The Grove School Curriculum Overviews

Grove School Our Curriculum 2021-2022

Grove School: A Mind Set to Succeed

Key Stage 3: CEH Faculty Our Curriculum 2021-2022

Grove School: A Mind Set to Succeed

Art Our Curriculum

Grove School: A Mind Set to Succeed

Key Stage 3: Art, craft and design embody some of the highest forms of human creativity. At Grove we aim to provide a high-quality art and design education to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they will be challenged to think critically and develop a more rigorous understanding of art and design. They will also discover how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Aims/Content: The curriculum for Art aims to ensure that all pupils: •produce creative work, exploring their ideas and recording their experiences •become proficient in drawing, painting, sculpture and other art, craft and design techniques •evaluate and analyse creative works using the language of art, craft and design •know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Grove School: Our Aims and Context

Key Stage 3: In Year 7 pupils study through: • • •

Stones and Bones focusing on the production of artwork through various media and studying the work of Henry Moore Landscape of Market Drayton taking influence from John Piper.

Still Life and the work of Ralph Goings.

In Year 8 pupils study through: • • •

Aboriginal art focusing on surface pattern to create masks and clay pots.

Animals and insects to create collages inspired by Deborah Shapiro.

Distorted faces inspired by the work of Frances Bacon.

Students will study 2 periods of Art each fortnight.

Assessments: Students will be assessed throughout their projects on a range of tasks which map against the National curriculum programme of study. This will be documented in their Learning Journey’s. They will also receive extensive and incisive verbal feedback within lessons to ensure that they can make maximum progress when completing practical skills.

Grove School: Curriculum and Assessment

Computing Our Curriculum

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Key Stage 3: As part of the recent National developments, ICT is now a strand of the much larger programme of study called ‘Computing’. This includes Digital Literacy and Computer Science as well as Information and Communications Technologies. Logical thinking and problem-solving form the foundations of many of the new schemes of work in this subject. These lessons will challenge pupils to think ‘outside the box’ and apply many transferrable skills using a range of medium including flowcharts and algorithms. Hardware such as CPU’s, Microbits are used to bring the application of theory to life.

Aims/Content: The curriculum for computing aims to ensure that all pupils: •can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation •can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems •can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems •are responsible, competent, confident and creative users of information and communication technology.

Grove School: Our Aims and Context

Key Stage 3: In Year 7 pupils study through: (one per half term) • • • • • •

Introduction to School System including using Email E-Safety – Social Networking Computer basics Data Modelling – Spreadsheets Computational Thinking – Algorithms Introduction to Programming – Scratch

In Year 8 pupils study through: (one per half term) • • • • • •

Binary, Bits and Bobs Business Documents Networks, security, and cryptography, Problem Solving – Python Programming Data & Information – Spreadsheets and Databases Kodu – Game design

In Year 9 pupils study through: (one per term) • • •

Business documents Creative project Idea Program

Students will study 2 periods of Computing each fortnight.

Assessments: Students will be assessed throughout their projects on a range of tasks which map against the National curriculum programme o f study. This will be documented in their Learning Journeys. They will also receive extensive and incisive verbal feedback within lessons to ensure that they can make maximum pr ogress when completing practical skills.

Grove School: Curriculum and Assessment

Design and Technology Our Curriculum

Grove School: A Mind Set to Succeed

Key Stage 3: The core experience in Design and Technology is essentially about providing opportunities for students to develop their capability, through combining their designing and making skills with knowledge and understanding in order to create quality products. As a school we place an emphasis on “quality” skills as there is great benefit in students experiencing success and seeing and handling products that are well made. In addition, the school sees the preparation of young people for citizenship in a technological society as a central activity within the subject.

Aims/Content: •

• • •

Design and Technology involves investigative, making and evaluative activities related to products and their applications; focused practical tasks to develop skills and the fields of knowledge; materials and components; basic electronics, engineering, graphics, quality and health and safety. The knowledge used in Design and Technology is critical to the sound development of products. This knowledge and understanding will be taught specifically within D&T but will also be drawn from other curriculum areas like science, mathematics, art and design, business education (extra – curricular clubs) ICT & Computing. D&T also contributes to these subjects and some other curriculum areas.

Design and Technology provides excellent opportunities for students to apply judgements of an aesthetic, moral, social, and technical nature in their designing and to existing products and their applications.

Students will use a range of communication skills, including verbal, graphical and modelling skills, to help their thinking and ability to take action in the process of designing. D&T provides excellent opportunities for individual work and teamwork.

The subject has a crucial role in developing industrial partnerships where work in school can have a realistic focus by active involvement of industry in project work or by illustrating industrial processes or techniques.

Grove School: Our Aims and Context

Key Stage 3: Year 7: In year 7 students will primarily learn the necessary Health and Safety workshop rules which they will be expected to put into practice every lesson. Following this, they will complete STEM based activities focused on robotics and circuits. Students will create a robot hand, then use this knowledge to solve a creative team problem using limited resources before making a light up reindeer Christmas card.

In the Spring term, students will begin to develop their designing skills by creating an architectural design and model based on biomimicry. They will be introduced to the subject environmental impacts. This knowledge of wider issues also combines cross curricular topics from Science, Geography and ICT. Students will put their creative skills to good use to produce ideas on about an intergalactic athlete, a brief set by “Triple, double” a professional design studio.

Finally, in the Summer term students learn how to create a product using Woods and Metals to create a picture frame. From this they will be equipped to understand the properties, advantages and disadvantages of different materials when choosing them for purpose. They will also have experienced a wide range of workshop tools and equipment with practical knowledge of how to use them.

Assessments: Students will be assessed throughout their projects on a range of tasks which map against the National curriculum programme of study. This will be documented in their “Learning journey’s”. They will also receive extensive and incisive verbal feedback within lessons to ensure that they can make maximum progress when completing practical skills.

Grove School: Curriculum and Assessment

Key Stage 3: Year 8: During the Autumn Term, pupils will investigate a range of making skills in order to manufacture a wooden bird box. Students will study materials in particular, woods. Students will be trained to create industry standard drawings using techniques isometric drawing and renderings. Students will analyse key design criteria to plan the successful making.

During the Spring /Summer Term, pupils will investigate a range of making skills in order to manufacture a mobile phone docking station. Students will study inclusive design and metal materials. Students will be trained to use a wide range of workshop machinery and engineering manufacturing equipment in order to produce a fully functional product. Students will experience working with predominately metals and will continue learn about their working properties during this topic.

Students will also complete STEM based group activities throughout the year to promote creative problem solving.

Assessments: Students will be assessed throughout their projects on a range of tasks which map against the National curriculum programme of study. This will be documented in their “Learning journey’s”. They will also receive extensive and incisive verbal feedback within lessons to ensure that they can make maximum progress when completing practical skills.

Grove School: Curriculum and Assessment

Physical Education Our Curriculum

Grove School: A Mind Set to Succeed

Key Stage 3: We are fortunate to celebrate the impact that physical fitness and participation in sport has on the lives of our students. It is a basic right that everybody should enjoy the experience of physical education and benefit from the fitness, pride, and friendship that only full participation in PE can ensure. Accordingly, our department exhibits every day the following values that are core to our purpose; •We at all times, model behaviour that is respectful welcoming and professional.

•We promote equality and look for opportunities that remove barriers to learning.

•We develop students who are resilient, self-confident and persistent.

•We embed a culture that celebrates success, progress and aspiration.

•We seek to reflect on our performance and improve.

Grove School: Our Aims and Context

Key Stage 3: At Grove School we have a broad programme of study in PE. Through team and individual sports, athletic and gymnastic activities, students are taught to develop their physical technique and tactical awareness, encouraging them to develop analytical skills to improve their own and others’ performances.

An example of activities studied at Key Stage 3: Athletics, badminton, basketball, cricket, football, gymnastics, handball, netball, rounders, rugby (tag/contact), softball, table-tennis, tennis.

Assessments: •Knowledge of health and fitness – students are assessed in their ability to be active for sustained periods of time in lessons.

•Team cohesion – students are assessed in their ability to work cooperatively as part of a team, leading various activities and taking on the role of a coach and official.

•Creativity – students are assessed in their ability to use a range of tactics, strategies and compositional ideas to improve performance.

•Performance – students are assessed in their ability to overcome opponents in direct competition through team and individual games and other competitive sports.

•Analysing and evaluating – students are assessed in their ability to analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best.

Grove School: Curriculum and Assessment

Key Stage 3: HMM Faculty Our Curriculum 2021-2022

Grove School: A Mind Set to Succeed

Geography Our Curriculum

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Year 7: Geography Year 7 begins to teach students the beginnings of geographical skills and vocabulary which will be used in KS3 and KS4. They also learn about the differences between human and physical geography.

Skills they will learn: Map skills, graphs, field sketches, decision making, research skills, using atlases/maps, literacy, numeracy.

Knowledge they will gain: Where and why people live where they do, what factors affect Pollution, climate change and its effects. Other countries/cultures and how they compare to the UK. Units covered are:

Learners are introduced to Geography at secondary school by developing key geographical skills which underpin other topics, such as map skills. These skills are then further embedded and mastered throughout subsequent topics.

Current, topical questions are investigated, stimulating an interest in this dynamic subject. Time is also devoted in Unit 1 (Geographical Skills) to the concept of scale (local, national, international). This skill is then applied in following units through detailed place-based exemplars.

Grove School: Our Aims and Context

Year 7: Geography Autumn Term

Spring Term

•4 figure grid references: exercise + assessment

•What affects where we live?

•Pros & cons of living in a town or countryside •DME: Where should the bypass be?

•Letter to a newspaper supporting asylum seekers.

•What causes waterfalls?

•How can erosion be reduced?

Grove School: Assessment

Summer Term •World issues in order of importance.

•Rank types of aid in order of importance •Inequality in Asia.

•Research Project

Year 8: Geography The second year of KS3 Geography learning consists of six units which are a mixture of physical and human geography topics. These are Weather and Climate, Resources and the environment, Plate tectonics, Environmental Regions, International Development with a project on Africa.

Skills they will learn: All topics cover skills such as information processing, reasoning, enquiry, creative thinking and evaluation.

Knowledge they will gain: Knowledge consists of human and physical geographical processes and how they affect people.

Units covered are:

The focus of Year 8 Geography is for students to gain an appreciation of how human and physical processes interrelate to impact on landscapes, the environment and the climate. Throughout the units, students will understand geographical similarities and differences, along with identifying links between places. Africa is our final unit of the year, which consolidates learning of how geographical processes which interact to create unique human and physical landscapes.

Grove School: Our Aims and Context

Year 8: Geography Autumn Term Weather and Climate

Independent Work tasks: • • •

Britain's Weather UK Weather Hazards Assessment covering the 'Weather and Climate' unit selected elements of previous learning.

Resources and the Environment Independent Work tasks: • •

How can the environment be damaged?

Why should forests be protected?

Spring Term

Summer Term

Restless Earth Independent Work tasks:

International Development Independent Work tasks:

•

•

•

Why do people live by volcanoes?

Tectonic Hazards assessment and selected elements of prior learning.

Environemtnal Regions Independent Work tasks: • Britain's Climate • Hot Desert Adaptations

Grove School: Assessment

• •

How does trade affect development?

How can we help the poor?

International Development assessment and selected elements of prior learning.

Africa Independent Learning • Diversity in Africa • Challenges and Opportunities in Lagos

German Our Curriculum

Grove School: A Mind Set to Succeed

Year 7: German 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, School and Daily Routine and Hobbies and Free Time.

Grove School: Our Aims and Context

Year 7: German Autumn Term

Spring Term

Summer Term

• Low stakes testing

• Low stakes testing

• Low stakes testing

• Deep marking

• Deep marking

• Deep marking

• DIRT time

• DIRT time

• Key assessments (A02, A03)

• Key assessments (A01, A04)

Grove School: Assessment

• DIRT time • Key assessments (A01, Ao2, Ao3, A04)

Year 8: German In Year 8, students build on their foundation of communication and understanding of German. Students will study all four areas of communicative functions. In Year 8, the course content focuses on home and travel and includes my town and house, going on holiday and being on holiday.

Grove School: Our Aims and Context

Year 8: German Autumn Term

Spring Term

Summer Term

• Low stakes testing

• Low stakes testing

• Low stakes testing

• Deep marking

• Deep marking

• Deep marking

• DIRT time

• DIRT time

• Key assessments (A02, A03)

• Key assessments (A01, A04)

Grove School: Assessment

• DIRT time • Key assessments (A01, Ao2, Ao3, A04)

History Our Curriculum

Grove School: A Mind Set to Succeed

Year 7: History The first year of the KS3 course consists of a mixture of Political and Social history ranging from The Romans to the 1900s.

Skills they will learn: •Understanding and analysing the developments shown on complex chronological timelines.

•Analyse and Draw together information from sources to independently start to reach substantiated conclusions.

•Explain the range of views apparent or inferred in past societies.

•Analyse differences between interpretations with reference to the specific circumstances in which each was produced.

Knowledge they will gain: How William came to power and consolidated a strong monarchy, how people lived, the impact of the Black Death, Tudor monarchy, How Parliament won the Civil War and how the Industrial Revolution impacted on Britain.

Roman Skills Unit

Norman Conquest

Grove School: Our Aims and Context

Year 7: History Autumn Term • Baseline assessment (L2 Sept) • Battle of Hastings (L6 Sept) • Domesday book (L9 Oct) • King John (L3 Oct) • Medieval towns (L7 Nov) • Peasants Revolt (L10 Dec)

Spring Term Henry’s Wives (L4 Jan) Break with Rome (L6 Jan) Henry’s Lesson (L8 Feb) Mary I (L1 Feb) Elizabeth I and Portraits (L4 Mar) • Spanish Armada (L8 Apr) • • • • •

Grove School: Assessment

Summer Term • Who was to Blame?

(L3 May) • Why Parliament won (L7 May) • Cromwell (L10 June) • Causes of IR (L2 June) • Transport (L5 July)

Year 8: History Year 8 focuses on the ‘Changing World’, focusing on the Industrial Revolution and Twentieth Century by looking at the big changes and events that happened which shaped our world today. The topics focused on are: Crime and Punishment, The Slave Trade, The British Empire, WW1 and the Suffrage Movement.

Skills they will learn: • •

Source analysis skills using primary sources and the analysis of modern-day interpretations.

Essay writing skills through building judgements on events.

Knowledge they will gain: Big changes in politics on a national and a global scale. Major events that shaped the twentieth century. Key figures that changed history during this time period.

Units covered are: Crime and Punishment

Slave Trade

British Empire

World War I

Grove School: Our Aims and Context

The Suffragettes

Year 8: History Rationale for Sequencing:

The overall theme for Year 8 is changing world of the Twentieth century. We start Year with the Slave Trade because it links to the last Year 7 topic of the Industrial Revolution and introduces the students to major moral issues within the world as the British Empire expanded. We then do Jack the Ripper as to show the impact of the Revolution on London and to show the changes in public attitudes and policing.

The second half of Year 8 focuses on conflict in the changing world. We look at WW1, looking at the causes on a world scale while also focusing on the experience of the individual soldier. Within the WW1 topic, we do a mini case study of the Suffragettes and the influence WW1 had on them. We finish the year by looking at WW2 and compare this to the experiences in WW1 to indicate how much the world advanced between the two wars whilst again focusing on the experiences of the soldiers as well as people on the Home Front. Within this topic, we do a mini case study on The Holocaust and raise the question of morality in war as well as the issue of remembrance.

Autumn Term

• •

How did Jack get away, Psychological profiling, who was Jack?

Assessments Lesson 11 each half term.

Spring Term

• •

Slave Trade end of unit assessment.

Assessments Lesson 11 each half term.

Grove School: Assessment

Summer Term

• •

Votes for Women end of unit assessment.

Assessments Lesson 11 each half term.

Music Our Curriculum

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Year 7: Music In year 7, students create a foundation of understanding through studying units of work centered around the elements of music. The focus primarily is reading notes on the treble clef and reading and notating rhythms.

Units, Skills and Knowledge they will gain:

Grove School: Our Aims and Context

Year 7: Music Autumn Term

Spring Term

Summer Term

• 2x keyword tests per half term based on home learning tasks.

• 2x keyword tests per half term based on home learning tasks.

• 2x keyword tests per half term based on home learning tasks.

• Peer assessment at lesson 3 of unit to develop targets before end of unit key assessment.

• Peer assessment at lesson 3 of unit to develop targets before end of unit key assessment.

• Peer assessment at lesson 3 of unit to develop targets before end of unit key assessment.

Grove School: Assessment

Year 8: Music In Year 8, students begin to develop their contextual knowledge of areas of music in preparation for those who opt to take GCSE. The year goes through a timeline of music, exploring each unit of work through listening, composing and performing tasks.

Units, Skills and Knowledge they will gain:

Grove School: Our Aims and Context

Year 8: Music Autumn Term

Spring Term

Summer Term

• 2x keyword tests per half term based on home learning tasks.

• 2x keyword tests per half term based on home learning tasks.

• 2x keyword tests per half term based on home learning tasks.

• Peer assessment at lesson 3 of unit to develop targets before end of unit key assessment.

• Peer assessment at lesson 3 of unit to develop targets before end of unit key assessment.

• Peer assessment at lesson 3 of unit to develop targets before end of unit key assessment.

Grove School: Assessment

Religious Studies Our Curriculum

Grove School: A Mind Set to Succeed

Year 7: Religious Studies The first year of KS3 RS learning consists of four units which are a mixture of religions but with a focus on Christianity, Judaism, Hinduism. The four topics are Introduction to world religion, Jewish traditions, Hindu festivals and inspirational people. Within these topics’ students will develop knowledge of the religions studied whist applying key skills (description, explanation and evaluation). They will also complete a project on Martin Luther King.

Skills they will learn: All topics cover skills such as identification, description, explanation, reasoning, enquiry, creative thinking and evaluation.

Knowledge they will gain: Knowledge consists of religious views with a focus on Christianity, Judaism and Hinduism. Once students have gained a deeper understanding of the different religions, they will then apply knowledge to the religious traditions, moral and ethical dilemmas. The aim of the first topic is to give students an overview of the basics of each religion in order to give them a grounding to develop the knowledge in the units.

Grove School: Our Aims and Context

Year 7: Religious Studies

Autumn Term

Spring Term

•Topic 1: What guides people? •End of Unit Assessment Topic 2 •End of the Unit Assessment Topic 1 •Topic 3 - Holi •Topic 2: Moses and the 10 Plagues

•End of the Unit Assessment Topic 3

Grove School: Assessment

Summer Term

•Topic 4 – Gandhi •MLK homework project •End of the Year Assessment

Year 8: Religious Education The second year of KS3 RS learning consists of four units which are a focus on Christianity, Islam and Sikhism.

The four topics are Life of Jesus, Sikh culture, Islam religious duty and suffering. Within these topics’ students will develop knowledge of the religions studied whist applying key skills (description, explanation and evaluation). They will also complete a project on the Holocaust for homework.

Skills they will learn: All topics cover skills such as identification, description, explanation, reasoning, enquiry, creative thinking and evaluation.

Knowledge they will gain: Knowledge consists of religious views with a focus on Christianity, Islam and Sikhism. Once students have gained a deeper understanding of the religious practices they will link to the moral issue of suffering.

Units covered are:

Grove School: Our Aims and Context

Year 8: Religious Studies Rationale for Sequencing of Lessons The topics studied have been chosen to ensure that the Shropshire Agreed Syllabus requirements are met throughout the year and aim to build upon the diverse and varied curriculum that students embarked on in Year 7.

The Suffering and Holocaust Project was chosen to be the final topic studied as this would enable the students to apply their skills and knowledge of Religious Studies into practice and ensures that they have the maturity and understanding to learn about such events.

Autumn Term

•Topic 1: Jesus’s teachings

•End of the Unit Assessment Topic 1 •Topic 2: The 5 Ks

Spring Term

•End of Unit Assessment Topic 2 •Topic 3 - Hajj •End of the Unit Assessment Topic 3

Grove School: Assessment

Summer Term

•Topic 4 – Original Sin

•Holocaust Homework Project •End of the Year Assessment

Key Stage 3: Maths Faculty Our Curriculum 2021-2022

Grove School: A Mind Set to Succeed

Maths Our Curriculum

Grove School: A Mind Set to Succeed

Maths: Year 7 This year will build on the foundations of Maths knowledge and skills gained in KS2 as a continuation of the White Rose Maths Hub scheme of learning followed by our feeder primaries. All students will get a secure grounding in the key concepts of Number, Algebra, Geometry and Ratio which underpin the future learning in KS4 and are crucial to build the more complex GCSE concepts around.

Topic

Term

Skills

Place Value

Autumn 1

Order positive and negative integers, round numbers and estimate answers using approximation

Addition and Subtraction

Autumn 1

Use formal methods for addition and subtraction of integers and decimals

Multiplication and Division

Autumn 2

Use formal methods for multiplication and division of integers and decimals

Fractions

Spring 1

Identify and use equivalent fractions including mixed and improper fractions. Add and subtract fractions

Negative Numbers

Spring 2

Use the four operations with negative numbers

Algebra

Summer 1

Substitute values into formulae and expressions Simplify and manipulate algebraic expressions including solving linear equations

Lines and Angles

Summer 2

Use a protractor to measure and draw angles Apply the properties of angles at a point, on a straight line, within parallel lines and 2D shapes

Grove School: Our Aims and Context

Maths: Year 7 Assessments: Students sit a benchmark assessment focusing on both fluency and reasoning of the skills in the topic. There are 2 Benchmarks per topic (1 for Place value and 1 for Addition and Subtraction) and work out to be 2 per half term. These are then used to report whether students are making expected progress.

Grove School: Assessment

Maths: Year 8 This year will build on the foundations of Maths knowledge and skills gained in KS2 and Y7 as a continuation of the White Rose Maths Hub scheme of learning followed by our feeder primaries. All students will get a secure grounding in the key concepts of Number, Algebra, Geometry and Ratio which underpin the future learning in KS4 and are crucial to build the more complex GCSE concepts around.

Topic

Term

Skills

Fractions

Autumn 1

Identify and use equivalent fractions including mixed and improper fractions. Multiply and divide fractions. Use fractions of amounts

Percentages

Autumn 1

Convert percentages, calculate percentages of amounts, use percentages greater than 100%

Algebra

Autumn 2

Simplify and manipulate algebraic expressions including solving linear equations and inequalities

Ratio and Proportion

Spring 1

Use ratio notation and proportion including the unitary method

Area

Spring 2

Identify and use area formulae including solving composite shape problems. Convert units of area

3D Shapes

Summer 1

Derive and apply formulae to volume and surface area. Construct and interpret plans and elevations of 3D shapes.

Fractions

Summer 2

Identify and use equivalent fractions including mixed and improper fractions. Multiply and divide fractions. Use fractions of amounts

Grove School: Our Aims and Context

Maths: Year 8 Assessments: Students sit a benchmark assessment focusing on both fluency and reasoning of the skills in the topic. There are 2 Benchmarks per topic and work out to be 2 per half term. These are then used to report whether students are making expected progress.

Grove School: Assessment

Key Stage 3: Science Faculty Our Curriculum 2021-2022

Grove School: A Mind Set to Succeed

Science Our Curriculum

Grove School: A Mind Set to Succeed

Science: Year 7 Year 7 consists of 6 themed units taught across the year. The units all contain elements of Biology, Chemistry and Physics, building upon the foundations of science from primary school and developing the skills needed for success at GCSE. Term 1 •Not All Scientists Wear White Coats - Introduction to safe working in a lab environment •999: Emergency - Body systems, health & disease Term 2 •Titanic - Forces and Particle Models •Shipwrecked - Diet and Survival

Term 3 •Earth in Danger - Energy Resources and Habitats •Leaving Earth - Space

Grove School: Our Aims and Context

Science: Year 7 Assessments: Each unit will be assessed by a number of tasks, each focusing on a different skill.

The assessment is split into 5 skills: literacy (10%), application (30%), recall (30%), data handling (10%) and practical skills (20%). The scores for these will be combined to form an overall grade.

Grove School: Assessment

Science: Year 8

Students will cover 12 topics throughout the year, covering Biology, Chemistry and Physics.

Each topic will focus in detail on one area of Science and will build on learning from KS2 whilst introducing topics such as space, which students have not yet covered in Year 7.

Students will build of their understanding of life processes from Year 7 to include plants, will further develop their understanding of chemical reactions and of how forces act and affect the motion of objects.

In addition to the new knowledge acquired students will continue to develop key skills needed for GCSE including:•Scientific literacy and communication skills.

•Working scientifically skills including developing scientific thinking •Experimental skills and strategies •Analysis and Evaluation •Maths skills in science including arithmetic and numerical computation, data handling and graphical skills •Awareness of health and safety within the laboratory environment and be able to name and use scientific apparatus in an appropriate manner.

Grove School: Our Aims and Context

Science: Year 8 Assessments: Assessments are from 30-40 min end of topic tests. There will be 12 throughout the year, one at the end of each module taught.

Autumn Term

Spring Term

Summer Term

8A- Food & Nutrition

8C - Breathing and Respiration

9E - Making Materials

8F - Periodic table

8K - Energy Transfers

9I - Forces and Motion

8B - Plants and their reproduction

8H - Rocks

9B - Plant Growth

8L - Light

8D - Unicellular organisms 8L - Space

Grove School: Assessment

Key Stage 3: English Faculty Our Curriculum 2021-2022

Grove School: A Mind Set to Succeed

English Our Curriculum

Grove School: A Mind Set to Succeed

English: Year 7

We strive to transfer our passion for English to all students at the Grove, guiding them towards mastery of fundamental communication and literacy skills to help better understand themselves and the world around them.

Our intent within English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through the exploration of high-quality, challenging texts.

‘Learning Programmes’ to be covered: • • • • •

Survival & Migration (Texts: A Different Boy; Illegal; Refugee Boy); An Introduction to Gothic; A Midsummer Night’s Dream; Poetry: Me and My World; Myths and Legends.

The overarching intent of English in Year 7 is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through the exploration of high-quality, challenging texts. The first LP in this planning sequence is designed to provide a transition at the start of Year 7, building on the pedagogies and knowledge needed to achieve the end of KS2 standard for writing and reading with KS3 objectives woven in.

Skills covered throughout the year are in-line with the KS3 National Curriculum, with the aim that all pupils can: read easily, fluently and with good understanding; develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; be able to elaborate and explain clearly their understanding and ideas; be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

The LPs which form part of this sequence have been selected to lay the foundations of further study throughout KS3, with carefully considered thematic, textual and contextual links weaving their way into Y8 and beyond. LP1 in Y8 , for instance, builds on the central theme of ‘survival’ established here, but swaps the realworld settings for a dystopian back-drop, whilst updating the Greek myth of ‘Theseus and the Minotaur’ studied in LP5; LP2 in Y8 draws on the Y7 ‘Introduction to Gothic’, developing students’ understanding of nineteenth century context but in a more localized and ‘real-world’ setting; A Midsummer Night’s Dream introduces the students to the world of Shakespeare, which will be expanded upon with Romeo & Juliet in Y8 and Macbeth in Y9 ; and LP4 grounds students’ exploration of poetry in their own context before Y8’s broader cultural focus.

Grove School: Our Aims and Context

English Learning Journey: Year 7

English: Year 7 Assessments: • • • •

Formal assessment will occur once per half-term.

DIRT time will take place weekly during English lessons.

Homework will be peer marked or used in lesson.

Teachers will live mark/ sample mark non-formal assessments.

Autumn Term

Spring Term

• Baseline testing • Empathetic letter-writing • Reading and analysisstyled assessment: Refugee Boy

• Creative writing - Gothic • Reading assessment : Shakespeare’s A Midsummer Night’s Dream

Grove School: Assessment

Summer Term • End of year GCSE-styled exam • Poetry analysis • Transactional Writing: Myths and Legends

English: Year 8 Year 8 is a wonderful representation of the diversity and power of the study of English. A dystopian world collides with a rich tapestry of contemporary issues: freedom and equality, survival and sacrifice, power and propaganda, protest and heroism. Building from this longer novel-study, students are challenged and inspired by a colourful palette of contexts, genres and text types: an exploration of nineteenth century Crime & Punishment with a specific spot-light on grisly ‘True Crime’ from the local landscape; classic Shakespearian Tragedy; horizon-expanding poetry; and a masterful twentieth century novella. Through these units, a comprehensive mix of reading, writing, and speaking and listening opportunities develop students’ knowledge and skills, sparking their curiosity and love of language, and preparing them for the rigors of GCSE study.

‘Learning Programmes’ to be covered: • • • • •

Dystopian Literature: The Hunger Games; Crime & Punishment; Romeo & Juliet; Poetry: The Wide World; Of Mice and Men.

Skills covered are in-line with the KS3 National Curriculum, with the aim that all pupils can: read easily, fluently and with good understanding; develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; be able to elaborate and explain clearly their understanding and ideas; be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

This year of study has been carefully sequenced to build on thematic and textual links established in Y7, each unit ‘twinned’ to develop specific understanding linked to text-types, genres, contexts and purposes, providing rich opportunities to acquire and then extend cultural capital in meaningful and intuitive ways. Hence, LP1 builds on the corresponding Y7 unit, connecting with the central theme of ‘survival’, but swapping the real-world settings of the prior unit with a dystopian back-drop, whilst updating the Greek myth of ‘Theseus and the Minotaur’; LP2 draws on the Y7 ‘Introduction to Gothic’, developing students’ understanding of nineteenth century context but in a more localized and ‘real-world’ setting; Romeo & Juliet delves deeper into the world of Shakespeare as introduced in Y7 with A Midsummer Night’s Dream; ‘Poetry: The Wide World’ broadens the focus of the corresponding Y7 ‘Me and My World’ poetry unit to consider wider cultural connections beyond our local and national boundaries; finally, Of Mice and Men bridges the gap between the shorter novella of Y7’s A Different Boy, with a more in-depth consideration of historical context in preparation for study of the GCSE novella: A Christmas Carol.

Grove School: Our Aims and Context

Language Reading Skills

English Learning Journey: Year 8

English: Year 8 Assessments: • • • •

Formal assessment will occur once per half-term.

DIRT time will take place weekly during English lessons.

Homework will be peer marked or used in lesson.

Teachers will live mark/ sample mark non-formal assessments.

Autumn Term • Baseline testing • Speaking and listening ‘gadget’ presentation • Hunger Games reading assessment • Hunger Games creative writing

Spring Term • Reading assessment Shakespeare • Crime & Punishment transactional writing piece

Grove School: Assessment

Summer Term • Poetry analysis assessment • Of Mice & Men reading assessment • End of year GCSE-styled exam

Drama Our Curriculum

Grove School: A Mind Set to Succeed

Drama: Year 7

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. 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 techniques.

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. These schemes of learning will focus upon: • Darkwood Manor • Panto • Musicals • Comedy • Modern Theatre.

Skills Covered through the Year 7 curriculum will include: 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 Interleaving of the key skills in Drama will happen throughout all schemes and during every year of study, due to the spiral nature of the curriculum from Year 7 to GCSE and A Level. Students will be encouraged to give constructive peer feedback on a regular basis to form part of the assessment process, and to highlight the creative nature of the subject. Independence will be nurtured during the rehearsal process.

Students will also develop confidence with key Drama vocabulary to refine their analysis and discussion in lessons.

Grove School: Our Aims and Context

Drama: Year 7 Assessments: 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. Assessment will specifically focus upon: • 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 • Pantomime

Spring Term • Musicals • Comedy

Grove School: Assessment

Summer Term • Modern Theatre

Drama: Year 8

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. In Year 8 specifically, 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.

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. These schemes of learning will focus upon: • ‘Teechers’ by John Godber • Dan Nolan • Stylised • Comedy • Comedy Devising.

In addition to the new knowledge acquired linked to the schemes of learning, Year 8 students will continue to develop key skills needed for GCSE including:

•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.

Grove School: Our Aims and Context

Drama: Year 8 Assessments: In Year 8, students will have a greater understanding of how the main skills in Drama can be applied in performance. They should understand 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.

• 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

Grove School: Assessment

Summer Term • Comedy Devising