In art pupils explore visual, tactile and other sensory experiences to communicate ideas and meanings. They work with traditional and new media, developing confidence, competence, imagination and creativity.

In art pupils reflect critically on their own and other people’s work, judging quality, value and meaning.

They learn to think and act as artists, craftspeople and designers, working creatively and intelligently. They develop an appreciation of art, craft and design, and its role in the creative and cultural industries that enrich their lives.

Through the course students develop a creative practical skills for communicating and expressing ideas, feelings and meanings in art and design. Investigative, analytical, experimental and interpretative capabilities, aesthetic understanding and critical skills. An understanding of codes and conventions of art, craft and design and awareness of the contexts in which they operate.Knowledge and understanding of art, craft and design in contemporary societies and in other times and cultures.

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Chemistry is the branch of Science concerned with the substances of which matter is composed, the investigation of their properties and reactions, and the use of such reactions to form new substances. Through the course students develop an understanding of the unifying patterns and themes of chemistry.

Key Subject Aims for those studying Chemistry are as follows.


  • Further develop an appreciation of the practical nature of chemistry and develop experimental and investigative skills based on correct and safe laboratory techniques.
  • Develop an appreciation of the importance to scientific methods of accurate experimental work and reporting.
  • Develop students’ ability to form hypotheses and design experiments to test them.
  • Develop a logical approach to problem-solving in a wider context.
  • Develop an understanding of the widespread importance of chemistry and the way materials are used in the world.
  • Are shown the work of the chemist has social, industrial, technological, environmental and economic consequences for the community.
  • Are prepared for more advanced courses in Chemistry or courses which require them to have knowledge of Chemistry.
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The IGCSE and IAL courses are designed to give students a sound understanding of Economics, and the ability to use knowledge, skills and understanding appropriately in the context of individual countries and the global economy.

Through the course students:

  • Develop an understanding of economic concepts and apply these concepts to real-life situations
  • Interpret and evaluate economic data in order to make reasoned arguments and informed judgements
  • Develop an awareness of economic change and its impact on developing and developed economies
  • Understand economic issues, problems and possible solutions that affect mixed economies
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Physics is the fundamental science concerned with the nature of matter and energy. Throughout the course provided at Kellett School, students systematically develop a solid body of knowledge covering the main areas of Physics.

Key subject aims in Physics are as follows.


  • learn about the unifying patterns and themes of Physics
  • acquire knowledge and understanding of physical facts, concepts and principles
  • appreciate the practical nature of Physics, developing experimental and investigative skills based on correct and safe laboratory techniques
  • appreciate the importance of accurate experimental work and reporting as scientific methods
  • develop a logical approach to problem solving in a wider context
  • evaluate, in terms of their scientific knowledge and understanding, the benefits and drawbacks of real-life applications of science, including their everyday, industrial and environmental aspects
  • select, organise and present information clearly and logically, using appropriate scientific terms and conventions
  • prepare for more advanced courses in Physics at higher education institutions and for other courses which require them to have a knowledge of Physics.
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Languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment.

Students learn to appreciate different countries, cultures, communities and people. By making comparisons, they gain insight into their own culture and society. The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure throughout the world.

Learning languages gives pupils opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity. They explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways. The development of communication skills together with understanding of the structure of language, lay the foundations for future study of other languages and support the development of literacy skills in a pupil’s own language.


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Computer Science

Computer Science was introduced to Kellett as a standalone subject in the 2018-19 academic year, and has since been growing in popularity. This subject allows students to gain an understanding in computing, coding and other computer based skills.

The AQA Computer Science AS/A-level syllabus is a linear course designed to be taken over two years of study, with 4 examined papers and a Non-Examined Assessment (NEA). The course is intended to encourage learners to develop an understanding of the fundamental principles of how computers and technology functions as well as how to create programs for computer systems. 

Learners will study topics including information representation, communication and Internet technologies, hardware, software development and relational database modelling. Studying AQA AS/A-level Computer Science will help learners develop a range of skills such as thinking creatively, analytically, logically and critically. These skills are aptly named computational thinking and are transferable to a wide range of subject areas and degree pathways. Students will learn how to use problem-solving alongside python programming to develop computer-based algorithms and applications. Students will also gain an appreciation of the legal, ethical and environmental issues that arise with current and emerging computing technologies. This course will help to prepare students for a future in which, inevitably, computers will play a substantial role.

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This is the science of life or living matter in all its forms and phenomena. Through the course students gain knowledge and understanding of biological facts, concepts and principles.

In studying Biology, the key aims are as follows.


  • learn about the unifying patterns and themes of biology
  • acquire knowledge and understanding of biological facts, concepts and principles and the skills needed to use them in new and changing situations
  • appreciate the practical nature of biology, developing experimental and investigative skills based on correct and safe laboratory techniques
  • appreciate the importance of accurate experimental work and reporting as scientific methods
  • sustain and develop an enjoyment of, and interest in, the study of living organisms
  • evaluate, in terms of their biological knowledge and understanding, the benefits and drawbacks of real-life applications of science, including their everyday, industrial and environmental aspects
  • select, organise and present information clearly and logically, using appropriate scientific terms and conventions
  • prepare for more advanced courses in biology and for other courses which require them to have knowledge of biology.
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Design and Technology

In design and technology pupils combine practical and technological skills with creative thinking to design and make products and systems that meet human needs.

Link to the new GCSE Specification

GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.

The GCSE allows students to study core, technical and designing & making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.

Why choose AQA for A-level Design and Technology:

This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers. Especially those in the creative Industries.

They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning into practice by producing prototypes of their choice.

Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers.

Link to the new specification

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In studying English, pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.

Literature in English is rich and influential. It reflects the experiences of people from many countries and times and contributes to our sense of cultural identity. Pupils learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts, gaining access to the pleasure and world of knowledge that reading offers.

Looking at the patterns, structures, origins and conventions of English helps pupils understand how language works. Using this understanding, pupils can choose and adapt what they say and write in different situations, as well as appreciate and interpret the choices made by other writers and speakers.

Students at all levels will be given regular next steps by their English teachers, which they will record on their Next Steps Sheets, on which they will be expected to demonstrate that they have worked at improving in these target areas. As well as helping them to improve in the subject area of English, this will help them to become reflective, independent learners.

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The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world.

Geography explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on pupils’ own experiences to investigate places at all scales, from the personal to the global.

Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future. Fieldwork is an essential element of this. Pupils learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information. Geography inspires pupils to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.

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Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful.

Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data.

Mathematics is important for pupils in many other areas of study, particularly Science and Technology. It is also important in everyday living, in many forms of employment, and in public decision-making. As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, or when hidden connections suddenly manifest.

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Media Studies

In Media Studies, students gain an understanding of the varied techniques used within media texts to appeal to their chosen audience. They can then apply this understanding through construction of their own products and designs.

Media Studies offers students and insight into one of the most influential industries in the world.  

Pupils will learn techniques and language that allow them to view influential Media texts in a way that a normal practitioner would not. It gives them an insight into the inner workings of products that capture the attention of billions, and offers them the core skills required to then produce their own mediums.

Students are able to employ both analytical and creative skill sets in this very unique subject. They will also be guided through the more technical aspects of Media production, providing them with the tools they require to enter into one of the fastest growing and evolving industries in the world.

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Music is a unique form of communication that can change the way pupils feel, think and act. Music forms part of an individual’s identity and positive interaction with music can develop pupils’ competence as learners and increase their self-esteem.

Music brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world.

Music education encourages active involvement in different forms of music-making, both individual and communal, helping to develop a sense of group identity and togetherness. Music can influence pupils’ development in and out of school by fostering personal development and maturity, creating a sense of achievement and self-worth, and increasing pupils’ ability to work with others in a group context.

Music learning develops pupils’ critical skills: their ability to listen, to appreciate a wide variety of music, and to make judgments about musical quality. It also increases self-discipline, creativity, aesthetic sensitivity and fulfillment.”

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Business Studies

Business Studies addresses a holistic overview of the study of business, and business decision-making.

Students explore the four main functional areas of business – Accounting and Finance, Human Resources, Marketing and Production – through investigations into well-known businesses and current business news stories. Practical activities also bring the subject to life.

The International GCSE Business Studies course is designed to give students a sound understanding of business and the ability to use knowledge, skills and understanding appropriately in the context of international markets and the United Kingdom.

During A-level, students are introduced to business through building knowledge of core concepts and applying them to business contexts. They develop a broad understanding of how businesses work, as well as learning how to take a more strategic view of business opportunities and issues. Students will use an enquiring, critical and thoughtful approach to the study of business, applying a range of perspectives and learning to challenge assumptions

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Drama education thoroughly embraces our whole school philosophy of ‘a love of learning and confidence for life’. Drama education ensures that students are provided with a safe environment to develop creative, expressive and evaluative skills essential for effective communication within the classroom and beyond.

It is the aim of the department to instill in all students an enjoyment of the subject and an understanding of its relevance to the world around them.

The Drama course is closely-linked to the National Curriculum and is dynamically styled towards our students’ needs. The three stages of dramatic inquiry: making, performing and responding allow students and opportunity to explore and experiment with skills, knowledge and understanding of Drama as a discrete body of knowledge with its own specific principles, techniques and vocabulary. Students are assessed on each unit of work and are marked using criteria that focuses on all three components of: making, performing and responding.

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Extended Project Qualification (EPQ)

The Extended Project is a rich and varied qualification which allows students to undertake research based projects in an area of choice.

Welcomed by universities for its emphasis on research, analysis and independent learning, the qualification is recognised as a gateway into the skills required for success in Higher Education and the world of work.

Learners begin by working out which area they are most interested in pursuing: Dissertation, Performance, Artefact or Investigation. There is no limit to what the students can pursue, resulting in an intellectual freedom and passion for their chosen topic.

Having finalized a project title with their given mentor, the students then undertake extensive research in that area. Following this, they move into the development and planning stage before ‘realising’ the project outcome. The final stage is one of reflection where the students write an evaluation of the process and perform an oral presentation to peers and teachers. Throughout the project, students keep a detailed Activity Log which is highly reflective of the project management process.

The bulk of the project is completed independently, although students are allocated a mentor who will guide them through the process. Students will also receive instruction in research, project management and presentation skills.

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History fires pupils' curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past.

History helps pupils develop their own identities through an understanding of history at personal, local, national and international levels. It helps them to ask and answer questions of the present by engaging with the past.

Pupils find out about the history of their community, Britain, Europe and the world. They develop a chronological overview that enables them to make connections within and across different periods and societies. They investigate Britain's relationships with the wider world, and relate past events to the present day.

As they develop their understanding of the nature of historical study, pupils ask and answer important questions, evaluate evidence, identify and analyse different interpretations of the past, and learn to substantiate any arguments and judgments they make. They appreciate why they are learning what they are learning and can debate its significance.

History prepares pupils for the future, equipping them with knowledge and skills that are prized in adult life, enhancing employability and developing an ability to take part in a democratic society. It encourages mutual understanding of the historic origins of our ethnic and cultural diversity, and helps pupils become confident and questioning individuals.

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Physical Education

Physical Education develops pupils’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school.

A high-quality PE curriculum enables all pupils to enjoy and succeed in many kinds of physical activity.

Physical education and sports are an integral part of student life at Kellett.

We believe these areas are a core element of a balanced education, and so they are delivered through both the curriculum and extra-curricular activities. Our aim is to provide opportunity and encourage participation and sportsmanship, whilst promoting a healthy and active lifestyle.

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Psychology is the study of the human mind and behaviour in all its complexity, and Kellett will be teaching the demanding subject in the Sixth Form from August 2020. The subject will come under the auspices of the Science Department.

Studying Psychology at A-level is an excellent way to gain a greater understanding of people. The course will offer an introduction to core areas of the discipline, including social psychology which focuses on the social interactions we have with people and cognitive psychology which examines how we perceive and interpret the world around us. Over the course, students will research and analyse fascinating subjects from schizophrenia to stress. 


The study of Science fires students' curiosity about phenomena in the world around them and offers opportunities to find explanations. It engages learners at many levels, linking direct practical experience with scientific ideas.

For our Year 7 & 8 students, this is an accelerated course broadly based upon the traditional UK National Curriculum, intended to prepare Kellett students to start the IGCSE course one year early in Year 9. Kellett staff designed this course to fit the international context in which we operate, adapted to the needs of our learners and adjusted in terms of content to best prepare Kellett students for the triple Science course that all students will be examined upon in Year 11.

The Science curriculum is supported by the Scientifica series of resources published by Nelson Thornes. The students complete 12 units of work, four in each discipline over the two years. A strong emphasis is placed on scientific investigation and skills progression. Cross-curricula links are explored throughout the course as well as links between learning in school and the real world. Final assessment of student achievement is carried out at the end of Year 8 using traditional style exam papers.

Science is a subject that is underpinned by a range of 21st Century skills – as such our students have many opportunities during their time with us to develop practical mathematical skills; technological literacies and organisational abilities, in addition to problem solving, critical thinking and group work.

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Grades A* - A I/GCSE Results


A levels Results Grades A* - A


A*/ A early entry Maths I/GCSE


Students who achieved 3 or more A*/A at A level


A* Grades at A level