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Physical Education

Head of Faculty: Ms T. Doyle (Maternity Leave)
Acting Head of Faculty: Ms A. Slater

Facilities

A full size astro-turf pitch, a fitness suite, a large dance studio, a climbing wall and sports hall provide high quality teaching spaces as well as excellent leisure facilities for the local community. 

Click here to learn more about our out-of-hours Sports and Fitness Programmes.

Technology

Head of Faculty: Ms S. Woods

Aims of the Design and Technology Department

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

• They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team.

• Working in stimulating contexts that provide a range of opportunities and draw on the local ethos, community and wider world, pupils identify needs and opportunities. They respond with ideas, products and systems, challenging expectations where appropriate.

• They combine practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues. As they do so, they evaluate present and past design and technology, and its uses and effects.

• Through Design and Technology pupils develop confidence in using practical skills and become discriminating users of products. They apply their creative thinking and learn to innovate.

Facilities

Mulberry school completed a major new build and refurbishment programme several years ago.

The new and refurbished Technology areas consist of:

Two Resistant Materials workshops.
One ICT room, DT14.  
Three Textiles Technology rooms.  
Three Food Technology rooms. 
One Graphics room, DT06.

Subject bases currently have some ICT facilities, with access to DT14 and DT06. Both of these rooms can accommodate whole teaching groups. 

All rooms have interactive whiteboards.

In the Sixth Form block there is a purpose built catering kitchen with a separate room that doubles as a dining room and classroom.

Key Stage 3

Technology is delivered in Key Stages 3 and 4 through the following specialist subject areas:

Food
Textiles
Resistant Materials
Graphics
Information Communication Technology (Years 7 and 8 only)

Years 7 to 9 are organised in the following way:   
Three forms (MUL) into four groups, (X1 - 4) and five forms (ERRaY) into six groups (Z1 - 6).  Technology is timetabled for three periods each week, one double and one single lesson. 
In addition, Years 7 and 9 have a single discrete period of core Information and Communication Technology each week.

In years 7 and 8, each group spends nine weeks in each specialist area. 
In year 9, each group spends twelve weeks in each specialist area. 
Teachers are required to assess students at the end of each unit.

Key Stage 4

In Year 10 pupils opt to specialise in one of the following areas for two years.

GCSE Graphics
GCSE Textiles
GCSE Food Technology
NVQ Food Preparation and Cookery Double Option


These subjects are timetabled for three periods a week, one double and one single lesson.  The NVQ is timetabled for six periods a week, two extended double lessons in the afternoons and two single lessons.

Key Stage 5

In Years 12 and 13 four courses are offered:

AQA GCSE Art and Design Textiles
This is timetabled for 4 periods a week.

AQA.  AS and A2 Level.  Art and Design Textiles
These are timetabled for 6 periods a week each.

AQA AS and A2 Art and Design Graphics
This is timetabled for 6 periods a week.

N.V.Q  Hospitality and Catering
This is timetabled for 12 periods a week.
CIEH Level 2 Food Safety

Level 2 Diploma in Hospitality

Special Features

  • Visiting exhibitions and galleries of interest are frequent.
  • Visiting artists/designers - Textiles is presently working with Art in Action, Graphics has worked alongside female Graffiti artist Claire Rye, on The Graffiti Project. Food Technology participated in Lift’s Eat London.
  • Competitions are regularly entered with the most recent success with a runner up in the Rotary Young Chef competition.
  • Lunchtime & afterschool clubs. The faculty runs a variety of extra curricular clubs
    which include a cooking club, an enamelling jewellery class, a bag making club, study support and intervention classes for exams.

Mathematics

Head of faculty: Ms H. Gregory

Aims of the Maths Department

The aims of the Maths Department are:

1) To provide opportunities for students to become confident with numeracy in every day life.

2) To teach students to use logic and encourage them to enjoy problem solving.  

We teach a balance of Number, Algebra, Geometry and Statistics work, with Active Learning and Assessment for Learning at the heart of all our lessons.

Key Stage 3 Introduction

Year 7 students begin in mixed ability classes where they are taught a range of skills to develop numeracy, logic problem solving and process skills. After the first half term they are regrouped with accelerated and further support groups created to ensure all students make good progress. There are opportunities for students to move between these groups throughout key stage 3. Students are assessed through various methods that include teacher assessments, assessed work and terminal exams. Our curriculum aims for all students to make two levels of progress over Key Stage 3.

Key Stage 4 Introduction

We aim to personalise learning at Key Stage 4.  We have smaller groups and students are entered for their GCSE when they are ready.  The majority of students will be given more than one opportunity to sit their GCSE in Mathematics with the idea of improving on their previous grade. A selection of pupils will be given the opportunity to study for additional or other qualifications. Some student will work towards sitting the Additional Mathematics Exam or IGCSE and others might work towards an entry level qualification instead. We aim to support students to achieve to the best of their ability by encouraging independence. We subscribe to www.mymaths.co.uk and ensure Maths Watch CDs and revision workbooks are available for purchase.

Key Stage 5 Introduction

At Mulberry we provide a wide range of courses for post sixteen students. These courses consist of:

  • Entry level 1 to 3 Maths
  • Functional skills level 1 and 2 Maths
  • AS and A2 Maths
  • AS and A2 Further Maths

The majority of our students enrol on to the AS/A2 Maths and Further Maths courses. We use the Edexcel examining board for these courses as it provides a seamless transition between GCSE and A level Maths. The minimum grade requirement for the AS Maths course is a grade B at GCSE Maths and an A/A* grade for the AS Further Maths course.

At Mulberry we recognise that some students find the jump from GCSE to AS Maths difficult and so provide a huge amount of support for our students. This includes head start classes, after school workshops and Saturday intervention classes. To promote independent learning in our students they are required to work from interactive websites such as www.mymaths.co.uk, www.khanacademy.org and MEI resources.

Special Features

Student learning is enriched through a personalised nationalised curriculum. We utilise many ICT facilities that offer engaging lessons, from students creating fractal algorithms to completing homework over the internet using www.mymaths.co.uk and www.khanacademy.org. Mulberry participates in the national competition, the UK Maths Challenge, where in the past we have won Gold awards. We are supported through a mentor programme that we have developed with the London Metropolitan University where university students volunteer their time to work with classes. Finally Mulberry also support students to gain a Grade C at GCSE by taking a weekend revision trip every year. 

Information and Communication Technology

Head of Faculty: Dr. R. Akinci

Aims of the ICT Department 

To develop, maintain and stimulate an interest and enjoyment in the use of ICT software and equipment; 

To develop students with appropriate ICT skills, principles, methods and terminology and the ability to communicate and interpret information and concepts relevant to computing;

To assess and monitor student’s progress and ensure progression and continuity in the acquisition of ICT skills;

To enable all pupils to have equal access to ICT and experience success in their work;

To use ICT to improve the learning experiences of all students, especially those with learning difficulties or disabilities;To use ICT to enhance, enrich and extend learning;To encourage and allow students to adapt to the rapid technological changes in society;To develop an awareness of social, economic and political consequences of the use of ICT for individuals and society;To support all staff in their need to develop skills, confidence and strategies in using ICT within their teaching;To recognise that training for staff is vital if pupils are to progress in ICT capability.

Facilities  

Mulberry School at present has excellent ICT provision. We have established a comprehensive Local Area Network infrastructure throughout the school with the new building programme, which was completed in September 2004. 
There are six ICT rooms fully equipped with computers: Rooms T21, T22, T23, DT14 (D&T), DT06 (D&T) and MU6 (Music) 
Every faculty has two networked ICT suites. In addition each faculty office has at least two networked computers exclusively for staff use.
 

Key Stage 3 Introduction

ICT Core (Year 7 and 9) 

All Year 7 and 9 tutor groups have one lesson a week in the ICT rooms. Students are first introduced to the school computer network and the Health and Safety procedures including e-safety in ICT rooms. All students are given unique user accounts to log on to the network.
We closely follow QCA ICT KS3 Schemes of work and KS3 National Strategy Framework for teaching ICT capability.

Key Stage 4 Introduction

EDEXCEL GCSE in ICT (Full and Short course)

Edexcel GCSE ICT is a modern specification that recognises the essential nature of the subject. Students experience a range of practical activities from which a body of skills and knowledge will develop. The learning context of this specification is based upon the four Strands of Progression as defined in the Key Stage 4 Programme of Study.

  

Key Stage 5 Introduction 

AQA A Level Information and Communication Technology

The specification has been developed to enable students who have a knowledge and understanding of, and skills in applying, ICT as part of the National Curriculum to continue their studies at a higher level.

It is designed to develop:
Problem-solving skills through the practical application of ICT.
The ability to analyse, appraise and make critical judgements about the use of ICT systems.
Interpersonal skills necessary for communicating with others.
An understanding of the nature of information, its structure, application and implications of its use.
An awareness of the role of Information Technology in the management, manipulation and dissemination of information.
A broad and balanced view of the range of applications and information systems, an understanding of the capabilities and limitations, and the implications for their use.
An understanding of the role of people, technology and systems in organisations.
An awareness of the economic, social and ethical implications of the use of Information Technology systems.

Special Features

The building provides a superb standard of accommodation and facilities for all areas of the school, supported by integrated ICT teaching and administration resources. Every pupil has a lap-top computer for her use in school and there is a full wireless network. Families without access to the internet and digital technology at home have been provided with this and so the ‘digital divide’ does not exist at Mulberry.

Click here to read about our Virtual Learning Day.

Travel and Tourism

Director of Applied Learning and Head of Faculty: Ms B. Richards

Aims of the Travel and Tourism Department

  • To develop an understanding and knowledge of the different sectors within travel and tourism.
  • To empathise with different customer groups in terms of destinations and expectations.
  • To develop skills and expertise which can be applied to the travel industry and higher education.
  • To develop confidence and planning to meet deadlines.

Facilities

The department is well resourced in terms of rooms and ICT facilities.  Staff are well qualified and experienced.

Key Stage 5

AQA Applied A level in Travel and Tourism – single award.  There are six units of study; two are assessed via an exam and four by assignment.

Special Features

The course includes links with the Drama department for role play and local travel tourism providers such as City Airport and the Radisson Hotel.
Visits in Year 12 to Dublin and in Year 13 to Barcelona provide a solid basis for the students to experience first hand the planning of a trip and  contrasting destinations.  Both trips support students exam and assignment work.