Curriculum Guide 2018-2019

Brentford School for Girls Curriculum Guide 2018-2019

Brentford School for Girls Vision IMAGINE THE FUTURE BRENTFORD GIRL...

• She thrives on challenge and has a desire to fulfill her learning potential; • she is able to think independently and is confident in her social and academic capability; • she is emotionally aware and emotionally intelligent; • she is capable and dependable; • she is resourceful and inquisitive; • she embraces the technological world as a global village and is ready to interact with others in the local and worldwide community; • she accepts the welfare of others as her responsibility; • she understands the need for sustainable living both locally and globally; • she is ready for life in the future – whatever that may be.

• She is the centre of our vision and will remain the very core of our being and purpose.

Brentford School for Girls Curriculum Aims • To engage all students, developing / providing inquisitive and reflective learning.

• To provide flexible approaches allowing students to be ambitious, courageous and confident in their learning.

• To provide personalised provision for all students on a formal and informal basis.

• To provide a breadth of learning experience for all students.

• To provide girls with skills for life.

• Inspire a thirst for learning • Allow girls to follow appropriate pathways to achieve their desired goal • Provide a breadth of learning experience reflecting the multi-cultural and technological world • Enable students to become skilled 21st century citizens

Overview Curriculum Year 7 8 9 10 11 12 13

Age between Sept-Aug 12 13 14 15 16 17 18

Key Stage 3

Assessment/Grading Flight paths 1-9

4

GCSEs: 1-9 BTEC: Pass, Merit, Distinction, Distinction*

5

A level: A*-E BTEC: Pass, Merit, Distinction, Distinction*

Curriculum Model 2018-2019 Key Stage 3 lessons Year 7 Art Technology Drama PSCHE English Geography History ICT Maths MFL Music PE Science RE Library (AR) Total

Year 8 1 lesson 2 lessons 1 lesson 1 lesson 4 lessons 2 lessons 2 lessons 1 lesson 4 lessons 3 lessons 1 lesson 2 lessons 4 lessons 1 lesson 1 lesson 30 lessons

Art Technology Drama PSCHE English Geography History ICT Maths MFL Music PE Science RE Library (AR) Total

Year 9 1 lesson 2 lessons 1 lesson 1 lesson 4 lessons 2 lessons 2 lessons 1 lesson 4 lessons 3 lessons 1 lesson 2 lessons 4 lessons 1 lesson 1 lesson 30 lessons

English Maths Science RE PE PSCHE Option A Option B Option C Total

5 lessons 5 lessons 6 lessons 2 lessons 2 lessons 1 lesson 3 lessons 3 lessons 3 lessons 30 lessons

Key Stage 4 lessons Year 10 English 5 lessons Maths 5 lessons Science 6 lessons RE 2 lessons PE 2 lessons PSCHE 1 lesson Option A 3 lessons Option B 3 lessons Option C 3 lessons Total 30 lessons

Year 11 English 5 lessons Maths 5 lessons Science 6/7 lessons RE 2 lessons PE 1/2 lessons PSCHE 1 lesson Option A 3 lessons Option B 3 lessons Option C 3 lessons AC Mentoring 0/1 lesson Total 30 lessons

Academic Mentoring Curriculum Intent To provide support and guidance for all students to ensure student wellbeing and preparation for GCSE exams and the pressures of year 11 Term Year 7 Year 8

Term 1

Term 2

Term 3

Term 4

Term 5

Year 9 Year 10

Year 11

Year 12 Year 13

Introduction to AC Lessons • Why we have AC lessons and what how they help support

Preparing Revision Materials • Planning for effective use of AC lessons • Consolidating learning

Preparing Revision Materials

Preparing Revision Materials

• Planning for effective use of AC lessons • Consolidating learning

• Planning for effective use of AC lessons • Consolidating learning

Preparing for PPE 1 • Forming Revision Timetables • Understanding learning styles and how to revise • Coping with pressure of PPEs Deeper Learning Writing Revision Timetable VAK Learning Styles Testing

Preparing for PPE 2 • Revisiting forming Revision Timetables • Revisiting learning styles and how to revise • Revising coping with pressure of PPEs

Deeper Learning Producing a portfolio or revision materials

Deeper Learning Writing Revision Timetable Organisation Skills Wellbeing

Deeper Learning Producing a portfolio or revision materials

Deeper Learning Producing a portfolio or revision materials

Term 6

Academic Support Curriculum Intent The Academic Support Curriculum will take a personalised approach to embedding the core elements of English, Mathematics, ICT and Life Skills. It will provide individuals with the skills and abilities they need to operate confidently, effectively and independently in life, their communities and work. The curriculum will include opportunities to develop: • Functional skills, through linking knowledge across different subject areas • Organizational, study and revision skills • Self-awareness, and the ability to identify and overcome personal barriers to learning • Engagement with the world beyond the classroom, through application of learning to real-life contexts • The safe and effective use of technology • Knowledge of appropriate post-16 options and career pathways Term Year 7 Year 8

Year 9

Term 1

Term 2

Transition 1: • Personal Organisation: equipment, deadlines • Application to English • Application to maths • Application to science • Application to RE • Presentation policy

Transition 3: Recap of learning skills: • Personality: resilience • Labelling & self-fulfilling prophecies • Cultural Capital: what is it / do you have it?

• Class presentations

Transition 2: Personal Organisation • Understanding data targets /GCSE grades • Exam/ BTec Literacy

Transition 3: Research project on topic of pupil’s choice: • Use a range of sources (secondary data: books & computers, primary data e.g. peer surveys) Present to class

DP 1: 16th October • DP reflection • SMART targets • Action planning Deeper Learning Identifying similarities and differences between subjects and using to support study

Deeper Learning Stereotypes about ‘model students’ (and how this impacts on achievement)

Term 3

Functional Literacy – application to world beyond classrooms: • Professional communication • Graffiti • Pollution and plastic DP 2: 29th January • DP reflection • SMART targets • Action planning Safe Use of Technology: project: e-safety week • Online scams (PSE link) • Data Protection • Identity theft

Deeper Learning Controversies in the news items featured in lessons.

Moral issues surrounding the use of technology

Term 4

Functional Literacy Application across curriculum • Essential vocabulary for core subjects • Exam papers: reading questions/ commands • Exam papers: following instructions /planning • Revision: practice using subject terminology DP 3: 26th March • DP reflection • SMART targets • Action planning Begin a functional skills qualification? TBC Deeper Learning Research post-16options and identify personality characteristics needed for careers of interest

Term 5

PPE preparation: • Revision timetables • Revision methods • Individual skills analysis (checklist) and support PPEs: w/b 6th May PPE Analysis, Reflection, and Target Setting

Term 6

Effective use of technology: • Using ICT to support learning/research DP4 : 20th June • DP reflection • SMART targets • Action planning

Functional Numeracy • Numbers across the curriculum • Daily personal finances (Barclays Life Skills) • How do businesses make money?

• How do banks work?

• The Economy

Planning for Post-16: • identifying preferred post year11 options • routes into different careers • research project and presentation on a career

Deeper Learning Real-world applications of numeracy: economic effects on the environment (Palm Oil)

Deeper Learning Identifying connections between real-world project focus and curriculum subjects

Transition: identifying upcoming challenges in year 10 • More content to cover • Recap: understanding data /GCSE grades

Year 10

Self-Awareness: identifying and overcoming personal barriers. Focus on stress management.

• Personality testing (and if it works) • Defining stress • Sources of stress • Short term stress relief • Long term stress reduction • Role models who cope well with stress DP 1: 16th October • DP reflection • SMART targets • Action planning

Deeper Learning The biology and psychology of stress: what does stress do to the body? How can this be controlled with mindfulness?

Functional Literacy Skills application to world beyond school: communication about: • The Challenges of Adolescence • Communication about a sensitive issue (PSE Link – Self Harm) • Self Esteem and Confidence • Using language to create a persona

Social-Awareness: what is going on around us?

• Class inequality • Ethnic Inequality • Gender Inequality • Age Inequality • Challenging inequality: charities /how they work • Role models who have challenged inequality • The role of government policy (PSE link) Self-Awareness: which revision • Research project and methods will help me best? presentation on charity of • Using info rather than writing pupil’s choice – with notes opportunity to plan • Self-assessment e.g. fundraising event consolidation cards • Peer-support (e.g. testing a DP 2: 29th January partner) • DP reflection • Organising revision (e.g.

• SMART targets colour-coding, using file• Action planning dividers) • Review what helps?

Space here to work on a functional skills qualification Deeper Learning Identifying different revision methods for different subjects, or to develop different skills

Deeper Learning Contemporary inequality, e.g. impact of private schools? The state of the NHS. Marxist/ Feminist criticisms of the state

Safe Use of Technology: • Social Media and cyberbullying • Gaming /media addiction • Impact of media on selfesteem • News sources (and fake news) DP 3: 26th March • DP reflection • SMART targets • Action planning Planning for Post-16: • Identifying careers that suit personal traits • Qualifications and levels of qualification for work • Qualfications needed for careers of interest • Extra curricular activity to support later careers • Completing application forms /interview prep Mock job-interviews Deeper Learning Real life examples of misuse of ICT and analysis of impact on people Analysis of how misuse of ICT can affect careers

Self-Image and Personal Growth : • Self-image, self-esteem, and ideal-self • Growth Mind-sets – how can we develop ours?

• Role models with growth mind-sets • External Exam Preparation: for the GCSE English Lit exam • 1/3 lessons per week this term Individual support for GCSE Prep • Exam Technique • Stress Management • Positivity and power poses • Health and wellbeing for success (PSE link) ENGLISH LITERATURE GCSE EXAM

Deeper Learning Analysis of contextual issues surrounding set-texts (e.g. class inequality in Jane Eyre and An Inspector Calls, power in Macbeth)

PPE preparation: Revision timetables /methods PPEs: w/b 3rd June PPE Analysis, Reflection, and Target Setting Effective use of technology: • using ICT to support revision – useful sites • Useful computer programmes – MS Word • Useful computer programmes – MS PowerPoint • Useful computer programmes – MS Excel • Presentations to demonstrate ICT skill and year’s learning DP4 : 20th June • DP reflection • SMART targets • Action planning Personal Organisation: preparation for a successful year 11 Deeper Learning Setting SMART targets for the year ahead, and considering how to apply, with reference to own personal characteristics

Year 11

Fulfilling Potential Overcoming the challenges of year 11 • Self-discipline • Stress Recap • Time management and procrastination • Planning for long-term success by looking at the year • Resisting peer pressure (PSE ahead link) • Revision and the human • Project – who has fulfilled memory their potential and how?

• How the brain works: the DP 1: 16th October storage and recall of information • DP reflection • SMART targets PPE preparation: Revision • Action planning timetables and revision methods Planning for Post-16: PPEs: w/b 5th November • Identifying preferred post PPE Analysis, and Target year-11 options Setting • Application forms • Interviews DP 2: 27th November • Coping with failure, or • DP reflection change: resilience • SMART targets • Action planning Deeper Learning • What helps people learn?

Models of human memory and how to apply to revision

Year 12 Year 13

Deeper Learning • What personality traits do successful people demonstrate? How can we emulate that? (Eat that Frog!)

Improving mental wellbeing: • Resilience when facing worst subjects • Barriers to learning e.g. dyslexia, dyscalculia and strategies to overcome • Talking therapies to improve mental health and wellbeing • Use of stress-relief strategies • Maintaining mental health and wellbeing in self and others – value of social support • Project: overcoming barriers to learning DP 3: 29th January • DP reflection • SMART targets • Action planning Space here: complete a functional skills qualification?

Deeper Learning • Learning from others: how did a celebrity or other role model overcome mental health issues?

• The Free-will /Determinism debate and how it applies to criminal responsibility

Health and Happiness During Exam Season: • Healthy eating and the brain (PSE link) • Exercise • Growth Mind-sets recap and Mindfulness • When to relax and when to work hard: case study analyses • Planning and sticking to timetables

Exam Focus: • Revision Methods Refresher • Revision timetables • Revision methods • Individual skills analysis (checklist) and support

PPE preparation: Revision timetables and revision methods PPEs: w/b 25th Feb PPE Analysis, Reflection, and Target Setting DP 4: 26th March • DP reflection • SMART targets • Action planning Deeper Learning • The biology of psychology: what food can do to our mental state

Deeper Learning • Extra research into a curriculum area where more attention is needed (e.g. where targets have been missed previously)

Art Curriculum Intent Education in Art is essential to the development of human- kind; development occurs in many ways including physical, emotional, intellectual and social. Creation is what sets the human race apart from all other species and having the desire to create coupled with the skills results in something which never existed before.

Students will gain skills and knowledge within Art and design whilst being exposed to the work of artists from different time periods. They will gain enjoyment and become inspired when they explore media and techniques while investigating a theme or idea.

Student are provided with a hand-on learning approach of discovery and gain confidence from their successes. Students will learn that failure is a natural part of the creative process and they will review and refine techniques until they are successful. The ability to be flexible and to think around different situations is nurtured within Art & Design and to be reflective by carrying out evaluations to build on positive aspects of work. Individuality and ambition are celebrated, and independence is promoted within Art & Design. Henri Matisse said, “Creativity takes courage� and the confidence to be courageous is what is fostered within Art & Design.

Key Stage 3 Art & Design The Key stage 3 curriculum within Art & Design will provide students with a broad set of skills where they gain confidence by exploring and investigating a wide range of artists, crafts people, designers and photographers. They will learn how to critically analyse the work while learning about the formal elements used within the subject. They will gain skills within the disciplines of: drawing, painting, 3D, Printmaking and Photography.

Students will work on skills of presentation in sketchbooks or additional sheets as they evaluate by reviewing and refining their work as they develop ideas, investigate techniques and processes. This provides all students with a solid foundation on which to build at Key Stage 4.

Key Stage 4 Art & Design Within Art & Design at Key Stage 4 students will build on prior knowledge and skills gained at Key Stage 3. They will broaden their knowledge by creating sustained projects which are thematic; these include: Still Life, Graphics, Portraiture. They will develop ideas, exploring the subject matter using a variety of media. This provides all students with a solid foundation on which to build at Key Stage 5.

Key Stage 5 Art & Design As students will come with a range of experiences from studying GCSE: Art/ Photography/ Textiles, or without skills having given up Art at the end of year 8, the beginning of the course is very structured. Students undertake an intensive number of sessions: drawing, painting and printmaking.

Within Art & Design at Key Stage 5 students will investigate their own ideas while broadening their knowledge and creating independent sustained projects of a personal nature. This provides all students with a solid foundation on which to build if they pursue a career within an Art pathway.

Term

Year 7

Year 8

Year 9

Term 1 Term 2 Term 3 Formal Elements Project • Exploratory workshop sessions investigating: Colour, pattern, line, shape, texture, line, form.

• In Drawing, Painting, 3D, Printmaking • A wide range of artists, printmakers and sculptors largely from the 20th Century will be explored throughout this unit of work • Observational drawing of a 3D form Deeper Learning Research the work of Henry Moore. Focussing on his flint work and his reclining figures. Research the theme of the reclining figure in art history. Why was Henry Moore a successful sculptor? What were his ideas? What does he say about his own ideas or theories? Which artists was Moore influenced by?

Fauvist Portraits Students will make a copy of a Fauvist portrait and apply the technique to their own work • To gain an understanding of the work of the Fauvist artists and their style of art • To gain knowledge of facial proportions • To learn how to enlarge an image with accuracy using an enlargement grid • To learn how to emulate the work of the Fauvist artists

Deeper Learning Time line of what art movement came before Fauvism and what was born out of Fauvism. Which artists were involved in the art movement? What was said about the work which was classed as Fauvist in the press at the time and how it is viewed today? What were their ideas or theories?

Create a piece of art which looks at the style of the Fauvist artists – how would they have analysed/used paint? What colours would they have used? What media would they have used?

Analyse the artist’s work by recording what you think they did. Try to emulate their work to gain a better understanding, evaluate your work to discuss how you found the task.

Natural Form – Sketchbook Skills To develop skills when: • Carrying out research • Analysing an image • Recording ideas and observations • Producing outcomes Deeper Learning Research the work of Cezanne. Find factual/bibliographical information to put his life into an historical context. Which art movements did Cezanne attribute his work to? What were the ideas behind his art? Which of the themes are we focussing on? What research can you find about this work? Why was it hard for critics to classify his artwork and fit it into a particular style or art movement?

Term 4 Term 5 Painting Project • Piet Mondrian painting focussing on the formal elements • Learning how to plan a painting considering: space, shape & colour

Term 6

Deeper Learning Research the work of Piet Mondrian. Find out what the Art movement which his style of art is classified as.

Were there other people involved in the art movement? What was said about his work? What were his own ideas or theories? Which artists was Mondrian influenced by?

Cubist Still-Life Students will learn about the work of the Cubist artists. They will produce a still-life using pastels and will apply a similar technique to emulate their work • To gain an understanding of the work of the Cubist artists and their style of art • To gain a knowledge of still-life • To gain knowledge of how to compose a picture • To learn how to record observations and ideas • To learn the techniques used by the Cubist artists Deeper Learning Time line of what art movement came before Cubism and what was born out of Cubism. Which artists were involved in the art movement? What was said about the work which was classed as Cubist in the press at the time and how it is viewed today? What were their ideas or theories?

Create a piece of art which looks at the style of the Cubist artists – how would they have analysed/used space? What colours would they have used? What media would they have used? Analyse the artist’s work by recording what you think they did. Try to emulate their work to gain a better understanding, evaluate your work to discuss how you found the task.

Pop Art & Graphics • To gain an understanding of the work of the Pop Artists and their graphic style of art • To gain knowledge of how to compose a picture • To learn how to record observations and ideas • To learn the techniques used by the Pop Artists Deeper Learning Investigate the theme of Portraiture. Look at the development of portraiture as a genre and how it developed and changed over time. Choose 5 painting from history to present day, which you can compare and contrast the styles, composition, technique, colours and who the subject depicts.

Year 10

Year 11

Pop Art & Graphics & Portraiture (if not covered in year 9) • To gain an understanding of the work of the Pop Artists and their graphic style of art • To gain knowledge of how to compose a picture • To learn how to record observations and ideas To learn the techniques used by the Pop Artists They will develop skills when: • Carrying out research • Analysing an image • Recording ideas and observations • Producing outcomes Deeper Learning Gallery visit, students will draw from the work in Tate Gallery, they will analyse the work to try to understand how it was made and they will write down their observations. The information plaque beside the picture will help to contextualise the work. Students make copies by drawing and taking photographs and research the work they select.

Chosen theme from past exam papers Externally Set Assignment Students will produce further independent work and record Hand out exam paper set by the exam board their own ideas and observations fuelled by the own research Set tasks as lead up to different questions. Students will follow the same procedure for deeper learning as that covered in years 7-10 and individually carry out task which are regarded as deeper learning • To gain an understanding of the work of the Artists and their style of art • To gain knowledge of how to compose a picture • To learn how to record observations and ideas • To learn the techniques used by the artists Studies of the work of other artists, consideration of composition/background design Deeper Learning Students will research an artist, art movement or theme within art. They will carry out analysis, research looking at multiple sources and add their own comments about the artist’s work.

They may be inspired and want to attempt to create work in this style and eventually apply that technique to their own work.

Deeper Learning

Year 12

Transition – confidence building when working in a large capacity (A3) drawing skills Students will experiment with media whilst developing observational skills. They will create a number using a variety of media.

They will look at the work of still-life artists and look at cultural artefacts.

• Sketchbook skills • How to research • How to analyse • How to record ideas • How to develop ideas • How to incorporate your own ideas or feelings into your work • Students must visit a gallery or museum • Drawing techniques including: • Blue drawing • Chalk drawing • Artist study & colour theory Vanitas, Cezanne, Van Gogh and Georgia O’Keeffe • Own observed painting Research specified artist/ Individual project focus Individual project focus Individual project focus movement • To decide upon a project intent – • Carry out own responses to • Use work by artists and • Vanitas focus. Begin research on chosen artists discovered. research you have carried topic out to create your own ideas • Cezanne • Take photos and record from ready for printmaking observation • Mood board/ mind map • Van Gogh • Sarah Ross Thompson • Georgiaa O’Keeffe • Kim Herringe • Research Artists • Gail Brodhalt, Cyril Power, Edward Bawden, Angie Lewin

Mono printing Photographic mono, photographic screen- printing • Kathe Kollwitz • Henry Moore • Andy Warhol

• Research Collagraph and lino printmaking and find styles and colour schemes you like.

• Artichoke Printmakers Independent projects • Draft of essay Year 13

Independent projects • Painting/drawing/construction • Individual projects

Exam Preparation • Feb ½ term • Plan for exam • Choose a question • Carry out research • Make artist studies looking at technique, composition

• Ensure that observational drawing is embedded into projects

• Explore various media and begin to experiment with media

• Begin to develop your own ideas

• Examination prep for final work

Independent projects working on research for essay

Business Studies Curriculum Intent The Business Studies department encourages students to be inquisitive, reflective and challenged by following a broad, coherent, satisfying and worthwhile course of study, thereby gaining an insight into the wide world of business, employment and the economic environment in which students live and will grow into as 21st century citizens.

The department prides itself on allowing students to develop academically and, more importantly, helps to foster and grow transferable skills which can later be applied to further education and the work environment.

The department aims to develop students who:

• • • •

actively engage in the study of business to develop as effective and independent students and as critical and reflective thinkers with enquiring minds; use an enquiring, critical approach to distinguish facts and opinions, to build arguments and make informed judgements; develop and apply their knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts; appreciate the range of perspectives of different stakeholders in relation to business and economic activities;

Term Year 7 Year 8 Year 9 (Eduqas)

Term 1

Term 2

Transition • Organisation of folders • Glossary of Business Terms Business Activity Business Activity • •

Business Enterprise Providing Goods & Services

Deeper Learning • Dragons Den Competition • Investigation into an entrepreneur

Term 3

Term 4

Term 5

Term 6

Marketing

Business Operations

Types of Ownership Business Aims & Objectives Business Growth Business Location

• • • •

Deeper Learning • Business Plan Stage 1

Deeper Learning • The impact of “Supersize Me on McDonalds • Brand vs Own Brand Taste Testing • Business Plan Stage 2

• Methods of Production • Quality • Supply Chain • Sales Process • Customer Service Deeper Learning • Production Game – Making Paper Dice • Costs vs Ethics – Using Manufacturers Overseas Investigation • Business Plan Stage 3 • Customer Service Role Play Activities

Target Markets Market Segmentation Market Research Marketing Mix

Year 10 (Eduqas)

Human Resources • Recruitment & Selection • Training • Motivation • Organisational Structures

Deeper Learning • Career Process Competition

Year 11 (Eduqas)

Finance • Sources of Finance • Revenue & Costs • Profit & Loss Accounts • Cash Flow • Financial performance Analysis Deeper Learning • •

Year 12 Year 13

Business Plan Final Stage – Forecasting Financial Performance Business Plan Displays

Influences on Business • Technological Influence on Business Activity • Ethical Influence on Business Activity • Environmental Influence on Business Activity • Economic Influence on Business Activity • The Impact of Globalisation on Businesses • The impact of Legislation on Business Deeper Learning • Benefits and Negatives of EU membership for the UK • “Black Gold” and investigation into Fair Trade Revision/Exam Preparation

Business/Exam Preparation

• • •

• • •

Business Activity Marketing Business Operations

Human Resources Influences on Business Finance

Drama Curriculum Intent In Drama we aim to: • • • • • • •

Develop resilience through group work, taking risks and developing an understanding of their own personal values and abilities.

Understand a variety of theatre and its forms.

Reflect on their own work and that of others and become astute in analysing theatre and its dramatic forms.

Develop an understanding for society and the issues arising in a modern society through a safe and focused drama led exploration.

Gain confidence and build self-esteem enabling them to present themselves in a positive manner in any situation.

Develop an appreciation for Drama and its place in society and the curriculum.

Be inquisitive and engaged in theatrical developments through time.

At Year 7 and 8 Drama is a compulsory subject with a clear focus on developing their presentation, storytelling, comprehension, personal confidence and expressive skills. At GCSE and A-Level their learning becomes far more specialised and covers stagecraft, production, naturalistic and non-naturalistic performance styles.

Alongside our co-curricular school productions, theatre trips and drama clubs, we believe our programme enriches our students by giving them the opportunity to explore their own creativity, challenging them to become independent thinkers and promoting a greater understanding and appreciation of the arts.

Term

Year 7

Term 1 Term 2 Transition: Baseline asses prior learning Introduction to Drama – key The Ship- Devising terms and rehearsal • Explore storytelling through techniques the use of drama.

• To explore drama through • Apply a variety of drama a variety of stimuli. strategies within a • To develop understanding performance. of rehearsal techniques • Consider technical theatre in and the basics on drama. creating a performance.

• To evaluate the process of • Develop skills in creativity creating drama and and the development of a rehearsing. performance.

• Reflect upon the creation of character.

Deeper learning • Theatre visit

Term 3 Theatre review- Shrek the Musical • To understand the creation of theatre • To evaluate and analyse a performance.

• Introduction to theatre performance and performance forms • Links to GCSE written examination

Term 4 Ernie’s Incredible illucinationsplay • To explore the use of narration and other drama strategies To stage the play with a consideration for the style.

Term 5

Term 6

Shakespeare introduction: playwright /genre Plays explored: Macbeth, Twelfth Night, Midsummer Night’s dream, The Tempest.

• • •

Explore the life and works of Shakespeare.

To understand the language and performance style of Shakespearean theatre.

To reflect upon the relevance of Shakespeare’s plays in today’s society

Transition: Baseline assess prior learning Explorative strategies and rehearsal techniques• Year 8 •

To explore the use of explorative strategies with a workshop.

To use rehearsal techniques to develop a piece of theatre.

Identity- Devising • Explore a variety of stimuli through group work, explorative strategies and rehearsal techniques.

• Explore social issues through drama exploration.

Deeper Learning

Year 9

Deeper Learning • Research on own identity / heritage Transition: check prior learning and refresh Let Him Have it- Devising Introduction to GCSECourse requirements • Exploring through stimuli • Using rehearsal techniques to develop a piece of drama.

• To develop an understanding of the historical influences on a piece of theatre.

• To make critical judgements on factors in society.

Deeper Learning Developing key skills: • Team building • Performance skills • Devising skills • Written response

Deeper learning • Right and wrong opinion project

Theatre review- The Railway Children

Naturalism- theatre style and practitioner

ASBO- play

Horror: Genre

• To understand the creation of theatre • To evaluate and analyse a performance.

• To evaluate and analyse the use of staging and set in relation to the play • Evaluate the dramatic forms Impact on the audience

• Explore Stanislavski’s style and techniques • Apply techniques to a script.

• To understand social issues through performance • To stage and explore the themes and issues within the play.

• Impact on the audience.

• Role of a director in a performance

• To understand the style and genre of horror.

• To use the techniques of horror within a performance.

• To develop understanding of the role of a designer and the impact on a performance • To devise a horror performance using the conventions of the genre.

Deeper Learning

Deeper Learning • Memorizing lines

Deeper Learning • Research local area Antisocial behaviour

Deeper Learning

Theatre review

Too Much Punch for Judy-TIE

Monologue unit.

Blood Brothers-Drama

• Evaluating a performance using all performance techniques • Analysis of director’s decisions and impact.

• Understand the impact of the audience of a performance.

• Study of a full play • Explore the role of the director and the vision • Understanding the influence of a variety of theatre.

• Devising own TIE on the issue of drink driving.

• Explore performing a monologue.

• Explore the use of voice, body language and creating a character.

• Evaluating own performance and justify creative decisions.

• Exploring a text • Understanding the societal influence of a play • Performing from a text

Deeper learning • Characterisation and monologue project

Prep for component one:

Duologue

Theatre review

Study of set play: DNA

Devising (40% of grade)

• Explore performing a duologue.

• Explore the use of voice, body language and creating a character.

• Make creative decisions based on the knowledge and research of character.

• Evaluating a performance using all performance techniques • Analysis of directors decisions and impact.

• Understand the impact of the audience of a performance.

• Introduction of practitioner design influence.

• Understanding of staging and set Deeper Learning

• • • • •

Recap of Theatre review: • Evaluating a performance using all performance techniques • Analysis of directors’ decisions and impact.

• Understand the impact of the audience of a performance.

• Introduction of practitioner design influence.

• Understanding of staging and set

Exam Preparation

Deeper Learning

Deeper Learning

Creation from stimulus and process diary.

Year 10

c/w: 1500-2000-word written document

Deeper Learning

Deeper Learning

Component 2: performance of a text

Recap of set text:

• • • •

• Study of a plays themes and issues • Study of writers’ intentions and influences • Exploration of personal vision for performance • Exploration of designer, director and actors’ roles • Critical evaluation of the performances forms.

Explore and stage the play Reflect on use of characterisation and development Explore the use of performance skills within the play Analyse the intent for performance for each character.

Year 11

Year 12

Year 13

Deeper Learning

Study of a plays themes and issues Study of writers intentions and influences Exploration of personal vision for performance Exploration of designer, director and actors roles Critical evaluation of the performances forms.

Deeper Learning

Deeper Learning

Deeper Learning

Deeper Learning

Deeper Learning

Transition: Prior knowledge and development on KS4 skills

Practitioner exploration:

Devising unit: Stimulus given eand students begin to create a performance for examination.

Explore set text: Explore Woyzeck and That Face in preparation for written examination in year 13

Baseline assessment: Key skills: Team work Research Critical thinking Evaluation Creativity and development of theme/issue.

• Exploration of the key practitioners in theatre and the influence of their work of theatre of today.

• Using key techniques of practitioner

Deeper Learning

Component 1

Component 3

Component 2

Component 2

Component 3

Component 3

Mop up

Pratical exploration of ‘That Face’/woyzeck

Scripted text/monologues

Monologues/scripted text

Exam technique

Revision

English Curriculum Intent English Curriculum Intent: • • • • • • • • • Term

Year 7

To explore reflection on the human experience, to better understand themselves, others and the world around them – developing their empathetic, cultural and emotional awareness; To develop their own moral compass through the exploration of different views, values and experiences; Providing a space in which students feel their voice / opinion / interpretation is valued, important and relevant through lively, respectful and challenging debate and discussion; To develop an appreciation for the arts and great writers from the literary canon through study of literature and language through the ages; To develop critical, analytical and independent thinkers through an intellectual engagement with texts and others; To develop a love and use of language which enables them to communicate effectively and confidently; To develop a questioning, inquisitive, reflective and curious approach to their learning; To create personalised learning experiences for all learning styles, also encouraging students to develop their own flexibility, accountability and a range of transferrable skills; To develop skills that will enable them to achieve their potential and be successful and happy in the future.

Term 1 Term 2 Term 3 Term 4 Transition Period – lessons as introduction to AOs Guidance on key vocabulary, how to structure paragraphs and how to use the Learning Passports.

Gothic Horror + Frankenstein (Optional) Exploring Shakespeare (as Transition Unit) (providing a taste of several plays) DP1 Assessment on Gothic Horror (Taught from w.b.: 3/1 = about 12 weeks) Assessment writing – w.b.: 24/9 Data collected 16h October 2018 In class assessment (w.b.: 4/2) Analysis of an extract from ‘The Man Who Killed Darren Shan’.

A letter written in character to express the ‘love at first sight’ that LANGUAGE TECHNIQUE FOCUS. Romeo experiences upon meeting Juliet.

Literature AO1, 2 and 4 NOT AO3 Language A05 & 6 Spoken Language - Role play DP3 Assessment on ‘Romeo and Juliet’???

DP2 Assessment on ‘Frankenstein’ Revision 11th- 15th March th th November Revision 26 - 30 Assessment writing – w.b.: 18/3 Assessment writing – w.b.: 3/12 Assessment - How does Shakespeare use structural techniques to Analysis of an extract from ‘Frankenstein’. LANGUAGE present the relationship between Hamlet and his mother, Gertrude?

TECHNIQUE FOCUS. STRUCTURAL TECHNIQUE AND CONTEXT FOCUS. Deeper learning Deeper learning • Exploring genre through a range of extracts before a • Exploring Shakespeare through a range of play extracts before deeper dive into one text (‘Frankenstein’). a deeper dive into one text (‘Hamlet’).

• Project exploring the Romantic period, the Gothic • Socratic method of discussion and teaching to explore the tradition and female writers during this time. writer’s viewpoints and how this has been influenced by contexts.

• Spoken Language – role play.

• Whoosh of ‘Hamlet’ and other drama activities to explore the play in performance.

Term 5

Term 6

Fairy Tales + Alice in Wonderland (Taught from w.b.: 6/5 = 7 weeks) In class assessment w.b.: 24/6 Assessment on an extract from ‘Alice in Wonderland’.

Literature AO1, 2, 3 and 4 Language A05 & 6 Performance Poetry (Taught from w.b.: 1/7 = about 2 weeks)

Deeper learning • Investigate satire, non-sense texts, archetypes, and other generic conventions.

• Study of Victorian era with links to History curriculum.

• Philosophical enquiry about awe and wonder.

• Spoken Language presentation.

Deeper learning • Project leading up to own performance of a poem.

• Spoken Language – dramatic performance.

Year 8

Romeo & Juliet

English Language Writing Unit

Of Mice and Men

DP1 Assessment Revision 24th– 28th September Assessment writing – w.b.: 17th September Data collected 16h October 2018 Newspaper article on a scene from the play.

Language A05 & 6 Spoken Language - Role play

DP2c Assessment (Spring 1) Create new assessment?

Writer’s Viewpoints and Perspectives (Similar to Paper 2, Section B) Write a variety of styles such as travel, blogs, newspaper articles.

Literature AO1, 2, 3 and 4 Language A05 & 6

DP4c – collected 22nd May 2017 Exam style question analysing an extract from ‘Of Mice and Men’. STRUCTURAL TECHNIQUE AND CONTEXT FOCUS. Literature AO1, 2, 3 and 4

Deeper learning • Dragon’s Den competition, using persuasive language.

• Develop writing about a viewpoint using current affairs. Wider reading of relevant sources and different forms of writing.

Deeper learning • Development of revision and study skills (flip learning, consolidation and revision of texts for assessment).

• Socratic method of discussion and teaching to explore the writer’s viewpoints and how this has been influenced by contexts.

• Philosophical enquiries into the American Dream, race, gender, disability, ageing and other key themes.

In class assessment Revision 26th-30th November Assessment writing 3rd-7th December Analysis of the language used in Act 3, Scene 5 (lines 1-42) Literature AO1, 2, 3 and 4 *Preparation for Year 8 exam.

Deeper learning • Development of revision and study skills (flip learning, consolidation and revision of texts for assessment).

• Mask displays created to explore symbolism, characterisation and key themes.

• Investigation into Elizabethan England and relevant contexts, such as marriage, religion and the role of women.

Poetry Ballads In class assessment (Summer 2) Analysis of a ballad.

Literature AO1, 2, 3 and 4

Deeper learning • Investigation into the historical context and life of a highwayman.

• Debate about bias and the presentation of criminals / glamorisation of criminality.

• Ballad writing competition.

Year 9

Year 10

Transition Period/Induction Week (WB 3rd September) Revision of techniques, looking at exam style questions and how the GCSEs link to previous KS3 topics. Use the Learning Passport and Course Overview.

An Inspector Calls (WB Sep 10th – Dec 7th) Unseen Poetry Writing Unit EoY9 Exam English Literature Paper 2 Section A English Literature Paper 2 English Language Paper 1 Section A – An Inspector Calls Modern texts: students will answer one essay question from a Section C Section B Only (WB 25th Section B – Unseen Poetry choice of two on their studied modern prose or drama text.

Unseen poetry: Students will February - 8th March, and after answer one question on one the Unseen Poetry Assessment) Love and Relationships Poems Unseen Poetry unseen poem and one 1 extended writing question (24 English Literature Paper 2 Section B English Literature Paper 2 Section C (WB December 10th – question comparing this poem marks for Poetry: students will answer one comparative question on one named December 20th) with a second unseen poem. content, 16 marks for technical poem printed on the paper and one other poem from their chosen accuracy) AO5&6 anthology cluster.

Provide links to Language Paper 2: Paper 1 = Explorations in Creative • Q1: Locating Information/Facts Reading and Writing – Narrative • Q2: Summary Skills; and Descriptive Writing • Q3: Language techniques and analysis; • Q5: Writing to Explain/Argue/Persuade Unseen Poetry English Literature Paper 2 Section C (WB March 4th – March 20th) Unseen poetry: Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

Deeper Learning Deeper Learning Deeper Learning: • Research project about the Context.

• Create a Revision • Research context for each poem (additional ideas) and present resource/booklet about to the class, as well as teach the class to enhance their • Create presentations in groups to teach the class. forms of poetry. understanding.

Jane Eyre Macbeth REVISION WEEKS Language Writing Skills Paper English Literature Paper 1 Section B English Literature Paper 1 Section A English Language Paper 1 Section B • An Inspector Calls The 19th-century novel: students will answer one question on Shakespeare: students will answer one question on their play of • Unseen Poetry their novel of choice. They will be required to write in detail choice. They will be required to write in detail about an extract from Explorations in Creative Reading • Love and Relationships about an extract from the novel and then to write about the the play and then to write about the play. and Writing Anthology/Poetry novel.

• Jane Eyre Question 5 – Creative Writing • Macbeth Deeper Learning Deeper Learning Deeper Learning Deeper Learning • Role-play, presentations and hot seating to show the • Compilation of revision games and resources to track first and • Creating revision cards • Reading Logs – read two development of Jane’s character. altered impressions of main characters. and using revision games novels. Create a bank of story to consolidate learning. openings and comment on • Create and add to a revision resource about the form • Presentations to the class.

Create a bank of the writers’ use of language (bildungsroman) for each chapter.

• Further research on context and evidence of linking these resources which include and structural features (set as • Debate whether Jane has grown at the end of each key ideas to analysis (colour-code books). iceberg analysis. ongoing homework). section (based on setting).

• Debate whether Macbeth and Lady Macbeth are likeable.

• Revision drop-down • Further research about the context and group • Use of the PIXL APP. sessions. presentations. Revision Games.

• Use of the PIXL APP. • Use of the PIXL APP.

Language Reading & Writing Skills

English Language Paper 2 Section A & B (Sources 1-4)

English Language Paper 2 Section A & B (Sources 1-4)

English Language Paper 1 Sections A & B (Sources 1-5)

Writers’ Viewpoints and Perspectives – two linked texts

Writers’ Viewpoints and Perspectives – two linked texts

Deeper Learning • Walking Talking Mock with AFL on exemplars from AQA (prior to PPE1).

• Research and create revision resources for genre and style

Deeper Learning • Walking Talking Mock with AFL on exemplars from AQA (prior to PPE1).

• Research and create revision resources for genre and style

Explorations in Creative Reading and Writing

(Revise) English Language Paper 1 Section A & B (Sources 6-9) Spoken Language – Link to Paper 2 Section B Provide opportunities to practise.

Language Revision Focus – Sections A and B: • Paper 1: Explorations in Creative Reading and Writing • Paper 2: Writers’ Viewpoints and Perspectives

English (AQA)

Year 11 Deeper Learning • Revision Conference • Walking-talking mock with AQA exemplars.

Transition Transition activities will take place within the first six weeks of Year 12 – Introduction to AO3 and AO5.

DL: How to research effectively.

Teacher: Miss Downton

Year 12

Component 2 Sec B Tennessee Williams: A Streetcar Named Desire (Penguin Modern Classics) – closed book Teacher: Mrs Kearns

Component 2 Sec B John Webster: The Duchess of Malfi (Methuen) – closed book

Component 4 Jean Rhys: Wide Sargasso Sea (Penguin Classics) – coursework

Component 4 Ian McEwan: On Chesil Beach – coursework

Component 3 Sec A - Unseen Prose (for PPE) Component 3 Sec A - Unseen Prose (for PPE)

Component 3 Sec A - Unseen Prose Component 3 Sec B - Unseen Poetry

Component 1 Sec A John Donne: Selected Poems (Penguin Classics) – open book

Teacher: Miss Downton Component 1 Sec B Carol Ann Duffy: Mean Time (Picador) – open book Philip Larkin: The Whitsun Weddings (Faber) – open book Year 13

REVISION: Component 2 Sec B A Streetcar Named Desire and The Duchess of Malfi Component 1 Sec B Mean Time and The Whitsun Weddings Component 3 Sec A - Unseen Prose Component 3 Sec B - Unseen Poetry

Teacher: Mrs Kearns Component 1 Sec A John Donne: Selected Poems (Penguin Classics) – open book

Component 2 Sec A Shakespeare: King Lear

REVISION: Component 2 Sec A - King Lear Component 1 Sec A - John Donne

Film Studies Curriculum Intent The study of film is an opportunity to engage with the dominant art form of the last 100 years: an art form that has spread to every corner of the globe and reflects the cultures, stories and representations of human existence.

Studying film is a powerful experience that can be emotional, thrilling, illuminating and challenging. Students experience a range of responses as they are drawn into characters, their narratives and the issues films raise. The root of that power is the immersive audio-visual experience film offers – one which can exploit striking cinematography, composition and locations, powerful music and sound structured through the editing which focuses and directs the attention of the spectator.

Studying film develops critical thinking through analysis of films, including: • • • • • •

the ways in which meanings and responses are generated through film a contrasting, culturally diverse range of films from different national contexts film as an aesthetic medium how films reflect the social, cultural and political contexts in which they are made the relationship between film and film technology over time to apply knowledge and understanding of film to filmmaking or screenwriting

Film Studies promotes global learning through study of diverse films from a range of cultures. It deepens historical knowledge of culture and technology and develops emotional intelligence. Alongside the critical responses, students are encouraged to explore their creativity through screenwriting and film-making. They develop independence and responsibility through planning, producing and editing filmed productions.

Alongside this, they develop real world skills in writing, filming, editing and collaborating.

Term Year 7 Year 8

Year 9 (Eduqas)

Term 1

Term 2

Introduction to film studies and film form • Understanding aesthetics and developing confidence in language of film form • Applying aesthetics to analysis of key sequences and scenes • Understanding meaning and response and applying to analysis • Understanding context and representation and developing ways of analysis through the use of the language of film form • Exploration contexts • History of film

History of Hollywood: Developing knowledge and understanding of chronology of technological and cultural developments within film.

Silent film era documentaries Visions of Light Editing documentary Age suitable extracts from: • Skyfall • Rabbit Proof Fence • Tsotsi • The Impossible • Delicatessen • Psycho • The Godfather

Term 3

Hitchcock study: The Birds (1961) Analysis of film using key elements of film form Component 2: Global Film: British Film (example 1) • Studying British film • Understanding aesthetics and developing confidence in language of film form • Applying aesthetics to analysis of key sequences and scenes • Understanding meaning and response and applying to analysis • Understanding context and

Term 4

Term 5

Component 2: Global Film: English language global film • Studying global film made in English • Focus on aesthetics, narrative and analysis of key sequences • Exploration of film contexts • Creating revision cards

Component 2: Global Film: global film in foreign language • Analysis of key sequences • Representations, contexts and aesthetics • Revision cards

Term 6

Component 3: Non-examined assessment (NEA) • Screenplay writing • Production skills • Group Mini-shoot REVISION OF THREE FILMS STUDIED

Practical skills training • Developing skills in screenwriting • Developing skills in filming – lighting, camera angles, use of mise-en-scene • Understanding of basics of editing, use of sound

• Saving Private Ryan • Atonement And others as necessary Opening sequences from various films to explore the format and conventions of opening sequences.

representation and developing ways of analysis this through the use of the language of film form • Exploration of British film contexts • Creating revision cards Or Component 1: Hollywood 19611990 (example 1) • Applying key elements of film form • Exploring contexts • Genre and narrative • Representations

Deeper Learning • Focus on diverse range of film texts from a range of cultures and traditions.

UK film: Submarine (2010) Focus on aesthetics + key elements of film form, contexts

Year 10

Global film: Wadjda (2012) Or Let the right One In (2008) (Horror option) Focus on key elements of film form, social and cultural context, representations Deeper learning • Developing awareness and understanding of social and cultural contexts and how they relate to film production, film narratives and representations

Deeper Learning • Exploring film genres and how these are established.

NEA: screenwriting Shooting scripts Understanding genres: • Teen • Crime • Horror • SciFI • War • Musical Revision: Slumdog Millionaire Focus on key elements of film form, narrative and context

Deeper learning • Studying global film made in English

Sci-Fi option: Invasion of the Body Snatchers (1952) + ET (1983) Or Crime/Thriller option Rear Window (1954) Witness (1985) Focus on comparison: genre, narrative and context in addition to key elements of film form.

• NEA (Component 3) Completing Screenplays/Shooting Scripts – re-drafts

Deeper Learning • Viewing and study of global film in a foreign language

NEA: production

Revision PPE1:

Planning and pre-production NEA: Production First edits

US independent film: Me Earl and the Dying Girl (2014) (Teen option)

Revision of Component 2: UK, English language and global films in another language.

Re-screenings: • Submarine • Slumdog Millionaire • Wadjda Analysis and test questions •

• Planning of original TV series drama ideas including promotion • Pitching of Series ideas and feedback • DEVELOPING REVISION CARDS

Revision for CP1 PPE Review PPE - FIT

Plan in response to review of PPE - developing exam skills Revisiting core, narrative, ideology, spectatorship, auteur.

Essay TBC After school screenings of all films.

Essay TBC After school screenings of all films.

Revision: essay questions and model answers

Exam 3rd June 2019

Screening: Silent cinema core elements Research and presentation Screening: Documentary film - critical debates Research and presentation

Review of CP2: Extracts from all films.

Essay planning.

Essay 4: core and aesthetics world comparison Essay 5: auteur/narrative experimental Revision for CP2 PPE Essay 6: core - silent Essay 7: critical debates – doc

After school screenings of all films.

Revision: essay questions and model answers

Exam 7th June 2019

Post-production: Edit and sound Evaluation: linking of research to own film Post-production: Final mix, grade and delivery Evaluation: Draft 1

Evaluation: Draft 2

Complete NEA folders

Completion of Component 3: film production edit/final screenplay/shooting script (20%) Writing evaluations (10%)

Year 11

Year 12

Year 13

Deeper learning • Developing critical thinking in relation to specialist writing.

NO CLASS CURRENTLY CP1 Screening: Extracts from films Revise: core elements Essay 1 - auteur Essay 2 ideology/spectatorship Revise: core elements, narrative, ideology and auteur Essay 3 - narrative/ideology CP2 Research world cinema Revise: aesthetics, representation and context Presentation - aesthetics Screening: Experimental film - auteur/narrative.

Research and presentation (on camera)

CP3 Pre-production: Storyboard, script breakdown, schedule Production: Filming Evaluation: Re-watching of shorts, notes and planning

Revisit final films and make any additional changes Evaluation re-drafts

Revision and exams (2 x 1.5 hours) • Submission of NEA (Component 3)

Controlled Assessment catchup and completion

PPE2 FIT Tasks based on PPE results

Submit NEA from April 27 – May 15 2019

French Curriculum Intent Through studying a modern foreign language, students develop their ability, confidence and ambition to communicate with others. Through their learning, students become inquisitive about how language works and demonstrate the flexibility of their linguistic skills. Learning a new language broadens students’ horizons and encourages them to step beyond familiar cultural boundaries and develop new ways of seeing the world. Students become able to express their ideas and thoughts in the target language and are equipped with a plethora of skills which better prepare them for a globalised world of work.

Term

Year 7

Year 8

Term 1 Term 2 Term 3 Term 4 Term 5 Transition: KS2 – KS3 As many pupils have not studied French at primary school/ have no background in the subject, the Y7 course starts with the basics – greetings/ numbers/ the alphabet etc.

Term 6

Within the first lesson we have some discussion/ activities related to the importance of languages – why and how we learn them. Pupils are also given a quiz relating to France/ French in which they can show any prior knowledge they already have.

Expo 1 Module 5: C’est Expo 1 Module 5: Famille et Chez Moi On va en Ville Expo 2 (V) Module 2: Temps Preparation for end of year exams Parti!

Copains • Unité 1 Où habite-tu?

• Unité 1 Au centre – ville Libre • Film project “les choristes” • Unité 1 Bonjour!

• Unité 1 Frères et sœurs • Unité 2 Ma maison • Unité 2 Où est le parc?

• Unité 4 J’aime bien ca!

• Unité 2 Dans mon sac • Unité 2 Ma famille • Unité 3 Ma chamber • Unité 3 Où es-tu? Où vas-tu?

• Unité 5 Au snack bar • Unité 3 Quel âge as-tu?

• Unité 3 Tu as un • Unité 4 Le soir • Unité 4 Bon anniversaire!

• Unité 4 Je me présente • Unité 5 Quelle heure est-il?

• Unité 5 En classe • Unité 5 Portraits • Unité 6 Les couleurs Deeper learning Deeper Learning Deeper Learning Deeper Learning • What are the key facts • What can you find in a • Ordering at a French • Pupils are shown the film ‘les about France?

French town? snack bar – group role choristes’ pupils then learn play task. one of the songs off by heart.

• Group quiz task.

• Finding your way around and asking for directions.

Expo 1 Module 5: Ma Expo 1 Module 6: On s’amuse Expo 2 (V) Module 1: Famille Expo 2 (V) Module 1: Famille et Expo 2 (V) Module 2: Temps Expo 2 (V) Module 2: Temps libre journée et Domicile Domicile libre • Unité 1: Le sport et les jeux • Unité 4: Le télé • Unité 1: le matin • Unité 1: Salut! Fait-il?

• Unité 4: Où habitant-ils?

• Unité 1: Le week-end • Unité 2: Tu joues d’un • Unité 5: Le week-end dernier instrument?

• Unité 2: Mes matières • Unité 2: Mon album de • Unité 5: Quel temps fait-il?

• Unité 2: Que fais-tu comme famille sport?

• Unité 3: Pourquoi?

• Unité 3: Qu’est-ce que tu aimes faire?

• Unité 3: Au boulot • Unité 3: Micro-trottoir • Unité 4: Mon emploidu temps • Unité 4: Je me présente • Unité 5: Après le collège • Unité 5: Portraits Deeper Learning Deeper Learning Deeper Learning • What is school like in • What sports/ hobbies do • What do the French like to France? young French people watch on TV? have?

Transition from KS3 – KS4 Y8 Pupils given summer holiday homework to consolidate the basic grammar principles of the language. Pupils are then given a quiz at the start of Y9 to check they have grasped these concepts. If pupils fail the quiz, parental contact will be made.

Within the first lesson of Y9 pupils are given questionnaires relating to French – their strengths/ weaknesses/ why they chose the subject etc. Pupils are also spoken to about how they can ensure that they make excellent levels of progress throughout KS4 as well as what the course entails and how their work will be assessed and marked.

The first term will focus on pupils forming a solid knowledge of the foundations of the language and developing the key skills necessary to success. Pupils will be assessed on their speaking, listening, reading and writing skills at the end of each module.

Module 1: Qui suis-je?

Module 2: Le temps deloisirs Module 3: Jours ordinaires de fête Year 9

• • • • • •

Unité 1: Point de départ Unité 2: A comme amité Unité 3: C’est de famille!

Unité 4: On va voir un spectacle?

Unité 5: Une sortie Unité 6: La personne que j’admire

• • • • • •

Unité 1 Point de départ Unité 2: Tu es plutot foot, tennis ou basket?

Unité 3: Ma vie d’inernaute Unité 4 Lecture et musique!

Unité 5: Mes émissions préférées Unité 6: Une soirée entre amis

• • • • • •

Unité 1 Point de départ Unité 2: C’est bientot dimanche?

Unité 3: Vous faites quelle taille?

Unité 4 C’est la fete!

Unité 5: Qu’est ce-qu’on va manger?

Unité 6: Félicitations!

Deeper Learning • Who are the role models of young people in Frenchspeaking countries?

• Who are the prominent figures of French society?

Module 4: de la ville à la campagne

Deeper Learning • French music – discovering different genres of music/ artists and giving opinions on them.

• French film/ TV programmes – what do people watch?

Unit 5: Le grand large

Deeper Learning • French festivals/ celebrations.

• • • • •

• • • • • •

• • • • •

Unité 1: Point de départ Unité 2: Ma region est top!

Unité 3: C’est pour un renseignement Unité 4: S’il fait beau…

Unité 5: Ville de reve ou ville de cauchemar?

Year 10

Deeper Learning • Learning about French speaking cities – what places are there?

Unité 1: Point de départ Unité 2: les hotels, mode d’emploi Unité 3: En route!

Unité 4: Mes vacances Unité 5: Bon appétit!

Unité 6: C’était catastrophique!

Deeper Learning • Students learn about the main sights/ landmarks/ transport/ accommodation and food in French-speaking cities.

• Role play group tasks: Booking a hotel room/ ordering in a restaurant/ finding the way around a city/ going shopping.

Module 6: Au college Unité 1: Point de départ Unité 2: Au bahut Unité 3: L’école chez nous, l’école chez vous Unité 4: Liberté, égalité, fraternité Unité 5: Ville de reve ou ville de cauchemar?

Deeper Learning • Learning about the French school system and comparing this with the UK school system. Students shown the film ‘la classe’.

Module 7: Bon travail • • • • • •

Unité 1: Point de départ Unité 2: Qu’est-ce que tu voudrais faire?

Unité 3: Mon avenir Unité 4: Les langues sont un atout!

Unité 5: Mon petit boulot Unité 6: C’était une bonne experience?

Year 11

Deeper Learning • Why are languages important? How can we use German in our futures?

• Applying for jobs French-speaking countries

Year 12 Year 13

Module 8: Un oeil sur le monde • Unité 1: Point de départ • Unité 2: Notre planète • Unité 3: Protégere l’environnement • Unité 4: D’où vient ton teeshirt?

• Unité 5: Je suis solidaire • Unité 6: Les grands événements

Deeper Learning • Festivals and events in French speaking countries.

• World-wide events/ bringing the world together

Speaking Exam Preparation

Revision & Consolidation – listening, reading and writing exams.

Geography Curriculum Intent Geographers at Brentford will develop a broad range of skills that will encourage them to be inquisitive of the world around them and to be able to reflect on real life experiences, locations and issues. They will be able to confidently explain a range of geographical phenomena and apply their classroom understanding to wider field work contexts. Regardless of whether students choose Geography for GCSE or A level, they will develop an understanding of the world around them that will be relevant and have real life applicability.

Term

Year 7

Year 8

Term 1 INDUCTION TOPIC Fantastic Places

Migration

Rainforests

Rivers

Africa

- Continents and Oceans - British Isles - Compass directions - Atlas skills - 4 and 6 figure grid references - Analysing photographs

- Who are the British?

- Reasons for population growth - Densely/sparsely populated regions of the UK - Push and pull factors for migration - Attitudes to migration - Syria asylum seeker case study

- Rainforest locations - Rainforest layers - Animal adaptations - Soil and nutrients cycle - Importance of the rainforest - Deforestation of the Amazon

- The drainage basin - Erosion, transportation, deposition - Upper course landforms - Middle course landforms - Lower course landforms - Causes of river flooding

Deeper Learning

Deeper Learning • Student connections to migration explored.

Deeper Learning • Rainforest children’s story book creation

Deeper Learning

- Physical features - Food connections - Long term vs short term aid - Top down vs bottom up development - Female education in Sub Saharan Africa - Kenyan Development - Kibera Slum case study Deeper Learning • Send a cow charity project

What is a coastline?

Waves Erosion, headlands and bays Erosional landforms Transportation and deposition Depositional landforms Coastal recession Deeper Learning

Tectonics

Development and Globalisation

Climate Change

Our Urban World

Weather

Conflict

-

-

- Climate change and global warming – what are the differences and misconceptions - Future risks of climate change - Greenhouse effect - Wonky vegetables - - Coffee cups Deeper Learning • Coffee cup campaign

- Human and physical features - Regeneration - Rural to urban migration - City structure and function - - Sustainable cities

- Atmospheric circulation - Climatic zones - Types of rainfall, cloud and wind direction - Measuring weather - - Extreme weather

-

Deeper Learning

Deeper Learning • Weather forecasting

Deeper Learning

Layers of the earth Plate margins Earthquakes Earthquake case study - Volcanoes

Deeper Learning • Volcano project

Term 2

Development indicators Global development Global wealth inequality Quality of life TNC factories Globalisation of product manufacturing

Deeper Learning

Term 3

Term 4

Term 5

Term 6 Coastal Landscapes -

Reasons for conflict and war Piracy Blood diamonds Dancing in the danger zone Heroin trail - Mapping conflict

INDUCTION TOPIC Map Skills Compass directions 4 figure grid references 6 figure grid references Map symbols and features Using a scale bar Photo orientation Contour lines—height/gradient Map cross sections

INDUCTION TOPIC Geographical stats and data presentation Analysis of Data: Mean, mode, median and range Interquartile range Analysis of/presentation of data: Bar graphs, pie charts, scatter graph, radar graphs, kite diagrams & GIS

Year 9

River Landscapes

River Landscapes

Key idea 1.7: A variety of physical processes interact to shape river landscapes.

Key idea 1.10: Distinctive river landscapes are the outcome of the interaction between physical and human processes.

Key idea 1.8: Erosion and deposition interacts with geology to create distinctive landforms in river landscapes.

Key idea 1.9: Human activities can lead to changes in river landscapes which affect people and the environment.

Ecosystems, biodiversity and management Key idea 3.1: Large-scale ecosystems are found in different parts of the world and are important.

Key idea 3.2: The biosphere is a vital system.

Key idea 3.3: The UK has its own variety of distinctive ecosystems that it relies on

Deeper Learning

Deeper Learning

Deeper Learning

Deeper Learning • Lower Wye Valley • Somerset Levels Flooding

Ecosystems, biodiversity and management Key idea 3.4: Tropical rainforests show a range of distinguishing features.

Key idea 3.5: Tropical rainforest ecosystems provide a range of goods and services some of which are under threat.

Key idea 3.6: Deciduous woodlands show a range of distinguishing features.

Key idea 3.7 Deciduous woodlands ecosystems provide a range of goods and services some of which are under threat.

Deeper Learning • Costa Rica + Wyre Forest case studies

Coastal Landscapes Key idea 1.3: A variety of physical landscapes interact to shape coastal landscapes.

Key idea 1.4: Coastal erosion and deposition create distinctive landforms within the coastal landscape.

Key idea 1.5: Human activities can lead to changes in coastal landscapes which affect people and the environment.

Key idea 1.6: Distinctive coastal landscapes are the outcome of the interaction between physical and human processes.

Deeper Learning • Swanage case study

Changing Cities

Year 10

Changing Cities

Key idea 4.1 Urbanisation is a global process Key idea 4.2 The degree of urbanisation varies across the UK. Key idea 4.3 The context of the chosen UK city influences its functions and structure Key idea 4.4 The chosen UK city is being changed by movements of people, employment and services.

Key idea 4.5 Globalisation and economic change create challenges for the chosen UK city that require long-term solutions

Key idea 4.7: The character of the chosen developing country or emerging country city is influenced by its fast rate of growth.

Key idea 4.6 The context of the chosen developing country or emerging country city influences its functions and structure

Key idea 5.2 The level of development varies globally.

Deeper Learning • Bristol case study

Deeper Learning • Sao Paulo case study

Key idea 4.8: Rapid growth within the chosen developing country or emerging country city results in a number of challenges that need to be managed.

Key idea 5.1: Definitions of development vary as do attempts to measure it.

Key idea 5.3 Uneven global development has had a range of consequences.

Global Development Key idea 5.4 A range of strategies has been used to try to address uneven development.

Key idea 5.5 The level of development of the chosen developing or emerging country is influenced by its location and context in the world.

Key idea 5.6 The interactions of economic, social and demographic processes influence the development of the chosen developing or emerging country.

Key idea 5.7: Changing geopolitics and technology impact on the chosen developing or emerging country.

Key idea 5.8: There are positive and negative impacts of rapid development for the people and environment of the chosen developing or emerging country.

Deeper Learning • Tanzania case study

Resource management

Resource management

Key idea 6.1: A natural resource is any feature or part of the environment that can be used to meet human needs.

Key idea 6.10: Countries at different levels of development have water supply problems.

Key idea 6.2: The patterns of the distribution and consumption of natural resources varies on a global and a national scale.

Key idea 6.8: The supply of fresh water supply varies globally.

Key idea 6.11: Meeting the demands for water resources could involve technology and interventions by different interest groups Key idea 6.12: Management and sustainable use of water resources are required at a range of spatial scales from local to international

Investigating physical & human environments—field work: -

Purpose of investigation Methods of data collection Risk assessment Presentation of data Analysis of data Conclusions Evaluation

Key idea 6.9: There are differences between the water consumption patterns of developing countries and developed countries.

Deeper Learning

Deeper Learning • UK and China case study

Deeper Learning • Field trip

Investigating physical & human environments—field work: -

Purpose of investigation Methods of data collection Risk assessment Presentation of data Analysis of data Conclusions Evaluation

Weather Key idea 2.1: The atmosphere operates as a global system transferring heat and energy.

Key idea 2.2: The global climate was different in the past and continues to change due to natural causes.

Key idea 2.3: Global climate is now changing as a result of human activity.

Key idea 2.4: The UK has a distinct climate which has changed over time.

Year 11

Key idea 2.5: Tropical cyclones are extreme weather events that develop under specific conditions and certain locations.

Deeper Learning

Key idea 2.6: There are various impacts of and responses to natural hazards caused by tropical cyclones depending on a country’s level of development.

Deeper Learning • Hurricane Sandy case study • Namibia case study

Weather

UK Challenges

Key idea 2.7: The causes of drought are complex with some locations more vulnerable than others.

Key idea 2.8: The impacts of and responses to, drought vary depending on a country’s level of development

Key idea 8.1 The UK’s resource consumption and environmental sustainability challenge Key idea 8.2 The UK settlement, population and economic challenges Key idea 8.3 The UK’s landscape challenges Key idea 8.4 The UK’s climate change challenges

The changing landscapes in the UK Key idea 1.1 :There are geological variations within the UK. Key idea 1.2: A number of physical and human processes work together to create distinct UK landscapes.

Deeper Learning

Revision

Revision

Deeper Learning

Deeper Learning

Transition Transition activities will take place within the first six weeks of Year 12 Teacher HPA Tectonics Enquiry question 1: Why are some locations more at risk from tectonic hazards?

Enquiry question 2: Why do some tectonic hazards develop into disasters?

Tectonics Enquiry question 2: Why do some tectonic hazards develop into disasters?

Enquiry question 3: How successful is the management of tectonic hazards and disasters?

Globalisation Enquiry question 1: How and why do places vary? An indepth study of the local place in which you live or study and one contrasting place.

Enquiry question 2: Why might regeneration be needed?

Globalisation/Regeneration Enquiry question 3: How is regeneration managed?

Coasts Enquiry question 2: How do characteristic coastal landforms contribute to coastal landscapes?

Enquiry question 3: How do coastal erosion and sea-level change alter the physical characteristics of coastlines and increase risks?

Coasts/ Globalisation Enquiry question 4: How can coastlines be managed to meet the needs of all players?

Globalisation Enquiry question 1: How and why do places vary? An indepth study of the local place in which you live or study and one contrasting place.

Regeneration/ Field work NEA Preparation Enquiry question 4: How successful is regeneration?

Fieldwork NEA Preparation

Globalisation Enquiry question 2: What are the impacts of globalisation for countries, different groups of people and cultures and the physical environment?

Enquiry question 3: What are the consequences of globalisation for global development and the physical environment, and how should different players respond to its challenges?

Globalisation Enquiry question 3: What are the consequences of globalisation for global development and the physical environment, and how should different players respond to its challenges?

Fieldwork NEA preparation

Enquiry question 4: How successful is regeneration?

Year 12 Teacher POD Coasts Enquiry question 1: Why are coastal landscapes different and what processes cause these differences?

Enquiry question 1: What are the causes of globalisation and why has it accelerated in recent decades?

Teacher HPA Coursework NEA

Superpowers Enquiry question 1: What are superpowers and how have they changed over time?

Year 13

Superpowers Enquiry question 1: What are superpowers and how have they changed over time?

Enquiry question 2: What are the impacts of superpowers on the global economy, political systems and the physical environment?

Enquiry question 3: What spheres of influence are contested by superpowers and what are the implications of this?

Migration Enquiry question 1: What are the impacts of globalisation on international migration?

Enquiry question 2: How are nation states defined and how have they evolved in a globalising world?

Migration Enquiry question 3: What are the impacts of global organisations on managing global issues and conflicts?

Enquiry question 4: What are the threats to national sovereignty in a more globalised world?

Paper3/ Revision

Water Cycle Enquiry question 2: What factors influence the hydrological system over short- and long-term timescales?

Enquiry question 3: How does water insecurity occur and why is it becoming such a global issue for the 21st century?

Carbon Cycle Enquiry question 1: How does the carbon cycle operate to maintain planetary health?

Enquiry question 2: What are the consequences for people and the environment of our increasing demand for energy?

Carbon Cycle Enquiry question 3: How are the carbon and water cycles linked to the global climate system?

Paper 3

Teacher POD Water Cycle Enquiry question 1: What are the processes operating within the hydrological cycle from global to local scale?

Enquiry question 2: What factors influence the hydrological system over short- and long-term timescales?

German Curriculum Intent Through studying a modern foreign language, students develop their ability, confidence and ambition to communicate with others. Through their learning, students become inquisitive about how language works and demonstrate the flexibility of their linguistic skills. Learning a new language broadens students’ horizons and encourages them to step beyond familiar cultural boundaries and develop new ways of seeing the world. Students become able to express their ideas and thoughts in the target language and are equipped with a plethora of skills which better prepare them for a globalised world of work.

Term

Year 7

Term 1 Term 2 Term 3 Term 4 Term 5 Transition: KS2 – KS3 As the majority of pupils have not studied German at primary school/ have no background in the subject, the Y7 course starts with the basics – greetings/ numbers/ the alphabet etc.

Term 6

Within the first lesson we have some discussion/ activities related to the importance of languages – why and how we learn them. Pupils are also given a quiz relating to German/ Germany in which they can show any prior knowledge they already have.

Echo 1 Module 1: Hallo!

Echo 1 Module 2: Die Schule Echo 1 Module 3: Familie und Echo 1 Module 4: Freizeit Echo 1 Module 4: Freizeit Pupils prepare for end of year • Unit 1: Was ist dein Freunde • Unit 1: Sport • Unit4: Möchtest du ins Kino exams.

• Unit 1: wie heiβt du?

Lieblingsfach?

• Unit 1: Das ist meine familie • Unit 2: Hobbys und gehen?

• Unit 2: Wo wohnst du?

• Unit 2: Wie viel Uhr ist es?

• Unit 2: Wie siehst du aus?

Lieblingssachen • Unit 5 Abenteuer im Freien • Unit 3: Das Alphabet • Unit 3: Pausenbrot • Unit 3: Er ist lustig • Unit 3: Wie oft spilst du • Unit 4: Hast du einen • Unit 4: Was trägst du in de • Unit 4: Haustiere Fuβball?

Bleistift?

Schule?

• Unit 4: Emails • Unit 5: Wann hast di • Unit 5: Meine Schule geburtstag?

Deeper Learning Deeper Learning Deeper Learning Deeper Learning Deeper Learning • What are the key facts • What is school like in • Februar- Karneval time in • What sports/ hobbies do • Students watch the film ‘der about Germany?

Germany?

Germany – how is this German young people Nanny’. celebrated? have?

• Cultural dominoes task.

• Video and create display work about Karneval.

Year 8

Echo 1 Module 1: Mein Zuhause • Unit 1: wo wohnst du?

• Unit 2: Mein Haus • Unit 3: In meinem Zimmer • Unit 4: Wo ist es?

• Unit 5: Wann hast du geburtstag?

• Unit 5: Liebes Traumhaus team

Echo 1 Module 6: Stadt und Land Unit 1: Wo liegt das?

Unit 2: In der Stadt Unit 3: Wo ist der Markt?

Unit 4: An der Imbissbude Unit 5: in den Sommerferien

Echo 2 Module 1: Die Ferien • Unit 1: Was machst du im Sommer?

• Unit 2: Wo warst du?

• Unit 3: Was hast du gemacht?

Echo 2 Module 1: Die Ferien • Unit 4: Der Europapark • Unit 5: Skiurlaub

Deeper Learning • Ordering at a German snack bar.

Echo 2 Module 2: Einkaufen und Essen • Unit 1: Auf dem Markt • Unit 2: Im Café • Unit 3: Wo gehst du einkaufen?

Echo 2 Module 2: Einkaufen und Essen • Unit 4: Taschengeld • Unit 5: Einkaufsbummel

Deeper Learning • Shopping in Germany.

Typical German food/ drinks.

• Ordering food in a Germanspeaking country.

• Group task: Role plays.

Transition from KS3 – KS4 Y8 Pupils given summer holiday homework to consolidate the basic grammar principles of the language (e.g. present tense verb endings/ past tense/ future tense/ word order). Pupils are then given a quiz at the start of Y9 to check they have grasped these concepts. If pupils fail the quiz, parental contact will be made.

Within the first lesson of Y9 pupils are given questionnaires relating to German – their strengths/ weaknesses/ why they chose the subject etc. Pupils are also spoken to about how they can ensure that they make excellent levels of progress throughout KS4 as well as what the course entails and how their work will be assessed and marked.

The first term will focus on pupils forming a solid knowledge of the foundations of the language and developing the key skills necessary to success. Pupils will be assessed on their speaking, listening, reading and writing skills at the end of each module.

Module 1: Auf in die Schule!

Module 2: Zeit fϋr Freizeit Module 3: Menschliche Beziehungen Year 9

Unit 1: so ist das Schulleben Unite 2: Mit Freude in die Schule?

Unit 3: Die Sommerferien haben Spass gemacht!

Unit 4: Der Schultag Unit 5: Orndung muss sein!

Unit 6: Wir fahren mit der Klasse weg!

Unit 7: Erfolge feiern Deeper Learning • Learning about the German school system and comparing this with the UK school system.

Unit 1: Verschiedene Freizeit Aktivitäten Unit 2: Musik ist mein Leben Unit 3: Film und Fernsehen Unit 4: Sport fuer alle Unit 5: Wir feiern!

Unit 1: Wir machen Fotos Unit 2: Auf gute Freundschaft!

Unit 3: Wir verstehen uns gut….manchmal Unit 4: Wer ist dein Vorbild?

Unit 5: Dein Leben jetzt und als Kind

Deeper Learning • German music – discovering different genres of music/ artists and giving opinions on them. German film/ TV programmes – what do people watch?

• German festivals/ celebrations lessons linked to Easy German Youtube videos.

Deeper Learning • Who are the role models of young people in German-speaking countries? Who are the prominent figures of German society?

• Grimm fairytales – pupils create a group project to be presented at the end of the term.

Year 10

Module 4 – Willkommen bei mir!

Module 5 – Ich liebe Wien

Module 6 – Im Urlaub und zu Hause

Unit 1: So ist es bei mir Unit 2: Herzlich willkommen!

Unit 3: Rund um mein Zuhause Unit 4: Ein Tag in meinem Leben Unit 5: Leckerbissen Unit 6: Total vernezt Unitt 7: Technologie feind oder –freund?

Unit 1: Die Reise wichtig planen!

Unit 2: Wir fahren nach Wien!

Unit 3: Wo uebernachten wir?

Unit 4: Wie komme ich zur Oper?

Unit 5: Ein Wiener Schnitzel, bitte!

Unit 6: Einkaufen in der Kaertner Strasse Unit 7: Probleme im Prater

Unit 1: Beliebte Reiseziele Unit 2: Das Wetter Unit 3: Dein Urlaubsstil Unit 4: Willkommen auf Sylt Unit 5: Meine Stadt: Vorteile und Nachteile

Deeper Learning • Living in a German-speaking country – housing.

• Taking part in an exchange to a German-speaking country – how does home life in Germany differ to the UK? • Food: Learning about what German people eat/ drink.

Deeper Learning • This unit is centred around travelling to Vienna. Students learn about the main sights/ landmarks/ transport/ accommodation and Austrian food.

• Role play group tasks: Booking a hotel room/ ordering in a restaurant/ finding the way around a city/ going shopping – group tasks and role plays.

Speaking Exam Preparation Revision & Consolidation – listening/ reading/ writing exams

Deeper Learning • Pupils learn about the German speaking Island Sylt. They also look at the weather of German speaking countries.

• Pupils watch the film: Goodbye Lenin – links to post WW2 Germany up to the reunification

Module 7: Rund um die Arbeit

Module 8: Eine wunderbare Welt

• Unit 1: Arbeiterinnen und Arbeiter • Unit 2: Berufsbilder • Unit 3: Traum und Wirklichkeit • Unit 4: Sprachen oeffnen Tueren

Unit 1- Festivals und Events Unit 2 – Der Berlin Marathon Unit 3 – Die Olymishcen Winterspiele Unit 4 – Der Eurovision Song Contest Unit 5 – Umwelt macht gruener Unit 6 – Wie werden wir gruener?

Unit 7 – Kampagnen und gute Zwecke Deeper Learning • Festivals and events in German speaking countries.

• World-wide events/ bringing the world together.

Year 11

Deeper Learning • Why are languages important?

• How can we use German in our futures?

• Applying for jobs in German-speaking countries.

Year 12 Year 13

Revision & Consolidation - listening/ reading/ writing exams

Health & Social Care Curriculum Intent The fundamental purpose of the Health and Social Care course is to empower all students - regardless of ethnic background and academic ability - to access the content and develop their understanding of the subject through exploring deeper learning experiences and promote students to reach their full potential holistically.

To do this, we must: • • • • •

Term Year 7 Year 8

Year 9

Foster inquisitiveness and maintain pupil engagement and enjoyment in Health and Social Care.

Develop reflective learning for all pupils by promoting an awareness of the wider implications of Health and Social Care for the individual, the community and the wider world.

Implement flexible teaching and learning practices and build resources that allow pupils to be ambitious, courageous and confident in both their classroom experiences and during independent learning.

Provide pupils with skills for life (communication, inter-personal, ICT, emotional/wellbeing awareness, employability and critical thinking) thus enabling them to become skilled 21st Century citizens.

Delve deeper into the subject of Health and Social Care, giving students access to key roles existing in current Health and Social Care provision.

Term 1

Induction Program • Introduction to BTEC • Introduction to Health & Social Care as a subject • Guided practical ICT training • Practice Assignment on Types of Communication Deeper learning experiences: • Care Giver Egg Challenge – all YR9 students to be given raw eggs to ‘care’ for.

• Blind-fold challenge – all YR9 students to spend a lesson blindfolded – to experience what life is like whilst visually impaired.

Term 2

Term 3

Term 4

Term 5

Term 6

Component 1: Human Lifespan and Development Learning Aim A: Understand human growth and development across life stages and the factors that affect it Students to learn about the different life stages humans pass through, as well as the physical, intellectual, emotional and social development that occurs during these times. Students to complete coursework based on a case study covering three life stages.

Component 1: Human Lifespan and Development Learning aim B: Investigate how individuals deal with life events Students to learn about the different life events that occur in our lives and the way in which individuals react to these

Deeper learning experiences: • Outside visitor from HSC sector to deliver session • (Midwife/ Student Social Worker/ Ms Coleman (paediatric nurse))

Deeper learning experiences: • Staff forum – dealing with life experiences • MW to organise for staff Q&A on specific life events to help students with their coursework • (Graduation/ Leaving home/ Starting work/ Bereavement?)

Year 10

Year 11

Component 2: Health and Social Care Services and Values Learning aim A: Understand the different types of health and social care services and barriers to accessing them Learners will explore the health and social care services that are available and why individuals may need to use them.

Learners will explore barriers that can make it difficult to use these services and how these barriers can be overcome.

Deeper learning experiences: • Outside visitor from HSC sector to deliver session • (Midwife/ Student Social Worker/ Ms Coleman (paediatric nurse)/ Health Care Assistant/) • Outside speaker who has used HSC services to deliver session • (Ex-students who have had children/ staff members who have been injured) Component 3: Health and Wellbeing Learning Aim A: Factors that affect health and wellbeing Learners will explore how factors can affect an individual’s health and wellbeing positively or negatively. This links to, and extends, knowledge and understanding of life events covered in Component 1, but here the focus is on health and wellbeing.

Component 2: Health and Social Care Services and Values Learning aim B: Demonstrate care values and review own practice Learners will explore and practise applying the different care values that are key to the delivery of effective health and social care services.

Learners will reflect on own application of care values, including using teacher or service-user feedback.

Preparation for Component 3: Students to be introduced to the final Component of the course and given time to prepare for this.

Deeper learning experiences: • Trip to Wellmann Museum

Component 3: Health and Wellbeing Learning Aim B: Interpreting health indicators Learners will interpret indicators that can be used to measure physiological health, interpreting data using published guidance.

Lifestyle indicators Learners will interpret lifestyle data in relation to risks posed to physical health.

Component 3: Health and Wellbeing Learning Aim C Person- centred health and wellbeing improvement plans Health and wellbeing improvement plans Learners will explore the features of health and wellbeing improvement plans. It links to, and consolidates, knowledge and understanding from Component 2, in particular support services and also care values in terms of the need for a person-centred approach.

Learners will explore the obstacles that individuals can face when implementing these plans and how they may be mitigated.

Year 12

Transition Introduction to BTEC Health and Social Care, expectations, course layout and baseline assessment.

Unit 1: Human Lifespan and Unit 1: Human Lifespan and Unit 2: Working in Health and Unit 2: Working in Health and Unit 2: Working in Health and Development Development Social Care Social Care Social Care Learning Aim A: Human Learning Aim C: Effects of Learning Aim A: Roles and Learning Aim B: Roles of Learning Aim C: Working with growth and development ageing responsibilities of people who organisations in the health and people with specific needs in the through the life stages work in the health and social social care sector health and social care sector Learning Aim B: Factors Revision for Unit 1 exam in care sector affecting human growth and January development Deeper learning experience: Deeper learning experience: Baby visit – to see Bowlby’s External speaker: Visit from nurse/ midwife/ PAM/ for a Q&A attachment theory in real life application.

Unit 5: Meeting Individual Care and Support Needs Learning Aim A: Examine principles, values and skills, which underpin meeting the care and support needs of individuals.

Year 13

Unit 5: Meeting Individual Care and Support Needs Learning Aim B: Examine the ethical issues involved when providing care and support to meet individual needs.

Learning Aim C: Investigate the principles behind enabling individuals with care and support needs to overcome challenges.

REVISION Unit 2: Working in Health and Social Care exam in January Learning Aim A: Roles and responsibilities of people who work in the health and social care sector Learning Aim B: Roles of organisations in the health and social care sector Learning Aim C: Working with people with specific needs in the health and social care sector

Unit 5: Meeting Individual Care and Support Needs Learning Aim D: Investigate the roles of professionals and how they work together to provide the care and support necessary to meet individual needs.

Unit 10: Sociological Perspectives Learning Aim A: Understand how sociological concepts and perspectives are applied to the study of health and social care.

Learning Aim B: Examine how sociological approaches support understanding of models and concepts of health.

Unit 10: Sociological Perspectives Learning Aim C: Examine how social inequalities, demographic change, and patterns and trends affect health and social care delivery.

REVISION Unit 2: Working in Health and Social Care exam in May (for students who didn’t achieve data target in January series)

Study Leave

History Curriculum Intent • • • • • • • • Term

Year 7

To inspire students to become independent learners, willing to take risks and confident in their ability to express themselves both orally and in writing To instil a love of History and a passion to explore it further To encourage students to become inquisitive, questioning individuals with strong analytical and reasoning skills To help students develop empathy with people in the past and present To encourage resilience and self-motivation in their approach to learning To develop a range of historical skills including the ability to construct an argument, analyse sources and interpretations To help students understand the relevance of the past and the part that it plays in the world in which we live To help develop skills and competencies which students can apply in the wider world Term 1 Induction: Famous Women • Skills • Suffragettes • Marie Curie The Normans • England in the Middle Ages

Term 2 The Normans • Battle of Hastings • Harold’s death • Domesday Book • Harrying of the North • Feudal System

Term 3 Religion in the Middles Ages • Medieval church • Monks and nuns Becket • King John & Magna Carta

Deeper Learning • Castle building project Black Peoples of America • The capture of slaves • The middle passage • Plantation life & resistance • Abolitionists • American Civil War

Year 8

Civil Rights Movement • What are Civil Rights • Bus Boycott • Education • Martin Luther King • Malcolm X

World War One • Assassination at Sarajevo • Causes of WW1 • Recruitment • Christmas Truce • War Poetry • Women and War • End of the War

Deeper learning • Trenches: building a trench

Term 4 Henry VIII • England in 1500/ Tudors and Stuarts • Henry VIII • Wives • Reformation • Dissolution of monasteries

Term 5 Term 6 Tudors & Stuarts • Mary I, Elizabeth I James I • Gunpowder Plot • Charles I, Civil War, Charles Trial & execution, Cromwell • Charles II • Fire • Plague Native Americans: Deeper Learning • Edward VI: Story book project • Research project World War Two • Treaty of Versailles • Communism Vs Fascism • Hitler’s rise to power • Nazi Education • Nazi Women • Appeasement • Causes of WW2 • Persecution of the Jews • The Final Solution • Battle of Britain • VE Day Deeper Learning • The Blitz • Evacuation • Home Front: Deeper learning – project / research / presentation

Britain: Health and the People c1000 – present day INDUCTION Overview of the topic and group work on medicine today

Year 9

Medieval medicine • Christianity and medical progress • Islamic medicine and surgery • Surgery in medieval times • Public health in towns and monasteries • Black Death Early Modern Medicine • Vesalius, Pare and Harvey.

• Treatment of disease • The Plague • The growth of hospitals • Jenner and vaccination • Early modern surgery (Hunter)

Year 10

Elizabethan England 1586 – 1603 • Society • The question of religion: The Catholic and Puritan threat • Mary Queen of Scots • Growing prosperity and the rise of the gentry • The Golden Age: Elizabethan country homes and the theatre • Poverty in Elizabethan England • English sailors, voyages and trade • Conflict with Spain - Naval warfare: The Armada

BRITAIN: HEALTH AND THE PEOPLE C1000 – PRESENT DAY 19th century Medicine • Pasteur – Germ Theory • Developments in surgery: Anaesthetics / Antiseptics / Aseptic surgery.

• Nightingale: nursing and hospitals • Pasteur and Koch – understanding the cause of disease • Public health: Cholera / government / the role of reformers

BRITAIN: HEALTH AND THE PEOPLE C1000 – PRESENT DAY • Beveridge Report and Welfare State – NHS • Costs, choices and issues in 21st century

Modern Medicine • Overview – science and technology • Penicillin and the growth of the Pharmaceutical industry • The development of surgery • Public health – Booth and Rowntree / Liberal governments / impact of Boer War and WW1/2

• • • •

Deeper Learning • Operating theatre / Huntarian museum visit RUSSIA 1894 – 1945 • Tsarist Russia – key features • Revolutionary opposition • 1905 revolution and attempts to reform Russia • Impact of WW1 on government, society, economy • Unpopularity of Romanovs / Role of Rasputin • Revolution Feb 1917 • Provisional Government • Lenin, Trotsky and the October Revolution • Lenin’s Russia: Civil war / War Communism / Kronstadt / NEP • Achievements of Lenin • Struggle for power after Lenin Social, economic and political impact of WW2

Deeper Learning • Balloon debate RUSSIA 1894 - 1945 • Stalin’s Russia • The Terror and Purges • Censorship and Cult of personality • Collectivisation • Five Year Plans • Social and economic impact of change – extent of modernisation • Stalin’s wartime leadership Elizabethan England: Historic environment

Elizabethan England 1586 – 1603 INDUCTION • England in 1558 / Elizabeth’s early life Government in Elizabethan England Key Ministers Problems in government: Northern Rebellion / Essex Rebellion Marriage and the succession

Year 11

CONFLICT AND TENSION BETWEEN EAST AND WEST 1945 – 1972 • Attitudes and ideologies • Yalta and Potsdam • Division of Germany • Effects of the atomic bomb on post war relations • Soviet expansion in eastern Europe • Truman Doctrine and Marshall Plan • Cominform / Comecon and Yugoslavia • Berlin blockade and airlift • Communism in China – USSR’s support for Mao • Korean war • Vietnam • Arms Race / Space Race 1950s / 1960s • NATO / Warsaw Pact • Hungary 1956 – Nagy’s reforms and Soviet response • The thaw / peaceful coexistence • U2 – and its impact • The Berlin Wall

CONFLICT AND TENSION BETWEEN EAST AND WEST 1945 – 1972 • Castro’s revolution in Cuba, US concerns and Bay of Pigs • Cuban Missile crisis • Roles of Castro / Kennedy and Khrushchev • Dubcek and Prague Spring • USSR’s response and impact on East West relations • Brezhnev Doctrine • Détente – SALT and Helsinki - Soviet record on human rights • Role of Brezhnev and Nixon

Revision

Transition Transition activites will take place within the first six weeks of Year 12 Teacher: Ms Cornwell Tudors • Henry VII : Character and aims & seizing the throne • Henry VII: Consolidation of power & establishing the dynasty • Henry VII: Government • Henry VII: Royal finances

Year 12

• •

•

Henry VII: Controlling the nobility Henry VII: Relations with foreign powers & securing the succession Henry VII: Society – structure, regional divisions, discontent and rebellions

•

Political instability and extremism, 1919-24 Economic developments Social and cultural developments in Germany 1924-28

•

•

•

Henry VII: Economic development, trade and exploration Henry VII: Religion, humanism, arts and learning Henry VII: Review and themes

•

Political developments and the working of democracy, 1924-28 Germany’s international position The impact of the depression of 1929

•

• • •

Henry VIII : Character and aims Henry VII: Legacy & early actions Henry VIII: Government Wolsey Henry VIII: Divorce

•

The appeal of Nazism and communism The appointment of Hitler as chancellor The establishment of the Nazi dictatorship, JanuaryMarch 1933

•

• •

Henry VIII: Government and parliament – Cromwell Henry VIII: Government and court factions Henry VIII: Foreign relations and securing the succession

•

Coursework

•

• •

Henry VIII : Religion, ideas and reform, the dissolution of the monasteries Henry VIII : Society , social upheaval and rebellions Henry VIII : Economic developments

Teacher: Ms Dunn Nazism and Democracy •

•

•

The Impact of war, the political crises of October to November, and the establishment of the Weimar Constitution The impact of the Versailles settlement on Germany Economic and Social problems in Germany, 1919-24

• • •

•

• •

• •

Coursework

Teacher:

Year 13

Tudors • Edward VI: Somerset and Northumberland • Edward VI: relations with foreign powers • Edward VI: Social impact of religious and economic change • Edward VI: Intellectual developments

• • •

Mary I: Authority and ministers Mary I: Relations with foreign powers Mary I: Impact of religious and economic changes

• •

• •

Elizabeth I: Character and aims Elizabeth I: Impact of social and religious change in the early years Elizabeth I: Government 1563 – 1603 Elizabeth I: Foreign affairs

• •

The development of antiSemitic policies, 1938-40 Policies towards Jews, 1940-41 The impact of war on German society

•

•

•

Elizabeth I: Society Elizabeth I: Economic developments Elizabeth I: Religious developments and the Golden Age Elizabeth I: The last years

•

Revision and exam practice

The wartime economy and the work of Speer The ‘Final Solution’ Opposition and resistance in wartime

•

Revision and exam practice

Teacher: Nazism and Democracy • Hitler’s consolidation of power, March 1933 to August 1934 • The ‘Terror State’ • Economic policies

• • •

Social Policies The radicalisation of the state Nazi policies towards the Jews, 1933-37

• • •

• •

Mathematics Curriculum Intent • • • •

The teaching in the Mathematics Department provides a foundation for understanding the world, the ability to reason mathematically and appreciation of the beauty and power of mathematics. We aim to develop a sense of enjoyment and curiosity about the subject and to engage students in developing a deeper understanding of fundamental concepts. Students will be able to recall and apply knowledge in real life situations and cross curricular subjects.

Students develop the confidence to apply their mathematics to a variety of problems and are given the opportunity to show resilience in seeking their solutions.

Students are frequently given the opportunity to be inquisitive through problem solving, being reflective and flexible in their approaches. Students are then empowered to show courage in applying that knowledge to other subjects and real-life situations.

Students have opportunities to experience various enrichment activities which encourage them to be ambitious in their post 16 choices.

Term

Year 7

Term 1 Term 2 Transition Unit Theme Parks & Year 7 Baseline Tests Foundation UNIT 2 CHP 1: NUMBER UNIT 2 Chp19: 3D shapes Recognising 3D shapes • Understanding digits and place value • Volume of Prism • Reading, writing and • Surface area of Prism ordering numbers UNIT 1 CHP3: AVERAGES and • Number line RANGE • Adding and Subtracting • Median and mean • Multiplying and • Finding Range Dividing • Knowing advantages and • Rounding disadvantages of the 3 • Working with negative types of averages numbers • Using stem and leaf • Calculating with diagrams to find averages negative numbers • Averages from frequency table UNIT 2 CHP 3: DECIMALS and ROUNDING • Working with grouped data • Ordering decimal numbers • Estimating Mean • Adding and Subtracting UNIT 2 CHP4: FRACTIONS decimal numbers • Understanding fractions • Multiplying and Dividing decimal • Ordering fractions numbers • Equivalent fractions • Rounding Decimals • Improper and mixed • Significant figures fractions • Estimating • Adding subtracting fractions and mixed • Manipulating decimals numbers.

• Square and Cubes and • Multiplying and Dividing roots

Term 3

UNIT 2 CHP5: PERCENTAGES • Converting between percentages, fractions and decimals.

• Finding percentages of quantities • Finding new amount after percentage increase and decrease.

UNIT 3 CHP 2: PERCENTAGES • Using percentages (problem solving).

•

Writing one quantity as a percentage of another.

UNIT 2 CHP2: FACTORS, MULTIPLES and PRIMES • Factors, multiples and prime numbers • Finding LCM and HCF • Writing as product of primes

Term 4

UNIT 2 CHP14: ANGLES • Fractions of a turn and degrees • What is an angle • Naming sides and angles • Estimating angles • Measuring angles • Drawing angles • Special triangles • Angle facts UNIT 2 CHP7: ALGEBRA1 • Using letters to represent numbers • Understanding variables, terms and expressions • Collecting like terms • Multiplying and Dividing with numbers and letters • Expanding brackets • Factorising • Simple Substitution (not in book)

Term 5

UNIT 2 CHP6: RATIO and PROPORTION • Introducing Ratio • Solving ratio problems • Sharing in a given ratio • Solving ratio and proportion problems using unitary method.

UNIT 2 CHP8: ALGEBRA 2 • Calculating with powers (simple index laws) • Understanding order of operations • Expanding brackets and simplifying • Factorising expressions UNIT 1 CHP2: PROCESSING, REPRESENTING and INTERPRETING data • Pictograms • PIE charts • Bar charts • Comparative and Composite bar charts • Line diagrams for discrete data and Histogram for continuous data • Frequency polygon

Term 6

UNIT 3 CHP3: EQUATIONS (do not do 3.8) • Using simple equations • Solving equations with one operation • Solving equations with two operations • Solving equation with brackets • Solving equations with letters on both sides • Solving equations with negative coefficient • Using equations to solve problems UNIT 2 CHP9: SEQUENCES • Using input and output machines to investigate number pattern.

• Finding nth term of a given number • Deciding whether or not a number is in a number pattern.

UNIT 2: MEASURE • Reading scales/Time • Converting between metric units (only)

UNIT 2 CHP 18: PERIMETER and AREA • Perimeter • Area • Finding area using formula • Problems involving area Higher UNIT 2 CHP 3: DECIMALS and ESTIMATION • Carrying out arithmetic using decimals (include adding and subtracting decimals too) • Rounding and decimal places • Significant figures • Estimating calculations • Manipulating decimals UNIT 2 CHP 14: AREA and VOLUME • Area of triangles, parallelogram and trapezium.

• Problem solving involving area and perimeter • Volume of cuboid • Volume of prisms • Surface area of prisms.

Year 8

Foundation UNIT 1 CHP 5: PROBABILITY • The probability scale • Writing probabilities as

• •

fractions and mixed numbers.

Solving fraction problems.

Converting fractions to decimals

UNIT 1 CHP 2: AVERAGES and RANGE • Finding the mode and the median.

• Calculating mean.

• Using 3 types of averages.

• Using frequency tables to find averages.

• Modal class and median of grouped data.

• Estimating mean.

UNIT 2 CHP1: NUMBER • Understanding prime factors, HCF and LCM. • Understanding square and cubes.

• Understanding order of operations.

• Understanding the Index laws simple.

UNIT 2 CHP4: PERCENTAGES • Working out percentage of a quantity.

• Percentage increase and decrease.

UNIT 3 CHP 3: PERCENTAGES • Working out percentage increase and decrease.

• Working out compound interest.

• Reverse percentages.

UNIT 2 CHP6: RATIO • Introducing Ratio • Solving ratio problems • Sharing in a given ratio.

UNIT 2 CHP13: ANGLES and POLYGONS • Angle properties of parallel lines.

• Proving and using angle properties of triangles and quadrilaterals.

• Using angle properties to solve problems.

• Angles in Polygons UNIT 2 CHP7: EXPRESSION and SEQUENCES • Collecting like terms • Using substitution • Term to term and position to term.

• Nth term.

UNIT 2 CHP8: EXPANDING/FACTORISING • Expanding brackets • Factorising • Expanding double brackets • Factorising simple quadratic expressions.

UNIT 2 CHP2: FRACTIONS • Adding subtracting fractions and mixed numbers.

• Multiplying and Dividing fractions and mixed numbers.

• Solving fraction problems.

Deeper Learning Star Project Activity

Deeper Learning

UNIT 3 CHP 1: Using a calculator Please also include rounding

UNIT 3 CHP 12: Pythagoras’ Theorem • Finding the length of a

UNIT 3 CHP4: LINEAR EQUATIONS • Solving simple equations • Solving equations with brackets • Solving equations with unknown on both sides.

• Setting up simple linear equations.

UNIT 1 CHP3: PROCESSING, REPRESENTING and INTERPRETING data • Producing and interpreting PIE charts.

• Representing and interpreting stem and leaf diagrams.

• Interpreting comparative and composite bar charts.

• Drawing and using frequency polygons.

UNIT 2 CHP12: BASIC SHAPE and MEASURE • Symmetry in 2D shapes.

• Symmetry in special shapes.

• Converting between units of measure (only metrics).

UNIT 2 CHP10: FORMULAE • Distinguish between equation, formula, identity and expression.

• Using formula.

• Deriving and algebraic formula.

Deeper Learning Trip to Paris Activity

Easter Relay UNIT 3 CHP 7: Angles and 2D shapes • Polygons

UNIT 3 CHP 11: Transformations • Introduction

UNIT 2 CHP 15: 2D Shapes • Triangles • Quadrilaterals

• •

• • • •

numbers The probability that something will NOT happen Using fractions, decimals and percentages in problems Sample space diagrams Relative frequency Two-way tables Predicting outcomes

UNIT 2 CHP 10: Graphs 1 • Coordinates of points in the first quadrant • Coordinates of points in all four quadrants • Finding the midpoint of a line segment UNIT 2 CHP 11: Graphs 2 • Drawing and naming horizontal and vertical lines • Drawing slanting lines • Drawing straight line graphs without a table of values • Naming straight line graphs UNIT 2 CHP 12: Graphs 3 • Interpreting and drawing real life graphs • Conversion graphs • Distance time graphs

and estimations • Reciprocals • Interpreting a calculator display • Working out powers and roots • Complex calculations UNIT 3 CHP 8: Circles • Circumference • Area • Area and perimeter of half and quarter circles UNIT 3 CHP 4: Inequalities • Introducing inequalities • Representing inequalities on a number line • Solving inequalities UNIT 2 CHP 13: Formulae • Using word formulae • Substituting numbers into expressions • Using algebraic formulae • Writing an algebraic formula UNIT 3 CHP 6: Formulae • Finding the value of a term which is not the subject of a formula • Changing the subject of a formula

• • •

hypotenuse of a rightangled triangle Finding a shorter side Checking to see if a triangle is a right-angle triangle Finding the length of a line segment

UNIT 1 CHP 1: Collecting and recording data • Introduction to statistics • Collecting data • Questionnaires • Sampling • Two-way tables and other tables UNIT 1 CHP4: Line diagrams and scatter graphs • Plotting points on a graph • Straight line graphs • Drawing and using line graphs • Drawing and using scatter graphs • Recognising correlation • Lines of best fit • Using lines of best fit to make predictions

• • • • •

Exterior and interior angles Congruence Accurate drawings Bearings Map scales

UNIT 3 CHP 10: Construction and Loci • Constructions • Loci UNIT 3 CHP 5: Quadratic graphs • Interpreting real life graphs • Drawing quadratic graphs • Using graphs of quadratic functions to solve equations

• • • • •

Using translations Transforming shapes using reflections Transforming shapes using rotations Enlargements and scale factors Combinations of transformations

UNIT 3 CHP 9: 3D Shapes • Nets • Plans and elevations • Volume and surface area of a cylinder • Perimeter, area and volume • Converting units of measure UNIT 2 CHP 17: Measures • Reading scales • Time • Metric units • DO NOT COVER IMPERIAL UNITS • Speed • Accuracy of measurements

• • • • •

Similar shapes Circles Drawing circles Line symmetry Rotational symmetry

UNIT 2 CHP 16: Angles 2 • Angles in quadrilaterals • Perpendicular and parallel lines • Corresponding and alternate angles • Proofs

Higher UNIT 1 CHP 5: PROBABILITY • Writing probabilities as numbers • Using fractions, decimals and percentages in problems • Mutually exclusive outcomes • Estimating probability from relative frequencies • Finding the expected number of outcomes • Independent events • Probability tree diagrams • Conditional probability

Year 8

UNIT 2 CHP 9: Graphs • Drawing straight line graphs by plotting points • Finding the midpoint of a line segment • The gradient and yintercept of a straight line • The equation y=mx+c • Parallel and perpendicular lines • Real life graphs • Compound measures • Speed UNIT 3 CHP 1: Number • Using a calculator • Number problems • Converting recurring decimals to fractions Deeper Learning

UNIT 3 CHP 10: Area – focussing on circles • Circumference and area of circle • Sectors of circles • Problems involving circles in terms of pi • Units of area UNIT 3 CHP 5: Inequalities and Formulae • Representing inequalities on a number line • Solving simple linear inequalities in one variable • Finding integer solutions to inequalities in one variable • Solving graphically several linear inequalities in two variables • Changing the subject of a formula • Changing the subject in complex formulae

UNIT 1 CHP 1: Collecting and recording data • Introduction to statistics • Sampling methods • Stratified sampling • Collecting data by observation and experiment • Questionnaires • Two-way tables • Sources of bias • Secondary data

UNIT 3 CHP 14: Constructions and Loci • Constructing triangles • Perpendicular lines • Constructing and bisecting angles • Loci • Regions • Bearings • Scale drawings and maps

UNIT 3 CHP 11: Volumes • Volume of a cylinder • Volume of a pyramid and cone • Volume of a sphere • Further volume of shapes • Units of volume • Further surface area of shapes • Density

UNIT 1 CHP4: Line diagrams and scatter graphs • Plotting points on a graph • Straight line graphs • Drawing and using line graphs • Drawing and using scatter graphs • Recognising correlation • Drawing lines of best fit • Using lines of best fit to make predictions

UNIT 3 CHP 6: More Graphs • Graphs of quadratic functions • Graphs of cubic functions • Graphs of reciprocal functions • Graphs of exponential functions

UNIT 2 CHP 5: Indices, Standard form and surds • Using zero and negative powers • Using standard form • Working with fractional indices • Using surds

UNIT 3 CHP 15: Transformations • Using translations • Transforming shapes using reflections • Transforming shapes using rotations • Enlargements and scale factors • Combinations of transformations

UNIT 2 CHP 7: Fractional and negative indices • Fractional and negative powers

Deeper Learning

Deeper Learning Visit from STEM Easter Relay

Deeper Learning

UNIT 3 CHP 16: Pythagoras’ Theorem and Trig 1 • Pythagoras’ Theorem • Applying Pythagoras’ theorem • Finding the length of a line segment • Trigonometry in rightangle triangles • Working out lengths of sides using trigonometry

Deeper Learning Visit from STEM Star Project Activity

UNIT 3 CHP 2: Upper and lower Bounds • Upper and lower bounds of accuracy • Calculating the bounds of an expressions

Deeper Learning Visit from STEM Theme Park Tycoon

Number Expressions & Sequences

Formulae

Collecting & Recording Data

Percentages

Measures

Linear Equations

Decimals & Estimation

Congruence, symmetry and similarity

Area & Volume

Construction and Loci 1

Indices, standard form and surds

Fractions Angles & polygons

Year 9

Deeper Learning

Deeper Learning

Processing

Number

Decimals & Rounding

Graphs 1

Measures

Representing

Factors, multiples and primes

Fractions

Graphs 2

Area & perimeter of 2D shapes

Interpreting Data

Algebra 1

Percentages

Graphs 3

3D Shapes

Algebra 2

Ration & Proportion

Formulae

Sequences

Angles

2D Shapes

Deeper Learning

Deeper Learning

Deeper Learning

Angles 2 Deeper Learning

Chapter 3: Percentages

Chapter 11: Volume

Chapter 6: More graphs & equations

Chapter 4: Linear Equations

Chapter 12: Congruency & Similarity

Year 10

Year 11

Chapter 5: Inequalities and Formulae Chapter 10: Area Deeper Learning

Year 12

Ratio Expanding brackets and factorisation Deeper Learning

Chapter 7: Linear Equations

Chapter 14: Constructions & Loci

Chapter 8: Proportion

Deeper Learning

Deeper Learning

Pure: Unit 2: Coordinate geometry in x/y plane (Chapter 5/6).

Deeper Learning

Deeper Learning Unit 3

Chapter 13: Circle Theorems Chapter 16: Pythagoras’ Theorem & Trigonometry 1

Deeper Learning

Deeper Learning

Chapter 9: Transformations of Functions

Exams

Chapter 17: Pythagoras’ Theorem & Trigonometry 2 Chapter 18: Vectors

Transition Transition activites will take place within the first six weeks of Year 12 Pure Mathematics: S1/S2 Teacher: Ms Folkston Pure: Unit 4: Pure: Unit 5: Vectors. (Chapter Pure: Unit 7: Integration Trigonometry.(Chapter 9/10) 11).

(Chapter 13).

Pure: Unit6: Differentiation.

Pure: Unit 8: Exponential/log (Chapter 12) (Chapter 14).

Pure Mathematics.

Teacher: Ms St. Paul Pure: Unit 1: Algebra and functions. (Chapter 1-4).

Deeper Learning

Pure: Unit 3: Further Algebra.

(Chapter 7/8).

Deeper Learning

Deeper Learning

Deeper Learning

S1: Unit1: Statistical Sampling.

(Chapter 1) S1: Unit2a: Data presentation and interpretation. (Chapter 2) S1: Unit 2b: Data presentation and interpretation. (Chapter 3,4)

S1: Unit3: Probability. (Chapter 5) S1: Unit4: Statistical distribution. (Chapter 6).

S1: Unit5a/b: Hypothesis testing. (Chapter 7)

S2:Unit1: Regression and correlation. (Chapter 1).

S2:Unit2:Conditional Probability .

(Chapter 2).

S2:Unit3a/b/c: The normal distribution. (Chapter3)

Year 13

Pure Maths / Mechanics Teacher : Mrs Farrukh Pure: Unit3: Functions and modelling.(chapter1/2) Pure: Unit 4: Sequences and series. (Chapter 3) Pure: Unit5: Binomial Theorem.(chapter 4).

Mechanics: Unit 4: Moments.(chapter 4) Statistics :S1/S2 Teacher: Mrs Chana S1: Unit 4: Statistical distributions S1: Unit 5a/b: Hypothesis testing.

S2: Unit 1:Regression and correlation.

Pure: Unit6: Trigonometry. (chapter 5,6,7) Pure: Unit 7: Parametric Equations (Chapter 8) M2: Unit5: Forces and Friction. (chapter 5)

Pure: Unit 8: Differentiation (Chapter 9) Pure: Unit 9: Numerical Methods. (Chapter 10) M2: Unit 6: Applications of Kinematics: (Chapter 8)

Pure: Unit 10: Integration part 1.

(Chapter 11).

S2: Probability. (Chapter 2)

S2: Unit 3a: The normal distribution. (Chapter 3)

S2: Unit 3b: The normal distribution. (Chapter 3)

Unit 11: Integration part 2.

(Chapter 11).

M2: Unit 7: Application of Forces.

(Chapter 7)

Pure: Unit 12: Vectors 3D. (Chapter 12) M2: Unit 8: Further Kinematics.

(Chapter 8).

Revision of Pure1/Pure2/M1/M2

S2: Unit 3c: The normal Distribution . (Chapter 3)

Revision of S1/S2

Music Curriculum Intent We are all musicians. Together we discover, explore and experience the music of the world through performing, composing, listening and underdertanding in a variety of differet contexts As a member of Brentford School for Girls Music Department you will have the space and opportunity to: • • • • • Term

Develop confidence as a musician and learner through directe, independent and collaborative learning and rehearsal; Regularly perform, create and listen to music that challenges your understanding, musical and interpersonal skills, and resilience; Learn about music theory and notation so that you can confidently understand music notated in different ways; Develop a deeper understanding of the world, of your own views and feelings, and of others’ perspectives and cultures through critical enagagement with a range of genres; discover and develop your own musical interests and talents through personalised routes in each topic and extracurricular clubs.

Term 1 Transition/Baseline

Term 2 Boomwhackers!

Performing Theory: Key words (dynamics etc.)

Performing Theory: • 1.1 and 1.3 Rhythm • 1.2 Time sigs • Pitch • Beat • Rhythm

Skills: • Basic instrument skills (voice, uke, keyboard, drums) • Ensemble skills Year 7

Deeper Learning • Performing in lessons

Skills: • Reading and playing notation • Ensemble skills • Timing • Dynamics Deeper Learning • Performing in lessons • Proposed Soundcloud recordings/performances to share with wider community

Term 3

Term 4

Term 5

Term 6

Ukulele

Keyboard

Singing

Samba 1

Performing Theory: • 1.5 Writing out • 1.6 Treble Clef and 1.7 Bass clef • Reading Tab • Chords and progressions • Major/minor

Performing & Improvising • Theory: • 1.8 Accidentals • 1.10 Key signatures

Perfroming Theory: • 1.9 Major scales • Dictation • Texture

Performing Theory: • Revision • Dictation • Texture • Beat • Rhythm

Skills: • Basic chords (C, F, Am, G) • Strumming patterns • Articulation • Fingerpicking Deeper Learning • Christmas Concert performances • House Song Competition Performing in lessons • Proposed Soundcloud recordings/performances

Skills: • Playing the notation • Playing simple "melody and accompaniment" • Playing in time to a beat • - Articulation

Deeper Learning • Talent Show • Performing in lessons • Proposed Soundcloud recordings/performances

Skills: • Breathing • Tuning • Round • 2-part harmony • 3-part harmony • - Dynamics Deeper Learning • Proposed KS3 Music Showcase • Performing in lessons • Proposed Soundcloud recordings/performances

Skills: • Reading rhythms • Playing poly- and cross-rhythms • Individual instrument technique • Dynamics • Articulation Deeper Learning • Talent Show • Performing in lessons • Proposed Soundcloud recordings/performances • Summer Fayre

Year 8

Samba II

Band Skills

Song Writing

Exploring Composing Through the Classics

Class Concert: Student Choice

Performing & Composing Theory: • Notating rhythms • Dictation

Performing Theory: • Notations • Chords and progressions • 2.4 and 3.5/8 time signatures

Composing Theory: • Triads, progressions and cadences • Keys, chords and melody • Song structure • Bass line

Performing, composing and histoire Theory: • Chords, keys, • Looping, ground bass, syncopation, minimalist techniques, improvising • 2.6-2.8 Minor scales

Performing and/or composing Theory: • That which is appropriate to the students' projects.

Skills: • Playing poly- and crossrhythms • Instrument technique • Composing complex rhythmic piece (structure and texture!)

• Leading Deeper Learning • Performing in lessons • Proposed Soundcloud recordings/performances to share with wider community • Performance down Curie grass verge to SLT

Skills: • Drum, bass, guitar basic skills

Deeper Learning • Performing in lessons • Proposed Soundcloud recordings/performances

Skills: • Creating chord sequences • Fitting melody to chords • Lyric writing

Deeper Learning • Christmas Concert performances • House Song Competition?

• Performing in lessons • Proposed Soundcloud recordings/performances

Skills: • Music history knowledge • Ensemble skills Applying new techniques to own compositions

Deeper Learning • Long-term research homework • Talent Show • Performing in lessons • Proposed Soundcloud recordings/performances

Skills: • Putting together a quality performance/composition • Staging • Coping with nerves • - Beyond this - student choice!

Deeper Learning • Live final performance or sharing of final composition to class (invite tutor and HoY?) • Live performance recorded for class album • Talent Show • Summer Fayre • - Proposed KS3 Music Showcase

Transition 1 lesson - Theory revision 2 lessons - Baseline Theory assessment Welcome to KS4!

Performing Skills • Room expectations • Stage set-up • AV set-up in Theatre and Hall • H&S, • Key dates

• Theory (mastery) following the Theory Roadmap • Putting together a quality performance • Staging • Coping with nerves

Deeper Learning • AV set-up in Theatre and Hall • Stage set-up

Deeper Learning • Performing in lessons • Proposed Soundcloud recordings/performances • Proposed KS4 Showcase

Year 9

IT'S CHRIIIISSSSTMMMASSSSS!

Composing Skills

ICT Skills

Recording Skills (Mock Unit)

Performing/Composing • Theory (mastery) following the Theory Roadmap • Rehearsal Skills (solo and as a group) • Putting together a quality performance • Staging • Coping with nerves • Ensemble and leadership skills Deeper Learning • Christmas Concert performances • Possible House Song Competition • Performing in lessons • Proposed Soundcloud recordings/performances

• Theory (mastery) following the Theory Roadmap • Garageband skills • Chords, key and melody • Structure • Texture • The details - articulation, dynamics…

• • • • •

• Theory (mastery) following the Theory Roadmap • Rehearsal skills, • Recording skills • Garageband skills • - Coursework hints, tips and guidance

Deeper Learning • Talent Show • Performing in lessons • Proposed Soundcloud recordings/performances • - Crew during Rockschool Roadshow week

Deeper Learning

Word processing skills Ppt skills Research skills Referencing - Presentation skills

Deeper Learning • Recorded performances • Talent Show • Summer Fayre • - Battle of the Bands

8 Credit Unit (Options)

4 Credit Unit (Core)

Xmas

Controlled Assessment

Coursework Resubmissions

Album

Performing & Composing • 8 Credit Unit Work

Listening & Understanding • 4 Credit Unit Work

Performance • Preparing the Xmas performance

Performing & Composing

Acting on Official Feedback from 4-Credit and 8-Credit Units

Deeper Learning • Completing the recordings & compositions for coursework

Deeper Learning • Proposed KS4 Showcase • Exploration of music of students' choice for coursework

Deeper Learning • Christmas Concert performances • Potential House Song Competition

Deeper Learning • Rockschool Roadshow • Composing to a given brief • Talent Show

Deeper Learning

Performing • Theory (mastery) following the Theory Roadmap • ecording the Yr 10 Album • Recording skills • Garageband • Garageband skills • Film music analysis • Reflecting on the year Deeper Learning • Recorded performances • Battle of the Bands • Crew for proposed KS3 Showcase • Film music analysis project homework • Talent Show • Summer Fayre

Film Studies Composing Collab

Christmas Prep

Theory

Revision

Composing

Performing

Students choose between working on: -

Theory revision for those doing a grade exam

• • • • • • • •

• Creating the Year 11 concert performance • Rehearsal Skills (solo and as a group) • Putting together a quality performance • Staging • Coping with nerves • Ensemble and leadership skills • Revision of tech set-up • - Communication strategies Deeper Learning • Tech support and perform at Christmas Concert • Proposed House Song Competition • Performing in lessons • Proposed Soundcloud recordings/ performances

Year 10

Year 11

Film composing to briefs from HL's class Garageband skills Chords, key and melody Structure Texture The details - articulation, dynamics…

Matching a composition to a brief Film music analyses

Deeper Learning • Composing to a brief for real film trailers • Performances or acting as crew at KS4 Showcase • - Proposed Soundcloud recordings

• •

Theory Revision Practical Exams

Deeper Learning Talent Show

Deeper Learning

Deeper Learning

Photography Curriculum Intent Education in Art is essential to the development of human- kind; development occurs in many ways including physical, emotional, intellectual and social. Creation is what sets the human race apart from all other species and having the desire to create coupled with the skills results in something which never existed before.

Students will gain skills and knowledge within Art and design whilst being exposed to the work of artists from different time periods. They will gain enjoyment and become inspired when they explore media and techniques while investigating a theme or idea.

Student are provided with a hand-on learning approach of discovery and gain confidence from their successes. Students will learn that failure is a natural part of the creative process and they will review and refine techniques until they are successful. The ability to be flexible and to think around different situations is nurtured within Art & Design and to be reflective by carrying out evaluations to build on positive aspects of work. Individuality and ambition are celebrated, and independence is promoted within Art & Design. Henri Matisse said, “Creativity takes courage” and the confidence to be courageous is what is fostered within Art & Design.

Key Stage 4 Photography Within Art & Design subjects at Key Stage 4 students will build on prior knowledge and skills gained at Key Stage 3. They will broaden their knowledge by creating sustained projects which are thematic; these include: Still Life, Graphics, Portraiture. They will develop ideas, exploring the subject matter using a variety of media. This provides all students with a solid foundation on which to build at Key Stage 5.

Key Stage 5 Photography As students will come with a range of experiences from studying GCSE: Art/ Photography/ Textiles, or without skills having given up Art at the end of year 8, the beginning of the course is very structured. Students undertake an intensive number of sessions: drawing, painting and printmaking.

Within Art & Design subjects at Key Stage 5 students will investigate their own ideas while broadening their knowledge and creating independent sustained projects of a personal nature. This provides all students with a solid foundation on which to build if they pursue a career within an Art pathway.

Term

Term 1

Term 2

Term 3

Term 4

Term 5

Year 7 Year 8 Transition Form – Sketchbook Skills Share sketchobook examplesPresentation Year 9 Introduction to DSLR- ISO, Shutter speed, Aperture.

To develop skills when: • Carrying out research • Analysing an image • Recording ideas and observations • Producing outcomes • Digital manipulation

To develop personal ideas Demonstarte knowledge from transition period.

Present final outcomes Revisit past shoots- WWW/EBI

Term 6

Year 10

Year 11

Portraiture

Chosen theme from past exam papers

Students will study the theme of Portraiture and look at historical and contemporary portraits. They will record their own portraits from observation, develop their own ideas and produce a final piece of work.

They will develop skills when: • Carrying out research • Analysing an image • Recording ideas and observations • Producing outcomes • Digital maipulation • Camera Settings • Studies of the work of other photographerss, consideration of composition/background/manipulation/theme

Students will produce further independent work and record their own ideas and observations fuelled by the own research • To gain an understanding of the work of the phootgraphers and their style of work • To gain knowledge of how to compose a image • To learn how to record observations and ideas • To learn the techniques used by photographers

Formal Elements – Sketchbook Skills Share sketchbook examplesPresentation

Year 12

Introduction to DSLR- ISO, Shutter speed, Aperture.

Students will look at each of the formal elements and carry out a number of shoots relating to each element as well as looking at the formal processes of the camera.

To develop skills when: • Carrying out research • Analysing an image • Recording ideas and observations • Producing outcomes • Digital manipulation

To develop personal ideas Demonstrate knowledge from transition period.

Students will then experiment with Value and space.

Present final outcomes for each formal element.

Revisit past shoots- WWW/EBI Start researching the chosen photographers for the written component of the course.

Students will start to write their essays.

Students will look at Line, colour, form and texture.

Developed ideas from Formal Elements: Possible development ideas include Portraiture, Manufactured structures, Natural Vs. Manmade, Black and White

Year 13

Hand out exam paper set by the exam board Set still-life tasks as lead up to different questions

Students will develop an idea from the Formal Elements project. Students will chose their preferred formal element.

They will develop skills when: • Carrying out research • Analysing an image • Recording ideas and observations • Producing outcomes • Digital manipulation • Camera Settings • Studies of the work of other photographers, consideration of composition/background/manipulation/theme

Hand out exam paper set by the exam board: Students will need to choose a title from AQA exams paper.

Students will need to do this carefully in order to not be repeating work from Unit 1.

Students will produce further independent work and record their own ideas and observations fuelled by the own research • To gain an understanding of the work of the photographers and their style of work • To gain knowledge of how to compose a image • To learn how to record observations and ideas • To learn the techniques used by photographers

Set still-life tasks as lead up to different questions

Physical Education Curriculum Intent Students will participate and enjoy their PE lessons to help foster long term love of physical activity. Students will achieve and feel successful despite their physical ability compared to others. Students will learn the fundamental skills required to take part in a variety of skills and will imbed these securely over their time at Brentford. Students will have the confidence to lead their classmates in warm ups, assessment and through their theoretical knowledge. Students will enjoy PE and because of this take part in clubs and teams across the school. Students will have enough knowledge to help them lead a healthy and active lifestyle now and in the future.

• • • •

Participate in all lessons to the best of your ability.

Achievement that is personal to you and the resilience to persevere when things don’t go your way.

Confidence to try new things and lead others.

Enjoyment to keep motivated, happy and healthy.

Core PE Term

Year 7

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Transition Summer project: Me and my physical activity Year 7 Induction: Base Line Testing 1st Lesson: OAA (team building) students use summer project to introduce each other (teams collate work to see what sports students). Team building games.

2nd Lesson: Dance: short set routine: copy & repeat/ high achievers can create 3rd Lesson: Coordination/ skills games 4th Lesson: Brentford Mile 5th Lesson: Gymnastics basic sequence- can students link three balances?

6th Lesson: tactical games: capture the flag (introduce different equipment etc) 7th Lesson: Introduction of PACE and Levels/ targets Gymnastics- focus on building body tension and extension.

Badminton: students should Students here will repeat two Rounders: basic coordination. Students should learn the key skills and Students should understand the fundamental gymnastics develop basic coordination. modules. This can vary techniques used. By summer two they should be clear on the rules/ shapes. Students will learn basic skills such as balances and They should learn key shots depending on lessons missed regulations. rolls. They will be able to link these into a sequence such as the serve and the OHC. due to weather etc. In the two Netball: developing skills such as footwork, passing and Students should be able to sports they do skills should be Athletics: students will take part in all events that are safe/ possible on dodging. Students should be able to use this in small sided umpire singles matches. developed further and they the school site. One or two lessons should be used to help students games. should gain a better develop their skills in a variety of track and field events.

OAA: students will develop knowledge of tactics.

Dance: focus on the ability to copy and repeat basic their teamwork skills and their movements. Students will understand basic choreography and ability to lead others. Unit will use this to create a final performance. focus on developing their confidence through a variety of Football: students such be able to perform basic skills. They games/ challenges should become confident when dribbling the ball and be able to use skills in small sided games.

Gymnastics- focus is on developing more difficult skills, increasing flexibility and muscular endurance. Students will develop more difficult gymnastics skills and they will be able to link these into a sequence Netball: students will gain knowledge of the centre pass and whole court tactics. Students should be focusing on developing skills from year 7 so they only make a few mistakes.

Year 8 Dance: focus on choreographing more difficult routines. Dance theme is rock and roll and students should have the opportunity to try and variety of lifts.

Badminton: students secure their knowledge of the shots. By this point all students should be able to serve and understand how to use basic badminton tactics.

Rounders: basic coordination. Students should learn the key skills and techniques used. Students should start to develop their tactical awareness and knowledge of fielding positions

OAA: students will develop their teamwork skills and their ability to lead others. Unit will focus on developing their confidence through a variety of games/ challenges. Introduction of some orienteering.

Athletics: students will take part in all events that are safe/ possible on the school site. One or two lessons should be used to help students develop their skills in a variety of track and field.

Cricket: students will learn the fundamentals of cricket including bowling, fielding and batting.

Football: students such be able to perform basic skills. They should start to understand tactics and be able to use these in small sided games.

Year 9 & 10

Year 11

Activities taught are netball, football, basketball, badminton, trampoline, athletics, rounders, volleyball, OAA, fitness, cricket and rounders GCSE KEY TERMS TO BE INCLUDED: Muscle names, bone names, some simple movements (flexion/ extension), warm up (pulse raiser, stretches), sportsmanship and gamesmanship Students will have choices of activities including: Activities taught are netball, football, basketball, badminton, trampoline, athletics, rounders, dodgeball, volleyball, OAA, fitness, cricket and rounders GCSE KEY TERMS TO BE INCLUDED: Muscle names, bone names, some simple movements (flexion/ extension), warm up (pulse raiser, stretches), sportsmanship and gamesmanship

GCSE PE Term Year 7 Year 8

Year 9 Year 10 Year 11

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Transition • Summer project is research based focusing on a manager and player (football) • Students use this information to debate/ learn the difference between skill and ability • Complete essay focusing on A01, A02 & A03 • Students also take part in fantasy football league- discussion of choices made as manager.

The course has a practical element that accounts for 40% of the course and a theory element that accounts for 60% of the course • The theory element includes learning about body systems, health & fitness, nutrition and the social element of sports and fitness. There are two exams taken by students at the end of Year 11 • The practical element will focus on a variety of sports and the final assessment includes three sports from two different categories along with one piece of written coursework

PSCHEE Curriculum Intent The fundamental purpose of the PSCHEE (Personal, Social, Citizenship, Health, Economic and Emotional) course is to enable children to become healthy, independent and responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. In doing so we develop their sense of self-worth and raise self-esteem. We teach them how society is organised and governed. We ensure that they experience the process of democracy and decision making in school through the School Council and Student Leadership Teams. We teach then about their rights and responsibilities as citizens, both in school and in the wider community. They learn to appreciate what it means to be a positive member of a diverse multi-cultural society.

To do this, we must: • • • • • • •

Foster inquisitiveness and maintain pupil engagement and enjoyment in Psychology.

Develop reflective learning for all pupils by promoting an awareness of the wider implications of PSCHEE for the individual, the community and the wider world in terms of (but not limited to) gender equality, human rights and democracy.

Implement flexible teaching and learning practices and build resources that allow pupils to be ambitious, courageous and confident in both their classroom experiences and during independent learning.

Develop a lifelong interest in social issues- both locally and globally.

Provide students with deeper learning experiences in the form of external visitors, workshops and trips.

Develop skills that enable individuals to focus on their personal identity, roles and responsibilities within society.

Establish an understanding of emotional and physical pressures faced by our pupils and empower them by providing strategies to overcome these pressures, as well as sharing support networks for them to seek, if necessary.

Relationship and Sex Education will be age-appropriate, building knowledge and life skills over time in a way that prepares pupils for issues they will soon face.

They will focus on: • • • • •

Understanding the need to be flexible when dealing with different types of relationships, including friendships, family relationships, dealing with strangers and intimate relationships.

How to recognise, understand and build healthy relationships, including self-respect and respect for others, commitment, tolerance, boundaries and consent, and how to manage conflict, and how to recognise unhealthy relationships and being courageous and confident about dealing with these.

How relationships may affect health and wellbeing, including mental health as well as building resilience in times of adversity.

Healthy relationships and safety online.

Factual knowledge, around sex, sexual health and sexuality, set firmly within the context of relationships.

Term

Year 7

Term 1 Induction period: Getting Started! Family, Identity, Diversity @ Brentford • Introductions • What is PSCHEE? • Myself – timelines • School - finding out (.who does what in school) interview skills + careers research • Your Time- planning and organisation • Decision making • How to access information • Learning to Learn • Me and my ambitions • Me and my family Me and my community • The people around me

Healthy Living – Diet and exercise • Healthy eating • Good mood food • Energy, exercise, sleep • Food advertising • Unhealthy diets Year 8

Term 2 Bullying • Types of bullying and their effects – cyber bullying, social networking, laws.

• Beat the bullies • Role plays • Anti-bullying policy Staying Safe • Independent journeys • Awareness of others, awareness of self minimising risk.

• Risky behaviour and attitudes.

• Rail, road, water safety

Healthy Living – Drugs, tobacco and the law • Smoking & Drugs – types, costs, effects (physical & mental) • Media - celebrities

Term 3 Puberty and SRE Adapting to change • What is puberty Challenges of puberty • Feminine protection • HPV awareness • Appropriate behaviour regarding puberty

Term 4 First Aid – Saving Londoners Lives – train up staff - qualification for all students • DRAB • Calling for help Recovery position First aid techniques • Assessed and certified at end of course

Term 5 Government and Politics/Community • Voting and Parliament Voting, everyday politics, student council elections.

• Relevant elections (London Mayoral Campaign)

Diversity and Discrimination • Diversity similarities and differences, disability • Challenging prejudice attitudes • Conflict and racism Images of Britain • Being British • Building bridges • Refugees

Domestic Violence • Ground rules • Abusive behaviour • Is it domestic violence?

• Teenage abuse • Adverts • Respecting women • What do I think?

Parliament • Parliamentary jobs • Making laws/why important.

Term 6 Active Citizenship • End of year assessment project – Active citizenship.

• What would you like to change around the school?

• Group work/roles.

Presentation to class.

• Planning, prep and delivery to class.

Deeper learning Outside visitor – school nurse to provide information on puberty and menstruation.

Financial management – budgeting • My Money week • Work and Financial Awareness • Budgeting and Finance • Work and Lifestyles Economy • My Money Week – The Money Tree Deeper learning Enterprise activity / workshop

Staying safe, personal safety.

• E- safety and emergency situations • Robbery, mobile phones • Staying safe online – bbm, Facebook • Dialing 999 – calling for help • Basic First Aid recap

Body Image, eating disorders and growing in confidence

Crime and anti- social behaviour/youth justice system

Your Call!

Your Choice!

Your Decision!

• What is body image?

Year 9

Alcohol Awareness • Drink aware campaign • Alcohol – limits/units/law Alcohol Abuse • Effects long term and short term

SRE – are you ready?

• Sex and sexual pressure, where to go for help Relationships/friendships • Positive and negative.

• Types of relationships

National Government • Political parties • UK government • Corruption • Types of Government • Democracy and Dictatorship • Members of Parliament Laws

Deeper learning Outside visitor – LVA charity deliver three sessions on coercion and self-esteem.

Year 10

Year 11

SRE relationships, sex and review STIs (related to appropriate relationships) • My ideal family – family structure.

• Roles & Responsibilities • Relationships • Sexual Intercourse • Consequences • STIs

Post-16 Applying for 6th form, writing letters

SRE Pregnancy, abortion, parenting skills • Contraception • Conception & Pregnancy /Teenage • The law • Pregnancy choices • Abortion • Young Parents, what kind of family are you?

• Job description for a parent!

• Costs of parenting – lists/spending • Day in the life of a baby Deeper learning Outside visitor – LVA charity deliver three sessions contraception

Careers Unit: Into Work!

• Personal Qualities / Selfawareness • Challenging Stereotypes: Equal Opportunities • Local Labour market and work legislation• Applying for work • Work experience planning (ongoing)

First Aid

Life skills/finance/getting a job • Life skills Finance

Crime civil/criminal law • Laws • Types of crime • Anti-social and offending • Victims of crime – Katie Piper • Jailed for a knife • Civil and Criminal Law • Courts/youth justice (Just deserts – CPS Crown Pros Service – You Tube)

Deeper learning Outside visitor – police officer to deliver talk to students on CJS. Study Skills /Revision Organisation Planning Revising

Mental health • OCD • Eating Disorders • Stress • Anxiety • Coping with depression • Relaxation/Visualisation

Domestic Violence and prep for work experience, expectations, health & safety • What is abuse?

• Facts and effects • Effect on welfare and development • Denial, minimisation and blame • What’s gender got to do with it?

• Positive/negative Relationships

Psychology Curriculum Intent The fundamental purpose of the Sociology course is to develop an understanding for the way in which we as humans behave. Through cultivating an understanding of one’s own behaviour it empowers an individual to take control of their own actions, as well as how to respond to others in any given situation. Students must be encouraged to develop their own psychological awareness through active engagement with not only contemporary psychological theory, but also established psychological approaches.

To do this, we must: • • • • Term

Foster inquisitiveness and maintain pupil engagement and enjoyment in Psychology.

Develop reflective learning for all pupils by promoting an awareness of the wider implications of Psychology for the individual, the community and the wider world in terms of medicine and healthcare.

Implement flexible teaching and learning practices and build resources that allow pupils to be ambitious, courageous and confident in both their classroom experiences and during independent learning.

Develop a lifelong interest in psychological issues.

Term 1 Introduction to Psychology • What is psychology?

• Why psychology?

Approaches Origins of psychology: Wundt, introspection and the emergence of psychology as a science.

Year 12

Research methods: • Features of science: objectivity and the empirical method; Experimental method.

• Experimental designs: • Pilot studies and the aims of piloting.

• Correlations • The difference between aims and hypotheses.

• Sampling • Quantitative and qualitative data • Primary and secondary data • Variables • Demand characteristics and investigator effects.

Term 2 Memory • The multi-store model of memory • Types of long-term memory: episodic, semantic, procedural.

• The working memory model • Explanations for forgetting: proactive and retroactive interference and retrieval failure due to absence of cues.

• Factors affecting the accuracy of eyewitness testimony • Improving the accuracy of eyewitness testimony, including the use of the cognitive interview.

Research methods: • Ethics, including the role of the British Psychological Society’s code of ethics Attachment: • Caregiver-infant interactions in humans. Stages of attachment identified by Schaffer. Multiple

Term 3 Research Methods: • The role of peer review in the scientific process.

• The implications of psychological research for the economy.

• Descriptive statistics: measures of central tendency – mean, median, mode; calculation of mean, median and mode • Presentation and display of quantitative data: graphs, tables, scattergrams, bar charts, histograms • Distributions: normal and skewed distributions; characteristics of normal and skewed distributions.

• Introduction to statistical testing; the sign test.

Scientific process: • Reliability across all methods of investigation.

• Types of validity across all methods of investigation • Reporting psychological investigations.

Term 4 Psychopathology • Definitions of abnormality, including deviation from social norms, failure to function adequately, statistical infrequency and deviation from ideal mental health.

• The behavioural, emotional and cognitive characteristics of phobias, depression and obsessive compulsive disorder (OCD).

• The behavioural approach to explaining and treating phobias • The cognitive approach to explaining and treating depression • The biological approach to explaining and treating OCD

Term 5 Biopsychology • The divisions of the nervous system • The structure and function of sensory, relay and motor neurons • The function of the endocrine system: glands and hormones.

• The fight or flight response including the role of adrenaline.

• Localisation of function in the brain and hemispheric lateralisation • Ways of studying the brain • Biological rhythms

Approaches The basic assumptions of the following approaches: • Learning approaches • The cognitive approach • The biological approach • The psychodynamic approach • Humanistic psychology • Comparison of approaches.

Issues and debates in Psychology • Gender bias and culture bias • Free will and determinism • Nature- nurture debate • Holism and reductionism • Idiographic and nomothetic approaches to psychological investigations

Mock exams

Term 6 Issues and debates in Psychology • Gender bias and culture bias • Free will and determinism • Nature- nurture debate • Holism and reductionism • Idiographic and nomothetic approaches to psychological investigations • Ethical implications

Social Influence • Types of conformity: internalisation, identification and compliance. informational social influence and normative social influence, and variables affecting conformity • including group size, unanimity and task difficulty as investigated by Asch.

• Conformity to social roles as investigated by Zimbardo.

• Explanations for obedience

• • • •

•

attachments and the role of the father.

Animal studies of attachment: Lorenz and Harlow.

Explanations of attachment: learning theory and Bowlby’s monotropic theory.

Ainsworth’s ‘Strange Situation’. Types of attachment Bowlby’s theory of maternal deprivation. Romanian orphan studies: effects of institutionalisation.

The influence of early attachment on childhood and adult relationships

Research methods: • Observational techniques.

• Self-report techniques.

• Observational design: behavioural categories; event sampling; time sampling.

• Questionnaire construction, including use of open and closed questions; design of interviews.

Data Handling: • Levels of measurement: nominal, ordinal and interval.

• Content analysis and coding.

Thematic analysis.

Inferential testing • Probability and significance: use of statistical tables and critical values in interpretation of significance; Type I and Type II errors.

• Introduction to statistical testing; the sign test.

• Factors affecting the choice of statistical test, including level of measurement and experimental design. When to use the following tests: Spearman’s rho, Pearson’s r, Wilcoxon, Mann-Whitney, related t-test, unrelated ttest and Chi-Squared test

• Ethical implications

Biopsychology • Localisation of function in the brain and hemispheric lateralisation • Biological rhythms Research Methods Scientific process: • Types of validity across all methods of investigation • Features of science • Reporting psychological investigations. Sections of a scientific report: abstract, introduction, method, results, discussion and referencing.

Year 13

Data Handling: • Analysis and interpretation of correlation, including correlation coefficients.

• Levels of measurement: nominal, ordinal and interval.

• Content analysis and coding. Thematic analysis.

Inferential testing • Probability and significance • Factors affecting the choice of statistical test, including level of measurement and experimental design.

When to use the following tests: Spearman’s rho, Pearson’s r, Wilcoxon, Mann-Whitney, related ttest, unrelated t-test and Chi-Squared test.

Relationships • The evolutionary explanations for partner preferences, including the relationship between sexual selection and human reproductive behaviour.

• Factors affecting attraction in romantic relationships: self-disclosure; physical attractiveness, including the matching hypothesis; filter theory, including social demography, similarity in attitudes and complementarity.

• Theories of romantic relationships: social exchange theory, equity theory and Rusbult’s investment model of commitment, satisfaction, comparison with alternatives and investment.

Duck’s phase model of relationship breakdown: intra-psychic, dyadic, social and grave dressing phases.

• Virtual relationships in social media: self-disclosure in virtual relationships; effects of absence of gating on the nature of virtual relationships.

• Parasocial relationships: levels of parasocial relationships, the absorption addiction model and the attachment theory explanation.

Schizophrenia • Classification of schizophrenia. Positive symptoms of schizophrenia, including hallucinations and delusions. Negative symptoms of schizophrenia, including speech poverty and avolition. Reliability • and validity in diagnosis and classification of schizophrenia, including reference to co-morbidity, culture and gender bias and symptom overlap.

• Biological explanations for schizophrenia: genetics, the dopamine hypothesis and neural correlates.

• Psychological explanations for schizophrenia: family dysfunction and cognitive explanations, including dysfunctional thought processing.

• Drug therapy: typical and atypical antipsychotics.

• Cognitive behaviour therapy and family therapy as used in the treatment of schizophrenia. Token economies as used in the management of schizophrenia.

• The importance of an interactionist approach in explaining and treating schizophrenia; the diathesis stress model

Aggression • Neural and hormonal mechanisms in aggression, including the roles of the limbic system, serotonin and testosterone. Genetic factors in aggression, including the MAOA gene.

• The ethological explanation of aggression, including reference to innate releasing mechanisms and fixed action patterns. Evolutionary explanations of human aggression.

• Social psychological explanations of human aggression, including the frustration-aggression hypothesis, social learning theory as applied to human aggression, and deindividuation.

• Institutional aggression in the context of prisons: dispositional and situational explanations.

• Media influences on aggression, including the effects of computer games.

The role of desensitisation, disinhibition and cognitive priming.

Recap- AS Level • Memory • Social influence • Attachment • Psychopathology • Approaches- cognitive, behavioural, biological, evolutionary Revision A Level

RE Curriculum Intent The aim of the Religious Studies department at Brentford School for Girls is to develop the Brentford Girl as a well-balanced and tolerant member of society who is aware of our rich and diverse community and promotes community cohesion. Our motto is that ‘no barriers’, whether academic or pastoral should impede academic success. The department will strive to give the best learning experience to all students that inspires awe, wonder and a thirst for knowledge and understanding. Our department aims to contribute to the spiritual and moral development of our students, the school community and contemporary British society. We encourage our students to be critical thinkers in the exploration of religion, faith and the ethical issues they will encounter in life. We will ensure that this can take place in a safe and nurturing environment where every student is confident to share and discuss their own beliefs and values with others.

Term

Year 7

Year 8

Term 1 Introduction to Religious Studies (Transition- skills) • What is the difference between knowing and believing?

• What is belief?

• What is meant by truth?

• What counts as evidence?

• Is religion true?

Festivals • Why do religious people celebrate festivals?

• Why Muslims celebrate with sacrifice?

• Why do Sikhs celebrate Vaisakhi?

• Why do Christians celebrate the death of Jesus?

• Why do Hindu’s celebrate light?

• Why is the Festival of Hanukkah important to Jewish people?

Term 2 Religion and Belonging • Christianity- Are symbols important in belonging?

• Sikhism- Are symbols important in belonging?

• Islam- Does helping others help us to belong?

• Judaism- Do I need to follow all the rules to belong?

• Hinduism- Does everyone belong in the same way?

Influences • How are Muslims influenced by their beliefs?

• How are Christians influenced by their beliefs?

• How are Sikh’s influenced by their beliefs?

• How are Jewish people influenced by their beliefs?

• How are Hindu’s influenced by their beliefs?

Term 3 Importance of Place • What makes a place special?

• Humanism: Do we need a physical place to worship?

• How are Sikh beliefs practised through the Gurdwara • Is the Mosque important to the Islamic community?

• Do all Jewish people worship in the same way?

Term 4 Bible • Old Testament • Adam and Eve • The Temptation of Jesus • Parables • The Crucifixion • The resurrection of Jesus

Term 5 Leaders • Jesus the leader • Oscar Romero- a follower of Jesus.

• The 10 Gurus of Sikhism- Leaders of change • Muhammad (pbuh)- a leader of influence • Was Pilate a good leader?

• Everyday Leaders in Religion

Deeper Learning • Introduction to the Bible

Deeper Learning • Mahatma Ghandi- a leader of peace.

• What could the world learn from Gandhi?

• Group Project (Deeper Learning experience- Leadership) What are the answers to life’s big mysteries?

Equality • Are we all equal?

• Do all races share equality?

• Are men and women equal?

• Are the rich and poor equal?

• Are all religions equal?

Stewardship and treatment of animals • Creation stories • Awe and wonder • Problems for planet earth • Treatment of animals • Animal testing

Deeper Learning • Equality case studies

Deeper learning • Should people eat meat?

Transition- GCSE Skills through HWK tasks • • • • •

What is the meaning of life?

How was the universe created?

Why do we suffer?

What happens when we die?

Group Project

Term 6

Deeper Learning & Transition

The Nature of God

Worship and Festivals

Introduction to GCSE

• God as omnipotent, loving and just, and the problem of evil and suffering • the oneness of God and the Trinity o Different Christian beliefs about creation, the afterlife and their importance,

• liturgical, non-liturgical and informal, including the use of the Bible and private worship • Prayer and its significance, including the Lord’s Prayer, set prayers and informal prayer.

• the sacrament of baptism and its significance for Christians; infant. Believers’ baptism; different beliefs about baptism • the sacrament of eucharist (Holy Communion) and its significance for Christians • Holy Communion orthodox • Holy Communion Baptist and Pentecostal

• • • • • •

Year 9

The fall History of Christianity Denominational Differences Life of Jesus Bible – Old Testament Bible – New Testament

Jesus Christ and Salvation • The incarnation and Jesus as the Son of God • The crucifixion • Resurrection, • Ascension, • Sin and Salvation

The role and importance of pilgrimage and celebrations • two contrasting examples of Christian pilgrimage: Lourdes and Iona • the celebrations of Christmas importance for Christians and in Great Britain today.

• Easter, including its importance for Christians and in Great Britain today.

The role of the church in the local and worldwide community

Islam – Beliefs and Teachings Key Beliefs Transition- Intro to Islam

• The role of the Church in the local community, including food banks and street pastors.

• The place of mission, evangelism and Church growth.

• The importance of the worldwide Church including: working for reconciliation • how Christian churches respond to persecution The work of one of the following: Catholic Agency For Overseas Development (CAFOD), Christian Aid, Tearfund.

• The six articles of faith in Sunni Islam • The five roots of Usul ad-Din in Shi’a Islam, including key similarities and differences.

• The Oneness of God (Tawhid), Qur’an Surah 112.

• The nature of God: omnipotence, beneficence, mercy, fairness and justice (Adalat in Shi’a Islam), including different ideas about God’s relationship with the world: immanence and transcendence.

• Angels, their nature and role, including Jibril and Mika’il.

Key Beliefs • Predestination and human freedom and its relationship to the Day of Judgement.

• Life after death (Akhirah), human responsibility and accountability, resurrection, heaven and help Deeper learning • Baptism display

Deeper learning • Corrymeala • Organistion research

Holy Books • Prophethood (Risalah) including the role and importance of Adam, Ibrahim and Muhammad.

• Qur’an: revelation and authority • the Torah, the Psalms, the Gospel, the Scrolls of Abraham and their authority.

• The imamate in Shi’a Islam: its role and significance.

Practices Five Pillars of Sunni Islam • Introduction to the 5 pillars of Islam and 10 obligatory acts of Shi’a Islam • Shahadah: • Salah and its significance • Sawm: the role and significance of fasting during the month of Ramadan • Zakah: the role and significance of giving alms • Hajj: the role and significance of the pilgrimage to Makkah Jihad- Greater and Lesser Duties & Festivals Festivals and commemorations and their importance for Muslims in Great Britain today, including the origins and meanings

Year 10

• Id-ul-Fitr • Id-ul-Adha • Ashura

Deeper Learning / Transition • History of Islam • Key Language • Life and Times of the Prophets

Deeper Learning • Hajj Experience

Theme A: Relationships and Families Sex, Marriage & Divorce • Human sexuality including: heterosexual and homosexual relationships.

• Sexual relationships before and outside of marriage • Contraception and family planning.

• The nature and purpose of marriage • Same-sex marriage and cohabitation • Divorce, including reasons for divorce, and remarrying.

• Ethical arguments related to divorce, including those based on the sanctity of marriage vows and compassion Families and Gender Equality • The nature of families including: o The role of parents & children o Extended families and the nuclear family o The purpose of families; procreation, stability and the protection of children, educating children in a faith

Theme A: Relationships and Families • Contemporary family issues including: o Same-sex parents o Polygamy o The roles of men and women o Gender equality o Gender prejudice and discrimination Theme D: Peace and Conflict • Religion, Violence, Terrorism & War o Peace o Justice o Forgiveness o Reconciliation o Violence, including violent protest o Reasons for war o The just war theory o Holy war o Pacifism • Religion and Belief in 21st Century Conflict o Religion & belief as a cause of war & violence in the contemporary world o Nuclear weapons o The use of weapons of mass destruction o Religion & peace-making in the contemporary wold Religious responses to the victims of war

Theme E: Religion, crime and punishment • Good and evil intentions and actions, including whether it can ever be good to cause suffering.

• Reasons for crime, including: o poverty and upbringing o -mental illness and addiction o -greed and hate o -opposition to an unjust law.

• Views about people who break the law for these reasons.

• The aims of punishment,including: • Retribution • Deterrence • reformation.

• The treatment of criminals, including: o Prison o corporal punishment o community service. o Forgiveness. o The death penalty.

Ethical arguments related to the death penalty, including those based on the principle of utility and sanctity of life

Deeper Learning • Capital Punishment- does it work?

Deep Dive Christianity Re-Cap As decided by PLCs

Year 11

Theme F: Religion, Human Rights & Social Justice • Prejudice and discrimination in religion and belief, including the status and treatment within religion of women and homosexuals.

• Issues of equality, freedom of religion and belief including freedom of religious expression.

• Human rights and the responsibilities that come with rights, including the responsibility to respect the rights of others.

• Social justice.

• Racial prejudice and discrimination.

• Ethical arguments related to racial discrimination (including positive discrimination), including those based on the ideals of equality and justice.

Deeper Learning • Martin Luther King

. Wealth and poverty • the right attitude to wealth • The responsibilities of wealth, including the duty to tackle poverty and its causes. o fair pay o excessive interest on loans o people-trafficking. o The responsibilities of those living in poverty to help themselves overcome the difficulties they face. o Charity, including issues related to giving money to the poor.

Revision identified by PLCs

Revision identified by PLCs

Revision identified by PLCs

Science Curriculum Intent The Brentford scientist….

-

Term

Year 7

Year 8

Is Inquisitive and curious about scientific phenomenon and processes Reflects on ideas and has confidence to explore and challenge them Is flexible in their approach to gain a deeper understanding of the word around them Is ambitions and possess the skills to face whatever life may hold.

Term 1 Term 2 Induction – developing investigative skills 7B Sexual Reproduction in 7A Cells, Tissues, Organs and animals Systems 7D Ecosystems Deeper Learning Carrying out investigation

Deeper learning • Ecosystems crash course

8B Plants and their reproduction

8C Breathing and respiration 8A Food and nutrition

Deeper learning • Unicellular organisms crash course Induction – developing investigative skills Biology • Key concepts in biology • Cells and control • Genetics

Year 9

Deeper Learning • Carrying out investigation

Term 3 7E Mixtures and Separation] 7F Acids and Alkali

Deeper learning • British science week activities 8F The Periodic Table

Deeper learning • British science week activities Chemistry • Key concepts in Chemistry • States of matter and mixtures • Atomic structure • Periodic table • Bonding • Types of Substance • (Triple Science: Acids) Deeper learning • British science week activities

Term 4 7G The Particle Model 7H Atoms, Elements and Molecules

Term 5 7I Energy

Term 6 7J Current Electricity

Deeper learning • Forces crash course 8G Metals and the Uses

8J Light

8K Energy Transfers

Deeper learning • Combustion crash course

Deeper learning • Fluids crash course

Deeper learning • Earth & space crash course

Physics • Key concepts of Physics • Motion and forces • Conservation of energy • Waves

Deeper learning • Developing practical skills

Biology • Natural selection & genetic modification • Health, disease and the development of medicines • Plant structures and their functions • Animal coordination, control and homeostasis

Year 10

Biology • Exchange & transport in animals • Ecosystems & material cycles Year 11

Chemistry • Acids • Calculations involving masses • Electrolysis • Obtaining and using metals • Reversible reactions & equilibria • Groups in the periodic table • Rates of reaction • Heat energy changes in chemical reactions • (Triple Science: Transition metals, alloys, chemical cells and fuel cells,

Physics • Light & electromagnetic spectrum • Radioactivity • Energy-forces doing work • Forces and their effects • (Triple Science: Astronomy)

Deeper learning • British science week activities

Deeper learning • Developing practical skills

Chemistry • Fuels • Earth & atmospheric science • (Triple science: Hydrocarbons, Alcohols and carboxylic acids, Polymers, Qualitative analysis, Bulk and surface properties of matter).

Physics • Electricity & Circuits • (Triple science: Static electricity) • Magnetism & the Motor effect • Electromagnetic induction • Particle model • Forces and Matter

Deeper learning • British science week activities

Transition Transition activities will take place for the first two weeks of Year 12 Baseline assessment Teacher: MAB & AFL

Year 12

Biology

2.1 eukaryotic cells Core Practical 2 2.2 Prokaryotic cells 2.2 viruses

2.3 cell cycle and cell division 2.3 cell division Core Practical 3 2.4 sexual reproduction in mammals 2.5 sexual reproduction in plants Core Practical 4 Test on Topics covered 4.1 SAV ratio 4.2 cell transport mechanisms 4.2 osmosis Core Practical 5

Core Practical 6 Y12 PPE exams 4.3 gas exchange Core Practical 7 4.4 circulation

4.4 circulation 4.5 transport of gases 4.6 hydrostatic pressure Test on Topics covered 4.7 transport in plants Core Practical 8 start Core Practical 1

Revision of chosen Topics Complete Core Practical 1 Test on all AS topics AS external exams (tbc)

Core Practical catch up sessions

1.3 proteins 1.4 DNA and protein synthesis 1.5 enzymes 3.1 classification

3.1 classification 3.2 natural selection 3.3 biodiversity

3.3 biodiversity

Revision of Topic 3 Revision of Topic 4

Start Topic 9

Topic 6E: Alcohols (39 ii & iv) Topics 7A (1) & 7B (2): Mass Spectrometry and Infrared (IR) Spectroscopy Revision Test on all AS topics AS external exams (tbc)

Start Y13 topic (tbc)

Start Topic 10

Teacher: DSI

Year 12

Chemistry

1.6 inorganic ions 1.7 water 1.1 carbohydrates 1.2 lipids

Transition Transition activities will take place for the first two weeks of Year 12 Baseline assessment Teacher: CIR Topic 1: Atomic Structure Topic 2A: Bonding (13–19, 20 Revision and The Periodic Table (1–7) iv) Y12 PPE Mock exams Topic 1: Atomic Structure Topic 2A: Bonding (10–12, 21 Topic 6B: Alkanes (8–13) and The Periodic Table (8– i–iv), Topic 2B: Structure (26– Topic 6B: Alkanes (15–17) 19) 27) Topic 6C: Alkenes (18–22) Topic 1: Atomic Structure Topic 4A: The Elements of Topic 6C: Alkenes (24–29) and The Periodic Table (20– Groups 1 and 2 (1–8) 25) Topic 4B: The Elements of Topic 2A: Bonding (1–9) Group 7 (9–11) Topic 2A: Bonding (22), Topic 4B: The Elements of Structure (23–25) Group 7 (12–14), Topic 4C: Analysis of inorganic compounds (15) CORE PRACTICAL 7 Topic 3 – Redox (1–13) Test on Topics covered Topic 6A: Introduction to Organic Chemistry (1–7)

Revision of Topic 1 Revision of Topic 2

Topic 6D: Halogenoalkanes (30– 32) Topic 6D: Halogenoalkanes (33– 36) Test on Topics covered CORE PRACTICAL 4 Topic 6E: Alcohols (38 iii, 39 i, iii, v) CORE PRACTICAL 5 CORE PRACTICAL 6

Core Practical catch up sessions

Teacher: AFL

Year 13

Biology

9.4 CNS and peripheral nervous system 9.5 nervous transmission Test on topics covered + AS topics 9.6 effects of drugs 9.7 detection of light 9.8 control of heart rate

Chemistry

6.2 bacteria as pathogens 6.3 action of antibiotics 6.4 antibiotic resistance 6.5 fungi as pathogens 6.5 viruses as pathogens 6.6 problems of controlling endemic diseases

6.7 response to infection Y13 PPE2 exams 6.7 response to infection Core Practical 9 Core Practical 10

Revision of all Topics

Study leave

5.1 aerobic respiration 5.2 glycolysis 5.3 Link reaction and Krebs cycle 5.4 oxidative phosphorylation 5.5 anaerobic respiration 5.6 photosynthetic pigments Core Practical 11 5.7 photosynthesis

7.1 gene sequencing 7.2 Transcription factors and Gene expression 7.3 Stem cells 7.4 Gene technology in plants 7.4 Gene technology in animals 8.1 origins of genetic variation

8.2 dihybrid crosses 8.2 linkage 8.3 gene pools

Revision of topics chosen by students

Study leave

Exam practice for Paper 3

External exams

Topic 5: Formulae, Equations and Amounts of Substance (11 - 13) CORE PRACTICAL 2 CORE PRACTICAL 3

Revision Topic 8: Energetics I (1 - 5) Topic 8: Energetics I (1 - 5) Topic 8: Energetics I (6 - 11) CORE PRACTICAL 8

Topic 9: Kinetics I (1-9) Topic 10: Equilibrium I (1 - 4) Revision - Topics 1-4

Revision - topic 5 Revision 6-11 Core practical review

Start Y13 topic (tbc)

Topic 14: Redox II (7–11) Core practical 10 Topic 14: Redox II (7–11) Core Practical 11.

Topic 14: Redox II (12–17) Topic 14: Redox II (18–19) Topic 15A: Principles of transition metal chemistry (1–11)

Topic 15A: Principles of transition metal chemistry (12– 19) Topic 15B: Reactions of transition elements (20–27) Core Practical 12 Topic 15B: Reactions of transition elements (28–35)

Core Practical 14 Revision of topics Targeted intervention Paper 3 practice

Revision of topics chosen by students

Study leave

External exams

Teacher: MAB 10.1 the nature of ecosystems 10.2 energy transfer through ecosystems 10.3 changes in ecosystems 10.4 human effects on ecosystems Y13 Field Trip to Bushy Park Core practical 15 and 16

Year 13

9.9 osmoregulation Y13 PPE1 exams 9.9 thermoregulation 6.1 Microbial techniques Core Practical 13

Teacher: AFL Topic 5: Formulae, Equations and Amounts of Substance (6, 14 - 16) Topic 5: Formulae, Equations and Amounts of Substance (1 - 5) Topic 5: Formulae, Equations and Amounts of Substance (7 - 10) CORE PRACTICAL 1 Topic 5: Formulae, Equations and Amounts of Substance (11 - 13) Teacher: CIR Topic 8: Energetics I (1–5) Review Topic 13A: Lattice energy (1– 11) Topic 13B: Entropy (12–17) Topic 13B: Entropy (18–22) Topic 14: Redox II (1–6) Topic 14: Redox II (1–6)

Revision of Topic 7 and 8

Core Practical catch up sessions

External exams Exam practice for Paper 3

Sociology Curriculum Intent The fundamental purpose of the Sociology course is to foster the development of critical and reflective thinking with a respect for social diversity. It must provide an awareness of the importance of social structure and social action in explaining social issues. Students must be encouraged to develop their own sociological awareness through active engagement with the contemporary social world.

To do this, we must: • • • • • Term

Year 12

Foster inquisitiveness and maintain pupil engagement and enjoyment in Sociology.

Develop reflective learning for all pupils by promoting an awareness of the wider implications of Sociology for the individual, the community and the wider world in terms of social policy and law-making.

Implement flexible teaching and learning practices and build resources that allow pupils to be ambitious, courageous and confident in both their classroom experiences and during independent learning.

Develop skills that enable individuals to focus on their personal identity, roles and responsibilities within society.

Develop a lifelong interest in social issues.

Term 1 Education • the role and functions of the education system, including its relationship to the economy and to class structure • differential educational achievement of social groups by social class, gender and ethnicity in contemporary society

Term 2 Education • relationships and processes within schools, with particular reference to teacher/pupil relationships, pupil identities and subcultures, the hidden curriculum, and the organisation of teaching and learning • the significance of educational policies, including policies of selection, marketisation and privatisation, and policies to achieve greater equality of opportunity or outcome, for an understanding of the structure, role, impact and experience of and access to education; the impact of globalisation on educational policy.

Term 3 Families and Households • the relationship of the family to the social structure and social change, with particular reference to the economy and to state policies • changing patterns of marriage, cohabitation, separation, divorce, childbearing and the life course, including the sociology of personal life, and the diversity of contemporary family and household structures

Term 4 Families and Households • gender roles, domestic labour and power relationships within the family in contemporary society • the nature of childhood, and changes in the status of children in the family and society • demographic trends in the United Kingdom since 1900: birth rates, death rates, family size, life expectancy, ageing population, and migration and globalisation

Term 5 Crime and Deviance • Introduction to Crime and Deviance • Social order • Social control- informal/ formal • The role of the criminal justice system and other agencies.

• Theories of crime and deviance • Functionalist • Subcultural theories • Labelling theory

Term 6 Crime and Deviance Theories of crime and deviance • Marxists • Neo-Marxist • Left Realist • Right Realist

Crime and Deviance Theories of crime and deviance • Marxists • Neo-Marxist • Left Realist • Right Realist Recent patterns and trends in crime; the social distribution of crime and deviance by: • ethnicity • gender • social class

Year 13

Theory and Methods • consensus, conflict, structural and social action theories • the concepts of modernity and post-modernity in relation to sociological theory

Crime and Deviance • Globalisation and crime in contemporary society • The media and crime • Green crime • Human rights • State crimes • Crime control • Surveillance • Prevention and punishment • Victims Theory and Methods • the nature of science and the extent to which Sociology can be regarded as scientific • the relationship between theory and methods • debates about subjectivity, objectivity and value freedom • the relationship between Sociology and social policy.

Beliefs in Society • the significance of religion and religiosity in the contemporary world, including the nature and extent of secularisation in a global context, and globalisation and the spread of religions.

• the relationship between social change and social stability, and religious beliefs, practices and organisations • religious organisations, including cults, sects, denominations, churches and New Age movements, and their relationship to religious and spiritual belief and practice • ideology, science and religion, including both Christian and non-Christian religious traditions • the relationship between different social groups and religious/spiritual organisations and movements, beliefs and practices

Recap- AS Level Education

Recap- AS Level Families and Households

• the role and functions of the education system, including its relationship to the economy and to class structure • differential educational achievement of social groups by social class, gender and ethnicity in contemporary society • relationships and processes within schools, with particular reference to teacher/pupil relationships, pupil identities and subcultures, the hidden curriculum, and the organisation of teaching and learning • the significance of educational policies, including policies of selection, marketisation and privatisation, and policies to achieve greater equality of opportunity or outcome, for an understanding of the structure, role, impact and experience of and access to education; the impact of globalisation on educational policy.

• the relationship of the family to the social structure and social change, with particular reference to the economy and to state policies • changing patterns of marriage, cohabitation, separation, divorce, childbearing and the life course, including the sociology of personal life, and the diversity of contemporary family and household structures • gender roles, domestic labour and power relationships within the family in contemporary society • the nature of childhood, and changes in the status of children in the family and society • demographic trends in the United Kingdom since 1900: birth rates, death rates, family size, life expectancy, ageing population, and migration and globalisation.

Technology Curriculum Intent Intent for the Curriculum: -

Through inquisitive and reflective exploration students are able to make valued judgements of an aesthetic, technical, economic and moral nature.

To enable students to become independent and reflective learners and develop the art of constructive criticism and the skills of self and group assessment.

To encourage empathetic learning and allow students to debate issues such as social responsibility and sustainability.

To promote safe working practice within all areas of technology.

To allow students to design, test and develop ideas with creative confidence and acquire skills for life.

Be inspired by the past, creating excellence in the present and embracing and fashioning the future.

Term Transition project – 3 weeks Lesson 1 – Audit of prior skills and practices and Health and safety – homework – Health and safety poster Lesson 2 – Product analysis – adapt and adjust exercise – Homework – disassembly Lesson 3 – research task with extended writing – homework - article or letter

Year 7

Students will move through each of the carousels during the academic year

Carousel 1: Food • Food safety & Hygiene • Healthy eating & basic nutrition.

• Taste testing and identification of exotic fruits • Basic practical skills - cutting, dicing, chopping • Fruit & vegetables • Fruit salad • Fruit trifle • Vegetable stir-fry • Pizza scones • Adaption and modification of a recipe, pupil choice

Carousel 2: Graphics • Drawing & design skills • Designing for a café - corporate identity & target audience.

• Working through the design process: • Moodboard • Initial design ideas • Development of design ideas • Final design • Logo, cup, bag and uniform • Production of 3D models

Deeper Learning Evaluation and sensory testing throughout

Deeper Learning Evaluation of all work Café design booklet

Carousel 3: Decorative Textiles • Health & safety • Pupils designing and making felt monsters • Working through the design process: • Moodboard • Initial design ideas • Development of design ideas • Final design • Introduction to decorative techniques: • Hand embroidery – running stitch, back stitch, cross stitch and blanket stitch • Hand applique • 3D applique • Consolidation - Pupils to make felt monsters

Carousel 4: Constructive Textiles • Health & safety • Introduction to the sewing machinemachine diving licence.

• Basic skills with evaluations: • Hems- double and binded • Seams – overlocked seam • Pockets – patch pocket • Handles • Production planning & application of quality control.

• Consolidation – making a small book bag

Deeper Learning Evaluation of all work Bag designer booklet

Year 8

Students will move through each of the carousels during the academic year

Carousel 1: Food • Cultural sauces.

• Market research • Temperature control • Skills - Mixing methods – all in one, Roux • Cheesy past sauce • Bolognese sauce • Stir fry sweet and sour • Chicken or vegetarian curry • Lasagne • Adaption and modification of a recipe, pupil choice

Carousel 2: Graphics • Interior design project – • Perspective drawing – 1-point perspective shapes • Drawing objects in perspective • Adding perspective lines to an interior • Rendering blocks to look like metal, wood, glass, plastic • Research interior designer • Produce 1-point perspective interior design sheet

Deeper Learning Sensory testing- analysis & evaluation throughout

Deeper Learning Evaluation of all work Homework task – interior design booklet

Carousel 3: Decorative Textiles • Pupils designing and making animal applique cushions • Working through the design process: • Mood board • Initial design ideas • Development of design ideas • Final design • Modelling in paper • Introduction to decorative techniques: • Hand applique • Machine applique • Consolidation - Pupils to make animal applique cushions Deeper Learning Evaluation of all work

Carousel 4: Textiles • Patchwork cushions • Developing skills using the sewing machine • Testing techniques: • Square patchwork sample • Triangle patchwork sample • Diamond patchwork sample • Cushion design • Production planning & application of quality control.

• Consolidation - Pupils to make patchwork cushions

Deeper Learning Evaluation of all work Cushion designer booklet

Textiles Term

Year 9

Year 10

Year 11

Term 1 Term 2 Term 3 Transition (2 weeks)– Modelling expectations, reviewing folders, identifying different textiles techniques.

Basic skills program – Nature Basic Skills program – Nature Basic Skills program – Nature theme theme theme 1. Applique 3. Embroidery (continued) 2. Embroidery • Moodboard • Free machine embroidery and • Moodboard evaluation • Hand applique and evaluation • Hand embroidery, using a • Research artist – Wendy Dolan combination of stitches • Machine applique and • Create work based on Wendy Dolan and evaluation evaluation and evaluate • Reverse applique and evaluation • Research artist – Mandy Pattullo • Create work based on Mandy Pattullo and evaluate

Term 4 Basic skills program – Nature theme

Term 5 Basic skills program – Nature theme

4. Printing techniques • Observational drawing from nature • Block printing and evaluation • Stencilling and evaluation • Lino cut and evaluation • Research Artist – Lotta Jansdotter • Create work based on Lotta Jansdotter and evaluate

5. Printing techniques continued • Mono printing and evaluation • String printing and evaluation • Collograph and evaluation • Research artist – Sue Lowe • Create work based on Sue Lowe and evaluate

Term 6 Basic skills program – Nature theme • Consolidation - Final piece – Nature top • Produce a simple top with a nature theme including a combination of the techniques previously completed

• Joining and finishing techniques • Natural and synthetic fibres • Yarns • Fabrics – construction • Finishing processes

• Components, materials, equipment and processes • Printing processes • Decorative and stitch techniques

• Design and make project – Contextual challenge • Analysing products • Specification

• Modelling and prototyping • Lay planning and cutting (using a commercial pattern) • Production plan

• Quality of manufacture • Scale of production

Controlled Assessment • Unit 1, Stage 1.1: Investigate • Unit 1, Stage 1.2: Research • Unit 1, Stage 1.3: Specification • Unit 1, Stage 2.1: Initial design ideas

Controlled Assessment • Unit 1, Stage 2.2: Review • Unit 1, Stage 3.1: Development • Unit 1, Stage 2.2: Review • Unit 2, Topic 3.2: Materials and components • Unit 1, Stage 3.2: Final design

Controlled Assessment • Unit 1, Stage 4.1: Production plan • Unit 2, Stage 3.3: manufacturing processes • Unit 1, Stage 5.1: Quality of • manufacture

Controlled Assessment • Unit 1, Stage 5.2: Quality of outcome • Unit 1, Stage 5.3: Health and safety safety

• Test and consolidation lesson on fibres, fabrics and suitability to end uses.

• Test and consolidation lesson on efficient lay planning, flat pattern making, 2D/3D virtual modelling and testing.

• Test and consolidation lesson on sustainability issues, smart and modern materials

• • • •

Controlled Assessment Investigate Research Specification

Transition - Line Baseline assessment: 1.

2.

3.

4.

Observational drawing – line Drawing onto fabric Research – Cas Holmes Development of work based on Cas Holmes

Visual Elements

Year 12

• Mono-print – line cont • Research Wendy Dolan/Niru Reid • Development and experimentation based on work by Wendy Dolan/Niru Reid • Annotate all work, explaining the process, use of line and artist inspiration

Tone • Observational drawing – tone • Research – Caroline Saxby/ Andrea Hunter • Development and experimentation, produce a felt piece based on based on work by Caroline Saxby/ Andrea Hunter • Further experimentation, Produce a reverse applique based on work by Caroline Saxby/ Isobel Moore • Annotate all work, explaining the process, use of tone and artist inspiration

Texture • Photograph nature showing texture • Drawings of texture from the photographs • Research- Louise Watson/Gwen Headley • Development and experimentation based on work by Louise Watson/Gwen Headley • Annotate all work, explaining the process, use of texture and artist inspiration

Form • Observational drawing – Form • Research – Mr Finch/Sandra Golbert/Sheila Hicks • Development and experimentation based on work by Mr Finch/Sandra Golbert/Sheila Hicks • Annotate all work, explaining the process, use of form and artist inspiration

Colour • Experimentation – Vegetable dying • Research – Ann Small/ Laura Dell’Erba • Development and experimentation based on work by Ann Small/ Laura Dell’Erba • Annotate all work, explaining the process, use of colour and artist inspiration Pattern • Observational drawing – pattern • Research – Orla Kiely/Helen Dardik/Zandra Rhodes • Development and experimentation based on work by Orla Kiely/Helen Dardik/Zandra Rhodes • Annotate all work, explaining the process, use of pattern and artist inspiration

Final piece • Design and make a final piece incorporating elements from the previous work.

• Annotate and evaluate final piece, explain processes, use of visual elements, links with prior work and artists work.

Year 13

Personal investigation

Personal investigation

Personal investigation - Final piece

Externally Set Assignment

Externally Set Assignment

Student led

Student led

• Drawing • Research • Experimentation and development • Annotation

• Drawing • Research • Experimentation and development • Annotation

• Design and make a final piece incorporating elements from the previous work.

• Annotate and evaluate final piece, explain processes, use of visual elements, links with prior work and artists work.

• • • •

• • • •

Personal study - Essay

Personal study - Essay

Personal study - Essay

Planning and preparation Drawing Research Experimentation and development • Annotation

Planning and preparation Drawing Research Experimentation and development • Annotation Exam - Design and make a final piece incorporating elements from the previous work.