Learning Pathways

Skip the poetry trials - are you game?

The Poetry Trials - Are you game?

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Sam Learning Revision Guide
by J-P Westaway-Green - Wednesday, 22 April 2015, 4:06 PM


1. Plan revision early

2. Set aside the time for work and stay focussed

3. Polish your skills using the exam practice questions

4. Work on your weaknesses


Please read the attached PDF document for further information and practical advice on exam revision.

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EAL Information
by J-P Westaway-Green - Saturday, 11 October 2014, 6:28 PM

3 files to help you prepare for the GCSE English Literature CAT and write about the characters' reactions to Death:

  • Death in Romeo and Juliet slideshow for background/context (PowerPoint)
  • Death in Romeo and Juliet - Notes on Act 3 Scenes 1 & 2 (Word)
  • Comicbook Shakespeare illustrated playscript - Act 3 Scenes 1 & 2 (PDF)
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After School I.C.T provision
by J-P Westaway-Green - Wednesday, 9 November 2011, 4:44 PM

For those pupils wishing to complete homework or conduct research for other subjects, please note, that the I.C.T room will be available after school, from 2.45pm - 3.30pm.

Alternatively, Homework Club takes place every Monday, from 3pm - 4pm.

For further details, please see Mr. Westaway-Green.

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Moodle Passwords
by J-P Westaway-Green - Monday, 26 September 2011, 10:41 AM
Please ensure you follow these guidelines when creating a password for your Moodle account:

The password must be a minimum of 6 characters
  1. The password must contain at least ONE CAPITAL LETTER
  2. Do not write your password down where it can be seen by others
  3. Use a word that is memorable to ...
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In September, selected year 11 Girls visited DangerPoint and Eirias Skate Park in order to train for becoming a young mentor. They worked closely with two top Team GB athletes: Jenna Downing is x10 British and World Inline Skating Champion and Neil Danns is British and European Skateboarding Champion.

Aims and purpose

The aim of this unit is to introduce learners to the basic hardware and software components that make up computer systems and for learners to carry out basic installation and configuration.

Unit introduction

Most learners will set up a computer system at some stage, which may belong to them or someone else and it may be a desktop, laptop, PDA or games console. To do this, learners need to know about the different elements of a computer system and how hardware works with software and how all the elements communicate to make the system function.

There are many different manufacturers of computer systems and each manufacturer will produce a wide range of models with different specifications. Being able to understand a computer systems technical specification (what all the jargon means) is important.

Learners will spend some time in understanding the function of hardware and software components and assessing potential risks to systems.

In order to decide the requirements for a computer system and typical tasks it will be used for learners will
specify hardware and software for different user requirements. Learners will need to demonstrate that they can connect hardware devices safely and configure different types of software for a defined user.

For this unit learners do not need to assemble a base unit but they will be connecting peripheral devices. Individuals have different needs and the ability to configure software to specifically suit those needs is necessary in order for individuals to make the best use of the technology.

Health and safety issues are always important when setting up and using electronic equipment and this unit will raise learners awareness of the hazards involved in both setting up and using computer systems.

Unit introduction

Communication skills are key to success in any sector but are particularly important in highly technical sectors such as IT where the language used can become full of jargon. It is important that learners are able to communicate with technical and non-technical staff and understand how interpersonal skills affect

IT provides opportunities for us to communicate more effectively using many different tools. Therefore, as well as developing interpersonal skills through more traditional methods of communication such as the spoken word, learners will be introduced to the software packages and tools that are used to present information.

Learners will be prompted to consider their audience when discussing IT-related information. Explaining an IT-related topic to a non-technical person can be challenging and avoiding jargon difficult. Learners will communicate with people with technical knowledge as well as those without.

It is recommended that this unit is delivered alongside Unit 2: Working in the IT Industry. Together, these units introduce the relevant employability skills for those interested in a career in the IT industry.

Unit 1 is worth 5 credits

Unit 2 is worth 5 credits

In this unit, pupils will be introduced to the school network and understand how to log on and access their personal areas. They will learn how to create an effective folder structure in order to be able to save and access their work sensibly.

Students will be new to the school; therefore, classroom and behavioural expectations will be established during the first two lessons.

Pupils will also be investigating and looking at on-line safety and how to conduct themselves safely, whilst on-line.

The unit is expected to take approximately 7 hours to complete.

In this unit, pupils are taught to be critical collectors and users of information. Much of the material in the unit gets students to look at information in more depth. After collecting data and information themselves, they will be asked to use it to produce a presentation as their assessment task.

The unit is expected to take approximately 6 hours to complete.

In this unit, pupils are taught how to prepare, create and produce a printed newspaper/newsletter or information leaflet. To this aim, the unit gives them the understanding of the processes involved and also the skills needed to produce the page/leaflet/booklet layout.

The students will be expected to work in groups for some aspects of this unit. Therefore, team work and collaborative working skills will also be developed and assessed, when they start planning and producing their publications.

The unit is expected to take approximately 10 hours to complete.

In this unit pupils learn how simple models are built by first investigating rules, then by seeing how rules can govern the behaviour of simple models.

Pupils discuss the ways in which the model could be presented in a spreadsheet, identifying the inputs, the rules (formulae) and the outputs. Pupils then work in groups to construct this model, revising cells, formulae and cell references. They test the effectiveness of the model by using sample data representing a number of scenarios.

This unit is expected to take approximately 5 hours to complete.

In this unit pupils consider the information that they need in order to collect appropriate data to test a hypothesis. They do this through the scenario of a trying to prove or disprove the hypothesis that people with bigger feet are taller than people with small feet. They collect data using a questionnaire, design a structure to contain the data and enter it into a file. Using this data, they analyse results and draw conclusions. During the process they learn how to add fields to the database and consider data-validation techniques that might be used to check the data for accuracy. Once all data has been collated they use the results to produce a report to support the lottery bid.

This unit is expected to take 6 hours.

In this unit pupils collate data from a variety of sources to develop a daily information service about weather. They will use a range of sources, eg a school weather station, measurements, satellite (remote sensing), the internet, other files.

A key aim of this unit, is to develop a system that will meet the potential audience’s needs. Pupils will investigate these needs and then model the system using presentation/multimedia software.

This unit is expected to take approximately 7 hours to complete.

In this unit, pupils will learn how to design and build a collection of interactive web pages - on subject's of their choice - that can then be published on the World Wide Web or School Intranet.

Pupils will learn how to control on-screen events and about the flow of information accessed through a web page. Pupils will learn that web pages are made up of objects, and that these objects can be programmed to carry out actions, eg a hyper link can automatically connect a user to a different website or, an area of the screen can be programmed to change when a mouse pointer is passed over it.

Pupils will learn to be mindful of their audiences when creating their websites and also how a website site can serve a range of audience needs, eg a site dedicated to a historic town may contain a list of places of interest for the casual tourist, whilst also offering detailed, primary sources of material for the more serious historian.

This unit is expected to take approximately 12 hours to complete.

In this unit, pupils use the internet to gather information on a particular topic, collate it and present it from and to form a particular viewpoint.


Pupils are given a stance to take and select information to produce an argument that supports this view and that challenges other views. This requires them to consider the usefulness, provenance, reliability, status and bias of the information they collect and use.

Their audience is used to evaluate how successfully the pupils have presented arguments to support their stance.


Areas for research could include any topical subject arousing controversy, eg genetically modified foods, growth-enhancing hormones, Death Penalty etc as long as it is one that allows for a variety of points of view.

This unit is expected to take approximately 8 hours.

In this unit, pupils will take modelling further and build upon the skills and techniques acquired during Year 7, Unit 4. 

Pupils will learn powerful techniques to help them answer ‘What if..?’ questions. Pupils will also learn about more complex models and how to interrogate and analyse them.


After the unit has been completed, pupils will be in well placed to create their own models in lots of different subject areas.


This unit is expected to take approximately 8 hours.

In this unit, pupils will have the opportunity to identify an area of interest (music, film, games) and design a suitable way of collecting data for that interest. Once the data has been collected, pupils will electronically transfer and merged the data to form a complete data set. Pupils will then produce a report on their joint findings.

A great deal of preparation will be needed by pupils for this unit. Pupils and the classroom teacher will need to agree the expected outcomes, eg what does each pupils expect to get out of this project?

The whole class should work together to gather data, maybe in three or four groups to allow for differentiation. Pupils could work individually but this would limit the amount of data that could be collected.

This unit is expected to take approximately 12 hours to complete.

Unit 1: Enterprise in the Business World

Level: 1 & 2

Unit type: Core

Guided learning hours: 30

Assessment type: Internal


Unit introduction

What is a business and what does it do? The term ‘business’ can cover anything from a sole trader in a local market to a multinational corporation selling products to millions of people all over the world.

This unit introduces you to the language and terminology used in business. It explores what businesses do, trends that affect them, how they operate and the factors that influence their success.

You will explore different types of business ownership and how these relate to the size and scale of a business, as well as how the type of ownership impacts on the responsibilities of the owners of a business. Combined with looking at types of business model, you can begin to understand how diverse the world of business is.

You will use your understanding of business language to investigate what businesses do by examining the aims and objectives they set, the importance of knowing their market and understanding the influence of their stakeholders.

You will plan an idea for a realistic business start-up in your local area, based on your research, select a format and then present the business model and plan.

Learning aims

In this unit you will:

A: know how trends and the current business environment may impact on a business

B: plan an idea for a new business

C: present a business model for a business start-up

Unit 2: Finance for Business

Level: 1 & 2

Unit type: Core

Guided learning hours: 30

Assessment type: External

Unit introduction

All businesses have to spend money before they can make a profit, and when they spend money, they incur costs. In this unit, you will explore the types of costs that businesses incur, from the initial start-up costs involved in setting up a business to the ongoing daily costs of running the business. You will then explore the ways in which the sale of products and services generates revenue, so that you can develop your understanding of profit.

Next, you will examine how businesses plan for success and learn about the techniques used to assist the planning process. In particular, you will learn how to calculate the break-even point – the point at which sales equal costs (fixed and variable). All sales over the break-even point produce profits, while any drop in sales below that point will produce losses. You will be introduced to the benefits of break-even analysis to ensure that a business knows how and when to prevent losses.

As well as profit, cash is an important factor in business success. It is vital for any business to ensure that it budgets correctly and that it knows what money is coming in to the business and what needs to be paid out, and when. In this unit, you will learn how to use budgets and cash flow forecasts to deal with these important issues.

The final part of the unit explores the ways in which businesses measure success and identify areas for improvement. You will understand how gross profit and net profit are calculated and you will learn about the relationship between sales, cost of sales and gross profit. You will analyse key financial statements (e.g. profit and loss accounts, balance sheets) and review their importance in the successful financial management of a business.

Learning aims

In this unit you will:

A: Understand the costs involved in business and how businesses make a profit

B: Understand how businesses plan for success

C: Understand how businesses measure success and identify areas for improvement.

Unit 3: Promoting a Brand

Level: 1 and 2

Unit type: Optional specialist

Guided learning hours: 30

Assessment type: Internal

Unit introduction

A successful business promotes itself to customers through its brand and image. In this unit, you will find out what it takes to build a brand and what a business has to consider when planning brand development. You will investigate the importance of branding to a business, the types of branding that are available and why businesses need to review and update their brands.

You will consider the important role of promotion and its place within the marketing mix. You will discover that promotion is a communication process, involving the sending and receiving of messages via a particular medium. It is not enough to have excellent products on offer at competitive prices; the benefits of these products must be clearly communicated to customers in order to encourage sales and, ultimately, make a profit.

The total communications programme is called the promotional mix and involves a blend of advertising, direct marketing, personal selling, sales promotion and public relations. You will investigate the different elements of the promotional mix and begin to understand why careful planning of the promotional mix is essential if a brand is to be successful.

You will review branding methods and techniques and consider how businesses promote their brand images. You will be encouraged to think of ideas for a brand and gain skills in developing promotional activities such as objective setting, selecting an appropriate promotional mix and justifying the choices you make when planning a promotional campaign for a brand.

Learning aims

In this unit you will:

A explore the use of branding and the promotional mix in business

B develop and promote a brand for a business.

Unit 1: The On-line World

Level: 1 and 2

Guided learning hours: 30

Assessment type: External

Unit introduction

How do websites work? How do emails reach your computer? How does the use of computer applications affect your daily life? This unit provides an introduction to the modern online world. Starting with your own experiences, you will extend your knowledge of online services and investigate the technology and software that supports them. You will learn more about a range of services including email, online data storage, collaborative software, search engines and blogging.

This unit will help you understand the main technologies and processes behind the internet and investigate how they come together to let you view websites and send information across the world. The internet and web of tomorrow will be even more powerful, more connected, more intuitive and a more important part of our lives.

This will result in an internet of services, objects and infrastructure (ubiquitous computing) which will radically change our lives. For example, smart appliances will be able to talk to each other, clothes will monitor our health and retailers will access social media to gain insight into shoppers’ preferences.

You will explore a range of digital devices, such as smart phones and digital music players and consider the technology that enables these devices to share and exchange information.

This technology has created new concerns regarding security and privacy. You will investigate these concerns and consider how users should behave online to safeguard themselves and respect others.

This unit is essential if you are considering a career in the IT sector. Online systems and technology have become part of everyday work, so being able to understand and work with this technology is relevant in many roles in the industry.

Learning aims

In this unit you will:

A: investigate online services and online communication

B: investigate components of the internet and how digital devices exchange and store information

C: investigate issues with operating online.

GCSE Art & Design

2 year course

Coursework Unit 2

GCSE Art & Design

2 year course

GCSE Art & Design: Textiles

60% Candidate Portfolio

40% Externally Set Task

Project 1

Autumn - Feb half term

Year 7 Jasper Johns ColourThis course introduces pupils to the colour wheel and teaches them how to mix paints and apply colour to their work. They will learn how to blend colours together in a variety of different media as well as developing their understanding of composition. Pupils will study the work of contemporary artists and produce a still life painting.
Creature designThis project introduces pupils to the artworld's love of creatures from small insects to domestic pets and wild mythical beasts. It looks at how they have been portrayed in all types of art from illustration to painting and sculpture. Pupils will develop their designing skills, observational drawing skills, use collage to produce imaginative ideas and translate them into a 3D creature out of card and paper mache. Pupils will also learn how to work with clay to produce a clay tile.

Year 7 tonal drawingThis course is designed to introduce pupils to the basics of drawing. They will learn about the formal elements of Art with a strong focus on drawing, applying tone, mark-making and using a wide range of media. Pupils are introduced to the different ways that artists use drawing to communicate their ideas.

gaudi boxThis project introduces pupils to the built environment around us. They will learn about art movements and the different styles of architecture and will be able to identify key features of some architectural styles. Pupils will generate ideas from looking at architect's work such as Antonio Gaudi and produce a 3D box of their own design.
stencilled patternThis project introduces pupils to the many uses of pattern in our world today. It looks at patterns in paintings, textiles, ceramics plus many more. Pupils learn how to create a template and stencil and produce their own printed pattern.
henna designThis project introduces pupils to the Pop Art movement. Pupils will develop their painting and observational drawing skills looking at various items of body adornment from garments to tribal tattoos and jewellery.
Write a concise and interesting paragraph here that explains what this course is about

Topic investigating Climate change.

- What is climate? How does climate link with world vegetation?

- Short term and long term climate change. Reasons for these.

- Issues resulting from climate change and ways to address it.

GCSE Coursework

Investigation into the impacts of the Windfarm on the coastal town of Rhyl.

Year 11 Revision!!

Information, tasks, links and exam questions on GSCE topics we has studied and are due to study.

Changes to the rural environment - Process of counter-urbanisation complicates attemps to distinguish between urban and rural areas. The increased but selective use of the country-side for residential, industrial and lesuire purposes has many impacts on the rural area and may lead to conflict between differnt interest groups. There is a need for careful management.

Topic explaining the difference between weather and climate. Summer and winter weather trends. How it rains. Microclimate Enquiry - Where is the best place for a bench at BEJ? 

Structure of the Earth. Plate Tectonics and the different plate boundaries. How, why and where Eathquakes and Volcanoes occur. Example of a local earthquake. Asian Tsunami, causes and effects.

Learning Objectives:
thread up and use a sewing machine safely
Learn 2 hand embroidery stitches (Chain stitch and stem stitch)
Dye fabric using fabric pastels
Use an iron safely
Produce a range of designs to meet a specific brief
Research the properties of materials
Use the work of textile artists to support development of design ideas

Learning Objectives:
To learn the applique method
To learn basic textile construction
To understand basic textile pattern symbols
To improve confidence of working on a sewing machine
To further develop embroidery skills
To use artists work to support the development of ideas

Notes, tasks and guidance for the January 2016 exam. Section A will focus on Steinbeck's Of Mice and Men whilst Section B will focus on the poetry comparison of two unseen (not known) poems.

Unit 1 is worth 35% of the total mark for GCSE English Literature. Section A will focus on Of Mice and Men and Section B will focus on a poetry comparison.

Of Mice and Men will consist of reading an extract and then answering questions on it.  Then you will be asked to select a title and write an essay on a character/theme/setting.

Non-fiction examination has a reading comprehension in Section. Two texts will be part of this exam and you will have to answer questions on both texts and perhaps compare them. Section B is the writing focus whereby you will be asked to write in a particular format for a particular audience. The exam will last 1h45 minutes.

Practise, revise and remember the different parts of speech.

An eight week planner practising homophones and their meanings.

Short sections of common words and their rules. Look up the words you do not know how to use in a sentence and understand their definitions. Practise the correct spellings and create your own way of remembering them.

Minutes and news from Eco-Councils

Write a concise and interesting paragraph here that explains what this course is about

Keyskills  is a course designed to focus on skills that will benefit students in Further and Higher Education and also in the wolrd of work. The six areas are divided up into core and wider keyskills. The areas are:

CORE: Communication, Application of Number and ICT

WIDER: Problem solving, Working with Others and Improving own learning and performance

The course is delivered by Miss Lamb

This is a student dictionary with some of the more common key words which are used in the school subjects.  Each page is tabbed at the bottom and labelled by subject in both English and Welsh.  On each page you will see the word/phrase, an explanation, the Welsh version and a column for students for whom English is not the first language.

Please find attached some example test papers for the Literacy and Numeracy tests, that will taking place within the next couple of weeks.

For further information, please see Mr Edwards.

Blogs written on a variety of topics by year 8 pupils at Blessed Edwards Jones Catholic High School.

Mr Atkins

Lesson materials, activities, assessments and revision exercises for you to use to help you achieve your full potential in maths during year 7

Lesson materials, activities, assessments and revision exercises for you to use to help you achieve your full potential in Thinking Maths

Lesson materials, activities, assessments and revision exercises for you to use to help you achieve your full potential in maths during year 8

Lesson materials, activities, assessments and revision exercises for you to use to help you achieve your full potential in maths during year 9

Lesson materials and revision exercises for you to use during year 10 to help you solidify the topics covered during your lessons in school. These resources will also be of use to you before sitting your foundation tier GCSE exam

All you will need to obtain a C grade at GCSE 

Good Luck

Lesson materials and revision exercises for use before sitting your foundation tier GCSE exam

Unit 16.2

Unit 16.3

Unit 16.4

Selection of Resources for the Year 11 pupils who need to resits their Science A exams.


The Controlled Assessment will take place on Tuesday 24th February. This accounts for 25% of your final mark.

You must revise over half-term for this!

Afterwards, you can then revise independently for the papers during the Summer exam season. GOOD LUCK.


This is for the pupils who have completed the early entry maths & who aren't proceeding with Maths.

During Maths lesson time, these pupils can complete their Science work online.

This builds on from the Foundation course. Most of the resources needed for Physics 3 are still on the Foundation course. Only a limited amount of higher tier material is available here. 

A collection of resources to help with the year 11 Additional Science (C2) course.

Entry to all the BTEC units.

This is the first Physics unit, usually completed in Year 10, as part of the Science A qualification.

This is the second physics course.

This course contains all the information you need to help you revise any of the modules in science.

This course is for the MAT identified pupils to complete various tasks.

This is the course for Year 10 pupils. The focus for MAT in this year group is NUMERACY. Naturally, the MAT Group will be working in close liaison with the Maths Dept. & the Numeracy Co-ordinator (Mr D Edwards).
GCSE core science chemistry module. Usually taught and examined in year 10.

You will learn what all living things are made up of. By looking at cells under a microscope you will discover the similarities and difference between plant and animal cells. You will study human reproduction and how a baby develops in the womb.

This is the third topic of year 7. In this topic you will learn how animals are classified. You will investigate the interaction of plants and animals in different environments and how their success has implications on the rest of the ecosystem. You will use this knowledge to help you with you "Animal Project" in English in the Summer term.

You will learn what energy is measured in and the different forms of energy. You will investigate how to measure energy and how to conserve energy.

In this module you will learn about balance and unbalanced forces and how they affect stationary and moving objects. You will learn how to calculate he speed of moving objects.

The first topic if Year 7 teaches you how to carry out investigations safely in a laboratory environment. You will learn how to use the equipment to heat solids and liquids with a bunsen burner. You will learn how to measure volumes and masses accurately. You will learn about the hazards of dangerous chemicals.

This is the fourth topic taught in Year 7. You will study the three states of matter; solid, liquid and gas. You will investigate the properties of the three states and the processes that occur when matter changes from one form to another. You will learn how to separate mixtures by carrying out investigations in class.

An overview of Year 7 Science.
Including topics taught, assessments and activities.

During the Summer Term of Year 8 you will explore rocks and how they are formed. You will learn how rocks are weathered and model these processes in class with practical investigations. You will will discover how sedimentary, metamorphic and igneous rocks are formed and learn the different features of these rock types. You will carry out a fossil project.

This module in Year 8 aims to give students a deeper understanding of electrical circuits. You will learn how to build series and parallel circuits, measure the current and voltage and understanding how resistance changes.
The second part of the module teaches students about magnetism. Students will explore the poles of magnets and how to plot a magnetic field. You will build an electromagnet.
IN this module you will learn the differences between elements and how they can be chemically combined to form new substances called compounds.
In this module you will learn why we need food, the different food groups, a balanced diet and how food is digested.
In this module you will learn about the process of respiration and the structure of the lungs.
This outlines the topics covered in Year 8 including assessments.
This sections explains how you will be assessed at the end of Key Stage 3 and awarded your science level.
Copies of all the investigations are included with links and help.
Know what topics are covered in Year 9 science including how you will be assessed.

Biology 1 is studied in Year 10 with an exam at the end of year 10. This equates to 25% of your first GCSE in Science.

A range of modules that will be taught during Year 11 in preparation for the B2 exam in May 2013.

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