The Grove School Curriculum Information

Art

B

The Big Picture: Three individual thematic projects with artist focus, one each term .

Subject: Art

Year Group:7

Scheme of Learning OVERVIEW

Intent List the units to be covered.

Fruit and Veg, Market Drayton, Pop Art List the overall skills and knowledge to be covered.

Paining, clay, print, collage, mix media, drawing 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).

Basic skills and techniques learnt at primary, developed. More in depth focus on visual elements What are the next steps? How can the knowledge/skills from this unit be extended in future?

Developing techniques and skills throughout future years.

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

Weekly lesson plans with Power Point for every lesson.

How will you promote SMSC through this year of study?

Through schemes of work looking at various artists’ work and cultures How will you develop and build thinking skills and independent learner behaviours?

Through group work and questioning. Homework.

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

Consider your assessment Markers Identify where the following take place;

Key assessments- End of term Low stakes testing- Mid term Practical & research work will be set for homework which will embed learning in class.

Deep marking points – In what ways are you developing interleaving/revision skills? end of term Learning about different artists, techniques and media.

Home learning – once a Where are the WOW moments and how will you celebrate achievement? fortnight Final outcomes and work in sketchbooks. Work displayed in classrooms and exhibition in town.

Examinations N/A How are literacy and numeracy skills to be developed and extended?

Measuring proportions, measuring, art literacy used . All above in lesson slides each week. Analysis of Conferencing/DIRT – Every half term artwork using Content, Form, Process, Mood questioning.

Moderation – DCP

Autumn Term Fruit and Veg Denis Wojtkiewicz

Spring Term Market Drayton Hunderswasser

Summer Term Pop Art – Andy Warhol

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

Become independent learners, all pupils to achieve personal final pieces. Pupils will be confident in using a variety of media and techniques.

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

Roll on program of study, all skill transferring to following year.

B

The Big Picture: Three individual thematic projects with artist focus, one each term .

Subject: Art

Year Group:8

Scheme of Learning OVERVIEW

Intent List the units to be covered.

Africa, Animals and insects, landscapes List the overall skills and knowledge to be covered.

Paining, clay, print, sculpture, collage, mix media, drawing 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).

Basic skills and techniques learnt at primary, developed. More in depth focus on visual elements What are the next steps? How can the knowledge/skills from this unit be extended in future?

Developing techniques and skills throughout future years.

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

Weekly lesson plans with Power Point for every lesson.

How will you promote SMSC through this year of study?

Through schemes of work looking at various artists’ work and cultures How will you develop and build thinking skills and independent learner behaviours?

Through group work and questioning. Homework.

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

Consider your assessment Markers Identify where the following take place;

Key assessments- End of term Low stakes testing- Mid term Practical & research work will be set for homework which will embed learning in class.

Deep marking points – In what ways are you developing interleaving/revision skills? end of term Learning about different artists, techniques and media.

Home learning – once a Where are the WOW moments and how will you celebrate achievement? fortnight Final outcomes and work in sketchbooks. Work displayed in classrooms and exhibition in town.

Examinations N/A How are literacy and numeracy skills to be developed and extended?

Measuring proportions, measuring, art literacy used . All above in lesson slides each week. Analysis of Conferencing/DIRT – Every half term artwork using Content, Form, Process, Mood questioning.

Moderation – DCP

Autumn Term Africa – Masks and Pots

Spring Term Animals & insects – Sculpture, painting

Summer Term Landscapes – Hockney

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

Become independent learners, all pupils to achieve personal final pieces. Pupils will be confident in using a variety of media and techniques.

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

Roll on program of study, all skill transferring to following year.

B

The Big Picture: Thematic projects with artist focus.

Subject: Art

Year Group:GCSE

Scheme of Learning OVERVIEW

Intent List the units to be covered.

Individual work plans List the overall skills and knowledge to be covered.

All media and techniques can be used. (student choice) 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).

Basic skills and techniques learnt at KS3, developed. More in depth focus on visual elements and artists’ work.

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

Developing techniques and skills throughout future years.

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

Weekly lesson plans with Power Point for every lesson.

How will you promote SMSC through this year of study?

Through schemes of work looking at various artists’ work and techniques How will you develop and build thinking skills and independent learner behaviours?

Through questioning and Homework.

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

Consider your assessment Markers

Autumn Term GCSE individual projects

Identify where the following take place;

Key assessments- End of term Low stakes testing- Mid term Practical & research work will be set for homework which will embed learning in class.

Deep marking points – In what ways are you developing interleaving/revision skills? end of term Learning about different artists, techniques and media.

Home learning – once a Where are the WOW moments and how will you celebrate achievement? fortnight Final outcomes and work in sketchbooks. Work displayed in classrooms and exhibition in town.

Examinations N/A How are literacy and numeracy skills to be developed and extended?

Measuring proportions, measuring, art literacy used . All above in lesson slides each week. Analysis of Conferencing/DIRT – Every half term artwork using Content, Form, Process, Mood questioning.

Moderation – DCP

Spring Term GCSE individual projects

Summer Term GCSE individual projects

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

Become independent learners, all pupils to achieve personal final pieces. Pupils will be confident in using a variety of media and techniques.

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

Roll on program of study, all skill transferring to following year.

B

The Big Picture: Thematic projects with artist focus.

Subject: Art

Year 9-11 Group:GCSE

Scheme of Learning OVERVIEW

Intent List the units to be covered.

Each pupil decides on an Individual work plan.

In year 9 pupils will complete a full project. An artist will be chosen first, then the pupils will complete several artist’s copies in a variety of media and mixed media. This work will be mounted to fill an A1 sheet. An artist investigation will be completed by the pupil to comment not only about the artist but to say how they feel about the work of the artist and which aspects of the artist’s work they will be using to complete their own study. Next, they will take photographs linked to the subject matter of the artist’s work and complete a series of purely observational drawings in a large variety of medias and mount it onto an A1 sheet. The final stage of the preparation work is the development sheet.

Here the pupil will take their own photographs and create pieces of work in a variety of media in the style of their chosen artist. The final stage is to select their best work from the development sheet (best image and best media) and produce a final piece. This may take any form of media they select, painting, sculpture, collage, pastels, etc.

Year 10 – Here the process is repeated from year 9 with an extra term from yr 11 to complete the project.

Year 11 – Spring term – exam questions are handed out. Students choose their title and create the 3 preparatory mounted sheets as per coursework.

The exam is in the start of the Summer term straight after Easter. Here they complete their final piece in a 10 hour exam.

List the overall skills and knowledge to be covered.

All media and techniques can be used. (student choice) Drawing, painting, sculpture in any media, pastels, watercolours, acrylic, collage 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).

Basic skills and techniques learnt at KS3 are developed. More in depth focus on visual elements and artists’ work.

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

Developing techniques and skills throughout future years. With practice all skills can be heightened and improved. New skills and techniques are learnt throughout the course.

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

Weekly lesson plans with Power Point for every lesson. HUP sets individual targets for every pupil each lesson, based on the previous lessons work. This has lead to better results.

How will you promote SMSC through this year of study?

Through schemes of work looking at various artists’ work and techniques pupils will learn about the historic value of art and recording of events and periods of time as well as how art is used within communities.

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

Through questioning during the lesson and in depth marking and advice given on Homework.

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

Consider your assessment Markers Identify where the following take place;

Key assessments- End of term Low stakes testing- Mid term Deep marking points – Practical & research work will be set for homework which will embed learning in class. This will be set end of term weekly and will always be a continuation of the project completed in class Home learning – once a In what ways are you developing interleaving/revision skills? fortnight Learning about different artists, techniques and media. Also through reading comments and advice Examinations N/A made on homework and resubmitting work after correction.

Conferencing/DIRT – Where are the WOW moments and how will you celebrate achievement?

Impact Final work in sketchbooks.

Work displayed in of classrooms exhibition in town.

Every half term What outcomes is it that youand want students to know/be able to do by the end this year ofand study?

How are literacy and numeracy to beto developed and extended?

Become independent learners,skills all pupils achieve personal final pieces. Pupils will be confident in Moderation – DCP Measuring proportions, art literacy used . All above in lesson slides each week. Analysis of using a variety of mediameasuring, and techniques.

What are using the next steps? How canProcess, the knowledge/skills from this year be extended next year? artwork Content, Form, Mood questioning.

Roll on program of study, all skill transferring to following year.

Autumn Term GCSE individual projects

Spring Term GCSE individual projects

Summer Term GCSE individual projects

Business Studies

challenges The and Big benefits Picture:of running and building a business Students will be introduced to entrepreneurship and explore what characteristics a successful entrepreneur needs to set up a small business.

Students will need to apply their knowledge and understanding to both familiar and unfamiliar business contexts. They will need to demonstrate an awareness of the challenges entrepreneurs face in setting up a business and then building a business in a competitive environment.

Subject: GCSE Business 9-1

Year Group: 9

Scheme of Learning OVERVIEW

Intent The key focus in Year 9 is to focus on the Entrepreneurship, Marketing, and Finance units. Students will understand how an entrepreneur can establish and build the business successfully. They will study Units from Theme 1 and Theme 2 Theme 1 is called investigating small business and looks at the challenges, complexities and decisions facing an entrepreneur today. The areas we will study are: Entrepreneurship, Spotting a business opportunity, Putting an idea into practice, Theme 2 is called Building a business and looks at the challenges small business face in trying to survive and grow in a competitive world. The Units that we will study are:

Marketing decisions, Operational decisions, financial decisions, Human resources decisions

Autumn Term

Implementation Students will cover 3 major units in this year. Students will track their progress across each unit by using a personal learning checklist. Students will complete end of unit knowledge checks that will allow them to identify, and plug, gaps in their knowledge.

SMSC will be promoted through reference to current affairs and how that links to business behaviour.

Thinking skills and independent learning will be expected from students as they will be encouraged to read widely around the subject and to use an Independent learning folder to assessment materials, mark schemes and examiner reports, revision quizzes, multiple choice questions, to help them to fully prepare for their 2 exams in May/June of 2022.

Revision skills and exam technique skills will be developed in lesson as students will need to be able to produce short and extended pieces of writing in the context of a given business scenario.

Much of the literacy demands require students to read complex case studies and then to write extended answer responses in timed conditions. These will be rehearsed continually in lessons to empower the students with the confidence to succeed. By the end of Year 9, students will have been taught techniques to extend their written answers on a 2, 3, and 6 mark question.

Students will be explicitly taught how to put 2 linked strands into a 3 mark answer and 5 linked stands into 6 mark answers.

This will also mean they will have a specific understanding of the different skills that the examiners are assessing: Knowledge, Explanation, Description and Analysis.

Impact

Home learning, Deep marking of exam questions, DIRT, Specific exam focus preparing for the Business Environment progress test, specifically tailored to the 9-1 spec. and detailed feedback to students.

Very specific focus will be on developing exam technique for each question type.

Spring Term Home learning, Deep marking of exam questions, DIRT, Specific exam technique focus on each type of question for the Marketing progress test. Detailed feedback to students.

Summer Term Home learning, Deep marking of exam questions, DIRT, Specific exam technique focus for each question type in all 3 units, in preparation for the Year exam, covering the Business environment, Marketing and the Finance unit. Completion of revision grids across all 3 units as final preparation, to allow students a final opportunity to plug gaps in their knowledge.

Student will have embedded the necessary exam skills and subject understanding to allow them to successfully complete their end of Year exam. This will have multi tariff questions (1,2,3 and 6 marks).

Purposeful relationships will be developed with all students as we develop key business skills in them. They will skills as independent thinkers, reflective learners and effective subject practitioners. It will also ideally prepare them for the world of work or further study as they will have a greater understanding of the challenges and opportunities that entrepreneurship brings.

challenges and benefits of running and building a business

The Big Picture:

The subject builds on the Business concepts covered in Year 9. Students will need to apply their knowledge and understanding to both familiar and unfamiliar business contexts. They will need to demonstrate an awareness of the challenges entrepreneurs face in setting up a business and then building a business in a competitive environment.

Subject: GCSE Business 9-1

Year Group: 10

Scheme of Learning OVERVIEW

Intent The key focus in Year 10 is to focus on Theme 2 and to cover the People, Operations and external environment units. It will recap on the Marketing unit that was covered in Year 9 and students to encouraged to understand how Theme 2 focuses on how an entrepreneur can establish and build the business successfully Theme 2 is called Building a business and looks at the challenges small business face in trying to survive and grow in a competitive world.

Units of study

Marketing decisions, Operational decisions, financial decisions, Human resources decisions

Autumn Term

Implementation Students will cover 3 major units in this year. Students will track their progress across each unit by using a personal learning checklist. Students will complete end of unit knowledge checks that will allow them to identify, and plug, gaps in their knowledge.

SMSC will be promoted through reference to current affairs and how that links to business behaviour.

Thinking skills and independent learning will be expected from students as they will be encouraged to read widely around the subject and to use an Independent learning folder to assessment materials, mark schemes and examiner reports, revision quizzes, multiple choice questions, to help them to fully prepare for their 2 exams in May/June of 2020.

Revision skills and exam technique skills will be developed in lesson as students will need to be able to produce short and extended pieces of writing in the context of a given business scenario.

Much of the literacy demands require students to read complex case studies and then to write extended answer responses in timed conditions. These will be rehearsed continually in lessons to empower the students with the confidence to succeed. By the end of Year 10, students will have been taught techniques to extend their written answers on a 2, 3, 6, and 9 mark question. They will be explicitly taught how to put 2 linked strands into a 3 mark answer and 5 linked stands into 6 and 9 mark answers. This will also mean they will have a specific understanding of the different skills that the examiners are assessing: Knowledge, Explanation, Description and Analysis.

Impact

Home learning, Deep marking of exam questions, DIRT, Specific exam focus preparing for The People Unit Progress test, specifically tailored to the 9-1 spec. and detailed feedback to students. Very specific focus will be on developing exam technique for each question type.

Spring Term Home learning, Deep marking of exam questions, DIRT, Specific exam technique focus on each type of question for The People and Operations Paper. Detailed feedback to students.

Summer Term Home learning, Deep marking of exam questions, DIRT, Specific exam technique focus for each question type in all 3 units, in preparation for the Year exam, covering People, Operations and the External environment. Completion of revision grids across all 3 units as final preparation, to allow students a final opportunity to plug gaps in their knowledge.

Student will have embedded the necessary exam skills and subject understanding to allow them to successfully complete their end of Year exam. This will have multi tariff questions (1,2,3,6 and 9 marks).

Purposeful relationships will be developed with all students as we develop key business skills in them. They will skills as independent thinkers, reflective learners and effective subject practitioners. It will also ideally prepare them for the world of work or further study as they will have a greater understanding of the challenges and opportunities that entrepreneurship brings.

challenges and benefits of running and building a business

The Big Picture:

The subject builds on the Business concepts covered in Year 9 and 10. Students will need to apply their knowledge and understanding to both familiar and unfamiliar business contexts. They will need to demonstrate an awareness of the challenges entrepreneurs face in setting up a business and then building a business in a competitive environment.

Subject: GCSE Business 9-1

Year Group: 11

Scheme of Learning OVERVIEW

Intent Theme 1 is called investigating small business and looks at the challenges, complexities and decisions facing an entrepreneur today.

Units of study Entrepreneurship, Spotting a business opportunity, Putting an idea into practice, Making the business effective, Understanding external influences on a business.

Theme 2 is called Building a business and looks at the challenges small business face in trying to survive and grow in a competitive world.

Units of study

Growing the Business, Marketing decisions, Operational decisions, financial decisions, Human resources decisions

Autumn Term

Implementation Students will prepare for both papers by studying 7 broad units. Students will track their progress across each unit by using a personal learning checklist. Students will complete end of unit knowledge checks that will allow them to identify, and plug, gaps in their knowledge.

SMSC will be promoted through reference to current affairs and how that links to business behaviour.

Thinking skills and independent learning will be expected from students as they will be encouraged to read widely around the subject and to use an Independent learning folder to assessment materials, mark schemes and examiner report , revision quizzes, multiple choice questions, to help them to fully prepare for their 2 exams in May/June of 2020.

Revision skills and exam technique skills will be developed in lesson as students will need to be able to produce short and extended pieces of writing in the context of a given business scenario.

Much of the literacy demands require students to read complex case studies and then to write extended answer responses in timed conditions. These will be rehearsed continually in lessons to empower the students with the confidence to succeed.

Students will have mastered extended writing techniques to answer 2,3,6,9 and 12 mark questions. They will be explicitly taught how to put 2 linked strands into a 3 mark answer and 5 linked stands into 6,9 and 12 mark answers. This will also mean they will have a specific understanding of the different skills that the examiners are assessing: Knowledge, Explanation, Description, Analysis and evaluation.

Home learning, Deep marking of exam questions, DIRT, Specific exam focus preparing for Mock Paper 1 and detailed feedback to students. Very specific focus will be on developing exam technique for each question type.

Spring Term Home learning, Deep marking of exam questions, DIRT, Specific exam technique focus on each type of question for Paper 1 and Paper 2. Full run through Mock paper 2 and detailed feedback to students.

Summer Term Home learning, Deep marking of exam questions, DIRT, Specific exam technique focus for each question type on Paper 1 and Paper 2. Completion of revision grids across all 7 units as final preparation, to allow students a final opportunity to plug gaps in their knowledge.

Impact Student will have embedded the necessary exam skills and subject understanding to allow them to successfully complete their two 9-1 exam papers.

Purposeful relationships will be developed with all students as we develop key business skills in them. They will skills as independent thinkers, reflective learners and effective subject practitioners. It will also ideally prepare them for the world of work or further study as they will have a greater understanding of the challenges and opportunities that entrepreneurship brings.

challenges and benefits of running and building a business

The Big Picture:

The subject builds on the entreprenerial skills that have been developed in Year10. Students will have spent Year 10,designing a new hat that Progress Ahead can market to customers. In Year 11, they will understand how an entrepreneur can then make this business idea viable. They will also understand how an entrepreneur will market and pitch a business proposal, in the hope of attracting investment and also enticing new customers. They will also understand why it is important to retain these customers

Subject: CAMNAT Business

Year Group : 11

Scheme of Learning OVERVIEW

Intent The key focus in Year 11 is to focus on two units. The exam unit is called-R064 Enterprise and marketing concepts. It is worth 50%. Students will answer a range of multiple Choice and short answer questions. We will do very specific work on plugging gaps in knowledge and also teaching students exam techniques that will allow them to Extend their written responses.

The second unit is R066 -Market and pitch a business proposal. This is a coursework unit and it is worth 25%. The aim of this unit will be to equip students with the skills to Allow them to produce a presentation that they could pitch to an audience. The students will pitch their business idea that they came up with in Year10 - Unit R065- Design A business proposal. Students will have to convince an audience that their idea is viable and will attract customers

Autumn Term

Implementation Students will cover 2major units in this year. Students will track their progress across each unit by using a personal learning checklist. Students will complete end of unit knowledge checks that will allow them to identify, and plug, gaps in their knowledge.

SMSC will be promoted through reference to current affairs and how that links to business behaviour.

Thinking skills and independent learning will be expected from students as they will be encouraged to read widely around the subject and to use an Independent learning folder to assessment materials, mark schemes and examiner reports, revision quizzes, multiple choice questions, to help them to fully prepare for their exam in January or May 2021.

Revision skills and exam technique skills will be developed in lesson as students will need to be able to produce short and extended pieces of writing in the context of a given business scenario.

Students will be taught specific techniques that will allow them to access the highest marks in the exam. These are called linked strands and students will use these to answer the different types of questions. They will need to answer multiple choice questions, 2 mark, 4 mark,6mark and 12 mark questions. Each type of questions requires differing linked strands and students will be taught how to construct these. A Key focus will be on helping students understand the subject terminology.

They will be given subject specific glossaries to help them.

Home learning, Deep marking of exam questions, DIRT, Specific exam focus preparing for the R064 exam. and detailed feedback to students. Very specific focus will be on developing exam technique for each question type.

Spring Term Home learning, Preparing for the RO66 coursework, understanding how to market and pitch a business proposal.

Summer Term Home learning, DIRT time to respond to feedback on their coursework. Students will also Market and pitch a business proposal to an audience. They will need time to rehearse this. Students will need to be able to answer questions on their specific business proposal.

Impact Student will have embedded the necessary exam skills and subject understanding to allow them to successfully complete their end of Year exam. This will have multi tariff questions (1,2, Purposeful relationships will be developed with all students as we develop key business skills in them. They will skills as independent thinkers, reflective learners and effective subject practitioners. It will also ideally prepare them for the world of work or further study as they will have a greater understanding of the challenges and opportunities that entrepreneurship brings.

Citizenship

The Big Picture:

Subject: Citizenship

Year Group: 9

The first year of the GCSE AQA Citizenship course consists of two topics: Life in Modern Britain and half of the Rights and Responsibilities topic.

Scheme of Learning OVERVIEW

Intent Topic

Skills and Knowledge

Prior Knowledge Building

Future Extensions

Life in Modern Britain

Identify and sequence research questions to analyse citizenship issues, to analyse and evaluate citizenship issues and questions and to critically evaluate citizenship action. To gain knowledge of life in modern Britain and the rights and responsibilities of citizens in society.

Morality, Justice and Forgiveness Morality, Justice and Equality

½ Rights and Responsibility Active Citizenship

½ Rights and Responsibilities

Implementation Unit

When

SMSC

Homework/Revision

Life in Modern Britain

Autumn & Spring Term Summer Term

Spiritual Develop understanding on how they fit into the wider social structure beyond themselves. Some study of demographic issues allows students to reflect on their own identity.

Moral Express their own response to moral issues and the implications within society.

Study of human rights and examples where these have been abused.

Social Study of social groups and identity, discussion of impact of crime on social groups and society.

Cultural Exploration of British Values, British culture and British society. Comparison to other countries and study of British involvement in international agencies.

✓ Research tasks: case studies, examples, news articles ✓ DIRT tasks after IW tasks and assessments ✓ Flip learning tasks prior to lesson ✓ A3 revision sheets on each topic

½ Rights and Responsibility

Autumn Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Identity Lesson One ✓ Exam Style Question Practice ✓ Formal Assessment on LMB

Spring Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ The Troubles in Ireland/NGOs ✓ Exam Style Practice Questions ✓ Formal Assessment on LMB

Literacy/Numeracy → Literacy target set at the start of each lesson → Key words tests, starter activities to match word and definition → Numeracy/statistics used as supporting evidence Skills & Independent Learning Identify important values in Britain, describe, explain and analyse learning using case studies and examples, evaluate learning using case studies and examples.

Independent work tasks and homework set to promote independent learning.

Summer Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Human Rights – Application ✓ Holocaust Research/Project ✓ Formal Assessment LMB

Impact Life in Modern Britain By the end of this topic students will know: → Principles and values underpinning British society → The meaning of identity → Role of the media and free press → The UK’s role in international organisations → How citizens can make their voices heard → Citizenship skills, processes and methods Next steps: Application of this learning to exam questions, revision material and source evidence

½ Rights and Responsibilities By the end of this ½ topic students should be able to discuss elements within: → Universal human rights and the protection of them → Citizenship skills, processes and methods

Next steps: Application of this learning to exam questions, revision material and source evidence

The Big Picture:

Subject: Citizenship

Year Group: 10

The second year of the GCSE AQA Citizenship course consists of two topics: Half of the Rights and Responsibilities topic and Politics and Participation.

Scheme of Learning OVERVIEW

Intent Topic

Skills and Knowledge

Prior Knowledge Building

Future Extensions

½ Rights and Responsibilities

Identify and sequence research questions to analyse citizenship issues, to analyse and evaluate citizenship issues and questions and to critically evaluate citizenship action. To gain knowledge of life in modern Britain and the rights and responsibilities of citizens in society.

Morality, Justice and Forgiveness Morality, Justice and Equality ½ Rights and Responsibilities Life in Modern Britain

Active Citizenship

Politics and Participation

Implementation Unit

When

SMSC

Homework/Revision

½ Rights and Responsibilities Politics and Participation

Autumn Term

Spiritual Develop understanding on how they fit into the wider social structure beyond themselves. Some study of demographic issues allows students to reflect on their own identity.

Moral Express their own response to moral issues and the implications within society.

Study of human rights and examples where these have been abused.

Social Study of social groups and identity, discussion of impact of crime on social groups and society.

Cultural Exploration of British Values, British culture and British society. Comparison to other countries and study of British involvement in international agencies.

✓ Research tasks: case studies, examples, news articles ✓ DIRT tasks after IW tasks and assessments ✓ Flip learning tasks prior to lesson ✓ A3 revision sheets on each topic

Revision of all content so far

Spring and Summer Term Summer Term

Autumn Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Exam Style Practice Questions ✓ Exam Style Practice Questions ✓ Formal Assessment LMB

Spring Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Formal Assessment R&R ✓ Formal Assessment on Year 9 Topics ✓ Exam Style Question Practice

Literacy/Numeracy → Literacy target set at the start of each lesson → Key words tests, starter activities to match word and definition → Numeracy/statistics used as supporting evidence Skills & Independent Learning Identify important values in Britain, describe, explain and analyse learning using case studies and examples, evaluate learning using case studies and examples.

Independent work tasks and homework set to promote independent learning.

Summer Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Citizens Contribution to Democracy EQ ✓ Role of the Civil Service EQ ✓ Formal Assessment on P&P

Impact ½ Rights and Responsibilities By the end of this ½ topic students should be able to discuss elements within: → Laws required by society and why → Citizens rights and responsibilities within the legal system → Development of law over time → How the law protects citizens and deals with criminals → Citizens bringing about change in the legal system → Citizenship skills, processes and methods Next steps: Application of this learning to exam questions, revision material and source evidence

Politics and Participation By the end of this topic students should be able to discuss elements within: → Powers of local and devolved government and citizen participation → Political powers of citizens, Parliament and Government → How other countries govern themselves → How citizens can bring about political change → Citizenship skills, processes and methods Next steps: Application of this learning to exam questions, revision material and source evidence

The Big Picture:

Subject: Citizenship

Year Group: 11

The final year of the GCSE AQA Citizenship course consists of two topics: Active Citizenship and revision of the whole course.

Scheme of Learning OVERVIEW

Intent Topic

Skills and Knowledge

Prior Knowledge Building

Future Extensions

Active Citizenship

Identify and sequence research questions to analyse citizenship issues, to analyse and evaluate citizenship issues and questions and to critically evaluate citizenship action. To gain knowledge of life in modern Britain and the rights and responsibilities of citizens in society.

Morality, Justice and Forgiveness Morality, Justice and Equality ½ Rights and Responsibilities Life in Modern Britain Politics and Participation

N/A

Implementation Unit

When

SMSC

Homework/Revision

Active Citizenship

Autumn and ½ Spring Term ½ Spring and Summer Term

Spiritual Develop understanding on how they fit into the wider social structure beyond themselves. Some study of demographic issues allows students to reflect on their own identity.

Moral Express their own response to moral issues and the implications within society.

Study of human rights and examples where these have been abused.

Social Study of social groups and identity, discussion of impact of crime on social groups and society.

Cultural Exploration of British Values, British culture and British society. Comparison to other countries and study of British involvement in international agencies.

✓ Research tasks: case studies, examples, news articles ✓ DIRT tasks after IW tasks and assessments ✓ Flip learning tasks prior to lesson ✓ A3 revision sheets on each topic

Revision

Autumn Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Exam Style Practice Question ✓ Exam Style Practice Question ✓ Mock Exam

Spring Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Exam Style Question Practice ✓ Formal Assessment All Topics

Literacy/Numeracy → Literacy target set at the start of each lesson, use of literacy techniques to run campaign → Key words tests, starter activities to match word and definition → Numeracy/statistics used as supporting evidence, , analysis of questionnaires Skills & Independent Learning

Summer Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Ongoing Assessment in preparation for exam

Identify important values in Britain, describe, explain and analyse learning using case studies and examples, evaluate learning using case studies and examples.

Independent work tasks and homework set to promote independent learning.

Impact Active Citizenship By the end of this ½ topic students should be able to discuss elements within: → How to plan, prepare and deliver Citizenship Action → Decide on an issue → Carry out initial research → Take action → Assess the impact of the action → Evaluation of the whole process Next steps: Application of this learning to exam questions, revision material and source evidence

Revision By the end of this topic students should be able to discuss elements within: → All previous Impact Points Next steps: Application of this learning to exam questions, revision material and source evidence

Design and Technology

The Big Picture:

Subject: KS3 D&T

This year students are assessed for prior learning and then complete a range of knowledge and skills based tasks to enhance learning.

Year Group: 7

Scheme of Learning OVERVIEW

Intent: To gain a good insight into student levels of dexterity and knowledge/ recall prior to practical activities. (Autumn 1 Baseline) Students gain practical skills not available to them at a primary school level and increase their knowledge in a range of D&T areas primarily within the topics of materials, tools and processes.

Implementation: Topic

When

Knowledge/Skills/SMSC

Design skills

Autumn term

Develop and communicate design ideas using annotated sketches. Give oral and digital presentations and use computer-based tools.

✓

Develop detailed design specifications to guide their thinking. Decide which design criteria clash and determine which should take priority use 2D and begin to use 3D CAD packages to model their ideas make arguments as to why it would be better to choose a 6R category for various products over another one. how to use simple electronic circuits incorporating inputs and outputs

✓

how to classify materials by structure e.g. hard woods, soft woods, ferrous and nonferrous, thermoplastic and thermosetting plastics select appropriately from specialist tools, techniques, processes, equipment and machinery, including computer-aided manufacture when creating detailed plans consider the influence of a range of lifestyle factors and consumer choices when designing products

✓

Pocket torch

Pocket torch

Spring Term

Picture frame

Picture frame

Summer term

Exam

test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups Can also evaluate alternative methods that could be used to improve the sustainability of the product and understand the concept of circular economy approaches in relation to product development and consumption use a wider, more complex range of materials, components and ingredients, taking into account their properties, use a broad range of manufacturing techniques including handcraft skills and machinery to manufacture products precisely

Homework/Revision

✓

✓

✓

Worksheets to support learning topics and form revision booklet Research activities for flipped learning Further reading to flip learning and prepare for content of next lesson.

Preparation for assessment following completion of topics Preparation for presentations/reports Takeaway homework tasks

Completion of independent learning activities: ✓ ✓ ✓ ✓

Analysis of research topics Self-directed design topics Completion of graphics student workbook Create a revision resource for other students.

Impact: • •

Plotted from baseline to end of year test.

Next Steps: Students will develop their knowledge in the application of more challenging tasks

Key assessments Baseline End of unit Low stakes testing Q&A, Hwk tasks, ongoing Deep marking points At DIRT activity points Home learning Homework set weekly Examinations End of unit, end of term DIRT Planned throughout Moderation AWI / DJO

Autumn Term Design skills Baseline assessment Introduction to D&M task of a pocket torch

Spring Term Completion of pocket torch (Polymers) Introduction of Picture frame project (Woods) Summer Term

Development of picture frame project (Metal) End of year exam

Scheme of Learning OVERVIEW

The Big Picture: This project concentrates on the design and manufacture of a Mobile phone holder and a storage box. Students will develop an

Subject: Design

understanding that designing and making has aesthetic, technical, ethical and social dimensions that impacts on the world. They will applying knowledge of materials and production processes to design products and produce practical solutions that are relevant and fit for purpose. Understanding that products and systems have an impact on quality of life. Along with understanding users’ needs and the problems arising from them. The criteria used to judge the quality of products, including fitness for purpose, the extent to which they meet a clear need and whether resources have been used appropriately. The impact of products beyond meeting their original purpose and how to assess products in terms of sustainability. Aesthetic, technical, constructional and relevant wider issues that may influence designing, selection of materials, making and product development.

Technology Key Stage 3

Year Group: 8

While making the students will develop a broad range of techniques, including handcraft skills and how to use them to ensure consistency and precision when making single and multiple products. Be able to use materials to design and make products of worth. How to prepare and assemble components to achieve functional results. Understand the concept of modelling and the use of templates.

Intent List the units to be covered.

Phone Cradle: Developing an initial idea and developing it into a complex solution. The use of modelling to generate ideas. Utilising and developing templates. The ability to design for a user (emotional design concept). Designing in context using a specification ACCESS FM Storage Box: Understand how to stay safe in a workshop. Develop and understanding of electrical equipment. Be able to develop an initial idea and developing it into a complex solution. Understand that designing for a user (emotional design concept). Designing in context using a specification utilizing ACCESS FM. List the overall skills and knowledge to be covered. Phone Cradle: Broad range of techniques, including handcraft skills and how to use them to ensure consistency and precision when making single and multiple products. How to use materials to design and make products of worth. How to prepare and assemble components to achieve functional results. Concept of QC. Understand the concept of modelling and the use of templates. Storage Box: A range of techniques, using both handcraft skills and how to use them to ensure consistency and precision when making single and multiple products. Along with using electrical equipment safely and in the correct manner. How to use materials to design and make products of worth. How to prepare and assemble components to achieve functional results. Concept of QC. 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).

Year 7 projects included the pupils manufacturing a picture frame made from wood both manmade and natural. A pocket torch that utilised both simple electronic and made from foam X. Along with utilising key graphical skills in the concept of presentational document. The concept was to develop Health and Safety awareness and introduce pupils to a wide selection of tools and equipment. They will learn to work safely and apply skills with care to produce a practical product. Pupils will gain knowledge and understanding of Woods, metals and plastic along with developing simple assembly techniques. They will also develop an understanding of design communication at a very basic level and how this informs the making process. They will be introduced to the concept of CAD and CAM with the use of 2D Design and the Laser cutter.

What are the next steps? How can the knowledge/skills from this unit be extended in future?Phone Cradle: Pupils could develop learning to use CAD software (2D Design) and how to apply it to the production of products through CAM (laser cutter). They will expand their knowledge about how to use specific tools to aid in the construction of their design. Develop working to produce a quality product that is fit for purpose and within their design criteria. Develop working with other materials employing acquired skills to shape and form. Undertake a focused tasks that develop knowledge, skills and understanding in relation to their design.

Ensuring they can work as independent learners or in teams to produce a product with both hand tools and equipment and relating that to the wider curriculum.

Storage Box: Encourage actively engage in the processes of design and technology to develop as effective and independent learners. Be able to develop decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make quality products. Explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making. Be able to further analyse existing products and produce practical solutions to needs, wants and opportunities, recognizing their impact on quality of life. Develop decision-making skills through individual and collaborative working. Develop an understanding that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle. Develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge.

Autumn term will concentrate on the concept of design aspect of the phone cradle. Design ideas in isometric with key annotation.

Product specification utilizing ACCESFM properties and uses of materials.

Spring term developing their chosen design make and manufacture the phone cradle.

Pupils will concentrate on the concept of design aspect of their storage phone cradle.

Summer term Product specification utilizing ACCESFM properties and uses of materials.

Pupils will concentrate on the concept of design aspect of their storage phone cradle.

Scheme of Learning OVERVIEW

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

Autumn term will concentrate on the concept of design aspect of the phone cradle. Design ideas in isometric with key annotation. Product specification utilizing ACCESFM properties and uses of materials.

Spring term developing their chosen design make and manufacture the phone cradle. Pupils will concentrate on the concept of design aspect of their storage phone cradle.

Summer term Product specification utilizing ACCESFM properties and uses of materials. Pupils will concentrate on the concept of design aspect of their storage phone cradle.

How will you promote SMSC through this year of study?

Phone Cradle/ Storage Box: SPIRITUAL: sense of enjoyment and fascination in learning about themselves, others and the world around them.

To build on individuals self-esteem. Outcome for students in setting a ‘can do attitude’ in the lesson understanding mistakes happen in technology.

MORAL: understanding of the consequences of their actions. Quality: Pupils will learn the concept of quality and how this affects companies such as Bentley Motors.

SOCIAL: a willingness to participate in a variety of social settings, cooperating well with others. In the aspect of cooperation when sharing tools and equipment.

CULTURAL: a willingness to participate in, and respond to new technologies. Cross curricula aspect of DT to incorporate mathematical, technological, scientific and cultural opportunities How will you develop and build thinking skills and independent learner behaviours?

Independent Enquiry: Through the design process of both projects.

Creative Thinking: When they are designing the storage of their box Reflective Learning: To be able to rectify any problems they over come through reflective learning.

Teamwork: When sharing the tools and equipment in the workshop.

Effective Participation: A wiliness to take part in both the practical and written aspects of both projects.

Self-Management: In the written aspect producing their design booklets and practical as both projects have to meet a dead line.

Key assessments Data collection point throughout the academic year. Focusing on the written folder and key practical work set against the learning journey. An end of unit test to monitor progress with in the unit of work.

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

Home learning will incorporate set homework research task along with exam papers. These will be tracked in a pubic tracking document set against their FFT target.

Examinations Set end of unit test

In what ways are you developing interleaving/revision skills?

In the work booklet self and peer assessment. Oral feedback on both the practical and written aspect of the mobile phone holder and storage box. Written feedback on their learning journey.

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

In the completion of both the practical’s bespoke to their customer profile. ATL monitored in the lessons SIMS at touch used to praise success in the class room.

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

A significant piece of the design aspect on both projects will be marked identifying areas such as spelling, punctuation and grammar. Students should have the opportunity to correct their literacy errors in the planned improvement phase.

Low stakes testing Low stakes testing through observation, key questioning and the tracking of their practical’s. Oral feedback as the project develops.

Deep marking points Deep marking points set on the practical aspect along with their design ideas folder focusing on their product specification for the box and the development section for their phone cradle project.

Home learning Home learning through the pupils researching key tasks, numeracy and literacy will all be addressed with set homework tasks.

Conferencing/DIRT DIRT student will self and peer assess their work against the examples provided.

Moderation Within the faculty.

Impact What is it that you want students to know/be able to do by the end of this year of study? On completion of this unit, learners will understand how the properties and characteristics of materials impact on the design specification for the development of a new product. Along with understanding the concept of designing a working model.

What are the next steps? How can the knowledge/skills from this year be extended next year? Learners e option choices key skills learnt in Year 8 can be transposed through to Year 9 they will be able to apply knowledge and understanding gained to help develop their skills further if the choice the Cambridge National Qualification in Engineering. Recall, select and communicate knowledge and understanding in design and technology including its wider effects. Apply knowledge, understanding and skills in a variety of contexts and in designing and making products.

The Big Picture: An introduction into basic skills and equipment

Subject: Food

Year Group: 7

An introduction into the Food Technology room. Practical lessons cover basic skills and using key pieces of equipment to make 9 dishes throughout their first year. These lessons run alongside a number of theory lessons where students are introduced to The Eatwell Guide, The Eight top tips for health and students can evaluate their practical dishes aginst these. They will also discuss current food news stories and debates and have termly DIRT sessions to evaluate their work/progress.

Scheme of Learning OVERVIEW

Intent Skills – Basic cooking and food preparation skills, washing up, using equipment safely, timing, team work, safety and hygiene and evaluation Knowledge – How to use equipment safely, Safety and hygiene rules for the food room, The Eatwell guide, The 8 top tips for health, recent food news stories, planning, Evaluation and design, sensory analysis Mixed ability groups some with and some without KS2 knowledge Skills and knowledge to be developed further through cooking and preparing a range of baked products in year 8, with further knowledge covered in theory lessons

Implementation Structure – 1 hour lesson per fortnight, 3 practical sessions per term and usually 3-4 theory lessons depending on the duration of the term.

SMSC – Personal hygiene, healthy eating and nutrition/current government recommendations and essential life skills Independence – Set structure/clear expectations to both theory and practical lessons, consideration taken to independent working, extension activities and independent tasks with clear success criteria Homework – Extended learning from theory lessons, recapping and securing knowledge and evaluation tasks Wow/celebration – Verbal feedback and praise when achieving great results in practical lessons, photographing all dishes and using these in lessons which celebrates successful outcomes, postcards home for excellence in homework tasks Literacy – Key words for each lesson/key pieces of equipment etc. Following recipes on board and laminated recipe cards, sensory language used on a regular basis during evaluation, resources to support literacy tasks within lesson Numeracy – Accurate timings, temperature control, measurements, pre weighed and within lesson, key temperatures (for food safety) proportions linked to recommendations, cost of ingredients, following recipes and food labelling

Consider your assessment Markers Key assessments – DIRT lessons at the end of each term Deep marking points – H/W tasks per term (teacher marked) DIRT – Termly Moderation – Peer assessment/selfassessment/verbal feedback/ written teacher feedback

Autumn Term Practical - Pasta Salad Practical – Grilled snack Practical – Mini Cookies

Spring Term Practical – Savoury scones Practical – Cous Cous salad Practical – Crispy chicken

Summer Term Practical – Pizza pinwheels Practical – Tuna balls Practical – Small cakes

Impact It is important that students build their confidence in the food room and can use a range of equipment safely to make a number of predominantly savoury dishes to a good quality finish. Students should have an understanding of basic safety and hygiene rules and a clear understanding of government recommendations on nutrition and healthy eating.

Students will build on and practice their practical skills in year 8 to complete 9 more predominantly savoury dishes to work more confidently and independently. They will learn about skills such as bread making, pastry making and the function of ingredients as well as applying nutritional information when evaluating their finished dishes.

The Big Picture: Baked Products

Subject: Food

Year Group: 8

Development of practical skills from year 7. Practical lessons cover a range of skills and using key pieces of equipment to make 9 dishes throughout the year. These lessons run alongside a number of theory lessons where students develop their knowledge of The Eatwell Guide. They will also discuss current food news stories and debates and have termly DIRT sessions to evaluate their work/progress. They will develop their understanding of hygiene and safety, in particular food poisoning/high risk products.

Scheme of Learning OVERVIEW

Intent Skills – Developing cooking and food preparation skills, food safety and hygiene skills, bread making, pastry making and product evaluation Knowledge – Safety and hygiene rules for the food room/focus food poisoning, The Eatwell guide and focus on reducing sugar intake, recent food news stories, planning, evaluation and design, sensory analysis Mixed ability groups some with and some without KS2 knowledge/ year 7 skills and knowledge Skills and knowledge to be developed further through cooking and preparing a range of multicultural foods in year 9, with further knowledge covered in theory lessons such as diets, seasonal produce and buying local produce.

Implementation Structure – 1 hour lesson per fortnight, 3 practical sessions per term and usually 3-4 theory lessons depending on the duration of the term.

SMSC – Personal hygiene, healthy eating and nutrition/current government recommendations/food safety (focus on food poisoning), essential life skills Independence – Set structure/clear expectations to both theory and practical lessons, consideration taken to independent working, extension activities and independent tasks with clear success criteria Homework – Extended learning from theory lessons, recapping and securing knowledge and evaluation tasks Wow/celebration – Verbal feedback and praise when achieving great results in practical lessons, photographing all dishes and using these in lessons which celebrates successful outcomes, postcards home for excellence in homework tasks Literacy – Key words for each lesson/key pieces of equipment etc. Following recipes on board and laminated recipe cards, sensory language used on a regular basis during evaluation, resources to support literacy tasks within lesson Numeracy – Accurate timings, temperature control, measurements, pre weighed and within lesson, key temperatures (for food safety) proportions linked to recommendations, cost of ingredients, following recipes and food labelling

Consider your assessment Markers Key assessments – DIRT lessons at the end of each term Deep marking points – H/W tasks per term (teacher marked) DIRT – Termly Moderation – Peer assessment/selfassessment/verbal feedback/ written teacher feedback

Autumn Term Practical – Bread Practical – Stuffed chicken Practical – Apple cakes

Spring Term Practical – Short crust pastry Practical – Mini quiches Practical – Chicken goujons

Summer Term Practical – Pastry pizza Practical – Turkey bites Practical – Rock cakes

Impact It is important that students continue to build their confidence in the food room and follow and understand clear safety and hygiene rules to make a number of predominantly savoury dishes to a good quality finish, reducing the risk of food poisoning. Students should develop their understanding of government recommendations on nutrition and healthy eating focusing on reducing sugar intake and using this knowledge to debate current news reports and legislation Students will build on and practice their practical skills in year 9 to complete 9 more predominantly savoury dishes to work more confidently and independently. They will learn about skills such whisked sponge, marinating, cooking high risk foods safely and the function of ingredients as well as applying nutritional information when evaluating their finished dishes and considering special diets and the provenance of their ingredients.

The Big Picture: Multicultural foods

Subject: Core Food

Year Group: 9

Development of practical skills from year 8. Practical lessons cover a range of skills and using key pieces of equipment to make 9 dishes throughout the year. These lessons run alongside a number of theory lessons where students develop their knowledge of current recommendations and special diets. They will also discuss current food news stories and debates and have termly DIRT sessions to evaluate their work/progress. This will be their last year of food education unless selected as an option subject.

Scheme of Learning OVERVIEW

Intent Skills – Developing cooking and food preparation skills with a multicultural theme, food safety and hygiene skills, and product evaluation

Knowledge – Safety and hygiene rules for the food room/focus high risk ingredients, current recommendations and focus on various special diets, recent food news stories, planning, evaluation and design, sensory analysis Mixed ability groups some with and some without KS2 knowledge/ year 7&8 skills and knowledge This will be the last core food lessons within school unless opted at Level 1/2. Some students will pick our current course WJEC level 1/2 in Hospitality and Catering in year 8 which will run alongs food for 12 months until entering year 10.

Structure – 1 hour lesson per fortnight, 3 practical sessions per term and usually 3-4 theory lessons depending on the duration of the term.

SMSC – Personal hygiene, healthy eating and nutrition/current government recommendations/food safety, understanding of different special diets, essential life skills Independence – Set structure/clear expectations to both theory and practical lessons, consideration taken to independent working, extension activities and independent tasks with clear success criteria Homework – Extended learning from theory lessons, recapping and securing knowledge and research/evaluation tasks Wow/celebration – Verbal feedback and praise when achieving great results in practical lessons, photographing all dishes and using these in lessons which celebrates successful outcomes, postcards home for excellence in homework tasks Literacy – Key words for each lesson/key pieces of equipment etc. Following recipes on board and laminated recipe cards, sensory language used on a regular basis during evaluation, resources to support literacy tasks within lesson Numeracy – Accurate timings, temperature control, measurements, pre weighed and within lesson, key temperatures (for food safety) proportions linked to recommendations, cost of ingredients, following recipes and food labelling

Consider your assessment Markers Key assessments – DIRT lessons at the end of each term Deep marking points – H/W tasks per term (teacher marked) DIRT – Termly Moderation – Peer assessment/selfassessment/verbal feedback/ written teacher feedback

Autumn Term Practical – Bolognese Practical – Thai curry Practical – Chocolate chip muffins Spring Term Practical – Mini pizza Practical – Omelette Practical – Sweet and sour

Summer Term Practical – Swiss roll Practical – Chicken stroganoff Practical – Chicken Fajitas

Impact - Students should be confident and independent at using a range of both food preparation and cooking skills, following recipes and working both safely and hygienically. They should understand how to prevent food poisoning and have a good understanding of how to eat healthily and know what types of foods to choose and to avoid and understand individual needs relating to diet. They should be able to create a range of savoury dishes and some sweet options. This course will provide students with basic life skills to support them and their families for the future.

Students who have chosen Food as an option subject will continue with core food for one year before moving into year 10. Our current course is WJEC Level 1/2 in Hospitality and Catering, all material covered in these lessons provides students with a solid base of information covered in the specification. Students benefit from both practical and theory lessons to support their option choice within the food department.

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 techniques.

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 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.

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: Blood Brothers, Curious Incident of the Dog in the Nighttime, Bouncers, Practitioners and Devising Skills Covered: Vocal Skills, Movement Skills, Accent Work, Still Image, Comedy, Multi-Role, Stage Types, Direct Address, 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 Practitioners

Summer Theatre 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 understand 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 foundation 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: 10

Scheme of Learning YEAR OVERVIEW

The Big Picture Students will be focusing mainly on component 1 of their GCSE. Working on a understand of different practitioners and creating their own live theatre in a style of their chose. Students will improve team work skills and a gain a great understanding of how theatre is created.

Intent Students will complete SOL on: Component 1 and 3 Skills Covered: Devising, evaluating, acting skills, group work, anaylsing text, taking a performance from page to stage, set design, lighting techniques, costume design, prop design.

Students will build upon their experience of drama thus far, focusing on their knowledge of practitioners and devising for component 1. For component 3 students will look at how to transfer a play from page to stage from the point of view of actor, director and designers. Also through the live theatre review students will watch theatre and be able to comment on the effect the performance has on the audience thinking about the different elements of performance.

Implementation Students will be focusing on components 1 and 3 of the GCSE as these are the larger components. Focusing on component 1 first gives students plenty of time to develop their own ideas and create and perform their own production.

Assessment December mock for the performance side of component 1.

Component 3 will start after Easter and will practically explore the text DNA looking at how to would be put on stage. For the live theatre review students will have the opportunity to watch live theatre and evaluate the effect it has on the audience.

Final performance for component 1.

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.

Evaluation of performance for component 1.

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.

Portfolio for component 1.

Students will develop confidence with key Drama vocabulary.

In class assessments for component 3.

Autumn Term Practitioners Component 1 – Devised Theatre Spring Term Component 1 - Devised Theatre

Summer Theatre Component 3 – DNA and Live Theatre Review

Impact Students will have a greater understanding of how the main skills in Drama can be applied in performance and design. They should have a clear understanding different genres and display performance confidence. The quality of work being produced should be showing great depth of understanding. Confident with the set text and live theatre review as preparation for the exam in year 11.

Year Group: 11

Scheme of Learning YEAR OVERVIEW

The Big Picture

Students will be revising the content for component 3 in which they will experience live theatre and adapting a play from page to stage. In component 2 students will pick a scripted piece to turn into a performance. Allowing to explore different plays and perform a text that they enjoy.

Intent Students will complete SOL on: Component 2 and revise component 3 Skills Covered: Evaluating, acting skills, group work, anaylsing text, taking a performance from page to stage, set design, lighting techniques, costume design, prop design.

Students will build upon their experience of drama thus far, focusing on their knowledge of creating and directing a performance. For component 3 students will look at how to transfer a play from page to stage from the point of view of actor, director and designers. Also through the live theatre review students will watch theatre and be able to comment on the effect the performance has on the audience thinking about the different elements of performance. For component 2 students will direct themselves and create a performance form a text.

Implementation Students will be focusing on components 2 and 3 of the GCSE. Most of the content for component 3 will have been covered in year 10 and year 11 will be revising this.

For component 2 students will focus on creating a performance from the text. They will have opportunity to perform this in front of an audience before the final exam and performing in front of the examiner.

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.

Students will develop confidence with key Drama vocabulary.

Assessment December mock for component 3.

Mock performance of component 2.

Final performance for component 2.

GCSE exam for component 3.

Autumn Term Component 3 – DNA and Live Theatre Review – revision Component 2 – Performing from a text Spring Term Component 2 – Performing from a text

Summer Theatre Component 3 – DNA and Live Theatre Review

Impact Students will have a greater understanding of how the main skills in Drama can be applied in performance and design. They should have a clear understanding different genres and display performance confidence. The quality of work being produced should be showing great depth of understanding. Confident with the set text and live theatre review as preparation for the exam in year 11.

Engineering

The Big Picture:

Scheme of Learning OVERVIEW

The Cambridge Nationals in Engineering Manufacture is aimed at the manufacturing of new engineered products.

Learners are provided with the knowledge and skills required to operate manufacturing tools and equipment used to make products from the requirements of a design specification. Learners will develop their understanding of the processes and systems required to transfer a design concept into a product.

Subject: Cambridge Year National OCR Engineering Key Stage 4

Group: 9

Intent Units R109 Exam, R110 manufacturing using standard machinery, R111 CNC, R112 QC (60 Marks per Unit) R109: Engineering materials, processes and production. Students develop their understanding of a wide range of engineering materials and how their properties and characteristics impact on a design specification. They also examine different production processes and their applications. Exam 60 marks 1 hour 30 guided learning hours Implementation Year 9: R109 exam revision past paper to embed key engineering skills. R110 key workshop skills hand fitting, marking out. Manufacturing dog tag, drip tray, skills test for Air bus. SMSC Spiritual issues developing knowledge and understanding of: how engineering has changed the way people interact with technology in their daily lives.

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).

General workshop skills developed through Key stage 3. Using marking out tools, general bench fittings, the scroll saw, bench grinder and pillar drill. Understanding the concept of Health & Safety.

This unit will develop learners’ knowledge and understanding of engineering materials and processes, and their application in the manufacture of engineered products. The content of this unit includes basic engineering processes, allowing for a practical approach to be taken in the delivery of the unit.

This unit also covers types of engineering materials such as ferrous and non-ferrous metals, alloys, polymers, thermosetting plastics, ceramics, composites, smart materials and new and emerging materials. Learners will understand properties of engineering materials and learn the theory of hand and machine skills to engineer a product.

On completion of this unit, learners will understand how the properties and characteristics of materials impact on the design specification for the development of a new product and appreciate the different production methods available to produce engineered products.

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

Autumn term will concentrate on the concept of properties and uses of engineering materials R109. Be able to plan for the making of a pre-production product R110.

Spring term understand engineering processes and their application R109. Be able to plan for the making of a preproduction product R110.

Summer term know about developments in engineering processes. Understand the impact of modern technologies on engineering productionr109. Be able to modify a production plan for different scales of production R110.

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

Personal learning and thinking skills will be developed through key workshop practical activities. Students will learn how through the set examination questions through independent research to develop their independent learning skills.

Scheme of Learning OVERVIEW

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

Home learning will incorporate set homework research task along with exam papers. These will be tracked in a pubic tracking document set against their FFT target. A unit tracker to monitor progress In what ways are you developing interleaving/revision skills?

Students will be set past papers to develop their skills in answering formal examination in January in Year 10 and June of Year 11. Practical with enhance engineering subject knowledge through the use of the manual lathe and miller.

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

The exam tracker will celebrate their success in developing their subject knowledge. Key practical activities will celebrate their practical abilities. The production of the R110 practical production of a mounting block.

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

Literacy will be developed through form examination writing and key documents on risk assessments health and safety and the production plan. Numeracy through the concept of marking out tolerance of their products and the digital read out on the equipment such as the lathe and miller.

Key assessments Data collection point throughout the academic year. Focusing on the exam tracker and key practical work set against the R110 machining unit.

Low stakes testing Low stakes testing through observation, key questioning and the tracking of the past exam papers.

Deep marking points Deep marking points set on the practical aspect along with the paper work ( risk assessment, log book ) set against the R110 unit on manufacturing an engineering product.

Home learning Home learning through the pupils researching key engineering terms and the completion of exam past papers.

Examinations Exam in January 2020 Conferencing/DIRT DIRT student will self and peer assess their work against the examinations report for each past paper.

Moderation In line with QCR moderation. .

Impact What is it that you want students to know/be able to do by the end of this year of study? On completion of this unit, learners will understand how the properties and characteristics of materials impact on the design specification for the development of a new product and appreciate the different production methods available to produce engineered products. Along with learners will understand, and be able to apply, the processes for making pre-production products, using a range of hand tools, measuring and marking equipment safely.

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

Learners studying for the Certificate will be able to apply knowledge and understanding gained in this unit to help develop their skills further during the completion of Units R111 and R112.

The Big Picture:

Scheme of Learning OVERVIEW

The Cambridge Nationals in Engineering Manufacture is aimed at the manufacturing of new engineered products. Learners are provided with the knowledge and skills required to operate manufacturing tools and equipment used to make products from the requirements of a design specification. Learners will develop their understanding of the processes and systems required to transfer a design concept into a product.

Subject: Cambridge National OCR Engineering Key Stage 4

Intent Units R109 Exam, R110 manufacturing using standard machinery, R111 CNC, R112 QC (60 Marks per Unit)R111: Computer aided manufacturing: the role of computer applications in the design and manufacture of engineered products by creating computer-aided design (CAD) drawings to produce a batch of computer numerical control (CNC) manufactured examples of a product. Centre-assessed tasks, OCR moderated 60 marks. Approx. 10-12 hours 30 guided learning hours R112: Quality control of engineered products: knowledge and understanding of the techniques and procedures used, including ‘lean processes’ to ensure the quality of engineered products. They produce and implement a detailed set of procedures for the quality control of engineered products in a ‘real world’ situation involving highvolume manufacture of products. Centre-assessed tasks, OCR moderated 60 marks. Approx. 10-12 hours 30 guided learning hours List the overall skills and knowledge to be covered.

Implementation: This unit develops learners’ knowledge and understanding of procedures used during the planning and preparing stages in the manufacture of engineered products. Learners are required to plan and make a pre-production product a mounting post for the pillar drill by conventional (non-Computer Numerical Control (CNC). This unit enables learners to have the opportunity to apply appropriate processes for making pre-production products using hand-held tools, measuring and marking equipment safely. Learners will also carry out manually controlled machining operations such as drilling, turning and milling and perform quality control checks to review finished pre-production products.

On completion of this unit, learners will understand, and be able to apply, the processes for making pre-production products, using a range of hand tools, measuring and marking equipment safely. SMSC Ethical issues teaching about the ethical implications of unregulated labour markets and fair trade suppliers how engineering can affect the quality of life experienced by people and the responsibility to manufacture responsibly. Economic issues learning how to make informed decisions about the choice, implementation and use of materials in engineered products depending upon cost and the efficient management of money and resources Learners studying for the Certificate will be able to apply knowledge and understanding gained in this unit R109 to help develop their skills further during the completion of Unit.

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).

Year 9: R109 exam revision past paper to embed key engineering skills. R110 key workshop skills hand fitting, marking out. Manufacturing dog tag, drip tray, skills test for Air bus. SMSC Spiritual issues developing knowledge and understanding of: how engineering has changed the way people interact with technology in their daily lives.

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

Learners studying for the Certificate will be able to apply knowledge and understanding gained in this unit to help develop their skills further during the completion of Units R111 and R112.

Year Group: 10

Scheme of Learning OVERVIEW

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

Autumn term will concentrate on the concept of design aspect of the phone cradle. Design ideas in isometric with key annotation. Product specification utilizing ACCESFM properties and uses of materials.

Spring term developing their chosen design make and manufacture the phone cradle. Pupils will concentrate on the concept of design aspect of their storage phone cradle.

Summer term Product specification utilizing ACCESFM properties and uses of materials. Pupils will concentrate on the concept of design aspect of their storage phone cradle.

How will you promote SMSC through this year of study?

Phone Cradle/ Storage Box: SPIRITUAL: sense of enjoyment and fascination in learning about themselves, others and the world around them.

To build on individuals self-esteem. Outcome for students in setting a ‘can do attitude’ in the lesson understanding mistakes happen in technology.

MORAL: understanding of the consequences of their actions. Quality: Pupils will learn the concept of quality and how this affects companies such as Bentley Motors.

SOCIAL: a willingness to participate in a variety of social settings, cooperating well with others. In the aspect of cooperation when sharing tools and equipment.

CULTURAL: a willingness to participate in, and respond to new technologies. Cross curricula aspect of DT to incorporate mathematical, technological, scientific and cultural opportunities How will you develop and build thinking skills and independent learner behaviours?

Independent Enquiry: Through the design process of both projects.

Creative Thinking: When they are designing the storage of their box Reflective Learning: To be able to rectify any problems they over come through reflective learning.

Teamwork: When sharing the tools and equipment in the workshop.

Effective Participation: A wiliness to take part in both the practical and written aspects of both projects.

Self-Management: In the written aspect producing their design booklets and practical as both projects have to meet a dead line.

Key assessments Data collection point throughout the academic year. Focusing on the written folder and key practical work set against the learning journey. An end of unit test to monitor progress with in the unit of work.

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

Home learning will incorporate set homework research task along with exam papers. These will be tracked in a pubic tracking document set against their FFT target.

Examinations Set end of unit test

In what ways are you developing interleaving/revision skills?

In the work booklet self and peer assessment. Oral feedback on both the practical and written aspect of the mobile phone holder and storage box. Written feedback on their learning journey.

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

In the completion of both the practical’s bespoke to their customer profile. ATL monitored in the lessons SIMS at touch used to praise success in the class room.

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

A significant piece of the design aspect on both projects will be marked identifying areas such as spelling, punctuation and grammar. Students should have the opportunity to correct their literacy errors in the planned improvement phase.

Low stakes testing Low stakes testing through observation, key questioning and the tracking of their practical’s. Oral feedback as the project develops.

Deep marking points Deep marking points set on the practical aspect along with their design ideas folder focusing on their product specification for the box and the development section for their phone cradle project.

Home learning Home learning through the pupils researching key tasks, numeracy and literacy will all be addressed with set homework tasks.

Conferencing/DIRT DIRT student will self and peer assess their work against the examples provided.

Moderation Within the faculty.

Impact What is it that you want students to know/be able to do by the end of this year of study?On completion of this unit, learners will understand how the properties and characteristics of materials impact on the design specification for the development of a new product. Along with understanding the concept of designing a working model.

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

Learners e option choices key skills learnt in Year 8 can be transposed through to Year 9 they will be able to apply knowledge and understanding gained to help develop their skills further if the choice the Cambridge National Qualification in Engineering. Recall, select and communicate knowledge and understanding in design and technology including its wider effects. Apply knowledge, understanding and skills in a variety of contexts and in designing and making products .

The Big Picture

Scheme of Learning OVERVIEW

The Cambridge Nationals in Engineering Manufacture is aimed at the manufacturing of new engineered products.

Learners are provided with the knowledge and skills required to operate manufacturing tools and equipment used to make products from the requirements of a design specification. Learners will develop their understanding of the processes and systems required to transfer a design concept into a product.

Subject Cambridge National OCR Engineering Key Stage 4

Year Group: 11

Intent Units R109 Exam, R110 manufacturing using standard machinery, R111 CNC, R112 QC (60 Marks per Unit) R111: Computer aided manufacturing: the role of computer applications in the design and manufacture of engineered products by creating computer-aided design (CAD) drawings to produce a batch of computer numerical control (CNC) manufactured examples of a product. They investigate methods used to compare items manufactured by manually controlled and CNC production, and develop their understanding of how computer control is used to produce engineered products in highvolume. Centre-assessed tasks, OCR moderated 60 marks. Approx. 10-12 hours 30 guided learning hours R112: Quality control of engineered products: understanding of the techniques and procedures used, including ‘lean processes’ to ensure the quality of engineered products. They produce and implement a detailed set of procedures for the quality control of engineered products in a ‘real world’ situation involving high-volume manufacture of products. Centre-assessed tasks, OCR moderated 60 marks. Approx. 10-12 hours 30 guided learning hours List the overall skills and knowledge to be covered. R111: design and manufacture of engineered products. Learners will produce Computer Aided Design (CAD) drawings of a product to produce a batch of Computer Numerical Control (CNC) manufactured examples. Also, learners will understand how computer control can be used in the high-volume/mass production of engineered products. Learners will develop knowledge and understanding of computer applications in the design and manufacture of engineered products and know the procedures for setting up CNC equipment to produce a batch of products to the required specification. Learners will also investigate methods used to compare items manufactured by manually controlled and CNC production.

R112: This unit will develop learners’ knowledge and understanding of techniques and procedures used to ensure the quality of engineered products. Learners will be required to produce and carry out a detailed set of procedures for the quality control of engineered products which will be used in a ‘real world’ situation involving highvolume manufacture of products. Learners will also gain an understanding of the principles of lean manufacture and how they are applied to improving the quality of the manufacturing process. SMSC Legislative issues the main aspects of legislation relating to engineering: copy right design and patents acts and other legislation as it applies to the design and production of engineered products. Economic issues learning how to make informed decisions about the choice, implementation, and use of materials in engineered products depending upon cost and the efficient management of money and resources 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).

Year 9: R109 exam revision past paper to embed key engineering skills. R110 key workshop skills hand fitting, marking out. Manufacturing dog tag, drip tray, skills test for Air bus. SMSC Spiritual issues developing knowledge and understanding of: how engineering has changed the way people interact with technology in their daily lives.

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

Learners studying for the Certificate will be able to apply knowledge and understanding gained in this unit to help develop their skills further during the completion of Units R111 and R112. On completion of unit R111, learners will be able to use computer applications to manufacture engineered products and produce CAD drawings of a product. Learners will understand how computer control is used to produce engineered products in high-volume. On completion of this unit, learners will understand the techniques and procedures used to ensure the quality of engineered products.

Autumn term will concentrate on the concept of properties and uses of engineering materials R109. Be able to plan the production of components on Computer Numerical Control (CNC) machines. Be able to interpret information from Computer Aided Design (CAD) to manufacture components on CNC equipment. Be able to set-up and use CNC equipment to manufacture components R111.

Spring term understand engineering processes and their application R109. Know about applications of computer control processes used to manufacture products R111. Understand the importance of quality control. Be able to assess product quality from inspection and quality control techniques R112.

Summer term know about developments in engineering processes. Understand the impact of modern technologies on engineering productionr109.

Know how modern technologies can be used in quality control.

Know the principles of lean manufacturing R112.

Scheme of Learning OVERVIEW

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

Autumn term will concentrate on the concept of properties and uses of engineering materials R109. Be able to plan the production of components on Computer Numerical Control (CNC) machines. Be able to interpret information from Computer Aided Design (CAD) to manufacture components on CNC equipment. Be able to set-up and use CNC equipment to manufacture components R111.

Spring term understand engineering processes and their application R109. Know about applications of computer control processes used to manufacture products R111. Understand the importance of quality control. Be able to assess product quality from inspection and quality control techniques R112.

Summer term know about developments in engineering processes. Understand the impact of modern technologies on engineering productionr109. Know how modern technologies can be used in quality control. Know the principles of lean manufacturing R112.

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

Personal learning and thinking skills will be developed through key workshop practical activities. Students will learn how through the set examination questions through independent research to develop their independent learning skills. Expand their knowledge of both manual and CNC machine.

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

Home learning will incorporate set homework research task along with exam papers. These will be tracked in a pubic tracking document set against their FFT target. A unit tracker to monitor progress in Units R 109-110-111-112.

In what ways are you developing interleaving/revision skills?

Students will be set past papers to develop their skills in answering formal examination in January in Year 10 and June of Year 11. Practical with enhance engineering subject knowledge through the use of the manual lathe and miller. After school sessions to boost their self esteme.

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

The exam tracker will celebrate their success in developing their subject knowledge. Key practical activities will celebrate their practical abilities. The production of the R110 practical production of a mounting block. R111 of the production mounting block on the CNC machines.

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

Literacy will be developed through form examination writing and key documents on risk assessments health and safety and the production plan. Numeracy through the concept of marking out tolerance of their products and the digital read out on the equipment such as the lathe and miller

Key assessments Data collection point throughout the academic year. Focusing on the exam tracker and key practical work set against the R110 R111 R112 machining unit.

Low stakes testing Low stakes testing through observation, key questioning and the tracking of the past exam papers. Observation records and key set written tasks.

Deep marking points Deep marking points set on the practical aspect along with the paper work ( risk assessment, log book ) set against the R110 unit on manufacturing an engineering product. R111 with the written program and key CNC tasks. R112 on key concepts of QC & QA Home learning Home learning through the pupils researching key engineering terms and the completion of exam past papers.

Examinations June 2020

Conferencing/DIRT DIRT student will self and peer assess their work against the examinations report for each past paper.

Moderation In line with QCR regulations

Impact What is it that you want students to know/be able to do by the end of this year of study? On completion of this unit, learners will understand how the properties and characteristics of materials impact on the design specification for the development of a new product and appreciate the different production methods available to produce engineered products. Along with learners will understand, and be able to apply, the processes for making pre-production products, using a range of hand tools, measuring and marking equipment safely. Both on manual and computer controlled machines. Know how to produce items to a tolerance.

What are the next steps? How can the knowledge/skills from this year be extended next year? Learners studying for the Certificate will be able to apply knowledge and understanding gained in this unit to help develop their skills further during the completion of Units R111 and R112.

English

Scheme of Learning YEAR 7 OVERVIEW

The Big Picture: Y7 is a rich and varied introduction to the study of English at KS3. A bespoke transition unit introduces students to 3 high-quality texts – a novella, a graphic novel and a novel – each connected to the wider theme of ‘survival and migration’, inspiring students to engage with a range of pertinent real-world issues: freedom and human rights, identity and race, hope and loss, politics and power. Building from this longer study, students are challenged by a broad spectrum of contexts, genres and text types: an exploration of nineteenth century Gothic fiction; classic Shakespearian drama; an introduction to poetry as a means for understanding themselves and their own journeys; and a collection of myths and legends – from faraway and ancient civilizations to more familiar settings. Through these units, a comprehensive mix of reading, writing, and speaking and listening opportunities develop students’ knowledge and skills building from the foundations laid at KS2 to further spark their curiosity and love of language, promoting the key values of empathy and excellence.

Intent: ‘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 Y7 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 Y7, 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 real-world 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.

Implementation: • • •

• • •

• •

There will be five LP units. LP1 – Survival & Migration – is a longer LP delivered over the first full term, incorporating study of 3 connected texts, each a different form (a novella, a graphic novel, and a novel). The rest of the LPs are half-termly units of approximately 6 weeks.

Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development.

The importance of spoken language in pupils’ development across the year – cognitively, socially and linguistically – has also been prioritised. Spoken language continues to underpin the development of pupils’ reading and writing during key stage 3 and teachers will therefore ensure pupils’ confidence and competence in this area continue to develop. Pupils will be taught to understand and use the conventions for discussion and debate, as well as continuing to develop their skills in working collaboratively with their peers to discuss reading, writing and speech across the curriculum.

Texts have been selected and resources designed to promote the key values of empathy, integrity, creativity and equality, in support of students’ striving towards excellence. Resources regularly sign-post these qualities and opportunities to support the unifying vision of the Grove.

Achievement will be championed regularly via SIMS InTouch, AtL grades, E-praise postcards, phone calls home, faculty and whole-school ‘Celebration’ nominations, and crucially for students via regular, explicit feedback of skills and grades.

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. PfL ‘recap’ tasks and low-stakes quizzes have been built into all schemes to support more effective knowledge retention and revision.

WOW moments: Creating ‘unheard stories’ from a graphic novel; conducting local ‘field’ poetry Literacy skills will be addressed within all lessons with high-quality and challenging texts at the forefront of this strategy. These LPs are supported by the ‘building better sentences’ and ‘building brilliant vocabulary’ resource schemes, literacy-focused homework, LP ‘confident communicator’ key word lists, spelling tests, literacy quizzes, the online ‘Bedrock’ literacy programme, and reading for pleasure.

Key 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 Empathetic letter-writing Reading and analysis-style assessment: Refugee Boy Spring Term

Creative writing - Gothic Reading assessment Shakespeare Summer Term

End of year GCSE style exam Poetry analysis Transactional writing: myths and legends

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 with 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 8 OVERVIEW

The Big Picture: Y8 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.

Intent: ‘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 indepth consideration of historical context in preparation for study of the GCSE novella: A Christmas Carol.

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Implementation: • • •

• •

•

• •

There will be five LP units. LP1 – Dystopian Literature – is a longer novel study and a double-unit delivered over the first full term. The rest of LPs are half-termly units of approximately 6 weeks.

Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development.

The importance of spoken language in pupils’ development across the year – cognitively, socially and linguistically – has also been prioritised. Spoken language continues to underpin the development of pupils’ reading and writing during key stage 3 and teachers will therefore ensure pupils’ confidence and competence in this area continue to develop. Pupils will be taught to understand and use the conventions for discussion and debate, as well as continuing to develop their skills in working collaboratively with their peers to discuss reading, writing and speech across the curriculum.

Texts have been selected and resources designed to promote the key values of empathy, integrity, creativity and equality, in support of students’ striving towards excellence. Resources regularly sign-post these qualities and opportunities to support the unifying vision of the Grove.

Achievement will be championed regularly via SIMS InTouch, AtL grades, E-praise postcards, phone calls home, faculty and whole-school ‘Celebration’ nominations, and crucially for students via regular, explicit feedback of skills and grades.

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. PfL ‘recap’ tasks and low-stakes quizzes have been built into all schemes to support more effective knowledge retention and revision.

WOW moments: designing tech-inspired inventions for a dystopian world, presenting ‘Apprentice’ style pitches, exploring local ‘True Crime’, students recording their own news reports.

Literacy skills will be addressed within all lessons with high-quality and challenging texts at the forefront of this strategy. These LPs are support by the ‘building better sentences’ and ‘building brilliant vocabulary’ resource schemes, literacy-focused homework, LP ‘confident communicator’ key word lists, spelling tests, literacy quizzes, the online ‘Bedrock’ literacy programme, and reading for pleasure.

Key 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 Summer Term

Poetry analysis assessment Of Mice & Men reading assessment End of year GCSE style exam

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.

The Big Picture: This is the first year of the literature study, and will involve an introduction to the topics of Poetry, An Inspector Calls, and Macbeth as a foundation for their GCSE year next year. All skills will aim to give students an in-depth knowledge that will be built on for their GCSE at the end of year 10.

Subject: English Literature

Year Group: 9

Scheme of Learning OVERVIEW

Intent Units to be covered: 1) Poetry, 2) An Inspector Calls, 3) Macbeth. Due to the split nature of teaching in this year group different members of staff may be delivering individual schemes across two terms to prevent overlap of teaching.

All skills will be in line with GCSE criteria: A01 (read, understand and respond to texts); A02 (analyse the language, form, and structure); A03 (show understanding of texts and the contexts in which they were written); A04 (use a range of vocabulary and sentence structures for clarity, purpose, and effect). This year will build on prior learning from KS3, and requires an in-depth study to ensure success in the termination year of study.

Implementation • •

•

•

• •

The units within this year will be structured towards the examination at the end of year 10. They are based upon the students; prior learning, and developing a successful foundation to build upon for their culmination year.

SMSC will be developed through the exploration of moral dilemmas in ‘An Inspector Calls’, ‘A Christmas Carol’, and ‘Macbeth’. These texts, joined with the Poetry Anthology, explore a myriad of moral concepts to deepen and challenge understandings. Students will analyse characters, relationships, and themes which will require them to explore how spiritual, moral, social, and cultural factors can affect individuals within a society.

The learning programmes within the schemes are built upon the development of skills, embedding positive approaches and consolidating learning. Independence will be taught throughout each unit via the TEEP approach (prepare for learning, clarify objectives, present new information, construct understanding, apply understanding, review understanding). Students will be shown the methods of obtaining and demonstrating knowledge, and then they will be gradually supported to work with greater independence in preparation for year 10.

Home learning approaches will vary through the learning programmes and will be a combination of research, consolidation, on-line learning, quizzing, application and creative tasks. There will be one set homework task per LP cycle, and then autonomy is given to staff to decide further tasks on a class-by-class basis.

Achievement will be championed regularly via SIMS InTouch, AtL grades, praise postcards, phone calls home, and crucially for students via regular, explicit feedback of skills and grades. This is outlined clearly in the Faculty Agenda plan.

Literacy skills are explicitly referenced on each LP Journey and are specific to the course of learning. These may be specific vocabulary choices linked to the unit of study, contextual terminology, punctuation, sentence structures, or irregular spellings/concepts that need to be included in the unit.

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

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

Autumn Term: Poetry Outlines on the Learning Programme Journeys for Learning Points 1-6; Curriculum Overview document EDT.0201920; and Assessment Outline

Spring Term: An Inspector Calls Outlines on the Learning Programme Journeys for Learning Points 1-6; Curriculum Overview document EDT.0201920; and Assessment Outline

Summer Term: Macbeth Outlines on the Learning Programme Journeys for Learning Points 1-6; Curriculum Overview document EDT.0201920; and Assessment Outline

Impact By the conclusion of year 9, students will be able to confidently proceed into year 10 and have a solid foundation of understanding for their culmination year of study.

They will be able to demonstrate the relevant skills for their GCSE exams, with room to improve upon during the next academic year. The learning for this year will directly feed into the next academic year, with A01 (select and synthesise), A02 (explain, comment and analyse), A03 (comparing perspectives) and A04 (evaluating texts critically) being further built upon to develop skills relevant for the Literature GCSE exam and mirrored skills in the Language GCSE exam at the end of year 11.

The Big Picture: This year is the second year of study towards the English Literature GCSE; based on the foundation year of Year 9 whereby students did a preread of ‘A Christmas Carol’, ‘Macbeth’ and studied ‘An Inspector Calls’ and the Poetry Anthology, they will study ‘Macbeth’ and ‘A Christmas Carol’ thoroughly, develop their examination technique, and both embed and consolidate the skills learned in the previous year of study.

Subject:

Year Group:

English Literature

10

Scheme of Learning OVERVIEW

Intent Units to be covered (learning programmes): 1. ‘Macbeth’, 2. ‘A Christmas Carol’, 3. Unseen Poetry, 4. Revision of ‘An Inspector Calls’ and Poetry Anthology, 5. Speaking and Listening All skills will be in line with the GCSE assessment criteria: A01 (read, understand and respond to texts); A02(analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate); A03 (show understanding of the relationships between texts and the contexts in which they were written; A04 (use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation).

This year will build on prior learning in both KS2 and KS3; it particularly requires the in-depth study in Year 9 as outlined above, in order to ensure students are successful on this course.

Implementation • The units within this year will be structured towards the examination at the conclusion of the year. They are based on the students’ prior learning, outstanding areas of learning required and the overlearning of skills throughout the course.

• SMSC will be developed through the exploration of moral dilemmas in ‘An Inspector Calls’, ‘A Christmas Carol’ and ‘Macbeth’. These texts, alongside the Poetry Anthology, explore the concepts of poverty, greed, class and hierarchies, empathy, self-improvement, redemption, etc. Students’ analysis of characters, relationships an themes requires them to explore the way in which spiritual, moral, social and cultural factors can affect individuals and society.

• The learning programmes within the schemes of learning are all built on development of skills, embedding positive approaches and consolidating prior learning. Independence will be taught throughout each unit via the TEEP approach: prepare for learning, clarify objectives, present new information, construct understanding, apply understanding, review understanding. Ultimately, students will be shown the methods of obtaining and demonstrating knowledge and then will be gradually supported to work with greater independence, originality and verve.

• Home learning approaches vary throughout the learning programmes and are a combination of research, consolidation, on-line learning, quizzing, apply to demonstrate tasks, creative approaches. There is one set homelearning task per learning programme cycle (LP1/1) and then the autonomy is given to teachers to give students a further home-learning opportunity on a class-by-class basis.

• Achievement will be celebrated regularly via SIMS InTouch, AtL grades (as part of the whole-school approach), praise postcards, phone calls home and intrinsically for the students via regular and explicit feedback of the achievement of both skills and grades. This has been explicitly outlined on the Faculty Agenda plan.

• Literacy skills are explicitly referenced on each Learning Programme Journey and are specific to the course of learning. These may be specific vocabulary linked to the unit being studied, explicit contextual terms, punctuation, sentence structures, or irregular spellings that need to be incorporated into the unit.

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

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

Autumn Term Outlined on the Learning Programme Journeys for Learning Points 1-6; Curriculum Overview document EDT.0 201920; and Assessment Outline.

Spring Term Outlined on the Learning Programme Journeys for Learning Points 1-6; Curriculum Overview document EDT.0 201920; and Assessment Outline.

Summer Term Outlined on the Learning Programme Journeys for Learning Points 1-6; Curriculum Overview document EDT.0 201920; and Assessment Outline.

Impact By the conclusion of this year of study, students should be able to confidently complete their GCSE English Literature GCSE and demonstrate all of the skills listed above.

From this year, students will study the course for GCSE English Language and will be expected to demonstrate the skills listed here: A01: identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts; A02: explain, comment on, analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology; A03: compare writers’ ideas and perspectives; A04: evaluate texts critically and support this with appropriate textual references. All of these skills mirror the requirements of the Literature course studied this year and so are applicable to their final year of study. There are further skills that focus on writing and spoken language skills that will also have been rehearsed, but this continuity between Year 10 and 11 is explicit and linked.

Scheme of Learning YEAR 11 OVERVIEW

The Big Picture: Year 11 is the final year of the English Language GCSE course where students will focus on Component 1 and Component 2 content and skills, and Literature 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 Component 1 and 2 – Reading (AO1, AO2, AO3 and AO4), Writing (AO5 and AO6). Students will revisit content covered throughout KS3 and consolidate Literature content covered in Y9 & Y10.

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 and audiences; 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: Key assessments: There will be four LP units of approximately 10 weeks each.

1 Literature-focused lesson per week is incorporated into these LPs to consolidate the Literature content covered in Y9 & Y10 and ensure continued preparation for the Literature exam.

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 twice per LP units DIRT 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.

Spoken Language assessment

Spring Term

Reading: Component 1, Section A; Component 2, Section A Summer Term

Practice Papers – Reading and Writing Assessments; Literature Component 1 & Component 2 papers

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 familiar 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..

Geography

The Big Picture:

Subject:

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.

Geography

Year Group: 7

Scheme ofof Learning OVERVIEW Scheme Learning OVERVIEW

Intent Topic

Skills & Knowledge

Prior knowledge building

Future extensions

Geographical skills Urbanisation Population Rivers and Coasts World Issues Far away places (Russia & Middle east)

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

Knowledge: 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. Local links are connected to learning throughout the year and are specifically referenced on relevant ‘unit overviews’ for Geography.

KS2 varied topic work-

Weather & Climate Resources & the Environment Plate tectonics Environmental regions International development Africa

Implementation unit Geographical skills Urbanisation Population Rivers and Coasts World Issues Far away places (Russia + Middle east)

when Autumn term Spring term Summer term

SMSC Students learn about how they can discover places both where they live and other places. They learn about other cultures and different ways of living. They learn about the environment, how it is changing and how they can help they can be involved in changes and developments in the future.

Homework/Revision ▪ IW for each topic ▪ Homework booklets covering a variety of skills ▪ End of topic assessments

Consider your assessment Markers Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/DIRT Moderation

Autumn Term

4 fig grid references exercise + assess Pros & cons of living in a town or countryside DME where should the bypass be?

Spring Term What affects where we live?

Letter to paper supporting asylum seekers.

What causes waterfalls?

How can erosion be reduced?

Summer Term World issues in order of importance.

Rank types of aid order of importance Inequality in Asia.

Research project

Impact

To be able to use geographical skills including map skills and research skills. To be able to use information given or researched to make decisions about situations. To know about different places and be able to make comparisons between those places and their own country/town/home.

What are the next steps? Using the geographical skills and general literacy, numeracy and research skills in Year 8. Building on their knowledge of physical processes in different contexts and comparing different countries and cultures with their own and others.

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

The Big Picture:

Subject:

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.

Geography

Year Group: 8

Intent

Scheme of Learning OVERVIEW

Weather and climate Skills/Knowledge Prior knowledge Future extensions

Resources and the environment

Plate tectonics

Environmental regions

International Development

All topics cover skills such as information processing, reasoning, enquiry, creative thinking and evaluation. Knowledge consists of human and physical geographical processes and how they affect people.

Local links are connected to learning throughout the year and are specifically referenced on relevant ‘unit overviews’ for Geography.

At KS2 pupils should have knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Weather hazards & climate Rainforests & deserts studied Trade is studied further in Changing economic Renewable energy taught in Year 10 Tectonic Hazards studied in change taught in Year 10 at in The Living world unit in world in Year 10. resource management unit.

Year 10 GCSE Year 10 GCSE.

Implementation Weather and Climate Resources and environment Plate tectonics Environmental regions International Development Africa

When

SMSC

Homework/revision

Half term 1

In Year 8 students learn about the power of the Earth's forces, for instance the effects of earthquakes and their impact on people. They study Africa and look at the key characteristics of the country. Students also consider the impact that our actions are having on the different ecosystems around the world and ways in which we are exploiting them.

Throughout Year 8 pupils should now follow on from the Bronze homework booklet they completed in Year 7 and now access Silver level.

These contain skills-based tasks including: ✓ OS Map reading skills ✓ Atlas reading skills ✓ Ecosystem location skills ✓ Identifying countries on a world map with reference to wealth, population and migration.

Half term 2 Half term 3 Half term 4 Half term 5 Half term 6

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

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

Autumn Term Two IW tasks deep marked per unit (identified in unit plans).

An assessment to be completed at the end of the unit.

Spring Term Two IW tasks deep marked per unit (identified in unit plans).

An assessment to be completed at the end of the unit.

Summer Term Two IW tasks deep marked per unit (identified in unit plans).

An assessment to be completed at the end of the unit.

Impact By the end of Year 8, pupils should be able to offer explanations for interactions within and between physical and human processes. They can explain changes over time in the characteristics of places. They should account for differences in development and show some understanding of the range and complex factors that contribute t the quality of life in different places.

What are the next steps? For those taking Geography as a GCSE option, there is now opportunity to expand on the topics covered at KS3 with more focus on comparing issues between LICs and HIC’s and topic specific case studies.

The Big Picture:

Subject:

The first year of the GCSE AQA Geography course consists of a mixture of three physical and human geography topics. They are: Urban Issues and Challenges, Physical Landscapes of the UK and The Changing Economic World.

Geography

Year Group: 9

Scheme of Learning OVERVIEW

Intent Topic

Skills & Knowledge

Prior knowledge building

Future extensions

Urban Issues & Challenges UK Physical Landscapes Changing economic world

Skills: Numerical data, photo evidence, population trends, literacy skills, drawing cross sections and using OS and atlas maps.

Knowledge: Global patterns of urban change, physical processes and systems in coastal and river landscapes and the global development gap.

Year 7 Urbanisation & World issues unit.

Year 7 Rivers and Coasts unit.

Year 7 population and Year 8 development unit.

Rio Favela & Temple Quarter Project Banbury Management Flood scheme.

Nigeria NEE Case study, UK Torr Quarry cast study.

Implementation Unit Urban Issues & Challenges UK Physical Landscapes Changing economic world

When Autumn Term Spring Term Summer Term

SMSC At GCSE, students learn how development can be measured, about the advantages and disadvantages of Aid. Students discuss the consequences of globalisation and its impacts on workers and their possible exploitation. They consider what life is like in Rio and elsewhere in Brazil, before studying the wider gap in the quality of life between the developed and less developed world. Students also discuss the role of TNCs. They compare the impacts of disasters in LICs and HICs and emergency responses. They consider how the lives of people in deprived areas of towns and cities could be improved. They learn to recognize that climate change is caused by rich countries, but that the greatest impact is on the poorest countries.

Homework/Revision ✓

GCSE Pod assignments for each topic written and published for the whole unit. ✓ Exam question booklet where questions are set each week and marking as a starter. ✓ PIXL App usage competition. ✓ Completion of DIRT process following an IW task. ✓ Skills booklet tasks (based on all skills in the GCSE course) ✓ Flip Learning tasks in readiness for next lesson to ensure best usage of class time.

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

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

Autumn Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Megacities ✓ Managing the growth of Squatter settlements ✓ Assessment on Rio.

Spring Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Meanders & Ox-bow lakes ✓ Managing floods at Banbury ✓ Types of Waves ✓ Coastal Mgt at Lyme Regis ✓ Assessment

Summer Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Wealth and health ✓ Quality of Life in Nigeria ✓ Changing transport infrastructure ✓ Assessment

Impact Urban Issues UK Physical Landscapes Changing Economic world

To know a growing % of world population liv in urban areas. This growth creates opportunities and challenges for cities in LICs and NEEs. Urban change in cities in the UK leads to social, economic and environmental opportunities and challenges and that urban sustainability requires management of resources and transport.

To know the coast is shaped by physical processes and different management strategies can be used to protect coastlines from these effects. The shape of river valleys change as rivers flow downstream. Fluvial landforms result from physical processes and management strategies can be used to protect river landscapes from flooding effects.

To know that there are global variations in economic development and quality of life and that various strategies exist for reducing the global development gap. That some LICs an NEEs are experiencing rapid economic development and that changes in the UK economy have and will affect employment patterns and regional growth.

What are the next steps? Further extension of human and physical process knowledge and application in the form of Living World, The challenge of Natural Hazards and The challenge of resource management unit completion in Year 10.

The Big Picture: The second year of the GCSE AQA Geography course consists of a mixture of two physical and two human geography topics. They are (in delivery order): Changing Economic World (second half only), Living World, The Challenge of Natural Hazards and Resource Management.

Subject: Geography

Year Group: 10

Scheme of Learning OVERVIEW

Intent Topic

Skills & Knowledge

Prior knowledge building

Future extensions

Changing economic world (pt 2) Living world

Skills: Numerical data, photo evidence, population trends, literacy skills, drawing cross sections and using OS and atlas maps.

Knowledge: factors affecting development in Nigeria & UK, local & global ecosystems, tropical rainforests (deforestation, management), hot deserts (desertification, management), tectonic hazards, weather hazards, climate change, global distribution and provision of essential resources, supply and management of global food supplies.

Y7 World issues & Y8 Int. dev. units.

Y7 World issues & Y8 Env. regions

Nigeria NEE Case study, Torr Quarry.

Deforestation in Malaysia and Amazon Basin, Thar desert.

Chile & Nepal earthquakes, Iceland, Typhoon Haiyan, Somerset Levels floods.

The challenge of natural hazards Resource management Fieldwork

Y8 Weather/climate & plate tectonics units Y8 Resources and environment unit.

Unit Changing economic world (pt 2) Living world The challenge of natural hazards Resource management Fieldwork

Coastal processes, sustainable urban areas.

Y7 geographical skills

Implementation When

SMSC

Homework/Revision

Autumn Term 1

Spiritual education in Geography inspires awe and wonder at the natural world: both at the physical and human features. It also inspires wonder of the natural environment such as earthquakes, volcanoes and the effect of weather and climate. It also includes the effect that the environment continues to have on development and peoples’ daily lives.

Moral education in Geography provides opportunities for pupils to recognise that development takes place within a global context and that local decisions affect and are affected by decisions and processes in other countries for example international aid in Nigeria. Issues of justice, fairness and democracy are central and can be debated in terms of pupils’ own experiences as well as using geographical issues as contexts. Social education in Geography involves the study of real people in different societies (Chile, Nepal, Nigeria, and India). In looking at their own locality and others in the world, pupils’ sense of identity and community can be strengthened. Cultural education involves the study of real people in real places in the present. It provides opportunities for multi-cultural education through recognising commonalities and differences. It also encourages pupils to reflect on their own personal reality of sense of space.

✓

Autumn term 2 Spring Term Summer Term 1 Summer Term 2

✓

✓ ✓ ✓

✓

GCSE Pod assignments for each topic written and published for the whole unit.

Exam question booklet where questions are set each week and marking as a starter.

PIXL App usage competition.

Completion of DIRT process following an IW task.

Skills booklet tasks (based on all skills in the GCSE course) Flip Learning tasks in readiness for next lesson to ensure best usage of class time.

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

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

Famine in Somalia, food riots, IBIS, MUFI, sustainable food supplies in Makueni,, Kenya.

Independent Work (IW) tasks/test for deep marking are located in lessons entitled:

Autumn Term ✓ ✓ ✓ ✓ ✓ ✓

Quality of life in Nigeria Changing transport infrastructure 1 Economic World Unit Assessment Rainforest characteristics Hot desert characteristics Living world unit assessment

Spring Term ✓ ✓ ✓ ✓

Effects of an earthquake Weather hazards in the UK Managing impacts of climate change 1 Natural hazards unit assessment

Summer Term ✓ ✓

Provision of energy in the UK Llandudno fieldwork booklets

Impact Changing Economic world Living world Challenge of natural hazards Resource management Fieldwork

To know that there are global variations in economic development and quality of life and that various strategies exist for reducing the global development gap. That some LICs an NEEs are experiencing rapid economic development and that changes in the UK economy have and will affect employment patterns and regional growth.

To know of the functioning of ecosystems and their components e.g. Epping Forest. To understand characteristics, deforestation and management techniques of tropical rainforest. To know of economic development in the Western Desert and understand environmental degradation in hot desert ecosystems e.g. Sahel.

To know plate tectonic theory and understand the processes occurring at tectonic boundaries and the associated hazards. To know and understand examples of earthquakes in Nepal and Italy, and the differences in effects, responses and appropriate management techniques.

To understand the changing demand and provision of resources in the UK and aspects of interactions and interrelationships between people and the environment when looking at managing supply and demand, issues of resource exploitation and food insecurity. To evaluate the success of management strategies to increase food supply and sustainable farming within examples such as Indus Basin and Makueni, Kenya.

To fully plan, carry out, present, analyse and evaluate both physical and human fieldwork investigations based on Llandudno, North Wales

What are the next steps? Year 10 sees the completion of all units’ content, so Year 11 can focus on improving areas of weakness, based on Y9/10 assessments ready for the December mock exams, as well as a full revision of the course into the Spring term, followed by 3 weeks of work on the Unit 3 ‘pre-release booklet’ at Easter.

The Big Picture: The final year of the GCSE AQA Geography course consists of an initial focus on finishing the course with the Resource Management unit, started at the end of year10, followed by a programme of revision for all other units (main focus initially on Y9 units), with individual considerations based on each student’s course PLCs (informed by all current RAG-rated assessment data). Spring term will see work on the Unit 3 pre-release material before a final effort to improve areas of weakness and develop exam technique.

Subject: Geography

Year Group: 11

Scheme of Learning OVERVIEW

Intent Topic

Skills & Knowledge

Prior knowledge building

Future extensions

Resource management (pt 2)

Skills: Numerical data, photo evidence, population trends, literacy skills, drawing cross sections and using OS and atlas maps.

Knowledge: global distribution and provision of essential resources, supply and management of global food supplies. Global patterns of urban change, physical processes and systems in coastal and river landscapes and the global development gap. factors affecting development in Nigeria & UK, local & global ecosystems, tropical rainforests (deforestation, management), hot deserts (desertification, management), tectonic hazards, weather hazards, climate change,

Y8 Resources and environment unit.

Famine in Somalia, food riots, IBIS, MUFI, sustainable food supplies in Makueni,, Kenya.

Rio Favela & Temple Quarter Project, Banbury Management Flood scheme, Nigeria NEE Case study, UK Torr Quarry cast study

REVISION of Y9 units: Urban Issues & Challenges, UK Physical Landscapes, Changing economic world REVISION of Y10 units: Living World, Natural hazards

Unit 3, pre-release material and fieldwork revision

First teaching of same units in Y9, PLUS: Year 7 Urbanisation & World issues unit, Year 7 Rivers and Coasts unit, Year 7 population and Year 8 development unit.

First teaching of same units in Y10, PLUS: Y7 World issues & Y8 Env. Regions, Y8 Weather/climate & plate tectonics units Full set of geographical skills developed throughout KS3&4 (data interpretation/ analysis, evaluation/decision making)

Deforestation in Malaysia and Amazon Basin, Thar desert, Chile & Nepal earthquakes, Iceland, Typhoon Haiyan, Somerset Levels floods Chile & Nepal earthquakes, Iceland, Typhoon Haiyan, Somerset Levels floods.

Implementation Unit Resource management (pt 2); REVISION of Urban Issues & Challenges REVISION of UK Physical Landscapes and Changing Economic World REVISION of Living World and Natural Hazards Unit 3 Pre-Release and REVISION of Fieldwork

When

SMSC

Homework/Revision

Autumn Term 1

Spiritual education in Geography inspires awe and wonder at the natural world: both at the physical and human features. It also inspires wonder of the natural environment. It includes the effect that the environment continues to have on development and peoples’ daily lives.

Moral education in Geography provides opportunities for pupils to recognise that development takes place within a global context and that local decisions affect and are affected by decisions and processes in other countries.

Issues of justice, fairness and democracy are central and can be debated in terms of pupils’ own experiences as well as using geographical issues as contexts. Social education in Geography involves the study of real people in different societies. In looking at their own locality and others in the world, pupils’ sense of identity and community can be strengthened. Cultural education involves the study of real people in real places in the present. It provides opportunities for multi-cultural education through recognising commonalities and differences. It also encourages pupils to reflect on their own personal reality of sense of space.

✓

Autumn Term 2

Spring Term Summer Term 1

✓

✓ ✓ ✓

✓

GCSE Pod assignments for each topic written and published for the whole unit.

Exam question booklet where questions are set each week and marking as a starter.

PIXL App usage competition.

Completion of DIRT process following an IW task.

Skills booklet tasks (based on all skills in the GCSE course) Flip Learning tasks in readiness for next lesson to ensure best usage of class time.

Consider your assessment Markers

Independent Work (IW) tasks/test for deep marking are located in lessons entitled:

Autumn Term Identify where the following will take place;

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

✓ ✓ ✓

✓

Indus River Irrigation System (IBIS) Resource management assessment EXTRA UNIT ASSESSMENTS for Urban Issues & Challenges, UK Physical Landscapes and Changing Economic World Autumn term 2 MOCK EXAMS (all units for 3 papers)

Spring Term ✓ ✓

EXTRA UNIT ASSESSMENTS for Living World, Natural Hazards Spring Term 2 MOCK EXAMS (all units for 3 papers)

Summer Term ✓

Unit 3 Pre-Release practice questions

Impact Resource management REVISION: Urban Issues,

UK Physical Landscapes, Changing Economic world, REVISION: Living world, Challenge of natural hazards

Unit 3 Pre-release and Fieldwork

To understand the changing demand and provision of resources in the UK and aspects of interactions and interrelationships between people and the environment when looking at managing supply and demand, issues of resource exploitation and food insecurity. To evaluate the success of management strategies to increase food supply and sustainable farming within examples such as Indus Basin and Makueni, Kenya.

To know a growing % of world population live in urban areas. This growth creates opportunities and challenges for cities in LICs and NEEs. Urban change in cities in the UK leads to social, economic and environmental opportunities and challenges and that urban sustainability requires management of resources and transport.To know the coast is shaped by physical processes and different management strategies can be used to protect coastlines from these effects. The shape of river valleys change as rivers flow downstream. Fluvial landforms result from physical processes and management strategies can be used to protect river landscapes from flooding effects. To know that there are global variations in economic development and quality of life and that various strategies exist for reducing the global development gap. That some LICs an NEEs are experiencing rapid economic development and that changes in the UK economy have and will affect employment patterns and regional growth.

To know of the functioning of ecosystems and their components e.g. Epping Forest. To understand characteristics, deforestation and management techniques of tropical rainforest. To know of economic development in the Western Desert and understand environmental degradation in hot desert ecosystems e.g. Sahel. To know plate tectonic theory and understand the processes occurring at tectonic boundaries and the associated hazards. To know and understand examples of earthquakes in Nepal and Italy, and the differences in effects, responses and appropriate management techniques.

To demonstrate geographical skills and applied knowledge and understanding by looking at a particular issue (s) within the pre-release booklet (derived from the specification using secondary sources) to analyse a geographical issue at a range of scales, consider and select a possible option in relation to the issue(s) and justify decisions.

To fully plan, carry out, present, analyse and evaluate both physical and human fieldwork investigations based on Llandudno, North Wales

Graphic Design

The Big Picture:

Subject: Graphic Design

This year students build on knowledge needed to pass the course. Primarily this covers all aspects of colour theory, graphic design components and imagery formats. Students learn the craft and skills needed to produce professional outcomes with standard industry software(Photoshop & illustrator).

Year Group: 9

Scheme of Learning OVERVIEW

Intent: Students are introduced to Graphic Design in year 1 through building knowledge of core design concepts and applying them to a variety of design contexts to develop a broad understanding of how Graphic design is produced. Basic skills: introduces students to how Graphic designers meet customer needs, achieving visual impact, Bitmap and vector based imagery, software skills and design intent. Throughout the year students are assessed against 4 assessment objectives covering: knowledge, application, analysis and evaluation.

Implementation: Topic

When

Knowledge/Skills/SMSC

Colour

HT 1

Tone

HT 1

Line

HT 1

Composition

HT2

Typography

HT2

Colour theory (primary, secondary, tertiary, complementary) colour association, eg colours associated with brands, colours associated with environmental issues, colours associated with mood/ambiance.

The use of tone gradients. The use of tone to provide contrast and definition.

The use of line to create expression or emphasis within graphic design. Line as a device to order and define space.

The relationship between shape, form and space. The placing of components within the space and the flow of information within the design.

Typesetting is the physical or digital composition and legibility of text. The characteristics of fonts include serif, sans serif, bold, italic, etc. The characteristics of individually designed letterforms include: shape, pattern, colour, negative/positive imagery, etc. The visual qualities of typesetting, of a chosen typeface/font or of individually designed letterforms, should relate to the subject of the design and consistently communicate its message. For example, in: ˗ signage ˗ campaigning ˗ advertising ˗ packaging.

The inclusion of pictorial or symbolic elements within design. These may be created specifically for the design, come from stock images, or may be common symbols which have an established understanding among the public. Image files the following file formats are acceptable: • JPG/JPEG • TIF/TIFF • PDF. Basic tools, filters, colour enhancement and editing strategies. Use of tools to create a variety of tasks to a brief.

Basic tools, vector based imagery. Use of skills to produce a variety of vector based outcomes to a brief.

Imagery

HT2

Photoshop

T2

Illustrator

T3

Homework/Revision ✓

✓ ✓

✓ ✓ ✓ ✓

Worksheets to support learning topics and form revision booklet Research activities for filled learning Further reading to flip learning and prepare for content of next lesson.

TED talks Set assessment following completion of topics Preparation for presentations/reports Takeaway homework tasks

Completion of independent learning activities: ✓ ✓ ✓ ✓

Analysis of research topics Self-directed design topics Completion of graphics student workbook Create a revision resource for other students.

Key assessments Termly Low stakes testing Q&A, Hwk tasks Deep marking points After each brief Home learning Homework book Examinations N/A as exam is practical and task follow this format throughout the course.

DIRT Planned throughout Moderation N/A

Autumn Term Colour theory Line Tone Typography Imagery and composition Spring Term Photoshop skills Working to a brief Building knowledge from Autumn term

Summer Term Illustrator skills Vector based work

Impact: •

Students will develop a secure understanding of the Graphic Design components that underpin the learning of the course and the skills needed to produce high quality outcomes in a variety of image formats. They will become familiarised with analysing the requirements of and working to a client brief. They will recognise a variety of Graphic Design outcomes including poster, typography, magazines, logos, packaging and illustration.

•

Next Steps: Students will continue to deepen their knowledge and understanding of Graphic design by expanding their skills, analysis and evaluation techniques when working more independently to a timed exercise.

The Big Picture:

Subject: Graphic Design

This year students build on knowledge needed to pass the course. Primarily this covers all aspects of colour theory, graphic design components and imagery formats. Students learn the craft and skills needed to produce professional outcomes with standard industry software (Photoshop & illustrator).

Year Group: 10

Scheme of Learning OVERVIEW

Intent: Students consolidate their skills in Graphic Design in year 2 through applying knowledge of core design concepts and applying them to a variety of design contexts to demonstrate a broad understanding of how Graphic design is produced. They will gain a knowledge and appreciation of famous designers and begin to develop their own ‘style’. Throughout the year students are assessed against 4 assessment objectives covering: knowledge, application, analysis and evaluation.

Implementation: Topic

When

Knowledge/Skills/SMSC

Unit 1

Autumn term

Learners must describe each of the following: colour, tone, line, composition, typography and use of imagery with annotated visual examples. Learners will explain how the components can be linked giving several examples, eg understanding how design decisions affect each other in a final piece through the choice of typography, line, layout, colour etc.

Learners will have evidence of focused experiments with all of the following components: colour, tone, line, composition, typography, use of imagery with consistent evidence of clear communication of ideas. Learners will describe the visual impacts of colour, line, tone, composition, typography, use of imagery in their experimental work. The learner will explain the choices, made during their experimentation with more than one of the graphic design components.

Learners will analyse the brief and demonstrate that their understanding is based on an examination of all of its requirements. Their conclusions will be accurate and effectively balance all of the client’s requirements. The ideas developed in response to the brief will successfully resolve all of the client’s requirements. The developed final idea will be accurate and relevant in meeting all the requirements of the brief. The learner will show the most effective selection and application of technical skills and effective use of resources in the execution of the final graphic design idea. These will be consistently applied throughout the production of the final design idea. Learners can describe the processes used to create their work, the purpose and impact and their effective use of resources. The learners describe how they approached and resolved the challenges presented by the brief. Learners can identify some of what went well/not so well in relation to the design brief, this will be sufficiently detailed. The learner describes opportunities for development or improvement of their graphic design.

Unit 3

Spring term

Homework/Revision ✓

✓ ✓

✓ ✓ ✓ ✓

Worksheets to support learning topics and form revision booklet Research activities for filled learning Further reading to flip learning and prepare for content of next lesson.

TED talks Set assessment following completion of topics Preparation for presentations/reports Takeaway homework tasks

Completion of independent learning activities: ✓ ✓ ✓ ✓

Analysis of research topics Self-directed design topics Completion of graphics student workbook Create a revision resource for other students.

Key assessments Termly Low stakes testing Q&A, Hwk tasks, ongoing Deep marking points After each LO is achieved Home learning Homework book Examinations Practical examination late June DIRT Planned throughout Moderation N/A

Impact: • •

Student assessment point will document impact on coursework grades and progress through units.

Next Steps: Students will develop their exam technique for the practical exam..

Autumn Term Unit 1 6 design components, Experimental work Final outcome Evaluation

Spring Term Unit 3 Analysis of the brief 6 design components, Experimental work Final outcome Evaluation Summer Term Unit 2 Exam preparation External Examination DIRT

The Big Picture:

Subject: Graphic Design

This year students build on knowledge with a view to gaining a place in further education or employment. Students develop their own portfolio, knowledge of design sectors and progression routes into design industries.

Year Group: 11

Scheme of Learning OVERVIEW

Intent: Students consolidate their skills in Graphic Design in year 3 through applying knowledge of core design concepts and applying them to a variety of design contexts to demonstrate a broad understanding Graphic design as a career. They will continue to gain a knowledge and appreciation of famous designers and begin to develop their own ‘style’. Throughout the year students are assessed against 4 assessment objectives covering: knowledge, application, analysis and evaluation.

Implementation: Topic

When

Knowledge/Skills/SMSC

Unit 2

Autumn term

Learners will communicate the main characteristics of design work within their chosen discipline using a range of different sources from different formats to obtain information. They will state which sources have the most value and why. Learners will create a piece of graphic design, using all of the relevant graphic design components, in response to the chosen graphic designer’s work. This would demonstrate effective, consistent application of technical skills. Learners will give detailed conclusions about their own work and they will have evidence of how it is made in response to the chosen graphic designer. Learners will cover the appropriate use of technical skills and appropriate graphic design components and provide justification for their selections which is clearly linked to the chosen graphic designer. Learners will suggest ideas for the effective improvement of future work/their own practice.

Homework/Revision ✓

✓ ✓

✓ ✓ ✓

Exam resit

Spring Term

Unit 4

Learners will describe a range (more than three) of examples of working in graphic industries, different types of presentation methods and promotional formats, and ways to present and promote their work. There will be an explanation of how examples of working in the graphic design sector and presentation formats are linked. Learners will present their completed graphic design portfolio. The portfolio will accurately and consistently contain a breadth of the work which has been selected and edited to present the learner’s skills as a graphic designer. The learner will explain and justify their choices of format. The learner will demonstrate technical skills used to effectively and resourcefully overcome the challenges of editing, compiling AND presenting the work. Learners have identified a range of strengths and weaknesses, technical skills, creative responses and presentation skills within the graphic design work and will describe how these affected the design work. Learners will recognise the levels of importance when describing the impact of different factors upon their design work.

✓

Worksheets to support learning topics and form revision booklet Research activities for filled learning Further reading to flip learning and prepare for content of next lesson.

TED talks Set assessment following completion of topics Preparation for presentations/reports Takeaway homework tasks

Completion of independent learning activities: ✓ ✓ ✓ ✓

Analysis of research topics Self-directed design topics Completion of graphics student workbook Create a revision resource for other students.

Key assessments Termly Low stakes testing Q&A, Hwk tasks, ongoing Deep marking points After each LO is achieved Home learning Homework book Examinations Practical examination late June DIRT Planned throughout Moderation N/A

Impact: • •

Student assessment point will document impact on coursework grades and progress through units.

Next Steps: Students will develop their exam technique for the practical exam re-sit where applicable.

Autumn Term Unit 2

Spring Term External exam Exam preparation External Examination Unit 4

Summer Term

DIRT

Health and Nutrition

The Big Picture: This course covers a range of topics which aim to support young people with their physical, mental health and wellbeing. It raises awareness, offers important advice and encourages discussion about factors that can affect the wellbeing of young people within school and our wider community

Subject: Core Health Year Group: 9 and nutrition

Scheme of Learning OVERVIEW

Intent Knowledge- Clear understanding of a balanced diet, sleep, exercise, hydration, puberty, shopping for health, mental health, self-esteem, eating disorders, young carers and alcohol and its effect on health and wellbeing Skills-Presentation work, class discussion, team work, research Previous learning – Some of these factors have been covered during discovery days/ food lessons /Science lessons

Implementation Structure – 1 hour lesson per fortnight SMSC – All subjects covered contribute to SMSC, all very clearly link to the health and wellbeing of young people Independence – Set structure/clear expectations to lessons, consideration taken to independent working, extension activities and independent tasks with clear success criteria. A very important part of this course is group work and discussion Homework – Extended learning from theory lessons, recapping and securing knowledge Wow/celebration – Verbal feedback and praise when achieving great results in group presentation, postcards home for excellence in homework tasks and effort/contribution in lessons Literacy – Key words for each lesson/resources provided for each lesson to support literacy Numeracy – Proportions/current recommendations, quantities, cost/money

Consider your assessment Markers Key assessments – N/A Deep marking points – N/A Moderation – Peer assessment/selfassessment/verbal feedback/ written teacher feedback/ class discussion and group presentation

Autumn Term A balanced diet, sleep, exercise, hydration, puberty

Spring Term Shopping for health/money saving, mental health, selfesteem Summer Term Eating disorders, Young carers, alcohol

Impact Students should be able to recognize symptoms within themselves and others relating to poor health and wellbeing, they should have an understanding about how to have a healthier lifestyle and how this can effect both the body and mind. The course also should raise awareness of factors that might be affecting others and how to support each other within the school environment and the wider community.

These lessons run throughout year 9 as a core subject.

History

Subject:

The Big Picture:

Scheme of Learning OVERVIEW

The first year of the KS3 course consists of a mixture of Political and Social history ranging from 1066 to the 1800s.

Year Group: 7

History

Topic

Skills & Knowledge

Prior knowledge building

Future extensions

-

Skills:

KS2 Tudors KS2 Slavery KS2 Black Death

KS4: Henry VIII & his ministers, 1509-1540 Paper 2.

-

1066 – Battle of Hastings Medieval Life Black Death Tudors Civil War Slavery

-

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:

-

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 Slavery worked.

Implementation Unit Medieval Kings and life

The Black Death and the Tudors

English Civil War and Slavery.

When Autumn Term

Spring Term

Summer Term

SMSC In Year 7, students learn the diverse differences in everyday lives and how differences in people’s lives were once not accepted, but now are. They also learn about slavery and the problems that existed in the past but are still evident today in the wider world.

Finally, they are given an opportunity to discuss and learn about a Civil War and how differences in opinions led to disastrous fighting, allowing a comparison between conflict of the past and democracy of the present day.

Homework/Revision ✓

Newspaper reports to consolidate learning. ✓ Completion of DIRT process following an IW task. ✓ Flip Learning tasks in readiness for next lesson to ensure best usage of class time. ✓ Research homework projects to extend learning.

Literacy ✓

Peer assessment opportunities to assess Spelling, Punctuation and Grammar.

✓ Extended writing opportunities as outlined to the right. ✓ Live marking (Pink pen)

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

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

KS4: The Cold War Paper 2.

KS4: Medicine through time, c1250-present Autumn Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ 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 Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Black Death treatments (L3 Jan) ✓ Belief in Witches (L6 Jan) ✓ Salem Trials (L10 Feb) ✓ Importance of Religion (L4 Feb) ✓ Henry’s break with Rome (L5 Mar) ✓ Spanish Armarda (L7 Apr)

Summer Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Who was to Blame? (L3 May) ✓ Why Parliament won (L7 May) ✓ Cromwell (L10 June) ✓ Trade Triangle (L4 June) ✓ Middle Passage (L7 July) ✓

Impact Medieval Kings, everyday Medieval life and the Black Death.

The Tudors The English Civil War Slavery

To know the characteristics of an effective middle-aged monarch, to understand how people lived and the importance of the church in Medieval England. To know the effects of health disasters such as the Black Death and the impact of different types of people in society, such as witches.

To understand the different Tudor monarchs by comparing the similarities and differences between each. To understand the impact of their decisions on everyday life and the role of the Church.

To know why a Civil War broke out in England, how the battles were fought and why Parliament won.

To understand how Slavery worked and the impact of the trade on millions of people’s lives. To communicate the disastrous impact, it had on peoples lives and how it still happens today.

What are the next steps? To continue the chorological understanding by studying events after slavery in the 19 th Century to develop further skills such as chronological understanding, interpretations, significance, causation and communication in Year 8.

Scheme of Learning OVERVIEW

The Big Picture:

Subject:

The second year of the KS3 course consists of a mixture of Political and Social history throughout the Twentieth Century.

History

Year Group: 8

Topic

Skills & Knowledge

Prior knowledge building

Future extensions

-

Skills:

KS2 WW1 Year 7 – Industrial Revolution.

KS4 Paper 1 – Medicine in the Western Front.

Paper 2 – Cold War Paper 3 – Weimar and Nazi Germany

-

The Slave Trade Jack the Ripper WWI and the Suffragettes WWII and the Holocaust

-

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:

-

How the Industrial Revolution had an impact on peoples lives both in Britain and across the world. How the world was plunged into WW1 and the effect it had on Europe as well as then how the same occurred with WW2.

Implementation Unit 1.Slave Trade 2.Jack the Ripper

WWI (Case Study: The Suffragettes) WWII (Case study: The Holocaust)

When Autumn Term

Spring Term

Summer Term

SMSC In Year 8, students learn the diverse differences in everyday lives and how differences in people’s lives were once not accepted, but now are. They also learn about the Industrial Revolution and how it shapes modern day Britain and the World. Finally, they are given an opportunity to discuss and learn about War and conflict and how differences in opinions led to disastrous fighting, allowing a comparison between conflict of the past and democracy of the present day.

Homework/Revision ✓

Newspaper reports to consolidate learning. ✓ Completion of DIRT process following an IW task. ✓ Flip Learning tasks in readiness for next lesson to ensure best usage of class time. ✓ Research homework projects to extend learning.

Literacy ✓

Peer assessment opportunities to assess Spelling, Punctuation and Grammar.

✓ Extended writing opportunities as outlined to the right. ✓ Live marking (Pink pen)

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

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

Autumn Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Trade Triangle (L2 Sept) ✓ Middle Passage (L5 Sept) ✓ Abolition (L10 Oct) ✓ Life in Whitechapel (L2 Oct) ✓ Letters (L6 Nov)

✓ Suspects (L8 Nov) Spring Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Franz Ferdinand (L3 Jan) ✓ Trenches (L7 Feb) ✓ Somme (L10 Feb) ✓ Conscientious Objectors (L1 Feb) ✓ Versailles (L5 Mar) ✓ Emily Davidson (L8 Apr)

Summer Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Dunkirk (L3 May) ✓ Evacuation (L7 May) ✓ Dad’s Army (L10 June) ✓ D-Day (L3 June) ✓ Atomic Bomb (L6 July) ✓ Auschqitz (L8 July)

Impact Slave Trade Jack the Ripper WWI WWII

To know how the growth of the British Empire during the Industrial Revolution created the Slave Trade, and the impact it had on Britain and USA as well as the impact on the lives of the slaves themselves.

To understand how the Industrial Revolution allowed Jack to get away the murders that he committed. Also to use source analysis skills to devise a theory on which suspect is the most likely to have been Jack the Ripper.

To know the short and long term causes of WW1, the events that took place in terms of major battles, the impact of the living conditions in the trenches and the impact of WWI on women’s rights.

To understand the short and long term causes of WWII, the events that took place in terms of major bathes, the impact of war on the Home Front and the impace of war on the lives of minorities in Germany

What are the next steps? To continue the skills and knowledge learned into KS4 and GSCE History.

The Big Picture:

Subject: History

This GCSE topic is covered in Paper 1. This paper is the thematic study and historic environment covering Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches.

Topic Spring Term 2

Scheme of Learning OVERVIEW

Independent Work (IW) tasks/test for deep marking are located in lessons entitled:

✓ Medicine in medieval England c1250-1500 ✓ ✓ The Medical Renaissance in England c1500–c1700 ✓ Medicine in eighteenth- and nineteenthcentury Britain c1700–c1900 ✓ Medicine in modern Britain c1900–present ✓ The historic environment

Skills & Knowledge

Prior knowledge building

Future extensions

Skills: - Source analysis leading to evaluation and use of contemporary sources to make substantiated judgements, in the context of the historical events studied – Breaking down the meaning and reaching a judgement in line with contextual knowledge.

- Explanation of why key events happened, linking knowledge together.

Knowledge: - To understand how key features in the development of medicine were linked with the key features of society in Britain in the periods studied. Comparisons between time periods and developments are considered.

- They should develop an understanding of the nature and process of change. This will involve understanding patterns of change, trends and turning points, and the influence of factors inhibiting or encouraging change within periods and across the theme.

KS3 Alternative view of each key time period. Focus on WW1 topic in year 8.

Brief look at medieval medicine in Medieval life topic.

Revision of the topic at the end of Year 10 and the last two terms of Year 11.

Links to Henry VIII and his Ministers topic - Dissolution of the Monasteries.

Implementation Unit

When

SMSC

Homework/Revisio n

Literacy

✓ Medicine in medieval England

Autumn Term

In Year 9, students learn about the differences in beliefs and attitudes during different time periods.

They explore how different factors such as religion or Government affected people’s opinions and scientific developments.

✓

✓

c1250-1500

✓ The Medical Renaissance in England c1500–c1700 ✓ Medicine in eighteenth- and nineteenth-century Britain c1700–c1900 ✓ Medicine in modern Britain c1900–present

✓ ✓

The historic environment Revision

Spring Term

Year Group: 9

✓

✓

Flip Learning tasks in readiness for next lesson to ensure best usage of class time.

Last lesson, last fortnight, last topic bell tasks.

Exam questions to consolidate learning in class.

✓

✓

✓

Peer assessment opportunities to assess Spelling, Punctuation and Grammar.

Regular extended writing in the form of exam questions.

Source/ interpretation analysis Speaking and Listening in the form of debates and discussions.

Summer Term

Consider your assessment markers Identify where the following will take place; Key assessments – end of each unit.

Low stakes testing – Last lesson, last fortnight, last topic bell tasks.

Regular knowledge tests Deep marking points – See termly break down Home learning Examinations - Full paper/s at the end of each year Conferencing/DIRT Moderation – Following each IW task and assessed exam question.

Autumn Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Hippocrates, Doctors, Monasteries and end of Medieval unit test. ✓ Harvey, Treatments, Surgery and end of Renaissance unit test.

Spring Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Causes of disease, Jenner, Surgery, Case Study John Snow and end of Industrial unit test. ✓ Penicillin, NHS, Lung Cancer case study and end of Modern unit test.

Summer Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Trench system, RAMC & FANY, Transport and end of Historical Environment unit test. ✓ Revision exam questions and full paper 1.

Impact Medicine in medieval England c1250-1500 The Medical Renaissance in England c1500–c1700 Medicine in industrial Britain c1700–c1900 Medicine in modern Britain c1900–present The historic environment

For students to be introduced to the exam technique for Paper 1, to have an overview of Medicine and to have detailed knowledge on the causes, treatments and preventions of disease 1250-1500. This also includes specific details of a case study on the Black Death 1348.

To gain a detailed knowledge on the causes, treatments and preventions of disease 1500-1700. This also includes specific details of a case study on the Great Plague of 1666 and key individuals . They will be expected to make comparisons between the two time periods and explain the impact of different factors on progress.

To be able to explain changes and continuity in causes, treatments and preventions in comparison to Medieval and Renaissance time periods. Nightingale’s work on care, improvements in surgery and new prevention methods from the government (1875). Specific focus on Louis Pasteur and Robert Koch’s work on the cause of disease. Case studies on Edward Jenner and John Snow.

To have a chronological understanding of the time period. To understand key developments and are able to make links of change/continuity between all 4-time periods (thematically) in relation to causes, treatments and preventions of disease. Specific factual knowledge focus for case studies: Fleming, Florey and Chain and lung cancer.

For students to learn the source exam technique of utility of WW1 sources and how to follow them up. For students to have knowledge of the key battles of WW1, the conditions requiring medical treatment, the system of evacuation, surgical experiments and historical sources from the First World War.

What are the next steps? To move onto studying Weimar and Nazi Germany, 1918–39 ,for Paper 3 in year 10.

Scheme of Learning OVERVIEW

Spring Term 2 Independent Work (IW) tasks/test for deep marking are located in lessons entitled:

The Big Picture:

Subject:

This ✓ GCSE topic is covered in Paper 3. This paper is a Modern Depth Study covering Weimar & Nazi Germany , 191839.

History

Year Group: 10

Topic

Skills & Knowledge

Prior knowledge building

Future extensions

The Weimar Republic, 1918-29 Hitler’s rise to power, 1919-33 Nazi control and dictatorship, 1933-39 Life in Nazi Germany, 1933-39

Skills: - Source analysis leading to evaluation and judgements, source inference, source interpretations – Breaking down the meaning and reaching a judgement in line with contextual knowledge.

- Explanation of why key events happened, linking knowledge together.

Knowledge: Understanding the establishment of the Weimar Republic, The ‘Golden years’, and a new culture.

Understanding Hitler’s rise to power, key events such as the Munich Putsch and how Hitler became Chancellor.

Assessing how the Nazis secured total control and understanding life in Nazi Germany for a range of people.

KS3 World War II unit – Key battles and the Holocaust.

KS5: Links to Tsarist Russia.

Implementation Unit The Weimar Republic, 191829

When SMSC Autumn In Year 10, students Term 1 learn the diverse

Hitler’s rise to power, 1919-33

Autumn Term 2

Nazi control and dictatorship, 1933-39 Life in Nazi Germany, 193339

Spring Term 1

differences in beliefs during a vulnerable stage of German history.

They explore the racist nature of Hitler and the Nazis and how they were able to sway people’s opinions – Discussions around this topic and the wrong doings are explored.

Homework/Revision ✓ Flip Learning tasks in readiness for next lesson to ensure best usage of class time. ✓ Exam questions to consolidate learning in class.

Literacy ✓

Peer assessment opportunities to assess Spelling, Punctuation and Grammar.

✓ Extended writing opportunities as outlined to the right.

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

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

Revision of the topic at the end of Year 10 and the last two terms of Year 11.

Autumn Term 1 Independent Work (IW) tasks/test for deep marking are located in lessons entitled

✓ ✓ ✓ ✓ ✓

Treaty of Versailles Hyperinflation Golden Age Revision

Autumn Term 2 Independent Work (IW) tasks/test for deep marking are located in lessons entitled:

✓ ✓ ✓ ✓

Prison and Mein Kampf Hitler’s appeal Rise of Nazis Revision

Spring Term 1 Independent Work (IW) tasks/test for deep marking are located in lessons entitled:

✓ ✓ ✓ ✓

Night of the Long Knives Women Minorities Opposition

Impact The Weimar Republic, 1918-29 Hitler’s rise to power, 1919-33

To understand how WWI affected Post War Germany, to examine the make up of the new Weimar Republic, to assess the Treaty of Versailles to enable a link to Hitler’s rising popularity, to judge Stresemann’s recovery plan and Germany’s changing Foreign policy. This will give pupils access to understanding a range of sources.

To examine Hitler’s early political career and understand the policies of the NSDAP, to understand the cause and consequences of the Munich Putsch and assess the difficulties facing the Nazi party during the ‘Golden Years’. Finally, to assess the role of the Wall Street Crash enabling Hitler to become Chancellor in 1933. This will give pupils access to understanding a range of sources.

To understand key events such as the Reichstag fire and the Night of the Long Knives to give Hitler support and control, to assess how far Germany became a police state.

To also understand the changing nature of propaganda in relishing full control. This will give pupils access to understanding a range of sources.

Nazi control and dictatorship, 1933-39 To understand Nazi policies towards women, men and children. To also understand the increasing persecution on Jews to assess Nazi control.

Life in Nazi Germany, 1933-39 What are the next steps? To move onto studying Henry VIII and his ministers for Paper 2.

Spring Term 2 Independent Work (IW) tasks/test for deep marking are located in lessons entitled:

The Big Picture:

Subject:

This ✓ GCSE topic is covered in Paper 2. This part of the paper is covering ‘The American West’ and is in the same paper as Henry VIII (studied at the end of Year 10).

History

Scheme of Learning OVERVIEW

Topic 1.

Early Settlement

2.

Development on the Plains

3.

Conflict

Skills & Knowledge

Prior knowledge building

Future extensions

Skills: - Explanation of why key events happened, linking knowledge together, thinking about cause and consequence.

Knowledge: Understanding the creation of tensions between European settlers and Native Indians.

Understanding the different developments by European settlers and the consequences of them on tensions.

Assessing how the Indian way of life came to an end and how tensions fluctuated due to flashpoints.

KS3 Industrial Revolution, Slavery, Holocaust.

KS4 Germany topic and treatment of minorities.

KS5: Links to Tsarist Russia.

Implementation Unit Early Settlement

When SMSC Autumn In Year 11, students Term 1 learn the diverse

Development on the Plains

Autumn Term 2

Conflict

Spring Term 1

Year Group: 11

differences in beliefs during a vulnerable stage of world history.

They explore the different ideologies of Communism and Capitalism and how they led to tensions – Discussions around this topic and the wrong doings are explored.

Homework/Revision ✓ Flip Learning tasks in readiness for next lesson to ensure best usage of class time. ✓ Exam questions to consolidate learning in class.

Literacy ✓

Peer assessment opportunities to assess Spelling, Punctuation and Grammar.

✓ Extended writing opportunities as outlined to the right.

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

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

Revision of the topic at the end of Year 10 and the last two terms of Year 11.

Autumn Term 1 Independent Work (IW) tasks/test for deep marking are located in lessons entitled

✓ ✓ ✓ ✓

Indian Society (L3) Uses of Buffalo (L7) Manifest Destiny (L10) Mormon Migration (L12)

Autumn Term 2 Independent Work (IW) tasks/test for deep marking are located in lessons entitled:

✓ ✓ ✓

Development of Railroad (L1) Abeline (L4) Cheyenne Wars (L7)

Spring Term 1 Independent Work (IW) tasks/test for deep marking are located in lessons entitled:

✓ ✓ ✓ ✓ ✓

Wyatt Earp (L2) Johnson County War (L4) Battle of Little Big Horn (L6) Destruction of Indians (L9)

Impact Early Settlement Development on the Plains Conflict

For students to be introduced to the exam technique for Paper 2, to be introduced to an overview of The American West and to look at the early settlement of Europeans in the East and West of America, the problems faced and the early relationships with Native Indians.

For students to continue to develop the exam technique for Paper 2, to study how the Plains were developed by the European Settlers moving West and how this created tensions and conflict with the Plains Indians.

For students to continue to develop the exam technique for Paper 2, to study how tension continued to develop between settlers and Indians but also between settlers themselves leading to the destruction of Indian way of life.

What are the next steps? To move onto revision of skills ready for Year 11 exams

Hospitality and Catering

The Big Picture: Unit 1 – The Hospitality and catering industry. This year is spent covering the content of unit 1, creating a comprehensive revision guide which students can use revise and recap in preparation for the externally assessed exam in year 10. Unit 1 (external exam) is 40% of the final qualification grade. Students will also complete regular practical lessons to build their skill level and understanding in the kitchen.

Subject: Hospitality and Catering

Year Group: 9 Option

Scheme of Learning OVERVIEW

Intent Units- L01Understand the environment in which hospitality and catering providers operate, L02 Understand how hospitality and catering provision operates, L03 Understand how hospitality and catering provision meets health and safety requirements, L04 Know how food can cause ill health, L05 Be able to propose a hospitality and catering provision to meet specific requirements.

Skills – Continued skills learned and built upon from KS3 during practical lessons (year 9 still continue to have core year 9 lessons during this year) Next steps – Completion of external exam/revision sessions in year 10 and beginning Unit 2 theory work/trial coursework task

Implementation Term1 – L01 and L02 Term 2 – L04 Term 3 – L03 and L05 SMSC – Safety/hygiene (both food and personal) Cooking healthy meals from scratch using fresh ingredients Thinking skills and independent learner behaviours –Group task and discussions, independent tasks and HW, development of independence in the food room for practical tasks, DIRT lessons, recapping knowledge from previous lessons and learning key words for subject area and criteria Homework – Extending learning from theory lessons and expected organization for practical lessons Revision skills – Creating a comprehensive revision guide for future revision when revising for unit 1 examination. Linking topics to exam questions/mark schemes from recent exam examples, developing questions and scenarios suitable to link in with assessment criteria Wow moments – Producing successful outcomes in the food room and receiving praise for this, good examples of work and tasks, opportunities to volunteer for promotion of option subjects and successful homework Numeracy - Accurate timings, temperature control, measurements, pre weighed and within lesson, key temperatures (for food safety) proportions linked to recommendations, cost of ingredients, following recipes and food labelling, ratings, profit Literacy – Key words for each lesson and log in the back of books where students define key words/phrases for learning

Assessment Markers Deep marking points – Homework tasks H/W – Regular homework tasks consolidating learning from lessons Examinations - N/A DIRT – Mainly relating to exam style questions, linked to assessment criteria Moderation – NA

Term 1 - Celebration cake Veg soup/bread roll Chilli con carne/nachos Fruit crumble/custard Korma/naan bread Pasta with cheese sauce Term 2 – Fish cakes/tartar sauce Moussaka Koftas/coleslaw Cauliflower, bacon, leek gratin Banoffee pie Chicken chow mein Term 3 – Viennese biscuits Poached chicken/white wine Choc mousse/lemon syllabub/shortbread Bread and butter pudding Own choice

Impact Students will complete the full unit of work in preparation for their exam in year 10 (3 year option) they will gain knowledge from all 5 learning outcomes and the relevant assessment criteria for each Learning outcome, this knowledge will be needed to pass the externally marked examination Next steps – skills/knowledge development – Start Unit 2 in year 10, theory to support coursework task which is worth 60% of the final mark. Continuation and development of practical skills. Trial coursework task and part revision for exam in June.

The Big Picture: Unit 2 Theory/trial task and Unit 1 revision Starting unit 2 theory to support coursework task in year 11. Complete a trial coursework task and part way through the year begin revision in preparation for the externally marked exam in June, revision should review and consolidate learning which has taken place in year 9.

Subject: Hospitality Year Group: 10 and catering

Scheme of Learning OVERVIEW

Intent - L01 – Understanding the importance of nutrition when planning menus, L02 – Understand menu planning, L03 – Be able to cook dishes Continuation of theory and practical skills from year 9 Hospitality and Catering This year will build on knowledge from Unit 1 theory and continue using practical skills when making a range dishes. Students will revise previous work from Unit 1 in preparation for the exam in June.

Next steps – Students will use their books/mock coursework to complete their coursework independently in year 11. There is also an opportunity for an exam retake if needed.

Implementation Structure – Theory/coursework in term 1 and 2, revision in term 2 and 3 SMSC - Safety/hygiene (both food and personal) Cooking healthy meals from scratch using fresh ingredients, Unit 2 theory based on nutrition and using this knowledge when meal planning Thinking skills and independent learner behaviours –Group task and discussions, independent tasks and HW, development of independence in the food room for practical tasks, DIRT lessons, recapping knowledge from previous lessons and learning key words for subject area and criteria Independence - Completing mock coursework task to enable independent work and organization in year 11, when completing the final piece of coursework without support.

Homework – Weekly exam questions used for revision and for monitoring student’s progress Revision – Lessons allocated to revision of Unit one in preparation for the June exam and marked exam questions for homework from previous exam papers to enable students to answer questions successfully, understand mark schemes and key words used in questions Wow – Trialing practical dishes when completing mock coursework task, concentrating on presentation, side dishes, portion control and accurate timings. Dishes to be presented and marked as if practical assesment Numeracy - Accurate timings, temperature control, measurements, pre weighed and within lesson, key temperatures (for food safety) proportions linked to recommendations, cost of ingredients, following recipes and food labelling, ratings, profit Literacy – Key words for each lesson and log in the back of books where students define key words/phrases for learning

Consider your assessment Markers Key assessments - Unit 1 exam externally marked in June Weekly marked exam questions/tracking and exam grade predictions Deep marking points – Dirt exam questions and trial coursework task Homework – Exam style questions from past papers used for revision purposes Examinations – Unit 1 exam in June Moderation N/A

Term 1 – Bread Lemon meringue pie Choux pastry Shepherds/cottage pie Baked cheesecake/caramel Quiche Term 2 – Meatballs and pasta Lasagne Chocolate/lemon tart Rough puff Sausage rolls Fruit pie Term 3 – Bean burger & roll Gingerbread people Cinnamon rolls Less dishes due to mock exams and work experience

Impact Students should have gained knowledge of Unit 2 theory and how to apply this when completing a trial coursework question, set by WJEC. Students will also have revised unit one and hopefully passed the unit one externally marked exam in June.

In year 11, students will continue with theory for unit 2 and apply this independently to create their unit 2 coursework which is internally marked and moderated. There will also be a practical element to the coursework which will be the opportunity for the students to show off their practical skills and knowledge, this will also be internally marked and moderated. The coursework questions will be live tasks set by WJEC.

The Big Picture: Unit 2 Theory and Coursework/ possible retake of exam Students will study unit 2 theory and use their trial coursework documents independently to complete the coursework unit of this course successfully. There is an opportunity for students to retake the unit 1 exam who were not successful in year 10 and attend revision lessons in preparation for this.

Subject: Hospitality Year Group: 11 and Catering

Scheme of Learning OVERVIEW

Intent L01 – Understanding the importance of nutrition when planning menus, L02 – Understand menu planning, L03 – Be able to cook dishes Continuation of theory and practical skills from year 10 Hospitality and Catering, using trial coursework question to complete coursework task independently This year will build on knowledge from Unit 2 theory and continue using practical skills when making a range dishes. Some students will revise previous work from Unit 1 in preparation for the retake of exam in June.

Next steps – Hopefully a completed qualification either meeting or beyond their target grade

Implementation Term 1 – Unit 2/coursework Term 2 – Unit 2/coursework/practical assessment Term 3 – Completion coursework/possible revision for retake of exam SMSC - Safety/hygiene (both food and personal) Cooking healthy meals from scratch using fresh ingredients, Unit 2 theory based on nutrition and using this knowledge when meal planning Thinking skills and independent learner behaviours –Group task and discussions, independent tasks and HW, development of independence in the food room for practical tasks, DIRT lessons, recapping knowledge from previous lessons and learning key words for subject area and criteria Independence - Using mock coursework task to enable independent work and organization in year 11, when completing the final piece of coursework without support.

Homework – Extending learning from theory lessons and expected organization for practical lessons Revision – Possible revision lessons/tasks for possible re sit of unit 1 examination WOW – Presentation of dishes when completing their practical assessment as part of their unit 2 coursework, this will be to members of staff and students who will give their feedback and support.

An opportunity for students to shine and show their skills off – proud teacher moment!

Numeracy - Accurate timings, temperature control, measurements, pre weighed and within lesson, key temperatures (for food safety) proportions linked to recommendations, cost of ingredients, following recipes and food labelling, ratings, profit Literacy – Key words for each lesson and log in the back of books where students define key words/phrases for learning

Consider your assessment Markers Key assessments – Coursework completed and marks entered by the 5th May Deep marking points – Unit 2 coursework, internally marked Home learning – Unit 2 related tasks Examinations – Possible retake of exam in June Conferencing/DIRT Moderation – Coursework selection/entered marks for unit 2 to be sent off to the moderator by 5th May

Term 1 – Bakewell tart Chicken/bacon pasties Chicken Kiev/mash Toad in the hole/own gravy Yule log Christmas themed dish Term 2 – To be confirmed/due to trial dishes and practical assessment for unit 2 coursework

Term 3 – N/A – Students will have completed all practical dishes by this point

Impact Students should be able to use their trialed coursework tasks and practical sessions to complete their unit 2 coursework independently and successfully. There may be some students who did not pass their unit 1 exam in year 10 and have the opportunity to retake this in June. Students will complete their practical assessment as part of their coursework document in term 2 and this will be internally assessed and presented to members of staff for feedback. The successful completing of both units will mean students pass the course successfully.

iMedia

Scheme of Learning YEAR OVERVIEW

The Big Picture To equip learners with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Through the use of these skills, learners will ultimately be creating fit-for-purpose creative media products.

Intent R081: Pre-production skills R082: Creating digital graphics

Year Group 9

Skills and knowledge Understand the purpose and content of pre-production Understand the purpose and properties of digital graphics

Research Planning

Implementation The current delivery guides outline the duration of each unit. In year 10 students will study 5 hours a week.

Lessons will be a combination of theory and practical tasks.

LORIC skills are promoted in lessons building on problem solving, resilience, group work leadership, communication listening or speaking when appropriate. Organisation of files/folders. Students are encouraged to show initiative and praised when this is identified.

Learners will ultimately be creating fit-for-purpose creative media products. Tasks will challenge all learners, including high attaining learners, by introducing them to demanding material and techniques; encouraging independence and creativity and providing tasks that engage the student. The units selected from this qualification will allow learners the freedom to explore the areas of creative media that interest them as well as providing good opportunities to enhance their learning.

Scaffolding in the form of a wide range of resources support students in their independence. Peer assessment, identifying improvements for others to make further help students to develop their independence. Teachers will often ask students to identify three revisions made to their original submissions with reasons.

Literacy skills are developed by applying key word terminology and reviewing of digital products. Students will demonstrate analytical and interpretation skills (of situations and/or results) and the ability to formulate valid well-argued responses. Learners will evaluate and justify their decisions, choices and recommendations Local links – Pupils will be producing mood-boards using local images

Autumn Term R081 Keyword literacy test Topic test past paper questions Spring Term R081 Keyword literacy test Topic test past paper questions R082 outcome of brief Peer assessment feedback and impact Summer Term R082 outcome of brief Peer assessment feedback and impact Keyword literacy test

Impact Learners can draw on their knowledge, skills and understanding of planning, creating and reviewing a digital media product for a specific client brief, developed through completion of unit R082 Interpreting client requirements); (Producing a work plan) (Reviewing); (Identifying areas for improvement and development).

Scheme of Learning YEAR OVERVIEW

The Big Picture To equip learners with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Through the use of these skills, learners will ultimately be creating fit-for-purpose creative media products.

Intent R081: Pre-production skills R082: Creating digital graphics R091: Designing a game concept

Year Group 10

Skills and knowledge Understand the purpose and content of pre-production Understand the purpose and properties of digital graphics Understand digital games platforms and consoles

Research Planning Communication

Implementation The current delivery guides outline the duration of each unit. In year 10 students will study 5 hours a week.

Lessons will be a combination of theory and practical tasks.

LORIC skills are promoted in lessons building on problem solving, resilience, group work leadership, communication listening or speaking when appropriate. Organisation of files/folders. Students are encouraged to show initiative and praised when this is identified.

Learners will ultimately be creating fit-for-purpose creative media products. Tasks will challenge all learners, including high attaining learners, by introducing them to demanding material and techniques; encouraging independence and creativity and providing tasks that engage the student. The units selected from this qualification will allow learners the freedom to explore the areas of creative media that interest them as well as providing good opportunities to enhance their learning.

Scaffolding in the form of a wide range of resources support students in their independence. Peer assessment, identifying improvements for others to make further help students to develop their independence. Teachers will often ask students to identify three revisions made to their original submissions with reasons.

Literacy skills are developed by applying key word terminology and reviewing of digital products. Students will demonstrate analytical and interpretation skills (of situations and/or results) and the ability to formulate valid well-argued responses. Learners will evaluate and justify their decisions, choices and recommendations

Autumn Term R082 Keyword literacy test outcome of brief Spring Term R091 outcome of brief Peer assessment feedback and impact

Summer Term R081 Keyword literacy test Topic test past paper questions

Impact Learners can draw on their knowledge, skills and understanding of planning, creating and reviewing a digital media product for a specific client brief, developed through completion of unit R082. Interpreting client requirements); (Producing a work plan)(Reviewing); (Identifying areas for improvement and development). During R091 understand digital gamin hardware and software, be able to review digital games effectively and the evolution of digital games. Pupils will also learn how to plan and create a digital game concept based on the client brief

Scheme of Learning YEAR OVERVIEW

The Big Picture To equip learners with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Through the use of these skills, learners will ultimately be creating fit-for-purpose creative media products.

Intent R081: Pre-production skills R087: Creating a Multi-Media product

Future Year 11

Skills and knowledge Understand the purpose and content of pre-production Understand the properties and features of Multi Media

Research Creating

Implementation The current delivery guides outline the duration of each unit. In year 10 students will study 5 hours a week.

Lessons will be a combination of theory and practical tasks.

LORIC skills are promoted in lessons building on problem solving, resilience, group work leadership, communication listening or speaking when appropriate. Organisation of files/folders. Students are encouraged to show initiative and praised when this is identified.

Learners will ultimately be creating fit-for-purpose creative media products. Tasks will challenge all learners, including high attaining learners, by introducing them to demanding material and techniques; encouraging independence and creativity and providing tasks that engage the student. The units selected from this qualification will allow learners the freedom to explore the areas of creative media that interest them as well as providing good opportunities to enhance their learning.

Scaffolding in the form of a wide range of resources support students in their independence. Peer assessment, identifying improvements for others to make further help students to develop their independence. Teachers will often ask students to identify three revisions made to their original submissions with reasons.

Literacy skills are developed by applying key word terminology and reviewing of digital products. Students will demonstrate analytical and interpretation skills (of situations and/or results) and the ability to formulate valid well-argued responses. Learners will evaluate and justify their decisions, choices and recommendations Local links – R087 - Produce a series of digital graphics for a Market Drayton,

Autumn Term R087 Keyword literacy test outcome of brief Spring Term R087 outcome of brief Peer assessment feedback and impact

Summer Term R081 Keyword literacy test Topic test past paper questions

Impact Learners can draw on their knowledge, skills and understanding of planning, creating and reviewing a digital media product for a specific client brief, developed through completion of unit R081. Interpreting client requirements); (Producing a work plan)(Reviewing); (Identifying areas for improvement and development). During R087 pupils will understand hardware and software involved in Multimedia and pupils will be able to review interactive multimedia effectively. Pupils will also learn how to plan and create a Interactive multimedia for Market Drayton

Information Technology

The Big Picture: Present a clear outline of the year in this subject.

The overall aim is to give students a broad education that encourages creativity and equips them with the knowledge and skills to understand and change the world.

Subject: Computing

Year Group: 7

Scheme of Learning OVERVIEW

Intent E Safety, Using Computers effectively and responsibly, Computer Basics, Office skills, Scratch, Spreadsheets and Lightbot To understand computers work, how to be safe on them, and extend their knowledge of the features of the main office software. Pupils will also extend their programming Knowledge through using the Scratch program Pupils have limited programming knowledge in KS2 therefore throughout KS3 we will build upon this. We will also ensure that pupils know how and when to use various programs What are the next steps? To use the skills throughout the school and them build on them throughout KS3 and KS4

Implementation LORIC skills are promoted in lessons building on problem solving, resilience, group work leadership, communication listening or speaking when appropriate. Organisation of files/folders. Students are encouraged to show initiative and praised when this is identified.

How will you promote SMSC through this year of study? Units are linked to outside world. E.g. Publisher features Endangered animals. Pupils will have to work together for example creating the adverts for phishing in the e safety unit.

How will you develop and build thinking skills and independent learner behaviors? Pupils will have used office before but we are going to teach advanced skills. In Scratch for example pupils will have to apply the knowledge that the have. Pupils can use there own creatively to extend project in a way of their choosing. E.g. scratch maze games can include 2nd levels,, teleports and enemy’s etc. Local link created with Longlands Primary school to introduce Y6’s pupils to Scratch What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful? Pupils will often plan documents at home ready for lessons, or they will embed knowledge on particular themes or concepts.

In what ways are you developing interleaving/revision skills? Pupils will have the opportunity to revise for end of unit tests Where are the WOW moments and how will you celebrate achievement? Texts home, wall displays, praise, using the IT system to display pupils work to other pupils, using the bulletin etc How are literacy and numeracy skills to be developed and extended? Spreadsheets covers a wide range of numeracy based tasks.

Pupils will need to use numarcy skills in scratch for example using loops and repeating functions a set number of times. Pupils will be writing letters, creating business cards and reading information

Autumn Term • E Safety • Using Computers effectively and responsibly • Computer Basics Spring Term • Office skills o PowerPoint o Publisher o Word Summer Term

• • •

Scratch Spreadsheets Lightbot

Impact What is it that you want students to know/be able to do by the end of this year of study? To understand computers work, how to be safe on them, and extend their knowledge of the features of the main office software. Pupils will also extend their programming knowledge through using the Scratch program What are the next steps? How can the knowledge/skills from this year be extended next year? Pupils will be building on their scratch knowledge when using python and kodu. The office unit will be extended when pupils complete the business documents unit. Pupils will add to their knowledge of office when they complete the database unit. We will also ensure that pupils know how and when to use various programs What are the next steps? To use the skills throughout the school and them build on them throughout KS3 and KS4

The Big Picture:

Present a clear outline of the year in this subject. The overall aim is to give students a broad education that

encourages creativity and equips them with the knowledge and skills to understand and change the world.

Subject: Computing

Year Group: 8

Scheme of Learning OVERVIEW

Intent

Binary and Data, Business Documents, Networks / Cryptography, Databases, Python and Kodu List the overall skills and knowledge to be covered. Pupils to understand how computers represent data using binary, to understand how business use various documents To understand how to program various activities and games and how to use databases Pupils have limited programming knowledge in KS2 therefore throughout KS3 we will build upon this. We will also ensure that pupils know how and when to use various programs What are the next steps? To use the skills throughout the school and them build on them throughout KS3 and KS4 (particularly the database unit)

Implementation LORIC skills are promoted in lessons building on problem solving, resilience, group work leadership, communication listening or speaking when appropriate. Organisation of files/folders. Students are encouraged to show initiative and praised when this is identified.

How will you promote SMSC through this year of study? Pupils have to work together to complete the cryptography tasks, pupils will look a restaurant culture, Pupils have the opportunity to explore each others cultures in the database task. Pupils will learn how eBay and other social medias work. Local links including - Greener project – how school can become more environmentally friendly How will you develop and build thinking skills and independent learner behaviours? Pupils have to solve tasks, particularly with the cryptography tasks. Pupils will be taught skills and then they will have apply to demonstrate those skills; for example with the python programming language tasks What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful? Database key terms, Binary research task, Python extension sheet In what ways are you developing interleaving/revision skills? Revision for the end of unit tasks Where are the WOW moments and how will you celebrate achievement? Pixel art will be displayed, Praise given to all pupils when goals are achieved, Texts home, wall displays, praise, using the IT system to display pupils work to other pupils, using the bulletin etc How are literacy and numeracy skills to be developed and extended? There is a literacy focus to every lesson. Pupils will need numeracy skills particularly for the binary, data, and database lessons.

Autumn Term

• • •

Spreadsheets (from Y7 SOW due to lockdown) Binary and Data Networks / Cryptography

Spring Term

• •

Database Microbits (From Y7 SOW due to lockdown)

Summer Term

• •

Python Kodu

Impact What is it that you want students to know/be able to do by the end of this year of study? Pupils to understanding how computers represent data using binary, to understand how business use various documents, To understand how to program various activities and games and how to use databases What are the next steps? How can the knowledge/skills from this year be extended next year? Pupils will use the idea program to develop digital, enterprise and employability skills, and enhances their chances in the job market. We will also ensure that pupils know how and when to use various programs What are the next steps? To use the skills throughout the school and them build on them throughout KS3 and KS4

The Big Picture: For pupils to develop applied knowledge and practical skills in using information technologies and to meet the Department for Education’s characteristics for a Technical Award.

Subject: Cambridge Nationals in IT

Year Group: 9

Scheme of Learning OVERVIEW

Intent - Assessment Unit R012 - Understanding tools, techniques, methods and processes for technological Assessment Unit R013 – Developing technological solutions

Pupils will learn the theory for the exam R012 and complete a practice piece of coursework for unit R013 Next year pupils revise for R012 unit and will complete the exam in January 2022, Pupils will then complete the coursework unit R013

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

Last year pupils learnt the skills for the R013 coursework unit, Pupils will learn the required theory for the exam throughout Year 9/10 and practice the coursework unit R013 in the summer term How will you promote SMSC through this year of study?

Through the tasks they are completing e.g. other cultures in PowerPoint task How will you develop and build thinking skills and independent learner behaviours?

Help sheets and videos to push pupils to work things out for themselves.

Local links including Impacts of cyber security on the local area What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful? GCSE Pod, Short revision tasks, Setting up their own revision cards/PowerPoints etc How are literacy and numeracy skills to be developed and extended?

Numeracy is taught through the topics – in particular spreadsheets and databases, e.g. formulas and calculations Literacy – is key as the have to de code the coursework requirement, they will also have word meaning tests to make sure they know key vocab

Consider your assessment Markers

Autumn Term Theory for R012

Identify where the following will take place;

Key assessments Jan 2022 R012 exam Retake May 2022 Low stakes testing Continuously up to Jan Exam Home learning – Weekly revision tasks Moderation for coursework Late April 2022

Spring Term Theory for R012

Summer Term R013 Coursework Practice

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

The required skills for completing the exam R012 to a standard above their target grade – To be able to independently complete the coursework unit R013 well above their target grade.

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

Pupils will take the R012 exam and complete the R013 exam in Year 11

The Big Picture: For pupils to develop applied knowledge and practical skills in using information technologies and to meet the Department for Education’s characteristics for a Technical Award.

Subject: Cambridge Nationals in IT

Year Group: 10

Scheme of Learning OVERVIEW

Intent - Assessment Unit R012 - Understanding tools, techniques, methods and processes for technological Assessment Unit R013 – Developing technological solutions

Pupils will learn the theory for the exam R012 and complete a practice piece of coursework for unit R013 (They practiced skills for this during Year 9) Next year pupils revise for R012 unit and will complete the exam in January 2020, Pupils will then complete the coursework unit R013

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

Last year pupils learnt the skills for the R013 coursework unit, Pupils will learn the required theory for the exam throughout Year 10 and practice the coursework unit R013 in the summer term How will you promote SMSC through this year of study?

Through the tasks they are completing e.g. other cultures in PowerPoint task How will you develop and build thinking skills and independent learner behaviours?

Help sheets and videos to push pupils to work things out for themselves.

Local links including - How local businesses collect data What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful? GCSE Pod, Short revision tasks, Setting up their own revision cards/PowerPoints etc How are literacy and numeracy skills to be developed and extended?

Numeracy is taught through the topics – in particular spreadsheets and databases, e.g. formulas and calculations Literacy – is key as the have to de code the coursework requirement, they will also have word meaning tests to make sure they know key vocab

Consider your assessment Markers

Autumn Term Theory for R012

Identify where the following will take place;

Key assessments Jan 2021 R012 exam Retake May 2021 Low stakes testing Continuously up to Jan Exam Home learning – Weekly revision tasks Moderation for coursework End of April 2021

Spring Term Theory for R012

Summer Term R013 Coursework Practice

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

The required skills for completing the exam R012 to a standard above their target grade – To be able to independently complete the coursework unit R013 well above their target grade.

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

Pupils will take the R012 exam and complete the R013 exam in Year 11

Subject: Cambridge Nationals in IT

The Big Picture: For pupils to develop applied knowledge and practical skills in using information technologies and to meet the Department for Education’s characteristics for a Technical Award.

Year Group: 11

Scheme of Learning OVERVIEW

Intent - Assessment Unit R012 - Understanding tools, techniques, methods and processes for technological Assessment Unit R013 – Developing technological solutions

Last year pupils learnt the theory for the R012 unit and will complete the exam in January 2020, Pupils learnt the required theory for the exam throughout Year 10 and practiced the coursework unit R013 in the summer term Pupils could progress onto an A Level in the subject or Business Studies CTL3/A Level would be appropriate

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

Last year pupils learnt the theory for the R012 unit and will complete the exam in January 2020, Pupils learnt the required theory for the exam throughout Year 10 and practiced the coursework unit R013 in the summer term How will you promote SMSC through this year of study?

Through the tasks they are completing e.g. other cultures in PowerPoint task How will you develop and build thinking skills and independent learner behaviours?

Help sheets and videos to push pupils to work things out for themselves.

Local links including - How local businesses collect data and impacts of cyber security on the local area What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful? GCSE Pod, Short revision tasks, Setting up their own revision cards/PowerPoints etc How are literacy and numeracy skills to be developed and extended?

Numeracy is taught through the topics – in particular spreadsheets and databases, e.g. formulas and calculations Literacy – is key as the have to de code the coursework requirement, they will also have word meaning tests to make sure they know key vocab

Consider your assessment Markers

Autumn Term Revision for R012 Exam

Identify where the following will take place;

Key assessments Jan 2020 R012 exam Retake May 2010 Low stakes testing Continuously up to Jan Exam Home learning – Weekly revision tasks Moderation for coursework Late April 2020

Spring Term R013 Coursework

Summer Term R013 Coursework / (Revision for R012 exam May 2020 if required)

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

The required skills for completing the exam R012 to a standard above their target grade – To be able to independently complete the coursework unit R013 well above their target grade.

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

Pupils could progress onto an A Level in the subject or Business Studies CTL3/A Level would be appropriate

Mathematics

The Big Picture: 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.

Scheme of Learning OVERVIEW

Intent Topic Place Value

Skills Order positive and negative integers, round numbers and estimate answers using approximation Use formal methods for addition and subtraction of integers and decimals Use formal methods for multiplication and division of integers and decimals Identify and use equivalent fractions including mixed and improper fractions. Add and subtract fractions Use the four operations with negative numbers Substitute values into formulae and expressions Simplify and manipulate algebraic expressions including solving linear equations 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

Addition and Subtraction Multiplication and Division Fractions

Negative Numbers Algebra

Lines and Angles

Implementation Unit

Year Group: 7

Knowledge Understand place value, inequality symbols including error intervals, decimal places and significant figures

Prior knowledge Place value descriptors such as tens, units, tenths and hundredths

Recognise and use relationships between operations and their inverses

Formal methods of written arithmetic

Future extensions Inequalities-Y8 Calculations with error intervals (rounding)Y10 Perimeter – Y9

Recognise and use relationships between operations and their inverses and the order of operations. Define and use vocabulary such as prime numbers, factors and HCF Methods for converting fractions to decimals and finding equivalent fractions to create fractions with the same denominator.

Formal methods of written arithmetic

Indices-Y9

Vocabulary and formal written methods for fractions

Fractions-Y8

Know and use the order of operations Understand that a letter represents a variable Understand the difference between an expression, equation, formula, term, function and identity

Place value Linear equations

Algebra-Y8 Algebra-Y8

Conventional terms and notations for parallel lines, perpendicular lines and polygons Derive and use the sum of angles in polygons

Angles and 2D shapes

2D shapes-Y8 Angles-Y10

Autumn Term Term

Place Value

Autumn

Addition and Subtraction

Autumn

Multiplication and Division Fractions

Autumn

Negative Numbers Algebra

Spring Summer

Lines and Angles

Subject: Maths

SMSC Mixed attainment Working as part of a group

✓ ✓ ✓

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

Spring

Homework/Revision Hegaarty homework set weekly Last lesson/week/month starter questions Completion of DIRT process following a Benchmark.

Spring Term

Showing respect for people

Ongoing AFL through mini whiteboard work.

Benchmarks with class PLC and DIRT sessions.

Each topic has multiple Hegarty tasks with feedback.

Collaborating positively to complete tasks Completing DIRT lessons following benchmarks and taking responsibility for closing gaps in their own knowledge.

Summer

Ongoing AFL through mini whiteboard work.

Benchmarks with class PLC and DIRT sessions. Each topic has multiple Hegarty tasks with feedback.

Literacy:- Use of key words and emphasis of understanding key definitions each lesson-see LO’s.

Literacy lessons at the beginning of each topic Numeracy:- Ongoing throughout all units

Impact Be able to apply formal written methods for arithmetic with positive and negative integers, decimals and fractions Define and use mathematical terminology including those from number, shape, and algebra.

Develop a variety of algebraic manipulation skills including simplifying, substitution, rearranging and solving.

Identify and use links between lines, polygons and angles

Over-arching theme: To be able to solve problems by applying the above skills in a variety of contexts including problem solving and reasoning tasks, and “real world” examples

Summer Term Ongoing AFL through mini whiteboard work.

Benchmarks with class PLC and DIRT sessions. Each topic has multiple Hegarty tasks with feedback.

The Big Picture: 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.

Scheme of Learning OVERVIEW

Intent Topic Fractions

Skills Identify and use equivalent fractions including mixed and improper fractions. Multiply and divide fractions. Use fractions of amounts Convert percentages, calculate percentages of amounts, use percentages greater than 100% Simplify and manipulate algebraic expressions including solving linear equations and inequalities Use ratio notation and proportion including the unitary method Identify and use area formulae including solving composite shape problems. Convert units of area Derive and apply formulae to volume and surface area. Construct and interpret plans and elevations of 3D shapes.

Percentages Algebra

Ratio and proportion Area 3D Shapes

Implementation Unit

Subject: Maths

Year Group: 8

Knowledge Methods for converting fractions to decimals and finding equivalent fractions including mixed numbers and improper fractions Find fractions of amounts and use inverses to find original amounts Define percentages as parts per hundred and represent percentages as diagrams, fractions and decimals Understand and use methods for expanding brackets including the laws of indices Recall formal methods for solving linear equations

Prior knowledge Vocabulary and formal written methods for fractions

Future extensions Number-throughout KS4

Fractions and decimals

Percentages-Y9

Linear equations

Equations-Y9

Identify multiplicative relationships

Fractions

Ratio and proportion-Y9

Derive and recall area formulae

Vocabulary and properties of 2D shapes

Know and use the properties of 3D shapes

2D shapes and area

Properties of polygons and Area and perimeter-Y9 Perimeter and area-Y9

Autumn Term Term

Fractions

Autumn

Percentages

Autumn

SMSC Mixed attainment Working as part of a group

✓ ✓ ✓

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

Algebra

Spring

Ratio and proportion

Spring

Area 3D shapes

Summer Summer

Homework/Revision Hegaarty homework set weekly Last lesson/week/month starter questions Completion of DIRT process following a Benchmark.

Ongoing AFL through mini whiteboard work.

Benchmarks with class PLC and DIRT sessions. Each topic has multiple Hegarty tasks with feedback.

Spring Term

Showing respect for people

Ongoing AFL through mini whiteboard work.

Benchmarks with class PLC and DIRT sessions.

Each topic has multiple Hegarty tasks with feedback.

Collaborating positively to complete tasks Completing DIRT lessons following benchmarks and taking responsibility for closing gaps in their own knowledge.

Literacy:- Use of key words and emphasis of understanding key definitions each lesson-see LO’s.

Literacy lessons at the beginning of each topic

Impact Be able to apply formal written methods for arithmetic with positive and negative integers, decimals and fractions Define and use mathematical terminology including those from number, shape, and algebra.

Develop a variety of algebraic manipulation skills including simplifying, substitution, rearranging and solving.

Identify and use links between polygons and 3D shapes

Over-arching theme: To be able to solve problems by applying the above skills in a variety of contexts including problem solving and reasoning tasks, and “real world” examples

Summer Term Ongoing AFL through mini whiteboard work.

Benchmarks with class PLC and DIRT sessions. Each topic has multiple Hegarty tasks with feedback.

The Big Picture:

Subject: Maths

Year Group: 9

Scheme of Learning OVERVIEW

This year will build on the foundations of Maths knowledge and skills gained in KS3. All students will get a secure grounding in the key concepts of Number, Algebra, Geometry, Ratio and Statistics which underpin the future learning in Years 10 and 11 and are crucial to build the more complex GCSE concepts around.

Intent Topic Pythagoras and Trigonometry Equations and sequences Linear graphs Indices and standard form Percentages Area and perimeter Ratio and proportion Quadratics Probability and statistical measures

Implementation Unit

Skills Calculating missing sides and angles in right angled triangles Identifying patterns in sequences, algebraic manipulation Reading and plotting co-ordinates, creating linear graphs, substitution Identifying different indices and convert numbers in and out of standard form Calculating percentages of amounts Substituting into formulae Simplifying ratios. Using the unitary method Expanding, factorising and rearranging quadratics

Knowledge Terminology with right angled triangles, Pythagoras’ theorem, trigonometric ratios

Prior knowledge Substitution and solving equations

Future extensions Sine and cosine rules-Y11

Definitions of terminology such as nth term, links between algebraic manipulation, sequences, equations and graphs Definitions of gradient and intercept. How y = mx + c links to linear graphs

Linear equations and algebraic manipulation Y7/8 Sequences-Y9, Algebraic manipulation-Y7/8

Quadratics – Y9, Graphs - Y10

Positive, negative and fractional indices and place value, laws of indices

Place value – Y7, Indices -Y7 (BIDMAS)

Surds - Y10/11

The difference between compound and simple interest Formulae for area and perimeter and properties of 2D shapes Ratio notation, how to apply the unitary method, identifying multiplicative relationships Algebraic manipulation, laws of indices

Percentages - Y8 2D and 3D shapes-Y8 Ratio and proportion-Y8 Algebra-Y7/8

Calculating statistical measures such as averages and range. Calculating and representing probabilities

Descriptions of probabilities, definitions of statistical measures

Statistics-Y8

Probability – Y9 Volume - Y10 Direct and Inverse proportion-Y11 Simultaneous equations-Y10 Algebraic fractions-Y10 Probability-Y10

Further equations and graphs - Y10

Autumn Term Term

Pythagoras and Trigonometry

Autumn

Equations and sequences

Autumn

Linear graphs

Autumn

Indices and standard form

Spring

Percentages Area and perimeter

Spring Spring

Ratio and proportion

Summer

Quadratics

Summer

Probability and statistical measures

Summer

SMSC Mixed attainment Working as part of a group Sharing of views and opinions with others and resolving any differences maturely.

Showing respect for people

✓ ✓ ✓ ✓

Homework/Revision Hegaarty homework set weekly Last lesson/week/month starter questions Exam questions within lessons and topic tests Completion of DIRT process following an assessment.

Completing PLC and taking responsibility for closing gaps in their own knowledge.

Over-arching theme: To be able to solve problems by applying the above skills in a variety of contexts including exam questions and “real world” examples

Spring Term Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 2 with PLC and DIRT sessions.

Collaborating positively to complete tasks

Impact Be able to apply Pythagoras’ Theorem and trigonometric ratios to calculate missing angles and sides in a variety of right-angled triangles Define and use mathematical terminology including those from shape, statistics and algebra.

Recall and develop a variety of algebraic manipulation skills including substitution, rearranging, factorising and solving.

Identify and use links between equations, sequences and graphs.

Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 1 with PLC and DIRT sessions.

Literacy:- Use of key words and emphasis of understanding key definitions each lesson-see LO’s Numeracy:- Ongoing throughout all units

Summer Term Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 2 with PLC and DIRT sessions.

The Big Picture:

Subject: Maths

Year Group: 10

This year will build on the foundations of Maths knowledge and skills gained in KS3. All students will get a secure grounding in the key concepts of Number, Algebra, Geometry, Ratio and Statistics which underpin the future learning in Years 10 and 11 and are crucial to build the more complex GCSE concepts around.

Scheme of Learning OVERVIEW

Intent (Foundation) Topic Geometry and measures

Number

Algebra

Ratio and Proportion Probability

Skills Angles including bearings and scale diagrams Perimeter, circumference and area Properties of polygons including congruence and similarity Transformations Measures including loci and constructions 2D representation of 3D shapes Basic fractions, decimals and percentages Indices and Standard Form Number skills including rounding, factors and multiples Algebraic manipulation (expressions) Linear graphs and real life graphs Sequences Linear equations Calculating with ratios and simplifying Applying multiplicative relationships Representing and calculating probabilities

Implementation Unit

Knowledge Terminology of shapes including congruence and similarity, properties of shapes and perimeter Formulae for area Definitions of the four transformations Conversions of metric units How to use measuring equipment such as a protractor and compass

Prior knowledge Lines and Angles-Y7 3D Shapes-Y8 Circles and Area-Y8 Perimeter and area-Y9 Properties of Polygons-Y9

Future extensions Volume and trigonometry-Y11

Definitions of factors and multiples How to convert between fractions, decimals and percentages, use multipliers (including knowing the difference between compound and simple interest) and manipulate fractions Place value Laws of indices Formal methods for solving linear equations and manipulate expressions How to use co-ordinate axis and plot graphs Terminology such as term and nth term and how to deduce the nth term of a linear equation How to interpret graph features such as gradient Simplifying ratios and identifying proportion How to identify and use a multiplicative relationship in a variety of contexts Know that probabilities can be represented as fractions, decimals or percentages between 0 and 1 How to create probability spaces, tables and frequency trees Define and calculate theoretical and experimental probabilities.

Place value – Y7, Indices -Y7 (BIDMAS), Multiplication and Division, and Negative Numbers-Y7. Fractions-Y7 and Y8 Percentages-Y8 Indices and Standard Form-Y9, Percentages-90 Sequences-Y9, Algebraic manipulation-Y7-9, Linear equations Y7-9, Linear graphs and Sketching graphs-Y9

Growth and Decay-Y11

Ratio, Proportion and Rates of change-Y8 Ratio and Proportion-Y9 Statistics-Y7 and Y8 Probability, Scatter Graohs and Statistical messaures-Y9

Direct and Inverse Proportion-Y11

Term

SMSC

G&M-Angles , scale and bearings

Autumn

Mixed attainment within Foundation classes

N-Fractions, Decimals, Rounding, Factors and Multiples

Autumn

Working as part of a group

A-Manipulation, Graphs and Sequences S-Collecting and Representing Data

Autumn

G&M-Perimeter, Area, Polygons N-Percentages, Indices and Standard Form

Spring Spring

A-Equations and Real-Life Graphs

Spring

Ratio and Proportion G&M-Transformations.,2D and 3D, Congruence and similarity, Constructions and Loci, Measures

Spring Summer

N-Calculating with percentages

Summer

S-Basic Probability and Statistical Measures

Summer

Autumn

✓ ✓

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

✓

Showing respect for people

✓

Collaborating positively to complete tasks Completing PLC’s and taking responsibility for closing gaps in their own knowledge.

Homework/Revision Hegaarty homework set weekly Last lesson/week/month starter questions Exam questions within lessons and topic tests Completion of DIRT process following an assessment.

Quadratics and simultaneous equations-Y11

Further Probability – Y11

Autumn Term Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 1 with PLC and DIRT sessions.

Spring Term Literacy:- Use of key words and emphasis of understanding key definitions each lesson-see LO’s Numeracy:- Ongoing throughout all units

Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 2 with PLC and DIRT sessions.

Summer Term

Impact Develop fluency in Number, Algebra, Statistics and Geometry and Measure Define and use mathematical terminology and formulae including those from shape, statistics and algebra.

Recall and develop a variety of algebraic manipulation skills including substitution, rearranging, factorising and solving.

Identify and use links between equations, sequences and graphs.

Over-arching theme: To be able to solve problems by applying the above skills in a variety of contexts including exam questions and “real world” examples

Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 2 with PLC and DIRT sessions.

The Big Picture:

Subject: Maths

Year Group: 10

This year will build on the foundations of Maths knowledge and skills gained in KS3. All students will get a secure grounding in the key concepts of Number, Algebra, Geometry, Ratio and Statistics which underpin the future learning in Years 10 and 11 and are crucial to build the more complex GCSE concepts around.

Scheme of Learning OVERVIEW

Intent (Higher) Topic Geometry and measures

Number

Algebra

Ratio and Proportion Probability

Skills Angles including bearings and scale diagrams Perimeter, circumference and area Properties of polygons including congruence and similarity Transformations Measures including loci and constructions 2D representation of 3D shapes Basic fractions, decimals and percentages Indices and Standard Form Number skills including rounding, factors and multiples Surds Algebraic manipulation (expressions) Linear graphs and real life graphs Sequences Linear equations Calculating with ratios and simplifying Applying multiplicative relationships Representing and calculating probabilities

Implementation Unit

Knowledge Terminology of shapes including congruence and similarity, properties of shapes and perimeter Formulae for area Definitions of the four transformations Conversions of metric units How to use measuring equipment such as a protractor and compass

Prior knowledge Lines and Angles-Y7 3D Shapes-Y8 Circles and Area-Y8 Perimeter and area-Y9 Properties of Polygons-Y9

Future extensions Volume and trigonometry-Y11 Circle Theorems-Y11

Definitions of factors and multiples How to convert between fractions, decimals and percentages, use multipliers (including knowing the difference between compound and simple interest) and manipulate fractions Place value Laws of indices. Define and manipulate surds including rationalising Formal methods for solving linear equations and manipulate expressions How to use co-ordinate axis and plot graphs Terminology such as term and nth term and how to deduce the nth term of a linear equation How to interpret graph features such as gradient Simplifying ratios and identifying proportion How to identify and use a multiplicative relationship in a variety of contexts Know that probabilities can be represented as fractions, decimals or percentages between 0 and 1 How to create probability spaces, tables and frequency trees Define and calculate theoretical and experimental probabilities.

Place value – Y7, Indices -Y7 (BIDMAS), Multiplication and Division, and Negative Numbers-Y7. Fractions-Y7 and Y8 Percentages-Y8 Indices and Standard Form-Y9, Percentages-Y9 Sequences-Y9, Algebraic manipulation-Y7-9, Linear equations Y7-9, Linear graphs and Sketching graphs-Y9

Growth and Decay-Y11

Ratio, Proportion and Rates of change-Y8 Ratio and Proportion-Y9 Statistics-Y7 and Y8 Probability, Scatter Graohs and Statistical messaures-Y9

Direct and Inverse Proportion-Y11

Term

SMSC

G&M-Angles , scale and bearings

Autumn

Mixed attainment within Foundation classes

N-Fractions, Decimals, Rounding, Factors and Multiples

Autumn

Working as part of a group

A-Manipulation, Graphs and Sequences S-Collecting and Representing Data

Autumn

G&M-Perimeter, Area, Polygons, Measures N-Surds,, Indices and Standard Form

Spring

A-Equations and Real-Life Graphs

Spring

Ratio and Proportion G&M-Transformations.,2D and 3D, Congruence and similarity, Constructions and Loci

Spring Summer

N-Calculating with percentages

Summer

S-Basic Probability and Statistical Measures

Summer

Autumn

Spring

✓ ✓

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

✓

Showing respect for people

✓

Collaborating positively to complete tasks Completing PLC’s and taking responsibility for closing gaps in their own knowledge.

Impact Develop fluency in Number, Algebra, Statistics and Geometry and Measure Define and use mathematical terminology and formulae including those from shape, statistics and algebra.

Recall and develop a variety of algebraic manipulation skills including substitution, rearranging, factorising and solving.

Identify and use links between equations, sequences and graphs.

Over-arching theme: To be able to solve problems by applying the above skills in a variety of contexts including exam questions and “real world” examples

Homework/Revision Hegaarty homework set weekly Last lesson/week/month starter questions Exam questions within lessons and topic tests Completion of DIRT process following an assessment.

Quadratics and simultaneous equations-Y11 Algebraic Fractions-Y11 Transforming Functions-Y11

Further Probability – Y11

Autumn Term Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 1 with PLC and DIRT sessions.

Spring Term Literacy:- Use of key words and emphasis of understanding key definitions each lesson-see LO’s Numeracy:- Ongoing throughout all units

Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 2 with PLC and DIRT sessions.

Summer Term Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 2 with PLC and DIRT sessions.

The Big Picture:

Subject: Maths

Year Group: 11

This year will build on the foundations of Maths knowledge and skills gained in KS3 and Y10. All students will get a secure grounding in the key concepts of Number, Algebra, Geometry, Ratio and Statistics which underpin the future learning and are crucial to build the more complex GCSE concepts around.

Scheme of Learning OVERVIEW

Intent (Foundation) Topic Geometry and measures

Number

Algebra

Skills Calculate cumference and area Apply formulae to calculate the volume and surface area of cylinders, cones and spheres Identify and use congruence and similarity Represent and calculate with vectors Fractions and Reciprocals Indices and standard form Linear graphs and real life graphs Simulataneous equations Quadratic equations and graphs

Implementation Unit

Knowledge Terminology of shapes including congruence and similarity, properties of shapes and perimeter Formulae for volume and area How to use measuring equipment such as a protractor and compass How to read and calculate with column vectors and represent these diagramatically How to convert between fractions and decimals and manipulate fractions Place value Laws of indices Formal methods for solving linear and quadratc equations (including simultaneous) and manipulate expressions How to use co-ordinate axis and plot graphs How to interpret graph features such as gradient and axis intercepts

Term

SMSC

G&M-Circumference and Area

Autumn

Mixed attainment within Foundation classes

N-Recap (FDP and calculations)

Autumn

Working as part of a group

A-Quadratic equations and graphs, simulatenous equations, linear graphs G&M-Cylinders, Cones and Spheres. Congruence and Similarity N-Fractions and Reciprocals A-Algebra recap

Autumn

G&M-Vectors

Summer

✓ ✓

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

✓

Showing respect for people

✓

Spring

Collaborating positively to complete tasks

Spring Spring

Completing PLC’s and taking responsibility for closing gaps in their own knowledge.

Prior knowledge Lines and Angles-Y7 3D Shapes-Y8,Circles and Area-Y8 Perimeter and area-Y9 and Y10,Properties of Polygons-Y9 Co-ordinates-Y10, Volume-Y10 Place value – Y7, Indices -Y7 (BIDMAS), Fractions-Y7 -Y9 Indices and Standard Form-Y9 Sequences-Y9, Algebraic manipulation-Y7-9, Linear equations Y7-9, Linear graphs and Sketching graphs-Y10 Quadratics and rearranging formulae-Y10, Algebra and graphs-Y10

Homework/Revision Hegaarty homework set weekly Last lesson/week/month starter questions Exam questions within lessons and topic tests Completion of DIRT process following an assessment.

Future extensions Vectors-A Level

Gradients (Graphs)-Y11 Linear graphs-A Level Quadratics and simultaneous equations-Y11 Higher/ A Level

Autumn Term Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 1 -3 (mocks) with PLC and DIRT sessions.

Spring Term Literacy:- Use of key words and emphasis of understanding key definitions each lesson-see LO’s

Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 1 -3 (mocks) with PLC and DIRT sessions.

Summer Term Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. Past papers with PLC and DIRT sessions. GCSE Paper 1 -3 (Final Exams).

Impact Develop fluency in Number, Algebra, Statistics and Geometry and Measure Define and use mathematical terminology and formulae including those from shape, statistics and algebra.

Recall and develop a variety of algebraic manipulation skills including substitution, rearranging, factorising and solving.

Identify and use links between equations, sequences and graphs.

Over-arching theme: To be able to solve problems by applying the above skills in a variety of contexts including exam questions and “real world” examples

The Big Picture:

Subject: Maths

Year Group: 11

This year will build on the foundations of Maths knowledge and skills gained in KS3 and Y10. All students will get a secure grounding in the key concepts of Number, Algebra, Geometry, Ratio and Statistics which underpin future learning and are crucial to build the more complex GCSE concepts around.

Scheme of Learning OVERVIEW

Intent (Higher) Topic Geometry and measures

Number

Algebra

Ratio and Proportion

Skills Identify and use congruence and similarity Recall and use trigonometric ratios and substitute into trigonometric equations Deduce and use circle Theorems Identify and use the equation of a circle Represent and calculate with vectors Recall and use manipulation skills for Fractions, Decimals and Percentages, place value, indices and surds Manipulate algebraic fractions Identify and use the equation of a circle Transform functions including their graphs Identify and use areas under curves

Knowledge Terminology of shapes including congruence and similarity, properties of shapes and perimeter Formulae for sine, cosine and trig. Ratios.

How to use measuring equipment such as a protractor and compass Know the circle theorems and associated terminology How to read and calculate with column vectors and represent these diagramatically

Prior knowledge Lines and Angles-Y7 Circles and Area-Y8 and Y9 Properties of Polygons-Y9 Co-ordinates-Y10 Trigonometry-Y9

Future extensions Vectors-A Level Trigonometry-A level Co-ordinate Geometry-A level

How to convert between fractions and decimals and manipulate fractions Place value and Laws of indices including standard form How to calculate with surds Formal methods for solving linear and quadratc equations (including simultaneous) and manipulate expressions How to use co-ordinate axis and plot graphs

Algebraic Fractions-Y11 Partial Fractions-A Level

Use gradients as rates of change Apply formal notation to solve direct and inverse proportion problems Calculate growth and decay Multiplicative Reasoning

How to interpret graph features such as gradient and axis intercepts The relationship between real-life graphs, rates of change and areas under graphs How to create equations from proportionality Know and use iteration notation and methods

Place value – Y7, Indices -Y7 (BIDMAS), Fractions, Decimals and Percentages-Y7 -Y9 Surds, Indices and Standard Form-Y9 Sequences-Y9, Algebraic manipulation-Y7-9, Linear equations Y7-9, Linear graphs and Sketching graphs-Y10 Quadratics and rearranging formulae-Y10, Algebra and graphs-Y10, Simulatenous equations-Y10 Real life graphs-Y10 Ratio and proportion-Y9

Implementation Unit

Term

SMSC

G&M-Congruence and Similariy, Trigonometry N-Recap (FDP and calculations)

Autumn

Mixed attainment within Foundation classes

Autumn

Working as part of a group

A-Solving equations, sketching graphs and Transforming functions R&P-Multiplicative Reasoning

Autumn

G&M-Circle Theorems, Circle Geometry, Vectors A-Algebraic Fractions, Equation of a circle, Rearranging and Solving

Spring

R&P-Gradients, rates of change and Growth and Decay

Spring

A-Pre-calcus and area unders a curve

Summer

R&P-Direct and Inverse Proportion

Summer

Autumn

✓ ✓

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

✓

Showing respect for people

✓

Collaborating positively to complete tasks

Homework/Revision Hegaarty homework set weekly Last lesson/week/month starter questions Exam questions within lessons and topic tests Completion of DIRT process following an assessment.

Impact Develop fluency in Number, Algebra, Statistics and Geometry and Measure Define and use mathematical terminology and formulae including those from shape, statistics and algebra.

Recall and develop a variety of algebraic manipulation skills including substitution, rearranging, factorising and solving.

Identify and use links between equations, sequences and graphs.

Over-arching theme: To be able to solve problems by applying the above skills in a variety of contexts including exam questions and “real world” examples

Calculus-A Level Exponentials and Logarithms-A Level

Autumn Term Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 1 -3 (mocks) with PLC and DIRT sessions.

Spring Term

Completing PLC’s and taking responsibility for closing gaps in their own knowledge.

Spring

Quadratics and simultaneous equations-Y11 Higher/ A Level

Literacy:- Use of key words and emphasis of understanding key definitions each lesson-see LO’s

Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. GCSE Paper 1 -3 (mocks) with PLC and DIRT sessions.

Summer Term Ongoing AFL through mini whiteboard work.

End of unit tests. Each topic has multiple Hegarty tasks with feedback. Past papers with PLC and DIRT sessions. GCSE Paper 1 -3 (Final Exams).

Modern Foreign Languages

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 actives 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 (A01, A03)

Spring Term Low stakes testing, deep marking, DIRT time, key assessments (A02, 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: 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 holidays and being on holidays.

Subject: German

Year Group: 8

Scheme of Learning OVERVIEW

Intent Topic

Skills & Knowledge

Meine Stadt und mein Haus

Talking about where you live: including your town, where you live, description of your house.

Give opinions about your town, talk about what there is to do, use locations to describe furniture and rooms in your house, understand and communicate using key familiar vocabulary and grammatical structures and deduce meaning

Ich fahre in den Urlaub

Talking about going on holidays: including countries, transport, holiday accommodation, booking accommodation and clothes.

Expressing likes and dislikes, giving a justified opinion, explaining preferences, understand and communicate using key familiar vocabulary and grammatical structures and deduce meaning, finding out about an area in a German speaking country Talking about being on holidays: including activities, weather, eating out, illnesses and problems on holidays.

Expressing likes and dislikes, giving a justified opinion using “weil”, explaining preferences, using the singular and plural forms

Ich bin im Urlaub

Implementation Unit

When

SMSC

Meine Stadt und mein Haus

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.

Ich fahre in den Urlaub

Spring Term

Ich bin im Urlaub

Summer Term

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

Prior knowledge Knowledge of key vocab and grammatical structures including word order, genders, opinion phrases

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

Students will build on their understanding of sentence structure and word order to use the present, past and future tense.

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 where they live and their holidays accurately and with confidence in the present, past and future tense. 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. Further tenses and grammatical structures are 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.

I

The Big Picture: Year 10 is the second year of GCSE where students will focus and complete on Theme 2 (Local, national, international and global

Subject: German Year Group: 10

areas of interest) of EDUQAS GCSE. Students will build on the linguistic skills and knowledge developed in Year 9 to explore the 6 sub-topics. Students will focus specifically on developing their grammatical skills, including past, present and future time frames and the format of the speaking and writing exams

Scheme of Learning OVERVIEW

Intent Topic Home & Locality: Local areas of interest Home & Locality: Transport

Knowledge

Skills

Future extensions

Topics to include geographical locations, local amenities, tourist attractions, advantages and disadvantages of local area, weather

Germany & German-speaking countries: Features & Characteristics

Topics to include places of interest, geographical features including regional weather and climate, monuments

Germany & German-speaking countries: Holidays & Tourism Global Sustainability: Environment

Topics to include holiday locations, popular resorts, accommodation, activities, comparison of holidays

Global Sustainability: Social Issues

Topics to include volunteering, unemployment, poverty/famine, health epidemics/water, other worldwide issues (e.g. immigration)

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 types of transport, advantages and disadvantages, comparison of journeys, infrastructure

Topics to include recycling, climate change, drought, flooding, pollution, types of energy

Implementation Unit

When

SMSC

Local areas of interest

Autumn 1

Transport

Autumn 2

Features & Characteristics Holidays and Tourism

Spring 1

Environment

Summer 1

Social Issues

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 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 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, Year 10 exams (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.

I

The Big Picture: Year 11 is the final year of GCSE where students will focus and complete on Theme 3 (Current and future study and employment) 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 PPE and GCSE

Subject: German

Year Group: 11

Intent

Scheme of Learning OVERVIEW

Topic Current Study: School/college life Current Study: School/college studies World of Work: Work experience and part-time jobs World of Work: Skills and personal qualities Jobs and Future Plans: Applying for work/study Jobs and Future Plans: Career Plans

Knowledge

Skills

Future extensions

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

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 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 Topics to include job applications, formal letters and CVs, interviews for work, college and university, job adverts Topics to include training and study options, job opportunities, working abroad, future plans

Implementation Unit

When

SMSC

Current Study

Autumn 1

World of Work

Autumn 2

Jobs and Future Plans

Spring 1

Personalised revision & exam preparation Personalised revision & exam preparation

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.

Summer 1 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 PPE (A01, A02, A03, A04)

Spring Term Low stakes testing, deep marking, DIRT time, GCSE PPE 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 German with increasing complexity and preparing them for the demands of the GCSE at the end of Year 11.

Music

The Big Picture: 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.

Subject: MUSIC

Year Group: 7

Scheme of Learning OVERVIEW

Intent Topic

Skills & Knowledge

What’s the Note?

An overview of treble clef music. Notation in relation to playing the keyboard. Developing understanding of the elements rhythm, pitch and notation.

Discovering the Orchestra and its instruments through Benjamin Britten’s Young Persons’ Guide to the Orchestra. Develops understanding and ability to recognise different timbres.

Developing knowledge of musical theatre and its origins, focussing on the different types of songs and voices typical to this style. Cross-curricular opportunities with Drama.

Understanding and performing 12 bar blues structure/improvisation. Introduces reading and playing chords/structure.

Learning how different rhythms are created, and how we can write these down. Introduces graphic scores and key features such as polyrhythms.

An introduction to world music through traditional African drumming. Introduces call & response.

Conventions of the Classical Orchestra Musical Theatre The History and Musical Conventions of the Blues Rhythm & Pulse African & Caribbean Music

Implementation Unit What’s the Note?

Conventions of the Classical Orchestra Musical Theatre The History and Musical Conventions of the Blues Rhythm & Pulse African & Caribbean Music

When Autumn Term – HT 1 Autumn Term – HT 2 Spring Term – HT 1 Spring Term – HT 2 Summer Term – HT 1 Summer Term – HT 2

SMSC Students will develop an appreciation of how different cultures have contributed to popular musical genres today is encouraged. Students’ cultural experiences are broadened and strengthened using world music resources. Students are encouraged to formulate and articulate their opinions of their own work, and the work of other people, and to express these with awareness and sensitivity towards the feelings of others. Students take part in a wide variety of different activities which require the ability to work collaboratively as part of a pair or group.

Homework/Revision ✓ Set of keywords given relating to each unit of work.

Students tested on this twice during unit to show progress.

Prior knowledge Little to no prior knowledge from KS2

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

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

Future extensions Students will continue to develop and use their ability to read notation through performance and compositional tasks throughout the whole of KS3.

It is important that students have a basic understanding of chords, as during Year 8 this is studied and demonstrated in far greater depth.

Autumn Term • 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.

Spring Term • 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.

Summer Term • 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.

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 year 7, students should be able to confidently name pitches found on the treble clef stave. Students should also understand how chords are constructed and how to play these in a blues style structure. Students should be able to perform and compose using poly-rhythms and call & response techniques. They should also have gained a basic understanding of other elements of music such as dynamics and tempo through general listening activities.

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

Students will continue to develop and use their ability to read notation through performance and compositional tasks throughout the whole of KS3.

It is important that students have a basic understanding of chords, as during Year 8 this is studied and demonstrated in far depth.

The Big Picture: 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.

Subject: MUSIC

Year Group: 8

Scheme of Learning OVERVIEW

Intent Topic The Baroque Period – History & Ground Bass Film Music

Ensemble Performance Skills The History and Musical Conventions of Reggae World Music Tour Brit Pop: Oasis vs Blur!

Skills & Knowledge Discovering the Baroque period while learning about ground bass. Students will learn specifically about the instrumentation (strings, harpsichord) and structure.

Study of leitmotifs and what these represent leading to the creation of students’ own film trailer music. Students will focus on the way that music can portray mood using timbre and tonality.

Performing as a group using a typical 4 chord popular structure. This allows students to explore typical features of pop music through listening and performing activities.

Analysing the characteristics of Reggae. Students will learn about the context surrounding Reggae, reasons for it’s music and typical features of instrumentation and structure.

An in depth look at music from other countries all over the world. Starts in Asia, ends in UK. Students develop knowledge of scales and how they are used to compose.

Understanding Brit Pop and its history and importance. Performing in a band set up.

Implementation Unit The Baroque Period – History & Ground Bass Film Music Ensemble Performance Skills The History and Musical Conventions of Reggae World Music Tour Brit Pop: Oasis vs Blur!

When Autumn Term – HT 1 Autumn Term – HT 2 Spring Term – HT 1 Spring Term – HT 2 Summer Term – HT 1 Summer Term – HT 2

SMSC Students will develop an appreciation of how different cultures have contributed to popular musical genres today is encouraged. Students’ cultural experiences are broadened and strengthened using world music resources. Students are encouraged to formulate and articulate their opinions of their own work, and the work of other people, and to express these with awareness and sensitivity towards the feelings of others. Students take part in a wide variety of different activities which require the ability to work collaboratively as part of a pair or group.

Homework/Revision ✓ Set of keywords given relating to each unit of work.

Students tested on this twice during unit to show progress.

Prior knowledge

Future extensions

Prior to their learning in year 8, students will have a sound understanding of the elements of music, and how these can be used to describe music when listening.

Students will also be able to recognize pitches on a treble clef stave, and be able to construct chords.

For those who opt to take GCSE music, the way in which they use contextual knowledge gained will be used to answer listening and appraising questions.

Performance and composition techniques developed will form 60% of their final grade.

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

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

Autumn Term • 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.

Spring Term • 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.

Summer Term • 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.

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 year 8, students should be able to answer listening style questions using their contextual knowledge surrounding the focus of each unit of work e.g. Reggae.

Students will develop their understanding of chord structures and how they are built, and be able to perform confidently using this. Students will have a sound understand of music from other parts of the world, and how scales are used to compose in this style.

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

For those who opt to take GCSE music, the way in which they use contextual knowledge gained will be used to answer listening and appraising questions. Performance and composition techniques developed will form 60% of their final grade.

The Big Picture: Year 9 is the first year of the GCSE course and will consist of facilitating lessons in which students can develop performance and composing skills. Listening and Appraising units covered will be AoS 1 & AoS 2. Before this is undertaken, a basic music theory unit using ‘Focus on Sound’ is completed to deepen knowledge of elements of music discovered during KS3. The content will be delivered over five lessons a fortnight (2x composing, 2x performance 1x listening and appraising). Listening and Appraising skills will be embedded in terms of how to answer GCSE questions so that students have a foundation for their GCSE exam.

Subject: MUSIC

Year Group: 9

Intent

Scheme of Learning OVERVIEW

Topic Unit 1: Listening and Appraising

Unit 2: Performing Music Unit 3: Composing Music

Skills

Knowledge

AO3 Demonstrate and apply musical knowledge. AO4 Use appraising skills to make evaluative and critical judgements about music.

AO1 Perform with technical control, expression and interpretation AO2 Compose and develop musical ideas with technical control and coherence.

• • • • • • •

Prior knowledge building

Develop performing skills individually and in groups to communicate musically with fluency and control of the resources used.

Develop composing skills to organise musical ideas and make use of appropriate resources.

To be able to recognise links between the integrated activities of performing, composing and appraising and how these inform the development of music. Broaden musical experience and interests, develop imagination and foster creativity.

Develop knowledge, understanding and skills needed to communicate effectively as musicians.

Develop awareness of a variety of instruments, styles and approaches to performing and composing.

Develop awareness of music technologies and their use in the creation and presentation of music.

Recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology

Implementation Unit Unit 1 = Basic Theory (Focus on Sound)

When Autumn Term

Spring Term

Unit 2 = Ensemble Performance

Unit 2 = Solo Performance Unit 3 = Free Composition

✓ ✓ ✓

- Students are encouraged to formulate and articulate their opinions of their own work, and the work of other people, and to express these with awareness and sensitivity towards the feelings of others.

✓ ✓

- Students take part in a wide variety of different activities which require the ability to work collaboratively as part of a pair or group.

Unit 3 = Free Composition Unit 1 = AoS 1, Western Classical Tradition 1650-1910

✓ ✓

- Students’ cultural experiences are broadened and strengthened using world music resources.

Unit 2 = Ensemble Performance Unit 3 = Free Composition Unit 1 = AoS 2, Popular Music

SMSC - Students will develop an appreciation of how different cultures have contributed to popular musical genres today is encouraged.

Summer Term

- Develop as effective and independent learners with enquiring minds.

Homework/Revision GCSE Pod assignments/video clips Focus on Sound Listening tests/exercises PIXL ‘Grasp it, think it’ sheets Keyword and definition tests/quizzes Completion of DIRT process following an IW task.

Revision activities to consolidate learning after each unit Takeaway homework menu: Completion of 2x tasks per week.

Building on the skills developed in year 7 and the context gained in year 8.

Application of these aspects are key to GCSE Music.

Future extensions To apply knowledge as examples/evidence to support paper 1

To apply understanding of compositional process to complete free composition.

To apply understanding of performance to record solo.

Autumn Term Independent Work (IW) tasks/test for deep marking are located in: ✓ Focus on Sound test scores ✓ Grade 1 Theory Paper Students will produce 1x draft ensemble performance & 1x draft composition exercise.

Spring Term Independent Work (IW) tasks/test for deep marking are located in: ✓ AoS 2 Listening Questions. ✓ AoS Written Genre question (5 Marks) Students will produce 1x draft ensemble performance & 1x draft composition exercise.

Literacy/Numeracy

- Reflect upon and evaluate their own and others’ music.

- Engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development.

➢ ➢ ➢

Literacy targets for each lesson Keywords and definition reviews/tests/quizzes Use of time signatures and measurement of BPM.

Summer Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ AoS 1 Listening Questions. ✓ AoS Written Genre question (5 Marks) Students will produce 1x draft ensemble performance & 1x Draft Free Composition

Impact

Unit 1: Listening and Appraising

Unit 2: Performing Music

Unit 3: Composing Music

For two areas of study (one of which must be Area of study 1 and the other a choice of one from Areas of study 2 – 4), students must also be able to critically appraise the music from the specified study pieces using knowledge and understanding of the effect of audience, time and place on how the study pieces were created, developed and performed. How and why the music across the selected areas of study has changed over time. How the composer’s purpose and intention for the study pieces is reflected in their use of musical elements. Relevant musical vocabulary and terminology for the study pieces.

One performance must be as a soloist and one piece must be as part of an ensemble lasting a combined minimum of four minutes. The performance as part of an ensemble must last for a minimum of one minute. Repertoire will be determined by the student and teacher. It need not reference an area of study and can be in any chosen style or genre.

Students must be able to interpret relevant musical elements as appropriate using resources (eg microphones) and techniques (eg pizzicato) as appropriate to communicate musical ideas with accuracy and expression and interpretation, including phrasing and dynamics appropriate to the style and mood of the music.

Students must learn how to develop musical ideas, including extending and manipulating musical ideas, and compose music that is musically convincing through two compositions. One must be in response to an externally set brief (Composition 1) and the other a free composition (Composition 2). The combined duration of the compositions must be a minimum of three minutes.

Compositions can be composed in any style or genre to best reflect the skills, strengths and interests of the individual students. Both compositions must be assessed on the student’s ability to demonstrate creative and effective selection and use of musical elements. Each composition must demonstrate selection and use of at least four types of musical element as follows:, at least two of rhythm, metre, texture, melody, structure, form, at least two of harmony, tonality, timbre, dynamics, phrasing, articulation.

By the end of year 10, students will have a sound understanding of both sets and will have answered exam style questions for each.

The Big Picture: Year 10 is the second year of the GCSE course and will consist of facilitating lessons in which students can continue to develop performance and composing skills. Listening and Appraising units covered will be AoS1’s set work, Haydn’s Clock Symphony Movt. 2 and AoS2’s set work, three tracks from The Beatles Sgt Peppers Album. The content will be delivered over five lessons a fortnight (3x composing, 1x performance 1x listening and appraising). Listening and Appraising skills will be embedded in terms of how to answer GCSE questions so that students have a foundation for their GCSE exam.

Subject: MUSIC

Year Group: 10

Intent

Scheme of Learning OVERVIEW

Topic

Skills

Unit 1: Listening and Appraising

Unit 2: Performing Music Unit 3: Composing Music

Knowledge

AO3 Demonstrate and apply musical knowledge. AO4 Use appraising skills to make evaluative and critical judgements about music.

AO1 Perform with technical control, expression and interpretation AO2 Compose and develop musical ideas with technical control and coherence.

• • • • • • •

Prior knowledge building

Develop performing skills individually and in groups to communicate musically with fluency and control of the resources used.

Develop composing skills to organise musical ideas and make use of appropriate resources.

To be able to recognise links between the integrated activities of performing, composing and appraising and how these inform the development of music. Broaden musical experience and interests, develop imagination and foster creativity.

Develop knowledge, understanding and skills needed to communicate effectively as musicians.

Develop awareness of a variety of instruments, styles and approaches to performing and composing.

Develop awareness of music technologies and their use in the creation and presentation of music.

Recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology

Implementation Unit

When

Unit 1 = Haydn set work Unit 2 = Ensemble Performance

Autumn Term

SMSC - Students will develop an appreciation of how different cultures have contributed to popular musical genres today is encouraged.

✓ ✓

- Students’ cultural experiences are broadened and strengthened using world music resources.

Unit 3 = Free Composition Unit 1 = Haydn set work Unit 2 = Ensemble Performance

Spring Term

✓ ✓ ✓

- Students are encouraged to formulate and articulate their opinions of their own work, and the work of other people, and to express these with awareness and sensitivity towards the feelings of others.

✓ ✓

- Students take part in a wide variety of different activities which require the ability to work collaboratively as part of a pair or group.

Unit 3 = Free Composition Unit 1 = The Beatles set works Unit 2 = Solo Performance Unit 3 = Free Composition

Summer Term

- Develop as effective and independent learners with enquiring minds.

Homework/Revision GCSE Pod assignments/video clips Focus on Sound Listening tests/exercises PIXL ‘Grasp it, think it’ sheets Keyword and definition tests/quizzes Completion of DIRT process following an IW task.

Revision activities to consolidate learning after each unit Takeaway homework menu: Completion of 2x tasks per week.

➢ ➢

- Engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development.

➢

To apply knowledge as examples/evidence to support paper 1

To apply understanding of compositional process to complete free composition.

To apply understanding of performance to record solo.

Autumn Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Haydn’s Symphony 101 in D Major ‘The Clock’ Movt. II Intro Students will produce 1x draft ensemble performance & 1x draft composition.

Spring Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Haydn’s Clock Symphony: Balance and Contrast Students will produce 1x draft ensemble performance & 1x draft composition.

Summer Term

Literacy/Numeracy

- Reflect upon and evaluate their own and others’ music.

Building on the skills developed in year 7 and the context gained in year 8.

Develop understanding of basic music theory learnt in year 9.

Application of these aspects are key to GCSE Music.

Future extensions

Literacy targets for each lesson Keywords and definition reviews/tests/quizzes Use of time signatures and measurement of BPM.

Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ AoS 2 Setworks: The Beatles, 8 Mark Quesitons Students will produce 1x solo performance & 1x Free Composition

Impact

Unit 1: Listening and Appraising

Unit 2: Performing Music

Unit 3: Composing Music

For two areas of study (one of which must be Area of study 1 and the other a choice of one from Areas of study 2 – 4), students must also be able to critically appraise the music from the specified study pieces using knowledge and understanding of the effect of audience, time and place on how the study pieces were created, developed and performed. How and why the music across the selected areas of study has changed over time. How the composer’s purpose and intention for the study pieces is reflected in their use of musical elements. Relevant musical vocabulary and terminology for the study pieces.

One performance must be as a soloist and one piece must be as part of an ensemble lasting a combined minimum of four minutes. The performance as part of an ensemble must last for a minimum of one minute. Repertoire will be determined by the student and teacher. It need not reference an area of study and can be in any chosen style or genre.

Students must be able to interpret relevant musical elements as appropriate using resources (eg microphones) and techniques (eg pizzicato) as appropriate to communicate musical ideas with accuracy and expression and interpretation, including phrasing and dynamics appropriate to the style and mood of the music.

Students must learn how to develop musical ideas, including extending and manipulating musical ideas, and compose music that is musically convincing through two compositions. One must be in response to an externally set brief (Composition 1) and the other a free composition (Composition 2). The combined duration of the compositions must be a minimum of three minutes.

Compositions can be composed in any style or genre to best reflect the skills, strengths and interests of the individual students. Both compositions must be assessed on the student’s ability to demonstrate creative and effective selection and use of musical elements. Each composition must demonstrate selection and use of at least four types of musical element as follows:, at least two of rhythm, metre, texture, melody, structure, form, at least two of harmony, tonality, timbre, dynamics, phrasing, articulation.

By the end of year 10, students will have a sound understanding of both sets and will have answered exam style questions for each.

The Big Picture: Year 11 is the final year of the GCSE course and will consist of facilitating lessons in which students can continue to develop performance and composing skills ready for non-exam assessment to be submitted. Listening and Appraising units covered will be AoS 3 – Traditional Music & AoS 4 – Western Classical Tradition since 1910, along with revision of previous units and set works.

The content will be delivered over five lessons a fortnight (3x composing, 1x performance 1x listening and appraising (in the first instance). Listening and Appraising skills will be embedded in terms of how to answer GCSE questions so that students have a foundation for their GCSE exam.

Subject: MUSIC

Year Group: 11

Intent

Scheme of Learning OVERVIEW

Topic Unit 1: Listening and Appraising

Unit 2: Performing Music Unit 3: Composing Music

Skills

Knowledge

AO3 Demonstrate and apply musical knowledge. AO4 Use appraising skills to make evaluative and critical judgements about music.

AO1 Perform with technical control, expression and interpretation AO2 Compose and develop musical ideas with technical control and coherence.

• • • • • • •

Prior knowledge building

Develop performing skills individually and in groups to communicate musically with fluency and control of the resources used.

Develop composing skills to organise musical ideas and make use of appropriate resources.

To be able to recognise links between the integrated activities of performing, composing and appraising and how these inform the development of music. Broaden musical experience and interests, develop imagination and foster creativity.

Develop knowledge, understanding and skills needed to communicate effectively as musicians.

Develop awareness of a variety of instruments, styles and approaches to performing and composing.

Develop awareness of music technologies and their use in the creation and presentation of music.

Recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology

Implementation Unit Unit 1 = AoS 3 – Traditional Music

When

Autumn Term

Unit 2 = Ensemble Performance Unit 3 = Composition (Brief) Unit 1 = AoS 4 – Western Classical since 1910 plus revision

- Students’ cultural experiences are broadened and strengthened using world music resources.

Spring Term

Unit 2 = Ensemble Performance

- Students are encouraged to formulate and articulate their opinions of their own work, and the work of other people, and to express these with awareness and sensitivity towards the feelings of others.

- Students take part in a wide variety of different activities which require the ability to work collaboratively as part of a pair or group.

Unit 3 = Composition (Brief) Unit 1 = Revision + Listening & Appraising June 2019 FULL paper

SMSC - Students will develop an appreciation of how different cultures have contributed to popular musical genres today is encouraged.

Summer Term

Homework/Revision GCSE Pod assignments/video clips Focus on Sound Listening tests/exercises ✓ PIXL ‘Grasp it, think it’ sheets ✓ Keyword and definition tests/quizzes ✓ Completion of DIRT process following an IW task. ✓ Revision activities to consolidate learning after each unit ✓ Takeaway homework menu: Completion of 2x tasks per week.

Literacy/Numeracy

- Develop as effective and independent learners with enquiring minds.

➢ ➢

- Reflect upon and evaluate their own and others’ music.

➢

Unit 2 = Prep for submission Unit 3 = Prep for submission

✓ ✓

- Engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development.

Literacy targets for each lesson Keywords and definition reviews/tests/quizzes Use of time signatures and measurement of BPM.

Building on the skills developed in year 7 and the context gained in year 8.

Develop understanding of basic music theory learnt in year 9.

Application of these aspects are key to GCSE Music.

Future extensions To apply knowledge as examples/evidence to support paper 1

To apply understanding of compositional process to complete free composition.

To apply understanding of performance to record solo.

Autumn Term Independent Work (IW) tasks/test for deep marking are located in: ✓ AoS 3 Listening Questions. ✓ AoS Written Genre question (5 Marks) Students will produce 1x Composition to a Brief

Spring Term Independent Work (IW) tasks/test for deep marking are located in: ✓ AoS (all) Listening Questions. ✓ AoS Written Genre questions (5 Marks) Students will produce 1x ensemble performance

Summer Term Independent Work (IW) tasks/test for deep marking are located in: ✓ AoS (all) Listening Questions. ✓ AoS Written Genre questions (5 Marks)

Impact

Unit 1: Listening and Appraising

Unit 2: Performing Music

Unit 3: Composing Music

For two areas of study (one of which must be Area of study 1 and the other a choice of one from Areas of study 2 – 4), students must also be able to critically appraise the music from the specified study pieces using knowledge and understanding of the effect of audience, time and place on how the study pieces were created, developed and performed. How and why the music across the selected areas of study has changed over time. How the composer’s purpose and intention for the study pieces is reflected in their use of musical elements. Relevant musical vocabulary and terminology for the study pieces.

One performance must be as a soloist and one piece must be as part of an ensemble lasting a combined minimum of four minutes. The performance as part of an ensemble must last for a minimum of one minute. Repertoire will be determined by the student and teacher. It need not reference an area of study and can be in any chosen style or genre.

Students must be able to interpret relevant musical elements as appropriate using resources (eg microphones) and techniques (eg pizzicato) as appropriate to communicate musical ideas with accuracy and expression and interpretation, including phrasing and dynamics appropriate to the style and mood of the music.

Students must learn how to develop musical ideas, including extending and manipulating musical ideas, and compose music that is musically convincing through two compositions. One must be in response to an externally set brief (Composition 1) and the other a free composition (Composition 2). The combined duration of the compositions must be a minimum of three minutes.

Compositions can be composed in any style or genre to best reflect the skills, strengths and interests of the individual students. Both compositions must be assessed on the student’s ability to demonstrate creative and effective selection and use of musical elements. Each composition must demonstrate selection and use of at least four types of musical element as follows:, at least two of rhythm, metre, texture, melody, structure, form, at least two of harmony, tonality, timbre, dynamics, phrasing, articulation.

By the end of year 10, students will have a sound understanding of both sets and will have answered exam style questions for each.

Physical Education

The Big Picture: Provide a programme of study that provides a positive learning experience for all students to achieve their full potential across a wide range of sporting and physical activities that intertwines with the assessment needs of GCSE levels of study and building on knowledge and experience from Year 7.

Year 7 PE

Scheme of Learning OVERVIEW

Intent • • • •

Provide a broad, balanced and inclusive curriculum that is enjoyable, safe and challenging.

Develop a students’ physical and social skills, and personal confidence Develop positive attitudes in students demonstrating and understanding moral values; respect for others and sporting etiquette.

Offer a variety of extra-curricular activities for students to develop their talents and interests within and outside of school.

Implementation SMSC Observing and following rules for each activity Promotion of sportsmanship and fair play Ensuring students reflect on how they provide areas for improvement in considering the thoughts and feelings of others Providing cultural information and background of specific sports Thinking Skills and Independent Learner Behaviours Completion to self and peer-assessment Considering the use of tactics and strategies in order to outwit opponents Celebration of Achievement and WOW moments Rewarding of ATL 1’s Faculty awards Communication via home Literacy and Numeracy Students keeping score in competitive matches Use of peer assessment cards Highlighting and encouraging use of activity specific terminology Assessment 6-8 lessons will be allocated for each activity During each block, skills, tactics and strategies to develop their knowledge and understanding of each activity area will be offered Students will be assessed in line with school policy of above, on and below expected progress.

Links to Cambridge National in Sport Level 1/2 will be made where relevant Opportunities for teacher, peer and self-assessment will be provided in order for students to identify what steps they need to do in order to improve their performance

Impact By the end of this years’ study, students will be able to:

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Highlight their strengths and areas for development across all activity areas Identify which activities they wish to be assessed for Cambridge National (if selected as an option) Identify and apply basic techniques and when they should be applied across all activity areas Identify and apply basic rules and how they are applied across all activity areas Explain basic concepts of a healthy lifestyle that benefits physical, social and mental well-being.

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

- Identification and application of different tactics and strategies - Introduction of ‘doubles play’ - Introduction of disguise to outwit opponents

Spring, Summer and Autumn Terms -

-

-

Application of tactics and strategies to overcome opponents through team and individual Analyse performances compared to previous ones and demonstrate improvement to achieve their personal best Develop technique and improve performance Offering opportunities to take part in competitive sports and activities inside and outside of school.

Activities will be selected to meet these areas of the national curriculum based on the strengths and areas for development for each class.

The Big Picture: Provide a programme of study that provides a positive learning experience for all students to achieve their full potential across a wide range of sporting and physical activities that intertwines with the assessment needs of GCSE levels of study.

Year 8 PE

Intent

Scheme of Learning OVERVIEW

• • • •

Provide a broad, balanced and inclusive curriculum that is enjoyable, safe and challenging that builds on the core physical development skills from key stages 1 and 2 to become confident across a range of sports and physical activities.

Students to understand what makes a performance effective and how to apply such principles to their own performances and that of others Develop positive attitudes in students demonstrating and understanding moral values; respect for others, sporting etiquette whilst raising their physical, social and personal confidence Offer a variety of extra-curricular activities for students to develop their talents and interests within and outside of school in their short, medium and long term futures.

Implementation SMSC Observing and following rules for each activity Promotion of sportsmanship and fair play Ensuring students reflect on how they provide areas for improvement in considering the thoughts and feelings of others Providing cultural information and background of specific sports Thinking Skills and Independent Learner Behaviours Completion to self and peer-assessment Considering the use of tactics and strategies in order to outwit opponents Celebration of Achievement and WOW moments Rewarding of ATL 1’s Faculty awards Communication via home Literacy and Numeracy Students keeping score in competitive matches Use of peer assessment cards Highlighting and encouraging use of activity specific terminology Assessment 6-8 lessons will be allocated for each activity During each block, skills, tactics and strategies to develop their knowledge and understanding of each activity area will be offered Students will be assessed in line with school policy of above, on and below expected progress.

Links to Cambridge National in Sport Level 1/2 will be made where relevant Opportunities for teacher, peer and self-assessment will be provided in order for students to identify what steps they need to do in order to improve their performance

Spring, Summer and Autumn Terms -

-

-

Application of tactics and strategies to overcome opponents through team and individual Analyse performances compared to previous ones and demonstrate improvement to achieve their personal best Develop technique and improve performance Offering opportunities to take part in competitive sports and activities inside and outside of school.

Activities will be selected to meet these areas of the national curriculum based on the strengths and areas for development for each class.

Impact By the end of this years’ study, students will be able to:

-

Highlight their strengths and areas for development across all activity areas, including doubles play in specific activities.

Identify and apply basic techniques and when they should be applied across all activity areas, explaining (and in some cases demonstrating) disguise in play.

Identify and apply basic rules and how they are applied across all activity areas, with knowledge Explain basic concepts of a healthy lifestyle that benefits physical, social and mental well-being and students identifying specific activities which will support a healthy lifestyle.

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

- Broader range of activities to be introduced into Key Stage 4 in order to apply techniques across a wider range of sporting activities.

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Increased opportunities within lessons to experience competitive sporting opportunities and officiating roles Identify and create further opportunities for students to make links, where possible, in line with the Cambridge National in Sport specification

The Big Picture:

Students have the opportunity to apply theoretical knowledge about different types of sport and physical activity, skills development and sports leadership to their own practical performance. They will learn about contemporary issues in sport such as funding, participation, ethics and role models, and sport and the media. Learners will develop an appreciation of the importance of sport locally and nationally, different ways of being involved in sport and of how this shapes the sports industry.

Subject: PE OCR Cambridge National

Year Group: 9, 10, 11

Scheme of Learning OVERVIEW

Intent List the units to be covered: R051 Contemporary Issues In Sport. External exam 60 minutes and 60 marks. Makes up 25% of final grade R052 Developing Sport Skills. Centre assessed and externally moderated. 4 learning outcomes/assessments. Makes up 25% of final grade R053 Sports Leadership. Centre assessed and externally moderated. 4 learning outcomes/assessments. Makes up 25% of final grade R056 Outdoor and Adventurous Activities. Centre assessed and externally moderated. 4 learning outcomes/assessments. Makes up 25% of final grade

Implementation Year 9 students learn fundamental skills for success in sport leadership, developing sport skills and developing knowledge of outdoor activity units R051 exam to be sat in January or May of year 10 R052 delivered in year 11 R053 delivered in year 10 R056 delivered in year 9 and start of year 10 This qualification offer learners the chance to develop different types of skills through largely practical means; communication, problem solving, team working, evaluation and analysis, performing under pressure, and formulating written findings from practical investigation are all transferable skills Home learning • Research • Exam questions • Completing coursework

Identify where the following will take place;

Key assessments – all work in units R052, R053 & R056 are assessments that go towards final GCSE grade Deep marking points – prior to DCPs Examinations – January or May All assessed work to be internally assessed and also cross moderated across the MAT.

Autumn Term R051, R052, R053 & R056 Units vary each year depending on the order we deliver them

Spring Term R051, R052, R053 & R056 Units vary each year depending on the order we deliver them

Summer Term R051, R052, R053 & R056 Units vary each year depending on the order we deliver them

Impact This qualification gives students pathways that provide students with the underpinning skills and knowledge that will enable them to choose the most appropriate progression routes for their particular needs (further study, further education (FE) or employment).

Students to be actively encouraged to study level 3 Cambridge Technical In Sport & Physical Activity at Grove College.

Psychology

The Big Picture: Students will be introduced to the subject of psychology and begin to understand the big

Subject: Psychology Year Group: 9

themes that run through the subject. The focus of this first year of GCSE study will be to engage in the research process and develop an understanding of how theories and research studies are used to explain behaviour.

Scheme of Learning OVERVIEW

Intent Students will be expected to: demonstrate knowledge and understanding of psychological ideas, processes, procedures and theories; apply psychological knowledge and understanding in a range of contexts; analyse and evaluate psychological ideas, information, processes and procedures and make judgements, draw conclusions and produce developments or refinements of psychological procedures based on their reasoning and synthesis of skills; evaluate therapies and treatments including in terms of their appropriateness and effectiveness; show how psychological knowledge and ideas change over time and how these inform our understanding of behaviour; demonstrate the contribution of psychology to an understanding of individual, social and cultural diversity; develop an understanding of the interrelationships between the core areas of psychology and show how the studies for topics relate to the associated theory for the following topics: • Memory; Social Influence; Perception.

Implementation Half term 1

2

Units • Introductory unit – ‘What is psychology?’ and methods of research • Memory

3 & 4 • Social influences 5 & 6 • Perception

SMSC (examples given – not exhaustive)

Homework/Revision/Independent Learning

✓ Understanding the world through different perspectives ✓ Human and animal ethics is research ✓ Discussion of values and morals and how they balance with the needs of the researcher ✓ Acknowledgment of individual differences in processing memories and the impact this could have academically. ✓ Understanding of the impact of culture on schema development and how this could lead to stereotyping. ✓ Understanding of atypical memory experiences, e.g. amnesia. ✓ Issues with accuracy of EWT on offenders. ✓ Understanding of how conformity and obedience can lead to anti-social behaviour and the mistreatment of minority groups (e.g. World War 2). ✓ Group/mob behaviour being caused by deindividuation. ✓ Influence of culture on perception and understanding of others who have experienced different cultural upbringings. ✓ Understanding human variation and that others see the world differently to you. ✓ Comparing and contrasting opposing theories.

✓ Exam-style or past paper questions. ✓ Further reading to flip learning and prepare for content of next lesson. ✓ Completion of e-textbook ‘Q’ questions with further development work on incorrect answers. ✓ Revision for mid-unit and end of unit assessments. ✓ Seeking opportunities in the news to apply knowledge of psychology.

Literacy: Using connectives to structure effective descriptive and evaluative writing in short and essay form.

Numeracy: Understanding of required maths skills in research methods.

WOW moments: Participating in psychological experiments, insight into real world social behaviours and developing own perception illusions.

Autumn Term • Research methods recall assessment • Mid memory-unit assessments • Timed 9 mark exam question on Murdock and Bartlett studies.

• End of memory unit assessment (with research methods questions)

Spring Term • Mid social-unit assessment.

• 3 x timed 9 mark exam question on Milgram and Piliavin key studies.

• End of social unit assessment (with research methods questions)

Summer Term • Mid perception-unit assessment.

• 2 x timed 9 mark exam question on Gibson and Gregory’s theories.

• End of perception unit assessment (with research methods questions).

Impact Students will be able to complete a one hour, three unit paper, consisting of GCSE equivalent questions and at least one 9 mark question to within a grade of their expected target.

Next Steps: Students develop the skill with which they can describe and evaluate psychological theory and research. Students refine understanding of research methods and are able to more apply it to all course units with greater accuracy and success. Students complete 4 further GCSE units – Language, Thought and Communication; Development; Brain and Neuropsychology.

The Big Picture:

Subject: Psychology Year Group: 10

Students will consolidate their knowledge of psychology based on their Year 9 studies, drawing upon their knowledge of research to complete the full methods unit. Students progress on to some of the more demanding content on the course, such as developmental theories and the work of Piaget.

Scheme of Learning OVERVIEW

Intent Students will be expected to: demonstrate knowledge and understanding of psychological ideas, processes, procedures and theories; apply psychological knowledge and understanding in a range of contexts; analyse and evaluate psychological ideas, information, processes and procedures and make judgements, draw conclusions and produce developments or refinements of psychological procedures based on their reasoning and synthesis of skills; evaluate therapies and treatments including in terms of their appropriateness and effectiveness; show how psychological knowledge and ideas change over time and how these inform our understanding of behaviour; demonstrate the contribution of psychology to an understanding of individual, social and cultural diversity; develop an understanding of the interrelationships between the core areas of psychology and show how the studies for topics relate to the associated theory for the following topics: • Research Methods, Language, Thought and Communication and Development.

Implementation Term

Unit

Autumn Term SMSC (examples given – not exhaustive)

Homework/Revision/Independent Learning 1 ✓ Ethics in research ✓ Exam-style or past paper questions.

• Research Methods ✓ Social sensitivity of research ✓ Consolidation worksheets to support application of lesson material.

2 ✓ Cultural upbringing and it’s affect on language and • Language, thought and ✓ Completion of e-textbook ‘Q’ communication styles. communication. questions with further development ✓ Use of animals in research. work on incorrect answers. ✓ Issues surrounding individuals who have atypical ✓ Revision for mid-unit and end of unit communication style, e.g. not making eye contact assessments. and personal space. ✓ Completion of independent learning 3 ✓ Understanding of developmental differences and • Development activities: its impact on behaviour.

▪ Journal (Psychology Review) ✓ Mindset of learning and impact on personal reading and summarising notes. development.

▪ Digital textbook activities ✓ Appreciation of others and how they process ▪ Past paper Q’s and self-marking information and learn.

▪ Research Methods extension ✓ The impact of praise of well-being and selfsheets. efficachy.

▪ News article analysis.

▪ TED Talk/Podcast analysis.

▪ Production of a revision resource.

Literacy: Using connectives to structure effective descriptive and evaluative writing in short and essay form.

Numeracy: Understanding of required maths skills in research methods.

WOW moments: Engagement in and devising own psychological research studies; exposure to real-world events and looking at them through different perspectives; understanding of non-verbal communication and body language.

Research methods – experiments assessment.

Applying research methods to 9 mark essays practice exam question.

End of research methods exam question assessment.

Spring Term “Outline…” language, thought and communication exam question “Apply…” language, thought and communication exam question “Evaluate/discuss…” language, thought and communication exam question “Outline and evaluate…” 9 mark language, thought and communication exam question x 2 (Von Frisch Bee Study and Yuki’s study of emoticons) End of language, thought and communication unit assessment

Summer Term “Outline…” development exam question “Apply…” development exam question “Evaluate/discuss” development exam question “Outline and evaluate…” 9 mark development exam questions x 2 (Naughty Teddy and Policeman Doll research studies) End of development unit assessment Year 10 Mock Exams: full Paper 1 and half Paper 2 (Social Influence and Language Thought and Communication)

Impact Students will be able to complete a full GCSE paper consisting of the full range of assessment objectives and question types including 9 mark synoptic questions.

Next Steps: Students develop the consistency with which they can recall information across all the GCSE topics. Students can work with higher level evaluation material such as the use of real world examples and methodological issues with evaluative research. Students are able to apply higher level biological understanding to their work in psychology. Students complete 2 further GCSE units – Psychological Problems and Brain and Neuropsychology.

The Big Picture:

Subject: Psychology Year Group: 11

Students enter into their final year of study where they will complete the final units of the GCSE and prepare to be successful in the two exam papers. The final topics are left due to study have been selected due to their complexity (Brain and Neuropsychology) and personal nature (Psychological Problems) which will require high levels maturity.

Scheme of Learning OVERVIEW

Intent Students will be expected to: demonstrate knowledge and understanding of psychological ideas, processes, procedures and theories; apply psychological knowledge and understanding in a range of contexts; analyse and evaluate psychological ideas, information, processes and procedures and make judgements, draw conclusions and produce developments or refinements of psychological procedures based on their reasoning and synthesis of skills; evaluate therapies and treatments including in terms of their appropriateness and effectiveness; show how psychological knowledge and ideas change over time and how these inform our understanding of behaviour; demonstrate the contribution of psychology to an understanding of individual, social and cultural diversity; develop an understanding of the interrelationships between the core areas of psychology and show how the studies for topics relate to the associated theory for the following topics: • Psychological Problems, Brain and Neuropsychology and Revision/Preparation for Exams

Implementation Term

Unit

Autumn Term SMSC (examples given – not exhaustive)

Homework/Revision/Independent Learning 1 ✓ Mental health and it’s prevalence. ✓ Exam-style or past paper questions.

• Psychological Problems ✓ Effects of mental health on individuals and others. ✓ Consolidation worksheets to support ✓ Understanding of the causes and therapies for application of lesson material. depression. ✓ Completion of e-textbook ‘Q’ ✓ Understanding of the causes and therapies for questions with further development addictive behaviour. work on incorrect answers. ✓ Revision for mid-unit and end of unit 2 ✓ Understanding of the effect of strokes.

• Brain and assessments. ✓ Understanding the effect of neurological damage Neuropsychology ✓ Completion of independent learning on motor ability and speech. activities: ✓ Impact of neurochemical imbalances on depression ▪ Journal (Psychology Review) and suicidal thoughts. reading and summarising notes. ✓ Role of the brain in processing emotions.

▪ Digital textbook activities 3 ✓ Management of stress.

• Revision/Preparation ▪ Past paper Q’s and self-marking for Exams ▪ Research Methods extension sheets.

▪ News article analysis.

▪ TED Talk/Podcast analysis.

▪ Production of a revision resource.

Literacy: Using connectives to structure effective descriptive and evaluative writing in short and essay form.

Numeracy: Understanding of required maths skills in research methods.

WOW moments: Engagement in and devising own psychological research studies; exposure to real-world events and looking at them through different perspectives; understanding of non-verbal communication and body language.

“Outline…” psychological problems exam question “Apply…” psychological problems exam question “Evaluate/discuss…” psychological problems exam question “Outline and evaluate…” 9 mark psychological problems exam question x 4 (Kaij’s twin study of addiction, Wiles’ study of CBT in treating depression, theories of depression and therapies for addiction) End of psychological problems unit assessment October Mock Exam: Full Paper 1 and Paper 2 (minus brain and neuropsych)

Spring Term “Outline…” brain and neuropsychology exam question “Apply…” brain and neuropsychology exam question “Evaluate/discuss…” brain and neuropsychology exam question “Outline and evaluate…” 9 mark brain and neuropsychology exam question x 3 (Tulving’s gold study, Penfield’s study of the interpretive cortex and nervous system/neurons) End of brain and neuropsychology unit assessment February Mock Exams: Full paper 1 and 2

Summer Term Targeted practice papers GCSE final exams

Impact Students will be able to complete their two final GCSE papers with confidence and expertise.

Next Steps: Students have the ability to transition on to the A level Psychology course and perform to a high standard.

Religious Education

The Big Picture:

Subject:

The first year of KS3 RS learning consists of four units which are a mixture of religions in the first unit then focus on Christianity, Judaism and Hinduism. The four topics are Introduction to the 6 main religions, 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 consider what can be learnt from religions.

RS

Year Group: 7

Intent Topic 1 Intro to 6 main religions

Scheme of Learning OVERVIEW

Skills/Knowledge Prior knowledge Future extensions

Topic 2 Jewish Traditions

Topic 3 Hindu Festivals

Implementation Topic Topic 1 Topic 2

Topic 2 Topic 3 Topic 4

Topic 4 Inspirational people

All topics cover skills such as identification, description, explanation, reasoning, enquiry, creative thinking, and evaluation. 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 moral and ethical dilemmas in topic 4. Students will build on the basic concepts covered in the first unit and build them into the deeper knowledge of the religion covered. In order ensure the focus isn’t on the same basic information each religion has a specific focus for the topics.

At KS2 pupils should have knowledge and understanding of basic religious practices although this is dependent on the schools therefore the first unit will cover basic information on all the main religions so this can be applied and built on during their learning journey in year 7 and year 8. They will develop their application of knowledge to issues and being able to give a range of views as well as their own.

Application of knowledge to year 8 work on the Jesus’ Life, Sikh Culture, Islam and religious duty and suffering.

This can be used to deepen their understanding of Christianity in RS GCSE when covering Christian beliefs and teachings and Christian Practices. The ethical and moral dilemma aspects covered in topic 4 can be used to develop their understanding of Paper two topics for RS GCSE.

When Autumn term Autumn term

Spring term Spring term Summer term

SMSC - In Year 7 RS students will develop and understanding and awareness of:

Homework/revision

Cultural Development: Exploring, understanding and respecting diversity.

Participating and responding to cultural diversity Preparing for life in modern Britain Understanding and appreciating personal influences Moral Development: Developing and expressing personal views or values Investigating moral values and ethical issues Moral codes and models of moral virtue Recognising right and wrong and applying it Understanding the consequences of actions

Throughout Year 7 pupils will get one lesson per fortnight The homework will vary from learning and research homework to written and extended work to allow the teacher to mark and feedback to students.

Examples of the homework are below: ✓ Research tasks ✓ Flip learning ✓ Revision tasks ✓ Keywords and definitions ✓ MLK research on key events ✓ MLK

Social Development: Developing personal qualities and using social skills Participating, cooperating and resolving conflict Understanding how communities and societies function Morality suffering and equality – equality focus: Developing personal values and beliefs Experiencing fascination, awe and wonder Exploring the values and beliefs of others Understanding human feelings and emotions Using imagination and creativity in learning

Autumn Term Two IW tasks deep marked and one assessment: ✓ What guides people? (topic 1) ✓ End of the unit assessment (topic 1) ✓ Moses and the 10 plagues (topic 2)

Spring Term One IW task deep marked and two assessments: ✓ End of unit assessment (topic 2) ✓ Holi – what does this festival represent? (topic 3) ✓ End of the unit assessment (topic 3)

Summer Term Two IW tasks deep marked and end of year exam ✓ Gandhi -How did his beliefs help to change a nation? (topic 4) ✓ MLK homework project (topic 4) ✓ End of the year assessment

Impact By the end of Year 7, pupils should be able to offer understanding on a range of religions and evaluate/explain why religious practices are important to believers. They will be able to explain basic teachings and apply them to real life examples and evaluate the impact of believer lives and beliefs. They can explain religious festivals and events whilst applying to current examples. They will develop their extended writing skills using the PEEL structure.

What are the next steps?

In year 8 they will apply the basic knowledge from term 1 on religions to more specific topics. They will develop their essay writing style and answer more complex questions surrounding morality. Information gather during the first year can also be applied to GCSE topics and religious views, so will form a foundation for this.

The Big Picture:

Subject:

The second year of KS3 RS learning consists of four units which are a mixture of religions but with a focus on Christianity, Islam, Sikhism and Buddhism. The four topics are Jesus’ Life, Sikh Culture, Islam and 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.

RS

Year Group: 8

Intent Topic 1 Jesus’ Life

Scheme of Learning OVERVIEW

Skills/Knowledge Prior knowledge Future extensions

Topic 2 Sikh Culture

Topic 3 Islam and Religious Duty

Implementation Topic Topic 1 Topic 2

Topic 2 Topic 3 Topic 4

Topic 4 Suffering

All topics cover skills such as identification, description, explanation, reasoning, enquiry, creative thinking, and evaluation. Knowledge consists of religious views with a focus on Christianity, Islam, Sikhism and Buddhism. Once students have gained a deeper understanding of the religions , they will then apply knowledge from year 7 and 8 to moral and ethical issues raised in the suffering unit.

At KS2 pupils should have knowledge and understanding of basic religious practices although this is dependent on the schools. In year 7 students will have covered beliefs, teachings and practices for Christianity, Judaism and Hinduism as well as application to moral issues. They will develop their application of knowledge to issues and being able to give a range of views as well as their own.

Application of knowledge of knowledge from year 7 and year 8.

This can be used to deepen their understanding of Christianity in RS GCSE when covering Christian beliefs and teachings and Christian Practices. The ethical and moral dilemma aspects covered in topic 4 can be used to develop their understanding of Paper two topics for RS GCSE.

When Autumn term Autumn term

Spring term Spring term Summer term

SMSC - In Year 8 RS students will develop and understanding and awareness of:

Homework/revision

Cultural Development: Exploring, understanding and respecting diversity.

Participating and responding to cultural diversity Preparing for life in modern Britain Understanding and appreciating personal influences Moral Development: Developing and expressing personal views or values Investigating moral values and ethical issues Moral codes and models of moral virtue Recognising right and wrong and applying it Understanding the consequences of actions

Throughout Year 8 pupils will get one lesson per fortnight The homework will vary from learning and research homework to written and extended work to allow the teacher to mark and feedback to students.

Examples of the homework are below: ✓ Keywords and definitions ✓ Timeline of Jesus’ life ✓ Examples of miracles ✓ Suffering poem ✓ Holocaust research on key individuals ✓ Memorial design

Social Development: Developing personal qualities and using social skills Participating, cooperating and resolving conflict Understanding how communities and societies function Morality suffering and equality – equality focus: Developing personal values and beliefs Experiencing fascination, awe and wonder Exploring the values and beliefs of others Understanding human feelings and emotions Using imagination and creativity in learning

Autumn Term Two IW tasks deep marked and one assessment: ✓ Jesus’ teachings (topic 1) ✓ End of the unit assessment (topic 1) ✓ The 5 K’s (topic 2)

Spring Term One IW task deep marked and two assessments: ✓ End of unit assessment (topic 2) ✓ Hajj What happens on this journey? (topic 3) ✓ End of the unit assessment (topic 3) Summer Term Two IW tasks deep marked and end of year exam ✓ Original sin (topic 4) ✓ Holocaust homework project (topic 4) ✓ End of the year assessment

Impact By the end of Year 8, pupils should be able to offer explanations for the impact of Jesus’ life on Christians and evaluate/explain why he is important within Christianity. They will be able to explain basic teachings to real life examples and evaluate the impact of suffering of believer lives and beliefs. They can explain the impact religion can have on believers lives and support with current examples. They will offer evidence for an against miracles and reasons for suffering. They will develop their extended writing skills using the PEEL structure.

What are the next steps?

For those taking RS as a GCSE option, there is now opportunity to expand on the topics covered at KS3 with more focus on developing the impact of beliefs on key moral and ethical issues and how religion can impact on everyday life. They will also gain a deeper insight into the beliefs and practices of two religions (Islam and Christianity). The year 8 work involving Christianity and Islam will be a good foundation to build on if taking at KS4. Also, the evaluation and explanation skills developed will be key for answering GCSE exams.

The Big Picture:

Subject: RS

Year 9 is the start of the GCSE course and will consist of teaching half o f the content for paper 1 (Christianity beliefs and teaching and Christianity Practices) and one of the themes for paper 2 (Crime and punishment). The content will be delivered over two lessons a fortnight. Skills will be embedded in terms of how to answer GCSE questions so that students have a foundation for their GCSE exam.

Year Group: 9

Intent

Scheme of Learning OVERVIEW

Topic

Skills

Christianity Beliefs and teaching Christianity Practices Crime and Punishment

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.

Prior knowledge building

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

When

SMSC

Beliefs and Teachings

Autumn Term

Developing an understanding of individual identity

Practices

Spring Term

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

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

✓ Reflecting on responses to ‘ultimate questions’

✓

Studying different moral issues and justifying own views Exploring two key religions at GCSE (Christianity and Islam). This includes detailed coverage of the beliefs and teachings of these religions and the main practices Working as part of a group or team, sometimes to create their own working teams

Crime and Punishment

Summer Term

✓ ✓ ✓ ✓

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

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/Revision GCSE Pod assignments/video clips Exam questions are set fortnightly PIXL ‘Grasp it, think it’ sheets Keyword and definition tests/quizzes Completion of DIRT process following an IW task.

Flip Learning tasks in readiness for next lesson to ensure best usage of class time.

Revision activities to consolidate learning after each unit

Literacy/Numeracy ➢ ➢ ➢

Year 7 unit – introduction to religion focusing on core beliefs and practices Year 7 unit- morality, justice and forgiveness Year 8 unit – the life of Jesus Year 8 unit – Morality, suffering and equality

Future extensions To apply knowledge to the themes in paper 2 To apply knowledge to the themes in paper 2 To apply knowledge as examples/evidence to support paper 1

Autumn Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Responses to evil and suffering ✓ Creation ✓ End of unit Assessment on beliefs and teachings

Spring Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Jesus and why he had to die ✓ Growth of the Church ✓ End of unit Assessment on practices

Summer Term

Literacy targets for each lesson Keywords and definition reviews/tests/quizzes Use of statistics for religious uptake and participation

Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Treatment of criminals ✓ Capital punishment ✓ End of unit assessment on Crime and Punishment.

Impact Christianity beliefs and teachings

Christianity Practices

Crime and Punishment

They will know key beliefs on: The nature of God: God as omnipotent, loving and just, and the problem of evil and suffering, the oneness of God and the Trinity: Father, Son and Holy Spirit.

Different Christian beliefs about creation including the role of Word and Spirit (John 1:1-3 and Genesis 1:1-3) Different Christian beliefs about the afterlife and their importance, including resurrection and life after death; judgement, heaven and hell, Jesus Christ and salvation Beliefs and teachings about the incarnation and Jesus as the Son of God, the crucifixion, resurrection and ascension, sin, including original sin, the means of salvation, including law, grace and Spirit, the role of Christ in salvation including the idea of atonement.

They will know key practices within Christianity: Worship and festivals Different forms of worship and their significance - liturgical, non-liturgical and informal, including the use of the Bible, private worship, prayer and its significance, including the Lord’s Prayer, set prayers and informal prayer.

The role and meaning of the sacraments: the meaning of sacrament, the sacrament of baptism and its significance for Christians; infant and believers' baptism; different beliefs about infant baptism , the sacrament of Holy Communion/Eucharist and its significance for Christians, including different ways in which it is celebrated and different interpretations of its meaning.

The role and importance of pilgrimage and celebrations - two contrasting examples of Christian pilgrimage: Lourdes and Iona, the celebrations of Christmas and Easter, including their importance for Christians in Great Britain today.

The role of the church in the local and worldwide community The role of the Church in the local community, including food banks and street pastors, the place of mission, evangelism and Church growth., the importance of the worldwide Church including working for reconciliation, how Christian churches respond to persecution, the work of one of the following: Catholic Agency For Overseas Development (CAFOD), Christian Aid, Tearfund.

They will be able to explain contrasting beliefs on the following three issues with reference to Christianity and Islam: Corporal punishment., death penalty and forgiveness.

They will be able to explain religious views on Religion, crime and the causes of crime, good and evil intentions and actions, including whether it can ever be good to cause suffering, reasons for crime, including poverty, mental illness and addiction, greed and hate, opposition to an unjust law. • Views about people who break the law for these reasons.

They will be able to explain views about different types of crime, including hate crimes, theft and murder, religion and punishment, the aims of punishment, including retribution, deterrence, reformation, the treatment of criminals, including prison corporal punishment, community service, forgiveness, the death penalty and ethical arguments related to the death penalty, including those based on the principle of utility and sanctity of life.

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

To use the practices and key beliefs within the context of the three themes in the year 10 curriculum plan. Exam skills for answering the 12 mark questions developed as a focus for year 10 as lessons increase to three hours per fortnight

The Big Picture:

Subject: RS

Year Group: 10

Year 10 is the second year of the GCSE course and will consist of teaching the remaining units for the themes paper (paper 2) The units covered will be Peace and Conflict, Religion and Life and Religion and Relationships. The content will be delivered over three lessons a fortnight. Skills will be embedded in terms of how to answer GCSE questions so that students have a foundation for their GCSE exam.

Intent Topic

Scheme of Learning OVERVIEW

Peace and Conflict

Religion and Life

Religion and Relationships

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 knowledge building

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

When

Peace and Conflict

Autumn Term

Religion and Life

Spring Term

SMSC Developing an understanding of individual identity Focusing on the beliefs of self and exploring the origins of these Studying of major world religions (such as; Christianity, Islam, Judaism) to see how different people live, promoting tolerance and understanding Reflecting on responses to ‘ultimate questions’

✓ ✓ ✓ ✓ ✓ ✓

Studying different moral issues and justifying own views Exploring two key religions at GCSE (Christianity and Islam). This includes detailed coverage of the beliefs and teachings of these religions and the main practices

✓

Homework/Revision GCSE Pod assignments/video clips Exam questions are set fortnightly PIXL ‘Grasp it, think it’ sheets Keyword and definition tests/quizzes Completion of DIRT process following an IW task.

Flip Learning tasks in readiness for next lesson to ensure best usage of class time.

Revision activities to consolidate learning after each unit

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

Religion and Relationships

Summer Term

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

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

➢

To apply knowledge as examples/evidence to support paper 1 To apply knowledge as examples/evidence to support paper 1 To apply knowledge as examples/evidence to support paper 1

Autumn Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Violent protest and terrorism ✓ Pacifism ✓ End of unit Assessment on peace and conflict

Spring Term Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Design and Cause ✓ Euthanasia ✓ End of unit Assessment on religion and life

Summer Term

Literacy/Numeracy ➢ ➢

Year 7 unit – introduction to religion focusing on core beliefs and practices Year 7 unit- morality, justice and forgiveness Year 8 unit – the life of Jesus Year 8 unit – Morality, suffering and equality

Future extensions

Literacy targets for each lesson Keywords and definition reviews/tests/quizzes Use of statistics for religious uptake and participation

Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Contraception ✓ Purpose of the family ✓ End of unit assessment on religion and relationships

Impact Peace and Conflict

Religion and Life

Religion and Relationships

They will be able to explain contrasting beliefs on the following three issues with reference to Christianity and Islam: Violence, weapons of mass destruction and pacifism.

They will be able to explain religious views on: Religion, violence, terrorism and war, the meaning and significance of peace, justice, forgiveness, reconciliation, violence, including violent protest., terrorism, reasons for war, including greed, self-defence and retaliation, the just war theory, including the criteria for a just war, holy war, pacifism, religion and belief as a cause of war and violence in the contemporary world, nuclear weapons, including nuclear deterrence, the use of weapons of mass destruction. • Religion and peace-making in the contemporary world including the work of individuals influenced by religious teaching. • Religious responses to the victims of war including the work of one present day religious organisation.

They will be able to explain contrasting beliefs on the following three issues with reference to Christianity and Islam: Abortion, euthanasia, animal experimentation.

They will be able to explain religious views on: The origins of the universe, including religious teachings about the origins of the universe, and different interpretations of these, the relationship between scientific views, such as the Big Bang theory, and religious views, the value of the world and the duty of human beings to protect it, including religious teaching about stewardship, dominion, responsibility, awe and wonder, the use and abuse of the environment, including the use of natural resources, pollution, the use and abuse of animals, including animal experiment The origins of life, including religious teachings about the origins of human life, and different interpretations of these, the relationship between scientific views, such as evolution, and religious views. The concepts of sanctity of life and the quality of life. Abortion, including situations when the mother's life is at risk. Ethical arguments related to abortion, including those based on the sanctity of life and quality of life, Euthanasia, Beliefs about death and an afterlife, and their impact on beliefs about the value of human life, the use of animals for food What are the next steps? How can the knowledge/skills from this year be extended next year? To use the themes as supporting evidence for Islam content in year 11 and revision material

They will be able to explain contrasting beliefs on the following three issues with reference to Christianity and Islam: Contraception, sexual relationships before marriage, homosexual relationships.

They will be able to explain religious views on: Human sexuality including heterosexual and homosexual relationships, sexual relationships before and outside of marriage., Contraception and family planning. The nature and purpose of marriage. Same-sex marriage and cohabitation. Divorce, including reasons for divorce, and remarrying. Ethical arguments related to divorce, including those based on the sanctity of marriage vows and compassion.

The nature of families, including the role of parents and children, extended families and the nuclear family. The purpose of families, including procreation, stability and the protection of children, educating children in a faith.

Contemporary family issues including same-sex parents polygamy. The roles of men and women. Gender equality. Gender prejudice and discrimination, including examples

The Big Picture: Year 11 is final year of the course and will consist of teaching the final half of the content for paper 1 (Islam beliefs and teaching and Islam Practices) and revision. The content will be delivered over three lessons a fortnight.

Subject: RS

Year Group: 11

Intent

Scheme of Learning OVERVIEW

Topic Islam Beliefs and teaching Islam Practices REVISION

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 knowledge building

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

To apply knowledge to the themes in paper 2 To apply knowledge to the themes in paper 2 To apply knowledge as examples/evidence to support paper 1 and paper 2

Autumn Term

Unit

When

Beliefs and Teachings Practices Revision

Autumn Term Spring Term

Christianity B and T and Practices Theme C, D, B and A Revision

Year 7 unit – introduction to religion focusing on core beliefs and practices Year 7 unit- morality, justice and forgiveness Year 8 unit – the life of Jesus Year 8 unit – Morality, suffering and equality

Future extensions

SMSC Developing an understanding of individual identity Focusing on the beliefs of self and exploring the origins of these Studying of major world religions (such as; Christianity, Islam, Judaism) to see how different people live, promoting tolerance and understanding

✓ ✓ ✓ ✓ ✓ ✓

Reflecting on responses to ‘ultimate questions’ ✓

Studying different moral issues and justifying own views

Homework/Revision GCSE Pod assignments/video clips Exam questions are set fortnightly PIXL ‘Grasp it, think it’ sheets Keyword and definition tests/quizzes Completion of DIRT process following an IW task.

Flip Learning tasks in readiness for next lesson to ensure best usage of class time.

Revision activities to consolidate learning after each unit

Exploring two key religions at GCSE (Christianity and Islam). This includes detailed coverage of the beliefs and teachings of these religions and the main practices

Independent Work (IW) tasks/test for deep marking are located in lessons entitled: ✓ Prophethood ✓ Hajj ✓ End of unit Assessment on beliefs and teachings ✓ End of unit Assessment on practices

Spring Term ✓ One mark questions for definitions ✓ Mock paper on Christianity B and T and practices ✓ Mock paper 2 – all themes

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

Summer Term

Islam and WTM for both papers

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

Showing respect for people, living things, property and the environment Reflecting on one's contribution to society and how we can support other communities

Literacy/Numeracy ➢ ➢ ➢

Summer Term

Literacy targets for each lesson Keywords and definition reviews/tests/quizzes Use of statistics for religious uptake and participation

✓ ✓

One mark questions for definitions Mock paper on Islam

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

Impact Islam beliefs and teachings

Islam Practices

They will know key beliefs on: Key Beliefs

They will know key practices within Islam: Worship

The six articles of faith in Sunni Islam and five roots of Usul ad-Din in Shi’a Islam, including key similarities and differences, Tawhid (the Oneness of God), Qur’an Surah 112, The nature of God: omnipotence, beneficence, mercy, fairness and justice/Adalat in Shi’a Islam, including different ideas about God’s relationship with the world: immanence and transcendence, Angels, their nature and role, including Jibril and Mika’il., Predestination and human freedom and its relationship to the Day of Judgement., Akhirah (life after death), human responsibility and accountability, resurrection, heaven and hell.

Authority Risalah (Prophethood) including the role and importance of Adam, Ibrahim and Muhammad, The holy books Qur’an: revelation and authority, the Torah, the Psalms, the Gospel, the Scrolls of Abraham and their authority, the imamate in Shi'a Islam: its role and significance.

Five Pillars of Sunni Islam and the Ten Obligatory Acts of Shi’a Islam (students should study the Five Pillars and jihad in both Sunni and Shi’a Islam and the additional duties of Shi’a Islam). • Shahadah: declaration of faith and its place in Muslim practice. • Salah and its significance: how and why Muslims pray including times, directions, ablution (wudu), movements (rak’ahs) and recitations; salah in the home and mosque and elsewhere; Friday prayer: Jummah; key differences in the practice of salah in Sunni and Shi’a Islam, and different Muslim views about the importance of prayer.

Duties and festivals Sawm: the role and significance of fasting. Zakah: the role and significance of giving alms Khums in Shi’a Islam.

Hajj: the role and significance of the pilgrimage to Makkah. Jihad: different understandings of jihad: the meaning and significance of greater and lesser jihad Festivals and commemorations and their importance for Muslims in Great Britain today, including the origins and meanings of Id-ul-Adha, Id-ul-Fitr, Ashura.

Revision Revision booklets completed on all components over the two terms to consolidate learning ahead of the exam WTM for both papers completed.

Gap analysis for individual students based on the full mock completed in the Autumn term

Science

The Big Picture: Present a clear outline of the year in this subject.

Sc he m e of Le ar ni ng O VE RV IE W

Subject: Science

Year Group: 7

Six themed units addressing a combination of disciplines Biology, Chemistry and Physics within each themed unit.

Skills involving application, Maths in Science and Working Scientifically skills will be addressed alongside the subject content, where appropriate.

Intent: List the units to be covered:- Unit 1: Not all scientists wear white coats; Unit 2- 999 What's your emergency?; Unit 3- Titanic; Unit 4- Shipwrecked; Unit 5- Earth in Danger; Unit 6- Leaving Earth List the overall skills and knowledge to be covered:- Cells, tissues, organs and systems; sexual reproduction; muscles and bones; ecosystems; mixtures and separation; acids and alkalis; particle model; atoms, elements and compounds; Energy; Current electricity; forces and sound. Skills: Maths in Science and Working Scientifically for development of practical skills.

Clearly outline how this year of study will build on prior learning during the previous academic year : Working Scientifically-building on being able to conduct experiments, analysing results by drawing simple conclusion Biology topics involving plant parts and their life cycle; Nutrition and Health; Skeletal system; Habitats and interdependence-introduction of pyramids of numbers/biomass and adaptations of animals and plants to their environment; Light builds on the idea of light and dark and shadows by introducing the visible light spectrum, refraction, dispersion and reflection; Forces and magnets building from poles and attraction to magnetic fields and weight on other planets; states of matter builds by introducing the particle and changes of state; Electricity builds on by classifying simple circuits, drawing circuit diagrams

Implementation

Consider your assessment

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

Markers Six themed units addressing a combination of disciplines Biology, Chemistry and Physics within each themed unit.

Unit 1: Not all scientists wear white coats; Unit 2- 999 What's your emergency?; Unit 3- Titanic; Unit 4- Shipwrecked; Unit 5Identify where the following will Earth in Danger; Unit 6- Leaving Earth take place; How will you promote SMSC through this year of study?

Unit 1: Jake's story-Heartburn; Unit 2: Condition of asthma and its effects on sufferers; Unit 3: Story of Titanic and lifeboats Key assessments- EOU Tests Unit 4; Survival needs-making shelters; Unit 5; Use of fossil fuels, global warming and alternative sources of energy; Low stakes testing: Application, Unit 6; How was the Earth, atmosphere and solar system created? Journey to Mars-opportunity for spiritual discussions data, skills tests in each unit versus science and human limitations.

Deep marking points: Tests How will you develop and build thinking skills and independent learner behaviours?

Home learning: Tasks are based on Group work; research opportunities; problem solving approach through competitions Working Scientifically, improving What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful? literacy, data, application In what ways are you developing interleaving/revision skills?

Examinations-EOUT Various ways of revision are being encouraged to be developed as each unit progresses Interleaving- Assessments, spellings, themed series of lessons with overarching story, whilst linking scientific disciplines in the Conferencing/DIRT- lesson after EOUtest and low stakes testing unit to enhance recall and retention points.

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

Moderation-Termly of EOU Achievement: school reward policy, postcards, SIMS INTOUCH, ATL 1's, Faculty rewards for end of year.

Tests/Skills tests WOW- Competition through design, experimental exploration, application to daily and world events How are literacy and numeracy skills to be developed and extended? Scientific literacy, experimental write ups, spellings, presentations. Numeracy involving mathematical equations and the rearrangement of, standard index units, measurements, conversion between units

Autumn Term Unit 1, Unit 2

Spring Term Unit 3, 4

Summer Term Unit 5, Unit 6

Impact What is it that you want students to know/be able to do by the end of this year of study? Develop scientific literacy and communication skills, by developing scientific techniques.

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

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

Through the next series of themed units, Masterchef, Fireworks, Top Gear, Materials and Recycling, Down the Farm and Going for Gold covering biology, physics and chemistry disciplines, continue to develop and apply developing working scientifically skills, through various topics within these themes. These include developing scientific thinking; Experimental skills and strategies; Analysis and Evaluation.

Continuation of developing maths skills in science including arithmetic and numerical computation; data handling; algebra; graphical skills. Continue developing health and safety within the laboratory environment and be able to name and use scientific apparatus in an appropriate manner. Possible introduction to extend learners to using Hazcards.

The Big Picture: Present a clear outline of the year in this subject.

Sc he m e of Le ar ni ng O VE RV IE W

Subject: Science

Year Group: 8

Six themed units addressing a combination of disciplines Biology, Chemistry and Physics within each themed unit.

Skills involving application, Maths in Science and Working Scientifically skills will be addressed alongside the subject content, where appropriate.

Intent: List the units to be covered:- Unit 1: Masterchef; Unit 2- Fireworks; Unit 3- Down on the Farm; Unit 4- Materials & Recycling; Unit 5- Going for Gold; Unit 6- Top Gear

List the overall skills and knowledge to be covered:- Digestive system; Role of enzymes in the body-specificallthe digestive system; Organs and organ systems; Immune response and immune system; Aseptic technique; Writing of a risk assessment; Calculations involving equations; rearranging an equation; Clearly outline how this year of study will build on prior learning during the previous academic year: Working Scientifically-building on being able to conduct experiments, analysing results by drawing simple conclusion and improving planning investigations Biology topics involving plant biology; Nutrition and Health; Human Biology- digestive and immune systems; Habitats and interdependence-introduction of pyramids of numbers/biomass and adaptations of animals and plants to their environment; Physics: Light builds on the idea of light and dark and shadows by introducing the visible light spectrum, refraction dispersion and reflection; Forces and magnets building from poles and attraction to magnetic fields and weight on other planets; states of matter builds by introducing the Periodic Table and the structure of an atom.

Implementation

Consider your assessment

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

Markers Six themed units addressing a combination of disciplines Biology, Chemistry and Physics within each themed unit: Unit 1: Masterchef; Unit 2- Fireworks; Unit 3- Down on the Farm; Unit 4- Materials & Recycling; Unit 5- Going for Gold; Unit 6- Top Gear How will you promote SMSC through this year of study?

Identify where the following will Unit 1: Teamworking. Shunning people with different/unknown diseases? ; Unit 2: Symbolism of November 5th & why we havetake place; fireworks; Unit 3: Genetic engineering-plants & animals-should we? Unit 4; Wearable Technology; Unit 5; Ethics of Performance Enhancing drugs & sport; Unit 6; Driving whilst being under the influence Key assessments- EOU Tests How will you develop and build thinking skills and independent learner behaviours?

Low stakes testing: Application, Group work; research opportunities; problem solving approach through competitions; Dissections; Investigations data, skills tests in each unit What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful? Seneca; Skills Deep marking points: Tests assessments Home learning: Tasks are based on In what ways are you developing interleaving/revision skills?

Working Scientifically, improving Various ways of revision are being encouraged to be developed as each unit progresses literacy, data, application Interleaving- Assessments, spellings, themed series of lessons with overarching story, whilst linking scientific disciplines in the Examinations-EOUT unit to enhance recall and retention Conferencing/DIRT- lesson after Where are the WOW moments and how will you celebrate achievement?

EOUtest and low stakes testing Achievement: school reward policy, postcards, SIMS INTOUCH, ATL 1's, Faculty rewards for end of year. points.

WOW- Competition through design, experimental exploration, application to daily and world events Moderation-Termly of EOU How are literacy and numeracy skills to be developed and extended? Scientific literacy, experimental write ups, spellings, Tests/Skills tests presentations. Numeracy involving mathematical equations and the rearrangement of, standard index units, measurements, conversion between units

Autumn Term Unit 1, Unit 2

Spring Term Unit 3, 4

Summer Term Unit 5, Unit 6

Impact What is it that you want students to know/be able to do by the end of this year of study? Develop scientific literacy and communication skills, by developing scientific techniques.

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

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

Transitioning and building upon KS3 into GCSE. These include developing scientific thinking; Experimental skills and strategies; Analysis and Evaluation. Continuation of developing maths skills in science including arithmetic and numerical computation; data handling; algebra; graphical skills. Continue developing health and safety within the laboratory environment and be able to name and use scientific apparatus in an appropriate manner. Possible introduction to extend learners to using Hazcards.

The Big Picture:

Subject: Science

Year Group: 9

This year will build on the foundations of science knowledge and working scientifically skills gained in KS3. All students will get a secure grounding in the key concepts of Biology, Chemistry and Physics which underpin the future learning in Years 10 and 11 and are crucial to build the more complex GCSE concepts around.

Intent

Scheme of Learning OVERVIEW

Topic Cell Biology Organisation Atomic Structure and the periodic table Bonding, structure and the properties of matter Quantitative Chemistry Energy Electricity

Implementation Unit B1 - Cell Biology

Skills Cell identification, Use of microscopes, calculating magnification.

Describe organ systems, the function of enzymes and how veins and arteries differ.

Be able to draw an atom, describing the history of the atom.

Identifying properties of an compound from its bonding Calculating moles and relative masses of compounds.

Predict energy transfers, compare power stations and manipulate complex equations.

Build circuits, Carry out experiments involving complex circuits and multiple measurements.

Term Autumn

Knowledge Cells and their structures, Cell specialisation, Osmosis and diffusion, Stem cells

Prior knowledge Structure of animal and plant cells - Y7/8

Future extensions Theraputic cloning and DNA - Y11

Digestive system and enzymes, Transport in plants, The heart, blood vessels, gas exchange

The heart, parts of a plant - Y7/8

Homeostasis - Y10, Respiration - Y10

Structure of the atom, Isotopes, trends and patterns in the periodic table - groups 1 and 7.

Structure of the atom -Y7/8

Predicting reactions - Y10

Covalent bonding, Ionic bonding and Metallic bonding. Nanoparticles

Elements, mixtures and compounds - Y8

The mole, complex formula calculations, % yield Titrations (triple Chemistry only)

Numbers in the periodic table - Y8

Explaining properties of materials Y10/11 Chemical analysis - Y11

Different types of energy and power stations including their advantages and disadvantages. SCH calculations.

Series and parallel circuits. Circuit components. The structure of a plug. Mains electricity, ac and dc.

Generating electricity - Y7 Energy - Y7 Basic circuit components. Series and parallel circuits - Y7

SMSC 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.

C1 - Atomic Structure P1 Energy

Autumn

B2 Organisation

Spring / Summer

Completing PLC and taking responsibility for closing gaps in their own knowledge.

C2 - Bonding P2 - Electricity

Spring Spring / Summer

Discussing the moral and scientific arguments for and against stem cell research with respect and acknowledgement of a range of legitimate opinions being held.

Summer

Debating the best power stations to use by balancing economic and environmental concerns.

C3 Quantitative Chemistry

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

Autumn

Collaborating positively to carry out experiments and required practicals.

Assessing the impact of new materials on the environment.

Homework/Revision ✓ Ezyscience homework set weekly on average. ✓ Exam questions are set fortnightly ✓ Deep marking of LOR questions ✓ Research tasks / projects ✓ Keyword and definition tests/quizzes ✓ Completion of DIRT process following an assessment. ✓ Revision activities to consolidate learning after each unit.

Literacy:- Use of key words and emphasis of understanding key definitions (including key WS terms) each lesson Numeracy:- Interpretation of graphs and data in tables. Calculations using formulae and rearranging 3 and 4 term equations. Significant figures applied correctly and prefixes k (1000) and m(0.001) known.

Latent heat - Y10 Forces - Y10 National grid and efficiency - Y11

Autumn Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked

Spring Term End of unit tests and long answer exam questions. .Each topic has multiple opportunities for work to be deep marked

Summer Term End of unit tests and long answer exam questions.

Each topic has multiple opportunities for work to be deep marked End of year examinations.

Impact Biology How to calculate magnification.

Identify complex features in cells and their functions and to distinguish the key features and behaviours of Eukaryotic and Prokaryotic cells.

The difference between diffusion and osmosis and the mechanism for each.

Stem cells and their function. Ethical arguments for and against their use.

The structure of the digestive system and the function of the each organ.

The role of enzymes in digestion.

Types of blood cells, veins and arteries, breathing and gas exchange in the lungs, tissues, organs and transport systems in plants and transpiration.

Chemistry Definitions of elements, mixtures and compounds and separation techniques.

Balancing chemical equations.

The structure of the atom, mass number, atomic number, isotopes, electron shells and electronic structure.

The history of the periodic table, properties of group 1 and group 7 elements and trends within the period for each group.

Covalent, ionic and metallic bonding - key features and the properties of compounds bonded in each way. The nature and uses of nanoparticles.

The mole, relative atomic mass, how to calculate relative formula mass and concentration.

Physics Types of energy stores and how devices convert form one to another. LOCOE. How to calculate kinetic energy, gravitational potential energy, elastic energy, power and the efficiency of devices. What happens to wasted energy.

Insulation, payback time and how to calculated specific heat capacity.

How 11 types of power station work and their advantages and disadvantages compared to others. Economic and environmental issues with power stations.

Circuit symbols for a range of components, how to build and identify series and parallel circuits and their key features. Current / voltage graphs and electrical equations to calculate power, pd, resistance, current and charge.

The plug and fuse. The difference between ac and dc electricity.

The Big Picture:

Subject: Science Year Group: 10

This year will build on the foundations of science knowledge and working scientifically skills gained in Y9. All students will get a secure grounding in the key concepts of Biology, Chemistry and Physics which underpin the future learning in Year Y11 and provide a glimpse into A-level learning. Independent thinking, analysis and working scientifically skills will be developed.

Intent

Scheme of Learning OVERVIEW

Infection and response Bioenergetics and Homeostasis Structure, bonding and quantitative Chemistry Energy Changes The rate of Chemical change Electricity Particles and Atomic structure.

Forces

Implementation Unit Inheritance Particles and atomic structure Structure, bonding and QC Bioenergetics and homeostasis Forces Rate of Chemical change

Explaining humans’ response to infection. Data handling. Identifying health lifestyle choices.

Planning investigations. Identifying factors affecting respiration. Naming hormones.

Identify the properties on unknown compounds from their bonding. Carry out separation techniques in the lab.

RP - investigating temperature changes.

Calculating rate of reaction from experimental data RP - Resistance of a wire.

Calculating half-life. Assessing risks from radiation. RP - calculating density.

RP - force and mass. Interpreting and plotting graphs.

Term Autumn Autumn

Bacteria, viruses, viruses and diseases they cause. How to prevent infection. How the body fights infection. How vaccination works. Factors which affecting a healthy lifestyle.

Photosynthesis and factors affecting its rate. The processes of aerobic and anaerobic respiration. Homeostasis, coordination and control systems in the body Ionic, covalent and metallic bonding and properties. How to calculate relative mass.

Making soluble and insoluble salts. pH scale. Reactivity series, electrolysis and the extraction of metals.

Exothermic and endothermic reactions. Factors affecting rates of reactions.

Factors affecting rates of reactions and how they work - Temperature, pressure, concentration. Reversible reactions and equilibrium.

Series and parallel circuits. Domestic electricity and the plug.

Density equation. Kinetic theory, latent heat and specific latent heat. Brownian motion.

Isotopes, half-life, structure of the atom, types and properties of nuclear radiation.

Newton’s laws of motion. Resultant force and its effects on motion. Thinking distance, stopping distance and braking distance. How to draw and interpret s/t and v/t graphs.

SMSC 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

Spring Autumn / Spring Spring/ Summer Spring / Summer

Collaborating positively to carry out experiments and required practicals.

Completing PLC and taking responsibility for closing gaps in their own knowledge.

Providing reasons for and against vaccinations and discussing morality of parents’ choice to vaccinate or not. Vaccinations in poorer countries - cost of medicine.

✓

Basic structure of bacteria, fungi and viruses - Y8 Photosynthesis - Y8

Genetic diseases - Y11. A-level

Definitions of elements, mixtures and compounds and basic reactivity - Y7 and Y8

Extraction of resources - Y11 A-level

Combustion theory - Y7 Concentrations of acids - Y7 Electrical circuits – Y7 Changes of state - Y8

Heat and cool packs Useful in GCSE Physics - kinetic theory and industrial production of chemicals.

A-level electricity.

Gas laws, pressure at A-level and GCSE

Basic forces and force diagrams - Y7 and Y8

Projectile motion and vectors - A-level

Homework/Revision Ezyscience homework set weekly on average.

Exam questions are set fortnightly Deep marking of LOR questions Research tasks / projects Keyword and definition tests/quizzes Completion of DIRT process following an assessment.

Revision activities to consolidate learning after each unit.

A-level Biology

Autumn Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked

Spring Term End of unit tests and long answer exam questions. .Each topic has multiple opportunities for work to be deep marked

Healthy lifestyles and the effects of smoking, drugs and alcohol on the bidy.

Biology Pathogens and how diseases are spread. Key features of bacteria, fungi and viruses. Methods for preventing infection and examples of bacterial, fungal and viral diseases. Human immune system and infection response mechanisms.

Vaccinations and how they work including the principals of drug trials and double blind studies. Examining risk factors for diseases and cancer. Lifestyle factors including, the effects of smoking, alcohol, obesity, diabetes and exercise.

Photosynthesis equation and the factors which affect the rate of photosynthesis.

The processes of aerobic and anaerobic respiration and understanding the need for respiration. Homeostasis, the function of the nervous system and reflex actions. The endocrine system and how hormones control blood sugar and regulate fertility in humans.

Literacy:- Use of key words and emphasis of understanding key definitions (including key WS terms) each lesson Numeracy:- Interpretation of graphs and data in tables. Calculations using formulae and rearranging 3 and 4 term equations. Significant figures applied correctly and prefixes k (1000) and m (0.001) known.

Chemistry The principles of bonding - ionic, covalent and metallic and the properties of ionic, covalent and metallic compounds. Identifying giant and simple covalent compounds and determining the properties of an unknown compound from its bonding.

Defining a mole and calculating relative formula mass and concentrations of solutions. Knowing the reactivity series and predicting reactions based upon it.

Techniques for preparing salts and neutralisation and the pH scale.

The process of electrolysis and how it is used to extract metals and the chemical changes taking place at electrodes. Exothermic and endothermic reactions and the energy profiles of these reactions including bond energy calculations. How concentration, pressure, catalysts and temperature affect the rate of reactions.

Understanding

Summer Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked End of year mock examinations.

Physics Understanding series and parallel circuits, explaining resistance and the roles of components in circuits. Domestic electricity and the plug. Calculating density and measuring the density of regular and irregular objects. Describing kinetic theory and changes of state. Calculating specific latent heat and specific heat capacity.

Knowing the structure of the atom and the history of the plum pudding model and the Rutherford experiment. The nature and properties of alpha, beta and gamma radiation and the changes in the nucleus which take place with their emission. Uses for each type of radiation and the dangers and risks associated with them. The nature of half-life and how it can be calculated.

Newton’s laws of motion and their associated effects including resultant force and how it influences motion. Vector and scalar quantities and centre of mass.

Interpreting s/t and v/t graphs, calculating velocity, acceleration and momentum.

The Big Picture:

Subject: Science

Year Group: 11

This year will build on the foundations of science knowledge and working scientifically skills gained in Y9 and Y10. All students will get a secure grounding in the key concepts of Biology, Chemistry and Physics which allow them to access the appropriate level for GCSE and access A-level courses in Science. A constant focus will be on exam technique to maximize student performance.

Scheme of Learning OVERVIEW

Intent Topic Inheritance, variation and evolution

Skills Identifying characteristics for offspring from the genetic information of both parents.

Ecology

Identifying particular adaptations of animals / plants and reasons for them.

RP - investigating temperature changes.

Calculating rate of reaction from experimental data RP - Chromatography and calculating Rf value.

RP - force and mass. Interpreting and plotting graphs.

Ripple tank RP. Making an electromagnet.

Energy Changes The rate of Chemical change Organic Chemistry and Chemical analysis Forces Waves and electromagnetism

Implementation Unit Inheritance, variation and evolution Forces Energy Changes Organic Chemistry and chemical analysis Ecology Rate of chemical change, chemistry of the atmosphere and sustainability.

Waves and electromagnetism

Term Autumn Autumn Autumn / Spring Spring

Knowledge Hormone control systems, blood glucose levels and human fertility. Sexual and asexual reproduction, DNA, chromosomes, genes and inheritance. Variation and evolution.

Extinction and its causes.

Factors affecting communities, competition on animals and plants. Animal and plant adaptations. Decay cycle and carbon cycle. Effects of humans on the environment.

Exothermic and endothermic reactions. Factors affecting rates of reactions.

Factors affecting rates of reactions and how they work - Temperature, pressure, concentration. Reversible reactions and equilibrium.

Definitions of crude oil, alkanes and their uses. Fractional distillation and cracking of hydrocarbons. How to define and identify pure and impure substances. Gas tests.

Newton’s laws of motion. Resultant force and its effects on motion. Thinking distance, stopping distance and braking distance. How to draw and interpret s/t and v/t graphs.

Nature of longitudinal and transverse waves and their differences. Sound waves and speed of sound. Nature of electromagnetic waves and their uses. Structure of EM spectrum.

SMSC 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 Collaborating positively to carry out experiments and required practicals.

Completing PLC and taking responsibility for closing gaps in their own knowledge.

Genetic engineering and the ethics of cloning and selective breeding. Elimination of genetic diseases vs eugenics. Responsible debate/ discussion.

Spring Spring / Summer

Looking at the impact of humans on the environment and the morality / legality of decisions we take. How to address these issues in future.

Spring/ Summer

Impact Biology The function of the nervous system and reflex actions. The endocrine system and how hormones control blood sugar and regulate fertility in humans. Knowing the differences between and mechanisms for sexual and asexual reproduction. DNA and key terms such as gene, chromosome, inheritance, genotype and phenotype.

How inheritance works and punnet square diagrams. Genetic and inherited disorders and how to predict the likelihood of offspring suffering from them given parents genetic information. How variation works, the theory of evolution and the ethics of genetic technologies. Fossils and the evidence for evolution. How extinction can occur. Classification systems for organisms. Sampling techniques, factors affecting ecosystems and the impact of humans on the environment.

Adaptation and competition in animals and plants. Decay and carbon cycles.

✓

Prior knowledge Variation - Y7/8

Populations - Y8 Combustion theory - Y7 Concentrations of acids - Y7 Separating mixtures - chromatography and distillation.

Basic forces and force diagrams - Y7 and Y8 Sound waves - Y8

Homework/Revision Ezyscience homework set weekly on average.

Exam questions are set fortnightly Deep marking of LOR questions Research tasks / projects Keyword and definition tests/quizzes Completion of DIRT process following an assessment.

Revision activities to consolidate learning after each unit.

Literacy:- Use of key words and emphasis of understanding key definitions (including key WS terms) each lesson Numeracy:- Interpretation of graphs and data in tables. Calculations using formulae and rearranging 3 and 4 term equations. Significant figures applied correctly and prefixes k (1000) and m(0.001) known.

Chemistry Defining a mole and calculating relative formula mass and concentrations of solutions.

Exothermic and endothermic reactions and the energy profiles of these reactions including bond energy calculations. How concentration, pressure, catalysts and temperature affect the rate of reactions. The principle of equilibrium and how reaction conditions can affect this leading to dynamic equilibrium.

The nature of crude oil. Alkanes as saturated hydrocarbons - their uses and the names and formulae of the first 4. The process of fractional distillation and cracking and the uses for the various fractions. How carbon chain length affects the viscosity, melting point, boiling point, flammability and volatility of a fraction.

Analysing pure substances, chromatography and Rf values. Knowing gas tests. The chemistry of the atmosphere and using Earth’s resources sensibly and sustainably.

Future extensions Cloning techniques and any genetic engineering issues. Future medical advancements.

Assessing human environmental impact and predicting future impact.

Heat and cool packs Useful in GCSE Physics - kinetic theory and industrial production of chemicals.

Analysis of unknown chemicals Projectile motion and vectors - A-level Waves - A-level Physics. Diffraction and TV reception. Digital vs analogue signals.

Autumn Term - Mocks End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked

Spring Term - Mocks End of unit tests and long answer exam questions. .Each topic has multiple opportunities for work to be deep marked

Summer Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked Final examinations.

Physics Newton’s laws of motion and their associated effects including resultant force and how it influences motion. Vector and scalar quantities and centre of mass.

Interpreting s/t and v/t graphs, calculating velocity, acceleration and momentum.

Braking and stopping distance and predicting the motion of any object given the forces acting on it.

The nature of and differences between transverse waves and longitudinal waves.

Calculating the speed, wavelength, frequency and period of waves. How reflection and refraction take place. How sound waves travel and echo.

The nature and contents of the electromagnetic spectrum and the specific properties and uses of each part. The nature and shape of magnetic fields. The creation of solenoids and electromagnets and a description of the motor effect and its uses.

The Big Picture:

Subject: Biology Year Group: 10

This year will build on the foundations of science knowledge and working scientifically skills gained in Y9. All students will get a secure grounding in the key concepts of Biology - Genetics, homeostasis and photosynthesis which underpin the future learning in Year Y11 and provide a glimpse into A-level learning. Independent thinking, analysis and working scientifically skills will be developed.

Scheme of Learning OVERVIEW

Intent Topic Bioenergetics

Skills RP - investigation the rate of photosynthesis.

Homeostasis and response

Planning investigations. Identifying factors affecting respiration. Naming hormones.

Inheritance, variation and evolution

Knowing the difference between mitosis and meiosis. Identifying characteristics for offspring from the genetic information of both parents.

Implementation Unit Bioenergetics Homeostasis and response Inheritance, variation and evolution

Term Autumn Autumn / Spring Spring / Summer

Knowledge The process of photosynthesis and how leaves are adapted to carry it out. The factors which affect the rate at which photosynthesis takes place. How plants use glucose. The processes of aerobic and anaerobic respiration and how they are affected by exercise.

Metabolism and the liver.

The principles of homeostasis. The structure and function of the human nervous system.

Reflex actions and the description of how they occur including the function of neurones.

The brain, the eye and the causes of common eyesight problems. The principles of hormone control including blood sugar and diabetes. Human reproduction and fertility treatment. Controlling body temperature and the function of the kidney.

Sexual and asexual reproduction, DNA, structure of DNA and protein synthesis chromosomes, genes and inheritance. Punnet squares. Screening for genetic disorders.

Variation and evolution. Principles of evolution and its evidence including fossils.

Extinction and its causes. Genetic engineering and cloning - mechanisms and uses.

Morality issues regarding genetic engineering.

SMSC 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 Collaborating positively to carry out experiments and required practicals.

Completing PLC and taking responsibility for closing gaps in their own knowledge.

Genetic engineering and the ethics of cloning and selective breeding. Elimination of genetic diseases vs eugenics. Responsible debate/ discussion.

Looking at the impact of humans on the environment and the morality / legality of decisions we take. How to address these issues in future.

Artificially controlling fertility.

✓

Prior knowledge Y8 - basic photosynthesis

Future extensions Linking exercise and heart rate to fitness.

Basic functions of organ systems - Y7 and Y8

Treatment of diabetes. Further research on specific organs.

Variation and inheritance - Y8

Treatments of genetic diseases and new therapies.

Homework/Revision Ezyscience homework set weekly on average.

Exam questions are set fortnightly Deep marking of LOR questions Research tasks / projects Keyword and definition tests/quizzes Completion of DIRT process following an assessment.

Revision activities to consolidate learning after each unit.

Literacy:- Use of key words and emphasis of understanding key definitions (including key WS terms) each lesson Numeracy:- Interpretation of graphs and data in tables. Calculations using formulae and rearranging 3 and 4 term equations. Significant figures applied correctly and prefixes k (1000) and m (0.001) known.

Autumn Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked

Spring Term End of unit tests and long answer exam questions. .Each topic has multiple opportunities for work to be deep marked

Summer Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked End of year mock examinations.

Impact Photosynthesis equation and the factors which affect the rate of photosynthesis - temperature, carbon dioxide concentration, light intensity. How plants make glucose. How leaves are adapted for photosynthesis. The processes of aerobic and anaerobic respiration and understanding the need for respiration. The processes of aerobic and anaerobic respiration and how they change with exercise. The function of the liver in human metabolism.

Homeostasis, the function of the nervous system and reflex actions with a detailed description of how they occur including the function of different types of neurones. The function of the brain and the eye and the main causes of sight defects including long and short sight. The endocrine system and how hormones control blood sugar and regulate fertility in humans. How blood sugar levels can be controlled and negative feedback.

The function of the nervous system and reflex actions. The endocrine system and how hormones control blood sugar and regulate fertility in humans. Hormones in plants and their effects. How the body can regulate its temperature and maintain ion balance and remove waste. The function of the kidneys, dialysis and kidney transplants.

Knowing the differences between and mechanisms for sexual and asexual reproduction. DNA and key terms such as gene, chromosome, inheritance, genotype and phenotype. DNA structure and protein synthesis. How genes can mutate and the possible results. How inheritance works and punnet square diagrams. Genetic and inherited disorders and how to predict the likelihood of offspring suffering from them given parents genetic information. The mechanism and morality of genetic screening. How variation works, the theory of evolution and the ethics of genetic technologies. Selective breeding and cloning from stem cells and adult cells. The history of genetics and the competing theories of evolution. Darwin’s evolution and the evidence for it including fossils. Speciation. How extinction can occur - potential causes and reasons.. Classification systems for organisms.

The Big Picture:

Subject: Biology Year Group: 11

This year will build on the foundations of science knowledge and working scientifically skills gained in Y10. All students will get a secure grounding in the key concepts of Biology - Genetics and ecology which will allow them to access the appropriate level for GCSE and access A-level courses in Science. A constant focus will be on exam technique to maximize student performance.

Scheme of Learning OVERVIEW

Intent Topic Inheritance, variation and evolution

Skills Knowing the difference between mitosis and meiosis. Identifying characteristics for offspring from the genetic information of both parents.

Ecology

Carrying out sampling techniques. Identifying the adaptations of animals and plants in ecosystems and how they enable the animal or plant to better survive.

Implementation Unit Inheritance, variation and evolution.

Ecology

Term Autumn Autumn / Spring

Knowledge Sexual and asexual reproduction, DNA, structure of DNA and protein synthesis chromosomes, genes and inheritance. Punnet squares. Screening for genetic disorders.

Variation and evolution. Principles of evolution and its evidence including fossils.

Extinction and its causes. Genetic engineering and cloning - mechanisms and uses.

Morality issues regarding genetic engineering.

Sampling techniques using quadrats. Communities and ecosystems and the factors which can affect them. Competition in animals and plants and how plants and animals are adapted to live in various ecosystems. Feeding relationships in ecosystems and the cycles of decay, water and carbon. Trophic levels and biomass transfers and food production. The growth of human population and its impact on the environment.

SMSC 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 Collaborating positively to carry out experiments and required practicals.

Completing PLC and taking responsibility for closing gaps in their own knowledge.

Genetic engineering and the ethics of cloning and selective breeding. Elimination of genetic diseases vs eugenics. Responsible debate/ discussion.

Looking at the impact of humans on the environment and the morality / legality of decisions we take. How to address these issues in future.

Artificially controlling fertility.

✓

Prior knowledge Variation and inheritance - Y8

Future extensions Treatments of genetic diseases and new therapies.

Food chains and webs – Y8. Global warming – KS3 GCSE Physics and Chemistry.

A-level biology

Homework/Revision Ezyscience homework set weekly on average.

Exam questions are set fortnightly Deep marking of LOR questions Research tasks / projects Keyword and definition tests/quizzes Completion of DIRT process following an assessment.

Revision activities to consolidate learning after each unit.

Literacy:- Use of key words and emphasis of understanding key definitions (including key WS terms) each lesson Numeracy:- Interpretation of graphs and data in tables. Calculations using formulae and rearranging 3 and 4 term equations. Significant figures applied correctly and prefixes k (1000) and m (0.001) known.

Autumn Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked

Spring Term End of unit tests and long answer exam questions. .Each topic has multiple opportunities for work to be deep marked

Summer Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked End of year mock examinations.

Impact Knowing the differences between and mechanisms for sexual and asexual reproduction. DNA and key terms such as gene, chromosome, inheritance, genotype and phenotype. DNA structure and protein synthesis. How genes can mutate and the possible results. How inheritance works and punnet square diagrams. Genetic and inherited disorders and how to predict the likelihood of offspring suffering from them given parents genetic information. The mechanism and morality of genetic screening. How variation works, the theory of evolution and the ethics of genetic technologies. Selective breeding and cloning from stem cells and adult cells. The history of genetics and the competing theories of evolution. Darwin’s evolution and the evidence for it including fossils. Speciation. How extinction can occur - potential causes and reasons.. Classification systems for organisms.

Carrying out sampling techniques using quadrats. Communities and ecosystems and the factors which can affect them. Competition in animals and plants and how plants and animals are adapted to live in various ecosystems. Feeding relationships in ecosystems and the cycles of decay, water and carbon. The factors which affect the rate of decay and how we can change them to keep food fresher for longer. Trophic levels and biomass transfers and food production. The growth of human population and its impact on the environment. Biodiversity, the impact of pollution on the environment – land, water and air and how it affects biodiversity. Deforestation and how to maintain biodiversity. The effects of global warming. Food security, making food production more efficient and sustainable.

The Big Picture:

Subject: Chemistry

Year Group: 10

This year will build on the foundations of science knowledge and working scientifically skills gained in Y9. All students will get a secure grounding in the key concepts of Chemistry - Types and rates of reaction and organic chemistry which underpin the future learning in Year Y11 and provide a glimpse into A-level learning. Independent thinking, analysis and working scientifically skills will be developed.

Scheme of Learning OVERVIEW

Intent Topic Energy Changes

Skills RP - investigating temperature changes.

The rate and extent of Chemical change Organic Chemistry

Calculating rate of reaction from experimental data Comparing the reaction of alcohols, identifying chemicals from their functional groups.

Chemical Analysis

RP - Chromatography and calculating Rf values.

Implementation Unit Energy Changes

Term Autumn

Knowledge Exothermic and endothermic reactions. Factors affecting rates of reactions. The working of chemical cell, batteries and fuel cells.

Factors affecting rates of reactions and how they work - Temperature, pressure, concentration. Reversible reactions and equilibrium.

Definitions of crude oil, alkanes and their uses. Fractional distillation and cracking of hydrocarbons. Structure and reactions of alkenes, alcohols, carboxylic acids and esters.

Addition and condensation polymerisation. Chemical structure of DNA How to define and identify pure and impure substances. Gas tests. Tests for both positive and negative ions and instrumental analysis.

SMSC 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.

✓ ✓ ✓ ✓ ✓

The rate and extent of Chemical change Organic Chemistry

Autumn Spring

Collaborating positively to carry out experiments and required practicals.

Chemical Analysis

Summer

Completing PLC and taking responsibility for closing gaps in their own knowledge.

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

Burning fossil fuels and the impact on the environment. Developing technology - how fuel cells work and their applications.

✓

Prior knowledge Combustion theory - Y7

Future extensions Heat and cool packs. Fuel cells and batteries.

Useful in GCSE Physics - kinetic theory and industrial production of chemicals.

Development of new polymer materials and their possible applications.

Concentrations of acids - Y7 Distillation - Y7

Elements, mixtures and compounds - Y7

Homework/Revision Ezyscience homework set weekly on average.

Exam questions are set fortnightly Deep marking of LOR questions Research tasks / projects Keyword and definition tests/quizzes Completion of DIRT process following an assessment.

Revision activities to consolidate learning after each unit.

Literacy:- Use of key words and emphasis of understanding key definitions (including key WS terms) each lesson Numeracy:- Interpretation of graphs and data in tables. Calculations using formulae and rearranging 3 and 4 term equations. Interpreting quantitative data and calculating Rf value

Chemical analysis to find the composition of unknown compounds.

Autumn Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked

Spring Term End of unit tests and long answer exam questions. .Each topic has multiple opportunities for work to be deep marked

Summer Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked End of year mock examinations.

Impact Exothermic and endothermic reactions and the energy profiles of these reactions including bond energy calculations. How chemical cells, batteries and fuel cells work and their possible applications. What factors can affect the rate of a chemical reaction. How each of these factors - concentration, pressure, catalysts and temperature affects the rate of reactions. How to calculate the rate of a chemical reaction. Reversible reactions, the definition of equilibrium and how a dynamic equilibrium is reached. How Le Chatelier’s principle can be used to change reaction conditions to alter the position of the equilibrium in a reaction.

Crude oils and hydrocarbons. The general formula for alkanes and the names and specific formulae of the first 4 alkanes. How to describe the processes of fractional distillation and cracking and the uses for the various fractions. How carbon chain length affects the viscosity, melting point, boiling point, flammability and volatility of a fraction. The general formula and structure of alkenes and their differences to alkanes. How to tell the difference between alkanes and alkenes - bromine water. Structures of alcohols, carboxylic acids and esters and their key functional groups. The reactions and uses of alcohols, carboxylic acids and esters.

Polymer and how they are made - addition polymerisation and condensation polymerisation, key methods for each and examples of natural polymers. How to make polypeptides and proteins from amino acids leading to the structure of DNA. Defining and analysing pure substance, mixtures and formulations. Carrying out chromatography and calculating Rf values. Knowing how to carry out gas tests for hydrogen, oxygen and carbon dioxide and the positive test result for each gas. How to test for positive ions and negative ions and their test results. Instrumental analysis of compounds including flame emission spectroscopy.

The Big Picture

Subject: Chemistry

Year Group: 11

This year will build on the foundations of science knowledge and working scientifically skills gained in Y10. All students will get a secure grounding in the key concepts of Chemistry - Types and rates of reaction and organic chemistry which allow them to access the appropriate level for GCSE and access A-level courses in Science. A constant focus will be on exam technique to maximize student performance.

Intent

Scheme of Learning OVERVIEW

Topic Quantitative Chemistry

Energy Changes The rate and extent of Chemical change Organic Chemistry

Chemical Analysis

Atmosphere and resources

Implementation Unit Quantitative Chemistry Energy Changes

Term Autumn Autumn

Skills Calculating moles and relative masses of compounds.

RP - investigating temperature changes.

Calculating rate of reaction from experimental data

Knowledge The mole, complex formula calculations, % yield calculations, titrations. Balanced equations and atom economy.

Prior knowledge Numbers in the periodic table - Y8

Future extensions Chemical analysis - Y11

Exothermic and endothermic reactions. Factors affecting rates of reactions. The working of chemical cell, batteries and fuel cells.

Combustion theory - Y7

Factors affecting rates of reactions and how they work - Temperature, pressure, concentration. Reversible reactions and equilibrium.

Concentrations of acids - Y7

Comparing the reaction of alcohols, identifying chemicals from their functional groups.

RP - Chromatography and calculating Rf values.

Definitions of crude oil, alkanes and their uses. Fractional distillation and cracking of hydrocarbons. Structure and reactions of alkenes, alcohols, carboxylic acids and esters. Addition and condensation polymerisation. Chemical structure of DNA

Distillation - Y7

Heat and cool packs. Fuel cells and batteries.

Useful in GCSE Physics - kinetic theory and industrial production of chemicals.

Development of new polymer materials and their possible applications.

How to define and identify pure and impure substances. Gas tests. Tests for both positive and negative ions and instrumental analysis.

Elements, mixtures and compounds - Y7

Describing recycling

The chemical composition of the atmosphere and its evolution over time. Potable water extracting metals and recycling.

Recycling – Y8

SMSC 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 The rate and extent of Chemical change Organic Chemistry

Autumn Spring

Collaborating positively to carry out experiments and required practicals.

Completing PLC and taking responsibility for closing gaps in their own knowledge.

Burning fossil fuels and the impact on the environment. Developing technology - how fuel cells work and their applications.

Chemical Analysis

✓

Homework/Revision Ezyscience homework set weekly on average.

Exam questions are set fortnightly Deep marking of LOR questions Research tasks / projects Keyword and definition tests/quizzes Completion of DIRT process following an assessment.

Revision activities to consolidate learning after each unit.

Chemical analysis to find the composition of unknown compounds.

Environmental science.

Autumn Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked

Spring Term End of unit tests and long answer exam questions. .Each topic has multiple opportunities for work to be deep marked

Summer Literacy:- Use of key words and emphasis of understanding key definitions (including key WS terms) each lesson Numeracy:- Interpretation of graphs and data in tables. Calculations using formulae and rearranging 3 and 4 term equations. Interpreting quantitative data and calculating Rf value

Summer Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked End of year mock examinations.

Impact Definition of moles and relative atomic mass. Mole calculations and creating balanced equations from supplied numerical data. Calculating % yield form a reaction and explaining why this is not ever 100%. Calculating atom economy and concentration solutions.

Carrying out titrations and titration calculations. Calculation the volume of gases.

Exothermic and endothermic reactions and the energy profiles of these reactions including bond energy calculations. How chemical cells, batteries and fuel cells work and their possible applications. What factors can affect the rate of a chemical reaction. How each of these factors - concentration, pressure, catalysts and temperature affects the rate of reactions. How to calculate the rate of a chemical reaction. Reversible reactions, the definition of equilibrium and how a dynamic equilibrium is reached. How Le Chatelier’s principle can be used to change reaction conditions to alter the position of the equilibrium in a reaction.

Crude oils and hydrocarbons. The general formula for alkanes and the names and specific formulae of the first 4 alkanes. How to describe the processes of fractional distillation and cracking and the uses for the various fractions. How carbon chain length affects the viscosity, melting point, boiling point, flammability and volatility of a fraction. The general formula and structure of alkenes and their differences to alkanes. How to tell the difference between alkanes and alkenes - bromine water. Structures of alcohols, carboxylic acids and esters and their key functional groups. The reactions and uses of alcohols, carboxylic acids and esters.

Polymer and how they are made - addition polymerisation and condensation polymerisation, key methods for each and examples of natural polymers. How to make polypeptides and proteins from amino acids leading to the structure of DNA. Defining and analysing pure substance, mixtures and formulations. Carrying out chromatography and calculating Rf values. Knowing how to carry out gas tests for hydrogen, oxygen and carbon dioxide and the positive test result for each gas. How to test for positive ions and negative ions and their test results. Instrumental analysis of compounds including flame emission spectroscopy.

The Big Picture:

Subject: Physics Year Group: 10

This year will build on the foundations of science knowledge and working scientifically skills gained in Y9. All students will get a secure grounding in the key concepts of Physics - particles, nuclear physics, forces and waves which underpin the future learning in Year Y11 and provide a glimpse into A-level learning. Independent thinking, analysis and working scientifically skills will be developed.

Scheme of Learning OVERVIEW

Intent Topic Particle model of matter

Skills RP - Calculating density of regular and irregular objects and fluids.

Atomic Structure

Calculating half-life. Assessing the risks from radiation and the applications of radioactive sources.

RP - force and mass. Interpreting and plotting graphs.

Forces

Waves

Implementation Unit Particle model of matter Atomic Structure

RP - Ripple tank

Term Autumn Autumn

Knowledge Density equation and theory. Kinetic theory, changes of state, internal energy and what it comprises. Latent heat and specific latent heat. Brownian motion. Gas laws and the causes of gas pressure.

Structure of the atom and isotopes. History of the atom - Rutherford and plum pudding models. Nature and properties of alpha, beta and gamma radiation and their uses.

Calculation of half-life. Nuclear fission and nuclear fusion.

Newton’s laws of motion. Resultant force and its effects on motion. Thinking distance, stopping distance and braking distance. How to draw and interpret s/t and v/t graphs.

Momentum and moments, gears and levers. Centre of mass Nature of longitudinal and transverse waves and their differences. Sound waves and speed of sound. Ultrasound and its applications. Seismic waves and the structure of the earth.

The electromagnetic spectrum and uses and dangers of these waves. Converging and diverging lenses. Reflection and refraction of waves.

SMSC 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 Forces Waves

Spring / Summer Summer

Collaborating positively to carry out experiments and required practicals.

Completing PLC and taking responsibility for closing gaps in their own knowledge.

Arguments for and against the use of nuclear power and its potential environmental effects.

The effect of alcohol on driving and safety devices - seat belts, air bags etc.

✓

Prior knowledge Changes of state - Y8

Future extensions Gas laws, pressure at A-level and GCSE

Atoms - Y8

Nuclear physics - changes in nucleus with beta decay.

Basic forces and force diagrams - Y7 and Y8

Projectile motion and vectors - A-level

Sound waves - Y7

Predicting earthquakes and how they tell us about the internal structure of the earth.

Homework/Revision Ezyscience homework set weekly on average.

Exam questions are set fortnightly Deep marking of LOR questions Research tasks / projects Keyword and definition tests/quizzes Completion of DIRT process following an assessment.

Revision activities to consolidate learning after each unit.

Literacy:- Use of key words and emphasis of understanding key definitions (including key WS terms) each lesson Numeracy:- Interpretation of graphs and data in tables. Recall and manipulation of mathematical equations (3 term and beyond) in complex multistep calculations.

Autumn Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked

Spring Term End of unit tests and long answer exam questions. .Each topic has multiple opportunities for work to be deep marked

Summer Term End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked End of year mock examinations.

Impact Calculating density and measuring the density of regular and irregular objects. Describing kinetic theory and changes of state. Calculating specific latent heat and specific heat capacity. Explaining what causes gas pressure and Brownian motion.

Identifying the causes of gas pressure and being able to state and apply Boyle’s Law on ideal gases. Describing the effect observed with Brownian motion and the conclusions drawn regarding movement of particles.

Knowing the structure of the atom and the history of the plum pudding model and the Rutherford experiment. Being able to define and identify isotopes and being able to describe the contents of a nucleus using mass and atomic numbers.

Describing the changes which occur in a nucleus with the emission of alpha, beta of gamma radiation. The nature and properties of alpha, beta and gamma radiation. Uses for each type of radiation and the dangers and risks associated with them. The nature of halflife and how it can be calculated graphically and by equation. The processes of nuclear fusion and fission and the workings of a nuclear fission reactor. Assessing risk levels with radiation given a number of factors.

Newton’s laws of motion and their associated effects including resultant force and how it influences motion. Vector and scalar quantities and centre of mass. Resolving vectors at right angles and other angles through scale diagrams and free body diagrams.

Interpreting s/t and v/t graphs, calculating velocity, acceleration, distance travelled and average speed. Explaining and calculating moments, resultant moments and the working and applications of levels and gears. Calculating momentum including collisions and explosions and explaining how safety devices such as air bags work. Describing factors affecting thinking distance and braking distance.

The nature of and differences between transverse waves and longitudinal waves. Calculating the speed, wavelength, frequency and period of waves. How reflection and refraction take place. How sound waves travel and echo.

Ultrasound and its applications. The nature of seismic waves including p-waves, s-waves and l-waves and how they travel through the earth. The internal structure of the earth and how seismic waves inform our understanding of it.

The electromagnetic spectrum including wavelengths, frequencies and energies of waves and their uses and dangers. Medical uses for E-M waves.

Reflection, refraction, dispersion and colour. Converging and diverging lenses and their uses.

Subject: Physics Year Group: 11

The Big Picture:

This year will build on the foundations of science knowledge and working scientifically skills gained in Y10. All students will get a secure grounding in the key concepts of Physics - waves, lenses, electromagnets, motors, transformers, circular motion and space which allow them to access the appropriate level for GCSE and access A-level courses in Science. A constant focus will be on exam technique to maximize student performance.

Scheme of Learning OVERVIEW

Intent Topic Waves

Skills RP - Ripple tank RP - Infra-red radiation RP - Reflection and refraction of light

Magnetism and electromagnetism

Explaining the motor effect and electromagnetic induction.

Using Flemming’s left hand rule to identify the direction of the force acting on a wire.

Space Physics

Explaining the life cycle of a star and the role of stars in the production of elements

Implementation Unit Waves Magnetism and electromagnetism Space Physics

Term Autumn Autumn/ Spring Spring

Knowledge Nature of longitudinal and transverse waves and their differences. Sound waves and speed of sound. Ultrasound and its applications. Seismic waves and the structure of the earth.

The electromagnetic spectrum and the properties of its waves. Specular and diffuse reflection and lenses.

Shape of magnetic fields. How electromagnets are created and what affects the strength and direction of their magnetic fields. The motor effect and the generator effect. The working of electromagnetic devices such as the bell and relays, the working of microphones and loudspeakers and the transformer. Knowledge of the transformer equation.

The life cycle of a star and the process of nuclear fusion. The idea of the expanding universe and the evidence to support it. Theories for the possible end of the universe.

Circular motion and centripetal force.

SMSC 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 Collaborating positively to carry out experiments and required practicals.

Completing PLC and taking responsibility for closing gaps in their own knowledge.

Arguments for and against the use of mobile ‘phones and the potential health risks.

The health risks associated with various medical scans and informed choice.

The big bang theory and handling disagreements on religious grounds carefully and respectfully.

Prior knowledge Sound waves - Y7 Colour - Y8

Electromagnets - Y8 National grid - Y9

Nuclear fusion - Y10

Homework/Revision Ezyscience homework set weekly on average. ✓ Exam questions are set fortnightly ✓ Deep marking of LOR questions ✓ Research tasks / projects ✓ Keyword and definition tests/quizzes ✓ Completion of DIRT process following an assessment. ✓ Revision activities to consolidate learning after each unit.

Literacy:- Use of key words and emphasis of understanding key definitions (including key WS terms) each lesson Numeracy:- Interpretation of graphs and data in tables. Recall and manipulation of mathematical equations (3 term and beyond) in complex multistep calculations. ✓

Future extensions Predicting earthquakes and how they tell us about the internal structure of the earth. Lenses in the eye - link to Y11 Biology.

A-level Physics - Chapter 25

A-Level Physics - Astrophysics and circular motion.

Autumn Term - mock exams End of unit tests and long answer exam questions. Each topic has multiple opportunities for work to be deep marked

Spring Term - mock exams End of unit tests and long answer exam questions. .Each topic has multiple opportunities for work to be deep marked

Summer Term Revision and final exams.

Impact The nature of and differences between transverse waves and longitudinal waves. Calculating the speed, wavelength, frequency and period of waves. How reflection and refraction take place. How sound waves travel and echo.

Ultrasound and its applications. The nature of seismic waves including p-waves, s-waves and l-waves and how they travel through the earth. The internal structure of the earth and how seismic waves inform our understanding of it. Specular and diffuse reflection.

Colour and the mechanism by which objects appear to have a particular colour. Reflection and refraction of light and wave fronts. Converging (convex) and diverging (concave) lenses and their function. Constructing accurate ray diagrams to identify the position and nature of an image formed by a lens and using correct terminology to describe the image. Calculation of magnification and explaining how lenses work in cameras.

The shape and nature of magnetic fields. How electromagnets are created and what can affect the size and direction of their magnetic fields. What causes the motor effect and what factors affect it. Using Flemming’s left hand rule to determine the direction of the force acting on a piece of wire. Describing the function of electromagnetic devices - bell, relay, circuit breaker and the working and design of an electric motor including the function of the split rings. What causes and affects the generator effect. How ac and dc generators work and the purpose of the slip rings. The design and explanation of how transformers work and the use and re-arranging of the transformer equation. The idea of efficiency in transformers and how and why they are used in the national grid.

The life cycle of stars similar in mass to our sun and much larger in mass than our sun. How the process of nuclear fusion creates elements and how the very heaviest elements are created in supernovae. The ideas of the big bang theory and red shift to explain the expanding universe and the origin of the universe. The big yawn and big crunch theories to explain the end of the universe. The theory behind circular motion and the motion of satellites and planets. The different forces providing centripetal force in different situations.

Sociology

The Big Picture:

Subject: Sociology

Year 9 is first year of the course and will consist of teaching paper 1 mainly and paper 2 crossover content. Paper 1 is Family, Education and Social Theory and methodology.

Paper 2 cross over content is the theory and methods. Lessons will also focus on exam skills (A01, A02 and A03) and exam paper format.

Year Group: 9

Scheme of Learning OVERVIEW

Intent Topic

Skills

Intro to Sociology

AO1: Demonstrate knowledge and understanding of sociological theories, concepts, evidence, and methods.

AO2: Apply knowledge and understanding of sociological theories, concepts, evidence, and methods.

AO3: Analyse and evaluate sociological theories, concepts, evidence, and methods to construct arguments, make judgements and draw conclusions.

Research methods Family

Knowledge Apply their sociological knowledge, understanding and skills to develop an understanding of relationships and tension between social structures and individual agency within a UK and global context Critically analyse information and use evidence to make informed arguments, reach substantiated judgements and draw conclusions Use and apply their knowledge and understanding of how social structures and processes influence social control, power, and inequality Use sociological theories to understand social issues, debates, social changes, and continuities over time Understand and evaluate sociological methodology and a range of research methods Use sociological terminology appropriately and make connections between the key areas of subject content.

Prior knowledge building New subject never studied before

Future extensions Paper 1 skills for answering exam questions applied to paper 2 Paper 1 content on RM used for paper 2 exam. Concepts can be applied to all topics in year 10 and year 11

Implementation Unit Autumn Term

Topic Introduction to sociology

Spring Term

Research methods

Family

Summer Term

Family

Revision based on end of year exam

SMSC

Homework/Revision

Spiritual education in Sociology enables students to consider their own relationships with society and the structural processes within it. This allows students to develop an understanding of how they fit into a larger social structure beyond the individual self or close social groups. The study of demographic issues such as gender, ethnicity and social class also allow students to reflect upon their own identity and develop a greater understanding of how this identity impacts on their life chances and opportunities. The study of ideology and hegemony encourages students to take note of the belief systems that impact on their own perception of the world and assess the effects these have on their culture.

✓

Moral education in Sociology involves pupils expressing their own response to moral issues within society, for example, responding to moral issues referring to the labelling of ethnic minorities and its implications within the education and criminal justice system.

Sociology also explores the inequality that exists within society and the causes for this including the impact of capitalism and patriarchy on individuals and social groups. Looking at these topics allows students to fully understand the inequality and oppression that certain social groups experience. Students are encouraged to consider these issues from societal perspective in order to understand the numerous factors that lead to such inequalities.

✓

Social education in Sociology provides learners with the opportunity to learn tolerance amongst a group and reflect upon their own and other people’s beliefs and preferences. Students are required continuously to consider other people’s situations and opinions and reflect this within their work. As a result of this, students develop a greater understanding of diversity within society, learning about social groups and issues that they may not experience on a day to day basis.

Cultural education in Sociology requires students to consider the impact that British culture has on social processes and individual experiences, for example the effects of our growing dependence on the welfare system, the impact of the media and the reducing importance of religion alongside increasing multi-culturalism. Students are encouraged to reflect on their own and other culture’s beliefs in order to fully understand individual and group processes. Diversity is central to this practice and students are encouraged to consider other people’s beliefs rather than just basing their understanding on their own individual experiences.

✓ ✓ ✓

✓

✓

Video clips – films from the list given at the start of the year Exam questions are set fortnightly PIXL sheets Keyword and definition tests/quizzes Completion of DIRT process following an IW task.

Flip Learning tasks in readiness for next lesson to ensure best usage of class time.

Revision activities to consolidate learning after each unit

Autumn Term ✓ ✓

End of unit Assessment on intro to sociology Exam questions regularly l set

Spring Term ✓ ✓ ✓

End of unit Assessment on research methods Mid assessment on family Exam questions routinely set

Literacy/Numeracy Summer Term ➢ ➢ ➢

Literacy targets for each lesson Keywords and definition reviews/tests/quizzes PERCY structure

✓ ✓ ✓

End of unit Assessment the family End of year exams for all year 9 content Exam questions routinely set

Impact Introducing sociology

Research methods

Family

Students must know and understand: • debates within sociology including conflict versus consensus • how sociological knowledge and ideas change over time and how these ideas inform our understanding of the social world • the contextualised work (a sense of time and place) of key classical sociologists Durkheim, Marx and Weber referencing both their view of the world and their contribution to the development of the discipline • different sociological perspectives on social structures, social processes and social issues, including those informed by: feminism, functionalism, interactionism and Marxism as specified in the topics listed below and key arguments (identified through reading and responding to extracts from key sociological texts) • the interrelationship between the core areas of sociology • how to use sociological research methods as outlined in the topics and how they apply in the specified contexts ie families, education, crime and deviance, social stratification. Teachers may encourage their students to undertake small-scale research projects in order to develop their understanding of the practical difficulties faced by the sociologists working in the field • key sociological terms and concepts concerned with social structures, social processes and social issues and the explanation of social phenomena including: society, socialisation, norms, values, roles, labelling, discrimination, power and authority.

Students should be able to: • identify, describe and explain various methods and methodological issues • identify and explain the advantages and disadvantages, strengths and weaknesses of a particular method for a specific area of research • demonstrate an understanding of the process of research design for a specific area of research, including practical difficulties and ethical issues • demonstrate an understanding of the relevance and usefulness of various primary and secondary sources for a specific area of research • demonstrate the ability to interpret data presented in a variety of forms.

Students should be able to: identify, describe and explain the functions of families (sexual, reproductive, economic and educational), describe, compare and contrast a variety of sociological perspectives on the functions of families, identify, describe and explain various family forms (nuclear, extended, reconstituted, lone parent, single sex), identify, describe and explain joint and segregated conjugal roles, describe and explain the domestic division of labour in both traditional and contemporary families, demonstrate their understanding of issues that impact on conjugal role relationships within the contemporary family including decision making, money management, dual career families, child rearing and leisure activities, describe, compare and contrast a variety of sociological perspectives on conjugal role relationships, identify, describe and explain how relationships within families have changed over time (preindustrial, industrial and contemporary/modern), identify, describe and explain contemporary family related issues, the quality of parenting, the relationships between teenagers and adults, care of the disabled/elderly and arranged marriage, describe, compare and contrast a variety of sociological perspectives on changing relationships within families, describe the key ideas of Willmott and Young, identify, describe and explain different criticisms of families, describe, compare and contrast a variety of sociological perspectives on these issues, describe the key ideas of Zaretsky on families, describe the key ideas of Delphy and Leonard, identify, describe and explain the pattern of divorce in Britain since 1945 using relevant statistical data, explain reasons for the rise in divorce since 1945 including: changes in the law, changes in social attitudes and values, secularisation, changes in the status of women in society , describe the consequences of divorce for family members (husband and wife, children and extended family).

The Big Picture:

Subject: Sociology

Year 10 is second year of the course and will consist of teaching paper 1 and 2 units mainly and paper 2 crossover content. Paper 1 is Family, Education and Social Theory and methodology and Paper two content is Crime and Deviance. Paper 2 cross over content is the theory and methods. Lessons will also focus on exam skills (A01, A02 and A03) and exam paper format.

Year Group: 10

Scheme of Learning OVERVIEW

Intent Topic

Skills

Education

AO1: Demonstrate knowledge and understanding of sociological theories, concepts, evidence, and methods.

AO2: Apply knowledge and understanding of sociological theories, concepts, evidence, and methods.

AO3: Analyse and evaluate sociological theories, concepts, evidence, and methods to construct arguments, make judgements and draw conclusions.

Crime and Deviance Research methods

Knowledge Apply their sociological knowledge, understanding and skills to develop an understanding of relationships and tension between social structures and individual agency within a UK and global context Critically analyse information and use evidence to make informed arguments, reach substantiated judgements and draw conclusions Use and apply their knowledge and understanding of how social structures and processes influence social control, power, and inequality Use sociological theories to understand social issues, debates, social changes, and continuities over time Understand and evaluate sociological methodology and a range of research methods Use sociological terminology appropriately and make connections between the key areas of subject content.

Prior knowledge building

Future extensions

Content from the unit 1, 2 and 3 in year 9 can and will be applied to year 10 content. Skills for exams revisited

Paper 1 skills for answering exam questions applied to paper 2 Paper 1 content on RM used for paper 2 exam. Concepts can be applied to all topics in year 10 and year 11

Implementation Unit Autumn Term

Spring Term

Summer Term

Topic Education

Crime and Deviance

Research methods Revision based on end of year exam

SMSC

Homework/Revision

Spiritual education in Sociology enables students to consider their own relationships with society and the structural processes within it. This allows students to develop an understanding of how they fit into a larger social structure beyond the individual self or close social groups. The study of demographic issues such as gender, ethnicity and social class also allow students to reflect upon their own identity and develop a greater understanding of how this identity impacts on their life chances and opportunities. The study of ideology and hegemony encourages students to take note of the belief systems that impact on their own perception of the world and assess the effects these have on their culture.

✓

Moral education in Sociology involves pupils expressing their own response to moral issues within society, for example, responding to moral issues referring to the labelling of ethnic minorities and its implications within the education and criminal justice system.

Sociology also explores the inequality that exists within society and the causes for this including the impact of capitalism and patriarchy on individuals and social groups. Looking at these topics allows students to fully understand the inequality and oppression that certain social groups experience. Students are encouraged to consider these issues from societal perspective in order to understand the numerous factors that lead to such inequalities.

✓

Social education in Sociology provides learners with the opportunity to learn tolerance amongst a group and reflect upon their own and other people’s beliefs and preferences. Students are required continuously to consider other people’s situations and opinions and reflect this within their work. As a result of this, students develop a greater understanding of diversity within society, learning about social groups and issues that they may not experience on a day to day basis.

✓ ✓ ✓

✓

✓

Video clips – films from the list given at the start of the year Exam questions are set fortnightly PIXL sheets Keyword and definition tests/quizzes Completion of DIRT process following an IW task.

Flip Learning tasks in readiness for next lesson to ensure best usage of class time.

Revision activities to consolidate learning after each unit

Literacy/Numeracy ➢

Cultural education in Sociology requires students to consider the impact that British culture has on social processes and individual experiences, for example the effects of our growing dependence on the welfare system, the impact of the media and the reducing importance of religion alongside increasing multi-culturalism. Students are encouraged to reflect on their own and other culture’s beliefs in order to fully understand individual and group processes. Diversity is central to this practice and students are encouraged to consider other people’s beliefs rather than just basing their understanding on their own individual experiences.

➢ ➢

Literacy targets for each lesson Keywords and definition reviews/tests/quizzes PERCY structure

Autumn Term ✓ ✓

End of unit Assessment on education Exam questions regularly l set

Spring Term ✓ ✓

End of unit Assessment on crime and deviance Exam questions routinely set

Summer Term ✓ ✓

End of year exams for all year 9 and 10 content Exam questions routinely set

Impact Education

Crime and Deviance

Research methods

Students should be able to: Identify, describe and explain the functions of education including serving the needs of the economy, facilitating social mobility and fostering social cohesion, identify and describe a variety of different types of school including primary and secondary, state and private, describe alternative forms of educational provision including home schooling and de-schooling, describe, compare and contrast a variety of sociological perspectives on these issues, describe the key ideas of Durkheim on education describe the key ideas of Parsons on education, describe the key ideas of Bowles and Gintis on education and capitalism, describe, compare and contrast a variety of alternative sociological perspectives on the correspondence principle, identify, describe and explain various factors affecting educational achievement including class, gender and ethnicity, describe, compare and contrast a variety of sociological perspectives on these issues, describe the key ideas of Halsey on class-based inequalities, describe the key ideas of Ball on parental choice and competition between schools, identify, describe and explain various processes within schools affecting educational achievement including, streaming, setting, mixed ability teaching, labelling and the self-fulfilling prophecy, describe, compare and contrast a variety of sociological perspectives on these issues (interactionist, functionalist, feminist and Marxist)

Students should be able to: identify, describe and explain various sociological explanations of crime and deviance including anomie, labelling, structural theories, subcultural theories and interactionist theory, explain the social construction of concepts of crime and deviance, describe, compare and contrast a variety of sociological perspectives on the social construction of crime and deviance, identify, describe and explain formal and informal methods of social control including unwritten rules and sanctions, describe, compare and contrast a variety of sociological perspectives on social control, identify, describe and explain factors affecting criminal and deviant behaviour including social class, gender, ethnicity and age identify and describe various public debates over criminal and deviant behaviour including concerns over violent crime, sentencing, the treatment of young offenders, the prison system and media coverage of crime describe, compare and contrast a variety of sociological perspectives on factors affecting criminal and deviant behaviour, identify and describe the main sources of data on crime, describe the pattern and trends in crime figures using relevant statistical data, explain the ‘dark figure’ of crime (unreported and unrecorded crime), describe, compare and contrast a variety of sociological perspectives on the use of data on crime.

Students should be able to: • identify, describe and explain various methods and methodological issues • identify and explain the advantages and disadvantages, strengths and weaknesses of a particular method for a specific area of research • demonstrate an understanding of the process of research design for a specific area of research, including practical difficulties and ethical issues • demonstrate an understanding of the relevance and usefulness of various primary and secondary sources for a specific area of research • demonstrate the ability to interpret data presented in a variety of forms.

The Big Picture: Year 11 is the final year of the course and will consist of teaching paper 2 new content and crossover content. Paper 1 is Crime and Deviance and Social Stratification and theory and methods. Paper 2 cross over content is the theory and methods. Lessons will also focus on exam skills (A01, A02 and A03) and exam paper format.

Subject: Sociology

Year Group: 11

Scheme of Learning OVERVIEW

Intent Topic

Skills

Social Stratification

AO1: Demonstrate knowledge and understanding of sociological theories, concepts, evidence, and methods.

AO2: Apply knowledge and understanding of sociological theories, concepts, evidence, and methods.

AO3: Analyse and evaluate sociological theories, concepts, evidence, and methods to construct arguments, make judgements and draw conclusions.

Revision

Knowledge Apply their sociological knowledge, understanding and skills to develop an understanding of relationships and tension between social structures and individual agency within a UK and global context Critically analyse information and use evidence to make informed arguments, reach substantiated judgements and draw conclusions Use and apply their knowledge and understanding of how social structures and processes influence social control, power, and inequality Use sociological theories to understand social issues, debates, social changes, and continuities over time Understand and evaluate sociological methodology and a range of research methods Use sociological terminology appropriately and make connections between the key areas of subject content.

Prior knowledge building

Future extensions

Content from the unit 1, 2 and 3, 4 and 5 in year 9 and 10 can and will be applied to year 11 content. Skills for exams revisited

Paper 1 skills for answering exam questions applied to paper 2 Paper 1 content on RM used for paper 2 exam. Concepts can be applied to all topics in KS5

Implementation Unit Autumn Term

Spring Term

Summer Term

Topic Social Stratification

Personalised revision and gap analysis

Revision based on end of year exam

SMSC

Homework/Revision

Spiritual education in Sociology enables students to consider their own relationships with society and the structural processes within it. This allows students to develop an understanding of how they fit into a larger social structure beyond the individual self or close social groups. The study of demographic issues such as gender, ethnicity and social class also allow students to reflect upon their own identity and develop a greater understanding of how this identity impacts on their life chances and opportunities. The study of ideology and hegemony encourages students to take note of the belief systems that impact on their own perception of the world and assess the effects these have on their culture.

✓

Moral education in Sociology involves pupils expressing their own response to moral issues within society, for example, responding to moral issues referring to the labelling of ethnic minorities and its implications within the education and criminal justice system.

Sociology also explores the inequality that exists within society and the causes for this including the impact of capitalism and patriarchy on individuals and social groups. Looking at these topics allows students to fully understand the inequality and oppression that certain social groups experience. Students are encouraged to consider these issues from societal perspective in order to understand the numerous factors that lead to such inequalities.

✓

Social education in Sociology provides learners with the opportunity to learn tolerance amongst a group and reflect upon their own and other people’s beliefs and preferences. Students are required continuously to consider other people’s situations and opinions and reflect this within their work. As a result of this, students develop a greater understanding of diversity within society, learning about social groups and issues that they may not experience on a day to day basis.

Cultural education in Sociology requires students to consider the impact that British culture has on social processes and individual experiences, for example the effects of our growing dependence on the welfare system, the impact of the media and the reducing importance of religion alongside increasing multi-culturalism. Students are encouraged to reflect on their own and other culture’s beliefs in order to fully understand individual and group processes. Diversity is central to this practice and students are encouraged to consider other people’s beliefs rather than just basing their understanding on their own individual experiences.

✓ ✓ ✓

✓

✓

Video clips – films from the list given at the start of the year Exam questions are set fortnightly PIXL sheets Keyword and definition tests/quizzes Completion of DIRT process following an IW task.

Flip Learning tasks in readiness for next lesson to ensure best usage of class time.

Revision activities to consolidate learning after each unit

Literacy/Numeracy

➢ ➢ ➢

Literacy targets for each lesson Keywords and definition reviews/tests/quizzes PERCY structure

Autumn Term ✓ ✓ ✓

End of unit Assessment on social stratification Exam questions regularly l set PPE season

Spring Term ✓ ✓

End of unit Assessments on areas student’s weakest at Exam questions routinely set

Summer Term ✓ ✓

Walking talking mocks Final GCSE exam

Impact Social Stratification

Students should be able to: describe and explain the functionalist theory of stratification (effective role allocation and performance linked to the promise of rewards), describe the key ideas of Davis and Moore, describe, compare and contrast alternative perspectives on functionalist theory, identify, describe and explain socio-economic class divisions in society, describe, compare and contrast a variety of sociological perspectives on socio-economic class, describe the key ideas of Marx on socio-economic class, describe the key ideas of Weber on socio-economic class, identify, describe and explain factors affecting life chances including social class, gender, race and ethnicity, sexuality, age, disability, religion and belief, describe, compare and contrast a variety of sociological perspectives on life chances, describe the key ideas of Devine on the idea of the affluent worker. identify, describe and explain different interpretations of poverty as a social issue including, the culture of poverty, material deprivation, the way in which governments have attempted to alleviate poverty and unemployment, the impact of globalisation, describe, compare and contrast a variety of sociological perspectives on poverty describe the key ideas of Townsend on relative deprivation, describe the key ideas of Murray on the underclass including links to New Right theories, identify, describe and explain different forms of power and authority including traditional, charismatic, rational-legal, formal and informal sources of power, describe, compare and contrast a variety of sociological perspectives on power and authority, describe the key ideas of Weber on power and authority, identify, describe and explain different factors affecting power relationships including social class, gender, sexuality, race, age, disability, religion and beliefs, describe, compare and contrast a variety of sociological perspectives on power relationships describe the key ideas of Walby on patriarchy.

Personalised revision ✓ Tailored revision and intervention based on individual needs. Action plans used to set up focused revision for induvial students. ✓ Recall tests to recap on knowledge and retention ✓ Walking talking mocks to work through examples of model answers