Grove School and Sixth Form - Curriculum Information 2023-24

Grove School Curriculum Overview 2023-2024 Grove School: Curriculum

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Contents Creative, Engineering and Hospitality (CEH) Faculty Art and Design (including Graphic Communications, 3D Product Design, and Photography) Business Studies Computing, ICT and iMedia Physical Education and Child Development

English and Drama Faculty Drama English Film Studies

Humanities, Music and Modern Languages (HMM) Faculty Geography German History Music Psychology Religious Studies Sociology

Grove School: Curriculum 2023-2024

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Contents Maths Faculty Maths Further Maths

Science Faculty Key Stage 3 Science Trilogy Science Combined Science A Level Biology A Level Physics

Grove School: Curriculum 2023-2024

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Creative, Engineering & Hospitality (CEH) Faculty Grove School: Curriculum

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Art & Design

Creative, Engineering & Hospitality (CEH) Faculty Grove School: Curriculum

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Vision

Our vision for the Art Department is one of nurturing pupil’s natural abilities within Art and encouraging a love for the subject by allowing pupils to gain techniques in a wide range of media and by studying many different artists and art styles.

Art, craft and design embody some of the highest forms of human creativity. We aim to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

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Context

We encourage pupils to understand the basis of art which comes from looking closely and giving them to tools they need to be able to reproduce images and objects as accurately as they can, given the knowledge they have learned, using the many different media and techniques shown to them.

In KS3:

Students study 2 hours a fortnight in Art in Years 7 and 8 and 1 hour a fortnight in Year 9 .

In KS4:

Students study 5 hours a fortnight in Art & Design, Graphical Communication or Photography

In KS5:

Students study 8 hours a fortnight in Art & Design, Photography, Graphics or 3D Design.

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Disciplinary Knowledge Art has many forms, and it is important that, as well as their knowledge of practical techniques, students are able to explore the thinking and history behind the work of an artist, through timelines and research.

Students should be able to engage in debate and discussion about Art both generally and when visiting an Art Gallery.

In addition, students should gain knowledge about the differences between traditional, modern and contemporary Art through our teaching, videos and displays.

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Supra Curriculum

Supra-curricular activities are things that you do to extend and deepen your knowledge of the curriculum. Below are some examples.

Online galleries:

www.tate.org.uk www.saatchigallery.com www.nationalgallery.org.uk www.musee-orsay.fr/en

Local galleries:

www.wolverhamptonart.org.uk/visit/wolves thenewartgallerywalsall.org.uk liverpoolmuseums.org.uk www.birminghammuseums.org.uk

Reading lists:

‘You should know Art’ series by Prestel.

‘The Story of Art’ by E. H. Gombrich.

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Key Stage 3 Art & Design Grove School: Curriculum

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KS3 Curriculum Road Map– Art & Design Summer Term – Year7 Still Life • Ralph Goings work • Set up a still life of every- day object • Create a still life picture. Inspired by Ralph Goings

Autumn Term – Year 7 Stones and Bones (Natural forms) • Lesson on elements of Art • Drawing stones and bones in various media • Create a sculpture based on natural forms

Autumn Term – Year 8 Africa • Draw African Patterns • Colour using oil pastels • Construct 3D mask in card or make a clay pot using the African patterns observed

Summer Term – Year 8 Francis Bacon-Distorted Faces • Copy a Francis Bacon • Draw from your own distorted face • Create a final painting in the style of Francis Bacon

Spring Term – Year 7 John Piper Painting • Copy a piece of Piper’s work • Draw from a photograph of Market Drayton Town • Create your own Piper style painting from your Market Drayton picture.

“Every child is an artist” Pablo Picasso

Year 9 Personal project • Themes introduced • Research • Development of ideas through a range of techniques • Final piece

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Spring Term – Year 8 Animals & Insects • Draw an image of an animal or insect in sketchbook.

• Draw another image onto A3 sugar paper • Look at the work of Deborah Shapiro for inspiration.

• Create a collage based on animal drawings

KS4 Curriculum Road Map– Art & Design Summer Term

Autumn Term Spring Term –

Autumn Term – Year 10 Stones and Bones (Natural forms) • Lesson on elements of Art • Drawing stones and bones in various media • Create a sculpture based on natural forms

Summer Term – Year 8 Francis Bacon-Distorted Faces • Copy a Francis Bacon • Draw from your own distorted face • Create a final painting in the style of Francis Bacon

Spring Term – Year 1 John Piper Painting • Copy a piece of Piper’s work • Draw from a photograph of Market Drayton Town • Create your own Piper style painting from your Market Drayton picture.

“Every child is an artist” Pablo Picasso

Year 9 Personal project • Themes introduc • Research • Development of ideas through a range of techniques • Final piece

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Year 7

Students will enter Year 7 with a range of different experiences from Key Stage 2. This being the case, our journey will begin by learning the visual elements of art. These concepts underpin art technique and a student’s ability to articulate their thought processes whilst creating art. The visual elements are threaded throughout Key Stage 3 so that students have the opportunities to explore and develop them in a greater level of detail.

In Year 7 specifically, students will explore shape, form, texture and tone whilst studying Henry Moore and natural forms. This will be expanded into exploring how a range of artists use these visual elements to create art in different ways and media.

In Spring, students will then focus on their local landscape for inspiration as many artists before them. We will study the use of pattern, line and colour to create compositions with mixed media and students will be encouraged to photograph their local environment.

Finally we will move into the world of realism. Students will be encouraged to apply their knowledge of the visual elements and the techniques they have been taught to create a still life painting from observation demonstrating the progression they have made.

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Year 8

This year we will build upon the knowledge gained in Year 7. Again, our learning of visual elements will be important. We will expand on knowledge of other cultures and how art has developed in African / Aboriginal art.

Next, we will explore a variety of collage artists with a focus on Deborah Shapiro to create an animal and insect final piece.

Finally, we will explore the emotional and expressive qualities of Art through a variety of expressionist art with a focus on distortion and Francis Bacon. This will culminate in a final painted piece.

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Year 9 This year we will focus on developing student independence through a thematic approach of their own choice. Students will be encouraged to focus on an artist of their own selection from which to base their original studies. They will be encouraged to develop authenticity in their work by taking their own photographs, sketching from observation and reinforcing techniques learned in Year 7 and Year 8. This will culminate in a final piece in a media of their own choice.

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Key Stage 4 Art & Design Grove School: Curriculum

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Year 10

In Year 10, students will begin their self-directed projects using a thematic start and the culmination of knowledge and techniques acquired at Key Stage 3.

They will be begin researching artists that could provide inspiration for their own studies. In addition, they will demonstrate skills in a variety of media such as drawing and painting whilst developing a contextual knowledge of the art they are inspired by.

This will then lead on to students creating a portfolio of work to be submitted as 60% of their overall mark at GCSE.

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Year 11

At the start of Year 11, students will continue to produce coursework for their portfolio, culminating in a final large piece of Art. In the January of Year 11, the exam board (OCR) will provide learners with themes, each with a range of written and visual starting points and stimuli. A response should be based on one of these options. Students will be expected to generate a substantial amount of research, sketches and studies before sitting a 10-hour externally set task where they will create a final piece.

The weighting of the individual units are as follows: Portfolio: 60% (120 marks) Externally set task: 40% (80 marks)

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Key Stage 4 Photography Grove School: Curriculum

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Year 10

In Year 10, students will begin to learn techniques to use in their self-directed projects. It will be expected that students demonstrate a commitment to taking photographs outside of school as well as in lessons due to the restrictions in class.

They will be set a range of tasks to complete starting with researching artists that could provide inspiration for their own studies. In addition, they will demonstrate skills in a variety of media whilst developing a contextual knowledge of the art that they are inspired by. Students will also study the visual elements of art and photography to enable them to annotate their work effectively.

This will then lead on to students creating a portfolio of work to be submitted as 60% of their overall mark at GCSE.

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Year 11

At the start of Year 11, students will continue to produce coursework for their portfolio, culminating in their final photographic piece/s.

In early January, the exam board (OCR) will provide learners with five themes, each with a range of written and visual starting points and stimuli. A response should be based on one of these options. Students will be expected to generate a substantial amount of research, sketches and photographic studies before sitting a 10-hour externally set task where they will create a final piece. This may be a series of edited works using Photoshop.

The weighting of the individual units is as follows: Portfolio: 60% (120 marks) Externally set task: 40% (80 marks)

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Key Stage 4 Graphic Communication Grove School: Curriculum

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Year 10

In Year 10, students will begin their self-directed projects using a thematic start and the culmination of knowledge and techniques acquired at Key Stage 3. They will also be introduced to new techniques that will support their studies as well as editing software that can be used to create digital content.

They will be begin researching designers that could provide inspiration for their own studies. In addition, they will demonstrate skills in a variety of media such as drawing, printing, photography and paint whilst developing a contextual knowledge of the types of design they are inspired by.

This will then lead on to students creating a portfolio of work to be submitted as 60% of their overall mark at GCSE.

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Year 11

At the start of Year 11, students will continue to produce coursework for their portfolio, culminating in a final large piece of Graphic Design.

In early January, the exam board (OCR) will provide learners with themes, each with a range of written and visual starting points and stimuli. A response should be based on one of these options. Students will be expected to generate a substantial amount of research, sketches, photography, digital designs and studies before sitting a 10-hour externally set task where they will create a final piece.

The weighting of the individual units is as follows: Portfolio: 60% (120 marks) Externally set task: 40% (80 marks)

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Key Stage 5

Art & Design Photography 3D Product Design Graphic Communication Grove School: Curriculum

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Year 12

Unit 1 enables learners to gain and develop comprehensive knowledge and understanding of the hospitality and catering industry including provision, health and safety, and food safety. From September of Year 10, students will learn to apply this knowledge through a series of practical tasks so that they can develop their independence ready for their set assignment (unit 2) in June.

In June, unit 2 will be released. This enables learners to develop and apply knowledge and understanding of the importance of nutrition and how to plan nutritious menus. They will learn the skills needed to prepare, cook and present dishes. They will also learn how to review their work effectively. Students will continue this unit into year 11.

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Year 13

This students will continue with their set assignment as well as planning for their practical demonstration where they will design a 2-course menu and serve it to staff and students.

Once completed, students will revisit prior learning that they have applied throughout the course to begin preparing for their final exam in June.

The weighting of the individual units is as follows: Unit 1 40% (external exam) of final grade, Unit 2 (set assignment) together are 60% of the final grade.

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Business Studies CEH Faculty Grove School: Curriculum

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Vision

Economics and Business Studies play such an important role in our daily lives. At Grove School, we passionately believe that access to both subjects, and a developed understanding of these, will significantly enhance the opportunities available to young learners.

We are an energetic and ambitious team, who seek to deliver rich and innovative lessons that enthuse our students about Business and Economics and equip them with the skills they need to support future aspirations.

Our results reveal that students flourish in our classrooms and benefit from the support and feedback we give. We are very successful classroom practitioners who work well as a team, but offer individual and varied teaching styles.

We offer both Economics and Business Studies at Grove.

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Department: Staffing and Expertise Conor McStay – Business and Economics teacher to GCSE and A Level Teaching both subjects since 1998 Current role – Deputy Director of Studies Previous roles – Assistant Head of Year, Head of Year, Head of House, Senior Leadership Team.

Paul Duerden – Business and ICT Teacher Teaching since 2014 Current role – Head of Year 8 Previous roles – Head of Department

Grove School: Curriculum

Key skills that we hope to develop in a Business and Economics student: • Knowledge • Application • Confidence • Oracy • Investigative • Analysis • Evaluation Grove School: Curriculum

The Ascent of the Business Curriculum The intent is to achieve ascent within the Business curriculum journey at both Key Stage 4 and 5. This means that concepts that are generally understood by students are elevated to new aspects and generality allowing the students the opportunity to develop and improve their knowledge, be able to articulate this confidently and to challenge accepted conventions, rethink and recreate.

Grove School: Curriculum

Overcoming cumulative disfluency in the KS4 and KS5 Curriculum • • • • • • • •

Sticky Knowledge Knowledge checks Key term starters Glossaries Revision grids PLC’s Independent learning folders Past Paper questions to perfect exam technique

Grove School: Curriculum

Context We study Edexcel GCSE Business (9-1). Lessons are taught in mixed ability groupings. We deliver 4 lessons per fortnight for GCSE Business. The subject is assessed across 2 papers. It is entirely examination based: Paper 1 (50%) – Investigating small business Paper 2 (50%) – Building a business

Each exam is 1hr 45 mins long and worth 90 marks. Questions range from 1 -12 marks on both papers At A-Level, we offer Edexcel A Level Business and Edexcel A Level Economics qualifications. We deliver 9 lessons per fortnight. The subject is assessed across 3 papers:

Paper 1 - (35%) – Marketing, People and Global business Paper 2 - (35%) – Business activities, decisions and strategy Paper 3 – (30%) – Investigating business in a competitive environment Each paper is 2 hours long and worth 100 marks. Questions range from 1 -20 marks on each paper.

Grove School: Curriculum

“Knowing and remembering more” A knowledge rich curriculum means that students can confidently articulate and understand key content within their specification, and are able to recall this information consistently throughout the course. We implement this through a range of strategies including: starters (recap and ‘what do you remember?’), quality first teaching, revision grids, and key term glossaries. We review knowledge through questioning, linked strands at GCSE, Chains of Reasoning at A Level, and Exam questions.

Disciplinary Knowledge – The order and sequence of our lessons We break the course into 7 distinct units because we feel that students prosper when all the subject matter is compartmentalised into discrete areas. We have designed summary learning journeys that outline the content to be covered in each unit. We do these in the following order: Year 10 – Starting a Business; Understanding Customer Needs; Marketing; and, Finance.

Year 11 – Operations, People and The External Environment.

Grove School: Curriculum

Supra Curriculum:

All students will be given additional reading materials to support their learning. These articles will be topical, helping students to consolidate and enhance their learning experience Example of resources include: Bank of England minutes .- (Click link here) BBC Business News - (Click link here)

BBC Economy News - (Click link here) The Day current affairs - (click link here) The Guardian Financial News -(Click link here) Financial Times (Click link here) The Economic Times - (Click link here)

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Cultural Capital We aim to enhance our business curriculum experience by introducing the following activities into our planning: • Young Enterprise (Shropshire Company of the Year winners 2022); County winners of ‘Best Company Report’ and ‘Best Team’. Regional winners of ‘Best Promotional Video’.

• Bank of England reports, Monetary Policy committee minutes • Economics and Business Conference – Shrewsbury School – November 2022 • Enterprise opportunities for students • BBC News articles • Entrepreneur stories • ‘Dragon’s Den’ • Application to Market Drayton and local businesses

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Key Stage 4 Business Grove School: Curriculum

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Summer Term – Year 11 – Preparation for Paper 1 and Paper 2 Focus on exam technique for all questions.

Revision grids used to plug gaps in knowledge Spring Term – Year 11 – Preparation for Mock Paper 2 Focus on exam technique for 2,3,6,9 and 12 mark questions.

Autumn Term – Year 11 – Preparation for Mock Paper 1 Focus on exam technique for 2,3,6,9 and 12 mark questions.

Recap on Unit 5-7

Assessment: 7 unit tests 2 Mock exams Yr 11 Summer exam -2 Papers Paper 1 – Investigating a small business Paper 2 – Building a business

Year 11 All 7 Units revisited

Recap on Unit 1-4

Assessment: 3 unit tests Yr 10 Summer exam

Year 11 3 Units covered

Assessment: 4 unit tests Yr 9 Summer exam

Edexcel GCSE Business specification

SpringTerm –Year 11 Unit 6Operations • Adding Value • Stock control methods • Types of production • Quality • Technology • Sales process and customer service

Autumn Term – Year 11 – Unit 4- People • CV, Job description and adverts • Organisation structure • Training and development • Communication methods • Motivation • Types of working/ Job roles

Summer Term – Year 10 – Unit 5 – Finance • Revenue and Costs • Breakeven • Business Calculations • Sources of finance • Cashflow management • Average rate of return

Autumn / Spring Term – Year 10 – Units 2 & 3 – Marketing • Market segmentation • Market Research • Marketing Mix • Design Mix • Product Life cycle

Summer Term – Year 11– Unit 7 – External Influences • Globalisation • Technology in business • Organic and Inorganic growth • Stakeholders and their interests • Ethics • Consumer

Year 10 4 Units covered

Autumn Term – Year 10 – Unit 1 – Starting a Business • Entrepreneurship • Start up options • Business aims and objectives • Business ideas • Business location • Business Plans

https://qualifications.pearson.com/content/dam/pdf/GCSE/Business/2017/specification-and-sample-assessments/GCSE_Business_Spec_2017.pdf

Year 10

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.

The key focus in Year 10 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 and 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 and Human Resources Decisions.

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Year 11

The key focus in Year 11 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 10 and students will be 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 that 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; and, the External Environment.

Grove School: Curriculum Narrative

Key Stage 5 Business Grove School: Curriculum

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Assessment: Paper 1 –Marketing, people and global business Paper 2 – Business activities, decisions and strategy Paper 3- Investigating business in a competitive Summer Term – Year 13 environment Theme • Assessing competitiveness • Managing change Theme 4 • Paper 3 pre-issued research task

Spring Term – Year 13 Theme 3 • Decision making techniques • Influences on business decision

Year 13 Theme 3 – Business decisions and strategy Theme 4 – Global business

Theme 4 • Business expansion • Global marketing for MNC’s Autumen term –Year 13 Theme 3 • Business Objectives and strategy • Business growth Theme 4 • Globalisation • Global marketing

Assessment: • Progress Tests • Exam based calculation and extended response questions • Theme 1 and Theme 2 exam Summer Term – Year 12 Theme 1 • Managing People • Entrepreneurs and Leaders Theme 2 • Resource management • External Influences Spring Term – Year 12 Theme 1 • The marketing mix • Marketing Strategy Theme 2 • Managing finance • Financial strategy

Year 12 Theme 1 – Marketing and People Theme 2 – Managing Business activities

Autumn Term – Year 12 Theme 1 • Meeting customer needs • Market forces

Edexcel A Level Business Specification

Theme 2 • Raising finance • Financial planning

https://qualifications.pearson.com/content/dam/pdf/A%20Level/Business%20Studies/2015/specification-and-sample-assessment-materials/9781446914694_GCE2015_A_BUS_WEB.PDF

Year 12

Students are introduced to business in Themes 1 and 2 through building knowledge of core business concepts and applying them to business contexts to develop a broad understanding of how businesses work.

Theme 1 (Marketing and People)

Students will understand the importance of a business making effective marketing and effective strategic decisions in a competitive environment.

Units of study: Meeting Customer Needs; The Market; Marketing Mix and Strategy; Managing People; Entrepreneurs and Leaders.

Theme 2 (Managing Business activities)

Students will understand the complexity of financial decisions that need to be made, and the impact that the external environment has on business decision making.

Units of study: Raising Finance; Financial Planning; Managing Finance; Resource Management; External Influences.

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Year 13

The subject builds on Theme 1 and Theme 2, that are covered in Year 12. Students will need to apply their knowledge and understanding to both familiar and unfamiliar contexts in the assessments and demonstrate an awareness of current economic events and business issues. Students will need to demonstrate an increasing awareness of strategic management tools, and an awareness of business issues on a global scale.

Theme 3 (Business Decisions and Strategy)

This builds on Theme 2 (Managing Business Activities). Students will be introduced to analytical strategic management tools that a business uses. The concept of accountability will become much more prominent in Theme 3.

Units of study: Business Objectives and Strategy; Business Growth; Decision Making Techniques; Influences on Business Decisions; Managing Change.

Theme 4 (Global Business)

This builds on Theme 1 (Marketing and People). Students will be presented with global business issues and will be more critical in their understanding.

Units of study: Globalisation; Global Markets and Expansion; Global Marketing; Global Industries and Companies.

Grove School: Curriculum Narrative

Career Opportunities These skills will allow you consider the following careers as possible options: • • • • • • • • • • • • • • • •

Management Consultancy Entrepreneurship in various trades Teaching Chartered Accountancy Advertising Investment Banking Banking Services Retail Distribution and Logistics Management Insurance Underwriting Marketing Executive Market Research Executive Personnel Officer Public Relations Officer Retail Management Sales Management

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Computing, ICT and iMedia CEH Faculty Grove School: Curriculum

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Vision

The computing curriculum at Grove School have been designed to cover the three main areas of: Digital Literacy, Computer Science and Information Technology. Our students will be introduced to the IT skills that they will need to support other subjects across the curriculum and will be introduced to elements such as programming, algorithms, some more complex elements of software packages and an understanding of computer hardware and how it works.

We are an energetic and ambitious team, who seek to deliver rich and innovative lessons that enthuse our students about ICT and Computing and equip them with the skills they need to support future aspirations.

At Key Stage 4, we offer both ICT and iMedia at Grove School.

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Department Staffing and Expertise Dave Pollard – ICT and Business Studies Teacher • Teaching both subjects since 2008 • Current role – Teacher • Previous role – Lead teacher Paul Duerden – Business and ICT Teacher • Teaching since 2014 • Current role – Head of Year • Previous roles – Head of Department

Grove School: Curriculum

Key Skills that we hope to develop in an ICT student • Knowledge • Application • Confidence • Oracy • Investigative • Analysis • Evaluation Grove School: Curriculum

The Ascent of the Computing Curriculum The intent of our department is to achieve ascent within the computing curriculum journey at both Key Stage 3 and Key Stage 4 by providing students with the foundations in the 3 key elements of the curriculum: 1) Computer Science 2) Digital Literacy 3) Information Technology.

This means that concepts that are generally understood by students are elevated to new aspects, allowing our students to have the opportunity to develop and improve their own knowledge, be able to articulate this confidently and to challenge accepted conventions, re-think and re-create.

Grove School: Curriculum

Overcoming cumulative disfluency in the Key Stage 3 and Key Stage 4 Curriculum We aim to overcome disfluency within computing through a range of strategies including: • Sticky Knowledge • Knowledge checks • Key term starters • Knowledge organisers • Microsoft Forms • Past Paper questions to perfect exam technique

Grove School: Curriculum

Key Stage 3 ICT Content Year Year 7 Year 8 Year 9

Topics Introduction to Grove Computer system, E-Safety, Computer Basics, Office skills (PowerPoint, Publisher, Word), Scratch, Spreadsheets Binary and Data, Business Documents, Networks and Cryptography, Microbits, Python and Kodu User Interface, Microbits, Graphics introduction and Idea program

Grove School: Curriculum

Key Stage 4 ICT Content Course OCR Cambridge National IT Level 1 / 2

Topics R050: IT in the Digital World (Exam 40%) R060: Data Manipulation using Spreadsheets (Coursework 30%) R070: Using Augmented Reality to Present Information (Coursework 30%)

Grove School: Curriculum

Key Stage 4 iMedia Content Course

Topics

OCR Cambridge Nationals in iMedia Level 1 / 2 (New Specification)

R093 - Creative iMedia in the Media Industry (Exam: 40%) R094 - Visual Identity and Digital Graphics (Coursework: 30%) R097 - Interactive Digital Media (Coursework: 30%)

Grove School: Curriculum

“Knowing and remembering more”

A knowledge rich curriculum means that students can confidently articulate and understand key content within their specification, and are able to recall this information consistently throughout the course We implement this through a range of strategies including: recap and recall starters; Microsoft Form quizzes; and, knowledge organiser tasks. We also review this knowledge through a range of testing understanding and retention through regular questioning and use of exam questions.

Disciplinary Knowledge

The order and sequence of our lessons has been carefully considered to allow students to develop confidence, skills and knowledge effectively. For example, Scratch and Microbits - which are blocked based coding languages - are studied before Python - a text-based programming language - that allows students to build up their knowledge and understanding of algorithms and programming.

We introduce students to PowerPoint and Word before moving onto more in-depth units in Excel and Access to provide students with a well-rounded understanding of how to use the Microsoft Office suite.

We provide an overview of computer basics in Year 7 where we introduce students briefly to concepts such as binary and then go on to develop these aspects in more detail during Year 8.

Grove School: Curriculum

Supra Curriculum We aim to enhance our computing / information technology curriculum experience by introducing the following activities into our planning: Silver IDEA Badges Using the BBC’s ‘Click’ technology clips Coding Courses e.g., w3Schools and Code Club BBC News articles

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Key Stage 3 Computing Grove School: Curriculum

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Key Stage 3 Computing Curriculum MATNAV IT KS3.pptx

Key Stage 3 Year 7 Curriculum Unit

Overview

Introduction to Grove Computer System

The intent of this unit is to introduce students to Microsoft Teams and Office 365 features so that they can effectively use them.

E-Safety

To understand how to use computers effectively and safely.

Computer Basics

To understand how computers work and the key hardware and software used to run them effectively.

Office skills (PowerPoint, Publisher, Word)

To understand how to use PowerPoint/Publisher/Word more effectively and to know how to use features of them to make effective documentation.

Scratch

To understand algorithms and how to use scratch as a route into the world of programming.

Spreadsheets

To understand the purpose of spreadsheets and how to use them effectively to perform various tasks.

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Key Stage 3 Year 8 Curriculum Unit

Overview

Binary and Data

To understand how binary is used to represent numbers, character and picture on computers.

Business Documents

To provide pupils with a better understanding of when and where different computer programs should be used and how to create effective documents for a purpose.

Networks and Cryptography

To understand the theory behind networks and security threats.

Students to learn about the use of cryptography for system security.

Microbits

Students are asked to solve problems to create a variety of programs such as a digital compass using Microbits

Python

To understand the purpose of programming languages and to be able to produce various programs using the language Python.

Kodu

To understand how to make games e.g., racing and maze games, using the Kodu programming language.

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Key Stage 3 Year 9 Curriculum Unit

Overview

User Interface

Provide students with a better understanding of planning, creating, evaluating and improving a project. Students will experience advanced features of various software programs in Microsoft Office.

HTML

Students are asked complete tasks using HTML code to Add and format text, add images, tables and links.

Graphics Introduction

To explore the purpose and the function of pre-production documents.

Idea Program • Bronze award – 250 points • Silver award – 400 points

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.

Categories • Citizen, Worker, Maker, Entrepreneur and Gamer

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Key Stage 4 ICT Grove School: Curriculum

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OCR Cambridge National IT Level 1 / 2 Unit R050: IT in the Digital World (Exam) R060: Data Manipulation using Spreadsheets (Coursework) R070: Using Augmented Reality to Present Information (Coursework)

Overview In this unit you will learn about design and testing concepts for creating an IT solution or product, and the uses of IT in the digital world.

Topics include: Design Tools; Human Computer Interface (HCI) in everyday life; Data and testing; Cybersecurity and legislation; Digital Communications; Internet of Everything (IoE).

This is assessed by completing a set assignment. In this unit you will learn how to plan, design, create, test and evaluate a data manipulation spreadsheet solution to meet client’s requirements. You will be able to evaluate your solution based on the user requirements.

Topics include: Planning and designing the spreadsheet solution; Creating the spreadsheet solution; Testing the spreadsheet solution; Evaluating the spreadsheet solution.

This is assessed by completing a set assignment. In this unit you will learn how to design, create, test and review an Augmented Reality model prototype to meet a client’s requirements.

Topics include: Augmented Reality (AR); Designing an Augmented Reality (AR) model prototype; Creating an Augmented Reality (AR) model prototype; Testing and reviewing.

Grove School: Curriculum Narrative

Key Stage 4 iMedia Grove School: Curriculum

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OCR Cambridge National iMedia Level 1 / 2 Unit

R093 - Creative iMedia in the Media Industry (Exam: 40%)

R094 - Visual Identity and Digital Graphics (Coursework: 30%)

R097 - Interactive Digital Media (Coursework: 30%)

In this unit you will learn about the sectors, products and job roles that form the media industry. You will learn the legal and ethical issues considered and the processes used to plan and create digital media products. You will learn how media codes are used within the creation of media products to convey meaning, create impact and engage audiences. You will learn to choose the most appropriate format and properties for different media products. Completing this unit will provide you with the basic skills for further study or a range of creative job roles within the media industry

In this unit you will learn how to develop visual identities for clients. You will also learn to apply the concepts of graphic design to create original digital graphics which incorporate your visual identity to engage a target audience. Completing this unit will introduce the foundations for further study or a wide range of job roles within the media industry

In this unit you will learn to design and create interactive digital media products for chosen platforms. You will learn to select, edit and repurpose multimedia content of different kinds and create the structure and interactive elements necessary for an effective user experience. Completing this unit will provide you with the basic skills for further study or a range of creative and technical job roles within the media industry.

Grove School: Curriculum Narrative

OCR iMedia Year 10 and Year 11 • The purpose of this course is to equip our students 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, students will ultimately be creating fit-forpurpose creative media products.

• Key skills are promoted in lessons through building on problem solving, resilience, group work leadership, communication listening or speaking skills when appropriate. Students are also expected to maintain an effective organisation of files/folders. Students are encouraged to show initiative and are praised when this is identified.

• Tasks will challenge all students, 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 for them 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 own 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 through the reviewing of digital products. Students will demonstrate analytical and interpretation skills (of situations and/or results) and the ability to formulate valid, wellargued responses. Our students will also evaluate and justify their decisions, choices and recommendations throughout the course.

Grove School: Curriculum Narrative

Physical Education CEH Faculty Grove School: Curriculum

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Vision

1. To inspire all children to fulfil their potential within a positive learning environment. We want the children’s experience of PE to be positive, enjoyable and motivating. PE enables pupils to become physically confident. This supports their health, wellbeing and fitness and provides the foundations for lifelong activity.

2. To provide a broad, balanced and inclusive curriculum which develops both depth of knowledge and performance. Provide further opportunities for students to develop their knowledge within our extensive extra-curricular programme.

3. To build character, confidence and prepare students for the future through knowledge of values such as fairness, respect and sportsmanship and how to be gracious in defeat or celebration.

4. To understand the importance of never giving up and being resilient.

5. To develop knowledge and understanding of strong leadership, effective communication and interpersonal skills.

6. To develop student relationships and provide them with the knowledge they need to work collaboratively in pairs, small groups and teams to solve problems.

Grove School: Curriculum

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Context

Students come to Grove from a range of small and large primary schools where they have had many different experiences.

In Key Stage 3 students have 3 hours of PE a fortnight.

In Key Stage 4 core PE students have 2 hours of PE a fortnight

Key Stage 4 option PE have an extra 4 / 5 hours a fortnight.

Key Stage 5 option PE have an extra 8 hours a fortnight.

The vision for our students:

To develop you as confident young people who accept and work hard to overcome challenges in life.

To provide you with a key knowledge and understanding of sports terminology, concepts, objectives and the nature of health and fitness in the wider world.

To allow you to explore real life sporting issues and scenarios within a range of sporting context.

To provide you with an insight into how this subject is going to be useful in your chosen next steps in life.

To compliment your employability skills in relation to developing interpersonal skills and Leadership traits.

To prepare you for the everyday life of working in the sports industry and acquiring the tools to become lifelong participants in sport and fitness.

The vision and aims of the Physical Education department has been shaped by the requirements of the P.E. National Curriculum (DfES 2013, updated 2014) and the OCR Cambridge National qualifications at Key stage 4 and Cambridge Technical qualifications at key Stage 5.

Grove School: Curriculum

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Disciplinary Knowledge Disciplinary knowledge in Physical Education is designed to be broad and balanced, so that our students use their substantive knowledge of the different activities to make links between and across different areas of the curriculum.

Pupils will build on and embed the physical development and skills learned in Key Stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They will develop a knowledge of what makes a performance effective and how to apply these principles to their own and others’ work. They will develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.

Grove School: Curriculum

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Supra Curriculum Key Stage 3 and 4 Core PE Supra-curricular activities are things that you do to extend and deepen your knowledge of the curriculum. Below are some examples for students to complete:

Health benefits of exercise

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6027933/ https://ijbnpa.biomedcentral.com/articles/10.1186/1479-5868-7-40 https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00509/full https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/416279/A_rev iew_of_the_Social_Impacts_of_Culture_and_Sport.pdf

Exercise and wellbeing

https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00509/full https://www.mentalhealth.org.uk/explore-mental-health/publications/how-look-after-your-mental-healthusing-exercise

Values of sport

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/380003/A_20 review_20of_20literature_20The_20impact_20of_20competitive_20school_20sport_20on_20students_E2_80_99_20 academic_20performance_20within_20school.pdf

Grove School: Curriculum

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Supra Curriculum OCR Cambridge National Supra-curricular activities are things that you do to extend and deepen your knowledge of the curriculum. Below are some examples for students to complete:

Contemporary issues in sport Literature https://www.sportengland.org/know-your-audience/demographic-knowledge https://olympics.com/ioc/faq/olympism-and-the-olympic-movement/what-are-the-olympic-values https://www.ncbi.nlm.nih.gov/books/NBK305894/ Leadership https://static1.squarespace.com/static/6057103cc9e1e60ed482b49f/t/61aa9fc915903e14fe2bacc8/1638571978609/L eadership+in+Sport.pdf https://futureofworking.com/3-autocratic-leadership-style-examples-and-skills/ Media https://www.hoddereducation.co.uk/media/Documents/magazineextras/PE%20Review/PERev%2015_3/PEReview15_2_poster.pdf?ext=.pdf http://cscc.scu.edu/trends/v22/v22_4.pdf

Grove School: Curriculum

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Key Stage 3 Physical Education Grove School: Curriculum

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Year 7 Believing in myself: Curriculum Narrative Students will develop their KNOWLEDGE of: • basic skills, techniques and tactics used in sports and physical activities • fundamental rules and regulations for a range of sports and the need for officials • the components of a warm up and cool down • the immediate effects of exercise of body and basic training methods to improve cardiovascular fitness • some compositional ideas to improve Gymnastics/Dance • safety factors during physical activity and sport • leading fit and healthy lifestyles including extracurricular sports clubs Students will develop their SKILLS in: • racquets/striking and fielding/invasion games/athletics/gymnastics/dance/health related exercise • teamwork • fundamental techniques in a range of sports in isolation and simple drills • overcoming opponents in competitive situations in team and individual games • decision making in competitive sports • basic gymnastics/dance techniques, including replication and some creativity • simple reasoning and questioning in attempting to solve problems • identifying strengths and weaknesses of their own and others’ work • leadership of warm ups and cool downs • officiating low stakes practices in some sports

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Year 7 Overview The Big Picture: Students will grow sport specific knowledge across a range of sports and activities whilst being assessed in different areas. The aim of Year 7 is to build on primary work to create lifelong love for PE and physical exercise. Students will study a range of activities. They will grow skill levels in the different areas through 6-8 week units. Students will be assessed in Leadership, Performance, Decision making, Mindset and Fitness. At the best levels pupils will lead, be creative, command in games, show resilience and intensity.

The core assessments can be improved through the units, skill base should also improve year to year where there is continuity Content

Knowledge

Skills

Prior step year 6

Next step year 8

Gymnastics

Students will develop their existing knowledge and understanding of:

Students will develop a variety of skills that will build on skills developed in Year 7.

These include: • Learning and developing new and advanced skills in isolation.

• Rules of the game.

• Putting these skills into competitive situations developing into full sided games.

Students will build on and expand upon knowledge and skills gained in year 7.

Students will build on and expand upon skills and knowledge gained in Year 8 and work to improve in their assessment levels in Year 9.

• Tactics and decision making within a game.

• Performing these skills either in a competitive situation or a performance in front of an audience

Dance Badminton Netball Football Rugby Rounders Cricket

• Performance skills.

• How to officiate.

• How to lead in P.E. • Health and fitness for a healthy lifestyle

Athletics

Implementation

Extra-Curricular Opportunities

Specific sports and activity units are on a 6-8 week carousel throughout the year, teachers generally move with their groups, however at times groups will carousel around teacher strengths. Teachers will use specific language and promote lessons aimed at the assessment strands as they move through the year. There is no home learning in PE, but pupils will be encouraged to take part in activity challenges at home throughout the year​ and will be challenged to attend the extra-curricular clubs that are on offer. Wow moments will occur in lots of situations in practical work. Lessons will be active, fun, engaging and should challenge pupils physically and mentally across the year. There will be opportunities for pupils to develop themes of LORIC and these will be assessed throughout the year.

Summative assessment Join extra-curricular clubs.

Students will be assessed in:

Marches Multi Academy Trust Varsity Cup.

1. Leadership

Represent the school in fixtures.

2. Performance

Represent north Shropshire at the Area School games.

3. Decision Making

Volunteer to help out with Primary events.

Inter house competitions and Sports Day

4. Mind Set Fitness will also be assessed throughout the g year

Impact: At the end of year 7 pupils will be learning to sustain physical activity over a period of time. Fitness levels will be growing. They will start to show resilience to keep working where learning is challenging. They will begin to take ownership of learning, leading small sections in lessons. Pupils will be developing the creative and decision-making skills to be successful in activities. They will start to apply life skills to sport situations. Pupils will have samples a wide range of sport and activity They will be ready for year 8.

Year 8 Developing Resilience: Curriculum Narrative Students will develop their KNOWLEDGE of: • More advanced skills, techniques and tactics used in sports and physical activities • Rules and regulations for a range of sports and the roles of different types of officials • The components of an activity session (warm up, main activity, conditioned practice, cool down) • The immediate and some long term effects of exercise on the body and training methods to improve at least two components of fitness • More advanced compositional ideas to improve performance in Gymnastics/Dance • Safety factors during physical activity and sport for more advanced activities • The benefits of leading fit and healthy lifestyles including extracurricular sports clubs Students will develop their SKILLS in: • Racquets/striking and fielding/invasion games/athletics/gymnastics/dance//health related exercise • Teamwork • Techniques in a range of sports in increasingly complex drills under pressure • Overcoming challenging opponents in competitive situations in team and individual games (e.g. rugby/netball/badminton/tennis).

• Pressured decision making in competitive sports, including some analysis of opponents’ strategies • Contemporary and traditional dance styles and techniques, including accurate replication and developing choreography • Reasoning, questioning and listening to the contributions of others in order to solve problems • Identifying strengths and weaknesses of their own and others’ work and suggesting improvements • Leadership of warm ups, basic drills and cool downs • Officiating with competence in a greater range of sports and roles

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Year 8 Overview The Big Picture: Students will be growing sport specific knowledge across a range of sports and activities whilst being assessed in different areas. The aim of Year 8 is to broaden sporting experiences and grow skill levels in the different areas through the 6-8 week units. Students will have a grounding from Year 7 and should have at least a basic grasp of knowledge, skills and rules for the activities studied. At the best levels students will also lead, be creative, command in games, show resilience and intensity. The core assessments can be improved through the units, skill base should also improve year to year where there is continuity.

Content

Knowledge

Skills

Prior step year 6

Next step year 8

Gymnastics

Students will develop their existing knowledge and understanding of:

Students will develop a variety of skills that will build on skills developed in Year 7. These include: • Learning and developing new and advanced skills in isolation.

Students will build on and expand upon knowledge and skills gained in year 7.

Students will build on and expand upon skills and knowledge gained in Year 8 and work to improve in their assessment levels in Year 9.

Badminton

• Rules of the game.

Netball Football Rugby Rounders

Cricket Athletics

• Tactics and decision making within a game.

• Performance skills.

• How to officiate.

• Putting these skills into competitive situations developing into full sided games.

• Performing these skills either in a competitive situation or a performance in front of an audience

• How to lead in P.E. • Health and fitness for a healthy lifestyle

Handball

Implementation

Extra-Curricular Opportunities

Summative assessment

Specific sports and activity units are on a 6-8 week carousel throughout the year, teachers generally move with their groups, however at times groups will carousel around teacher strengths. Teachers will use specific language and promote lessons aimed at the assessment strands as they move through the year. There is no home learning in PE, but pupils will be encouraged to take part in activity challenges at home throughout the year​ and will be challenged to attend the extra-curricular clubs that are on offer. Wow moments will occur in lots of situations in practical work. Lessons will be active, fun, engaging and should challenge pupils physically and mentally across the year. There will be opportunities for pupils to develop themes of LORIC and these will be assessed throughout the year.

Join extra-curricular clubs.

Students will be assessed in:

Marches Multi Academy Trust Varsity Cup.

1. Leadership

Represent the school in fixtures.

2. Performance

Represent north Shropshire at the Area School games.

3. Decision Making

Volunteer to help out with Primary events.

4. Mind Set Fitness will also be assessed throughout the year

Inter house competitions and Sports Day

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Impact: At the end of Year 8 pupils will recognise how to sustain physical activity over a period of time even if this is difficult for them. They will have grown their resilience and can keep working to develop their skill and fitness levels where they find this challenging. They will take ownership of learning, leading sections in lessons. Pupils will recognise the creative and decision making skills to be successful in all activities. Pupils will have participated in a wide range of sport and activity and begun to formulate opinions on what they enjoy. Some will be moving towards mastery in different sports areas. They will be able to transfer life skills to sport situations and vice versa. They will be ready for year 9.

Year 9 Developing a Growth Mindset: Curriculum Narrative Students will develop their KNOWLEDGE of: • advanced strategies, tactics and skills used in sports and physical activities.

• advanced rules and regulations for a range of sports and the roles of different types of officials • short and long-term effects of exercise on the body to muscular, cardiovascular and respiratory systems • choreographed gymnastics/dances with advanced ideas • safety factors during physical activity and for more advanced activities • the components of fitness and how you can improve them by using methods of training and principles of training • the benefits of leading a healthy active lifestyle – through exercise and diet, to also include physical activity outside of school.

Students will develop their SKILLS in: • racquets/striking and fielding/invasion games/athletics/gymnastics/dance/health related exercise • team work • using advanced techniques, strategies and tactics in a range of sports in competitive game situations • being able to make the correct decisions in competitive situations to allow you to beat an opponent regularly • contemporary and traditional dance styles and techniques, developing choreography and using the four dance key themes effectively in your work • analysing performance of yourself and others during performance to alter the outcome of a game • leading groups of students on part of a session, feeding back so others can make improvements • officiating a variety of roles within a sport

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Year 9 Overview The Big Picture: The aim of Year 9 is to develop skills and embed knowledge. Students will be growing sport specific knowledge across a range of sports and activities whilst being assessed in Leadership, Performance, Decision making, Mindset and Fitness. Our aim is always to produce young people who are active, resilient, have a lifelong love of Physical Activity and the skill levels to take part. Students will grow skill levels in the different areas through the 6-8 week units. Where pupils are lower in ability the teacher will make a decision to be more lifestyle orientated to allow the big picture aim to be met. At a pure high ability level pupils will learn the core and advanced skills for each sport whilst also focusing on the assessment areas to develop rounded athletes. Our intent is that all students will thrive in PE at their own level of ability.

Content

Knowledge

Skills

Prior step year 8

Next step year 10

Students will develop their existing knowledge and understanding of:

Students will refine a variety of skills from year 7 and 8. These include:

• Rules of the game.

• Learning and practicing new and advanced skills in competitive situations or a performance in front of an audience.

Students will build on and expand upon skills and knowledge gained in year 7 and 8

Students will build on and expand upon skills and knowledge gained in Year 8 and work to improve in their assessment levels in Year 9.

Volleyball Basketball • Tactics and decision making within a game.

HRF • Performance skills.

Table Tennis • How to officiate.

• Students will also develop their teamwork, leadership and interpersonal skills as well as exploring their decision making and tactics.

Rounders/softball

• How to lead in P.E. Trampolining • Health and fitness for a healthy lifestyle Athletics Fitness OAA

Implementation Extra-Curricular Opportunities Specific sports and activity units are on a 6-8 week carousel throughout the Join extra-curricular clubs. year, teachers generally move with their groups, however at times groups will Marches Multi Academy Trust Varsity Cup. carousel around teacher strengths. Teachers will use specific language and promote lessons aimed at the assessment strands as they move through the Represent the school in fixtures. year. There is no home learning in PE, but pupils will be encouraged to take part Represent north Shropshire at the Area School games. in activity challenges at home throughout the year​ and will be challenged to attend the extra-curricular clubs that are on offer. Wow moments will occur in Volunteer to help out with Primary events. lots of situations in practical work. Lessons will be active, fun, engaging and Inter house competitions and Sports Day should challenge pupils physically and mentally across the year. There will be opportunities for pupils to develop themes of LORIC and these will be assessed throughout the year.

Summative assessment Students will be assessed in: 1. Leadership 2. Performance 3. Decision Making 4. Mind Set Fitness will also be assessed throughout the year

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Impact: At the end of Year 9 pupils will be able to sustain physical activity over a period of time. Though this may be difficult for some. They will have developed the resilience to keep working to grow their skill and fitness levels. They will take ownership of learning, leading in lessons. Pupils will have the creative and decision making skills to be

Key Stage 3: Assessment overview

Physical

Assessment focus

Beginning and Emerging On track to achieve Level 0-1

Performance

Can perform fundamental movement skills

Requires support to Problem solving & identify problems and take appropriate decision making action

Leadership

Personal & Emotional

Teamwork

Mindset ATL grade

Requires support to demonstrate leadership qualities

Emerging Plus and Developing On track to achieve Level 2-3

Developing Plus and Securing On track to achieve Level 4-5

•Control

•Control •Fluent and precise

•React

•Assist

Requires support to Demonstrate positive maintain relationships relationships with others

Securing Plus and Mastery Plus and Mastery Exceptional performance On track to achieve Level On track to achieve Level 6-7 8-9 D* •Control •Fluent and precise •Creative

•React •Analyse

•React •Analyse •Respond

•Assist •Provide accurate feedback

•Assist •Provide accurate feedback •Volunteer

Demonstrate positive relationships Motivate others

•Control •Fluent and precise •Creative •Consistent •React •Analyse •Respond •Reflect

•Assist •Provide accurate feedback •Volunteer •Demonstrate initiative

•Positive relationships •Positive relationships •Motivate others •Motivate others •Support and respect the •Support and respect the different ability and different ability and viewpoints of others viewpoints of others •Demonstrate initiative

The mindset we expect to see across every PE lesson: Effort Engaged Committed Resilient Motivated Sportsmanship Etiquette Organisation

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Key Stage 4

Core Physical Education

Grove School: Curriculum

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Year 10 and 11 Core PE The golden thread throughout the curriculum is ‘building mental health and managing pressure and making active lifestyle choices’.

This is achieved through delivering short, sharp focussed experiences in a range of physical activities and sports bespoke to individual classes.

Grove School: Curriculum Narrative

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The Big Picture Year 10 Core PE Intent:. Students will study a broad range of activities which grow skills, knowledge and understanding.. The key concept is active enjoyable lessons where students develop as people. For the more elite students there are opportunities to specialize further in some sporting areas in a higher skilled environment. Lessons should enable pupils to move into activities outside of school and give them the confidence to do so. This may be sport or leisure based. There is continuity from KS3 in most areas. Our intent is that all will thrive in PE at their own level of ability.

Content / Units

Skills

Students will complete a range of activities: : Rugby, Football, Netball, Basketball, International Sports, Dance, Trampolining, Dodgeball, Volleyball Badminton, Fitness, Rounders, Athletics, Cricket, Softball Implementation

Students will develop a variety of skills that will build on skills developed at KS3. These include: • Learning and practicing new skills in isolation.

• Putting these skills into a competitive situations including small sided games and full side where appropriate.

• Performing these skills either in a competitive situation or a performance in front of an audience.

•

Knowledge

Prior—Y9

Students will develop their knowledge and understanding of: Rules of the game.

Students in year 9 have Further development of individual skills in games but with more of an been on a carousel of activities through KS3 emphasis on being active and have progressed to and engaged with lessons for fun and either a leisure based personal health. route or an academic PE route depending on their set.

•

Tactics and decision making within a game.

•

Performance skills.

•

How to officiate.

•

How to lead in P.E.

•

Health and fitness for a healthy lifestyle

Next—Y11

Extra-Curricular Opportunities Summative Assessment

Students receive an average of 2 hours or core PE over the two week timetable. Students are ability set with those who study exam PE placed in the highest sets. Some sets are targeted at pure progress, some are targeted more at involvement and positive life long learning experiences.

Take part in their House activities where available.

Specific sports units are on a 6-8 week carousel throughout the year, teachers tend to move with their groups, however for some specialist areas they will change. There is no assessment in KS4 PE unless it is supporting GCSE though students do receive lesson gradings each lesson.

Involve in Sports Day

There is no home learning in core PE but students are encouraged to be active.

Join extra-curricular clubs.

Wow moments will occur in lots of situations in practical work. Lessons should be active, fun, engaging and should challenge students physically and mentally across the year. Students should meet different experiences to those encountered in KS3 PE and staff are looking to hook pupils on activities they can form a lifelong habit in.

Represent the school in fixtures.

Students are not formally assessed in core PE in year 10 or 11 though staff are constantly engaged with AFL to ensure progress with students and groups in activities.

Volunteer to help out at a primary Event.

LORIC evident through: Leadership in lessons; Organisation of self, others and equipment; Resilience through struggling to learn new skills and through determination to succeed with fitness based activities; Initiative and creativity through tactical situations in games and composition in dance.

Impact: At the end of Year 10 students will making informed choices about physical activity. They be developing habits and showing resilience to grow their skill and fitness levels.

More able pupils will be developing strategies to be successful in all activities., less able will be growing ability with skill and strategy. They will be prepared for an active life with good exercise habits and the confidence to take part in physical activity and sport away from school and into year 11

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The Big Picture—Intent:. Students will study a broad range of activities which grow skills, knowledge and understanding. The key concept is active enjoyable lessons where students develop as people.

For the more elite students there are opportunities to specialize further in some sporting areas in a higher skilled environment.

Lessons should enable pupils to move into activities outside of school and give them the confidence to do so. This may be sport or leisure based.

There is continuity from KS3 in most areas.

Our intent is that all will thrive in PE at their own level of ability. Pupils will be engaged in lessons, active and improving health through good exercise habits.

Content / Units

Skills

Knowledge

Prior—Y10

Students will complete a range of Students will develop a variety of skills that will build Students will develop their knowledge and understanding of: on skills developed at KS3. These include: • Rules of the game. activities: : Rugby, Football, • Learning and practicing new skills in isolation.

• Tactics and decision making within a game.

Netball, Basketball, • Putting these skills into a competitive situations International Sports, • Performance skills. including small sided games and full side where Dance, Trampolining, Dodgeball, • How to officiate. appropriate.

Volleyball How to lead in P.E. • Performing these skills either in a competitive • Badminton, Fitness, situation or a performance in front of an • Health and fitness for a healthy lifestyle Rounders, Athletics, audience.

Cricket, Softball

Next Leaving school or VI form development of Students have been engaged in Further individual skills in games lessons developing personal fitness levels .and growing but with more of an confidence in a range of emphasis on being active and activities. They have engaged with lessons for fun experienced a range of and personal health. activities across many areas.

Implementation Students receive an average of 2 hours or core PE over the two week timetable. Students are ability set with those who study exam PE placed in the highest sets. Some sets are targeted at pure progress, some are targeted more at involvement and positive lifelong learning experiences.

Extra-Curricular Opportunities

Summative Assessment

Take part in their House activities where available.

Specific sports units are on a 6-8 week carousel through the year, teachers move with their groups, however for some specialisms they will change. There is no assessment in KS4 PE unless it is supporting GCSE though students do receive lesson gradings each lesson.

Represent the school in fixtures.

Students are not formally assessed in core PE in year 10 or 11 though staff are constantly engaged with AFL to ensure progress with students and groups in activities.

Join extra-curricular clubs.

Volunteer to help out at a primary Event.

There is no home learning in core PE. Wow moments will occur in lots of situations in practical work. Lessons should be active, fun, engaging and should challenge students physically and mentally across the year. Students should meet different experiences to those encountered in KS3 PE and staff are looking to hook pupils on activities they can form a lifelong habit in.

LORIC evident through: Leadership in lessons; Organisation of self, others and equipment; Resilience through struggling to learn new skills and through determination to succeed with fitness based activities; Initiative and creativity through tactical situations in games and composition in dance.

Impact: At the end of year 11 students will be informed about sport, exercise and physical activity. They will know how to sustain physical activity over a period of time though some will not find this easy. They will be aware of what activities they enjoy and the opportunities to continue being active post 16. They will have been involved in a range of activities in different roles. They will be making positive choices for an active life with good exercise habits and the confidence to take part in physical activity and sport away from school

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Key Stage 4

Physical Education OCR Cambridge National Grove School: Curriculum

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The Big Picture: Cambridge National Sport Studies Level 1/2 Sport is a key theme in most areas of both education and health policy. The need for people to lead healthy and active rather than sedentary lifestyles is increasingly prominent in respect of government initiatives, and this is reflected in the school curriculum, where physical education and sport remains core; these qualifications seek to build upon this provision at key stages 3 and 4.

Intent This qualification has been designed with practical and engaging ways of teaching in mind and enable learners to: • develop a range of skills through involvement in sport and physical activity in different contexts and roles • develop their ability to apply theoretical knowledge to practical situations • gain a better understanding of the complexity of different areas of sport and the sports industry • increase their awareness of different ways to stay involved in sport and physical activity and of different careers and roles within sport.

R184 Contemporary issues in sport (40% of the course- External exam 1hr 15)

R185 Performance and Leadership (40% of the course- Coursework)

Unit R186: Sport and the media (20% of the course- Coursework)

Topic Area 1: Issues which affect participation in sport Topic Area 2: The role of sport in promoting values Topic Area 3: The implications of hosting a major sporting event for a city or country Topic Area 4: The role National Governing Bodies (NGBs) play in the development of their sport Topic Area 5: The use of technology in sport

Topic Area 1: Key components of performance Topic Area 2: Applying practice methods to support improvement in a sporting activity Topic Area 3: Organising and planning a sports activity session Topic Area 4: Leading a sports activity session Topic Area 5: Reviewing your own performance in planning and leading of a sports activity session

Topic Area 1: The different sources of media that cover sport Topic Area 2: Positive effects of the media in sport Topic Area 3: Negative effects of the media in sport

Impact FFT Target grades are set at FFT25. Historically excellent results are achieved that exceed national average. A large number of students go on to study PE and sport at a higher education level.

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Key Stage 5

Physical Education OCR Cambridge Technical (Level 3) Grove School: Curriculum

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Year 12 and 13 Cambridge Technical Sport is a key theme of both education and health policy and we want students to develop the underpinning knowledge and practical skills to continue with further education and/or work in the sector. The need for people to lead healthy and active rather than sedentary lifestyles is increasingly prominent in respect of government initiatives. This qualification offers learners the chance to develop different types of skills through practical means; communication, problem solving, team working, evaluation and analysis, performing under pressure, and formulating written findings from practical investigation.

Grove School: Curriculum Narrative

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The Big Picture: Cambridge Technical Level 3 Sport and Physical Activity A wide range of centre assessed units with practical and wider project-based assessment opportunities, as well as examined units on the body systems and the long and short term impacts of sport and physical activity; how sport is organised and the purpose of sports development; health and safety requirements in sport and physical activity; the purpose of, and how to conduct research in sport and physical activity; and how businesses in sport are organised and what success looks like to them

Intent This qualification has been designed with practical and engaging ways of teaching in mind and enable learners to: •Develop a knowledge that physical activity, training and lifestyle can have on body systems.

•Gain knowledge into the theory of what makes a good sports coach and activity leaders and methods that can be employed to improve performance of participants.

•Understand the organisations involved in sport in the UK and the different organisations in the development of sports.

•Develop the knowledge and skills required to plan, promote, deliver and review a successful sporting event.

•Gain knowledge how to apply new skills, tactics, techniques and knowledge in individual, team sports and outdoor activities.

Unit 1Body systems

Unit 2 Sport coaching

Unit 3 Sport development

Unit 8 Organising sport events

Unit 18 Practical skills

L01: Understand the skeletal system

L01: Roles and responsibilities of coaches and activity leaders

L01: Understand how sport in the UK is organised

L01: Know different types of sports events and their purpose

L02: Understand the muscular system

L02: Understand the principles which underpin coaching and leading

L02: Understand sports development

L03: Understand the cardiovascular system

L03: Be able to use methods to improve skills, techniques and tactics in sport

L03: Understand how the impact of sports development can be measured

L02: Know the different roles and responsibilities involved in the planning and delivery of sports events L03: Be able to plan and promote sports events

L04: Understand the respiratory system

L04: Be able to plan a series of sports and activity sessions L05: Be able to prepare sports and activity environments L06: Be able to deliver sports and activity sessions L07: Be able to review sports and activity sessions

L04: Understand sports development in practice

L01: Be able to apply skills, techniques and tactics in an individual sport L02: Be able to apply skills, techniques and tactics in an in a team sport L03: Be able to apply skills and knowledge in outdoor adventurous activities L04: Be able to officiate in sport and physical actiivty

L05: Understand the different energy systems

L04: Be able to participate in the delivery of a sports event L05: Be able to review the planning and delivery of a sports event

Impact Cambridge Technicals in Health and Social Care qualifications help students to achieve their potential and progress to the next stage of their lives, whether that’s higher education, an apprenticeship or employment.

All work produced in lesson count towards the final qualification grade.

Assessments include: •Low stakes testing •Deep marking points •Home learning •Examinations mock and external •Conferencing/ DIRT Moderation •Written coursework •Practical assessments

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Key Stage 5

Health and Social Care OCR Cambridge Technical Level 3 Grove School: Curriculum

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Year 12 and 13 We want students to develop the underpinning knowledge as well as practical and personal skills required to work in the health and social care sector. They learn how to deliver person-centred care and support to meet the needs of a variety of service-users. We do this through both the teaching of the course and where possible, through providing work placements. This can lead on to vocational courses such as nursing, social work and other allied health professions. We also want our students to be highly efficient independent learners which the nature of this course lends itself to. Students have to complete primary and secondary research, write up reports, do presentations and practical activities in order to complete their coursework.

Grove School: Curriculum Narrative

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The Big Picture: Cambridge Technical Level 3 Health and Social Care and Child Care With the demographics in the UK changing rapidly and the population living longer, the health and social care sectors will experience huge growth over the next few years. This qualification provides a solid foundation of knowledge, practical skills and experience for anyone wanting to pursue a career in the subject.

Intent This qualification has been designed with practical and engaging ways of teaching in mind and enable learners to: • Develop knowledge and skills needed to work in various care settings • Focus on person-centred values, rights of individuals, communicating effectively and protecting individuals.

• Support individuals through life events and the option to plan and deliver a creative activity or a health promotion campaign.

• Learn practical skills and knowledge that can be applied to real-life contexts and work situations, to think creatively, analytically, logically and critically and develop independence and confidence in using skills that would be relevant to the health and social care sector and more widely.

Impact

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Key Stage 4

Technical Award in Child Development and Care (Level 2)

Grove School: Curriculum

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Key Stage 5

Applied General Certificate for Early Years, Childcare and Education (Level 3)

Grove School: Curriculum

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Year 12 and 13 We want students to develop the underpinning knowledge as well as practical and personal skills required to work in the early years sector. They learn how to deliver child-centred care and support to meet the needs of all children and young people.

We do this through both the teaching of the course and where possible, through providing work placements. We also want our students to be highly efficient independent learners which the nature of this course lends itself to. Students have to complete primary and secondary research, write up reports, do presentations and practical activities in order to complete their coursework. The qualification gives students pathways that underpin skills and knowledge that will enable them to choose the most appropriate progression route for their particular needs (further study, further education or employment).

Grove School: Curriculum Narrative

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English and Drama Faculty Grove School: Curriculum

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Drama

English and Drama Faculty Grove School: Curriculum

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Vision

Our curriculum aims to ignite, inspire, and challenge, providing the fuel for students to better understand themselves and the world around them.

Context

Drama has been revived for Key Stage 3 and Key Stage 4 and is still being embedded in the curriculum. Not all of our students have experience of Drama before Grove, and our curriculum has been shaped to provide a grounding in the experience of Drama across a range of contexts.

Additionally, students are given the chance to perform through extracurricular clubs and performances.

Grove School: Curriculum

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Disciplinary Knowledge

Drama is a skills-based subject focusing on embedding and enhancing performance skills. Students will be introduced to a wide range of styles and writers from around the world, through these they will practise and improve their performance skills as they become confident performers and team members.

In Key Stage 4, they work on three components. Firstly, devising their own performance as a group and explaining their process through individual coursework.

Then directing and performing a professional script, before a final exam explaining how to take a play from page to stage and reviewing a live performance.

Supra Curriculum

For each unit, students are provided with something to watch, read and do to further broaden their knowledge and understanding of the topic we are exploring. Students will also be provided with activities to allow them to stretch, challenge and hone their performance and review skills should they wish.

Grove School: Curriculum

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Key Stage 3 Drama Grove School: Curriculum

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Year 7

Our journey starts exploring a haunted manor and creating your own performances in very different skills of theatre. We then go to Ancient Greece and look at the very start of theatre that we know today.; performing ancient texts and looking at stock characters that we still use today, especially in Pantomime. In “Oh no, we don’t!”, we perform as both an actor and an audience member turning classic fairy tales into hilarious fun for all the family. We then use our high energy performance skills to present musical numbers for beloved musicals. Then, quietly, we see how we can make our audience laugh without talking as you create your own mime comedy sketches. Finally, we end the year performing real medieval Mystery and Morality Plays, and even creating your own version of Noah's Ark.

Grove School: Curriculum Narrative

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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, Pantomime, 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.

Students will be encouraged to give constructive peer feedback on a regular basis 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.

Students will develop confidence with key Drama vocabulary.

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 Greek Theatre

Spring Term Pantomime Musical Theatres

Summer Theatre Comedy Mime Mystery Plays

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 in the fundamental elements of Drama.

Year 8

The Drama journey continues with a play about school, commenting on how what goes on in the wider world can have a big effect on your school days. It is then on to big wigs and fans, as women are finally allowed on stage for Restoration Theatre. Our exaggerated acting continues in Absurdist theatre as we explore how theatre rebelled after World War Two, looking at how three different playwrights presented their disgust for humanity on stage. Then you will explore how to communicate meaning through movement as you study the work of Frantic Assembly and perform some of their choreography. Larger-thanlife acting returns for Melodrama as we revisit our stock characters and perform dramatic recuses. In ‘Quiet on set!’, as Melodrama evolves into Silent Movies. Looking at the work of Charlie Chaplin as you use your mime skills to create your own Silent Movie.

Grove School: Curriculum Narrative

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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 Grove School, students are on rotation, so some will only complete 3 Schemes of Work.

Students will be encouraged to give constructive peer feedback on a regular basis 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.

Students will develop confidence with key Drama vocabulary.

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

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 in the fundamental elements of Drama.

Year 9

Year 9 becomes a transition year with both purpose and qualification-potential across Music, Drama and Art. It is unique in its approach and is a culmination of all of the skills learned throughout year 7 and 8 across the three subjects, using them to complete the Bronze Arts Award which is a nationally recognised course offered by Trinity College, London. At The Grove School, the arts are highly valued, and we are committed to ensuring that every student is given the opportunity to develop their interests further as part of a broad and balanced curriculum and therefore continue their studies of the arts throughout Year 9.

With Music in partnership with Art and Drama, following the Bronze Arts Award means that we have the opportunity to take part in the arts as a participant, an audience member and taking a closer look at artists whose work and career interest us most.

In Music, this gives us the opportunity to further develop practical skills on instruments we particularly liked in previous years of study and to share these with others. Become a theatre reviewer in Drama, by forming your own critical opinions of a performance you have the opportunity to watch and discuss with others. Which artists inspire you the most? Take a closer look at their career, what did they need to do to get to where they are now?

What are your opinions of their work?

Fill in your logbook as you go, collect your evidence and this will earn you your Bronze Arts Award at The Grove School.

Grove School: Curriculum Narrative

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Year 9 – Bronze Arts Award at The Grove School

Key Stage 4 Drama Grove School: Curriculum

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Year 10

All of your performance skills come together to devise your own performance in a style of your own choice. Document the journey of our performance as you turn and idea into production to perform on the stage. Working in groups with full costume, light and sound for the final performance. Then we will look at ‘The IT’ by Vivienne Franzmann as we take the play from page to stage.

Thinking about the production as a whole and designing your own costume, make-up, set, lighting and thinking about how to direct and perform the script.

Year 11

We finish looking at ‘The IT’ and then prepare to perform a scripted scene on the stage in front of an examiner. Working in groups with full costume, light and sound. We also visit the theatre to watch and review a play. This is all before we finish the year with revision in preparation for the final exam.

Grove School: Curriculum Narrative

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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, analysing 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 actors, directors 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 basis 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 and confidence 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, analysing 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 from 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 basis 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 and confidence with the set text and live theatre review as preparation for the exam in Year 11.

English English & Drama Faculty Grove School: Curriculum

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Vision

Our curriculum aims to ignite, inspire and challenge, providing the fuel for students to better understand themselves and the world around them.

Context

We strive to transfer our passion for English to all students at the Grove School, developing their love of literature through the exploration of high-quality, challenging texts. Students are brought to mastery of fundamental communication and literacy skills through exposure to a provoking array of texts, contexts and ideas.

In acquiring the knowledge to confidently connect with the world around them, students become readers of themselves.

Grove School: Curriculum

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Disciplinary Knowledge

Thematic and contextual links help to structure our curriculum model from Year 7 – Year 13, building on the foundations of Key Stage 2. Schemas of knowledge are constructed across distinct strands of the discipline such as, prose, drama and poetry study; creative writing; non-fiction reading & inference; exploration of rhetoric; transactional writing; and speaking & listening skills. Units develop disciplinary knowledge through these strands across a colourful landscape of contexts and text types, carefully mirrored and sequenced to ensure progression within the curriculum model, be it through the Aristotelian construction of a convincing argument or precise analysis of a Shakespearean soliloquy.

Supra Curriculum

In providing a breadth of knowledge and experience, the supra-curriculum in English illuminates and enriches students’ core learning across units. A digital theatre platform complements live theatre excursions and a film club to provide students with high quality visual experiences tailored to their inclass study. Elsewhere, an online daily-news and media platform provides extensive opportunities for critical reading and exploration, within real-life contexts. For each content area, students are challenged with opportunities to ‘watch’, ‘read’ and ‘do’, taking them beyond the defined areas of study to further fuel their sense of wonder and curiosity.

Grove School: Curriculum

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Key Stage 3 English Grove School: Curriculum

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Year 7

Our story begins with a series of perilous journeys. Deserts, cities and oceans are traversed as characters search for safety and freedom, grappling with issues of identity against a turbulent sea of socio-political and economic conflict. From 21st Century diaspora, we take a leap back-in-time to the Gothic-horror of 19th Century England and North America, tip-toeing through a landscape of psychological terror, monsters and madness. An introduction to Shakespeare follows as we jump further back into the cannon of English Literature, this time landing in the 16th & 17th Century to explore a selection of the Bard’s most beloved characters, soliloquies and sonnets. A grounding in poetic form here acts as a bridge to the next unit in this sequence: an introduction to poetry in our more immediate context as a means for better understanding ourselves and our own journeys. For the final chapter of our Year 7 story, we are transported to faraway lands and ancient civilizations, exploring a collection of myths and legends which have helped to shape our culture, informing many of the texts and contexts already studied.

Year 8

As the curtain rises on Year 8, a dystopian world collides with a rich tapestry of contemporary issues: freedom and equality, survival and sacrifice, power and propaganda, protest and heroism. The Hunger Games updates one of the key myths of our Year 7 study – Theseus and the Minotaur – enriching our understanding of the way stories are returned to and reborn across time, with those key messages of resilience and hope an everpresent thread. Building from this longer novel-study, students are inspired by a colourful palette of contexts, genres and text types: an exploration of 19th Century Crime & Punishment (with a specific spot-light on grisly ‘True Crime’ from the local landscape) builds on the groundwork laid in Year 7’s Gothic study; classic Shakespearian Tragedy in the form of Romeo and Juliet; horizon-expanding poetry; and closestudy of a masterful 20th Century novella, Of Mice and Men: a modern myth of the American west.

Year 9

Year 9’s narrative is one of power, persuasion and morality, guiding students to an interrogation of the nature of the human condition. The scene is set with the study of Orwell’s allegorical fable, ‘Animal Farm’: a novella which charts the follies of politics and power, and the ways in which language can be used to control. This thread extends into the following unit: a close study of the art of rhetoric in famous speeches across history, from Alexander the Great to Greta Thunberg. Our next stop is Ancient Greece by-way of Stratford-upon-Avon: Shakespeare’s ‘Julius Caesar’ is the perfect accompaniment to this extended study of language and power – an examination of politics, power and betrayal within classical Tragedy. A collection of short stories from diverse authors awaits the students in the next stage of their journey: an eclectic set of modern stories exploring prevalent societal issues. The Summer Term marks a transition to study of key GCSE texts, including Priestley’s classic social commentary, ‘An Inspector Calls’, another text rich with rhetoric and chiefly concerned with issues of power and morality. Finally, students explore a cluster of selected poems from the Poetry Anthology focusing on the themes of Conflict and Nature: key threads of the Year 7, 8 & 9 journey so far.

Grove School: Curriculum Narrative

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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; ‘An Introduction to Shakespeare’ introduces the students to the world of Shakespeare’s poetry and drama, which will be expanded upon with Romeo & Juliet in Y8, Julius Caesar in Y9, and Macbeth in Y10 ; and LP4 grounds students’ exploration of poetry in their own context before Y8’s broader cultural focus.

Implementation: • • •

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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 for implementation: ‘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; ‘Poetry: The Wide World’ broadens the focus of the corresponding Y7 ‘Me and My World’ poetry unit to consider wider cultural connections beyond our local and national boundaries; finally, Of Mice and Men bridges the gap between the shorter novella of Y7’s A Different Boy, with a more in-depth consideration of historical context in preparation for study of the GCSE novella: A Christmas Carol.

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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 Arbor parental email contact, 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 Ks3 criteria 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.

Feedback strategies will be integrated in every lesson Teachers will live mark/ sample mark non-formal assessments as part of the wider feedback process.

Homework will support learning within individual units.

Bedrock Vocabulary will used within class and as homework to support and enhance students' cross-curricular vocabulary acquisition.

Autumn Term

Hunger Games reading assessment (Extract-Language Component 1 style) Hunger Games: Dystopian inspired narrative 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.

Scheme of Learning YEAR 9 OVERVIEW

The Big Picture: Y9 is a study of power, persuasion and morality, guiding students to an interrogation of the nature of the human condition. First, we begin with Orwell’s allegorical fable, ‘Animal Farm’: a study of politics and power. Students are introduced to the art of rhetoric through study of the novella, particularly the Aristotelian triad of ethos, logos and pathos. This thread extends into the following unit: a close study of rhetoric in famous speeches across history. Study of speeches – from Alexander the Great to Greta Thunberg – work to support students in their own deployment of rhetorical devices as they construct their own speeches. Shakespeare’s ‘Julius Caesar’ is the perfect accompaniment to this study of rhetoric: an examination of politics, power and betrayal within classical Tragedy. A collection of diverse short stories awaits the students in Spring Term 2: this is an eclectic set of stories dealing with modern, controversial issues that affect many in our society. The summer term marks a transition to study of key GCSE texts, including Priestley’s classic social commentary, ‘An Inspector Calls’. This is an opportunity for students to demonstrate their analytical skills and apply their understanding of subtext, using their understanding of rhetoric to help evaluate the balance of power as presented in the play. Finally, students explore a small cluster of selected poems from the Poetry Anthology focusing on the themes of Conflict and Nature: key threads of the Y7, 8 & 9 journey so far.

Intent for implementation: ‘Learning Programmes’ to be covered: ‘Animal Farm’, Rhetoric, ‘Julius Caesar’, Diverse Short Stories, ‘An Inspector Calls’ and Poetry Anthology-’Cluster 1-Conflict and Nature’ This year of study seeks to expose students to a range of high-quality fiction and non-fiction texts, preparing them for their transition to GCSE at the end of this year. The curriculum carefully sequences opportunities to explore a range of rhetorical texts to help them understand the purpose of the piece and how particular devices create nuanced effects. Aspects of rhetoric and bias have already been established within text and contexts in Y7 and 8 e.g. the dystopian tyranny in Hunger Games and Crime and Punishment LPs. In Y9, we seek to develop this understanding with close study of Animal Farm and Julius Caesar, where students can understand the real and historical impact that leading political figures and their rhetoric have on society. These classic texts are accompanied by a dedicated ‘Rhetoric’ LP – exploring the same aspects of composition in great speeches from history – from Alexander the Great right through to Greta Thunberg – to form a larger schema focused on the language of power and persuasion. Students model their own speech writing through close study of these examples, refining, editing and improving their technique across series of lessons to achieve the desired impact. This deliberate dovetailing of schemes allows students to experience rhetoric in a variety of contexts, consolidating knowledge of this and becoming more confident in using techniques in their own creative work and supporting them in their own attempts at mastery. In Diverse Shorts (the last of the Ks3 LPs) we seek to expose students to a range of societal issues that affect adolescents and how writers can convey the world around them. Lastly, studying a GCSE text and part of the Poetry Anthology at the end of the year enables students to be fully prepared for KS4 studies. 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).

Implementation: • There will be six LP units. LP1 – ‘Animal Farm’ – is read over the first half term and will introduce students to GCSE style questions.. 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 dominates the Y9 LP especially, allowing students to develop a sense of moral responsibility and experience a range of controversial circumstances and dilemmas.

• 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. With the Diverse Short Stories in particular, discussion forms much of the learning as students discuss and debate issues that directly affect us in modern Britain. 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 qualities and opportunities to support the unifying vision of the Grove.

• Achievement will be championed regularly via Arbor parental email contact, AtL grades, E-praise postcards, phone calls home, faculty and wholeschool ‘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.

• 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.

Feedback strategies will be integrated in every lesson Teachers will live mark/ sample mark non-formal assessments as part of the wider feedback process.

Homework will support learning within individual units.

Bedrock Vocabulary will used within class and as homework to support and enhance students' cross-curricular vocabulary acquisition.

Autumn Term

Reading exam question style assessment: ‘Animal Farm’ Writing a formal speech: Rhetoric Spring Term

Literature style assessment: ‘Julius Caesar’ Reading assessment: Diverse Short Stories.

Summer Term

Literature style assessment and retrieval assessment: ‘An Inspector Calls’ Single poem response: Poetry anthology

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

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 consistently with ambition, creativity and fluency.

Key Stage 4 English Grove School: Curriculum

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Year 10

Year 10 begins with an in-depth study of one of the greatest plays ever written: William Shakespeare’s Macbeth.

We navigate the murky waters of supernatural evil, murderous ambition, regicide and tyranny, before arriving at the wreathed door of another titan of English Literature: Charles Dickens, and his most beloved tale, A Christmas Carol. Scrooge’s past, present and future converge to help deliver Dickens’ timeless fable of compassion and social responsibility. Departing Victorian England, we arrive at the shores of the second cluster of poems from the Eduqas Poetry Anthology collection. Shelley, Dickinson, Larkin and Duffy are just some of the stellar names encountered here before we extend our poetic explorations beyond the anthology and into unknown, wilder territory, in preparation for the unseen poetry section of the Literature qualification. Our Year 10 journey ends with a leap into the Language-based content of Transactional Writing and Spoken Language presentations, crafting personal and engaging responses to wide-reaching, prevalent issues.

Year 11

The final stretch of students’ Key Stage 4 journey takes in a varied landscape of non-fiction and fiction texts, honing reading-based skills of retrieval, analysis, evaluation and comparison. Imagination takes centre stage as we return to creative-prose writing skills, lifting inspiration from the genius of those writers studied earlier in the course to craft our own characters and worlds. Finally, we arrive back with those same authors and texts, reconnecting with their stories, characters and messages, to prepare for the final GCSE examinations and the next phase of the journey that awaits.

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Key Stage 5 English Literature Grove School: Curriculum

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Year 12

The A Level Literature course begins with two simultaneous trips: one to 15th Century Denmark with Shakespeare’s classic tragedy, Hamlet, and the other to 1940s New Orleans in Tennessee Williams’ seminal play, A Streetcar Named Desire. A comparative study of John Webster’s twisted Jacobean revenge tragedy, The Duchess of Malfi follows, before we progress to Milton’s epic poem, Paradise Lost: Book IX and exploration of two novels in preparation for an extended essay: Mary Shelley’s monstrous proto-science fiction, Frankenstein, and Cormac McCarthy’s apocalyptic masterpiece, The Road.

Year 13

Pulling together the various strands of study from previous years, the Year 13 landscape is wild and varied. There is a strong focus on unseen analysis, both in poetry and prose, and we encounter the best that these forms have to offer whilst fine-tuning skills of analysis, interpretation and evaluation.

A comparative study of the poetry of Ted Hughes and Sylvia Plath springs forth in the second halfterm, before returning to Shakespeare, Williams, Webster and Milton in final consolidation before the conclusion of the course.

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Humanities, Music and Modern Languages (HMM) Faculty Grove School: Curriculum

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Geography HMM Faculty Grove School: Curriculum

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Vision

To inspire an infectious, lifelong enthusiasm for Geography. Learners will be equipped with the knowledge and skills to develop their own opinions, enabling them to make decisions and solve problems at a range of scales throughout their life.

Learners will gain an appreciation for the wider world, the environment and community to which they belong.

Context

At Key Stage 2, pupils will have learned to locate Market Drayton in relation to other UK towns and cities, as well as other places in Europe and the wider world. Students have also studied a range of key aspects of physical and human geography, such as climate zones, volcanoes and earthquakes, economic activity and the distribution of natural resources.

Students have covered a range of geographical skills, including grid references, eightpoint compass directions and map symbols.

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Disciplinary Knowledge

Our Geography curriculum has been sequenced to enable students to develop geographical skills and knowledge. A range of Human and Physical Geography topics are taught, ranging from Population, Tectonics, and Settlement to Rivers and Coastal Landscapes. Case studies from a range of scales are used to give students a sense of perspective, with learners investigating differing viewpoints and using evidence to make decisions.

This will give students a secure grounding for further academic study at undergraduate level.

Supra Curriculum

Throughout KS3, KS4 and Ks5 students have access to a range of extended reading material based on the studies completed within the units covered in the course, including age-appropriate films which will allow students to apply the theories and a critical approach to what they represent.

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Key Stage 3 Geography Grove School: Curriculum

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Year 7 Year 7 are armed with SKILLS to take a journey through different SETTLEMENTS to see what makes them tick before investigating the POPULATIONS that live within them and how they are distributed around the world. Next, we move from these human topics to exploring the physical land also the journey of RIVERS right down to the COASTS. The final leg of our Year 7 journey looks at the world on a whole to identify solutions to a range of global issues with a focus on Afghanistan and Russia.

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Year 8 In Year 8 we look at the wider world starting with WEATHER AND CLIMATE exploring the varying weathers we experience and can see all over world.

We move onto RESOURCES AND THE ENVIRONMENT where students can learn about the importance of our environment and how we can protect it. Now we will journey through the RESTLESS EARTH topic where we explore the exciting topics of volcanoes and earthquakes around the world. swiftly moving into other ENVIRONMENTAL REGIONS around the world. The next leg of their journey is a more Human Geography focus where students will begin to understand INTERNATIONAL DEVELOPMENT and how people are impacted around the world. Reminding us of Year 7 topics of global issues students will finish the year with the topic of AFRICA (GIS).

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Year 9

Year 9 Geographers embed their physical process skills from Year 8 when studying GLACIATION at the start of the academic year. Here they explore the dramatic landscapes left behind by swathes of ice and snow in upland areas such as the Lake District. The next step of their journey is visiting CHINA to traverse its unique characteristics and culture. Spring term takes us on a study of the geography of CONFLICT with a focus on the wars of the Middle East and how they have changed the geography of region. The totally awesome landmarks of the USA are visited later in the term. Students will undertake a visual and stimulating virtual tour of this vast and diverse country. The summer term begins with FOOD FOR THOUGHT when students are encouraged to investigate the vital resources of the world and explain the reasons why some places have challenges accessing the basics for life and how this can be overcome. Year 9 end their Key Stage 3 journey rounding off the wideranging SKILLS they have developed to apply them to several novel scenarios including a zombie apocalypse.

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Key Stage 4 Geography Grove School: Curriculum

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Year 10

The Year 10 GCSE journey begins with an investigation into URBAN ISSUES AND CHALLENGES. Here they will explore global patterns of urban change in low and high income countries as well as newly emerging economies. To finish this unit, students will debate a controversial topic of whether urban areas can ever be sustainable.

Students then move on to look at PHYSICAL LANDSCAPES IN THE UK which includes how distinctive coastal landforms are created and how threats to coastlines can be managed. Rivers are the next stop, where fluvial landforms and the effects of flooding are the main focus. At the start of the summer term, students will have an adventure for the day when they partake in their FIELDWORK study trip and set out to prove/disprove different hypotheses. The last part of the term is when one of the largest units is studied called THE CHANGING ECONOMIC WORLD. This unit explains the global development gap, rapid economic development in Nigeria and the changing UK economy.

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Year 11

Year 11, he final leg of our journey as Geographers at GCSE, this year is an exciting yet scary year where we will finish off our last few topics and move onto exam preparation. We start in the exciting and ever CHANGING ECONOMIC WORLD, here we will explore the development gap, other continents and even our own changing economy. After this focus on very human factors of Geography, we swiftly move onto exploring the LIVING WORLD where we can explore all things weird and wonderful about the environments we live in and how these environments can impact our life, even those environments we don’t live in. Keeping in with the physical Geography theme, we find ourselves exploring the NATURAL HAZARDS of the world. Students will be armed with all the skills and knowledge to understand what is happening in the world around them including the very topical issue of climate change. Once we have become fully developed Geographers, we can move onto looking at the AQA Pre Release which will help to prepare and get ready for the exams.

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GCSE Exam Board: AQA By studying AQA GCSE Geography, students will travel the world from their classroom. They will investigate a range of case studies as far and wise as Nigeria, Malaysia, Brazil and Pakistan.

Topics of studies include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use.

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Key Stage 5 Geography Grove School: Curriculum

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Year 12

Year 12 Geography captivates right from the start with an immediate focus on two essential physical geography topics. COASTAL SYSTEMS AND LANDSCAPES studies dynamic and beautiful environments, developed by the interaction of winds, waves, currents, and sediments to create rich diversity and important human habitats.

WATER AND CARBON CYCLES delivers a careful study of concepts fundamental to many physical geography topics. How these systems cycle and change is examined, along with the contemplation of their magnitude, significance, and relevance to wider geography, and their central importance for human populations. While students navigate the channels of these first two topics, they will also immerse themselves in FIELDWORK principles and skills, in preparation for starting their NEA proposals later in the year.

As the year progresses, a wind change brings two human topics, including vibrant and diverse CONTEMPORARY URBAN ENVIRONMENTS - where students develop awareness and insight into profound questions of opportunity, equity and sustainability of human habitations. CHANGING PLACES is also taught in part. It looks at the concept of 'place' and how the character of places are shaped, bringing a lot of reflection and examination of preconceptions, stereotypes and bias. Finally, the earlier forays into fieldwork, now evolve into decisions for an individual study, or NEA - students will choose a topic from the course to investigate, and submit a proposal for an hypothesis and methodology before carrying out their research and data collection in the summer sunshine.

This final effort is supported by a fantastic residential visit to the Duddon Valley and the Birtks, in Cumbria, to put many of the various physical and human concepts studied to the test through applied fieldwork strategies and data collection.

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Year 13

Moving into Year 13, we will complete our studies of CHANGING PLACES. Here, our inquisitive minds will focus on people's experiences of place; how places are known and experienced, their character is appreciated, the factors and processes which impact upon places and how they change and develop over time. Along with this, we will investigate the natural HAZARDS which pose risks to human populations, from the lithosphere and atmosphere. By analysing the origin and nature of these hazards and the various ways in which people respond to them, we will explore the many dimensions of the relationships between people and the environments they occupy. As we continue to hone our curious Geographical minds, we will explore how a globalised world has led to change in the GLOBAL SYSTEMS AND GOVERNANCE unit. Economic, political and social changes have all helped shape the world in recent years, and with a focus on international trade, world affairs and our place within them, we will develop an appreciation of human factors which help shape our world. The NEA gives us the opportunity to put our Geographical skills and curious nature to work on fieldwork. Carrying out investigations, designing methodologies and collecting data, all before analysing results, drawing conclusions and writing up our projects enables us to experience what it is like to conduct Geographical research.

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A Level exam board: AQA AQA A Level Geography will excite students’ minds, challenge perceptions and stimulate their investigative and analytical skills.

The course delivers on the traditional expectations for an A Level Geography study through enjoyable and popular topics such as hazards and urbanisation, in addition to brand new units that reflect the world we live in today, for example, changing places and the water and carbon cycles.

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German HMM Faculty Grove School: Curriculum

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Vision

German teaching at Grove School aims to prepare students for the globalised world in which we live.

Learning German provides an opening into other cultures. We hope to foster students’ curiosity and to deepen their understanding of the world through high-quality teaching. We wish to enable students to be able to express their ideas and thoughts in German and understand and respond to its speakers, both in speech and in writing. It is hoped that our students will leave school with a life-long love of learning, broadened horizons and opportunities that may not have been available to previous generations of their family.

Context

We believe that all students can benefit from learning a language and that all students should have the opportunity to learn a language as part of their broad and balanced EBACC education at Grove School.

We hope that the study of languages can lead students to recognise that diversity is a matter for respect and celebration in a world of multiple cultures and languages.

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Disciplinary Knowledge

Our German curriculum will give students an insight into what it is like to live in a German-speaking (Germanophone) country and allow them to compare their lives with the lives of their Germanophone peers. At Key Stage 4 we aim to build on the Key Stage 3 National Curriculum for languages. Our objective is to enable students of all abilities to develop their German language skills to their full potential, equipping them with the knowledge to communicate in a variety of contexts with confidence. We aim to incorporate authentic literary texts and authentic sound and video clips into our curriculum in order to stimulate ideas, develop creative expression and expand understanding of German language and Germanophone culture.

Supra Curriculum

All students will be provided with a range of wider reading and research activities to allow them to further explore and broaden their knowledge and understanding of German language and culture introduced throughout the curriculum. Activities will provide students with opportunities to stretch, challenge and hone their comprehension skills, as well as being provided with research tasks with articles from online/magazines/newspapers, focused on deepening their understanding of culture.

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Key Stage 3 German Grove School: Curriculum

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Year 7

We start our journey of curiosity together focusing on gaining a foundation of knowledge and skills in order to be able to explore topics that focus on the individual. Our Year 7 curriculum “Das bin ich” (This is me) enables students to explore topics such as family and pets, where they live, free time and hobbies, school and making plans for the summer holidays.

Underpinning this content, students will be taught skills such as phonics and key grammatical structures to enable them to understand and express themselves in German with increasing confidence. Students will also hear their expert specialist teachers giving instructions in German in classes, developing students’ listening and translation skills in familiar contexts and routines.

Year 8

In Year 8, students build on the knowledge and skills from Year 7. Our Year 8 curriculum “Meine Welt und Ich” (My World and me) enables students to explore topics such as town and local area, the media, health and fitness and going out with friends.

Underpinning this content, students will be taught key grammatical structures to enable them to understand and express themselves in past, present and future tenses with increasing confidence and fluency. Students will also hear their expert specialist teachers communicating in German in classes, further developing students’ listening and translation skills in familiar contexts and routines.

Year 9

In Year 9, students continue to build on the foundations on the knowledge and skills that they have developed in the previous two years. Our Year 9 curriculum “Mein Leben und ich “ (My life and me) enables students to explore topics such as role models, the environment, carers and human rights. Underpinning the content, students will be taught key grammatical structures to enable them to understand and express themselves in past, present and future tenses with confidence and fluency. Students will not only be able to hear their expert specialist teachers communicating in German in class, but will also be expected to respond in German when appropriate, further developing their listening and translation skills in familiar contexts and routines.

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Key Stage 4 German Grove School: Curriculum

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Year 10

In Year 10, we begin the first year of our EDUQAS GCSE course. Over the next two years, students will build on the foundations of communication and understanding of German established during KS3. Students will study all four areas of communicative functions, namely speaking, listening, reading and writing. In Year 10, students develop and deepen their knowledge of language and culture through the topics of school, free-time, family relationships, house and home and local area. Underpinning the content, students will be taught key grammatical structures to enable them to understand and express themselves in past, present and future tenses with confidence and fluency. Students will not only be able to hear their expert specialist teachers communicating in German in class but will also be expected to respond in German, further developing their listening and translation skills in familiar contexts and routines. Students will spend a dedicated hour a fortnight developing and consolidating exams skills. .

Year 11

As we move into the second year of our EDUQAS GCSE German course, students will focus on completing the three themes of EDUQAS GCSE. Students will build on the linguistic skills and knowledge developed in previous years of study to explore the remaining topics of holidays, the world of work, global events and social issues.

During this, their final year of GCSE studies, students will spend a dedicated hour a fortnight building 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 express themselves in German with increasing complexity and preparing them for the demands of the GCSE exams at the end of Year 11.

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History HMM Faculty Grove School: Curriculum

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Vision

To encourage curious, infectious, lifelong enthusiasm for History. Learners will have the ability to think independently and be able to make valid, reasoned and evidenced judgements about the past. Students will be confident in using transferrable skills that can be applied to both their local community and wider world. Students will grasp how events in the past have helped shape our local, national and international identity both in the present day and the future.

Context

Learners will build on historical skills learnt at Key Stage 2. Students will be introduced to second order concepts such as cause and consequence and change and continuity which will be developed though their study in history. Learners will be taught in chronological order studying a range of topics beginning with Roman Britain all the way to twentieth century history, focusing both on British and worldwide history.

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Disciplinary Knowledge

Our History curriculum has been sequenced to enable students to develop historical skills, such as inference, analysis and evaluation. This sequence of learning has been specifically designed in chronological order. The subject coverage follows the national curriculum enabling a range of historical events to be taught from differing viewpoints both nationally and globally. Homework is embedded to further develop knowledge covered in class and encourage curious learners to explore wider understanding of topics covered in the classroom.

Supra Curriculum

Our curriculum goes far beyond what is taught in lessons. All KS3, KS4 and KS5 students have access to a range of extended reading material based on the studies completed within the units covered in the course. Materials have been chosen to deepen students' curiosity, allowing them to be emersed within history. Historiography has been carefully chosen to encourage debate and questions amongst students. There are also age-appropriate films which will allow students to further understand the curriculum content and encourage challenge in relation to skills through questioning.

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Key Stage 3 History Grove School: Curriculum

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Year 7

The year 7’s history journey begins with an introduction to the key historical skills and concepts that they will be using throughout each topic. Students will then delve back in time to the year 1066, a turning point in British History that brought an end to Anglo-Saxon rule and the great battles that resulted in the Norman Conquest. Students will then investigate what life was like during the Medieval Period, exploring villages to castles, analysing whether they agree with History’s portrayal of King John as a villain before examining the consequences of the deadly Black Death. During the spring term students will explore one of the most infamous family dynasties in our history, the Tudors from the turmoil of Wars of the Roses through to the Golden Age of Elizabeth I. Continuing forward students will consider the turbulent events of the English Civil War, where families turned against one another, the New Model Army was formed, and a king was put on trial for treason. In the final topic of the year students discover a different type of revolution during the Industrial Age and how see how it transformed Britain and catapulted it into the modern age whilst also considering the impact that this had on their local area.

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Year 8

Year 8 build on their learning from the previous year by exploring crime and punishment during the nineteenth century with a particular focus on the gruesome crimes of Jack the Ripper to continue with the consistent chronological approach. Students will progress onto study the trans-Atlantic slave trade, covering the triangular trade route, its eventual abolition, and the struggle for equality. This unit will enable students to establish empathy for those involved and to demonstrate their key skills through the sensitive analysis of primary sources. This will then naturally lead on to the next topic of the British Empire where students will have the opportunity to study different colonial countries, to examine the rise and fall of the empire and make their own judgements based on different interpretations about the impact of the empire. Students will then study the First World War, this starts with how the war began and recruitment, before moving through key aspects such as the Battle of the Somme arguably the greatest bloodbath in British history, the weaponry and tactics used, life in the trenches and finally how the Treaty of Versailles brought an end to one war but set the stage for another. The final topic will offer students the opportunity to study how women in Britain campaigned for the right to vote, allowing them to explore the methods of the suffragists and suffragettes and linking back to the previous topic by examining the impact of WWI before ultimately allowing students to decide how success the campaign was.

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Year 9

The year 9 history journey begins with the Inter-War years following the completion of The First World War & The Suffragettes in the previous academic year to enable a consistent chronological approach. Students will study the 1920’s from a range of countries, most noticeable looking at ‘The Roaring Twenties’ and how society developed rapidly in a new age. Learners will then be directly to the situation in Europe in the lead up to The Second World War. Germany will be looked at in detail to enable students to understand how dictatorship was established and the impact of the Treaty of Versailles on both the political position of Germany as well as the general public leading to another catastrophic war followed so closely after the first. Students will then naturally study the outbreak of The Second World War along with key battles and analyse policies, such as evacuation, and the impact this had on the British people. The changing nature of warfare will be addressed allowing students to link previous wars with The Second World War and assess the amount of change and the reasons for this. Next, students will study the Holocaust so they understand how it was carried out and attempt to articulate the significance of such a devasting act by a dictator. Facts, along with numerous individual stories, will allow students to understand the extreme nature of the policy. Students will then look at America and the issue of civil rights, most noticeably through key people such as Malcolm X and key events in the 1950’s and 1960’s. This unit of study allows students to showcase their chronological understanding and link back to previous content such as slavery to understand the foundations of racism within the country as well as analyse modern day issues that still exist, such as the black lives matter movement. Finally, students study terrorism to understand the history behind such contemporary events, looking closely at more recent terrorist acts such as 9/11.

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Key Stage 4 History Grove School: Curriculum

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Year 10 Students study the changing nature of medicine in chronological order dating all the way back to Ancient Greeks right up to Twentieth Century Medicine. Learners begin looking at the foundations of medical knowledge through Hippocrates and Galen’s findings and lasting influence all the way up The Renaissance period when the power of the church lost influence. Students then look at modern methods of medical procedures that are still common today such as X-Rays and Key hole surgery. To finish the unit, students address the changing nature of warfare and therefore medicine on the Western Front. At the start of the summer term, students study Henry VIII and his Ministers. Learners delve into Henry's love life, political decision making and British foreign policy largely through the lens of Thomas Wolsey and Thomas Cromwell.

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Year 11

In year 11, students will continue their history journey by taking a trip across the Atlantic back to the American West in 1835. They will delve into the Plains Indians' traditional beliefs and way of life before assessing how far this changed when westward migration in pursuit of gold, land and settlements began to emerge.

The unit will round off with the conflict and eventual conquest over the Plains Indians that resulted in the destruction of Native American lifestyles. Students’ will finish year 11 with a depth study on Germany from the Weimar Republic through to the Nazis at the brink of World War 2. There will be a focus on synthesising previously taught content on Germany to ensure students have a wealth of knowledge on the evolution of Germany from a democratic republic to Hitler’s Nazi dictatorship. The year will finish with targeted revision and personal intervention for students in preparation for their GCSE exams.

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GCSE exam board: Edexcel

Within Edexcel GCSE History the course is broken down into 3 papers which focus on both a rich and deep knowledge of the topics selected, as well as the skills needed to make a successful historian. These skills include in depth analysis and evaluation, inference from both written and picture sources, sequencing, and synthesising information across time periods.

Topics of study include Medicine in Britain 1250-Present day which allows us to draw on the multitude of time periods we have already familiarised students with over the course of their history journey at Grove. As part of this, there is a specific study which looks at medicine on the British sector of the Western Front. Students enjoy this as a chance to re-discover elements of the First World War from a different perspective.

Studying Henry VIII and his ministers links well with students prior learning of the Tudors in year 7. Similarly, the topic of Weimar and Nazi Germany gives students the opportunity to build on their 20th Century history knowledge from year 9. The American West is a topic that students enjoy for the chance to diversify their knowledge and understand the history of the expansion of America.

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Key Stage 5 History Grove School: Curriculum

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Year 12 In topic one year 12 students will explore key features of monarchical and republican rule in Britain in the seventeenth century, set within the context of broader social, economic and religious change.

They will discover how the events of this period saw a decisive shift in the balance of power between crown and parliament. Students will analyse how both the Stuarts and the Republicans failed to find a stable system of governance in the British Isles during the period 1625-88 able to cater for the increasing complexity of diversity of interests and views within the Kingdom. Students will also study the Glorious Revolution of 1688-1701 a political, religious and financial settlement the impact of which is subject to different interpretations by Whig and Revisionist historians.

In their second topic year 12 students will investigate how the period 1894-1924 was a tumultuous one in the governance of the Russian Empire. They will consider how the Tsarist governance from 1894 to 1917 grappled with the plethora of complexities in governing such a diverse Empire. Students will study how the temporary unity created on the outbreak of the First World War in 1914 was shattered by the Russian Revolution of 1917. Students will gain an in-depth understanding of revolutionary activity in Russia in the years 1894 to 1917, the response of successive governments to opposition to their rule and the reasons for the successful consolidation of the revolution of October 1917 under Lenin and the Bolsheviks.

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Year 13 Year 13 students will explore the dramatic developments in late medieval England that centred around the “Wars of the Roses”, the name given to a series of civil wars that took place from 1450-1485 between two rival families the Lancastrians and the Yorkists. They will explore how Henry V defeated the French at the battle of Agincourt through to Richard III brutal death at the Battle of Bosworth and the rise of the Tudor dynasty. Students will learn about a period of history that involves political intrigue, noble rivalries, great battles, murder, accusations of witchcraft and a great royal romance.

Within the primarily political focus on the nature of kingship and authority in England, students will also study the wider social and economic contexts of political struggle.

In year 13 students will also embark on coursework that will enable students to develop skills in the analysis and evaluation of interpretations of an aspect of Weimar and Nazi Germany as part of an independently researched assignment. Students will focus on understanding the nature and purpose of the work of the historian. They will be required to form a critical view based on relevant reading on the question, problem or issue. They will also be specifically required to analyse, explain and evaluate the interpretations of three historians.

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A-Level exam board: Edexcel The Edexcel exam board is a logical choice for A-Level students to study following the Key Stage 4 syllabus to further develop concepts and skills covered at the previous key stage. The course is broken down into 3 papers as well as an independent coursework unit to develop analysis and interpretation skills. Topics have been chosen to build on foundations of knowledge studied at Key Stage 3, including The Tudors, The Civil War and the Inter-War years. Alongside this, the topics are both interesting, engaging and the Russian unit is particularly relevant to modern day conflicts in current affairs that can be addressed globally, nationally and locally.

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Music

Humanities, MFL and Music Faculty Grove School: Curriculum

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Vision

To provide all students with a high-quality music education which engages and inspires them to develop a life-long love of music, increases their self-confidence, creativity and imagination, and provides opportunities for self-expression and a sense of personal achievement. Modelled on the National Curriculum, we offer opportunities for students to develop their talents in all aspects of music including composition, singing and performing and appreciation.

Context

Students will build upon the skills they have learnt in KS2 through a range of listening, performing and composing activities. Students will also be exposed to a wide range of musical genres and their context within society. Those students who have 1:1 instrumental lessons will have the opportunity to continue to receive instrument tuition and develop their performance skills both within the classroom and during whole school and community events.

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Disciplinary Knowledge

A wide range of musical genres and opportunities are included in the curriculum offer at KS3 allowing enough time for instrumental skills to be embedded, whilst keeping students curiosity and interest through discovering a range of musical styles. Taking guidance from the Model Music Curriculum, within musical genres studied students are also introduced to key composers/songwriters of the time and study their work. Instrumental/vocal skills are naturally developed through content of each unit/style of music. At KS4 students follow the AQA GCSE Music course as it follows suitably from skills and knowledge gained at KS3. They will build on their capabilities and as a performer and composer by completing coursework. Theoretical/contextual knowledge of music and styles is covered across four areas of study. These include music from western classical traditions, as well as pop music and music from around the world. Areas of Study are taught out of numerical sequence for unit 1, to allow students to be taught the setworks for each unit at the same time as the area of study they are related to.

Supra Curriculum

All students will be provided with a range of wider listening and reading activities to allow them to further explore and broaden their knowledge and understanding of musical genres, styles and artists/composers introduced throughout the curriculum. Students will be provided with activities to allow them to stretch, challenge and hone their listening skills should they wish to, as well as being provided with reading and research tasks with articles from online/magazines/newspapers, ideas of places to visit, written and creative tasks.

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Key Stage 3 Music Grove School: Curriculum

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Year 7

Year 7 begins with learning to understand the fundamental building blocks needed to talk about, create and play music, with a particular focus on note reading. Putting these skills into practice leads to an introduction to Wolfgang Amadeus Mozart and what he has to do with one of the first songs we ever learn. From this, we then move on to learning about the families of instruments, and how they look and sound in the setting of a classical orchestra with the help of composer Benjamin Britten.

Next we explore Musical theatre and begin to understand how storytelling comes alive on the stage and the important part music has to play in this. From Broadway to Mississippi we look at a different type of storytelling in Blues music. Learning about its roots and how it became ‘the Blues’, B.B. King shows us the way as we start to create our very own 12 bar Blues song. Finally, its all about rhythm, writing our very own pulse pieces and exploring the importance of drumming and call and response in the music of Africa.

Year 8

Year 8 begins by travelling back in time to revisit the Western Classical Tradition, this time meeting Johann Pachelbel and understanding his importance in the Baroque era. We use his work to continue to build on keyboard/note reading skills learned throughout year 7. Then it’s on to film music. No one writes musical motifs quite like John Williams, making characters instantly recognisable before you even see them, this unit of work lets us understand why and as well as performing the work of others, gives us the opportunity to create our very own. Next in year 8 it’s Pop music. We hear it everywhere; on the radio, in our cars, walking around the supermarket… So, it's more important than ever to understand it and play it ourselves. The tried and tested ‘4 chord sequence’ shows us the writing of hundreds of songs and give us the tools to write our own. From here it’s off to Jamaica and it’s all about Reggae music. Bob Marley is synonymous with Reggae so his work becomes our focus here, using it to further develop our instrumental and performing skills. Our world music tour then takes us to Japan and China, working to understand their musical traditions and ways of composing. Finally, we end up back in Britain. Oasis vs Blur are the two main protagonists in our Brit-Pop battle, which band won the battle but not the war?

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Year 9 – Bronze Arts Award at The Grove School

Year 9 becomes a transition year with purpose and qualification potential across Music, Drama and Art. It is unique in it approach and is a culmination of all the skills learned throughout year 7 and 8 across the three subjects, using them to complete the Bronze Arts Award which is a nationally recognised course offered by Trinity College London. At The Grove School, the arts are highly valued, and we are committed to ensuring that every student is given the opportunity to develop their interests further as part of a broad and balanced curriculum and therefore continue their studies of the arts throughout year 9.

With Music in partnership with Art and Drama, following the Bronze Arts Award means we have the opportunity to tak part in the arts as a participant, an audience member and taking a closer look at artists whose work and career interest us most.

In Music, this gives us the opportunity to further develop practical skills on instruments we particularly liked in previou years of study and to share these with others. Become a theatre reviewer in Drama, by forming your own critical opinions of a performance you have the opportunity to watch and discuss with others. Which artists inspire you the most? Take a closer look at their career, what did they need to do to get to where they are now? What are your opinion of their work?

Fill in your logbook as you go, collect your evidence and this will earn you your Bronze Arts Award at The Grove Schoo

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Year 9 – Bronze Arts Award at The Grove School

Key Stage 4 Music Grove School: Curriculum

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KS4 & KS5 - Exam Board Selection At The Grove School, students have the option to continue their musical journey in KS4 and KS5.

As a centre, at Ks4 we have chosen to offer AQA GCSE Music for a number of reasons. The content in each area of study Unit 1 (Understanding Music) builds on previous knowledge and foundations laid throughout KS3 and is a natural development of students' understanding. Students are familiar with completing unfamiliar listening tasks in KS3 as they explore new genres of music, which is a skill that can be built on in exam preparation for the AQA GCSE Music paper.

All GCSE Music exam boards have a composing and performing coursework element and students are provided with the building blocks in KS3 to naturally develop their musical maturity in exploring these aspects of the GCSE course.

At KS5, we have chosen to offer the OCR Cambridge Technical Foundation Diploma in Performing Arts. This is a vocatio level 3 course, that prepares students for the world of work in the music industry. Not only this, but it has a heavy performance focus in its units offered and its assessment criteria, therefore allowing students to understand exactly wh style of performer they would like to specialise as and to develop vital performance skills through these opportunities.

Within this course, students still continue to develop important theoretical understanding of music and knowledge of significant performers and composers.

Students who study GCSE Music would also be suitably prepared for A-Level Music courses elsewhere should they choo to pursue this route of study.

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Year 10

GCSE Music is split into three units; understanding, composing and performing music. Performing opportunities arise all throughout KS4 in preparing group and solo performances not only as part of the course of study, but for community events too. Composing music is an integral part of KS4 and all happens within the music department using our state of the art technology and further developing skills introduced throughout KS3 to get creativity flowing. Understanding music is split into four areas of study. We start with Popular music, which has a wideranging context from musical theatre and the pop music of today, to the music of video games and film. Then we look at the Western Classical Tradition post 1910 including genres such as Minimalism and Serialism and the work of composers such as Terry Riley and John Cage. From here we look at Traditional Music which sees studies of music around the world, as well as folk music of the British Isles. The final area of study we look at in year 10 is that of the Western Classical Tradition 1650-1910 before looking at set works from this and traditional music, which looks in detail at pieces of work by Mozart and Paul Simon respectively.

Year 11

In Year 11, performing and composing coursework takes centre stage. Students have the opportunity to record performances alone and with others, and to complete their own compositions as well as one in response to a brief provided by the exam board. Alongside this, students continue to develop their theoretical knowledge by further embedding their of understanding DR. SMITH and how this can develop exam technique. Students also revisit each of the areas of study covered in year 10 in further depth by looking closely at unique features that characterise each genre and the works of key composers.

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Key Stage 5 Music Grove School: Curriculum

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Year 12

The performing arts industry is a large and complex business. As well as playing a part in the cultural life of a country, it has significant economic benefits and impacts on the lives of most people. The first unit of the Cambridge Technical Level 3 Foundation Diploma we look at in year 12 prepares musicians to work in the performing arts industry. It looks at strategies, attitudes and survival skills for sustaining a career in industry. It will also give you an understanding of the expectations of potential employers so that you can maximise your chances of getting work in a fiercely competitive environment. We then move on to look to respond to a proposal for a commissioning brief. This will equip you with the range of skills to be able to set out proposals as a response to a given brief and then set up and pilot performances and/or workshops. It will also provide you with a set of transferable skills that will underpin freelance work in your chosen field. Finally in year 12, we create music to perform. This unit aims to provide you with the opportunity, as a creative musician, to produce an individual style of creative composition or arrangement. Further, the unit does not limit expressive scope to traditional notation or convention.

Year 13

In year 13, the journey through the foundation diploma continues with looking at influential performance practice. You will learn about genres, styles and periods, social, cultural and historical influences and significant performance developments and practitioners. You will become familiar with a range of different styles and periods within their social, cultural and historical contexts and will be able to select, adapt and apply elements of your research into your practical performance. Next, as a working musician you need to have the theoretical skills that underpin all elements of music and be able to apply them practically. You will learn skills that will equip you for the world of professional work, especially as you develop your aural awareness and the ability to transcribe music using forms of notation, particularly staff notation. The final unit is all about performing and exploring the process it takes to prepare a performance. You will investigate different genres of music, then select pieces to prepare for performance as both a soloist and as a member of an ensemble, whether this be a rock band, as a duo or even full classical orchestra.

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Psychology HMM Faculty Grove School: Curriculum

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Vision Studying Psychology will provide students with an invaluable insight into human behaviour in a range of typical and atypical contexts. Through the development of psychological terminology and evaluative language students demonstrate knowledge, analysis and application to real-world scenarios in their learning.

Through the development of an understanding of research methodology students gain in insight into the processes psychologists engage into to form and provide evidence for their theories.

Context Students will have personal reference points for typical behaviours, such as memory and attachment. Living in a rural area they will be able to recognise local factors that may contribute to atypical behaviours and the development of mental disorders, such as depression and phobias.

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Disciplinary Knowledge

GCSE: Students begin by developing a working knowledge of the research methods used by psychologists.

They then apply these to learn about memory and social influence. These, alongside development are designed to be foundation units and allow students to progress successfully on to study ‘Perception’, ‘Language, thought and communication’, ‘The Brain and Neuropsychology’ and ‘Psychological Problems’.

A level: The approaches and experimental research methods develop the foundations of knowledge students require on the nature of psychology as a discipline and how psychologists engage in the research process. Students progress on to study the core paper 1 topics of ‘Memory, ‘Social Influence’, ‘Attachment’ and ‘Psychopathology’. Throughout these units student’s knowledge of non-experimental research methods is developed and allows students to have the majority of the knowledge they need to complete Paper 1 and 2 at the end of Year 12. In Year 13 the students progress on to complete ‘Biopsychology and the paper 3 topics: ‘Issues and debates’, ‘Gender’, ‘Schizophrenia’ and ‘Forensic Psychology.

Supra Curriculum

At both KS4 and Ks5 students have access to a range of extended learning material based on the theories and studies completed within the units covered in the course. These can be accessed through teams. There are also age-appropriate films which will allow students to further their knowledge of the psychological concepts covered in their courses.

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Key Stage 4 Psychology Grove School: Curriculum

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Year 10

The beginning; understanding of the role of a psychologist, what their motives are and how they achieve them. Next, to look at applying this understanding to typical cognitive behaviours and the role of internal mental factors, such as memory. Focus then switches to looking at external factors, such as how people can be influenced by others. As the year progresses students broaden their understanding of the realms of psychology with application to more complex perceptual processes and how these develop through childhood. This is all done under the lens of the scientific model and the use of statistics to create an objective view of the world.

Year 11

Students gain a more substantial view, incorporating a biological understanding and the role the brain and nervous system play in behaviour. The multi-disciplined approach to psychology is highlighted to students when exploring atypical behaviour and psychological problems. This unit more than any other challenges the students to pull together the analytical skills they have developed throughout the course to compare and contrast explanations and methods of research to form clear and coherent evaluative commentary.

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Key Stage 5 Psychology Grove School: Curriculum

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Year 12

In Year 12, students begin by exploring what psychology entails and the exciting history of psychological theories and research. By understanding the different approaches psychologists take and the experimental method that can be employed in research students develop a foundation of knowledge that can be built on throughout the course. Students then zoom in on core units that embody these approaches, cognitive understanding of memory, social understanding of infleunces to behaviour, developmental understanding of attachment and biological understanding of the physical influences on behaviour. Psychopathology completes this journey and fully embodies the multi-disciplined nature of psychology and pulls on students now developed ability to compare and contrast different ways of explaining and treating the same, atypical, mental disorder. At the end of the year students complete their own research project, applying their knowledge of quantitative, statistical processes to identify and objectively test a hypothesis.

Year 13

Year 13 builds upon the foundations developed in Year 12, beginning with reviewing the topics they have previously learned under the lens of the issues and debate to the discussions that are central in the world of academic psychology. Students complete the course by looking at psychology in context of ‘Gender’, ‘Schizophrenia’ and ‘Forensic Psychology’.

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Religious Studies HMM Faculty Grove School: Curriculum

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Vision

To explore what people believe and what difference this makes to how they live, so that students can gain the knowledge, understanding and skills needed to handle questions raised by religion and beliefs, reflecting on their own ideas and ways of living. We aim to develop students’ wider understanding of the world beyond the limited context of the surrounding area. We aim to develop their cultural understanding, cultural experience and tolerance of others, enabling them to be ready to face the multi-cultural world that awaits them.

Context

Students living in Market Drayton and the surrounding areas have low exposure to a range of cultural diversity compared to students living in either inner city or urban areas. The aim of Grove School is to give students the exposure to other cultures and diversity to help prepare them to engage fully within modern Britain and the wider world when they leave us.

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Disciplinary Knowledge

The subject coverage for Religious Studies has been linked to the Local Agreed Syllabus for Shropshire. In the first term students are taught an introduction to the main religions. This is as a basic starting point that students can use as reference points throughout Key Stage 3. As students come from various backgrounds at the start of Year 7, this introduction is an opportunity to bring everyone together and appreciate this diversity.

From this point, we focus on key aspects of all six of the main religions, either through classwork or homework. The homework is built around retrieval practice extending knowledge gained either from the previous academic year or from Key Stage 2.

Through completing this, students have both an overview of all the main religions but also an opportunity to investigate key aspects of the religion in more depth. We therefore ensure there is both depth and breadth within the curriculum at Grove School..

At Key Stage 3, key themes are developed in line with core questions from the Agreed Syllabus. Please follow the link for more information on this. https://www.shropshirelg.net/curriculum-subjects/re/introduction-to-the-local-agreed-syllabus/

At Key Stage 4 we follow the AQA Religious Studies Short Course specification. We start with Christianity (Beliefs) in Year 10 and complete Theme A. In Year 11, we move on to Islam (Beliefs) and Theme B. The Key Stage 4 course develops areas initially looked at during Key Stage 3 learning and applies religious thought to moral issues. At Key Stage 4 we observe the Agreed Syllabus and follow AQA due to the content and structure of the exam. Please find the links to the Agreed Syllabus and exam specification below:https://www.shropshirelg.net/curriculum-subjects/re/introduction-to-the-local-agreed-syllabus/ https://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-short-course-8061

Supra Curriculum

Students have access to a range of independent activities on Microsoft Teams for them to delve into which link to the topics covered in lessons. These will develop their enquiring minds. Activities will be in three forms: academic reading, media clips with activities and TED Talks.

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Key Stage 3 Religious Studies Grove School: Curriculum

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Year 7

We start our journey of curiosity together focusing on gaining a foundation of knowledge on the six main religions which give us the building blocks to stem our curiosity in future units. We first develop our knowledge and understanding of Sikhism and consider how Sikh teachings on equality and service are put into practice and why the core beliefs are practiced today. Our second unit sees us exploring and questioning the life of Jesus and how the teachings of Jesus guide people in their decision-making today. Finally, we look at how religious belief and spirituality are expressed through the arts. The classroom curriculum will be further extended through autonomous learning opportunities linked to the topic areas of: ’The A-Z of Religion’, ‘Judaism’ and ‘Inspirational People’.

Year 8

As we start this year, we examine how Chrisitians put their faith into action and are challenged by the questions raised by reading religious texts.

The second unit draws on how religious beliefs and practices can help form reasons for wider issues on morality. This part of our curiosity journey draws on previous units when looking at core and central beliefs. Our third unit examines the foundations of Islam and how Muslims put beliefs into action and the challenges that Muslims face. Our final unit draws on the big question of why people suffer. In this unit we examine types of suffering and look specifically at the Holocaust. The classroom curriculum will be further extended through autonomous learning opportunities linked to the topic areas of: ’Hinduism’, ‘Sikhism’, and ‘Inspirational People’.

Year 9

The third year of our curiosity journey begins by examining how the world began and humans' impact on the environment. This allows for students to question and evaluate a range of theories and beliefs. We then lead into the topic of Buddhism where we draw on previous units such as belief in action, how the world began and suffering. In the Buddhism unit, students delve deeper into the religious views and practices, challenging themselves on different viewpoints. The third unit of our journey has the big question of life after death as the focus. In this unit students question religious and non-religious views on the afterlife and draw on the unit on morality when considering what makes a good life.

Finally, we look at Humanism and consider non-religious approaches to the ‘big questions' and the religiosity of the world today. The classroom curriculum will be further extended through autonomous learning opportunities linked to the topic areas of: ‘Islam’, ‘Christianity’ and ‘Inspirational People’.

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Key Stage 4 Religious Studies Grove School: Curriculum

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Year 10

In Year 10 we begin our GCSE Short Course journey. We explore the complexity of Christian beliefs and teachings; we draw on our previous learning at Key Stage 3 and develop our analytical skills. As we progress through the year, we apply our knowledge of religious and non-religious beliefs to the theme of relationships and the family. This theme also considers some of the wider issues within society and notes how society has developed and changed. Finally, we begin to look at the core beliefs of Islam. We draw on the learning from Key Stage 3 and develop a greater understanding of the impact of Islamic beliefs. Comparisons between religious and non-religious views are developed and evaluated throughout the year.

Year 11

As we move to the second year of our GCSE Short Course, we recap on last year's learning and continue with our investigation into the core beliefs of Islam. The next stage of our journey is looking at the theme of peace and conflict. In this unit we examine the causes and impact of war and the role of religion both within peace and conflict. We draw on learning from Key Stage 3 by considering how beliefs can influence our decisions in how we act in different situations. We question motives and incentives and compare religious to non-religious views throughout the year.

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Key Stage 5 Religious Studies Grove School: Curriculum

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Year 12 and Year 13

In Year 12 we focus on moral and ethical issues. We apply learning from both Key Stage 3 and Key Stage 4 to current events and synthesise our own views and others’ ideas and arguments. We argue and justify personal positions on world views and compare them to religious and non-religious views. We enquire into and develop insightful evaluations of ultimate questions.

In the Grove School Sixth Form, we draw on personal experiences and current world issues to ensure debates are relevant. We develop cultural awareness, tolerance of others and the acceptance of others. Through Discovery Days we develop a wider understanding of the world around us, enabling students to be prepared for the world of work or further education.

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Sociology HMM Faculty Grove School: Curriculum

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Vision

Studying Sociology gives student's a valuable knowledge and understanding of today’s society through studying families, education, crime and deviance, beliefs and social stratification. It allows students to develop critical and evaluative skills.

It is relevant to the society students live in, so learning is about topics that are relevant to everyday life; plus, it opens the door to a fantastic range of interesting careers.

Context Students within Market Drayton have limited exposure to more diverse and cosmopolitan environments. Sociology opens students to a wide range of social and global issues that can challenge misconceptions and develop more critical thinking.

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Disciplinary Knowledge

Studying Sociology gives valuable knowledge and understanding of today’s society through studying families, education, crime and deviance, beliefs and social stratification. It allows students to develop critical and evaluative skills.

It is relevant to the society students live in, the topics that are relevant to everyday life; and, it opens the door to a fantastic range of interesting careers. You also learn how to apply various research methods to different sociological contexts including: • how to investigate facts to make deductions • how to develop opinions and new ideas on social issues • how to analyse and understand the social world.

In Sociology students are exposed to a variety of situations removed from their own experiences therefore developing their wider view of the world and cultures.

Supra Curriculum

At both KS4 and KS5 students have access to a range of extended reading material based on the studies completed within the units covered in the course. These can be accessed through teams. There are also age-appropriate films which will allow students to apply the theories and a critical approach to what they represent. The focus will be on academic reading and TED talks.

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Key Stage 4 Sociology Grove School: Curriculum

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Year 10

Sociology is a crucial subject to study when desiring to gain a deeper understanding about how society operates both in the past and present day. It gives students the opportunity to participate in topical debates and also promotes individuality and the right of opinion. We begin the journey of understanding society through the study of classical sociologists, such as Durkheim, Weber and Marx who have been detrimental in the efforts to study society from different theoretical perspectives. In year 10, students will explore the roles that education and families have on the development of contemporary society and what social issues might occur as a result of changes in society.

Year 11

Taking the knowledge of understanding issues within society to the next level, students in Year 11 will explore the reasons why people commit crime and the reasoning as to why it occurs and has existed in every society. Why does crime exist? How does one become labelled as ‘criminal’ or ‘deviant’?

Students will then move onto social stratification theories that build on a deeper level of understanding of the differing perspectives that people have on society, such as functionalism and Feminism. Widening their skills in relation to sociology, students will learn about different research methods and will be able to carry out their own sociological research, to put this skill into practice.

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Key Stage 5 Sociology Grove School: Curriculum

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Year 12

In Year 12, students expand their sociological knowledge and critical understanding of society through studying the role that Educational plays in contemporary society. What factors have impacted our right to education? Why is it now compulsory and a basic necessity of Westernised life? The development of education has also had its’ setbacks; factors such as gender, ethnicity and social class inequalities has led us to question why some individuals are at a disadvantage when it comes to schooling.

The following journey and an integral element of sociology is to understand the strengths and weaknesses of various methodological approaches and research methods. Students will get the opportunity to carry out a piece of sociological research themselves from scratch. Being able to apply aspects of sociological research to societal matters, such as the family, health, welfare and cultural identity is crucial in order to gain a rich understanding of how society has changed over the years and what impacts these changes have on issues.

Year 13

Carrying the vital knowledge and skills developed from Year 12 in relation to the study of the role of Education and Research Methods, Year 13 put themselves in the shoes of enforcers and perpetrators of the law in the Crime and Deviance topic. Students will explore the social attributes of crime and deviance by ethnicity, gender, and social class, including recent trends in crime rates. This will help them to develop their social awareness to issues in today’s society and promote intellectual curiosity in terms of why people choose to commit crime. Students will come to combine their prior knowledge of sociology and other humanities subjects such as history and geography when studying globalisation and understand the theories as to why crimes such as genocide and environmental crime occurs on a global scale.

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Maths Faculty Grove School: Curriculum

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Maths Maths Faculty Grove School: Curriculum

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Vision Our aim is to be a Centre of Excellence for Mathematics, where we are a provider of choice for learners at any stage of their mathematical journey. Our curriculum focuses on fostering a love of the learning of maths, giving students the opportunity to see success across a subject that encompasses a wide variety of skills and topics.

Context Our students have a wide variety of attainment levels and aspirations that have developed from their Key Stage 2 experiences. Through the use of team planning and curriculum development, alongside mixed attainment, cross-curricular work and enrichment opportunities, we look to foster a confidence in our learners and ultimately raise their aspirations and achievements.

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Disciplinary Knowledge

Students follow the National Curriculum through the White Rose Maths scheme of work at Key Stage 3, allowing for a smooth transition from our primary feeder schools. At Key Stage 4, students follow the White Rose Maths scheme for both Foundation and Higher tier learning. At Key Stage 5, A Level Maths students use a bespoke scheme of learning, following the AQA Specification for A Level Maths and MEI OCR (B) Specification for Further Maths.

Supra Curriculum

Enrichment opportunities are provided within lessons and also through national competitions such as UKMT as well as STEM links and further study through Level 2 Further Maths qualifications.

Students also have access to online learning platforms. In KS3 and 4 students use Sparx Maths (sparxmaths.uk) and at KS5 they additionally have Integral Maths (integralmaths.org.uk) to support and broaden their knowledge and understanding of mathematics.

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Key Stage 3 Maths Grove School: Curriculum

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Year 7

This year will build on the foundations of knowledge and skills gained in Key Stage 2. It is a continuation of the White Rose Maths scheme of learning that is followed by our feeder primary schools. The students' Year 7 maths journey will start with an introduction to algebraic form to deepen their understanding and allow access to more complex algebraic disciplines being introduced later in the year. In addition to this, fractions, decimals and percentages will play a big role during the year, as will many other number topics. This will ensure that students have a stronger fundamental grounding in the subject, allowing them to explore more challenging and abstract topics in years 8 and 9.

Year 8

A continuation of the White Rose Maths scheme of learning, the year will build on the foundations of Year 7. In addition to building on the skills developed in fundamental numbers skills from previous year, students will also begin to explore more spatial and abstract maths topics such as exploring the cartesian plane, geometrical theories and rules as well as the collection, use and application of data.

Year 9

This year will build on the foundations of knowledge and skills gained in previous years. This will include topics such as proof, finance and Pythagoras' Theorem. All students will gain a secure grounding in the key concepts of number, algebra, geometry, ratio, and statistics, which underpin their future learning in Key Stage 4 and are crucial in building the more complex GCSE knowledge and concepts around.

Grove School: Curriculum Narrative

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Key Stage 4 Maths Grove School: Curriculum

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Year 10

This year will build on the foundations of maths knowledge and skills gained in Key Stage 3. All students will get a secure grounding in the key concepts of number, algebra, geometry, ratio, and statistics which underpin the future learning in Year 11 and are crucial to building the more complex GCSE concepts.

Year 11

This year will build on knowledge gained in previous years. Students will explore topics such as graphical representation, proportion and spatial reasoning with 3D shapes. Those students following the Higher pathway will also further develop their algebraic skills through the study of topics such as trigonometry and vectors.

Grove School: Curriculum Narrative

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Matnavs

Matnavs

Key Stage 5 Maths Grove School: Curriculum

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Year 12

This year will build on the foundations of maths knowledge and skills gained in Key Stage 4. Students will be introduced to calculus and additional algebraic methods, as well as studying constant and variable acceleration and probability. All students will gain a secure grounding in the key concepts of Pure Maths, Statistics, and Mechanics which underpin their future learning in Year 13, and are crucial to more complex concepts. Students studying Further Maths will take this further by studying more intricate methods of algebraic reasoning and proof, as well as the study of Mechanics and Statistics.

Year 13

This year will extend the work done by students in Year 12. All students will consolidate and develop knowledge and understanding of the additional key concepts of Pure Maths, Statistics, and Mechanics which underpin the application of Maths at A Level, whilst preparing students for higher-level and undergraduate study. Students of Further Maths will also have the opportunity to study additional modules such as Modelling with Algorithms or Further Pure.

Grove School: Curriculum Narrative

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Matnavs

Matnavs

Science Faculty Grove School: Curriculum

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Science Science Faculty Grove School: Curriculum

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Vision

To engage, enthuse and inspire students to have a passion for science, a curiosity for the world around them and how it works and to provide all students the ability to progress and be successful regardless of their starting position. It is designed to build upon the foundations of learning from Year 6 on a seven year journey to the end of A Level. Each year builds upon previous learning whilst introducing new ideas and concepts to the students in a logical order. There is an emphasis on students gaining the key knowledge and skills needed to be successful in Science and to be able to relate science to the world around them so they can understand and engage with the issues of the day from the environment to the pandemic and beyond.

Context

Students living in Market Drayton and the surrounding areas come from a diverse range of backgrounds and with vastly differing aspirations and attitudes towards learning and education. Students have varied levels of exposure to science in Year 6 though most reach Year 7 with a basic knowledge of the fundamental concepts in Biology, Chemistry and Physics.

Grove School: Curriculum

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Substantive Knowledge

The curriculum is linked to the AQA specification and follows the requirements of the national curriculum. Every student learns each of the three sciences. This is delivered through a combined thematic approach in Key Stage 3 and as the difficulty and complexity builds through to GCSE, the content is delivered in discrete science subjects. The knowledge builds upon the content acquired in Key Stage 2 and is scaffolded logically throughout a 7-year plan to develop all aspects of science. Care is taken in planning to ensure that students have received a grounding in the key concepts needed before they are built upon with new knowledge. Working scientifically skills as disciplinary knowledge are embedded throughout the curriculum. Interleaving via knowledge quizzes and constant reinforcement of key concepts and ideas is designed to help students to have a good solid base of knowledge. End of unit assessments take place, accompanied by dedicated reflection and improvement time. Intervention materials are provided to support students.

Supra Curriculum

Students have access to online learning platforms – ezyscience (https://www.ezyeducation.co.uk/ezyscience.html) and Seneca learning as well as the Kerboodle online text book (https://www.kerboodle.com/). Students use the Science news website (https://www.sciencenews.org/) to help to develop scientific literacy and to encourage an interest in science issues outside of the curriculum.

Grove School: Curriculum

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Key Stage 3 Science Grove School: Curriculum

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Year 7

Students being their secondary school journey in Science by building upon the Key Stage 2 curriculum through themed units.

Themed units will consist of the different scientific disciplines of Biology, Physics, Chemistry and including the development of ‘Working Scientifically’ skills. The scientific topics that will be covered within Year 7 are: 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 and electricity; Forces and sound. Skills that are covered include ’Maths in Science’, and ‘Working Scientifically’ for the development of practical skills.

Year 8

Students will build upon our Key Stage 3 Year 7 curriculum through themed units. Themed units will consist of the different scientific disciplines of Biology, Physics, Chemistry and including the development of ‘Working Scientifically’ skills. Scientific topics that will be covered within Year 8 are: Digestive system; Role of enzymes in the body – specifically the digestive system; Organs and organ systems; Immune response and immune system; Aseptic technique. Students will continue with learning skills for ’Maths in Science’ and the development of ‘Working Scientifically’ skills.

Year 9

Students will review the key pillars of science which underpin the GCSE learning to follow. In Biology, students will examine basic cell structure, plants and animals and adaptations. In Chemistry, students will look at basic atomic structure, formulae of atoms and reaction with acids and alkalis. They will look at different materials and their properties. In Physics students will look at the basics of energy, electricity and formulae and constructing graphs. Students will continue to develop ‘Working Scientifically’ skills in practical activities and investigations.

Grove School: Curriculum Narrative

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

arning OVERVIEW

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.

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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.

Grove School: Curriculum

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

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 phases of 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.

e of Learning OVERVIEW

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.

Grove School: Curriculum

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The Big Picture:

Subject: Science

Year Group: 9

Scheme of Learning OVERVIEW

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 Topic Catch up

Skills

Scientific Enquiry

Cell Biology and Organisation Atomic Structure and the periodic table Chemical analysis Chemistry of the atmosphere Energy Particles and Atomic structure.

Implementation Unit Catch up

Knowledge All the knowledge identified as requiring improvement form the end of year tests and revisiting key knowledge which students are required to know in-order to build GCSE skills.

Prior knowledge KS2 science content

Future extensions Ks4 content

Working scientific skills taught alongside scientific enquiries, these skills are required for the GCSE course.

Cell identification, Use of microscopes, calculating magnification.

Be able to draw an atom, describing the history of the atom.

RP - Chromatography and calculating Rf value.

Knowledge from these topics are required and form a good basis for starting the GCSE course. The knowledge is delivered as part of wider scientific enquiries

KS3 science content

KS4 content

Cells and their structures, Cell specialisation, Osmosis and diffusion, Stem cells, Blood, The heart

Structure of animal and plant cells - Y7/8

Theraputic cloning and DNA - Y11

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

How to define and identify pure and impure substances. Gas tests.

Analysis of unknown chemicals

Explaining the origins of our atmosphere Predict energy transfers, compare power stations and manipulate complex equations. . RP - calculating density.

Evolution of our atmosphere, effects of fossil fuels, Greenhouse effect Different types of energy and power stations including their advantages and disadvantages. SCH calculations.

Density equation. Kinetic theory, latent heat and specific latent heat. Brownian motion.

Separating mixtures - chromatography and distillation.

Energy resources – yr 7; Fossil fuels Yr 7 Generating electricity - Y7 Energy - Y7 Changes of state - Y8

All the skills identified as requiring improvement form the end of year tests and revisiting key skills which students are required to know in-order to build GCSE skills.

Term Autumn

SMSC

Collaborating positively to carry out experiments and required practical’s.

✓ ✓ ✓ ✓ ✓ ✓

Completing PLC and taking responsibility for closing gaps in their own knowledge.

✓

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.

Scientific Enquiry

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

B1 - Cell Biology

Spring

C1 - Atomic Structure

Spring

P1 Energy

Spring/ Summer Spring/ Summer Summer

P3 – Particle model of Matter C8 – Chemical Analysis C9 – Chemistry of the atmosphere,

Debating the best power stations to use by balancing economic and environmental concerns.

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.

Assessing the impact of burning fossil fuels on the environment.

Literacy:- Use of key words and emphasis of understanding key definitions (including key WS terms) each lesson

Summer

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.

Ecology- Yr 11, Organic Chemistry Latent heat - Y19 Forces - Y11 Gas laws, pressure at A-level and GCSE

Autumn Term Assessment based on catch up test unit Assessment based on working scientifically knowledge End of term assessment.

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 The role of active transport with living organisms.

The role of the blood within the body and its composition.

The structure of the heart and the tissues within it

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. .Knowing the gas tests. How to perform paper chromatography. The composition of the early atmosphere compared the current one

Grove School: Curriculum

Physics Types of energy stores and how devices convert form one to another.

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.

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

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Key Stage 4 Trilogy Science Grove School: Curriculum

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Year 9

All students will begin their journey of discovery into GCSE by studying the fundamental areas of Biology, Chemistry and Physics. They will gain a greater understanding of the working of cells, the nature of atoms and the periodic table and energy changes. They will learn how different power stations work and address some of the issues around them. Students will carry out required practicals and enhance their ‘Working Scientifically’ skills.

Year 10

Students continue their journey into Biology by looking at systems and organs in the body, examining how organs work together and how reactions are affected by catalysts. Students will look at diseases, their causes, effects and treatments and the science behind the development of those treatments. Students will see how lifestyle can affect health. They will look at the processes of photosynthesis and respiration.

In Chemistry, students will look at how bonding occurs and how it links to the properties of the compounds created. They will learn about the mole and chemical reactions including salts, electrolysis and exothermic reactions. Students will link catalysts to the rate of chemical reactions.

In Physics, students will learn about electrical circuits and domestic electricity. They will look at kinetic theory, linking the arrangement and behaviour of particles to the properties of materials and examine the energy changes within changes of state. They will then look at nuclear radiation, considering it’s types, properties, benefits, uses and potential hazards. Students will extend their understanding of forces and Newton’s Laws of Motion, including scalar and vector quantities.

Students will continue to develop their ‘Working Scientifically’ skills through experiments and investigations.

Grove School: Curriculum Narrative

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Year 11

Students continue their journey into Biology by looking at diabetes, its causes and treatments. They look at natural selection, DNA, genetics and genetic engineering and examine the issues associated with it. Students will look at adaptations of animals and plants to see how they are designed to live in their specific ecosystems. They then look at ecosystems, how they function and the impact upon them by human activity including global warming and the greenhouse effect.

In Chemistry, students look at rates of reaction, alkanes, alkenes and crude oil. They examine the development of the earth’s atmosphere and how the burning of fossil fuels is causing change including global warming and the greenhouse effect. Students then look at issues involving sustainability maintaining resources and recycling.

In Physics, students learn more about forces including acceleration, terminal velocity, speed and acceleration.

Students learn to calculate values from distance-time and velocity-time graphs. Students learn the different types of waves and the uses and properties of each wave in the electromagnetic spectrum. They look at magnetic fields, electromagnets and the motor effect.

Students will continue to develop their ‘Working Scientifically’ skills through experiments and investigations, becoming increasingly adept and independent when planning, performing and assessing experiments.

Grove School: Curriculum Narrative

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Trilogy Biology Key Stage 4 Overview What is my Learning Journey for Year 9 to 11?

Content – Homeostasis, the nervous system, hormonal coordination, blood

Content – Interdependence, adaptation, ecosystems, recycling materials, biodiversity and human impacts.

glucose control, menstrual cycle, infertility and contraception

Bigger Picture Focus – To consider the impacts our actions

Bigger Picture Focus – To understand

have on other organisms and ways we can make positive

how we can manipulate the hormonal system to prevent pregnancy or help people have children

changes.

B7 Ecology Scan this QR code to take you to the specification we study.

Micro bit who normally would not be able to. programmer

B6 Inheritance, variation and evolution

Content – Photosynthesis, rates of

Content – Reproduction, DNA, inheritance,

photosynthesis, aerobic and

inherited disorders, variation, evolution, selective

anaerobic respiration, responses to

breeding, genetic engineering, fossils, extinction

exercise and metabolism.

and classification

Bigger Picture Focus – To

Bigger Picture Focus – To understand how we

understand the role of plants in our

can use our knowledge of genetics to enhance crops, develop more valuable livestock as well as appreciating how our actions have caused the loss of species

ecosystems and how, without them, we would not be here.

B4 Bioenergetics

How computers work

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•

•

YEAR

11

Key Skills: •

Content – Pathogens and the diseases they

Content – Levels of organisation, food,

cause, human defences and the immune response,

digestion, enzymes, heart and blood,

vaccination, antibiotics, drug discovery and

cardiovascular disease, cancer, plant organs and plant transport

microscopy, cell division, stem cells and

development.

Bigger Picture Focus – To examine the

Bigger Picture Focus – To link how

Bigger Picture Focus – To understand

different types of diseases and ways we can prevent their spread and treat them to save lives around the world.

understanding how our bodies work enable scientists to develop a variety of ways of

how knowledge of the fundamental building

10

•

Content – Cells, specialised cells,

•

transport in cells.

blocks that make up living organisms and can lead to the development of therapies to cure diseases.

YEAR

Assessments: -End of unit tests --6 mark question practice for each unit

•

B2 Organisation (11)

treating diseases.

Exams: -6 x 75 minute papers – 2 for biology, 2 for chemistry, 2 for physics There is no coursework element.

B2 Organisation (1) B1 Cells

YEAR

Microscopy

9

Recall and retention of scientific facts Analysing and interpreting data Evaluating information

#realworldready Appreciate how scientific understanding can lead to the development of cures and treatments for diseases to save live Understand how to minimise our impact on the organisms in the world around us Consider whether just because science allows us to manipulate organisms, should we be allowed to?

Understand the importance of science to a wide variety of careers.

Useful websites and support -GCSE bitesize -Kerboodle -Oak Academy -Seneca -Ezyscience

Home Learning

-Weekly interleaving quizzes and homework Other tasks may include: -6 mark question practice for each unit -Past paper practice -Flipped learning tasks

Title The Senses

Author Matteo Farinella

Year 10

Never home alone Exploring the Elements

Rob Dunn Isabel thomas

10 10

What If?

Randall Munroe

11

Lab Girl Question Everything - 132 Science questions Does anything eat wasps and 101 other questions The Body - A guide for occupants

Hope Jahren

11

Science Topic Cells, Working Scientifically, Skeleton, Light and sound, Microbes and disease, Working Scientifically, Living things and their habitats, Human Biology, Cells Working Scienctifically, Elements, Chemistry, Atomic Structure Working scientifically, Cells and Organisation, Health and drugs, Ecosystems, Genetics and Evolution, Particles, Atoms, Elements and compounds, The Periodic Table, Materials, Earth and the atmosphere, Energy, Motion and Forces, Waves, Electricity, Space Physics, Atomic Structure.

Plants, Botany, Working Scientifically, Photosynthesis, Ecology, Living things and their habitats

Mick O'Hare

10

All Biology, Chemistry and Physics

Mick O'Hare Bill Bryson

10 10

All Biology, Chemistry and Physics Biology

Trilogy Science Chemistry Key Stage 4 Overview

Exams: -6 x 75 minute papers – 2 for biology, 2 for chemistry, 2 for physics There is no coursework element.

What is my Learning Journey for Years 9 to 11?

Content – Recycling, Water, Reducing use of resources, Finite and renewable resources Big picture focus – how recycling can extend the use of resources and positively impact the environment.

C10 Using Resources Scan this QR code to take you to the specification we study.

Content – Calculating formula mass, Conservation of mass, Calculating concentration, Balancing equations Big picture focus – formulae and calculations

Content – Crude oil, Hydrocarbons and alkanes.

Big picture focus – Uses of crude oil and the impact on the environment.

C7 Organic Chem Content – Reactions of metals, Acids, alkalis, salts, Electrolysis Big picture focus – Use of electrolysis in extracting useful products and the financial and environmental impacts of doing so.

How computers work

C3 Quantitative C4 Chem Changes YEAR

10

Content – Three states of matter, Ionic bonding, Covalent bonding, Metals and alloys.

Big picture focus – linking properties to bonding

Content – Chromatography, Rf values, Pure substances and mixtures.

Big picture focus – use of analysis techniques.

Content – Developing the atmosphere, Polluting the atmosphere Big picture focus – climate change, its causes and the likely impact on the world.

C8 Chem Analysis C9 Atmosphere

Content – Affect of catalyst, concentration, temperature on rate of reaction. Reversible reactions Big picture focus – the role of catalysts in everyday reactions.

Assessments: -End of unit tests --6 mark question practice for each unit

C6 Rates

#realworldready

YEAR

11

Content – Endothermic and exothermic reactions, Reaction profiles Big picture focus – everyday uses of exothermic and endothermic reactions

•

•

•

•

C5 Energy Changes Key Skills: • Content – Periodic table, element, compound, atomic structure, groups of the periodic table.

Big picture focus – Uses of the periodic table in chemistry.

YEAR

C1 Atomic Structure

9

• •

Recall and retention of scientific facts Analysing and interpreting data Evaluating information

Understanding about the elements that make up the world around us, how we can study and separate each of these elements and compounds.

Looking at the history behind different scientific theories and understanding how these change over time.

Topics look at how we can best look after the world around us and live more sustainably.

Understand the importance of science to a wide variety of careers.

Useful websites and support -GCSE bitesize - Kerboodle -Oak Academy -Seneca -Ezyscience

Home Learning

-Weekly interleaving quizzes and homework Other tasks may include: -6 mark question practice for each unit -Past paper practice -Flipped learning tasks

Title

Author

Year

Science Topic

Atomic Women

Roseanne Montillo 10

Never home alone Exploring the Elements

Rob Dunn Isabel thomas

10 10

What If? Question Everything - 132 Science questions Does anything eat wasps and 101 other questions

Randall Munroe

11

Working Scientifically, Atomic Structure, Energy Microbes and disease, Working Scientifically, Living things and their habitats, Human Biology, Cells Working Scienctifically, Elements, Chemistry, Atomic Structure Working scientifically, Cells and Organisation, Health and drugs, Ecosystems, Genetics and Evolution, Particles, Atoms, Elements and compounds, The Periodic Table, Materials, Earth and the atmosphere, Energy, Motion and Forces, Waves, Electricity, Space Physics, Atomic Structure.

Mick O'Hare

10

All Biology, Chemistry and Physics

Mick O'Hare

10

All Biology, Chemistry and Physics

Trilogy Science Physics Key Stage 4 Overview

Exams: -6 x 75 minute papers – 2 for biology, 2 for chemistry, 2 for physics There is no coursework element.

What is my Learning Journey for Years 9 to 11?

Content – Permanent and induced magnets, magnetic field, Electromagnets. The motor effect, Big picture focus – understanding what role electromagnets and motors play in our lives.

Content – Transverse and longitudinal waves Labeling a wave, calculating wave speed, refraction, electromagnetic waves uses and dangers.

Big picture focus – Seeing how we use different types of e-m waves every day.

P6 Waves

P7 Magnets

Assessments: -End of unit tests --6 mark question practice for each unit

Micro bit programmer

Forces

• •

Scan this QR code to take you to the specification we study.

Content – Static electricity. Current, Voltage, Resistance.

Circuits symbols and how to build circuits. Series and parallel circuits, a.c and d.c, mains electricity. Power, National grid.

Big picture focus – to understand how a.c electricity differs from d.c and what safety features are in place to protect us from shocks.

Content – Speed, Acceleration, Distance-Time graphs, Velocity-Time graphs, Contact and non-contact forces, Gravity, Hooke’s Law, Newton’s laws, Scalar and Vectors.

Big picture focus – how streamlining and design can reduce air resistance and improve efficiency and top speed of a vehicle.

Content – Atomic model, Discovery of the atomic model, Isotopes, Ions, Radioactive decay, Uses and dangers of radiation.

Big picture focus – How experiments led to the atomic model and how theories will change over time. How radiation is able to harm us and how we can protect against it.

YEAR

11

• •

•

P2 Electricity

P4 Atomic Structure

Useful websites and support -GCSE bitesize - Kerboodle -Oak Academy -Seneca -Ezyscience

YEAR

10 Content – Density, States of matter, Changes of state, Gas particles. Specific heat capacity and specific latent heat.

Big picture focus – how the behaviour of particles affects the properties of solids, liquids and gases

Particle Model

Content – Energy stores, Energy calculations, Work, Power, Renewable and Non-Renewable. Energy transfers.

Power stations and the national grid.

Big picture focus – how different power stations affect the environment and how to generate carbon free electricity

Key Skills: •

YEAR

P1 Energy

#realworldready Appreciate how our Earth is part of a wider system and the study into this.

Understanding how and why objects act in the way that they do Understanding the theories that Scientists have developed over time and how/why these change Looking at the use of electricity in everyday lives and how we can develop our usage to be more sustainable.

Understand the importance of science to a wide variety of careers.

9

• •

Recall and retention of scientific facts Analysing and interpreting data Evaluating information

Home Learning

-Weekly interleaving quizzes and homework Other tasks may include: -6 mark question practice for each unit -Past paper practice -Flipped learning tasks

Title The Senses

Author Matteo Farinella

Year 10

Science Topic Cells, Working Scientifically, Skeleton, Light and sound,

Atomic Women Exploring the Elements

Roseanne Montillo 10 Isabel thomas 10

What If?

Randall Munroe

11

Lab Girl The Mysteries of the Universe Question Everything - 132 Science questions Does anything eat wasps and 101 other questions The Radium Girls

Hope Jahren Will Gater

11 10 seps

Working Scientifically, Atomic Structure, Energy Working Scienctifically, Elements, Chemistry, Atomic Structure Working scientifically, Cells and Organisation, Health and drugs, Ecosystems, Genetics and Evolution, Particles, Atoms, Elements and compounds, The Periodic Table, Materials, Earth and the atmosphere, Energy, Motion and Forces, Waves, Electricity, Space Physics, Atomic Structure.

Plants, Botany, Working Scientifically, Photosynthesis, Ecology, Living things and their habitats Space, Physics, Astronomy,

Mick O'Hare

10

All Biology, Chemistry and Physics

Mick O'Hare Kate Moore

10 10

All Biology, Chemistry and Physics Radiation

Key Stage 4 Triple Science Biology Grove School: Curriculum

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Year 9

All students will begin their journey of discovery into GCSE by studying the fundamental areas of Biology. They will gain a greater understanding of the workings of cells, movement of substance and the uses and ethical quandaries of stem cells. The students develop an understanding of the body, its digestive system, circulatory system and respiratory system, examining how organs work together and how reactions are affected by catalysts. Students delve into plants and organ systems. Students conclude the year by discovering how infectious disease spreads and how to prevent this. Incorporated is learning how to live a healthy lifestyle. Students discover the world of monoclonal antibodies. Students will carry out required practical's and enhance their ‘Working Scientifically’ skills.

Year 10

Students continue their journey into Biology by looking at how disease can be treated. Specifically delving into plant disease.

Student also develop the skill to investigate bacterial growth. They discover how our own body fight back against pathogens and why we may need additional help. Students understand how vaccines are made and consider the moral, legal and scientific drug discovery process. The students then look at other diseases such as cancer, diabetes and heart disease and how we can both treat, prevent and potentially cure illness. Moving on to the topic of the nervous system, students develop a knowledge of how nerves work to control our body. The brain and eye functions and disease play a key part to learning. Students acquire knowledge in how the body hormones can cause issues when not regulated, but the importance of hormones in homeostatic mechanisms. Discovering diabetes, plant hormones, osmoregulation and thermoregulation rounds up the year.

Students will continue to develop their ‘Working Scientifically’ skills through experiments and investigations throughout the year, becoming more adept and independent when planning, performing and assessing experiments.

Grove School: Curriculum Narrative

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Year 11

Students continue their journey into Biology by looking at gene expression from DNA. Students begin to develop their understanding of reproduction and the importance of inheritance to species survival. Studies into inherited disorders such as Polydactyl and Cystic Fibrosis concludes in understanding XX versus XY. Students acknowledge every organism has variation and link their previous learning to how animals evolved. Students also learn how we can choose to breed a certain gene through selective breeding, genetic engineering and cloning. Students recognise the importance of proof of theories and why questioning is key to Biology.

A trip into why extinction occurs and what the future holds for antibiotic resistance takes place. We look at how to group organisms and take a dive into the world of ecology. Students will look at adaptations of animals and plants to see how they are designed to live in their specific ecosystems. They then look at ecosystems, how they function and the impact upon them by human activity including global warming and the greenhouse effect. This element of the course culminates in describing and explaining how food industries are designed to work in the modern day.

Students will continue to develop their ‘Working Scientifically’ skills through experiments and investigations throughout the year, becoming adept and independent when planning, performing and assessing experiments, culminating in the end of year exam process.

Grove School: Curriculum Narrative

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Triple Science Biology Key Stage 4 Overview What is my Learning Journey for Years 9 to 11?

Content – Homeostasis, the nervous

Exams: -2 x 1 hour 45 minute papers There is no coursework element.

system, hormonal coordination, blood glucose control, menstrual cycle, infertility and contraception

Content – Interdependence, adaptation, ecosystems, recycling materials,

Bigger Picture Focus – To understand

biodiversity and human impacts.

how we can manipulate the hormonal system to prevent pregnancy or help people have children

Bigger Picture Focus – To consider the impacts our actions have on other organisms and ways we can make positive changes.

B7 Ecology

Micro bit who normally would not be able to. programmer

B6 Inheritance, variation and evolution

Content – Photosynthesis, rates of Scan this QR code to take you to the specification we study.

•

Content – Reproduction, DNA, inheritance, inherited disorders, variation, evolution,

photosynthesis, aerobic and anaerobic respiration, responses to exercise and metabolism.

Bigger Picture Focus – To understand the role of plants in our ecosystems and how, without them, we

•

selective breeding, genetic engineering, fossils, extinction and classification

Bigger Picture Focus – To understand how

•

we can use our knowledge of genetics to enhance crops, develop more valuable livestock as well as

How computers work

appreciating how our actions have caused the loss

would not be here.

of species

B4 Bioenergetics

•

B2 Organisation (11)

YEAR

11

Key Skills: •

Content – Pathogens and the diseases they cause, human defences and the immune response,

Content – Levels of organisation, food,

vaccination, antibiotics, drug discovery and

digestion, enzymes, heart and blood,

development.

cardiovascular disease, cancer, plant organs

Bigger Picture Focus – To examine the

and plant transport

different types of diseases and ways we can prevent their spread and treat them to save lives around the

Bigger Picture Focus – To link how

world.

scientists to develop a variety of ways of treating

understanding how our bodies work enable diseases.

YEAR

10

Assessments: -End of unit tests --6 mark question practice for each unit

•

Content – Cells, specialised cells,

•

microscopy, cell division, stem cells and

transport in cells.

Bigger Picture Focus – To understand

Recall and retention of scientific facts Analysing and interpreting data Evaluating information

#realworldready Appreciate how scientific understanding can lead to the development of cures and treatments for diseases to save live Understand how to minimise our impact on the organisms in the world around us Consider whether just because science allows us to manipulate organisms, should we be allowed to?

Understand the importance of science to a wide variety of careers.

Useful websites and support -GCSE bitesize -Kerboodle -Oak Academy -Seneca -Ezyscience

how knowledge of the fundamental building blocks that make up living organisms and can lead to the development of therapies to cure diseases.

B2 Organisation (1) B1 Cells

YEAR Microscopy

9

Home Learning

-Weekly interleaving quizzes and homework Other tasks may include: -6 mark question practice for each unit -Past paper practice -Flipped learning tasks

Title The Senses

Author Matteo Farinella

Year 10

Never home alone Exploring the Elements

Rob Dunn Isabel thomas

10 10

What If?

Randall Munroe

11

Lab Girl Question Everything - 132 Science questions Does anything eat wasps and 101 other questions The Body - A guide for occupants

Hope Jahren

11

Science Topic Cells, Working Scientifically, Skeleton, Light and sound, Microbes and disease, Working Scientifically, Living things and their habitats, Human Biology, Cells Working Scienctifically, Elements, Chemistry, Atomic Structure Working scientifically, Cells and Organisation, Health and drugs, Ecosystems, Genetics and Evolution, Particles, Atoms, Elements and compounds, The Periodic Table, Materials, Earth and the atmosphere, Energy, Motion and Forces, Waves, Electricity, Space Physics, Atomic Structure.

Plants, Botany, Working Scientifically, Photosynthesis, Ecology, Living things and their habitats

Mick O'Hare

10

All Biology, Chemistry and Physics

Mick O'Hare Bill Bryson

10 10

All Biology, Chemistry and Physics Biology

Key Stage 4 Triple Science Chemistry Grove School: Curriculum

g

Year 9

All students will begin their journey of discovery in GCSE by studying the fundamental areas of Chemistry. They will gain a greater understanding of the working of the nature of atoms and gain an understanding of the history and trends of the periodic table. Students will learn how to balance equations and to separate mixtures of elements and compounds. The use of ‘Maths in Science’ is introduced through instances such as atomic structure, molecular formulae and utilising standard form. Students will carry out required practicals, which are a practical focus of the GCSE qualification and develop their ‘Working Scientifically’ skills.

Year 10

Students continue their journey in Chemistry. Students will formulate an understanding of structure and bonding within substances and how bonding occurs; there is also a focus upon how this links to the properties of the compounds created.

Maths in Science skills are developed further, by focussing upon chemical calculations together with ‘Working Scientifically’ skills.

Next, students progress by developing an understanding of surrounding chemical reactions and energy changes, where they learn about how metals are extracted from ores and experimental techniques to make salts; use electricity to split apart ionic compounds via electrolysis, and be able to understand the energy released in reactions and how these can be used to power batteries and fuel cells. Students will investigate the rate of chemical reactions and understand the factors which affect these rates.

Students will continue to develop their ‘Working Scientifically’ skills through required practical experiments and investigations.

Grove School: Curriculum Narrative

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Year 11

Students continue their journey into Chemistry by looking at organic chemistry including alkanes, alkenes, alcohols, carboxylic acids and esters. They will examine how these compounds react and are formed, as well as how crude oil is used to form many useful products. They examine and begin to explain using chemical reactions how polymers are formed and explore the many uses of natural and synthetic polymers.

Additionally, chemical analysis and the Earth's resources are explored by students investigating methods of chemical analysis such as, how scientists can use simple tests and spectroscopy to indicate the presence of different elements. They examine the development of the Earth’s atmosphere and how the burning of fossil fuels is causing change.

Students then look at issues such as sustainability; maintaining resources, the use of resources, for example, making water safe to drink and treating waste water. Students study the assessment of product life cycles; making fertilisers in the lab and industry; making ammonia using the Haber process and reducing waste through reduction, reusing and recycling.

Students will continue to develop ’Maths in Science’ skills and additionally, their ‘Working Scientifically’ skills through required practical experiments and investigations.

Grove School: Curriculum Narrative

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Triple Science Chemistry Key Stage 4 Overview

Content – Affect of catalyst, concentration, temperature on rate of reaction. Reversible reactions Big picture focus – the role of catalysts in everyday reactions.

What is my Learning Journey for Years 9 to 11?

Content – Recycling, Water, Reducing use of resources, Finite and renewable resources Big picture focus – how recycling can extend the use of resources and positively impact the environment.

C10 Using Resources Scan this QR code to take you to the specification we study.

Content – Calculating formula mass, Conservation of mass, Calculating concentration, Balancing equations Big picture focus – formulae and calculations

Content – Crude oil, Hydrocarbons and alkanes.

Big picture focus – Uses of crude oil and the impact on the environment.

C7 Organic Chem

C3 Quantitative C4 Chem Changes YEAR

10

Content – Three states of matter, Ionic bonding, Covalent bonding, Metals and alloys.

Big picture focus – linking properties to bonding

Content – Chromatography, Rf values, Pure substances and mixtures.

Big picture focus – use of analysis techniques.

Content – Developing the atmosphere, Polluting the atmosphere Big picture focus – climate change, its causes and the likely impact on the world.

C8 Chem Analysis C9 Atmosphere

Assessments: -End of unit tests --6 mark question practice for each unit

YEAR

#realworldready

11

Content – Reactions of metals, Acids, alkalis, salts, Electrolysis Big picture focus – Use of electrolysis in extracting useful products and the financial and environmental impacts of doing so.

How computers work

Exams: -2x 1 hour 45 minute papers There is no coursework element.

•

• Content – Endothermic and exothermic reactions, Reaction profiles Big picture focus – everyday uses of exothermic and endothermic reactions

•

•

C5 Energy Changes Key Skills: • Content – Periodic table, element, compound, atomic structure, groups of the periodic table.

Big picture focus – Uses of the periodic table in chemistry.

YEAR

C1 Atomic Structure

9

• •

Recall and retention of scientific facts Analysing and interpreting data Evaluating information

Understanding about the elements that make up the world around us, how we can study and separate each of these elements and compounds.

Looking at the history behind different scientific theories and understanding how these change over time.

Topics look at how we can best look after the world around us and live more sustainably.

Understand the importance of science to a wide variety of careers.

Useful websites and support -GCSE bitesize - Kerboodle -Oak Academy -Seneca -Ezyscience

Home Learning

-Weekly interleaving quizzes and homework Other tasks may include: -6 mark question practice for each unit -Past paper practice -Flipped learning tasks

Title

Author

Year

Science Topic

Atomic Women

Roseanne Montillo 10

Never home alone Exploring the Elements

Rob Dunn Isabel thomas

10 10

What If? Question Everything - 132 Science questions Does anything eat wasps and 101 other questions

Randall Munroe

11

Working Scientifically, Atomic Structure, Energy Microbes and disease, Working Scientifically, Living things and their habitats, Human Biology, Cells Working Scienctifically, Elements, Chemistry, Atomic Structure Working scientifically, Cells and Organisation, Health and drugs, Ecosystems, Genetics and Evolution, Particles, Atoms, Elements and compounds, The Periodic Table, Materials, Earth and the atmosphere, Energy, Motion and Forces, Waves, Electricity, Space Physics, Atomic Structure.

Mick O'Hare

10

All Biology, Chemistry and Physics

Mick O'Hare

10

All Biology, Chemistry and Physics

Key Stage 4 Triple Science Physics Grove School: Curriculum

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Year 9

Students will begin their journey of discovery of the GCSE course by studying the fundamental area energy within Physics. They will learn about the different forms in which energy can exist and how energy changes as the behaviour of an object changes.

They will develop their understanding and practice of handling 3-term equations and applying them to find solutions to problems. Students will then learn how different power stations work and address some of the issues around them, examining their advantages, disadvantages and their suitability for use in different situations. Students will carry out required practicals and enhance their working scientifically skills.

Year 10

Students continue their journey into Physics. Students will learn about electrical circuits and domestic electricity. They will look at current and static electricity, examine series and parallel circuits and their working and circuit symbols. Students will learn the difference between ac and dc and the structure of the plug. They will develop a good knowledge of electrical safety and become adept at using and rearranging the electricity equations. Students will then look and density and how to calculate it.

They will look at kinetic theory, linking the arrangement and behaviour of particles to the properties of materials and examine the energy changes within changes of state. They will then look at nuclear radiation, considering it’s types, properties, benefits, uses and potential hazards. Students will look at nuclear fission and chain reactions and link this to the design and operation of a nuclear reactor. They will also learn about nuclear fusion as the process which powers the sun and could, one day provide limitless clean power on Earth. Students will extend their understanding of forces and Newton’s Laws of Motion, including scalar and vector quantities, resultant forces and free body diagrams and the principles of moments.

Students will continue to develop their ‘Working Scientifically’ skills through experiments and investigations throughout the year.

Grove School: Curriculum Narrative

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Year 11

Students continue their journey into Physics. They will learn more about forces including acceleration, terminal velocity, speed, acceleration and momentum. Students learn to calculate values from distance-time and velocitytime graphs and employ the use of more advances 4-term equations. They will learn about pressure in each state on matter.

Students learn the different types of waves and the uses and properties of each wave in the electromagnetic spectrum including for medical scans. Students will look in depth at wave properties and behaviour, looking at reflection, refraction, diffraction and dispersion and link these properties to familiar phenomena. Students will look at colour and the mechanism by which we see. They will learn how the two different types of lenses work and how they can be used to form images usefully, in optical instruments in the lab and in the eye and to calculate magnification. They look at magnetic fields, electromagnets and the motor effect to understand and explain how electric motors work. Students will learn the principles of electromagnetic induction to explain how electricity is generated and how devices such as microphones and loudspeakers work. They will then apply all their electrical knowledge to explain the workings of a transformer. Finally, students will look at space, examining the formation of stars and linking the production of elements to nuclear fusion. Students will look at evidence for the big bang such as red-shift and look at theories for the end of the universe. They will also look at the principle of circular motion and link this to the orbits of satellites around the earth.

Students will continue to develop their ‘Working Scientifically’ skills through experiments and investigations throughout the year, becoming increasingly adept and independent when planning, performing and assessing experiments.

Grove School: Curriculum Narrative

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Triple Science Physics Key Stage 4 Overview What is my Learning Journey for Years 9 to 11?

Content – Big bang theory, Red shift, Lifecyle of a star. The formation of the solar system.

Circular motion and satellites.

Big picture focus – To understand theories for the beginning and end of the universe.

Content – Permanent and induced magnets, magnetic field, Electromagnets. The motor effect, electromagnetic induction, generators and transformers.

Big picture focus – understanding how electricity is generated and what role electromagnets play in our lives.

Content – Static electricity. Current, Voltage, Resistance.

Circuits symbols and how to build circuits. Series and parallel circuits, a.c and d.c, mains electricity. Power, National grid.

Big picture focus – to understand how a.c electricity differs from d.c and what safety features are in place to protect us from shocks.

Micro bit programmer

P7 Magnets

P8 Space Scan this QR code to take you to the specification we study.

Content – Transverse and longitudinal waves Labeling a wave, calculating wave speed, refraction, electromagnetic waves uses and dangers. Seismic waves.

Big picture focus – Seeing how we use different types of e-m waves every day.

P6 Waves

Assessments: -End of unit tests --6 mark question practice for each unit

• •

Content – Speed, Acceleration, Distance-Time graphs, Velocity-Time graphs, Contact and non-contact forces, Gravity, Hooke’s Law, Newton’s laws, Scalar and Vectors. Pressure Big picture focus – how streamlining and design can reduce air resistance and improve efficiency and top speed of a vehicle.

Content – Atomic model, Discovery of the atomic model, Isotopes, Ions, Radioactive decay, Uses and dangers of radiation.

Big picture focus – How experiments led to the atomic model and how theories will change over time. How radiation is able to harm us and how we can protect against it.

Exams: -2x 1 hour 45 minute papers There is no coursework element.

YEAR

11

• •

•

P2 Electricity

P4 Atomic Structure

Useful websites and support -GCSE bitesize - Kerboodle -Oak Academy -Seneca -Ezyscience

YEAR

10 Content – Density, States of matter, Changes of state, Gas particles. Specific heat capacity and specific latent heat.

Big picture focus – how the behaviour of particles affects the properties of solids, liquids and gases

Particle Model

Content – Energy stores, Energy calculations, Work, Power, Renewable and Non-Renewable. Energy transfers.

Power stations and the national grid.

Big picture focus – how different power stations affect the environment and how to generate carbon free electricity

Key Skills: •

YEAR

P1 Energy

#realworldready Appreciate how our Earth is part of a wider system and the study into this.

Understanding how and why objects act in the way that they do Understanding the theories that Scientists have developed over time and how/why these change Looking at the use of electricity in everyday lives and how we can develop our usage to be more sustainable.

Understand the importance of science to a wide variety of careers.

9

• •

Recall and retention of scientific facts Analysing and interpreting data Evaluating information

Home Learning

-Weekly interleaving quizzes and homework Other tasks may include: -6 mark question practice for each unit -Past paper practice -Flipped learning tasks

Title The Senses

Author Matteo Farinella

Year 10

Science Topic Cells, Working Scientifically, Skeleton, Light and sound,

Atomic Women Exploring the Elements

Roseanne Montillo 10 Isabel thomas 10

What If?

Randall Munroe

11

Lab Girl The Mysteries of the Universe Question Everything - 132 Science questions Does anything eat wasps and 101 other questions The Radium Girls

Hope Jahren Will Gater

11 10 seps

Working Scientifically, Atomic Structure, Energy Working Scienctifically, Elements, Chemistry, Atomic Structure Working scientifically, Cells and Organisation, Health and drugs, Ecosystems, Genetics and Evolution, Particles, Atoms, Elements and compounds, The Periodic Table, Materials, Earth and the atmosphere, Energy, Motion and Forces, Waves, Electricity, Space Physics, Atomic Structure.

Plants, Botany, Working Scientifically, Photosynthesis, Ecology, Living things and their habitats Space, Physics, Astronomy,

Mick O'Hare

10

All Biology, Chemistry and Physics

Mick O'Hare Kate Moore

10 10

All Biology, Chemistry and Physics Radiation

Key Stage 5 A-Level Biology Grove School: Curriculum

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Year 12

All life on Earth shares a common chemistry. This provides indirect evidence for evolution.

We start our journey, building upon knowledge already gained from GCSE, with an exploration of the cells of all living organisms. We will learn that they contain only a few groups of carbon-based compounds that interact in similar ways. We will discover that nucleic acids carry the genetic code for the production of proteins. The genetic code is common to viruses and to all living organisms, providing evidence for evolution. The most common component of cells is water; hence our search for life elsewhere in the universe involves a search for liquid water.

Students will learn that all cells have a cell-surface membrane and, in addition, eukaryotic cells have internal membranes. The basic structure of these membranes is the same and enables control of the passage of substances across exchange surfaces by passive or active transport. We will also find that cell membranes contain proteins and that these are vital for passage in and out of cells and for cell signalling. We then take a journey through the immune system, looking at the differences between B and T cells.

We follow our journey through to multicellular organisms, delving deeper to find that the internal environment of a cell or organism is different from its external environment. The exchange of substances between the internal and external environments takes place at exchange surfaces. To truly enter or leave an organism, most substances must cross cell membranes.

We then look at the wider world of genes and biodiversity. Biological diversity – biodiversity – is reflected in the vast number of species of organisms, in the variation of individual characteristics within a single species and in the variation of cell types within a single multicellular organism.

Grove School: Curriculum Narrative

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Year 13

As we make the switch to A2 level, we build on our foundations from Year 12.

Life depends on continuous transfers of energy. In photosynthesis, light is absorbed by chlorophyll, and this is linked to the production of ATP. In respiration, various substances are used as respiratory substrates. The hydrolysis of these respiratory substrates is linked to the production of ATP.

We will look further into the nervous system, looking deeper at how our neurons communicate and how these signals are processed around the body. In contrast, mammalian hormones stimulate their target cells via the blood system. We will also learn that plants control their response using hormone-like growth substances.

The theory of evolution underpins modern Biology. All new species arise from an existing species. This results in different species sharing a common ancestry, as represented in phylogenetic classification. We will acquire knowledge of how common ancestry can explain the similarities between all living organisms, such as common chemistry (e.g. all proteins made from the same 20 or so amino acids), physiological pathways (e.g. anaerobic respiration), cell structure, DNA as the genetic material and a ‘universal’ genetic code.

On the last stop on our journey, we will master gene expression. Cells control their metabolic activities by regulating the transcription and translation of their genome. Although the cells within an organism carry the same coded genetic information, they translate only part of it. In multicellular organisms, this control of translation enables cells to have specialised functions, forming tissues and organs.

Grove School: Curriculum Narrative

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Key Stage 5 A-Level Physics Grove School: Curriculum

g

Year 12

Students cover five big topics during this year.

Students begin at the smallest possible level with Particles and Radiation. This builds on prior learning from GCSE but extends into nuclear forces, quarks and leptons and particle interactions, learning new particles and rules for their creating and behaviour. Students learn the principle that energy and matter are interchangeable. They then learn about quantum phenomena from energy levels to the photoelectric effect and fluorescence.

In the second topic, Waves and Optics, students extend their knowledge and understanding of waves from GCSE. Students learn about polarisation of waves and stationary and progressive waves. They will extend their understanding of refraction and total internal reflection by looking at Snell’s Law and the refractive index of materials, using these ideas to explain the workings of optical fibres. Students then look at the wave / particle duality of light an the experimental evidence for light behaving as a wave. They look at singles and double slits and the diffraction grating and apply formulae to these ideas.

In the third topic, Mechanics and Materials, students take an in-depth look at forces. Expanding on ideas from GCSE and linking to A-Level mechanics in the maths course, students look at equilibrium, balanced forces and moments. They look at the 4 suvat equations of motion and how these are applied in increasingly complex situations. Students look at work done, energy, power and Newton’s Laws of Motion. They investigate springs in series and parallel and Young Modulus and how this affects materials.

In the fourth topic, Electricity, students expand upon their knowledge of current electricity and circuits form GCSE. Students learn how to calculate resistance in series circuits and the potential divider. They learn the concepts of electromotive force – emf – and resistivity and how these can be used and applied in circuits.

Finally, students begin to look at Thermal Physics , learning the concept of absolute zero, expanding on their knowledge of kinetic theory and gas laws to examine the behaviour and energy in a gas at particle level. Students review and apply the mole concept from GCSE Chemistry Throughout the year, students will improve their practical skills during experiments and required practicals and extent their ‘Working Scientifically’ skills though practice and exposure to new terms and ideas. They will be come increasingly independent at planning and carrying out experiments and using more complex equipment. Students will become familiar will experimental errors and their impact on the accuracy of results.

Grove School: Curriculum Narrative

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The topics you will study in Year 12 build on your knowledge and understanding of the GCSE content to provide the foundations and principles for further study in science.

This foundation of knowledge, as well as the practical skills learnt, will equip you well. The skills you learn in each topic will prepare you for future career as well as to be curious, innovative, and independent scientists!

Exam: what progress have I made so far this year?

Specific Heat Capacity Latent Heat

YEAR

RP1 Stationary waves

Wave/Particle duality

RP2 Double Slit

Interferences and superpositio n

Photoelectric effect

Strong and weak nuclear forces

Diffraction patterns

Using forces to explain motion

SUVAT

Refraction

Progressiv e Waves

Acceleration

RP3 Acceleration of free fall Vector and Scalar quantities.

Describing Motion

Stress and Strain

Newton’s Laws

Collisions

Internal resistance, E.M.F. and p.d.

Initial Assessment test

Ideal Gases

Kinetic Theory

Analyzing circuits Charge and Current

Moments Elastic and Plastic behavior

RP5 Resistivity RP6 EMF and ir

YEAR

Hadrons, baryons and mesons

RP8 Gas laws

Electric Circuits

Materials

RP4 Youngs Modulus

Resolving vectors

Quarks

Kirchhoff's laws

V/t graphs

Forces, Energy and Motion

Waves

Momentum Resultant force

Stationary waves

Einstein's photoelectric equation

Decay rules

Work Energy and Power

1 3

Gas Laws

1 2

Keeping a track of your progress: Your teacher will be assessing your progress informally every lesson. In addition, you will have regular pieces of assessed homework and end of unit tests. You will be expected to keep track of your progress and work with your teachers to plan consolidation and to fill in gaps.

Autumn 1 Assessed in Quantum Physics Chapters 1 and 2

Autumn 2.

Assessed in Quantum Physics and Waves Chapters 3, 4 and 5

Spring 1 JAN EXAMS Assessed in Forces and motion Chapters 6, 7 and 8

Spring 2 Assessed in Forces and energy Chapters 9 and 10

Summer 1 Assessed in Electricity Chapters 12 and 13

Summer 2 MOCK Exams Assessed in gas laws, Chapters 19 and 20.

Year 13

Students study four big topics this year.

Students will begin by studying circular motion and simple harmonic motion. They will see how the principles of motion from Year 12 can be applied to new systems and link simple harmonic and circular motion mathematically.

Students will then study the Fields topic. They will examine in depth the concepts associated with gravitational, electric and magnetic fields.

Firstly they will look at gravitational fields, learning about gravitational potential and Newton’s laws of gravitation. They will explore the origins of the term ‘gravitational field strength’ as studied at GCSE and apply their new learning to understand and calculate the motion of planets and satellites. Students will then examine electric fields and see the similarities with electric fields in areas such as electric potential. Students will learn the role and function of capacitors. They will learn and apply Coulombs Law to charged objects, linking back to static charge from GCSE. Students will then examine magnetic fields. They will apply the principles of circular motion to the working of the mass spectrometer, combining them with electric and magnetic field equations. Students will extend their understanding of electromagnetic induction from GCSE using the new laws learned and return to the concept of emf from year 12.

The third topic is Nuclear Physics. Students will build upon their foundation of knowledge from GCSE to examine half-life, types of radioactive decay, nuclear fission and fusion and the working of a nuclear reactor in much greater detail. They will link the exponential decay associated with half-life to that of capacitors.

Finally, students will study the option topic of Astrophysics. They will learn about the construction and use of different types of telescope and how astronomical distance are calculated, including the concepts of the light year, parsec, absolute and apparent magnitude of stars. They will look at the classification of stars and the Hertzsprung-Russell diagram and examine the formation of black holes and methods to calculate their mass and radius. Students will finish by extending their knowledge of red-shift and the expanding universe from GCSE and learning the methods scientists use to detect exoplanets.

Throughout the year, students will improve their practical skills during experiments and required practicals and extend their ‘Working Scientifically’ skills though practice and exposure to new terms and ideas. They will be come proficient at independently planning and carrying out experiments analysing results and factoring errors as well as using complex equipment.

Grove School: Curriculum Narrative

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The topics you will study in Year 13 build on your knowledge and understanding of the Year 12 content to provide the foundations and principles for further study in science.

This foundation of knowledge, as well as the practical skills learnt, will equip you well. The skills you learn in each topic will prepare you for future career as well as to be curious, innovative, and independent scientists!

Point Charges

Charged particles in an Electric field

Flux density and EMF

Coulomb's Law

Transformer s

Radioactive decay

RP 11 Magnetic Flux linkage

Uniform Fields Free fall Free fall

Electric Fields

Magnetic Fields

Capacitance

Uniform fields

RP 9.

Investigating Capacitors

Kepler’s Laws Simple harmonic motion Resonance

Generatin g electricity

Angular velocity

Storing charge

RP10 Force on a wire

Faraday’s law

RP12 Radioactive decay

Nuclear Physics

Half-life and decay constant

Nuclear stability Big Bang

Astrophysics

Stars and black holes

Astronomical distances

Discharging and Charging

YEAR

RP 7 Forced and damped Oscillations Mock exam

1 3

Keeping a track of your progress: Your teacher will be assessing your progress informally every lesson. In addition, you will have regular pieces of assessed homework and end of unit tests. You will be expected to keep track of your progress and work with your teachers to plan consolidation and to fill in gaps.

Autumn 1 Mock exam Assessment of Circular motion and Gravitational fields Chapters 17, 18 and 21

Autumn 2.

Assessment of Electric Fields, Capacitors and Magnetic fields Chapters 22, 23, 24 and 25

Spring 1 Mock exams Assessment of Nuclear Physics Chapters 26 and 27

Spring 2 Assessment of Option A Astrophysics

Summer 2 Summer 1 Revision

Revision and Exams.