Subjects
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Head of Department & KS5 Co-ordinator Second in Charge of Department KS4 Co-ordinator |
Teachers of English Mrs N John-Oloni
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We aim to teach a wide range of skills in line with the National Curriculum, whilst offering a stimulating framework which captures the enthusiasm and enjoyment of English for students of all abilities. Our key goal is to support all students in achieving their potential. It is a core subject at the heart of many other academic disciplines; we recognise the importance of literacy skills which allow students to communicate with others, both at school and in their everyday lives.
We believe strongly in the importance of reading, both for enjoyment and to aid academic success. Therefore, all Year 7 students have a timetabled library lesson once a fortnight. We also offer a reading intervention programme for students who require extra support with this extremely important life skill. Independent reading is encouraged at all Key Stages and in Key Stage 3 all English lessons often begin with ten minutes private reading to allow students to enjoy reading their own texts and improve their vocabulary.
We are committed to offering students a variety of extra-curricular activities and consider this a strength of the Department. Recent events have included numerous theatre trips, workshops run by the Globe Theatre, a writing workshop run by a visiting author and a Year group taking part in the Jack Petchey ‘Speak Out’ challenge which aids students with building their public speaking skills.
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Head of Department Second in Charge of Department & KS4 Co-ordinator KS5 Co-ordinator KS3 Co-ordinator |
Teachers Mrs S Farrelly |
The Mathematics department constitutes a hardworking, enthusiastic and dedicated team of ten full-time, specialist members of staff. The department aims to give the best possible education to each child and staff work hard to ensure that every student achieves their potential. The department provides a positive, focussed learning environment and have an open door policy to encourage students at all key stages to come for help whenever needed.
Students are entered for the UK Mathematics Challenge and the East London Mathematics Competition. We take students on residential and day trips to enhance and enrich their mathematical skills, including ‘Maths in Action’ lectures and workshops for KS4 & 5. We organise theatre trips aimed at Sixth Formers and have recently taken students to see ‘A Disappearing Number’ and ‘Arcadia’, another interesting play including higher level ideas.
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Head of Department Second in Charge of Department KS5 Co-ordinator KS4 Co-ordinator KS3 Co-ordinator |
Teachers of Science
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The Science department aims to provide students with an interest and understanding of science and how science works, as well as developing their practical experimental skills.
All students follow the Science National Curriculum at KS3 throughout Years 7 and 8. Students are assessed regularly through end of unit tests, examinations and ongoing formative assessment. The Year 7, 8 and 9 course follows the KS3 AQA Active Scheme of Work, which is designed to stretch and challenge all students to support them in the transition from KS3 to the new GCSE's at KS4.
At KS4, the Science Department provides different pathways to GCSE, enabling students to maximise their particular strengths and interests. In year 10 some students opt to take 3 GCSE’s in Biology, Chemistry and Physics. However the majority of students will take 2 GCSE’s in Combined Science. Both GCSE options follow the AQA exam board and over the 3 years students will regularly be assessed at the end of each teaching unit. Required practicals will also be assessed by the teacher as an ongoing basis.
In Years 12 and 13 students can choose to take the following three science subjects: Biology, Chemistry, Physics
Biology, Chemistry and Physics courses follow the OCR A specifications and involve 100% written examination papers at the end of year 13. Required practicals form part of the course and these will be assessed thought out the two year course.
Studying Science gives students opportunities in all types of STEM based careers (Science, Technology, Engineering and Maths). Examples include but are not limited to: Analytical Chemistry, Botany, Dentistry, Medicine, Genetics, Physiotherapy, Zoology, Pharmacology, Radiography, Food Technology, Research & Development, Engineering, Astronomy, Veterinary, and Environmental Science.
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Head of Department |
Teachers |
Business Studies
Our intention in Business Studies is to support students in developing competence. To understand the nature of the workplace and be prepared for the future careers that await them. Students will appreciate how businesses impact on our daily lives and develop an appreciation of how they operate.
We will nurture students of conscience by helping them to understand that businesses are a key part of the world we live in from small local firms to the global corporations. Students will grow to appreciate how businesses work and how they make a difference to our world. Students will be able to discuss the ethical nature of business and how you can work in businesses yet remain a person of conscience.
Through their studies students will appreciate that the world and the world of business is constantly evolving and that businesses can be compassionate in their operations. Students will enter the workplace with a sense of compassion for people and the impact of their work and the work of businesses in general.
Economics
Our intention in Economics is to support students in developing competence. To understand the nature of the economy and be prepared for the real world with an understanding of important concepts such as inflation, unemployment and the nature of demand and supply. Students will appreciate how the economy impacts on our daily lives and equally how we affect the economy.
We will nurture students of conscience by helping them to understand the UK and global economy and develop an appreciation of why economic decisions are made and the impact they have on firms, people and the world. Students will be develop ethical consciences in their discussions in Economics.
Through their studies students will appreciate that the world and the world is constantly evolving and that government can be compassionate in their economic decisions and management. Students will have a sense of compassion for people and the impact of economies on people and firms. In particular students will discuss concepts of poverty, unemployment and inequalities and consider solutions to society’s key problems.
Business Studies - A level - KS5
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Head of Computer Science KS3 Co-ordinator |
Teachers Miss L Morrow (Assistant Head) |
'Whether you want to uncover the secrets of the universe, or you want to pursue a career in the 21st century, basic computer programming is an essential skill to learn.' - Stephen Hawking
The aim of the Computing Department is to equip pupils to use computational thinking and creativity to understand and change the world. The core of computing is computer science, in which the pupils’ competence is developed in the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils’ conscience is developed through becoming digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology, and to exercise their knowledge and understanding with compassion, being aware of the power of social media to influence those around them for better or worse, and to be active, ethical participants in the digital world.
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Head of Creative Arts & Drama Subject Lead - Creative Arts Subject Lead - Food Technology & Catering Subject Lead - Music |
Teachers Ms C Waddell Technical Support |
We believe that the Creative Arts (art, photography and ceramics) and Food Technology and Catering are subjects that can help us to understand and give meaning to the world we live in. Through our curriculum we aim to provide students with an experience that is exciting and ensure that our students combine practical and technological skills with creative thinking.
We support our students to aspire through their learning experiences to standards of excellence intellectually, practically, and aesthetically. Each student experiences a variety of media and techniques such as ceramics, analogue and digital photography, printmaking and mixed media projects. In KS3 students will experience a range of skills and develop an understanding with complexity and sophistication so that they are able to make informed choices and work with increasing independence into Key Stages 4 and 5.
We support students in learning to co-operate and negotiate and be able to share good practice and learn from others. We develop students’ awareness of the impact of the Creative Arts and Food Technology on society and expect them to achieve by applying a variety of skills from the wider curriculum together with those specifically learned in the specialist subjects.
We enable students to enjoy their learning in the Creative Arts and Food Technology and to gain transferable skills that will help them in other curriculum areas and in life. We aim to enable our students to become:
- successful independent learners who enjoy learning, understand how to make progress and achieve to their potential;
- confident self-managers and team-workers, who are willing to take risks and keep an open-mind about new ideas and techniques;
- responsible citizens aware of the role they play in society and the importance of Creative Art and Food Technology;
- confident individuals who are able to live safe, healthy and fulfilling and creative lives.
The facilities and expertise in the area enable these aims and values to be explored through Art and Design, Food Preparation and nutrition. Our curriculum is designed to lead to excellence at every level, providing our students with a strong foundation from which to excel in further art, design and STEM related studies. We recently collaborated with Science creating a ceramic poppy installation as a whole school initiative that commemorated the 100 year remembrance for the end of World War One.
We provide extra-curricular activities such as trips to galleries and museums, art exhibitions with the academy and borough to showcase students' work.
| Head of Creative Arts Ms A Enver-Yusuf |
Drama has the capacity to move people emotionally and challenge stereotypes and preconceptions. Students will be directed and facilitated to explore their own ideas, take risks, and develop a sense of responsibility to themselves and others around them, becoming independent learners and competent, confident performers. Through the Drama curriculum we aim to empower students to understand themselves and to exercise conscience in how they influence their world through exploring theory, theorists, roles, and situations. Drama is important to the growth of self-knowledge and self-worth, to the growth of respect for the self and compassion and empathy towards others.
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Head of Department KS4 Co-ordinator KS3 Co-ordinator |
Teachers Ms E Vandwani |
The department aims to provide a stimulating and rewarding geographical experience for all and help students to become thoughtful geographers and independent thinkers.
In studying Geography students develop a body of factual knowledge that will support conceptual understanding and stimulate an interest in the world. To achieve this Geography teaching at school is based on themes that investigate physical environments, social and economic activities and the relationships that exist between people and places. In the Geography scheme of work reference is made to the local area, the United Kingdom, Europe and the wider world with studies at local, national, international and global scale.
Geography lessons involve strategies for teaching students to ask questions and pursue a ‘route to enquiry’. A range of intellectual and practical skills is taught such as: observation, measurement, information selection, interpretation, synthesis, decision making, and problem solving. Graphical skills are taught including graph selection and presentation, map work, sketching and diagrammatic representation. Fieldwork is used to teach some of these skills.
The Geography scheme of work involves the study of a variety of places local and distant, at a variety of scales and at varying stages of development. Thus students develop a sense of their own identity, of their place in the world and empathy for other life styles, cultures and attitudes. Teaching strategies are in place in geography to help students develop an understanding of global responsibility and interdependence. These strategies also encourage students to develop their own opinions and attitudes.
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Head of Department KS3 Co-ordinator KS4 Co-ordinator |
Teachers Mr S Avis, Assistant Head KS5 |
'The more you know about the past, the better you are prepared for the future.' - Theodore Roosevelt
The aim of the History Department is to enable students to construct an understanding of the historical world in which they live and critically engage with it. We aim to inspire a lifelong love of history and want to develop passionate historians and independent learners who seek further knowledge, value hard work and education and who have the competence in asking questions and understanding the impact and relevance of the past on the world and society today. As Ignatian students we aim to help them to develop their conscience - their moral compass and understanding of their own choices, as well as enhancing their compassion towards others as responsible members of a community and society.
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Subject Leader |
Our intention in Law is to support students in developing competence: a confident style and sense of purpose in their written work and speaking skills. Students should be able to respond to a variety of scenarios in clear and precise manner. The second objective is to nurture men of conscience by helping them to understand that Law governs every aspect of our lives from conception to exhumation.
The course encourages students to develop the skills necessary to analyse and solve problems by applying legal rules and to develop the ability to communicate legal arguments and conclusions clearly and succinctly.
Through their studies students will experience content of lasting human value enabling them to conclude that humanity is of invaluable worth, that the world is constantly evolving and that we are called in all instances to be merciful, compassionate and just.
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Teachers Mr M Mukherjee |
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Media Studies is an exciting subject that enables students to recognise and analyse the ways in which the Media industry works.
As part of both the GCSE and A Level courses, students have to produce their own media texts and have the opportunity to develop their IT skills. Students use Photoshop, iMovie, iPhoto, Appleworks and Word. Typical projects could include producing magazine covers, print and TV adverts, web page design and music videos.
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Pastoral Intervention Leader |
Pastoral Wellbeing Mentors |
The day to day role of the Pastoral Wellbeing Mentors at The Palmer Catholic Academy varies daily. However the majority of our time is taken up doing such things as:
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One to one mentoring discussions to discuss problems and look at solutions
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Setting daily mentoring session where we set targets and action plans for each student
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Mediation between students and staff if there’s a specific problem
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Arrange regular contact with parents of mentees
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Supporting and training Peer Mentors
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Helping with coursework, homework or other organisational skills
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Arranging individual sessions looking at particular issues - such as attendance
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Promoting and running after school clubs
All students are eligible to work alongside a Pastoral Wellbeing Mentor. Each student who is assigned to a Pastoral Wellbeing Mentor has been selected from their year group usually by their Head of Year, or a member of the Pastoral Team. The specific student may be experiencing certain difficulties at school, or they may have certain issues the academy should be addressing in order for the student to benefit as much as possible from their time at The Palmer Catholic Academy.
Parents may request a Pastoral Wellbeing Mentor for their child, this has to be considered by the Head of Year or the Pastoral Team before any assignment of a Pastoral Wellbeing Mentor takes place.
All students are eligible for Pastoral Wellbeing Mentor support, those without Mentors can talk and receive help from Pastoral Wellbeing Mentors. Speak to Mentors at lunch or break times. The work of the Mentors is very flexible and is tailored to the needs of each individual student, in order to ensure the child’s happiness is paramount. Mentors see their mentee’s usually once a week for an hour; mentors are available for every student that needs a little extra support and have been found invaluable to some so far.
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Head of Department |
Teachers Mrs Hughes Mr Gordon- Lead of Spanish Ms Benzidane - Lead Practitioner & Arabic Lead |
The Modern Foreign Languages Department aims to instil a love of languages to all students, regardless of their ability. Our aim is to secure a coherent and consistent progression of learning from students’ differing starting points at the beginning of KS3 through to KS4 stages. Students will leave their MFL education with a learning competence in French and Spanish for conversational and informative purposes. We firmly believe that learning a modern foreign language is a 21st Century invaluable skill, both for the world of work and for the education of well-rounded individuals.
The Three Pillars Year 7 - French
The Three Pillars Year 8 - French
The Three Pillars Year 9 - French
The Three Pillars KS4 - French
The Three Pillars Year 7 - Spanish
The Three Pillars Year 8 - Spanish
The Three Pillars Year 9 - Spanish
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Lead Teacher of Music |
Teachers Mrs C Mayer - Deputy Headteacher |
Music is a practical subject in which students work as musicians, engaging in musical thinking. The process is intrinsic to the music curriculum; from it are derived the musical activities and programmes of study. Three kinds of activity require musical thinking: Listening, Composing and Performing. These elements provide the foundation for the music curriculum. Music is a universal language and as such can be enjoyed by all and accessible by all. It is the intention that students should have experience of music which encompasses a wide range of styles and cultural traditions and so lay the foundations for a lasting appreciation of music.
All students shall be given equal access and opportunity to the activities of the department and so provide stimulation and enjoyment of the subject. Students will be encouraged to develop personal skills of self-discipline, self-motivation and co-operation in practical activities and enable students to derive satisfaction by aiming for the highest possible standards. Students will develop an understanding of the expressive qualities of music and its ability to communicate feelings and ideas. Students develop an awareness and appreciation of our diverse musical heritage and the music of other cultures.
There are regular performances throughout the year in which students’ and staff take part both in and outside of school. Some are large-scale concerts such as the Redbridge Choral Concert at the Royal Albert Hall and other events such as Masses, recital evenings. Music is a joyful experience. We hope that through our teaching we create a stimulating and creative environment for students and staff alike.
Music Development Plan - 2024-2025
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Head of Department Second in charge of Department |
Teachers Mr P Gebrian |
The Physical Education department challenges pupils to acquire a variety of core physical and intellectual skills to promote competence across a broad range of activities. Our aim is to embed an enduring love of physical activity and to provide a foundation for a healthy, productive and fulfilling life. Pupils will understand the importance of fair play, sportsmanship, and resilience displaying conscience in their commitment to each other. We are a department who encourage self-reflection and recognise the importance of positive sporting values and engagement with the wider community. Students are enjoined to show compassion, foster positive relationships and promote strong moral values in a contemporary sporting environment.
Personal, Social and Health Education (PSHE)
The aim of this department is to bring together personal, social, health and economic education, work-related learning, careers, enterprise, and financial capability.
There are two non-statutory programmes of study at Key Stages 3 and 4: personal wellbeing, and economic wellbeing and financial capability. The programmes of study are based on the existing frameworks and guidelines in these areas.
The study of PSHE equips young people with the knowledge, skills and understanding to play an effective role in public life. It encourages them to take an interest in topical and controversial issues and to engage in discussion and debate. Students learn about their rights, responsibilities, duties and freedoms and about justice and democracy. They learn to take part in decision-making and different forms of action. They play an active role in the life of their schools, neighbourhoods, communities and wider society as active and global citizens.
PSHE encourages respect for different religious and ethnic identities. It equips students to engage critically with and explore diverse ideas, beliefs, cultures and identities and the values we share as citizens in the UK. Students begin to understand how society has changed and is changing in the UK, Europe and worldwide.
PSHE offers opportunities for students to:
- Develop an understanding of rights and responsibilities;
- To process and gain skills for social development;
- To learn about the importance of healthy lifestyles;
- To gain knowledge and skills linked to careers and financial capability
The personal, social and health development of students is naturally an integral responsibility of all subjects. At The Palmer Catholic Academy we teach PSHE explicitly as well in an attempt to create well rounded and balanced students. Students receive one hour of PSHE for nine weeks in years 7, 8 and 11. PSHE is also taught through other subjects such as History, Health and Social Care, Religious Studies and Drama and is embedded in the Spiritual, Moral, Social and Cultural aspects of the school.
Relationships and Sex Education
Students in Year 7 are taught ‘Sex Education’ during the school year by designated PSHE teachers. Each class has at least one lesson covering topics appropriate to the maturity of the students. The aim is to encourage all students to develop an informed and responsible attitude to relationships through the prism of the Catholic faith, teachings and values. It is presented in such a manner as to encourage students to have due regard for moral considerations and the value of family life.
Parents and carers will receive further information through a letter sent home which details the specifics about what the students will be taught. The letter is sent at least two weeks before the lessons take place.
Note: Parental opinion has been regularly sought in this element of the curriculum and is kept under review by the Headteacher and the Governing Body. Parents and carers have a right to withdraw from all or part of Sex Education where it does not form part of the National Curriculum.
RELATIONSHIPS AND SEX EDUCATION POLICY
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Head of Department Second in Charge of Department KS5 Co-Ordinator KS3 Co-ordinator |
Teachers Mr J Millbery - Assistant Head KS4 |
“Inspectors noted the enjoyment of the students during Religious Education lessons.” S48
Religious Education fires pupils’ curiosity to ask the ultimate questions regarding the meaning of life: What is our purpose? What is truth? What does it mean to be a Christian; a Muslim; an Atheist? Pupils will have opportunities to develop their intellectual competence in understanding their own faith and that of others. They will develop their conscience spiritually, morally, socially and culturally, so they become men and women for others who are compassionate, empathetic to others and sensitive to the world around us. We want pupils to be religiously literate, to be able to critically analyse sources and to be able to articulate their opinions and justify their points of view.
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Lead Teacher of Social Sciences |
Teachers Mrs C Miller |
Psychology
Does prison really does change criminal behaviour? What would happen if you had two brains? Do the experiences you had before the age of five really do shape the person you are today? Psychology is “the study of the mind”, it is the science of why we think and behave the way we do. At heart, we are all psychologists – we all wish to understand ourselves and others better!
You will learn about conformity, social norms, how the mind remembers and forgets and how children form attachments. You will develop your analytical thinking, problem solving and critical reasoning skills. You will learn how to plan and conduct scientific investigations and how to analyse and interpret data.
Sociology
Ever wondered how we developed into the society we are today?
How the way you see yourself determines the way people identify you? Whether men or women are more likely to commit a crime?
A-level Sociology will help you to make sense of the society we live in and understand the cultural and identity issues which affect us all.
You will learn a number of skills including the use of evidence to support your arguments, how to investigate facts, and critical thinking. It is relevant to the society you live in so you are bound to enjoy learning about topics that are relevant to everyday life; plus it opens the door to a fantastic range of interesting careers
Sociology is the scientific study of human life, social groups, whole societies and the human world as such. Its subject-matter is our own behaviour as social beings, which makes it a dazzling and compelling enterprise.