Curriculum Overview

Mathematics

Marches Academy Trust – The Marches School Mathematics Curriculum 2019-2020 Current Curriculum The current curriculum at KS3 and at KS4, pupils are guided to either the Foundation or Higher Tier and teaching follows Pearson’s SOL with 20 units of teaching in both tiers. The benefits are the professional sequencing of units together with confidence that the content covered will meet Edexcel’s specification for both tiers. Each route has a specific SOL designed to meet the needs of the pupils based on their ability as identified from KS2 tests and PIXL’s baseline assessment.

The benefits of this curriculum is the professional sequencing of topics which ensures that pre-skills are taught in readiness for the main units. It is resourced with unit tests, topic summarys and a clear breakdown of content.

Year 7 are currently using the white rose scheme of work, which focusses on deeper understanding of Maths and multiple approaches to Maths questions.

New 5 Year Curriculum There are concerns regarding the current curriculum in view of the gaps in knowledge created by the movement of pupils between the setting system.

Movement at both KS3 and KS4 will create gaps in learning. There is also the possibility of capping potential as pupils are selected into the appropriate routes in year 7 based on KS2/baseline tests.

We are currently rewriting the curriculum to merge the learning for both tiers so that pupils are not capped at entry to The Marches. There is room for fluidity of movement between sets which does not create gaps in learning. There is scope within each unit to allow for differentiation (Bronze, silver and gold strands) so that it is an ambitious curriculum for all pupils irrespective of their starting points.

This new SOL is being introduced in September 2019 to year 7-9, though in slightly different forms due to the different positions in the SOL at present. The year 7 SOL has been started to particularly focus on being able to adapt it to mixed attainment in the future. In year 10 and 11 they will continue to follow the main and extension (Higher/Foundation) strand – please refer to the attached Intent for all years.

There is also a new Access/Catch Up/Alternative SOL running alongside the main SOL. In year 9, all pupils will undertake GCSE foundation papers to determine their pathway for KS4.

The new SOL will be continually adapted to meet the needs of our pupils. We will collaborate as a Trust to ensure that the new curriculum is suitable for all teachers and pupils and enrichment will be embedded and resources made readily available to encourage use.

Access Curriculum and Alternative Curriculum The objectives and timings of this scheme of learning are based on the White Rose/Maths Hub Mastery Y7 SoW. The content has been designed with the following in mind: 1) To help develop ‘number sense’ and fluency within our lowest attainers in maths 2) To encourage the use of concrete and pictorial resources to help students learn and ‘see maths’ 3) To enable teachers to track back through the Yearly objectives and start back at the beginning and rebuild from there if needed 4) To ensure teachers have a good variety of resources and teaching ideas at their disposal 5) To provoke creativity and enjoyment of maths in students who may not always have felt this way

Students will follow path ways as indicated in the diagram below.

Maths Leaders Catch-Up Scheme The Assistant SENCO selects pupils for entry to the Access Group. KS2 scaled score data for this group is usually circa 85-93.

Pupils with scaled score >93 but <100 will be in mainstream maths and will receive catch up with Maths Leaders during the first half of Autumn Term. Catchup sessions are reduced as they become more proficient in maths. The team of Maths Leaders will then focus support on the Access group to ensure that no further gaps develop so that they can seamlessly move across to main-stream sets as and when appropriate.

Some pupils will remain on the Access Curriculum to build up number sense and may then move into the Alternative Curriculum.

English

Year Group 7

Scheme of Learning YEAR OVERVIEW

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

Intent

’Learning Programme’ units to be covered: Monsters; Poetry; Thriller and Nasty Victorians.

Students are baseline tested and then follow schemes which develop reading and writing skills. The schemes bring in more non -fiction and real world English than KS2 but build on the creativity that is encourages in Y5 and Y6. The schemes include texts similar to those studied later in school to build confi dence and resilience. Topics have been selected to engage students whilst also stretching and challenging them. Some legacy GCSE texts have been included to increase challenge. Literacy lessons will form part of the scheme with students using the building better sentences scheme to study grammar topics such as: word classes, punctuation and sentence structure.

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

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

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

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

WOW moments: learning about Yetis, Unicorns and the Loch Ness Monster, delivering speeches to the whole year group about Jurassic park, enjoying spooky thriller texts, learning about gruesome Victorians, enjoying funny poems and exploring climate change, racism and conflict through poetry.

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

Key assessments: Formal assessment will take weeks 4 and week 8.

Mad time will take place weekly during literacy lessons.

Homework will be peer marked or used in lesson.

Teachers will live mark/ sample mark non formal assessments.

Autumn Term

Baseline testing – GCSE exam Assessments: speech, persuasive letter Spring Term

Poetry reading assessment Thriller writing assessment

Summer Term

Dickens reading assessment End of year GCSE style exam

Impact Good: Students can access KS3 work. They read with independence, understanding and resilience. They write with accuracy.

Better: Students can confidently engage with KS3 work: They read with independence, understanding and fluency. They write wit h accuracy, control and growing ambition.

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

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 8

Y8 is a wonderful representation of the diversity and power of the study of English. ‘Real world’ English units broaden the o ffer of the subject whilst the literary units provide students with the skills they need for GCSE whilst exploring real -life issues such as racism and discrimination.

Intent

’Learning Programme’ units: The Perfect World, Shakespeare, Of Mice and Men and Titanic.

These schemes include plenty of real-world – students will learn about how the study of English relates to a range of careers. Students will be engaged by a range of real life scenarios for delivering speeches and pitches. They will also have the opportunity to write for real world purposes. Students will begin to prepare Some legacy GCSE texts have been included to increase challenge. Literacy lessons will form part of the scheme with students using the building better sentences scheme to study grammar topics such as: word classes, punctuation and sentence structure.

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

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

Key assessments: Formal assessment will take week 5 and week 9.

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

Mad time will take place weekly during literacy lessons.

WOW moments: designing own housing development, presenting ‘Apprentice’ style pitches, learning about real world careers, students recording their own news reports.

Homework will be peer marked or used in lesson.

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

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

Teachers will live mark/ sample mark non formal assessments.

Autumn Term

Baseline testing – GCSE exam Speech on contemporary issues

Spring Term

Reading assessment - Shakespeare Creative writing - OMAM

Summer Term

End of year GCSE style exam Review of The Titanic Component 2 style reading

Impact Good: Students understand some uses of real world English and they read with independence, understanding and resilience. They write with accuracy.

Better: Students have a good understanding of real world English. They read with independence, understanding and fluency. They write with accuracy, control and growing ambition .

Excellent: Students show confidence evaluating the uses of real world English. Students confidently engage with the most challenging KS3 texts. They demonstrate evaluative skills when reading and analysing texts. They write with ambition, creativity and fluency.

Scheme of Learning YEAR OVERVIEW

The Big Picture Year 9 is the first year of GCSE where students will focus on Component 1 and Component 2 EDUQAS GCSE English Literature. Students will build on the analytical skills and knowledge developed in previous years of study to explore the following four units: Shakespeare, Poetry Anthology, An Inspector Calls and An Inspector Calls.

Year Group 9

Intent EDUQAS GCSE English Literature set text preliminary studying/reading for Component 1 and 2 – Working towards AO1, AO2 and AO3 skills for Close Analysis, Comparison and Balloon Questions • Students will cover initial GCSE content in year 9 Lessons, alongside annotating all relevant set texts, to develop the necessary skills to complete exam questions looking towards their end of year GCSE English Literature exams in Year 10.

• The skills gained and developed within the units of work include: applying critical skills in close reading; describing and analysing key features of language choice; using associated terminology accurately; analysing and evaluating contextual factors; exploring connections between the texts; supporting points with apt quotation; organising their response effectively using coherent written expression; critically evaluating how contextual factors affect form and structure; analysing how language features shape meaning. Students will also be given the opportunity to complete GCSE English Language style tasks in preparation for the non – exam assessed component: Spoken Language at the end of Year 10.

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

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

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

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

WOW moments: Theatre trips, cinematic experience, drama in the classroom, role-play, use of social media, discussion of real world issues, CSI Investigations.

Literacy skills will be addressed through: dedicated literacy lessons using the building better sentences scheme, literacy homework, key words, words of the week, vocabulary tests and reading for pleasure

Impact (including next steps…)

Good: Students will be able to describe the plot of the play/novella/content of poems Better: Students will be able to understand the plot, characters, context and themes associated with the play/novella or poems Excellent: Students will be able to apply this knowledge of the context to a transactional/narrative piece of writing

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Assessment Markers: Formal assessment will take place during week 5 and week 9 of each LP MAD Time will take place weekly during literacy lessons.

Homework will be peer marked or used in lesson.

Teachers will live mark/ sample mark non formal assessments.

Autumn Term • Half Term 1 / Teacher 1: An Inspector Calls • Half Term 2 / Teacher 2: A Christmas Carol

Spring Term • Half Term 1 /Teacher 1: Macbeth • Half Term 2 /Teacher 2: Macbeth Summer Term • Half Term 1 / Teacher 1: Anthology Poetry • Half term 2/ Teacher 2: Anthology Poetry

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 10

Year 10 is the final year of the English Literature GCSE course where students will focus on Component 1 and Component 2. Students will build on the analytical skills and knowledge developed in previous years of study to explore the following five units: Shakespeare, Poetry Anthology, An Inspector Calls, An Inspector Calls and Unseen Poetry

Intent EDUQAS GCSE English Literature Revision Component 1 and 2 – Working towards AO1, AO2 and AO3 skills for Close Analysis, Comparison and Balloon Questions •

Students will revisit content covered in Year 9 lessons, alongside using their annotated anthologies and set texts, to develop the necessary skills to complete exam questions looking towards their end of year GCSE English Literature exams.

The skills gained and developed within the units of work include: applying critical skills in close reading; describing and analysing key features of language choice; using associated terminology

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accurately; analysing and evaluating contextual factors; exploring connections between the texts; supporting points with aptquotation; organising their response effectively using coherent written expression; critically evaluating how contextual factors affect form and structure; analysing how language features shape meaning. Students will also be given the opportunity to complete GCSE English Language style tasks in preparation for the non – exam assessed component: Spoken Language at the end of Year 10.

Implementation • Units are structured into 3 key segments (with time allowing for MAD Time) 1) Read and revise 2) Plan and write exam responses 3) Learn quotations connected to weekly themes • LORIC promotion in this unit of study: L – LORIC Leaders – assessing LORIC in each lesson O – Creation of flashcards for revision – ensuring organization of key themes/characters R – Learning key quotes for home learning alongside GCSE Pod I – Using year 9 annotations to support flashcard creation, planning for assessments and applying GCSE Pod home to annotations C – Discussion during read and revise sections – key themes and context

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Independent learner behaviours will come through in GCSE Pod home learning tasks and the application of this knowledge to assessments; creation of revision flash cards for assessment and final exams; learning quotes weekly to support assessments and end of year exams. Therefore home learning is imperative in order for students to develop their responses fully with knowledge gained from GCSE Pod. Revision skills will come through in RIPL tasks, home learning and the unit structure of read, revise, plan, write, learn.

WOW moments – discovery of connections between poems, texts and contexts as a means of engaging students with a deeper level of understanding. Celebration of students who are apply to apply contextual details in revision for and planning of assessments (context kings and queens) Literacy – weekly focus in each unit – designated in LPs

Assessment Markers: Weekly Assessments: For example – poetry1 – Natural World – Close Analysis 2 – Conflict – Close Analysis 3 – Society – Close Analysis 4 – Humanity – Comparison Question 5 – Power – Comparison Question 6 – Passage of Time – Comparison Question 7 - Mock – Loss Home Learning – GCSE Pod Peer Assessment – Exam Practice Questions

Autumn Term • Half Term 1 / Teacher 1: An Inspector Calls • Half Term 2 / Teacher 2: A Christmas Carol

Spring Term • Half Term 1 /Teacher 1: Macbeth • Half Term 2 /Teacher 2: Anthology Poetry Summer Term • Half Term 1 / Teacher 1: Unseen Poetry • Half term 2/ Teacher 2: Speech Preparation GCSE English Language

Impact Student grades will show that they can analyse texts confidently and have a strong grasp of the knowledge and concepts taught, alongside a deeper knowledge of s ubject terminology.

Students will demonstrate self confidence in lessons regarding tackling all types of exam responses with the skills and exam structures developed through revision and planning of text assessments

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 11

Year 11 is the final year of the English Language GCSE course where students will focus on Component 1 and Component 2 revision. Students will build on the analytical skills and knowledge developed in previous years of study to explore the following units: Narrative Writing, Transactional Writing and Reading in preparation for their final exams.

Intent EDUQAS GCSE English Language Revision Component 1 and 2 – Reading (AO1, AO2, AO3 and AO4), Writing (AO5 and AO6) • •

Students will revisit content covered throughout KS3.

The skills gained and developed within the units of work include: Identifying and interpreting explicit and implicit information and ideas; selecting and synthesising evidence from different

texts; explaining, commenting on and analysing how writers use language and structure to achieve effects and influence readers; using relevant subject terminology to support their views; comparing writers' ideas and perspectives, as well as how these are conveyed, across two or more texts; evaluating texts critically and supporting this with appropriate textual references; communicating clearly, effectively, and imaginatively, selecting and adapting tone, style and register for different forms, purposes andaudiences; organising information and ideas, using structural and grammatical features to support coherence and cohesion of texts; using a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Implementation

Assessment Markers:

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

Independence and study skills will be fostered through: challenging texts and questions, group and pair work, modelling, homework, practice exam questions and independent reading, Flipped learning, literacy tasks, comprehension tasks, practice papers will be set for homework.

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

WOW moments: Using students’ work as WAGOLLs and celebrating student success in assemblies.

Literacy skills will be addressed through: dedicated literacy lessons using the building better sentences scheme, literacy homework, key words, words of the week, vocabulary tests and reading for pleasure.

Formal assessment will take place weekly for each unit.

MAD Time will take place weekly during lessons.

Homework will be peer marked or used in lesson.

Teachers will live mark/ sample mark non formal assessment based work.

Autumn Term • Writing Assessment: Creative Prose • Writing Assessment: Transactional Writing Spring Term • Reading: Component 1, Section A; Component 2, Section A

Summer Term • Practice Papers – Reading and Writing Assessments

Impact By the end of Year 11, students will be able to analyse texts confidently and have a strong grasp of the knowledge and concepts taught, alongside a deeper knowledge of subject terminology. They will be able to use a wide range of varied and appropriate vocabulary to express themselves. They will also be familia r with all styles of exam questions and know how to approach and structure each response. In Year 11, students will consolidate the skills and knowledge acquired in previous years and complete weekly revision tasks linked to practice questions.

Music

Year Group 7

The Big Picture- MUSIC

Scheme of Learning YEAR OVERVIEW

KS3 do not have homework in Music or Drama.

Intent)

The Units that will be covered are: Piano Ladder, Carnival of the Animals and African Music. Pupils will also have regular Listening and Apprising tasks.

Autumn T Pupils will be creating the foundations for their Performance, Composition and Listening and Apprising skills, as well as focusing on the main Musical Elements: Tempo, Rhythm, Melody, Dynamics, Instrumentation and Timbre.

Most primary schools do not teach Music at KS2 so creating a strong foundation of musical understanding, note reading and listening is vital for the first year. Pupils who have been lucky enough to have Music lesson (private or in school) will be pushed to a higher level e.g. More Italian terms, independent hands when performing trickier pieces.

Implementation The first unit covers basic notation, chords and piano technique. Pupils will build up a bank of pieces on the piano developing various techniques e.g. Right hand, Left hand, Both hands, Chords in the left and finally a more independent left hand with the right hand.

LORIC is built into each unit of work, pupils self assess each LORIC strand over three periods per unit of work. Pupils set themselves a LORIC target for the next SOW. Pupils will be constantly developing the main musical skills Performance, Composition and Listening and Apprising, which will be assessed not only at KS3 but are the main skills assessed at both GCSE and A level.

WOW Moments; Pupils will learn a song and perform it as a year group for Whole School Assembly.

Pupils will also have the opportunity to perform in a Friday lunchtime concert, Whole School assembly (as a soloist) and in our annual concerts.

Literacy and Numeracy skills will be developed and extended through the musical key terms. Once pupils are familiar with the Musical elements, they will learn new terms per unit of work to include in their Listening and Appraising tests. These key terms are essential for GCSE and A level.

Key assessments

-Three Performance assessment points per unit.

-A Listening and Appraising test.

-Three MAD time sessions to reflect on teachers Performance points.

-One Exam per year.

Piano Ladder Performance skills Listening and Apprising skills

Carnival of the Animals

Spring Term

Performance skills Listening and Apprising skills Composition

African Music

Summer Term

Performance skills Listening and Apprising skills Composition

Impact (including next stepsâ&#x20AC;Ś) At the end of the year, pupils will able to read and perform Ode to Joy, Lean on me and The Pavane on keyboard using the correct technique. Pupils will also have performed their own composition based on Saint Saens Carnival of the Animals. Finally, after completing regular Listening and Appraising tests where pupils listen and analyse an unfamiliar piece of music using the musical elements, pupils will create and perform in an ensemble an African influenced STOMP performance.

All of the above skills will create a stable foundation for Year 8.

Year Group 8

The Big Picture- MUSIC

Scheme of Learning YEAR OVERVIEW

KS3 do not have homework in Music or Drama.

Intent The Units that will be covered are: Blues, Film Music, 4 Chord Song, Reggae and Indian. Pupils will also have regular Listening and Apprising tasks.

Pupils will building on their foundations from Year 7 for their Performance, Composition and Listening and Apprising skills, as well as focusing on the main Musical Elements: Tempo, Rhythm, Melody, Dynamics, Instrumentation and Timbre.

Pupils will be expected to play both hands on the keyboard, know the basic Musical elements and be able to identify a number of orchestral instruments and ensembles. MAP will be pushed to a higher level e.g. More Italian terms, independent hands when performing trickier pieces.

The first unit covers improvisation around a blues scales, jazz chords and piano extended piano techniques.

This leads into Film Music where pupils can use these new skills to compose their own short score. Pupils will then build up a bank of pieces on the piano developing various techniques e.g. Right hand, Left hand, Both hands, Chords in the left and finally a more independent left hand with the right hand for 4 chord song and Reggae, introducing new terms and skills such as syncopated chords and cross rhythms before finishing with a World fusions unit on Indian where pupils use all of the above skills to perform in an ensemble using a Rag and traditional Rag structure.

LORIC is built into each unit of work, pupils self assess each LORIC strand over three periods per unit of work. Pupils set themselves a LORIC target for the next SOW. Pupils will be constantly developing the main musical skills Performance, Composition and Listening and Apprising, which will be assessed not only at KS3 but are the main skills assessed at both GCSE and A level.

WOW Moments; Pupils will learn a song and perform it as a year group for Whole School Assembly. Pupils will also have the opportunity to perform as a band in a Friday lunchtime concert, Whole School assembly (as a soloist) and in our annual concerts.

Literacy and Numeracy skills will be developed and extended through the musical key terms. Once pupils are familiar with the Musical elements, they will learn new terms per unit of work to include in their Listening and Appraising tests. These key terms are essential for GCSE and A level.

Key assessments

Blues

Autumn Term

Performing, Composing, Listening and Appraising.

-Three Performance assessment points per unit.

Film Music

-A Listening and Appraising test.

4 Chord Song

-Three MAD time sessions to reflect on teachers Performance points.

-One Exam per year.

Performing, Composing, Listening and Appraising.

Spring Term

Performing, Composing, Listening and Appraising.

Reggae Performing, Composing, Listening and Appraising.

Indian

Summer Term

Performing, Composing, Listening and Appraising.

Impact (including next stepsâ&#x20AC;Ś) At the end of the year, pupils will able to play and improvise around a blues scales, jazz chords and piano extended piano techniques. They would have composed and performed a short score for a film clip. They will also have a bank of pieces on the piano developing various techniques based on 4 chord pop songs and Reggae. Finally, after completing regular Listening and Appraising tests where pupils listen and analyse an unfamiliar piece of music using the musical elements, pupils will create and perform in an ensemble an Indian performance.

All of the above skills will create a stable foundation for Year 9.

Year Group 9

The Big Picture- MUSIC

Scheme of Learning YEAR OVERVIEW

KS3 do not have homework in Music or Drama.

Intent The Units that will be covered are: Minimalism, Band skills, Music for stage and screen, Reggae and Indian. Pupils will also have regular Listening and Apprising tasks.

Pupils will building on their foundations from Year 8 for their Performance, Composition and Listening and Apprising skills and as well as focusing on the main Musical Elements: Tempo, Rhythm, Melody, Dynamics, Instrumentation and Timbre.

Pupils will be expected to play both hands on the keyboard, know the basic Musical elements and be able to identify a number of orchestral instruments and ensembles. MAP will be pushed to a higher level e.g. More Italian terms, independent hands when performing trickier pieces.

Implementation The first unit units are all creative units building on the skills for GCSE. When pupils reach the GCSE Pathway unit they will start to work on the GCSE Music Edexcel course. They will begin to work on their Minimalism Compositions using their prior knowledge from the Minimalism unit studied at the start of the year. Pupils will create a motif on the keyboards and then transfer it to Sibelius. Pupils will also continue to develop their performance skills ready for the Performance component at GCSE. Pupils can play any instrument they wish, however, if they donâ&#x20AC;&#x2122;t already play an instrument, we suggest and encourage pupils to learn the Piano. We suggest Fur Else, Wrecking Ball or The Swan.

LORIC is built into each unit of work, pupils self assess each LORIC strand over three periods per unit of work. Pupils set themselves a LORIC target for the next SOW. Pupils will be constantly developing the main musical skills Performance, Composition and Listening and Apprising, which will be assessed not only at KS3 but are the main skills assessed at both GCSE and A level.

WOW Moments; Pupils will learn a song and perform it as a year group for Whole School Assembly. Pupils will also have the opportunity to perform in a Friday lunchtime concert, Whole School assembly (as a soloist) and in our annual concerts.

Literacy and Numeracy skills will be developed and extended through the musical key terms. Once pupils are familiar with the Musical elements, they will learn new terms per unit of work to include in their Listening and Appraising tests. These key terms are essential for GCSE and A level.

Key assessments

Autumn Term

Minimalism

Performing, Composing, Listening and Appraising.

-Three Performance assessment points per unit.

Band Skills

-A Listening and Appraising test.

Music for Stage and Screen

-Three MAD time sessions to reflect on teachers Performance points.

-One Exam per year.

Performing, Listening and Appraising.

Spring Term

Performing, Listening and Appraising.

Fusions Performing, Listening and Appraising.

GCSE Pathway

Summer Term

Performing, Composing, Listening and Appraising.

Impact (including next stepsâ&#x20AC;Ś) At the end of the year, pupils will able to play develop the Tubular bells theme using Minimalist techniques, perform as part of a band (Piano, Singing, Bass, guitar, drum kit). They will also have a bank of pieces on the piano developing various techniques from Musicals and films. Finally, after completing regular Listening and Appraising tests where pupils listen and analyse an unfamiliar piece of music using the musical elements, pupils will create and perform in an ensemble a Samba/ Fusions performance. All of the above skills will create a stable foundation for GCSE.

Scheme of Learning YEAR OVERVIEW

The Big Picture Appra isal: To develop their listening and appraising s kills through the study of the s et works i n four a reas of study. Al l set works should be Year Group 10 covered by the end of year 10. Composition: To develop their composition s kills through composing a Mi nimalist free composition which is a minimum of 3 mi nutes. This s hould be completed by the end of year 10. Performance: To develop performing s kills by rehearsing a nd refining solo and ensemble performances. Each performance s hould be a l east 1 mi nute a nd the total combined ti me should be 4 mi nutes In total.

Intent Appraisal: To develop their listening and appraising skills through the study of the musical elements across a va riety of s tyles and genres. Set works: 1) Vocal Music 2) Instrumental Music 3) Music for Stage a nd Screen 4) Fus ions.

Bui lding on the skills developed throughout KS3, students will use their knowledge and understanding of musical elements, context a nd language to make critical judgements about the repertoire and context of music within the a reas of study using specific music vocabulary a ssociated with a particular styl e or genre. I will engage cri tically with music and develop an understanding of the place of music i n different cultures and contexts. This will be a chi eved by developing my l istening and appraising skills through the study of music a cross a va riety of styles and genres.

Implementation How wi ll the units within this year of s tudy be organised/structured? Following the lesson-by-lesson year plan. Appraisal: Lesson will fol l ow the year plan for set works. Each week pupils will have written a complete set of analysis notes, spider diagram a nd cons olidation essay. Pupils will have 1-2 composition l essons per week. Pupils will refine performance s kills during weekly i ns trumental lessons and termly mock performances.

How wi ll you promote LORIC through this year of study? Leadership through performance skills. Organisation is key to the appraisal component. Resilience is achieved throughout performance and appraisal studies. Initiative through compositional studies and Communication through performance a nd a ppraisal.

How wi ll you develop and build thinking skills and independent l earner behaviours? Through analysis and compositional skills. Pupils wi l l have to consolidate their l earning through a weekly essay a nd working independently on their compositions.

Wha t s tyle of home learning will you set a nd how will this build on or prepare for class work? Is it purposeful? Essay questi ons prep to di s cuss a nd mark i n class. Consolidation essays to reinforce class learning. Performance on-going rehearsal and practice.

In what ways a re you developing interleaving/revision skills? Revisiting set-works throughout the year. All exam material is covered i n yea r 10 s o that we revisit and build upon knowledge i n year 11.

Where are the WOW moments and how will you celebrate achievement? Visits to professional performances such as concerts.

How a re literacy a nd numeracy s kills to be developed and extended? Through extended exam questions a nd consolidation essays .

Consider your assessment Markers Identify where the following will take place: Key assessments Es s ay on each s et work. Mock performance.

Composition hand-in.

Low stakes testing Set work key terms .

Deep marking points Set work Es s ays Home learning - Set work revi sion a nd performance essays Examinations Yea r 10 mock exams.

Conferencing/MAD time Moderation Ma rch yea r 11

Autumn Term Appraisal: 2 Areas of study covered Composition: Main themes composed Performance: December performance lesson.

Trip: Concert

Spring Term Appra isal: 4 Areas of study covered Composition: Structure mapped a nd techniques.

Performa nce: continue to refine and rehearse.

Summer Term Appraisal: all areas of study covered.

Composition: Minimalist composition complete.

Performance: mock performances recorded.

Impact What is it that you want students to know/be able to do by the end of this year of study? Appraisal:. All set works should be covered by the end of year 10. Pupils will have written a complete set of analysis notes, spider diagram and consolidation essay. Composition: A Minimalist piece which is a minimum of 3 minutes. Performance: An solo and ensemble performance mock should be handed in at the end of year 10.

What are the next steps. How can the knowledge/skills from this year be extended next year? Year 11 appraisal: exam technique, listening questions, unfamiliar comparison essay questions . Composition: A high quality Minimalist compositions with all the Minimalist techniques. Performance: A solo and ensemble performance.

The Big Picture Appra isal: To build upon a ppraisal skills for the written exam through revisiting set work knowledge learned in year 10 by a nswering essay Year Group 11

Scheme of Learning YEAR OVERVIEW

questions, examining model a nswers, listening questions a nd melodic dictation Composition : To develop their composition skills through completing a brief composition s et by the exam board. Performance: To develop performing skills by rehearsing and refining solo a nd ensemble performances.

Intent Appraisal: To develop their listening and appraising skills through the study of the musical elements across a variety of sty les and genres. Set works: 1) Vocal Music 2) Instrumental Music 3) Music for Stage and Screen 4) Fusions.

Building on the skills developed throughout KS3, students will use their knowledge and understanding of musical elements, con text and language to make critical judgements about the repertoire and context of music within the areas of study using specific music vocabulary associated with a particular style or genre. I wil l engage critically with music and develop an understanding of the place of music in different cultures and contexts. This will be achieved by developing my listening and appraising skills through the study of music across a variety of styles and genres.

Implementation How wi ll the units within this year of s tudy be organised/structured? Following the lesson-by-lesson year plan. Appraisal: Lesson will fol l ow the year plan for set works. Each week pupils will have written a complete set of analysis notes, spider diagram a nd cons olidation essay. Pupils will have 1-2 composition l essons per week. Pupils will refine performance s kills during weekly i ns trumental lessons and termly mock performances.

How wi ll you promote LORIC through this year of study? Leadership through performance skills. Organisation is key to the appraisal component. Resilience is achieved throughout performance and appraisal studies. Initiative through compositional studies and Communication through performance a nd a ppraisal.

How wi ll you develop and build thinking skills and independent l earner behaviours? Through analysis and compositional skills. Pupils wi l l have to consolidate their l earning through a weekly essay a nd working independently on their compositions.

Wha t s tyle of home learning will you set a nd how will this build on or prepare for class work? Is it purposeful? Essay questi ons prep to di s cuss a nd mark i n class. Consolidation essays to reinforce class learning. Performance on-going rehearsal and practice.

In what ways a re you developing interleaving/revision skills? Revisiting set-works throughout the year. In year 11, pupils will revisit a l l exam material is covered i n year 10 to build upon and refine knowledge in year 11.

Where are the WOW moments and how will you celebrate achievement? Visits to professional performances such as concerts.

How a re literacy a nd numeracy s kills to be developed and extended? Through extended exam questions a nd consolidation essays .

Consider your assessment Markers Key assessments Essay on each set work. Mock performance. Composition hand-in. Low stakes testing Set work key terms.

Deep marking points Set work Essays Home learning - Set work revision and performance essays Examinations Year 11 mock exams.

Conferencing/MAD time Moderation March year 11

Autumn Term Appraisal: Exam questions and model answers.

Wider listening. Composition: Brief composition complete. Performance: December mock recording.

Spring Term Appra isal: Essay a nd listening questions.

Performa nce: Final solo and ensemble recordi ng.

Composition: Both complete.

Summer Term Appraisal: Exam technique, past papers, model answers, melodic dictation, listening questions.

Impact What is it that you want students to know/be able to do by the end of this year of study? Appraisal:. All set works should be revisited and covered through exam questions.

Pupils will have written a complete set of analysis notes, spider diagram and consolidation essay. Composition: A brief composition which is a minimum of 3 minutes. Performance: A solo and ensemble performance.

Art

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 7

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

Intent (including moving on from…)

Units: Everyday objects, Natural world, Macro Micro Skills: A range of techniques including wet and dry media to record their observations in sketchbooks.

Developing from KS2 Skills: Next Steps: Pupils will build on their skills learnt and developed to progress onto a wider range of skills and techniques, i ncluding lino printing and clay.

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

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

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

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

Wow Moments: Throughout the year pupils will have the opportunity to take part in community and arts projects. They will experience a wide range of exciting art techniques such as clay cakes, spray painting, and impasto.

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Impact (including next steps…)

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

Autumn Term Project assessment Home learning once per half term.

Spring Term Project assessment Home learning once per half term.

Summer Term

Project assessment Home learning once per half term.

Summer Assessment.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 8

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

Intent (including moving on from…)

Units: Organic Form, Animals, Cultures.

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

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

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

Students are encouraged to respond to artists, develop ideas and explore materials to create artwork in a variety of mixed-media.

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

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

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

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

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Impact (including next steps…)

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

Autumn Term Project assessment Home learning once per half term.

Spring Term Project assessment Home learning once per half term.

Summer Term

Project assessment Home learning once per half term.

Summer Assessment

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 9

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

Intent (including moving on from…)

Units: Local environment community project, Mock GCSE project.

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

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

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

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

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

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

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

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Impact (including next steps…)

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

Autumn Term Project assessment Home learning once per half term.

Spring Term Project assessment Home learning once per half term.

Assessment.

Summer Term

Project assessment Home learning once per half term.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 10

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

Intent (including moving on from…)

Units: Foundation Unit, Organic form, portraits.

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

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

Implementation 60% Coursework 40% Exam.

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

Literacy: The ability to research and respond to other artists’ is expected in both a visual and written way.

When evaluating their own work students explain links with other artists’ ideas.

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

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

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

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Impact (including next steps…)

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

Autumn Term Project assessment Home learning once per half term.

Spring Term Project assessment Home learning once per half term.

Mock exam Summer Term

Project assessment Home learning once per half term.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 11

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

Intent (including moving on from…)

Units: Portrait Unit, Exam topic.

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

Implementation 60% Coursework 40% Exam.

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

Literacy: The ability to research and respond to other artists’ is expected in both a visual and written way.

When evaluating their own work students explain links with other artists’ ideas.

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

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

Wow Moments: They will experience a wide range of exciting art techniques, which they will develop with their own ideas.

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Impact (including next steps…)

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

Autumn Term Project assessment Home learning once per half term.

Spring Term Project assessment Home learning once per half term.

Mock exam Summer Term

Project assessment Home learning once per half term.

Information Technology

Scheme of Learning YEAR OVERVIEW

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

Year Group: 7

Intent 1. How computers work – students will be introduced to the basics of systems architecture. They will develop a knowledge and understanding of how computers work, exploring hardware, software and computer components.

2. Databases – students will learn how to extract and collate data from a data set. They will build a functioning database using a range of advanced software tools. Students will sort and search information stored using filters and a mixture of QBE and SQL. 3. Mirobit – students will develop an understanding of programming using visual based programming software. They will work through a range of activities and develop their own program based on their knowledge and understanding.

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

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

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

Home learning will consist mostly of flipped learning activities that have proven through research based learning to be effective in supporting development of prior knowledge to enhance in class learning. Each project with have a number of home learning activities planned.

Students will be WOW’ d throughout the course as they will have plenty of opportunity to explore computer science and IT in a way that they have never probably previously done. They will explore and dissect a computer system, they will build a database from scratch using real life data and will program a micro computer using state of the art software.

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term Students will be BRAG marked throughout the topic.

Students will sit a formal examination – How Computers Work.

Spring Term Students will be BRAG marked throughout the topic.

Students will sit a formal examination – Databases Summer Term Students will be BRAG marked throughout the topic.

Students will sit a formal examination – Microbit

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

Scheme of Learning YEAR OVERVIEW

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

Year Group 8

Intent 1. Networks and Communication – students will investigate how computers communicate with each other across a network. They will look into protocols used to communicate across a global network.

2. Spreadsheets – students will develop a spreadsheet and use advanced features, functions and tools to manipulate and analyze data.

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

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

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

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

Home learning will consist mostly of flipped learning activities that have proven through research based learning to be effective in supporting development of prior knowledge to enhance in class learning. Each project with have a number of home learning activities planned.

Students will be WOW’ d throughout the course as they will have plenty of opportunity to explore computer science and IT in a way that they have never probably previously done. They will have opportunities to build their own networks, research real life information to use in a practical application and program using a textual based program.

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term Students will be BRAG marked throughout the topic.

Students will sit a formal examination – Networks and Communication Spring Term Students will be BRAG marked throughout the topic.

Students will sit a formal examination – Spreadsheet project

Summer Term Students will be BRAG marked throughout the topic.

Students will sit a formal examination – Small Basic

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

Scheme of Learning YEAR OVERVIEW

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

Year Group 9

Intent 1. Python – students will develop knowledge and understanding of textual based programming using Python. This will prepare students for GCSE paper 2 and NEA. 2. Introduction to business –students will learn about entrepreneurialism and what it takes to start up a new business. They will explore different business ownership types and then will explore a marketing mix for a given scenario.

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

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

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

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

Home learning will consist mostly of flipped learning activities that have proven through research based learning to be effective in supporting development of prior knowledge to enhance in class learning. Each project with have a number of home learning activities planned.

Students will be WOW’ d throughout the course as they will have plenty of opportunity to explore computer science and IT in a way that they have never probably previously done. They will have opportunities to program using a textual based program, investigate real life entrepreneurs and problem solve in w way in which a computer would operate.

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term Students will be BRAG marked throughout the topic.

Students will sit a formal examination – Python project Spring Term Students will be BRAG marked throughout the topic.

Students will sit a formal examination – Business 1.

Summer Term Students will be BRAG marked throughout the topic.

Students will sit a formal examination – Data and Data Representation

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

Scheme of Learning YEAR OVERVIEW

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

Year Group 10

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

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

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

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

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

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

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

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

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

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term LO in class topic tests for sub unit 1 – Business activity.

Students will also have 2 extended answer questions on business activity.

Spring Term LO in class topic test for sub unit 2 – Marketing.

Students will also have 2 extended answer questions on marketing.

Summer Term LO in class topic tests for sub unit 3 – People.

Students will also have 2 extended answer questions on people.

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

Scheme of Learning YEAR OVERVIEW

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

Year Group 11

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

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

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

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

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

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

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

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

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term LO in class topic tests for sub unit 3 – Operations.

Students will also have 2 extended answer questions on operations.

Spring Term LO in class topic test for sub unit 5 – Finance.

Students will also have 2 extended answer questions on finance..

Summer Term LO in class topic tests for sub unit 6 – Influences on business.

Students will also have 2 extended answer questions on influences on business.

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

Geography

Scheme of Learning YEAR OVERVIEW

The Big Picture Year 7 sees students building on their geographical knowledge developed at KS2. The year beings with ‘An introduction to Geography ‘ were atlas skills are consolidated and OS map work skills are introduced. Environmental issues and the students own role in sustainable living . This is linked to life in urban centres and how the local area fits into the urban landscape. F ieldwork takes place in Whitchurch and an enquiry question is explored. The final unit looks at global weather hazards.

Year Group: Geography Year 7

Intent Units covered: Unit 1 : An introduction to geography – atlas skills and OS map work; Unit 2: Environmental issues; Unit 3 : Urbanisation Unit 4 : Fieldwork enquiry question “Is the local area in decline?” Unit 5 Global Weather Hazards Skills covered: Students will use a range of geographical skills, including data description, analysis and evaluation; fieldwork data collection methodology, presentation, analysis and conclusion.

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

How can this be extended? Students should be encouraged to seek out current affairs and news and relate them to the geographical concepts of change and development, globalization and local responses.

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

• LORIC will be promoted through group enquiry work and opportunities for leadership and initiative • A fieldwork enquiry about decline of Whitchurch takes place in the summer term. This WOW moment near the end of the year will build on geographical skills and understanding of concepts studied throughout the year.

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

• Assessment will be through GCSE style questioning.

AfL throughout the year within lessons.

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

Geographical description, analysis and evaluation of data within lessons.

Autumn Term Pillar 1 Map work and atlas skills assessment

Spring Term Pillar 2 Geographical enquiry question on the ‘Decline of Whitchurch’.

Summer Term Pillar 3’. Year 7 exams July.

Impact By the end of the year students will have a range of geographical place contexts and concepts which will enable them to grow their knowledge of the world around them. It should help deepen their understanding of the interactions between physical and human processes and get them to look for the solutions for sustainable life on the planet.

Scheme of Learning YEAR OVERVIEW

The Big Picture During Year 8 the students will gain geographical knowledge and understanding through the study of both human and physical topics. These are tectonic hazards – earthquakes and volcanoes, the geography of crime; World biomes with particular reference to tropical rainforests and deserts; and globalization showing China’s influence in the world.

Year Group: Geography Year 8

Intent Units covered: Unit 1 Tectonics Unit 2 : Geography of Crime Unit 3: World Biomes Unit 4 : Globalisation Skills covered: Students will use a range of geographical skills, including data description, analysis and evaluation; How does this link with their previous learning? The modules in Year 8 build on the concepts and contexts of Year 7. Tectonic hazards link with the global weather hazards s tudied at the end of Year 7. Globalisation links through to the issues of urbanization and sustainable living.

How can this be extended? Students should be encouraged to seek out current affairs and news and relate them to the geographical concepts of change and development, globalization and local responses.

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

• LORIC will be promoted through group enquiry work and opportunities for leadership and initiative • Literacy will be promoted with the use of key geographical vocabulary and key words.

• Assessment will be through GCSE style questioning.

AfL throughout the year within lessons.

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

Geographical description, analysis and evaluation of data within lessons.

Autumn Term Pillar 1 Tectonics assessment with MAD time.

Spring Term Pillar 2 Designing a Crime free town

Summer Term Pillar 3 Year 8 Exams

Impact By the end of the year students will have a range of geographical place contexts and concepts which will enable them to grow their knowledge of the world around them. It should help deepen their understanding of the interactions between physical and human processes and get them to look for the solutions for sustainable life on the planet. .

Scheme of Learning YEAR OVERVIEW

The Big Picture Year 9 sees students developing their skills from year 7 & 8 and applying them to content areas that demand more in terms of conceptual understanding. Fieldwork is introduced in the context of tourism and the foundations for GCSE fieldwork enquiry are laid. All students begin the GCSE content at Easter with the Climate change module. This is considered important for all students to study as well as for those who will progress to GCSE Geography. Geographical skills are used throughout the year.

Year Group: Geography Year 9

Intent Units covered: Unit 1 Tourism (including fieldwork to Llandudno): Unit 2 Development: Unit 3 Glaciation: Start GCSE with the Climate Change module Skills covered: Students will use a range of geographical skills, including data description, analysis and evaluation; fieldwork data collection methodology, presentation, analysis and conclusion.

How does this link with their previous learning? Continues the development of geographical description, analysis and evaluation. Introduces students to a range of concepts and place studies that have an increasing level of complexity culminating in the climate change model that is global in its dimension and reach.

How can this be extended? Students should be encouraged to seek out current affairs and news and relate them to the geographical concepts of change and development, globalization and local responses.

Implementation There is a mix of human geography, physical geography and environmental geography but each unit stands alone in content. The final GCSE unit has an overarching theme and provides a summary for the KS3 geography Scheme.

The GCSE unit is taught through student work booklets rather than exercise notebooks.

• LORIC will be promoted through group enquiry work and opportunities for leadership and initiative • A fieldwork enquiry about tourism in Llandudno starts the year off with a geographical enquiry. This WOW moment near the beginning of the course will motivate and enthuse the students.

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

• Assessment will be through GCSE style questioning.

AfL throughout the year within lessons.

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

Geographical description, analysis and evaluation of data within lessons.

Autumn Term Pillar 1 Fieldwork enquiry assessment with MAD Time to follow.

Spring Term Development assessment included in Year 9 exams in January Glaciation assessment just before Easter break Summer Term Pillar 3 Climate Change GCSE assessment

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

Scheme of Learning YEAR OVERVIEW

The Big Picture Year 10 sees students starting the full GCSE course with 3 lessons per week. They cover topics from Paper 1 including Ecos ystems, Coasts and Rivers & Paper 2 Urban Issues and Challenges. Fieldwork is also completed during this year with both Urban fieldwork enquiry taking place in Liverpool and Physical Rivers enquiry taking place in Erddig. The climate change module started in Summer term Year 9 is part of the GCSE content and so will be revisited during this year.

Year Group: Geography Year 10

Intent Units covered: Unit 1 : Urban Issues and Challenges with FIELDWORK Unit 2 Living World Unit 3 Physical Landscapes of the UK with FIELDWORK Skills covered: Students will use a range of geographical skills, including data description, analysis and evaluation; fieldwork data collection methodology, presentation, analysis and conclusion.

How does this link with their previous learning? Year 9 sets the groundwork for this year and so this year continues the development of geographical description, explanation of human and physical processes, analysis and evaluation.

How can this be extended? The students are now going to be applying their knowledge to GCSE examination questions. Further reading and use of real case studies will extend knowledge

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

• LORIC will be promoted through group enquiry work and opportunities for leadership and initiative • A fieldwork enquiry questions should engage the students in real life geographical enquiry. These WOW moments are at the beginning of the course in October and the end of the course in July.

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

• Assessment will be through GCSE style questioning.

AfL throughout the year within lessons.

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

Geographical description, analysis and evaluation of data within lessons.

Trial examination

Autumn Term Pillar 1 GCSE Examination questions.

Mid term assessment : Urban Rio/Frieberg Spring Term Pillar 2 GCSE Examination questions.

Hot deserts Summer Term Year 10 Exams May Pillar 3 GCSE Examination questions.

Rivers Fieldwork Enquiry Question

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

Scheme of Learning YEAR OVERVIEW

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

Year Group: Geography Year 11

Intent Units covered: Unit 1 : Natural Hazards – tectonic and meteorological Unit 2 Changing Economic World Unit 3 Challenges of Resource management – FOOD. ( Option 1) Skills covered: Students will use a range of geographical skills, including data description, analysis and evaluation; issues analysis and revision techniques. .

How does this link with their previous learning? The topics studied in this year complete the content for the GCSE examination and will continue the development of geographical description, explanation of human and physical processes, analysis and evaluation.

How can this be extended? The students are now going to be applying their knowledge to GCSE examination questions. Further reading and use of real case studies will extend knowledge

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

• LORIC will be promoted through group enquiry work and opportunities for leadership and initiative • Literacy will be promoted with the use of key geographical vocabulary and key words.

• Assessment will be through GCSE style questioning.

• Revision will be facilitated both in lessons and during extra curricular time.

AfL throughout the year within lessons.

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

Geographical description, analysis and evaluation of data within lessons.

Trial examinations

Autumn Term Pillar 1 GCSE Examination questions.

Mid term assessment : Natural Hazards ; 1st trial examination

Spring Term Pillar 2 GCSE Examination questions.

2nd Trial examination Summer Term : Revision and external examinations.

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

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group:

Dynamic Landscapes. Paper 1, Tectonics and Coastal Landscapes Dynamic Places Paper 2 Globalisation and regeneration.

Compulsory fieldwork completed in November. Individual Investigation begun after Easter in Summer term. Paper 3 Issues analy sis

Geography Year 12

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

Skills Covered: Understanding the nature and use of different types of geographical information. The collection, analysis and interpretation of such information â&#x20AC;&#x201C; including qualitative approaches such as coding and sampling and quantitative approaches such as measures of dispersion, correlation and associatio n. Undertake informed and critical questioning of data sources. Communicate and evaluate their findings. Developing an enquiry; Asking geographical questions, geographical description and analysis.

How does this link with their previous learning? Students are building upon the geographic, cartographic, graphical, numerical, statistical and literacy skills from GCSE together with the use of qualitative and quantitative data analysis. They continue to develop their evaluative skills in forming an argument through extended writing. Topics of Coastal landscape, tectonic hazards, regeneration and development (globalization) link to and develop ideas studied at GCSE. How can this be extended? Through guided wider independent reading and making inks with current events in the news.

Implementation

Consider your assessment Markers

Shared between two staff. Topic 1 & 4A delivered by one staff; Topics 2B & 3 by another.

Individual Investigation by both. Topic 2B Coastal and Topic 4A regeneration are optional units within the spec.

Students therefore always study one physical and one human topic (eg T1 tectonics and T4 regenerating places) at one time to maintain interest. Fieldwork is delivered through a week long residential fieldwork this will need a new location due to the change from glaciation to coastal landforms.

Place studies will be linked to geographical skills and analysis.

Early introduction to paper 3 synopticity and issues analysis.

Key assessments : Moderation after trials exams 12 and 20 mark extended exam questions, feedback via school proforma.

Trials exams

Folder checks fortnightly Exam questions for both technique and content.

Extended questioning in lessons

Autumn Term: Initial assessment.

1, 2 & 4 exam questions & skills, extended exam questions & preparatory work bi-weekly

Spring Term: January mock exams in Paper 1 and 2. Extended exam questions & preparatory work bi-weekly Summer Term: June mock exams in Paper 1 and 2.Individual investigation planning and preparation. Data collection strategies & methodology.

Impact At the end of the year students will be familiar with the style and content of paper 1 & paper 2. They will have a range of place studies to exemplify the ideas and concepts within the specification. They will have begun the enquiry process for their individual investigation and completed the compulsory fieldwork that will enable them to prepare a route to enquiry for their individual investigation. They will have begun to develop the skills to respond to the paper 3 issues analysis. They should also be finding geography challenging and enjoyable with a wide range of stimulating real life place studies and have begun to relate these to their own values and attitudes.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group:

Dynamic Landscapes: Paper 1: Carbon cycle, water cycle; Dynamic Places: Paper 2: Superpowers: Health, human rights.

Paper 3 Synoptic Issues Analysis Completion of individual investigation

Geography Year 13

Intent Units Covered: Topic 5 The water cycle and water insecurity. Topic 6 The carbon cycle and energy security; Topic 7 Superpowers; Topic 8A Health, human rights and intervention. NEA Independent investigation.

Skills Covered: Understanding the nature and use of different types of geographical information. The collection, analysis and interpretation of such information â&#x20AC;&#x201C; including qualitative approaches such as coding and sampling and quantitative approaches such as measures of dispersion, correlation and associatio n. Undertake informed and critical questioning of data sources. Communicate and evaluate their findings. Developing an enquiry; Asking geographical questions, geographical descript ion and analysis. (Full skills list for each topic in spec and in appendix 1 & 2). Developing synopticity in extended writing (for paper 3 issues analysis) using the Players â&#x20AC;&#x201C; Altitudes & Actions and Futures & uncertainties framework.

How does this link with their previous learning? Students are building upon the geographic, cartographic, graphical, numerical, statistical and literacy skills from GCSE and year 12 together with the use of qualitative and quantitative data analysis. They continue to develop their evaluative skills in forming an argument through extended writing. Topics of Superpowers and Health human rights & intervention are synoptic in their extent.

How can this be extended? Through guided wider independent reading and making inks with current events in the news. Develop their evaluative skills on a range of source materials including newspaper articles and marketing materials.

Implementation Shared between two staff: Topics 5 and 8A delivered by one member of staff; Topics 6 and 7 by another. Both staff review, support, mark and moderated individual investigations. These should be completed before October half term. Practice for paper 3 issues based analysis throughout the year based upon geographical issues within a place based context that link all three synoptic themes within the compulsory content areas.

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

Consider your assessment Markers Folder checks fortnightly Exam questions for both technique and content.

Extended questioning in lessons

Key assessments : Marking & moderation of individual investigation deadline January 2020: Moderation after trials exams 12 and 20 mark extended exam questions, feedback via school proforma.

Trials exams

Autumn Term. Individual investigation complete.

January mock exams in Paper 1 and 2. Extended exam questions & preparatory work bi-weekly June mock exams in Paper 1, 2 & 3 Synoptic assessment.

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

Physical Education

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 7

Pupils will be growing sport specific knowledge across a range of sports and activities whilst being examined in different as sessment areas. Pupils will be assessed in Leadership, Performance, Decision making, Mindset and Fitness. Our aim is to produce young people who are active, resilient, have a lifel ong love of Physical activity and the skill levels to take part.

Intent Pupils will study the list of activities shown on the carousel document. They will grow skill levels in the different areas through the 6-8 week units. Pupils will be tested through the units in the areas of Leadership, Performance, Decision making, Mindset and Fitness.

We will assume knowledge in some areas and in others pupils will begin work at novice level. Their Primary School and life ex periences will differ and some will begin at a more complex stage than others. At the best levels pupils will lead, be creative, Command in games, show resilience and intensity. These aspirations will apply in different degrees across their units, with bespoke areas used for each category. The core assessments can be improved through the units, skill base should also imp rove year to year where there is continuity.

Implementation Specific sports units are on a 6-8 week carousel through the year, teachers move with their groups. There will be assessment opportunities built around areas which incorporate LORIC themes. Teachers will use specific language and promote lessons aimed at the strands as they move through the year.

There is no home learning in PE, but pupils will be encouraged to take part in activity challenges at home through the year Pupils will not return to sports this year, but some continuity will occur in Y8/9 and in KS4. The themes that run through the assessment scheme will be relevant through the year with pupils demonstrating the core behaviors needed to reach the top marks in their assessments.

Wow moments will occur in lots of situations in practical work. Lessons should be active, fun, engaging and should challenge pupils physically and mentally across the year.

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term End of unit assessments as listed on the curriculum map Spring Term

Summer Term

Impact At the end of the year pupils will be able to sustain physical activity over a period of time. They will have developed the r esilience to keep working to grow their skill and fitness levels. They will take ownership of learning, leading in lessons. Pupils will have the creative and decision making s kills to be successful in all activities. They will be applying life skills to sport situations and will grow as human beings. They will be ready for year 8.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 8

Pupils will be growing sport specific knowledge across a range of sports and activities whilst being examined in different as sessment areas. Pupils will be assessed in Leadership, Performance, Decision making, Mindset and Fitness. Our aim is to produce young people who are active, resilient, have a lifel ong love of Physical activity and the skill levels to take part.

Intent Pupils will study the list of activities shown on the carousel document. They will grow skill levels in the different areas through the 6-8 week units. Pupils will be tested through the units in the areas of Leadership, Performance, Decision making, Mindset and Fitness.

Pupils will have a grounding from Year 7 and should have at least a basic grasp of skills and rules for the activities studied. At the best levels pupils will also lead, be creative, Command in games, show resilience and intensity. These aspirations will apply in different degrees across their units, with bespoke areas used for each category. The core assessments can be improved through the units, skill base should also improve year to year where there is continuity.

Implementation Specific sports units are on a 6-8 week carousel through the year, teachers move with their groups. There will be assessment opportunities built around areas which incorporate LORIC themes. Teachers will use specific language and promote lessons aimed at the strands as they move through the year.

There is no home learning in PE, but pupils will be encouraged to take part in activity challenges at home through the year Pupils will not return to sports this year, but some continuity will occur in Y/9 and in KS4. The themes that run through the assessment scheme will be relevant through the year with pupils demonstrating the core behaviors needed to reach the top marks in their assessments.

Wow moments will occur in lots of situations in practical work. Lessons should be active, fun, engaging and should challenge pupils physically and mentally across the year.

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term End of unit assessments as listed on the curriculum map. 5 areas assessed over the year â&#x20AC;&#x201C; touched in different units.

Spring Term End of unit assessments as listed on the curriculum map. 5 areas assessed over the year â&#x20AC;&#x201C; touched in different units.

Summer Term End of unit assessments as listed on the curriculum map. 5 areas assessed over the year â&#x20AC;&#x201C; touched in different units.

Final grade awarded at the end of the summer.

Impact At the end of the year pupils will be able to sustain physical activity over a period of time. They will have developed the r esilience to keep working to grow their skill and fitness levels. They will take ownership of learning, leading in lessons. Pupils will have the creative and decision making s kills to be successful in all activities. They will be applying life skills to sport situations and will grow as human beings. They will be ready for year 9..

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 9

Pupils will be growing sport specific knowledge across a range of sports and activities whilst being examined against GCSE criteria. This allows them to be GCSE ready â&#x20AC;&#x201C; if that is their chosen pathway. Our aim is always to produce young people who are active, resilient, have a lifelong love of Physical Activity and the skill levels to take part.

Intent Pupils will study the list of activities shown on the carousel document. They will grow skill levels in the different areas through the 6-8 week units. Pupils will be assessed through the units against the OCR GCSE PE criteria. This allows them to test themselves to see if they will match up for GCSE or to avoid the subject at option time.

Where pupils are lower in ability the teacher will make a decision to be more lifestyle orientated to allow the big picture aim to be met. At a pure high ability level pupils will learn the core and advanced skills for GCSE and will be graded accordingly to give them the best possible footing for GCSE PE. Our intent is that all will thrive in PE at their own level of ability.

Implementation Specific sports units are on a 6-8 week carousel through the year, teachers move with their groups. There will be assessment opportunities built around areas which incorporate LORIC themes. Teachers will deliver a sport specific skill based programme, but basd at the leel of the group. There should be stretch and challenge through the fitness aspects of lessons and pupils should develop resilience in this area.

There is no home learning in PE, but pupils will be encouraged to take part in activity challenges at home through the year Pupils will not return to sports this year, but some continuity will occur in KS4. The assessment scheme will be specific to each unit studied through the year with pupils demonstrating the core skills and tactics needed to reach the top marks in their assessments.

Wow moments will occur in lots of situations in practical work. Lessons should be active, fun, engaging and should challenge pupils physically and mentally across the year.

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term End of unit assessments as listed on the curriculum map. Each sport assessed out of 20 as at GCSE Spring Term End of unit assessments as listed on the curriculum map. Each sport assessed out of 20 as at GCSE

Summer Term End of unit assessments as listed on the curriculum map. Each sport assessed out of 20 as at GCSE

Impact At the end of the year pupils will be able to sustain physical activity over a period of time. They will have developed the r esilience to keep working to grow their skill and fitness levels. They will take ownership of learning, leading in lessons. Pupils will have the creative and decision making s kills to be successful in all activities. They will be applying life skills to sport situations and will grow as human beings. They will be ready for year GCSE if that is their chosen pathway, OR they will be finding a lifelong love of physical activity.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group -10 and 11 Core PE

Pupils will be growing sport specific knowledge across a range of sports and activities. There is no assessment in core PE un less pupils ae in GCSE PE based groups and their lesson time is used to support their grade.. Our aim is to produce young people who are active, resilient, have a lifelong love of Physical activity and the skill levels to take part.

Intent Pupils will study the list of activities shown on the carousel document. They will grow skill levels in the different areas through the 6-8 week units. The key concept is active enjoyable lessons where pupils grow as people. Lessons should enable pupils to move into activities outside of school and give them the confidence to do so.

There is continuity from KS3 in most areas.

Our intent is that all will thrive in PE at their own level of ability.

Implementation Specific sports units are on a 6-8 week carousel through the year, teachers move with their groups. There is no assessment in KS4 PE unless it is supporting GCSE There is no home learning in core PE. Wow moments will occur in lots of situations in practical work. Lessons should be active, fun, engaging and should challenge pupils physically and mentally across the year. Pupils should meet different experiences to those encountered in KS3 PE and staff are looking to hook pupils on activities they can form a lifelong habit in.

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term There is no assessment in KS4 PE unless units are used to support GCSE PE progress.

Spring Term There is no assessment in KS4 PE unless units are used to support GCSE PE progress

Summer Term There is no assessment in KS4 PE unless units are used to support GCSE PE progress

Impact At the end of the Key Stage pupils will be able to sustain physical activity over a period of time. They will have developed the resilience to keep working to grow their skill and fitness levels. They will take ownership of learning, leading in lessons. Pupils will have the creative and decision making s kills to be successful in all activities. They will be applying life skills to sport situations and will grow as human beings. They will be ready for an active life with good exercise habits and the confidence to take part in physical activity and sport away from school

Scheme of Learning YEAR OVERVIEW

The Big Picture. Year 1/2 of the GCSE PE course – working through the specification and mapping of content. Pupils need to have knowledge of the content, understand how it can be applied and be able to give appropriate examples where needed. The key is to stay up to date with learning and be at minimum at each data point. They will also be working on practical activities to grow their practical grade

KS4 GCSE PE

Intent: Pupils will be guided through the course content lesson by lesson. Some lessons will be isolated for smaller topics, others will link more broadly to the other topics. Pupils will grow their knowledge of how the body works to create movement and apply concepts with movement terminology. Emphasis on knowledge in the first instance with pursuit of all AO1 marks as a banker for pupils. Beyond this pupils will need deeper understanding and ability to apply examples to the content. For AO3 pupils will need to explain and justify their knowledge.

Implementation Bell tasks of low stakes testing with interleaving of knowledge from previous work.

Group and pair work where it can be relevant, mixed with class teaching as appropriate. Lots of content needs delivering – fact based. Methods of revising shown and implemented through class and home learning tasks. Units are grouped where appropriate and they compliment each other. Most units are 4-6 lessons long and more formally examined in groups at each half term marker. Some items are more discrete. Learning through practical for some topic items where content allows. Lots of opportunities built to see progress against minimum grade and across the full course including practical marks. Subject specific key words are listed on bookends to allow literacy focus.

Consider your assessment Markers Low stakes testing for lesson starters. All exam questions in class either peer marked or deep marked by teachers.

Home learning tasks set as appropriate to challenge understanding. Full exams and tests at the end of units to grow exam habit.

Autumn Term Unit tests in Y10 .

Formal assessment in Y11 – mocks.

Spring Term Unit tests in Y10 . Formal assessment in Y11 – mocks.

Summer Term Unit tests in Y10 . Formal assessment in Y11 – mocks.

Impact: Pupils will need detailed knowledge of the topic areas covered and understanding of how to apply concepts to sport specific examples. Recall is key to success at GCSE. Pupils need to build their knowledge base through the 2 years working continually to add to their knowledge bank – starter tasks will keep the topics fresh and form links to the older materials. A greater emphasis on the ability to answer questions at AO2/ AO3 will be brought through Y10 into Y11

Modern Foreign Languages

Scheme of Learning YEAR OVERVIEW

The Big Picture: Presenting and talking about ourselves and others

Year Group: 7 FRENCH/SPANISH

Intent (including moving on from…)

• • • •

Describing and identifying people, including oneself (greetings, providing personal data, describing appearance and personali ty, asking questions about oneself and others) Expressing one’s feelings and opinions (expressing positive and negative feelings, likes and dislikes and providing reasons) Describing daily routine behaviour in different contexts (talking about what routine one usually have at home and at school , indicating time, expressing a purpose) Comparing and contrasting (expressing likes and dislikes, supporting an opinion, explaining preferences, comparing people and things)

Implementation • Pupils will study four areas of communicative functions.

• A streamlined selection of key language patterns will be taught with emphasis on repetition, recycling and rehearsing with most teaching and learning activities linked to sentence builders.

• Pupils will learn phrases or chunks with a long term aim of internalizing the patterns in the TL. Listening and reading activities (receptive skills) will be used to introduce and constantly model new language patterns. Speaking and writing activities will consolidate and strengthen these new structures with a view to pupils being able to speak and write with greater spontaneity and confidence (productive skills).

• Interleaving (referring back to key language patterns and chunks on a regular basis) will be an essential part of teaching, giving pupils plenty opportunity to recycle language from parts of the term or year.

• Home learning will be heavily reliant on the sentence builders and will develop automatisation of chunks acquisition and manipulation through adapted activities.

• MFL is heavily literacy focused and it is developed by using appropriate linguistic terms, functions, by comparing how similar or dissimilar languages are, and producing accurate TL occurrences.

• MFL and LORIC: planning, executing, reviewing and implementing changes in extended tasks, revival of the language leaders scheme, e-pals programme, • WOW moment: Trivial Pursuits revision cards, plan and teach a lesson, plenary/starters competition, etc.

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term: Key assessments Low stakes testing Deep marking MAD time Spring Term Key assessments Low stakes testing Deep marking MAD time

Summer Term Examinations/moderation Low stakes testing Deep marking MAD time

Impact (including next steps…)

•

•

By the end of the year pupils will be able to understand, ask questions and talk about themselves and others in great details using chunks of language and linguistics features accurately and confidently.

In Year 8 pupils will study further areas of communicative functions which build on those acquired in year 7. As such further tenses and patterns will be taught thus enhancing the complexity with which pupils can express themselves in TL and embedding the four skills areas from an early stage so that the y can better cope with the demands of the GCSE.

Scheme of Learning YEAR OVERVIEW

The Big Picture: Talking about where I live and my life

Year Group: 8 FRENCH/SPANISH

Intent (including moving on from…)

• • • • •

Describing places, objects and natural phenomena (describing location, size, appearance, weather etc.)

Describing routine behaviour in the present (talking about what one usually does, indicating time, expressing a purpose, etc.)

Comparing and contrasting (expressing likes and dislikes, supporting an opinion, explaining preferences, comparing people and things) Making arrangements (making suggestions, inviting, accepting, refusing, etc.)

Making plans for the future (indicating time, making predictions, hypothesizing, discussing probability, wishes, etc.)

Implementation • Pupils will study four areas of communicative functions.

• A streamlined selection of key language patterns will be taught with emphasis on repetition, recycling and rehearsing with most teaching and learning activities linked to sentence builders.

• Pupils will learn phrases or chunks with a long term aim of internalizing the patterns in the TL. Listening and reading activities (receptive skills) will be used to introduce and constantly model new language patterns. Speaking and writing activities will consolidate and strengthen these new structures with a view to pupils being able to speak and write with greater spontaneity and confidence (productive skills).

• Interleaving (referring back to key language patterns and chunks on a regular basis) will be an essential part of teaching, giving pupils plenty opportunity to recycle language from parts of the term or year.

• Home learning will be heavily reliant on the sentence builders and will develop automatisation of chunks acquisition and manipulation through adapted activities.

• MFL is heavily literacy focused and it is developed by using appropriate linguistic terms, functions, by comparing how similar or dissimilar languages are, and producing accurate TL occurrences.

• MFL and LORIC: planning, executing, reviewing and implementing changes in extended tasks, revival of the language leaders scheme, e-pals programme, • WOW moment: Trivial Pursuits revision cards, plan and teach a lesson, plenary/starters competition, etc.

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term: Key assessments Low stakes testing Deep marking MAD time Spring Term Key assessments Low stakes testing Deep marking MAD time

Summer Term Examinations/moderation Low stakes testing Deep marking MAD time

Impact (including next steps…)

•

•

By the end of the year pupils will be able to understand, ask questions and talk about where they live, what they do in their free time, including sports and other leisure activities and what they are going to do at a later date in great details using chunks of language and linguistics features accurately and confidently.

In Year 9 pupils will study further areas of communicative functions which build on those acquired in year 7 and 8. As such further tenses and patterns will be taught thus enhancing the complexity with which pupils can express themselves in TL and embedding the four skills areas from an early stage so that they can better cope with the demands of the GCSE.

Scheme of Learning YEAR OVERVIEW

The Big Picture: Talking about holidays and technology

Year Group: 9 FRENCH/SPANISH

Intent (including moving on from…)

• • • • •

Describing places, objects and natural phenomena in the present, future and past (describing how location, size, appearance , weather is, is going to be, and was etc. ) Describing routine behaviour and activities in the present, future and past (talking about where and what one did, does and is going to do indicating time, expressing a purpose etc.)

Describing past events (setting the scene, sequencing, evaluating the consequences of actions and events, etc.)

Comparing and contrasting (expressing likes and dislikes, supporting an opinion, explaining preferences, comparing people and things) Solving problems (describing the problem, providing solutions, discussing possible consequences, arguing for and against)

Implementation • Pupils will study four areas of communicative functions.

• A streamlined selection of key language patterns will be taught with emphasis on repetition, recycling and rehearsing with most teaching and learning activities linked to sentence builders.

• Pupils will learn phrases or chunks with a long term aim of internalizing the patterns in the TL. Listening and reading activities (receptive skills) will be used to introduce and constantly model new language patterns. Speaking and writing activities will consolidate and strengthen these new structures with a view to pupils being able to speak and write with greater spontaneity and confidence (productive skills).

• Interleaving (referring back to key language patterns and chunks on a regular basis) will be an essential part of teaching, giving pupils plenty opportunity to recycle language from parts of the term or year.

• Home learning will be heavily reliant on the sentence builders and will develop automatisation of chunks acquisition and manipulation through adapted activities.

• MFL is heavily literacy focused and it is developed by using appropriate linguistic terms, functions, by comparing how similar or dissimilar languages are, and producing accurate TL occurrences.

• MFL and LORIC: planning, executing, reviewing and implementing changes in extended tasks, revival of the language leaders scheme, e-pals programme, • WOW moment: Tavel brochure, evaluation of technology, planning a lesson, presenting

Consider your assessment Markers Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term: Key assessments Low stakes testing Deep marking MAD time Spring Term Key assessments Low stakes testing Deep marking MAD time

Summer Term Examinations/moderation Low stakes testing Deep marking MAD time

Impact (including next steps…)

• •

By the end of the year pupils will be able to understand, ask questions and talk their holidays (where they normally go, where they went a previous holidays and where they are going to go and what they did, usually do and are going to do) as well as talk about the technology they use, the advantages and disadvantages of it in great details using chunks of language and linguistics features accurately and confidently.

In Year 10 pupils will study further areas of communicative functions which build on those acquired in year 7, 8 and 9. As such further tenses and patterns will be taught thus enhancing the complexity with which pupils can express themselves in TL and embedding the four skills areas from an early stage so that they can better cope with the demands of the GCSE.

I

The Big Picture: Year 10 is the first year of GCSE where students will focus and complete Youth culture, holidays and school of EDUQAS GCSE. Students will build on the linguistic skills and knowledge developed in previous years of study to explore the 6 sub-topics. Students will focus on practicing their grammatical skills, including past, present and future time frames and the format of the speaking and writing exams in preparation for GCSE

Subject: French

Year Group: 10

Scheme of Learning OVERVIEW

Intent Topic Youth Culture: Self and relationships

Knowledge

Skills

Future extensions

Topics to include personal data, family relationships, physical and character descriptions, fashion and idols

Youth Culture: Technology & Social Media

Topics to include use of mobile devices, internet use, impact on everyday life, advantages and disadvantages of technology, future of technology Topics to include places of interest, geographical features including regional weather and climate, monuments

A01: communicate and interact effectively, take part in short conversations, asking and answering questions and exchanging opinions. Use accurate pronunciation and intonation A02: follow and understand clear speech across a range of contexts, identify key points, messages and opinions and deduce meaning from a variety of short and longer spoken texts A03: understand and respond to different types of written language. Understand general and specific details, identify key points, details and opinions in a variety of short and longer written texts A04: communicate effectively in writing for a variety of purposes, write short texts, using familiar language, produce clear and coherent extended texts to present facts and express ideas and opinions

A01: initiate and develop conversations and discussion, producing extended sequences of speech A02: deduce meaning from complex and more abstract materials A03: scan for information, themes and ideas in authentic resources including literary texts A04: note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince

France & French-speaking countries: Features & Characteristics France & French-speaking countries: Holidays & Tourism Current Study: School/college life Current Study: School/college studies

Topics to include holiday locations, popular resorts, accommodation, activities, comparison of holidays Topics to include structure of the school day, comparison of education system in the country of study, school facilities, clubs and school trips, rules and regulations Topics to include option choices, subject preferences, exams, workload, work-life balance, stress

Implementation Unit

When

SMSC

Youth Culture: Self and relationships

Autumn 1

Youth Culture: Technology & Social Media

Autumn 2

France & French-speaking countries: Features & Characteristics France & French-speaking countries: Holidays & Tourism

Spring 1

Current Study: School/college life

Summer 1

Current Study: School/college studies

Summer 2

Students will develop their ability to communicate and coherently in speech and writing, conveying what they want to say with increasing accuracy. They will be increasingly able to express ideas and develop thoughts and ideas spontaneously and fluently. Students will develop an awareness and understanding of the culture and identity of the countries and cultures where French is spoken. Students will develop language learning skills for both immediate use and to prepare them for further language study and use in school, higher education or employment.

Spring 2

Homework/Revision Key vocabulary quizzes Preparation of conversation questions Role Play practice GCSEPod & E-Learning Reading for gist Reading comprehension Translation activities Guided writing Extended writing Exam style practice questions

Autumn Term Low stakes testing, deep marking, photo card and conversation speaking exam, writing, listening and reading exams Spring Term Low stakes testing, deep marking, writing, listening and reading exams

Summer Term Low stakes testing, deep marking, writing, listening and reading exams. Mock oral exam.

Impact By the end of the year, students will be able to understand, ask questions and talk about topics from all three themes accurately and with confidence. They will be able to manipulate familiar and unfamiliar vocabulary and grammatical structures and deduce meaning. They will be familiar will all styles of exam questions and be suitably prepared to answer all questions. In Year 11, students will build on skills and knowledge acquired in previous years and complete revision activities linked to their PLC. Tenses and grammatical structures will be revised, enabling students to themselves express in French with increasing complexity and preparing them for the demands of the GCSE at the end of Year 11.

I

The Big Picture: Year 11 is the final year of GCSE where students will focus and complete World of Work and Local area of EDUQAS GCSE. Students will build on the linguistic skills and knowledge developed in previous years of study to explore the 6 sub-topics. Students will focus on practicing their grammatical skills, including past, present and future time frames and the format of the speaking and writing exams in preparation for GCSE

Subject: French

Year Group: 11

Scheme of Learning OVERVIEW

Intent Topic World of Work: Work experience and part-time jobs World of Work: Skills and personal qualities Jobs and Future Plans: Applying for work/study

Knowledge

Skills

Future extensions

Topics to include advantages and disadvantages of work experience, money (saving, budgeting, pocket money), voluntary work (national/community service), part-time jobs Topics to include personality traits, personal skills profile, skill sets for job roles, types of characteristics suited to certain jobs

A01: communicate and interact effectively, take part in short conversations, asking and answering questions and exchanging opinions. Use accurate pronunciation and intonation A02: follow and understand clear speech across a range of contexts, identify key points, messages and opinions and deduce meaning from a variety of short and longer spoken texts A03: understand and respond to different types of written language. Understand general and specific details, identify key points, details and opinions in a variety of short and longer written texts A04: communicate effectively in writing for a variety of purposes, write short texts, using familiar language, produce clear and coherent extended texts to present facts and express ideas and opinions

A01: initiate and develop conversations and discussion, producing extended sequences of speech A02: deduce meaning from complex and more abstract materials A03: scan for information, themes and ideas in authentic resources including literary texts A04: note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince

Topics to include job applications, formal letters and CVs, interviews for work, college and university, job adverts

Jobs and Future Plans: Career Plans

Topics to include training and study options, job opportunities, working abroad, future plans

Home & Locality: Local areas of interest Global Sustainability: Environment

Topics to include geographical locations, local amenities, tourist attractions, advantages and disadvantages of local area, weather Topics to include recycling, pollution, volunteering, unemployment, other worldwide issues (e.g. immigration

Implementation Unit

When

SMSC

World of Work

Autumn 1

Jobs and Future Plans

Autumn 2

Students will develop their ability to communicate and coherently in speech and writing, conveying what they want to say with increasing accuracy. They will be increasingly able to express ideas and develop thoughts and ideas spontaneously and fluently. Students will develop an awareness and understanding of the culture and identity of the countries and cultures where French is spoken. Students will develop language learning skills for both immediate use and to prepare them for further language study and use in school, higher education or employment.

Local areas of interest Spring 1 and Environment Personalised revision & Spring 2 exam preparation Personalised revision & Summer 1 exam preparation Summer 2

Homework/Revision Key vocabulary quizzes Preparation of conversation questions Role Play practice GCSEPod & E-Learning Reading for jist Reading comprehension Translation activities Guided writing Extended writing Exam style practice questions

Autumn Term Low stakes testing, deep marking, GCSE mock exam, Oral mock exam.

Spring Term Low stakes testing, deep marking and GCSE Speaking Exam (A01)

Summer Term GCSE Listening, reading and Writing exams (A02, A03, A04)

Impact By the end of the year, students will be able to understand, ask questions and talk about topics from all three themes accurately and with confidence. They will be able to manipulate familiar and unfamiliar vocabulary and grammatical structures and deduce meaning. They will be familiar will all styles of exam questions and be suitably prepared to answer all questions. In Year 11, students will build on skills and knowledge acquired in previous years and complete revision activities linked to their PLC. Tenses and grammatical structures will be revised, enabling students to themselves express in French with increasing complexity and preparing them for the demands of the GCSE at the end of Year 11.

I

The Big Picture: In Year 7, students create a foundation of communication and understanding of German.

Students will study all four areas of communicative functions. In Year 7, the course content focuses on the individual and includes Personal Identification, Sports and Hobbies and School and Daily Routine

Subject: German

Year Group: 7

Scheme of Learning OVERVIEW

Intent Topic

Skills & Knowledge

Das bin ich

Talking about oneself and family: including greetings, personal data, family members and pets, physical and character descriptions Describing appearance and personality, asking questions about oneself and others, understand and communicate using key familiar vocabulary and grammatical structures and deduce meaning Talking about hobbies and free time: including indoor, outdoor activities and musical instruments, opinion phrases, positive and negative adjectives Expressing likes and dislikes, giving a justified opinion, explaining preferences, understand and communicate using key familiar vocabulary and grammatical structures and deduce meaning Talking about school: including school subjects, timetable, school day, daily routine, school routine and time, opinion phrases, positive and negative adjectives Expressing likes and dislikes, giving a justified opinion, explaining preferences, compare and contrast school systems and school routines in Germany and England

Hobbys und Freizeit

Die Schule

Implementation Unit

When

SMSC

Das bin ich

Autumn Term

Students will develop their ability to communicate and coherently in speech and writing, conveying what they want to say with increasing accuracy. They will be increasingly able to express ideas and develop thoughts and ideas spontaneously and fluently. Students will develop an awareness and understanding of the culture and identity of the countries and cultures where German is spoken. Students will develop language learning skills for both immediate use and to prepare them for further language study and use in school, higher education or employment.

Hobbys und Freizeit

Spring Term

Die Schule

Summer Term

Homework/Revision Key vocabulary quizzes E-learning Reading for jist Reading comprehension Translation activities Guided writing Extended writing

Prior knowledge Little to no prior knowledge from KS2

Future extensions Students will continue to develop and use their language skills to understand and communicate with confidence throughout KS3.

It is important that students have a sound understanding of sentence structure and word order as this will become a greater focus in Year 8

Autumn Term Low stakes testing, deep marking, DIRT time, key assessments (A02, A03)

Spring Term Low stakes testing, deep marking, DIRT time, key assessments (A01, A04)

Summer Term Low stakes testing, deep marking, DIRT time, key assessments (A01, A02, A03, A04)

Impact By the end of the year, students will be able to understand, ask questions and talk about themselves and others accurately and with confidence. They will be able to manipulate familiar vocabulary and grammatical structures and deduce meaning. They will have been to appreciate both linguistic and cultural differences and enjoy their language lessons In Year 8, students will build on skills and knowledge acquired in Year 7. Further tenses and grammatical structures will be taught, enabling students to themselves express in German with increasing complexity and better preparing them for the demands of the GCSE

I

The Big Picture: Year 9 is the first year of GCSE where students will focus and complete on Theme 1 (Identity and Culture) of EDUQAS GCSE. Students

Subject: German

Year Group: 9

will build on the linguistic skills and knowledge developed in KS3 to explore the 6 sub-topics during Year 9. Students will focus specifically on developing their grammatical skills, including past, present and future time frames and the format of the speaking exam (role plays and conversations)

Scheme of Learning OVERVIEW

Intent Topic Youth Culture: Self and relationships Youth Culture: Technology & Social Media

Knowledge

Skills

Future extensions

Topics to include personal data, family relationships, physical and character descriptions, fashion and idols

Lifestyle: Health & Fitness

Topics to include illness, healthy eating, sport and fitness, advantages and disadvantages of a healthy lifestyle, drugs, stress

Lifestyle: Entertainment & Leisure Customs & Traditions: Food & Drink Customs & Traditions: Festivals & Celebrations

Topics to include music, TV and cinema, sports and leisure activities, shopping and eating out, work-life balance

A01: communicate and interact effectively, take part in short conversations, asking and answering questions and exchanging opinions. Use accurate pronunciation and intonation A02: follow and understand clear speech across a range of contexts, identify key points, messages and opinions and deduce meaning from a variety of short and longer spoken texts A03: understand and respond to different types of written language. Understand general and specific details, identify key points, details and opinions in a variety of short and longer written texts A04: communicate effectively in writing for a variety of purposes, write short texts, using familiar language, produce clear and coherent extended texts to present facts and express ideas and opinions

A01: initiate and develop conversations and discussion, producing extended sequences of speech A02: deduce meaning from complex and more abstract materials A03: scan for information, themes and ideas in authentic resources including literary texts A04: note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince

Topics to include use of mobile devices, internet use, impact on everyday life, advantages and disadvantages of technology, future of technology

Topics to include regional specialities, comparison of eating habits, shopping habits and cultural traditions Topics to include annual festivals and holidays, birthday celebrations, national and regional events, music festivals

Implementation Unit

When

SMSC

Self & relationships

Autumn 1

Technology & Social Media Health & Fitness

Autumn 2

Entertainment & Leisure Food & Drink

Spring 2

Students will develop their ability to communicate and coherently in speech and writing, conveying what they want to say with increasing accuracy. They will be increasingly able to express ideas and develop thoughts and ideas spontaneously and fluently. Students will develop an awareness and understanding of the culture and identity of the countries and cultures where German is spoken. Students will develop language learning skills for both immediate use and to prepare them for further language study and use in school, higher education or employment.

Spring 1

Summer 1

Festivals & Celebrations Summer 2

Homework/Revision Key vocabulary quizzes Preparation of conversation questions Role Play practice GCSEPod & E-Learning Reading for jist Reading comprehension Translation activities Guided writing Extended writing Exam style practice questions

Autumn Term Low stakes testing, deep marking, DIRT time, GCSE style questions & assessments (A01, A02, A03, A04)

Spring Term Low stakes testing, deep marking, DIRT time, GCSE style questions & assessments (A01, A02, A03, A04)

Summer Term Low stakes testing, deep marking, DIRT time, GCSE style questions & assessments (A01, A02, A03, A04)

Impact By the end of the year, students will be able to understand, ask questions and talk about topics from Theme 1 accurately and with confidence. They will be able to manipulate familiar vocabulary and grammatical structures and deduce meaning. They will have been to appreciate both linguistic and cultural differences and enjoy their language lessons In Year 10, students will build on skills and knowledge acquired in previous years. Further tenses and grammatical structures will be taught, enabling students to themselves express in German with increasing complexity and better preparing them for the demands of the GCSE at the end of Year 11.

Drama

Year Group: 7

Scheme of Learning YEAR OVERVIEW

The Big Picture Students will be introduced to the basic skills required for theatre. Introduction to some of the main elements of theatre including approach to scripted work and characterisation..

Intent Students will complete SOL on: Darkwood Manor, Panto, Musicals, Comedy and Modern Theatre.

Skills Covered: Vocal Skills, Movement Skills, Still Image, Thought Tracking, Role Play, Mime, Physical Theatre, Movement, Singing, Choreography, Melodrama, Commedia Del arte, Narration, Scripted Work, Exaggeration, Multi-Role, Line learning, Stage Types, Stock Characters, Costumes, Props Students will have limited experience of Drama, so we are introducing skills that are the foundation to Drama.

Students will build on this foundation and repeat some elements in Year 8 in order to embed understanding of key skills and t echniques.

Implementation Students will complete 5 schemes over the course of the year and this will allow flexibility of a half term if teachers want to develop aspects of a scheme or spend more time showcasing work.

LORIC: students will do a termly reflection an shade in a temperature chart on each strand before identifying a LORIC focus for the next term.

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

Interleaving of the key skills in Drama will happen throughout all schemes and during every year of study.

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

Assessment Two teacher assessments logged on tracker and one peer assessment opportunity per sow. Teacher assessment will generate a PMG.

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

Autumn Term Darkwood Manor Panomime

Spring Term Musicals Comedy

Summer Theatre Modern Theatre

Students will develop confidence with key Drama vocabulary.

Impact Students should have a good foundation in Drama and understand what good Drama looks like. They should understand different genres and display performance confidence.

Knowledge and skills will be repeated, built on and extended each year to create a strong foundation for GCSE and to develop a confidence

Year Group: 8

Scheme of Learning YEAR OVERVIEW

The Big Picture Students will develop the basic skills required for theatre. Introduction to some of the main elements of theatre including approach to scripted work and characterisation..

Intent Students will complete SOL on: Teechers, Dan Nolan, Stylised, Comedy and Comedy Devising.

Skills Covered: Vocal Skills, Movement Skills, Accent Work, Still Image, Comedy, Multi-Role, Stage Types, Direct Address, Docu-Drama, Stylised Techniques, Chair Duets, Commedia, Exaggeration, Slapstick, Music, Props.

Students will build upon their Year 7 foundation of Drama skills and build these in a more challenging way. Devising skills will be introduced to consolidate and apply skills.

Students will build upon these skills and techniques in Year 9 so that they are ready and confident to do GCSE if they opt for it.

Implementation Students will complete 5 schemes over the course of the year and this will allow flexibility of a half term if teachers want to develop aspects of a scheme or spend more time showcasing work. At The Marches students are on rotation, so some will only complete 3 SOW. LORIC: students will do a termly reflection an shade in a temperature chart on each strand before identifying a LORIC focus for the next term.

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

Interleaving of the key skills in Drama will happen throughout all schemes and during every year of study.

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

Assessment Two teacher assessments logged on tracker and one peer assessment opportunity per sow. Teacher assessment will generate a PMG.

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

Autumn Term Teechers Dan Nolan

Spring Term Stylised Comedy

Summer Theatre Comedy- Devising

Students will develop confidence with key Drama vocabulary.

Impact Students will have a greater understanding of how the main skills in Drama can be applied in performance. They should under stand different genres and display performance confidence. The quality of work being produced should be showing more depth.

Knowledge and skills will be repeated, built on and extended next year to create a strong foundation for GCSE and to develop a confidence.

Year Group: 9

Scheme of Learning YEAR OVERVIEW

The Big Picture Students will develop the basic skills required for theatre. Introduction to some of the main elements of theatre including approach to scripted work and characterisation..

Intent Students will complete SOL on: Teechers, Dan Nolan, Stylised, Comedy and Comedy Devising.

Skills Covered: Vocal Skills, Movement Skills, Accent Work, Still Image, Comedy, Multi-Role, Stage Types, Direct Address, Docu-Drama, Stylised Techniques, Chair Duets, Commedia, Exaggeration, Slapstick, Music, Props, Transitions, Cross-Cutting Students will build upon their Year 8 experience of Drama skills and build these in a more challenging way. Devising skills will be developed for those who are opting for GCSE Drama.

Students who are opting for GCSE Drama will have built up a bank of key skills and techniques that they can develop further in GCSE.

Implementation Students will complete 5 schemes over the course of the year and this will allow flexibility of a half term if teachers want to develop aspects of a scheme or spend more time showcasing work.

LORIC: students will do a termly reflection an shade in a temperature chart on each strand before identifying a LORIC focus for the next term.

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

Interleaving of the key skills in Drama will happen throughout all schemes and during every year of study.

The Practitioner & Devising unit interleaves all theatrical elements.

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

Assessment Two teacher assessments logged on tracker and one peer assessment opportunity per sow. Teacher assessment will generate a PMG.

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

Autumn Term Blood Brothers Curious Incident

Spring Term Bouncers Crime or Practitioners & Devising

Summer Theatre Docu-Drama or Practitioners & Devising

Students will develop confidence with key Drama vocabulary.

Impact Students will have a greater understanding of how the main skills in Drama can be applied in performance. They should under stand different genres and display performance confidence. The quality of work being produced should be showing more depth and those continuing to GCSE will have a foundat ion in Practitioners to extend their understanding of theatre in prep for the demands of the course.

Knowledge and skills will be repeated, built on and extended next year to create a strong foundation for GCSE and to develop a confidence.

Year Group: KS4

Scheme of Learning YEAR OVERVIEW

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

Intent Students will complete Eduqas GCSE Drama Skills Covered: Performance Skills, Design Skills, Directing Skills, Stage Design, Character Interpretation, Evaluation of Live Theatre.

Students will develop all their KS3 knowledge and understanding of theatre to a higher level. They will study a full play in depth and attend Live Theatre.

Students who are opting for A-Level will find this course forms part of the natural progression to A-Level, with an added level of challenge and intensity.

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

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

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

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

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

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

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

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

Autumn Term Yr 10: Component 1 Yr 11: Component 2&3

Spring Term Yr 10: Component 1 Yr 11: Component 2&3

Summer Term Yr 10: Component 3 & C/W

Impact Students will be able to apply all Drama skills and knowledge of Practitioner/Genre with confidence in performance. Students will develop a greater understanding and awareness of how all elements of theatre must blend together in order to create the final performance.

Knowledge and skills will be repeated, built on and extended next year in a more challenging way if students continue to stud y at A-Level.

History

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 7

A chronologically running year which starts with the Roman transition to Anglo Saxons and then onward to the Battle of Hastin gs and life during the medieval period. A selection of political and social historic events will be covered, including both local and national histories. Students will consider key historical skills and overcome common historical mistakes and assumptions.

Intent: Units covered: Roman to Anglo Saxon Transition/ What is good History?, 1066 and the Battle of Hastings, How did the Normanâ&#x20AC;&#x2122;s keep control?, Medieval Life, Medicine and the Church, Whittington Castle through time.

Key skills covered: Inference skills and identifying different interpretations (source analysis), describe key features, Exp lain why (causation), Explain the importance (significance), Knowledge to be covered: What is chronology, what are anachronisms, how did William win at Hastings?, Domes daybook, Motte an d Bailey Castles, Harrying of the North, influence of the church, medieval roles and life in town and villages. How has Whittington castle changed and been involved on a national stage? KS2 most local primaries cover the Romans influence locally at Chester, we develop this further looking at how society regressed when they left in the Dark Ages. Extended at KS4 looking at Medieval medicine and beliefs.

Implementation Year 7 is structured in chronological order, each with a key Historical Concept focus e.g. Significance and a skill such as explaining the importance. Every half term will hold one piece of deep marking and one assessment on the 1st half term. The second half term students will complete a VIZ-D engaging piece of learning which teachers will mark.

LORIC reflection sheets on how they have used their skills during the term and which skills they need to develop further to meet future success are used every half term. They will also have LORIC History day on remembrance.

Students are given a range of independent tasks, guided tasks and group tasks ranging from source analysis to research and categorization tasks.

Homework is set via booklets/ menus or projects, where students must complete two literacy tasks a term, one research task a term and one revision task a term. Homework does not run every term as it is on a Humanities Rota. The revision homework each term is specific, students will be given a new technique every term to try e.g. mind map or revision cards. It is designed to promote independence and initiative without widening the gap with a lack of home support for some students.

WOW moments occur every other half term with their projects on Viz D terms, where they create a project.

Thomas Beckett murder mystery. Crime and Punishment. Literacy developed by using our key words unit front sheets and numeracy is used by encouraging students to understand the process of chronology.

Consider your assessment Markers

Identify where the following will take place; Key assessments Low stakes testing Deep marking points (dmp) Home learning Examinations Conferencing/MAD time Moderation

Autumn Term Aut 1: Week 2 (DMP) Week 3 MAD TIME Week 6: Exam Week 7: MAD TIME

Spring Term

Spring 1: Week 3 (DMP) Week 4 MAD TIME Week 5: Exam Week 6: MAD TIME

Summer Term

Sum 1: Week 3 (DMP) year Exam Week 4 MAD TIME Week 6: Exam moderation Week 7: MAD TIME

Aut 2: Week 2 (DMP) Week 3 MAD TIME Week 6 Key assessment Week 7 MAD TIME

Spring 2: Week 2 (DMP) Week 3: MAD TIME Week 6: Key assessments Week 7: MAD TIME

Sum 2: week2 End of

Week 3: MAD TIME Week 6: Peer marking/ Week 7: MAD TIME

Impact What is it that you want students to know/be able to do by the end of this year of study?

End of the year, students will have contextual knowledge about how people in the medieval period organized society, what the ir lives were like, why key events were important and what events led to other developments. They will be familiar on how to analyse sources and put events into order.

Next year these skills will be developed by students explaining not just why something is important, but deciding which facto rs are more important than others.

Year Group 8

Scheme of Learning YEAR OVERVIEW

The Big Picture

A chronologically organized year based on depth and breadth studies. Breadth studies completed based on the power of the mona rchy and World War I . Depth studies on the Tudors, Victorians and personal Histories. A selection of political and social historic events will be covered, including both local and national hi stories. With a variety of History skills covered.

Intent Units to be covered: The Tudors, Monarchy Royal Rollercoaster, Slave trade, The Victorians, WWI and personal Histories.

Skills and knowledge to be covered: Change and continuity (Narrative skills) Significance (Explaining most important factors) , Causation (Explain 3 reasons why) Source Analysis (Utility), Source Analysis (Interpretations).

How this year will build on prior learning during the previous: Year 7 ends in the 1400’s and Year 8 starts in the 1400’s with the Battle of Bosworth. Students will look at how the security of rulers have changed between William the Conqueror and Henry VII. They will consider how the monarchy’s power changes overtim e.

How can these knowledge/skills extended in future? This year students develop further their skills on explaining the importan ce by considering the most important factor and applying criteria. They will also be developing their source analysis skills to make interpretations of a Historian as well as a source.

Implementation:

Year 8 is structured in chronological order, each with a key Historical Concept focus e.g.

Significance and a skill such as explaining the importance. Every half term will hold one piece of deep marking and one assessment on the 1st half term. The second half term students will complete a VIZ-D engaging piece of learning which teachers will mark.

How will you promote LORIC through this year of study? LORIC reflection sheets on how they have used their skills during the term and which skills they need to develop further to meet future success are used every half term.

Thinking skills , homework and independent learner behaviours?

Homework is set via booklets/ menus or projects, where students must complete specific literacy, research and revision task a term. Homework does not run every term as it is on a Humanities Rota. The revision homework each term is specific, students will be given a new technique every term to try e.g. mind map or revision cards. It is designed to promote independence and initiative without widening the gap with a lack of home support for some students. In class students will have to grapple with tough concepts, particularly causation and criteria to establish significance.

Where are the WOW moments and celebration? Students have VIZ D’s every other half term where they bring in their projects and celebrate them through teacher and peer group marking. WOW is seen in their displays and depth of research/ knowledge. Also on key topics such as the start of WWI, Medicine and the Victorian Period and personal histories. Literacy is extended through red dot marking/ live marking in class and use of key unit front sheets. Numeracy via chronological tasks.

Consider your assessment Markers Identify where the following will take place; Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term Aut 1: Lesson 1 (DMP) Lesson 2/3 MAD TIME Lesson 6: Exam Lesson 7: MAD TIME

Aut 2: Lesson 3 (DMP) Lesson 4 MAD TIME Lesson 9: Key assessment Lesson 10: MAD TIME

Spring Term Spring 1:Lesson 2 (DMP) Spring 2:Lesson 5 (DMP) Lesson 3: MAD TIME Lesson 6: MAD TIME Lesson 6: Exam Lesson 8: Key assessments Week 7: MAD TIME Lesson 9: MAD TIME

Summer Term Sum 1:lesson 3 (DMP) Sum 2: week 2 End of year Exam Lesson 4 MAD TIME Week 3: MAD TIME Lesson 9 : Exam Week 6: Peer marking/ moderation Week 7: MAD TIME Week 7: MAD TIME

Impact What is it that you want students to know/be able to do by the end of this year of study? By the end of the year, students wi ll have a good overview to the key features of different historical periods. They will be able to identify long-term and short term causes. They will be confident on analyzing sources and looking at Historical interpretations.

What are the next steps? How can the knowledge/skills from this year be extended next year?

These skills will be extended the following year by exploring source analysis skills on why historians hold different interpretations and using criteria further to come to well developed judgements on significance.

Year Group 9

Scheme of Learning YEAR OVERVIEW

The Big Picture

Students will access breadth and depth topics in relation to modern history. They will examine different, social, political and economic events ranging from Nazi Germany, The Home Front, Civil Rights, Ireland and Women’s Rights. GCSE Topics begin in summer 1 and Summer 2.

Intent Units to be covered: Nazi Germany, WWII Battles and the Home Front, Women’s Right, Ireland, Civil Rights and GCSE American We st.

List the overall skills and knowledge to be covered. Source analysis (interpretations on what and why) Change and continuity (narrative) Significance (explain why x was important for y) Clearly outline how this year of study will build on prior learning during the previous academic year: Year 8 ends at the end of WWI

Implementation: Year 9 is structured in chronological order, each with a key Historical Concept focus e.g. Significance and a skill such as explaining the importance and using criteria. Every half term will hold one piece of deep marking and one assessment on the 1st half term. The second half term students will complete a VIZ-D engaging piece of learning which teachers will mark.

How will you promote LORIC through this year of study? ? LORIC reflection sheets on how they have used their skills during the term and which skills they need to develop further to meet future success are used every half term.

Homework is set via booklets/ menus or projects, where students must complete specific literacy, research and revision task a term. Homework does not run every term as it is on a Humanities Rota. The revision homework each term is specific, students will be given a new technique every term to try e.g. mind map or revision cards. It is designed to promote independence and initiative without widening the gap with a lack of home support for some students. In class students will have to grapple with tough concepts, particularly causation and criteria to establish significance.

Where are the WOW moments and how will you celebrate achievement?

WOW moments are Battle of Britain lesson, Holocaust, Viz D on coping on the home front. Civil Rights and Little Rock and Women’s Rights force feeding. Also Ireland and Potato famine. Literacy is extended through red dot marking/ live marking in class and use of key unit front sheets. Numeracy via chronological tasks.

Consider your assessment Markers Identify where the following will take place;

Autumn Term Aut 1: Lesson 4 (DMP) Aut 2: Lesson 7 (DMP) Lesson 5 MAD TIME Lesson 8 MAD TIME Lesson 8: Exam Lesson 11: Key assessment Lesson 9: MAD TIME Lesson 12: MAD TIME

Spring Term Spring 1:Lesson 5/6 (DMP) Spring 2:Lesson 4 (DMP) Key assessments Lesson 7: MAD TIME Lesson 5: MAD TIME Low stakes testing Lesson 6: End of year Exam Lesson 10: Key assessment Deep marking points MAD TIME Lesson 11: MAD TIME

Home learning Examinations Conferencing/MAD time Moderation

Summer Term In depth marking for every practice exam question. Low stakes recall testing once a fortnight. An examination on any topic covered once a half term. MAD time after every piece of exam Q marking.

Impact What is it that you want students to know/be able to do by the end of this year of study? Students will have a good understan ding of International History and where Britain fits within this. There is a large focus on social change where students can recognize the significance of key events and people and can analyse what led to change.

What are the next steps? How can the knowledge/skills from this year be extended next year? Many topics such as Nazi Germany, Civil Rights and Ireland fit into both GCSE Content and A Level and will be developed further if students choose to continue the subject.

The Big Picture:

Year 7

The first year of the KS3 RE curriculum provides students with a broad and balanced overview of some key beliefs and teachings across and within world religions. It aims to promote love of learning in RE by focusing on engaging topics, from ideas about justice to Buddhist beliefs about enlightenment. Students develop breadth of different beliefs but also depth of topics on a termly basis. Breadth of beliefs and teachings will take place in the first half term and a deep dive into specific concept will be explored in the second half of the term. Students will develop their skills in description, explanation, analysis and evaluation. The content will be delivered over 55 minutes per week.

Intent Topic The Big Christian Story

Scheme of Learning OVERVIEW

Christianity and justice Islamic beliefs Hajj Buddhist beliefs

Skills AO1: Demonstrate knowledge and understanding of religion and beliefs including: • beliefs, practices and sources of authority • influence on individuals, communities and societies • similarities and differences within and/or between religions and beliefs.

AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence.

Knowledge Develop their knowledge and understanding of religions and non-religious beliefs, such as atheism.

Develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying Develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject • Reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.

Prior

Future

Foundations laid in KS2 learning about the big six world religions.

To build on knowledge and understanding of the beliefs, teachings and practices of the big six.

Enlightenment

Implementation

SMSC

Structure

Developing an understanding of individual identity.

There will be a 55 minute lesson per week. The units will build on the A01 and A02 skills from the previous unit.

Focusing on the beliefs of self and exploring the origins of these.

LORIC is developed through a range of tasks in lessons and as homework. A mix of individual, paired and grouped tasks are built into lessons to develop communication, leadership and resilience. These tasks range from discussion and debate to challenging academic written tasks and creative tasks, developing student’s interpersonal skills. Lessons and homework tasks also build initiative, organisation and resilience through a range of challenging activities.

Studying of major world religions (such as; Christianity, Islam and Buddhism) to see how different people live, promoting tolerance and understanding.

Reflecting on responses to ‘ultimate questions’.

Homework/Revision 

 



Studying different religious beliefs and justifying own views. 

Interleaving and retrieval practice are key elements of the KS3 curriculum and are built into schemes of work, with starter tasks often devoted to revision and retrieval. Specific revision skills are taught through revision lessons to start developing a base of revision skills that students can use independently in later years. The AO1 and AO2 skills sequentially builds literacy skills and numerical/statistical skills during the year, building on the foundation of skills from KS2 and revisiting these skills regularly in subsequent units.

Working as part of a group or team, sometimes to create their own working teams.

Mastered Element tasks are embedded in each unit and are opportunities for students to demonstrate ‘wow moments’ showing thirst and love of learning.

Showing respect for people, living things, property and the environment.



Students are rewarded and celebrated through praise in lessons and contact with home as well as whole school rewards evenings.

Reflecting on one's contribution to society and how we can support other communities.



Sharing of views and opinions with others and resolving any differences maturely.

Learning about religious groups in the school and wider community and how they contribute towards the wider local community.

Homework on a Humanities rotation, set in 2 cycles for RE. Skills embedded in lessons.

Keyword and definition tests/quizzes.

Completion of MAD time tasks following marking.

Homework research tasks.

Literacy/Numeracy 

Literacy focus embedded in lessons Keywords and definition reviews/tests/quizzes Stats/data e.g. Hajj.

Autumn Term Deep marking/Yellow Box MAD Time are located in lessons half termly.

End of unit assessment on ‘The Big Christian Story?’

Spring Term Deep marking/Yellow Box MAD Time are located in lessons half termly.

End of unit assessment on ‘Islamic beliefs?’

Summer Term Deep marking/Yellow Box MAD Time are located in lessons half termly.

End of unit assessment on ‘Buddhist beliefs’.

Impact Students will have started to develop their key A01 and A02 skills, skills of justification and debate, developing cultural capital and an understanding of the world around them and how they belong in 21st Century Britain. They will also have gained greater understanding of diversity and the importance of tolerance in society. They will be able to develop and make links synoptically, for instance, linking what a religious person believes may impact how they behave etc.

They will have deepened and broadened their understanding of diverse beliefs within and across religions moving beyond simple beliefs and teachings towards practices, building on their prior learning from KS2 so that they are able to tackle difficult issues and concepts confidently, justifying their own opinions and being able to participate in academic debate. They will have begun to develop their AO1 and AO2 RE skills meaning they are confident when starting the Year 8 curriculum next year.

Religious Education

The Big Picture:

Year 8

The second year of the KS3 RE curriculum provides students with a broad and balanced overview of some key beliefs and teachings across and within world religions. It aims to continue to promote love of learning in RE by focusing on engaging topics, from ideas about beliefs about life after death to the environment. Students develop breadth of different beliefs but also depth of topics on a termly basis.

Breadth of beliefs and teachings will take place in the first half term and a deep dive into specific concept will be explored in the second half of the term. Students will develop their skills in description, explanation, analysis and evaluation. The content will be delivered over 55 minutes per week.

Intent Topic Places of worship

Scheme of Learning OVERVIEW

Celebrations – Christmas in 21st Century Britain Beliefs about life after death Cultural responses to life after death Beliefs about God

Skills AO1: Demonstrate knowledge and understanding of religion and beliefs including: • beliefs, practices and sources of authority • influence on individuals, communities and societies • similarities and differences within and/or between religions and beliefs.

AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence.

Knowledge Develop their knowledge and understanding of religions and non-religious beliefs, such as atheism.

Develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying Develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject • Reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.

The environment

Implementation

SMSC

Structure

Developing an understanding of individual identity.

There will be a 55 minute lesson per week. The units will build on the A01 and A02 skills from the previous unit.

Focusing on the beliefs of self and exploring the origins of these.

LORIC is developed through a range of tasks in lessons and as homework. A mix of individual, paired and grouped tasks are built into lessons to develop communication, leadership and resilience. These tasks range from discussion and debate to challenging academic written tasks and creative tasks, developing student’s interpersonal skills. Lessons and homework tasks also build initiative, organisation and resilience through a range of challenging activities.

Interleaving and retrieval practice are key elements of the KS3 curriculum and are built into schemes of work, with starter tasks often devoted to revision and retrieval. Specific revision skills are taught through revision lessons to start developing a base of revision skills that students can use independently in later years. The AO1 and AO2 skills sequentially builds literacy skills and numerical/statistical skills during the year, building on the foundation of skills from study during Year 7 and revisiting these skills regularly in subsequent units.

Mastered Element tasks are embedded in each unit and are opportunities for students to demonstrate ‘wow moments’ showing thirst and love of learning.

Students are rewarded and celebrated through praise in lessons and contact with home as well as whole school rewards evenings.

Studying of major world religions (such as; Christianity, Islam and Buddhism) to see how different people live, promoting tolerance and understanding.

Reflecting on responses to ‘ultimate questions’.

Homework/Revision 

 



Studying different religious beliefs and justifying own views.

Working as part of a group or team, sometimes to create their own working teams.

Sharing of views and opinions with others and resolving any differences maturely.



Literacy/Numeracy 

Showing respect for people, living things, property and the environment.



Reflecting on one's contribution to society and how we can support other communities.



Learning about religious groups in the school and wider community and how they contribute towards the wider local community.

Homework on a Humanities rotation, set in 2 cycles for RE. Skills embedded in lessons.

Keyword and definition tests/quizzes.

Completion of MAD time tasks following marking.

Homework research tasks.

Literacy focus embedded in lessons Keywords and definition reviews/tests/quizzes Stats/data e.g. Life after death.

Prior

Future

Foundations laid in Year 7 learning about the big six world religions and developing RE skills.

To build on knowledge and understanding of the beliefs, teachings and practices of the big six.

Skills mastery.

Autumn Term Deep marking/Yellow Box MAD Time are located in lessons half termly.

End of unit assessment on ‘Places of worship?’

Spring Term Deep marking/Yellow Box MAD Time are located in lessons half termly.

End of unit assessment on ‘Life after death?’

Summer Term Deep marking/Yellow Box MAD Time are located in lessons half termly.

End of unit assessment on ‘The environment’.

Impact Students will have continued to develop their key A01 and A02 skills, skills of justification and debate, developing cultural capital and an understanding of the world around them and how they belong in 21st Century Britain. They will also have gained even greater understanding of diversity and the importance of tolerance in society. They will be able to develop and make links synoptically, for instance, linking what a religious person believes may impact how they behave etc.

They will have deepened and broadened their understanding of diverse beliefs within and across religions moving beyond simple beliefs and teachings towards practices, building on their prior learning from Year 7 so that they are able to tackle difficult issues and concepts confidently, justifying their own opinions and being able to participate in academic debate. They will have begun to develop their AO1 and AO2 RE skills meaning they are confident when starting the Year 9 curriculum next year.

The Big Picture:

Year 9

The final year of the KS3 RE curriculum builds on students’ knowledge of Islam and Christianity and developing skills in answering exam style questions, whilst also deepening the love of learning in RE by focusing on engaging and controversial topics such as abortion and euthanasia. Students develop a more diverse understanding of moral issues whilst developing their skills in analysis and evaluation.

The content will be delivered over 55 minutes per week.

Intent Topic When does life begin?

Scheme of Learning OVERVIEW

When does life end?

Religion, crime and punishment Animal rights Religion, human rights and social justice

Skills AO1: Demonstrate knowledge and understanding of religion and beliefs including: • beliefs, practices and sources of authority • influence on individuals, communities and societies • similarities and differences within and/or between religions and beliefs.

AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence.

Knowledge

Prior

Develop their knowledge and understanding of religions and non-religious beliefs, such as atheism.

Develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying Develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject • Reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.

Religion, peace and conflict

Implementation

SMSC

Structure

Developing an understanding of individual identity.

There will be a 55 minute lesson per week. The units will build on the A01 and A02 skills from the previous unit.

Focusing on the beliefs of self and exploring the origins of these.

LORIC is developed through a range of tasks in lessons and as homework. A mix of individual, paired and grouped tasks are built into lessons to develop communication, leadership and resilience. These tasks range from discussion and debate to challenging academic written tasks and creative tasks, developing student’s interpersonal skills. Lessons and homework tasks also build initiative, organisation and resilience through a range of challenging activities.

Interleaving and retrieval practice are key elements of the KS3 curriculum and are built into schemes of work, with starter tasks often devoted to revision and retrieval. Specific revision skills are taught through revision lessons to start developing a base of revision skills that students can use independently in later years. The skills based plan sequentially builds literacy skills and numerical/statistical skills throughout the year, building on the foundation of skills from year 7 and 8 and revisiting these skills regularly in subsequent units.

Mastered Element tasks are embedded in each unit and are opportunities for students to demonstrate ‘wow moments’ showing thirst and love of learning.

Students are rewarded and celebrated through praise in lessons and contact with home as well as whole school rewards evenings.

Studying of major world religions (such as; Christianity and Islam) to see how different people live, promoting tolerance and understanding.

Homework/Revision 

 

Reflecting on responses to ‘ultimate questions’.

Studying different moral issues and justifying own views.

Working as part of a group or team, sometimes to create their own working teams.

Sharing of views and opinions with others and resolving any differences maturely.

Showing respect for people, living things, property and the environment.





Literacy/Numeracy  

Reflecting on one's contribution to society and how we can support other communities.  Learning about religious groups in the school and wider community and how they contribute towards the wider local community.

Homework on a Humanities rotation, set in 2 cycles for RE. Exam questions embedded in units.

Keyword and definition tests/quizzes.

Completion of MAD time tasks following marking.

Homework research tasks.

Literacy focus embedded in lessons Keywords and definition reviews/tests/quizzes Use of statistics for abortion/euthanasia etc.

Foundations laid in Year 7 and 8 on beliefs, teachings and practices in Islam and Christianity.

Future To apply knowledge and skills to new questions and new topics.

Autumn Term Deep marking/Yellow Box MAD Time are located in lessons half termly.

End of unit assessment on ‘When does life begin?’

Spring Term Deep marking/Yellow Box MAD Time are located in lessons half termly.

Mock Exam on ‘When does life end?’

Summer Term Deep marking/Yellow Box MAD Time are located in lessons half termly.

End of unit assessment on Religion, crime and Punishment.

Impact Students will have developed their key A01 and A02 skills, skills of justification and debate, developing cultural capital and an understanding of the world through grappling with moral issues. They will also have gained greater understanding of our world, including the law, society and legal changes. They will be able to develop and make links synoptically, for instance, linking what a religious person believes about one moral issue can often be applied to another.

They will have deepened and broadened their understanding of diverse beliefs within and across religions moving beyond simple beliefs and teachings towards practices, building on their prior learning from Year 7 and 8 so that they are able to tackle difficult issues and concepts confidently, justifying their own opinions and being able to participate in academic debate. They will have continued to sharpen their RE skills with a shift towards preparation for exams meaning they are confident when starting the GCSE course next year if they opt to do so.

The Big Picture:

GCSE Year 10

GCSE RE is an option subject, a two year course which builds on some of the foundations laid in KS3 in both knowledge and skills. AQA Specification A consists of 2 x 1hr 45 examinations which cover Islam and Christianity beliefs teachings and practices, and thematic studies. Students will learn deeply about the content to develop a thirst for knowledge and become invested in their studies, whilst mastering skills in answering exam questions. Students will develop a diverse understanding of religious believers through AO1 and AO2 skills.

Intent Topic Paper 1: Christianity beliefs and teachings

Scheme of Learning OVERVIEW

Paper 1: Islam beliefs and teachings Paper 2: Theme B Religion and life Paper 2: Theme F Religion, human rights and social justice.

Paper 1: Christianity practices (summer research project)

Skills

Knowledge

AO1: Demonstrate knowledge and understanding of religion and beliefs including: • beliefs, practices and sources of authority • influence on individuals, communities and societies • similarities and differences within and/or between religions and beliefs.

AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence.

Develop their knowledge and understanding of religions and non-religious beliefs, such as atheism.

Develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying Develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject • Reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.

Implementation

SMSC

Prior

Homework/Revision

Structure

Developing an understanding of individual identity.



The content will be delivered over 3 x 55minutes p/wk in Year 10 and 2 x 55 minutes p/wk in Year 11. The units will build on the A01 and A02 skills from the previous unit.

Focusing on the beliefs of self and exploring the origins of these.



Studying of major world religions (such as; Christianity and Islam) to see how different people live, promoting tolerance and understanding.



Reflecting on responses to ‘ultimate questions’.



LORIC is developed through a range of tasks in lessons and as homework. A mix of individual, paired and grouped tasks are built into lessons to develop communication, leadership and resilience. These tasks range from discussion and debate to challenging academic written tasks and creative tasks, developing student’s interpersonal skills. Lessons and homework tasks also build initiative, organisation and resilience through a range of challenging activities.

Interleaving and retrieval practice are core features of the GCSE curriculum and are built into schemes of work, with starter tasks often devoted to revision and retrieval. Specific revision skills are taught through revision lessons to start developing a base of revision skills that students can use independently in later years. The skills based plan sequentially builds literacy skills and numerical/statistical skills throughout the year, building on the foundation of skills from KS3 and revisiting these skills regularly in subsequent units.

Mastered Element tasks are embedded in each unit and are opportunities for students to demonstrate ‘wow moments’ showing thirst and love of learning.

Students are rewarded and celebrated through praise in lessons and contact with home as well as whole school rewards evenings.

Studying different moral issues and justifying own views.

Working as part of a group or team, sometimes to create their own working teams.

Sharing of views and opinions with others and resolving any differences maturely.

Showing respect for people, living things, property and the environment.



Literacy/Numeracy  

Reflecting on one's contribution to society and how we can support other communities.  Learning about religious groups in the school and wider community and how they contribute towards the wider local community.

Homework is set on a weekly basis Exam questions embedded weekly.

Keyword and definition tests/quizzes.

Completion of MAD time tasks following marking.

Homework research tasks.

Literacy focus embedded in lessons Keywords and definition reviews/tests/quizzes Use of statistics for religious sects, laws etc.

Foundations laid in KS3 on beliefs, teachings and practices in Islam and Christianity, and moral issues.

Future To apply knowledge and skills to new questions and new topics.

Autumn Term Deep marking/Yellow Box MAD Time/Verbal feedback takes place on exam questions and misconceptions.

- Mid unit assessment on ‘Paper 1: Christianity beliefs and teachings’ - End of unit assessment on ‘as above’ -

Spring Term Deep marking/Yellow Box MAD Time/Verbal feedback takes place on exam questions and misconceptions.

- End of unit assessment on ‘Paper 1: Islam beliefs and teachings’ - Mock Exam on ‘Paper 1’

Summer Term Deep marking/Yellow Box MAD Time/Verbal feedback takes place on exam questions and misconceptions.

- Mock exam on ‘All content covered’ - End of unit assessment on Paper 2: Theme B Religion and life

Impact Students will have begun to master their key A01 and A02 skills, skills of justification and debate, developing cultural capital and an understanding of the world through grappling with the key content. They will have deepened and broadened their understanding of diverse beliefs within and across religions moving beyond simple beliefs and teachings towards practices, building on their prior learning from KS, so that they are able to tackle difficult issues and concepts confidently, justifying their own opinions and being able to participate in academic debate. They will also have gained greater understanding of our world, including the law, society and legal changes.

They will be able to develop and make links synoptically, for instance, linking what a religious person believes about one moral issue can often be applied to another, and what a religious person believes may influence the way that they behave. They will also be able to refer to scripture and sacred writings to evidence their understanding of religious teachings. Their analysis and evaluation skills will have been rigorously practiced to ensure they are thoroughly prepared for studying the final units.

They will have sharpened their RE skills in preparation for exams meaning they are confident when continuing the final year of the GCSE course next year.

The Big Picture:

GCSE Year 11

GCSE RE is an option subject, a two year course which builds on some of the foundations laid in KS3 in both knowledge and skills. AQA Specification A consists of 2 x 1hr 45 examinations which cover Islam and Christianity beliefs teachings and practices, and thematic studies. Students will learn deeply about the content to develop a thirst for knowledge and become invested in their studies, whilst mastering skills in answering exam questions. Students will develop a diverse understanding of religious believers through AO1 and AO2 skills.

Intent Topic

Scheme of Learning OVERVIEW

Paper 1: Christianity practices Paper 2: Theme E Religion, crime and punishment Paper 1: Islam practices Paper 2: Theme D Religion, peace and conflict REVISION

Skills

Knowledge

AO1: Demonstrate knowledge and understanding of religion and beliefs including: • beliefs, practices and sources of authority • influence on individuals, communities and societies • similarities and differences within and/or between religions and beliefs.

AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence.

Develop their knowledge and understanding of religions and non-religious beliefs, such as atheism.

Develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying Develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject • Reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.

Implementation

SMSC

Prior

Homework/Revision

Structure

Developing an understanding of individual identity.



The content will be delivered over 3 x 55minutes p/wk in Year 10 and 2 x 55 minutes p/wk in Year 11. The units will build on the A01 and A02 skills from the previous unit.

Focusing on the beliefs of self and exploring the origins of these.



Studying of major world religions (such as; Christianity and Islam) to see how different people live, promoting tolerance and understanding.



Reflecting on responses to ‘ultimate questions’.



LORIC is developed through a range of tasks in lessons and as homework. A mix of individual, paired and grouped tasks are built into lessons to develop communication, leadership and resilience. These tasks range from discussion and debate to challenging academic written tasks and creative tasks, developing student’s interpersonal skills. Lessons and homework tasks also build initiative, organisation and resilience through a range of challenging activities.

Interleaving and retrieval practice are core features of the GCSE curriculum and are built into schemes of work, with starter tasks often devoted to revision and retrieval. Specific revision skills are taught through revision lessons to start developing a base of revision skills that students can use independently in later years. The skills based plan sequentially builds literacy skills and numerical/statistical skills throughout the year, building on the foundation of skills from year 10 and revisiting these skills regularly in subsequent units.

Mastered Element tasks are embedded in each unit and are opportunities for students to demonstrate ‘wow moments’ showing thirst and love of learning.

Students are rewarded and celebrated through praise in lessons and contact with home as well as whole school rewards evenings.

Studying different moral issues and justifying own views.

Working as part of a group or team, sometimes to create their own working teams.

Sharing of views and opinions with others and resolving any differences maturely.

Showing respect for people, living things, property and the environment.



Future To apply knowledge and skills to new questions and new topics.

Autumn Term Deep marking/Yellow Box MAD Time/Verbal feedback takes place on exam questions and misconceptions.

- Mock Exam on ‘All content covered’ - Mid unit assessment on ‘Paper 2: Theme E -

Spring Term Deep marking/Yellow Box MAD Time/Verbal feedback takes place on exam questions and misconceptions.

- Mid unit assessment on ‘Paper 1: Islamic practices

Literacy/Numeracy  

Reflecting on one's contribution to society and how we can support other communities.  Learning about religious groups in the school and wider community and how they contribute towards the wider local community.

Homework is set on a weekly basis Exam questions embedded weekly.

Keyword and definition tests/quizzes.

Completion of MAD time tasks following marking.

Homework research tasks.

Foundations laid in Year 10 on beliefs, teachings and practices in Islam and Christianity, and thematic studies.

Literacy focus embedded in lessons Keywords and definition reviews/tests/quizzes Use of statistics for religious sects, laws etc.

Summer Term Deep marking/Yellow Box MAD Time/Verbal feedback takes place on exam questions and misconceptions.

- Revision tasks embedded into all remaining lessons.

Impact Students will have mastered their A01 and A02 skills, skills of justification and debate, developing cultural capital and an understanding of the world through grappling with the key content. They will have deepened and broadened their understanding of diverse beliefs within and across religions moving beyond simple beliefs and teachings towards practices, building on their prior learning from Year 10 so that they are able to tackle difficult issues and concepts confidently, justifying their own opinions and being able to participate in academic debate. They will also have gained greater understanding of our world, including the law, society and legal changes.

They will be able to make links synoptically, for instance, linking what a religious person believes about one moral issue can often be applied to another, and what a religious person believes may influence the way that they behave. They will also be able to refer to scripture and sacred writings to evidence their understanding of religious teachings. Their analysis and evaluation skills will have been rigorously practiced to ensure they are thoroughly prepared and feel confident to undertake their final examinations in the summer.

Design and Technology

Year Group : 7

Scheme of Learning YEAR OVERVIEW

The Big Picture During the course of the year, students in year 7 will experience a diverse, creative and challenging curriculum in Design & Technology. They will study the 3 main disciplines

throughout the 3 terms; Resistant materials (to include woods, metals, plastics and electronics). Textiles; in which they will study a range of hand a machine stitch techniques, use of patterns, manufacture one off pieces whilst understanding mass production, and Food technology, where there will design, produce and evaluate a range of healthy dishes.

Intent (including moving on from…)

The 3 key areas will consist of the following elements; RESISTANT MATERIALS - Introduction to the workshop & Health and safety (note safety is paramount and touched on throughout. Project 1 RM 4 -5 weeks ROPEBOT (largely skills based). Project 2 RM 910 weeks SOLAR BUGGY to include design / development element, hand and machine techniques, graphics and electronics.

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

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

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

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

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

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

FOOD TECHNOLOGY Key assessments – Designer sandwich, butter making & scones, shortbread Low stakes testing – Bread tasting / pizzas Deep marking points Week 4, 8, 12 Home learning – recipe research & planning, shopping for ingredients, revision Examinations – week 13 Conferencing/MAD time After each deep marking & throughout if additional work is marked within this cycle.

Examination feedback given week 14-15

RM & Textiles TERMS Key assessmentsAfter Skills Based Project After final project End of term test Deep MarkingWeek 4, week 8, week 12 Home learning – research throughout + Homework 1 Homework 2 Revision, end of term test Examination – Week 13 MAD time After each deep marking & throughout if additional work is marked within this cycle. Examination feedback given week 14-15 Moderation – mid/end of term

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

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

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group: 7

Intent List the units to be covered.

List the overall skills and knowledge to be covered.

Clearly outline how this year of study will build on prior learning during the previous academic year (KS2 research will be ne cessary for Year 7 overviews).

What are the next steps? How can the knowledge/skills from this unit be extended in future?

Implementation How will the units within this year of study be organised/structured?

Consider your assessment Markers

Autumn Term

How will you promote LORIC through this year of study?

How will you develop and build thinking skills and independent learner behaviours?

What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful?

In what ways are you developing interleaving/revision skills?

Where are the WOW moments and how will you celebrate achievement?

How are literacy and numeracy skills to be developed and extended?

Impact What is it that you want students to know/be able to do by the end of this year of study?

What are the next steps? How can the knowledge/skills from this year be extended next year?

Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Spring Term

Summer Term

Year Group : 8

Scheme of Learning YEAR OVERVIEW

The Big Picture During the course of the year, students in year 8 will experience a diverse, creative and challenging curriculum in Design & Technology. They will study the 3 main disciplines

throughout the 3 terms; Resistant materials (to include woods, metals & plastics). Textiles; in which they will study a range of hand a machine stitch techniques, use of patterns, manufacture one off pieces, understand mass production, and Food technology, where there will design, produce and evaluate a range of healthy dishes.

Intent (including moving on from…)

The 3 key areas will consist of the following elements; RESISTANT MATERIALS - Introduction to the workshop & Health and safety (note safety is paramount and touched on throughout). Project 1 RM 5 -6 weeks DESK TIDY (largely skills based). Project 2 RM 98 weeks PEWTER CASTING project, to include; research into casting types, design / development element, hand and machine tech niques, carving & evaluation TEXTILES – Introduction to the textiles room & Health and safety. Project : 4-5 weeks Emoji Keyring (largely skills based). Project 2: 9-10 weeks, Sewing machine training + canvas bag. Tablet case project FOOD TECHNOLOGY – Health & safety in the food room + range of dishes which are planned and evaluated so that key skills are met, in year 8 we l ook at the functional and chemical properties of food and nutrient. Recipes include; macaroni cheese, pineapple upside down cake, soda bread, butter making, carrot cakes and fro sting, we finish the term with a ‘bake off’ style great bake.

Implementation

FOOD TECHNOLOGY

RM & Textiles TERMS

Key assessments – Within RM & Textiles the units follow a distinct format, after initial health and safety follows a short 5-6 week Key assessmentsMacaroni cheese, butter making & Skills based project, leading to a larger design project which will build on previous skills.

After skills based project soda bread, carrots cakes & cream Students have many opportunities to demonstrate LORIC within the Design & Technology curriculum. They After final project cheese frosting, great bake! regularly take control of their learning through planning and design, students organise their materials, manage End of term test Low stakes testing – their time and plan outcomes which are challenging yet realistic to deadlines. Most learners have now Deep MarkingPineapple upside down cake & Chilli Week 4, week 8, week 12 experienced a workshop setting in year 7 and understand the challenges it poses, learners cope well in the new Deep marking points Home learning – research throughout + surroundings and use tools and machinery confidently. In the latter part of the term problem solving is key, Week 4, 8, 12 Homework 1 students often have to figure out for themselves why the sewing machine isn’t stitching correctly, or why their Home learning – recipe research & Homework 2 timber has ended up different lengths. There is also the introduction of metalwork in year 8. Students are planning, shopping for ingredients, Revision, end of term test actively encouraged to problem solve and use their initiative, they understand the importance of working safety revision Examination – Week 13 and smartly, students must communicate with each other to solve problems, and respect when the teacher Examinations – week 13 MAD time needs to give safety demonstrations.

Conferencing/MAD time After each deep marking & throughout Food technology differs slightly in that after the Health and safety section follows a range of planning, practical After each deep marking & throughout if additional work is marked within this and evaluation lessons which all link back to food preparation and healthy eating, year 8 looks in more depth at if additional work is marked within this cycle. Examination feedback given week the functional and chemical properties of food, and the ‘Great Bake’ provides opportunity to WOW! cycle. Examination feedback given 14-15 Literacy is challenged throughout, mainly through starter activities and plenaries, spelling tests and highlighted week 14-15 Moderation – mid/end of term when marking. Students are required to measure accurately in a range of units from mm to grams.

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

Impact (including next steps…) By the end of year 8 it is expected that student's are exceeding their minimum target, due to stringent testing and regular marked project outcomes we can assess students and put support measure's in place to support students to get where they need to be. Our MAP students are challenged and encouraged think ‘how can I make this even better’ and ‘how can I build on my skills’. Our less able students are supported so enable them to work confidently, the curriculum is adapted where appropriate to suit the needs of our less able students. See (SoL).

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group:

Intent List the units to be covered.

List the overall skills and knowledge to be covered.

Clearly outline how this year of study will build on prior learning during the previous academic year (KS2 research will be necessary for Year 7 overviews).

What are the next steps? How can the knowledge/skills from this unit be extended in future?

Implementation How will the units within this year of study be organised/structured?

Consider your assessment Markers

Autumn Term

How will you promote LORIC through this year of study?

How will you develop and build thinking skills and independent learner behaviours?

What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful?

In what ways are you developing interleaving/revision skills?

Where are the WOW moments and how will you celebrate achievement?

How are literacy and numeracy skills to be developed and extended?

Impact What is it that you want students to know/be able to do by the end of this year of study?

What are the next steps? How can the knowledge/skills from this year be extended next year?

Identify where the following will take place;

Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Spring Term

Summer Term

Year Group 9

Scheme of Learning YEAR OVERVIEW

The Big Picture During the course of the year, students in year 9 will experience a diverse, creative and challenging curriculum in Design & Technology. They will study the 3 main disciplines throughout the 3 terms; Resistant materials (to include woods, metals, plastics and electronics). Textiles; in w hich they will study a range of hand a machine stitch techniques, use of patterns, manufacture one off pieces whilst understanding mass production, and Food technology, where there will design, produce and evaluate a range of healthy dishes.

Intent (including moving on from…)

5 x weeks Passive Amp Project – DESIGN DEVELOPMENT, 4 x weeks acrylic pen holder – MANUFACTURING PLAN / PROCESSES, 5 x weeks metalwork hook project & dip coating – EVALUATING / TESTING 6 x weeks textiles, canvas, MATERIALS PROPERTIES 8 x weeks food experimenting with nutrition 15 x mini NEA GCSE structure, inclusive design, anthropometric / ergonomic – to include research, design / development, specification, practical outcome & photo testing Building on skills form year 7 & 8, better quality outcomes. Higher expectations, advanced outcomes, freedom of creativity, End of term test.

Implementation The year 9 course has been planned differently this year to better to prepare for GCSE. The course starts with a serious of mini projects to cover the key disciplines within design & technology. From February to July students experience an NEA style project thus supporting them to make the choice to opt for a GCSE design qualification.. The summer term will run as a mini GCSE NEA with the focusing on inclusive design / ergonomics and anthropometrics. Students are challenged and encouraged to include more complex design scenarios, techniques and material selections. Teachers have high expectations, WAGOLL are used regular to promote high standards. Problem solving is key, students are actively encouraged to problem solve and use their initiative. Students in Design & Technology understand the importance of working safety and smartly, they must communicate with each other to solve problems, and respect when the teacher needs to give safety demonstrations. Home learning will consist of a variety of tasks, to include, drawing skills, revision, primary and secondary research, testing, presenting planning - extended answer questions. Students are regularly encouraged to take books home and complete MAD time tasks to ensure gaps in knowledge are filled.

We love to celebrate achievement in D&T, this is done in a number of ways, the reward chart at the back of the students books, calendared end of term and end of year reward events. Phone calls home. Recognition in the parent bulletin / press & displaying work. Students are often entered for national and regional competitions, such are the Drapers Textile competition.

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

Key assessments –general Mi d project verbal feedback, live ma rki ng.

End of project assessment with a l located MAD Low stakes testing Mi d project feedback Deep marking points At the end of each project, 2 x deep ma rki ng points in the final project plus cons istent verbal feedback throughout – s ee termly forecast Home learning Homework set regularly to i nclude; dra wing s kills, research, planning, eva l uation, testing Examinations End of term exam End of term Conferencing/MAD time Fol lowing each marking point Moderation LB & MR to modera te at the end of ea ch project. Standardisation process a t the end of the term.

Key Assessments Autumn Term Passive amp project – i s ometric drawing & fi nal outcomes.

Acrylic Pen holder – ma nufacturing plan, final outcome – a ccuracy of marking out / manufacture .

Hook Project – fi nal outcome, metal processes, preci sion, evaluation, testing

Spring Term Texti l es ca nvas – design / planning, embroidery / decorative techniques, final outcome Food technology – Reci pes tbc, 2 x reci pes to be formally a ssessed.

Summer Term NEA assessment - Des ign / development - Speci fication - Pra cti cal mid point verbal feedback - Pra ctical outcome - Tes ting

Impact (including next steps…)

To have the skills and knowledge to cope with the demands of the GCSE design courses. The mini projects are designed to dev elop confidence and encourage independent working, this year will provide solid foundations to smooth the transition from KS3 to KS4. The variation in projects will support GCSE se lection. Students will have a tater of each discipline during this year.

The Big Picture

Year Group

Scheme of Learning YEAR OVERVIEW

Present a clear outline of the year in this subject.

Intent List the units to be covered.

List the overall skills and knowledge to be covered.

Clearly outline how this year of study will build on prior learning during the previous academic year (KS2 research will be necessary for Year 7 overviews).

What are the next steps? How can the knowledge/skills from this unit be extended in future?

Implementation How will the units within this year of study be organised/structured?

Consider your assessment Markers

Autumn Term

How will you promote LORIC through this year of study?

How will you develop and build thinking skills and independent learner behaviours?

What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful?

In what ways are you developing interleaving/revision skills?

Where are the WOW moments and how will you celebrate achievement?

How are literacy and numeracy skills to be developed and extended?

Impact What is it that you want students to know/be able to do by the end of this year of study?

What are the next steps? How can the knowledge/skills from this year be extended next year?

Identify where the following will take place;

Key assessments Mid project verbal feedback, live marking?

End of project assessment with allocated MAD time Low stakes testing Deep marking points 1 Home learning Examinations Conferencing/MAD time Moderation

Spring Term

Summer Term

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group: 7

To introduce the knowledge and skills of preparing, cooking and presenting a wide range of food. Subject knowledge of all stu dents will be developed through practical experiences of cooking and tasting sessions as well as building knowledge of theory.

Intent (including moving on from…)

• Year 7 is an introduction to basic skills and teaching the students about working in a safe and hygienic environment.

• Some KS2 students have very little or no cooking experience from primary or from home. We aim to guide them through a fun filled experience where they can show their creative abilities as well as using many of their ‘Loric’ skills. The aim is that students can take away their knowledge and skills and continue to enjoy making the products at home for their families.

• Will prepare students for increase in Skills levels during year 8 and 9.

• The next steps from here are to encourage all students to take part in any food clubs to extend their knowledge and skills further. The content of year 8 and 9 SOL will again further develop their learning.

Implementation – The unit delivered will include: • •

•

•

•

•

The year 7 creative curriculum in Food will run over one full term. Within this time the students will complete a set of basi c skills from the AQA skills list. The dishes that are produce become more complexed throughout the term.

LORIC will be promoted by encouraging students to become organized in the planning and purchasing of their ingredients.

They will be working independently reading the methods and listening to instructions. We will be making it very clear that its okay to make mistakes and will be encouraging resilience through this. They will be able to use their initiative to solve problems and make quick and correct decisions to get themselves back on track. The more confident students within the groups will have the ability to show leadership by supporting their peers.

Purchasing Ingredients will be a weekly home learning task and we are encouraging students to weigh their own ingredients. Students will be given other tasks that reflect the learning within the class but will also extend their knowledge of food. Year 7 focus will be seasonality of ingredients. Getting to know how foods are grown and harvested.

As part of the SOL, students will reflect on previous lessons by answering mini exam style questions throughout the term.

This will help to develop and recall knowledge as part of revision for exams.

The aim within Food is to create as many Wow moments as possible. To get students excited about trying new foods as well as new skills and techniques. Specific wow moments will be celebrated through awarding Chef of the week awards along with post card for recognizing excellent work. The Department WAGOLL wall with also celebrate good work The use of Literacy will be developed throughout lessons by the use of key words and communication as students follow their individual recipes. Numeracy will be used through weighing and measuring tasks, timings and temperatures.

Assessment: Autumn/Spring/Summer Term Each practical lesson students will be given an overall assessment for their skill level, Independence, hygiene and safety and final out come.

Staff will complete this within the lesson by using a live Tracker. They will BRAG mark each student on the register, marks will include absences and no ingredients.

This will then be recorded onto books Theory/knowledge will be assessed throughout by low stakes testing which can be self assessed or peer marked. and also a test/quiz towards the end of the unit.

In class Exam during year KS3 exam week.

Impact (including next steps…)

Students can successfully produce high quality finished products that they are proud of. Their confidence levels will have im proved and they will be trying these recipes over and over again at home. They will learn a range of basic skills that they will then develop over the next few years. This will prepare them for gaining good grades if they were to select the subject at GCSE level and will equip them with general life skills for future (organization, timing, costings, weighing, cooking and washing up).

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group: 8

To introduce and develop the knowledge and skills of preparing, cooking and presenting a wide range of food. Subject knowledg e of all students will be developed through practical experiences of cooking and tasting sessions as well as building knowledge of theory from year 7. The skills set now moves up becoming more complex.

Intent (including moving on from…)

• Year 8 is an introduction to a new set of skills, building on from the basics of year 7 and continuing to teach the students about working in a safe and hygienic environment.

• We continue to aim to guide them through a fun filled experience where they can show their creative abilities as well as using many of their ‘Loric’ skills. The aim is that students can take away their knowledge and skills and continue to enjoy making the products at home for their families.

• To develop Students knowledge and understanding as they increase their Skills levels as they become more complexed and challenging.

• The next steps from here are to encourage all students to explore new ingredients and making choices of their own by developing and adapting their dishes.

Implementation – The unit delivered will include: • •

•

• •

•

The year 8 creative curriculum in Food will run over one full term. Within this time the students will complete a set of skills that follow on from year 7. The dishes that are produce again become more complexed throughout the term.

LORIC will be promoted by encouraging students to become organized in the planning and purchasing of their ingredients.

They will be working independently reading the methods and listening to instructions. We will be making it very clear that its okay to make mistakes and will be encouraging resilience through this. They will be able to use their initiative to solve problems and make quick and correct decisions to get themselves back on track. The more confident students within the groups will have the ability to show leadership by supporting their peers.

Purchasing Ingredients will be a weekly home learning task and we are encouraging students to weigh their own ingredients. Students will be given other home-learning tasks that reflect the learning within the class but will also extend their knowledge of food. The year 8 focus will be on Nutrition with links to life stages.

As part of the SOL, students will reflect on previous lessons by answering mini exam style questions throughout the term.

This will help to develop and recall knowledge as part of revision for exams.

The aim within Food is to create as many Wow moments as possible. To get students excited about trying new foods as well as new skills and techniques. Specific wow moments will be celebrated through awarding Chef of the week awards along with post card for recognizing excellent work. The Department WAGOLL wall with also celebrate good work The use of Literacy will be developed throughout lessons by the use of key words and communication as students follow their individual recipes. Numeracy will be used through weighing and measuring tasks, timings and temperatures.

Assessment: Autumn/Spring/Summer Term Each practical lesson students will be given an overall assessment for their skill level, Independence, hygiene and safety and final out come.

Staff will complete this within the lesson by using a live Tracker. They will BRAG mark each student on the register, marks will include absences and no ingredients.

This will then be recorded onto books Theory/knowledge will be assessed throughout by low stakes testing which can be self assessed or peer marked. and also a test/quiz towards the end of the unit.

In class Exam during year KS3 exam week.

Impact (including next steps…)

Students will be able to successfully produce high quality finished products that they are proud of. Their confidence levels will have improved and they will be trying these recipes over and over again at home. Their skills level and confidence within cooking will develop and they will be able to take the dishe s and know and understand how to adapt them to suit a range of needs. They will experience new foods along with new preparation and cooking methods.

This will prepare them for gaining good grades if they were to select the subject at GCSE level and will equip them with general life skills for future (planning, organization, timing, costings, weighing, cooking and washing up).

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group: 9

To further develop the knowledge and skills of preparing, cooking and presenting a wide range of food. Subject knowledge of a ll students will be developed through practical experiences of cooking and tasting sessions as well as building knowledge of theory from year 7 and 8. The skills now become more advanced in preparation for GCSE.

Intent (including moving on from…)

• Year 9 aims to increase the skill set even further by working with a range of carbohydrate and Protein dishes.

• Students will look into ‘Food Choices’ – A variety of multicultural dishes. Dietary needs such as Vegetarians, vegans, coeliac and lactos intolerant.

• ‘Loric’ skills will continue to be developed within all lessons especially during practical and tasting lessons.

• To develop Students knowledge and understanding as they increase their Skills levels as the dishes become even more complexed and challenging.

• The next steps from here are to encourage students to opt for the subject for GCSE. Year 9 will provide them with the skills level they will need to begin the course.

Implementation – The unit delivered will include: • •

•

• •

•

The year 9 creative curriculum in Food will run over one full term. Within this time the students will complete a set of skills.

The dishes that are produce again become more complexed throughout the term, challenging the students abilities.

LORIC will be promoted by encouraging students to become organized in the planning and purchasing of their ingredients.

They will be working independently reading the methods and listening to instructions. We will be making it very clear that its okay to make mistakes and will be encouraging resilience through this. They will be able to use their initiative to solve problems and make quick and correct decisions to get themselves back on track. The more confident students within the groups will have the ability to show leadership by supporting their peers.

Purchasing Ingredients will be a weekly home learning task and we are encouraging students to weigh their own ingredients. Students will be given other home-learning tasks that reflect the learning within the class but will also extend their knowledge of food. The year 9 focus will be on Food Choices.

As part of the SOL, students will reflect on previous lessons by answering mini exam style questions throughout the term.

This will help to develop and recall knowledge as part of revision for exams.

The aim within Food is to create as many Wow moments as possible. To get students excited about trying new foods as well as new skills and techniques. Specific wow moments will be celebrated through awarding Chef of the week awards along with post card for recognizing excellent work. The Department WAGOLL wall with also celebrate good work The use of Literacy will be developed throughout lessons by the use of key words and communication as students follow their individual recipes. Numeracy will be used through weighing and measuring tasks, timings and temperatures.

Assessment: Autumn/Spring/Summer Term Each practical lesson students will be given an overall assessment for their skill level, Independence, hygiene and safety and final out come.

Staff will complete this within the lesson by using a live Tracker. They will BRAG mark each student on the register, marks will include absences and no ingredients.

This will then be recorded onto books Theory/knowledge will be assessed throughout by low stakes testing which can be self assessed or peer marked. and also a test/quiz towards the end of the unit.

In class Exam during year 9 exam week.

Impact (including next steps…)

Students will be able to successfully produce high quality finished products that they are proud of. Their confidence levels will have improved and they will be trying these recipes over and over again at home. Their skills level within cooking will develop and they will be able to take the dishes and know and understand how to adapt them to suit a range of needs. They will experience new foods along with new preparation and cooking methods.

This will prepare them for gaining good grades if they were to select the subject at GCSE level and will equip them with general life skills for future (planning, organization, timing, costings, weighing, cooking and washing up).

Year Group: 7

Scheme of Learning YEAR OVERVIEW

The Big Picture To introduce and develop the practical skills and subject knowledge of all students through practical engagement with topics and completion of tasks linking to practical outcomes, designing and the design process.

Intent (including moving on from…)

• Introduction to workshop tools and machines (very first practical lessons): Practical skills testing and assessment of subject knowledge.

• Designing and producing a product using a set of skills and a project brief, the skills will be developed through testing and experimentation and applied to a short manufacturing project.

• Primary DT introduces students to a very small range of simple process, (glue gun, jnr hacksaw, tenon saw (small %)) this knowledge needs to e built upon to allow students to access a range of materials, processes and topics as well as providing a suitable experience to prepare them for a GCSE course in the subject.

• The next steps from this unit is to increase demand on students subject knowledge and skill, introduce new machines, tools an d materials

Implementation The units to be covered : • Practical skills introduction, desk buddy mini desktop product practical, jigsaw puzzle project looking at joints, accurate cutting and complicated cuts using a scroll saw.

• LORIC promoted through organizing of tasks, monitoring and use of tools and equipment, use of key words when communicating ideas, peer assessment and communicating feedback to others.

• Independence and thinking sills will be developed with use of WAGOLL examples, asking students to look and find out about successes within the project shown by a range of examples, reading and using success criteria to make decisions as well as the use of displays and handouts with instructions to allow students to manage their own pace of working and work as independently as possible.

• Home learning will be looking at background subject knowledge linked to the products, year 7 students will explore materials and their properties, revise tools and processes linked to projects for mini tests.

• Revision is linked directly to tasks in practical lessons with links to technologystudent.com for homework revision tasks for prior learning before tests.

• Department WAGOLL wall will be used to celebrate achievements of pupils making excellent progress as well as students attaining high grades. Work will be photographed and presented within the department as well as communication sent home to celebrate success through from of a department postcard.

• Literacy developed through use and spelling of key words, numeracy developed through marking out and measuring

Consider your assessment Markers

Autumn Term Assessment timeline shows the steps required for assessment for the year 7 RM unit (separate excel document).

Assessment markers are identified on the assessment timeline available for all staff on the department teams area. Timeline links to project assessment and explains all assessment procedures that need to be followed

Spring Term Assessment timeline shows the steps required for assessment for the year 7 RM unit (separate excel document).

Summer Term Assessment timeline shows the steps required for assessment for the year 7 RM unit (separate excel document).

Impact (including next steps…)

Students can work safely using hand tools (saws, files, sanding paper, tri square, steel rule) to produce high quality practical work, assess their practical work and understand the use of success criteria for producing a successful outcome.

To develop further, the skills used on a basic level project into a more demanding practical challenge, students will be challenged in year 8 to use the skills they have and interleave them into a range of new skills with a high level of demand. These skills will then be added to during each project to improve the students skill set and knowledge of processes.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group: 8

Year 8 Resistant Materials aims to develop creative designing, the use of a larger range of new materials in projects and the exploration or a range of new skills. Students will encounter greater challenge than in year 7, use a larger range of skills and processes and be expected to produce work to a higher standard, driving progress towards GCSE Level skills.

Intent Students will cover topics using a range of wooden, plastic, metal and natural materials in their year 8 DT projects the unit s will include skills in biomimicry design, casting, carving, sculpting, polishing, bending and forming as the skills they will need to complete project work.

Developing from year 7, the skills used and the levels of work required will increase challenge in DT lessons, the aim of the projects in year 8 is to develop skills in more depth to allow students improve the quality of their work further and to use new skills they wont have covered in year 7.

Open ended projects that incorporate all the skills taught through year 7 and 8 are the next steps, students learning to impl ement skills independently and creatively using a project brief rather than a prescribed project from a teacher.

Implementation • • •

•

•

•

The units explored in year 8 wi ll contain exploration of a brief, each brief containing a different material a rea. Ea ch project will focus on the 3 key s kill areas for practical wok (cutting, s haping and finishing). The three projects can be ta ught in any order a l lowing schemes to be structured around s taffing and room availability.

The key s kills will be explored, used a nd refined a nd grades will be awarded as progress is made through each o f the key areas.

LORIC wi ll be built i nto the projects by exploring s tudents resilience when parts of work don’t turn out as they ha d hoped, their determination to complete difficult tasks requiring good a ttention to detail and resilience. Communication a nd use of key words a nd terms will be required in all lessons and communicating i deas a nd problems to s taff and peers will also be a n i mportant p art or l ea rners development.

Independence and thinking s ills will be developed with use of WAGOLL examples, asking students to look a nd fi nd out about s uccesses within the project shown by a ra nge of examples, reading a nd using success criteria to make decisions as well as th e us e of displays and handouts with i nstructions to allow students to manage their own pace of working and work as i ndependentl y a s possible.

Home l earning will focus on the project materials and their sources, processing and uses in modern l ife, l ooking at more depth of knowledge a nd i ncluding some links to environmental factors and ethical choices when selecting materials. Revision i s linked di rectly to tasks in practical lessons with l inks to technologystudent.com for homework revision tasks for prior learning bef ore tes ts.

Repetition of skills and knowledge, key words a nd vocabulary used to s trengthen examination knowledge. Skills and vocabulary devel oped in year 8 a re leading into basic GCSE knowledge ready for options next year, students will be challenged to mark out us i ng GCSE level tools a nd processes.

Impact To be able to design and manufacture products in a range of materials using skills specific to these materials.

Students

Consider your assessment Markers Assessment markers are identified on the assessment timeline available for all staff on the department teams area. Timeline links to project assessment and explains all assessment procedures that need to be followed

Autumn Term Assessment timeline shows the steps required for assessment for the year 8 RM unit (separate excel document).

Spring Term Assessment timeline shows the steps required for assessment for the year 8 RM unit (separate excel document).

Summer Term Assessment timeline shows the steps required for assessment for the year 8 RM unit (separate excel document).

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group: 9

Year 9 resistant materials looks to give students s more compact version of the experiences they would have if they chose GCS E DT as an option for year 10 and 11. The projects aim to explore designing and manufacturing in a more in-depth way compared to previous years and allow greater freedom to explore and be creative.

Intent List the units to be covered.

List the overall skills and knowledge to be covered.

Clearly outline how this year of study will build on prior learning during the previous academic year (KS2 research will be n ecessary for Year 7 overviews).

What are the next steps? How can the knowledge/skills from this unit be extended in future?

Implementation How will the units within this year of study be organised/structured?

Consider your assessment Markers

How will you promote LORIC through this year of study?

How will you develop and build thinking skills and independent learner behaviours?

What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful?

In what ways are you developing interleaving/revision skills?

Where are the WOW moments and how will you celebrate achievement?

How are literacy and numeracy skills to be developed and extended?

Impact What is it that you want students to know/be able to do by the end of this year of study?

What are the next steps? How can the knowledge/skills from this year be extended next year?

Assessment markers are identified on the assessment timeline available for all staff on the department teams area. Timeline links to project assessment and explains all assessment procedures that need to be followed

Autumn Term Assessment timeline shows the steps required for assessment for the year 9 RM unit (separate excel document).

Spring Term Assessment timeline shows the steps required for assessment for the year 9 RM unit (separate excel document).

Summer Term Assessment timeline shows the steps required for assessment for the year 8 RM unit (separate excel document).

Scheme of Learning YEAR OVERVIEW

GCSE Resistant Materials

Year Group GCSE RM – Year 10

Intent (including moving on from…)

Theory Unit 1 for GCSE EDUQAS Resistant Materials – See course spec for all details of topics Practical manufacturing skills, working with metal, plastics and wood, CNC manufacturing, joints for all material areas and f inishing techniques for the three material areas.

The full GCSE course builds on the knowledge of KS3 students by providing them with more opportunity to explore the properties of materials, joining methods and finishes they have previously used along with open brief projects and a larger range of manufacturing processes.

The course leads into A-level product design with the opportunity to further explore the topics covered in greater depth.

Implementation Course to be delivered in sections looking at key topics identified from course spec, topics taught with key knowledge delivered in lessons and subject knowledge tested with low stakes testing for each topic.

Topic to be delivered as staff require following the blocks of topics on the SOW Theory taught through practical lessons allows students to explore skills and test, before needing that skill to complete actual GCSE marked work.

Students to cover mini GCSE year 11 project specs to allows them to develop deeper understanding of the design process and what is required of them to complete their GCSE work as quickly and independently as possible, without compromising quality.

Consider your assessment Markers Low stakes testing takes place with every theory topic covered.

End of unit (half term) tests to look at bigger picture and exam knowledge.

PLC from end of unit tests.

Autumn Term Uni t 1 a nd unit 2 end of unit tests. Tests a re linked to topi cs that students cover over half term 1 a nd 2. Students assessed on topics as they a re compl eted a long with end of unit tests.

Spring Term Uni t 3 a nd unit 4 end of unit tests. Tests a re linked to topi cs that students cover over half term 1 a nd 2. Students assessed on topics as they a re compl eted a long with end of unit tests.

Summer Term Uni t 5 end of unit test. Test is l inked to topics that s tudents cover over half term 1. Students assessed on topi cs as they a re completed along with end of uni t test.

Impact (including next steps…)

Students to gain a strong subject knowledge base for use in exams, both mock 1 and 2 and the end of year 11 exams require the same knowledge.

Students gain important knowledge and skills needed to complete high quality GCSE project work quickly and to a high standard , teachers don’t need to cover basic donations in year 11 that take lesson time away from students, with the whole class as this has already been covered with students in year 10 so o nly more specific task information will be required.

The Big Picture

Scheme of Learning YEAR OVERVIEW

Year 8 Resistant Materials

Year 11 â&#x20AC;&#x201C; GCSE Resistant Materials

Intent Complete major project and revisit exam technique and exam topics after coursework is complete (Feb half term) Investigation or design problem, creating ideas, development of a solution, testing, manufacturing and evaluation of major project work.

All skills taught in year 10 have lead to students completing their major project in year 11, student have been taught knowledgeand skills to ensure they are able to work safely, competently and quickly without compromising quality.

Students to use the skills they have to complete a major project and exceed their minimum grade

Implementation Course structure is based around the 5 main areas of the coursework Investigation Designing Development Manufacturing Evaluation.

LORIC will play a part through creative thinking throughout the project, resilience when testing , developing and manufacturing practical work and key design communication will ensure high grades for designing section of folder.

Learners will be tasked with using their theory books from last year to support their independence throughout the major project, they will also look at revising as the topics they covered in year 10 through home learning tasks and mock exams in year 11.

The close links with the rotary club and nominations for school awards will be used to celebrate success at the end of the course, communication home to share short term success with studentâ&#x20AC;&#x2122;s parents will be used to ensure positive caring mentality is always displayed.

Consider your assessment Markers Key assessments used to track progress, feedback cannot be given specifically to each student so feedback contains a list of tasks that need to be completed for each area of coursework.

Mock 1 and 2 for year 11 in autumn, spring half terms, deep marking at end of each half term for full coursework, individual section marking takes place every 6 hours to track progress towards final grade.

Autumn Term Tracking of progress through the major project within department teams working towards Autumn term PPGs Spring Term Tracking of progress through the major project within department teams working towards Spring term PPGs

Summer Term Tracking of progress through the major project within department teams working towards Summer term PPGs

Impact Complete all coursework by the deadline of Feb half term.

Coursework is at least 1 grade over their minimum but data shows that at least 2 grades over minimum is highly likely to produce at least minimum grade overall so this is the aim for all students.

Science

Year Group: 7

Scheme of Learning YEAR OVERVIEW

The Big Picture

This year will be a combination of grounding pupils in the key concepts that underpin the three sciences and ensuring they ha ve a firm grasp of these to then extend them into Year 8 along with developing their practical and investigative skills. Furthermore, their data handling, application and literacy skills w ill be developed and assessed throughout.

Intent (including moving on from…)

Unit 1: Not all scientists wear white coats – introduces safety in the lab and covers practical skills whilst learning about electricity (studied in Year 6) and acids and alkalis (Year 5). Unit 2: 999 – looks at the fire triangle, types of energy, body systems (circulatory covered in Year 6) and healthy lifestyles (also covered in Year 6). Unit 3: Titanic – pupils rediscover the particle model for solids, liquids and gases (covered in Year 5) and then move onto forces (also Year 5) and density which is a new concept. Unit 4: Shipwrecked – pupils learn about healthy diets (Year 6) and deficiency diseases, dissolving and separating mixtures (Year 5) and properties of different materials (Year 5). Unit 5: Earth in Danger – students learn about renewable and nonrenewable energy sources, global warming and then adaptations in animals and food chains (Year 6). Unit 6: Leaving Earth – the year ends with students learning about days, years and seasons (Year 6) and space (Year 6) whilst developing their calculations of speed. In every unit they will complete practicals to develop their skills with focuses on data handling, literacy, recall and learning to apply their knowledge.

Implementation

Assessment

Within every unit pupils will complete The units are structured thematically to ensure students can holistically experience science and make connections an end of unit test comprised of recall between the three disciplines rather than being taught separately. The theme of each unit then has a narrative to help contextualize topics. Lessons are a combination of content-delivery with opportunities for learners to consolidate and application questions that use and then apply their knowledge to new situations as well as explore new topics through practical investigations. This command words similar to that of GCSE. is where pupil’s LORIC skills will be really developed and reflected upon.

Across every 2 units, they will At times in each unit, pupils are expected to research new information or apply their knowledge and work complete the following assessments independently in this. which will be deep-marked: Homeworks will either look to be research-based or a consolidation/extension of what has been done in class to develop key skills or enhance retention. Revision homeworks will be set once per unit and guidance will be provided Literacy Application on how to do this as well in-class revision which will be more structured and model good revision technique.

Data WOW moments are interspersed throughout the course e.g. heart dissections, acids and alkalis, building their own Skills rafts, shelters and rockets, learning about weird and wonderful adaptations of animals. Achievements will be And MAD time will be provided after celebrated at both a class level with teacher praise and also a cohort level through the Alpha Centauri award. each one.

There are many opportunities to develop numeracy skills across most of the units and these are assessed and developed through data assessments and feedback. Graphs in particular are a real focus. For each unit students are AfL will take place throughout all provided with a key word list and their literacy skills are assessed throughout the year along with a lot of practice of lessons. answering application-style questions to ensure we are preparing them for command words at GCSE.

Autumn Term Unit 1 – all 4 assessments Unit 2 – Data and skills

Spring Term Unit 3 – application and literacy Unit 4 – Skills and data

Summer Term Unit 5 – application and data Unit 6 – literacy and data End of Year test covering all content.

Impact (including next steps…)

We want to pupils to feel they are real scientists by the end of Year 7; competent and comfortable in their practical skills e.g. handling glassware, using lab equipment, making accurate observations as well as having a sound understanding of some of the key concepts across the sciences: forces, particle models, chemical reactions, body systems, animals within habitats and space. We need them to be able to take a piece of knowledge and not just see this as a fact but understand it and be able to apply it to unknown situations. As they head into Year 8 they will develop both their knowledge and skills in all of these areas build upon these key concepts to help prepare for the step up to GCSE in Year 9. We don’t want them to see science as Biology, Chemistry and Physics but rather as a subject that explains the phenomena they see in the world around them encou raging them to want to find out more.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 10

Pupils will start with Ecology – a unit that facilitates a greater understanding of the interactions between organisms in the world around them. The will then move onto to look in greater detail at the way our bodies (and plants) work to keep us alive. The year finishes with pupils learning about the variation o n Earth, where this comes from and how we are utilising our understanding of this to improve the world around us.

Intent…..Moving on from: Year 7 999, Year 8 Going for Gold and Masterchef, Year 9 B1 Cell biology and B4 Bioenergetics Topics covered: B7 Ecology, B2 Organisation, B6 Inheritance, variation and evolution Knowledge gained: How ecosystems work and the impact humans can have upon the world around us, how the digestive, circulatory and respiratory system work with a specific focus upon enzymes and also how we can use our knowledge to treat diseases of the heart. How plants transport substances. How and why variation between organisms arises and how it is inherited whilst using our knowledge of this to develop organisms that can help us and also leading to the treatment of diseases.

Skills gained: Interpreting data on ecosystems, carrying out sampling techniques, investigating food samples and enzyme activ ity, evaluating medical treatments, discussing developments in scientific theories, evaluating the ethics of certain human activities.

Next steps: Using these and linking ideas to B3 and B5, Unit 2, 3 and 4 in A Level Biology

Implementation

For each unit covered there All units will be delivered in the order stated above and all lessons will involve have a ‘Do now’ starter activity and will be an interim assessment and then an end of unit test then a mixture of teacher delivery and task based activities to consolidate and extend learning. that assesses learning using LORIC and independent skills will be developed through the use of practical work in both the required practical activities that pupils must be complete and other practicals that enhance learning. Pupils will be exposed to models exam style questions.

Deep marking will take place to help explain key concepts and posed application questions to develop and challenge their understanding. of LOR questions that assesses Homework will be dependent upon class ability but many will be based on mini-quizzes to help build retrieval of knowledge from the whole KS4 units of study covered so far. Past paper questions may also be utilised. These two students understanding of key concepts. These are together will help build revision skills along with termly blocked out ‘interruptions’ weeks where revision and signposted in the SoL. consolidation will take place to ensure pupils are prepared for their final exams.

Homeworks depend on the WOW moments will come from: understanding the impact we are having as humans on the environment, ability of the group but are dissections of heart and lungs that students carry out, learning about the incredible ways we can treat heart diseases (keyhole surgery, heart transplants) and then the idea of evolution and our common ancestors and how all likely to be question sets to test recall. These will be SA or living organisms originated from one primitive life form. Achievements will be celebrated in line with the faculty PA. rewards strategy.

MAD time will be provided Numeracy will be developed through analysing data e.g sampling the environment and the success of medical treatments and in practical work. Literacy will be developed in LOR responses and focusing on the use of key words. following deep-marking.

Autumn Term B7 Ecology LOR on sampling Interim test LOR on human impacts/interdependence End of unit assessment Spring Term B2 Organisaton LOR on enzymes/factors affecting enzymes Interim test LOR on heart treatments/plant transport End of unit assessment

Summer Term B6 I, V and E LOR on genetic screening Interim test LOR on natural selecrion/genetic engineering End of unit assessment

Impact Student should feel confident in their ability to recall and apply the knowledge of the three topics to exam-style questions and have a concrete understanding of each topic to be able to revise effectively from as they head towards Year 11.

Their practical skills will have developed both in discussing variables and describing methods but also analyzing data, inter preting results and suggesting improvements.

They will take this forward into Year 11 and build upon the knowledge to gain a holistic understanding of organisms and how they work and interact and evolve and build upon practical skills and apply these to units B3 and B5. It is also hoped that links can be made between other sciences as they develop as complete scientists.

Scheme of Learning YEAR OVERVIEW

The Big Picture: In year 11 the topics covered are P6 and P5. These relate to the wider world, and how everyday objects to large buildings are designed to be safe.

Year Group 11

Intent: Topics covered are P5 and P6, Forces and Waves. Forces involves manipulating mathematical formulas which have been applied toan everyday situation. This will involve; types of forces, motion graphs, momentum, moments, pressure, scaled diagrams, and vectors & scalars. P6 involves; The properties of different types of waves, reflection and refraction, sound waves, uses of ultrasound and seismic waves, the EM spectrum, how we communicate using the EM spectrum, and uses in medicine. The main skills used are mathematical skills for P5 and reasoning and explanation for P6. Working scientifically, prefixes, standard form, errors, and uncertainties appear in these topics too.

Implementation P5 is broken down to 4 separate topics, Pressure, force and motion, motion, and forces in action. P6 is made up of Wave properties, and EM waves.

LORIC is promoted through a series of challenging application questions which the students will find a struggle, as well as problem solving. They will have to show resilience and communication when completing required practicals as well as leadership and organisation.

Independent thinking can be improved through a series of interleaved homeworks throughout the year, flipped learning tasks, required practical write ups, as well as questions. All of these will either increase their knowledge, recall, application, c ritical thinking or exam technique Revision skills will be enforced and built on throughout the year, becoming more important towards the end of the year.

WOW moments are, required practicals for waves and forces, measure the centre of mass of an object, balancing heavy objects easily using moments, learning how mobiles work, understanding earthquakes.

Numeracy will be developed through using and manipulation of mathematical formula.

Literacy to be developed through 6 mark questions.

Consider your assessment Markers End of unit test and interim tests Low stakes testing Interleaved homeworks Deep marking points Interleaved homework and 6 mark questions Home learning Retrieval roulette, Interleaved questions, mock papers, revision, deep marked tasks

Autumn Term P5

Spring Term P6

Summer Term Exams

Impact Wby the end of the year the students need to be able to use and rearrange equations to calculate a required unknown. Select and apply the equations to specific applications.

Draw and measure scaled diagrams to find angled and vectors. They will be able to apply their knowledge of waves to how we communicate, reasoning the position and uses of EM radiation in medicine and everyday life.

This can all be built upon for year 12 and 13 for a full a2 level.