Senior Academic – Years 7 to 11

The move to Senior School can be both exciting and daunting. At the heart of a smooth and successful transition is ensuring a child feels confident, secure and happy in their new environment and alongside those whom they learn each day. In every child we aim to develop a spirit of curiosity, a sense of self worth and the highest standards of behaviour, whilst supporting them in fulfilling their potential.

As well as a strong emphasis on the core subjects of English, Mathematics and Science we consider languages to be important, and so offer French and Spanish within our core timetable. Creativity abounds in our Art, Music and Drama programmes, and History and Geography lessons teach pupils about our world, both past and present.

Computing offers exciting possibilities to understand and control new technologies. Physical Education and Games encourage health and fitness, as well as providing opportunities to acquire and develop skills and attitudes to individual endeavour and teamwork. Add to the mix the moral and ethical dimensions discussed in PSHE and Religious Education and you have an academic programme that is broad and balanced, enjoyable and intellectually demanding. In Year 9, Business and Electronics are introduced to ensure that pupils experience all of our GCSE subjects before choosing which subjects they wish to study further. EAL is offered as a specialist subject throughout Senior School.

Detailed and accurate tracking and monitoring is underpinned by our use of the Cambridge CEM assessments programme, with pupils taking MIDYIS tests in year 7, YELLIS tests in Year 10 and ALIS tests in year 12. These tests measure developed ability – students’ underlying learning potential – rather than achievement based on the curriculum, and so form an excellent way to identify the learning profile of the pupil. Based on this, and our own knowledge of the pupil, we can produce strategies to build on strengths and target areas that may need extra support.

Our aim is to ensure that every pupil fulfils his or her academic potential, and so academic progress is measured and tracked by regular progress checks, the results of which are reported to parents.

Art & Design

Students working together to make a sculpture
Art & Design

The Art Department at Tettenhall College is a rich and diverse place, delivering a wide range of practical activities which encourage students to follow their creative talents and broaden their knowledge and understanding of Art and Design. Achieving a qualification in Art and Design would allow any student the opportunity to progress onto a university or apprenticeship course, or even directly into the workplace. Art and Design can lead to a broad range of specialisms, including architecture, game design, graphic design, product design, engineering, interior design, fashion and costume, transport, photography work, sustainable art and museum or conservation work.

Year 7 – 9 Curriculum Outline

Our focus in Year 7 is to embed core skills focusing around the formal elements. As we move further up the school, the skills instilled in Year 7 become the foundation that we use to build upon, encouraging experimentation and developing creative independence. Students will access a wide variety of materials, techniques and processes. Students enjoy working with clay, as we have onsite kiln facilities, along with textiles, print and the more traditional drawing and painting. We also undertake some digital art classes though the use of Photoshop. To fully embrace each discipline; themed projects are pursued, each usually lasting a term.

GCSE Curriculum Outline

GCSE Year 10 & 11 Art & Design (AQA)

This is a broad course exploring practical and critical/contextual work through a range of 2D and/or 3D processes and new media and technologies. It is an unendorsed course where candidates can work in appropriate art, craft and design materials and processes.

How is the course structured?

Unit 1: Portfolio of Work – Coursework 60%

Students produce a portfolio of work based on a theme decided by their teacher. They explore this topic through a wide range of different techniques and processes, including drawing, painting, printmaking, textiles, photography and ceramics. Students must also explore the work of artist, designers and craftspeople and include this research within the portfolio.

Work selected for the portfolio should be presented in an appropriate format and could include: mounted studies, sketchbooks, visual diaries, journals, design sheets, design proposals, models, maquettes, prototypes, storyboards, video, photographic or digital presentations, records of transient and site-specific installations.

Unit 2 : Externally Set Assignment 40%

Unit 2 is an externally set assignment that will consist of 30 hours supervised preparation, followed by a 10-hour timed exam in which a final piece is produced, and worth 40%. The theme for this project is set by AQA.

The department is very well supervised and has an open door policy. After hours pupils are always given lots of extra time and support, the facilities are very well used during lunch breaks and after school. We also take the students out on trips and visits to galleries and museums. When possible we have artist come into school to conduct workshops. We actively take part in competitions and have a good record of success in this area.

Enrichment Opportunities / Field Trips 

The department is very well supervised and has an open door policy. After hours pupils are always given lots of extra time and support, the facilities are very well used during lunch breaks and after school. We also take the students out on trips and visits to galleries and museums. When possible we have artist come into school to conduct workshops. We actively take part in competitions and have a good record of success in this area.



Business is an excellent subject to study as a foundation for a range of careers. Most careers will include coverage of human resource management, financial control, marketing and operations and, as these are the fundamentals for business study, it is a truly worthwhile subject to study. You will develop a range of transferable skills including communication (presenting ideas) and written work, teamwork, research skills, IT skills, as well as the more academic skills of analysis and evaluating.

Typically, a pupil may be asked to evaluate a range of options or strategies open to a business and they will need to weigh up the advantages and disadvantages for each option to arrive at a justified decision or judgement. These are all invaluable life skills.

Studying business may lead into a range of careers including marketing, media and/or advertising, banking/merchant banking, accountancy/auditing, human resource management/recruitment, economist in private or public sector, land management, law, stockbroking, corporate public relations and even teaching!

Year 7 – 9 Curriculum Outline

During Key Stage 3, pupils learn about the four main functions of business to include human resource management, finance, operations (production) and marketing. The course has been prepared internally and is aimed to provide an introduction into what will be studied at GCSE. The priority is to make lessons fun and engaging, whilst at the same time preparing the pupils for higher-level study should they choose to take GCSE business.

GCSE Curriculum Outline

In Year 10, pupils will learn:

  • Role of business and business planning
  • Business aims and objectives
  • Business ownership
  • Stakeholders
  • Business growth
  • Human resource management
  • Marketing
  • Revenue, costs, profit and loss

In Year 11, pupils will learn:

  • Sales process and customer service
  • Consumer Law
  • Business location
  • Working with suppliers
  • Ethical and environmental considerations
  • Economic climate
  • Interdependence of business
  • Sources of finance
  • Revenue, costs, profit and loss
  • Break-even
  • Cash and cash flow
  • Globalisation
  • External assessment of the GCSE is by two papers as follows:

Business 1 – Business activity, marketing and people

Business 2 – Operations, finance and influences on business

Enrichment Opportunities / Field Trips

The department has traditionally arranged an overseas Sixth-form overseas trip to view a range of businesses operations. Previous destinations have included Berlin, Prague, Barcelona, Budapest and Brussels. These trips have appealed to both business and economics students who have gained from seeing how businesses and economies operate in reality.

Key Stage 4 trips to Chester Zoo ( for marketing and human resource management) and Jaguar Land Rover in Solihull to view the production facilities.

Computer Science

Computer Science

Computer Science is an engaging and practical subject that encourages creativity and problem solving skills. It enables pupils to develop their understanding and application of the core concepts in computing. Pupils will learn how to analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs.

Year 7 – 9 Curriculum Outline

All pupils are required to study Computer Science at Key Stage 3. At Key Stage 3, students will learn about e-safety, computational thinking and coding using user-friendly packages such as Scratch and how to use flowcharts to make real-life computer simulations work. They will learn to program in Python, giving them a foundation for GCSE controlled assessment. They will also learn about the theoretical aspects of computing as an introduction to Component 1 – Computer Systems in their KS4 studies.

GCSE Curriculum Outline

What will pupils be studying?

The content has been designed not only to allow for a solid basis of understanding Computer Science elements but to engage learners and get them thinking about real world applications.

Computer scientists have an almost unparalleled opportunity to pursue careers in science, computing and mathematics, with the skills that the increasingly systems-driven world is crying out for. Computer scientists are in great demand – recent research suggests that computing has the greatest potential employment demand over the next few years. Pupils with qualifications at GCSE and A Level are highly in demand by UK universities.

GCSE Computer Science will encourage learners to:

  • Understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation.
  • Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs.
  • Think creatively, innovatively, analytically, logically and critically.
  • Understand the components that make up digital systems, and how they communicate with one another and with other systems.
  • Understand the impacts of digital technology to the individual and to wider society.
  • Apply mathematical skills relevant to Computer Science.

Component 1: Computer Systems

  • Systems Architecture
  • Memory
  • Storage
  • Wired and wireless networks
  • Network topologies, protocols and layers
  • System security
  • System software
  • Ethical, legal, cultural and environmental concerns

Component 2: Computer Systems

  • Algorithms *
  • Programming techniques
  • Producing robust programs
  • Computational logic
  • Translators and facilities of languages
  • Data representation

Component 3: Programming Project

  • Programming techniques
  • Analysis
  • Design
  • Development
  • Testing and evaluation and conclusions

Enrichment Opportunities / Field Trips

The department will be exploring opportunities beyond the classroom to give further exposure to our pupils such as a visit to The National Museum of Computing.

The museum runs a highly successful learning programme for schools and colleges and promotes introductions to computer coding amongst young people, especially females, to inspire the next generation of computer scientists and engineers.



The study of  drama enables pupils to develop a wide range of essential transferrable skills such as independence, time-management, confidence, communication, problem- solving, planning, organisation, critical thinking, analysis and evaluation. Studying this subject will enable you to become an effective decision-maker, researcher, leader and team player. In essence, you will develop a range of invaluable life skills beneficial to your continuing education and any future employment.

Thanks to the numerous practical, teamwork and theoretical skills developed by Drama the career paths available are great and varied. Former pupils have gone on to enjoy successful careers in various aspects of professional theatre including acting, directing, scriptwriting, stage management, lighting, make-up and hair design as well as in business management, law, human resources, teaching, journalism, advertising and media.

Year 7 – 9 Curriculum Outline

Drama at Key Stage 3 enables pupils to explore, develop and express ideas and concepts which will help them make sense of reality. As a life skill and a creative art form, Drama helps pupils develop their ability to use voice, movement, gesture and facial expression, in acting, mime, dance drama and improvisation. During the course of these three years, pupils learn how to express and manage their thoughts and feelings – shared and experienced – while working in a safe and controlled environment. The development of these skills encourages self-confidence and self-awareness. It promotes the development of the individual in a group context: roles and ideas are negotiated, problems solved and decisions made together. Lessons are entirely practical and pupils will focus on a range of skills including devising, directing, performing and evaluation.

GCSE Curriculum Outline

GCSE drama is a highly practical, engaging and creative course. It provides pupils with the opportunity to analyse live theatre performances, explore drama as a practical art form, and to work independently to create both scripted and devised drama performances. Pupils will learn the theory behind the practice of creating drama and will apply this theory to their own devising and performing. In addition to performing, devising and directing, pupils are able to present design skills for assessment.

Component 1: Devising Drama

Students explore a stimulus provided by the exam board. They will work in groups to create their own devised drama based on their exploration. In addition to the performance, students will be marked on an accompanying portfolio with evidence of the process and decisions made whilst creating and developing their performance.

Students can work as either performers or designers for this task.

Component 2: Presenting and Performing Texts

Students explore a text and perform two scenes to a Visiting Examiner.

Students can work as either performers or designers completing a written portfolio and a final performance showcase demonstrating their chosen skills in a live performance. Students will perform in or design for two performances from one text. The accompanying document will outline their intentions for and approach to the performance showcase.

Component 3: Performance and Response – Examination

Pupils study one performance text for written examination.

Section A of the examination will contain questions on the selected text. These questions assess students’ knowledge and understanding of how drama is developed and performed.

In Section B, students will be required to analyse and evaluate a live theatre performance they have seen using accurate subject-specific terminology.

Enrichment Opportunities / Field Trips

English and Drama – regular theatre visits

Annual School play

House Performing Arts Competition

Annual Musical

Drama club

Industry masterclasses

Stage Make-up



Improving your level of English will not only be useful in itself, but also allows pupils to understand all of their subjects to a higher level.

Year 7 – 8 Curriculum Outline

EAL lessons take place in lieu of Modern Foreign Languages, where this is appropriate. All pupils are assessed on arrival, using the Common European Framework of Reference for language learning (CEFR) and work at a level appropriate for them. Pupils in year 7 and 8 primarily work on developing spoken communication, as well as broadening their range of grammar and vocabulary to support life and study at school

We prepare pupils in years 7 and 8 for the Trinity College London Graded Examinations in Spoken English (GESE)


Trinity’s Graded Examinations in Spoken English provide a reliable and valid scheme of assessment through which learners and teachers can measure progress and development, whether for educational and vocational purposes or as a leisure activity.


This series of progressively graded exams is designed for speakers of languages other than English and sets realistic objectives in listening to and speaking with English speakers. The 12 grades provide a continuous measure of linguistic competence and take the learner from absolute beginner (Grade 1) to full mastery (Grade 12).

A major benefit of a graded exam system is that it provides a motivational tool with which to encourage learners to develop and progress by acknowledging small steps. All learners make progress at different rates, and a graded system ensures that at every stage of their development there is an opportunity for them to mark that progress. There is a Graded Examination in Spoken English appropriate to all learners, whatever their level of ability in communicating in English. Pupils in years 7 to 8 at Tettenhall College usually prepare for examinations at the Elementary or Lower Intermediate stage (Grades 4-6, CEFR level A2-B1).

Year 9-11 & IGCSE Curriculum Outline

All pupils at Key Stage 4 are assessed on arrival, using the Common European Framework of Reference for language learning (CEFR) and work at a level appropriate for them. We prepare pupils in years 9-11 for the Trinity College London Integrated Skills in English (ISE) examinations, at CEFR levels A2-C1, as appropriate . Classes focus on developing their reading, writing, speaking and listening skills, as well as grammar, vocabulary and exam practice. Where appropriate, some Year 11 pupils also sit the Edexcel IGCSE in ESL. We aim for all Key Stage 4 pupils to progress at least one level in their language skills during a two-year period.

Trinity College London Integrated Skills in English (ISE) Examinations

An ISE qualification provides valuable evidence of pupils’ ability to communicate effectively in English.

Preparing for Trinity’s Integrated Skills in English (ISE) exams helps them develop the English language communication skills they need for the  future. The exams are also relevant for college, university and for employability purposes



Year – 9 Curriculum Outline

Electronics starts in year 9 with an introduction to components and circuits. During the year the pupils will learn the design and manufacture of circuit boards and learn how to drill; then solder components on to Printed Circuit Boards.

GCSE Curriculum Outline

The course introduces both analogue and digital electronics and gives details of how complex systems can be made from basic components. Each pupil will be required to manufacture a system that will solve a real life situation as part of their assessment.

Enrichment Opportunities/Field Trips

Trips to universities to take part in electronics events are often arranged.



At Tettenhall College, English lessons are designed to help learners explore communication, culture and creativity, to develop independent and critical thinking and to engage with the richness of our language and literary heritage.

In addition to developing the skills to read fluently and write effectively and accurately, pupils will engage with a wide variety of high-quality texts both literary and non-fiction, across a range of genres. They will develop the skills to analyse critically, synthesise and evaluate ideas and to structure convincing and detailed arguments.

Pupils will also develop a confident control of spoken Standard English and become skilled in the art of discussion, debate, independent thinking and evaluation.

In English lessons, pupils will develop a range of highly transferable key skills – skills that are vital to any further programme of study or field of work.

A Level English Literature is a very good passport to a number of different occupations, including journalism, law, managerial positions, advertising and media, performing arts and teaching, as well as to Higher and Further Education.

Year 7 – 9 Curriculum Outline

The key stage 3 English curriculum aims to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and developing their love of literature through widespread reading for enjoyment. Throughout the key stage pupils develop skills in the main key areas of reading, writing, speaking and listening.


Pupils will develop the habit of reading widely and often, for both pleasure and information and learn how to read easily, fluently and with good understanding, while gaining an appreciation of our rich and varied literary heritage. They will acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.


Pupils will learn how to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.

Speaking and Listening

Pupils will become competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. They will confidently use discussion in order to learn and will develop key communication skills enabling them to elaborate and explain clearly their understanding and ideas.

GCSE Curriculum Outline

GCSE English Language enables pupils to explore communication, culture and creativity, to develop independent and critical thinking skills, and to engage with the richness of our language and literary heritage. Students are encouraged to read high-quality texts across a range of familiar genres and styles, to support them in acquiring a love of reading. They are also given the opportunity to experiment with their own writing in a range of contexts and styles.

English Language examination preparation

Pupils will develop their comprehension, language analysis, critical reading and comparative analysis skills. They will explore strategies for approaching extracts from unseen prose fiction. They will build on and extend existing creative writing skills and develop their ability to write for different audiences and purposes.

GCSE English Literature develops pupils’ ability to engage critically with and explore a variety of texts across the major genres, including modern texts and texts from different cultures, as well as classic literature. Underpinned by a ‘skills-based approach’, the emphasis is on building pupils’ confidence in developing and articulating a fresh, individual response to texts that is supported and justified.

English Literature examination preparation

Pupils will study range of literary texts including modern prose or drama, 19th century prose, themed poetry and Shakespeare.



Geography will help you develop your communication and teamwork skills, as you will often work on group projects. You will also develop your research and analysis skills across areas such as lab-work, fieldwork and in IT, developing critical skills for collecting and identifying patterns in data.

Employers value the mix of technical and social skills developed from studying geography, which they see as highly transferable, useful for a whole range of jobs.

Geography is applicable to any kind of career that involves the environment, planning, or collecting and interpreting data. Popular careers for people with geography qualifications include: town or transport planning, surveying, conservation, sustainability, waste and water management, environmental planning, tourism, and weather forecasting.

Geography is a subject that really compliments other subjects. Our pupils go on to take a variety of courses at university and enter a wide range of careers such as Law, Journalism, Teaching, Languages, Dentistry, Business, Design, Engineering, Earth Science, Art, Sculpture and Geography.

Year 7 – 9 Curriculum Outline

During Key Stage 3 pupils cover a range of topics which will engage and stretch them and provide an opportunity to learn about our amazing world. We aim to promote curious and inspired minds. The geography team encourages the pupils to get involved in project work and use the ICT resources to develop their independent learning skills.

In Year 7, the topics pupils cover include: What is geography? Map skills, settlement and the United Kingdom. They also study weather and climate in the context of the UK. Through these topics, pupils will develop key geographical skills and broaden their understanding of a range of human and physical issues.

In Year 8, pupils start with rivers, resources and the environment, industry and finally population.

In Year 9, pupils learn new skills and develop an enquiring mind. They will study earthquakes and volcanoes, development, ecosystems and Japan.

GCSE Curriculum Outline

Pupils will be studying a range of topics from both the Human and Physical sides of Geography. Pupils will also have the opportunity to take part in exciting fieldtrips in preparation for their exams. Pupils have 3 lessons of Geography per week.

Enrichment Opportunities / Field Trips

The Geography department organises a series of field trips, both in the UK and further afield, for Geography pupils which seek to enrich and extend their understanding of the geographical diversity around us.

There are day-trips to places such as Cardingmill Valley and a trip to Shrewsbury to explore the issues of flooding.

For our KS3 pupils, we organise trips to Naples, visiting many geographical locations including climbing Mt Vesuvius, exploring the ruins of Pompeii and Herculaneum and taking a tour of the scenic Amalfi coast.

All pupils are also given the opportunity to attend our bi-annual trip to the West Coast of America. Spectacular canyons, volcanic activity, diverse ecosystems, dynamic rivers and sprawling coastal urbanisation allow pupils to see geography in action.

For our Sixth Form pupils, there are trips to the Norfolk coastline to examine the impacts of coastal erosion and to Birmingham to examine the impacts of regeneration.



It is difficult to escape the importance of History in shaping and affecting our modern world. We are living with the consequences of the past every day. Employers and Universities rate History as a very worthwhile subject of study. Universities and Employers appreciate that students of History have developed a number of skills that can be applied to any situation.

History is an interesting and enjoyable way to develop analytical and communication skills. History is a suitable background for a wide range of careers including Advertising, Archaeology, Historian, Journalism, Legal, Marketing, Media, Professional, Police, Politics, Research, and Teaching. Some of our pupils plan to study sciences, particularly medicine, at university and opt for History as they recognise the importance of being able to prepare good essays at degree level. Staff and pupils work hard to achieve consistently great results, and many of our students have gone on to study History at highly reputable universities.

Year 7 – 9 Curriculum Outline

Pupils in year 7 learn about the key turning points of medieval history. The topics that they will explore are England pre-1066, followed by the Norman invasion and Battle of Hastings. Pupils will then investigate Norman England, the murder of Thomas Becket, the Black Death and the Crusades.

Pupils in year 8 learn about the late Middle Ages and Early Modern periods. The topics they will explore are the Tudors, the Stuarts and the Victorian age. Within the Victorian module pupils will conduct an in depth study into the slave trade.

Pupils in year 9 learn about the Twentieth Century. The main areas of exploration are pre-World War One, World War One, the Interwar Years, World War Two, the Cold War and the Age of Terror- post 2001.

GCSE Curriculum Outline

The focus of the period study is on the unfolding narrative of international relations from 1918–2001. Learners will study the substantial developments and issues associated with this period, in order to understand the forces and events which shaped the 20th and early 21st century world and how these forces and events have come to shape our world. Learners will also study the ways in which some of the developments have been interpreted differently by different historians or others (including popular interpretations) and also how and why these interpretations have sometimes changed over time. The depth study focuses on the relationship between the German people and the Nazi regime that ruled Germany from 1933–1945. The depth study ranges from 1925–1955 in order to provide the context for the Nazi period in Germany.

Topic 2 overview

This British thematic study focuses on the relationship between war and society over a long period of British history, c790 to c.2010. This includes a broad sweep of time, which covers the impact of different types of warfare (including defence from invasion, conquest and civil war). Covering 1000 years, the thematic study is a different type of historical practice from the depth studies and even the period Study.

Pupils will study:

Attitudes and responses to war – the sections in the study are designed to examine the ways in which civilians and military personnel react to different wars and how this might change in the course of a war.

Impacts of war on people – the different conflicts covered in the study have been chosen to illustrate the different ways in which wars impact on populations, both military and civilian (or in the earlier in the periods, the aristocracy where military or civilian status was blurred).

Impacts of war on the relationship between governments and people – the range of conflicts here demonstrates some of the ways in which wars can unite and also divide people and their governments.

Unit 3 overview

This depth study focuses on the main political and religious developments in Britain from 1629–1660. The aim is to give learners the opportunity to study in depth a period of fundamental significance in British history.

Pupils will study:

The political and religious tensions which led to war, divisions within Parliament, the changing relationship between parliament and key individuals and groups and finally the nature and extent of political and religious change in the period.

Enrichment Opportunities / Field Trips

There are many trips and opportunities that pupils will gain whilst studying history.

Year 7 – Stokesay Castle Iron Bridge

Year 8 – Harvington Hall Liverpool docks

Year 9  National Holocaust centre

Key Stage 3 often have the opportunity to a residential trip In the past pupils have travelled to France and Belgium to visit the WWI battlefields. They have also been to Italy to explore Pompeii and the surrounding area.

GCSE pupils have the chance to visit the Cosford Cold War Museum, a local castle – normally Kenilworth and a local English civil war attraction.



Mathematics is the science of logic of shape, quantity and arrangement; it helps us to understand the world around us, in everything we do. Mathematics is fundamental for everything in our daily lives, including mobile devices, architecture, art, money, engineering and even sports.

Mathematicians seek and use patterns to formulate conjectures and then endeavour to resolve truth or falsehood of these conjectures by mathematical proof. Mathematical reasoning can provide insight or predictions about nature and, often, abstract mathematical structures can be used as good models of real phenomena.

Mathematics is applicable to any kind of career that involves the environment, planning, or collecting and interpreting data. Popular careers for people with mathematics qualifications include: cryptographer, engineer, accountant, teacher, scientist, statistician, economist, architect, computer scientist, programmer, stockbroker.

Year 7 – 9 Curriculum Outline

During KS3 pupils will be challenged and stretched by consolidating skills learnt for KS2 mathematics but also interweaving new content. The level of challenge increases across the key stage, but topics of interest will be explored to a deeper level. Our pupils are encouraged to think deeply about the structure of the mathematics to achieve a more sophisticated understanding of what they are doing.

In Year 7, the topics that pupils cover include: analysing and displaying data, number skills, equations, functions and formulae, fractions, angles and shapes, decimals, multiplicative reasoning, perimeter, area and volume, sequences and graphs.

In Year 8, the topics that pupils cover include: factors and powers, working with powers, 2D shapes and 3D solids (including circles and Pythagoras’ theorem), real-life graphs, transformations, fractions, decimals and percentages, constructions and loci, probability, scale drawings and measurements, graphs.

In Year 9, the topics that pupils cover include: powers and roots, quadratics, inequalities, equations and formulae, collecting and analysing data, multiplicative reasoning, non-linear graphs, accuracy and measures, graphical solutions, trigonometry, mathematical reasoning.

GCSE Curriculum Outline

Pupils will be studying a range of topics that advance their learning from KS3. Pupils will have 4 hours of mathematics each week and will be set prep regularly. The course is divided into 19 units to cover all content from grade 9-1.

GCSE Specification

Year 10 • Unit 1: Number – including: arithmetic, HCF and LCM, fractional and negative indices, standard form and surds • Unit 2: Algebra – including: expanding and factorising, equations, formulae and sequences • Unit 3: Interpreting and representing data • Unit 4: Fractions, ratio and percentages • Unit 5: Angles and trigonometry • Unit 6: Graphs • Unit 7: Area and volume • Unit 8: Transformation and constructions • Unit 9: Equations and inequalities • Unit 10: Probability • Unit 11: Multiplicative reasoning • Unit 12: Similarity and congruence • Unit 13: More trigonometry • Unit 14: Further statistics • Unit 15: Equations and graphs

Year 11 • Unit 16: Circle Theorems • Unit 17: More algebra • Unit 18: Vectors and geometric proof • Unit 19 Proportion

Enrichment Opportunities / Field Trips

UMKT Maths Challenge

Pupils are encouraged to enter the UKMT individual Maths challenges. There are three levels of difficulty: senior challenge for Year 13 or below, intermediate challenge for Year 10 or below and junior challenge for Year 8 or below. Historically, pupils at Tettenhall College have achieved well and obtained scores that put them in the top 10% of the country. Some of our pupils have been invited to more difficult challenges.

The UMKT also offer team challenges and pupils can join a team of four elite mathematicians to challenge local schools. These competitions are offered for Year 13 or below and Year 8 or below.

National Cipher Challenge

During our extended day activity on a Friday, pupils can opt to join a team of codebreakers in a competition against other teams across the country. The National Cipher Challenge is organised by the University of Southampton School of Mathematics annually and challenges pupils to think both logically and laterally around an exciting branch of applied mathematics. Pupils learn how to break ciphers such as Caesar ciphers, transposition ciphers and even the infamous Vigenère cipher!



A high-level musician will have the edge, whether for university applications, career interviews or as part of future employment. Studying music develops initiative, application, teamwork, creativity and confidence. Jobs are becoming more and more creative and music is a part of many industries. Indeed, it is one of the biggest industries, whether as a recording musician, live performer, arranger, composer, sound engineer, DJ/producer, critic/music journalist and many more fields, including education.

Year 7 – 9 Curriculum Outline

A practical curriculum that engages pupils with performance, composition and listening skills. Pupils enjoy a wide range of experiences from building confidence in solo keyboard performance, to playing rhythmically as part of a group and singing as a group too.  A wide range of musical styles are explored including World Fusions, Baroque Music and Film/Game Music. Increasing opportunities are being given for pupils to work with music technology.  Pupils are given chances to perform outside of the classroom and this is actively encouraged.  Pupils are also encouraged to bring their own instruments and have the opportunity to take individual lessons on an instrument or voice through our Music School programme.

GCSE Curriculum Outline

An engaging curriculum that incorporates solo and ensemble performing, composition and the appraising of set works ranging from the music of Beethoven, Queen and the film music of John Williams. Pupils will use their own instrumental or vocal skills in progressing their performance work. The composition portfolio is designed to foster creativity and extend existing skills.  Many opportunities to create their own music using technology are given and opportunities to perform in class and in public are available throughout the year.

Enrichment Opportunities / Field Trips

Musical opportunities at Tettenhall College are varied, rich and plentiful and all pupils are encouraged to get involved.  This term pupils have enjoyed exciting opportunities to sing and perform rock, pop and gospel music with the Senior School Choir and Prep School Choir, in addition to participating together with the whole school in the House-Singing Competition.  Instrumentalists can be part of our vibrant Jazz Band, Rock/Pop Project or can have the space to form their own bands in the Music department.  Musical opportunities are inclusive and pupils have taken part in concerts both in school and out in the wider community.  Over a quarter of the school currently take weekly individual lessons in one of 12 different instruments offered as part of our Music School programme.
Pupils studying Music also enjoy visits to concerts at the Symphony Hall Birmingham, St Martins in the Fields in London, Theatre visits and workshops by visiting musicians.  The Choirs take part annually in the nationwide Music For Youth Festival and performance tours to mainland Europe are planned every other year, with a trip to Eurodisney planned for 2020.



The MFL department strives to ensure that language learning is a positive, fulfilling and enriching experience for all pupils. Our MFL specialists deliver French and Spanish lessons to pupils from Year 1 right up to Year 13. Our curriculum enables pupils to develop skills and linguistic competence within a range of common topic areas and to develop a lifelong love of languages.

Students with languages qualifications have a vast array of career opportunities open to them, ranging from work with well-known multinational companies to international organisations or charities. There are exciting opportunities – often involving travel abroad- in sectors such as finance/ banking, sales, manufacturing, community/social services, research/medicine, and transport/communication.

Studying a Modern Foreign Language opens doors to exciting careers in areas such as:

  • International relations
  • Media and journalism
  • The civil service and international agencies and embassies
  • International law
  • Interpreting and translating
  • International business management
  • The armed forces

The importance of languages cannot be downplayed in the current climate of extreme competition for university places and jobs. The modern of foreign languages teachers at TC strive to inspire our pupils to be enthusiastic, resilient and passionate linguists. To this end we offer an annual trip to a French or Spanish-speaking country, enabling and encouraging our Year 7 and Year 8 language-learners to fully immerse themselves in the languages and cultures being studied. We are proud of all 32 pupils who joined us on this year’s Spanish language tour to Madrid as they consistently demonstrated the positive, open-minded attitude, the eagerness to communicate and the fearless ‘give it a go’ approach that are the hallmark of successful linguists.

Please find write ups from our most recent overseas trip, Madrid 2019, from some of the pupils, by clicking this link.

Year 7 – 9 Curriculum Outline

MFL Lessons prepare pupils effectively for communicating successfully with speakers of French and Spanish. We aim throughout the year 7-9 curriculum to begin key preparation for the rigorous GCSE exams, both in terms of content (extended and more challenging curriculum, with a focus on spontaneous speech in the target language) and developing exam skills.  We follow an EPI (Extensice Processing Instruction) approach, as set out by Dr Gianfranco Conti, in all of our KS2 and KS3 lessons, making full use of sentence builders and knowledge organisersActivities such as transcribing audio, translating texts, participating in roleplays and discussing photo cards are all included in the GCSE exam and therefore incorporated into our KS3 curriculum.

French:  Students follow a scheme of work that is based around the “Dynamo” and “Studio” coursebooks.  Topics studied include “Myself and My Family”; “School Life” and “My Home Area”; “Holidays”; “Sports and Leisure”; “Technology”; “Jobs and Ambitions for the Future”.

Spanish:  Students follow a scheme of work that is based around the Pearson “Viva” course.  Topics studied include “My Life”; “My Free Time”; “My School”; “My City”; “My Holidays”; “TV and Media” and “Let’s Eat”.

GCSE Curriculum Outline


What will pupils be studying?

The AQA GCSE specification for French and Spanish is a linear two-year course with no controlled assessment.  The course aims to stimulate pupils’ cultural knowledge whilst developing their language skills, giving them the confidence to be able to communicate in a variety of contexts.

Teaching is organised around topics and the fours skills of listening, speaking, reading and writing. The topics to be studied are: “Me, my family and friends”, “Home, town, neighbourhood and region”, “my studies”, “Free time activities”, “Healthy eating”, “Life at school”, “Customs and festivals”, “Travel and tourism”, “Education post-16″, “Marriage and partnership”, “Technology in everyday life”, “Social media”, “Global issues”, “The environment”, “Poverty / homelessness” and “Jobs, career choices and ambition”.

How do pupils learn?

Pupils will develop their linguistic skills by means of a focus on listening and responding to different types of language, communicating in speech for a variety of purposes, reading and responding to different types of written language and communicating in writing. Pupils will engage in a variety of activities, including using interactive learning platforms, to support them in understanding and using a wide range of vocabulary and structures.

How are pupils assessed?

All assessments are based around the three themes of ‘Identity and culture’, ‘Local, national, international and global areas of interest’ and ‘current and future study and employment’.  The four key skill areas (listening, speaking, reading and writing) are assessed by final examinations at the end of the course.

Written examination: 1 hour (Foundation), 1 hour 15 minutes (Higher) worth 25% of grade

Speaking non-examination assessment: 7-9 minutes (Foundation), 10-12 minutes (Higher) worth 25% of grade

Reading examination: 45 minutes (Foundation), 1 hour (Higher) worth 25% of grade

Listening examination: 35 minutes (Foundation) 45 minutes (Higher) worth 25% of grade


Physical Education

Physical Education

Both curriculum and examination PE opens up the world of sport. Pupils are encouraged to immerse themselves in sports and PE with the chance to perform, coach, officiate and ultimately develop lifelong participation in physical activity. Sport and PE gives pupils skills for a modern world, by developing practical skills, such as communication, leadership, dealing with pressure, split second decision-making and analysing and evaluating performance. This complete grounding in the subject provides a fantastic base from which pupils can build upon when they move on to higher education, employment or further training.

A base in sport gives a multitude of career possibilities, such as professional athlete, sports psychology, sports coach/teacher/lecturer, sports marketing/media, fitness professional and physiotherapy.

Year 7 – 9 Curriculum Outline

The year 7 to 9 pupils are exposed to a multitude of sports and activities: – swimming, basketball, health related fitness, badminton, athletics, handball, gymnastics, outdoor education, volleyball, dance, tennis and squash. We use a multi-functional fitness test assessment, where pupils participate, throughout the year, in different fitness tests to monitor their progress in both skill and health related fitness components.

GCSE Curriculum Outline

Pupils will have 3 lessons per week. Year 10 is split into the following topics: – health, fitness and well-being, sport psychology, applied anatomy and physiology, physical training, and practical performance. The year 11 topics are movement analysis, socio-cultural influences, planning and executing a personal exercise programme whilst continuing with practical performance.

Enrichment Opportunities / Field Trips

A thriving sports fixture calendar with other independent and local schools enables our pupils to experience competition both in their own specialisations and in new sports. As part of the Independent Schools Association we are able to give our best pupils access to regional and national events. We have recently represented the Midlands at the ISA National Swimming Competition and have won Midlands regional competitions in football and netball at the U14 age group. Other ISA successes include Cricket, Hockey and National Tennis. Along with our access to the ISA competitions we offer fixtures locally and through the WASPS Partnership, where competitive fixtures are available for pupils from U9 – U18.

Sports tours and trips along with watching professional fixtures are always part of our sporting calendar throughout the academic year. An example of some of the exciting opportunities for our pupils include, watching England Netball v Uganda and a Worcester Warriors training experience. Our sports trips have included JCA Netball and Football weekends and a Lacrosse experience weekend in York.

Religious Studies

Religious Studies

Religious studies is not just for the religious. The aim of religious studies is to give everyone a good understanding of the world’s major religions, and how religion impacts on the world. Pupils also learn a little philosophy, a little ethics, and are encouraged to constantly question everything.

A GCSE in Religious Studies gives pupils important knowledge of the social and political impact of religion in modern society. It also helps develop skills in text interpretation, analysis, evaluation and debating skills.

Despite a common belief that careers in Religious Studies are limited to those of a spiritual or pastoral nature (e.g. Priest, Imam, Chaplain etc), a qualification in RS can provide a solid basis for a vast variety of different occupations. Knowledge of other cultures and world religious beliefs can be useful in many jobs where you are working with the public or communities.

Year 7 – 9 Curriculum Outline

Year 7:

  • Introduction to RS – an introduction to the subject of Religious Studies is, how it is studied, and a brief overview of the major world religions
  • Christianity – An investigation of core Christian beliefs
  • Making a difference – An understanding of how religion can inspire people to change the world through charity and selfless acts
  • Giving life meaning – Learn about the ways in which religion can give depth and meaning to life

Year 8:

  • Questions about God – A religious and philosophical exploration of God’s existence
  • Islam – An investigation of core Muslim beliefs
  • Religion, Identity and Society – An understanding of how religion can shape our identity, and how belief can conflict with society
  • Ethics – A religious and philosophical exploration of how humans make moral choices

Year 9:

In Year 9, the pupils start the GCSE RS course. Should they then decide to choose it for a GCSE subject in Year 10, they will have covered about a quarter of the content already.

  • Religion and relationships – Investigating how religious belief can impact the decisions that people make with love, sex and marriage
  • Life and Death– Understanding religious beliefs regarding death, the afterlife and the creation of the universe
  • Good and Evil – Examine the role that religion can play in crime and punishment, suffering and forgiveness
  • Human Rights – The influence of religious belief on discrimination, prejudice and the fight for equal rights

GCSE Curriculum Outline

Year 10

A continuation of the four topics studied in Year 9 (Religion and Relationships, Life and Death, Good and Evil and Human Rights
An in depth study of the teachings, beliefs and practices of Christianity

Year 11

Continuing the in depth study of the teachings, beliefs and practices of Christianity as well as learning about the beliefs and practices of Islam.

Enrichment Opportunities / Field Trips

During KS3 and KS4, pupils will visit some local places of worship. These may include (but are not limited to):

  • A Protestant and/or Catholic Church (Christianity)
  • A Mosque (Islam)
  • A Gurdwara (Sikhism)
  • A Mandir (Hinduism)

Visiting active places of worship is vital to enhance the pupil’s understanding of religion as a lived faith. It allows pupils to see how the religions they have learned about in class are actually practiced by worshipers in contemporary society.

Not only does this mean that pupils will develop a deeper understanding of the religions that they learn about, it also encourages them to engage with the subject on a more hands on level. It also encourages tolerance and respect for religions that may be very different from their own.



Science at GCSE level aims to develop pupils’ knowledge and understanding of scientific theories, and also their ability to apply that knowledge, analyse and evaluate information, in practical and everyday scenarios. It gives students good life skills, regardless of the path they follow.

Year 7 – 8 Curriculum Outline

During Key Stage 3 pupils cover a range of topics which will stretch and challenge them and provide an opportunity to learn about their own bodies and the world around them. We aim to promote inquisitive and curious minds, who enjoy planning practical investigations to answer their questions. As part of being an independent learner, the team encourages the pupils to get involved in project work, use the ICT resources to develop presentation skills and use their laboratory skills to pose their own hypothesis and test their theories.

In Year 7, the topics pupils cover include:

Biology: cells, healthy living and the respiratory system.

These topics are not necessarily covered in this order. Through these topics pupils will develop key fundamental biological theories and broaden their understanding of a range of human anatomical features with direct application to their own health and wellbeing

Chemistry: states of matter, changing state, diffusion, pressure, elements, atoms, compounds, chemical formulae, reactions, acids, alkalis and salts.

Physics: Forces, Water waves, sound, light, lenses, colour and space.

In Year 8, the topics pupils cover include:

Biology: exploring how their bodies interact with the outside world and gets everything it needs to function, before focusing on our interaction with plants and ecosystems.

Chemistry: metals and non-metals, groups and periods, mixtures, solutions, filtration, chromatography, metal reactions and extraction, ceramics, polymers, rocks and the carbon cycle.

Physics: static electricity, electricity and circuits, magnetism, energy, power, motion, pressure and moments.


Science will be examined in end of year examinations in both year 7 and year 8. There will also be a number of end of unit test which will form the basis of the end of learning cycle grade.

GCSE Curriculum Outline

In year 9 pupils will study the 3 separate science, but they will be able to elect to study combined science in year 10 and year 11 which will give two GCSE instead all 3 separate sciences. GCSE study in the sciences provides the foundation for understanding the material world. Scientific understanding is changing our lives and is vital to future prosperity.

Biology 1

Cells and control, genetics, natural selection and genetic modification, health, disease and the development of medicines.

Chemistry 1

Formulae, equations and hazards, atomic structure, the periodic table, ionic bonding, covalent bonding, types of substance, calculations involving masses, States of matter,  Methods of separating and purifying substances, acids, obtaining and using metals, electrolytic processes, reversible reactions and equilibria.

Physics 1

Motion, forces and conservation of energy, waves, light and the electromagnetic spectrum, particle model, radioactivity

Biology 2

Plant structures and their functions, animal coordination, control and homeostasis, exchange and transport in animals and ecosystems.

Chemistry 2

Formulae, equations and hazards, overarching concepts in chemistry, atomic structure, the periodic table, ionic bonding, covalent bonding, types of substance, calculations involving masses, groups 1, 7 and 0, rates of reaction, fuels, topic heat energy changes.

Physics 2

Energy and forces doing work, forces and their effects, electricity and circuits, magnetism and the motor effect, electromagnetic induction, particle model, forces and matter.


Assessed at the end of Year 11 by 6 papers, each of 75 minutes. All topics are equally weighted, counting for 16.67 % of the final mark.

Enrichment Opportunities / Field Trips

In year 7 and 8 there are a number of educational trips. In year 7 there is a trip to Chester zoo, to look at animal groups and during their visit the pupils have a lesson by the staff on animal classification. In year 8 or year 9 there is a trip to Birmingham NEC to the big bang science event which is a huge display on future science, with many interactive displays to capture the imagination of the pupils.