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Art & Design
The Focus of the Art and Design department is to develop Tarporley students as confident visual communicators. Our schemes of work are designed to inform and support the development of students’ practical and creative thinking skills and present valuable opportunities to produce personal and informed work. The Art and Design department introduces students to a wide variety of art disciplines and movements through a range of theme based projects. Each project is centred on one of the following core practical skills, drawing and painting, mixed media, print making, three dimensional design and illustration. We encourage individuality and are often delighted with the creativity and quality of student outcomes.

There are several art extracurricular clubs and activities within the department for students to voluntarily attend. These are well attended and are particularly popular with pupils who are gifted and talented or have specific educational needs. Photography is a growing subject and there is a popular Key Stage 4 photography club. We hold frequent open studio sessions where students are invited to use the art studios at lunchtimes and after school to either catch up with outstanding course work or produce their own personal work.

Pupils are assessed continuously in lessons and the faculty contributes to the school reporting system using a series of half term assessment tests. Throughout the three years of this Key Stage the testing is broadly based on the mastery of practical skills and the development of creative thinking skills.

  • HAT 1: Visual recording.
  • HAT 2: Idea Development.
  • HAT3: Experimentation with materials.
  • HAT4: Responding to the work of others.

Finally HAT5 is a summative mark representing the best, consistent, achievement from the data collected throughout the year.

At Key Stage 4 GCSE Fine Art is a popular option subject for students. Project briefs are designed to provide students with opportunities to create portfolios of work that are personal to them, reflect their opinions and interests and showcase their talents. Students are introduced to sophisticated skills and techniques as well as developing to a higher level of mastery the techniques learnt at key stage 3. At the end of the course in the summer term the Art department becomes a gallery space for the students and their work is exhibited for parents and friend of the school to view.

At key stage 5 both Fine Art and Photography are available as A level options. They are both very popular courses and students really get the opportunity to develop a substantial body of work in response to set themes. Both courses lead on to many exciting opportunities in the creative industries and portfolio and interview preparation sessions are provided to ensure that students are confident about progressing to higher education.

Business Studies

Business Studies is exciting and relevant subject which is designed for students who wish to explore the concept of businesses in real –life situations. The GCSE Edexcel course encourages a practical approach to businesses in society and allows students to develop their understanding of the role of the entrepreneur in society. With a focus in Year 10 on small businesses and developing this to the wider environment in year 11, students complete the course with one GCSE which is formed by a short exam, longer examination and a controlled assessment.

At A Level (AQA specification), students will complete four examinations throughout the two year course.

Business Studies allows students to investigate the procedure involved in setting up their own business in any context. Through the use of trips and visitors, students can understand the roles of businesses in a variety of contexts. The subject also enables students to develop their understanding of an organisation which many find assists with their transition into employment. Business complements many other curriculum areas by preparing students to enter the world of work or to develop the necessary skills to assist in further study at University.


Dance at KS4

The dance GCSE course focuses on the aesthetic and artistic qualities of dance and the use of dance movement as a medium of expression and communication in the performance, creation and appreciation of dance. The particular way in which the creator’s intent, working methods, dance vocabulary, design and structure are combined, determines dance style. Students will study different choreographic styles, helping them to develop a breadth of vocabulary and an understanding of dance form that will enrich their own artistic development. Students will be taught repertoire as well as having ample opportunities to choreograph their own work. Students will perform pieces of choreography in a group and as a solo. They will be taught group dances based on existing Professional Works and will perform a set dance prepared by the exam board. This course is 80% practical and 20% theory.

Design & Technology

The Design and Technology Department delivers a wide range of subjects at Tarporley High School. These include Food Technology, Textiles, Control (including electronics) and Resistant Materials (Wood, metal and plastics). The subject is delivered in an exciting and creative way, focusing on developing pupils physical skills as well as increasing their greater understanding of technology in their everyday lives, and how they can interact with it. Key Stage 3 pupils are given the opportunity to learn in all the areas over three years, following a well-structured curriculum and scheme of work which is designed to take them beyond their expected levels of achievement.

There are several extracurricular clubs and activities within the department for students to voluntarily attend. are well attended and are particularly popular with pupils who are gifted and talented or have specific educational needs. Technology is a broad subject in which all pupils find a niche and can develop their personal interests. All technology staff enjoy teaching their specialisms and are eager to pass on their enthusiasm for one of the most useful subjects there is.

Pupils are assessed continuously in lessons and the faculty contributes to the school reporting system using a series of Half-termly Assessment Tesks (HAT). Throughout the three years of this Key Stage the testing is broadly based on the design process which is the structure in which the pupils work.

  • HAT 1: Designing.
  • HAT 2: Planning.
  • HAT 3: Making.
  • HAT 4: Evaluating

Finally HAT5 is a summative mark representing the best, consistent, achievement from the data collected throughout the year.

During Key Stage 4 students can elect to take a GCSE course in Technology and they can choose from a range of options. Food Technology, Electronics, Textiles and Product Design which is similar to resistant materials. The HATS in these areas vary depending on the requirements of the specific subjects. Pupils who do undertake a Technology option at GCSE learn skills which will support them throughout their lives and particularly in careers related to business, industry, engineering, fashion and the media. They will also contribute directly to their A level courses if they should choose to attend the sixth form.


Drama at KS3

During Key Stage 3, students are introduced to a new style of teaching and learning. Drama is taught mainly using practical application and ensemble group work, although there is an element of individual written work within each scheme of learning. At KS3 we ensure that we offer a range of skills and topics that will help students to decide if Drama is an option they wish to continue with at Key Stage 4. Skills developed at KS3 include:

  • Building practical confidence
  • Being respectful as an ensemble worker
  • Learning to direct group members
  • Making individual and group decisions
  • Learning to negotiate diplomatically
  • Performing with focus and imagination
  • Adopting Drama terminology
  • Developing Critical Evaluation of themselves and their peers

Drama is also about fun. Sharing good practice can be a very positive experience. Student evaluative feedback is often hugely beneficial to those who have just performed and if a good safe environment for creativity has been sustained then this goes from strength to strength.
Sharing good practice through performance in lessons is invaluable as not only do the rest of the class watch new and varied pieces on the same theme but also see how others imagine an idea and realise it.
Students are assessed every half term with a different assessment focus being either Making Drama, Performing Drama or Responding to Drama. They also have a choice on their fourth Half termly assessment to individually decide which assessment focus they want to improve, given them independence and the ability to assess for themselves where progress needs to be made.

Drama at KS4

The GCSE Drama course encourages students to work imaginatively and creatively in a collaborative context. Students will develop their practical skills in creating drama through a range of stimulus material and play texts and will create written documentary evidence based on their drama experiences. Students will also have the opportunity to attend live theatre visits and will produce a review from the perspective of a spectator. This course also offers students the chance to devise theatre and take on the role of a director within the devising process. This course is based on coursework and a practical examination. There is no written exam paper.


At Tarporley, English is about nurturing creativity and stirring imaginations in order to challenge and inspire our students. All our students foster critical thinking skills whilst developing into highly effective communicators.

At KS3, our rich and diverse curriculum provides transferable skills that benefit all students across the curriculum. Students study a range of topics across the three core disciplines of Reading, Writing and Speaking and Listening. Writing units range from project-based written pieces to short story writing and film reviews. To develop reading skills, students study a range of exciting texts. Students also hone their skills of oral presentation, drama and role play, both individually, and in groups. In addition, students in Year 7 and 8 study a skills-based programme in which one lesson a week is allocated to focus on technical accuracy and overall literacy. To enable the successful transition from Year 9 to GCSE Study, students are prepared through the study of Media and Non-fiction units, GCSE-style literature study and familiarisation with the Controlled Assessment process. Outside of lessons, students participate in theatre trips, the Cheshire Book Awards shadowing scheme and The Times Spelling Bee.

At KS4, we stretch and challenge our learners. All students follow the AQA specification of English Language and English Literature leading to two GCSEs. Over the two courses students explore spoken language and its influences, produce a diverse range of creative writing and study a range of demanding texts. In addition students’ speaking and listening skills are assessed through the study of presentation, discussion and role play. Outside of lessons, students participate in many theatre trips, attend debating society, join Film Club and produce news items for BBC School Report by visiting MediaCityUK.

To support whole-school literacy, the English department have launched a ‘Passport to Literacy’ scheme, that all Yr 7 and 8 students will be following throughout their library lessons. This reading challenge allows students to select and explore books from different genres, and pushes them to extend their reading beyond their usual experiences. Students work to achieve their Bronze, Silver and Gold awards throughout KS3, completing tasks and activities to evidence their reading journey.


The Geography department deliver lessons to all key stages that investigate the rapidly changing world in which we live. We examine the core principles of Geography through investigating numerous different places around the world. We aim to show students that every action has a consequence, not only locally but globally too.

Geography is important, because it opens our eyes; a landscape is no longer a static feature, but a complex battleground of physical and human interactions. Local is no longer local, but a collision point for the interaction of many ‘locals’ drawn from a global stage. With technology increasingly drawing the world closer together, Geography has an increasingly important role in helping the public understand the complex and unpredictable world we live in.

The Geography department runs the school’s eco-group and has successfully introduced many new initiatives aimed at reducing waste. We offer the opportunity for fieldwork in all three Key Stages with local visits in Key Stage 3, GCSE fieldwork to a tourist honeypot and residential fieldwork in Key Stage 5. We also offer a cultural trip to China every two years to students in Key Stage 4 and 5.

What do we study?

At Key Stage 3 students cover a wide range of topics that help the students to prepare for GCSE geography. Topics include: the local area; data analysis and map skills; rivers and flooding; environmental studies of different locations; Kenya; Japan; Energy; tourism; Europe; fieldwork; tropical rainforests; volcanoes and earthquakes; extreme weather and any major issues that occur both in the UK and globally.

At Key Stage 4 we follow the AQA syllabus B which covers the

  • The Urban Environment – examines the impact of rapid urbanisation on developing and developed countries. The global future will be an increasingly urban future. This unit investigates sustainable methods of management in urban areas.
  • The Coastal environment – Investigating the physical processes that affect our coastline together with examining how humans are interfering and often causing more harm than good.
  • Living with Natural Hazards – examines the cause, effect and management of a range of hazards including volcanic eruptions, earthquakes, tropical storms and wild fires.
  • Investigating the Shrinking World – Global Tourism – investigation into a range of places to consider how global trends and development in tourism impact on specific places and groups of people.

At Key stage 5 we follow the Edexcel A-Level syllabus which covers the following

  • Unit 1: Global Challenges – Topic 1: World at Risk – Hazards and Global Warming. Topic 2: Going Global – Globalisation and Population and Migration.
  • Unit 2: Geographical Investigations – Fieldwork plays an integral part of this module. Topic 1: Crowded Coasts Topic 2: Rebranding Places.
  • Unit 3: Contested Planet – Topic 1: The Development Gap. Topic 2: Superpowers Geography. Topic 3: The Technological Fix. Topic 4: Energy Security. Topic 5: Water Conflicts. Topic 6: Biodiversity under threat
  • Unit 4: Geographical research – Students research tectonic hazards – Landforms created, causes, consequences and management of these hazards.
History is an invaluable discipline. Through their study of History students develop an awareness of the important changes in the past that have shaped the world today.

Key Stage 3
History in KS3 follows the guidance from the National Curriculum. Students follow historical events in chronological order. In addition they study key themes in History such as Power, Conflict and Ordinary Life. By studying history in a thematic way students should be able to identify links between historical events and consider change over time.
Students are assessed in the form of HATs which are short pieces of work which should reflect work they have completed in lessons. The assessment tasks focus on developing key historical skills such as interpretation or causation.

In lessons students learn about History in a variety of ways such as role play, decision-making and model making. There are many opportunities for students to work independently and as part of a group. In addition students can support and deepen their understanding of History with a selection of short video clips ranging from historical documentaries, Horrible Histories series and films.

Key Stage 4
History is a popular and successful subject in Key Stage 4. The GCSE History course is one set by the WJEC examination board. The students study the following course:

Depth studies

  • Germany, 1929-47
  • USA, nation of contrasts: 1910-1929

Development Study

  • USA: 1929-2000

Controlled Assessment

  • Impact of World War One – Women & Haig
  • Impact of World War Two – Dunkirk & Evacuation

This course offers students different experiences of history from studying a period of development to a depth study.

Key Stage 5
A-level History has become an increasingly popular subject and this reflects the improvements made at GCSE in terms of student success and engagement. Students continuing to study History at A-level clearly value the subject and are motivated to do well.
At A-level students study the following subjects for Edexcel:

Year 12 A World Divided: Communism and Democracy

  • Russia in Revolution, 1881-1924
  • Stalin’s Russia, 1924-53
  • Parliamentary Reform, 1815-1880

Year 13 The Cold War

  • Ireland and the Union, 1815-1922 or Arab-Israeli Conflict

Students enjoy studying History at A-level. There are Edexcel textbooks for all topics studied. Students are encouraged to work independently and to read widely around the subjects that they are studying. In lessons students should be given the opportunity to discuss the subjects they are studying through question and answer or debates. There are many opportunities for students to do group work, decision making activities and games. Students value a range of teaching strategies and have frequently said that they feel actively involved with the subject.

ICT & Computing

As a designated Specialist Maths and Computing School we believe it is important that all students to be taught the fundamentals of ICT from entry into High School. Modern technology and the world of ICT and computing are undoubtedly intertwined with our lives and therefore gaining an understanding is of huge benefit.

Key Stage 3

Students in key stage 3 all have discrete ICT lessons within their timetable 2 lessons a fortnight in year 7, 3 a fortnight in year 8 and 4 a fortnight in year 9. During year 7, students gain experience of many common and creative tools of ICT, working through projects that not only allow them to learnt the ICT skills, but be able to apply them to real world contexts. Topics include e-safety, multimedia virtual tour of the school, modelling, databases and sequencing using Scratch. Year 8 students build on this foundation of year 7, by combining and integrating tools and software to solve more complex problems.

Students in year 9 currently begin their GCSE level study, by studying for OCR’s Cambridge Nationals in ICT.

Key Stage 4

At Key stage 4, students then have the option to continue with ICT. Two courses are provided to opt for:

GCSE Computing
OCRs GCSE Computing will gives students a real, in-depth understanding of how computer technology works. This course gives an insight into what goes on behind the scenes, including computer programming. Computing and programming links to so many aspects of society, from scientific research, medical developments, engineering, gaming and entertainment to name a few, there has never been a better time to study Computer Science.

BTEC Information & Creative Technologies
This course provides an understanding and knowledge of how organisations in the information technology and creative technology industries operate, the key skills required to work in these industries and the concepts and principles related to the world of information and creative technologies. We have tailored this course to provide a heavy slant towards creative use of ICT such as digital animation, audio, video, website developement etc.
Both options have their merits and provide students with a route that is suitable for their learning style and/or interests. The courses have been developed to enable students to gain a broad experience of ICT and both content and assessment is relevant to the use of ICT and computing in the real world. Students carry out a range of tasks that have been designed to recognise their achievements, with the focus being on a wider range of up-to-date, often practical skills, demonstrating a creative use of ICT and computing and encouragement of independent work.

Key Stage 5

Students at Key stage 5 can choose to study:

A-Level Computing (AQA)
AS/A2 Computing strips down the highly polished and sleek looking final products and delves into the raw workings of computer systems.
The course encourages candidates to, develop their problem-solving ability in a computing context using an algorithmic approach. Demonstrate their knowledge of programming through a problem solving scenario. It also develops a clear understanding of the hardware and software aspects of Computing.

GCE Applied ICT (OCR)
The applied ICT course is made up of 1 examined unit and 5 coursework units. During the qualification you will learn and apply a range of different skills to be able to present information, manipulate and organise data and design new systems for others. Units include Using ICT to communicate, How organisations use ICT, ICT solutions for individuals and society, Working to a brief and a further two optional units such as web multimedia products, publishing and spreadsheets and modelling.


The aim of the Mathematics department at Tarporley is that all our students have enjoyment and success from their work in Mathematics. We provide a stimulating learning environment where students are inspired by their teachers and we believe that every child matters. We hope that students become independent and enthused by their Maths and develop reasoning and analytical skills which will prepare them for life beyond school.

KS3 Mathematics

At KS3 our exciting curriculum builds on students KS2 knowledge and understanding. Students study a range of topics across four areas namely number work, data, algebra and shape and space. Each area is delivered using puzzles, activities and use of ICT, which provide varied learning opportunities.

In Maths we set students during the Autumn Term and this decision is based on KS2 National Curriculum results, an internal number test and teacher assessment. In years 7 and 8, pupils are divided into two parallel bands, each with 3 sets. Students follow a course designed specifically to their needs with tailored half termly assessments designed to track progress and allow for flexibility between sets.

Year 7 pupils will complete a Using and Applying task as one of their assessments. The task looks at the similarities and differences between Tarporley and our partner school in South Africa. It allows pupils to compare data from both schools and present information in graphs and then draw conclusions of what they have found using real-life maths.

The department also runs a weekly year 8 ‘Maths With Biscuits’ drop in session, where pupils are able to consolidate any problems that they have or further their understanding through extension questions and ICT.

To enable the successful transition to KS4, year 9 students start their Maths GCSE course at the beginning of year 9. During this year students are placed in linear sets based on ability, effort and attitude to learning. This allows us to stretch and challenge students and support those who need extra help to develop understanding in an even more focus classroom. Students at Tarporley High School take part in a springboard to Maths GCSE day to help prepare and inform them about this vital transition. It also reflects on how Maths is relevant to many situations in everyday life.

During March, the school celebrates World Maths Day. This gives pupils the opportunity to explore the links which exist with Maths and other subjects that they study, whilst recognising the importance of Maths in everyday life.

KS4 Mathematics

There is a very smooth transition from year 9 into year 10 and students continue to develop critical thinking skills, deepen their understanding and explore new areas of Maths during this key stage. Year 10 students have the opportunity to complete an extended project which is an independent task promoting understanding of the data handling cycle.

All students currently follow the Edexcel linear GCSE specification and we plan to enter all students for their Maths GCSE exam in November of year 11. After the exam our year 11, students will follow a suitable pathway which may include studying for GCSE Statistics or Further Maths Level 2 Qualification. Those yet to achieve their MEG or who wish to improve their result are given the opportunity to retake the qualification in summer of year 11.

The school also works together with other local secondary schools to deliver an ‘Able and Talented Mathematicians Day’ where pupils who have been identified as being more able at Maths have the opportunity to share ideas with pupils from other schools, as well as experience taster sessions for some A Level Maths and Further Maths topics.

Key Stage 5

At Key stage 5 we follow the OCR A-Level syllabus which covers the following

  • Core 1: Differential Calculus, Co-ordinate Geometry and Graphs, Circle Geometry, Transforming Graphs, Solving Quadratic Equations, Solving Simultaneous Equations.
  • Core 2: Factor and Remainder Theorems, Binomial Expansions, Logarithms and Indices, Sequences and Series, Integral Calculus, Trigonometry
  • Core 3: Functions, Natural Logs and Exponentials, Numerical Methods, Further Trigonometry, Differentiation, Integration
  • Core 4: Rational Functions, Binomial Expansions, Further Differentiation, Further Integration, Vectors, Differential Equations
  • Statistics 1: Representation of Data, Measures of Data, Probability 1, Probability 2 Permutations and Combinations, Discrete Random Variables, Binomial and Geometric Distribution, Correlation and Regression
  • Mechanics 1: Forces and Vectors, Equilibrium of Particles, Motion in a Straight Line, Introduction to Kinetics, Linear Momentum, Kinetics and Calculus

For the more able, we also offer an A Level in Further Mathematics where pupils can extend their understanding by looking at topics such as complex numbers, matrices and hyperbolic functions.

Alternatively, some pupils choose to take Use of Mathematics, which we currently offered as an AS level over one year. This course takes a more practical view of Mathematics and involves coursework.

Media Studies
  • Are you knowledgeable about different Media forms: film, TV drama, social networks, comics and magazines, computer games, the internet, the music industry?
  • Are you creative?
  • Are you analytical?
  • Can you voice your opinions and be heard?
  • Are you interested in the world around us – which is completely reliant on the Media in its various forms?

The media is not a transparent window on the world, it is not the real thing. The media take something that is real, for example an anti-war demonstration and change it into a media text, for example a newspaper report on the demonstration. No representation is real, only one version of the real. As Media students, we have to analyse the way the Media presents the world to us.

At Tarporley, at Key Stage 4, we follow the WJEC specification for GCSE Media Studies. We study a wide range of all types of media forms – from film trailers to magazines to animation. We learn to analyse and ‘decode’ these genres and learn new, technical terminology in order to do this. We consider HOW media products have been constructed, HOW audiences are targeted and HOW audiences’ needs are met. Students become analytical and meticulous – you will never watch a film again, without analysing the camera shots, the lighting, the dress codes, the mise-en-scene, the diegetic sound …. don’t know what these terms mean? Well study Media and find out!

The main four areas we consider when analysing texts are: Genre. What conventions are typical of that genre (eg Science Fiction) and how can we recognise them? Which texts conform to generic convention and which don’t? Narrative. What stories are told, how are those stories constructed and made appealing to audiences? Audience. How are audiences appealed to and how are their needs met through different Media forms? Representation. How are social groups, events, issues presented to us through the Media – are those representations fair, prejudiced, open-minded, stereotypical?

The creative element comes where students have to produce their own, original Media Texts. These texts need to look authentic, be well researched and constructed with good technical . Good ICT abilities are beneficial – as is the ability to see the world and reinterpret the world in an artistic, original way. Media students are encouraged to ‘think outside the box’ and push themselves.

Media Studies is a fun, engaging and relevant subject – one which changes and evolves every day. The Media never stands still. We are affected by and use the Media daily. The Media represents us. Learn how it’s done…..


Willkommen, Bienvenue, Bienvenidos, Benvenuto!

At Key Stage 3 all students study French in Year 7 and continue with their French studies alongside German in Year 8. In Year 9, students are given the opportunity to continue to study one or both of their languages. Topics covered at Key Stage 3 include personal information such as family, schools, hobbies and holidays. We also have skills based lessons throughout KS3 to develop students’ independence with their language learning. In Year 9, students begin to prepare more complex topics such as media and the environment in preparation for their GCSE studies. Languages are brought to life for Key Stage 3 students on our European Language Days where students work on activities such as producing a film clip for the LAFTA awards (Language and Film Talent Awards) or presenting a cribs episode about a French celebrity. In Year 8, students also have the opportunity to take part in a French exchange.

At Key Stage 4, students can continue with their French or German studies and have the opportunity to begin Spanish. We follow the WJEC course for all three languages. Although languages are optional at GCSE, they are popular and most students continue to study at least one language to GCSE. Many students choose to study a language alongside a humanities subject to achieve the English Baccalaureate. In Year 11 students have the opportunity to visit Berlin, Paris and Barcelona to develop their language skills as well as their cultural knowledge.

Students at Tarporley can study French, German and Spanish up to A Level. We follow the WJEC course for all three languages and students also have a timetabled lesson with our Foreign Language Assistant every week.


Students in Year 9 have the opportunity to study Latin as an enrichment activity after school and this leads to a GCSE qualification after three years. Students in Year 7 can also take part in a national spelling bee competition.


Music in KS3 is as practical as possible. We learn to compose, perform and appraise music from the first term in Y7. Our skills are learned and developed through singing, playing guitars, our own instruments or using the keyboards and computers. It is important therefore, that assessment is judged over the whole keystage as it takes time to practise composing and performing and each student starts with a different background and experience in music.

Music for Life is the provider for instrumental lessons. Students can learn flute, clarinet, oboe, saxophone, bassoon, trumpet/cornet, horn, trombone, tuba, acoustic/electric/bass guitar, keyboard/piano, violin or drums. We also have a singing teacher.

If you wish to play in an ensemble, there is a choice of joining Swing Band, Choir or starting your own rock band. We also offer theory lessons to complement learning at KS4/5 and Associated Board Grade 5+ instrumental exams.

There are a number of performance opportunities over the year from the Carol Service held in a local church to a Samba/Vocal/Improvisation workshop, a musical production or an end of term extravaganza.

At KS4 and 5 students are committed to playing or singing and have a real interest in the subject.

To do Music at KS4, it is useful to have lessons on an instrument (including voice), but not vital. We follow the OCR course and learn about dance music, programme music as well as Baroque and Classical characteristics. We learn more about our own instrument and compose for it as well as for other instruments, perhaps on a computer.

These skills are honed further at KS5 as the GCSE skills of performing, composing and appraising are extended in ways that emphasise their interdependence. There are increased opportunities for the development of skills and learning about repertoire through performance and the study of jazz, Western classical and popular traditions.


The Physical Education Department at Tarporley High School is a successful and dedicated Department. The Department consists of 5 specialist members of full time staff. The aim of the department is to enthuse as many pupils as possible to gain enjoyment from Physical Education and Sport with the hope that pupils will continue participating in sporting activities after leaving School. To enable this PE staff strive to deliver outstanding lessons on a regular basis. Staff also aim to remain at the forefront of developments in PE and introduce new initiatives effectively.

At Key Stage 3, students have two single one hour lessons of PE per week. During these lessons students follow a broad balanced curriculum including activities from all national curriculum areas. All Key Stage 3 PE lessons are taught in single gender groups.

At Key Stage 4 students have a single one hour lesson of PE, Year10 and Year11 students opt from a variety of activities. Level One leadership award is offered to students through these core lessons. In addition students may opt to follow GCSE PE (full course) or BTEC First Diploma in Sport as part of a wide ranging options programme that the school offers. The results in the Key Stage 4 courses offered are outstanding with pass rates exceeding national averages, in 2012 100% pass rate A* – C was achieved.

Key stage 5 students also have an optional single one hour lesson per week, choosing activities such as football, table tennis etc. Both AS and A2 Courses are also available.

Tarporley has good PE facilities. There are extensive fields which accommodate 3 football pitches and a rugby pitch. An Astroturf which provides 5 tennis courts, a 9 aside hockey pitch, 3 netball courts and 3x 5 aside pitches. There is also an outdoor basketball court, a 400M athletics track and an all-weather cricket wicket. There is a six badminton court Sports Hall, which also has marked 2 volleyball courts, 2 netball courts and 2×5 aside pitches.

There is a wide variety of PE clubs and teams. On average there are 22 extra-curricular clubs per week and over 50% of the school cohort attend clubs or are involved in the regularly held inter tutor competitions. There is a wide range of opportunity for students to engage in competitive sport, the department has been very successful over a number of years and currently hold the following titles:

  • Minor Boys runners up District Cross Country
  • Junior Boys winners District Cross Country
  • Junior Girls winners District Cross Country
  • Minor Girls Runners Up District Cross Country
  • Year 7 Girls District 5 a side football winners
  • Year 7 Girls Hockey Mid Cheshire Winners
  • Year 9 Boys District 7 a side football runners up
  • Year 8 Girls District 5 a side football runners up
  • Year 10 Boys District 7 a side football winners
  • Year 9 Boys mid-Cheshire basketball runners up
  • Year 10 Boys mid-Cheshire basketball winners
  • Year 7 girls Cheshire 5 a aside finals 3rd place
  • Year 8 Boys District 7 a side football runners up

The Department runs a successful Inter Tutor System, where students compete in a range of different sports throughout the year for their tutor team. G & T students receive leadership training and run some of these competitions under the guidance of a member of the Department.

Through an extensive training programme students have opportunities to gain recognition for their abilities as leaders through the department’s leadership programme that incorporates Young Leaders Award, Level One leadership awards in sport, National Governing Body Awards. Students utilise their leadership skills through Physical Education lessons, extra-curricular clubs, Partnership festivals, working in primary schools and through the Inter Tutor Competition system.

PSHE & Citizenship

Personal Social Health Education and Citizenship are curriculum areas that underpin everything that happens in our school and in our society.

PSHE gives students the knowledge, skills and understanding to play an effective role in society at local, national and international levels. It helps them to become informed, thoughtful and responsible citizens who are aware of their duties and rights.
PSHE promotes pupils spiritual, moral social and cultural development, making them more self-confident and responsible both in and beyond the classroom. It encourages pupils to play a helpful part in the life of their schools, neighbourhoods, communities and the wider world. It also teaches them about our economy and democratic institutions and values, encourage respect for different national, religious and ethnic identities, and develop their ability to reflect on issues and take part in discussions.

The purpose of citizenship education is to equip the next generation of voters with the knowledge and drive to create change in the world around them. Not only are they taught the factual knowledge that will help them to understand the way that the world around them works, but also provides them with the skills they will need to effect change in the world around them, whether this be at a local, national or international level.

Citizenship equips pupils with the knowledge and skills needed for effective and democratic participation. It helps pupils to become informed, critical, active citizens who have the confidence and conviction to work collaboratively, take action and try to make a difference in their communities and the wider world. – National Curriculum, 2007

At Tarporley High School & 6th Form College, PSHE and Citizenship are delivered through a series of collapsed timetable days throughout the year. Each day has an overarching theme although each year group will study a different element within the theme.
Citizenship Days:

  • Day 1 – European Day of Languages
  • Day 2 – Anti-Bullying Week
  • Day 3 – Risk and Relationship (Making Informed Decisions)
  • Day 4 – Plans for Transition (Coping with Change)

Citizenship Week:

  • Year 7 – Taking actions at a Local level Local level
  • Year 8 – Taking action at a National level National level
  • Year 9 – Taking action at an International levelInternational level

Outside of lessons, students participate in many extra-curricular activities. Examples of these are the Duke of Edinburgh Award Scheme and our Citizenship Exchange Programme with our partner school; Tongaat Secondary, in Durban, South Africa.

We are pleased that both pupils and parents appreciate the huge value of Citizenship days in enabling students to gain invaluable knowledge and experience of real-life issues.
We aim to ensure that Citizenship Days continue to be creative, energetic days which model excellent teaching and learning.


Psychology is a social science which studies the individual and looks at the factors that influence human behaviours. When you have an opinion of something or whenever you experience an emotion, psychology is the subject that helps us to understand why we think, feel or behave as we do.

Psychologists explore concepts such as memory, development, personality, stress and brain functioning. Research we consider includes identifying what makes us behave the way we do in social group situations and how people around us can influence and even change our behaviour without us realising it. Over the two year course we will cover topics in Obedience, Conformity, Aggression and Relationships. Psychopathology, or mental illness, includes what is considered to be abnormal, eating behaviour and schizophrenia. We also look at research into paranormal experiences such as psychic mediumship, psychic healing and near-death experiences.

There are a lot of topics in Psychology, but one common element that underpins all of psychology is research (this is what makes us a science). We spend a lot of time looking at and evaluating the methods that psychologists have used to study human behaviour and there is also a statistics requirement in year two.

Psychology can be studied at sixth form. The course is all exam based where there are two examinations in year one and a further two examinations in year two. Students who join the course enjoy the topics and can apply their learning to the world around us.

Psychology can lead to a whole range of career options including Medicine, Psychiatry, Social Work, Teaching, Nursing, Clinical/Forensic/Educational Psychologist.

If you would like any further details please contact Miss Wagstaff.


Religious Education is about challenges. It challenges young people to think about the meaning and purpose of life; what belief about God means; to ask about right and wrong; to weigh up what it means to be human and reflect upon reality. Religious Education is about developing understanding and an informed personal response to religions, belief traditions and non-religious world views that offer answers to these questions. Religious Education aims to encourage a sense of identity, community and citizenship, as well as respect for all and sensitivity towards others. It can combat prejudice and can encourage understanding and empathy for those of different beliefs or faiths. Throughout the teaching of Religious education at Tarporley students encounter religious and non-religious ideas and have a chance to respond to these creatively and academically.


Students will develop their knowledge and understanding of beliefs and values of different religions, be able to consider the influence of these on individual lives and how these inform responses to moral issues. They will explore fundamental questions of life raised by religious and human experience, including questions about the meaning and purpose of life, developing skills relevant to the study of religion.



Students in Year 7 begin with reflection on big questions in life, and why RE is an important part of the curriculum. They go on to explore key Christian claims about the birth, life, death and resurrection of Jesus. In Year 8 students encounter the world faiths of Islam, Sikhism and Buddhism. In Year 9 students look at difficult issues and questions in RE, and what responses Christianity and other world religions provide to these.



There is an option to take a GCSE at KS4 in Religious Studies, but all students have RE as part of their timetable. In core RE, students reflect on issues of prejudice and discrimination, followed by introductions to philosophy and ethics.



Religious Studies is now offered as an A Level to students in Sixth Form. Students look at the Philosophy and Ethics sections of the paper, and consider arguments concerning the existence of God, and examine ethical theories on how we should live.

Exam Board
A Level – WJEC

At Tarporley the aim of the Science faculty is to provide students with a detailed knowledge and understanding of scientific theories and phenomena in the world around them. Students are given the opportunity to link practical experiences in lessons with scientific ideas.

The Science Faculty comprises a team of 9 teachers; 4 Biologists, 3 Chemists and 2 Physicists. There are seven well equipped laboratories, with excellent support services provided by 3 qualified technicians.
Examination results are very good with standards and achievements consistently above national expectations in GCSEs and A Levels.

Key Stage 3
At Key Stage 3 Science is delivered in a modular form for Years 7 and 8. In each year there are units in Biology, Chemistry, and Physics. These units are taught in rotation to give an even distribution to each discipline throughout the year. An individual teacher teaches all three disciplines in KS3.

In KS3 the classes are taught in mixed ability groups and there are 7 teaching periods per fortnight in years 7 and 6 lessons in Year 8. There is an equal focus in lessons on the teaching of knowledge and scientific skills.

Following curriculum redesign in 2010 Key Stage 3 was shortened to 2 years allowing students to begin Key Stage 4 studies at the start of Year 9

Key Stage 4
At Key Stage 4 students have the opportunity to follow either GCSE Combined Science (two GCSE’s) or the Separate Science GCSE’s in Biology, Chemistry and Physics.

GCSE Separate Sciences in Biology, Chemistry and Physics (3 GCSE’s)

In Science the most able students will be given the opportunity to study the Separate Science GCSE’s via an accelerated route. At the end of Year 11 students following this route will be awarded 3 separate GCSE’s: GCSE Biology, GCSE Chemistry and GCSE Physics.

GCSE Combined Science (2 GCSE’s)
GCSE Combined Science is the route followed by the majority of students through Key Stage 4 Science at Tarporley. Students are taught lessons in Biology, Chemistry and Physics but complete combined Science examination papers in the summer examination periods.


Advanced Level
It is hoped that the GCSE courses will fire pupils’ curiosity and they will want to progress onto A-Level courses in Science. At A Level we offer Biology, Chemistry and Physics following the AQA exam board specifications. All three subjects are amongst the most popular in the Sixth Form, with Biology regularly recruiting two groups. Students are very successful with a high uptake of students selecting to study Science courses at university. Many students progress to University degree courses in Medicine, Dentistry, and Veterinary Science.


A Level – Exam Board AQA

Sociology is an exciting discipline that enables you to take a fresh look at the way we live. The scope is broad, the perspectives challenging, and the insights thought-provoking. While the range of sociological interests is wide (e.g. gender, class, ethnicity, families, social change, health, morality, politics, religion, sport, work and leisure, technology, cyberspace and much more) the central focus remains the same: exploring, understanding, and explaining changes in behaviour and social relationships at different levels.

On one level, Sociology looks at the individual and how they make sense of society, and on another level, Sociology examines major social institutions such as the State and big processes such as population change and globalisation which impact on the individual.

Sociology is the systematic study of social life and can be effectively combined with other social science subjects, such as Economics, Geography, History, Media Studies, Philosophy and Psychology. Students who take sociology can go on to study the subject at degree level, and it is useful for a wide variety of careers in the public and private sectors.