Our Curriculum at E-ACT Royton & Crompton Academy 2023-4

Our Curriculum at E-ACT Royton & Crompton Academy 2023-24

E-ACT Royton & Crompton Academy

THINK BIG SHOW TEAM SPIRIT DO THE RIGHT THING

E - A CT

Contents Page

Contents Page

Page Number

Department Curriculum Intent and Key Themes

Head of Department contact details if additional information is required.

Page Num ber

Department Curriculum Intent and Key Themes

Head of Department contact details if additional information is required.

3-4

Our Curriculum Intent and Overview at E_ACT Royton & Crompton Academy

Amanda.Jacob@rca.e-act.org.uk Deputy Headteacher

25-26

Art Department

Fiona.Wrigley@rca.e-act.org.uk Head of Art & Photography

5-7

English Department

Maria.Graham@rca.e-act.org.uk Head of English

27-28

Music Department

Phillippa.Mulgrew@rca.eact.org.uk Head of Music

8-10

Maths Department

Michael.Mulgrew@rca.e-act.org.uk Head of Maths

29-32

Physical Education Department

Sarah.Cavanagh@rca.e-act.org.uk Head of PE

11-14

Science Department

Claira.Asia-Lodge@rca.e-act.org.uk Carl.Davies@rca.e-act.og.uk Head of Science

33-34

Design & Technology Department

Andrew.Hughes@rca.e-act.org.uk Head of D&T

15-18

History Department

Helen.Beveridge@rca.e-act.org.uk Head of History

35

Social Sciences Department

Emma.Stirling@rca.e-act.org.uk Head of Social Sciences

18-19

Geography Department

Lauren.Brock@rca.e-act.org.uk Head of Geography

36-38

Digital Literacy Department

Lee.Maguire@rca.e-act.org.uk Head of Digital Literacy

20-22

Spanish Department

Victoria.Sayer@rca.e-act.org.uk Head of Spanish

39-41

Life Skills Department

Sarah.Bloor@rca.e-act.org.uk Head of Life Skills (PSHCE, Citizenship & RSE)

23-24

Religious Studies Department

Louise.Mulvana-Kinlin@rca.eact.org.uk Head of Religious Studies

42-43

Food Technology Department

Jennifer.Hill@rca.e-act.org.uk Head of Food Technology

Our curriculum is designed to have high expectations for all learners whilst deliberately building their knowledge and vocabulary. It is the foundation on which reading comprehension, critical thinking and a range of other necessary lifelong skills are built.

A knowledge rich curriculum is a well-planned and well thought through sequence of knowledge progression. It allows students to build knowledge through the development of connected schema to ensure knowledge retention and retrieval from long term memory. As learners gain knowledge and understanding, they develop complex schema, and are able to make more links with other things they know. Learning then begets more learning.

Honesty We insist on speaking the truth, thinking with sincerity and acting with integrity in everything that we do.

Students will: • Take responsibility for their actions.

• Be loyal, fair, and sincere and show respect in all they do.

• Celebrate Equality & Diversity and value the opinions of others.

• Have a common moral compass and contribute positively our community.

Excellence We are what we repeatedly do. Excellence is not one act, but a habit. We strive to improve through hard work and practice.

Students will: • Model excellence, show commitment and resilience, taking personal pride in all they do.

• Have the will and the desire to succeed.

• Insist on only the highest of standards of work, commitment and effort.

• Achieve academic standards of excellence enabling them to excel against any competition locally, nationally and internationally.

Aspiration We aspire to be an example to others and continue to raise our standards.

Students will: • Aim high with a drive to succeed.

• Embrace barriers/challenges as an opportunity for growth.

• Believe they can achieve and be the best they can be.

• Be proud of their achievements and the progress they make, and have those achievements celebrated and recorded.

• Develop positive, secure relationships so that they flourish and have a powerful sense of their own potential

To fully prepare our students for an ever-changing modern world, we will provide a curriculum which aims to: • Nurture academic success alongside creativity and imagination throughout the school curriculum.

• Deliver a breadth of subjects that inspire students to become lifelong learners.

• Embed and develop knowledge throughout.

• Focus on high quality literacy and numeracy across the curriculum providing opportunities for the development of reading, writing and oracy.

• Embed and promote community cohesion, SMSC and the Fundamental British Values throughout.

• Encourage students to develop the ability to question, debate rationally and apply themselves with confidence, thought and persistence.

• Secure the highest of standards for all of our students.

OUR CURRICULUM

Our key values of honesty, excellence and aspiration underpin and support everything that we do in every lesson.

OUR CURRICULUM

Curriculum Design Subject leaders plan schemes of learning with a clear indication of progression.

Planning is built around a deep conceptual understanding of the big ideas which clearly define progress over time.

Lessons are sequenced fluently allowing rich connections to be made and securing students effective use of the working memory and long-term memory.

When designing the curriculum, prior knowledge is considered and content carefully selected to allow retrieval of what the students have learned and know.

To enrich and motivate our learners, teachers will utilise powerful stories, conflicts and dilemmas to instil curiosity and problem solving. Students know why they are learning and what they are learning in each lesson and the learning experience they encounter.

Teachers embed challenge into every lesson and model excellence for our students to follow. They identify and plan for misconceptions and reteach content explicitly with further instructions, so that all learning is accessible to all learners.

Curriculum Intent Statements Before undertaking medium-term planning, each subject leader or curriculum designer will decide on and articulate the overarching subject curriculum intent and rationale. This provides the basis for all subsequent curriculum choices, for both highlevel and medium-term level planning. These are extremely specific and focus on how the content choices in the curriculum support the long-term curriculum goals and ambitions rather than broad aspirations statements.

The statement is the outcome of some sustained and careful thinking about what the subject’s curriculum is going to achieve. It explains what ‘big ideas’ the subject will tackle, the most important knowledge it will develop, and the cohering strands that will hold it all together. It explains how each subsequent curriculum choice promotes learning over time and the development of pupils’ long-term schema.

English Curriculum Intent.

We carefully sequence tasks so that students develop a range of different skills. Rather than just focusing on analysing ‘Oliver Twist’ or ‘Richard III’, we encourage students to respond emotionally and analytically to characters and plots; considering the character arcs and intrinsic developments that affect the outcome of the narrative. Through this approach, students are able to appreciate the conscious crafting of a range of texts through critical thinking and independent analysis.

During their time at Royton and Crompton Academy, students study a wide range of texts. This includes the reading of pre- and post-1914 novels; the study of different Shakespeare plays; the consideration of contemporary drama and the analysis of poetry (both contemporary and historical).

Reading for Pleasure also gives our students the opportunity to study a wide range of voices and text types, whilst the guiding principle of our grammar focussed lessons are to help students write accurately, fluently, effectively and at length. Every activity, and every lesson, is helping students build towards this point. This all consolidates and builds on the grammar students learn at key stage two.

KS3 English Curriculum Our mission at E-ACT Royton and Crompton Academy is to enable all students to flourish and excel in English. Through our curriculum design, we ensure that all our students finish Year 9 as confident and literate readers and critical and accurate writers. We are dedicated to ensuring that all students are exposed to some of the most challenging texts in the Literary Canon, so that they can appreciate the very best that Literature can offer.

We want our students to enjoy reading and learn from the best writers so that they become the best writers. Through our new curriculum we have created a curriculum that enables students to be exposed to a wide range of Literary and Non-Literary texts, so that they can see themselves in the work that they read. We seek to immerge students in current topical issues of the day so that they enhance their understanding of the world around them and some of the important socio-political issues of the day. This means that our writing curriculum is constantly being reviewed and updated to ensure that we are developing both our students’ awareness of the world around them and their cultural capital.

Students across KS3 study some of the very best literature produced by our Literary greats, from Dickens to Andrea Levy, Shakespeare to Kit de Waal , we teach the literature that we love in order to inspire our students to also feel the same passion that we as a Team hold at our very core.

English Curriculum Intent

By the end of their five-year learning journey with us, students will have fostered an appreciation of the depth and power of our literary and cultural heritage from a variety of sources. In equal measure, they will be able to think and communicate creatively and independently; therefore shaping the minds of the future generation whilst mastering oracy and literacy skills that they can utilise in their future careers.

Our Principles for Learning English Whilst we have collectively created clear learning principles within our English curriculum, we recognise that the learning of English is not linear; it is important that our teaching staff know to move within these structures as they see necessary.

We also take into consideration the need for adaptation on a continual basis as a result of cultural and societal changes that are continually taking place. It is important that students are gaining an understanding of both Literary heritage and contemporary developments. The knowledge that they will gain through the curriculum reflects the fact that learning is not static, it adapts and develops alongside the society in which it is taught.

In both Key Stage Three and Key Stage Four, we fully share the guiding principle of the National Curriculum: to develop a deep appreciation and love of reading and writing.

We help students develop culturally, emotionally, intellectually, socially and spiritually through the texts they study and the activities they complete.

Our Key Stage Four Rationale

English Curriculum Intent

At Royton and Crompton Academy, we have designed our Key Stage 4 curriculum so that it continues to develop and nourish the ability of our students to form emotional connections through appreciation of texts as conscious constructs. Concurrently, we aim to foster confidence and metacognition so that they can become critical thinkers with justifiable ideas and interpretations.

AQA GCSE English Literature Skills: When learning about Literary texts, students are taught to be experts in the ‘domain’ of the text. There is a strong focus on the substantive knowledge of the text’s plot, characterisation, themes, and social and historical context so that we can encourage our students through a knowledge rich curriculum to have a broad understanding of the text and its context.

This knowledge is taught and assessed through knowledge retrieval tests throughout Key Stage 4 to ensure that students can recall it flexibly from long-term memory. In turn, students are taught the disciplinary knowledge required to formulate arguments that can be justified and supported through sophisticated analysis and the appreciation of domain specific knowledge. This therefore enables them to construct higher quality responses to the composite, summative assessment questions, that they undertake at the end of each unit. We also encourage our students to engage with wider disciplinary knowledge about Literature. This includes considering composites such as ‘how’ and ‘why’ critical reception of Victorian novels may have changed between then and now. We also consider what contemporary literature is (or is likely) to reflect about society today, or what constitutes a Literary ‘movement’ and how the texts they study interact with this.

AQA GCSE English Language Skills: Royton and Crompton Academy is committed to ensuring that all students leave secondary education with the fundamental skills that are required in order to engage and flourish within a work-place setting. We encourage the development of literacy and oracy attributes through our English Language curriculum that aims to equip students with the ability to comprehend, communicate and be confident in society today.

Through the constant interleaving of English Language skills throughout the curriculum, students are constantly being exposed to, and reflecting on their progress and development. This is then assessed and evaluated through summative assessments that are conducted on a frequent basis as they near the end of their time at Royton and Crompton Academy. By encouraging the development of these skills through a variety of both fictional and non-fiction texts, we develop pupils’ knowledge of our rich cultural heritage in order to develop their own cultural appreciation in an effort to support them in developing their own cultural capital.

This educational approach through exposure to a variation of texts can then serve to encourage the emotional connection to forms of communication, which will consequently support students in their aim to adopt and master skills including identification, interpretation, analysis, comparison and evaluation. The mastery of these skills further encourages detailed and perceptive responses to questions that mirror those that they will encounter towards the end of their learning at Royton and Crompton Academy in their GCSE assessments.

English incorporates the explicit teaching of literacy and communication skills that are essential for success in the wider world. Through a clear promotion of both appreciation and critical thinking, we aim to ensure that all students are equipped with the skills and attributes that come from a knowledge-rich curriculum. Through the continual improvement of practice, and the focus on current pedagogical strategies that can support and benefit our cohort, the formative reflections of all GCSE assessment objectives allows us to prepare our students for their final summative examinations, alongside their development and integration into society.

Learning from the past Those who fail to learn from history are condemned to

Classics

Identity

Relationships

Media and Culture

Politics and protest

Where you will learn about it

Year 7: Autumn Term 2- How does the Elizabethan era serve a a repeat it' the principle from the philosopher Santayana backdrop for Shakespeare's writing? forms the foundation of this thread. Students will learn Year 8: Autumn Term 2- Can I explain the contextual details of about social and politic history through the Literature that Lord of the Flies? they read: both fiction and non-fiction. This feeds in to the Year 9: Autumn Term 2: Can I understand the plot and context of disciplinary socio-political strand that is weaved across KS3 Jane Eyre? and KS4.

Students will read and discuss key texts from the Literary Year 7: Autumn Term 2- Can I track at he theme of order and Canon: text that the Literary World recognise as the most disorder in a performance of a play? important texts ever written. This begins with the Greek Year 8: Autumn Term 2- Can I explain the contextual details of 'Iliad' and The Odyssey' through to Shakespeare, the Lord of the Flies? formation of the novel as a form, poetry and non-fiction Year 9: Autumn Term 1- What does Jane's experience in the red texts. room reveal about the poor treatment Jane experiences at Gateshead?

Students will learn about themselves and the world around Year 7: Spring Term 1 - How do writers use language devises to them through what they read, watch and listen to. They will create effects in non-fiction writing? explore identity in Britain today and what it means. They Year 8: Spring Term 1- Romeo & Juliet- How does the prologue will look at how this can be provocative and they will learn introduce the theme of fate? to use their voices to challenge racism, prejudice and Year 9: Autumn Term 1- What do we learn about Jane when she stereotypes. meets Mr Rochester?

We recognise that as students develop intellectually, Year 7: Spring Term 2- Oliver Twist. Can I summarise and recall emotionally and physically, the reactions that that they key information about Charles Dickens' Oliver Twist? form are increasingly important. Through the texts that Year 8: Summer Term 1- How does Alice Walker use dialect to they read and the articulation of their thoughts and capture the voice of Celie in 'The Colour Purple'? opinions, we want students to learn about what makes a Year 9: Autumn Term 1- How does Bronte present Mr positive relationship. Through this the curriculum becomes Brocklehurst as a cruel man? a tangible vehicle that will help to steer them through the growth that they will undergo: intellectually, physically and emotionally.

As the digital world encroaches more on our lives we want Year 7: Summer Term 1- Can I develop my knowledge of the to ensure that students can navigate their way though the supernatural in the media and develop my own opinion? information that is communicated. They will look at the Year 8: Summer Term 2- What impact did Black Lives Matter topical political and social ideas of the day and explore what have on our attitudes towards racism? this means for our society.

Year 9: Autumn Term 1- How does humiliation of Jane at Lowood reveal the poor treatment od childhood?

We want our students to use their voices to articulate their Year 7: Summer Term 2- How does Keats celebrate the natural thoughts and opinions. They will examine historic and world in ‘Ode to Autumn'? political speeches, articles and other non-fiction texts. We Year 8: Autumn Term 1- Who were the romantics and what was want to encourage our young people to be active and get their ideology? their voice heard. Underpinning this is the idea that they all Year 9: Autumn Term 1- Explore the ways Bronte presents have a voice and we want hem to feel empowered to use it. Jane's childhood experience.

English Curriculum Key Themes

Thread of Knowledge Definition

Mathematics Curriculum Intent

Maths Curriculum Intent

The mathematics department will create confident and successful mathematicians who can apply knowledge to a variety of contexts and situations.

We ensure students are given the opportunity to consolidate and discuss mathematical problems and concepts. Students’ knowledge will become secure through careful tracking, which allows for a deeper understanding of mathematical concepts.

The curriculum design enables students to acquire a deep, long term, secure and adaptable understanding of the subject. Students will be stretched and challenged, through a variety of carefully planned resources encouraging both independent and collaborative thinking.

As a knowledge-based curriculum, we believe that this is the key to our students having a deeper understanding. This type of curriculum allows the students to build on what they already know and develop the skills required to understand the application of maths in the real world. The curriculum is also spiralled, so that the students have the opportunity to expand, develop as well as revise content, allowing them to constantly recap knowledge as well as build on it.

The spiral structure of the curriculum allows pupils to revisit topics and deepen understanding through problem solving and application. The curriculum is sequenced carefully to ensure a balanced delivery of content across the five strands and to ensure it is delivered to ensure progress over time.

For example in Year 7, students build on basic knowledge of algebraic notation and manipulation, whilst in Year 8 they retrieve and apply the knowledge to forming and solving equations from a range of contexts. In Year 9, the knowledge acquired in Year 7 and 8 is revisited and applied to proof and generalisations. Throughout the key stage, knowledge is developed and applied to real life problems which enables pupils to progress and deepen their understanding through application. This is through exposure of specific reading materials and cross-curricular links that support the academy’s ambitions to improve students’ cultural capital as well as fiscal understanding to be successful members of the community.

The Students Application of recent research is applied to ensure teaching and learning is maximised. Using this knowledge, inbuilt within the curriculum, there is time to explore applications for mathematics across the curriculum. Financial, numerical and practical applications of numeracy are examined, as well as developing strategic and logical thinking through themed weeks. This develops both a love of mathematics, as well as ensuring students have the skills to be successful adults and citizens once they have left the academy.

STEM week is an event scheduled in the summer term. STEM week allows our students to experience real life maths. They see the value of maths in other subjects and this also raises their aspirations around the world of work and how maths underpins so many different career paths. The event allows students to explore many avenues of maths, deepening their knowledge in a range of activities, hence discovering how maths is a universal language.

Throughout the year, the department organises further events which allows students to engage with mathematics meaningfully, whilst enhancing problem solving and logical thinking skills. External visitors are invited into the academy to make our students aware of the non-traditional maths careers post school, whilst simultaneously allowing pupils opportunities to acquire a deep, long term, secure and adaptable understanding of the subject. For example, the Department of Mathematics at The University of Manchester; The Bank of England; NRICH Roadshow; Stand- 8 up maths and Willmott Dixon.

KEY STAGE 3 CURRICULUM OVERVIEW

Maths Curriculum Intent

The Key Stage 3 curriculum is designed to develop all mathematical core knowledge, so that it is ready for developing to higher level by Key stage 4. The sequencing is designed as a spiral, so that the core components have opportunity to not only be retrieved, but developed into depth. This is designed on a mastery approach. The mastery concept is that all students make progress given enough time and opportunity.

Therefore, the design of topics reflects this. Each pupil is treated as an individual on their own journey and teacher’s planning should reflect the adjustment to students in the room and their needs. The calendar proposed to each section was produced to provide a potential timeline for a generic progression through the concept, and aid the explicit incorporation of topics that intertwine with the component. This sequence would not progress until the key component is ‘mastered,’ by allowing more time for procedural practice, retrieval and investigation of methods.

KEY STAGE 4 CURRICULUM OVERVIEW In reaction to the national disruption to learning, this adapted key stage 4 scheme of work has been developed to ensure that all pupils’ at Royton and Crompton have the opportunity to succeed. This sequence has been developed to allow students to retrieve and secure foundations of numeracy, proportional and algebraic concepts, whilst allowing students to apply knowledge to logical and problem-solving strategies. Topics are interleaved, so that there are explicit opportunities to revisit prior knowledge and to ensure new content is linked to existing schemas with ease. Therefore, the key strands of knowledge have been spread so that algebra, number and geometry topics are split amongst the weeks, so that students have opportunity to recap and develop their understanding. Ratio and proportion are a thread of knowledge that runs throughout and is revisited in as many different topics as possible, to ensure students are confident in using the concept in a range of topics.

Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. Underpinning the curriculum is the emphasis of application, to explore the applications of learning to the professional expectations of the modern world.

9

Maths Curriculum Key Themes

Maths Themes at Key Stage 3 Thread of Knowledge Definition Number Application All number skills

Geometry

Algebra

Ratio and Proportion

Statistics

Where you will learn about it Year 7: conversion of FDP, Factors multiples primes, negative numbers Year 8: operating with FDP, rounding Year 9: operating with percentages, standard form, bounds Shape and measures Year 7: angle facts, area and perimeter Year 8: conversion of measure, compound measures, volume, angles in parallel lines and polygons, transformations Year 9: Pythagoras and trigonometry, similarity of congruence, surface area, area of a circle and circumference Working with unknown values Year 7: function machines, linear equations, straight line graphs, linear sequences Year 8: substitution, forming and solving linear equations, Year 9: expanding brackets and factorisation, rearranging equations, algebraic fractions, inequalities, quadratic graphs Proportion between two Year 7: dividing amounts into a ratio, use of scales quantities Year 8: best buys, conversion graphs, rates of change Year 9: rates of changes with graphs Analysing and displaying data Year 7: drawing graphs and charts Year 8: reading and interpreting graphs and charts, probability, outcomes Year 9: venn diagrams, averages from lists and table 10

Science Curriculum Intent

Within the idea of ‘Energy’, we invite pupils to reflect on their own energy use and to use their knowledge and skills from maths in order to calculate both the financial cost of their energy use as well as their carbon footprint. We reflect on how our knowledge of the total amount of energy in the Universe is the same, but that energy can be transformed has resulted in far reaching consequences such as the Chernobyl disaster, as well as being used to positively transform communities across the world. This could be supported by the use of solar panels to generate electricity. Pupils are shown how knowledge about energy can lead to a career in engineering or a wind turbine engineer.

The idea of ‘Waves’ focusses on how light and sound waves transfer energy as they travel through different mediums and how light and sound engineers and opticians for instance uses this knowledge in their working lives.

Within the idea of ‘Forces’ pupils are able to reflect on Tim Peake’s space expeditions and how gravity affects the weight of objects. The electromagnetic force that exists around our planet as well as magnetic materials is explored in the idea of ‘Electromagnetism’. We relate this to the vital work of electricians that provide the infrastructure needed for places such as hospitals to be a success.

11

Science Curriculum Intent

The aim of our Science curriculum is to encourage pupils to become well-informed and curious citizens of our planet and beyond. The curriculum is written in such a way as to inspire curiosity beyond the classroom, allowing pupils to grow into life-long learners of Science. As a knowledge-based curriculum, we believe in scaffolding learning, so that pupils can continually revisit substantive knowledge and build on it each year, increasing the challenge of deepening knowledge and concept as students learn and progress through the key stage.

Key Stage 3 The Science curriculum at Key Stage 3, is a three-year curriculum that seeks to give students a solid foundation of substantive knowledge and a broad overview of important discoveries and theories in the world of Science. The curriculum gives students a strong grounding by teaching thematically what we consider to be the 10 ‘Big Ideas’ in Science. Each big idea consists of four components which get progressively harder across the key stage. The 10 big ideas are carefully developed across key stage 3 so that pupils gain an increasingly sophisticated understanding of them. For instance, Genes or Ecosystems. Each big idea is regularly revisited and then elaborated on throughout Key Stage 3.

We begin with the idea of ‘Organisms’ - that all organisms are organised on a cellular basis. We draw on pupils’ experiences from their Food Technology and Physical Education curriculum to teach the processes of digestion and breathing respectively. This work is built on in the idea of ‘Ecosystems’ - that organisms require a supply of material for which they are often dependent on, or in competition with, other organisms. We again refer to the Physical Education curriculum to discuss why our bodies may switch from aerobic to anaerobic respiration to release energy.

In the idea of ‘Genes’, we introduce the revolutionary work of Charles Darwin. Students learn that genetic information is passed from one generation of organisms to another and that the diversity of organisms, both living and extinct is the result of evolution. As well as highlighting to students the advances in society that Science can bring, we also encourage them to question how the development of scientific knowledge may lead to moral dilemmas, such as how genetic screening may be used differently by different countries across the world.

Studying the big idea of ‘Earth’ informs pupils with knowledge of the structure of the Earth and how both natural and human processes have caused changes in our atmosphere. We look out of our windows to see the mills of Manchester and explore how the Industrial Revolution contributed to climate change and whether the economic benefits were worth the environmental costs. We invite pupils to question the role of both previous and current generations– particularly Greta Thunberg – in helping to mitigate the consequences of global warming. We explore the career of an archaeologist and how their work can bring the past to life.

Within the big idea of ‘Matter’, students learn that all material in the universe is made from very small particles. Also, how the resilience of Dmitri Mendeleev led to the development of the Periodic Table of Elements -showing us how elements belong in families based on their chemical properties. Students explore this idea further in the big idea of ‘Reactions’ by carrying out experiments to show how different elements and compounds can combine together to produce the everyday substances we see around us. We also spend time looking at how the police use techniques such as chromatography to analyse evidence.

Key Stage 4

Science Curriculum Intent

All Key stage 4 students will study Biology, Chemistry and Physics, either as part of the Trilogy or a separate course. The 10 Big Ideas from Key Stage 3 are revisited, developed, explored and further extended upon in order to give pupils a powerful knowledge of Science. Where the KS3 curriculum introduces pupils to the 10 big ideas and initially provides substantive knowledge, the Key Stage 4 curriculum seeks to allow students to explicitly see the world through a Scientist’s eyes. Students will develop an awareness of some of the best that has been thought and said within our discipline, but also the difficulties Scientists have faced in order to get their ideas heard, accepted and supported by empirical evidence. Practical work is at the heart of Science and throughout the course, students will complete not only the twenty-one required practical sessions but also additional practical lessons in order to enhance learning.

Biology will highlight the amazing complexity of life processes through studying ‘Cells and Organisation’, ‘Disease and Biogenetics’, ‘Biological Responses’, ‘Genetics’ and Reproduction’ and Ecology. Pupils will become aware of how cells multiply uncontrollably to produce tumours and how our body responds to fight against diseases. They will dissect a heart and see for themselves the organ that beats approximately 100, 000 times a day, making links to their anatomy work in P.E. They will marvel at our local hospital in Oldham producing the first IVF baby, understanding what a great scientific accomplishment this was whilst appreciating the social and ethical debates surrounding the use of IVF. Armed with powerful and specialist knowledge of their own bodies and the complexities of all living organisms, pupils will be encouraged through visits to local hospitals and universities, to consider the different career paths available to them within the NHS for instance.

Chemistry will bring the world around us to life. Through the study of ‘Atom, bonding and moles’, ‘Chemical reactions and energy changes’, ‘Rates equilibrium and organic chemistry’ and ‘Earth’s resources’, the nature of different substances in terms of their physical and chemical properties and how they interact with each other to build the world we live in, will be discovered. Pupils will carry out numerous experiments to investigate, for instance, how to slow down and speed up a reaction, how to use a titration to calculate concentration of an acid or alkali and how to make pure crystals from an acid and base. Pupils will discover the rich scientific history of Manchester – from John Dalton and his ideas that developed our understanding of the structure of the atom. Also, Ernest Rutherford who changed the world when he split the atom at the University of Manchester and led the way for the development of nuclear power and cancer-fighting radiotherapy. Pupils will be encouraged to join the plethora of Manchester scientists by continuing their studies at A Level.

Physics will open our students’ minds to the fundamental principles that govern all energy and matter in the universe, from the scale of sub-atomic particles to the inter-galactic scale of the universe. Lessons will focus on ‘Energy and Energy Resources’ ‘Particles at work’, ‘Forces in action’ and ‘Waves and electromagnetism’. Pupils will construct electrical circuits to investigate Ohm’s Law, and use their experiences from PSHCE to help them consider the ethical, social and economic considerations surrounding energy use and how on a global scale we meet the energy demands of developing countries. Whilst studying particles, pupils will investigate how water can be used to calculate density – as realised by Archimedes When studying ‘Forces in action’ pupils will be required to investigate the acceleration of an object and the relationship between force and the extension of a spring that led to Hooke’s Law. Pupils will be able to reflect on the uses of the different waves in the electromagnetic spectrum and the dangers they can pose. The knowledge that pupils have gained throughout their Maths curriculum will allow pupils to use and manipulate the laws of Isaac Newton and other scientists.

Our five-year science curriculum has been designed with the focus to create independent, curious and critical thinkers of Science. We want to bring the science knowledge alive with stories of resilience and triumph from the great historical thinkers that have developed our understanding of our planet and beyond. By continually revisiting the big ideas in Science and consolidating their learning, pupils will be able to both appreciate the wonders of scientific discoveries made thus far and debate the issues that new scientific advances bring to us all.

12

Thread of Knowledge Organisms

Matter

Energy

Ecosystems

Reactions

Definition

Where you will learn about it

Organisms are made of one Year 7: Big Idea 1 Organisms Part 1 - Movement and Cells or more cells, which need a The principle features of animal and plant cells and what are their functions supply of energy and Year 8: Big Idea 1 Organisms Part 2 - Breathing and Digestion molecules to carry out life The exchange of gases in the alveoli processes.

Year 9: GCSE Biology 4.1 Cell Structure Prokaryotic and eukaryotic cells, cell division and transport in cells Materials are either made Year 7: Big Idea 2 Matter Part 1 - Particle Model and Separating Mixtures of a single chemical Using the particle model to explain the properties of solids, liquids and gases substance or a mixture of Using filtration, distillation and chromatography to separate mixtures substances which each have Year 8: Big Idea 2 Matter Part 2 -Periodic table and Elements distinctive properties.

The properties of different groups on the periodic table How the properties of elements change when they combine to make compounds Energy cannot be created or Year 7: Big Idea 3 Matter Part 1 - Energy costs and Energy transfers destroyed it can only be How we get energy to our homes transferred.

Year 8: Big Idea 3 Energy Part 2 - Work and Heating and Cooling How energy is transferred when work is done, and the transfer of thermal energy All organisms, including Year 7: Big Idea 4 Ecosystems Part 1 - Interdependence and Plant Reproduction humans, depend on, Food webs, food security and predator-prey cycles. interact with and affect the Year 8: Big Idea 4 Ecosystems Part 2: Respiration and Photosynthesis environments in which they Aerobic and anaerobic respiration, fermentation, the movement of water and minerals in a live and other organisms plant and the process of photosynthesis that live there.

During a chemical reaction, Year 7: Big Idea 5 Part 1: Reactions Metals and non:metals and acids and Alkalies atoms are rearranged Properties of metals and non:metals and displacement reactions, indicators and forming new substances. neutralisation Year 9: Big Idea 5 Reactions Part 2: Chemical Energy and Type of Reaction Endothermic and exothermic reactions, catalysts, combustion and thermal decomposition 13

Science Curriculum Key Themes

Science Themes at Key Stage 3

Science Curriculum Key Themes

Science Themes at Key Stage 3 Thread of Knowledge Waves

Genes

Definition

Where you will learn about it

Year 7:Big Idea 6 Waves Part 1: Sound and Light Sound waves and matter, reflections, refraction and the visible spectrum Year 9 Big Idea 6 Waves Part 2: Wave effects and properties Ultrasound, microphones, ultraviolet light and the differences between longitudinal and transverse waves Differences between organisms cause Year 7: Big Idea 7 Genes Part 1: Variation and Human Reproduction species to evolve by natural selection Continuous and discontinuous variation , how variation helps a species to survive of better adapted individuals. The greatand fertilisation in humans diversity of organisms is the result of Year 9: Big Idea 7 Genes Part 2: Evolution and Inheritance Natural selection, biodiversity and extinction

Waves radiate information.

Understanding waves helps us to communicate.

evolution.

Earth

Forces

Electromagnets

The Earth’s crust is constantly changing Year 8: Big Idea 8 Part 1: Earth Structure and the Universe as new rocks are formed and older Layers of the Earth and the effects of Earth's motion Year 9: Big Idea 8 Part 2: Climate and Earth Resources rock is worn away.

Composition of our atmosphere, carbon cycle, greenhouse gases and global warming Year 8: Big Idea 9 Part 1: Speed and Gravity Forces make things change.

Understanding forces helps us to Speed calculations, distance/time graphs, force diagrams, gravity and weight predict and control physical change. Year 9: Big Idea 9 Forces Part 2: Contact Forces and Pressure Resultant forces, Hooke's Law, pressure and density Year 8: Big Idea 10 Electromagnets Part 1: Voltage and Resistance and Current, The everyday world is largely a consequence of electrical charge. voltage, resistance, series and parallel circuits, static charge and electric fields

Understanding electricity and magnetism helps us develop technology to improve lives.

Electromagnets

The everyday world is largely a consequence of electrical charge.

Understanding electricity and magnetism helps us develop technology to improve lives.

Year 9: Big Idea 10 Electromagnets Part 2: Electromagnets and Magnetism, compasses and making electromagnets

Year 8: Big Idea 10 Electromagnets Part 1 - Voltage and Resistance and Current, voltage, resistance, series and parallel circuits, static charge and electric fields Year 9: Big Idea 10 Electromagnets Part 2 - Electromagnets and Magnetism, compasses and making electromagnets

14

History Curriculum Intent We believe that History should fire students' curiosity and imagination and inspire them to engage with the dilemmas, choices and beliefs of people in the past. We will enable all students

Curriculum Rationale Our curriculum is a learning journey. As a department, we have mapped out and sequenced the journey that our students need to take to become successful Historians by deciding what it is exactly that they need to know and when; from Year 7 begin with a chronological journey starting in the Medieval period of both British and world History by the end of Year 9 they are able make links between British and world history and have a solid chronological understanding and how stories have developed. Further rationale behind our curriculum design include the following: The revisiting and building on existing knowledge that students have previously studied. The topic areas are constantly revisited and built up on to develop a more secure understanding of the world in which they live.

A knowledge-based curriculum based on recall. We believe that knowledge underpins and enables the application of skills. We focus on content knowledge and understanding of key concepts and vocabulary. We recall both content and concepts throughout our KS3 curriculum, by having a carefully planned progression through our curriculum, with content, skills and knowledge clearly defined in our schemes of work which revisit and build on existing knowledge.

The aim is that they will be able to apply knowledge from long-term memory to speak and write with increasing sophistication.

Implementation Our students will be challenged through the implementation of a curriculum, that is sequenced to allow for deepening knowledge. They will naturally make progress as they travel through the curriculum using retrieval and practice from previous years. To ensure this is achieved, we will: • Ensure students develop resilience and confidence in their recall , reading, writing and oracy skills in History by studying themes that will be presented in a variety of text and source material which will challenge learners for example historians interpretations and extracts from chronicles.

• Implement our curriculum through using a variety of teaching approaches and tasks which encompass source skills and chronological understanding. Within our lessons, we embed challenge, meta-cognition, memory techniques and literacy.

• Embed our ‘Big Ideas’. This is a document that contains the core knowledge of History that we have ensured is present throughout each composite in our curriculum. This will allow students to be confident historians in every unit we cover as it is planned to ensure students are developing their schema from novice to expert.

At Key Stage 3, students will develop their knowledge of some of the formative periods of History. They will develop key skills in History such as understanding change and continuity, causation and consequence, significance, evidence and interpretation and chronology.

15

History Curriculum Intent

Our history teaching will help students to ask and answer questions of the present by engaging with the past. The Historians from Royton and Crompton will be fascinated by past events, people and societies, as a result of approachable, collaborative and inspirational teaching over our five year journey together.

History will prepare students for the future, equipping them with knowledge and skills that are prized in adult life. History at E-ACT Royton and Crompton Academy provides the opportunities to develop skills that are valued by all employers. Students will be able to evaluate evidence to make informed decisions and will have learnt empathy and oracy skills Historical study teaches us to think critically, analytically and creatively, to read and interpret all kinds of information, to evaluate opinions and to write persuasively. The study of history can lead to a career in law, business, publishing, heritage, teaching, media or politics, but is equally valuable for those wanting to become an artist, author, actor or even computer-game designer. History is both a science and an art, combining the careful analysis of evidence with compelling storytelling.

All students are stretched and challenged every lesson in order to ensure they are able to achieve to their full potential in their futures. Through learning History our students will become questioning individuals who are confidently able to take part in a democratic society by enabling them to think critically about information they are receiving and not believe everything they read or see. At Key Stage 3 we teach chronologically to allow students to build their knowledge and understanding from the Medieval to the Modern period which will enable them to better explain the world in which they live today.

Impact

History Curriculum Intent

We believe that our carefully planned curriculum allows students to progressively become historians and it provides the knowledge to help students extend their written work with the ability to express and justify opinions on a range of topics as well as applying prior knowledge to new situations. In addition to this, the impact of our curriculum will be that: Students will recognise links between events and their causes and consequences and apply knowledge and improve vocabulary. Their learning is strengthened and deepened as they move through KS3 into KS4 as students will be able to communicate effectively their opinions on a range of historical issues and debate these with confidence.

Our History curriculum will develop excellence in our students as they become able to use employability skills such as confidence, communication and presentation which will make them well rounded people We create a new generation of historians that can apply the skills and passions developed in our classroom to whatever they choose to follow in the future.

Students enjoy the subject; through student voice, we hope that students will express enjoyment of the lessons and will explicitly mention the support they receive and the quality of teaching.

Opportunities to develop cultural capital and a love of learning The drive to make students fall in love with history and learning will be complimented by the provision of enrichment opportunities, with visits to sites that bring the curriculum to life, for example WWI workshop in Year 9, and historic landmarks connected to Elizabeth I and Crime and Punishment in an overnight trip to London at Key stage 4. We also have well developed links with National archives to provide engaging opportunities to use primary documents. These experiences will also provide students with wider cultural capital which will produce more rounded, knowledgeable citizens of the world.

16

Thread of Knowledge

Definition

Democracy and Power

Democracy means rule by the people. Power refers to who has control over people.

Where you will learn about it Year 7: Norman Conquest, Peasants Revolt Year 8: The English Civil War, The Suffragettes Year 9: Life in Nazi Germany Year 7: Thomas Becket, Crusades

Religion and the church

Empire

Conflict

The church refers to the institution of the Christian Church. Religion means the belief in Year 8: Break from Rome, Gunpowder Plot, Causes of English Civil War and worship of a God/gods.

Year 7: The Islamic Empire

When a country controls another group of countries

Year 8: African Kingdoms, The British Empire

A struggle or clash between opposing forces; battle

Year 8 : The Indian Mutiny, English Civil War

Year 9: The role of Empire in WWI Year 7 : Battle of Hatsings

Year 9: WWI Year 7: Harrying of the North , Peasants Revolt

Resistance

The refusal to accept or comply with something

Year 8: The Indian Mutiny, Resistance to the slave trade, The Suffragettes Year 9: Resistance to Hitler, Resistance during the Holocaust

Invasion and Conquest

When people take control by force. When an invasion is successful it is a conquest

Migration

The movement of people from one place to another

Year 7 : Norman Conquest, Crusades Year 8: The British Empire Year 9: WWI Year 7: Anglo-Saxons, Normans Year 8: Empire, Transatlantic Slave trade, Industrial Revolution Year 9: WW1, Holocaust

Trade

The buying and selling of goods and services

Year 7 : Baghdad, African Empires Year 8: The British Empire, The Transatlantic Slave Trade Year 7: Life in Anglo-Saxon England, Life in Medieval England

Social History

History that affects the lives of ordinary people. A lived experience

Year 8: British Empire Transatlantic slave trade, Life in Industrial Revolution

17

Year 9:Life in Nazi Germany

History Curriculum Key Themes

History Themes at Key Stage 3

Geography Curriculum Intent

Geography Curriculum Intent

The E-ACT Royton and Crompton Academy Geography Curriculum will equip students with a balanced understanding of the physical and human world, as well as an appreciation of how interconnected we are. As geographers we study interconnectivity throughout all topics throughout all years. This gives our learners relevance and application from their learning. It will improve student knowledge of key geographical processes and how human actions impact on these processes. Crucially it will give students the knowledge and skills to become active global citizens and enable them to confidently identify and respond to the complex current issues our planet faces. An example of this is seen within topics such as Population, Tourism and weather and climate. In these topics, students will explore how the areas locally and regionally are developing, furthermore linking this to the impacts socially, economically and environmentally.

Students will have opportunities to engage and excel geographical skills through fieldtrips, such as local fieldworks to Blackpool and also a residential to Iceland. So, they are able to personally experience the geography taught in lessons.

The curriculum’s fundamental aim is to instil a love of learning about the world around us for all students. At E-ACT Royton and Crompton Academy, we celebrate diversity. The curriculum therefore explores and celebrates a range of global places, cultures and traditions.

We draw upon accurate, up to date representations of places and cultures in an ever-changing world and how changing socio-economic circumstances impact on quality of life and well-being.

Students will be developed holistically, encouraged to become the best versions of themselves by emphasising their role in order to better understand how their actions impact on others and the wider environment. This is focussed within Year 7 ‘What happens when the land meets the sea’ - in which pupils will understand coastal processes that shape the land and ways to mitigate the effects of coastal erosion.

Our Geography curriculum is an academic and rigorous curriculum, which places a large emphasis on knowledge.

The curriculum enables students to understand local, national and global communities. Fundamentally students will be encouraged to study the interconnected nature of our world and look at their role in an ever-changing planet. This is seen within Year 8 ‘Ecosystems: Rainforest’ – where pupils will understand the biotic and non-biotic characteristics of tropical rainforests and the threat of humans on these ecosystems. We want our students to be global citizens. The curriculum fosters this through the provision of opportunities for students to act and become active members of society, championing for sustainable change.

We also want our students to have meaningful experiences and see Geography in action, through multiple opportunities for human and physical field trips, where they are able to collect and interpret primary data, as well as analyse secondary data.

Throughout their Geographical journey at E-ACT Royton and Crompton Academy, students are also encouraged to understand their role in society by considering different viewpoints, values and attitudes. An example can be seen in Year 9 ‘conflict, where student will understand how human actions and interactions with the natural environment can have both global and local consequences We intend to provide students with the knowledge and skills to become objective, confident Global Citizens who are able to make safe, sustainable decisions about their future and the future of others.

18

Geography Themes at Key Stage 3

Human Geography

Definition

Where you will learn about it

The study of the Year 7 : Introduction to Geography and map skills, Rivers, Coasts. interrelationships between people, place, and Year 8: Global Biomes, Tropical Rainforest, Development, Climate environment.

Change, The importance of unique, cold environments, Fashion, Resources and Environmental Issues.

Year 9: Tectonic Hazards, Weather Hazards, Population and Migration, Urbanisation, Tourism, Conflict

Physical Geography

The study of processes that Year 7: Introduction to Geography and map skills, Rivers, Coasts, shape the land and earth's Global Biomes natural environments.

Year 8:Globalisation and Interconnections, The importance of unique cold environments, Climate Change Year 9: Tectonic Hazards, Weather Hazards.

Location and place knowledge

The capacity to know and Year 7: Introduction to Geography and map skills, Global Biomes, recall where various aspects of Rivers, Coasts.

Geography take place- locally, Year 8:Global Biomes, The importance of unique cold environments, nationally or globally.

Development Year 9: Tectonic Hazards, Weather Hazards, Population and Migration, Urbanisation, Tourism, Conflict

Geographical skills and fieldwork

Understanding and applying specific geographical knowledge, and skills to a particular and real out-ofclassroom context.

Year 7: Introduction to Geography and map skills, World Biomes, Rivers.

Year 8: Global Biomes, The importance of unique and cold environments, Year 9: Weather Hazards, Conflict, Tectonic Hazards

19

Geography Curriculum Key Themes

Thread of Knowledge

Spanish Curriculum Intent ‘With languages, you are home everywhere.’ Edmund De Waal (Intent Aims and Purposes)

Spanish Curriculum Intent

In the Spanish Department, we will provide an inspirational, inclusive and coherent knowledge led curriculum that not only allows students to understand and communicate in Spanish, but also fosters a love of languages. To achieve this, we will: • Challenge our students to think and speak like linguists, by equipping all of them with the knowledge and skills to succeed in language learning through our carefully mapped out curriculum; • Encourage and inspire students with quality first teaching and broaden their awareness of Spanish speaking countries; • Help students to develop an appreciation of the different cultures and languages spoken in the Hispanic world through a range of activities that promote curiosity and confidence. For example, students research different towns and cities in Spain to identify cultural differences and go shopping for food products online at a Spanish supermarket; • Immerse students in the traditions and festivals in the Spanish speaking world which link together with Religious Studies and our “Aspire to Be” programme.

Throughout the curriculum, we will contribute to our academy ethos of raising aspirations by promoting the relevant skills for successful employment.

These are interleaved in our schemes of learning and re-enforced through lesson topics. Also, through teacher modelling, we will encourage our students to be well-mannered and mindful of others.

Curriculum Rationale Our curriculum is a learning journey. As a department, we have mapped out and sequenced the journey that our students need to take to become successful linguists by deciding what it is exactly that they need to know and when. Students start off in Year 7 by introducing themselves and giving simple opinions, and by the end of Year 9 they are able to use a range of past, present and future tenses. Further rationale behind our curriculum designs include the following: • The revisiting and building on existing knowledge that students have previously studied. The topic areas and grammatical structures which are introduced at KS3 provide the building blocks for more in- depth learning at KS4, such as free time activities and adjectives to describe people and places for vocabulary, and giving opinions, reasons and using 3 tenses for grammar.

• A knowledge-based curriculum based on recall. We believe that knowledge underpins and enables the application of skills. We focus on the two key strands of content knowledge (vocabulary) and grammar knowledge in lessons, as both are interlinked and work together. We recall both content and grammar knowledge throughout our KS3 curriculum by having a carefully planned progression through our curriculum, with content and grammar knowledge clearly defined in our schemes of work which revisit and build on existing knowledge. For example, in Year 7 we use the topic of School to introduce opinions and justifications. We build on this in Year 8 by giving opinions of free time activities and this is extended further in Year 9 through the topic of food and saying what food students like to eat. In this way, we develop students’ understanding of the language in small steps which help students to develop effective schema and fluency. The aim is that they will be able to apply knowledge from long-term memory to speak and write with increasing sophistication.

20

Cultural Capital, British Values and SMSC

• Teaching grammatical structures, syntax and vocabulary to all our students; using the correct terminology and making explicit links to English and Spanish grammatical structures and vocabulary.

• Teaching language contextually within topic areas. Topics include My Family in Year 7, In Town in Year 8 and My Holidays and Barcelona in Year 9, all of which provide the building blocks for beyond Key Stage 3.

• Studying relevant topics that allow students to be able to communicate in Spanish after Key Stage 3 if they do not decide to continue with further study. Topics in Year 9 include studying different typical Spanish dishes, ordering food and drink in a restaurant, buying clothes and discussing holiday excursions.

• Using target language in the classroom to model excellence and encourage students to communicate in Spanish.

• Providing examples of Cultural Awareness. Our students are taught about Hispanic culture, for example, different festivals such as The Day of The Dead and Easter in Spain, and it is our mission to offer every student the opportunity to experience this whilst learning our Spanish curriculum, to set them up as citizens of the world and have an appreciation, tolerance and curiosity of other cultures.

• Providing links to British Values, SMSC and employability skills. In each lesson, these are referred to and referenced throughout, such as problem solving and time management for employability skills.

Implementation Our students will be challenged through the implementation of a curriculum that is sequenced to allow for deepening knowledge. They will naturally make progress as they travel through the curriculum using retrieval and practice from previous years. To ensure this is achieved, we will: • Ensure students develop resilience and confidence in their reading, listening, and writing and oracy skills in Spanish, by studying themes that will present a variety of vocabulary which will challenge learners, such as free time activities and family and friends being the base of developing the language at KS3. International and global issues and careers at KS4 present challenge with specialist vocabulary, as students are deepening their knowledge and understanding of how the language is formed.

• Implement our curriculum through using a variety of teaching approaches and tasks which encompass the four key skills of listening, speaking, reading and writing. Within our lessons, we embed challenge, metacognition, memory techniques and literacy into our curriculum; • Embed our ‘Big Ideas’. This is a document that contains what we believe to be the core knowledge of Spanish that we have ensured is present throughout each composite in our curriculum that will allow students to be creative with the language independently at the end of KS3, but also sets them up for further study at KS4. This substantive knowledge such as verb endings, opinions, reasons and descriptions will be re-visited in every unit we cover to ensure students are developing their schema from novice to expert.

Impact We believe that our carefully planned curriculum allows students to progressively understand the structure of Spanish and it provides the knowledge to help students extend their spoken and written work with the ability to express and justify opinions on a range of topics, as well as applying prior knowledge to new situations. In addition to this, the impact of our curriculum will be that: • Students will recognise and apply grammatical knowledge and improve vocabulary in both English and Spanish. Their learning is strengthened and deepened as they move through KS3 into KS4 as students will be able to communicate spontaneously and express their opinions on a range of themes, using a range of different tenses and grammatical structures. This is assessed through Listening, Speaking, Reading and Writing assessments for each Composite.

• Our Spanish curriculum will develop excellence as our students become able to use transactional skills such as confidence, communication and presentation that they can also use beyond the classroom and academy.

• We create a new generation of linguists that can apply the skills developed in our classroom to whatever discipline they choose to follow in the future.

• Students enjoy the subject; through student voice, our students express enjoyment of their lessons, which are consistently delivered through quality first teaching.

21

Spanish Curriculum Intent

In the Spanish Department, we have incorporated British Values and SMSC into our curriculum and build the Cultural Capital of our students by embedding their linguistic acquisition within a framework that introduces them to a wide range of knowledge which goes beyond their own cultural experience and sets them up as intercultural citizens from the very start of their learning journey with us. We do this by:

Spanish Curriculum Key Themes

Spanish Themes at Key Stage 3 Thread of Knowledge Definition Where you will learn about it in Key Stage 3: Present Tense What I and others are doing Year 7: Introductions, What’s in my school bag and classroom, School, now.

Family.

Year 8: My house, Activities, My town, Activities and the weather.

Year 9: Mealtimes, Ordering in a market and a restaurant, Clothes.

Past Tenses What I and others did, and Year 8: Describing my bedroom, My town. description in the past.

Year 9: Mealtimes and a past meal, Clothes and school uniform, Describing a trip to Barcelona.

Future Tenses what I and others are going to Year 7: Descriptions of self and family. do, and what I would like to Year 8: My town, Activities. have/do.

Year 9: Mealtimes, Clothes, School uniform.

Verb Endings Conjugating verbs.

Year 7: School, Descriptions of self and family.

Year 8: My house, Activities, My town.

Year 9: Mealtimes and a past meal, Clothes, Describing a trip to Barcelona.

Opinions + Reasons Expressing your viewpoint and Year 7: School. using adjectives for Year 8: My house, What I like to do in my free time, My opinion about justifications. where I live.

Year 9: Mealtimes, Clothes, Describing a trip to Barcelona.

Adjectives A describing word.

Year 7: School, Descriptions of self and family.

Year 8: My house, Describing activities, My town.

Year 9: Mealtimes, Clothes, Describing a trip to Barcelona.

Nouns Name of an animal, person, Year 7: What’s in my school bag and classroom, School, Family members place or thing. and animals.

Year 8: My house, Cities and towns, The weather.

Year 9: Food items, Clothes, Places in Barcelona.

Cultural Understanding The understanding of culture in Year 7: School. the Hispanic world.

Year 8: My house, Cities and towns.

Year 9: Food items, Clothes, Places in Barcelona.

22

Religious Studies Curriculum Intent

The knowledge embedded for Religious Studies at E-ACT Royton and Crompton Academy are: • Beliefs and Practices • Ethical Dilemmas • Religion and Cultural Identity • Comparative Religions • Festivals and Celebrations • Sacred Spaces • Sacred texts Students at Key Stage 3 will start by exploring their own personal values, beliefs and opinions before studying the 6 main world faiths. They will explore what is means to be unique and the value of divergent views both religious and none. Students will learn about the beliefs and teachings of main world faiths and explore how these beliefs are demonstrated in the modern world.

Students will also look outside of traditional religion at atheism and alternative world views, such as Humanism. Students will then study Philosophy units in through comparative religions: “What happens when we die?”, “What is good and evil?” and “Does religion cause conflict / peace?” These topics allow students to examine ultimate questions from different perspectives and draw their own conclusions from their studies.

Students who opt at KS4 focus on Christianity, Islam and Philosophy and Ethics where students explore issues of life and death, good and evil, relationships and human rights. Students further develop their research, essay writing and debate skills by challenging the viewpoints of others and people of different faiths and beliefs.

Students will record their learning journey in Religious Studies with transferable skills ready for a successful future in our diverse society including empathy, analysis, debating and problem solving. They will have the confidence to form their own viewpoints and challenge the views of others when they see prejudice or discrimination and will be aware of the world in which they live and keep up to date with current affairs. We ensure students have a memorable experience in lessons through the use of artefacts, relevant and thought-provoking case studies and inviting speakers to give real insight and bring the knowledge from lessons alive. Religious Studies covers a great breadth of topics that link to various other subject areas including History with links to Martin Luther King and Mahatma Gandhi and to sociology, as we look at the ethics and morals of human behaviour. Due to the breadth of content Religious Studies prepares students for many possible future jobs and career paths to inspire to including journalism, the law and medicine.

23

Religious Studies Curriculum Intent

Religious Studies enables students to ask deep and often searching questions about their own faiths and beliefs, and the beliefs, faiths and opinions of others. During their time at E-ACT Royton and Crompton Academy, Religious Studies will explore, challenge and debate historical and contemporary moral issues such as capital punishment, euthanasia, free speech and poverty. Students will be able to deepen their understanding of God within Christianity, but also within other world religions and humanist faiths. Our curriculum will help to develop student’s responsibility and understanding of British Values including respect and tolerance for all aspects of diversity, as students look deeper into different beliefs and religious practices, such as prayer and festivals like Diwali. Religious Studies encompasses spiritual, moral, social and cultural elements throughout, as we look into the way religious believers lead their lives on modern Britain and throughout the world. By doing so prepare students with the empathy and confidence for life in modern Britain.

Religious Studies Themes at Key Stage 3 Threads of Knowledge Definition

Where you will learn about it?

Beliefs and Practice

Religious Studies Key Themes

The beliefs, rituals and practices of Year 7: Christianity - Beliefs in stewardship, creation. Hinduism - Beliefs in Karma, reincarnation, Samsara, moksha, Islam- The 5 Pillars of Islam. Sikhism - The core belief in equality, Sew, community, the Langar, Reincarnation and Karma, beliefs about God. different religions, including: the understanding concepts of God, deities, Year 8 : Buddhism - Core beliefs, the 3 universal truths, the 4 noble truths, the 5 precepts, the life and teachings of the Buddha. The life religious texts, worship, festivals and and decisions of Aung San Suu Kyi. Christianity - The life and beliefs of Martin Luther King (Christianity and Pacifism), non-violence, moral codes passive resistance, words to describe the nature of God. Hinduism - The life and beliefs of Mahatma Gandhi, Ahimsa. Islam - Sources of authority in Islam: Angels, Prophets, Qur'an, Hadith, Shariah Law. Judaism - Core Jewish beliefs and practices: 10 commandments, Covenant, Rites of passage, food laws.

Year 9: Christianity - Beliefs about life after death (Heaven, Hell and Purgatory) Teachings regarding war and peace, beliefs associated with the origins of good and evil. Hinduism - Beliefs about life after death (Karma, Samsaram, Reincarnation, Moksha) beliefs associated with the origins of good and evil. Islam - Qur'anic teachings about war and peace.

Sacred Texts The sacred texts of different religion: Year 7: Christianity - Parable of the Sheep and goats to illustrate instructions given for stewardship the Bible, the Qur'an etc. Explore the Year 8: Islam - The Qur'an, Hadith, the Sunnah and Shariah Law. Judaism - the 10 Commandments and Noachide Laws significance of these texts and how they Year 9: Christianity - Biblical teachings about peace, pacifism and war. Islam - Qur'anic quotes about peace, pacifism and war shape religious beliefs and practices Ethical Dilemmas Explore different religious perspectives Year 7: Christianity - What is Fair trade? What are the origins of the universe and humanity? on ethical dilemmas: What happens Year 8 - Buddhism - What is the truth? Hinduism - What is purposeful living? Islam - Where do Muslims get their authority from? when we die? what is truth? What is Year 9: What happens to us when we die? What is the problem of Evil? Does religion cause conflict or peace? meant by authority?

Religion and Cultural Explore the role of religion in forming Year 7: Christianity - Values of stewardship and care for the environment. Hinduism - The teachings of Samsara and reincarnation as a Identity cultural traditional values and customs. means to make informed choices. Islam - The 5 Pillars of Islam as a way for Muslims to feel part of a committed community - The Examine the impact of religious identity Ummah. Sikhism - The core values of equality, service (Sewa) the Langar (free meal) to reinforce the concept of community on social cohesion and multiculturalism. Year 8: Buddhism - the 4 noble truths and the acceptance that suffering exists and not to cling to impermanence. Christianity - Martin Luther Kings approach to passive resistance and non-violence. Hinduism - The belief in Ahimsa and approaching challenges and adversity with non-violence. Islam - Divergent sources of authority shaping Muslims approach to their faith and community. Judaism - following laws (10 commandments etc) and the adherence to dietary rules.

Year 9: Christianity - Christian beliefs about war and Biblical teachings about peace, the Just War Theory.

Hinduism - Beliefs in Karma, reincarnation and Samsara and how these affect rites of passage - funerals.

Islam - Qur'anic quotes about peace, pacifism and war and how these shape responses as well as misguided beliefs leading to Islamophobia.

Festivals and Religious festivals and celebrations from Celebrations different faith traditions. The significance Year 7: Hinduism: Students will learn about the festivals of Holi and Diwali, their origins and importance to Hindus. of these events, the stories behind them Sikhism: Studnets will learn about the festival Baisakhi and the 10th Guru, Guru Gobind Singh and the establishment of the Khalsa. and how they are observed and Year 8: Passover. celebrated by believers.

Sacred Spaces The concept of sacred spaces in different Year 7: Islam: Students learn about the Grand Mosque in Makkah and the role this plays when Muslims complete Hajj. religions, places of worship, pilgrimage Sikhism: Students will learn about the Gurdwara, the significance and the role it plays in the life of a Sikh. sites and the importance of these spaces in religious practices and community life.

Comparative Religions

Compare and contrast different religions, Year 7: Scientific explanations for the origins of the universe: The Big Bang Theory and Evolution. identifying similarities and differences in beliefs, practices and values. This helps Year 9: What is the problem of Evil: Christianity and Hinduism.

What happens when we die? Christianity and Hinduism. foster a broader understanding of diverse religious persepctive and Does religion cause conflict or peace? Christianity and Islam.

What has religion got to do with me? examines Humanism, Secularism, Jainism, Zoroastrianism, Toaism, Ba'hai, Rastafarianism. Students encourages respect for religious look at their origins, core beliefs and values. diversity.

24

Art Curriculum Intent and Rationale

The big idea of the formal elements is explored through the study of portraiture, with a focus on proportional shapes and accuracy of line. Students will investigate the work of Pablo Picasso, they explore the world of cubism and proportional drawing. They will be taught the substantive knowledge needed to use line successfully. They will also analyse the work of Picasso and discuss the use of symbolism in art. A part of this journey will also include various forms of experimentation, using photo collage and the production of mixed media outcomes. As students progress through Key Stage 3, they will revisit the formal elements again, building on their knowledge of proportional drawing and the study of animals, insects and other natural forms. Students at Key Students 3 will be given further opportunities to explore the formal elements again in detail, learning about the world of mark making and how it is used by artists such as Vincent Van Gogh and David Hockney to create iconic works of art.

Students will be taught the elements through the use of pencil ,but will go on to deepen their knowledge further through the use of other mediums such as acrylic paints and collage materials.

Through the study of colour, students will develop knowledge around colour theory, mixing and blending in its most basic form, before further developing their understanding through application to create emulations of work created by artists such as Pablo Picasso and Chris Cyprus. Disciplinary knowledge will grow through the process of artist research and investigation of the use of colour, and the various mediums used to apply it. Students will be exposed to tactile materials and objects to help deepen their understanding and to submerge them into the world of arts, craft and design.

We believe the curriculum offering at Key Stage 3 provides our students with the skills, knowledge and confidence to continue their creative journeys into key Stage 4 and beyond. At Key Stage 4, students are supported through a series of projects designed to enhance their skills and proficiency in their use of drawing, painting and collaging skills, amongst other mediums and techniques that students will be introduced to throughout their learning. Our curriculum is designed to promote independent thinking and individual style, so that students are truly able to express themselves creatively. As our year 10 students progress through the year, they become equipped with the knowledge of how to record, investigate, experiment, and design, before working toward producing a final outcome inspired by their own ideas and research. As they transition into Year 11, students will work through an independent art project, applying their skills, knowledge and experiences to an art project entirely of their own inspiration and interest. Within the curriculum, big ideas have been woven and embedded into each component of study. Students will be able to step into iconic art movements throughout history, such as Cubism and Contemporary Art as they also explore the works of traditional and contemporary artists, designers and crafts people, such as Vincent Van Gogh and Angie Lewin. We champion the British Art and design community by introducing students to local, practicing artists such as Chris Cyprus. As part of the process of artist analysis, students will engage in an honest discussion regarding artist career paths and their artistic successes. Through these studies they will develop their own knowledge of the key formal elements and the very roots in which the visual language is created.

The aim of the curriculum is to ensure all students are simultaneously supported and challenged throughout their artistic journe;, that they are given the freedom to explore the world around them and express their own creativity and ideas successfully. We encourage students to remain true to their own artistic style as they grow an appreciation of the arts, and develop resilience and creative thinking skills whilst progressing through Key Stage 3. They will learn how to communicate their ideas both verbally and visually and develop the ability to be reflective in their artistic approaches.

Students will become equipped with knowledge and skills to explore, invent and create through a variety of processes and techniques. For example, students will be taught photography skills in Year 8, which will then be built upon as they develop a more rigorous understanding of photographic skills such as compositional elements and recognising components of the camera at Key Stage 4. They will engage in a well-rounded experience of the creative arts as they develop skills in, but not limited to, drawing, painting, mixed media, photography, 3D and textiles.

Students at E-ACT Royton and Crompton Academy will have opportunities to enhance their artistic knowledge further by participating in activities outside of the classroom walls. For example, our annual Christmas show, where students can work collaboratively on works of art to be displayed, or during one of the departmental school trips scheduled to visit art galleries and city centre based photography shoots, both of which have been carefully selected to ensure an enriching experience for all of our students. Alongside this, we have organised for industry people to run workshops with students in house with an aim to raise aspiration and introduce students to prospective career paths. An example of this is the ‘Wrap it’ project where two designers have worked with year 7 students to design anti-littering posters in partnership with the Oldham Council. We also engage in live national competitions that originate both from within the trust and outside of it. We intend for our students to have the full sensory experience of our subject specialist area and we are always keeping up to date with the latest developments within our field. Through the delivery of the curriculum and the additional extracurricular activities, students will develop an awareness of current topical issues which are relevant and purposeful. For example, encouraging students to share their opinions on street artists such as Banksy, when referring to sources such as the news to inform classroom discussion and healthy debates before carrying out further investigation of the artist’s work.

Here at E-ACT Royton and Crompton Academy, we are confident that our knowledge-rich curriculum will inspire our students, and raise their aspirations in following a career path within the creative industry . It will provide them with the opportunity to achieve excellence, and fulfil their true potential and move forward with a set of life long skills that they will be able to apply within their prospective futures.

25

Art Curriculum Intent

Art, in its most basic form, is the visual process of expression and creativity. It is intrinsic to our human nature to be able to explore and be inspired by the world around us, to generate ideas, and create exciting and varied art forms. Art is truly embedded within many cultures and religions, and is it an integral part of our British values. Thanks to the Art and Design industry, we are able to appreciate the work of skilled art and crafts people in the world around us today. Without them, so many amazing creations, such as the La Sagrada Familia created by Gaudi, or the fashion styles of designer Alexander Mcqueen, simply would not exist.

Here at E-ACT Royton and Crompton Academy, the curriculum taught at KS3 has been designed to develop student aspiration and skill. Students will be given the opportunity to research and explore a variety of artists such as the work of Angie Lewin and David Hockney, art forms such as paintings and photography, and creative techniques such as collage and printmaking. Embedded within the curriculum are the big ideas which are interweaved throughout Key Stage3 and beyond, devised to equip our students into budding creators, innovators and designers. For example, learning the visual language through the formal elements of line, tone, shape, colour, pattern and texture. These are delivered through various artistic disciplines such as drawing, painting and photography.

Art - Threads of Knowledge at KS3

Art Curriculum Key Themes

Thread of Knowledge

Definition

Where you will learn about it

Formal Elements - Line A mark that joins two Year 7 Term 1: Types of line and how to use line creatively points Year 8 Term 1: How to use line to create echo drawings Year 9 Term 1: How to use contour lines to create ‘op art’ Formal Elements - An area enclosed by its Year 7 Term 1: Geometric shapes inspired by Kandinsky Shape outline or edge Year 8 Term 1: Organic Shapes inspired by Matisse Year 9 Term 1: Geometric and Organic shapes Etel Adnan Formal Elements - A line, shape or colour Year 7 Term 1: Regular and irregular patterns Pattern which is repeated Year 8 Term 1: Tessellating pattern – M. C. Esher Year 9 Term 1: Radiating pattern using digital art Formal Elements The way in which a Year 7 Term 1: How to create visual texture using marks Texture surface looks or feels Year 8 Term 1: How to create visual texture using refined drawings skills Year 9 Term 1: How to create actual texture using materials Formal Elements The lightness or Year 7 Term 1: Tonal values, highlights and shadows. Applying Tone to a geometric shape.

Tone darkness of something Year 8 Term 1: Tonal values, highlights and shadows. Applying Tone to a organic shape Year 9 Term 1: Tonal values, highlights and shadows. Applying refined tonal skills to a drawing Formal Elements - Line A mark that joins two Year 7 Term 1: Types of line and how to use line creatively points Year 8 Term 1: How to use line to create echo drawings Year 9 Term 1: How to use contour lines to create ‘op art’ Formal Elements - An area enclosed by its Year 7 Term 1: Geometric shapes inspired by Kandinsky Shape outline or edge Year 8 Term 1: Organic Shapes inspired by Matisse Year 9 Term 1: Geometric and Organic shapes Etel Adnan Formal Elements A line, shape or colour Year 7 Term 1: Regular and irregular patterns Pattern which is repeated Year 8 Term 1: Tessellating pattern – M. C. Esher Year 9 Term 1: Radiating pattern using digital art Formal Elements The way in which a Year 7 Term 1: How to create visual texture using marks Texture surface looks or feels Year 8 Term 1: How to create visual texture using refined drawings skills Year 9 Term 1: How to create actual texture using materials Formal Elements The lightness or Year 7 Term 1: Tonal values, highlights and shadows. Applying Tone to a geometric shape.

Tone darkness of something Year 8 Term 1: Tonal values, highlights and shadows. Applying Tone to a organic shape Year 9 Term 1: Tonal values, highlights and shadows. Applying refined tonal skills to a drawing Formal Elements How we describe an Year 7 Term 1: Colour theory – back to basics Colour object based on the Year 8 Term 1: Colour theory – Secondary colours, harmonious colour and colour mixing way that it reflects or Year 9 Term 1: Colour theory - tertiary colours and colour mixing. Artist inspiration Josh Sperling emits light The formal elements of art and design are taught explicitly throughout KS3. GCSE art students will be expected to regularly recall knowledge of the formal elements through recall and retrieval exercises. GCSE students should be continuously demonstrating their understanding of the formal elements visual 26 through their artwork and verbally through tutorials and class discussions.

Music Curriculum Intent

Students will also understand how rhythm works, learning notation and applying it through performance and creating their own music. They will study music from West Africa to Brazil, they will hear music from hundreds of years ago through to present day, they will perform independently and as part of groups using their voices, bodies and musical instruments to perform and create rhythmical patterns.

Students will progress on to learn about melody: learning notation and applying it to melody writing and performance. They will study music from Europe to China whilst using technology to support their own composing.

Students will learn how texture creates musical interest alongside understanding how to structure music successfully. They will learn about traditional musical structures including 12 bar blues and popular song form, whilst performing and creating their own music.

They will evaluate and analyse a wide variety of music genres, forms and structures learning in more depth about the music they love and are familiar with and learning about new and unfamiliar music wish we aim to inspire them to explore in more detail.

In music, we will inspire, engage and inform students through discovery, engagement and experimentation with music from different styles, periods and places. Students will learn how music works and be able to apply this practically through performance and creation of their own musical ideas.

27

Music Curriculum Intent

At E-ACT Royton and Crompton Academy, we value imagination and creativity. Through our music Curriculum in Key Stage 3, and Key Stage 4, we will provide our students with the skills that will enable them to analyse, evaluate, appreciate, perform and create music from a variety of genres, time periods and places throughout the world. We support our students to discover their own musical pathway; to find music that speaks to them and inspires them to listen more, perform more and create more.

Students are encouraged to take inspiration from the curriculum we deliver through practical application of the elements of music in notation, analysis, performance and composition. We want our students to understand the musical world around them, so they can appreciate fully the variety and beauty of the music they hear in their daily lives. They will understand how sounds and noises can be manipulated, organised and refined to make infinite musical possibilities.

Music Curriculum Key Themes

Music Themes at Key Stage 3 Thread of Knowledge

Definition

Where you will learn about it

Rhythm

Rhythm is the pattern of sound, silence, and emphasis in a song.

Year 7:Rhythm, pitch, composing, texture Year 8:Refining performing skills, Structure

Pitch

Pitch is how high or low a note is

Year 7: Pitch, texture Year 8: Refining performing skills, Develop composing - Chinese and Indian, Structure, Popular songs and chords

Texture

Texture is how the musical parts in a Year 7: Texture, composing, structure piece are layered over each other Year 8: Develop composing - Chinese and Indian and Film music, Texture, Timbre

Timbre

Timbre is the quality of sound (different instruments, noises and voices)

Year 7: Timbre, pitch, rhythm, texture, structure, composing Year 8: Develop composing - Chinese and Indian and Film music, Texture, Timbre, Refining performing skills, Structure

Structure

Structure is how a piece of music is ordered and arranged from start to finish.

Year 7: Structure, composing Year 8: Develop composing - film music, Structure, Texture 28

PE Curriculum Intent

PE Curriculum Intent

KS3 The aim of the PE curriculum is to create a positive learning experience for all students, whereby they are inspired to develop their understanding and awareness of the benefits of physical activity and sport. The curriculum intends to provide students with learning experiences which impart critical knowledge and fundamental skills in a varied but sequential pathway. Learning activities are carefully selected in line with National Curriculum requirements. Students within the curriculum will learn about how to develop their techniques and skills in a number of activities such as Rugby and Football. They will explore how tactics and strategies can be used in both individual and team activities such as Athletics and Handball. They will develop their awareness of movement patterns within Gymnastics and Dance. Students will be encouraged to solve problems throughout the curriculum and will consistently work on developing their team building skills.

The curriculum is designed for STUDENTS to develop and progress within two key concept areas which underpin the very essence of the subject: Physical and Leadership skills. Structuring the curriculum via two key concepts enables students to progress in a number of ways. These two concepts progress each year, building on previously acquired knowledge.

In Year 7, the Physical concept focuses on developing skills and techniques within a number of different activity areas. For example, Invasion games such as Rugby, Handball and Football focus on techniques such as, passing, catching and throwing. In Year 8, students will start to explore tactics and strategies developing ideas around attacking and defensive principles and also their decision-making process. In Year 9 ,students will consolidate their previous two years of learning and start to examine more advanced skills and tactics. For example, in Handball students will start to really extend their range of passing and shooting skills as well as learning about team formations and tactics.

The Leadership concept encourages all students to primarily develop their self confidence in the subject. Students will participate and perform in a variety of groups within different sporting and physical contexts. Students within Year 7 will specially understand how to lead simple warm up activities which prepare both the body and mind for physical activity. In Year 8 and 9 students will develop their knowledge and confidence in leading warm ups – for example they will begin to lead a greater number of other students. The Leadership concept throughout the Key Stage has been structured so that students continuously improve their knowledge of activity key rules. Students are encouraged and have the opportunity within lessons to take on a number of roles such as officiating and coaching. It will also be promoted to students to demonstrate the right values and characteristics. Students will be encouraged to model positivity and excellence in a variety of different ways throughout the key stage.

The PE curriculum is also complemented by a wide variety of extra-curricular opportunities. This allows students to further develop their abilities in a range of sports as well as taking part in competitive inter and intra school events. The PE curriculum has been designed with a focus to uphold our schools’ key values of, Excellence, Honesty and Aspiration alongside providing knowledge and understanding of the wider British Values. Students are encouraged in lessons to make decisions and think independently. They are taught through teamwork how to accept each other as individuals and understand how respect and tolerance are essential components for successful sporting individuals and teams. The experiences and education students receive in the subject endeavors to provide a lifelong love of physical activity which will be of benefit to them through their post 16 pathway.

29

PE KS4 Options: Students have the option with continuing their journey within Physical Education by selecting a Key Stage 4 pathway option. These options are: 1. Cambridge National - Sport Studies (year 11 only) 2. BTEC Technical Award Dance (year 10 onwards)

PE Curriculum Intent

Sport Studies Year 11 only: Sport Studies continues the learning journey in Physical Education, making numerous links and a series of connections that embody the KS3 curriculum. Students will be able to extend their knowledge and deepen their learning in a variety of areas, such as developing both their Physical and Leadership Skills within a number of different contexts, such as a performer, manager, coach or umpire. Students throughout the course will continue to appreciate what constitutes a healthy, activate lifestyle. Students develop their knowledge, knowing how to prepare for exercise and how to embrace competition. Students will study outdoor adventurous activities as part of the Sports Studies course with a day trip to an outdoor activities centre, for example Go Ape, Helly Hanson Watersports Centre. Students will explore the skills required for outdoor activities and evaluate their performance. They will also be able to appreciate the reasons why people become involved in these activities and the risks they face when participating. Students will participate in and plan an outdoor activity. They will gain an understanding of health and safety and risk assessments in outdoor scenarios and they will develop their communication, decision making and leadership skills in challenging scenarios and environments.

Students will study these two different units, which are assessed internally followed by the third unit, which is externally assessed. The third unit is an exam and completed in exam conditions during the summer exam season. Students will learn about Contemporary Issues in Sport. This unit explores a number of different areas within sport which has a significant effect on the society we live in. Students will learn about factors that affect participation in sport. They will learn about solutions that can increase the number of people participating in sport. They will learn about the different values that sport can promote and the positive affect this can have on people’s lives. They will learn about Governing Bodies and their role in promoting sport to ensure that people have the best opportunity to lead a healthy, active lifestyle.

Students will develop their knowledge and understanding around Sports Leadership. They will acquire knowledge about the different leadership roles in sport and the personal skills and characteristics needed within these roles. Students will develop skills so that they can lead their own physical activity sessions. They will plan, adapt and refine sessions. They will focus on evaluating sessions ever reflecting on how to improve.

Students will continue to develop their capacity to improve as a performer in both an individual and team sport. They will practice their skills in, isolated, non – competitive and competitive, dynamic environments. Students will seek to develop ways to improve their performance adopting an analytical approach to their learning. They will plan ways and methods as to how to improve in developing their reflective approach to learning.

30

Btec Dance Technical Award: (Year 10 and Year 11) BTEC Technical Award Dance provides a deeper understanding of the creative process, which underpins Dance performance, choreographic process and choreographers intentions. The pathway will develop and build on knowledge acquired within the KS3 curriculum. For example, students will continue to apply creativity to performances and embed sequenced movement similar patterns, similar to those learned in activities such as Gymnastics and Dance itself. BTEC Tech Award Dance explores the creative process, expanding on topic areas such as styles/genres, intentions and influences, choreographic processes.

Finally, students are expected to approach the course with a high level of maturity and are encouraged to embrace the holistic study of the performing arts.

Students are assessed on the ideas that they contribute to discussion, the process of creating dance and performance.

Trips and visits Watching live performances is essential to components 1 and 2. Students must replicate a professional work for these components and discuss ideas and perform key actions and stylistic features.

Btec Technical Award in Sport: (Year 10 onwards 2023) This is a BTEC qualification which means that it is a vocational course, which allows students to study the world of sport. It is equivalent to a GCSE qualification. A BTEC course is made up of a mixture of internal assessment (PSAs) and an examination. The BTEC Tech Award has 2 internal PSA tasks which is worth 60% of the course. The final task is an external exam which is worth 40% of their overall grade. Students can link skills from Years 7, 8 and 9 into this subject. Students will demonstrate their practical skills and techniques in a particular sport and be able to lead a warm up, which incorporates the needs of the participant. Students will learn through a range of sporting provisions and also identify and discuss the barriers to accessing provisions. Students will research how barriers can be removed and how to best support participants of all abilities. As students progress into the course and under take the second component, they will demonstrate more practical skills in different sports and be able to put their skills and techniques into a game situation. Students will be able to evaluate their performance and develop their communication skills to seek advice and support from their peers and teachers. This feedback will support progress and improve confidence.

The final externally assessed component is an exam, which will incorporate all of the knowledge learnt in component 1 & 2. This course will challenge and engage students to be better sports people and a strong and confident leader in a wide range of sports and roles.

31

PE Curriculum Intent

This pathway will give students the opportunity to share work in the local community, for example at the ‘Oldham Steps Out’ competition, which includes performances from across Oldham secondary schools, school productions and Christmas talent shows. This is where students can showcase their hard work and performance pieces which they have produced in lessons. Year 11s in particular will be required to perform Component 2 and 3 in front of a live audience, to support progress through utilising feedback and observing recordings. This allows the dancers to identify their strengths and areas for improvement and set themselves clear targets for future workshops.

PE Curriculum Key Themes

Physical Education Themes at Key Stage 3 Thread of Knowledge Definition Leadership The action of leading a group or organisation.

Interpretative Skills

Tactics & Techniques

Physical Skills

Where you will learn about it Year 7: Lead small group warm-ups, planning tactics and relaying rules to team mates in all game situations.

Year 8: Lead larger group warm-ups, team capitains are established and roles and responsibilities are decided.

Year 9: Lead whole class warm-ups, lead and organise own teams and positionings, discuss tactics and skills and empower others in a game situation and in fitness, and asthetic activities.

Year 7: Dance & Gymnastics.

Year 8: Dance.

Movement of the body in a rhythmic way, usually to music and within a given space, for the purpose of expressing an idea or emotion Year 9: Dance.

Tactics are actions and strategies planned Year 7: Passing and recieving the ball to to achieve an overall objective – in sport outwit your opponent will be in all attacking that objective is predominantly to win. and defending, striking and fielding and net technique is all about movement and and wall activities.

Year 8: Advanced tactics in all above sports skills it does not take into account the opposition factor that will require planning as a team.

Year 9:Used in all sports to plan, evaluate and improve their tactics to outwit opponents.

Physical skills are the accuracy and Year 7 Rugby, Football, Netball, Basketball, consistency of how we use our bodies Cricket, Fitness, Rounders. when performing tasks.

Year 8 Volleyball, Basketball, Netball, Rugby, Fitness, Cricket, Rounders, Athletics. Year 9 Football, Athletics, Rugby, Netball, Handball, Fitness, Cricket, Rounders.

Design Technology Curriculum Intent ‘Equipping young people for a technological world.’

The Design Technology curriculum provides a rich, challenging and enhancing programme of learning. It is a contemporary and varied curriculum enabling students to be successful over time.

In Year 7, students will be introduced to disciplinary knowledge through the iterative design process and will work through the process using the three key concepts of Design, Make and Evaluate. The first element of their Design Technology journey will involve an introduction to Health and Safety to ensure a safe and independent experience in the different workshop areas. The curriculum will allow students to learn and understand the properties and origins of different materials such as timbers and polymers. Students will learn to classify them and explain where they come from and when they are best utilised. They will be introduced to a variety of drawing methods and techniques, utilising Computer Aided Design software (CAD) and these new design ideas will then be manufactured using newly developed machine and hand tool skills. The Manufacturing and Timbers project in Year 7 allows students to demonstrate their understanding of different types of wood joints available and where each type of joint is most suitable. They will then evaluate their work, by looking at ways they could improve their skills and how machinery and or CAD/CAM helped them with their design.

In Year 8, students’ knowledge and understanding of the key concepts will be deepened and strengthened. Students will work in more depth on projects, honing their practical skills, improving their resilience and problem solving whilst developing more independence in the workshop. Students will learn about additional materials and further develop the three concepts of Design, Create and Evaluate. For example: students will learn about the CAD as part of ‘Design’; they will know basic electronic circuits and components and learn how to solder as part of ‘Make’. They will ‘Evaluate’ their work and reflect on how to fix problems.

Students will complete their Key Stage 3 Design Technology Curriculum following the iterative design through the three concepts. At this stage, students will be encouraged to work independently to problem solve and design solutions. Within ‘Design’, they will develop an idea to become more sustainable, specify what quality control checks need to be carried out to ensure a successful outcome and develop technical drawing from which an outcome can be produced by others. Within ‘Make’, they will enhance and adapt materials to solve construction issues, use quality control checks to ensure a successful outcome and adapt manufacturing techniques to overcome problems and create high quality and marketable outcomes that fulfil the needs of the user. Finally, within ‘Evaluate’, they will state how research has helped with designing, planning and making, how to use feedback to develop and improve the product, develop several tests to check the performance of the product and also use evaluation to make improvements to the product as it is manufactured.

The Design Technology Curriculum includes the practical application of mathematical and scientific concepts, combined with practical skills, an understanding of aesthetic, social and environmental issues linked together with industrial practices. Students will reflect on and evaluate present and past design and technology, as well as its uses and impacts. Design Technology at E-ACT Royton and Crompton Academy will enable all students to become a discriminating and informed consumer and potential innovator.

Three dimensional design at Key Stage 4 Three-dimensional design is defined here as the design, prototyping and modelling or making of primarily functional and aesthetic products, objects, and environments, drawing upon intellectual, creative and practical skills.

Within Component 1, students will produce a portfolio that in total shows explicit coverage of the four assessment objectives. It must include a sustained project evidencing the journey from initial engagement to the realisation of intentions for example, a final outcome and a selection of further work undertaken during the student’s course of study.

As part of Component 2, students will respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four assessment objectives.

Areas students are required to work in one or more area(s) of three dimensional design, such as: architectural design, product design, jewellery and body adornment.

33

D&T Curriculum Intent

Through this curriculum, students will be inspired by engineers, designers and architects. They will learn substantive knowledge to enable them to create a range of structures, mechanisms, electrical systems and products with a real- life purpose. We will prepare students to take part in the development of tomorrow’s rapidly changing world, through the embedded main concepts of Design, Make and Evaluation which simulates the industry standard of the product life cycle. The curriculum will stimulate students to become autonomous and creative problem-solvers, both as an individual and as part of a team. It enables students to respond to tasks by developing ideas and making products through a variety of techniques, materials and processes.

D&T Curriculum Key Themes

Design & Technology Themes at Key Stage 3 Thread of Knowledge

Design

Make

Definition

Where you will learn about it

Identifying user needs, solving design problems, developing specifications that help them design innovative, functional and appealing products, and communicating their ideas through methods such as sketches, plans, 3D and mathematical modelling, oral and digital presentations and computer-based skills.

Year 7: Memphis clock, Timber frame.

Year 8: Night light, Keyring Bottle opener.

Year 9: Metal candle holder, Shipping containersRecycling.

Year 7: Memphis clock, Timber frame.

Year 8: Night light, Keyring Bottle opener.

Selecting from a range of materials, tools, techniques, processes Year 9: Metal candle holder, Shipping containersand manufacture, including computer-aided design.

Recycling.

Evaluate

Analysing the work of past and present design professionals, Year 7: Memphis clock, Timber frame. investigating new and emerging technologies, testing, evaluating Year 8: Night light, Keyring Bottle opener. and refining their own ideas, and understanding how design and Year 9: Metal candle holder, Shipping containerstechnology impacts on people, and the responsibilities of Recycling. designers and engineers.

Technical knowledge

Year 7: Memphis clock, Timber frame.

Understanding and using the properties of materials, Year 8: Night light, Keyring Bottle opener. understanding and using more advanced electrical and electronic Year 9: Metal candle holder, Shipping containerssystems, and using computing to make intelligent products using Recycling. programmable components.

34

Psychology, Sociology, Health and Social Care & Child Development and Care The Social Sciences department encompasses a range of different subjects namely Psychology, Sociology, Health and Social Care and Child Development and Care.

Social Sciences gives students a better understanding of the world in which they live and encourages them to challenge assumptions about taken for granted social phenomena. This could range from issues to do with race and crime, class and educational outcomes to how and why attachment in the early years can be a precursor to typical and atypical development. In turn, this will increase students ability to make positive contributions to the world, as they are equipped with the knowledge to challenge the status quo and also empathise with how the lives of individuals are impacted by a range of external factors.

This is achieved through a broadened understanding of human behaviour. Learners will begin to analyse the world around them in new ways. Understanding why people become complicit in horrific incidents such as the holocaust and how mental health issues such as addiction and depression are formed and treated.

Students will become critical thinkers, developing their cultural and academic capital allowing them to participate fully in society, demonstrating empathy and therefore kindness to others. This is achieved through a curriculum which is designed to equip students with a rich vocabulary, a questioning approach and powerful knowledge of society around them, all key ingredients to enable students to demonstrate excellence, be successful in their approach and not be confined to the limitations that a stratified society can place on the most disadvantaged.

The Social Sciences department takes an evidence informed approach to teaching and learning. We use the concepts of cognitive science, memory research and large-scale research studies to place our ‘best bets’ on how we can effectively teach and enhance student’s learning. Through an understanding of how the human brain learns, we ensure that there is evidence underpinning our curriculum approach and pedagogy. This has led to a curriculum which focusses on the powerful knowledge that learners need to be successful citizens with high aspirations in life. Our key aim is that this knowledge is used to ultimately help and understand others and ourselves. In Psychology, this is achieved through gaining knowledge of competing psychological theories and research studies. This knowledge then allows learners to develop higher-level skills of evaluation, which they then use to understand strengths, limitations and comparisons.

Early on in the course we study the brain and the developments in technology to understand and diagnose a range of types of neurological damage. This then progresses to more acquired knowledge of therapies such as Cognitive Behaviour Therapy and how medications for addiction and depression work and their usefulness. Also, how amnesia and prosopagnosia are acquired and the effects of neurological damage on people’s lives. It is here that we make cross-curricular links with science, through teaching the function of the central nervous system and with maths through teaching the necessary skills for data analysis. Through learning the different strands of psychology, students are introduced to the variety of careers available in the field, such as educational psychology, work in the criminal justice system and careers in clinical therapies and counselling.

In Sociology, underpinning knowledge of theories are used to then be able to examine issues such as inequality in the education system and in the criminal justice system and how this leads to a stratified society. Learners understand the complexity of society and begin to move away from simplistic viewpoints.

They move from thinking that the working class are responsible for crime in society to learning that most middle class and corporate crimes go unreported and the reasons why. They move from believing that males and females have different biological traits which then leads them into particular roles/careers in society to seeing that these constraints are actually a product of the home, education and the media. They move from thinking that people with disabilities have something wrong with them to seeing that it is actually the way society is set up that leads to someone becoming disabled. This empowers students not only with knowledge but a shift in perspective of how society works, so in turn will make it easier for them to identify injustice and navigate it confidently. We believe that knowledge and retention of knowledge in the long-term memory is a prerequisite for the more complex processes such as analysis and evaluation. A booklet approach to lesson design ensures that the working memory does not become overloaded. They ensure that content is precise and provide opportunities for step by step modelling, combined with a visualizer, so that students can learn from an expert approach. This approach promotes inclusivity as children with SEND benefit from having the work in front of them to aid memory. Kirschner, Sweller and Clark (2006) stated that ‘Research has provided overwhelming evidence that, for everyone but experts, partial guidance during instruction is significantly less effective than full guidance.’ On discovery learning ‘Only the brightest students make the discovery.’ We subscribe to a pedagogical approach of direct instruction in Social Sciences and the booklet/visualizer approach, combined with continuous 35 revisiting of prior knowledge through spaced and retrieval practice, ensures that learning is long term and that students remember more.

Social Science Curriculum Intent

Social Sciences Curriculum Intent

Digital Literacy Curriculum Intent

Digital Literacy Curriculum Itntent

Through our Digital Literacy curriculum at E-ACT Royton and Crompton Academy, we will provide our students with the life-skills that will enable them to embrace and utilise new technology in a socially responsible and safe way. We want our students to be creators, not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. We want our students to understand that there is always a choice with using technology and we recognise that the best prevention for a lot of issues we currently see with technology/social media is through education.

Students are encouraged to enjoy and value the curriculum we deliver. We encourage our students to constantly ask the ‘Why?’ behind their learning and not just the ‘How?’ We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and wellbeing; through the deepening of understanding and the encouragement of debate.

Our students will be able to operate in the 21st century workplace, through the broad and balanced curriculum, encompassing a range of technological knowledge from abstraction and algorithmic thinking to different forms of coding. We aim to immerse students within mock scenarios of real-world situations to simulate the application of their new-found knowledge and skills within a range of career paths.

Students will become autonomous, independent users of computing technologies, gaining confidence and enjoyment from their activities. Not only will students be digitally literate and competent end-users of technology but through our lessons we want them to develop creativity, resilience and problemsolving and critical thinking skills. We want our students to have a breadth of experience to develop their understanding of themselves as individuals within their community, but also as members of a wider global community and as responsible digital citizens. This is achieved through the delivery of digital literacy topics ranging from cyber security and data modelling to programming and app development . We aim to equip our students with the knowledge and skills needed within an ever-developing technological world, from home networking, understanding how computers work. Students will also develop skills in programming and creating graphical content. The curriculum will create an enthusiasm to learn beyond the classroom and prepare students for the demands of the modern world, regardless of which career or academic discipline they wish to pursue in the future.

Staff within the department deliver a well sequenced, engaging curriculum through a shared vision of nurturing the passion and enthusiasm of students which allows them to be effective and resilient learners, whilst equipping them with the core knowledge required for a technological world.

Our pedagogy and subject will allow students to: • Be ambitious and confident learners who are fully engaged with their learning and to develop resilience when faced with new challenges.

• Develop effective programming skills, think computationally and become effective problem solvers and logical thinkers.

• Have memorable experiences of digital literacy through engagement and enjoyment of the subject and through enrichment and extra-curricular opportunities such as coding club.

• Know the importance of British values through digital literacy and the learning of ethical, legal, moral and cultural aspects of Computer Science and know how to stay safe in a digital age.

• Develop mastery and knowledge of key concepts so that they can deepen their understanding and embed knowledge and skills that support their 5-year journey throughout their time at our academy.

36

Digital Literacy Themes at Key Stage 3 Networks

Where you will learn about it

Understand how networks can be Year 7 - Using media – Gaining support for a cause used to retrieve and share Year 8 - Representations – from clay to silicon information, and how they come Year 9 - Applying programming skills with physical computing with associated risks Creating media Select and create a range of Year 7 - Clear messaging in digital media, Networks from semaphores to the Internet, media including text, images, Programming essentials in Scratch – part I sounds, and video Year 8 - Layers of computing systems, Representations – from clay to silicon Year 9 - Data science, Representations – going audio visual, Introduction of cybersecurity Data and information Understand how data is stored, Year 7 - Programming essentials in Scratch – part I organised, and used to represent Year 8 - Media – Vector graphics, Layers of computing systems, Developing for the Web, real-world artefacts and scenarios Representations – from clay to silicon, Mobile app development Year 9 - Media – Animations, Representations – going audiovisual, Introduction of cybersecurity, Applying programming skills with physical computing Design and Understand the activities involved Year 7 - Clear messaging in digital media, Networks from semaphores to the Internet, development in planning, creating, and Programming essentials in Scratch – part I, Programming essentials in Scratch – part II, evaluating computing artefacts Modelling data using spreadsheets Year 8 - Layers of computing systems, Representations – from clay to silicon, Introduction to Python programming Year 9 - Introduction to Python programming, Media – Animations, Representations – going audio visual, Applying programming skills with physical computing Computing systems Understand what a computer is, Year 7 - Using media – Gaining support for a cause and how its constituent parts Year 8 - Developing for the Web, Representations – from clay to silicon, Mobile app function together as a whole development Year 9 - Media – Animations, Introduction of cybersecurity, Applying programming skills with physical computing Impact of technology Understand how individuals, Year 7 - Networks from semaphores to the Internet, Using media – Gaining support for a systems, and society as a whole cause, Programming essentials in Scratch – part I interact with computer systems Year 8 - Developing for the Web, Representations – from clay to silicon Year 9 - Representations – going audio visual, Introduction of cybersecurity, Applying programming skills with physical computing Algorithms Be able to comprehend, design, Year 7 - Programming essentials in Scratch – part II, Modelling data using spreadsheets create, and evaluate Year 8 - Representations – from clay to silicon, Introduction to Python programming algorithms Year 9 - Introduction to Python programming, Media – Animations Safety and security Understand risks when using Year 7 - Clear messaging in digital media, Networks from semaphores to the Internet, technology, and how to protect Using media – Gaining support for a cause individuals and systems Year 8 - Representations – from clay to silicon Year 9 - Applying programming skills with physical computing

Digital Literacy Curriculum, Key Themes

Thread of Knowledge Definition

Digital Literacy Themes at Key Stage 3

Digital Literacy Curriculum, Key Themes

Thread of Knowledge Definition Programming

Create software to allow computers to solve problems

Where you will learn about it

Year 7 - Programming essentials in Scratch – part II, Modelling data using spreadsheets Year 8 - Media – Vector graphics, Developing for the Web, Representations – from clay to silicon, Introduction to Python programming Year 9 - Introduction to Python programming, Media – Animations, Applying programming skills with physical computing Effective use of tools Use software tools to support Year 7 - Clear messaging in digital media, Networks from semaphores to the Internet, computing work Programming essentials in Scratch – part I Year 8 - Media – Vector graphics, Layers of computing systems, Representations – from clay to silicon, Introduction to Python programming Year 9 - Introduction to Python programming, Media – Animations, Data science, Representations – going audio visual, Introduction of cybersecurity, Applying programming skills with physical computing Safety and security Understand risks when using Year 7 - Clear messaging in digital media, Networks from semaphores to the Internet, technology, and how to protect Using media – Gaining support for a cause individuals and systems Year 8 - Representations – from clay to silicon Year 9 - Applying programming skills with physical computing

Curriculum Intent Life Skills

Personal development is at the forefront of our curriculum, with a focus on SMSC, British Values and raising aspirations for all our students. We ensure all our students leave our academy armed with the knowledge to succeed and the skills to challenge their own and other people’s beliefs. Lessons focus on understanding, empathy, tolerance and respect and the understanding that true success comes from resilience and trying hard and that there are no barriers to their future selves. Our curriculum is based around our Academy’s core values of honesty, excellence and aspiration. We focus on developing students’ ethics and moral compass, as we guide them into becoming the best version of themselves; both in and outside of education. Lessons are aimed at challenging students’ beliefs and morals, equipping them with the skills to work and think independently and autonomously without discrimination of others.

Life Skills incorporate many aspects of Personal Development, including: • Relationships and Sex Education, • Health and Wellbeing, • Citizenship, • Careers • Financial Education.

Our curriculum ensures that each of our students will know more, remember more and understand more about how to play a positive and successful role within our modern and diverse society, both as a child and as an adult in the future. We want our students to excel academically and emotionally so they are fully prepared for their next steps in life and we strongly believe in the power of information and how it can open doors for our students.

Students study Life Skills topics through three strands at E-ACT Royton and Crompton Academy: 1. Relationships and Sex Education; 2. Health and Wellbeing; 3. Living in the Wider World.

Students complete carefully sequenced and spiralised lessons, which are planned to be age appropriate for each year group. However, the order of the implementation of these topics will vary from year to year, depending on local, national and international events. Student voice and data collected within the Academy, will also impact on the order of teaching. The reason for this is that it is crucial to keep these sessions current for our students, to reflect their needs and fill any gaps as an when they arise. An example of this was the rise of Mental Health following the pandemic, which placed this subject at the forefront of the implementation for all year groups. We wanted to ensure that our students were taught about mental health, wellbeing and resilience, so they were able to have the skills needed to cope and adapt to an ever-changing world. Our curriculum is planned inline with statutory regulations from the Department for Education. It is informed by the Relationships Education, Relationships and Sex Education (RSE) and Health Education (2020), Keeping Children Safe in Education (2021) and the Equality Act 2010.

1. Relationships and Sex Education RSE is delivered as part of the Life Skills curriculum, but also reinforced with ‘additional snapshots’ in morning and afternoon sessions three times a week. Students complete carefully sequenced and spiralised lessons which are age appropriate for each year group. Friendships, families and dealing with conflict are our starting point leading to consent, recognising unhealthy relationships and intimate relationships.

During the ‘snapshot sessions’ honest and open discussions are the key. All year groups will focus on 6 key themes: Respectful Relationships, Online & Media, Families, Being Safe, Intimate & Sexual Relationships, plus Concepts and Laws. Whilst each year group focusses on the key concept at the same time, the content becomes more in-depth and each year builds upon the previous. For example in Year 7, students begin learning about relationships by focusing on positive, healthy friendships, respectful relationships and how to end unhealthy relationships. This is built upon in Year 8, when students learn about how to treat others respectfully both within the Academy and wider community. Year 9 students develop this concept further, but learning about how stereotypes based on gender can cause damage, plus the 2010 Equality Act. Year 10 and Year 11 take this one step further, by looking at criminal behaviour within relationships, violent and coercive behaviours. It is only through putting in the foundations in Year 7 and looking at positive and39 healthy relationships that they students in Year 10 & 11 can fully understand the more sensitive issues within coercive or physically abusive relationships.

Life Skills Curriculum Intent

As an Academy, we deliver personal development sessions which engage, inform and inspire our students through active learning in our Aspire2Be sessions. This curriculum encompasses: Life Skills (PSHCE) RSE and careers. Students will learn what it means to be an active citizen in an ever-changing society and the role they have in developing not only themselves (as they move into adulthood) but the impact they can have on others and world around them. We want our students to be mindful, grateful, positive, kind and true to themselves.

2. Health and Wellbeing

Life Skills Curriculum Intent

Healthy bodies and lifestyles and how they link to our mental health are key concepts on which knowledge is built upon each year. An example of this is looking at what mental health is in Year 7, then what influences our mental health in Year 8 leading to triggers and coping strategies in Year 9. Resilience is also re-visited in Years 10 & 11, when students are focusing on GCSEs to give them coping mechanisms to excel and thrive in stressful conditions. We look at the links between our physical and mental health and how what we can actively do to improve or maintain our wellbeing such as ensuring we get enough sleep and eat well. Alongside this we have included mental health sessions as part of our Passport Drop down days with students completing mindfulness, relaxation and breathing activities.

3. Living in the Wider World Aspiration is one of our core values. Our students generally have very low aspirations when they arrive in Year 7. It is therefore crucial that we educate them about the local, national and international opportunities that are available to them. Aspire2Be time is used one morning a week for two half terms to focus on different careers and the skills that are needed to be successful within these we also feature a ‘Career of the Week’ as part of our weekly ‘What's on Weekly’ sessions. Careers education features in all years, with Year 7 and Year 8 students looking at aspirations and developing their employability skills while at our academy. Sessions include learning about jobs in different career sectors, challenging career gender stereotypes and starting to look at the different routes in work, including apprenticeships. In Year 9 the focus is on making decisions and guidance for choosing subjects as part of the academy’s pathways process. Students look at decision making, how subjects link to their future career ideas as well as auditing their current strengths and evaluating how to develop employability skills. At Key Stage 4, students look at interview technique, applications, CV’s and post 16 options where we delve into what employers and colleges are looking for in detail. All students complete personal statements ready to add to in Year 11 and reassess their employability skills and how they can further add to these strengths.

Students also receive interviews with our careers advisor and take part in mock applications and interviews ready for the application processes in Year 11 for further education, apprenticeships or the workplace. As an Academy, we host whole school careers events and link with local and national employers to allow all our students a variety of employment experiences. Sixth form and Apprenticeship providers visit our academy and we annually complete activities as part of National Apprenticeship week and National Careers week.

Citizenship is interwoven and carefully developed throughout this theme. In Year 7, students learn about the importance of community, responsibility and a basic overview of what democracy is. This progresses to Year 8, where students learn about different democracies and rules of law. In Year 9, there is a further focus on Individual Rights, Law and Order and employment. Year 10, builds on this further by focussing on independent choices and the impact of these linked to Law and Order. Whereas, Year 11 culminates in looking at how to address discrimination with in the work place and the different legal actions that can be taken. All years focus on active citizenship and how we can work together to make our academy a positive and purposeful environment for all. Equality and diversity are key elements in all our Aspire2Be sessions but here we directly focus on the Equality Act (2010), diversity and LGBT+ rights.

External providers are invited into school to assist in delivering some sessions allowing students first-hand experience of their subject knowledge and expertise. Life Skills equips our students with transferable skills such as problem solving, speaking, listening and analysis that they can apply to different areas of their lives both in and out of school. These skills will develop not only their understanding of these complex topics but also debating skills as they challenge their own and other beliefs and opinions safely and together. Students will build on life skills such as teamwork, communication and resilience through tasks and challenges in the curriculum. Students will be prepared to leave school with the knowledge on how to deal with an emergency, the value of self-worth and why their mental health is just as important as their physical health.

Life Skills is intrinsically linked to Spiritual Moral Social and Cultural Education and British Values, meaning our students develop their understanding of tolerance, respect and liberty for all. Our lessons link closely to historical and current social issues: leading students to be able to celebrate their uniqueness in a multicultural Britain. Life Skills also links closely with many subject areas in school leading to some areas of the curriculum to be delivered by subject specialists. This includes healthy eating in Food Technology, the science of puberty and reproduction in Biology and the importance of exercise and leading a healthy lifestyle in Physical Education.

Working parallel to Life Skills as part of our student’s personal development curriculum is the E-Act Passport initiative which is carefully designed to open the door to opportunities that pupils may not even know exist. Passport is about raising our pupils’ aspirations and confidence levels so that they believe in themselves and understand that there is nothing holding them back, including where they happen to live or their family’s experience in education. Through years 7 to 11, students will study and take part in academy visits, courses, events and activities including visiting museums, art galleries and places of business as well as developing their enterprise and academic skills. By completing Life Skills and Passport, students will graduate from our academy with essential life and employability skills, giving them a distinct advantage over other students their age.

40

Life Skills Key Themes Thread of Knowledge

Health and Wellbeing

Citizenship and Living in the Wider World

Careers

Where you will learn about it Year 7 - Types of Relationships, Friendships, Bullying, Peer Pressure, Diversity, Online Relationships Year 8 - Consent, Healthy Relationships, Bullying or Banter, Sexuality and Gender, Pressure in relationships, Sexual Harassment, Nudes, Grooming, Exploitation, Gangs, County Lines Year 9 - Honor Based Violence, Role of Parents, Gender Roles, Effects of Pornography, Consequences of unprotected sex Year 10 - Purpose of sex, Commitment, Marriage, Forced Marriage, Domestic Violence, Gaslighting, Develop the knowledge and Year 7 - What is Mental and Physical Health, How to keep healthy, understanding that students need for Puberty: Physical and Emotional changes, Drugs: What are they and mental, emotional, social and physical effects of Smoking/Vaping wellbeing Year 8 - Influences on mental health, Stress and Anxiety, Menatl health stigma, Body Image, Social media and our mental health, Drugs: Effects of alcohol, binge drinking, vaping and mental health, Resilience Year 9 - Mental health: Triggers and Coping strategies, Importance of Sleep, Keeping safe online, Grief and Loss, Self Examination, Contraception and STI's, Drugs: Effects of cannabis and UK Law Year 10 - Mental health: Drug use, social media, Addiction, Influences on Body Image, Sexual Health, STI's, Fertility, Unplanned Pregnancy, Bood and Organ Donation Develop knowledge and understanding of Year 7 - Academy Values, British Values, Online Safety, What is a Citizen, British Values, Government, Monarchy Community, Democracy, Monarchy, Government, Human Rights, Finance: and Finance that students need to play a Credit, Debit and Saving, Influences on spending full part in society as active and Year 8 - British Values, Laws: Purpose, Creation and Sanctions, Democracy, responsible citizens.

Human Rights, FGM Year 9 - Extremism, Radicalisation, Law: Purpose and Employment laws, Reasons for Crime, Police Rights Year 10 - Prejudice and Discrimination, Community Cohesion, Laws and Freedom, Fake News, Digital Footprints, Finance: Managing Money, Gambling, Loans Preparing students for life in modern Year 7 - Achievements, Influences, What is the world of work, Labour Britain by providing the knowledge, Market Information understanding, confidence and skills that Year 8 - Beliefs and Values, Workplace law, Job Sectors they need to make informed choices and Year 9 - Pathways: Strengths, KS4 Options, Qualifications, Decision Making, plans for their future learning and career. Workplace Stereotypes Year 10 - Post 16 options and qualifications, Opportunities for work including Labour Market Information, CV Writing 41

Life Skills Key Themes

Definition Exploring the emotional, social and physical aspects of growing up, having relationships, engaging in sex, and learning about human sexuality and Relationships and Sex Education sexual health.

Food Technology Curriculum Intent

Food Technology Curriculum Intent

Food is a vital part of our lives. At E-ACT Royton and Crompton Academy students will develop the knowledge understanding and skills to be able to prepare and cook safely, using a range of cooking techniques and equipment. Students will apply the principles of nutrition and healthy eating so that they are able to feed themselves and others a healthy and varied diet.

At E-ACT Royton and Crompton Academy, we aim to provide students with vital life skills to feed themselves and others affordably and nutritiously, now, and later in life. We encourage the development of high skills and resilience in a safe environment, allowing students to demonstrate commitment and act on feedback. We empower students to enable them to independently follow recipes and where appropriate substitute ingredients and cooking methods. Students will demonstrate and understanding of food choice and the factors which may affect food choice, including special diets, budgeting, and preference. Students will develop and understanding of food products to equip them to make and informed food choice. Students will develop an understanding of food sustainability and food security. Students will understand the impact of food miles to make informed choices when purchasing food products. We encourage students to explore several multicultural perspectives concerning food, students will understand and have an appreciation of a variety of cultural backgrounds through the preparation of food from different countries.

In Year 7 students will build on their knowledge of the Eatwell guide from KS2. They will identify the different sections of the Eatwell guide and learn about key commodities from each. Students will extend their knowledge of the commodities to create a range of healthy dishes using ingredients from each area of the Eatwell guide and a main component in each dish. Students will develop a key understanding of hygiene and safety within the kitchen and will develop a range of kitchen skills whilst using a variety of equipment.

In Year 8 students will continue to develop their knowledge of healthy eating, they will focus on the dietary goals, eat less fat, eat less salt, eat less sugar and eat more fibre. Students will understand a range of diet related consisting and create dishes which follow each of the dietary goals. Students will have a firm understanding of making healthier choices when planning, preparing and creating dishes for them selves and others.

In Year 9 students will focus on the 8 top tips continuing and developing their knowledge of healthy eating. Students will understand the functions of ingredients when creating dishes. Students will explore seasonal food products and food miles including the process of creating staple foods. Students will have a firm understanding of hygiene and safety and cross contamination resulting in food borne illnesses.

Creativity, resilience and problem-solving are essential skills for the 21st century workforce. Through a well-planned combination of theory and practical projects, students are provided with opportunities to apply these skills in real life contexts. As a regular feature of our practical lessons, students are provided with many opportunities to evaluate their products and make a record of the steps that they will take to make further improvements. With an ever-increasing list of allergies and policies to protect the general public, students are often encouraged to solve problems by thinking of other people’s allergies and health related diets, whilst planning, preparing and applying their knowledge to tasks.

Food Technology links with knowledge and skills in other subjects such as Geography as they learn about seasonality and food miles. In science as they learn about spoilage of food, methane and greenhouse gases. Mathematics as they measure their ingredients and calculate proportions.

Students are encouraged to take part in charity events, building on their team work and organisational skills as the develop, create and market products for charitable causes like Red Nose Day and Macmillan Coffee Morning.

Thread of Knowledge Hygiene

Safety

Nutrition

Diet related conditions

Dietary analysis

Food Preparation

Seasonal foods

Sensory analysis

British and international cuisine

Food labelling

Definition conditions or practices conducive to maintaining health and preventing disease, especially through cleanliness.

Where you will learn about it Year 7 First lesson - Introduction to hygiene and safety - Kitchen Practices - Practical Lessons.

Year 8 First lesson - hygiene and safety knowledge recall - Kitchen Practices - Practical Lessons.

Year 9 First Lesson - Cross contamination - Kitchen Practices - Practical Lessons.

Year 7 First lesson - Introduction to hygiene and safety - Kitchen Practices - Practical Lessons. the condition of being protected from or Year 8 First lesson - hygiene and safety knowledge recall - Kitchen Practices - Practical Lessons. unlikely to cause danger, risk, or injury Year 9 First Lesson - Cross contamination - Kitchen Practices - Practical Lessons.

Year 7 the Eatwell guide, Carbohydrates, Fruit and Vegetables, Protein, Dairy, Oils and Spreads.

Year 8 The dietary goals, Eat less fat, Eat less salt, Eat less Sugar, Eat more fibre.

Year 9 The 8 tops tips for healthy eating - Base meals on starchy carbs, Eat more fruit and veg, Eat the process of providing or obtaining the more fish, Eat less Saturated fat and sugar, Eat less salt, Stat hydrated, Get active and be a healthy food necessary for health and growth. weight, Do not skip breakfast Year 7 Obesity, Type 2 diabetes, tooth decay Nutrient related diseases which cause Year 8 Coronary heart disease, high blood pressure, Diverticular disease illness for humans Year 9 Obesity, Type 2 diabetes, High blood pressure, Diverticular disease Year 7 analysis and improvements to dishes and the diet to improve health Annalysing the diet to make Year 8 identification of foods high in fat sugar and salt with improvements - sugar swaps improvements for health Year 9 Dietary analysis and dietary and improvements to dishes, evaluation of the nutrition of dishes. Key commodities and nutritional value within dishes.

Year 7 Bridge and claw to prepare fruit and vegetables, safe use of the oven and hob to cook food. skills and techniques to create dishes Year 8 Safe preparation of foods to avoid contamination.

Year 9 Use of equipment to create dishes, swiss roll Year 7 understanding of fruit and vegetables which are in season in the UK and reducing food miles.

Foods which are available in the UK at Year 8 understanding of food availability and food costs different periods Year 9 understanding of where fruit and vegetables come from and a range of fruits and vegetables with their place of origin.

Year 7 students will complete sensory stars to evaluate homework dishes with extension questions Year 8 students will complete sensory stars as homework to evaluate dishes with knowledge Identify the sensory atributes of dishes questions.

Year 9 students will complete sensory analysis of dishes suggesting improvements and expanding knowledge Year 7 Students will create a range of cuisines from different countries and cultures.

Dishes from different cultures and Year 8 Students will create a range of cuisines from different countries and cultures. countries Year 9 Students will create a range of cuisines from different countries and cultures.

Labeling on food to communicate to consumers.

Year 7 Understanding of the labels on food and what is communicated to consumers Year 8 Front of pack nutrition information to identify fat, sugar and salt in a food product Year 9 Nutritional comparison, product selection and consumer knowledge

Food Technology Key Themes

Food Technology Key Themes