within it and who have a sibling at the college at the time of admission. 7. Children who live outside the catchment area who have a sibling at the college at the time of admission. 8. Children who live outside the catchment area who attend the primary schools within the catchment area. 9. Children who live outside the catchment area, but nearest the college as measured by a straight line. In cases of equal merit, priority will go to children living nearest the college by shortest straight line distance. We are always very pleased to meet with parents/carers to discuss admission arrangements and to show you around our facilities in order to help you to make your decision. Students living within the catchment area and more than three miles from the College are entitled to travel free on a bus. Currently, there is no school bus servicing out of catchment areas. There are also many students who live in Cambridge and who travel to and from the College on a service bus. To check eligibility, log on to www.cambridgeshire.gov.uk/education/transport or email edtransport@cambridgeshire.gov.uk Year 7 joining in 2020 rd  3 October 2019 - Open Evening 5.30 PM – 7.30 PM: an introduction to the college, tour of the facilities, displays of work, opportunities to meet staff and students and to try some activities. Parents and year 6 pupils welcome.  31st October 2019 - National deadline for applications to the Cambridgeshire County Council Admissions Office.  2nd March 2020 - Official notification from the Cambridgeshire County Council Admissions Office is sent to all parents/carers who are offered a place. 16

 May and June 2020 - Senior college staff visit feeder primary schools to meet and talk to those pupils coming

to Bottisham and to their teachers.  May 2020 - Parents/carers of those coming in September receive our welcome pack with information about the college and are asked for information about their child. th  29 June 2020 - Information evening for parents/carers of those transferring; an opportunity to meet the form teacher and other key staff. th th  ·9 and 30 June 2020 - Year 6 pupils spend two days with us, meeting their new form group, attending lessons and enjoying school lunch. At other times of the year (all year groups) Each year a number of our students come from outside our area - from Cambridge, Newmarket and neighbouring villages. The number of additional places varies from year to year, depending on the size of the year group living in our area. Interested parents/carers should contact the Admissions Team at Shire Hall and complete the preference form accordingly. Please contact the Admissions Team at Shire Hall to check availability of numbers and to begin the admissions process. We are always very pleased to meet with parents/carers to discuss admission arrangements and to show you around our facilities in order to help you to make your decision. Students living within the catchment area and more than three miles from the College are entitled to travel free on a bus. There are also many students who live in Cambridge and who travel to and from the College on a service bus.

ATTENDANCE As a college, we are committed to supporting each individual child to reach their full potential. To achieve this aim, it is vital that each child attends college regularly, avoiding unnecessary absences. The college strongly urges Parents/Carers not to book family holidays during term-times. Requests for term-time leave must be made in writing to the Principal but it is only in exceptional circumstances that leave is authorised. Students’ attendance at Bottisham is excellent. Below are figures schools are asked to publish about attendance.

Number of students on roll 2018-19

1164

Attendance

95.82%

Authorised absence: Illness, medical appointments, religious observance

3.49%

Unauthorised absence: Includes any absence from college for which no satisfactory explanation is received. This includes occasions where students who may be justifiably absent omit to bring a note on their return to college. Holidays are also classified as an unauthorised absence

.68%

COMMUNICATIONS WITH PARENTS & CARERS At Bottisham Village College we work together with parents and carers in a variety of ways and communication is at the heart of positive working relationships, as shown by a range of mechanisms: The Parental Intranet and Website This resource allows parents to access a range of live information about their sons and daughters: timetables, teacher contact information, work tracking, assessment, attendance, behaviour and reward entries. In addition, our website will give you up a wealth of information, including college polices and the school calendar of events. Of course, our website links to our social media feeds on Twitter, Instagram and Facebook.

Parents’ Evenings and Parental Information Evenings Yearly, we will invite parents in for an opportunity to discuss each child’s progress and development. Using an online booking system, parents find these evenings vital in understanding how students are performing and what the next stages of the learning should be. In addition, each year group holds Parental Information Evenings, an opportunity to share key points about the curriculum, key dates from the year and update them about National and Local developments. SchoolComms This is an electronic system used by the school to contact you via email for a range of purposes: first day of absence alerts, communication about curriculum matters and also enrichments activities, such as trips and visits. The Form Tutor We hope you will find us a “listening” school. At Bottisham Village College, we always welcome contact with parents and carers. We firmly believe that this fosters mutual understanding and support which has a positive effect on the performance and well-being of our students. To that end, the relationship and communication with the form tutor is central to our ethos as a college. General Communication Unlike some businesses and other occupations, the professional duties of teachers can make it difficult for them to speak or meet with parents/carers during the college day. Teachers may be teaching for up to 90% of the school week and for the rest of their working week, they are working with or for children in a variety of activities. The important business of working with and responding to parents/carers has to be managed by teachers within this professional context. Our work with children means that we move around the college site and we are often not in reach of a telephone. This means that meetings with parents/carers must be by appointment only. In order to achieve the most effective balance for children, parents/carers and teachers, we follow these principles: • welcoming contact from parents;  responding as quickly and fully as possible to parents/carers, using the most appropriate form of communication for each context;  involving parents in our work with children;  sharing information as often and as fully as possible with parents/carers . It is important for parents/carers to know how they can expect their telephone calls, letters and emails to be dealt with. A full version of our communications policy and a full list of all teachers’ email addresses can be found on our website.

PASTORAL CARE We take care to make sure that individual students and families have positive relationships with staff. Form tutors in each year group work as a team led by a Head of Learning, who is responsible to a member of the College Leadership Team (CLT). These members of staff have overview for the well being of all students: their attendance, behaviour and progress. As a result they form close links with parents/carers. When necessary, Heads of Learning and members of CLT work closely with outside agencies, such as the Locality Team and the Educational Psychologist. The pastoral support workers are experienced, full time members of staff who support students in a variety of ways: Transition; work experience placements; transport issues; organisation; anxieties or just a shoulder to cry on if a student is having a bad day, helping them get back on track.

Locality Team We work closely with the Bottisham, Burwell and Soham Locality team. They provide a range of support services for children, young people and families in the regions listed. Their staff have a wide range of skills, knowledge and experience and can also access a range of support services should they be needed beyond the Locality team. The team have a variety of roles including:    

making sure students attend college regularly and punctually; working on an individual basis with students who need extra support; offering support to parents with children of all age; supporting young people (11-19) with information and advice about social and personal development opportunities;

Our police prevention team also work alongside families and the school in a number of ways to ensure our young people have the information and support they need in difficult situations. Safeguarding We are committed to providing a safe and welcoming environment where children are respected and valued. Parents/carers should know that the law requires all college staff to pass on information which gives rise to a concern about a child’s welfare, including risk from neglect, physical, emotional or sexual abuse. The staff will seek to discuss any concerns with the parent/carer, and routinely inform them of any referrals to outside agencies. In exceptional circumstances, a referral may be made without the knowledge of the parent/carer, for example, where such discussion would put the child at increased risk of significant harm. In accordance with local information sharing protocols, we will ensure that information is shared securely and sensitively. Information will only be shared with other services where it is deemed necessary and proportionate to ensure that children and young people are safe and receive the right service. The college will seek advice from Social Care when they have reasonable cause to suspect a child may be suffering or likely to suffer significant harm. Occasionally, concerns are passed on which are later shown to be unfounded. Parents/ carers will appreciate that the member of staff in the college with responsibility for child protection (known as the Designated Person for Child Protection) is carrying out their responsibilities in accordance with the law and acting in the best interests of all children. Sex and Relationships Education (SRE) Sex and Relationships Education (SRE) is provided in accordance with the policy agreed by the governors. It is taught throughout the college as part of the Science and PSHE curriculum. The aim is to encourage students to become wellinformed young adults who are sensitive to others and take responsibility for their own lives.

INCLUSION Bottisham Village College is an inclusive school, with a significant number of students with a range of additional needs. The inclusion team provide support for students and teachers within lessons as well as extra provision to enable highly individualised timetables. Structure and roles The SENCo leads the Learning Support team, and works alongside the Director of Transition, who leads transition support for students from primary schools. The inclusion team has a number of highly skilled and experienced teaching assistants, who impact hugely on the school experiences and lives of vulnerable young people. This support also includes students arriving with English as an additional language. A number of higher level teaching assistants have more specialist roles within the inclusion team. These include responsibilities for specialist dyslexia intervention, catch up literacy and numeracy intervention, emotional, social and mental health development, communication programmes and meeting sensory and physical needs. Senior teaching assistants assist with the management of the team and provide administrative support. Provision Working alongside teachers, teaching assistants provide support for students within lessons, enabling progress in learning and inclusion with their peers. A range of extra provision is offered, which include the following:  specialist dyslexia programmes;  intensive literacy and numeracy catch-up programmes  study support, which may include prior learning and consolidation and supported homework;  sensory exercise programmes with input from physiotherapists and occupational therapists;  communication programmes, with input from speech therapists;  Arts Award programmes enable some students to work in small nurture groups, working on projects that they have chosen;  horticulture lessons, using the allotment within the Red 2 Green site;  life skills activities in the local community and in the food technology rooms  resilience programmes to help boots self esteem and foster good relationships  Lego therapy to support communication and interaction 19

Resources The Learning Support base includes a suite of rooms for small group learning and support, during lessons and break and lunch times. ICT resources include computers and laptops, with various literacy and numeracy programmes and interactive whiteboards. There is a wealth of schemes, games and equipment to support students with a range of special educational needs. Alternative Provision At Bottisham, we are committed to meeting the needs of every child, not only through the pastoral and academic support we offer, but also through the curriculum at large. The role of the Alternative Provision Team is to secure the right curriculum for every young person. For a variety of reasons, it may transpire that a typical curriculum offer is not fully meeting the needs of a young person. In cases such as this we are committed to providing an alternative education package, in consultation with the young person and their family, that is tailored to their needs: designed to support progress, wellbeing and maximise academic outcomes. Every alternative curriculum package is unique, reflecting the specific needs of each young person involved in the programme. Packages typically include academic and vocational qualifications, some of which may be delivered in partnership with other providers. Safe Place Student mentors and anti-bullying ambassadors support the ‘Safe Place’ every break and lunchtime to ensure students always have a place to go if they need someone to talk to.

CAREERS, EDUCATION, NFORMATION, ADVICE & GUIDANCE At Bottisham we provide a comprehensive and ongoing CEIAG programme. All students have the opportunity to explore careers and the world of work through a progressive curriculum, delivered during PSHE sessions, form time, assemblies and dedicated CEIAG events. Students are encouraged to think about a range of career paths, skills and opportunities for their future. Students in year 9 receive help and advice to guide them through their options process, ensuring that the decisions they make are informed and they have future pathways in mind. Additionally, in terms of post-16 transition, we provide detailed and relevant information, advice and guidance about possible next steps, as well as support with the application process. Schools now have a duty to provide access to unbiased and impartial careers guidance for their students. Anglian Learning Trust sought the services of a Level 7 qualified Independent Career Guidance Counsellor, Dr Laurie Simpson who is able to provide high quality, personalised, career information and advice to individuals and groups of students. Deeper guidance counselling interventions facilitate the exploration of an individual’s skills, attributes and interests in relation to their career options. Dr Simpson further supports staff across Trust communities to enhance the provision of careers education and work-related leaning activities, thereby promoting student learning and progression. Students can request an interview, via their form tutor, or parents are able to contact the school to make a request. Student data is shared with Dr Simpson, in order for the most accurate and helpful advice to be given.

HOUSE SYSTEM We have recently launched a House System at the college, which has been tremendously successful for a range of reasons:  Giving the students a chance to involve themselves in a range of activities during Enrichment Day;  For students to compete in different events, especially The House Games, taking place at the end of the Summer Term; 20

 For students to work with peers from a range of year groups;  For students to be rewarded through The House Points system for a range of reasons, including the quality of

their academic work. Students are issued with a house badge, attend house assemblies and have a member of staff as their house ambassador.

REWARDS All the college staff is committed to recognising and celebrating the achievements of all our students. We are here to encourage self-belief in our students so they strive to be the best that they can be. Our system of house points intends to acknowledge success, to motivate students to do their best and to share their successes with parents/carers. Students are motivated when:  there are good positive relationships between students and teachers ;  students enjoy what they are doing and understand why they are doing it ;  students are given choices in the way they do things ;  their goals are clear and they know how to achieve them ;  their positive achievements are recognised.

Teacher administered house points Teachers will administer either 1 or 2 rewards points to students using the criteria below. Teachers may decide to award a faculty certificate for truly outstanding work. Students will receive 3 points for this reward in the first instance, five for the second, and seven thereafter. Level 1 reward (1 point)

   

Demonstrating excellent effort or progress High quality class or homework Being helpful to a fellow student or staff member Persevering through a challenging situation

Level 2 reward (2 points)

  

Consistently excellent effort or progress Outstanding class or homework Valued contribution to the college outside of lessons e.g. at an event or extra-curricular club

Level 3 reward (3 points)



A faculty certificate will be issued home for truly commendable work/effort/progress/contributions

Automated Rewards Students will receive additional house points for excellent attendance and no negative behaviour entries

100% attendance over 4 weeks, cumulative over the year e.g. 1 point first, 2 second, 3 next and thereafter.

1 point

No negative behaviour entries over 4 weeks, cumulative over the year e.g. 1 point first, 2 second, 3 next and thereafter

1 point

Markers for Success As students accumulate points through teacher administration and automated point scoring, they will be able to view the current point score via the intranet and remote access. Students will move through the threshold levels which will also be visible via the intranet. Students and parent/carers will receive an electronic certificate every time they move to a higher level. 21

â&#x20AC;&#x2DC;The Bottisham Stoneâ&#x20AC;&#x2122; by Glynn Williams featuring a mother and child representing protection and the oak a symbol of strength.

CURRICULUM INFORMATION ACHIEVEMENT We are absolutely committed to ensuring that all our students achieve their full potential, both academically and socially, irrespective of their prior attainment. Our examination results are consistently excellent and have shown dramatic improvements in recent years, for students of all abilities. Following our last inspection, Ofsted commented: ‘Achievement is outstanding….Boys and girls make outstanding progress reaching well above average attainment across a wide range of subjects’ These excellent results are achieved as a result of great teaching, high expectations for all, and a highly responsive and personalized curriculum, designed to meet the needs of each individual student. In 2019, almost 75% of all students achieved good GCSE passes in both English and mathematics, a crucial benchmark which enables students to move on to higher level courses. Students excel at BVC: a third of all GCSE grades in 2019 were graded 9-7 (Equivalent of A* and A), with many students achieving a suite of results in the top 5% of students nationally. Alongside traditional academic rigour, our students perform well across a broad curriculum offer, as we support students to achieve and be enriched in an all-round manner. We are incredibly proud of the Alternative Provision we offer to some students, ensuring they leave us with the qualification, skills and mindsets required for a 21st Century Citizen. In addition to traditional GCSE subjects, we also offer a range of complementary vocational courses with pass rates at an exceptionally high level. These results consistently enable our Year 11 students to progress onto their chosen course or destination when they leave us. The overwhelming majority of our students take up places at sixth form centres in Cambridge. Students are fortunate to have access to a range of highly regarded establishments offering a variety of academic and vocational programmes. Beyond academic achievement, we place great emphasis on supporting young people to develop a broad range of interests outside the classroom and encourage them to strive for excellence in these areas too. We track students’ achievements in extra-curricular activities, such as sport and the arts, as well as their contribution to the life of the college and the development of their individual leadership skills. We firmly believe that this broad, inclusive approach ensures that our students leave us fully prepared to relish the challenges they will face and thrive in their adult lives.

EXAMINATION RESULTS 2019 GCSE Subjects

% of 9-7 grades

% of 9-4 grades

GCSE Subjects

% of 9-7 grades

% of 9-4 grades

English Language

French

English Literature

Maths

Art

Biology

Drama

Chemistry

Dance

Physics

Geography

Music

History

Product Design

Religious Studies

Food/Nutrition

Business Studies

Computer Science

83 23

CURRICULUM OVERVIEW The curriculum at Bottisham follows the standard National Curriculum subjects for the vast majority of students. However, where a student has particular learning or medical needs, and/or where he or she are gifted and talented, the curriculum may be personalised to reflect specific needs. Year 7 - 2019-2020 In September 2019, we admitted 271 students into Year 7. These students were placed in nine mixed ability form groups. Although a few adjustments may be made to these groups, students normally remain in the same form group throughout their five years at Bottisham. In the main, year 7 students follow this curriculum. There are 50 lessons in a two-week cycle which are divided as follows:

Maths

Geography

Food & Nutrition, Computer Science and Resistant materials in rotation

Science

Art

Drama

French

PSHE

Religious Education

Music

English

History

Dance

Our Support groups follow a different curriculum pathway, ensuring that they are supported with key components of knowledge for maths and English.

In Year 7, students are placed in broad ability bands for all subjects except maths, art, drama, music, creative design and physical education which are mixed ability. The banding is carried out on the basis of the National Curriculum Assessments and Teacher Assessments carried out at the end of KS2. Banding will be monitored closely over the first few weeks as base-line assessments are carried out. It is possible that movements may be made in the unlikely event that students appear to have been misplaced. Students arriving with incomplete data will be placed in a â&#x20AC;&#x2DC;best fitâ&#x20AC;&#x2122; set with their abilities being assessed as a matter of priority over the initial weeks of term.

In year 7, maths will have independent setting, aside from these groups. X Band

Y Band

Description

EXTENDED GROUPS Hawking

Rattle

These are true parallel groups with even gender and ability splits.

Rowling

Malala

Students in these groups have a scaled score for reading of 101 and above.

Dyson

MacArthur

Dweck CORE GROUPS Sanderson

Goodall

These are true parallel groups with even gender and ability splits. Students in these groups have a scaled score for reading of below 101.

SUPPORT GROUPS Attenborough

Branson

Students are in these groups based on their scaled score for reading and/or raw arithmetic scores for maths. Students in these groups typically have scaled scores that are significantly below 100 for reading and/or maths. 24

The range of scaled scores available for each KS2 test is the same:  

80 is the lowest possible scaled score 120 is the highest possible scaled score

A scaled score of 100 or more means that a student has met the expected standard in each test; a scaled score of 99 or less means they haven't reached the government-expected standard. Students failing to achieve expected levels of achievement during KS2 will be identified by primary schools during the summer term. Once a group has been established, parents will be informed by the primary schools and invited to attend the college summer school which will focus on literacy and numeracy. All of these students will receive additional 1-2-1 or small group intervention with higher level teaching assistants (HLTAs) with the aim of reaching level 4 by the end of Year 7. Progress will be closely monitored by Heads of Learning and members of the College Leadership team.

Years 8 & 9 In Years 8 and 9 students continue to study the same broad range of subjects. In addition, some students will start to learn a second language: German or Spanish. Students studying a single modern foreign language will increase the number of lessons per fortnight dedicated to French whilst also receiving two additional lessons of English. In year 9, students will be given the option to specialize in one foreign language or continue with both. Independent setting is introduced for modern foreign languages, science, computing and mathematics and English at the start of Year 8 on the basis of performance during Year 7. Technology and Arts subjects continue to be taught in mixed ability classes. History and Geography are blocked in Years 8 and 9 and so have the freedom to set students as desired. During the course of Year 9 many students will commence their Key Stage 4 studies. The time of starting will vary from subject to subject and depending upon the individual needs of students. To facilitate this transition all students receive one period per fortnight of directed study. Here they examine how they learn and develop strategies to maximise their progress. Years 10 & 11 Students have the opportunity to study GCSEs from: English Language English Literature

History Geography

German Dance

Art Drama

Triple Science Award

Religious Studies

Design & Technology/Craft

Double Science Award

Food & Nutrition

Business Studies/Finance

Maths

French

Music

Computer Science

Photography

Sport We also offer vocational courses in Horticulture, Health & Social Care & ICT. Non-exam option: Directed Core Studies Some students may be invited to 5 lessons of this subject. This will support students’ work in the core areas of the curriculum, ensuring that they master the foundations and fundamentals of key curriculum areas. Proving to be incredibly successful, Directed Core Studies gives students the chance to excel towards their post-16 choices. PSHE—Part of statutory curriculum In addition, students study Personal Social and Health Education (PSHE), Religious Ethics and Philosophy (REP) and core Physical Education. The PSHE provision will be delivered in the form of a weekly lesson with the form tutor and there will be an additional collapsed day to embrace the Citizenship agenda. Throughout the college, all students will be entitled to four hours Physical Education each fortnight in line with the college’s drive for promoting healthy lifestyles. REP and Religious Assemblies Students in all year groups study a course in Religious Education. Details about the content of the course may be obtained from the Head of the Humanities Faculty. Parents have the right to withdraw their child from Religious Ethics and Philosophy or Religious Assemblies. Please contact the Principal if you wish to discuss this matter. An alternative programme would be negotiated with any parent making such a request. 25

EXTENDED LEARNING Homework is seen by the college as a means by which student learning in lessons can be enhanced, extended and enriched. Its successful completion requires students to develop skills of self-organisation and self-motivation. Subject teachers set different types of homework; these can be categorised as follows:  Tasks that practise and consolidate what they have learnt in lessons. For example, if a student has been taught in

lessons about how to add fractions, they might be set a homework that requires them to practise this skill.  Pre learning tasks that require students to prepare for an upcoming lesson. For example, a student in English

might be asked to read a chapter of a book prior to a lesson in which the themes of that chapter are explored.  Tasks that extend and deepen student understanding by asking them independently to explore the topics that

they have covered in lessons. If, for example, a student. For example, a student writing an essay on the changing reputation of Oliver Cromwell might be directed to the Wikipedia page of this historical figure.  Tasks that require students to review and revise prior learning, often in preparation for an assessment. For example s student might be asked to revise key topic vocabulary in French, in preparation for a test the next day.  Tasks that require students to work independently on an extended project or piece of writing, which once again might be an assessment. For example students might be asked to complete an assessment which has been begun in class about the impact of economic development on the Amazon rainforest. Homework is set on google classroom; students in years 7 and 8 also record their homework in planners. Students are not given a homework timetable; they are asked to plan their time so that homework is distributed evenly over the school week. Deadlines are set so that this can occur. By taking responsibility for this aspect of their learning, students develop important skills of independent working. Parents can support their children in completing homework tasks to a high standard by checking their child's planner or google class page regularly, and by discussing their homework with them. It is also helpful if parents/carers provide a quiet working place and a routine each day to allow time for homework. Other ways in which you can support your child with homework are:  Asking students to explain in their own words what the homework task is and how to tackle it.  Checking that the task in the student organiser has been clearly written down.  Checking that students are organised, with everything they need to complete the task.  Encouraging students by asking questions, by testing on a learning homework, by listening and by praising their child for taking pride in their work.  Using the student planner to communicate with student's Form Teacher, or using e mail where they do not have a student planner.

ASSESSMENT & REPORTING Students’ work is regularly assessed in all subjects; internal examinations are held in Years 10 and 11. All faculties follow a common framework for assessing students’ learning and providing feedback. Oral and written feedback recognise what has been achieved and indicate how further progress can be made. Students are encouraged to reflect on their assessments, to engage in peer and self-assessment, and to take increasing ownership for their learning. Each faculty updates their assessment data at least once per term, together with information regarding effort, behaviour, homework and organisation. Parents are sent two progress checks per year. These reports summarise progress against targets in each subject and give grades for effort behaviour, homework and organisation. In addition to the progress checks, a full report is also produced each year. The full report summarises progress against targets in each subjects and also contains an overall comment from the form tutor. However, our main way to report is through our parental intranet; this gives parents an up to date, live report. Statutory assessment information is available to parents throughout the year via BVC Parental Remote Access. Through this system, we offer a dynamic live output of current levels/anticipated grades against targets in each subject. This facility also gives the opportunity for parents and carers to contact subject or form teachers directly and to monitor all key data regarding their sons/daughters; 26

KNOWLEDGE ORGANISERS At BVC, we are striving to create a five-year curriculum plan that builds effective revision strategiesinto homework and lessons to ensure that students are able to place powerful knowledge into their long-term memories. Additionally, we hope that this will help build effective learning strategies from early in their time here at the college. Based on evidence, we know that regular recall activities are the best way of achieving this goal and committing powerful knowledge into the studentsâ&#x20AC;&#x2122; memories. At the start of each term, we shall publish all the knowledge organisers that students will require for their studies in each curriculum area. These will cover a range of aspects: facts, dates, characters, quotes, precise definitions and important vocabulary. We are clear: if this fundamental knowledge is secured, students can then develop their higherlevel skills of analysis and critical understanding with greater depth. They will be given an electronic A4 Knowledge Organiser (KO) booklet for each term containing all of the knowledge required. In lessons, Bottisham staff will be regularly testing this fundamental knowledge, using short-quizzes or even more formal â&#x20AC;&#x153;Faculty Knowledge Testsâ&#x20AC;?. The best way to use these organisers at home, is to follow a simple mantra: 1. Look at a certain aspects of a particular knowledge organiser 2. Cover up part of their knowledge organiser 3. Write it out from memory 4. Check and correct any spelling mistakes, missing bits or mistakes

‘Printed Panels 2018’ by Ricki and Cary Outis, working with Year 7 students 28

SUBJECT AREAS ENGLISH Our aim is to enable students to develop skills in reading, writing, speaking and listening and to facilitate and encourage an accurate and imaginative use of language. Through the exploration of a wide range of literary texts and the use of language in many contexts, we help students to master the essential tools of communication and to learn to think for themselves. Resources The English classrooms are centrally grouped within newly built, state-of-the-art accommodation. The remaining three English classrooms are now located in the main school building. All classrooms have use of the latest interactive technologies including Smartboards with built in audio-visual facilities. Regular use is made of the library and ICT facilities. The Faculty's stock of texts reflects National Curriculum requirements, the GCSE syllabus for both Language and Literature and the college's Equal Opportunities policy. We aim to present acclaimed texts from the past in balance with the work of contemporary writers covering prose, poetry, drama, non-fiction and pre-1914 literature. How learning is organised English is a core subject in the National Curriculum. In Year 7, it is taught in mixed ability groupings. In both X and Y bands there are 3 higher band classes and 2 lower band classes. The decision for class groupings is made using attainment data gathered at Key Stage 2. All Year 7 students have seven English lessons per fortnight. Students identified as below level 4 in English receive extra lessons from a specialist Teaching Assistant who is responsible for intervention and 1-2-1 provision for these students. Students studying only one modern foreign language in Years 8 and 9 also have extra timetabled English lessons. From Year 8 through to Year 11, students are set by ability . Years 7, 8 and 9 In the English Faculty, we aim to provide a diverse curriculum at KS3 that will allow students to explore a wealth of English Literature whilst covering key writing skills and preparing students for the rigours of the GCSE curriculum when they enter year 10. Each year, students will study a variety of topics, which will include: whole-class novels, 19th century literature, poetry and Shakespeare, as well as sources drawn from non-fiction. Please note: 

For each unit covered there will be 1-2 deep dive assessments for which students will receive “Good at” and “Work on” feedback. These will cover the 2 main curriculum skills: reading and writing.  Speaking and listening activities will be assessed informally throughout the year.  Lessons for each unit will also work to improve students’ literacy skills, developing spelling, punctuation and grammar.  Selection of class novels is left to the discretion of the class teacher. Years 10 and 11 Students start developing the skills required for GCSE throughout the year 9 curriculum. Most students achieve two GCSEs: English Language and English Literature. The new GCSE specification which we began teaching in September 2015, is assessed through final examinations only, all examinations will be taken at the end of Year 11. Students will be assessed through analytical essays, reading comprehension, and writing for a range of different audiences and purposes. For the English Literature GCSE, students will study a range of texts both contemporary and from the nineteenth century as well as a substantial poetry anthology. Spoken Language is still assessed in the form one individual presentation but no longer contributes to the final English GCSE. However, it still remains a requirement and will be reported as a separate grade: Distinction, Merit or Pass. More information about the courses and relevant specifications can be found on the website - http://web.aqa.org.uk/subjects/ english.php Current syllabuses: English Language - AQA and English Literature - AQA 29

MATHS Mathematics is concerned with learning to think clearly and logically. Students are expected to work accurately with number, make sensible estimates, use algebraic symbolism effectively, identify patterns and handle information that is presented in a variety of ways. The faculty offers a course which is directly relevant to the world in which we live, as well as a study of the more abstract mathematical ideas. Resources Having recently moved into the new building, we have an exceptional working environment for maths. All of our classrooms are equipped with interactive whiteboards. The Elmwood Press GCSE Mathematics series of textbooks in used by the faculty and also makes use of a wide variety of other textbooks and resources to provide support, challenge and enrichment. All students have access to computers on which they work with databases, spreadsheets, dynamic geometry software and function graph plotters. The faculty subscribes to the mymaths.co.uk website to access teaching and learning materials, including some games, outside school hours. How learning is organised Mathematics is a core subject in the National Curriculum. Students are taught in maths sets according to their achievement and potential. Setting is reviewed regularly. In addition to normal classroom work, all students undertake projects and activities that assess their use and application of mathematics both in abstract and real-life situations. This learning helps students see the links between mathematical concepts which is increasingly important on the new GCSE examinations. Years 7 to 9 Students follow a curriculum that prepares them for the GCSE course ahead. All students are taught in a way that challenges and stretches them so that they can realise their potential. A number of students from all years enter the UK Mathematics Challenge and two Year 8 teams participate in the Cambridge Maths Challenge. Students are assessed against the curriculum descriptors to ensure that they are make progress against their starting point Years 10 and 11 All students take Maths at GCSE. This will be assessed through three exams, all to be taken at the end of the course. · Paper 1 33.3% Calculator NOT allowed · Paper 2 33.3% Calculator allowed · Paper 3 33.3% Calculator allowed The exams can be taken at either Higher or Foundation level. The final level of entry for each student will not be decided until January of Year 11.Maths GCSEs will now be graded 1 to 9, with 9 being the top grade. Current Syllabus : AQA It is our belief that all students can enjoy maths and all can be challenged to reach exceptional levels.

SCIENCE All three major elements of Science form part of students' learning: understanding of the physical world is developed through the study of physics and chemistry; the exploration of the living world is the focus of biology. Through investigations students gain knowledge and understanding as well as important practical skills and enjoyment. Resources Science is taught in eleven purpose-built laboratories with interactive whiteboards. The faculty has a comprehensive stock of textbooks and makes use of the ICT facilities to enhance learning and understanding of key concepts. The library is well resourced with science-based material for reference and research projects. How learning is organised Science is a National Curriculum core subject. The faculty works with primary schools to maintain continuity from Key Stage 2 to Key Stage 3. Year 7 and 8 students are taught in classes with a mixed range of prior attainment but separated into six upper-band and four lower-band groups. Student groupings are based on prior-attainment data from Key Stage 2. From Year 9 onwards students are taught in sets, based on progress during the previous year. Constructing detailed schemata is at the heart of learning in science. Students initially focus on understanding the fundamental building blocks of scientific concepts, allowing them to create a detailed knowledge base from which to make connections across and between topics; supported by purposeful practical work this helps to consolidate and embed understanding and open up the fascinating intricacies of the scientific world. All elements of science form part of the 11-16 curriculum and students are well prepared for further studies in science, post-16. Years 7 and 8 During KS3, students study a variety of scientific topics that focus on developing a concrete understanding of the scientific concepts that will underpin the science learning journey all the way to GCSE. Students develop scientific skills as well as their knowledge and understanding of the world around them through experimental work that encourages them to plan, implement, analyse and evaluate scientific data. Throughout Key Stage 3, the importance of science to industry and society is emphasised through exploration of how scientific ideas are applied. In each teaching module students have the opportunity to develop their understanding and skills through scientific investigations. Students complete an assessment of their skills and understanding in each module and areas for development are identified. Following an assessment, students are given the opportunity, resources and support to make improvements or to extend their knowledge further. In each year, students of all abilities have made excellent progress in recent years. Year 9, 10 and 11 Students will begin their GCSE course in year 9. Students will follow the new AQA Science GCSE course which awards grades from 9-1, the content covered during this year is common to all potential routes of study for the GCSE sciences. During year 9 students will select their GCSE options, this includes the choice of taking either two or three GCSEs in science. Students opting to study for two GCSEs in science will follow the AQA Combined Science Trilogy course (â&#x20AC;&#x2DC;Trilogyâ&#x20AC;&#x2122; as the two GCSES continue to cover aspects of all three science disciplines, Biology, Chemistry and Physics). Students opting to study three GCSEs in science, known as Separate Sciences, will study Biology, Chemistry and Physics as separate qualifications. The majority of students will choose to study Combined Sciences and a third GCSE in another subject area, while the Separate Sciences route is a great choice for students who have ambitions of a career in sciences, especially medicine, dentistry and engineering. All science courses at local Post-16 providers will offer places to students with either 2 or 3 GCSEs. GCSEs), therefore we require a high level of commitment from the students completing this course . Current syllabuses: Combined Science - https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464 GCSE Biology - https://www.aqa.org.uk/subjects/science/gcse/biology-8461 GCSE Chemistry - https://www.aqa.org.uk/subjects/science/gcse/chemistry-8462 GCSE Physics - https://www.aqa.org.uk/subjects/science/gcse/physics-8463 31

CREATIVE DESIGN FACULTY

ART & DESIGN Art is a vital part of our culture and civilisation and it is important to understand its place in our society. It offers a unique and direct means of communication and self-expression. Art is an essential activity that enriches and widens students’ lives. The department offers extra-curricular activities through extended schools programme in ceramics, painting, drawing and printmaking. We regularly arrange workshops involving professional artists, who bring their expertise and knowledge into the college. We provide opportunities to visit exhibitions, allowing direct access to the work of other artists and cultures. Resources Art has two purpose-built studios equipped for a wide range of activities. Students are given the opportunity to work in a variety of media and techniques. Opportunities exist for three dimensional work, including clay, plaster, card and wire; two dimensional work includes painting, drawing and printmaking (monoprint, lino and collograph); as well as Fine Art textile techniques (such as felt- making and silk painting). There is access to a computer suite with Photoshop, printer and scanner. Years 7, 8 and 9 Work is project -based, offering equal access to the curriculum for all students. In each year group students have the opportunity to work in 2D, 3D and print making. Projects are usually related to art-historical contexts to help students recognise the development of our own and other cultures. Students are introduced to Art in different genres and styles from a variety of cultures, exploring and developing in their sketchbooks. In this way, skills are taught which explore a range of different media. Years 10 and 11 The department encourages the development of personal ideas and the refinement of skills acquired throughout the Key Stage 3 course, initially from project based work. The course leads to a GCSE qualification in Art and Design with the option to take endorsed specialisms. The GCSE consists of a 2 units; a 10-hour exam (40%), with a period of time being allocated to plan, develop ideas and show evidence of research and personal portfolio (60%), based on two coursework units and three workshop units covering 3D, Painting and printmaking. The assessment objectives are below.  AO1 Developing ideas through investigations informed by contextual studies.  AO2 Refining ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.  AO3 Recording ideas, observations and insights relevant to their intentions in visual and/or other forms.  AO4 Presenting a personal, informed and meaningful response demonstrating critical and analytical understanding. Current syllabuses: Art and Design AQA

CONSTRUCTION Take this subject if you want to  Be practical and hardworking  Have fun making objects out of wood  Develop your own independent learning style  Understand construction processes and operations . What will I study?  Unit 1: Construction Technology  Unit 2: Construction and Design  Unit 3: Scientific and Mathematical Applications for Construction  Unit 6: Exploring Carpentry and Joinery Principles and Techniques What does Construction lead to? Students who follow this course can:  Use their making skills in a range of courses at sixth form colleges  Use their independent learning skills to problem solve effectively.  Follow careers in carpentry, joinery, architecture, and engineering.  Use a wide range of practical skills effectively.

What is a typical lesson like?  You will be given lots of practical tasks developing your understanding of materials.  You will have the chance to develop your understanding of a range of woodworking processes and how to apply them to specific construction tasks.  You will study construction technology and design and develop your understanding about planning and theory in the construction industry.  You will use Science and Maths to help you develop outcomes accurately. How is the curriculum enriched?  After school workshops and activities.  There will be site visits and visiting professionals/trades people to extend learning and engagement.

DESIGN & TECHNOLOGY Products are everywhere! The need and desire to develop interesting and exciting objects is underpinned by the demands of consumers and advancements in technology. Students will enjoy Product Design if they want to be creative, original and have fun designing and making their own ideas. Resources Product Design, Resistant Materials and Graphic Design are taught in a specialist rooms with appropriate facilities; a design room with 10 PCs; a wood workshop with plastics bay and a multi-purpose workshop with metal fabrication facilities. These are all based around a large project area which allows for flexible use. Years 7, 8 and 9 Work is project -based, linked to a departmental curriculum map, offering equal access to the curriculum for all students. Across key stage 3 students have the opportunity to work with paper, card, wood, metal and plastics. Projects are usually led by design briefs that create a context for exploration of different materials and processes. Students are introduced to different skills and techniques that build upon previous learning and embed an understanding of the design development process. Projects include; pewter casting, ticket and packaging design, construction of decorative book/CD/DVD ends, passive speakers (no electronics) and the design of album covers. Students will also learn how to use computer aided design and manufacture software and hardware. Years 10 and 11 Students who opt for Product Design will complete design and make activities, develop a deeper knowledge and understanding of a range of processes and materials and learn how to solve problems through structured research, analysis and evaluation. Areas of study  Designing and making skills working in 2D and 3D.  Processes and manufacture.  A wide variety of materials and components.  Design and marketing influences. Students complete a 45 hour controlled assessment task (60%) and sit a 2 hour examination (40%). 33

What does Product Design GCSE lead to? Students who follow this course can:  use their designing and making skills in a range of courses at sixth form colleges and CRC;  using their independent learning skills;  problem solve effectively and think more creatively;  develop their skills into animation, CAD design, product design, graphic illustration, advertising, media and engineering;  use their wide range of practical skills effectively;  have an understanding how the world we live in is shaped by design. How is the curriculum enriched? Museum visits successfully complement our curriculum and there are opportunities to enter national competitions. Current syllabus: GCSE Product Design - AQA

PHOTOGRAPHY We aim to provide an exciting course that offers opportunities to work using contemporary photographic techniques. The use of new media, traditional techniques and digital manipulation will form an integral part of studies. Gallery visits and links with recognised artists/photographers will inform outcomes and support personal development. Students will incorporate their own interests and strengths to inform and develop individual outcomes. It is our mission to produce enquiring and creative individuals who look at life from their own unique perspective. Students will learn how to observe, analyse, express, communicate and take leaps of imagination; develop an understanding of conventions and genres, such as portrait, landscape and movement; look at role and function, such as documentary, conflict and fashion photography. Acquire a range of techniques appropriate to the specialism of photography, such as the control of shutter speed and the use of aperture; the ability to make effective use of different lighting conditions, pictorial space, composition, rhythm, sequence, scale and structure; the ability to make effective use of formal elements, such as colour, tone, texture, shape, form and sound. Resources Photography is delivered in both our Art/Design rooms and in ICT suites. Students are given the opportunity to work using a range of techniques developing their craft and skills through studio set-up and site specific work both in and out of college. We have a number of DSLR cameras and relevant equipment, and students will have access to Adobe Lightroom and Photoshop through the Creative Cloud. Printing is available in-house on different scales and on different media. Years 10 and 11 The department encourages the development of personal ideas and the refinement of skills acquired throughout the Key Stage 4 course, initially from a range of workshops that build knowledge and understanding of different photographic techniques and genres. The course leads to a GCSE qualification in Art and Design (Photography). The GCSE consists of a 2 units; a 10-hour exam (40%), with a period of time being allocated to plan, develop ideas and show evidence of research, and a personal portfolio (60%), based on an extended project. The assessment objectives are below.  AO1 Developing ideas through investigations informed by contextual studies.  AO2 Refining ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.  AO3 Recording ideas, observations and insights relevant to their intentions in visual and/or other forms.  AO4 Presenting a personal, informed and meaningful response demonstrating critical and analytical understanding. Current syllabus: AQA Art and Design; Photography 8206

FOOD & NUTRITION Food Preparation and Nutrition is an applied learning subject - everything students do will be linked to the world of hospitality and catering. The curriculum will teach students the skills and subject knowledge to be successful in this field. Food students learn by doing, lessons are a good mix of classroom based theory and practical experience. The subject encourages students to work as a team as well as building independence and creativity. Resources Catering is taught in a purpose-built block which contains three food rooms, including two newly refurbished catering rooms built to commercial standards. Years 7, 8 and 9 Across key stage 3 students are taught a progressive framework of skills and knowledge which comprise of essential building blocks around the themes of diet and health, consumer awareness, cooking and food safety for children and young people. Within this students develop their knowledge and understanding of ingredients, food preparation skills and cooking techniques allowing them to develop their creative, technical and practical expertise. Students also learn about nutrients in food, as well as their sources and functions with the aim of developing their understanding of the needs of consumers as well as helping them to make informed choices relating to their own diet. Years 10 and 11 In KS4 students study GCSE Food Preparation and Nutrition. The main areas of study are cooking and food preparation, food provenance and manufacturing, the science of food, nutrition and healthy eating and food commodities. Assessment is by a mixture of practical tasks, projects and a written paper. Practical lessons provide a realistic working environment in which students produce dishes for different types of occasion. They learn high level, professional, food preparation and cooking skills. What does GCSE Food Preparation and Nutrition lead to? It is an excellent choice for students who are interested in a career in the Food Service or Hospitality Industry. You can also take Catering as a practical complement to other subjects. Current syllabus: GCSE Food Preparation and Nutritionâ&#x20AC;&#x201D;WJEC

COMPUTING Our computing curriculum forms part of our technology rotations in year 7, with students learning about an array of theory and developing practical skills: how computers and computer systems work, asking the students to think computationally. Additionally, we look at the design and building of computer programs and, in the process, learn how to use IT effectively. Our goal is very simply: we want all of our students to be digitally literate by the end of KS3. Resources There are four ICT suites with up to date PCs, where whole classes may work. There are also laptop trolleys available which can be used in ordinary classrooms. There is access to the Internet on all networked machines in the College. The library is also well equipped for ICT use with a number of computers available for access to word processing and software packages, as well as Internet research. How learning is organised Students learn the three strands of the Computing curriculum. These are Digital literacy, Information Technology and Computer Science. Students will be taught for four lessons per fortnight for twelve weeks before rotating to another technology subject. KS3 In year 7, students will complete a baseline test to check previous understanding and will be assessed at the end of each rotation on topics covered. Students also use the skills learnt in their discrete computing lessons to support their learning in other curriculum subjects: the use of ICT permeates the curriculum. Years 10 & 11 In Year 10, students can choose to follow either the OCR GCSE Computer science 9-1 course or OCRâ&#x20AC;&#x2122;s Level 1/2 Cambridge National Certificate in Creative iMedia, which is equivalent to one GCSE. The OCR GCSE Computer science course gives students a real, in-depth understanding of how computer technology and thinking works including computer programming. This qualification consists of two written exams and covers computer systems, the physical elements of computer science and associated theory such as systems hardware, the CPU, memory, devices and networking, and also computational thinking, algorithms and programming concepts, including databases, binary/hexadecimal, logic gates and circuits and coding analysis. During Year 11, pupils undertake a programming project. This is a 20-hour set of tasks completed during class and pupils will be assessed on their coding skills, explanations and documentation, and on iterative development and trouble-shooting. Current syllabus: OCR Computer Science 9-1 GCSE, course code: J276. The OCR Creative iMedia course provides an alternative path for those interested in the wider range of digital applications. This qualification consists of four units, two are mandatory, two are optional. The two mandatory units are Pre-Production Skills and Creating Digital Graphics. The four optional units: Creating Interactive M u l ti -media A p p l i c a ti o n s ; C r e a ti n g M u l ti -page W e b s i t e s ; Designing a Games Concept and Developing Digital games. Pupils will choose two of these four to complete the required coursework over the two years. The Pre-Production Skills unit is assessed by a written exam, with the remaining three units all assessed through coursework Current syllabus: OCRâ&#x20AC;&#x2122;s Level 1/2 Cambridge National Certificate in Creative iMedia (J817)

PERFORMING ARTS FACULTY

MUSIC Music provides every student with the opportunity of practical experience based on the classroom activities of singing, performing, composing, listening and ICT. The department offers a range of activities after school. (orchestras and jazz band, singing group and music theory classes.) Resources Music is taught in a suite containing a large teaching/recital room, two teaching rooms and three practice rooms. The department is well equipped with traditional instruments and instruments for rock and pop, such as electric guitars and drum kits, as well as ukuleles, keyboards and computers. The department is supported by eight instrumental teachers who are specialist in a range of instruments. See below for more details. Years 7, 8 and 9 Lessons have a practical focus. Students have the opportunity to acquire a variety of skills, including music reading and appraisal, composition (individual and group), improvising, performing and singing. Studentsâ&#x20AC;&#x2122; work is organised in their own music folders. There is continuous and summative assessment with an emphasis on self, peer and teacher feedback. The music curriculum covers a wide range of contexts from marching bands and blues to film music. Studentsâ&#x20AC;&#x2122; favourite units of work include learning how to perform and compose songs as well as composing in Gamelan and Samba traditions. Years 10 and 11 A significant number of students choose music as one of their GCSE options. Students who opt for Music follow a GCSE course comprising these three areas: composing, performing and listening. These skills are developed and refined, whilst encouraging students to pursue their own particular musical interests to a high standard. Students are expected to contribute to whole college events, such as concerts and assemblies when appropriate. Current syllabus: GCSE Music- OCR

Instrumental lessons Currently more than 100 students take instrumental lessons in college time and we offer woodwind (flute, oboe, clarinet, recorder, saxophone), guitar (classical, acoustic, electric and bass), upper strings (violin, viola), all brass instruments, piano, drums, ukulele and vocal lessons. There are frequent opportunities for all students to perform in lunchtime and evening concerts, assemblies and for the community. Students are encouraged to participate in extended schools ensembles such as the wind and jazz bands, orchestra and vocal groups. The extended schools brochure is produced each term giving students the chance to sign up for any of these activities. 37

DANCE Through Dance, students learn to transform images, ideas and intentions into sequences of movement. During lessons, students explore and develop their movement, enabling them to improve not only their motor skills but also their ability to communicate within a group and to perform in front of an audience. The richness that the subject provides offers students the opportunity to learn different dance styles and create choreographies. Resources Dance is taught in a new dance studio and the Ros Suttle Studio which are fully equipped with projector, mirrored walls, air conditioning and speakers for music. The lessons are supported by visual resources, video clips and filming is often used for students to improve their performance.

How learning is organised Students learn dance technique and work together in small groups to produce a performance where they are individually assessed at the end of the unit. Years 7, 8 and 9 During years 7, 8 and 9, dance is taught in a modular capacity with mixed gender and ability groupings. Lessons have a practical focus where students learn phrases of movement and are encouraged to work together to create choreography. Students will also analyse their work and notate their movement phrases. Years 10 and 11 In GCSE dance students learn dance technique, perform and create their own choreographies. Students develop their critical skills through constructively analysing professional dance works and dissecting choreographic techniques. Students work collaboratively on creating choreography from different stimuli and in the final year take the responsibility of being the lead choreographer of a group and dancer in others exam pieces. Current syllabus: GCSE Dance - AQA

DRAMA Drama is a unique art form. Its power lies in its ability to develop the combined use of speech, movement and thought. The course challenges the students’ creative powers in a variety of dramatic situations which stretch imaginative skills and increase their confidence. Resources Drama is taught in a versatile, purpose built studio equipped with spotlights and rostra and in other multi-purpose spaces. The department also uses the College’s video cameras and other digital equipment to extend students learning and aid improving their performance. How learning is organised Drama is taught as a subject in its own right, but also is included as part of English in the National Curriculum. In years 7, 8 and 9 students are taught in a modular capacity with mixed gender and ability groupings. In Years 10 and 11, Drama is available as a GCSE option. Lessons have a practical focus and students are encouraged to create ideas both individually and within groups. Years 7, 8 and 9 Each year group will work on a number of appropriate projects selected by their teacher. For example:  Year 7 Pantomine & Another World  Year 8 Bugsy Malone & Flannan Isle  Year 9 A detention centre for young offenders / A Shakespeare play All students will complete assessments of their work. Years 10 and 11 Students who opt for Drama follow a GCSE course examining aspects of a selection of plays and improvised theatre. The aim of the course is to build skills and understanding so that by the end of the course students are able to undertake the production of an independently devised play for their final examination. Current syllabus: GCSE Drama - OCR 38

MODERN FOREIGN LANGUAGES We are passionate about languages and believe that learning a language is one of the most stimulating and rewarding experiences. It offers exciting new insights into a wider world and in turn, it invites us to think about our own cultures. Students at Bottisham gain the confidence to communicate effectively in a foreign language, understand its structure and its grammar. Each lesson involves the practical skills of listening, speaking, reading and writing but also aims to develop team work, reflection and creativity in the students. Resources We use a variety of up-to-date easily accessible resources to support our teaching. Our best resource is our team of knowledgeable, friendly and enthusiastic teachers. We have native speaking language assistants in French and German to encourage confidence and to assist with exam preparation. All classrooms have interactive whiteboards and wireless internet; interactive websites are used in class and for homework. The use of textbooks, audio and video recordings and authentic materials all enhance students’ learning . How learning is organised All students can study a foreign language throughout their time at Bottisham. French is taught in ability bands from the outset in year 7. From year 8, the majority of the year group starts a second foreign language whilst continuing to develop their learning of French. Our second languages are German and Spanish. The curriculum is enhanced by several opportunities for students to experience the language first hand. The MFL faculty also organizes a very successful residential visit to Normandy during Activities Week for Year 8 students. We are priding ourselves on our diverse and vibrant program of exchanges. We have well established links in Germany with an exchange to Kempen near Cologne and in the South of France with the town of St Sever. The exchanges alternate each year and involve Year 9 & 10 students in the summer term. Years 7, 8 and 9 From the first lesson, students are taught largely through the foreign language. We also encourage students to communicate in class using the language, so that they can experience real life situations and become more confident in speaking spontaneously. Students develop the four skills of reading, writing, speaking and listening in different contexts whilst, underpinning their learning, they develop good foundations in grammar and vocabulary. Students are often encouraged to use their knowledge of English to understand new structures in the foreign language and so develop both thinking skills and language learning skills. The majority of our students will continue with at least one language to GCSE . In year 9, students are given the opportunity to specialize in a language or to continue with two. Years 10 and 11 The emphasis at GCSE is on active and more spontaneous communication in the foreign language. Students also improve their ability to work independently. Topics are worked through thematically and build on foundations created in Key Stage 3. Whatever career students decide on in the future, the communication skills they gain from studying a foreign language to GCSE level will always be to their advantage, and allow them to make the most of the opportunities in today’s global jobs market . Currently, students choose a GCSE course in French or German; a few students choose to study both languages. All four skills are assessed through final examinations in year 11. Students get to prepare for those through modular assessments throughout the two years . Each year, we aim to encourage and promote all foreign languages by facilitating the examinations of a small number of students with additional home languages such as Chinese, Arabic, Italian, Portuguese or Polish.

Current syllabuses:

GCSE French – AQA 8658 GCSE German – AQA 8668

HUMANITIES FACULTY

HISTORY In History we aim to foster a lively interest in, and engagement with, the past. Our students develop their knowledge and understanding of the causes, consequences and significance of historical events, and consider how they relate to present circumstances. They learn to handle historical evidence, considering its nature and purpose, and assessing its value to our understanding of the past. They also learn about historical interpretations and why our understanding of “what happened” in the past can actually be disputed. Resources There are three history classrooms. The subject area has extensive audio-visual resources and a good stock of the latest National Curriculum textbooks, as well as many in-house resources . How learning is organised History is a foundation subject in the National Curriculum. In Year 7 students are taught in broad ability bands. In Years 8 and 9 students are taught in balanced, mixed ability groups. The study of history is enlivened by a variety of teaching methods: exposition, group work, personal investigation, re-enactment and fieldwork .

Years 7, 8 and 9 During these years, students undertake a broadly chronological study of British history from 1066 to 2000. Throughout the course, opportunities are taken to look at European and world history, including the British Empire and the history of African Americans. By the end of the course, students should have a good grasp of the main themes and turning points in history that have shaped their world . Years 10 and 11 Students are following the new Edexcel GCSE (9-1) course. They study the history of medicine from c.1250-present day, the reign of Henry VIII and his relationship with his ministers, Weimar and Nazi Germany 1918-1939 and Superpower relations and the Cold War, 1941-91. Students in Year 11 currently follow Edexcel’s SHP course that enables them to study history on a variety of scales and in a variety of ways. They study the history of Germany from 1918-1945 in depth, the history of medicine from AD502000 in overview, they hone their evidence handling skills by assessing sources on surgery from 1840-1918 and complete a research investigation into the Vietnam War. Students who study history at GCSE come to develop sophisticated skills of inference, analysis and communication, enabling them better to understand the world around them and enabling them to make an important contribution to the communities in which they live. History Trips We are keen for students to have the opportunity to visit historic sites throughout the key stages. Year 7 have the opportunity to explore Framlingham Castle, Year 9 can visit the Somme battlefields, Year 10 can visit Hampton Court Palace and Year 11 visit the Holocaust Exhibition at the Imperial War Museum. Current syllabus: Year 11: GCSE History Syllabus B - Pearson (Edexcel) 1H10

GEOGRAPHY In Geography, we aim to foster an excitement for learning about students’ physical environments. Geography helps students to make sense of their surroundings; it deals with current social, economic, political and environmental issues, from local to global, which affect students’ lives. Students learn to appreciate the great variety of physical and human conditions and patterns on the earth’s surface. It encourages a sensitive awareness of environment and an understanding of different communities and cultures as well as knowledge of geographical patterns and processes . Resources There are three main geography rooms, each equipped with an interactive whiteboard. In the classroom, use is made of up-to-date textbooks, resource packs developed in school, videos and computer programs. The department also makes good use of the ICT room, the humanities’ laptop trolley, the college library, and the local environment. How learning is organised Geography is a foundation subject in the National Curriculum. In Year 7 students are taught in broad ability bands. In Years 8 and 9 students are taught in balanced, mixed ability groups,. In Years 10 and 11 Geography is a popular option with five sets per year. Students learn in a wide variety of ways, including simulations and problemsolving exercises with the use of maps, videos, satellite images, research, group work and fieldwork. Years 7, 8 and 9 In Year 7, students focus on acquiring skills through the study of the local area and home region. They start with a local topic on the UK before widening out to study Antarctica. There are also topics on weather and climate change. In Years 8 and 9 we use skills developed in Year 7 to look at patterns and processes on a broader continental and global scale, including looking at population and settlement, migration and rivers in year 8, as well as tropical rainforests, plate tectonics and development in year 9. Case studies from different countries are used to illustrate the broad themes of population and settlement, sustainable development, management of environments, resources and quality of life. Years 10 and 11 Students in Years 10 and 11 follow a Geography GCSE course with three main units and smaller topics within the units:  Paper 1: Living with the Physical Environment  Paper 2: Challenges in the Human Environment  Paper 3: Geographical Applications Papers 1 and 2 are each examined in a 1 hour 30 minute written exam. Paper 3 pulls together themes from across the course and requires students to make decisions based upon a set of resources in a 1 hour 15 minute written exam. Paper 3 includes a pre-release element that students receive 12 weeks before the exam. Year 10 covers Paper 1 and part of Paper 2, whilst Year 11 covers the rest of the course. At both key stages a range of learning takes place outside the classroom. At key stage 3 this is focused on local investigations around the College site and in the local community whilst at key stage 4, fieldwork takes place further afield. For example, Year 11 geographers go on a weekend residential trip to Norfolk to study coastal landforms and processes. Current syllabus: AQA GCSE Geography 8035

RELIGION, ETHICS & PHILOSOPHY Religion, Ethics and Philosophy is an approach to Religious Education in which we learn both about and from beliefs, cultures and traditions. We encourage an engagement with ethical decision making, on a personal and social level. Ultimate questions are explored from a philosophical and religious perspective. How learning is organised REP is taught in accordance with the Cambridgeshire Agreed Syllabus. In Years 7, 8 and 9 students are taught in balanced mixed ability groups with a theme for each year group: year 7 – Philosophy, year 8 – Role of religious identities and year 9 – Ethics with a focus on duty and responsibility.

REP key skills  Discussion and debate  Critical thinking skills  Analysis  Evaluation  Reflection  Problem solving Years 7, 8 and 9 The course covers the major world faiths and explores belief and spirituality. Students develop skills of understanding and evaluation as they look at ethical decision making and philosophical issues. It allows students to explore, to reflect on and to respond to human experience, drawing on their study of religious beliefs, teachings and practices. The subject allows them to analyse and reflect on the bigger and ultimate questions which can affect our society and the world we live in. Years 10 and 11 Students can opt to take the GCSE Religious Studies full course – AQA. They will study a range of different key beliefs and themes including relationships and families, peace and conflict and the existence of God and Revelation. In line with government legislation these components will all be studied from a Christian and Sikh perspective. All other students will participate in a short course GCSE Religious Studies, focusing on Christian themes and key beliefs in year 10. Students will be studying the bigger questions about the modern world and society we live in. We have course specific text books and use outside speakers to enhance learning. Current Syllabus: GCSE Religious Studies A: (8062) (AQA)

BUSINESS STUDIES Business Studies is a well-established option subject in the Key Stage 4 curriculum. It gives our students the opportunity to study what is meant by an entrepreneur and to understand the concept of ‘enterprise’. They therefore begin to appreciate some of the risks and rewards associated with running businesses. Students apply their knowledge and understanding to different business contexts ranging from small enterprises to large multinationals and businesses operating in local, national and global contexts. Knowledge and understanding is applied to different decision-making scenarios and the interdependent nature of business and the influences on business are discussed. Business operations, finance, marketing and human resources are covered within this subject. Resources Business Studies is taught in the suite of Humanities classrooms. The classroom is equipped with Internet access and an interactive whiteboard. In the classroom, use is made of up-to-date textbooks, worksheets developed in school and videos. This subject also makes good use of the ICT room, the humanities laptop trolley, the school library, and local business when possible, through our Educational Trust partners. How learning is organised There are currently three mixed ability classes in Year 10 and three in Year 11. In Business Studies, students enjoy communicating and explaining their ideas, thinking creatively and making decisions and working with numbers to solve business problems. Students learn about the world of business through research and practical tasks. Years 10 and 11 Students in Year 10 follow a Business Studies GCSE course with six main topics: Business in the Real World, Influences in Business, Business Operations, Human Resources, Marketing and Finance. There are two equally-weighted exams at the end of the two year course. Paper 1 looks at the influences of operations and human resource management on business activity. Paper 2 looks at the influences of marketing and finance on business activity. Both exams last 1 hour 45 minutes and follow the same structure. Section A contains multiple choice and short answer questions with Section B and C looking at case studies and business data. Students are expected to write longer answers justifying their response to a problems experienced by the business in question. 42

Students in Year 11 follow a Business Studies GCSE course with three main units:  Unit One: Setting up a Business  Unit Two: Growing as a Business  Unit Three: Investigating Businesses (Controlled Assessment) All units are compulsory across the two year course. Topics include Starting a Business, Business Organisation, People in Business, Finance, Marketing and Operations Management. Unit One comprises of 60 marks or 40% of the GCSE. This unit is an introduction to setting up and running a business, and looks at the factors that might help the business to succeed, or cause it to fail. It also demonstrates that businesses operate within societies and communities, and that they must consider stakeholder views when operating. Unit Two comprises of 60 marks or 35% of the GCSE. The focus in Year 11 is on business growth and therefore larger businesses. The final 25% or 40 marks are achieved through the completion of Unit 3, the controlled assessment task.

Current syllabus: AQA GCSE Business (8132)

PHYSICAL EDUCATION The aim is to develop physical competence and to promote physical development. An understanding of a leading and sustaining a healthy lifestyle, and the importance of physical activity to help achieve this is advocated across a broad range of activities. Students will experience opportunities to compete in physical activity, recognise and embed values such as fairness and respect for others and develop an appreciation of skilful and creative performances. Resources The College has a heated 25m indoor swimming pool, a large sports hall, a gymnasium, three tennis courts, a floodlit full size 3g all weather pitch, a fitness suite and ample flat, well drained playing fields in addition to a wide range of equipment for all curriculum areas. How learning is organised Most practical lessons are taught in single sex groups, and students work with others of a similar ability. All students receive a minimum of two hours of physical education a week. Years 7, 8 and 9 At KS3, all students follow courses in athletic activities, fitness, games, gymnastics and swimming. Students are involved in planning, performing and evaluating and are assessed on performance, knowledge and understanding, decision making, coaching and feedback and leadership. Years 10 and 11 By KS4, students are expected to have a greater input into the planning and evaluation of their learning, and should be refining the skills they have learned at Key Stage 3. Students are introduced to a number of new activities alongside those experienced at KS3, and as before are assessed on performance, knowledge and understanding, decision making, coaching and feedback and leadership. The knowledge and understanding gained by students will enable them to make a considered choice of which activities they wish to pursue into adulthood. Sports Leadership is also integrated into the activities to develop confidence and the ability to lead others. In addition some students may wish to undertake an examination course: GCSE Physical Education or BTEC First in Sport. Current syllabuses: GCSE Physical Education - OCR BTEC First in Sport Level 2 (Edexcel)

HEALTH & SOCIAL CARE Why take Health & Social Care?  You are interested in working with people.  You want a career in either health care or social care.  You are able to work independently and enjoy researching and producing written assignments. What is a typical lesson like? There is no typical lesson. We discuss and we listen. We research topics and produce evidence supporting the research. We have visiting speakers. What will I study? In Year 10 you will look at effective communication. This will involve considering how people communicate in a given setting such as a nursery. This will involve assignment work. You will go on to study the different stages of life and the needs of people. You will be examined on this unit. In Year 11 you will consider the care values of health and social care and the importance of empowerment. Again, this will be assignment based. The last unit looks at people’s needs and how health and social care organisations meet these needs . What does Health & Social care lead to? This qualification is the starting point for those wanting a job in the caring sector. Examples of such jobs are Nursing, Social Work, being a care assistant and working with children. Health and Social Care can also be studied at a more advanced level when you leave Bottisham. The course also will help you to develop a range of skills such as collecting, interpreting and presenting data. These skills are valued by most employers. How is the curriculum enriched? We organise visits from speakers from a range of organisations who operate in the caring sector. We also hope to go to a local nursery, a residential home and a day centre. Current syllabus: BTEC Tech Award Level 1/2 in Health and Social Care

HORTICULTURE Why take Horticulture? · You get the chance to work in an outdoor environment · You can learn about gardening and how to grow plants successfully · It is a very practical, hands-on course What is a typical lesson like? - During all double lessons, you will be transported by minibus to the local National Trust property – Anglesey Abbey. You will work in the kitchen garden, preparing the land and planting and harvesting crops. In the single lesson and during bad weather, you will complete the coursework assignments. What will I study? You will learn all about the biology of plants. You will learn about crop production. You will learn about the Horticulture industry. What does Horticulture BTEC lead to? Whilst this qualification is not equivalent to a GCSE, it will, depending on the interests and aptitudes of the students who opt for the course, be at Level 1 or Level 2, and will enable you to progress to further qualifications in land-based industries. Many students go on to study Horticulture at a higher level at Sixth Form College or through an apprenticeship, whilst some students go on to study other land-based subjects such as agriculture or game keeping. A good qualification in Horticulture can lead on to a career in a range of land-based occupations. The generic work skills that you learn by doing this course can be applied to a variety of jobs. How is the curriculum enriched? During the course you will visit a range of local garden centres and commercial crop producers to learn how they operate. Current syllabus: BTEC Horticulture—Pearson (Edexcel) 44

ADULT LEARNING As well as being a day school, the Village College runs an extensive programme of Adult Learning courses. The programme provides excellent opportunities, which are enjoyed by many adults in the local area. Classes take place in the day time, evenings and also at weekends. Information regarding the varied activities is available on our website at: www.bottishamvc.org/adultlearning or from the Adult Learning Office. Contact Susan Tarasewicz Telephone: 01223 811372 Email: adultlearning@bottishamvc.org

FRIENDS OF BVC We are a group of parents who meet periodically to organise fundraising events which enable us to donate many things to the college. In years gone by, our donations have included an array of items: laptops to learning support, the lease of the school minibus, the pottery kiln for creative design, dictionaries, dyslexia screening software and subsidising the Year 11 Leavers’ Prom, so all students can afford to attend. Our fundraising is able to have an impact on all students in the college, to add colour to their education and to support the college in the work that they do. So how do we do it? Our events have included a Summer Ball, quiz nights and a second-hand uniform sale, with many more to speak of. However, we are always in need of new people joining, especially in the academic year 2019-20. If you would like to help, please contact Mr E Compton, Deputy Principal: ecompton@bottishamvc.org

BOTTISHAM SPORTS CENTRE Mission Statement “Working together to provide effective and affordable community sports and recreational facilities for people of all ages and abilities.”   

You do not need to live in Bottisham or have a child at the college to use the Sports Centre. We are conveniently based 8 miles from Cambridge and 8 miles from Newmarket. Free parking is available on site throughout the week and at weekends.

Sports Centre Opening Times: Monday to Friday - 4:00 pm - 10:00 pm Saturday and Sunday - 8:00 am - 4:00 pm https://www.bottishamvc.org/sportscentre 45

OTHER INFORMATION Parents/Carers should visit the college website, or contact the college directly if they wish to see:       

schemes of work and examination syllabuses in use in the college; college policies, e.g. equal opportunities, charging, behavior; the college's arrangements for the consideration of complaints ; the locally agreed syllabus for RE; the sex and relationships education policy; the child protection policy; the full report on the Ofsted inspection, June 2012.

And of course contact us if you would like to talk through any questions you may have.

At the heart of the college stands the World Tree sculpture. Designed by Matt Sanderson and installed in 2011.

Bottisham Village College Lode Road Bottisham Cambridge CB25 9DL www.bottishamvc.org enquiries@bottishamvc.org Tel: 01223 811250 @bottishamvc BottishamVillageCollege

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