Sir John Talbot's School | 2022-23 Curriculum Information

Sir John Talbot’s School CURRICULUM

Alternative Curriculum

Our vision:

Alternative Provision

Our vision:

Creativity- Art

Our vision

• Our vision is to prepare and motivate our students for a rapidly changing world by encouraging them in critical thinking skills, creativity, imagination and independence. We aim to instill vital life skills in the form of a thorough and diverse curriculum.

ART Learning Journey

Sir John Talbots

The Big Picture: You will develop your creative knowledge across a range of techniques and disciplines whilst being assessed on your ability to Develop ideas, refine work, Record & Present meaningful outcomes.

KS4 &5 Assessment Criteria

AO1 Develop ideas through investigations

AO2 Refine work by exploring ideas, selecting and experimentin g with appropriate media.

AO3 Record ideas, observations and insights.

AO4 Present a personal and meaningful response.

Exploration of portraiture using a range of printing, painting and mark making techniques. Concluding in a personal and meaningful final response.

Portraiture coursework unit 2

Year 10 Mock Exam to complete a final outcome.

Working like an artist, year 12 project practice.

GCSE Exam: Title provided by the exam board Edexcel, sketchbook unit, ending in a 10 hour exam to produce the final outcome.

Architecture Unit

Year 8

End of unit & summer assessment.

Cultural Exploration Unit

Year 7 End of unit & summer assessment.

&Year 9

End of unit & summer assessment.

KS3 Assessment DOTs

Exceptional progress

Good progress

Acceptable

The Big Picture

Scheme of Learning YEAR OVERVIEW

Year Group 7

Year 7 Art students undertake a single hour of Art each week. All topics covered focus initially on working from observation. To start the year, students work from a selection of everyday objects. The focus is on the Formal Elements and Tone, Line, Texture and Form then Colour, Shape and Pattern. Later, we look at the Natural world around us to develop their skills in printing and painting. Finally, pupils will explore the art of stenciling with key focus on their community. Homework can vary from drawings, stories or collages to producing written presentations on artists.

Intent (including moving on from…) Units: Everyday objects, Natural world, Macro Micro Skills: A range of techniques including wet and dry media to record their observations in sketchbooks. Developing from KS2 Skills:

Next Steps: Pupils will build on their skills learnt and developed to progress onto a wider range of skills and techniques, including lino printing and clay.

Implementation

Within the Art Dept. we understand students work at different paces in different ways. We encourage students to finish an item of classwork to their best ability before starting another. This process can take them between 2-4 lessons depending on the complexity of the piece.

Literacy: The ability to research and respond to other artists’ is expected in both a visual and written way. When evaluating their own work students explain links with other artists’ ideas. Numeracy: An understanding of scale and proportion is demonstrated through the use of scale drawing and enlargement tasks.

Home learning: Homework can vary from drawings, stories or collages to producing written presentations on artists. Wow Moments: Throughout the year pupils will have the opportunity to take part in community and arts projects. They will experience a wide range of exciting art techniques such as clay cakes, spray painting, and impasto.

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term

Project assessment

Home learning once per half term.

Spring Term

Project assessment

Home learning once per half term.

Summer Term

Project assessment

Home learning once per half term. Summer Assessment.

Impact (including next steps…)

Become proficient in drawing, painting, sculpture and art craft and design techniques.

The Big Picture

Scheme of Learning YEAR OVERVIEW

Year Group 8

Year 8 Art students undertake a single hour of Art each week. All topics covered focus initially on working from observation. To start the year, students work from organic forms to develop their drawing and painting skills while making links to Georgia O’keefs artwork. Later in the year, the focus shifts to encouraging students to work from their imagination and creating artwork using mark making techniques. Pupils will conclude the year looking a cultural artworks. Homework can vary from collecting objects, collages to producing written presentations on artists.

Intent (including moving on from…) Units: Organic Form, Animals, Cultures.

Skills: A range of techniques including wet and dry media to record their observations in sketchbooks.

Next Steps: Pupils will build on their skills learnt and developed to progress onto a wider range of skills and techniques, including GCSE style outcomes inspired directly by artists.

Implementation

Within the Art Dept. we understand students work at different paces in different ways. We encourage students to finish an item of classwork to their best ability before starting another. This process can take them between 2-4 lessons depending on the complexity of the piece. Students are encouraged to respond to artists, develop ideas and explore materials to create artwork in a variety of mixed-media.

Literacy: The ability to research and respond to other artists’ is expected in both a visual and written way. When evaluating their own work students explain links with other artists’ ideas. Numeracy: An understanding of scale and proportion is demonstrated through the use of scale drawing and enlargement tasks.

Home learning: Homework can vary from drawings, stories or collages to producing written presentations on artists.

Wow Moments: Throughout the year pupils will have the opportunity to take part in community and arts projects. They will experience a wide range of exciting art techniques such as printing, painting and clay. The pupils will also visit the zoo where they will photograph animals.

Impact (including next steps…)

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Become proficient in drawing, painting, sculpture and art craft and design techniques.

Autumn Term

Project assessment

Home learning once per half term.

Spring Term

Project assessment

Home learning once per half term.

Summer Term

Project assessment

Home learning once per half term.

Summer Assessment

The Big Picture

Year Group 9

Year 9 Art students undertake a single hour of Art each week. All topics covered focus on developing pupils exploration and independent thought. To start the year, students complete a local environment project with a GCSE structure. The focus is on using a wide variety of materials and techniques. Later, pupils will choose their own topic to complete a mock GCSE project, culminating with a final outcome which will be exhibited at the KS3 rewards evening. Homework can vary from drawings, stories or collages to producing written presentations on artists.

Intent (including moving on from…)

Units: Local environment community project, Mock GCSE project.

Skills: A range of techniques including wet and dry media to record their observations in sketchbooks.

Next Steps: Pupils will be equipped with the knowledge and understanding of the GCSE structure moving into Year 10 and 11.

Implementation

Within the Art Dept. we understand students work at different paces in different ways. We encourage students to finish an item of classwork to their best ability before starting another. This process can take them between 2-4 lessons depending on the complexity of the piece.

Literacy: The ability to research and respond to other artists’ is expected in both a visual and written way. When evaluating their own work students explain links with other artists’ ideas. Numeracy: An understanding of scale and proportion is demonstrated through the use of scale drawing and enlargement tasks.

Home learning: Homework can vary from drawings, stories or collages to producing written presentations on artists.

Wow Moments: Throughout the year pupils will have the opportunity to take part in community and arts projects. They will experience a wide range of exciting art techniques, which they will develop with their own ideas.

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term

Project assessment

Home learning once per half term.

Spring Term

Project assessment

Home learning once per half term. Assessment.

Summer Term

Project assessment

Home learning once per half term.

Impact (including next steps…)

Become proficient in drawing, painting, sculpture and art craft and design techniques.

Scheme of Learning

The Big Picture

Year Group 10

Year 10 Art students begin their GCSE course with a 6-7 week foundation unit, refreshing their knowledge of the formal elements and various skills and techniques. Pupils will then begin their initial coursework project organic form, they will be encouraged to take the project in their own personal direction choosing artists and starting points. During the second half of the summer term pupils will begin a portraiture project which will take them through to year 11.

Intent (including moving on from…) Units: Foundation Unit, Organic form, portraits.

Skills: A range of techniques including wet and dry media to record their observations in sketchbooks.

Next Steps: Pupils will develop their portrait project until January of year 11 when they will begin their exam.

Implementation

60% Coursework 40% Exam.

The GCSE in Art, Craft and Design is a broad and flexible course that requires students to develop an appreciation of the creative process through a practical response, using a variety of two-dimensional and three-dimensional media, materials, techniques and processes. Students should explore critically how artists, craftspeople and designers from diverse cultures, times and societies have arrived at solutions and communicated meaning using the formal elements. Students should use this knowledge when developing new ideas, recording observations and creating outcomes which fully realise their personal intentions.

Literacy: The ability to research and respond to other artists’ is expected in both a visual and written way. When evaluating their own work students explain links with other artists’ ideas.

Numeracy: An understanding of scale and proportion is demonstrated through the use of scale drawing and enlargement tasks.

Home learning: Individual drawing tasks, artist investigations, photography.

Wow Moments: Pupils are taken to Liverpool to visit the Tate modern and museums, pupils take part in art workshops lead by external artists and designers. They will experience a wide range of exciting art techniques, which they will develop with their own ideas.

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term

Project assessment

Home learning once per half term.

Spring Term

Project assessment

Home learning once per half term.

Mock exam

Summer Term

Project assessment

Home learning once per half term.

Impact (including next steps…)

Become proficient using the GCSE project structure to develop ideas. Become an independent artist.

Scheme of Learning

The Big Picture

Year Group 11

Students receive 3 hours of teaching per week. Year 11 Art students begin their final GCSE year completing their portrait project. January of year 11 pupils will receive their exam topic from Edexcel which h they will complete as a project over 20 hours. This culminates in a 10 hour exam whereby pupils complete a final outcome for their project

Intent (including moving on from…) Units: Portrait Unit, Exam topic.

Skills: A range of techniques including wet and dry media to record their observations in sketchbooks.

Implementation

60% Coursework 40% Exam.

The GCSE in Art, Craft and Design is a broad and flexible course that requires students to develop an appreciation of the creative process through a practical response, using a variety of two-dimensional and three-dimensional media, materials, techniques and processes. Students should explore critically how artists, craftspeople and designers from diverse cultures, times and societies have arrived at solutions and communicated meaning using the formal elements. Students should use this knowledge when developing new ideas, recording observations and creating outcomes which fully realise their personal intentions.

Literacy: The ability to research and respond to other artists’ is expected in both a visual and written way. When evaluating their own work students explain links with other artists’ ideas.

Numeracy: An understanding of scale and proportion is demonstrated through the use of scale drawing and enlargement tasks.

Home learning: Individual drawing tasks, artist investigations, photography. Wow Moments: They will experience a wide range of exciting art techniques, which they will develop with their own ideas.

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term

Project assessment

Home learning once per half term.

Spring Term

Project assessment

Home learning once per half term. Mock exam

Summer Term

Project assessment

Home learning once per half term.

Impact (including next steps…)

Become proficient using the GCSE project structure to develop ideas. Become an independent artist.

Careers

Our vision

At Sir John Talbot’s School, our ethos “achievement through caring” embodies the holistic approach we take to supporting students, so that they may achieve in all aspects of their development. We aim to enhance their life chances for the future by providing tailored support throughout their time in school.

We endeavour to ensure that students and parents have access to independent advice and guidance (IAG), whenever required, to assist with making important academic or career decisions, as well as offering emotional or medical advice if needed. Our aim is the ensure that all students are #realworldready by the time they leave Sir John Talbot’s School.

Careers and Destinations

Making you #RealWorldReady

Careers in the fire service Aico enterprise event

Harper Adams university experienc e day

Work Experienc e

Oxbridge Experienc e Glyndwr University Experience

College/Sixth Form and Apprenticeshi ps talks

Keele/Birmingham University Experience

Key Dates:

12th October Careers Fair

6th February National Apprenticeship Week

6th March National Careers Week

3rd July WEX week

UCAS Fair

Creativity- Design Technology

Our vision

• Our vision is to prepare and motivate our students for a rapidly changing world by encouraging them in critical thinking skills, creativity, imagination and independence. We aim to instill vital life skills in the form of a thorough and diverse curriculum.

Digital Enterprise

Our vision

For all learners to realise their dreams and become the best version of themselves.

As a faculty we are committed to providing all our students with experiences in digital technologies that will allow them to develop a set of broad transferable skills which will enable them to participate fully in modern 21st century society and economy.

Digital Enterprise

Year 7

Year 7 Computer Science Year Overview

What is my Learning Journey this year?

What to expect…

Cyber Security

What to expect

Content – A consideration of the issues associated by cyber security

Bigger Picture Focus – To be able to recommend an appropriate measures to protect against cyber attacks

Key Skills:

• System construction

• Interface design

• Functions and Formulas

• Data analysis

• Visual based programming

Home Learning

Name Min TG

Content – A look at the architecture of computers, performance, memory and storage. Bigger Picture Focus – To be able to recommend an appropriate computer system for a given scenario.

Visual prog rammer

What to expect

Content – Environmental considerations associated with business and IT.

Bigger Picture Focus – To be able to design and pitch an innovative and sustainable product.

Cyber Security

How computers work

What to expect

Content – An introduction into computer programming using visual block based software.

Bigger Picture Focus – To be able to build an effective and functioning computer program.

Cultural Connections/ Real World Links

• How to choose the most appropriate computer system.

• Understanding how to improve and upgrade a computer system.

• How spreadsheet software supports data analysis.

• How computer programs control things.

Eco Dragons Den

On to Year 8

How computers work

Competitions and other links

• UK Bebras

• Khans Code Academy

• CAS

• Cyber Discovery

• Astro Pi

• Pi Wars

Your teacher will also set each Flipped Learning task on Class Charts for your home learning every week Flipped activities will link to in class learning

Micro bit

Eco Dragons Den

The Big Picture: Students will be introduced to the basics of Computer Science. They will develop an understanding and knowledge of systems architecture, how databases work and programming skills using visual programming software.

Intent

1. Cyber Security – students will explore the impact of cyber security threats and identify measures to protect against.

Year Group: 7

2. How computers work – students will be introduced to the basics of systems architecture. They will develop a knowledge and understanding of how computers work, exploring hardware, software and computer components.

3. Visual Programmer– students will develop an understanding of programming using visual based programming software. They will work through a range of activities and develop their own program based on their knowledge and understanding.

4. Eco Dragons Den – students will explore the benefits of sustainable production. They will then design and pitch an innovative and sustainable product for a given purpose.

Implementation

Students will work through the 4 topic areas, reflecting regularly on their knowledge and understanding throughout.

Each topic provides opportunities to build up skills through practical and theoretical activities. Each unit will be graded using ‘rubric style assessment grids’ that focus students' abilities of each individual skill. Students will be graded BRONZE, SILVER, GOLD or PLATINUM and graded within the given mark boundary.

LORIC opportunities are provided throughout each module, these include group tasks that provide chances for students to interact with other, demonstrate levels of communication and leadership. Practical work, such as exploring the inside of the computer, programming and searching using SQL will present problem solving skills that students will need to show resilience and initiative.

Home learning – students will be expected to complete 2 independent home learning pieces per topic. This will consolidate learning from the classroom and support preparation for end of unit assessments. A homework booklet will be provided at the start of the year detailing what is expected.

Impact

Autumn Term

E-Safety

- Platinum standard assessment grid will be used to assess knowledge and understanding of this unit.

Spring Term

How Computers Work

- Platinum standard assessment grid will be used to assess knowledge and understanding of this unit.

Summer Term

Visual Programming and Eco Dragons Den

- Platinum standard assessment grid will be used to assess knowledge and understanding of this unit.

Students will have an overall good knowledge and understanding of how computer systems work – this will support them with paper 1 of the GCSE Computer Science course. Students will build up transferable skills through the database unit and will develop a good knowledge and understanding of programming skills and terminology in preparation for learning textual based programming in year 8 and 9 and for paper 2 of the Computer Science GCSE.

Digital Enterprise

Year 8

Year 8 Computer Science Year Overview

What is my Learning Journey this year?

What to expect…

Content – A look into the different types of hardware required in a network. The different network types and topologies.

Spreadsheet Specialist

What to expect

Content – To use spreadsheet software to store data, support with data analysis and improve efficiency and effectiveness of managing data.

Bigger Picture Focus -

To be able to build an effective working spreadsheet model to for a business scenario.

Key Skills:

• Network construction

• Problem solving and logical thinking

• Data analysis

• Text based programming

Home Learning

Bigger Picture Focus -

To be able to recommend an efficient network design for a given scenario.

Computational Thinking

What to expect

Content – An introduction into text based programming understanding the basics of programming and constructs.

Bigger Picture Focus – To be able to develop a program using the language Small Basic for a given purpose and scenario.

What to expect

Network Manager

Content – An introduction into computational thinking techniques and how to think logically.

Bigger Picture Focus – To be able to provide solutions using CT techniques for a range of problems.

Cultural Connections/ Real World Links

• How to choose the most appropriate network topology.

• Understanding how to improve and upgrade a network.

• How database software supports data analysis.

• Approach problems with computational techniques.

Small Basic Developer

Competitions and other links

• UK Bebras

• Khans Code Academy

• CAS

• Cyber Discovery

• Astro Pi

• Pi Wars

On to Year 9

Your teacher will also set each Flipped Learning task on Class Charts for your home learning every week Flipped activities will link to in class learning

Small Basic

The Big Picture

Students will build on knowledge learnt from Year 7. Students will move from how computer systems work independently to how they interact within a network. They will look at how data can be analysed using alternative software packages and will move from visual based programming to textual based programming.

Intent

Year Group 8

1. Spreadsheet specialist – students will work through a skills-based project in which their end goal is to be able to develop a working spreadsheet for a given scenario.

2. Networks and Communication – students will explore the requirements of developing an effective network, including software, hardware, protocols and security measures.

3. Computational Thinking and Problem Solving – students will develop knowledge and understanding of the skills involved in solving problems. They will be introduced to methods used to sort data.

4. Small Basic – students will explore textual based programming and build up skills that can be transferred to more complex software programs, such as Python.

Implementation

Students will work through the 4 topic areas, reflecting regularly on their knowledge and understanding throughout.

Each topic provides opportunities to build up skills through practical and theoretical activities. Each unit will be graded using ‘rubric style assessment grids’ that focus students' abilities of each individual skill. Students will be graded BRONZE, SILVER, GOLD or PLATINUM and graded within the given mark boundary.

LORIC opportunities are provided throughout each module, these include group tasks that provide chances for students to interact with other, demonstrate levels of communication and leadership. Practical work, such as exploring networks, searching and sorting using filters and macros, and understanding syntax will present problem solving skills that students will need to show resilience and initiative.

Home learning – students will be expected to complete 2 independent home learning pieces per topic. This will consolidate learning from the classroom and support preparation for end of unit assessments. A homework booklet will be provided at the start of the year detailing what is expected.

Impact

Autumn Term Spreadsheet specialist

- PLATINUM standard assessment grid will be used to assess knowledge and understanding of this unit.

Spring Term Networks and Communications

- PLATINUM standard assessment grid will be used to assess knowledge and understanding of this unit.

Summer Term Computation Thinking & Small Basic

- PLATINUM standard assessment grid will be used to assess knowledge and understanding of this unit.

Students will develop a good knowledge of the benefits and drawbacks of different types of computer network. They will explore the features and functions involved in developing a network. Students will build a working spreadsheet using advanced tools and features. These skills are transferable to the real world. Knowledge will not only support the CS GCSE, but also the Business GCSE. Small Basic will provide students with scaffolded skills to build up knowledge of textual based programming which will be transferable to year 9 when they study Python.

Digital Enterprise

Year 9

Year 9 Computer Science Year Overview

What is my Learning Journey this year?

What to expect…

Python Programmer

Content – An introduction into business marketing with a key focus on branding and advertisement.

Bigger Picture FocusTo be able to develop and present a new business concept..

Web Developer

Name Min

What to expect

Content – An introduction into how data is represented by a computer for images, sounds and text.

Bigger Picture Focus – To be able to provide solutions using CT techniques for a range of problems.

What to expect

Content – Continue to develop skills using text based programming language.

Bigger Picture Focus – To be able to develop a program using Python for a given purpose and scenario.

Key Skills:

• Effective business planning

• Problem solving and logical thinking

• Data representation

• Text based programming

Home Learning

Business Apprentice

What to expect

Content – An introduction into web development considering design and functionality tools.

Bigger Picture Focus – To be able to develop a web app for a given purpose and scenario.

Cultural Connections/ Real World Links

• Develop coding skills to develop programs.

• Develop web development skills to create web apps.

• How an effective business plan helps a business succeed.

• Approach problems with computational techniques.

Data Representation

Competitions and other links

• UK Bebras

• Khans Code Academy

• CAS

• Cyber Discovery

• Astro Pi

Your teacher will also set each Flipped Learning task on Class Charts for your home learning every week Flipped activities will link to in class learning

The Big Picture

Students will build on knowledge learnt from year 8. Students will develop knowledge of programming further from summer term of year 8 immediately into autumn term of year 9. Students will use Python which is more advanced than Small Basic. Students will then be introduced to Business. This will support them in making appropriate choices for options.

Intent

Year Group 9

1. Python – students will develop knowledge and understanding of textual based programming using Python. This will prepare students for GCSE paper 2 and NEA.

2. Introduction to business – students will explore the 4Ps of the marketing mix and present a brand for a given scenario.

3. Web developer – students will explore different applications and then develop an application for a given scenario.

4. Data and data representation – students will be introduced to how computers work and calculate. They will carry out calculations to convert between binary, denary and hexadecimal values.

Implementation

Students will work through the 4 topic areas, reflecting regularly on their knowledge and understanding throughout.

Each topic provides opportunities to build up skills through practical and theoretical activities. Each unit will be graded using ‘rubric style assessment grids’ that focus students' abilities of each individual skill. Students will be graded BRONZE, SILVER, GOLD or PLATINUM and graded within the given mark boundary.

LORIC opportunities are provided throughout each module, these include group tasks that provide chances for students to interact with other, demonstrate levels of communication and leadership. Practical work, such as programming will provide problem solving activities in which students will be required to use their initiative and demonstrate high levels of resilience.

Home learning – students will be expected to complete 2 independent home learning pieces per topic. This will consolidate learning from the classroom and support preparation for end of unit assessments. A homework booklet will be provided at the start of the year detailing what is expected.

Impact

Autumn Term Python

- PLATINUM standard assessment grid will be used to assess knowledge and understanding of this unit.

Spring Term Introduction to Business

- PLATINUM standard assessment grid will be used to assess knowledge and understanding of this unit.

Summer Term Web Developer and Data Representation

- PLATINUM standard assessment grid will be used to assess knowledge and understanding of this unit.

Students will develop a good knowledge of the benefits and drawbacks of different types of business ownership. They will explore how computers solve problems and carry out complex calculations. Students will build up excellent programming skills that will set them up perfectly for the GCSE CS GCSE.

Digital Enterprise

KS4 Business

Sir John Talbot’s school Business

Sir John Talbot’s school Business

The Big Picture

Students will work through topics 1-3 of Business paper 1 (Business activity, marketing and people). Students will build up a knowledge of what it takes to set up a new business, including the risks involved. They will explore the role of marketing and will consider the impact of human resources on a business.

Intent

Year Group 10

1. Business activity – students will learn about the role of business enterprise, business planning, business ownership, business aims and objectives, stakeholders in business and business growth.

2. Marketing – students will learn about the role of marketing within business, the importance of market research, how to segment a market and will explore the marketing mix.

3. Students will learn about the role of human resources, how different organizations are structured and the different ways of working, how businesses communicate information, the recruitment and selection process, how businesses motivate and retain staff, the importance of training and development, and employment law.

Implementation

Students will work through the 3 topic areas, reflecting regularly on their knowledge and understanding throughout.

Each topic provides opportunities to build up skills through practical and theoretical activities. Each unit will conclude with a formal in class examination.

LORIC opportunities are provided throughout each module. Students will work in groups, communicating with each other, demonstrating high levels of leadership and organization. Students will show initiative through their activities and study by using all sources available.

A key focus will be made on understanding key terminology and command verbs, along with regular opportunities to challenge students ability to apply knowledge to extended answer questions. Flipped learning activities will formulate the majority of home learning as research has proven that this is most effective in supporting development of prior knowledge leading to improved in class response and attention.

Students will be engaged in a number of practical activities including developing their own business brand, product and marketing mix. Students will be expected to present these to the rest of the class.

Impact

Autumn Term

LO in class topic tests for sub unit 1 – Business activity. Students will also have 2 extended answer questions on business activity.

Spring Term

LO in class topic test for sub unit 2 – Marketing. Students will also have 2 extended answer questions on marketing.

Summer Term

LO in class topic tests for sub unit 3 – People. Students will also have 2 extended answer questions on people.

Students will develop a good knowledge and understanding of business activity, marketing and people within business. This will support students with application to GCSE Business paper 1 questions. Students will explore and create success criteria to support with application of knowledge to extended answer questions. Students will also be taught how to extract evidence from a given scenario to support ability to gain grades from A03 band.

The Big Picture

Students will work through topics 4-7of Business paper 2 (Operations, finance and influences on business). Students will build up a knowledge of how existing and established business operate. They will explore such things as processes of production, quality control and consumer law. Students will investigate the role of the finance function and explore ethical and environmental behaviours of businesses.

Intent

Year Group 11

1. Operations – students will learn about production processes, quality of goods and services, the sales process and customer services, consumer law, business location and working with suppliers.

2. Finance – students will learn about the role of the finance function, how business source finance, work through revenue, costs, profit and loss calculations, break even and cash and cash flow.

3. Influences on business – students will learn about environmental and ethical considerations of a business, the impact of the economic climate and globalization.

Implementation

Students will work through the 3 topic areas, reflecting regularly on their knowledge and understanding throughout.

Each topic provides opportunities to build up skills through practical and theoretical activities. Each unit will conclude with a formal in class examination.

LORIC opportunities are provided throughout each module. Students will work in groups, communicating with each other, demonstrating high levels of leadership and organization. Students will show initiative through their activities and study by using all sources available.

A key focus will be made on understanding key terminology and command verbs, along with regular opportunities to challenge student's ability to apply knowledge to extended answer questions.

Flipped learning activities will formulate most of the home learning as research has proven that this is most effective in supporting development of prior knowledge leading to improved in class response and attention.

Impact

Autumn Term

LO in class topic tests for sub unit 3 – Operations. Students will also have 2 extended answer questions on operations.

Spring Term

LO in class topic test for sub unit 5 – Finance. Students will also have 2 extended answer questions on finance..

Summer Term

LO in class topic tests for sub unit 6 – Influences on business. Students will also have 2 extended answer questions on influences on business.

Students will develop a good knowledge and understanding of operations, finance and influences within business. This will support students with application to GCSE Business paper 2 questions. Students will explore and create success criteria to support with application of knowledge to extended answer questions. Students will also be taught how to extract evidence from a given scenario to support ability to gain grades from A03 band.

Digital Enterprise

KS4 Computer Science

Sir John Talbot’s school Computer Science

Sir John Talbot’s school

The Big Picture

Students will start the course by working through the topics of 2.1 and 2.2 of the Computer science paper (Algorithms and Programming fundamentals). This will allow students to start the develop their programming skills early in the course and to continue throughout the 2 years. Students will then work through topics 1.1 to 1.6 and build up knowledge to complete Component 1 exam paper at the end of year 10.

Intent

Year Group 10

1. Algorithms and Programming fundamentals – students will learn about the role of elements that make up computational thinking and how these are used in solving problems. Students will continue to develop their programming skills meeting the requirements to learn techniques set in the specification.

2. System Architecture and Memory and Storage – students will learn about the architecture of the Von Neuman processor and the primary and secondary storage.

3. Computer Networks and Network security – Students will learn about the different types of networks, topologies, network hardware along with the threats to networks.

4. Systems software and Issues – Students will learn the role of the operating system and the types of utility software. Investigate the impact of technology on society and environment.

Implementation

Students will work through the specified topic areas, reflecting regularly on their knowledge and understanding throughout.

Each topic provides opportunities to build up skills through practical and theoretical activities. Each unit will conclude with a formal in class examination.

LORIC opportunities are provided throughout each module. Students will work in groups, communicating with each other, demonstrating high levels of leadership and organisation. Students will show initiative through their activities and study by using all sources available.

A key focus will be made on understanding key terminology and command verbs, along with regular opportunities to challenge students’ ability to apply knowledge to extended answer questions. Flipped learning activities will formulate most of the home learning tasks as research has proven that this is most effective in supporting development of prior knowledge leading to improved in class response and attention. Students will be required to watch videos for each specification point and complete Cornell notes.

Students will be engaged in developing several programming tasks to develop their programming skills.

Impact

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term

LO in class topic tests for sub unit 2.1 –Algorithms 1.1 – System Architecture and1.2 Memory and storage.

Spring Term

LO in class topic test for sub unit 1.3 –Networks and 1.4 – Network security.

Summer Term

LO in class topic test for sub unit 1.5 –System Software and 1.6 – Issues. Students will also complete an end of Year 10 exam to assess all content learnt.

Students will develop their capability, creativity and knowledge in computer science. Students will use practical skills to develop and apply their analytic, problem-solving, design and computational thinking skills. Students will develop their programming skills by completing several programming challenges to allow knowledge to complete programming exam questions. Students will be able to access all assessment objectives by understanding the command verb and developing knowledge retrieval of topics learnt this year.

The Big Picture

Students will start Year 11 working through the topic 2.3 Producing robust programs, 2.4 Boolean logic and 2.5 Programming languages. Students will then have a routine of exam paper chunking whereby a full paper will be broken down and focused on each week to allow knowledge retrieval and content interleaving. Command words will be revisited as well as misconceptions in preparation for the final exams.

Intent

1. Producing robust programs – students will learn the measures taken in defensive design, ensuring programs are maintainable and well tested.

2. Boolean logic - students will learn about the different logic gates and how to produce a truth table for a given logic diagram.

Year Group 11

3. Programming languages - Students will learn the characteristics of different levels of programming languages and the features available in Integrated development environments(IDE).

Implementation

Students will work through the specified topic areas, reflecting regularly on their knowledge and understanding throughout.

Each topic provides opportunities to build up skills through practical and theoretical activities. Each unit will conclude with a formal in class examination.

LORIC opportunities are provided throughout each module. Students will work in groups, communicating with each other, demonstrating high levels of leadership and organisation. Students will show initiative through their activities and study by using all sources available.

A key focus will be made on understanding key terminology and command verbs, along with regular opportunities to challenge students’ ability to apply knowledge to extended answer questions.

Flipped learning activities will formulate most of the home learning as research has proven that this is most effective in supporting development of prior knowledge leading to improved in class response and attention. Students will be required to watch videos for each specification point and complete Cornell notes.

Students will be engaged in developing their own programming project and demonstrating the knowledge learnt within the programming and project documentation.

Impact

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term

LO in class topic tests for sub unit 2,3 –Producing robust programs, 2.4 –Boolean logic and 2.5 – Programming languages.

Spring Term

Past paper and sample paper exams will be chunked into 3 parts and assessed on each week.

Summer Term

Preparation for final exams: J277/01 Computer Systems exam J277/02 Computational thinking, algorithms and programming exam

Students will develop their capability, creativity and knowledge in computer science. Students will use practical skills to develop and apply their analytic, problem-solving, design and computational thinking skills. Students will develop their programming skills by completing several programming challenges to allow knowledge to complete programming exam questions. Students will be able to access all assessment objectives by understanding the command verb and developing knowledge retrieval of topics learnt this year.

Digital Enterprise

KS5 Computer Science

Sir John Talbot’s school Computer Science

Year 12

Topic 2.1 Name Min TG

1.1

1.2

Topic 1.2 ASSESSMEN

Topic 1.3 ASSESSMEN

T

Curriculum Map

Topic 2.3: Algorithms to solve problems and standard algorithms

Topic 1.3 ASSESSMENT

Topic 1.3: Exchanging data

Topic 1.2: Software and software development

Topic 1.1

ASSESSMEN T

Topic 3: Programming Project

Year 12

Topic 2.1: Elements of Computational Thinking

Topic 1.1 Characteristics of processors, input, output and storage devices

Topic 2.1

ASSESSMEN T

Sir John Talbot’s school Computer Science

Year 13

Curriculum Map

Name Min

Topic 1.5: Legal, moral, cultural and ethical issues

Topic 1.5

ASSESSMEN

Exam preparation

Topic 3: Programming Project (Finalise)

Topic 2.2

ASSESSMEN

Year 12 Recap

ASSESSMENT

Topic 2.3: Algorithms to solve problems and standard algorithms

Topic 2.2: Programming solving and programming

Topic 2.3

ASSESSMEN T

Topic 1.4

ASSESSMEN T

Topic 1.4: Data types, data structures and algorithms

The Big Picture

Students will start the course by working through the topics of 2.1 and 2.2 of the Computer science paper (Elements of computational thinking and Problem solving and programming). This will allow students to start the analysis section of the programming project documentation. Students will then work through topics 1.1 to 1.3 and build up a knowledge on the system architecture.

Intent

Year Group 12

1. Elements of computational thinking and Problem solving and programming – students will learn about the role of elements that make up computational thinking and how these are used in solving problems. Students will continue to develop their programming skills meeting the requirements to learn techniques set in the specification.

2. Characteristics of processors, input, output and storage devices – students will learn about the architecture of different processors and the role of input, output and storage devices.

3. Software and software development – Students will learn the role of the operating system, how applications are generated and the process of developing software.

4. Exchanging data – Students will learn about the different types of compression and encryption, gain practical experience of databases and networks.

Implementation

Students will work through the specified topic areas, reflecting regularly on their knowledge and understanding throughout.

Each topic provides opportunities to build up skills through practical and theoretical activities. Each unit will conclude with a formal in class examination.

LORIC opportunities are provided throughout each module. Students will work in groups, communicating with each other, demonstrating high levels of leadership and organisation. Students will show initiative through their activities and study by using all sources available.

A key focus will be made on understanding key terminology and command verbs, along with regular opportunities to challenge students ability to apply knowledge to extended answer questions.

Flipped learning activities will formulate the majority of home learning as research has proven that this is most effective in supporting development of prior knowledge leading to improved in class response and attention. Students will be required to watch videos for each specification point and complete Cornell notes.

Students will be engaged in developing their own programming project and demonstrating the knowledge learnt within the programming and project documentation.

Impact

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term

LO in class topic tests for sub unit 2.1 –Elements of computational thinking and 1.1 – Characteristics of processors.

Spring Term

LO in class topic test for sub unit 1.2 –Software and software development and 1.3 – Exchanging data.

Summer Term

Unit 3 – programming project will be marked against the mark scheme. Students will also complete an end of Year 12 exam to assess all content learnt.

Students will expand their capability, creativity and knowledge in computer science. Students will use practical skills to develop and apply their analytic, problem-solving, design and computational thinking skills. Students will be able to access the higher levels of the mark scheme for the programming project that is worth 20% of the overall grade. Students will be able to access all assessment objectives by understanding the command verb and developing knowledge retrieval of topics learnt this year.

The Big Picture

Students will start Year 13 working through the topic 2.2 Algorithms to solve problems and 2.2 Problem solving and programming to allow them apply a range of algorithms to their programming project. Students will then continue to learn the theory topics of 1.4 and 1.5(Data types and Legal, ethical, moral and cultural issues) to build up a knowledge on different data structures and the impact of computing on society.

Intent

Year Group 13

1. Algorithms to solve problems and standard algorithms – students will learn how to develop algorithms for a given problem as well as understanding and learn how to develop standard algorithms.

2. Data types, data structures and algorithms - students will learn about the different data types and number conversions, Boolean algebra and a number of different data structures.

3. Legal, moral, cultural and ethical issues - Students will learn the individual moral, social, ethical and cultural opportunities and risks of digital technology. Legislation surrounding the use of computers and ethical issues that can or may in the future arise from the use of computers.

Implementation

Students will work through the specified topic areas, reflecting regularly on their knowledge and understanding throughout.

Each topic provides opportunities to build up skills through practical and theoretical activities. Each unit will conclude with a formal in class examination.

LORIC opportunities are provided throughout each module. Students will work in groups, communicating with each other, demonstrating high levels of leadership and organisation. Students will show initiative through their activities and study by using all sources available.

A key focus will be made on understanding key terminology and command verbs, along with regular opportunities to challenge students’ ability to apply knowledge to extended answer questions.

Flipped learning activities will formulate the majority of home learning as research has proven that this is most effective in supporting development of prior knowledge leading to improved in class response and attention. Students will be required to watch videos for each specification point and complete Cornell notes.

Students will be engaged in developing their own programming project and demonstrating the knowledge learnt within the programming and project documentation.

Impact

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term LO in class topic tests for sub unit 2.3 –Algorithms to solve problems, 1.4 –Data types and 2.2 - Programming

Spring Term Programming Project will be marked against exam board criteria and moderated. LO in class topic test for sub unit 1.5 – Issues

Summer Term

Preparation for final exams:

H446/01 Computer Systems examination

H446/02 Algorithms and Programming examination

Students will expand their capability, creativity and knowledge in computer science. Students will use practical skills to develop and apply their analytic, problem-solving, design and computational thinking skills. Students will be able to access the higher levels of the mark scheme for the programming project that is worth 20% of the overall grade. Students will be able to access all assessment objectives by understanding the command verb and developing knowledge retrieval of topics learnt this year.

Digital Enterprise

KS5 Business Studies

•

Assessment:

Paper 2 – Business activities, decisions and strategy

•

Year

Theme 3 – Business decisions and strategy

Theme 4 – Global business

•

•

•

Assessment:

• Progress Tests

• Exam based calculation and extended response questions

•

•

Year 12

Theme 1 – Marketing and People

Theme 2 – Managing Business activities Autumn

Theme

•

•

•

A Level Business -Theme 1 Learning Journey

Assessment:

Paper 1 –Marketing, people and global business

•

•

•

• Business Objectives

• Business choices

• Entrepreneur to leader Autumn Term – Year 12 Unit 1.4 –Managing people

• Workforce planning

• Flexible working types

• Dismissal and redundancy

• Employee and employer relations

• Collective bargaining

• Internal and external recruitment

• Costs of recruitment,selection and training

• Types of training

• Organisational design –Types of structure

• Motivation theories Financial motivators

• Non financial motivators

• Leaders and managers

•

Assessment:

• Knowledge organisers for each unit

• Exam based calculation and extended response questions

• Theme 1 exam

•

•

•

• Factors influencing demand

• Factors influencing supply

• Interaction of demand and supply

• Price elasticity of demand –Calculation and interpretation of results

• Income elasticity of demand –calculation and interpretation of results

Theme

Year 12

• Mass and niche markets

• Market size and market share

• Branding- Dynamic markets

• Risk and uncertainty

• Product and Market orientation

• Market Segmentation

• Primary and Secondary research

• Limitations – sample size and bias

• ICT to support market research

A Level Business -Theme 2 Learning Journey

Theme

Year

A Level Business -Theme 3 Learning Journey

Assessment:

Paper 3 – Business decisions and strategy

Autumn Term – Year 13

Unit 3.5 –Assessing competitiveness

• Profit and loss accounts

• Balance sheets

• Ratio Analysis –Calculation and interpretation

• Limitations of ratios

• Human resources

• Labour productivity – Calculation and interpretation

• Labour turnover – Calculation and interpretation

• Absenteeism –Calculation and interpretation

• Strategies to increase productivity and reduce labour turnover and absenteeism.

Autumn Term – Year 13

Unit 3.6 –Managing change

• Causes and effects of change

• Effects of change on Business

• Key factors in bringing change

• Scenario and contingency planning

• Risk assessment and risk mitigation

Autumn Term – Year 13

Unit 3.4 –Influences on business decisions

• Classification of company cultures

• Stakeholder expectations

• Stakeholder conflict

• Shareholder Vs Stakeholder

• Internal and external stakeholders

• Corporate Social Responsibility

• Business Ethics

• Pay and rewards

Assessment:

• Knowledge organisers for each unit

• Exam based calculation and extended response questions

• Theme 2 exam

Autumn Term – Year 13

Unit 3.3 –Decision making techniques

• Time series analysis and moving averages

• Investment appraisal technique 1 – ARR

• Investment appraisal technique 2 –NPV

• Investment appraisal technique 3 –Payback

• Limitations of Investment appraisal

• Decision trees – Construct and Interpret

• Limitations of decision tress

• Critical path analysis –Construct and interpret

• Limitations of Critical path analysis

Autumn Term – Year 13

Unit 3.2 – Business growth

• Objectives of growth

• Economies and diseconomies of scale

• Mergers and takeovers

• Organic and Inorganic growth

• Advantages and disadvantages of organic growth

• Reasons for staying small scale

• Small business survival in competitive markets

Year 13

Theme 3 – Business decisions and strategy Autumn Term – Year 13

Unit 3.1 – Business objectives and strategy

• Corporate objectives

• Use of Mission statements

• Strategy and tactics

• Ansoff’smatrix

• Porter's strategic matrix

• SWOT analysis

• Porter’s 5 force theory

• PESTLE analysis

A Level Business -Theme 4 Learning Journey

Assessment: Paper 3 – Business decisions and strategy

Autumn Term – Year 13

Unit 4.4 – Multinational corporations

• The impact of MNC’s on the local and national economy

• Ethics of MNC behaviour

• Controlling MNC’s

Autumn Term – Year 13

Unit 4.3 –Global marketing

• Ethnocentric, Polycentric and geocentric strategies Niche marketing

• Cultural and social factors that affect global marketing

Assessment:

• Knowledge organisers for each unit

• Exam based calculation and extended response questions

• Theme 2 exam

Autumn Term – Year 13

Unit 4.2 – Global markets and business expansion

• Push and Pull factors that prompt trade

• Assessment of a country as a market Assessment of a country as a production location

• Global mergers and joint ventures

• Global competitiveness

• Exchange rate movements

Year 13

Theme 4 – Global Business

Autumn Term – Year 13

Unit 4.1- Globalisation

• Growing and emerging economies

• Key indicators of economic growth

• Features of globalisation

• International trade and business growth

• FDI and link to business growth

• Role of protectionism

• Role of trading blocs

Drama

Our vision

“All the world’s a stage, and all the men and women merely players”: William Shakespeare.

At Sir John Talbot’s school, we offer our players (students!) the opportunity to work collaboratively to generate, develop and communicate ideas. We encourage them to develop as creative, effective, independent , confident and reflective students who are able to make informed choices in process and performance, which in turn provides life skills coupled with a love of the subject.

At Key Stage 3 we offer the opportunity for all students to be fully immersed in the world of drama by exploring scripts, characterisation, staging, choreography, influential practitioners as well as many other skills and experiences. We offer theatre trips which further extends the love of theatre. At Key Stage 4 and 5 we push these skills further to produce confident and knowledgeable performers with lifelong skills.

Drama offers something for everybody. We teach to the top in order to inspire a passion for the subject which can grow regardless of individual starting points. All students are catered for and those who need something extra have practical advice and support, which encourages them to want to achieve.

YEAR 7

Scheme of Learning YEAR OVERVIEW

Intent

Units: Darkwood Manor, Pantomime, Musicals, Our Day Out and Themed Drama.

Skills: Performance – Characterisation, Confidence, Stage Positions, Script Work and Empathy.

Next Steps: Pupils will build upon their acting and directing skills.

Implementation

Lessons are very practical based and students work in pairs, individually and in groups to develop their performance skills exploring a wide range of scripts and genres. Students work practically developing their performance and creative skills. Home learning: Homework will focus on flipped learning, watching performances, research of a genre or evaluation of their own performance skills.

Wow Moments: Students have the opportunity to visit the theatre to watch a live Pantomime at Christmas. They have the opportunity to perform in front of the class, their year group and to showcase their work in a concerts at the end of the year.

Assessment

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Impact

Autumn Term Performance assessment X2

Home learning once per unit.

Spring Term Performance assessment X2

Home learning once per unit.

Summer Term Performance assessment X2 Home learning once per unit.

Drama students receive 1 hour of lessons in Year 7. The year begins with students exploring Darkwood Manor– Starting to work collaboratively and building their performance and creative confidence. Alongside this they begin to study the practitioner Berkoff. Next they look at the theatrical style of Pantomime. They will practice using a script and looking at breaking the 4th wall. We endeavor to take them to the Theatre to see a live Pantomime performance. Next we study Musicals, looking specifically at Annie, Matilda and Bugsy Malone. We practically study the elements of Choreography, characterisation and Script work. Next we look at the comedy play Our Day Out by Willy Russell, building upon their acting and characterisation skills. Lastly we will look at a themed drama based upon a contemporary issue. Empathising with the characters and the situation. The BIG PICTURE

Students who are confident performers and creators. They can identify and implement techniques from a dramatic genre or practitioner. They are able to verbalise what is effective about a performance and what needs to be improved.

Darkwood Manor:

In this unit you will be following the story of the mysterious Darkwood Manor. You will be using a variety of performance skills, focusing on physical theatre, to bring the story to life.

Year 7

Curriculum Map 2021-2022

Assessment

• Performing

• Creating

• Engagement/effort

Musicals: You will learn about the three discipline: acting, singing and dancing to create a performance. You will be exploring a range of musicals.

Pantomime:

In this unit you will be blocking, staging and performing a piece of Pantomime.

How can I complete this?

Performing: Using the skills for the unit, remaining focused and in character.

You will explore the exciting world of Anthony Horowitz developing skills of performing, evaluating, characterisation, duologue, ensemble, physicality, body language, montage creation, episodic structure, hot seating, devising.

Creating: Working well as a team and contributing ideas.

5.

In this unit you will be exploring the plot and script of the wellknown Willy Russel play ‘Our Day out’. You will be blocking, staging and rehearsing scenes from this play.

Engagement/Effort: Having a positive attitude with others and the task. Contributing to discussions and your group.

4. Stormbreaker

Our day out:

The Big Picture Year Group 8

Drama students receive one hour of formal lessons a week. They develop the skills they started in Year 7 and extend them ready for Year 9, which is their ‘time to shine’ and demonstrate all the skills taught across years 7 and 8 before selecting the subject as a GCSE option.

Intent (including moving on from…) Units: Gospel, Reggae, Variations/Guitar, Character Theme, Composition to a Brief Skills: Performance skills.

Next Steps: Students will build on their skills learnt and developed, to progress onto a wider range of skills and techniques, including GCSE style outcomes inspired directly by artists.

Implementation

Lessons are very practical based, and students work in pairs, individually and in groups to develop their musical skills in a wide range of genres and styles. Students work on keyboards and are encouraged to bring in their own instruments when doing group work. Some units are based in the computer suite with a focus on music technology skills.

Home learning: Homework will focus on listening tasks or flipped learning, watching performances, assessing and target setting.

Wow moments: Students have the opportunity to record, edit, mix and master their work to a ‘professional’ standard. They have the opportunity to perform in front of the class, their year group and to showcase their work in concerts throughout the year.

Consider your assessment markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term Performance assessment X2

1 Deep Marked + moderated

One listening test

Home learning once per half term.

Spring Term Composition assessment X2

1 Deep marked

One listening test

Home learning once per half term.

Summer Term

Personal Development assessment

Home learning once per half term

Either performance, composition or student pledge.

Impact (including next steps…)

Students who are confident performers and creators. They can identify the elements of music in pieces from different cultures, time periods and different styles of music. They can apply this knowledge in their own performances and compositions.

Stylised Theatre:

You will learn about how to bring a non-naturalistic performance to life using specific techniques such as synchronization, canon, voice and movement.

Year 8

Curriculum Map 2021-2022

Assessment

• Performing

• Creating

• Engagement/effort

Dan Nolan:

You will learn what a Theatre in Education performance is and how to interpret characters from a script building the skill of empathy.

Stage Combat: You will learn how to bring fights on stage to life by using Capoeira, the Hakka and the knap.

How can I complete this?

Performing: Using the skills for the unit, remaining focused and in character.

Theatre in Education:

You will explore a script which is written to educate a specific audience on a specific topic. We will explore peer pressure and lots of different meanings behind this.

Creating: Working well as a team and contributing ideas, sometimes taking the lead.

Engagement/Effort: Having a positive attitude with others and the task.

Teachers: You will be introduced to the comedic play using and learning the skills of direct address and multi role breaking the fourth wall with the over the top characters.

Contributing to discussions and your group.

Remaining focused in a fun environment.

The Big Picture

YEAR OVERVIEW

Scheme of Learning

Year Group 9

Drama students receive one hour of formal lessons a week. This is their time to shine and demonstrate all the skills taught across Years 7 and 8 before selecting the subject as a GCSE option.

Intent

Units: Thriller, Devising, Bouncers, a theme-based drama, then a hilarious play to round off the year.

Skills: Performance skills, devising, creating, staging, choreography, costume, movement, multi role, direct address Next Steps: Students will build on their skills learnt and developed to progress onto a wider range of skills and techniques ready for GCSE.

Implementation

Lessons continue with a very practical base and students work in pairs, individually and in groups to develop their drama skills in a wide range of genres and styles. Students work with scripts and theme-based work, building up their imaginative and creative skills, continually building on their levels of confidence and performance skills.

Wow moments: Students have the opportunity to perform in front of the class, their year group and to showcase their work in mini showcases throughout the year.

Impact:

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term Performance assessment X2

One main performance at the end of each scheme..

Spring Term Performance assessment X2

One main performance at the end of each scheme.

Summer Term Performance assessment X2

One main performance at the end of each scheme..

Drama enables students at all levels to develop their intellectual skills such as creativity, problem solving, communication, socialisation and empathy and it gives individuals the opportunity for self-actualisation, group work and sharing their responsibilities. Drama students are well-rounded people.

Year 9

Curriculum Map 2021-2022

Assessment

• Performing

• Creating

• Engagement/effort

How can I complete this?

Performing: Using the skills for the unit, remaining focused and in character.

Creating: Working well as a team and contributing ideas, sometimes taking the lead.

Engagement/Effort: Having a positive attitude with others and the task.

Contributing to discussions and your group.

Remaining focused in a fun environment.

1. "Blood Brothers" by Willy Russell Students will explore the play looking at the social and historical context and class system during the play. Students will use this information to inform their characterisation while performing

2. Live theatre Students will learn to evaluate and analyse a live performance.

3. "Bouncers" by John Godber Students will practically explore the play Bouncers, focusing on a range of non-naturalistic techniques used in the play.

4. Devising (Theatre in Education focus) Students will create their own performance from a stimulus using and exploring Theatre in Education.

5. "Legal Weapon" by Mark Wheeler Students will read and practically explore this hard-hitting script linking their knowledge of TIE to their performance.

The Big Picture

Students will complete 3 Components of Work that explore theatre from a practical perspective with analysis and evaluation of how all elements of theatre can influence interpretation of performance.

Intent

Year Group: KS4

Students will complete Eduqas GCSE Drama Skills Covered: Performance Skills, Design Skills, Directing Skills, Stage Design, Character Interpretation, Evaluation of Live Theatre. Students will develop all their KS3 knowledge and understanding of theatre to a higher level. They will study a full play in depth and attend Live Theatre. Students who are opting for A-Level will find this course forms part of the natural progression to A-Level, with an added level of challenge and intensity.

Implementation

Students will complete 3 Components of the course over the 2 years. They will have 3 hours in Year 10 and 2 hours in Year 11.

LORIC: students will write LORIC in books when they are doing written work as school policy and reflect on which area they focused on. LORIC skills are developed throughout the process of developing performance.

Students will be encouraged to give constructive peer feedback on a regular basis to form part of the assessment process. Independence will be nurtured during the rehearsal process.

Interleaving of the key skills in Drama will happen during teaching of set text so that students are confident in seeing the bigger picture of how theatre is constructed in order to convey the themes/playwrights intentions.

When outstanding work is produced we will record these and showcase on the canteen screens. We will also do pop-up performance in The Drama Studio during lunch times.

Students will develop confidence with key Drama vocabulary so they can apply in written exam.

Impact

Assessment

Comp 1&2 Mocks and final assessment (Comp 2 Visiting Examiner)

Mock Exams added to tracker to inform PPG and current progress.

MAD time with students responding to teacher feedback at key assessment points to drive progress for the individual.

Autumn Term

Yr 10: Component 1

Yr 11: Component 2&3

Spring Term

Yr 10: Component 1

Yr 11: Component 2&3

Summer Term

Yr 10: Component 3 & C/W

Students will be able to apply all Drama skills and knowledge of Practitioner/Genre with confidence in performance. Students will develop a greater understanding and awareness of how all elements of theatre must blend together in order to create the final performance. Knowledge and skills will be repeated, built on and extended next year in a more challenging way if students continue to study at A-Level.

Your

Sir John Talbot’s School DRAMA

TO YEAR 11

6. You will begin to study the set text D.N.A for Component 3. We will explore this text practically as well as reading it. We will also watch a live version.

5. COMPONENT 1 –INTERNAL ASSESSED EXAM

– You will perform your devised piece. You will complete your coursework and evaluation.

YEAR 10

2

4.

Component 3 – LIVE theatre evaluation and analysis

GCSE Curriculum Map

Assessment

You will be assessed on the following three strands

Creating Performing

Evaluating

COMPONENTS

Component 1 – 40 % of qualification

Devising from a Stimulus.

Performance and Coursework

Component 2 - Performing from a Text Non-exam assessment: externally assessed by a visiting examiner 20% of qualification

Component 3 - Interpreting Theatre Written examination: 1 hour 30 minutes 40% of qualification – Set text and live theatre

I will audition for a part in a school production What can I do at home?

3.

Watch as much live theatre as possible

BBC Bitesize – Practitioners and styles of Theatre After School, rehearsals

This specification builds on subject content which is typically taught at Key Stage 3 and provides a suitable foundation for the study of Drama at either AS or A level.

GCSE DRAMA STARTS HERE…

1. You will be involved in lots of ice breakers and team building activities in order to build the confidence and trust of working together

You will take a base line exam based upon a live theatre response

You will explore 3 main practitioners/ genres practically looking specifically at what their main techniques in theatre/ acting are: Brecht, Stanislavski and TIE.

COMPONENT 1 - Devising Theatre you will participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Students will complete 3 Components of Work that explore theatre from a practical perspective with analysis and evaluation of how all elements of theatre can influence interpretation of performance. They will have an awareness of the social and political influences on theatre and how this can be made relevant to a contemporary audience.

Intent

Students will complete Eduqas A-Level Drama & Theatre.

Year Group: KS5

Skills Covered: Performance Skills, Design Skills, Directing Skills, Stage Design, Character Interpretation, Evaluation of Live Theatre, Playwright Intentions, Research, Social and Political Climate, Contemporary Audience, Practitioners.

Students will build on their GCSE experience, but will focus on three contrasting texts for the written exam instead of 1. They will apply the skills of 3 practitioners in 3 contrasting performance pieces. This course will prepare students for further study in Drama and Theatre.

Implementation

Students will complete 3 Components of the course over the 2 years. They will have 4 hours per week.

LORIC: students naturally apply all the skills of LORIC through the creative process.

Students will be encouraged to give constructive peer feedback on a regular basis to form part of the assessment process. Independence will be nurtured during the rehearsal process.

Interleaving of the key skills in Drama will happen during teaching of set texts so that students are confident in seeing the bigger picture of how theatre is constructed in order to convey the themes/playwrights intentions.

Parents, staff and students will be invited to see performances. Performances will be shared with KS4 students if suitable.

Students will develop confidence will all elements of theatre and with knowledge of the social and historical context of all set texts as well as the current political climate.

Impact

Assessment

Comp 1&2 Mocks and final assessment (Comp 2 Visiting Examiner) Mock Exams added to tracker to inform PPG and current progress.

MAD time with students responding to teacher feedback at key assessment points to drive progress for the individual.

Autumn Term

Yr 12: Component 1

Yr 13: Component 2&3

Spring Term

Yr 12: Component 1

Yr 13: Component 2&3

Summer Term

Yr 12: Component 3

Students will be able to apply all Drama skills and knowledge of Practitioner/Genre with confidence in performance. Students will develop a greater understanding and awareness of how all elements of theatre must blend together in order to create the final performance. They will also understand how political movements influence theatre and how the current political climate can be incorporated into a production in order to create appeal for a contemporary audience.

Knowledge and skills will be fully developed this year to produce confidence theatre practitioners who will be ready to study Theatre at an Undergraduate Level.

YEAR 11

Sir John Talbot’s school DRAMA

Component 3 Exam : Interpreting Theatre Written examination: 1 hour 30 minutes 40% of qualification

Component 3 – Set text, D.N.A exam. Past Papers, revision. Live Theatre evaluation and analysis past papers and revision

Component 3 – LIVE theatre evaluation and analysis

GCSE Curriculum Map

Assessment

You will be assessed on the following three strands

Creating Performing

Evaluating

COMPONENTS

Component 1 – 40 % of qualification

Devising from a Stimulus.

Performance and Coursework

Component 2 - Performing from a Text

Non-exam assessment: externally assessed by a visiting examiner 20% of qualification

Component 3 - Interpreting Theatre Written examination: 1 hour 30 minutes 40% of qualification – Set text and live theatre

I will audition for a part in a school production

What can I do at home?

Watch as much live theatre as possible

BBC Bitesize – Practitioners and styles of Theatre

After school rehearsals

3. Component 2 –Performing from a text Exam, external assessor. Learners participate in one performance using sections of text from both extracts.

1. Component 2 - Learners will be assessed on either acting or design. Learners study two extracts from the same performance text chosen by the centre. Learners participate in one performance using sections of text from both extracts.

2. LIVE THEATRE EXPERIENCE

This specification builds on subject content which is typically taught at Key Stage 3 and provides a suitable foundation for the study of Drama at either AS or A level.

Sir John Talbot’s school Theatre Studies

Year 12

Curriculum Map 2021 – 2022

Content

Introduction to the course. Exploration of new practitioners.

Learners participate in the creation, development and performance of a piece of theatre based on a reinterpretation of an extract from a text chosen from a list supplied by WJEC

Component 1 devising and performing –Coursework creative log completed alongside practical work.

Reading, practical exploration and analysis of Hedda Gabler-pre 1956

Reading, practical exploration and analysis of Love and Information –post 1956

Component 2Learners participate in the creation, development and performance of two pieces of theatre based on a stimulus supplied by WJEC: 1. a devised piece using the techniques and working methods of either an influential theatre practitioner.

2. an extract from a text in a different style chosen by the learner.

Assessment

Introduction to component 1 –reading of 4 different plays supplied by exam board.

Coursework

Practical exam for Component 1. Coursework completion for Component 1

Preparation for component 3 exam.

Preparation for component 3 exam

Devising and rehearsing.

Assessment

You will be assessed on the following three strands:

Component 1 –Theatre Workshop

20%

40% Component 2 –Text in Action

Component 3Text in Performannce

40% Show your commitment…

How many of these can you complete?

I will try my hardest in every lesson. I will attend all rehearsals both in and out of school.

I will go to the theatre to watch performances.

What can I do at home?

Watch as much live theatre as possible, both at the theatre, cinema or on Television

Sir John Talbot’s school Theatre Studies

Year 13

Curriculum Map 2021- 2022

Content

Component 2Learners participate in the creation, development and performance of two pieces of theatre based on a stimulus supplied by WJEC: 1. a devised piece using the techniques and working methods of either an influential theatre practitioner.

2. an extract from a text in a different style chosen by the learner.

Live Theatre

Assessment

Reading, practical exploration and analysis of The Curious Incident of the Dog in the Night.

WJEC will release scene to be specifically answered.

Component 2

Performance of 2 pieces of theatre.

Component 2

Performance of 2 pieces of theatre.

Revision of –Hedda Gabler

Love and Information

The Curious Incident of the Dog in the Night

Revision of –Hedda Gabler

Love and Information

The Curious Incident of the Dog in the Night

Assessment

You will be assessed on the following three strands:

Component 1 –Theatre Workshop

20%

40% Component 2 –Text in Action

Component 3Text in Performannce

40%

Show your commitment…

How many of these can you complete?

Live Theatre

Devising and rehearsing

Preparation for Component 3 exam

External examiner –practical exam. Written evaluation coursework

External examiner –practical exam. Written evaluation coursework

Preparation for component 3 exam

Preparation for Component 3 exam

I will try my hardest in every lesson. I will attend all rehearsals both in and out of school.

I will go to the theatre to watch performances.

What can I do at home?

Watch as much live theatre as possible, both at the theatre, cinema or on Television

English

Our vision

We aim for a broad ‘English’ offer developing language, literature and literacy skills that are underpinned by clear explicit real-world purposes. We want our students to leave us as confident readers, writers and speakers.

We aim to foster a love of learning through excellent teaching, and selecting challenging and engaging texts. Cultural capital opportunities should be used to good effect: theatre trips, literacy festival visits.

We aim to fully prepare all students for their examinations and more importantly life beyond statutory education. We want them to leave us with a love for literature and language that will allow them to live life to the full.

Scheme of Learning YEAR OVERVIEW

The Big Picture Y7 English is a challenging yet welcoming introduction to the study of secondary English. From Jurassic Park and The Loch Ness Monster to Oliver Twist, students will engage and respond to a wide range of fiction and non-fiction texts, developing their speaking, reading and writing skills.

Year Group 7

Intent Monsters; Poetry; Thriller and Nasty Victorians. Students are baseline tested and then follow schemes which develop speaking, reading and writing skills. The schemes bring in more non-fiction and real-world English than KS2 but build on the creativity that is encouraged in Y5 and Y6. The schemes include texts like those studied later in school to build confidence and resilience. Topics have been selected to engage students whilst also stretching and challenging them. Dickens texts have been included to increase challenge. Literacy lessons (vocabulary and grammar) form part of the scheme with students using the building better sentences scheme to study grammar topics such as: word classes, punctuation and sentence structure.

Implementation

There will be four LP units of approx. 10 weeks each. Each lesson will include at least one LORIC skill.

Independence and study skills will be fostered through challenging texts and questions, group and pair work, modelling, and independent study and reading for pleasure.

Flipped learning, literacy tasks, comprehension tasks and creative work will be set as independent learning. Students’ revision skills will be developed through in class and independent assessment preparation.

WOW moments: learning about Yetis, Unicorns and the Loch Ness Monster, delivering speeches to the whole year group (Jurassic Park) enjoying spooky thriller texts (Lamb to the Slaughter) , learning about gruesome Victorian characters, enjoying funny poems and exploring climate change, racism and conflict through poetry.

Literacy skills will be addressed through dedicated literacy lessons using the building better sentences scheme, literacy independent learning, key words, words of the week, spelling tests, AR and reading for pleasure.

Impact

Key assessments:

Formal assessment will take weeks 4 and week

8.

Mad time will take place weekly during literacy lessons. Teachers will live mark/ sample mark non formal assessments.

Autumn Term

Baseline testing speech, persuasive letter

Spring Term

Poetry reading assessments

Thriller writing assessments

Summer Term

Dickens reading assessment

Character analysis

Good: Students can access KS3 work. They read with independence, understanding and resilience. They write with accuracy. They can articulate their ideas. Better: Students can confidently engage with KS3 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS3 texts. They demonstrate evaluative skills when reading and analysing texts. They write with ambition, creativity and fluency. They can articulate their ideas with flair and poise.

#realworldready

What is the point of English Language? How does English Literature reflect our daily lives? What careers utilise English?

Year 7 English Year Overview

What is my Learning Journey this year?

LP1 Monsters

What to expect…

Content – A look into a range of poems on different themes and topics Assessment – Analysis

Bigger Picture Question –

What's the point of poetry?

What to expect

Content – A dive into myths, legends and monsters of literature Assessment – Speech, Letter Bigger Picture Question –

What makes a monster, a monster? How can we persuade others of our views?

Home Learning

What to expect LP2

What’s the point of poetry?

What to expect

LP3 LP4

Content – A jump back in time to discover the real-world context behind Dickens and his most ‘Nasty’ characters

Assessment – Reading Analysis

Bigger Picture Question – Were Dickens’ characters a product of Victorian society? Do they reflect modern society too?

Content – A journey through the stories and real-world experiences of the crime and thriller genres

Assessment – Narrative Bigger Picture Question – Do the stories of the thriller genres reflect the issues of society?

On to Year 8

Nasty Victorians

Thriller

The Big Picture Y8 English adds challenge and diversity as students focus on real-world persuasive writing and speaking, Shakespeare’s Romeo and Juliet and The Tempest, discrimination, racism and sexism in Of Mice and Men and social inequality through The Titanic.

Intent. Perfect World, Shakespeare’s Legacy, Of Mice and Men, Titanic.

Year Group 8

Students build on the skills developed in Y7 by studying texts with more complex and challenging themes.. The schemes include texts like those studied later in school to build confidence and resilience. Topics have been selected to engage students whilst also stretching and challenging them. Some legacy GCSE texts have been included to increase challenge. In Y8 the real-world focus becomes more explicit to develop students’ understanding of where English can lead to. Literacy lessons form part of the scheme with students using the building better sentences scheme to study grammar topics such as: word classes, punctuation and sentence structure.

Implementation

There will be four LP units of approx. 10 weeks each. Each lesson will include at least one LORIC skill.

Independence and study skills will be fostered through challenging texts and questions, group and pair work, modelling, independent learning and independent reading for pleasure.

Flipped learning, literacy tasks, comprehension tasks and creative work will be set for independent learning.

Students’ revision skills will be developed by in class and independent learning assessment preparation.

WOW moments: presenting their own housing development and pitching to their peers, enjoying acting out and watching Romeo and Juliet, reading and exploring complex issues and relationships in Of Mice and Men, exploring real-life stories about The Titanic.

Literacy skills will be addressed through dedicated literacy lessons using the building better sentences scheme, literacy independent learning, key words, words of the week, spelling tests, AR and reading for pleasure

Impact

Key assessments:

Formal assessment will take weeks 4 and week

8.

Mad time will take place weekly during literacy lessons. Teachers will live mark/ sample mark non formal assessments.

Autumn Term

Presentation/pitch to sell houses

Speech to Parliament on an important issue

Spring Term

Shakespeare analysis assessments Narrative and creative writing based on Of Mice and Men Titanic reading and writing assessment

Summer Term

Good: Students can access KS3 work. They read with independence, understanding and resilience. They write with accuracy. They can articulate their ideas. Better: Students can confidently engage with KS3 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS3 texts. They demonstrate evaluative skills when reading and analysing texts. They write with ambition, creativity and fluency. They can articulate their ideas with flair and poise.

#realworldready

What is the point of English

Language? How does English Literature reflect our daily lives?

What careers utilise English?

Year 8 English Year Overview

What is my Learning Journey this year?

LP1

A Perfect World

What to expect…

Content – Shakespeare’s Romeo and Juliet and The Tempest

Assessment – Analysis of extracts

Bigger Picture Question – Why is Shakespeare still relevant today?

What to expect

What to expect

Content – Advertising, persuasive language, activism

Assessment – Pitch and speech

Bigger Picture Question –

What would make a perfect world?

What do we need to improve?

Home Learning

What to expect LP2

Shakespeare’s Legacy

Of Mice and Men

Content – study and exploration of the novel and its key context and themes

Assessment – Narrative and descriptive writing Bigger Picture Question – Has society changed for the better? Are there areas of prejudice still?

LP3 LP4

Content – A jump back in time to learn about The Titanic

Assessment – film review and Reading Analysis

Bigger Picture Question – What can we learn about society from studying The Titanic? How have things changed?

The Titanic

On to Year 9

Complete flipped learning tasks

The Big Picture

Y9 English is an engaging and exciting introduction to the texts students will be examined on for GCSE.

Year Group 9

Scheme of Learning YEAR OVERVIEW

Intent This two-year course of GCSE English Literature prepares students for their external examination. Year one introduces students to the texts: An Inspector Calls, A Christmas Carol, Macbeth and Poetry. Theatre, film and creative writing are used to engage students and bring these texts to life. Students use the texts as a starting point for transactional tasks. Year two focuses on examination preparation and recall. Both years set the scene and prepare the foundations for students to study Literature at A Level and beyond.

Implementation There will be four LP units of approx. 10 weeks each. Each lesson will include at least one LORIC skill.

Independence and study skills will be fostered through challenging texts and questions, group and pair work, modelling, independent learning and independent reading for pleasure.

Flipped learning, literacy tasks, comprehension tasks and creative work will be set for independent learning.

Students’ revision skills will be developed by in class and assessment preparation.

WOW moments: theatre trips, the court-case prosecuting the Birling family, the speech to Parliament, exploring and enjoying Macbeth, presenting to the class on their favourite poems.

Literacy skills will be addressed through key words, words of the week, spelling tests, AR, reading for pleasure and ‘read every lesson’ in class.

Impact

Key assessments:

Formal assessment will take place approx. 4 and week 8.

Teachers will live mark/ sample mark non formal assessments.

Autumn Term

Court-case speech

Essay

Spring Term

Speech to Parliament

Essay

Summer Term

Persuasive letter – Macbeth

Essay

Class presentation - Poetry

Good: Students can access KS4 work. They read with independence, understanding and resilience. They write with accuracy. They can articulate their ideas.

Better: Students can confidently engage with KS4 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS4 texts. They demonstrate evaluative skills when reading and analysing texts. They write with ambition, creativity and fluency. They can articulate their ideas with flair and poise.

#realworldready

What is the point of English Language? How does English Literature reflect our daily lives? What careers utilise English?

Year 9 English Literature Year Overview

What is my Learning Journey this year?

What to expect…

Content – Read, watch and explore and enjoy A Christmas Carol Assessment – knowledge test and speech to Parliament

LP1 An Inspector Calls

What to expect

Content – Read, watch and explore and enjoy ‘An Inspector Calls’ Assessment – knowledge test and court case

Bigger Picture Question – how has society changed? What do we still need to learn?

Home Learning

Bigger Picture Question –how has society changed? What do we still need to learn?

LP3

What to expect

Content – Read, enjoy, explore and analyse poetry Assessment – presentation to the class

Bigger Picture Question – Do these poems reflect our society? Why is poetry important?

What to expect LP2

A Christmas Carol

Content – Read, watch and explore and enjoy Macbeth Assessment –knowledge test and persuasive letter

Bigger Picture Question – How is this play still relevant today? Can we see this play in a new way?

Poetry

Complete flipped learning tasks

The Big Picture

Y10 English builds on the learning at Y9 and prepares students or their GCSE examination.

Year Group 10

Intent This is a two-year course of GCSE English Literature prepares students for their external examination. Year one introduces students to the texts: An Inspector Calls, A Christmas Carol, Macbeth and Poetry. Theatre, film and creative writing are used to engage students and bring these texts to life. Year two focuses on examination preparation and recall. Both years set the scene and prepare the foundations for students to study Literature at A Level and beyond.

Implementation There will be four LP units of approx. 10 weeks each. Each lesson will include at least one LORIC skill.

Independence and study skills will be fostered through challenging texts and questions, group and pair work, modelling, independent learning and independent reading for pleasure.

Flipped learning, literacy tasks, comprehension tasks and creative work will be set for independent learning.

Students’ revision skills will be developed through in class and assessment preparation: quotes grids, flashcards and regular testing will prepare students for their external exams.

WOW moments: theatre trips, developing confidence writing extended essays – feeling pride in how far they have come.

Literacy skills will be addressed through key words, words of the week, spelling tests, reading for pleasure and read every lesson in class.

Impact

Key assessments:

Students will take mock exams and complete end of unit exam style questions.

Autumn Term

Exam question: AIC

Exam question: ACC

Spring Term

Exam question: Macbeth

Exam question: Poetry

Summer Term

Unseen poetry assessment

GCSE English Literature Exam

Good: Students can access KS4 work. They read with independence, understanding and resilience. They write with accuracy. They can articulate their ideas.

Better: Students can confidently engage with KS4 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS4 texts. They demonstrate evaluative skills when reading and analysing texts. They write with ambition, creativity and fluency.

Year 10 English Literature Year Overview

What is my Learning Journey this year?

#realworldready

What is the point of English Language? How does English Literature reflect our daily lives? What careers utilise English?

What to expect…

Content – revisiting characters and themes of our set text A Christmas Carol; essay writing skills; quotation challenges; exam practice.

Assessment – weekly formative essays and one summative essay assessment

What to expect

2 rounds of mocks- one in November and one in March

Content – revisiting all the poems, grouped into their cluster of themes; essay writing and exam preparation; quotation quizzes and mastery .Exploration of a variety of unseen poems and analytical writing about them.

Assessment: weekly formative assessments and one summative assessment, which includes a single poem analysis and a comparative piece

What to expect

Content – Revisiting key characters and themes of our set text An Inspector Calls; essay writing skills; examination preparation; quotation mastery.

Assessment – weekly formative essays and one summative essay assessment

Home Learning

What to expect

Content: weekly character and/or theme focus of our set text, Macbeth; essay writing skills practice; examination preparation; quotation mastery.

Assessment: weekly formative essays and a final summative assessment which will be an extract and full essay question.

The Big Picture

Y11 English Language prepares students for their English Language GCSE and for life beyond KS4 whether that be further academic study or a different pathway.

Intent

Year Group 11

Students develop their English skills through reading, discussing, exploring and creating a range of texts. They will engage with influential literature and factual writing too. They will have the opportunity to write their own texts: narrative and transactional. They will learn how to respond critically and thoughtfully to fiction and non-fiction texts. Students leave Y11 ready for the real world and in a position to continue studying English if they wish.

Implementation There will be four LP units of approx. 10 weeks each. Each lesson will include at least one LORIC skill: Narrative Writing, Transactional Writing, Reading Fiction, Reading Non-Fiction.

Independence and study skills will be fostered through challenging texts and questions, group and pair work, modelling, independent learning and independent reading for pleasure.

Flipped learning, literacy tasks, comprehension tasks and creative work will be set for independent learning.

Students’ revision skills will be developed through in class and assessment preparation.

WOW moments: reading extracts from 1984, A Handmaid’s Tale, The Yellow Wallpaper, To Kill a Mockingbird… Writing letters, speeches and reports on important issues, CV writing/ job applications.

Literacy skills will be addressed through key words, words of the week, spelling tests, reading for pleasure and read every lesson in class.

Impact

Key assessments:

Students will take mock exams and complete end of unit exam style questions.

Autumn Term

Narrative writing

Transactional writing

Spring Term

Fiction reading analysis

Non-Fiction reading analysis

Summer Term

GCSE English Language Exam

Good: Students can access KS4 work. They read with independence, understanding and resilience. They write with accuracy. They can articulate their ideas.

Better: Students can confidently engage with KS4 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS4 texts. They demonstrate evaluative skills when reading and analysing texts. They write with ambition, creativity and fluency. They can articulate their ideas with flair and poise.

#realworldready

What is the point of the English Language? How does English Literature reflect our daily lives? What careers utilise English?

LP1

Narrative Writing

Year 11 English Language Year Overview

What is my Learning Journey this year?

March

What to expect…

Eduqas examination preparation on real-world writing. Explore a variety of different writing genres and learn how to adapt your writing for purpose. Explore a range of persuasive language and devices and analyse the effect it creates for the reader.

Assessment: You will write transactional pieces –at least 1 from each genre and then complete a blind, timed assessment which will be graded formally by your teacher.

Reading Skills 1

What to expect

Learning how to read for inference by studying a variety of texts. Analysing key quotations and evaluating how a writer uses language in order to achieve greater effects. Comparison is a key feature of this component, and you will learn how to compare texts in detail.

Assessment: formative analytical and evaluative questions will be assessed fortnightly. You will then complete a full reading paper in timed conditions which will be graded by your teacher.

What to expect

Eduqas examination preparation on writing stories. Study of short stories and understanding how a writer uses their craft to create suspense and tension. Experimenting with language devices and practicing using punctuation for effect. Learning exciting, new vocabulary to enhance the writing experience.

Assessment: three narrative pieces marked and graded by my teacher

Home Learning

What to expect LP2

Transactional Writing

Learning how to read for inference by studying a variety of texts. Analysing key quotations and evaluating how a writer uses language in order to achieve greater effects.

Assessment: formative analytical and evaluative questions will be assessed fortnightly. You will then complete a full reading paper in timed conditions which will be graded by your teacher.

Reading Skills 2

Complete flipped learning tasks

2 rounds of mocks- one in November and one in

The Big Picture Y12 and Y13 English Literature offers students the opportunity to study a diverse range of drama, poetry and prose texts. The texts studied are challenging and thought-provoking and prepare students for continued academic study.

Intent

Year Group 12

Over the two-year course ,students develop confidence engaging with and studying stimulating texts. They learn to write academic essays and engage in thoughtful, sensitive and challenging discussion. They learn how contexts impact writers, readers and audiences and review and respond to critical interpretations. They gain knowledge of and appreciation for the craft of writing. Students will have opportunities to watch theatre productions and film versions of the texts to aid their learning.

Implementation:

Drama unit = King Lear, A Streetcar Named Desire and The Duchess of Malfi.

Poetry unit: Plath, Hughes and William Blake.

Unseen unit: prose and poetry

NEA – student choice + Atonement.

Independence and study skills will be fostered through challenging texts and questions, group and pair work, modelling, independent learning and independent reading for pleasure. Elements of the course are delivered through online independent learning.

Contact time will be focused on discussion and teaching – written work and extended essays will be set to complete in independent study time.

Students’ revision skills will be developed through in class and assessment preparation.

WOW moments: theatre trips, Storyhouse library visit and pride in accessing and discussing challenging texts

Literacy skills will be addressed through key words, words of the week and developing English for academic writing skills (university preparation)

Impact

End of unit ‘Drama’ texts assessment

Good: Students can access KS5 work. They read with independence, understanding and resilience. They write with accuracy. They can articulate their ideas.

Better: Students can confidently engage with KS5 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS5 texts. They demonstrate evaluative skills when reading and analysing texts. They write with ambition, creativity and fluency. They can articulate their ideas with flair and poise.

The Big Picture Y12 and Y13 English Literature offers students the opportunity to study a diverse range of drama, poetry and prose texts. The texts studied are challenging and thought-provoking and prepare students for continued academic study.

Intent

Year Group 13

Over the two-year course ,students develop confidence engaging with and studying stimulating texts. They learn to write academic essays and engage in thoughtful, sensitive and challenging discussion. They learn how contexts impact writers, readers and audiences and review and respond to critical interpretations. They gain knowledge of and appreciation for the craft of writing. Students will have opportunities to watch theatre productions and film versions of the texts to aid their learning

Implementation:

Drama unit = King Lear, A Streetcar Named Desire and The Duchess of Malfi.

Poetry unit: Plath, Hughes and William Blake.

Unseen unit- prose and poetry.

NEA – student choice + Atonement.

Independence and study skills will be fostered through challenging texts and questions, group and pair work, modelling, independent learning and independent reading for pleasure. Elements of the course are delivered through online independent learning.

Contact time will be focused on discussion and teaching – written work and extended essays will be set to complete in independent study time.

Students’ revision skills will be developed through in class and assessment preparation.

WOW moments: theatre trips, Storyhouse library visit and pride in accessing and discussing challenging texts

Literacy skills will be addressed through key words, words of the week and developing English for academic writing skills (university preparation)

Impact

Good: Students can access KS5 work. They read with independence, understanding and resilience. They write with accuracy. They can articulate their ideas.

Better: Students can confidently engage with KS5 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS5 texts. They demonstrate evaluative skills when reading and analysing texts. They write with ambition, creativity and fluency. They can articulate their ideas with flair and poise.

Enrichment

Our vision

Education at Sir John Talbot’s School radiates well beyond the classroom and the school offers a wide range of after school clubs and enrichment activities. Independent study is encouraged and staff and facilities are accessible to facilitate and support this. Students have access to enrichment both within lessons and outside of curriculum time. The student pledge suggests activities that students can complete but they are welcome to come up with their own.

Every activity, trip, club allows students to develop and experience new skills and attributes and this in turn adds to the learning journey of our students.

Creativity- Food & Nutrition

Our vision

• Our vision is to prepare and motivate our students for a rapidly changing world by encouraging them in critical thinking skills, creativity, imagination and independence. We aim to instill vital life skills in the form of a thorough and diverse curriculum.

Bigger Picture Question:What is the point of Food and Nutrition? How does Food and Nutritioappear in our daily lives?

Consider, for example, your school environment…

RM Rotation

Year 7 Food and NutritionYear Overview

What is my Learning Journey this year?

Cultural Connections: How do different cultures play a role in the foods that we eat?

What to expect

Content – Health & Safety in the workshop, safe use of hand tools and machinery to develop a range of skills into creative outcomes.

Assessment – Health & Safety in the workshop, final outcomes, home learning, end of term assessment, deep marking

Bigger Picture Question –

- What careers use woodwork and metalwork skills?

Home Learning

Content –Experimenting with fabrics and techniques

Assessment – Sewing machine license, outcomes, home learning, assessment and deep marking

Bigger Picture Question – How are fabrics made? Why has crafting using fabric become so popular?

What to expect… Textiles Rotation

Food Rotation

What meals do you enjoy that are traditionally not British?

Why has lots of UK manufacture moved overseas?

What techniques are used to naturally dye fabrics?

What to expect

Content – Kitchen good practice and hygiene, importance of healthy eating, plan, execute and evaluate a range of dishes

Assessment – Conduct in the kitchen, final outcomes and assessment.

Bigger Picture

Question – What's actually in the foods that we consume?

Your Flipped Learning Tasks/ Homework projects will be on class charts

On to Year 8

Skills Ladder

How will you step up your skills this year?

Skills

 Marking out and measuring (mm, ml, g)

 Traditional hand carpentry techniques

 Machine techniques and processes

 Design and development of ideas

 Hand and machine stitching

 Knowledge of fabric and stitch techniques

 Applique

 Applying decoration

 Good food hygiene practice

 Safety in the kitchen

 Plan and execution of dishes under time constraints

 Identify a balanced meal

 Presentation

 Recongnise strategies for improvement

 Independence

 Evaluation

Homework projects will be up to half a term long and expecting to be 6 hours work of work

The Big Picture

During the course of the year, students in year 7 will experience a diverse, creative and challenging curriculum in Design & Technology. They will study the 3 main disciplines throughout the 3 terms; Resistant materials (to include woods, metals, plastics and electronics). Textiles; in which they will study a range of hand a machine stitch techniques, use of patterns, manufacture one off pieces whilst understanding mass production, and Food technology, where there will design, produce and evaluate a range of healthy dishes.

Intent (including moving on from…)

The 3 key areas will consist of the following elements;

RESISTANT MATERIALS - Introduction to the workshop & Health and safety (note safety is paramount and touched on throughout. Project 1 RM 4-5 weeks ROPEBOT (largely skills based). Project 2 RM 9-10 weeks SOLAR BUGGY to include design / development element, hand and machine techniques, graphics and electronics.

TEXTILES – Introduction to the textiles room & Health and safety. Project : 4-5 weeks Monster Keyring (largely skills based). Project 2: 9-10 weeks, Sewing machine training + monster cushion project.

FOOD TECHNOLOGY – Health & safety in the food room + range of dishes, which include; fruit salad (knife skills), designer sandwich (design, plan & evaluate), Pitta bread pizza (linked to bread tasting lesson, butter making and scones (using the oven). Fruit crumble, (rubbing in method), shortbread& pasta bake.

Implementation

Within RM & Textiles the units follow a distinct format, after initial health and safety follows a short 4-5 week Skills based project where precision in key, assessment at this stage will focus on skills and accuracy, this will then lead onto a larger design project which will build on previous skills, thus building in elements of design, planning, research and evaluation.

Students have many opportunities to demonstrate LORIC within the Design & Technology curriculum. They regularly take control of their learning through planning and design, students organise their materials, manage their time, and plan outcomes which are challenging yet realistic to deadlines. Most learners have not experienced a workshop setting before and the challenges it poses, most cope well in the new surroundings and use tools and machinery confidently. In the latter part of the term problem solving is key, students often have to figure out for themselves why the sewing machine isn’t stitching correctly, or why their timber has ended up different lengths. Students are actively encouraged to problem solve and use their initiative. Students in Design & Technology understand the importance of working safety and smartly, students must communicate with each other to solve problems, and respect when the teacher needs to give safety demonstrations.

Food technology differs slight in that after the Health and safety section follows a range of planning, practical and evaluation lessons which all link back to food preparation and healthy eating.

Literacy is challenged throughout, mainly through starter activities and plenaries, spelling tests. Incorrect spellings are highlighted when marking. Students are required to measure accurately in a range of units from mm to grams.

FOOD TECHNOLOGY

Key assessments –

Designer sandwich, butter making & scones, shortbread

Low stakes testing –

Bread tasting / pizzas

Deep marking points -

Week 4, 8, 12

Home learning – recipe research & planning, shopping for ingredients, revision

Examinations – week 13

Conferencing/MAD time

After each deep marking & throughout if additional work is marked within this cycle.

Examination feedback given week 14-15

RM & Textiles TERMS

Key assessmentsAfter Skills Based Project

After final project

End of term test

Deep Marking-

Week 4, week 8, week 12

Home learning – research throughout +

Homework 1

Homework 2

Revision, end of term test

Examination – Week 13

MAD time -

After each deep marking & throughout if additional work is marked within this cycle. Examination feedback given week 14-15

Moderation – mid/end of term

Periodically books will go home 2x per term to complete homework, at the end of each term there is an end of term test, books will go home 2 weeks prior for revision. Time is dedicated in lessons to carry out improvements, teacher feedback is a combination of written and verbal. Time is allocated to allow students to improve their work (yellow box marking). Books in D&T are well presented and show the students learning journey throughout the year. We love to celebrate achievement in D&T, this is done in a number of ways, the reward chart at the back of the students books, calendared end of term and end of year reward events. Phone calls home. Recognition in the parent bulletin / press & displaying work.

Impact (including next steps…) By the end of year 7 it is expected that student's are exceeding their minimum target, due to stringent testing and regular marked project outcomes we can assess students and put support measure's in place to support students to get where they need to be. Our MAP students are challenged and encouraged think ‘how can I make this even better’ and ‘how can I build on my skills’. Our less able students are supported so enable them to work confidently, the curriculum is adapted where appropriate to suit the needs of our less able students. See (SoL).

Scheme of Learning YEAR OVERVIEW

The Big Picture: To cover practical skills and exam content in preparation for the NEA’s in Year 11

Units to be covered: KS3 units will have made reference to all topics in the limited time available.

Year Group: 10

Food Preparation Skills : (practical, knife, Fruit ad veg prep, Use of cooker/equipment, cooking methods, preparing, combining and shaping, sauce making, tenderizing and marinating, dough, raising agents, setting mixtures).

Food Health and Nutrition: (macronutrients, micronutrients, nutritional needs and health)

Food Science: (Cooking of food and heat transfer, functional and chemical properties of food)

Food Safety: (Food spoilage and contamination)

Food Choice: (Factors affecting food choice, British and International Cuisine, Sensory evaluation, Food labelling and marketing

Food Provenance: (Environmental impact and sustainability of food, food processing and production)

These skills will be used to support the NEA exams and the written exam paper.

Implementation:

Units will be implemented through the structure of topic booklets which will include note taking and practical activities.

Within these practical activities students will have to think creatively , be organized and work independently.

Home learning will be revision based on class learning. This will be done through GCSE Pod. WOW moments will come from students learning and successfully applying new skills. Successes will be celebrated through social media and parent bulletin.

Literacy skills are extended through key words present in workbooks and use of subject specific language reiterated throughout the course. Numeracy is used in practicals with weighing and measuring, reducing amounts successfully

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term: Low stakes testing after each topic. End of term will be a key assessment point with deep marking facilitating data entry.

Home learning to take place before each topic testing and end of term exam.

Spring Term: : Low stakes testing after each topic. End of term will be a key assessment point with deep marking facilitating data entry.

Summer Term: Mock exam. This will be practical in preparation for NEA’s.

Impact: Students will have developed knowledge going forward to support NEA’s 1 and 2. They have also gained the knowledge required for the written exam

Scheme of Learning YEAR OVERVIEW

The Big Picture: To cover practical skills and exam content in preparation for the NEA’s in Year 11

Year Group: 11

Units to be covered: NEA 1, NEA 2, written exam revision. Knowledge gain from topics in Year 10 is necessary to support both the written and practical elements of the NEA’s. Research done as part of these Units will support exam revision.

Implementation:

NEA exam paper will be issued and student led research will take place to support the practical activities required. Students will have clear support and writing frames to assist with research elements.

Within these NEA activities students will have to think creatively , be organized and work independently.

Home learning will be revision based on class learning. This will be done through GCSE Pod. WOW moments will come from students research and successfully applying new knowledge. Successes will be celebrated through social media and parent bulletin. Literacy skills are extended through the use of subject specific language required in the research. Numeracy is used in practicals with weighing and measuring, reducing amounts successfully

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term: End of term will be a key assessment point with deep marking of NEA 1facilitating data entry.

Spring Term: : : End of term will be a key assessment point with deep marking of NEA 2 facilitating data entry.

Summer Term: Low stakes testing and practice papers in preparation for the written exam. Home learning to take place alongside this facilitated by GCSE Pod.

Impact: Previous knowledge gained will support NEA’s and help structure research. Further knowledge gained and revisited durig the NEA’s will support the written exam paper.

Geography

Our vision in Humanities

We are striving to enlighten students to the broader humanexperience in a 21st century world. Students will be awareof the risks to our planet, tolerant, and celebratory ofdifferent faiths and understand the significance of the pastand how it has shaped the world today. The seeds thatHumanities gives them will grow into curiosity andcompassion for the planet anditspeople.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year 7 sees students building on their geographical knowledge developed at KS2.The year beings with ‘An introduction to Geography ‘ where atlas skills are consolidated pupils are introduced to the different types of Geography and how to write like a Geographer. We then look at world population and the challenges that an increasing population brings along with how to manage this. Fieldwork takes place in Whitchurch and an enquiry question is explored.We then finish the year with weather and climate to look at extreme weather and how this interacts with the human environment.

Intent

Units covered: Unit 1 : Intro to Geography; Unit 2: Population; Unit 3 : Weather and Climate Unit 4 : Whitchurch local study

Year Group: Geography Year 7

Skills covered: Students will use a range of geographical skills, including data description, analysis and evaluation; fieldwork data collection methodology, presentation, analysis and conclusion. Extended writing practice through use of PEEL.

How does this link with their previous learning? Continues the development of geographical description, analysis and evaluation. Introduces students to a range of skills and concepts and place studies.

How can this be extended? Students should be encouraged to seek out current affairs and news and relate them to the geographical concepts of change and development, globalization and local responses. Real world Geography links made to raise aspirations and also present careers in Geography to embed the importance of the subject.

Implementation

• There is a mix of human geography, physical geography and environmental geography but each unit stands alone in content.

• LORIC will be promoted through group enquiry work and opportunities for leadership and initiative

WOW moments

• Students construct a model of a tropical storm to understand how it forms and the different features

• Fieldwork opportunity with micro-climates in the school grounds

• A fieldwork enquiry about decline of Whitchurch takes place in the summer term. This WOW moment near the end of the year will build on geographical skills and understanding of concepts studied throughout the year.

Literacy

• Literacy will be promoted with the use of key geographical vocabulary and key words.

• Reading aloud opportunities and range of challenging texts presents

AfL throughout the year within lessons through self, peer and live marking.

Low stakes testing for key vocabulary and technical terms BUG and PEEL to support extended writing.

Geographical description, analysis and evaluation of data within lessons using GLAH and GCSE

Autumn Term

Pillar 1 Humanities Assessment

Deep Mark – PEEL Paragraph on human or physical topic

Spring Term

Pillar 2 Population

Deep Mark – Analysis of Fieldwork Results

Summer Term Pillar 3’. Year 7 exams

Deep Mark – Causes of Rain

Impact By the end of the year students will have a range of geographical place contexts and concepts which will enable them to grow their knowledge of the world around them. It should help deepen their understanding of the interactions between physical and human processes and get them to look for the solutions for sustainable life on the planet. Understanding of their local environment and where they live will be embedded as well as key GCSE exam skills which will assist them going into year 8.

Introduction to Geography

Year 7 Geography Year Overview

What is my Learning Journey this year?

What to expect…

Content – how the worlds population is spread out, the demographic transition model, population pyramids, challenges with population

Bigger Picture Questions

What are some of the issues caused by large populations? How can we manage population? Should we manage population?

Assessment 1

What to expect

Content – What is geography? Map skills, geographical writing skills

Bigger Picture Questions – Where do these skills fit in to the rest of my time at SJT? How can I express myself like a Geographer?

Population

Assessment 2

Whitchurch Local Study

What to expect

Content – The difference between weather and climate, climate graphs, the causes of rainfall, wild weather, tropical storm formation and how we respond to tropical storms and microclimates Bigger Picture Questions – What is the difference between weather and climate? What wild weather does the world experience? What are the effects of tropical storms and how do we respond to them?

Assessment 3

What to expect

Content – study of the local area including: industry, crime, town centre and fieldwork techniques to complete a piece of fieldwork on Whitchurch

Bigger Picture Questions – Is Whitchurch town centre in decline?

Bigger Picture Questions:

• What effect do human actions have on the world?

• What challenges can be caused by human actions?

• How do humans respond to these challenges?

Home Learning

Weather and Climate

Cultural Connections/ Real World Links

• Current issue of climate change and plastic pollution –looking at how we can reduce these issues personally and close to home

• Fieldwork – first hand experience

• The importance of meteorologists and the work they do

• Case study of real Tropical Storms

How can I learn more about these topics?

Books include:

Prisoners of Geography: Our World Explained in 12 Simple Maps Earth Heroes: Twenty Inspiring Stories of People Saving Our World

No One is too small to make a difference – Greta Thunberg Factfulness – Hans Rosling

Activities include: CAT Centre

YEAR OVERVIEW

Scheme of Learning

The Big Picture

During Year 8 the students will gain geographical knowledge and understanding through the study of both human and physical topics. There is a progression from local scale in year 7 to a broader UK based leading onto global themes. In the Autumn term students carry out a fieldwork enquiry of Llandudno developing enquiry-based questioning developed during the year 7 field trip to Whitchurch.

Intent

Units covered: Unit 1: Diverse Unit 2 : Global Biomes Unit 3: Resource issues Unit 4: UK Physical Features – Coasts Unit 5: Tourism in coastal areas

Year Group: Geography Year 8

Skills covered: Students will use a range of geographical skills, including data description, analysis and evaluation; How does this link with their previous learning? The modules in Year 8 build on the concepts, contexts and skills developed in Year 7. They revisit types of industry in Asia and develop their knowledge in more detail. Factors that affect climate is then related to the location of biomes. How can this be extended? Students should be encouraged to seek out current affairs and news and relate them to the geographical concepts of change. Wider reading is set as prep work and flipped learning tasks.

Implementation

• There is a mix of human geography, physical geography and environmental geography but each unit stands alone in content all taught using a variety of methods with geographical enquiry at its heart.

• The use of ICT and GIS will be developed to aid learning and greater understanding of place and scale..

• Assessment will be through GCSE style questioning. Where are the WOW moments:

• Students will go on a filed trip to Llandudno. Coastal features will be discussed as well as an opportunity for students to carry out a range of data collection methods.

• Potential to visit the biogas plant in Whitchurch.

• Opportunity for a debate lesson during the biome's unit of work – should TRF be developed? Should mining for oil be allowed in the ANWR region? How are literacy skills to be developed and extended?

• Literacy will be promoted with the use of key geographical vocabulary and key words.

• Reading aloud opportunities and range of challenging texts presents.

• Structure strips, WAGOLL, I do, we do, you do, ‘So what’ strips, PEEL/PEDAL strategies to be used to support written work

Impact

AfL. throughout the year within lessons including whiteboards, planners (RAG/Letters), low stakes testing, targeted questioning. BUG and PEEL/PEDAL to support extended writing. Geographical description, analysis and evaluation of data within lessons. The use of GLAR/GCSE to analysis graphs.

Autumn Term

Deep marking task – The challenges & opportunities or living in an Asian city.

End of unit assessment – Asia /30

Spring Term

End of unit assessment – Biomes /30

Deep marking task – How can we sustainable manage resources.

Autumn Term:

Deep marking task – erosional landforms

Year 8 Exams skills focus from across the year and K&U of coasts /40.

By the end of the year students will have a range of geographical place contexts and concepts which will enable them to grow their knowledge of the world around them. It should help deepen their understanding of the interactions between physical and human processes and get them to look for the solutions for sustainable life on the planet.. Opportunities to improve geographical skills are interviewed into lessons along with opportunities to develop extended writing.

Learners will begin the topic by understanding the basic geography of this fascinating continent. Asia is seen as the powerhouse of growth for Newly Emerging Economies (NEE’s) so students will learn about why a range of different industries locate in Asia and whether China can challenge the USA as the next super power.

Want to get ahead?

Prisoners of Geography: Our World Explained in 12 Simple Maps

Unit 1: Diverse Asia

KS3 Geography: Year 8

What is my learning journey?

Unit 2: World biomes

Home Learning

This unit of work links in with science where students look at ecosystems, food chains and animal adaptations. From a geographical perspective students focus on two main biomes – Tropical rainforests and The Arctic and the arguments for and against developing these fragile environments.

Want to get ahead? Watch the BBC series Planet Earth Pole to Pole.

The worlds natural resources are under pressure now more than ever. Students will look at the availability, use and future management of the following resources: Water. Energy. Soil. Food.

Want to get ahead? BBC bitesize revise & test

- Coasts

The UK is a surrounded by breath taking coastal scenery. In this unit of work students learn about coastal processes and the landforms they create.

They also investigate the costs and benefits of protecting our coastline against the ravages of coastal erosion.

Want to get ahead?

Read this newspaper article:

Learners build on the geographical enquiry skills developed in year 7 by answering the question ‘Is Llandudno in decline?’

Students investigate the reasons behind the decline of UK seaside resorts in lessons.

Then they visit Llandudno to gather a range of primary data.

Returning to the classroom to draw a conclusion.

Want to get ahead? Go & visit the North Wales coast

Unit

Geographical enquiry –Is Llandudno in decline?

Missed a lesson or need some revision notes?

• General revision -

https://www.bbc.co.uk/bitesize/subjects/zrw76sg

• Oaks academy lessons –

https://classroom.thenational.academy/subjects-by-keystage/key-stage-3/subjects/geography

Wider reading –Geographical association recommended KS3 reading list

Why not visit Chester Zoohttps://www.chesterzoo.org/ Or scan the QR code for a virtual tour. Explore the centre for alternative technologyhttps://cat.org.uk/

Walk around the globe at the Eden project: https://www.edenproject.co m/

5:

Unit 4: UK physical features

Unit 3: Resource management

The Big Picture

Year 9 sees students developing their skills from year 7 & 8 and applying them to content areas that demand more in terms of conceptual understanding. All topics have a global theme to encourage students to understand global issues.

Intent

Year Group: Geography Year 9

Units covered: Unit 1 Africa. Unit 2: Tectonics. Unit 3: Globalisation. Unit 4: Climate Change & Map skills. Skills covered: Students will use a range of geographical skills, including data description, decision making, analysis and evaluation. How does this link with their previous learning? Continues the development of geographical description, analysis and evaluation. Introduces students to a range of concepts and place studies that have an increasing level of complexity culminating in the climate change model that is global in its dimension and reach. How can this be extended? Students should be encouraged to seek out current affairs and news and relate them to the geographical concepts of change and development, globalization and local responses.

Implementation

• There is a mix of human geography, physical geography and environmental geography but each unit stands alone in content.

• Map, graph, describing, explaining and evaluating skills are used throughout all schemes, where applicable.

• Flipped learning and prep activities are set for home learning to encourage independent research and deepen learning.

• Challenge and extension tasks are embedded throughout lessons to push the most able.

• There are options of independent tasks where applicable.

• Assessment will be through GCSE style questioning.

What are the WOW moments?

Pupils complete a decision-making exercise on how they would respond to a Tsunami using a budget. Pupils have the opportunity to choose an effect of climate change to investigate.

How are literacy skills to be developed and extended?

Literacy will be promoted throughout the year with the incorporation of key terms and independent and class reading. The prep work often requires students to research and identify relevant and specific information.

Whiteboards, traffic lights and live feedback are used throughout the year. AFL is used in each lesson to assess the students learning.

Summative assessments are marked by teachers and individual and whole class feedback is provided.

Autumn Term Pillar 1 /30 assessment on Africa. Deep marking on comparing volcanic eruptions.

Spring Term Pillar 2 /40 assessment. This is the end of year exam on Africa, Tectonics and smaller amounts from Y7&8.

Deep marking on globalisation.

Summer Term Pillar 3 /30 assessment on globalisation.

Deep marking on climate change.

Impact By the end of the year students will have a wide range of geographical place contexts and concepts that draw together the KS3 curriculum in the Climate Change unit – a subject that promotes a wide range of beliefs and views. Students will be able to marshal evidence to evaluate information and present their own views in a clear and coherent way. The year should enthuse and excite students so that they are encouraged to further study Geography at GCSE and beyond.

Africa

Year 9 Geography Year Overview

What to expect…

Content – Physical processes cause plates to move resulting in tectonic hazards. The impacts and responses to hazards, including earthquakes, volcanoes and tsunamis.

Bigger Picture Questions –How can tectonic hazards be managed? Why does wealth impact the severity of hazards?

Why do some countries respond better than others to hazards?

End of Year 9 Assessment

What to expect

Content – What countries are in Africa? What biomes are in Africa? Ethiopia’s growing economic importance. Migration into urban areas in Africa. What is life like in the Sahel?

Bigger Picture Questions

Why do people assume everyone in Africa is poor? Why do people think Africa is hot and dry? What impact is climate change having on Africa? How can the impacts of climate change be reduced?

Assessment

Bigger Picture Questions:

• What are the connections between the human and natural world?

• What impact do I have on the environment?

• Are my actions ethical?

• How can I become a more sustainable citizen?

Tectonics

Home Learning

What to expect

Globalisation

Content – The evidence for, causes of and the impacts of climate change. Mitigating and adapting to climate change.

Bigger Picture Questions – Is climate a natural or human problem? Will climate change improve or reduce my standard of living? How can I tackle climate change?

What to expect

Content – Where does my food and clothes come from? What can I do to be more ethical and sustainable?

Bigger Picture Questions –What are my global connections? What impact do I have on people and the environments across the globe? How can I reduce my negative impact?

Assessment

Cultural Connections/ Real World Links

• Understanding why some countries are risky to live in.

• Place study of Africa to tackle misconceptions and increase understanding of other people and cultures.

• Understanding we have a global economy where we rely on other countries for essential goods.

• Understanding the impacts of my actions on other people and the environment.

• Identifying strategies to reduce my impacts.

Places to visit

Center for Alternative Technology, Machynlleth

Natural History Museum, London

What is my Learning Journey this year? Your

Climate Change

Ideas for home activities

The Impossible – disaster drama film following the impacts of the 2004 Boxing Day Tsunami.

Create your own earthquake-proof building using marshmallows and straws.

War on Plastic – BBC documentary investigating issues surrounding domestic and corporate waste.

Conduct an audit of your clothes. Where have them come from? How far have they travelled to reach you?

Blue Planet / Planet Earth – BBC documentaries narrated by David Attenborough showing our diverse planet.

The Big Picture

Year 10 sees students starting the full GCSE course with 3 lessons per week. They cover topics from Paper 1 including Ecosystems, Coasts and Rivers & Paper 2 Urban Issues and Challenges. Fieldwork is also completed during this year with both Urban fieldwork enquiry taking place in Liverpool and Physical Rivers enquiry taking place in Erddig.

Intent

Year Group: Geography Year 10

Units covered: Unit 1 : Urban Issues and Challenges with FIELDWORK Unit 2 Living World Unit 3 Physical Landscapes of the UK with FIELDWORK

Skills covered: Students will use a range of geographical skills, including data description, analysis and evaluation; fieldwork data collection methodology, presentation, analysis and conclusion.

How does this link with their previous learning? GCSE skills are embedded throughout KS3 so this year continues the development of geographical description, explanation of human and physical processes, analysis and evaluation. Topics such as Physical landscapes and Living World revisits and extends prior learning from year 8 coasts and ecosystems. GCSE Climate change is studied in year 9 so the foundation for GCSE has been set and will continue to be built upon. How can this be extended? The students are now going to be applying their knowledge to GCSE examination questions. Further reading and use of real case studies will extend knowledge

Implementation

The course has both human geography & physical geography and fieldwork enquiry. The Urban and Rivers work not only addresses the Paper 1 and Paper 2 specification but also Paper 3 fieldwork questions.

• Group enquiry work and opportunities for leadership and initiative as well as fieldwork study

• A fieldwork enquiry engages the students in real life geographical enquiry. These WOW moments are at the beginning of the course in October and the end of the course in July.

• Literacy will be promoted with the use of key geographical vocabulary and key words.

• Assessment will be through GCSE style questioning and AfL via whiteboards, traffic lights and live marking.

• Retrieval practice is embedded throughout the course this year and content is interleaved to ensure it is revisited frequently through starter activities and home learning.

• Any necessary interventions will be identified here and actioned

• AfL throughout the year within lessons with whiteboards, traffic lights, live marking

• Low stakes testing for key vocabulary and technical terms

• BUG and PEEL to support extended writing.

• Geographical description, analysis and evaluation of data within lessons using GLAH and GCSE

• Mock exams

Autumn Term

Pillar 1 GCSE Examination questions. Mid term assessment : Urban Rio/Frieberg

Spring Term

Pillar 2 GCSE Examination questions. Hot deserts

Summer Term Year 10 Exams May Pillar 3 GCSE Examination questions. Rivers Fieldwork Enquiry Question

Impact By the end of the year students will have a good range of geographical place contexts and concepts that cover both human and physical geography. They will develop their own views about geographical issues and present them in a clear and coherent way. Students will be able to collect primary data and use that data to answer a geographical enquiry question. The year should build on and consolidate geographical knowledge and skills so that the students can develop their geographical understanding and ultimately perform in the Year 10 GCSE trial examination.

The Challenge of Natural Hazards

Year 10 Geography Year Overview

What is my Learning Journey this year?

What to expect…

Content – Global urban growth. Case studies of urban change in Rio de Janeiro (NEE) and Liverpool (HIC). Urban sustainability with a focus on transport and resources.

Assessment – Written GCSE exam questions. End of unit and module exams.

Bigger Picture Question

How does wealth affect urban challenges? How can cities be improved to make them more ‘livable’?

What to expect

Content – Tectonics, weather hazards, climate change. Causes and consequences of each.

Assessment – Written GCSE exam questions. End of unit and module exams.

Bigger Picture Questions – How does wealth affect the severity of hazards? How we reduce the risk of hazards?

Bigger Picture Question:-

How does wealth affect people's quality of life and standard of living? How does the physical and human world interact?

Home Learning

Urban Issues and Challenges

Physical Landscapes in the UK

What to expect

Content – An overview of food, water and energy. In depth study of food to include areas of surplus and deficit and strategies to increase food supply.

Assessment – Written GCSE Exam Questions. End of Unit and module exams.

What to expect

Content An overview of the UK landscape. Physical processes, flooding and management of river and coastal environments.

Assessment Written GCSE Exam Questions. End of unit and module exams.

Cultural Connections/ Real World Links

Bigger Picture Question – Can humans control physical environments?

Case studies and examples are used throughout to explain the theory. A range of local and global examples are used to provide a broad knowledge of the world.

Bigger Picture Question – Can enough food be produced for everyone in the world?

The Challenge of Resource Management

What can I do at home?

GCSE POD

GCSE Bitesize

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year 11 covers topics again from both Paper 1 : Natural Hazards & Paper 2 : The Changing Economic World and The Challenge of Resource Management. This year will also see two trial examination periods . The course should be completed by the beginning of March. We will also be studying the Pre-release materials for the decision-making ‘Issues Analysis’ part of Paper 3. The topic for the issues analysis is not known until March.

Intent

Year Group: Geography Year 11

Units covered: Unit 1 : Natural Hazards – tectonic and meteorological Unit 2 Changing Economic World Unit 3 Challenges of Resource management – FOOD. ( Option 1)

Skills covered: Students will use a range of geographical skills, including data description, analysis and evaluation; issues analysis and revision techniques, building upon those practiced in year 10

How does this link with their previous learning? The topics studied in this year complete the content for the GCSE examination and will continue the development of geographical description, explanation of human and physical processes, analysis and evaluation. How can this be extended? The students are now going to be applying their knowledge to GCSE examination questions. Further reading and use of real case studies will extend knowledge Implementation

. Course content will be delivered in a variety of engaging ways with great emphasis on examination techniques and GCSE style of questioning.

• Group enquiry work and opportunities for leadership and initiative

• Literacy will be promoted with the use of key geographical vocabulary and key words.

• Assessment will be through GCSE style questioning.

• Assessment will be through GCSE style questioning and AfL via whiteboards, traffic lights and live marking.

• Retrieval practice continued throughout the course this year and content interleaved to ensure it is revisited frequently through starter activities and home learning.

• Revision will be facilitated both in lessons and during extra curricular time includingany necessary interventions for certain pupils

• AfL throughout the year within lessons with whiteboards, traffic lights, live marking

• Low stakes testing for key vocabulary and technical terms

• BUG and PEEL to support extended writing.

• Geographical description, analysis and evaluation of data within lessons using GLAH and GCSE

• Mock exams

Autumn Term

Pillar 1 GCSE Examination questions. Mid term assessment : Natural Hazards ; 1st trial examination

Spring Term

Pillar 2 GCSE Examination questions. 2nd Trial examination

Summer Term : Revision and external examinations.

Impact By the end of the year students will have a good range of geographical place contexts and concepts that cover both human and physical geography. They will develop their own views about geographical issues and present them in a clear and coherent way. Students will be able to collect primary data and use that data to answer a geographical enquiry question. The year should build on and consolidate geographical knowledge and skills so that the students can develop their geographical understanding and ultimately perform in the Year 11 GCSE trial examination and ultimately in the final external examination.

The Living World

Year 11 Geography Year Overview

What is my Learning Journey this year?

What to expect…

Content – World development and how it is measured. The Demographic Transition model and population structures. Uneven development and factors which cause this. The development gap and how this can be reduced through aid, tourism, debt relief and fair trade. Case study = Nigeria. The changing UK Economy and the north south divide.

Assessment – Written GCSE exam questions. End of unit and module exams

Bigger Picture Question

What to expect

Content – Ecosystems on a small and large scale including their locations, Tropical rainforests and their management and hot deserts.

Assessment – Written GCSE exam questions. End of unit and module exams.

Bigger Picture Questions – Can the TRF be managed sustainably?

Bigger Picture Question:-

How can we reduce the development gap?

What is the impact of development on the environment?

Can the development gap be reduced in a sustainable way? How has the UK economy changed?

Changing Economic World

Pre-Release

What to expect

Content – revision of key topics from the GCSE spec. Focusing on key skills such as OS skills and graph skills. Writing skills such as PEEL and PEDAL will be practiced in order to ensure answers are fully explained and detailed.

Assessment – Mock exams and exam Q practice

Bigger Picture Question - Am I prepared with revision of case study knowledge and facts and figures.

What to expect

Content – An in-depth study of the prerelease booklet

Assessment Written GCSE Exam Questions and Mock Exams

Bigger Picture Question – This will depend on the content of the prerelease. Previous questions have required a decision to be made and justified.

Cultural Connections/ Real World Links

Case studies and examples are used throughout to explain the theory. A range of local and global examples are used to provide a broad knowledge of the world.

Revision and Exam skills

What can I do at home?

The Big Picture

Dynamic Landscapes. Paper 1, Tectonics and Coastal Landscapes Dynamic Places Paper 2 Globalisation and Regenerating Places. Compulsory human and physical fieldwork. Individual Investigation begun after Easter in Summer term.

Intent

Year Group: Geography Year 12

Units Covered: Topic 1, Tectonics and Hazards: Topic 2B Coastal Landscapes & Change, Topic 3 Globalisation: Topic 4A Regenerating Places (T2B & T4A are option themes)

Plus Fieldwork & Individual Investigation preparation.

Skills Covered: Understanding the nature and use of different types of geographical information. The collection, analysis and interpretation of such information – including qualitative approaches such as coding and sampling and quantitative approaches such as measures of dispersion, correlation and association. Undertake informed and critical questioning of data sources. Communicate and evaluate their findings. Developing an enquiry; Asking geographical questions, geographical description and analysis. How does this link with their previous learning? Students are building upon the geographic, cartographic, graphical, numerical, statistical and literacy skills from GCSE together with the use of qualitative and quantitative data analysis. They continue to develop their evaluative skills in forming an argument through extended writing. Topics of Coastal landscape, tectonic hazards, regeneration and development (globalization) link to and develop ideas studied at GCSE.

How can this be extended? Through guided wider independent reading and making links with current events in the news.

Implementation

• Shared between two staff. Staff 1 teaches Topics 1 & 3. Staff 2 teaches Topics 2B & 4A Individual Investigation predominantly taught by Staff 1.

• Students always study one physical and one human topic (eg T1 Tectonics and T4 Regenerating Places) at one time to maintain variety.

• Fieldwork is delivered through a week-long residential fieldwork.

• Place studies will be linked to geographical skills and analysis. Place studies and examples are carefully chosen to allow for a mix of local, national and global context.

• Challenge tasks are embedded within the modules.

• Links to fieldwork and methods are embedded within the teaching of all modules.

What are the WOW moments?

Visiting new places and completing new styles of fieldwork. Choosing and designing their own investigation based on their interests.

How are literacy skills to be developed and extended?

Prep work and homework are used to encourage independence and challenge.

Challenging literacy tasks (e.g. GEOFILES) are embedded in learning.

Impact

Folder checks

Exam questions for both technique and content. Extended writing questions (12 &20) throughout the course.

Extended questioning in lessons

Key assessments :

End of Unit exams following the A-level structure.

Mock exams

Papers are moderated across the department.

Autumn Term: Initial assessment. 1, 2 & 4 exam questions & skills, extended exam questions & preparatory work.

Spring Term: January mock exams in Paper 1 and 2. Extended exam questions & preparatory work bi-weekly

Summer Term: June mock exams in Paper 1 and 2.Individual investigation - planning and preparation. Data collection strategies & methodology.

At the end of the year students will be familiar with the style and content of paper 1 & paper 2. They will have a range of place studies to exemplify the ideas and concepts within the specification. They will have begun the enquiry process for their individual investigation and completed the compulsory fieldwork that will enable them to prepare a route to enquiry for their individual investigation. They should also be finding geography challenging and enjoyable with a wide range of stimulating real life place studies and have begun to relate these to their own values and attitudes.

4A: Regenerating Places

What to expect:

The module investigates how and why variations in wealth exist both within and between places. A variety of case studies are used to highlight how regeneration projects can create successful and unsuccessful economies. Consideration is given to different players and how their own interests influences their view of the regeneration schemes.

Bigger Picture Questions

How can a spiral of decline be broken? Why are social and economic factors interlinked? Can a regeneration project ever be truly successful?

Places to visit

• Albert Docks, Liverpool

• International Slavery Museum, Liverpool (QR)

• Olympic Park, London

Film /TV

• The War to Live in London: Regeneration Game (2015)

• Cornwall with Simon Reeve (QR) Assessment Assessment will be ongoing throughout the year. You will have a range of in class and homework assessment pieces to complete. This include:

* Fortnightly exam style questions.

* End of unit tests

* End of module tests

* Mock exams

Year 12 Geography Year Overview

What is my Learning Journey this year?

You will have two year 12 teachers and will be taught two different topics simultaneously. .

What to expect:

Tectonic hazards represent a significant risk in some parts of the world. This is especially the case where active tectonic plate boundaries interact with areas of high population density and low levels of development. Resilience in these places can be low, and the interaction of physical systems with vulnerable populations can result in major disasters. An in-depth understanding of the causes of tectonic hazards is key to both increasing the degree to which they can be managed and putting in place successful responses that can mitigate social and economic impacts and allow humans to adapt to hazard occurrence.

Bigger Picture Questions

Why are some communities more vulnerable than other from tectonic hazards? How can the impact of tectonic hazards be managed?

Places to visit

2B: Coastal Landscapes and Change

What to expect:

The module begins by looking at the geology of coastlines and how coastlines are susceptible to both human and physical processes. Students will look at a range of examples to show how the coastline can be managed, using both soft and hard engineering. The players’ perceptions of the success of the management is also studied.

Bigger Picture Questions

Is a holistic approach required for a management strategy to be successful? How do management strategies vary between LICs and HICs? Can sea level rise be controlled?

Places to visit

What to expect:

Globalisation and global interdependence continue to accelerate, resulting in changing opportunities for businesses and people. Inequalities are caused within and between countries as shifts in patterns of wealth occur. Cultural impacts on the identity of communities increase as flows of ideas, people and goods take place. Recognising that both tensions in communities and pressures on environments are likely, will help players implement sustainable solutions.

Bigger Picture Questions

Why has globalisation spread rapidly during the 21st century.? What impact does globalisation have on the environment, culture, cities and Whitchurch? What is the future of globalisation?

TED talks (QR)

• Iceland!!

• The Natural History museum, London (QR)

Film /TV

• The Impossible 2012

• BBC Earth – The power of the planet

• Haiti – a year after the quake (QR)

1: Tectonic Processes and Hazards

Home Learning

An additional 4 hours of reading and research is expected each week in Geography. This may be work provided by your teacher as ‘homework’ or ‘prepwork’ or may be your own research. Watching the News and reading newspaper articles is an excellent way to support your geographical understanding. Additionally, there are many excellent films and documentaries (especially Simon Reeve and David Attenborough) which will support your studies.

• Aberystwyth / Ceredigion coast

• Holderness coastline

Film /TV

• The impossible (2012)

• Extreme Engineering: Venice Flood Gates (2004)

• The end of globalisation and the beginning of something new.

Book to read

• Prisoners of geography

• The mighty dollar

3: Globalisation

 Fieldwork – You will complete a minimum of 4 days fieldwork covering both humand and physical geography and a range of data collection methods, presentation and anysis.

 NEA - The purpose of this non-examination assessment is to test your skills in independent investigation. You will be required to undertake an independent investigation that involves fieldwork. The focus of the investigation must be derived from the specification the you are studying

Real world and cultural links

The Geography A-level course provides several opportunities for students to study local and global environments, cultures and economies. The course also introduces the students to a range of potential future careers within geography.

Scheme of Learning

The Big Picture

Dynamic Landscapes: Paper 1: Carbon Cycle and Energy Security, Water Cycle and Water Insecurity

Dynamic Places: Paper 2: Superpowers: Health, human rights and Intervention

Paper 3 Synoptic Issues Analysis

Completion of individual investigation (NEA)

Year Group: Geography Year 13

Intent Units Covered: Topic 5 The Water Cycle and Water Insecurity. Topic 6 The Carbon Cycle and Energy Security; Topic 7 Superpowers; Topic 8A Health, Human Rights and Intervention. NEA Independent investigation.

Skills Covered: Understanding the nature and use of different types of geographical information. The collection, analysis and interpretation of such information – including qualitative approaches such as coding and sampling and quantitative approaches such as measures of dispersion, correlation and association. Undertake informed and critical questioning of data sources. Communicate and evaluate their findings. Developing an enquiry; Asking geographical questions, geographical description and analysis. Developing synopticity in extended writing (for paper 3 issues analysis) using the Players – Altitudes & Actions and Futures & Uncertainties framework. How does this link with their previous learning? Students are building upon the geographic, cartographic, graphical, numerical, statistical and literacy skills from GCSE and year 12 together with the use of qualitative and quantitative data analysis. They continue to develop their evaluative skills in forming an argument through extended writing. Topics of Superpowers and Health human rights & intervention are synoptic in their extent. How can this be extended? Through guided wider independent reading and making inks with current events in the news. Develop their evaluative skills on a range of source materials including newspaper articles and marketing materials.

Implementation

• Shared between two staff: Topics 5 and 8A delivered by one member of staff; Topics 6 and 7 by another.

• All staff review, support, mark and moderate individual investigations.

• Practice for paper 3 issues based analysis throughout the year based upon geographical issues within a place based context that link all three synoptic themes within the compulsory content areas.

• Revision of two year course to be ongoing but formalized after Easter break.

Consider your assessment Markers

Folder checks

Exam questions for both technique and content.

Extended questioning in lessons

Key assessments : Marking & moderation of individual investigation deadline January 2020: Moderation after trials exams

12 and 20 mark extended exam questions,

Autumn Term. Individual investigation complete.

January mock exams in Paper 1 and 2. Extended exam questions & preparatory work bi-weekly

June mock exams in Paper 1, 2 & 3 Synoptic assessment.

Impact A complete and comprehensive knowledge of 8 topics, (including 3 synoptic themes). Completed NEA Individual investigation. Students fully prepared for the three exam papers in content and style with an Independent exam revision preparation programme. Students will be energized about Geography and the impact of people on the environment, have studied a wide range of stimulating real life place studies and have begun to relate these to their own values and attitudes. Students will develop a keen interest in keeping up to date with current issues within the news and through wider reading.

Year 13 Geography Year Overview

What is my Learning Journey this year?

You will have two year 13 teachers and will be taught two different topics simultaneously. .

What to expect:

7: Superpowers

What to expect:

Superpowers can be developed by a number of characteristics. The pattern of dominance has changed over time. Superpowers and emerging superpowers have a very significant impact on the global economy, global politics and the environment. The spheres of influence between these powers are frequently contested, resulting in geopolitical implications

Bigger Picture Questions

How do countries gain superpower status? How and why do countries lose their superpower status? Will China ever challenge US dominance? Will the world develop into a multi-polar world?

TED talks

• Global power shifts (QR)

Films/ Books to read

• The power of Geography.

• The accidental superpower

• American Factory (Netflix)

• BBC 2 – The Chinese are coming Assessment Assessment will be ongoing throughout the year. You will have a range of in class and homework assessment pieces to complete. This include:

* Fortnightly exam style questions.

* End of unit tests

* End of module tests

* Mock exams

Traditional definitions of development are based largely on economic measures but have been increasingly challenged by broader definitions based on environmental, social and political quality of life with many new measures used to record progress at all scales in human rights and human welfare. There are variations in the norms and laws of both national and global institutions that impact on decisions made at all scales, from local to global. These decisions lead to a wide range of geopolitical interventions via international and national policies, from development aid through to military campaigns.

Bigger Picture Questions

How have levels of development varied over time? Are traditional economic measures of development still useful? Can interventions ever remove the gap in development between countries?

TED talks

Hans Rosling : How not to be ignorant about the world.

Media / Books Gapminder – Website

How I learned to understand the world : Hans Rosling

8A: Health, Human Rights and Intervention

Home Learning

5: The Water Cycle and Water Insecurity

What to expect:

Water plays a key role in supporting life on earth. The water cycle operates at a variety of spatial scales and also at short- and long-term timescales, from global to local. Physical processes control the circulation of water between the stores on land, in the oceans, in the cryosphere, and the atmosphere. Changes to the most important stores of water are a result of both physical and human processes. Water insecurity is becoming a global issue with serious consequences and there is a range of different approaches to managing water supply.

Bigger Picture Questions

How important is the global hydrological cycle to life on earth? How can players influence surpluses and deficits in the water balance? Can water management schemes mitigate the reduction in local and regional water supplies? Will we ever run out of water?

Places to Visit

Eden Project

Film /TV/ Books

Global Water Wars – You tube

“ When the rivers run dry” Fred Pearce

An additional 4 hours of reading and research is expected each week in Geography. This may be work provided by your teacher as ‘homework’ or ‘prepwork’ or may be your own research. Watching the News and reading newspaper articles is an excellent way to support your geographical understanding. Additionally, there are many excellent films and documentaries (especially Simon Reeve and David Attenborough) which will support your studies.

What to expect:

A balanced carbon cycle is important in maintaining planetary health. The carbon cycle operates at a range of spatial scales and timescales, from seconds to millions of years. Physical processes control the movement of carbon between stores on land, the oceans and the atmosphere. Changes to the most important stores of carbon and carbon fluxes are a result of physical and human processes. Reliance on fossil fuels has caused significant changes to carbon stores and contributed to climate change resulting from anthropogenic carbon emissions.

Bigger Picture Questions

What are the key components of the carbon cycle? How have humans affected the carbon cycle and what are the implications of this? Can the world comeback from the brink of a carbon tipping point? Is renewable energy the answer to reducing climate change?

Places to visit Centre for alternative energy (QR) TV/Films

• BBC – climate change the facts

• An Inconvenient Sequel: Truth to Power (2017)

6: The Carbon Cycle and Energy Security

Real world and cultural links

The Geography A-level course provides several opportunities for students to study local and global environments, cultures and economies. The course also introduces the students to a range of potential future careers within geography.

Paper 3 - Synoptic assessment of geographical skills, knowledge and understanding (within a place-based context) from compulsory content drawn from different parts of the course.

History

Our vision in Humanities

We are striving to enlighten students to the broader human experience in a 21st century world. Students will be aware of the risks to our planet, tolerant, and celebratory of different faiths and understand the significance of the past and how it has shaped the world today. The seeds that Humanities gives them will grow into curiosity and compassion for the planet and its people.

The Big Picture

Scheme of Learning YEAR OVERVIEW

Year Group: 7

An overview of Britain from the Roman period up to the Tudors. Covering key historical skills with a particular emphasis on historian’s source enquiry.

Intent

Units covered: Britain before and during the Battle of Hastings, Medieval England, the Tudors Skills covered: students will look at all of the key historical skills including significance, source enquiry/inference, interpretations, cause and consequence and change and continuity. How does this link with their previous learning? Students arrive at SJT with limited historical understanding so the first term is focused on introducing historical thinking skills to students. A chronological approach is taken at KS3, so students will so aspects on history change over time and the importance of events.

How can this be extended? All students have a prep booklet in which work is completed prior to some lessons, wider reading is indicated to and on their MAT NAVS.

Implementation

• The year is ordered in chronological order

• Overarching enquiry covering several lessons to address key historical questions (Why did William changed England? How far has the justice system changed? How important was the Break from Rome? Who were the children of Henry VIII?)

• Each lesson will focus on one historical skill (for example causation or sources)

• Flipped learning activities will be set as homework tasks to promote independent research and deepen learning

• Challenge and extension tasks embedded throughout lessons to push the most able, option of independent tasks within lessons where applicable.

Core knowledge topics

The Anglo-Saxons and Romans. The Battle of Stamford Bridge, the Battle of Hastings and the impact this had, including the role of the castles, the Church and Feudal system. King John and the Black Death. Henry VIII, his children and they impact they had.

How are literacy skills to be developed and extended?

Literacy will be promoted throughout with the incorporation of historical key words, peer marking activities with specific reference to SPaG and a skills focus on extended essay writing and analysing sources. The prep work require students to read independently and there is opportunities for this to be extended. Students are expected to read independently and out loud in class.

Impact

Whiteboards, traffic lights and live feedback are present throughout the year. AFL used in each lesson to assess the students learning

Pillar 1 /40 assessment with MAD Time to follow

One flipped home learning piece or wider reading.

Spring Term

Options Exam /40 with MAD Time to follow.

One flipped home learning home or wider reading.

Autumn Term Summer Term

Pillar 3 /40 assessment with MAD Time to follow.

One flipped home learning piece or wider reading.

By the end of year 7, students will have an understanding of the causes and consequences of the Battle of Hastings as well as life in Medieval and Tudor England. They will be introduced to source skills and by the end of the year will be able to explain why they are useful to a historian for an enquiry on a topic. Students will also be able to describe and start to explain causes and consequences in History as well as explaining the significant of events. During the King John topic, students will introduced to historical interpretations and will be able to describe what they are.

Where do we come from?

Year 7 History Year Overview

What is my Learning Journey this year?

What to expect…

Content – Claimants to the throne in 1066, The Battle of Stamford Bridge, The Battle of Hastings, Feudal System, Castles and the role of the Church

Assessment – Written assessment

Bigger Picture Question

Why did William win at the Battle of Hastings? How did William control England?

What to expect

Content – The Romans and AngloSaxons. Local History on the Romans in Whitchurch.

Assessment – Written assessment

Bigger Picture Question – How did invasions before 1066 change Britain? What can we still see today?

Bigger Picture Question:-

Where did ‘our’ British History begin?

Where did key areas of society begin? What makes a ‘good’ monarch?

How did the Battle of Hastings change Britain?

What to expect

What to expect

Medieval England Tudors

Content – King John and the Magna Carta, Medieval Justice, The Black Death 1348

Assessment – Live feedback in class Bigger Picture Question –How far has the justice system changed? Was King John a ‘good’ king?

Cultural Connections/

#Realworldready

• Where did the Church’s role in British society come from?

• The impact of the Romans on our local area

• Role of debates and their importance/uses

• The roots of monarchy and the justice system and their importance/role today

Documentary 1066: A Year to Conquer Britain with John Snow

Chester Deva Roman

Experience and the Amphitheatre

You will use your prep booklet to complete the task

Content – Henry VIII background and Tudor society, break from Rome, dissolution of the monasteries, the children of Henry VIII and Black Tudors

Assessment – Written assessment

Bigger Picture Question – How important was the break from Rome? Who were the Children of Henry VIII? How much religious change was there under the Tudor monarchs?

What can I do at home?

Find out about the Tudors life, you can visit Little Morten Hall in Cheshire.

Find out about King John and the Magna Carta at the British Library

Find out about Chirk castle and visit there

The Big Picture

Year Group: 8

A detailed look at early modern History from the Renaissance period (1600s) up until the Suffragette movement (early 1900s). Covering all historical skills with a particular emphasis on source inference and utility.

Intent

Units covered: Renaissance: Science vs superstition, Slavery to Civil Rights, World War One and political suffrage.

Skills covered: students will look at all of the key historical skills including significance, source enquiry/inference, interpretations, cause and consequence and change and continuity. How does this link with their previous learning? Learning is being built from Year 7 and takes a chronological approach. Building on source skills, focusing on NOP in year 8 which is more challenging. Building on understanding and the importance of religion in History and political/social and religious changes.

How can this be extended? Prep work booklets have opportunities for wider reading as well as on the MAT NAVs

Implementation

• The year is ordered in chronological order, building on from Year 7.

• Overarching enquiry covering several lessons to address key historical questions (How superstitious was the Renaissance? Liverpool and the Slave Trade, What causes World War One? How did Cheshire support the war effort?)

• Each lesson will focus on one historical skill (for example causation or sources)

• Flipped learning activities will be set as homework tasks to promote independent research and deepen learning

• Challenge and extension tasks embedded throughout to push the most able, option of independent tasks within lessons where applicable.

Core knowledge topics

Scientific discoveries in the Renaissance, superstition in the Renaissance. The British Empire and the Slave trade, abolition of slavery and the Civil Rights movement. Long and short term causes of WW1, trench warfare, WW1 in Shropshire, Battle of the Somme, diverse narratives in Cheshire and the Suffragette movement.

How are literacy skills to be developed and extended?

Literacy will be promoted throughout with the incorporation of historical key words, peer marking activities with specific reference to SPaG and a skills focus on extended essay writing and analysing sources. The prep work require students to read independently and there is opportunities for this to be extended. Students are expected to read independently and out loud in class.

Impact

Whiteboards, traffic lights and live feedback are present throughout the year. AFL used in each lesson to assess the students learning

Pillar 1 assessment with MAD Time to follow.

At least one flipped home learning piece

Spring Term

Pillar 2 assessment with MAD Time to follow.

At least one flipped home learning piece

Autumn Term Summer Term

Pillar 3 assessment with MAD Time to follow.

At least one flipped home learning piece

By the end of the year students in Year 8 will have a full chronological overview of the impact of the Renaissance to the start of the 1900s and the impact of the Suffragette movement. They will have a confident understanding of what makes a source useful, and how to infer from historical sources. Students will be able explain the causes of war, understanding the role Cheshire played in the war effort and the impact on political suffrage. . Students will understand the impact slavery has had on America and the long term impact on the Civil Rights movement within America and Britain.

What to expect

Content – The decline of the Church, witches, scientific discoveries, such as by Galileo and Abu Al Qasim Al Zahrawi

Year 8 History Year Overview

What is my Learning Journey this year?

What to expect…

Content – The British Empire, the slave trade triangle, slave auctions, life on the plantations, resistance the abolition of slavery and the role of Liverpool in the slave trade.

The Renaissance Slavery

Assessment – Written assessment

Bigger Picture Question – How superstitious was the Renaissance?

Bigger Picture Question:How did Britain change from the Medieval era to the Renaissance?

Assessment – In class feedback

Bigger Picture Question

Why did Slavery happen?

What experience did the slaves have?

What to expect

The Civil Rights movement

Content – Causes of World War

One, trench warfare, Battle of the Somme, General Haig, diverse narratives of WW1 and the suffrage movement.

Assessment – Written assessment

Bigger Picture Question – What caused the war? How did soldiers experience the trenches? How did the war impact men and women gaining suffrage?

What to expect

Content – Life under segregation, the role of Martin Luther King Jr, Rosa Parks, Civil Rights since the 1960s and Bristol Bus Boycott.

Assessment – Written assessment

Bigger Picture Question – Why was there opposition to African Americans in gaining their Civil Rights?

Was Britain right to take part in the Slave Trade?

Was World War One inevitable?

Cultural Connections/ #Realworldready

• Impact of racism and understanding of different cultures today

• How people protested and what was effective

• Links to local city (Liverpool) on the link to slavery

• Importance of diversity

You will use your prep booklet to complete the task

Watch ‘Selma’ on the Civil Rights movement

Research

Find out about the Pendle Witches!

What can you find out about the Liverpool Race riots?

World War One

1914-1918

What can I do at home?

Explore the BBC website about World War One. It’s causes and experiences for soldiers and those at home.

Explore the International Slavery Museum at Liverpool

The Big Picture

A detailed look at modern History from the end of the First World War (1918) up until the start of the Cold War (1945 onwards). Covering all historical skills with a particular emphasis on historian’s interpretations of the past.

Intent

Units covered: Rise of Hitler, WW2 and post WW2

Year Group: 9

Skills covered: students will look at all of the key historical skills including significance, source enquiry/inference, interpretations, cause and consequence and change and continuity. How does this link with their previous learning? Students have been studying these historical skills since year 7, however in year 9 there is a greater focus on interpretations as this is a more challenging concept that they can now tackle. The knowledge follows on chronologically from the military side of the First World War from Summer Term year 8.

How can this be extended? Knowledge can be extended through prep reading and considering criteria for a historical judgement e.g. long/short term impact/national/entrenched etc...

Implementation

• The three main units will be organised chronologically

• Overarching enquiry covering several lessons to address key historical questions (E.g. Was dropping the atomic bomb justified?) continuity and significance

• Each lesson focuses on a key historical skill

• Flipped learning activities will be set as homework tasks to promote independent research and deepen learning.

• Challenge and extension tasks embedded throughout to push the most able, option of independent tasks within lessons where applicable.

Core knowledge topics

Treaty of Versailles, difference between democracy and dictatorships. Rise of Hitler, appeasement and Homefront in Shropshire during WW2. Dropping of the atomic bombs and life after the Second World War- including Windrush Generation and political ideological tensions in the 21st century. Origins of the cold war the welfare state in Britain

How are literacy skills to be developed and extended?

Literacy will be promoted throughout with the incorporation of historical key words, peer marking activities with specific reference to SPaG and a skills focus on extended essay writing and analysing sources. The prep work require students to read independently and there is opportunities for this to be extended. Students are expected to read independently and out loud in class.

Impact

Whiteboards, traffic lights and live feedback are present throughout the year. AFL used in each lesson to assess the students learning.

Autumn Term

Pillar 1 assessment with MAD Time to follow.

At least one piece of flipped learning

Spring Term

Options Exam and MAD tome to follow

At least one piece of flipped learning

Summer Term

Pillar 3 assessment and MAD time to follow

At least one piece of flipped learning

By the end of the year students in year 9 will have a full chronological overview of history from Romans to the start of the Cold War. They will have a confident understanding of what makes a source useful, and how to infer from historical sources. They will have been introduced to the concept of a historian's study of the past through interpretations and how historian’s views can differ on the same subject.

Ultimately, we want students to understand the devastating impact the First World War and Second World War had, how dictatorships in the past have worked and what the differences between key political ideologies (capitalism and communism) are how they still shape our world today.

Hitler’s rise to power

Year 9 History Year Overview

What is my Learning Journey this year?

What to expect…

Content – Causes of WW2, who was Sir Arthur Harris, Dunkirk, Shropshire during the war, the role of women, D-Day and the atomic bomb.

Assessment – Year 9 Options exam

What to expect

Content – Democracy v dictatorship, the Treaty of Versailles and the factors that led to Hitler’s rise to power.

Assessment – Written assessment /40 Bigger Picture Question – What was the significance of the Treaty of Versailles? What was the main reason for Hitler’s rise to power?

Bigger Picture Question:-

• How does fascism grow/rise?

• How has the post-war world evolved?

Home Learning

Bigger Picture Question: How did Shropshire experience the war? Was Dunkirk a success? Was dropping the atomic bomb justified?

The Post War World

Cultural Connections/ #Realworld ready

• Political ideologies: capitalism and communism.

• Fascism and why it rises

• The role of the historian curating museum exhibits and researching for films.

• Political campaign jobs/roles

You will use your prep booklet to complete the task

What to expect

Content – Collapse of the Empire, Windrush, capitalism v communism, the origins of the Cold War, space race, Vietnam war, impact of war on Britain, birth of the welfare state and the NHS.

Assessment – Written assessment

Bigger Picture Question – How did the Cold War start?

Why was the Empire dismantled? How has the NHS changed over time?

What can I do at home?

Research:

Life in Nazi Germany

Explore World War Two at the Imperial War Museum

Watch BBC documentaries on the Cold War

The Big Picture

Students study three GCSE topics, and cover all the content and skills for Paper 1 and Paper 3. Paper 1 Medicine

Year Group: 10

Scheme of Learning YEAR OVERVIEW

Through Time and Britain on the Western Front and Paper 3 Weimar and Nazi Germany.

Intent

Units covered: Medieval, Renaissance, Early Modern and Modern Medicine. Britain’s role on the Western front. Weimar Germany, Hitler’s rise to power, Hitler’s Germany. Skills covered: students will look at change and continuity within Medicine, source analysis skills including utility and inference and lastly dissection of interpretations including how and why they differ.

How does this link with their previous learning? Students began the introduction to Medicine by covering Medieval in year 9. The skills are all skills that students have begun to grow from years 7-9 including the GCSE question wording which features in all KS3 assessments.

Implementation

• The three GCSE units are organised chronologically. See scheme overview for details.

• LORIC will be promoted through the incorporation of group tasks, including sugar paper source analysis tasks. Students will have independent ownership of GCSE work booklets where onus is on them to use this as a tool for independent revision, organisation and extended reading.

• Flipped learning activities will be set as homework tasks including GCSE pod booklets. GCSE exam questions are set as home learning tasks to practice exam skills. Flashcards/Mind Map outlines will be set to encourage revision continuously throughout the year.

Where are the WOW moments?

Students will experience the system of evacuation in the First World War at all 4 stages including the RAP, Dressing Stations, Casualty Clearing Station and Base Hospital. There is an extended revision project homework on Medicine. There is the opportunity for role play with the Munich Putsch and other events. How are literacy skills to be developed and extended?

All answers are written, extended answers. Structure strips are used through the GCSE course to help guide answers. Full key word lists and glossaries feature in all GCSE booklets to help students learn and process difficult historical terminology.

Impact

Low stakes testing and AFL will take place frequently throughout the year molding to the needs of the class.

Facts tests regularly feature in the booklet as a starter to test previous knowledge recall.

Live marking will take place in every lesson where possible.

Autumn Term

Two full Medicine papers are completed as exam assessments on each time period.

Spring Term

One full Medicine paper and one Britain on the Western Front Paper. Year 10 mock exam on Paper 3 (Weimar and Nazi Germany).

Summer Term

By the end of the year students in year 10 will have a confident understanding of the changes and continuities throughout Medicine since 1250. They will be able to comment on why historical sources are useful, and how to follow a source up. Students should have a detailed knowledge of life in Weimar and Nazi Germany, being able to recall specific facts/examples. Students should feel confident about GCSE interpretations knowing what they are, which parts they agree with using their own knowledge and why they may differ.

The Big Picture

Students cover all of Paper 2 in year 11, which is a knowledge-based paper with no source or interpretation questions. The one lesson per week is designed for recall and practice of the skills of Paper 1 and 2 from Christmas onwards.

Intent

Year Group: 11

Units covered: Superpower relations and the Cold War 1949-1990 and Henry VIII and his Ministers. Skills covered: Students will look at consequence, importance and historical narratives in the Cold War with change and continuity the main feature of Henry VIII. One lesson per week after the Autumn Term will be dedicated to year 10 content and skills including source skills. How does this link with their previous learning? Continues chronologically on from Weimar and Nazi Germany up until 1990. Henry VIII is a stand-alone topic which allows them to revisit the knowledge of the Renaissance when looking at Henry VIII.

Implementation

• 3 lessons per week, all Cold War up until Christmas. Henry VIII in two lessons per week after Christmas. 1 lesson per week for consolidation and practice of previous skills.

• LORIC will be promoted through the incorporation of group tasks, including sugar paper source analysis tasks. Students will have independent ownership of GCSE work booklets where onus is on them to use this as a tool for independent revision, organisation and extended reading.

• Flipped learning activities will be set as homework tasks including GCSE pod booklets. GCSE exam questions are set as home learning tasks to practice exam skills. Flashcards/mind map outlines will be set to encourage revision continuously throughout the year. Specifically narrative account cards will be constructed for the Cold War.

How are literacy skills to be developed and extended?

The use of process words such as ‘catalyst, deteriorated, escalated’ are a key feature of all of the Cold War unit. Students are presented with these and encouraged to research sophisticated terms to reach top marks. Peer and self marking activities highlight this for identification and development. The practicing of extended essay writing in the Paper 1 and Paper 3 one lesson per week practice allows the format to be developed. A focus on how to use the PEEL format.

Impact

Low stakes testing and AFL will take place frequently throughout the year molding to the needs of the class.

Facts tests regularly feature in the booklet as a starter to test previous knowledge recall.

Live marking will take place in every lesson where possible.

Autumn Term

Full Paper 1 and 3 during first set of mock exams.

Spring Term

Full Paper 1, 2 and 3 during second set of mock exams.

Possibility of second Paper 2 mock depending on results.

Summer Term

Real exams in all 3 papers.

The knowledge of all of Paper 2 should be coherent by the end of the Spring Term (bringing chronology up to 1990 historically, with a depth study on Henry VIII). The newest skills of consequence and constructing a historical narrative will have been learnt and applied to Cold War content. Crucially, the retention of knowledge should have resulted in a positive improvement across the two sets of year 11 mock exams.

The Big Picture

Students complete 50% of their a-level including the unit on Russia 2 lessons per week, with the GDR the remaining 2 lessons per week. Students complete GDR in the Spring Term and start their coursework (20%) for the remaining Summer Term.

Year Group: 12

Scheme of Learning YEAR OVERVIEW

Intent

Units covered: Russia (30%) German Democratic Republic (20%). See unit overviews for specific topics. Skills covered: students develop source enquiry skills (GDR), change/continuity, significance, sim/difference and historical interpretations (Russia and coursework). How does this link with their previous learning? Students are building upon the extended writing, source and interpretations skills from GCSE. Topics of Russia and the GDR link well with the Superpower Relations and the Cold War unit at GCSE.

How can this be extended? Wider independent reading. Links with current events in the news about international tensions especially regarding America and Communist nations.

Implementation

• The GDR and Russia units are taught in parallel to ensure feedback over numerous skills can be given at once for a rounded picture of student progress.

• LORIC will be promoted through the insistent on flipped learning and reading of the knowledge of topics. Organisation of folders and learning materials will be checked regularly. Presentations to the class on knowledge topics are frequent.

• Flipped learning activities will be set as homework tasks including the gathering of notes for lessons. In addition, independent revision on each topic. Set 20-mark essays will be set periodically. MAD Time tasks in relation to these can also be homework activities.

• Where are the WOW moments?

Real-life footage of the key events, such as the collapse of the Berlin Wall. Manchester University lecture on Russia over time.

• How are literacy skills to be developed and extended?

Coaching on extended essay skills, evaluative language and how to incorporate a criteria into introductions. Exposure to historian’s works and the language/academia used. Wider reading list supplied for all topics, including a large bank of books in the library.

Impact

Consider your assessment Markers

• Moderation after both mocks.

• Weekly written formal assessments with one page profile feedback per week. Either source, own knowledge or interpretations questions.

• Regular folder checks.

Induction based assessment in both units. Students complete one essay per week in one of the units.

Spring Term

Autumn Term Summer Term

January mock exams in Paper 1 and 2. Students complete one essay per week in one of the units. June mock exams in Paper 1 and 2. Paper 1 interpretations essays weekly. Coursework regulations- no formal feedback until first draft.

By the end of the year students should be fully familiar with the exam requirements and exam questions of Paper 1 and 2. Students should have a chronological understanding of the leaders and their policies in Russia from Tsarist Russia to Gorbachev/Yeltsin. Within the GDR students will have a narrative of events from 1949-1990 with a depth of knowledge about all areas of society such as the economy and welfare. Student’s skills in interpretations will show a clear understanding of the 4 reasons the Soviet Union fell and how convincing they find the arguments. Source skills of looking at NOP and setting sources in the context to which they were made will have been developed and applied to a range of sources. Next year students will have one lesson per week of revision of Russia and GDR to aid consolidation and practice of exam skills.

The Big Picture

A detailed look at Russia. 1917-1991 from Lenin to Yeltsin.

Intent

Year Group: 12 Russia

Units covered: Communists governments in the USSR, industrial and agricultural change, control of the people, social developments and reasons for the fall of the USSR

Skills covered: Own knowledge essays and how to write them (explanation and evaluation) and analyzing historians interpretations

How does this link with their previous learning? Builds on their knowledge of the Cold War from GCSE

How can this be extended? Wider reading of the subject is expected, using the wider reading list provided in the course handbook.

Implementation

• The lessons will be taught chronologically but signposting to which theme each lesson is on, through the SOW provided to students in the course handbook

• LORIC will be promoted through the requirement of independent learning outside lesson time ready for application to skills within the lesson. Organisation is essential in keeping on top of homework and consolidation. Group work will be used for presentation and interpretation skills. This will also develop their communication and being able to be a leader in learning.

• Wider reading and consolidation is essential outside of lessons, frequent essays outside school

Where are the WOW moments?

WOW moments will include group presentations so students lead the learning on Russian education. Other moments include the atrocities of the 1930s during Stalin’s purges. In addition, enquiry into the use of terror during the during various rulers.

How are literacy skills to be developed and extended?

High standards of literacy will be essential for essay writing and skills. This will be done through academic language mats (in handbook) and marking of essays. Feedback on a selection of essays will focus on written commination and forming essays.

Impact

Low stakes testing in class with feedback. On going essays through out the year based on learnt knowledge for homework.

Autumn Term

Section A and B mock On going essays and wider reading.

Spring Term

Section A and B mock

On going essays and wider reading.

Summer Term

Whole paper mock

On going essays and wider reading.

By the end of the year students in year 12 will have a detailed understanding of Russia from 1917 to 1991. They will be confident in writing depth and breadth own knowledge essays. Students will also have analysed and evaluated historians interpretations relating to the 4 key historical debates about the fall of the USSR. Students will be able to explain change and continuity across the time period as well as draw out and evaluate similarities and differences. In addition, students will be able to explain and evaluate the importance of events on the impact on the Soviet Union.

The Big Picture

Poverty and Public Health accounts for 30% of their final a-level grade- 3 lessons per week. Students complete their final coursework draft before the end of Autumn 1 term (Nazi Germany). One lesson per week is on separate revision of year 12.

Intent

Year Group: 13

Units covered: Poverty and Public Health 1780-1939 in Britain. One lesson per week is dedicated to revision of Russia and GDR from year 12 with a primary focus on essay writing. Skills covered: source enquiry and the extent a source is useful to two different enquiries. Change and continuity, consequence, sim/diff and significance. How does this link with their previous learning? Students are recalling and applying knowledge from year 12 units one lesson per week. The Poverty unit links with previous GCSE learning on Medicine Through Time.

How can this be extended? Through exploration of contemporary texts and looking at historian’s works other than the 2 standard textbooks.

Implementation

• Students are taught the two breadth topics of Poverty first to give an overview of the time period 1780-1939. Followed by 5 depth topics spanning the whole time period. Please see the individual Excel overview for specific topics/lessons.

• LORIC will be promoted through the insistent on flipped learning and reading of the knowledge of topics. Organisation of folders and learning materials will be checked regularly. Presentations to the class on knowledge topics are frequent.

• Flipped learning activities will be set as homework tasks including the gathering of notes for lessons. In addition, independent revision on each topic. Set 20 mark essays will be set periodically. MAD Time tasks in relation to these can also be homework activities.

• Where are the WOW moments?

Case study on a local workhouse to highlight the impact on the surrounding area. Optional trip to this location.

• How are literacy skills to be developed and extended?

Coaching on extended essay skills, evaluative language and how to incorporate a criteria into introductions. Exposure to historian’s works and the language/academia used. Year 13 in particular focuses on ‘old’ English and recommended reading of the classics such as Dickens to aid this is promoted.

Impact

Consider your assessment Markers

• Moderation after first mocks.

• Moderation after Term 1 of GDR and Russia essays.

• Weekly written formal assessments with one page profile feedback per week. Either source, own knowledge or interpretations questions.

• Regular folder checks.

Autumn Term

Weekly essay set throughout the year on either GDR, Russia or Poverty. Timed in class essay at least one per half term. See above.

Spring Term

Mock exams in January (all 3 papers)

Summer Term

Real exams in the Summer Term. 3 papers.

A comprehensive knowledge of 5 depth topics (paupers and pauperism, Poor Law Amendment Act, the government and self help, social and welfare reforms and depression and the dole. In addition to an understanding of the 2 breadth topics of impetus for change 1780-1939 and changes in public health in the time period. Students should be fully prepared for their final a-level exams in all 3 papers by having practiced and applied skills in significance, change and continuity, similarity and difference and source enquiry.

Maths

Our vision

Every student will be given the best opportunity to achieve their potential, there will be no ceilings created. They will be provided with opportunities to develop mathematical and numeracy skills through an exciting, engaging, and wellconstructed curriculum.

of Learning

The Big Picture

Y7 Mathematics is a challenging transition to the study of secondary Mathematics. They will experience “mastery” alongside more traditional teaching methods to gain a deeper understanding, more confidence and competence in their mathematics.

Year Group 7

Intent ’Learning Programme’ blocks to be covered: Algebraic thinking, place value and proportion, applications of number, direct number, fractional thinking, lines and angles and reasoning with number.

Each term is split into two halves with a common theme, each half is split into further blocks that ensure students spend enough time to get a deep understanding of the topic covered. Blocks have been designed with interleaving as a key element enabling students to revisit previous work, develop knowledge and understanding and further extend their skills. Number work is emphasized throughout the blocks alongside estimation. Calculator skills have been incorporated throughout the curriculum, thus enabling all students to access the materials presented. Any student will be able to follow the main content of all lessons with higher levels being accesses as and when a class/student requires it.

Implementation

There will be 6 LP blocks of approx. 6 weeks each. Each lesson will involve a WRM flashback task. Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each half termly assessment. Each block starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons)

Lessons will be based around multiple representations; Concrete, Pictorial, Abstract to give a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

A knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods.

WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills will be embedded.

Impact

Key assessments:

Two formal benchmarking assessments will take place every half term.

Hegarty Maths tasks set as homework to consolidate learning.

Low-stakes testing as required

Live marking will occur during lessons as required

Autumn Term

CAT tests

Benchmarks – Algebraic thinking

Benchmarks – Place value and proportion

Spring Term

Benchmarks – Applications of number

Benchmark – Directed number

Benchmark – Fractional thinking

Summer Term

Benchmarks – Lines and angles

Benchmarks – Reasoning with number

Students will have increased understanding and confidence in Maths and be able to apply new skills to a variety of new and challenging mathematical problems. Students will know more and remember more. There will be an increase in attainment, evidenced in regular, formal and interleaved assessments.

The Big Picture

Year Group 8

Y8 Mathematics is the revisiting of topics within new contexts whilst extending and further developing mathematical thinking and skills. They will experience “mastery” alongside more traditional teaching methods to gain a deeper understanding, more confidence and competence in their mathematics.

Intent ’Learning Programme’ blocks to be covered: Proportional Reasoning, Representations, Algebraic techniques, Developing number, Developing geometry and Reasoning with data

Each term is split into two halves with a common theme, each half is split into further blocks that ensure students spend enough time to get a deep understanding of the topic covered. Blocks have been designed with interleaving as a key element enabling students to revisit previous work, develop knowledge and understanding and further extend their skills. Number work is emphasized throughout the blocks alongside estimation. Calculator skills have been incorporated throughout the curriculum, thus enabling all students to access the materials presented. Any student will be able to follow the main content of all lessons with higher levels being accesses as and when a class/student requires it.

Implementation

There will be 6 LP blocks of approx. 6 weeks each. Each lesson will involve a WRM flashback task. Independence and study skills will be fostered through: challenging questions and problems, group and pair work, modelling, homework and PLC after each half termly assessment. Each block starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons)

Lessons will be based around multiple representations; Concrete, Pictorial, Abstract to give a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem solving methods for just one question.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods.

WOW moments will occur when students solve complex problems, when the barrier wall disappears and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills will be embedded.

Impact

Key assessments:

Two formal benchmarking assessments will take place every half term.

Hegarty Maths tasks set as homework to consolidate learning.

Low-stakes testing as required

Live marking will occur during lessons as required

Autumn Term

Benchmarks – Proportional reasoning

Benchmarks – Representations

Spring Term

Benchmarks – Algebraic techniques

Benchmarks – Developing number

Summer Term

Benchmarks – Developing geometry

Benchmarks – Reasoning with data

Students will have increased understanding and confidence in Maths and be able to apply new skills to a variety of new and challenging mathematical problems. Students will know more and remember more. There will be an increase in attainment, evidenced in regular, formal and interleaved assessments.

The Big Picture

Scheme of Learning YEAR OVERVIEW

Year Group 9

Y9 Mathematics continues to revisit topics within new contexts whilst extending and further developing mathematical thinking and skills. They will experience “mastery” alongside more traditional teaching methods to gain a deeper understanding, more confidence and competence in their mathematics.

Intent ’Learning Programme’ blocks to be covered: Reasoning with algebra, Constructing in 2 and 3 dimensions, Reasoning with number, Reasoning with geometry, Reasoning with proportion, Representations.

Each term is split into two halves with a common theme, each half is split into further blocks that ensure students spend enough time to get a deep understanding of the topic covered. Blocks have been designed with interleaving as a key element enabling students to revisit previous work, develop knowledge and understanding and further extend their skills. Number work is emphasized throughout the blocks alongside estimation. Calculator skills have been incorporated throughout the curriculum, thus enabling all students to access the materials presented. Any student will be able to follow the main content of all lessons with higher levels being accesses as and when a class/student requires it.

Implementation

There will be 6 LP blocks of approx. 6 weeks each. Each lesson will involve a WRM flashback task. Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each unit and past paper assessment. Each block starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons)

Lessons will be based around multiple representations; Concrete, Pictorial, Abstract to give a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question. Formal structure to answering GCSE questions will be explored.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods.

WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills will be embedded.

Impact

Key assessments:

Two benchmarking assessments will take place every half term.

Hegarty Maths tasks set as homework.

Low-stakes testing as required

Live marking will occur during lessons as required.

End of year examination –GCSE paper 1

Autumn Term

Benchmarks – Reasoning with algebra

Benchmarks – Constructing in 2 and 3

dimensions

Spring Term

Benchmarks – Reasoning with number

Benchmarks – Reasoning with geometry

Summer Term

Benchmarks – Reasoning with proportion

Benchmarks – Representations

End of year examination – GCSE paper 1

Students will have increased understanding and confidence in Maths and be able to apply new skills to a variety of new and challenging mathematical problems. Students will know more and remember more. There will be an increase in attainment, evidenced in regular, formal and interleaved assessments.

The Big Picture

Year Group 10

Y10 Mathematics is designed to maximise progression and allow flexibility. Each topic presents opportunities to recap on previously covered content whilst also giving students the chance to extended themselves on the journey to achieving their potential.

Intent ’Learning Programme’ blocks to be covered: Similarity, Developing algebra, Geometry, Proportions and proportional change, Delving into data, Using number. Each term is split into units to ensure content is covered and students spend enough time to get a deep understanding of the topic covered. Units have an element of interleaving as a key element enabling students to revisit previous work, develop knowledge and understanding and further extend their skills. Number work is emphasized throughout the blocks alongside estimation. Calculator skills have been incorporated throughout the curriculum, thus enabling all students to access the materials presented. Any student will be able to access the work the challenging strands present however in extreme cases where student(s) are having considerable issues alternatives will be put in place alongside the main strand.

Implementation

There will be 11 LP units of approx. 2/3 weeks each. Each lesson will involve a WRM flashback task. Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each unit and past paper assessment. Each unit starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons)

Lessons will be based around multiple representations; Concrete, Pictorial, Abstract to give a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question. Formal structure to answering GCSE questions will be embedded.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods.

WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills will be embedded.

Impact

Key assessments:

Two benchmarking assessments per half term.

Hegarty Maths homework.

Low-stakes testing as required

Live marking will occur during lessons as required.

Autumn – GCSE paper 2 Spring – GCSE paper 3

Summer – Y10 mock exams

3 examination papers.

Autumn Term

Benchmarks – Similarity

Benchmarks – Developing algebra

GCSE paper 2

Spring Term

Benchmarks – Geometry

Benchmarks – Proportions and proportional change GCSE paper 3

Summer Term

Benchmarks – Delving into data

Benchmarks – Using number

Year 10 mock examinations – 3 papers

Students will have increased understanding and confidence in Maths and be able to apply new skills to a variety of new and challenging mathematical problems. Students will know more and remember more. Students will have developed their AO2/3 skills enabling them to manipulate familiar and unfamiliar vocabulary and deduce mathematical content. They will be familiar with a variety of exam questions and be suitably prepared to answer examination style questions. There will be an increase in attainment, evidenced in regular, formal and interleaved assessments.

The Big Picture

Scheme of Learning YEAR OVERVIEW

Year Group 11

Y11 Mathematics is the final year of the GCSE where students will continue to develop and build mathematical skills and knowledge required for their final examinations in the summer. There is an emphasis placed on reasoning skills at this stage in preparation for the final examinations.

Intent ’Learning Programme’ blocks to be covered: Graphs, Algebra, Reasoning

Up till February half term, terms are split into units to ensure content is covered and students spend enough time to get a deep understanding of the topic covered. From February student will follow a bespoke revision timetable based on previous PLC’s and exam feed back. Units have an element of interleaving as a key element enabling students to revisit previous work, develop knowledge and understanding and further extend their skills. Number work is emphasized throughout the blocks alongside estimation. Calculator skills have been incorporated throughout the curriculum, thus enabling all students to access the materials presented. Any student will be able to access the work the challenging strands present however in extreme cases where student(s) are having considerable issues alternatives will be put in place alongside the main strand.

Implementation

There will be 4/5 LP units of approx. 3/4 weeks each. Each lesson will involve a WRM flashback task. Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each unit and mock assessment. Each unit starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons)

Lessons will be based around multiple representations; Concrete, Pictorial, Abstract to give a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question. Formal structure to answering GCSE questions will be embedded. Past papers will be part of everyday lessons

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods. Revision maps and other resources will be utilized to aid recall WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen. Completion and accessing more exam questions will boost motivation to succeed. Numeracy and calculator skills will be embedded.

Impact

Key assessments: Benchmarking assessments in the Autumn term and Spring 1.

Hegarty Maths homework.

Low-stakes testing. Live marking during lessons

Autumn – Mock 1

3 examination papers.

Spring – Mock 2

3 examination papers.

Autumn Term

Benchmarks – Graphs

Benchmarks – Algebra

Mock examinations 1

Spring Term

Benchmarks – Reasoning Mock examinations 2

Summer Term

GCSE examinations

Students will have the desired understanding and confidence in Maths and be able to apply skills to a variety of challenging mathematical problems. Students will know more and remember more. Students will have developed their AO1/2/3 skills enabling them to manipulate familiar and unfamiliar vocabulary and deduce mathematical content. They will be familiar with a variety of exam questions and be suitably prepared to answer all examination style questions. Students will achieve their maximum attainment level to progress to their next level of study.

The Big Picture

Year Group 12

Y12 Mathematics is designed to maximise progression in preparation for Y13 or AS Level outcomes. Many topics presents opportunities to recap on GCSE covered content linking this to brand new A-Level content. All topics give students the chance to extended themselves on the journey to achieving their potential.

Content covered

Pure mathematics: Problem solving, surds and indices, quadratic functions, equations and inequalities, coordinate geometry, trigonometry, polynomials, graphs and transformations, the binomial expansion, differentiation, integration, vectors, exponentials and logarithms.

Statistics: Collecting and interpreting data, probability, the binomial distribution, statistical hypothesis testing.

Mechanics: Kinematics, Newton’s laws of motion, variable acceleration.

Implementation

Lessons are split between two members of staff. The Teacher 1 delivers 3 sessions per week and teacher 2 delivers 2 sessions per week. Both teachers deliver Pure Maths modules with a focus on Mechanics from Teacher 1 and Statistics from Teacher 2.

Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each unit and past paper assessment.

Each unit starts with a student self-reflective log which is revisited after each objective has been taught (may be across a few lessons)

Lessons will be based around developing a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question. Formal structure to answering A Level questions will be embedded.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods. WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills specific to A-Level content will be embedded.

Impact

Key assessments:

Topic assessments throughout the academic year.

Low-stakes testing.

Live marking during lessons.

January mock examinations.

June mock examinations.

Students will have increased understanding and confidence in A-Level Maths and be able to apply new skills to a variety of new and challenging mathematical problems. Students will know more and remember more. Students will have developed skills enabling them to manipulate familiar and unfamiliar vocabulary and deduce mathematical content. They will be familiar with a variety of exam questions and be suitably prepared to answer examination style questions. There will be an increase in attainment, evidenced in regular, formal and interleaved assessments.

The Big Picture

Year Group 13

Y13 Mathematics is designed to maximise progression in preparation for Y13 Examination and Maths at Degree Level. Many topics presents opportunities to recap on Year 12 covered content linking this to brand new Year 2 A-Level content. All topics give students the chance to extended themselves on the journey to achieving their potential.

Content covered

Pure mathematics: Proof, trigonometry, sequences and series, functions, differentiation, trigonometric functions, algebra, trigonometric identities, further differentiation, integration, parametric equations, vectors, differential equations, numerical methods.

Statistics: Probability, statistical distributions, statistical hypothesis testing.

Mechanics: Kinematics, forces and motion, moments of forces, projectiles, a model for friction.

Implementation

Lessons are split between two members of staff. The Teacher 1 delivers 3 sessions per week and teacher 2 delivers 2 sessions per week. Both teachers deliver Pure Maths modules with a focus on Mechanics from Teacher 1 and Statistics from Teacher 2.

Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each unit and past paper assessment.

Each unit starts with a student self-reflective log which is revisited after each objective has been taught (may be across a few lessons)

Lessons will be based around developing a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question. Formal structure to answering A Level questions will be embedded.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods. WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills specific to A-Level content will be embedded.

Impact

Key assessments:

Topic assessments throughout the academic year.

Low-stakes testing.

Live marking during lessons.

January mock examinations.

Students will have increased understanding and confidence in A-Level Maths and be able to apply new skills to a variety of new and challenging mathematical problems. Students will know more and remember more. Students will have developed skills enabling them to manipulate familiar and unfamiliar vocabulary and deduce mathematical content. They will be familiar with a variety of exam questions and be suitably prepared to answer examination style questions. There will be an increase in attainment, evidenced in regular, formal and interleaved assessments.

The Big Picture

.

Year Group 12& 13

Core Maths is designed to present students with opportunities to explore mathematics in the real world. All topics give students the chance to extended themselves on the journey to achieving their potential.

Content covered – Core Maths

Paper 1: Analysis of data, personal finance, modelling & estimation

Paper 2a: Critical Analysis, The Normal Distribution, Confidence intervals, Correlations & Regression

Implementation

Lessons are split over the two years with two lessons per week.

Independence is encouraged relating work in class with other subjects and real life.

Each unit starts by recapping what students already know from GCSE. For students entering from Foundation tier, scaffolding steps can be implemented to help with the step up.

Lessons will be based around the nuts and bolts of how to answer questions but there is a heavy reliance on reasoning and understanding so as to be able to apply techniques to more unfamiliar contexts.

Learning often uncovers mathematical ideas from mistakes and misconceptions. Spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers are frequently incorporated.

Unit overviews will be provided for each topic to enable students to track their learning journeys. WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of satisfying clarity (no matter how brief) or spot a relationship that was previously unseen.

Numeracy and calculator skills specific to CORE Maths content will be embedded.

Impact

Key assessments:

Topic assessments throughout the academic year.

Low-stakes testing.

Live marking during lessons.

End of year Y12 exams & Y13 mock examinations.

Students will have increased understanding and confidence in CORE Maths. They will be able to apply new skills to a variety of new and challenging mathematical problems. They will be able to relate the work done in class to other subjects and life outside the classroom. Students will know more and remember more. Students will have developed skills enabling them to manipulate familiar and unfamiliar vocabulary and deduce mathematical content. They will be familiar with a variety of exam questions and be suitably prepared to answer examination style questions. There will be an increase in attainment, evidenced in regular, formal and interleaved assessments.

A LEVEL FURTHER MATHS LEARNING JOURNEY

YEAR 12 AND 13

AS LEVEL FURTHER MATHS LEARNING JOURNEY

YEAR 12

The Big Picture

Year Group 12 & 13

Further Mathematics is designed to maximise progression in preparation for Y13 Examination and related degree Level studies. Many topics presents opportunities to recap and build on content covered in A Level Mathematics. All topics give students the chance to extended themselves on the journey to achieving their potential.

Content covered – Further Maths

Core Pure: Matrices, complex numbers, roots of polynomials, sequences and series, Vectors and 3D space.

Statistics: Discrete random variables, discrete probability distributions, bivariate data, Chi-squared tests. Mechanics: Forces, work, energy and power, impulse and momentum, centre of mass, dimensional analysis. Modelling with Algorithms: Algorithms, graphs and networks, linear programming, simplex method.

Implementation

Four weekly lessons are split between two members of staff. Both teachers deliver Core Pure content, whilst the applied units are delivered in a way that utilises expertise of staff and maximises the potential of students.

Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each unit and past paper assessment.

Each unit starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons).

Lessons will be based around developing a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question. Formal structure to answering A Level questions will be embedded.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Knowledge organisers will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods. WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills specific to A Level content will be embedded.

Impact

Key assessments:

Topic assessments throughout the academic year.

Low-stakes testing.

Live marking during lessons.

End of year Y12 exams & Y13 mock examinations

Students will have increased understanding and confidence in A Level Maths and be able to apply new skills to a variety of new and challenging mathematical problems. Students will know more and remember more. Students will have developed skills enabling them to manipulate familiar and unfamiliar vocabulary and deduce mathematical content. They will be familiar with a variety of exam questions and be suitably prepared to answer examination style questions. There will be an increase in attainment, evidenced in regular, formal and interleaved assessments.

Modern Foreign Languages

Our vision

We are aiming to develop competent, confident, resilient, open-minded, and versatile communicators who demonstrate a broad cultural awareness in our multilingual and multicultural world.

Music

The Orchestra (keyboard, performing/composing, melody)

Beethoven: Ode To Joy

Film Music (keyboard, composing, melody)

John Williams: Jaws

Hip-Hop (keyboard, voice, arranging, melody, rhythm, chords)

Coolio: Gangsta's Paradise

Introduction to Component 1: Performing (Solo - Handbags & Gladrags)

Introduction to Component 2: Composing (Melody)

Introduction to Component 3: Appraising - AoS1: Musical Forms & Devices

African Drumming (percussion, performing, rhythm)

Rhythms based on "Kpanlogo", trad. West African

Samba (percussion, performing, rhythm)

Samba rhythms based on "Batucada 1", trad. Brazilian

Britpop (ukulele, performing, melody, rhythm, chords)

Oasis: Live Forever

Component 1: Performing (Ensemble - Take the A Train)

Component 2: Composing (Blues Song)

Component 3: Appraising - AoS2: Music for Ensemble

Performing (Key Assessment 3 - Ensemble)

Component 2: Composing (Key Assessment 4 - Response to a Brief)

Component 3: Appraising - AoS2: Music for Ensemble

Jazz

Protest

Fusions (TBC) TBC Pop (choice of instruments, performing, melody, rhythm, chords)

Component 1: Performing (Solo Free Choice)

Component 2: Composing (Heroes & Villains)

Component 3: Appraising - AoS3: Film Music

Component 3: Appraising - AoS3: Film Music

Component 3: Appraising AoS4: Popular Music

Ed Sheeran: Castle On The Hill

Component 1: Performing (Ensemble - Africa)

Component 2: Composing (Popular Song)

Component 3: Appraising - AoS4: Popular Music

Component 3: Appraising - Revise all 4 AoS and prepare for Key Assessment 5 - Appraising Exam

Pop (choice of instruments, performing, composing (songwriting), melody, rhythm, chords

Taylor Swift: Me

Component 1: Performing (Ensemble Free Choice)

Component 2: Composing (Key Assessment 1 Free Composition)

Component 3: Appraising - Revise all 4 AoS

Physical Education

Our vision

“You can do anything you want to do. Trying and failing is NO PROBLEM as long as you try” Helen Glover – Olympic gold medallist, GB rowing. We aim to……

• Develop a culture of success (in all its forms) and for students to feel a sense of belonging through school sport and physical education

• For students to experience the benefits of physical activity to improve physical, social and emotional health

• Foster strong links with the surrounding community to encourage a lifelong love of physical activity and sport

• Give all students the opportunity to master key skills and knowledge within a broad and balanced curriculum

The Big Picture

Year Group 7

The picture of primary PE provision locally is mixed and the aim of Year 7 PE is to build on the core skills that students will need at the basic level for each sporting area. Building enthusiasm for the subject is also a primary development area, getting students excited about PE no matter what their ability and building good work habits throughout the year.

Intent

Year 7 students will study a broad range of activities with a focus to develop the basic skills they will need to be successful in that activity. Skills and knowledge will be assed separately in an assessment at the end of each unit of work. The unit students will be studying include: Football – Developing first touch, running with the ball and striking the ball. Rugby –Tackle, catch and pass and go forward. Netball – Obstruction rule, pass and catch and footwork. Table Tennis – grip, backhand push and backhand serve. Trampolining – basic shapes, seat landing and twisting. Striking & fielding – batting grip and stance, throwing and catching and long barrier. Athletics – Getting students to apply basic techniques to running, jumping and throwing events. ALL students will also be taken through a unit of work on wellbeing, to educate them around the benefits of leading a healthy and active lifestyle.

Implementation

Lessons will be practical and will require students to work as a part of a team and as individuals. PE lessons will always be mixed gender and we encourage boys and girls to work together to support their learning. Each member of staff will be responsible for teaching the unit of work for which they hold the most expertise, in order to ensure the most expert member of the department oversees lesson planning and delivery.

Underpinning all our work is the LORIC principles of leadership, organisation, resilience, initiative and communication. PE is a great vehicle to develop these principles, and while not assessed, students will be expected to draw upon these elements throughout the year.

WOW Moments: In year 7, student’s experiences of PE at primary school will be very different, we hope that our specialist teachers, facilities and equipment will be something exciting for them and help demonstrate just how important PE is within the school curriculum. Activities such as contact rugby and trampolining are likely to be new experiences for most students and will drive engagement.

Assessment: At the end of each activity, students will be asked to perform the skills and demonstrate the knowledge they have learnt over the 6-8 lessons and will be graded as follows: Below year group expectation, Developing, Secure and Mastered. Curriculum lessons will also be supported by an extensive extracurricular program of school sport

Impact

Autumn Term Football Rugby Netball

Spring Term Trampolining Table Tennis Wellbeing

Summer Term Athletics

Striking and fielding (rounders & cricket)

Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life and understand and apply the long-term health benefits of physical activity.

Year 8 PE

Wellbeing

• Fitness

• Movement

• Raising heart rate

Spring Term

The Big Picture

Year Group 8

Students will be growing sport specific knowledge across a range of sports and activities whilst being examined in different assessment areas. Year 8 will now be focusing on developing the basic skills learnt in year 7 to develop more advanced skills and wider understanding of the activity area.

Intent

Year 8 students will study the same range of activities with a focus of building on those skills learnt in year 7, widening their skill and knowledge base. The unit students will be studying include: Football – recapturing the ball, space awareness and positioning. Rugby – Ball presentation, continuity and ruck. Netball – Shooting, dodging and go forward. Table Tennis –forehand push, forehand serve and rules of full table play. Trampolining – Back landing, swivel hips and front landing. Striking & fielding –batting strokes, throw and catch over distance and bowling. Athletics – Measuring a jump approach, rotation in throws and distance running. ALL students will also be taken through a unit of work on wellbeing, to educate them around the benefits of leading a healthy and active lifestyle.

Implementation

Lessons will be practical and will require students to work as a part of a team and as individuals. PE lessons will remain mixed gender and we encourage boys and girls to work together to support their learning. Each member of staff will be responsible for teaching the unit of work for which they hold the most expertise, in order to ensure the most expert member of the department oversees lesson planning and delivery.

Underpinning all our work is the LORIC principles of leadership, organisation, resilience, initiative and communication. PE is a great vehicle to develop these principles, and while not assessed, students will be expected to draw upon these elements throughout the year.

WOW Moments: In year 8, students will begin to see their core skills develop and as a result, they will become more effective within different activities, building confidence. As they learn additional knowledge and skills, they will also begin to develop a wider understanding of tactical concepts which will be transferable across multiple activities.

Assessment: At the end of each activity, students will be asked to perform the skills and demonstrate the knowledge they have learnt over the 6-8 lessons and will be graded as follows: Below year group expectation, Developing, Secure and Mastered. Curriculum lessons will also be supported by an extensive extracurricular program of school sport

Impact

Autumn Term Football Rugby Netball

Spring Term Trampolining Table Tennis Wellbeing

Summer Term Athletics

Striking and fielding (rounders & cricket)

Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life and understand and apply the long-term health benefits of physical activity.

Wellbeing

• Different ways of exercising

• Building strength

• Components of fitness

The Big Picture

Year Group 9

Students will be growing more confident in their skills and knowledge and we will now be looking to develop this further in to more “sport specific” situations. More focus will be placed on to tactical awareness and game play. Students will also be encouraged to think about PE as a year 10 option and this will begin to be addressed in lessons with a more competitive focus.

Intent

Year 9 students will study the same range of activities with a focus of building on those skills learnt in year 8, widening their skill and knowledge base with direct application to the a more “real world” application of the activity . The unit students will be studying include: Football – Decision making, problem solving and developing core skills. Rugby – Maul, support and attack/defense as a team. Netball – Marking, defense and movement off the ball. Table Tennis – forehand drive, backhand drive and spin. Trampolining – routines, turntable and consistency of quality movement. Striking & fielding –fielding positions, variety in batting strokes and bowling variety. Athletics – Hurdles, tactical distance running and developing speed and power in jumps and throws. ALL students will also be taken through a unit of work on wellbeing, to educate them around the benefits of leading a healthy and active lifestyle.

Implementation

Lessons will be practical and will require students to work as a part of a team and as individuals. PE lessons will remain mixed gender and we encourage boys and girls to work together to support their learning. Each member of staff will be responsible for teaching the unit of work for which they hold the most expertise, in order to ensure the most expert member of the department oversees lesson planning and delivery. Underpinning all our work is the LORIC principles of leadership, organisation, resilience, initiative and communication. PE is a great vehicle to develop these principles, and while not assessed, students will be expected to draw upon these elements throughout the year. Expectations for GCSE PE and Sports Studies will be gradually introduced into lessons so students are more aware of the requirements of each course.

WOW Moments: In year 9, students will begin to see a high application of skills and knowledge to more game realistic situations and some students may end up close to playing (and understanding how to be effective) in small sided versions of the activity or to authentic playing conditions for individual activities. Knowledge of the activity will also be developed from year 7 and 8 so that a more consistent application of rules, tactics and concepts will be demonstrated. This increase in experience of the activity may also lead to more opportunities for peer-coaching and leadership as well as officiating.

Assessment: At the end of each activity, students will be asked to perform the skills and demonstrate the knowledge they have learnt over the 6-8 lessons and will be graded as follows: Below year group expectation, Developing, Secure and Mastered. Curriculum lessons will also be supported by an extensive extracurricular program of school sport

Impact

Autumn Term Football Rugby Netball

Spring Term Trampolining Table Tennis Wellbeing

Summer Term Athletics

Striking and fielding (rounders & cricket)

Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life and understand and apply the long-term health benefits of physical activity.

Intent: Pupils will be guided through the course content lesson by lesson. Some lessons will be isolated for smaller topics, others will link more broadly to the other topics. Pupils will grow their knowledge of how the body works to create movement and apply concepts with movement terminology. Emphasis on knowledge in the first instance with pursuit of all AO1 marks as a banker for pupils. Beyond this pupils will need deeper understanding and ability to apply examples to the content. For AO3 pupils will need to explain and justify their knowledge.

Implementation

2 lessons per week will be dedicated to classroom learning and the third lesson in the week will be used to develop the student's practical assessment where three different sports are required (must be listed on the specification).

low stakes testing with interleaving of knowledge from previous work. Group and pair work where it can be relevant, mixed with class teaching as appropriate. Lots of content needs delivering – fact based. Methods of revising shown and implemented through class and home learning tasks. Units are grouped where appropriate and they compliment each other. Most units are 4-6 lessons long and more formally examined at the end of each unit using questions from the exam board. Some items are more discrete. Learning through practical for some topic items where content allows. Lots of opportunities built to see progress against minimum grade and across the full course including practical marks.

Impact:

Autumn Term Unit tests in Y10 . Formal assessment in Y11 – mocks.

Spring Term Unit tests in Y10 Formal assessment in Y11 – mocks.

Summer Term Unit tests in Y10 . Formal assessment in Y11 – mocks.

Pupils will need detailed knowledge of the topic areas covered and understanding of how to apply concepts to sport specific examples. Recall is key to success at GCSE. Pupils need to build their knowledge base through the 2 years working continually to add to their knowledge bank –starter tasks will keep the topics fresh and form links to the older materials. A greater emphasis on the ability to answer questions at AO2/ AO3 will be brought through Y10 into Y11

The Big Picture. Year 1/2 of the GCSE PE course – working through the specification and mapping of content. Pupils need to have knowledge of the content, understand how it can be applied and be able to give appropriate examples where needed. The key is to stay up to date with learning and be at minimum at each data point. They will also be working on practical activities to grow their practical grade.

Scheme of Learning OVERVIEW

The Big Picture:

Students can apply theoretical knowledge about different types of sport and physical activity, skills development, and sports leadership to their own practical performance. They will learn about contemporary issues in sport such as funding, participation, ethics and role models, and sport and the media. Learners will develop an appreciation of the importance of sport locally and nationally, different ways of being involved in sport and of how this shapes the sports industry.

Intent

This qualification offers learners the chance to develop different types of skills through largely practical means; communication, problem solving, team working, evaluation and analysis, performing under pressure, and formulating written findings from practical investigation.

Implementation

Students complete 3 units over the course of the qualification.

Contemporary Issues in Sport

1-hour and 15-minute written exam

Worth 40% of the overall mark

TA1: Issues which affect participation in sport

Performance and leadership in

sports activities

Set assignment

Worth 40% of the overall mark

TA1: Key components of performance

Sport and the media

Set assignment

Worth 20% of the overall mark

TA1: The different sources of media that cover sport

TA2: The role of sport in promoting values

TA2: Applying practice methods to support improvement in a sporting activity

TA2: Positive effects of the media in sport

TA3: The implications of hosting a major sporting event for a city or country

TA4: The role national governing bodies play in the development of their port

TA5: The use of technology in sport

TA3: Organising and planning a sports activity session

TA4: Leading a sports activity session

TA3: Negative effects of the media in sport

TA5: Reviewing your own performance in planning and leading a sports activity session

All work produced in lessons count towards the final qualification grade. Assessments include:

• Low stakes testing / Deep marking points / end of unit tests, mock exams, external exams

• MAD time/ Written coursework/ Practical coursework

Impact

Gives students skills and knowledge that will enable them to choose the most appropriate progressive routes for their needs (further study/employment)

Year 11

The Sir John Talbot’s School PE Journey

Cambridge National SPORT STUDIES – OCR Exam Board

Year 10

Your GCSE SPORT STUDIES Journey starts here …

Scheme of Learning YEAR OVERVIEW

The Big Picture. To develop a holistic understanding of all aspects of physical education and be able to apply it a confident and analytical method of writing. The course includes exam based assessment on anatomy and physiology, exercise physiology, biomechanics, sports psychology, acquiring movement skills and sociocultural issues within sports. The course also includes none exam assessments in a sport the student should have mastered and an EAPI (video analysis) of a chosen sport.

Intent:

KS5 A-Level PE

Pupils will be guided through the course content lesson by lesson. Some lessons will be isolated for smaller topics, others will link more broadly to the other topics. Pupils will grow their knowledge of how the body works to create movement and apply concepts with movement terminology. Emphasis on knowledge in the first instance with pursuit of all AO1 marks as a banker for pupils. Beyond this pupils will need deeper understanding and ability to apply examples to the content. For AO3 pupils will need to explain and justify their knowledge.

Implementation

Students will have four 55-minute lessons per week in both year 12 and 13. There is no practical lessons on this course, this is independent and should be mastered in students' own time. LORIC is developed through a range of tasks and activities in lessons, ranging from discussions and debates, to student lead presentations leading to the delivery of their recorded EAPI of a sporting performance which requires all skills of LORIC. Independent learning is vital for the course and called upon regularly to consolidate knowledge and concepts learned in lessons. Exam technique is developed and championed to allow students to access the top band of marks and begin to write critically within 10 and 20 mark essay answers. WOW moments are incorporated into the course with external speakers and the ability to apply the course to the students own training, performance and life experiences.

Summative Assessment: Mock exams to be completed in year 12. None exam assessment completed by Spring year 13. Exam assessments all completed in summer term year 13.

Impact: By the end of year 13 students will be able to display transferable skills including decision making, psychological understanding, independent thinking, problem solving and analytical skills as well as thinking and acting under pressure. The course will link sporting ideas and theory with practical performance. The study of A level physical education will open a range of possibilities for further study and careers associated with the subject.

The Big Picture

Scheme of Learning YEAR OVERVIEW

Year Group -10 and 11 Core PE

Pupils will be growing sport specific knowledge across a range of sports and activities. There is no assessment in core PE and our aim is to produce young people who are active, resilient, have a lifelong love of Physical activity and the skill levels to take part.

Intent

Pupils will study the list of activities shown on the carousel document. They will grow skill levels in the different areas through the 6-8 week units. The key concept is active enjoyable lessons where pupils grow as people. Lessons should enable pupils to move into activities outside of school and give them the confidence to do so. There is continuity from KS3 in most areas. Our intent is that all will thrive in PE at their own level of ability.

Implementation

Specific sports units are on a 6-8 week carousel through the year, teachers move with their groups. There is no assessment in KS4 PE unless it is supporting GCSE There is no home learning in core PE.

Wow moments will occur in lots of situations in practical work. Lessons should be active, fun, engaging and should challenge pupils physically and mentally across the year. Pupils should meet different experiences to those encountered in KS3 PE and staff are looking to hook pupils on activities they can form a lifelong habit in.

Autumn Term

There is no assessment in KS4 PE unless units are used to support GCSE PE progress.

Spring Term

There is no assessment in KS4 PE unless units are used to support GCSE PE progress

Summer Term

There is no assessment in KS4 PE unless units are used to support GCSE PE progress

Impact At the end of the Key Stage pupils will be able to sustain physical activity over a period of time. They will have developed the resilience to keep working to grow their skill and fitness levels. They will take ownership of learning, leading in lessons. Pupils will have the creative and decision-making skills to be successful in all activities. They will be applying life skills to sport situations and will grow as human beings. They will be ready for an active life with good exercise habits and the confidence to take part in physical activity and sport away from school.

Photography

The Big Picture

Scheme of Learning YEAR OVERVIEW

Year Group 10

Year 10 Photography students begin their GCSE course with a 6-7 week foundation unit titled 'Landscape and Natural Forms', gaining knowledge of the formal elements and various skills and techniques. Pupils will then begin their initial coursework project 'City Life', they will be encouraged to take the project in their own personal direction choosing artists and starting points. During the second half of the summer term pupils will begin a Portraiture and Identity project which will take them through to year 11.

Intent (including moving on from…)

Units: Landscape and Natural Forms, City Life, Portraiture and Identity.

Skills: A range of techniques developed in the foundation year involving digital editing, studio lighting and DSLR cameras.

Next Steps: Students will complete their Portraiture and Identity Unit from September Yr 11 until their exam is issued in January.

Implementation

60% Coursework 40% Exam.

The GCSE in Photography is a broad and flexible course that requires students to develop an appreciation of the creative process through a practical response, using a variety of photography techniques and processes. Students should explore critically how artists and photographers from diverse cultures, times and societies have arrived at solutions and communicated meaning using the formal elements. Students should use this knowledge when developing new ideas, recording observations and creating outcomes which fully realise their personal intentions.

Literacy: The ability to research and respond to other artists’ is expected in both a visual and written way. When evaluating their own work students explain links with other artists’ ideas.

Numeracy: An understanding of scale and proportion is demonstrated through the use of formal elements within their work.

Home learning: Photography tasks.

Wow Moments: Pupils are taken on trips to different locations and have opportunity to take their own photos for development. They also have opportunity to see the work of artists and photographers which aid with inspiration.

Impact

Develop skills through out to create independence and knowledge to be applied to the exam.

The Big Picture

Scheme of Learning YEAR OVERVIEW

Year Group 11

Students receive 3 hours of teaching per week. Year 11 Photography students continue with their Year 10 unit 'Portraiture and Identity until the end of Autumn term. From January of year 11 pupils will receive their exam topic from Edexcel which they will complete as a project over 20 hours. This culminates in a 10 hour exam whereby pupils complete a final outcome for their project

Intent (including moving on from…)

Units: Portraiture and Identity, Exam topic.

Skills: A range of skills developed from Yr 10

Implementation

60% Coursework 40% Exam.

The GCSE in Photography is a broad and flexible course that requires students to develop an appreciation of the creative process through a practical response, using a variety of photography techniques and processes. Students should explore critically how artists and photographers from diverse cultures, times and societies have arrived at solutions and communicated meaning using the formal elements. Students should use this knowledge when developing new ideas, recording observations and creating outcomes which fully realise their personal intentions.

Literacy: The ability to research and respond to other artists’ is expected in both a visual and written way. When evaluating their own work students explain links with other artists’ ideas.

Numeracy: An understanding of scale and proportion is demonstrated through the use of formal elements within their work.

Home learning: Photography tasks.

Wow Moments: Pupils are taken on trips to different locations and have opportunity to take their own photos for development. They also have opportunity to see the work of artists and photographers which aid with inspiration.

Consider your assessment Markers

Identify where the following will take place;

Key assessments

Low stakes testing

Deep marking points

Home learning

Examinations

Conferencing/MAD time

Moderation

Autumn Term

Deep marking of coursework project in time for data entry.

Spring Term

Exam paper issued

Initial deep marking of exam unit in time for data entry.

Summer Term

Deep marking of coursework and exam work. .

Moderation internal and external

Impact (including next steps…)

Building on skills learned and apply them independently to the exam.

Bigger Picture Question:-

How do photographs and memory link?

Consider, for example, your family album

KS4 Photography Overview

What is my Learning Journey this year

What to expect…

Content –

Landscape & Natural Forms Foundation

Exploring a range of portrait and Urban Landscape photographers, digital editing, studio lighting and camera knowledge.

Assessment – Mock Exam completing a ‘final piece’

Bigger Picture Question –

What to expect

Content – A look into famous photographers who focus on landscapes

Assessment – Digital editing task

Bigger Picture Question –

How can we be influenced by the landscape around us?

Home Learning

How can a photograph express emotion?

Year 10

Units: City Life, Portraiture & Identity (60%)

Year 11

Exam (40%)

Cultural Connections:

Researching artists from different cultures and backgrounds. What insights can they give us?

Skills Ladder

How will you step up your skills this year?

What to expect

Content – A broad theme title in which you respond to, similar to your portrait coursework.

Assessment – Assessed against the four assessment objectives

Bigger Picture Question –

How can I use the work of others to inspire my own practice?

Your Flipped Learning Tasks/ Homework projects will be on Teams

End of Year 11

Skills

❑ Using digital editing software

❑ Experimental techniques such as weaving and layering

❑ Ability to write an artist study

❑ Using manual settings on a digital camera along with studio lighting and equipment

❑ Making GIFs

❑ Presentation

❑ Composition and framing of a photo.

Homework projects will be up to half a term long and expecting to be 6 hours work of work

Year 12 & 13 Photography A Level

What is my Learning Journey?

Independent Study

Review your project checklist, continue to work through the tasks independently.

3 Hours of study per week.

Assessment

Criteria

On to Further Education ...

Year 12

You will learn to……………….

Content – Project development using the A Level specification. Project ideas, architecture, portraits & reflection. Areas of exploration – Drawing from observation, primary and secondary sources.

Assessment –

Assessment of skills RAG rated.

A Level Grading A-E

Cultural Connections:

Year 13 Personal Investigation

You will learn to… Content – 60% of the total qualification. You will produce a sketchbook of practical work, final outcome and a minimum 1000 words of continuous prose.

Exam: 40% of the total qualification. You will produce a sketchbook body of work and final outcome in response to a question set by the exam board. Your final outcome will be completed during a 15 hour exam over 3 days.

Real World Links:

Practicing artists who lived and worked very recently.

Trips to galleries and museums. Visiting artists.

Practicing artists who lived and worked very recently. The study of Photography through history and within other cultures.

AO1 Develop ideas through investigations, demonstrating critical understanding of sources

AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

AO3 Record ideas, observations and insights relevant to intentions as work progresses

AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

PSHE and RSE

Our vision

At Sir John Talbot’s School, our vision for PSHE is to provide a comprehensive and engaging curriculum that equips our students with the knowledge, skills, and attitudes necessary to make informed decisions, develop positive relationships, and lead healthy and fulfilling lives. We aim to empower our students to understand and navigate the complex social, emotional, and health-related challenges they may encounter both now and in the future. Through our PSHE program, we strive to promote personal development, resilience, and well-being among our students. Our intent is to foster a supportive and inclusive learning environment that encourages open dialogue, critical thinking, and respectful engagement with a range of sensitive and controversial topics. We aim to empower our students to explore their identities, understand their rights and responsibilities, and develop a strong sense of selfworth.

We intend to provide our students with accurate and up-to-date information on a wide range of topics, including mental health, relationships and sex education, drug and alcohol education, financial literacy, online safety, and healthy lifestyle choices. Our curriculum promotes the development of essential life skills such as effective communication, decision-making, problem-solving, and critical media literacy. Furthermore, we aim to nurture the development of empathy, respect, and tolerance within our students, enabling them to appreciate diversity, challenge prejudice, and contribute positively to their communities. We recognize the importance of preparing our students for the challenges and opportunities of the modern world.

In summary, our PSHE curriculum provides a holistic education that supports the well-being and personal development of our students. Through a comprehensive and inclusive curriculum, we aim to equip them with the knowledge, skills, and attitudes needed to thrive in their personal and social lives, make responsible decisions, and positively contribute to society now and in the future.

YEAR OVERVIEW

Scheme of Learning

The Big Picture: Year 7 PSHE provides a supportive and engaging curriculum that addresses the specific needs and challenges faced by students during their transition to secondary school. We aim to equip our students with the knowledge, skills, and attitudes necessary to navigate this important phase of their lives and foster a positive and inclusive learning environment.

Intent

Year Group 7

Our curriculum is a spiral curriculum which intends to build on the knowledge and understanding, skills, attributes and values students have acquired and developed during the primary phase. Recognizing the importance of friendships and social relationships, we aim to help our Year 7 students develop positive and healthy friendships. We intend to promote a culture of respect, kindness, and inclusivity, fostering an understanding of the diverse backgrounds and perspectives that exist within our school community. Understanding that Year 7 students are going through significant physical and emotional changes, we intend to provide them with accurate and age-appropriate information about changing bodies and puberty. Promoting diversity and personal safety is another key aspect of our Year 7 PSHE curriculum. We aim to celebrate and value the differences that exist within our school community, fostering an atmosphere of respect, acceptance, and inclusion. Finally, we intend to nurture a love for lifelong learning in our Year 7 students. Through our PSHE curriculum, we will encourage curiosity, critical thinking, and a growth mindset. We aim to develop their skills in setting goals, managing time, and seeking support when facing challenges. By instilling a passion for learning, we believe our students will be better equipped to achieve academic success and develop as well-rounded individuals.

Implementation

We allocate one dedicated PSHE lesson per week for Year 7 students. These lessons will be interactive, engaging, and designed to meet the specific learning needs of this age group. Our lessons will cover the three overarching units on health and wellbeing, relationships and living in the wider world.

We will incorporate PSHE themes into whole-school assemblies to reinforce key messages and create a shared understanding among all Year 7 students of the school values as well as British values.

The form tutors also play a vital role in supporting Year 7 students' personal development. During form tutor time, specific PSHE activities and discussions focus on PSHE, citizenship and national and international awareness days.

PSHE themes will be integrated into the wider curriculum where relevant and appropriate. We will work collaboratively with subject teachers to identify opportunities to reinforce and apply PSHE learning in different contexts.

Effective communication and feedback are essential in PSHE implementation. We will encourage students to express their thoughts, concerns, and opinions through various means, including class discussions, written reflections, and anonymous feedback mechanisms. Teachers will provide constructive feedback and offer guidance to support students' personal growth and development.

Key assessments: To assess prior knowledge and engage students from the outset, we will incorporate "What do I already know" starter activities at the beginning of PSHE lesson. We integrate Assessment for Learning (AFL) strategies throughout the lessons to monitor students' understanding and provide timely feedback. This will include the use of whiteboards, traffic light cards, and other formative assessment techniques. At the end of each lesson, we will conduct recap plenaries to consolidate students' learning and assess their retention of key concepts. These plenaries may involve group discussions, quizzes, or short written reflections. Finally, will encourage students to engage in self and peer assessment and reflection as part of the assessment process.

Impact

Core areas

Health & Wellbeing:

Transition to secondary school

My changing body

Relationships: Friendships and building relationships

Celebrating differences

Living in the wider world:

Lifelong learners

Personal safety

Through the comprehensive and impactful PSHE curriculum, our Year 7 students develop into confident, resilient, and socially responsible individuals during their first year at secondary school. They will be equipped with the knowledge, skills, and attitudes necessary for their personal and social wellbeing, fostering their success not only during their time in school but also throughout their lives.

Scheme of Learning YEAR OVERVIEW

The Big Picture: Year 8 PSHE provides a dynamic and inclusive curriculum that addresses the specific needs of our students. By exploring dangers to health, stamping out discrimination, managing finances, promoting physical well-being, understanding modern relationships, and fostering British values, we aim to empower our Year 8 students to make informed decisions, develop resilience, and become active, responsible, and socially aware members of our community. Year Group 8

Intent

Our curriculum is a spiral curriculum which intends to build on the knowledge and understanding, skills, attributes and values students have acquired and developed during the primary phase and Year 7. Our first priority is to educate Year 8 students about the dangers that can impact their health and well-being. Through age-appropriate discussions and activities, we will cover topics such as substance abuse, the dangers of vaping and smoking and alcohol. We aim to empower students to make informed decisions, develop resilience, and seek help when needed, promoting their physical and mental well-being.

Building on celebrating differences in year 7, the year 8 PSHE curriculum aims to create an inclusive and respectful learning environment where students understand the importance of equality and diversity. Through open discussions and collaborative activities, we aim to empower students to challenge discrimination and promote equality within their own lives and in the wider community. We recognize the importance of equipping students with financial literacy skills to make informed decisions and manage their finances effectively. Year 8 PSHE will introduce concepts such as budgeting, saving, debt, and understanding financial institutions. By providing practical examples and interactive activities, we aim to develop students' financial capabilities, promoting responsible and informed financial decision-making.

Year 8 PSHE will also focus on promoting physical well-being and a healthy lifestyle. By encouraging students to make informed choices and adopt healthy habits, we aim to support their physical development, boost their energy levels, and enhance their overall well-being.

As students navigate their teenage years, understanding healthy and respectful relationships is crucial. We aim to equip students with the skills to recognize and establish positive relationships, understand the value of family life, marriage and different gender and sexual orientation.

Finally, British Values in Our Community will foster an understanding and appreciation of British values within our diverse community. We will explore democracy, rule of law, individual liberty, mutual respect, and tolerance of different faiths and beliefs. Through engaging activities and discussions, students will develop an awareness of their rights and responsibilities as citizens, promoting active participation in a community project.

Implementation

We allocate one dedicated PSHE lesson per week for Year 8 students. These lessons will be interactive, engaging, and designed to meet the specific learning needs of this age group. Our lessons will cover the three overarching units on health and wellbeing, relationships and living in the wider world. We will incorporate PSHE themes into whole-school assemblies to reinforce key messages and create a shared understanding among all Year 8 students of the school values as well as British values.

The form tutors also play a vital role in supporting Year 8 students' personal development. During form tutor time, specific PSHE activities and discussions focus on PSHE, citizenship and national and international awareness days.

PSHE themes will be integrated into the wider curriculum where relevant and appropriate. We will work collaboratively with subject teachers to identify opportunities to reinforce and apply PSHE learning in different contexts.

Effective communication and feedback are essential in PSHE implementation. We will encourage students to express their thoughts, concerns, and opinions through various means, including class discussions, written reflections, and anonymous feedback mechanisms. Teachers will provide constructive feedback and offer guidance to support students' personal growth and development.

Key assessments: To assess prior knowledge and engage students from the outset, we will incorporate "What do I already know" starter activities at the beginning of PSHE lesson. We integrate Assessment for Learning (AFL) strategies throughout the lessons to monitor students' understanding and provide timely feedback. This will include the use of whiteboards, traffic light cards, and other formative assessment techniques. At the end of each lesson, we will conduct recap plenaries to consolidate students' learning and assess their retention of key concepts. These plenaries may involve group discussions, quizzes, or short written reflections. Finally, will encourage students to engage in self and peer assessment and reflection as part of the assessment process.

Impact

Core areas

Health & Wellbeing:

Dangers to your health

Physical well being

Relationships: Stamping out discrimination

Modern relationships

Living in the wider world: Managing finances

British values in out local community

The impact of Year 8 PSHE extends far beyond the classroom and school years. It equips our students with the skills, knowledge, and attitudes necessary for a successful and fulfilling future. By promoting health and well-being, fostering equality and respect, developing financial literacy, enhancing physical and emotional well-being, nurturing positive relationships, and fostering active citizenship, our Year 8 students are empowered to thrive as responsible, resilient, and socially conscious individuals throughout their lives.

Scheme of Learning

The Big Picture: In the final year of KS3 PSHE, we will provide a comprehensive and transformative curriculum that addresses the specific needs of students as they prepare for their GCSE options and transition into adolescence. We aim to equip our students with the knowledge, skills, and attitudes necessary to develop mature attitudes towards mental and sexual health, raise aspirations, and enhance self-esteem. Our curriculum focuses on supporting students in making informed choices for their future, promoting positive mental and sexual health, and fostering a sense of confidence and ambition

Intent

Our curriculum is a spiral curriculum which intends to build on the knowledge and understanding, skills, attributes and values students have acquired and developed during year 7 and 8 PSHE programme. Our first priority is to educate Year 9 students about healthy relationships and equip them with skills to manage peer pressure effectively. Students will learn to recognize and establish positive relationships, develop assertiveness skills, and make informed decisions while resisting negative peer pressure.

Year 9 PSHE curriculum will provide support and guidance for students in dealing with family dynamics and challenges. We will cover topics such as communication within families, managing conflict and grief, and developing strategies for healthy family relationships.

In an increasingly digital world, Year 9 students need to understand the importance of online safety. We will explore topics such as online privacy, cyberbullying, digital footprint, and responsible social media use. Students will learn strategies to protect their personal information, identify potential risks, and make responsible choices when using technology, ensuring their online experiences are safe and positive.

We prioritize mental well-being by promoting awareness, understanding, and resilience. Students will explore topics such as stress management, self-esteem, healthy and unhealthy coping strategies.

As part of statutory RSE, students will explore topics related to sexual relationships and sexual health, with a focus on consent, healthy relationships, and safe sexual practices. Through age-appropriate discussions and activities, students will gain a comprehensive understanding of consent, contraception, sexually transmitted infections (STIs), and the importance of making informed choices. The curriculum will empower students to develop responsible attitudes towards sexual relationships and their own sexual health.

Finally, we aim to inspire and raise aspirations among students by developing ‘soft skills’, boosting self-esteem, and personal goal-setting.

Implementation

We allocate one dedicated PSHE lesson per week for Year 9 students. These lessons will be interactive, engaging, and designed to meet the specific learning needs of this age group. Our lessons will cover the three overarching units on health and wellbeing, relationships and living in the wider world. We will incorporate PSHE themes into whole-school assemblies to reinforce key messages and create a shared understanding among all Year 9 students of the school values as well as British values.

The form tutors also play a vital role in supporting Year 9 students' personal development. During form tutor time, specific PSHE activities and discussions focus on PSHE, citizenship and national and international awareness days. PSHE themes will be integrated into the wider curriculum where relevant and appropriate. We will work collaboratively with subject teachers to identify opportunities to reinforce and apply PSHE learning in different contexts. Effective communication and feedback are essential in PSHE implementation. We will encourage students to express their thoughts, concerns, and opinions through various means, including class discussions, written reflections, and anonymous feedback mechanisms. Teachers will provide constructive feedback and offer guidance to support students' personal growth and development.

Key assessments: To assess prior knowledge and engage students from the outset, we will incorporate "What do I already know" starter activities at the beginning of PSHE lesson. We integrate Assessment for Learning (AFL) strategies throughout the lessons to monitor students' understanding and provide timely feedback. This will include the use of whiteboards, traffic light cards, and other formative assessment techniques. At the end of each lesson, we will conduct recap plenaries to consolidate students' learning and assess their retention of key concepts. These plenaries may involve group discussions, quizzes, or short written reflections. Finally, will encourage students to engage in self and peer assessment and reflection as part of the assessment process.

Impact

Core areas

Health & Wellbeing:

Healthy relationships

Mental well being

Relationships:

Dealing with family life

Sexual relationships and sexual health

Living in the wider world:

Internet safety

Raising aspirations

The impact of Year 9 PSHE extends far beyond the classroom and school years. By implementing this comprehensive PSHE curriculum, we intend to empower Year 9 students to develop essential life skills, make informed decisions, and thrive in their personal, social, and health well-being. Our curriculum will equip them with the knowledge, skills, and attitudes necessary to navigate healthy relationships, manage peer pressure, deal with family life, stay safe online, support their mental wellbeing, understand sexual relationships and sexual health, and raise aspirations for a successful future.

KS4 PSHE is delivered using the online provider – Jigsaw. This provides a programme which offers us a comprehensive, carefully thought-through Scheme of Work bringing consistency and progression to our students’ learning in this vital curriculum area. Students deepen knowledge and understanding, extend and rehearse skills, and further explore attitudes, values and attributes acquired during key stage 3. PSHE education reflects the fact that students are moving towards an independent role in adult life, taking on greater responsibility for themselves and others. The programs is delivered by for tutors during tutor time. The Jigsaw Programme, which covers all areas of PSHE for the secondary phase including statutory RSE and Health Education. The table below gives the learning theme of each of the six Puzzles (units) and as these are taught across the school; the learning deepens and broadens every year.

The KS4 curriculum is also supported by assemblies, drop down days, guest speakers and trips and visits intended to develop students' personal development.

The Big Picture

Our aim at KS5 is to provide a comprehensive education that builds upon key themes from KS3 and KS4, while preparing students for life at university and the wider world. We strive to foster intellectual curiosity, critical thinking, and a strong sense of personal and social responsibility, empowering our students to achieve their full potential and make meaningful contributions to society.

Intent

We are committed to supporting students' mental health and emotional well-being. Our Year 12 PSHE curriculum focuses on developing strategies to manage stress, build resilience, and promote positive mental health. We recognize the importance of lifelong learning and study skills in developing a positive professional persona. Our PSHE program in Year 12 aims to enhance students' ability to manage their time effectively, set goals, and develop effective study habits. Students also develop further the importance of understanding discrimination in all its forms, promoting inclusivity, and recognizing the rights and responsibilities of living in a diverse society. We explore topics such as equality, diversity, and human rights, and encourage students to challenge prejudice and discrimination. Additionally, we address the issue of bullying in adulthood and the role of pressure groups, fostering an environment of respect, empathy, and active citizenship. In preparation for the world of work, our PSHE curriculum equips students with a range of tools and skills necessary for success. We cover topics such as employability skills, CV writing, interview techniques, workplace etiquette, and professional identity development.

Implementation

Tutor time sessions will serve as a regular platform for delivering PSHE content and facilitating discussions. During tutor time, dedicated sessions will be conducted to cover specific topics related to mental health, professional development, diversity, consent, and other relevant themes. To encourage open dialogue and the exchange of ideas, weekly PSHE forums will be held. These forums will provide a space for students to share their perspectives, ask questions, and discuss important issues related to the PSHE curriculum. Forums can be facilitated by tutors or guest speakers, allowing students to explore diverse viewpoints and engage in critical thinking.

Health & Wellbeing: Understanding mental

health

Deling with stress and change

Impact:

Relationships:

Diversity and inclusion

Respectful relationships

Living in the wider world: Readiness for the world of work

Planning for the future

To ensures that students have the knowledge and understanding, skills, strategies, and attributes necessary for independent living and the next stage in their education or career. By addressing issues with real-life relevance to them, we empower students to navigate the complexities of adulthood, make informed decisions, and contribute positively to society, setting them on a path of lifelong learning and personal fulfillment.

The Big Picture

Our aim at KS5 is to provide a comprehensive education that builds upon key themes from KS3 and KS4, while preparing students for life at university and the wider world. We strive to foster intellectual curiosity, critical thinking, and a strong sense of personal and social responsibility, empowering our students to achieve their full potential and make meaningful contributions to society.

Intent

In Year 13, our intent for PSHE is to provide a comprehensive program that empowers students to make responsible health choices, gain knowledge about illnesses affecting young adults, explore physical health in gaining independence, manage mature friendships, develop strategies to handle conflicts. As students gain independence and transition into adulthood, our PSHE curriculum addresses various aspects of physical health. We cover topics such as first aid, travel health and safety, and the impacts of substance abuse. Students will evaluate personal values in relation to sexual health and pornography. Through open and respectful discussions, we aim to promote sexual wellbeing, instill confidence, and foster a positive attitude towards sexual health. We provide support and guidance in order for students to comprehend the emotional and physical journey through fertility, pregnancy, and the menopause. Students will learn about budgeting techniques, understanding personal finances, and making informed decisions about savings, debts, mortgages, and other financial choices. By promoting responsible financial management, we aim to equip students with the skills necessary for university and beyond.

Implementation

Tutor time sessions will serve as a regular platform for delivering PSHE content and facilitating discussions. During tutor time, dedicated sessions will be conducted to cover specific topics related to mental health, professional development, diversity, consent, and other relevant themes. To encourage open dialogue and the exchange of ideas, weekly PSHE forums will be held. These forums will provide a space for students to share their perspectives, ask questions, and discuss important issues related to the PSHE curriculum. Forums can be facilitated by tutors or guest speakers, allowing students to explore diverse viewpoints and engage in critical thinking.

Living in the wider world: Financial choices through life

Impact:

Relationships:

Intimate relationships

Building and maintaining healthy relationships

Health & Wellbeing: Managing your health

Healthy choices

To ensures that students have the knowledge and understanding, skills, strategies, and attributes necessary for independent living and the next stage in their education or career. By addressing issues with real-life relevance to them, we empower students to navigate the complexities of adulthood, make informed decisions, and contribute positively to society, setting them on a path of lifelong learning and personal fulfillment.

Religious Education

Our vision in Humanities

We are striving to enlighten students to the broader humanexperience in a 21st century world. Students will be awareof the risks to our planet, tolerant, and celebratory ofdifferent faiths and understand the significance of the pastand how it has shaped the world today. The seeds thatHumanities gives them will grow into curiosity andcompassion for the planet anditspeople.

The Big

Picture During Year 7 students study the foundations and beliefs of the six major world religions.

Scheme of Learning YEAR OVERVIEW

Intent

TOPICS SKILLS

Hinduism

1. Knowledge and understanding of religious and non-religious beliefs.

2. Knowledge and understanding of key sources of wisdom and authority including scripture and sacred texts.

Subject RE

Year Group 7

KNOWLEDGE PRIOR KNOWLEDGE

3. Understand the influence of religion on individuals, communities and societies.

4. Understand significant common and divergent views between and/or within religions.

5. Analyse questions related to religious beliefs and values.

Primary school teaching of RE varies but should be in line with local SACRE guidelines ie. Having a majority Christian focus but including some teaching of the other five main world religions.

Judaism Buddhism Christianity FUTURE EXTENSIONS

Islam To apply knowledge to exam style questions

Sikhism

Implementation

6. Construct well-informed and balanced arguments on matters concerned with religious beliefs and values.

7. Reflect on and develop your own values, belief, meaning, purpose, truth and their influence on human life.

Develop knowledge and understanding of how the major six world religions developed and their core beliefs. Identify similarities and differences between the major six world religions.

Lessons throughout the year are engaging with a wide variety of activities and opportunities to develop the key skills referenced above.

Hinduism Autumn 1

Judaism Autumn 2

Buddhism Spring 1

Christianity Spring 2

Islam Summer 1

Sikhism Summer 2

Impact

We dedicate approximately 6 lessons per religion during which we aim to discover how the religion developed, what followers of the religion believe and how this influences their daily practice in how they live their lives.

The coverage of the six major world religions is in order of the chronology of when they started; students discover this chronology in their very first lesson of the year during which they also attempt to define what is meant by ‘religion’.

Throughout the course students are encouraged to make links between religions and note how they are similar and yet different.

To retain knowledge of key terms and the core beliefs of the six major world religions.

To be able to identify similarities and differences between religions.

To be able to draw links and comparisons between religion, religious people and their own lives regardless of whether they hold personal belief.

Autumn Term – Key Assessment

Baseline assessment on content covered so far and beginning basic RE skills: developed paragraphs and evaluation.

Spring

Term

– Key Assessment

Assessment on content covered so far (up to and including Buddhism) and beginning basic RE skills: developed paragraphs and evaluation.

Summer Term – Key Assessment

Assessment on content covered so far (up to and including Islam) and beginning basic RE skills: developed paragraphs and evaluation.

Next Steps Year 8 content builds on the foundations of religious belief covered in Year 7 and is structured as a thematic approach covering the practices of religious people. E.g. pilgrimage, festivals.

What is religion?

Year 7 Religious Education Year Overview

What is my Learning Journey this year?

What to expect…

Content – Hinduism: River Indus; gods and goddesses; mandir; 9 samskaras.

Judaism: Role of Abraham and Moses; 10 Commandments; synagogue; Bar/Bat Mitzvah,

Bigger Picture Questions

How many gods do Hindus believe in?

Why did God need to send the 10 Commandments?

Buddhism: A religion without a god

Christianity: The world’s largest religion

What to expect

Content – Revelation of the Qur’an; nature of Allah; Muhammad; mosque; Five Pillars of Islam.

Sikhism: Guru Nanak; other gurus; Khalsa; Five Ks. Bigger Picture Questions:

What are Sunnis and Shi’as?

Why do Sikhs have weapons in their symbol?

What to expect

Content – We will find out what a religion is and what the main world religions are. We will then spend the year finding out about the major six world religions in chronological order of their start date.

Bigger Picture Questions – Are religions really all that different?

Hinduism: The world’s oldest religion

Judaism: The first Abrahamic religion

What to expect

Content – Siddhartha Gautama; Four Noble Truths; Eightfold Path; rebirth; diversity in Buddhism.

Christianity: Jesus and his teachings; Trinity; church; baptism.

Bigger Picture Questions: What is meditation?

Why is the day Jesus died called ‘Good Friday’?

Bigger Picture Question:

• What do religions have in common?

• How are religions different?

• Do I have to be religious to study and enjoy RE? (Pssst. The answer is no!)

Home Learning

Cultural Connections/ Real World Links

• Over 80% of the population claim to be religious

– RE helps us to understand their beliefs.

• The official religion of the UK is Church of England

• The Universal Declaration of Human Rights gives everyone the right to choose their own religion (or choose not to be religious)

• RE helps us to be tolerant and respectful people

Islam: The world’s fastest growing religion

Sikhism: The newest of the six major world religions

How can I research more about these topics?

• BBC Website: A to Z of religion (26 short films)

• Living Faiths (Books)

• Hats of Faith (Book)

• The Usborne Book of World Religions (Book)

…You will be given the question we will be exploring next week at the end of each lesson…

… we encourage you to do some research about this question in preparation for your next lesson.

of

The Big Picture A thematic approach to the study of religion, focusing on the big 6 religions. The themes are: religious pilgrimage, religious festivals, people of faith, philosophy and ethics. The year ends with a bridge to year 9- examining philosophical and ethics concepts.

Intent

TOPICS SKILLS KNOWLEDGE PRIOR KNOWLEDGE

Festivals

Pilgrimage

People of faith

Philosophy

Ethics

Implementation

Unit When

Pilgrimage Autumn 1 & 2

Festivals Autumn 2 & Spring 1

People of faith Spring 2

Philosophy Summer 1

Ethics Summer 2

Impact

1. Knowledge and understanding of religious and non-religious beliefs.

2. Knowledge and understanding of key sources of wisdom and authority including scripture and sacred texts.

3. Understand the influence of religion on individuals, communities and societies.

4. Understand significant common and divergent views between and/or within religions.

5. Analyse questions related to religious beliefs and values.

6. Construct well-informed and balanced arguments on matters concerned with religious beliefs and values.

7. Reflect on and develop your own values, belief, meaning, purpose, truth and their influence on human life.

• Students begin the year by applying religious beliefs to pilgrimages, considering the importance about specific religious sites, festivals and people of faith.

• Students are challenged to apply their knowledge of key beliefs and the ways in which this might influence believers to act (this is an explicit link to a particular style of GCSE question that questions the influence of belief).

• Flipped learning activities set to promote independence

• Challenge and extension tasks embedded in lessons to push the most able.

• Studying key philosophical concepts and ethical issues.

Where are the WOW moments?

Bathing of the Buddha Statue

Easter roleplay

Ethics debate

How are literacy skills and extended?

Literacy will be promoted throughout with key word sheets, peer marking activities, live marking with reference to criteria. Students are expected to read independently and out loud in class. The prep work require students to read and research independently.

Subject RE Year Group 8

Develop knowledge and understanding of how religious people put their beliefs in to action and how their practices are influenced by their

beliefs.

In Year 7 students learned about the main beliefs of the six major world religions, Year 8 applies this knowledge to religious themes.

FUTURE EXTENSIONS

To apply knowledge to GCSE style exam questions.

Autumn Term – Key Assessments

Pillar 1 /40 assessment with MAD time to follow.

Spring Term – Key Assessments

Pillar 2 /40 assessment with MAD time to follow.

Summer Term – Key Assessments

Pillar 3 /40 assessment with MAD time to follow.

End of term assessment covering Summer content and some Autumn and Spring content.

By the end of year 8 students will have an understanding of religious pilgrimages, festivals and people of faith, having applied their knowledge from year 7. Students will be introduced to key concepts in philosophy of mind- materialism and dualism. Students will be introduced to ethical issues- especially animal testing. To be able to draw links and comparisons between religion, religious people and their own lives regardless of whether they hold personal belief.

Next Steps

In the Autumn term of Year 9 students continue to develop their philosophical and critical thinking in a study of evil, suffering and the Holocaust. From Spring of Y9 all students begin the GCSE content, much of which Y8 content links to and will be built upon. E.g: Human Rights module- Martin Luther King Jr & Social justice.

White boards, traffic lights and live feedback are present throughout the year. AFL used in each lesson to assess the students learning

KS3 Religious Studies: Year 8

What is my learning journey?

Learners apply what they have learnt in year 7, to religious pilgrimages and holy sites around the world.

Lourdes, Bodh Gaya, Ganges, River Ganges, Golden Temple, Jerusalem and Hajj.

Students will consider which is the holiest place on the planet.

Assessment /40

Want to get ahead?

Research more at this website:

Learners study important religious festivals, each celebrated by the big 6 religions.

Easter, Eid-ul-Fitr, Wesak, Passover, Diwali.

Students will consider and evaluate which is the most important day of Holy Week.

Assessment /40

Want to get ahead? Research more here:

Bigger Picture Questions:

• How do you put belief into action?

• Is man a machine?

• Is it acceptable to experiment on animals?

Learners focus on the lives of ‘people of faith’. Learners research and understand the important events of people who have put their faith into action.

Students are challenged to apply their knowledge of key beliefs and the ways in which this might influence believers to act (this is an explicit link to a particular style of GCSE question that questions the influence of belief).

Want to get ahead? Watch this film:

Unit 3: People of faith

Unit 4: Philosophy

Learners will be introduced to key philosophy mind concepts; materialism, dualism and the soul.

They will engage with scholars’ ideas such as Dawkins and Ryle and evaluate the intelligence of AI.

The topic will let students explore what it means to be human.

Assessment /40

Want to get ahead? Have a go at these thought experiments!

Learners will begin the topic by looking at morality and concepts of right and wrong.

Learners study the issue of animal experimentation, and apply Christian and Islamic teaching.

Learners will begin to learn debating skills and understand how to form and hold their own argument.

Want to get ahead?

Answer these ethical dilemmas

Home Learning

Cultural Connections/ Real World Links

• Understanding sacred places in the world.

• Questioning identity “Who am I?”

• Use of animals

Unit 5: Ethics

How can I research more about these topics?

• BBC bitesize/religion

• Morgan Freeman Documentary“God”

• “He named me Malala” film

• REquest.org.uk

Flash cards and mind maps will help you to remember your learning. You will have three assessments in the year

Unit 1: Pilgrimage

Unit 2: Festivals

The Big Picture During year 9 the Autumn term will continue with KS3 content on Suffering and Evil with particular emphasis on the Holocaust. From January Year 9 the GCSE course will start with teaching of Theme F : Religion, Human Rights and Social Justice. Teaching : 1 period a week.

Intent

Suffering and Evil

The Holocaust

Religion, Human Rights and Social Justice

Implementation

AO1 Demonstrates knowledge and understanding of religion and beliefs

AO2 Analyse and evaluate aspects of religion and beliefs

Develop knowledge and understanding of religions and non religious beliefs with particular emphasis on Christianity and Islam Develop knowledge and understanding of religious scriptures and sources of authority

To reflect on their own values, beliefs and purpose of human life

Subject RE Year Group 9

Year 7 & 8 : Religious founders, Beliefs in action, Religious festivals (Islam), Sheep and Goats parable

FUTURE EXTENSIONS

SMCS – Main focus

The Holocaust Autumn

Exploring two major world religions ( Christianity and Islam ) and promoting tolerance and understanding.

Homework / Revision

• KS3 Fortnightly hwk

• Holocaust memorial ( KS3) project

• Prep booklet for Suffering module

Assessment

Independent work tasks KS3 research tasks, flipped learning tasks,

Autumn Term – Key Assessments

To apply knowledge to GCSE exam questions Unit When

End of term assessment on suffering and evil with reference to the Holocaust

Spring Term – Key Assessments

• GCSE Pod

Religion, Human Rights

1 Prejudice

Spring Term Religion

Human Rights

2 Poverty and Wealth

Impact

Summer Term

Sharing views and opinions with others, showing respect for people, living things and property

Reflecting on one’s contribution to society and the school community.

• Part Exam Questions set fortnightly –booklet of questions

• Completion of yellow box tasks.

.

From Jan – GCSE Exam question practice – part questions given for homework to develop the techniques required for GCSE exams

To show empathy towards suffering and evil and identify the impacts of suffering on religious believers. To retain knowledge of key terms and quotes from retrieval task focus.

To evaluate an argument identifying different points of view and justifying their own view.

To illustrate the different points of view using religious teachings from scripture and other sources of authority

Next Steps

Mid-term End of Unit assessmentPrejudice

Summer Term – Key Assessments CORE examinations – APRIL End of Unit Test - JULY

Development of knowledge and understanding of GCSE exam questions techniques. How to answer 6 & 12 mark questions.

Why does God allow evil’?

Year 9 Religious Education Year Overview

What is my Learning Journey this year?

What to expect…

Content – Jewish persecution, Nuremburg laws, clearance of the ghettos, Auschwitz & ‘The Final Solution’, people of the Holocaust, responses to the Holocaust.

Assessment – Holocaust Memorial

Bigger Picture Question

Have people learnt from the atrocities of the Holocaust?

What to expect

Content – What is evil? Christian theodicies. Hindu, Buddhist and Islamic responses to suffering.

Assessment – Written assessment

Bigger Picture Question – How can there be suffering if there is an omnibenevolent (all-loving) God?

Bigger Picture Question:Can we solve the problem of suffering & evil in the world? Should concentration camps be tourist attractions? Should the poor help themselves?

Home Learning

What can we learn from the ‘Holocaust’?

Why is there Prejudice & Discrimination?

What to expect

Content – Religious views on sharing wealth with those in need, philanthropists, Christian religious teachings – Rich Man & Lazarus, Poor Widow, Sheep & Goats Parable.

Islamic views on giving to charity.

Assessment – Written GCSE Exam Questions

Bigger Picture Question – Who is responsible for helping the poor in society?

What to expect

Content : Start of the GCSE course - AQA Spec A.

Religious views on prejudice, UDHR, racism, religious intolerance, homophobia & gender inequality from Christian and Muslim perspective.

Assessment – Written GCSE Exam Questions

Bigger Picture Question – How is prejudice being tackled in the world today?

Cultural Connections/ Real World Links

The work of Amnesty International Genocide in Rwanda and Kosovo

‘Black Lives Matter’ campaign for racial equality

Tackling child poverty in the UK

The work of UK charities

Find out about the philosophy of evil & suffering

What are the religious views on Poverty & Wealth?

Some extra information can be found in these QR codes

What can I do at home?

Find out about the Holocaust and Holocaust memorials around the world.

Find out about people who worked against prejudice in 1960’s USA

The Big Picture

This is the first full year of GCSE RE. The students now have two periods per week. They will be covering Christian Beliefs, Islam Beliefs, Religion Peace and Conflict and Religion, Crime and Punishment

Intent

Subject RE Year Group 10

ISLAM BELIEFS

RELIGION, PEACE AND CONFLICT

CHRISTIAN BELIEFS AO1 Demonstrates knowledge and understanding of religion and beliefs

RELIGION, CRIME AND PUNISHMENT

Implementation

Unit When Christian Beliefs Autumn 1

Islam Beliefs Autumn 2

Religion, Peace & Conflict

Religion, Crime & Punishment

Impact

Spring Term

Summer Term

AO2 Analyse and evaluate aspects of religion and beliefs

SMCS – Main focus

Exploring two major world religions ( Christianity and Islam ) and promoting tolerance and understanding.

Sharing views and opinions with others, showing respect for people, living things and property

Reflecting on one’s contribution to society and the school community.

Develop knowledge and understanding of religions and non religious beliefs with particular emphasis on Christianity and Islam

Develop knowledge and understanding of religious scriptures and sources of authority

To reflect on their own values, beliefs and purpose of human life

Homework / Revision

• GCSE Pod

• Exam Questions set fortnightly

• Completion of yellow box tasks

• Retrieval learning tasks for weekly 10 mark testing

• Flipped Learning tasks as part of revision prep.

Assessment

GCSE examination question booklet. Full examination questions homework. Low stakes testing & Retrieval tasks – key word tests, content, religious teachings & quotes

Year 7 & 8 : Religious founders, Beliefs in action

FUTURE EXTENSIONS

To apply knowledge to GCSE exam questions

Autumn Term – Key Assessments

2 x End of Unit assessment

Christian Beliefs ( Pillar 1 ) & Islam Beliefs

Spring Term – Key Assessments

Mid term assessment – GCSE exam Q End of Unit assessment : Theme D Peace and Conflict

Summer Term – Key Assessments

June Internal examinations To examine Christian and Islam Beliefs, Theme F Human Rights & Theme D Peace & Conflict modules

To retain knowledge of key terms and quotes from retrieval task focus. To evaluate an argument identifying different points of view and justifying their own view. To illustrate the different points of view using religious teachings from scripture and other sources of authority

Next Steps Moving forward into year 11 building on knowledge of Christian and Islam beliefs as part of Practices section of the course. Development of exam question techniques & requirements, especially the 12 mark question answers within timed conditions.

The Big Picture

This is the second full and final year of GCSE RE. The students have two periods of teaching per week. They will be covering Christian Practices, Islam Practices Religion and Life and Revision

Intent

Subject RE

Year Group 11

of

ISLAM PRACTICES

CHRISTIAN PRACTICES AO1 Demonstrates knowledge and understanding of religion and beliefs

Develop knowledge and understanding of religions and non religious practices with particular emphasis on Christianity and Islam

Develop knowledge and understanding of religious scriptures and sources of authority

Year 7 & 8 : Religious journeys Festivals and Food

Year 9 Suffering and evil

RELIGION & LIFE

AO2 Analyse and evaluate aspects of religion and beliefs

To reflect on their own values, beliefs and purpose of human life, with particular reference to beginning and end of life.

FUTURE EXTENSIONS REVISION

To apply knowledge to GCSE exam questions

Implementation

SMCS – Main focus Exploring two major world religions ( Christianity and Islam ) and promoting tolerance and understanding.

Sharing views and opinions with others, showing respect for people, living things and property

Reflecting on one’s contribution to society and the school community.

Impact

Homework / Revision

• GCSE Pod

• Exam Questions set fortnightly

• Completion of yellow box tasks

• Retrieval learning tasks for weekly 10 mark testing

• Flipped Learning tasks as part of revision prep.

• Timed assessments

Assessment

GCSE examination question booklet. Full examination questions homework and use for timed assessments.

Low stakes testing & Retrieval tasks – key word tests, content, religious teachings & quotes

To retain knowledge of key terms and quotes from retrieval task focus. To evaluate an argument identifying different points of view and justifying their own view. To illustrate the different points of view using religious teachings from scripture and other sources of authority

Next Steps Thorough knowledge of course content including retrieval of quotes and teachings. Timed question writing.

Autumn Term – Key Assessments

2 x End of Unit assessment timed

Christian Practices ( Pillar 1 ) & Islam Practices

Trial Exams 1. 2 papers : Christian & Islam beliefs and practices, Theme Paper 3 questions

Spring Term – Key Assessments

Mid term assessment – GCSE exam Q timed

End of Unit assessment : Religion and Life

Trial Exams 2 – 2 papers Beliefs & Practices plus Theme Paper 4 questions

Summer Term – Revision

Exams Summer 1 prior to half term

The Big Picture First year of the two year A Level course. Students will cover the Year 1 content for the Religious Studies A Level which includes Philosophy, Ethics and Developments in Christian Thought.

Intent

Philosophy of religion

Religion and ethics

Development in religious thought: Christianity

AO1: Demonstrate knowledge and understanding of religion and belief, including: religious, philosophical and/or ethical thought and teaching, influence of beliefs, teachings and practices on individuals, communities and societies, cause and significance of similarities and differences in belief, teaching and practice, approaches to the study of religion and belief.

AO2: Analyse and evaluate aspects of, and approaches to, religion and belief, including their significance, influence and study.

Implementation

Unit Who and when

Philosophy of religion HW Autumn and Spring

Religion and ethics HW and MD Summer

Development in religious thought: Christianity

Impact

MD Autumn and Spring

Subject RE Year Group 12

Philosophy of religion: ancient philosophical influences; the nature of the soul, mind and body; arguments about the existence or non-existence of God; the nature and impact of religious experience.

Religion and ethics: normative ethical theories; the application of ethical theory to two contemporary issues of importance

Development in religious thought: Christianity: religious beliefs, values and teachings, their interconnections and how they vary historically and in the contemporary world; sources of religious wisdom and authority; practices which shape and express religious identity, and how these vary within a tradition

In Philosophy of religion learners will study philosophical issues and questions raised by religion and belief. These include arguments regarding the existence or non-existence of God, the nature and influence of religious experience and the problems of evil and suffering. They will also explore philosophical language and thought, through significant concepts and the works of key thinkers, illustrated in issues or debates in the philosophy of religion.

Religion and ethics is characterised by the study of ethical language and thought, with exploration of key concepts and the works of influential thinkers. Ethical theory will also be applied to issues of importance; namely euthanasia, business ethics, and sexual ethics.

Developments in religious thought provides an opportunity for the systematic study of one religious tradition. This will include the exploration of religious beliefs, values, teachings and practices that shape religious identity, as well as sources of wisdom and authority. Also central are the ways in which religious traditions have developed over time, and religious responses to challenges and significant contemporary social issues.

• develop their interest in a rigorous study of religion and belief and relate it to the wider world

• develop knowledge and understanding appropriate to a specialist study of religion

• develop an understanding and appreciation of religious thought and its contribution to individuals, communities and societies

• adopt an enquiring, critical and reflective approach to the study of religion

• reflect on and develop their own values, opinions and attitudes in the light of their study

GCSE course covers beliefs and practices of Christianity and some religious ethical thinking.

FUTURE EXTENSIONS

A level essay questions, synoptic links across the course.

Key Assessments

Students will complete essays at the end of each topic. Some will be completed in timed conditions in class.

Whole school KS5 internal assessments in January and June. Students will complete mock papers on content covered so far that require them to answer 3 questions of a choice of 4 per paper.

Next Steps

Students continue the course next year covering the Year 2 content with final examinations taking place in June.

The Big Picture First year of the two year A Level course. Students will cover the Year 1 content for the Religious Studies A Level which includes Philosophy, Ethics and Developments in Christian Thought.

Intent

TOPICS SKILLS KNOWLEDGE

Philosophy of religion

Religion and ethics

Development in religious thought: Christianity

AO1: Demonstrate knowledge and understanding of religion and belief, including: religious, philosophical and/or ethical thought and teaching, influence of beliefs, teachings and practices on individuals, communities and societies, cause and significance of similarities and differences in belief, teaching and practice, approaches to the study of religion and belief.

AO2: Analyse and evaluate aspects of, and approaches to, religion and belief, including their significance, influence and study.

Implementation

Unit Who and when

Philosophy of religion HW Autumn

Religion and ethics HW Spring

Development in religious thought: Christianity

Impact

MD Autumn and Spring

Subject RE Year Group 13

PRIOR KNOWLEDGE

Philosophy of religion: the challenge for religious belief of the problem of evil; ideas about the nature of God; issues in religious language.

Religion and ethics: ethical language and thought; debates surrounding the significant idea of conscience; sexual ethics and the influence on ethical thought of developments in religious beliefs.

Development in religious thought: Christianity: significant social and historical developments in theology and religious thought; key themes related to the relationship between religion and society.

In Philosophy of religion learners will study philosophical issues and questions raised by religion and belief. These include arguments regarding the existence or non-existence of God, the nature and influence of religious experience and the problems of evil and suffering. They will also explore philosophical language and thought, through significant concepts and the works of key thinkers, illustrated in issues or debates in the philosophy of religion.

Religion and ethics is characterised by the study of ethical language and thought, with exploration of key concepts and the works of influential thinkers. Ethical theory will also be applied to issues of importance; namely euthanasia, business ethics, and sexual ethics.

Developments in religious thought provides an opportunity for the systematic study of one religious tradition. This will include the exploration of religious beliefs, values, teachings and practices that shape religious identity, as well as sources of wisdom and authority. Also central are the ways in which religious traditions have developed over time, and religious responses to challenges and significant contemporary social issues.

• develop their interest in a rigorous study of religion and belief and relate it to the wider world

• develop knowledge and understanding appropriate to a specialist study of religion

• develop an understanding and appreciation of religious thought and its contribution to individuals, communities and societies

• adopt an enquiring, critical and reflective approach to the study of religion

• reflect on and develop their own values, opinions and attitudes in the light of their study

Year 1 content provides the foundation knowledge for Year 2 content.

FUTURE EXTENSIONS

A level essay questions, synoptic links across the course, final assessment in June.

Key Assessments

Students will complete essays at the end of each topic. Some will be completed in timed conditions in class.

Whole school KS5 internal assessments in January. Students will complete mock papers on content covered so far that require them to answer 3 questions of a choice of 4 per paper.

Final examinations take place in June

Next Steps

Some students will continue studies onto university.

Science

Our vision

As young scientists, we want to promote in our students an inquisitive mindset with a desire to understand how the world around them works. We aim to accomplish this through the study of a breadth of topics across the three science disciplines enhanced by engaging practical activities designed to develop investigative skills.

In addition to being academically successful, we also want our students to leave us with a love of learning and science; in awe of the amazing things scientific understanding has allowed us to achieve and to always feel the need to ask the question 'Why?'.

Communication, hormones and energy Genetics, evolution and and ecosystems

Foundations in biology Exchange and transport

What is my Learning Journey for Year 7?

We follow the KS3 Activate Scheme of learning.

Measuring forces, unbalanced & balanced forces, speed & gravity.

Big questions: How can we measure speed? Where do forces come from?

Ecosystems

Forces

Key Skills:

• Recall and retention of scientific facts

• Using key scientific terminology

• Calculations and equations

• Graph skills

• Analysing and interpreting data

• Evaluating information

Using models

Assessments:

-End of module tests

-End of year test

- Progress and checkpoint quizzes on Kerboodle

- Extended writing opportunities

#realworldready

• Consider the impacts of humans on ecosystems and organisms around the world

Food chains and webs, ecosystems, competition, pollination, fertilisation and germination, seed dispersal.

Big question: What happens to organisms if ecosystems change?

Acids & alkalis & pH, neutralization, making salts, elements, reactions of non-metals &metals with water, acid & oxygen, displacement reactions.

Big question: What are chemical reactions?

Variation, adaptation, puberty, reproductive systems, sexual intercourse, pregnancy and the menstrual cycle.

Big question: How are new humans made?

The particle model, states of matter, changes of state, diffusion, pressure, pure substances & mixtures, solutions and separating techniques.

Big question: What are materials like inside?

• Appreciate how understating the menstrual cycle has led to contraception and fertility treatments

• Find out how chemical reactions can be used to make useful, everyday products

• Know what all materials are made up of

• Find out where our energy comes from and how we can be more energy efficient

Skeleton, joints & muscles, cells & microscopes, movement of substances & unicellular organisms

Big question: What are we made of?

Potential difference and resistance, series and parallel circuits, current and charge.

Big question: How can one light in your house go out but the rest stay on?

Electromagnets Energy

Baseline assessment

Enquiry processes

Safety in the laboratory

Useful websites and support

- KS3 Bitesize

-Kerboodle (login provided)

-Oak Academy KS3 science

-Educake (login provided)

-CGP KS3 revision guides

Home Learning

- Progress and checkpoint quizzes

- Flipped learning tasks

- Research tasks on scientific ideas

- Revision for end of unit assessments

Different energy resources and fuels, power and energy transfers.

Big question: How will we generate electricity in the future?

Equipment in the laboratory

Enquiry skills

Year 9

Breathing, drugs, alcohol, smoking, food and food tests, diets, and enzymes.

Big question: How do we get energy from food?

What is my Learning Journey for Year 8?

We follow the KS3 Activate Scheme of learning.

Frictions and drag, Turning forces, Pressure in gases and liquids, and stress on solids. Big questions: Why do you slide so much on ice?

Ecosystems

Forces

Key Skills:

• Recall and retention of scientific facts

• Using key scientific terminology

• Calculations and equations

• Graph skills

• Analysing and interpreting data

• Evaluating information

Using models

Assessments:

-End of module tests

-End of year test

- Progress and checkpoint quizzes on Kerboodle

- Extended writing opportunities

#realworldready

• Understand our solar system and what we are planning to do

Aerobic and anaerobic respiration, Biotechnology, Photosynthesis, Leaves and plant minerals.

Big question: How do plants produce food?

Chemical reactions, combustion, Thermal decomposition, Conservation of mass, Exo and Endothermic, Energy levels and bond energies.

Big question: What happens in a chemical reaction?

Natural selection, Charles Darwin, Extinction, DNA, Genetics. Big question: Why do family members look similar?

Electromagnets

Elements, atoms, compounds, polymers, and the periodic table.

Big question: Can we predict the properties of materials?

The structure of Earth, Rock cycles, Solar system, Moon and changing ideas.

Big question: How big is the solar system?

Magnets and magnetic fields, Electromagnets and their use. Big question: How can you make a magnet strong enough to lift a car?

Sound, waves, frequency, light, how light interacts with matter, the eye, colour, and how we hear . Big question: Why do objects have colours?

Earth Waves

Energy transfer, Energy and temperature, work done and machines, radiation and insulation.

Big question: How can we save energy?

Ecosystems

Food chains and webs, ecosystems, competition, flowers and pollination, fertilisation and germination. Big question: Why are bees so important?

• Appreciate the changes that have happened for humans to evolve to where we are now and why we are so similar to other family members.

• Find out how we can make changes to save energy and what affect this has for the whole world.

• Predict how chemicals will react.

• Find out what causes friction and how we can improve it.

• Understand what our body needs to function and how our body uses food as fuel.

Useful websites and support

- KS3 Bitesize

-Kerboodle (login provided)

-Oak Academy KS3 science

-Educake (login provided)

-CGP KS3 revision guides

Home Learning

- Progress and checkpoint quizzes

- Flipped learning tasks

- Research tasks on scientific ideas

- Revision for end of unit assessments

Scan this QR code to take you to the specification we study.

What is my Learning Journey for Year 9, 10 and 11?

Content – Purity, formulations, chromatography, identification of common gases.

Bigger Picture Focus – To link the importance of identification of chemicals to areas such as forensics and drug control science.

C8 Chemical analysis

Content – crude oil and alkanes, fractional distillation, properties of hydrocarbons, cracking, alkenes.

Bigger Picture Focus – To understand how knowledge of carbon compounds can be used to develop useful products such as pharmaceuticals, perfumes and flavourings.

C7 Organic chemistry

Content – Reactivity of metals, reactions of acids, making salts, electrolysis of molten compounds and aqueous solutions.

Bigger Picture Focus – To consider how knowledge of chemical changes aids in the development of new materials and processes and helps us to understand the complex reactions that occur in living organisms.

**Correct for current Year 9 following curriculum changes. Year 10 and 11 have slight variations

Content – reversible reactions, effect of changing conditions on equilibrium.

Bigger Picture Focus – To use knowledge of reaction rates to understand how ideal conditions for industrial reactions are decided upon.

C6 part 2

11 YEAR

Content – conservation of mass, chemical equations, amount of substance, limiting reactants, concentration of solutions.

Bigger Picture Focus – To understand that use of equations is a key way for chemists to communicate ideas and how quantitative methods can be used to determine purity and yield of substances.

10 C2 Structure C4 Chemical

& bonding changes

Content – Atoms, ions and isotopes, models of the atom, development of the periodic table, trends in the modern periodic table, separating mixtures.

& the Periodic Table

Bigger Picture Focus – To understand how knowledge of the structure of atoms and the arrangement of elements in the periodic table allows us to predict their properties and reactions.

C3 Quantitative

chemistry

Content – calculating rates, factors affecting rates of reaction, collision theory

Bigger Picture Focus – To use knowledge of reaction rates to understand the impact of different conditions on rates of reactions in industry

C6 Rates of reaction part 1

Content – endothermic and exothermic reactions, reaction profiles, energy change of reactions.

Bigger Picture Focus – To consider how interactions between particles in chemical reactions can result in heating or cooling effects that are useful in everyday life.

Exams:

-6 x 75 minute papers – 2 for biology, 2 for chemistry, 2 for physics

There is no coursework element.

Assessments:

-End of unit tests

-Weekly educake quizzes to test recall

-6 mark question practice for each unit

#realworldready

Content –sustainability, potable water, wastewater treatment, alternative methods of metal extraction, life cycle assessment and recycling.

Bigger Picture Focus – To appreciate the sustainable use of resources in order to reduce environmental impact.

• Appreciate how scientific understanding can result in developments in industries such as agriculture, manufacturing (e.g. of perfumes and detergents) and forensic and analytical science.

• Use scientific knowledge to understand steps we can take to reduce negative impact on our environment.

• Understand the importance of science to a wide variety of careers.

Useful websites and support

-GCSE bitesize

Content – Composition and evolution of the atmosphere, greenhouse gases, climate change, atmospheric pollutants and their sources.

Bigger Picture Focus – To understand how knowledge of changes in the atmosphere over time are enabling us to take action to reduce human impact on climate change.

C5 Energy changes

9 YEAR

-GCSEpod

-Oak Academy

-Seneca

-Educake

-Savemyexams

-Physics and maths tutor

Home Learning

-Weekly educake quizzes to test recall

Other tasks may include:

-6 mark question practice for each unit

-Past paper practice

-Flipped learning tasks

Physics Key Stage 4 Overview

What is my Learning Journey for Year 9, 10 and 11?

Content – vectors, scalars, resultant forces, moments, centre of mass, parallelogram of forces, resolving forces, motion graphs, momentum, car safety, pressure, upthrust

Bigger Picture Focus – To break down how the objects in the word around us interact, and why they interact the way they do.

Forces Waves

Content – Wave properties, reflection and reflection, sound waves, EM spectrum, and contraception, waves in medicine, UV, X-Rays, Infra red radiation.

Bigger Picture Focus – To understand how there is more than just light around us, and it can be manipulated for our gain such as medical procedures.

Content –Calculating energy & power, calculating specific heat capacity. Conduction, convection, radiation

Bigger Picture Focus –

To understand how we can save energy easily!

P1B Energy

Content – Atoms, the discovery of the nucleus, types of radiation, nuclear fission and fusion.

Bigger Picture Focus -

To know what everything is made from and the future of energy.

How computers work

Content – Resistance, current, potential difference, calculations, plug sockets, current, charge Bigger Picture Focus – To understand what goes in to using everyday items such as a mobile phone, or a fridge, and the methods of bringing that electricity to your home.

Micro bit programmer

Homeostasis 11 YEAR

B3B Particle model of matter

Content – Density, states of matter, Internal energy.

Bigger Picture Focus

– To link the states of matter to the energy required to change them, relating to everyday tasks like boiling a kettle, or heating up a home.

P3A Particle model of matter

Content – Types pf energy, energy resources, Conduction, convection, radiation

Bigger Picture Focus

–

To understand the role of plants in our lives and how vital it is we find alternative fuel sources.

Content – solar system, life cycle of stars, big bang, what's next?

Bigger Picture

Focus- To appreciate how we and everything else came to exist.

Exams:

-6 x 75 minute papers – 2 for biology, 2 for chemistry, 2 for physics

There is no coursework element.

Assessments:

-End of unit tests

-Weekly educake quizzes to test recall

-6 mark question practice for each unit

Content – Sound and water waves, Radiation.

Bigger Picture Focus - To know the different uses for waves such as ultrasound or earthquakes.

Content ;specific latent heat, specific heat capacity, gas, pressure, and temperature

Bigger Picture Focus – To link the states of matter to the energy required to change them, relating to everyday tasks like boiling a kettle, or heating up a home.

9 YEAR

Content – Magnetic fields, electromagnets, electric motors, generators, transformers, microphones and speakers.

Bigger Picture

Focus – To understand how we can generate electricity and then harness it for different devices such as electromagnets, linking to everyday uses such as electric cars and speakers. This includes how we are able to transfer electricity across the national grid.

Key Skills:

• Recall and retention of scientific facts

• Analysing and interpreting data

• Evaluating information

**Correct for current Year 9 following curriculum changes. Year 10 and 11 have slight variations

#realworldready

• Appreciate how scientific understanding of Physics can explain everyday occurrences, and those that are out of this world.

• Understand how to minimise our impact on the Earth through our energy choices.

• Learn that we don’t know everything yet and there are lots of unanswered questions.

• Understand the importance of science to a wide variety of careers.

Useful websites and support -GCSE bitesize

-GCSEpod

-Oak Academy

-Seneca

-Educake

-Savemyexams

-Physics and maths tutor

Home Learning

-Weekly educake quizzes to test recall

Other tasks may include:

-6 mark question practice for each unit

-Past paper practice

-Flipped learning tasks

SEND/Hub

Our Vision: To provide a bespoke and inclusive curriculum to enable children and young people to make progress, achieve academic and social outcomes supporting their transition to adulthood an Post 16 destinations.