Sir John Talbot's School Curriculum Information

Sir John Talbot’s School

CURRICULUM

English Our vision

We aim for a broad ‘English’ offer developing language, literature and literacy skills that are underpinned by clear explicit real-world purposes.

We want our students to leave us as confident readers, writers and speakers.

We aim to foster a love of learning through excellent teaching, and selecting challenging and engaging texts. Cultural capital opportunities should be used to good effect: theatre trips, literacy festival visits.

We aim to fully prepare all students for their examinations and more importantly life beyond statutory education. We want them to leave us with a love for literature and language that will allow them to live life to the full.

Scheme of Learning YEAR OVERVIEW

The Big Picture Y7 English is a challenging yet welcoming introduction to the study of secondary English. From Jurassic Park and Year Group 7 The Loch Ness Monster to Oliver Twist, students will engage and respond to a wide range of fiction and non -fiction texts, developing their speaking, reading and writing skills.

Intent

Monsters; Poetry; Thriller and Nasty Victorians.

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

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

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

Flipped learning, literacy tasks, comprehension tasks and creative work will be set as independent learning.

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

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

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

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

Autumn Term

Baseline testing Assessments: speech, persuasive letter Spring Term

Mad time will take place weekly during literacy lessons.

Poetry reading assessment Thriller writing assessment

Summer Term

Teachers will live mark/ sample mark non formal assessments.

Dickens reading assessment End of year reading exam

Impact Good: Students can access KS3 work. They read with independence, understanding and resilience. They write with accuracy. The y can articulate their ideas.

Better: Students can confidently engage with KS3 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS3 texts. They demonstrate evaluative skills when reading a nd analysing texts. They write with ambition, creativity and fluency. They can articulate their ideas with flair and poise.

Year 7 English Year Overview What is my Learning Journey this year? #realworldready What is the point of English Language? How does English Literature ref lect our daily liv es? What careers utilise English?

What to expect…

What to expect

LP1 Monsters

poems on different themes and

topics

Assessment – Analysis,

Bigger Picture Question – What's the point of poetry?

LP3 Thriller

Content – A jump back in time to discover the real-world context behind Dickens and his most ‘Nasty’ characters

Assessment – Reading Analysis Bigger Picture Question – Were Dickens’ characters a product of Victorian society? Do they reflect modern society too?

What to expect What to expect

Content – A dive into myths, legends and monsters of literature

Assessment – Speech, Letter

Bigger Picture Question – What makes a monster – a monster?

Who is a monster in our society?

LP2 What’s the point of poetry?

Content – A journey through

of the crime and thriller genres

LP4

Assessment – Narrative

Nasty Victorians

the stories and real-world experiences

On to Year 8

START

Content – A look into a range of

Bigger Picture Question – Do the stories of the thriller genres reflect

Home Learning

the issues of society?

Complete flipped learning tasks

The Big Picture Y8 English adds challenge and diversity as students focus on real -world persuasive writing and speaking,

Year Group 8

Scheme of Learning YEAR OVERVIEW

Shakespeare’s best bits, discrimination, racism and sexism in Of Mice and Men and social inequality through The Titanic.

Intent. Perfect World, Shakespeare’s Legacy, Of Mice and Men, Titanic.

Students build on the skills developed in Y7 by studying texts with more complex and challenging themes.. The schemes include texts like those studied later in school to build confidence and resilience. Topics have been selected to engage students whilst also stretching and challenging them. Some legacy GCSE texts have been included to increase challenge.

In Y8 the real-world focus becomes more explicit to develop students’ understanding of where English can lead to. Literacy lessons form part of the scheme with students using the building better sentences scheme to study grammar topics such as: word classes, punctuation and sentence structure.

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

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

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

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

WOW moments: presenting their own housing development and pitching to their peers, enjoying acting out and watching Romeo and Juliet, reading and exploring complex issues and relationships in Of Mice and Men, exploring real-life stories about The Titanic.

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

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

Autumn Term

Presentation/pitch to sell houses Speech to Parliament on an important issue Spring Term

Mad time will take place weekly during literacy lessons.

Teachers will live mark/ sample mark non formal assessments.

Narrative and creative writing

Summer Term

Titanic reading and writing assessment

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

Better: Students can confidently engage with KS3 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS3 texts. They demonstrate evaluative skills when reading a nd analysing texts. They write with ambition, creativity and fluency. They can articulate their ideas with flair and poise.

#realworldready

What is the point of English Language? How does English Literature reflect our daily lives?

What careers utilise English?

Year 8 English Year Overview What is my Learning Journey this year?

What to expect…

LP1

What to expect

Shakespeare’s best bits

Assessment – Analysis of extracts Bigger Picture Question – Why is Shakespeare still relevant today?

A Perfect World

LP3

Content – A jump back in time to learn about The Titanic

Of Mice and Men

Assessment – Reading Analysis Bigger Picture Question – What can

we learn about

society from studying The Titanic? How have things changed?

What to expect What to expect

Content – Advertising, persuasive language, activism

Assessment – Pitch and speech

Bigger Picture Question – What would make a perf ect world?

What do we need to improv e?

LP2 Shakespeare’s Legacy

Content – study

and exploration of

the novel and its key context and themes

Assessment – Narrative and descriptive writing

Bigger Picture

Question – Has society

changed for

LP4

On to Year 9

START

Content –

The Titanic

the better? Are there areas of prejudice still?

Home Learning

Complete flipped learning tasks

Year Group 9

The Big Picture

Scheme of Learning YEAR OVERVIEW

Y9 English is an engaging and exciting introduction to the texts students will be examined on for GCSE.

Intent

This two-year course of GCSE English Literature prepares students for their external examination. Year one introduces students to the texts: An Inspector Calls, A Christmas Carol, Macbeth and Poetry. Theatre, film and creative writing are used to engage students and bring these texts to life.

Students use the texts as a starting point for transactional tasks. Year two focuses on examination preparation and recall. Both years set the scene and prepare the foundations for students to study Literature at A Level and beyond.

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

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

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

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

WOW moments: theatre trips, the court-case prosecuting the Birling family, the speech to Parliament, exploring and enjoying Macbeth, presenting to the class on their favourite poems.

Literacy skills will be addressed through key words, words of the week, spelling tests, AR, reading for pleasure and ‘read every lesson’ in class.

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

Autumn Term

Knowledge test - AIC Court-case speech

Spring Term

Mad time will take place weekly.

Teachers will live mark/ sample mark non formal assessments.

Knowledge test - ACC Speech to Parliament Knowledge test - Macbeth

Summer Term

Persuasive letter – Macbeth Class presentation - Poetry

Impact Good: Students can access KS4 work. They read with independence, understanding and resilience. They write with accuracy. They can articulate their ideas.

Better: Students can confidently engage with KS4 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS4 texts. They demonstrate evaluative skills when reading a nd analysing texts. They write with ambition, creativity and fluency. They can articulate their ideas with flair and poise.

Year 9 English Literature Year Overview What is my Learning Journey this year? #realworldready What is the point of English Language? How does English Literature ref lect our daily lives? What careers utilise English?

What to expect…

Content – Read,

watch and explore and

enjoy A Christmas Carol

Assessment – knowledge

START

LP1

What to expect

test and

speech to Parliament

Bigger Picture Question –how has society changed? What do we still

LP3

need to learn?

An Inspector Calls

Macbeth

Content – Read,

enjoy, explore and analyse poetry

Assessment – presentation to the class Bigger Picture Question – Do these

poems reflect our

society? Why is poetry important?

What to expect Content –

What to expect

Read, watch and explore and

enjoy ‘An Inspector Calls’

Assessment – knowledge

test and court

case

Bigger Picture Question – how has society changed? What do we still need to learn?

LP2

Content – Read, enjoy Macbeth

A Christmas Carol

watch and explore and

Assessment –

knowledge test and persuasive letter

LP4 Poetry

Bigger Picture Question – How is this play still relevant today? Can we see this

Home Learning

play in a new way?

Complete flipped learning tasks

Year Group 10

The Big Picture

Scheme of Learning YEAR OVERVIEW

Y10 English builds on the learning at Y9 and prepares students or their GCSE examination.

Intent

This is a two-year course of GCSE English Literature prepares students for their external examination. Year one introduces stu dents to the texts: An Inspector Calls, A Christmas Carol, Macbeth and Poetry. Theatre, film and creative writing are used to engage students and bring these texts to life. Year two focuses on examination preparation and recall. Both years set the scene and prepare the foundations for students to study Literature at A Level and beyond.

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

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

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

Students’ revision skills will be developed through in class and assessment preparation: quotes grids, flashcards and regular testing will prepare students for their external exams.

WOW moments: theatre trips, developing confidence writing extended essays – feeling pride in how far they have come.

Key assessments:

Students will take mock exams and complete end of unit exam style questions.

Autumn Term

Exam question: AIC Exam question: ACC

Spring Term

Exam question: Macbeth Exam question: Poetry

Summer Term

GCSE English Literature Exam Literacy skills will be addressed through key words, words of the week, spelling tests, AR and reading for pleasure and read every lesson in class.

Impact Good: Students can access KS4 work. They read with independence, understanding and resilience. They write with accuracy. They can articulate their ideas.

Better: Students can confidently engage with KS4 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS4 texts. They demonstrate evaluative skills when reading a nd analysing texts. They write with ambition, creativity and fluency.

Year 10 English Literature Year Overview What is my Learning Journey this year? #realworldready What is the point of English Language? How does English Literature ref lect our daily lives? What careers utilise English?

What to expect…

Content – Eduqas Exam ination

START

Preparation Assessment – Extract and

LP1

LP3

Essay

An Inspector Calls

Macbeth

What to expect Content – Eduqas Exam ination Preparation Assessment – Poetry analysis and com parison

What to expect Content – Eduqas Exam ination Preparation Assessment – Extract and

Essay

What to expect

LP2 A Christmas Carol

Content – Eduqas Exam ination Preparation Assessment – Extract and

Essay

LP4 Poetry

Home Learning

Complete flipped learning tasks

Year Group 11

Scheme of Learning YEAR OVERVIEW

The Big Picture Y11 English Language prepares students for their English Language GCSE and for life beyond KS4 whether that be further academ ic study or a different pathway.

Intent Students develop their English skills through reading, discussing, exploring and creating a range of texts. They will engage with influential literature and factual writing too.

They will have the opportunity to write their own texts: narrative and transactional. They will learn how to respond critically and thoughtfully to fiction and non-fiction texts. Students leave Y11 ready for the real world and in a position to continue studying English if they wish.

Implementation There will be four LP units of approx. 10 weeks each. Each lesson will include at least one LORIC skill: Narrative Writing, Transactional Writing, Reading Fiction, Reading Non-Fiction.

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

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

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

WOW moments: reading extracts from 1984, A Handmaid’s Tale, The Yellow Wallpaper, To Kill a Mockingbird… Writing letters, speeches and reports on important issues, CV writing/ job applications.

Literacy skills will be addressed through key words, words of the week, spelling tests, reading for pleasure and read every lesson in class.

Key assessments:

Students will take mock exams and complete end of unit exam style questions.

Autumn Term

Na rra tive writing Tra nsactional writing

Spring Term

Fiction reading Non Fiction reading

Summer Term

GCSE English Language Exam

Impact Good: Students can access KS4 work. They read with independence, understanding and resilience. They write with accuracy. They can articulate their ideas.

Better: Students can confidently engage with KS4 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS4 texts. They demonstrate evaluative skills when reading a nd analysing texts. They write with ambition, creativity and fluency. They can articulate their ideas with flair and poise.

Year 11 English Literature Year Overview What is my Learning Journey this year? #realworldready What is the point of the English Language? How does English Literature ref lect our daily lives? What careers utilise English?

What to expect…

START

LP1

Eduqas examination preparation on realworld writing.

Narrative Writing

What to expect

LP3

Eduqas examination preparation on reading skills.

Reading Skills 1

What to expect What to expect

Eduqas examination preparation on writing stories.

LP2 Transactional Writing

Eduqas examination preparation on reading skills.

LP4 Reading Skills 2

Home Learning

Complete flipped learning tasks

The Big Picture Y12 and Y13 English Literature offers students the opportunity to study a diverse range of drama, poetry

Year Group 12

Scheme of Learning YEAR OVERVIEW

and prose texts. The texts studied are challenging and thought-provoking and prepare students for continued academic study.

Intent Over the two-year course ,students develop confidence engaging with and studying stimulating texts. They learn to write academic essays and engage in thoughtful, sensitive and challenging discussion. They learn how contexts impact writers, readers and audiences and review and respond to critical interpretations. They gain knowledge of and appreciation for the craft of writing.

Implementation: Drama unit = King Lear, A Streetcar Named Desire and The Duchess of Malfi.

Poetry Unit: Plath, Hughes and William Blake.

NEA – student choice + Atonement.

Independence and study skills will be fostered through challenging texts and questions, group and pair work, modelling, independent learning and independent reading for pleasure. Elements of the course are delivered through online independent learning.

Contact time will be focused on discussion and teaching – written work and extended essays will be set to complete in independent study time.

Autumn Term

End of unit ‘Drama’ texts assessment

Spring Term

End of unit ‘Poetry’ text assessment

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

Summer Term WOW moments: theatre trips, Storyhouse library visit and pride in accessing and discussing challenging texts Literacy skills will be addressed through key words, words of the week and developing English for academic writing skills (un iversity preparation)

NEA draft

Impact Good: Students can access KS5 work. They read with independence, understanding and resilience. They write with accuracy. They can articulate their ideas.

Better: Students can confidently engage with KS5 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS5 texts. They demonstrate evaluative skills when reading a nd analysing texts. They write with ambition, creativity and fluency. They can articulate their ideas with flair and poise.

The Big Picture Y12 and Y13 English Literature offers students the opportunity to study a diverse range of drama, poetry

Year Group 13

Scheme of Learning YEAR OVERVIEW

and prose texts. The texts studied are challenging and thought-provoking and prepare students for continued academic study.

Intent Over the two-year course ,students develop confidence engaging with and studying stimulating texts. They learn to write academic essays and engage in thoughtful, sensitive and challenging discussion. They learn how contexts impact writers, readers and audiences and review and respond to critical interpretations. They gain knowledge of and appreciation for the craft of writing.

Implementation: Drama unit = King Lear, A Streetcar Named Desire and The Duchess of Malfi.

Poetry Unit: Plath, Hughes and William Blake.

NEA – student choice + Atonement.

Independence and study skills will be fostered through challenging texts and questions, group and pair work, modelling, independent learning and independent reading for pleasure. Elements of the course are delivered through online independent learning.

Contact time will be focused on discussion and teaching – written work and extended essays will be set to complete in independent study time.

Autumn Term

Mock Examination NEA

Spring Term

Mock Examination NEA

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

Summer Term WOW moments: theatre trips, Storyhouse library visit and pride in accessing and discussing challenging texts Literacy skills will be addressed through key words, words of the week and developing English for academic writing skills (un iversity preparation)

A Level Examination

Impact Good: Students can access KS5 work. They read with independence, understanding and resilience. They write with accuracy. They can articulate their ideas.

Better: Students can confidently engage with KS5 work: They read with independence, understanding and fluency. They write with accuracy, control and growing ambition. They can articulate their ideas with confidence.

Excellent: Students confidently engage with the most challenging KS5 texts. They demonstrate evaluative skills when reading a nd analysing texts. They write with ambition, creativity and fluency. They can articulate their ideas with flair and poise.

Maths Our vision Every student will be given the best opportunity to achieve their potential, there will be no ceilings created.

They will be provided with opportunities to develop mathematical and numeracy skills through an exciting, engaging, and well-constructed curriculum.

Year Group 7

Scheme of Learning YEAR OVERVIEW

The Big Picture Y7 Mathematics is a challenging transition to the study of secondary Mathematics. They will experience “mastery” alongside mo re traditional teaching methods to gain a deeper understanding, more confidence and competence in their mathematics.

Intent

’Learning Programme’ blocks to be covered: Algebraic thinking, place value and proportion, applications of number, direct num ber, fractional thinking, lines and angles and reasoning with number.

Each term is split into two halves with a common theme, each half is split into further blocks that ensure students spend enough time to get a deep understanding of the topic covered.

Blocks have been designed with interleaving as a key element enabling students to revisit previous work, develop knowledge and understanding and further extend their skills.

Number work is emphasized throughout the blocks alongside estimation. Calculator skills have been incorporated throughout the curriculum, thus enabling all students to access the materials presented. Any student will be able to follow the main content of all lessons with higher levels being accesses as and when a class/student requires it.

Implementation There will be 6 LP blocks of approx. 6 weeks each. Each lesson will involve a WRM flashback task.

Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each half termly assessment.

Each block starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons) Lessons will be based around multiple representations; Concrete, Pictorial, Abstract to give a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

A knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods.

WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills will be embedded.

Key assessments: Two formal benchmarking assessments will take place every half term.

Autumn Term CAT tests Benchmarks – Algebraic thinking Benchmarks – Place value and proportion

Spring Term

Hegarty Maths tasks set as homework to consolidate learning.

Benchmarks – Applications of number Benchmark – Directed number Benchmark – Fractional thinking

Low-stakes testing as required Live marking will occur during lessons as required

Summer Term Benchmarks – Lines and angles Benchmarks – Reasoning with number

Impact Students will have increased understanding and confidence in maths and be able to apply new skills to a variety of new and ch allenging mathematical problems. Students will know more and remember more. There will be an increase in attainment, evidenced in regular, formal and interleaved assessments.

Year Group 8

Scheme of Learning YEAR OVERVIEW

The Big Picture

Y8 Mathematics is the revisiting of topics within new contexts whilst extending and further developing mathematical thinking and skills. They will experience “mastery” alongside more traditional teaching methods to gain a deeper understanding, more confidence and competence in their mathematics.

Intent

’Learning Programme’ blocks to be covered: Proportional Reasoning, Representations, Algebraic techniques, Developing number, Developing geometry and Reasoning with data Each term is split into two halves with a common theme, each half is split into further blocks that ensure students spend enough time to get a deep understanding of the topic covered.

Blocks have been designed with interleaving as a key element enabling students to revisit previous work, develop knowledge and understanding and further extend their skills.

Number work is emphasized throughout the blocks alongside estimation. Calculator skills have been incorporated throughout the curriculum, thus enabling all students to access the materials presented. Any student will be able to follow the main content of all lessons with higher levels being accesses as and when a class/student requires it.

Implementation There will be 6 LP blocks of approx. 6 weeks each. Each lesson will involve a WRM flashback task.

Independence and study skills will be fostered through: challenging questions and problems, group and pair work, modelling, homework and PLC after each half termly assessment.

Each block starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons) Lessons will be based around multiple representations; Concrete, Pictorial, Abstract to give a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem solving methods for just one question.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods.

WOW moments will occur when students solve complex problems, when the barrier wall disappears and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills will be embedded.

Key assessments: Two formal benchmarking assessments will take place every half term.

Hegarty Maths tasks set as homework to consolidate learning.

Low-stakes testing as required Live marking will occur during lessons as required

Autumn Term Benchmarks – Proportional reasoning Benchmarks – Representations

Spring Term Benchmarks – Algebraic techniques Benchmarks – Developing number

Summer Term Benchmarks – Developing geometry Benchmarks – Reasoning with data

Impact Students will have increased understanding and confidence in maths and be able to apply new skills to a variety of new and challenging mathematical problems. Students will know more and remember more. There will be an increase in attainment, evidenced in regular, formal and interleaved assessments.

Year Group 9

Scheme of Learning YEAR OVERVIEW

The Big Picture

Y9 Mathematics continues to revisit topics within new contexts whilst extending and further developing mathematical thinking and skills. They will experience “mastery” alongside more traditional teaching methods to gain a deeper understanding, more confidence and competen ce in their mathematics.

Intent

’Learning Programme’ blocks to be covered: Reasoning with algebra, Constructing in 2 and 3 dimensions, Reasoning with number, Reasoning with geo metry, Reasoning with proportion, Representations.

Each term is split into two halves with a common theme, each half is split into further blocks that ensure students spend enough time to get a deep understanding of the topic covered.

Blocks have been designed with interleaving as a key element enabling students to revisit previous work, develop knowledge and understanding and further extend their skills.

Number work is emphasized throughout the blocks alongside estimation. Calculator skills have been incorporated throughout the curriculum, thus enabling all students to access the materials presented. Any student will be able to follow the main content of all lessons with higher levels being accesses as and when a class/student requires it.

Implementation There will be 6 LP blocks of approx. 6 weeks each. Each lesson will involve a WRM flashback task.

Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each unit and past paper assessment.

Each block starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons) Lessons will be based around multiple representations; Concrete, Pictorial, Abstract to give a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question. Formal structure to answering GCSE questions will be explored.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods.

WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills will be embedded.

Key assessments: Two benchmarking assessments will take place every half term.

Hegarty Maths tasks set as homework.

Low-stakes testing as required Live marking will occur during lessons as required.

Autumn Term Benchmarks – Reasoning with algebra Benchmarks – Constructing in 2 and 3 dimensions

Spring Term Benchmarks – Reasoning with number Benchmarks – Reasoning with geometry

Summer Term Benchmarks – Reasoning with proportion Benchmarks – Representations End of year examination – GCSE paper 1

End of year examination – GCSE paper 1

Impact Students will have increased understanding and confidence in maths and be able to apply new skills to a variety of new and ch allenging mathematical problems. Students will know more and remember more. There will be an increase in attainment, evidenced in regular, formal and interleaved assessments.

Year Group 10

Scheme of Learning YEAR OVERVIEW

The Big Picture

Y10 Mathematics is designed to maximise progression and allow flexibility. Each topic presents opportunities to recap on prev iously covered content whilst also giving students the chance to extended themselves on the journey to achieving their potential.

Intent

’Learning Programme’ blocks to be covered: Similarity, Developing algebra, Geometry, Proportions and proportional change, Delving into data, Using number.

Each term is split into units to ensure content is covered and students spend enough time to get a deep understanding of the topic covered. Units have an element of interleaving as a key element enabling students to revisit previous work, develop knowledge and understanding and further extend their skills. Number work is emphasized throughout the blocks alongside estimation. Calculator skills have been incorporated throughout the curriculum, thus enabling all students to access the materials presented. Any student will be able to access the work the challenging strands present however in extreme cases where student(s) are having considerable issues alternatives will be put in place alongside the main strand.

Implementation There will be 11 LP units of approx. 2/3 weeks each. Each lesson will involve a WRM flashback task.

Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each unit and past paper assessment.

Each unit starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons) Lessons will be based around multiple representations; Concrete, Pictorial, Abstract to give a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question. Formal structure to answering GCSE questions will be embedded.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods.

WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills will be embedded.

Key assessments:

Autumn Term

Two benchmarking assessments per half term.

Benchmarks – Similarity Benchmarks – Developing algebra GCSE paper 2

Hegarty Maths homework.

Spring Term Benchmarks – Geometry Benchmarks – Proportions and proportional change GCSE paper 3

Low-stakes testing as required Live marking will occur during lessons as required.

Summer Term

Autumn – GCSE paper 2 Spring – GCSE paper 3

Benchmarks – Delving into data Benchmarks – Using number Year 10 mock examinations – 3 papers

Summer – Y10 mock exams 3 examination papers.

Impact Students will have increased understanding and confidence in maths and be able to apply new skills to a variety of new and challenging mathematical problems. Students will know more and remember more. Students will have developed their AO2/3 skills enabling them to manipulate familiar and unfamiliar v ocabulary and deduce mathematical content. They will be familiar with a variety of exam questions and be suitably prepared to answer examination style questions. There will be an increase in attainment, evidenced in regular, formal and interleaved assessments.

Year Group 11

Scheme of Learning YEAR OVERVIEW

The Big Picture

Y11 Mathematics is the final year of the GCSE where students will continue to develop and build mathematical skills and know ledge required for their final examinations in the summer. There is an emphasis placed on reasoning skills at this stage in preparation for the final examin ations.

Intent

’Learning Programme’ blocks to be covered: Graphs, Algebra, Reasoning Up till February half term, terms are split into units to ensure content is covered and students spend enough time to get a deep understanding of the topic covered. From February student will follow a bespoke revision timetable based on previous PLC’s and exam feed back. Units have an element of interleaving as a key element enabling students to revisit previous work, develop knowledge and understanding and further extend their skills. Number work is emphasized throughout the blocks alongside estimation. Calculator skills have been incorporated throughout the curriculum, thus enabling all students to access the materials presented. Any student will be able to access the work the challenging strands present however in extreme cases where student(s) are having considerable issues alternatives will be put in place alongside the main strand.

Implementation There will be 4/5 LP units of approx. 3/4 weeks each. Each lesson will involve a WRM flashback task.

Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each unit and mock assessment.

Each unit starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons) Lessons will be based around multiple representations; Concrete, Pictorial, Abstract to give a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question. Formal structure to answering GCSE questions will be embedded. Past papers will be part of everyday lessons Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods. Revision maps and other resources will be utilized to aid recall WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of satisfying clarity (no matter how brief) or spotting a relationship that was previously unseen. Completion and accessing more exam questions will boost motivation to succeed.

Numeracy and calculator skills will be embedded.

Key assessments: Benchmarking assessments in the Autumn term and Spring 1.

Autumn Term Benchmarks – Graphs Benchmarks – Algebra Mock examinations 1

Spring Term

Hegarty Maths homework.

Low-stakes testing.

Live marking during lessons

Benchmarks – Reasoning Mock examinations 2

Summer Term

Autumn – Mock 1 3 examination papers.

GCSE examinations

Spring – Mock 2 3 examination papers.

Impact Students will have the desired understanding and confidence in maths and be able to apply skills to a variety of challenging mathematical problems. Students will know more and remember more. Students will have developed their AO1/2/3 skills enabling them to manipulate familiar and unfamiliar vocabula ry and deduce mathematical content. They will be familiar with a variety of exam questions and be suitably prepared to answer all examination style questions. Students will a chieve their maximum attainment level to progress to their next level of study.

Year Group 12

Scheme of Learning YEAR OVERVIEW

The Big Picture

Y12 Mathematics is designed to maximise progression in preparation for Y13 or AS Level outcomes. Many topics presents opportu nities to recap on GCSE covered content linking this to brand new A-Level content. All topics give students the chance to extended themselves on the journey to achieving their potential.

Content covered Pure mathematics: Problem solving, surds and indices, quadratic functions, equations and inequalities, coordinate geometry, trigonometry, polynomials, graphs and transformations, the binomial expansion, differentiation, integration, vectors, exponentials and logarithms.

Statistics: Collecting and interpreting data, probability, the binomial distribution, statistical hypothesis testing.

Mechanics: Kinematics, Newton’s laws of motion, variable acceleration.

Implementation Lessons are split between two members of staff. The Teacher 1 delivers 3 sessions per week and teacher 2 delivers 2 sessions per week.

Both teachers deliver Pure Maths modules with a focus on Mechanics from Teacher 1 and Statistics from Teacher 2.

Key assessments: Topic assessments throughout the academic year.

Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each unit and past paper assessment.

Each unit starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons) Lessons will be based around multiple representations; Concrete, Pictorial, Abstract to give a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question. Formal structure to answering A-Level questions will be embedded.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Low-stakes testing.

Live marking during lessons.

January mock examinations.

June mock examinations.

Knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods.

WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of sati sfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills specific to A-Level content will be embedded.

Impact Students will have increased understanding and confidence in A-Level Maths and be able to apply new skills to a variety of new a nd challenging mathematical problems. Students will know more and remember more. Students will have developed skills enabling them to manipulate familiar and unfamiliar vocabula ry and deduce mathematical content. They will be familiar with a variety of exam questions and be suitably prepared to answer examination style questions. There will be an in crease in attainment, evidenced in regular, formal and interleaved assessments.

Year Group 13

Scheme of Learning YEAR OVERVIEW

The Big Picture

Y13 Mathematics is designed to maximise progression in preparation for Y13 Examination and Maths at Degree Level. Many topics presents opportunities to recap on Year 12 covered content linking this to brand new Year 2 A-Level content. All topics give students the chance to extended themselves on the journey to achieving their potential.

Content covered Pure mathematics: Proof, trigonometry, sequences and series, functions, differentiation, trigonometric functions, algebra, trigonometric identities, further differentiation, integration, parametric equations, vectors, differential equations, numerical methods.

Statistics: Probability, statistical distributions, statistical hypothesis testing.

Mechanics: Kinematics, forces and motion, moments of forces, projectiles, a model for friction.

Implementation Lessons are split between two members of staff. The Teacher 1 delivers 3 sessions per week and teacher 2 delivers 2 sessions per week.

Both teachers deliver Pure Maths modules with a focus on Mechanics from Teacher 1 and Statistics from Teacher 2.

Key assessments: Topic assessments throughout the academic year.

Independence and study skills will be fostered through challenging questions and problems, group and pair work, modelling, homework and PLC after each unit and past paper assessment.

Each unit starts with a student self reflective log which is revisited after each objective has been taught (may be across a few lessons) Lessons will be based around multiple representations; Concrete, Pictorial, Abstract to give a deeper understanding of concepts. Reasoning will be developed through the exploration of mathematical patterns and images with a variety of problem-solving methods for just one question. Formal structure to answering A-Level questions will be embedded.

Low-stakes testing.

Live marking during lessons.

January mock examinations.

Learning to move forward and uncover mathematical ideas from mistakes and misconceptions via true/false, spot the mistake and other reasoning tasks where students are required to make a judgement and justify their answers.

Knowledge organiser will be provided for each block to enable students to recall keywords, facts, formulas and/or formal methods.

WOW moments will occur when students solve complex problems, when the barrier wall disappears, and they have a moment of sati sfying clarity (no matter how brief) or spotting a relationship that was previously unseen.

Numeracy and calculator skills specific to A-Level content will be embedded.

Impact Students will have increased understanding and confidence in A-Level Maths and be able to apply new skills to a variety of new a nd challenging mathematical problems. Students will know more and remember more. Students will have developed skills enabling them to manipulate familiar and unfamiliar vocabula ry and deduce mathematical content. They will be familiar with a variety of exam questions and be suitably prepared to answer examination style questions. There will be an in crease in attainment, evidenced in regular, formal and interleaved assessments.

Science Our vision

As young scientists, we want to promote in our students an inquisitive mindset with a desire to understand how the world around them works.

We aim to accomplish this through the study of a breadth of topics across the three science disciplines enhanced by engaging practical activities designed to develop investigative skills.

In addition to being academically successful, we also want our students to leave us with a love of learning and science; in awe of the amazing things scientific understanding has allowed us to achieve and to always feel the need to ask the question 'Why?'.

Year Group: 7

Scheme of Learning YEAR OVERVIEW

The Big Picture

This year will be a combination of grounding pupils in the key concepts that underpin the three sciences and ensuring they ha ve a firm grasp of these to then extend them into Year 8 along with developing their practical and investigative skills. Furthermore, their data handling, application and literacy sk ills will be developed and assessed throughout.

Intent (including moving on from…)

Unit 1: Not all scientists wear white coats – introduces safety in the lab and covers practical skills whilst learning about electricity (studied in Year 6) and acids and alkalis (Year 5). Unit 2: 999 – looks at the fire triangle, types of energy, body systems (circulatory covered in Year 6) and healthy lifestyles (also covered in Year 6). Unit 3: Titanic – pupils rediscover the particle model for solids, liquids and gases (covered in Year 5) and then move onto forces (also Year 5) and density which is a new concept. Unit 4: Shipwrecked – pupils learn about healthy diets (Year 6) and deficiency diseases, dissolving and separating mixtures (Year 5) and properties of different materials (Year 5). Unit 5: Earth in Danger – students learn about renewable and nonrenewable energy sources, global warming and then adaptations in animals and food chains (Year 6). Unit 6: Leaving Earth – the year ends with students learning about days, years and seasons (Year 6) and space (Year 6) whilst developing their calculations of speed. In every unit they will complete practicals to develop their skills with focuses on data handling, literacy, recall and learning to apply their knowledge.

Implementation

Assessment

The units are structured thematically to ensure students can holistically experience science and make connections between the three disciplines rather than being taught separately. The theme of each unit then has a narrative to help contextualize topics. Lessons are a combination of content-delivery with opportunities for learners to consolidate and then apply their knowledge to new situations as well as explore new topics through practical investigations. This is where pupil’s LORIC skills will be really developed and reflected upon.

At times in each unit, pupils are expected to research new information or apply their knowledge and work independently in this.

Homeworks will either look to be research-based or a consolidation/extension of what has been done in class to develop key skills or enhance retention. Revision homeworks will be set once per unit and guidance will be provided on how to do this as well in-class revision which will be more structured and model good revision technique.

WOW moments are interspersed throughout the course e.g. heart dissections, acids and alkalis, building their own rafts, shelters and rockets, learning about weird and wonderful adaptations of animals. Achievements will be celebrated at both a class level with teacher praise and also a cohort level through the Alpha Centauri award.

There are many opportunities to develop numeracy skills across most of the units and these are assessed and developed through data assessments and feedback. Graphs in particular are a real focus. For each unit students are provided with a key word list and their literacy skills are assessed throughout the year along with a lot of practice of answering application-style questions to ensure we are preparing them for command words at GCSE.

Within every unit pupils will complete an end of unit test comprised of recall and application questions that use command words similar to that of GCSE. Across every 2 units, they will complete the following assessments which will be deep-marked: Literacy Application Data Skills AfL will take place throughout all lessons.

Autumn Term Unit 1 – all 4 assessments Unit 2 – Data and skills

Spring Term Unit 3 – application and literacy Unit 4 – Skills and data

Summer Term Unit 5 – application and data Unit 6 – literacy and data End of Year test covering all content.

Impact (including next steps…)

We want to pupils to feel they are real scientists by the end of Year 7; competent and comfortable in their practical skills e.g. handling glassware, using lab equipment, making accurate observations as well as having a sound understanding of some of the key concepts across the sciences: forces, particle models, chemical reactions, body systems, animals within habitats and space. We need them to be able to take a piece of knowledge and not just see this as a fact but understand it an d be able to apply it to unknown situations. As they head into Year 8 they will develop both their knowledge and skills in all of these areas build upon these key concepts to help pre pare for the step up to GCSE in Year 9. We don’t want them to see science as Biology, Chemistry and Physics but rather as a subject that explains the phenomena they see in the world ar ound them encouraging them to want to find out more.

Scheme of Learning YEAR OVERVIEW

The Big Picture This year will be a continued combination of grounding pupils in the key concepts that underpin the three sciences extend them based on their Y7 work, continuing to developing their practical and investigative skills, also their data handling, application and literacy skills will be developed and assessed throughout.

Year Group

8

Intent (including moving on from…)

Masterchef – Digestion (linking in to 999 from Y7), microbes (links to Shipw recked Y7) and conduction of heat (linked to particle model in Titanic Y7) . Firew orks Making, seeing & hearing firew orks (linking into Titanic and Leaving Earth from Y7). Dow n on the Farm - cells, inheritance, genetics and evolution (linked into Earth in Danger Y7). Materials and Recycling - Material properties and reactions (linking into Titanic and Shipw recked Y7). Going for Gold - Joints, respiration and the effect of drugs (links to 999 and Shipw recked from Y7) . Top Gear - Forces and motion (linked into Titanic and Leaving Earth). In every unit they w ill complete practicals to develop their skills w ith focuses on data handling, literacy, recall and learning to apply their know ledge.

Implementation The units are structured thematically as in Y7 to ensure students can holistically experience science and make connections between the three disciplines rather than being taught separately. The theme of each unit then has a narrative to help contextualize topics. Lessons are a combination of content-delivery with opportunities for learners to consolidate and then apply their knowledge to new situations as well as explore new topics through practical investigations. This is where pupil’s LORIC skills will be really developed and reflected upon.

At times in each unit, pupils are expected to research new information or apply their knowledge and work independently in this.

Homeworks will either look to be research-based or a consolidation/extension of what has been done in class to develop key skills or enhance retention. Revision homeworks will be set once per unit and guidance will be provided on how to do this as well in-class revision which will be more structured and model good revision technique.

WOW moments are interspersed throughout the course e.g. model digestive systems, making sparklers, growing micro biotic cultures, remote controlled car racing. There are many opportunities to develop numeracy skills across most of the units and these are assessed and developed through data assessments and feedback. Graphs in particular remain a focus along with the development of skills with equations. For each unit students are provided with a key word list and their literacy skills are assessed throughout the year along with a lot of practice of answering application-style questions to ensure we are preparing them for command words at GCSE.

Consider your assessment Markers Across every 2 units, they will complete the following assessments which will be deep-marked: Literacy Application Data Skills AfL will take place throughout all lessons.

Autumn Term End of topic tests Application tasks Data tasks Literacy tasks Spring Term End of topic tests Application tasks Data tasks Literacy tasks Summer Term End of topic tests Application tasks Data tasks Literacy tasks

Impact (including next steps…)

We want to pupils to feel they continue to be real scientists by the end of Year 8; competent and comfortable in their practi cal skills e.g. handling glassware, using lab equipment, making accurate observations as well as having a sound understanding of some of the key concepts across the sciences: body sy stems and microbes; particle models; chemical reactions; sound and light travel; genetics and evolution; material properties; respiration; forces. We need them to be able to take a piece of knowledge and not just see this as a fact but understand it and be able to apply it to unknown situations. As they head into Year 9 they will prepare for the step up t o GCSE in Year 9. We don’t want them to see science as Biology, Chemistry and Physics but rather as a subject that explains the phenomena they see in the world around them encourag ing them to want to find out more.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group: 9

Students begin to follow the GCSE specification in Science, beginning with modules that underpin much of the specification go ing on into Y10 and Y11. Practical skills are built upon from KS3. Continue to engender a love of learning in science and developing thei r thinking skills.

Intent Units covered: Practical Skills, B1 Cell Biology, C1 Atomic Structure, C5 Energy Changes, C9 Chemistry of the Atmosphere, P1 Energy and B4 Bioenergetics. Skills and knowledge: In these units students will develop how to demonstrate and apply knowledge and understanding of scientific ideas, scientific enquiry, techniques and procedures. They will begin to analyse, evaluate, judge and draw conclusions from experimental procedures. Building on prior learning: All units build on the fundamentals that students have learned in the thematic KS3 units which have elements of all three subject specialisms embedded within them. Next steps: All of the skills and many of the fundamental ideals learned in these modules will provide a firm base on which to build more complex scientific concepts and models.

Implementation The units are taught on a rotation to ensure subject specialists deliver content whilst maintaining consistency of staff with groups over a 13 week period to allow learning to be maximised and improve recall and retention. Practical skills - maintain curiosity and enjoyment in science whilst also building the foundations of thinking critically, working through problems and utilizing the mathematical skills needed when analysis and interpreting experimental data. B1 and C1 modules are taught in this year as they are the basic building blocks to the Biology and Chemistry content – directly building on the concepts of cells and atoms that began at KS3. C5 is a module that has easily derived applications to everyday life in exothermic and endothermic reactions and has less academic demand than other chemistry units.

P1 module on energy also provides the basic fundamental concepts needed to the Physics content and builds upon the mathematical skills that were nurtured in the Practical skills unit.

B4 is taught in Y9 which returns students to familiar topics of photosynthesis and respiration that were developed in KS3 modules. Home learning will be focused on flipped learning researching topics and completing past examination questions. Literacy and Numeracy skills are built in science, literacy through the use of 6 mark level of response questions and numeracy though the multiple equations and mathematical processes that students will need to employ in all three sciences (10% of the Biology, 20% of the Chemistry and 30% of the Physics GCSE content is L2 or equivalent mathematics).

Assessment: All units include: 6 Ma rk LOR questions Low s ta ke testing End of Uni t Tests – us ing a t l east 1 pra ctice tests pri or to the actual test for a l l topics Some units include: Required practical tasks s et by the exam board

Autumn Term Classes are currently taught on a subject rotation so will be covering one of the following in each term: B1 Cell Biology and B4 Bioenergetics Spring Term C1 Atomic structure C9 Chemistry of the atmosphere C5 Energy changes Summer Term P1 Energy Practical skills

Impact By the end of the Year students will be confident with the fundamental principles, knowledge and application of this knowledg e in all three subject areas. They will be able to understand what they need to do in response to certain exam style questions and LOR questions. Practical skills will have dev eloped from KS3 and they will be confident in suggesting improvements and describing methods. All these skills will be further developed in Y10 and Y11 in preparation for their GCSE examinations.

Year Group: 10

Scheme of Learning YEAR OVERVIEW

The Big Picture Students continue to follow the GCSE specification in Science, building on the modules that underpin much of the specificatio n taught in Y9 and KS3. Practical skills continue to be developed through class practical and required practical tasks

Intent Units covered: B2 Organisation, B6 Genetics and B7 Ecology , C2 Bonding and Structure, C3 Quantitative Chemistry, C4 Chemical Changes and C10 Using Resourc es, P2 Electricity, P3 Particle Model, P4 Atomic Structure. Skills and knowledge: In these units students will continue to develop how to demonstrate and apply knowledge and understanding of scientific ideas, scientific enquiry, techniques and procedures. They will continue to analyse, evaluate, judge and draw conclusions from experimental procedures. Building on prior learning: All units build on the fundamentals that students have learned in the thematic KS3 units and Y9 units. Next steps: All of the skills and many of the fundamental ideals learned in these modules will provide a firm base on which to continue build more complex scientific concepts and models in Y11.

Implementation The units taught in Y10 are designed to tackle the topics that are the next hierarchically more demanding ones compared to those covered in Year 9 across the three science specialisms. As much as content as possible is delivered to allow for more revision time at the end of Year 11. In all of these modules LORIC opportunities present themselves naturally in practical lessons and also in lessons where past exam questions are being tackled (communication, organisation and resilience in 6mark LOR questions). Home learning will be focused on flipped learning researching topics and completing past examination questions. Some home learning will be specified interleaving homeworks to ensure the long-term recall and long-term embedding of knowledge of the units covered in Y9 and Y10. Literacy and Numeracy skills are built in science, literacy through the use of 6 mark level of response questions and numeracy though the multiple equations and mathematical processes that students will need to employ in all three sciences (10% of the Biology, 20% of the Chemistry and 30% of the Physics GCSE content is L2 or equivalent mathematics).

Assessment: All units include: 6 Ma rk LOR questions Low s ta ke testing End of Uni t Tests Some units include: Required practical tasks s et by the exam board

Autumn Term All assessments in each unit dependent on rotations B2, C2, C3, P2 Spring Term All assessments in each unit dependent on rotations B3, P3, P4, C4 Summer Term All assessments in each unit dependent on rotations B5, C9, C10

Impact By the end of the Year students will be confident with the fundamental and more complex principles, knowledge and application of this knowledge in all three subject areas. They will be able to understand what they need to do in response to all exam style questions and LOR questions; they will be able to re vise effectively as they head towards Year 11.​ Their practical skills will have developed both in discussing variables and describing methods but also analyzing data, interpreting results and suggesting improvements.​ It is also hoped that links can be made between other sciences as they develop as complete scientists.

Year Group: 11

Scheme of Learning YEAR OVERVIEW

The Big Picture Students continue to complete the GCSE specification in Science, building on the modules that underpin much of the specificat ion taught in Y9, Y10 and KS3. Practical skills continue to be developed through class practical and required practical tasks

Intent Units covered: B3 Infection and response, B5 Homeostasis, P5 Forces, P6 Waves, P7 Magnets, C6 Rates of Reaction, C7 Organic Chemistry, C8 Chemical Analysis. Skills and knowledge: In these units students will continue to develop how to demonstrate and apply knowledge and understanding of scientific ideas, scientific enquiry, techniques and procedures. They will continue to analyse, evaluate, judge and draw conclusions from experimental procedures. Building on prior learning: All units build on the fundamentals that students have learned in the thematic KS3 units Y9 and Y10 units. Next steps: All of the skills and many of the fundamental ideals learned in these modules will provide a firm base on which to continue b uild more complex scientific concepts and models in KS5 should they chose to continue with any science at A level.

Implementation The units taught in Y11 are designed to completely cover all of the remaining content from the specification. In all of these modules LORIC opportunities present themselves naturally in practical lessons and also in lessons where past exam questions are being tackled (communication, organisation and resilience in 6mark LOR questions). Home learning will be focused on flipped learning researching topics and completing past examination questions, with added emphasis on exam style questions and refining examination technique in preparation for the examinations. Some home learning will be specified interleaving homeworks to ensure the long-term recall and long-term embedding of knowledge of the units covered in Y9 and Y10. Literacy and Numeracy skills are built in science, literacy through the use of 6 mark level of response questions and numeracy though the multiple equations and mathematical processes that students will need to employ in all three sciences (10% of the Biology, 20% of the Chemistry and 30% of the Physics GCSE content is L2 or equivalent mathematics).

Assessment: All units include: 6 Ma rk LOR questions Low s ta ke testing End of Uni t Tests Some units include: Required practical tasks s et by the exam board

Autumn Term All assessments in each unit dependent on rotations B3, P5, C6 Spring Term All assessments in each unit dependent on rotations C8, P6, P7, B5 Summer Term All assessments in each unit dependent on rotations C8 AND REVISION

Impact By the end of the Year students will be confident with all of the fundamental and more complex principles, knowledge and application of this knowledge in all three subject areas. They will be able to understand what they need to do in response to all exam style questions and LOR questions; they will be able to revise effectively as they head towards the final examinations in the summer of Year 11.​ Their practical skills will have developed both in discussing variables and describing methods but also analyzing data, interpreting results and suggesting improvements.​ It is also hoped that links can be made between other sciences as they develop as complete scientists.

History Our vision in Humanities

We are striving to enlighten students to the broader human experience in a 21st century world. Students will be aware of the risks to our planet, tolerant, and celebratory of different faiths and understand the significance of the past and how it has shaped the world today. The seeds that Humanities gives them will grow into curiosity and compassion for the planet and it's people.

Year Group: 7

Scheme of Learning YEAR OVERVIEW

The Big Picture An overview of Britain from the Roman period up to the Tudors. Covering all historical skills with a particular emphasis on h istorian’s source enquiry.

Intent Units covered: Britain before and during the Battle of Hastings, Medieval England, the Tudors Skills covered: students will look at all of the key historical skills including significance, source enquiry/inference, interpretations, cause and consequence and change and continuity.

How does this link with their previous learning? Students arrive at SJT with limited historical understanding so the first term is focused on introducing historical thinking skills to students. A chronological approach is taken at KS3, so students will so aspects on history change over time and the importance of events.

How can this be extended? Wider reading on the impact of the Battle of Hastings, further research into King John and the Tudors more broadly.

Implementation • The three main units will be organised chronologically.

• LORIC will be promoted through the incorporation of group enquiry activities throughout the year with frequent opportunities for leadership skills, coaching and problem solving using their initiative including enquiry based work on the Anglo-Saxons and Black Death.

• Flipped learning activities will be set as homework tasks to promote independent research • A focus on group and paired work so students can develop their historical skills as well as speaking/listening Where are the WOW moments?

Wow moments include students leading a debate on who should claim the throne England at the Battle of Hastings. Later in the year students will study the medieval justice system and will be able to use role play to show how crimes were punished. In addition there will be frequent group enquiry based, such as Mary I to consider if she should deserve the title ‘bloody Mary’.

How are literacy skills to be developed and extended?

Literacy will be promoted throughout with the incorporation of historical key words, peer marking activities with specific reference to SPaG and a skills focus on extended essay writing/analyzing sources.

Students will also be expected to read out loud in class and read text as well.

Low stakes testing and AFL will take place frequently throughout the year molding to the needs of the class.

Autumn Term Pillar 1 /40 assessment with MAD Time to follow.

One flipped home learning piece or wider reading.

Spring Term Options Exam /40 with MAD Time to follow.

One flipped home learning home or wider reading.

Summer Term Pillar 3 /40 assessment with MAD Time to follow.

One flipped home learning piece or wider reading.

Impact By the end of year 7, students will have an understanding of the causes and consequences of the Battle of Hastings as well as life in Medieval England and Tudor England. They will be introduced and modelled how to approach source questions and what makes them useful to historians. Students will also be intr oduced to change, continuity, cause and consequences and apply these to the topics studied.

Year 7 History Year Overview What is my Learning Journey this year?

What to expect…

START

Where do we come from?

What to expect

Content – Claimants to the throne in 1066, The Battle of

Medieval England

Stamford Bridge, The Battle of Hastings, Feudal System, Castles and the Church

Bigger Picture Questions

Content – Henry VIII background and Tudor society, break from Rome and the dissolution of the monasteries. Henry VIII’s children: Edwards VI, Mary I and Elizabeth I.

Bigger Picture Questions – How important was

Why did William win at the Battle of Hastings? How did William control

the break from Rome? Who were the Children of Henry VIII? How much religious change was there under the Tudor monarchs?

England?

What to expect What to expect

History on the Romans in Whitchurch.

Bigger Picture Questions – How did invasions before 1066 change Britain? What can we still see

How did the Battle of Hastings change Britain?

today?

Content – King John and the Magna Carta, the justice system, The Black Death 1348

Bigger Picture Questions –How far has the

Tudors

justice system changed? Was King John a ‘good’ king?

On to Year 8

Content – The Romans and Anglo-Saxons. Local

Bigger Picture Question: • • •

Where did ‘our’ British History begin?

Where did key areas of society begin?

What makes a ‘good’ monarch/leader?

Cultural Connections/ Real World Links • • •

Where did the Church’s role in British society come from?

Role of debates and their importance/uses.

The roots of monarchy and the justice system and their importance/role today

Home Learning

You will use your prep booklet to complete the task

How can I read more about these topics?

Books include: • Crusade by Elizabeth Laird • Here lies Arthur by Phillip Reeve • Tarnish by Katherine Longshore • Lady Mary by Lucy Worsley • The Fool’s Girl by Celia Rees

Your teacher will also set each Flipped Learning task on Class Charts for your home learning ev ery week

Year Group: 8

Scheme of Learning YEAR OVERVIEW

The Big Picture A detailed look at early modern History from the Renaissance period (1600s) up until the Suffragette movement (early 1900s). Covering all historical skills with a particular emphasis on source inference and utility.

Intent Units covered: Renaissance: Science vs superstition, Slavery to Civil Rights and Political suffrage and World War One. Skills covered: students will look at all of the key historical skills including significance, source enquiry/inference, interpretations, cau se and consequence and change and continuity.

How does this link with their previous learning? Learning is being built from Year 7 and takes a chronological approach. Also building on source skills, focusing on NOP and i nference in year 8 which is more challenging. Building on understanding and the importance of religion in History and political/social and religious changes.

How can this be extended? Wider reading on slavery and the Civil Rights movement and how this can be related to today. Causes of WW1 and the suffragett e movement through wider reading and documentaries.

Implementation • The three main units will be organised chronologically • LORIC will be promoted through the incorporation of group enquiry activities throughout the year with frequent opportunities for leadership skills, coaching and problem solving.

• Students will feedback knowledge they have learnt through source enquires to the class, for example about life on the plantations and medical care during World War One. • A choice of tasks will be given within lessons to give students the opportunity to communicate in various formats depending on their learning style.

• Flipped learning activities will be set as homework tasks to promote independent research and thinking such as on modern dictatorships, and Hitler’s policies.

Where are the WOW moments?

Wow moments include students leading their own Treaty of Versailles conference and taking on the role of key political leaders in Europe deciding how to punish Germany. Further to this, later in the year the students will create a political campaign for either capitalism or communism and present them to their peers trying to convince them of their ideology’s merits.

How are literacy skills to be developed and extended?

Literacy will be promoted throughout with the incorporation of historical key words, peer marking activities with specific reference to SPaG and a skills focus on extended essay writing.

Low stakes testing and AFL will take place frequently throughout the year molding to the needs of the class.

Autumn Term Pillar 1 /40 assessment with MAD Time to follow.

One flipped home learning piece or wider reading.

Spring Term Options Exam /40 with MAD Time to follow.

One flipped home learning piece or wider reading.

Summer Term Pillar 3 /40 assessment with MAD Time to follow.

One flipped home learning piece or wider reading.

Impact By the end of the year students in year 8 will have a full chronological overview of the impact of the Renaissance to the start of the 1900s and the impact of the Suffragette movement.

They will have a confident understanding of what makes a source useful, and how to infer from historical sources. Ultimately, we want students to understand the horrors of slavery the lasting impact this has had on America. This includes racism throughout the 1900s and how we can still see this today. In addition, the civil rights movement and how people today are still fighting for their rights.

Year Group: 9

Scheme of Learning YEAR OVERVIEW

The Big Picture A detailed look at modern History from the end of the First World War (1918) up until the start of the Cold War (1945 onwards). Covering all historical skills with a particular emphasis on historian’s interpretations of the past.

Intent Units covered: end of the First World War, Weimar and Nazi Germany, the Second World War and the start of the Cold War. Last term: introduction to GCSE History Medicine.

Skills covered: students will look at all of the key historical skills including significance, source enquiry/inference, interpretations, cause and consequence and change and continuity.

How does this link with their previous learning? Students have been studying these historical skills since year 7, however in year 9 there is a greater focus on interpretatio ns as this is a more challenging concept that they can now tackle. The knowledge follows on chronologically from the military side of the First World War from Summer Term year 8.

How can this be extended? Students now from year 7-9 have a full chronology of history from Roman times up until the Cold War (c.1949).

Implementation • The three main units will be organised chronologically, with the final unit of study a term on an introduction to GCSE Medicine as a separate part of the year completed in GCSE work booklets.

• LORIC will be promoted through the incorporation of group enquiry activities throughout the year with frequent opportunities for leadership skills, coaching and problem solving using their initiative including leading a political campaign. A choice of tasks will be given within lessons to give students the opportunity to communicate in various formats depending on their learning style.

• Flipped learning activities will be set as homework tasks to promote independent research and thinking such as on modern dictatorships, and Hitler’s policies.

Where are the WOW moments?

Wow moments include students leading their own Treaty of Versailles conference and taking on the role of key political leaders in Europe deciding how to punish Germany. Further to this, later in the year the students will create a political campaign for either capitalism or communism and present them to their peers trying to convince them of their ideology’s merits.

How are literacy skills to be developed and extended?

Literacy will be promoted throughout with the incorporation of historical key words, peer marking activities with specific reference to SPaG and a skills focus on extended essay writing/analyzing interpretations.

Low stakes testing and AFL will take place frequently throughout the year molding to the needs of the class.

Moderation after year 9 exams in January.

3 formal written assessments per year.

End GCSE Unit one full length exam essay deep marked.

Autumn Term Pillar 1 /40 assessment with MAD Time to follow.

One flipped learning home learning piece.

Spring Term Options Exam /40 with MAD Time to follow.

One flipped learning home learning piece.

Summer Term Pillar 3 /40 assessment with MAD Time to follow.

One flipped learning home learning piece

Impact By the end of the year students in year 9 will have a full chronological overview of history from Romans to the start of the Cold War. They will have a confident understanding of what makes a source useful, and how to infer from historical sources. They will have been introduced to the concept of a historian 's study of the past through interpretations and how historian’s views can differ on the same subject.

Ultimately, we want students to understand the devastating impact the First World War and Second World War had, how dictators hips in the past have worked and what the differences between key political ideologies (capitalism and communism) are how they still shape our world today.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group: 10

Students study three GCSE topics, and cover all the content and skills for Paper 1 and Paper 3. Paper 1 Medicine Through Time and Britain on the Western Front and Paper 3 Weimar and Nazi Germany.

Intent Units covered: Renaissance, Early Modern and Modern Medicine. Britain’s role on the Western front. Weimar Germany, Hitler’s rise to power, Hitler’s Germany.

Skills covered: students will look at change and continuity within Medicine, source analysis skills including utility and inference and lastly dissection of interpretations including how and why they differ.

How does this link with their previous learning? Students began the introduction to Medicine by covering Medieval in year 9. The skills are all skills that students have begu n to grow from years 7-9 including the GCSE question wording which features in all KS3 assessments.

Implementation • The three GCSE units are organised chronologically. See scheme overview for details.

• LORIC will be promoted through the incorporation of group tasks, including sugar paper source analysis tasks. Students will have independent ownership of GCSE work booklets where onus is on them to use this as a tool for independent revision, organisation and extended reading.

• Flipped learning activities will be set as homework tasks including GCSE pod booklets. GCSE exam questions are set as home learning tasks to practice exam skills. Flashcards/mindmap outlines will be set to encourage revision continuously throughout the year.

Where are the WOW moments?

Students will experience the system of evacuation in the First World War at all 4 stages including the RAP, Dressing Stations, Casualty Clearing Station and Base Hospital. There is an extended revision project homework on Medicine. There is the opportunity for role play with the Munich Putsch and other events.

How are literacy skills to be developed and extended?

All answers are written, extended answers. Structure strips are used through the GCSE course to help guide answers. Full key word lists and glossaries feature in all GCSE booklets to help students learn and process difficult historical terminology.

Low stakes testing and AFL will take place frequently throughout the year molding to the needs of the class.

Facts tests regularly feature in the booklet as a starter to test previous knowledge recall.

Live marking will take place in every lesson where possible.

Autumn Term Two full Medicine papers are completed as exam assessments on each time period.

Spring Term

One full Medicine paper and one Britain on the Western Front Paper.

Summer Term Year 10 mock exam on Paper 3 (Weimar and Nazi Germany).

Impact By the end of the year students in year 10 will have a confident understanding of the changes and continuities throughout Med icine since 1250. They will be able to comment on why historical sources are useful, and how to follow a source up. Students should have a detailed knowledge of life in Weimar and Nazi Germany, being able to recall specific facts/examples. Students should feel confident about GCSE interpretations knowing what they are, which parts they agree with using their own knowledge and why they may differ.

Year Group: 11

Scheme of Learning YEAR OVERVIEW

The Big Picture Students cover all of Paper 2 in year 11, which is a knowledge -based paper with no source or interpretation questions.

The one lesson per week is designed for recall and practice of the skills of Paper 1 and 2 from Christmas onwards.

Intent Units covered: Superpower relations and the Cold War 1949-1990 and Henry VIII and his Ministers.

Skills covered: Students will look at consequence, importance and historical narratives in the Cold War with change and continuity the main feature of Henry VIII. One lesson per week after the Autumn Term will be dedicated to year 10 content and skills including source skills.

How does this link with their previous learning? Continues chronologically on from Weimar and Nazi Germany up until 1990. Henry VIII is a stand -alone topic which allows them to revisit the knowledge of the Renaissance when looking at Henry VIII.

Implementation • 3 lessons per week, all Cold War up until Christmas. Henry VIII in two lessons per week after Christmas.

1 lesson per week for consolidation and practice of previous skills.

• LORIC will be promoted through the incorporation of group tasks, including sugar paper source analysis tasks. Students will have independent ownership of GCSE work booklets where onus is on them to use this as a tool for independent revision, organisation and extended reading.

• Flipped learning activities will be set as homework tasks including GCSE pod booklets. GCSE exam questions are set as home learning tasks to practice exam skills. Flashcards/mindmap outlines will be set to encourage revision continuously throughout the year. Specifically narrative account cards will be constructed for the Cold War. How are literacy skills to be developed and extended?

The use of process words such as ‘catalyst, deteriorated, escalated’ are a key feature of all of the Cold War unit. Students are presented with these and encouraged to research sophisticated terms to reach top marks. Peer and self marking activities highlight this for identification and development.

The practicing of extended essay writing in the Paper 1 and Paper 3 one lesson per week practice allows the format to be developed. A focus on how to use the PEEL format.

Low stakes testing and AFL will take place frequently throughout the year molding to the needs of the class.

Facts tests regularly feature in the booklet as a starter to test previous knowledge recall.

Live marking will take place in every lesson where possible.

Autumn Term

Full Paper 1 and 3 during first set of mock exams.

Spring Term Full Paper 1, 2 and 3 during second set of mock exams.

Possibility of second Paper 2 mock depending on results.

Summer Term Real exams in all 3 papers.

Impact The knowledge of all of Paper 2 should be coherent by the end of the Spring Term (bringing chronology up to 1990 historically , with a depth study on Henry VIII). The newest skills of consequence and constructing a historical narrative will have been learnt and applied to Cold War content.

Crucially, the retention of knowledge should have resulted in a positive improvement across the two sets of year 11 mock exam s.

Scheme of Learning YEAR OVERVIEW

The Bi g Picture Students complete 50% of their a-level including the unit on Russia 2 lessons per week, with the GDR the remaining 2 lessons per week. Students complete GDR in the Spring Term and start their coursework (20%) for the remaining Summer Term.

Year Group: 12

Intent Units covered: Russia (30%) German Democratic Republic (20%). See unit overviews for specific topics.

Skills covered: students develop source enquiry skills (GDR), change/continuity, significance, sim/difference and historical interpretations (Russia and coursework).

How does this link with their previous learning? Students are building upon the extended writing, source and interpretations skills from GCSE. Topics of Russia and the GDR li nk well with the Superpower Relations and the Cold War unit at GCSE. How can this be extended? Wider independent reading. Links with current events in the news about international tensions especially regarding America an d Communist nations.

Implementation • The GDR and Russia units are taught in parallel to ensure feedback over numerous skills can be given at once for a rounded picture of student progress.

• LORIC will be promoted through the insistent on flipped learning and reading of the knowledge of topics.

Organisation of folders and learning materials will be checked regularly. Presentations to the class on knowledge topics are frequent.

• Flipped learning activities will be set as homework tasks including the gathering of notes for lessons. In addition, independent revision on each topic. Set 20-mark essays will be set periodically. MAD Time tasks in relation to these can also be homework activities.

• Where are the WOW moments?

Real-life footage of the key events, such as the collapse of the Berlin Wall. Manchester University lecture on Russia over time.

• How are literacy skills to be developed and extended?

Coaching on extended essay skills, evaluative language and how to incorporate a criteria into introductions.

Exposure to historian’s works and the language/academia used. Wider reading list supplied for all topics, including a large bank of books in the library.

Consider your assessment Markers • Modera tion a fter both mocks .

• Weekly wri tten formal a s sessments with one pa ge profile feedback per week. Either s ource, own knowledge or i nterpretations questions.

• Regular folder checks.

Autumn Term

Induction based assessment i n both uni ts. Students complete one essay per week i n one of the units.

Spring Term

Ja nuary mock exams i n Pa per 1 a nd 2. Students complete one essay per week in one of the units.

Summer Term June mock exams in Paper 1 and 2.

Paper 1 interpretations essays weekly.

Coursework regulations- no formal feedback until first draft.

Impact By the end of the year students should be fully familiar with the exam requirements and exam questions of Paper 1 and 2. Stud ents should have a chronological understanding of the leaders and their policies in Russia from Tsarist Russia to Gorbachev/Yeltsin. Within the GDR students will have a narrative of events from 1949-1990 with a depth of knowledge about all areas of society such as the economy and welfare. Student’s skills in interpretations will show a clear understanding of the 4 reasons the Soviet Union fell and how convincing they find the arguments. Source skills of looking at NOP and setting sources in the context to which they were made will have been developed and applied to a range of sources.

Next year students will have one lesson per week of revision of Russia and GDR to aid consolidation and practice of exam skil ls.

The Big Picture

Year Group: 12 Russia

Scheme of Learning YEAR OVERVIEW

A detailed look at Russia. 1917-1991 from Lenin to Yeltsin.

Intent Units covered: Communists governments in the USSR, industrial and agricultural change, control of the people, social developments and reasons for the fall of the USSR Skills covered: Own knowledge essays and how to write them (explanation and evaluation) and analyzing historians interpretations How does this link with their previous learning? Builds on their knowledge of the Cold War from GCSE How can this be extended? Wider reading of the subject is expected, using the wider reading list provided in the course handbook.

Implementation • The lessons will be taught chronologically but signposting to which theme each lesson is on, through the SOW provided to students in the course handbook • LORIC will be promoted through the requirement of independent learning outside lesson time ready for application to skills within the lesson. Organisation is essential in keeping on top of homework and consolidation. Group work will be used for presentation and interpretation skills. This will also develop their communication and being able to be a leader in learning.

• Wider reading and consolidation is essential outside of lessons, frequent essays outside school Where are the WOW moments?

WOW moments will include group presentations so students lead the learning on Russian education. Other moments include the atrocities of the 1930s during Stalin’s purges. In addition, enquiry into the use of terror during the during various rulers.

How are literacy skills to be developed and extended?

High standards of literacy will be essential for essay writing and skills. This will be done through academic language mats (in handbook) and marking of essays. Feedback on a selection of essays will focus on written commination and forming essays.

Low stakes testing in class with feedback. On going essays through out the year based on learnt knowledge for homework.

Autumn Term

Section A and B mock On going essays and wider reading.

Spring Term

Section A and B mock On going essays and wider reading.

Summer Term Whole paper mock On going essays and wider reading.

Impact By the end of the year students in year 12 will have a detailed understanding of Russia from 1917 to 1991. They will be confident in writing depth and breadth own knowledge essays.

Students will also have analysed and evaluated historians interpretations relating to the 4 key historical debates about the fall of the USSR. Students will b e able to explain change and continuity across the time period as well as draw out and evaluate similarities and differences. In addition, students will b e able to explain and evaluate the importance of events on the impact on the Soviet Union.

Year Group: 13

Scheme of Learning YEAR OVERVIEW

The Big Picture Poverty and Public Health accounts for 30% of their final a -level grade- 3 lessons per week. Students complete their final coursework draft before the end of Autumn 1 term (Nazi Germany). One lesson per week is on separate revision of year 12.

Intent Units covered: Poverty and Public Health 1780-1939 in Britain. One lesson per week is dedicated to revision of Russia and GDR from year 12 wit h a primary focus on essay writing.

Skills covered: source enquiry and the extent a source is useful to two different enquiries. Change and continuity, consequence, sim/diff andsignificance.

How does this link with their previous learning? Students are recalling and applying knowledge from year 12 units one lesson per week. The Poverty unit links with previous GC SE learning on Medicine Through Time.

How can this be extended? Through exploration of contemporary texts and looking at historian’s works other than the 2 standard textbooks.

Implementation • Students are taught the two breadth topics of Poverty first to give an overview of the time period 1780-1939. Followed by 5 depth topics spanning the whole time period. Please see the individual Excel overview for specific topics/lessons.

• LORIC will be promoted through the insistent on flipped learning and reading of the knowledge of topics. Organisation of folders and learning materials will be checked regularly. Presentations to the class on knowledge topics are frequent.

• Flipped learning activities will be set as homework tasks including the gathering of notes for lessons.

In addition, independent revision on each topic. Set 20 mark essays will be set periodically. MAD Time tasks in relation to these can also be homework activities.

• Where are the WOW moments?

Case study on a local workhouse to highlight the impact on the surrounding area. Optional trip to this location.

• How are literacy skills to be developed and extended?

Coaching on extended essay skills, evaluative language and how to incorporate a criteria into introductions. Exposure to historian’s works and the language/academia used. Year 13 in particular focuses on ‘old’ English and recommended reading of the classics such as Dickens to aid this is promoted.

Consider your assessment Markers • Moderation after first mocks.

• Moderation after Term 1 of GDR and Russia essays.

• Weekly written formal assessments with one page profile feedback per week. Either source, own knowledge or interpretations questions.

• Regular folder checks.

Autumn Term set throughout the year Weekly essay on either GDR, Russia or Poverty.

Timed in class essay atleast one per half term.

Spring Term See above.

Mock exams in January (all 3 papers)

Summer Term Real exams in the Summer Term. 3 papers.

Impact A comprehensive knowledge of 5 depth topics (paupers and pauperism, Poor Law Amendment Act, the government and self help, soc ial and welfare reforms and depression and the dole. In addition to an understanding of the 2 breadth topics of impetus for change 1780-1939 and changes in public health in the time period.

Students should be fully prepared for their final a -level exams in all 3 papers by having practiced and applied skills in significance, change and continuity, similarity and difference and source enquiry.

Geography Our vision in Humanities We are striving to enlighten students to the broader human experience in a 21st century world. Students will be aware of the risks to our planet, tolerant, and celebratory of different faiths and understand the significance of the past and how it has shaped the world today. The seeds that Humanities gives them will grow into curiosity and compassion for the planet and it's people.

Scheme of Learning YEAR OVERVIEW

The Big Picture Year 7 sees students building on their geographical knowledge developed at KS2. The year beings with ‘An introduction to Geography ‘ where atlas skills are consolidated, and OS map work skills are introduced. Environmental issues and the students own role in sustainable living . This is linked to life in urban centres and how the local area fits into the urban landscape .

Fieldwork takes place in Whitchurch and an enquiry question is explored. The final unit looks at global weather hazards.

Year Group: Geography Year 7

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

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

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

Implementation • There is a mix of human geography, physical geography a nd envi ronmental geography but ea ch unit s tands alone in content.

• LORIC wi l l be promoted through group enquiry work and opportunities for l eadership a nd i nitiative • A fi eldwork enquiry a bout decline of Whitchurch takes place in the s ummer term. This WOW moment near the end of the year will build on geographical s kills a nd understanding of concepts studied throughout the year.

• Li tera cy will be promoted with the use of key geographical vocabulary a nd key words.

• As s essment will be through GCSE styl e questioning.

AfL throughout the year within l essons.

Low s ta kes testing for key voca bulary a nd technical terms BUG a nd PEEL to support extended writing.

Geographical description, a nalysis and evaluation of data wi thin lessons.

Autumn Term Pillar 1 Map work and atlas skills assessment

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

Summer Term Pillar 3’. Year 7 exams July.

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

Year 7 Geography Year Overview What is my Learning Journey this year?

What to expect…

What to expect

Think local, act global

Whitchurch Local Study

pyramids, challenges with population Bigger Picture Questions What are some of the issues caused

Content – The difference between weather and climate, climate graphs, the causes of rainfall, wild weather, tropical storm formation and how we respond to tropical storms

by large populations? How can we manage population? Should we

Bigger Picture Questions – What is the difference between weather and climate? What wild weather does the world experience? What

manage population?

are the effects of tropical storms and how do we respond to them?

What to expect W hat to expect

Content – Eco footprints, climate change, reducing climate change, plastic pollution Bigger Picture Questions – How can our actions locally effect people on a global scale?

What can we do to reduce climate change? How can we reduce plastic pollution?

Population

Content – study of the local area including: industry, crime, town centre and fieldwork techniques to complete a piece of fieldwork on Whitchurch

Weather and Climate

On to Year 8

START

Content – how the worlds population is spread out, the demographic transition model, population

Bigger Picture Questions – Is Whitchurch town centre in decline?

Bigger Picture Questions: • What effect do human actions have on the world?

• What challenges can be caused by human actions?

• How do humans respond to these challenges?

Home Learning

Cultural Connections/ Real World Links

How can I read more about these topics?

•

• • •

Current issue of climate change and plastic pollution – looking at how we can reduce these issues personally and close to home Fieldwork – first hand experience The importance of meteorologists and the work they do Case study of real Tropical Storms

You will use the resources provided to complete the task

Books include: Weather and Climate: Geography Facts and Experiments (Young Discoverers Series) Prisoners of Geography: Our World Explained in 12 Simple Maps Earth Heroes: Twenty Inspiring Stories of People Saving Our World Be Plastic Clever – Amy and Ella Meek No One is too small to make a difference – Greta Thunberg Factfulness – Hans Rosling

Your teacher will also set each Flipped Learning task on Class Charts for your home learning every week

Scheme of Learning YEAR OVERVIEW

The Big Picture Duri ng Year 8 the students will gain geographical knowledge and understanding through the s tudy of both human and phys i cal topics. These are tectonic hazards – earthquakes and volcanoes, the geography of cri me; World biomes with pa rti cular reference to tropical rainforests and deserts; a nd globalization showing China’s influence in the world.

Year Group: Geography Year 8

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

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

Implementation • There is a mix of human geography, physical geography a nd envi ronmental geography but ea ch unit s tands alone in content all taught using a variety of methods with geographical enquiry a t its heart.

• LORIC wi l l be promoted through group enquiry work and opportunities for l eadership a nd i nitiative • Li tera cy will be promoted with the use of key geographical vocabulary a nd key words.

• As s essment will be through GCSE styl e questioning.

AfL throughout the year within l essons.

Low s takes testing for key voca bulary a nd technical terms BUG a nd PEEL to support extended writing.

Geographical description, a nalysis and evaluation of data wi thin lessons.

Autumn Term Pillar 1 Tectonics assessment with MAD time.

Spring Term Pillar 2 Designing a Crime free town

Summer Term Pillar 3 Year 8 Exams

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

Scheme of Learning YEAR OVERVIEW

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

Year Group: Geography Year 9

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

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

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

Implementation There is a mix of human geography, physical geography a nd envi ronmental geography but ea ch unit s tands alone in content. The final GCSE unit has a n overarching theme a nd provi des a s ummary for the KS3 geography Scheme.

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

• LORIC wi l l be promoted through group enquiry work and opportunities for l eadership a nd i nitiative • A fi eldwork enquiry a bout tourism in Llandudno starts the year off with a geographical enquiry. This WOW moment near the beginning of the course will motivate a nd enthuse the students.

• Li tera cy will be promoted with the use of key geographical vocabulary a nd key words.

• As s essment will be through GCSE styl e questioning.

AfL throughout the year within l essons.

Low s takes testing for key voca bulary a nd technical terms BUG a nd PEEL to support extended writing.

Geographical description, a nalysis and evaluation of data wi thin lessons.

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

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

Impact By the end of the year students will have a wide range of geographical place contexts and concepts that draw together the KS3curriculum in the Climate Change unit – a subject that promotes a wide range of beliefs and views. Students will be able to marshal evidence to evaluate information an d present their own views in a clear and coherent way. The year should enthuse and excite students so that they are encouraged to further study Geography at GCSE and beyond.

Scheme of Learning YEAR OVERVIEW

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

Year Group: Geography Year 10

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

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

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

Implementation The course has both human geography & phys ical geography a nd fieldwork enquiry. The Urba n and Rivers work not only a ddresses the Paper 1 a nd Pa per 2 s pecification but also Pa per 3 fi eldwork questions.

• LORIC wi l l be promoted through group enquiry work and opportunities for l eadership a nd i nitiative • A fi eldwork enquiry questions should engage the students in real life geographical enquiry. These WOW moments a re at the beginning of the course i n October and the end of the course i n July.

• Li tera cy will be promoted with the use of key geographical vocabulary a nd key words.

• As s essment will be through GCSE styl e questioning.

AfL throughout the year within l essons.

Low s takes testing for key voca bulary a nd technical terms BUG a nd PEEL to support extended writing.

Geographical description, a nalysis and evaluation of data wi thin lessons.

Tri a l examination

Autumn Term Pillar 1 GCSE Examination questions.

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

Hot deserts

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

Rivers Fieldwork Enquiry Question

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

Scheme of Learning YEAR OVERVIEW

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

Year Group: Geography Year 11

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

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

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

Implementation . Cours e content will be delivered i n a variety of engaging ways with great emphasis on exa mi nation techniques and GCSE s tyle of questioning.

• LORIC wi l l be promoted through group enquiry work and opportunities for l eadership a nd i nitiative • Li tera cy will be promoted with the use of key geographical vocabulary a nd key words.

• As s essment will be through GCSE styl e questioning.

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

AfL throughout the year within l essons.

Low s takes testing for key voca bulary a nd technical terms BUG a nd PEEL to support extended writing.

Geographical description, a nalysis and evaluation of data wi thin lessons.

Tri a l examinations

Autumn Term Pillar 1 GCSE Examination questions.

Mid term assessment : Natural Hazards ; 1 st trial examination Spring Term Pillar 2 GCSE Examination questions.

2 nd Trial examination

Summer Term : Revision and external examinations.

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

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group:

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

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

Geography Year 12

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

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

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

Implementation Sha red between two s taff. Topic 1 & 4A delivered by one s taff; Topics 2B & 3 by a nother. Individual Investigation by both. Topic 2B Coastal and Topic 4A regeneration a re optional units within the s pec.

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

Pl a ce studies will be linked to geographical s kills a nd a nalysis.

Ea rl y i ntroduction to paper 3 s ynopticity a nd issues analysis.

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

Extended questioning in lessons

Key assessments : Modera tion a fter tri als exams 12 a nd 20 ma rk extended exam questions, feedback via s chool proforma.

Tri a ls exams

Autumn Term: Initial assessment.

1, 2 & 4 exam questions & skills, extended exam questions & preparatory work bi-weekly Spring Term: January mock exams in Paper 1 and 2. Extended exam questions & preparatory work biweekly Summer Term: June mock exams in Paper 1 and 2.Individual investigation planning and preparation. Data collection strategies & methodology.

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

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group:

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

Paper 3 Synoptic Issues Analysis Completion of individual investigation

Geography Year 13

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

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

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

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

Implementation Sha red between two s taff: Topics 5 a nd 8A delivered by one member of s taff; Topics 6 a nd 7 by a nother. Both s taff review, s upport, mark and moderated i ndividual i nvestigations. These should be completed before October half term. Pra ctice for pa per 3 i ssues-based analysis throughout the year based upon geographical issues wi thin a place-based context that l ink all three synoptic themes within the compulsory content areas.

Revi sion of two-year course to be ongoing but formalized after Easter break.

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

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

Trials exams

Autumn Term. Individual investigation complete.

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

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

Religious Education Our vision in Humanities We are striving to enlighten students to the broader human experience in a 21st century world. Students will be aware of the risks to our planet, tolerant, and celebratory of different faiths and understand the significance of the past and how it has shaped the world today. The seeds that Humanities gives them will grow into curiosity and compassion for the planet and it's people.

The Big Picture Duri ng Year 7 s tudents s tudy the foundations a nd beliefs of the six major world religions through a thematic approach.

Scheme of Learning YEAR OVERVIEW

Tea ching : 1 peri od a week.

Subject RE Year Group 7

Intent TOPICS

SKILLS

KNOWLEDGE

PRIOR KNOWLEDGE

Origins and symbols of world religions

1. Knowledge and understanding of religious and non-religious beliefs.

2. Knowledge and understanding of key sources of wisdom and authority including scripture and sacred texts.

3. Understand the influence of religion on individuals, communities and societies.

4. Understand significant common and divergent views between and/or within religions.

5. Analyse questions related to religious beliefs and values.

6. Construct well-informed and balanced arguments on matters concerned with religious beliefs and values.

7. Reflect on and develop your own values, belief, meaning, purpose, truth and their influence on human life.

Develop knowledge and understanding of how the major six world religions developed and their core beliefs. Identify similarities and differences between the major six world religions.

Primary school teaching of RE varies but should be in line with local SACRE guidelines ie. Having a majority Christian focus but including some teaching of the other five main world religions.

Religious buildings Beliefs about God Religious founders

Food and faith

Lessons throughout the year are engaging with a wide variety of activities and opportunities to develop the key skills referenced above.

Implementation Unit

When

Origins and symbols of world religions

Autumn 1

Religious buildings

Autumn 2

Beliefs about God

Spring 1

Religious founders

Spring 2

Food and faith

Summer 1 and 2

Origins of world religions is mainly covered via marketplace style activity.

Religious symbols is mainly covered by group work research and presentations.

Religious buildings is covered through a variety of mediums including a trip to visit places of worship and activities planned around the True Tube resource videos ‘Holy Cribs’.

Beliefs about God encourages students to think philosophically and critically.

Religious founders is covered through a variety of mediums including reading through a script, video resource and creating a diary entry or storyboard.

Food and faith gives students the opportunity to explore the varying roles food plays within religion, such as laws, celebration and worship and encourages students to evaluate its significance.

FUTURE EXTENSIONS To apply knowledge to GCSE style exam questions.

Autumn Term – Key Assessments End of term assessment on Autumn content.

Spring Term – Key Assessments End of term assessment covering Spring content and some Autumn content.

Summer Term – Key Assessments CORE examination – April – to cover content from the year so far End of term assessment covering Summer content and some Autumn and Spring content.

Impact To retain knowledge of key terms and the core beliefs of the six major world religions.

To be able to identify similarities and differences between religions.

To be able to draw links and comparisons between religion, religious people and their own lives regardless of whether they hold personal belief.

Next Steps Year 8 content builds on the knowledge of key beliefs and considers how these are put into practice. Further development of GCSE style question skills.

Year 7 Religious Education Year Overview What is my Learning Journey this year?

What to expect…

Content – Hinduism: River Indus; gods and

START

What is religion?

goddesses; mandir; 9 samskaras.

Judaism: Role of Abraham and Moses; 10 Commandments; synagogue; Bar/Bat Mitzvah,

Bigger Picture Questions How many gods do Hindus believe in?

Why did God need to send the 10

Buddhism : A religion w ithout a god

Christianity: The w orld’s largest religion

Commnandments?

What to expect Content – Revelation of the Qur’an; nature of Allah; Muhammad; mosque; Five Pillars of Islam.

Sikhism: Guru Nanak; other gurus; Khalsa; Five Ks. Bigger Picture Questions: What are Sunnis and Shi’as?

Why do Sikhs have weapons in their symbol?

What to expect

what the main world religions are. We will then spend the year finding out about the major six world religions in chronological order of their start date.

Bigger Picture Questions – Are religions really all that different?

Hinduism : The w orld’s oldest religion

Judaism : The first Abraham ic religion

Bigger Picture Question: • • •

What do religions hav e in common?

How are religions dif f erent?

Do I hav e to be religious to study and enjoy RE? (Pssst. The answer is no!)

Home Learning

What to expect Content – Siddhartha Gautama; Four Noble Truths; Eightfold Path; rebirth; diversity in Buddhism.

Christianity: Jesus and his teachings; Trinity; church; baptism.

Bigger Picture Questions: What is meditation?

Why is the day Jesus died called ‘Good Friday’?

Islam : The w orld’s fastest growing religion Sikhism : The newest of the six m ajor w orld religions

On to Year 8

Content – We will find out what a religion is and

Cultural Connections/ Real World Links • • •

•

Over 80% of the population claim to be religious – RE helps us to understand their beliefs.

The official religion of the UK is Church of England The Universal Declaration of Human Rights gives everyone the right to choose their own religion (or choose not to be religious) RE helps us to be tolerant and respectful people

…You will be given the question we will be exploring next week at the end of each lesson…

How can I research more about these topics?

• BBC Website: A to Z of religion (26 short films) • Liviing Faiths (Books) • Hats of Faith (Book) • The Usborne Book of World Religions (Book)

… we encourage you to do some research about this question in preparation for your next lesson.

The Big Picture Duri ng Year 8 s tudents s tudy the practices Christianity a nd Islam and how they put belief into action. There is some

Scheme of Learning YEAR OVERVIEW

reference to other religions throughout the year.

Subject RE Year Group 8

Intent TOPICS

SKILLS

KNOWLEDGE

PRIOR KNOWLEDGE

Belief in action

1. Knowledge and understanding of religious and non-religious beliefs.

2. Knowledge and understanding of key sources of wisdom and authority including scripture and sacred texts.

3. Understand the influence of religion on individuals, communities and societies.

4. Understand significant common and divergent views between and/or within religions.

5. Analyse questions related to religious beliefs and values.

6. Construct well-informed and balanced arguments on matters concerned with religious beliefs and values.

7. Reflect on and develop your own values, belief, meaning, purpose, truth and their influence on human life.

Develop knowledge and understanding of how religious people put their beliefs in to action and how their practices are influenced by their beliefs.

In Year 7 students learned about the main beliefs of the six major world religions, Year 8 applies this knowledge to religious practices.

People of faith

Religious journeys Religion, creation and the environment

Lessons throughout the year are engaging with a wide variety of activities and opportunities to develop the key skills referenced above.

Implementation Unit

When

Belief in action

Autumn 1

People of faith

Autumn 2

Religious journeys Religion, creation and the environment

Spring 1 and 2 Summer 1 and 2

Students begin the year by thinking critically about their own beliefs and those of others, considering the positions of theism, agnosticsm and atheism and how each may be challenged. They will also be challenged to apply their knowledge of key beliefs and the ways in which this might influence believers to act (this is an explicit link to a particular style of GCSE question that questions the influence of belief).

Students take an enquiry based approach to learning about the actions of different people of faith including how their faith has influenced them to behave in this way.

Religious journeys is taught through a variety of mediums including video, creating newspaper articles and experiential re-enactment. Direct links with the GCSE specification content of Lourdes, Iona and Hajj.

Students end their Y8 studies analysing different beliefs about how the Earth was formed and the responsibility of humankind of caring for it. Students are encouraged to question whether we are all responsible for the care of the planet and whether holding religious belief makes you more or less responsible than others.

FUTURE EXTENSIONS To apply knowledge to GCSE style exam questions.

Autumn Term – Key Assessments End of term assessment on Autumn content.

Spring Term – Key Assessments End of term assessment covering Spring content and some Autumn content.

Summer Term – Key Assessments CORE examination – April – to cover content from the year so far End of term assessment covering Summer content and some Autumn and Spring content.

Impact To retain knowledge of key terms and the core practices of Christianity, Islam and people of faith.

To be able to explain how beliefs influence actions.

To be able to draw links and comparisons between religion, religious people and their own lives regardless of whether they hold personal belief.

Next Steps In the Autumn term of Year 9 students develop their philosophical content, much of which Y8 content links to and will be built upon.

and critical thinking in a study of evil, suffering and the Holocaust. From Spring of Y9 all students begin the GCSE

Scheme of Learning YEAR OVERVIEW

The Big Picture Duri ng year 9 the Autumn term will continue with KS3 content on Suffering and Evil with particular emphasis on the Holocaust. Subject RE From Ja nuary Year 9 the GCSE course will s tart wi th teaching of Theme F : Religion, Human Rights a nd Social Justice. Teaching : 1 peri od a week.

Year Group 9 Intent TOPICS

SKILLS

KNOWLEDGE

PRIOR KNOWLEDGE

Suffering and Evil

AO1 Demonstrates knowledge and understanding of religion and beliefs

Develop knowledge and understanding of religions and non religious beliefs with particular emphasis on Christianity and Islam Develop knowledge and understanding of religious scriptures and sources of authority To reflect on their own values, beliefs and purpose of human life

Year 7 & 8 : Religious founders, Beliefs in action, Religious festivals ( Islam), Sheep and Goats parable

The Holocaust Religion, Human Rights and Social Justice

Implementation Unit

When

Suffering and Evil

Autumn 1

The Holocaust

Autumn 2

Religion, Human Rights 1 Prejudice

Spring Term

Religion Human Rights 2 Poverty and Wealth

Summer Term

AO2 Analyse and evaluate aspects of religion and beliefs

SMCS – Main focus Expl oring two ma jor world rel i gions ( Christianity and Islam ) a nd promoting tolerance and understanding.

Sha ring vi ews and opinions with others, s howing respect for people, living things and property Refl ecting on one’s contribution to s oci ety a nd the s chool community.

FUTURE EXTENSIONS To apply knowledge to GCSE exam questions

Homework / Revision • KS3 Fortni ghtly hwk • Hol ocaust memorial ( KS3) project • GCSE Pod • Pa rt Exa m Ques tions set fortni ghtly – booklet of questions • Compl etion of yel l ow box tasks.

Assessment

Independent work tasks KS3 res earch tasks, fl i pped l earning tasks, From Ja n – GCSE Exa m question practice – pa rt questions given for homework to develop the techniques required for GCSE exa ms

Autumn Term – Key Assessments End of term assessment on suffering and evil with reference to the Holocaust Spring Term – Key Assessments Mid-term End of Unit assessment Prejudice

Summer Term – Key Assessments CORE examinations – APRIL End of Unit Test - JULY

Impact To s how empathy towards suffering and evil and identify the i mpacts of suffering on religious believers.

To retain knowledge of key terms a nd quotes from retrieval task focus.

To evaluate an argument identifying different points of view and justifying their own view.

To illustrate the different points of view using religious teachings from scripture and other sources of authority Next Steps Development of knowledge and understanding of GCSE exam questions techniques. How to a nswer 6 & 12 ma rk questions.

Scheme of Learning YEAR OVERVIEW

The Big Picture This is the first full year of GCSE RE. The students now have two periods per week. They will be covering Christian Beliefs, Islam Beliefs, Religion Peace and Conflict and Religion, Crime and Punishment

Subject RE Year Group 10

Intent TOPICS

SKILLS

KNOWLEDGE

PRIOR KNOWLEDGE

CHRISTIAN BELIEFS

AO1 Demonstrates knowledge and understanding of religion and beliefs

Develop knowledge and understanding of religions and non religious beliefs with particular emphasis on Christianity and Islam Develop knowledge and understanding of religious scriptures and sources of authority To reflect on their own values, beliefs and purpose of human life

Year 7 & 8 : Religious founders, Beliefs in action

ISLAM BELIEFS

RELIGION, PEACE AND CONFLICT RELIGION, CRIME AND PUNISHMENT

Implementation Unit

When

Christian Beliefs

Autumn 1

Islam Beliefs

Autumn 2

Religion, Peace & Conflict Religion, Crime & Punishment

Spring Term Summer Term

AO2 Analyse and evaluate aspects of religion and beliefs

SMCS – Main focus Expl oring two ma jor world rel i gions ( Christianity and Islam ) a nd promoting tolerance and understanding.

Sha ring vi ews and opinions with others, s howing respect for people, living things and property Refl ecting on one’s contribution to s oci ety a nd the s chool community.

Homework / Revision

Assessment

• GCSE Pod • Exa m Questions set fortni ghtly • Compl etion of yel l ow box tasks • Retri eval l earning ta s ks for weekly 10 ma rk testing • Fl i pped Learning ta s ks as part of revi s ion prep.

GCSE exa mination question booklet. Full exa mination questions homework.

Low s takes testing & Retri eval tasks – key word tes ts, content, rel i gious teachings & quotes

FUTURE EXTENSIONS To apply knowledge to GCSE exam questions

Autumn Term – Key Assessments 2 x End of Unit assessment Christian Beliefs ( Pillar 1 ) & Islam Beliefs Spring Term – Key Assessments Mid term assessment – GCSE exam Q End of Unit assessment : Theme D Peace and Conflict

Summer Term – Key Assessments June Internal examinations To examine Christian and Islam Beliefs, Theme F Human Rights & Theme D Peace & Conflict modules

Impact To reta in knowledge of key terms a nd quotes from retrieval task focus.

To evaluate an argument identifying different points of view and justifying their own view.

To illustrate the different points of view using religious teachings from scripture and other sources of authority

Next Steps Moving forward into year 11 building on knowledge of Christian and Islam beliefs as part of Practices section of the course. Development of exam question techniques & requirements, especially the 12 mark question answers within timed conditions.

Scheme of Learning YEAR OVERVIEW

The Big Picture This is the second full and final year of GCSE RE. The students have two periods of teaching per week. They will be covering Christian Practices, Islam Practices Religion and Life and Revision

Subject RE Year Group 11

Intent TOPICS

SKILLS

KNOWLEDGE

PRIOR KNOWLEDGE

CHRISTIAN PRACTICES

AO1 Demonstrates knowledge and understanding of religion and beliefs

Develop knowledge and understanding of religions and non religious practices with particular emphasis on Christianity and Islam Develop knowledge and understanding of religious scriptures and sources of authority To reflect on their own values, beliefs and purpose of human life, with particular reference to beginning and end of life.

Year 7 & 8 : Religious journeys Festivalsand Food Year 9 Suffering and evil

ISLAM PRACTICES

AO2 Analyse and evaluate aspects of religion and beliefs

RELIGION & LIFE REVISION

FUTURE EXTENSIONS To apply knowledge to GCSE exam questions

Implementation Unit

When

Christian Practices

Autumn 1

Islam Practices

Autumn 2

Religion & Life

Spring Term 1

Revision

Spring Term 2 onwards

SMCS – Main focus Expl oring two ma jor world rel i gions ( Christianity and Islam ) a nd promoting tolerance and understanding.

Sha ring vi ews and opinions with others, s howing respect for people, living things and property Refl ecting on one’s contribution to s oci ety a nd the s chool community.

Homework / Revision • GCSE Pod • Exa m Questions set fortni ghtly • Compl etion of yel l ow box tasks • Retri eval l earning tas ks for weekly 10 ma rk testing • Fl i pped Learning tas ks as part of revi s ion prep.

• Ti med assessments

Assessment GCSE exa mination question booklet. Full exa mination questions homework and use for ti med assessments.

Low s ta kes testing & Retri eval tasks – key word tes ts, content, rel i gious teachings & quotes

Impact To reta in knowledge of key terms a nd quotes from retrieval task focus.

To evaluate an argument identifying different points of view and justifying their own view.

To illustrate the different points of view using religious teachings from scripture and other sources of authority

Next Steps Thorough knowledge of course content including retrieval of quotes and teachings. Ti med question writing.

Autumn Term – Key Assessments 2 x End of Unit assessment timed Christian Practices ( Pillar 1 ) & Islam Practices Trial Exams 1. 2 papers : Christian & Islam beliefs and practices, Theme Paper 3 questions Spring Term – Key Assessments Mid term assessment – GCSE exam Q timed End of Unit assessment : Religion and Life Trial Exams 2 – 2 papers Beliefs & Practices plus Theme Paper 4 questions Summer Term – Revision Exams Summer 1 prior to half term

The Big Picture Fi rs t year of the two year A Level course. Students will cover the Year 1 content for the Religious Studies A Level which

Subject RE Year Group 12

Scheme of Learning YEAR OVERVIEW

i ncl udes Philosophy, Ethics and Developments in Christian Thought.

Intent TOPICS

SKILLS

KNOWLEDGE

PRIOR KNOWLEDGE

Philosophy of religion

AO1: Demonstrate knowledge and understanding of religion and belief, including: religious, philosophical and/or ethical thought and teaching, influence of beliefs, teachings and practices on individuals, communities and societies, cause and significance of similarities and differences in belief, teaching and practice, approaches to the study of religion and belief.

Philosophy of religion: ancient philosophical influences; the nature of the soul, mind and body; arguments about the existence or non-existence of God; the nature and impact of religious experience.

GCSE course covers beliefs and practices of Christianity and some religious ethical thinking.

Religion and ethics Development in religious thought: Christianity

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

Implementation Unit Philosophy of religion

Who and when HW Autumn and Spring

Religion and ethics

HW and MD Summer

Development in religious thought: Christianity

MD Autumn and Spring

Religion and ethics: normative ethical theories; the application of ethical theory to two contemporary issues of importance Development in religious thought: Christianity: religious beliefs, values and teachings, their interconnections and how they vary historically and in the contemporary world; sources of religious wisdom and authority; practices which shape and express religious identity, and how these vary within a tradition

In Philosophy of religion learners will study philosophical issues and questions raised by religion and belief. These include arguments regarding the existence or non-existence of God, the nature and influence of religious experience and the problems of evil and suffering. They will also explore philosophical language and thought, through significant concepts and the works of key thinkers, illustrated in issues or debates in the philosophy of religion.

• • • • •

Students will complete essays at the end of each topic. Some will be completed in timed conditions in class.

Developments in religious thought provides an opportunity for the systematic study of one religious tradition. This will include the exploration of religious beliefs, values, teachings and practices that shape religious identity, as well as sources of wisdom and authority. Also central are the ways in which religious traditions have developed over time, and religious responses to challenges and significant contemporary social issues.

develop their interest in a rigorous study of religion and belief and relate it to the wider world develop knowledge and understanding appropriate to a specialist study of religion develop an understanding and appreciation of religious thought and its contribution to individuals, communities and societies adopt an enquiring, critical and reflective approach to the study of religion reflect on and develop their own values, opinions and attitudes in the light of their study

A level essay questions, synoptic links across the course.

Key Assessments

Religion and ethics is characterised by the study of ethical language and thought, with exploration of key concepts and the works of influential thinkers. Ethical theory will also be applied to issues of importance; namely euthanasia, business ethics, and sexual ethics.

Impact

FUTURE EXTENSIONS

Whole school KS5 internal assessments in January and June. Students will complete mock papers on content covered so far that require them to answer 3 questions of a choice of 4 per paper.

Next Steps Students continue the course next year covering the Year 2 content with final examinations taking place in June.

The Big Picture Fi rs t year of the two year A Level course. Students will cover the Year 1 content for the Religious Studies A Level which

Subject RE Year Group 13

Scheme of Learning YEAR OVERVIEW

i ncl udes Philosophy, Ethics and Developments in Christian Thought.

Intent TOPICS

SKILLS

KNOWLEDGE

PRIOR KNOWLEDGE

Philosophy of religion

AO1: Demonstrate knowledge and understanding of religion and belief, including: religious, philosophical and/or ethical thought and teaching, influence of beliefs, teachings and practices on individuals, communities and societies, cause and significance of similarities and differences in belief, teaching and practice, approaches to the study of religion and belief.

Philosophy of religion: the challenge for religious belief of the problem of evil; ideas about the nature of God; issues in religious language.

Year 1 content provides the foundation knowledge for Year 2 content.

Religion and ethics Development in religious thought: Christianity

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

Implementation Unit

Who and when

Philosophy of religion

HW Autumn

Religion and ethics

HW Spring

Development in religious thought: Christianity

MD Autumn and Spring

Religion and ethics: ethical language and thought; debates surrounding the significant idea of conscience; sexual ethics and the influence on ethical thought of developments in religious beliefs.

Development in religious thought: Christianity: significant social and historical developments in theology and religious thought; key themes related to the relationship between religion and society.

In Philosophy of religion learners will study philosophical issues and questions raised by religion and belief. These include arguments regarding the existence or non-existence of God, the nature and influence of religious experience and the problems of evil and suffering. They will also explore philosophical language and thought, through significant concepts and the works of key thinkers, illustrated in issues or debates in the philosophy of religion.

• • • • •

Students will complete essays at the end of each topic. Some will be completed in timed conditions in class.

Developments in religious thought provides an opportunity for the systematic study of one religious tradition. This will include the exploration of religious beliefs, values, teachings and practices that shape religious identity, as well as sources of wisdom and authority. Also central are the ways in which religious traditions have developed over time, and religious responses to challenges and significant contemporary social issues.

develop their interest in a rigorous study of religion and belief and relate it to the wider world develop knowledge and understanding appropriate to a specialist study of religion develop an understanding and appreciation of religious thought and its contribution to individuals, communities and societies adopt an enquiring, critical and reflective approach to the study of religion reflect on and develop their own values, opinions and attitudes in the light of their study

A level essay questions, synoptic links across the course, final assessment in June.

Key Assessments

Religion and ethics is characterised by the study of ethical language and thought, with exploration of key concepts and the works of influential thinkers. Ethical theory will also be applied to issues of importance; namely euthanasia, business ethics, and sexual ethics.

Impact

FUTURE EXTENSIONS

Whole school KS5 internal assessments in January. Students will complete mock papers on content covered so far that require them to answer 3 questions of a choice of 4 per paper.

Final examinations take place in June

Next Steps Some students will continue studies onto university.

Modern Foreign Languages Our vision

We are aiming to develop competent, confident, resilient, open-minded, and versatile communicators who demonstrate a broad cultural awareness in our multilingual and multicultural world.

Scheme of Learning YEAR OVERVIEW

The Big Picture: Presenting and talking about ourselves and others

Year Group: 7 FRENCH/SPANISH

Intent (including moving on from…)

• • • •

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

Implementation • Pupils will study four areas of communicative functions.

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

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

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

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

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

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

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

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

Autumn Term: Key assessments Low stakes testing Deep marking MAD time Spring Term Key assessments Low stakes testing Deep marking MAD time Summer Term Examinations/moderation Low stakes testing Deep marking MAD time

Impact (including next steps…)

• •

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

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

Scheme of Learning YEAR OVERVIEW

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

Year Group: 8 FRENCH/SPANISH

Intent (including moving on from…)

• • • • •

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

Describing routine behaviour in the present (talking about what one usually does, indicating time, expressing a purpose, etc. ) Comparing and contrasting (expressing likes and dislikes, supporting an opinion, explaining preferences, comparing people and things) Making arrangements (making suggestions, inviting, accepting, refusing, etc.)

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

Implementation • Pupils will study four areas of communicative functions.

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

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

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

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

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

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

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

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

Autumn Term: Key assessments Low stakes testing Deep marking MAD time Spring Term Key assessments Low stakes testing Deep marking MAD time Summer Term Examinations/moderation Low stakes testing Deep marking MAD time

Impact (including next steps…)

• •

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

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

Scheme of Learning YEAR OVERVIEW

The Big Picture: Talking about where you live, holidays and technology

Year Group: 9 FRENCH/SPANISH

Intent (including moving on from…)

• • • • •

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

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

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

Implementation • Pupils will study four areas of communicative functions.

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

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

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

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

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

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

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

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

Autumn Term: Key assessments Low stakes testing Deep marking MAD time Spring Term Key assessments Low stakes testing Deep marking MAD time Summer Term Examinations/moderation Low stakes testing Deep marking MAD time

Impact (including next steps…)

• •

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

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

RETRIEVAL BRAINSTORM

MY REGION

I recall what I learned last year

I describe the type of town/village I live in

I describe what there is/isn’t in my town/village

I describe what I can do in my town/village

I consolidate my prior learning on my region

YEAR 9 YEAR OVERVIEW - SJT

I describe my ideal town

HOLIDAYS I describe my usual activities

I describe my usual accommodation

I describe my usual holiday destination and transport

I describe a past holiday

CHRISTMAS AND NEW I analyse the Christmas YEAR and New Year differences between French/Spanish speaking countries and the UK

I describe a future holiday

I describe usual, past and future holidays

EASTER

TECHNOLODY

I analyse the Easter celebration differences in French/Spanish speaking countries and the UK

I talk about different types of devices

I describe how I use technology

I analyse the pros and cons of technology

Scheme of Learning YEAR OVERVIEW

The Big Picture: Talking about self, family and relationships, lifestyles, festivals and where you live

Year Group: 10 SPANISH

Intent (including moving on from…)

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

Implementation: -

Students will develop their ability to communicate coherently in speech and writing, conveying what they want to say with increasing accuracy.

-

They will be increasingly able to express ideas and develop thoughts and ideas spontaneously and fluently.

-

Students will develop an awareness and understanding of the culture and identity of the countries and cultures where Spanish is spoken.

-

Students will develop language learning skills for both immediate use and to prepare them for further language study and use in school, higher education or employment.

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

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

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

Spring Term: Low stakes testing, deep marking, photo card and conversation speaking exam, writing, listening and reading assessments Summer Term: Low stakes testing, deep marking, photo card and conversation speaking exam, writing, listening and reading assessments

Impact (including next steps…)

By the end of the year, students will be able to understand, ask questions and talk a bout topics from theme 1 a nd 2 a ccuratel y a nd with confidence. They will be a ble to ma nipulate familiar a nd unfamiliar vocabulary a nd grammatical structures and deduce meaning. They will be familiar will all styl es of exam questions a nd be s uitably prepared to answer all questions. In Year 11, s tudents will build on skills and knowledge a cquired in previous years. Tense s and grammatical s tructures will be revised, ena bling students to express themselves in Spanish with i ncreasing complexity a nd preparing them for the demands of the GCSE at the end of Year 11.

YEAR 10 YEAR OVERVIEW - SJT

RETRIEVAL BRAINSTORM

ME, MY FAMILY AND FRIENDS (T1)

I recall what I learned last year

I talk about my friends

I talk about family relationships

MY FREE TIME (T1) I talk about my future plans

I talk about my free time in different timeframes

I discuss books and movies

SOCIAL ISSUES (T2) I discuss young people’s unhealthy habits

LIFESTYLE (T1) I analyse my lifestyle and discuss healthy living

I discuss food and drinks

CUSTOMS AND FESTIVALS (T1) I discuss regional, Spanish and Hispanic customs and festivals

HOME AND LOCALITY (T2) I talk about local and regional features, characteristics and problems

I talk about what my region was like in the past

I argue about improvements to be made for the future of my region

Scheme of Learning YEAR OVERVIEW

The Big Picture: Talking about education, post-16 education, the world of work and global sustainability

Year Group: 11 SPANISH

Intent (including moving on from…)

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

Implementation: -

Students will develop their ability to communicate coherently in speech and writing, conveying what they want to say with increasing accuracy.

-

They will be increasingly able to express ideas and develop thoughts and ideas spontaneously and fluently.

-

Students will develop an awareness and understanding of the culture and identity of the countries and cultures where Spanish is spoken.

-

Students will develop language learning skills for both immediate use and to prepare them for further language study and use in school, higher education or employment.

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

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

Autumn Term: Low stakes testing, deep marking, GCSE Mock exams

Spring Term Low stakes testing, deep marking, GCSE Mock exams, GCSE Speaking exams (AO1)

Summer Term:

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

Impact (including next steps…)

By the end of the year, students will be able to understand, ask questions and talk a bout topics from all three themes a ccura tely a nd with confidence. They will be able to ma nipulate familiar a nd unfamiliar vocabulary a nd grammatical structures and deduce meaning. They will be familiar will a ll styl es of exam questions a nd be s uitably prepared to answer all questions. Tenses a nd grammatical structures will be revised, enabling s tudents to express themselves i n Spanish with increasing complexity a nd preparing them for the demands of the GCSE at the end of Year 11.

RETRIEVAL BRAINSTORM

HOLIDAYS (T2)

YEAR 11 YEAR OVERVIEW - SJT

I recall what I learned last year

EDUCATION (T3)

I talk about holidays in different timeframes

I discuss school/college life.

I discuss a problem that occurred in detail.

I talk about school facilities.

WORK AND FUTURE (T3) I talk about jobs and personal qualities.

I talk about my professional future.

I talk about my work and volunteering experiences.

I debate on school rules.

POVERTY AND HOMELESSNESS (T2)

THE ENVIRONMENT (T2) I talk about ways to protect the environment.

I talk about problems in school.

I discuss environmental problems.

I talk about helping the homeless and the needy.

REVISION

SUCCESS AT GCSE

YEARS 12/13 YEAR OVERVIEW - SJT

Literature: No et Moi (Delphine de Vigan, 2007)

Film: Les choristes (Christophe Barratier, 2004)

YEARS 12/13 YEAR OVERVIEW - SJT

Literature: Las bicicletas son para el verano.

(Fernando Fernán-Gómez, 1984)

Film: El laberinto del fauno.

(Guillermo del Toro, 2006)

Digital Enterprise Our vision For all learners to realise their dreams and become the best version of themselves.

As a faculty we are committed to providing all our students with experiences in digital technologies that will allow them to develop a set of broad transferable skills which will enable them to participate fully in modern 21st century society and economy.

Digital Enterprise Journey Further Educati on

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7

Digital Enterprise Year 7

Year 7 Computer Science Year Overview What is my Learning Journey this year?

What to expect…

How computers work

store data, support with data analy sis and improv e efficiency and effectiveness of managing

data.

Bigger Picture Focus -

What to expect

Micro bit programmer

Content – A look into the world of game design and creation using a f riendly blockbased sof tware.

Bigger Picture Focus – To be able to

To be able to build an ef f ective working spreadsheet model to

dev elop a platf orm game using Scratch

sof tware to support a giv en purpose and scenario.

f or a business scenario.

What to expect Content – A look at the architecture of computers, performance, memory and storage.

Bigger Picture Focus – To be able to recommend an appropriate

What to expect

Spreadsheet Specialist

Content – An introduction into computer programming using visual block-based software.

Bigger Picture Focus – To be able

computer sy stem for a giv en scenario.

Scratch Game Maker

On to Year 8

START

Content – To use spreadsheet sof tware to

to build an ef f ective and f unctioning

computer program.

Key Skills: • • • • •

System construction Interface design Functions and Formulas Data analysis Visual based programming

• • •

Home Learning

•

Cultural Connections/ Real World Links How to choose the most appropriate computer system.

Understanding how to i mprove and upgra de a computer s ystem.

How s preadsheet software supports data a nalysis.

How computer programs control things.

Flipped activities will link to in class learning

Competitions and other links • UK Bebras • Khans Code Academy • CAS • Cyber Discovery • Astro Pi • Pi Wars

Your teacher will also set each Flipped Learning task on Class Charts for your home learning every week

Digital Enterprise Year 8

Year 8 Computer Science Year Overview What is my Learning Journey this year?

What to expect…

Database Demon

hardware required in a network. The dif f erent network ty pes and topologies.

Bigger Picture Focus -

What to expect

Computational Thinking

Content – An introduction into text-based programming understanding the basics of programming and constructs.

Bigger Picture Focus – To be able to

To be able to recommend an ef f icient network design for a

dev elop a program using the language Small

Basic f or a giv en purpose and scenario.

giv en scenario.

What to expect Content – To use database sof tware to store, modify, extract and search f or inf ormation.

Bigger Picture Focus – To be able to build an ef f ective working

What to expect

Network Manager

Content – An introduction into computational thinking techniques and how to think logically.

Small Basic Developer

Bigger Picture Focus – To be able

database f or a business scenario.

On to Year 9

START

Content – A look into the dif f erent types of

to prov ide solutions using CT techniques

f or a range of problems.

Key Skills: • • • •

Network construction Problem solving and logical thinking Data analysis Text based programming

• • •

Home Learning

•

Cultural Connections/ Real World Links How to choose the most appropriate network topology.

Understanding how to i mprove and upgra de a network.

How da tabase s oftware supports data a nalysis.

Approa ch problems with computational techniques.

Flipped activities will link to in class learning

Competitions and other links • UK Bebras • Khans Code Academy • CAS • Cyber Discovery • Astro Pi • Pi Wars

Your teacher will also set each Flipped Learning task on Class Charts for your home learning every week

Digital Enterprise Year 9

Year 9 Computer Science Year Overview What is my Learning Journey this year?

What to expect…

Python Programmer

marketing with a key f ocus on branding and adv ertisement.

Bigger Picture Focus -

What to expect

Data Representation

Content – An introduction into web dev elopment considering design and f unctionality tools.

Bigger Picture Focus – To be able to

To be able to dev elop and present a new business

dev elop a web app f or a giv en purpose and

scenario.

concept..

What to expect Content – Continue to dev elop skills using text-based programming language.

Bigger Picture Focus – To be able to dev elop a program using

What to expect

Business Apprentice

• •

f or a range of problems.

• • •

Home Learning

Web Developer

to prov ide solutions using CT techniques

Key Skills: Effective business planning Problem solving and logical thinking Data representation Text based programming

data is represented by a computer for images, sounds and text.

Bigger Picture Focus – To be able

Py thon f or a given purpose and scenario.

• •

Content – An introduction into how

On to Year 10

START

Content – An introduction into business

•

Cultural Connections/ Real World Links Devel op coding s kills to develop progra ms.

Devel op web development skills to create web a pps.

How a n effective business plan helps a bus iness succeed.

Approa ch problems with computational techniques.

Flipped activities will link to in class learning

Competitions and other links • UK Bebras • Khans Code Academy • CAS • Cyber Discovery • Astro Pi • Pi Wars

Your teacher will also set each Flipped Learning task on Class Charts for your home learning every week

Digital Enterprise KS4 Business

Digital Enterprise KS4 Computer Science

Music Our vision “Music is the shorthand of emotion”, Leo Tolstoy. At Sir John Talbot’s school, confident creators can use music to express their emotions, or write music for a purpose. They experience the music of different eras, styles and cultures and identify similarities and differences when listening to them.

They can perform in front of a variety of audiences, with conviction and showing rapport with other performers.

Students learn the theoretical knowledge of music, including musical symbols and Italian terms. They understand the musical elements and identify them in a range of pieces of music. Students can perform on at least one instrument with secure technique and maintaining a steady tempo. When composing pieces, they can create successful melodies. Ideas are well structured, and students can develop initial ideas and create contrasting sections. They can respond to a brief and write in different styles or for different purposes.

Lessons are demanding and equitable for all students. In Music lessons, students are taught to the top and opportunities are provided for students to be the best they can be. Students with lower starting points are provided with scaffolded and guided practice in order to complete challenging work. Students experience the life of a musician and leave each key stage well prepared to progress on to the next stage of their education or career. They have good performance and composition skills which allow them to pursue their chosen pathway after school. They see the value and importance of Music in professional, academic, and everyday contexts.

Sir John Talbot’s school

Year 7

Music

Curriculum Map 2019-20 Assessment

5 Carnival: We w ill look at Carnival as a celebration of identity. We w ill also look at how a composer used music to describe a carnival of animals

Summer Term 4 Chords: We w ill learn about w hat chords are, how they can be played and how they can be used in our ow n compositions.

2 Instruments of the Orchestra: You w ill learn about the different families of instruments and how to recognize them. You w ill also learn how to play the keyboard

Spring Term 3 Melody: We will learn what melody is and how we can create our own catchy melodies.

You will be assessed on the following three strands: Performing Composing Listening

Show your commitment…

How many of these can you complete?

I w ill try my hardest in every lesson I w ill attend at least one extra-curricular club each term

I w ill audition for a part in a school production

What can I do at home?

Autumn Term

Your Music journey starts here…

1 The Musical Elem ents: You w ill learn about the building blocks of music and how they can be used to describe pieces of music and change our ow n performances.

BBC Bitesize have a useful website, with activities, examples and suggestions for further learning:

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 7

Music students receive 1 hour of lessons in Year 7. The year begins with students learning about the Musical Elements – the building blocks of Music. Alongside this they begin to develop their keyboard skills. They then study Instruments of the Orchestra and develop performing further. When students hav e developed sufficient performance skills they then learn how to compose, initially melody, then adding chords and structuring their work. They apply the theoretical skill they have a nd notate their compositions. In the summer term they begin to explore identity and how to express emotions in their work, with the aim of a Music Showcase at the end of the year.

Intent (including moving on from…)

Units: Musical Elements, Instruments of the Orchestra, AABA Melody, Chords, Carnival Skills: Performance – keyboard skills, singing skills, Composing – melody, chords and structure Next Steps: Pupils will extend their performance skills to using two hands on keyboard, leading to independence of hands.

Implementation Les sons are very pra ctical based and students work in pairs, i ndividually a nd in groups to develop thei r musical skills in a wide ra nge of genres and styl es. Students work on keyboards and are encouraged to bring in their own i nstruments when doing group work. Some units are based in the computer suite with a focus on music technology skills Home learning: Homework will focus on listening tasks or flipped l earning, watching performances, assessing and target setting.

Wow Moments: Students have the opportunity to record, edit, mix a nd master their work to a ‘professional’ standard. They ha ve the opportunity to perform i n front of the class, their year group a nd to showcase their work in concerts throughout the year.

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

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

Autumn Term Performance assessment X2 One listening test.

Home learning once per half term.

Spring Term Composition assessment X2 One listening test Home learning once per half term.

Summer Term Personal Development assessment Home learning once per half term.

Either performance or composition assessment

Impact (including next steps…)

Students who are confident performers and creators. They can identify the Elements of Music in pieces from different cultures, time periods and different styles of Music. They can apply this knowledge in their own performances and compositions.

Sir John Talbot’s school

Year 8

Music

Curriculum Map Assessment

4 Com position: Developing ideas. You w ill learn how to develop your Character Theme and create contrast.

5 Blues + Gospel: In this unit you w ill learn about Blues and Gospel m usic. You w ill also learn some basic guitar skills

Summer Term 3 Com posing a character them e: Based on w hat you learnt last unit, you w ill com pose your own character them e

Spring Term

2 Film Music: You w ill learn all about Film m usic; w hat the different ways m usic is used in film and you w ill learn to perform film themes, in preparation for composing your ow n.

You will be assessed on the following three strands: Performing Composing Listening

Show your commitment…

How many of these can you complete?

I w ill try my hardest in every lesson I w ill attend at least one extra-curricular club each term

I w ill audition for a part in a school production

What can I do at home?

Autumn Term

Your Music journey continues here…

1 Variations: You w ill learn how com posers create variety in their m usic, by using m usical devices. You w ill create a set of variations of your ow n.

BBC Bitesize have a useful website, with activities, examples and suggestions for further learning:

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 9

Year 9 Music is an opportunity for students to experience aspects of the GCSE course. They perform pieces of an increasingly challenging nature, with assessments reflecting the GCSE Mark scheme. This performance practice is spaced throughout the year, with students given the opportunity to improve their wo rk and make sure they are on or above target. In Composition, students write to briefs that are similar in nature to those at GCSE. They are encouraged to complete a whole pi ece with opportunities to create contrast and develop initial material.

Intent (including moving on from…)

Units: Performance: Accuracy of pitch and rhythm. Composition: Working to a brief, Section A. Performance: limited choice. Co mposition: Free choice. Performance: Free choice Skills: Secure keyboard technique, including opportunities to develop left - and right-hand technique and independence of hands. Composition: melody writing, using chords, creating accompaniments, extending writing to full sections and creating contrast and developing initial material.

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

Implementation Les sons are very pra ctical based and students work in pairs, i ndividually a nd in groups to develop thei r musical skills in a wide ra nge of genres and styl es. Students work on keyboards and are encouraged to bring in their own i nstruments when doing group work. Some units are based in the computer suite with a focus on music technology skills Home learning: Homework will focus on listening tasks or flipped l earning, watching performances, assessing and target setting.

Wow Moments: Students have the opportunity to record, edit, mix a nd master their work to a ‘professional’ standard. They ha ve the opportunity to perform i n front of the class, their year group a nd to showcase their work in concerts throughout the year.

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

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

Autumn Term Performance 1 short assessment Composition Section A assessment Listening test Home learning once per half term.

Spring Term Composition Section B assessment Performance: longer assessment Listening test Home learning once per half term.

Summer Term Performance: Free choice assessment Composition: Free choice assessment Home learning once per half term.

Impact (including next steps…)

Students who are confident performers and creators. They can identify the Elements of Music in pieces from different cultures, time periods and different styles of Music. They can apply this knowledge in their own performances and compositions.

Sir John Talbot’s school

Year 9

Music

Curriculum Map Assessment 3 Performing: Graded pieces.

You w ill learn a com plete piece of m usic, building on your performance skills from earlier in the year.

4 Com position: Free Choice

You will be assessed on the following three strands: Performing

Summer Term 2B Com position: Mastery. In this unit you w ill com plete your piece of m usic to a brief. You w ill develop your initial ideas and create contrasts and structure your piece effectively.

2A Com position: To a brief. In this unit you w ill choose a brief to com pose to. You w ill use all your com position skills to create ideas that fit the chosen purpose.

Spring Term

Composing Listening

Show your commitment…

How many of these can you complete?

I w ill try my hardest in every lesson I w ill attend at least one extra-curricular club each term

I w ill perform w ith other musicians

What can I do at home?

Autumn Term

Your Music journey continues here…

1 Performance: . You w ill learn a short piece and m aster it. Performing w ith accuracy, technical control and expression

BBC Bitesize have a useful website, with activities, examples and suggestions for further learning:

Year Group 10

Scheme of Learning YEAR OVERVIEW

The Big Picture The Eduqas specification encourages an integrated approach to the three distinct disciplines of performing, composing and appraising thr ough four interrelated areas of study. The four areas of study are designed to develop knowledge and understanding of music through the study of a variety of genres and styl es in a wider context. The Western Classical Tradition forms the basis of Musical Forms and Devices (area of study 1), and learners should take the opportunity to explore these forms and devices further in the other three areas of study. Music for Ensemble (area of study 2) allows learners to look more closely at texture and sonority. Film Music (area of study 3) and Pop ular Music (area of study 4) provide an opportunity to look at contrasting styles and genres of music.

Intent (including moving on from…)

Performance: Learners become confident performers who are able to develop rapport with other musicians and convey style and emotion when performing to an audience.

Composition: In Year 10, students grasp the basics of compositional technique and begin to develop their initial ideas. They explore each AoS and find avenues that interest them to explore.

Appraising: Learners are able to identify the musical elements in a range of pieces from different times, cultures and for different purp oses.

Implementation Performance: Lea rners perform two pieces, one solo and one as an ensemble. The standard gra de for Eduqas i s Grade 3, wi th 4 ma rks being given for performances beyond this grade.

There is a lso only a penalty of 4 ma rks for l earners who play a piece below this standard.

Composition: Lea rners develop their compositional s kills i n Year 10, wi th a series of mini pi eces based on the Areas of Study. In the summer term these s ketches form the basis for thei r first piece of coursework.

Appraising: Lea rners study the 4 Areas of Study a nd develop their general l istening s kills, becoming aware of how the musical elements are used in different styl es of music.

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

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

Autumn Term Performance 2X assessments Composition Section A + B assessment Listening tests and Retrieval Roulette.

Home learning ongoing.

Spring Term Composition: Film + Pop assessment Performance: ensemble assessment Listening tests and Retrieval Roulette.

Home learning ongoing.

Summer Term Performance: Summer Showcase.

Composition: Free choice, Summer Showcase.

Mock 1

Impact (including next steps…)

Students who are confident performers and creators. They can identify the Elements of Music in pieces from different cultures, time periods and different styles of Music. They can apply this knowledge in their own performances and compositions. They can compose for different occasions and can work independently. They perform with style have rapport with other performers.

Year Group 11

Scheme of Learning YEAR OVERVIEW

The Big Picture The Eduqas specification encourages an integrated approach to the three distinct disciplines of performing, composing and appraising thr ough four interrelated areas of study. The four areas of study are designed to develop knowledge and understanding of music through the study of a variety of genres and styl es in a wider context. The Western Classical Tradition forms the basis of Musical Forms and Devices (area of study 1), and learners should take the opportunity to explore these forms and devices further in the other three areas of study. Music for Ensemble (area of study 2) allows learners to look more closely at texture and sonority. Film Music (area of study 3) and Pop ular Music (area of study 4) provide an opportunity to look at contrasting styles and genres of music.

Intent (including moving on from…)

Performance: Learners become confident performers who are able to develop rapport with other musicians and convey style and emotion when performing to an audience.

Composition: In Year 10, students grasp the basics of compositional technique and begin to develop their initial ideas. They explore each AoS and find avenues that interest them to explore.

Appraising: Learners are able to identify the musical elements in a range of pieces from different times, cultures and for different purp oses.

Implementation Performance: Lea rners perform two pieces, one solo and one as an ensemble. The standard gra de for Eduqas i s Grade 3, wi th 4 ma rks being given for performances beyond this grade.

There is a lso only a penalty of 4 ma rks for l earners who play a piece below this standard.

Composition: Lea rners compose to a brief set by the exam board. In Term 2 they re-visit the work from yea r 10 a nd refine their i deas.

Appraising: Lea rners study the 4 Areas of Study a nd develop their general l istening s kills, becoming aware of how the musical elements are used in different styl es of music. In Year 11 they work on their exam technique, i n particular, how to answer comparison questions and l onger written responses.

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

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

Autumn Term Performance: 2X assessments Composition: Brief composition assessment Mock 2 .

Spring Term Composition: Refine composition 1 Performance: 2X assessment Mock 3

Summer Term Performance: Final submission Composition: Summer Showcase.

June, appraising exam.

Impact (including next steps…)

Students who are confident performers and creators. They can identify the Elements of Music in pieces from different cultures, time periods and different styles of Music. They can apply this knowledge in their own performances and compositions. They can compose for different occasions and can work independently. They perform with style have rapport with other performers.

Scheme of Learning YEAR OVERVIEW

The Big Picture Appraisal: To develop their listening and appraising skills through the study of the set works in six areas of study. All set works should be Year Group 12 covered by the end of year 12. Composition: To develop their composition skills through composing a piece which is a minimum of 4 minutes. The main structure, themes and development should be complete by the end of year 12. Performance: To develop performing skills by rehearsing and refining performances. An 8 minute mock performance should be handed in at the end of year 12.

Intent Appraisal: To develop their listening and appraising skills through the study of music across a variety of styles and genres. Set works: 1) Vocal Music 2) Instrumental Music 3) Popular Music and Jazz 4) Music for Film 5) Fusions 6) New Directions Building on the skills developed at GCSE, students will use my knowledge and understanding of musical elements, context and language to make critical judgements about the repertoire and context of music within the areas of study using specific music vocabulary associated with a particular style or genre. I will engage critically with music and develop an understanding of the place of music in different cultures and contexts. This will be achieved by developing my listening and appraising skills through the study of music across a variety of styles and genres.

Implementation How will the units within this year of study be organised/structured? Following the lesson-by-lesson year plan. Appraisal: Lesson will follow the year plan for set works. Each week pupils will have written a complete set of analysis notes, wider-listening, spider diagram and consolidation essay. Pupils will have 1-2 composition lessons per week. Pupils will refine performance skills during weekly instrumental lessons and termly mock performances.

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

How will you develop and build thinking skills and independent learner behaviours? Through advanced analysis and compositional skills. Pupils will have to consolidate their learning through a weekly essay and working independently on their compositions .

What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful? Essay questions prep to discuss and mark in class. Consolidation essays to reinforce class learning. Performance on -going rehearsal and practice.

In what ways are you developing interleaving/revision skills? Revisiting set-works throughout the year. Making wider-listening setwork links throughout the course. All exam material is covered in year 12 so that we revisit and build upon knowledge in year 13.

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

How are literacy and numeracy skills to be developed and extended? Through extended exam questions and consolidation essays.

Consider your assessment Markers Identify where the following will take place: Key assessments Essay on each set work. Mock performance.

Composition hand-in.

Low stakes testing Set work key terms.

Deep marking points Set work Essays Home learning - Set work revision and performance essays Examinations Year 12 mock exams.

Conferencing/MAD time Moderation March year 13

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

Trip: Concert

Spring Term Appraisal: 4 Areas of study covered Composition: Structure mapped.

Performance: continue to refine and rehearse.

Trip: University Trip.

Summer Term Appraisal: 6 Areas of study covered.

Composition: main ideas developed.

Performance: mock performance.

Impact What is it that you want students to know/be able to do by the end of this year of study? Appraisal:. All set works should be covered by the end of year 12. Pupils will have written a complete set of analysis notes, wider-listening, spider diagram and consolidation essay. Composition: A piece which is a minimum of 4 minutes. The main structure, themes and development should be complete by the end of year 12. Performance: An 8 minute mock performance should be handed in at th e end of year 12.

What are the next steps. How can the knowledge/skills from this year be extended next year? ? Year 13 appraisal: exam technique, listening questions, unfamiliar essay questions and essay questions Composition: extended techniques and Bach Chorales. Performance: Final performance.

Scheme of Learning YEAR OVERVIEW

The Big Picture Appraisal: To develop their listening and appraising skills for written exam through answering familiar and unfamiliar essay questions,

Year Group 13

analysing model answers and exam reports across the set works in six areas of study. Composition: To develop their compositio n skills through completing a technical composition. Performance: To develop performing skills by rehearsing and refining performances. An 8 minute should be handed in.

Intent Appraisal: To develop their listening and appraising skills through the study of music across a variety of styles and genres. Set works: 1) Vocal Music 2) Instrumental Music 3) Popular Music and Jazz 4) Music for Film 5) Fusions 6) New Directions Building on the skills developed at GCSE, students will use my knowledge and understanding of musical elements, context and language to make critical judgements about the repertoire and context of music within the areas of study using specific music vocabulary associated with a particular style or genre. I will engage critically with music and develop an understanding of the place of music in different cultures and contexts. This will be achieved by developing my listening and appraising skills through the study of music across a variety of styles and genres.

Implementation How will the units within this year of study be organised/structured? Following the lesson-by-lesson year plan. Appraisal: Lesson will follow the year plan for set works. Each week pupils will have written a complete set of analysis notes, wider-listening, spider diagram and consolidation essay. Pupils will have 1-2 composition lessons per week. Pupils will refine performance skills during weekly instrumental lessons and termly mock performances.

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

How will you develop and build thinking skills and independent learner behaviours? Through advanced analysis and compositional skills. Pupils will have to consolidate their learning through a weekly essay and working independently on their compositions .

What style of home learning will you set and how will this build on or prepare for class work? Is it purposeful? Essay questions prep to discuss and mark in class. Consolidation essays to reinforce class learning. Performance on -going rehearsal and practice.

In what ways are you developing interleaving/revision skills? Revisiting set-works throughout the year. Making wider-listening setwork links throughout the course. In year 13, pupils will revisit all exam material is covered in year 12 to build upon and refine knowledge in year 13.

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

How are literacy and numeracy skills to be developed and extended? Through extended exam questions and consolidation essays.

Consider your assessment Markers Identify where the following will take place: Key assessments Essay on each set work. Mock performance.

Composition hand-in.

Low stakes testing Set work key terms.

Deep marking points Set work Essays Home learning - Set work revision and performance essays Examinations Year 12 mock exams.

Conferencing/MAD time Moderation March year 13

Autumn Term Appraisal: Exam questions and model answers. Wider listening. Composition: Advanced techniques .

Performance: December mock recording.

Spring Term Appraisal: Exam questions and model answers. Wider listening Composition: Technical study Performance: Final recording.

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

Impact What is it that you want students to know/be able to do by the end of this year of study? Appraisal:. A detailed knowledge of the A level set works so that they are able to write a detailed extended essay with respect to context, musical elements and wider-listening Composition: Be able to compose a 2 minute technical study. Performance: We able to perform a high quality 8 minute performance on their instrument/voice.

Physical Education

Our vision

“Active children equals strong students” (Dr. William Bird MBE). At SJT, students develop life-long participation in sport or physical activity. They have confidence in their knowledge of tactics and techniques for a variety of different activities.

Skills are developed and honed using competitive pressure and applied to situations where they can work as part of team or as an individual. Students are encouraged to develop inter-personal skills such as leadership, communication, resilience and organisation, within a culture based around celebrating achievement at ALL levels.

Students perform in a variety of different activities including team games, individual sports and fitness. Skills and knowledge are developed in progressive way and build on previous work at Key Stage 1 and 2. Tactical concepts are discussed and applied to the curriculum activities. Understanding these concepts is just as valuable as being able to perform them. LORIC principles are developed regularly, and many opportunities given within lessons to demonstrate these.

Lessons are practical and require students to work as a part of a team and as individuals. PE lessons are mixed gender, and we encourage boys and girls to work together to support their learning. Each member of staff is responsible for planning and teaching the unit of work for which they hold the most expertise. Lesson activity is maximised at every opportunity to ensure students are also receiving the health benefits of physical activity.

There are opportunities for LORIC in every lesson, such as leading a group warm up, organising equipment, officiating a game or practice and showing resilience through regular competition within lessons.

Students with special educational needs and disabilities are catered for by expert staff who make every effort to adapt their lessons to meet the needs of ANY student.

Pupils 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 understand what makes a performance effective and how to apply these principles to their own and others’ work. They 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. All students, regardless of ability will be given equal opportunities to progress. Whether they are a novice performer or are more experienced.

Scheme of Learning YEAR OVERVIEW Y7 PE

The Big Picture

Year Group 7

The picture of primary PE provision locally is mixed and the aim of Year 7 PE is to build on the core skills that students wi ll need at the basic level for each sporting area. Building enthusiasm for the subject is also a primary development area, getting students excited about PE no matter what their ability and building good work habits throughout the year.

Intent Year 7 students will study a broad range of activities with a focus to develop the basic skills they will need to be successful in that activity. Skills and knowledge will be assed separately in an assessment at the end of each unit of work. The unit students will be studying include: Football – Developing first touch, running with the ball and striking the ball. Rugby – Tackle, catch and pass and go forward. Netball – Obstruction rule, pass and catch and footwork. Table Tennis – grip, backhand push and backhand serve. Trampolining – basic shapes, seat landing and twisting. Striking & fielding – batting grip and stance, throwing and catching and long barrier. Athletics – Getting students to apply basic techniques to running, jumping and throwing events. ALL students will also be taken through a unit of work on wellbeing, to educate them around the benefits of leading a healthy and active lifestyle.

Implementation Les sons will be practical a nd will require students to work as a part of a team and as individuals. PE l essons will always be mixed gender a nd we encourage boys a nd girls to work together to s upport their l earning. Each member of s taff will be responsible f or tea ching the unit of work for which they hold the most expertise, i n order to ensure the most expert member of the department overs ees l esson planning and delivery.

Underpinning all our work is the LORIC principles of l eadership, organisation, resilience, initiative a nd communication. PE i s a grea t vehicle to develop these principles, a nd while not assessed, students will be expected to draw upon these elements throughout the year.

WOW Moments: In yea r 7, s tudent’s experiences of PE a t primary s chool will be very di fferent, we hope that our specialist tea chers, facilities and equipment will be something exciting for them a nd help demonstrate just how important PE i s within t he s chool curri culum. Activi ties such as contact rugby a nd trampolining a re likely to be new experiences for most students and w ill dri ve engagement.

Assessment: At the end of each activity, s tudents will be asked to perform the s kills a nd demonstrate the knowledge they have l earnt over the 6-8 lessons and will be graded as follows: Below year group expectation, Developing, Secure and Mastered.

Curriculum lessons will also be supported by an extensive extracurricular program of school sport

Autumn Term Football Rugby Netball Spring Term Trampolining Table Tennis Wellbeing Summer Term Athletics Striking and fielding (rounders & cricket)

Impact Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, co nfident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply t hese principles to their own and others’ work. They should 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.

Year 8 PE

Spring Term Wellbeing • • •

Fitness Movement Raising heart rate

Scheme of Learning YEAR OVERVIEW Y8 PE

The Big Picture

Year Group 8

Students will be growing sport specific knowledge across a range of sports and activities whilst being examined in different assessment areas. Year 8 will now be focusing on developing the basic skills learnt in year 7 to develop more advanced skills and wider understanding of the activity area.

Intent Year 8 students will study the same range of activities with a focus of building on those skills learnt in year 7, widening their skill and knowledge base. The unit students will be studying include: Football – recapturing the ball, space awareness and positioning. Rugby – Ball presentation, continuity and ruck. Netball – Shooting, dodging and go forward. Table Tennis – forehand push, forehand serve and rules of full table play. Trampolining – Back landing, swivel hips and front landing. Striking & fielding –batting strokes, throw and catch over distance and bowling. Athletics – Measuring a jump approach, rotation in throws and distance running. ALL students will also be taken through a unit of work on wellbeing, to educate them around the benefits of leading a healthy and active lifestyle.

Implementation Les sons will be practical a nd will require students to work as a part of a team and as individuals. PE l essons will remain mi xed gender a nd we encourage boys a nd girls to work together to s upport their l earning. Each member of s taff will be responsible for tea ching the unit of work for which they hold the most expertise, i n order to ensure the most expert member of the department oversees l esson planning and delivery.

Underpinning all our work is the LORIC principles of l eadership, organisation, resilience, initiative a nd communication. PE i s a grea t vehicle to develop these principles, a nd while not assessed, students will be expected to draw upon these elements throughout the year.

WOW Moments: In yea r 8, s tudents will begin to s ee their core skills develop and as a result, they will become more effective wi thin different a ctivities, building confidence. As they l earn additional knowledge and skills, they will also begin to deve lop a wi der understanding of tactical concepts which will be tra nsferable across multiple a ctivi ties.

Assessment: At the end of each activity, s tudents will be asked to perform the s kills a nd demonstrate the knowledge they have l earnt over the 6-8 lessons and will be graded as follows: Below year group expectation, Developing, Secure and Mastered.

Curriculum lessons will also be supported by an extensive extracurricular program of school sport

Autumn Term Football Rugby Netball Spring Term Trampolining Table Tennis Wellbeing Summer Term Athletics Striking and fielding (rounders & cricket)

Impact Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, co nfident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply t hese principles to their own and others’ work. They should 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.

Year 9 PE

Spring Term Wellbeing • • •

Different ways of exercising Building strength Components of fitness

Scheme of Learning YEAR OVERVIEW Y9 PE

The Big Picture

Year Group 9

Students will be growing more confident in their skills and knowledge and we will now be looking to develop this further in t o more “sport specific” situations. More focus will be placed on to tactical awareness and game play. Students will also be encouraged to think about PE as a year 10 option and this will beg in to be addressed in lessons with a more competitive focus.

Intent Year 9 students will study the same range of activities with a focus of building on those skills learnt in year 8, widening their skill and knowledge base with direct application to the a more “real world” application of the activity . The unit students will be studying include: Football – Decision making, problem solving and developing core skills. Rugby – Maul, support and attack/defense as a team. Netball – Marking, defense and movement off the ball. Table Tennis – forehand drive, backhand drive and spin. Trampolining – routines, turntable and consistency of quality movement. Striking & fielding –fielding positions, variety in batting strokes and bowling variety. Athletics – Hurdles, tactical distance running and developing speed and power in jumps and throws. ALL students will also be taken through a unit of work on wellbeing, to educate them around the benefits of leading a healthy and active lifestyle.

Implementation Les sons will be practical a nd will require students to work as a part of a team and as individuals. PE l essons will remain mi xed gender a nd we encourage boys a nd girls to work together to s upport their l earning. Each member of s taff will be responsible for tea ching the unit of work for which they hold the most expertise, i n order to ensure the most expert member of the department overs ees l esson planning and delivery. Underpinning a ll our work is the LORIC pri nciples of l eadership, organisation, resilie nce, i ni tiative and communication. PE i s a great vehicle to develop these principles, and while not assessed, students will be expected to draw upon these elements throughout the year. Expectations for GCSE PE a nd Sports Studies will be gradually i ntroduced into lessons so students are more aware of the requirements of each course.

WOW Moments: In yea r 9, s tudents will begin to s ee a high application of s kills a nd knowledge to more game realistic situations a nd s ome students may end up close to playing (a nd understanding how to be effective) in small sided versions of the activit y or to a uthentic playing conditions for individual a ctivities. Knowledge of the activity wi ll also be developed from year 7 a n d 8 s o tha t a more consistent application of rules, tactics and concepts will be demonstrated. This i ncrease in experience of the activity ma y a l so lead to more opportunities for peer-coaching a nd l eadership as well as officiating.

Assessment: At the end of each activity, s tudents will be asked to perform the s kills a nd demonstrate the knowledge they have l earnt over the 6-8 lessons and will be graded as follows: Below year group expectation, Developing, Secure and Mastered.

Curriculum lessons will also be supported by an extensive extracurricular program of school sport

Autumn Term Football Rugby Netball Spring Term Trampolining Table Tennis Wellbeing Summer Term Athletics Striking and fielding (rounders & cricket)

Impact Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, co nfident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply t hese principles to their own and others’ work. They should 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.

Scheme of Learning YEAR OVERVIEW

The Bi g Picture. Year 1/2 of the GCSE PE course – working through the s pecification and mapping of content. Pupils need to have knowledge of the content, understand how i t can be a pplied a nd be a ble to give appropriate examples where needed. The key i s to stay up to date with l earning and be at minimum at each data point. They will also be working on practical activities to grow their practical grad e.

KS4 GCSE PE

Intent: Pupi ls will be guided through the course content lesson by l esson. Some l essons will be isolated for s maller topics, others will l ink more broadly to the other topi cs. Pupils will grow their knowledge of how the body works to create movement and apply concepts with movement terminology. Emphasis on knowledge in the fi rs t i nstance with pursuit of all AO1 ma rks as a banker for pupils. Beyond this pupils will need deeper understanding a nd a bility to a pply examples to the content. For AO3 pupils will need to explain a nd justify their knowledge.

Implementation 2 lessons per week will be dedicated to classroom learning and the third lesson in the week will be used to develop the student's practical assessment where three different sports are required (must be listed on the specification). low stakes testing with interleaving of knowledge from previous work. Group and pair work where it can be relevant, mixed with class teaching as appropriate. Lots of content needs delivering – fact based. Methods of revising shown and implemented through class and home learning tasks. Units are grouped where appropriate and they compliment each other. Most units are 4-6 lessons long and more formally examined at the end of each unit using questions from the exam board. Some items are more discrete. Learning through practical for some topic items where content allows. Lots of opportunities built to see progress against minimum grade and across the full course including practical marks.

Autumn Term Unit tests in Y10 .

Formal assessment in Y11 – mocks.

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

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

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

Next stop: Cambridge Technical Level 3 in Sport delivered at SJT sixth form

Developing sport skills Students try out a range of sports-related skills and techniques, including different practice methods for improving both their own performance and that of others. They develop their knowledge of the use of tactics and strategies in both individual and team sporting activities as well as their understanding of the rules, enabling them to carry out a number of officiating roles within the activities.

SPORT STUDIES Breakdown

Developing knowledge and skills in outdoor activities

✓ Sports leadership

Students find out about a wide range of outdoor and adventure activities and the organisations that provide access to them. Through planning and participating in these type of activities they will learn about the risks in involved and gain an understanding of health and safety, risk assessments and the importance of detailed planning for various scenarios and challenging environments. This will also help them develop their communication, decision-making and leadership skills.

✓ Contemporary Issues in Sport (exam) ✓ Developing knowledge and skills in outdoor activities ✓ Developing sports skills

Contemporary Issues in Sport Students explore a range of topical and contemporary issues in sport, such as participation levels and barriers, promoting values and ethical behaviour, and how sport contributes to society as a whole beyond simply providing entertainment.

Future careers in sport…

Sports leadership Students learn about some of the knowledge, understanding and practical skills required to be an effective sport leader. They put their knowledge into practice by planning and delivering safe and effective sporting activity sessions. Afterwards they review their performance.

Personal trainer, teacher, psychologist, business leader, sports scientist, dietitian, armed forces, public services, retail, data analyst, sports coach, physiotherapist, journalist, events management, media and public relations.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group -10 and 11 Core PE

Pupils will be growing sport specific knowledge across a range of sports and activities. There is no assessment in core PE an d our aim is to produce young people who are active, resilient, have a lifelong love of Physical activity and the skill levels to take part.

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

There is continuity from KS3 in most areas.

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

Implementation Specific sports units are on a 6-8 week carousel through the year, teachers move with their groups.

There is no assessment in KS4 PE unless it is supporting GCSE There is no home learning in core PE.

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

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

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

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

The Big Picture:

Subject: Sport Studies

Students can apply theoretical knowledge about different types of sport and physical activity, skills development, and sports leadership to their own practical performance. They will learn about contemporary issues in sport such as funding, participation, ethics and role models, and sport and the media. Learners will develop an appreciation of the importance of sport locally and nationally, different ways of being involved in sport and of how this shapes the sports industry.

Intent This qualification offers learners the chance to develop different types of skills through largely practical means; communication, problem solving, team working, evaluation and analysis, performing under pressure, and formulating written findings from practical investigation.

Implementation Students complete 4 units over the course of the qualification.

Contemporary Issues in Sport External Exam 60 minutes 25% final grade L01: Understand the issues which affect participation in sport

L02: Know about the role of sport in promoting values

L03: Understand the importance of hosting major sporting events L04: Know about the role of national governing bodies in sport

Developing Sport Skills Sports Leadership

OAA

Written & Practical Coursework 25% final grade

Written & Practical Coursework 25% final grade

Written & Practical Coursework 25% final grade

L01: Be able to use skills, techniques and tactics/strategies/compositional ideas as an individual performer in a sporting activity L02: Be able to use skills, techniques and tactics/strategies/compositional ideas as a team performer in a sporting activity L03: Be able to officiate in a sporting activity

L01: Know the personal qualities, styles, roles and responsibilities associated with effective sports leadership

L01: Know about different types of outdoor activities and their provision

L02: Be able to plan a sports activity session

L02: Understand the value of participating in outdoor activities

L03: Be able to deliver a sports activity session

L03: Be able to plan an outdoor activity

L04: Be able to apply practice methods to support improvement in a sporting activity

L04: Be able to evaluate own performance in delivering a sports activity session

L04: Be able to demonstrate knowledge and skills during outdoor activities

Term

Year 10

Year 11

Autumn 2021/2

SL Planning and delivery

OAA Planning and practical

Spring 2022/3

CIS Exam Prep

Summer 2022/3

DSS Planning and practical SL DSS Evaluations Planning and practical

All work produced in lessons count towards the final qualification grade. Assessments include: • •

Low stakes testing / Deep marking points / end of unit tests, mock exams, external exams MAD time/ Written coursework/ Practical coursework

Impact Gives students skills and knowledge that will enable them to choose the most appropriate progressive routes for their needs (further study or employment).

Year Group 12-13

Scheme of Learning YEAR OVERVIEW

The Big Picture

Cambridge Technical Is a vocational qualification and is a continuation from the Cambridge National that students study at level 2 at KS4. Provide students with the opportunity to achieve a minimum of their target grade and also educate them in the knowledge & skills required for further education & employment Intent (including moving on from…)

Units:This qualification is about educating people in the knowledge and skills required for employment, higher education and for the community as a whole. It’s also about developing the behaviours and attributes needed to progress and succeed in education and in work. :

Implementation The Cambridge Technical Extended Certificate In Sport and Physical Activity Level 3 is a course that is advised to be delivered over 360 GLH. With the structure of College where classes have a mixture of year 12 & 13 students the course runs on a carousel so that all students have covered the correct number of unit credits to be awarded the qualification.

Unit 1:Body Systems and the effects of exercise Exam

Unit 2:Sport coaching and activity leadership Written & practical coursework

L01: Roles and responsibilities of sports coaches and activity Home learning: leaders Wow Moments: L02: Muscular system in L02:Principles which relation to exercise and underpin coaching and physical activity leading L03: Cardiovascular system L03:Methods to improve inImpact relation to exercise and (including next steps…) skills, techniques and physical activity tactics in sport L01: Skeletal system in relation to exercise and physical activity

relation to exercise and physical activity

L04 & L05:Plan and prepare sports and activity sessions

L05: Energy systems in relation to exercise and physical activity

L06: Deliver 6 coaching sessions

L04: Respiratory system in

L06: review sports and activity sessions

Unit 3:Sports organisation and development

Unit 8:Organisation of sports events

L01:How sport in the UK is L01:Different types of sports organised events and their purpose

L02: Understand sports development L03: Understand how the impact of sports development can be measured L04: Understand sports development in practice

L02:Roles and responsibilities involved in the planning and delivery of sports events L03: Be able to plan and promote a sports event

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

Unit 19: Sports Psychology

LO1- Know the different factors that affect motivation

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

Assessments: •

LO2- Understand attribution theory

•

LO3- Understand the effects of stress, anxiety and arousal

•

LO4- Understand the importance of group dynamics LO5- Understand the impact of Sport and Exercise on mental health and wellbeing

In year 12, unit 1, 2 and 3

• •

• •

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

In year 13 – unit 8 and unit 19

Drama Our vision “All the world’s a stage, and all the men and women merely players”: William Shakespeare.

At Sir John Talbot’s school, we offer our players (students!) the opportunity to work collaboratively to generate, develop and communicate ideas. We encourage them to develop as creative, effective, independent , confident and reflective students who are able to make informed choices in process and performance, which in turn provides life skills coupled with a love of the subject.

At Key Stage 3 we offer the opportunity for all students to be fully immersed in the world of drama by exploring scripts, characterisation, staging, choreography, influential practitioners as well as many other skills and experiences. We offer theatre trips which further extends the love of theatre. At Key Stage 4 and 5 we push these skills further to produce confident and knowledgeable performers with lifelong skills.

Drama offers something for everybody. We teach to the top in order to inspire a passion for the subject which can grow regardless of individual starting points. All students are catered for and those who need something extra have practical advice and support, which encourages them to want to achieve.

Scheme of Learning YEAR OVERVIEW

Drama students receive 1 hour of lessons in Year 7. The year begins with students exploring Darkwood Manor– Starting to work collaboratively and building their performance and creative confidence. Alongside this they begin to study the practitioner Berkoff. Next they look at the theatrical style of Pantomime. They will practice using a script and looking at breaking the 4 th wall. We endeavor to take them to the Theatre to see a live Pantomime performance. Next we study Musicals, looking specifica lly at Annie, Matilda and Bugsy Malone. We practically study the elements of Choreography, characterisation and Script work. Next we look at the comedy play Our Day Out by Willy Russell, building upon their acting and characterisation skills. Lastly we will look at a themed drama based upon a contemporary issue. Empathising with the characters and the situation.

The BIG PICTURE YEAR 7

Intent Units: Darkwood Manor, Pantomime, Musicals, Our Day Out and Themed Drama.

Skills: Performance – Characterisation, Confidence, Stage Positions, Script Work and Empathy.

Next Steps: Pupils will build upon their acting and directing skills.

Implementation Lessons are very practical based and students work in pairs, individually and in groups to develop their performance skills exploring a wide range of scripts and genres. Students work practically developing their performance and creative skills.

Home learning: Homework will focus on flipped learning, watching performances, research of a genre or evaluation of their own performance skills.

Wow Moments: Students have the opportunity to visit the theatre to watch a live Pantomime at Christmas. They have the opportunity to perform in front of the class, their year group and to showcase their work in a concerts at the end of the year.

As s essment Identify where the fol l owing will take place; Key assessments Low stakes testing Deep marking points Home learning Examinations Conferencing/MAD time Moderation

Autumn Term Performance assessment X2 Home learning once per unit.

Spring Term Performance assessment X2 Home learning once per unit.

Summer Term Performance assessment X2 Home learning once per unit.

Impact Students who are confident performers and creators. They can identify and implement techniques from a dramatic genre or practitioner. They are able to verbalise what is effective about a performance and what needs to be improved.

Scri pt Work

Empa thy

T.I.E

The BIGGER PICTURE DRAMA TEACHES YOU: • Communication skills • Empathy • Team Work • Confidence • Critical Thinking skills • Enrichment • Cultural Capital

Stanislavski

PRACTICAL ASSESSMENT Performance

Spring Term

Si nging

Choreograph y

Our Day Out Scri pt Work

ANNIE Scri pt Work

PRACTICAL ASESSMENT – Performance and Creative

Comedy

BUGSY MALONE

MUSICALS

Summer Term

Current Issues

PRACTICAL ASSESSMENT – Performance

Cha ra cterisation

YEAR 7

Themed Drama

Rea l world Scenarios

Sta gi ng

Cha ra cterisation

MATILDA Thought Tra ck

Stil l Image

Voi ce Skills

Berkoff

Exaggeration Stage Positions

Brea king the forth wa ll

Pantomime

DARKWOO D MANOR

Key Cha ra cters

Stage Design

PRACTICAL ASSESSMENT Performance and Creative

PRACTICAL ASSESSMENT – PERFORMANCE Cos tume Design

Movement

AUTUMN TERM

The Big Picture Music students receive 1 hour of lessons in Year 8. During this year students will build on the practical and evaluative ski lls they have previously explored. Students will expand their knowledge and skills through exploration of new styles. The year begins with stylized theatre where students explore this style through an existing text. We continue with stage combat, musical theatre, a theme based uni t and finally Teechers.

Scheme of Learning YEAR OVERVIEW Year 8

Intent (including moving on from…)

Units: Stylised theatre, Stage combat, Musical theatre, Theme based, Teechers.

Skills: Performance – physical and vocal skills Creating- How students work together, the quality of the ideas Evaluation-Peer and self Next Steps: Pupils will expand their skills through exploration of new styles and practitioners. Pupils will continue to explore texts in preparation for GCSE Component 2.

Implementation Lessons are very practical based, and students work in groups to develop their performance and creating skills in a wide range of genres and styles. Students are encouraged to work independently using a range of project-based activities.

Students evaluate their own work and the work of others throughout each unit.

Wow Moments: Students explore a range of texts and genres. Students are encouraged to be active and creative with freedom.

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

Autumn Term Performance assessment X2 Spring Term Performance assessment X2

Summer Term Performance assessment x2

Impact Students who are confident performers and creators. They can identify and implement techniques from a dramatic genre or pract itioner.

They are able to verbalise what is effective about a performance and what needs to be improved.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 8

Music students receive 1 hour of lessons in Year 7. The year begins with students learning about Blues, Gospel and Soul. They develop their keyboard skills with increasing difficulty. They then study Reggae, where there is an opportunity to access higher levels of performance. They undertake an independent task l ooking at Variation form to learn how ideas can be varied and developed. Alongside this, all students have the opportunity to learn guitar skills. They apply their composition skills to create a character theme, with the opportunity to create variations on their theme. In the summer term they create a composition to a set brief, with a Summer concert to showcase any work.

Intent (including moving on from…)

Units: Gospel, Reggae, Variations/Guitar, Character Theme, Composition to a Brief Skills: Performance skills.

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

Implementation Les sons are very pra ctical based and students work in pairs, i ndividually a nd in groups to develop thei r musical skills in a wide ra nge of genres and styl es. Students work on keyboards and are encouraged to bring in their own i nstruments when doing group work. Some units are based in the computer suite with a focus on music technology skills Home learning: Homework will focus on listening tasks or flipped l earning, watching performances, assessing and target setting.

Wow Moments: Students have the opportunity to record, edit, mix a nd master their work to a ‘professional’ standard. They ha ve the opportunity to perform i n front of the class, their year group a nd to showcase their work in concerts throughout the year.

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

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

Autumn Term Performance assessment X2 1 Deep Marked + moderated One listening test Home learning once per half term.

Spring Term Composition assessment X2 1 Deep marked One listening test Home learning once per half term.

Summer Term Personal Development assessment Home learning once per half term.

Either performance, composition or student pledge.

Impact (including next steps…)

Students who are confident performers and creators. They can identify the Elements of Music in pieces from different cultures, time periods and different styles of Music. They can apply this knowledge in their own performances and compositions.

Scheme of Learning YEAR OVERVIEW

The Big Picture Year Group 9 Drama students receive one hour of formal lessons a week. This is their time to shine and demonstrate all of the skills taught across years 7 and 8 before selecting the subject as a GCSE option.

Intent Units: Thriller, Devising, Bouncers, a theme-based drama, then a hilarious play to round off the year.

Skills: Performance skills, devising, creating, staging, choreography, costume, movement, multi role, direct address Next Steps: Pupils will build on their skills learnt and developed to progress onto a wider range of skills and techniques re ady for GCSE.

Implementation Lessons continue with a very practical base and students work in pairs, individually and in groups to develop their drama skills in a wide range of genres and styles. Students work with scripts and theme-based work, building up their imaginative and creative skills, continually building on their levels of confidence and performance skills.

Consider your assessment Markers

Wow Moments: Students have the opportunity to perform in front of the class, their year group and to showcase their work in mini showcases throughout the year.

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

Identify where the following will take place;

Autumn Term Performance assessment X2 One main performance at the end of each scheme..

Spring Term Performance assessment X2 One main performance at the end of each scheme.

Summer Term Performance assessment X2 One main performance at the end of each scheme..

Impact: Drama enables students at all levels to develop their intellectual skills such as creativity, problem solving, communication, socialisation and empathy and it gives individuals the opportunity for self-actualisation, group work and sharing their responsibilities. Drama students are well-rounded people.

Year Group: KS4

Scheme of Learning YEAR OVERVIEW

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

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

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

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

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

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

Students will be encouraged to give constructive peer feedback on a regular 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 during teaching of set text so that students are confident in seeing the bigger picture of how theatre is constructed in order to convey the themes/playwrights intentions.

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

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

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

MAD ti me with s tudents res ponding to teacher feedback a t key a s sessment points to dri ve progress for the i ndivi dual.

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

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

Summer Term Yr 10: Component 3 & C/W

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

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

Scheme of Learning YEAR OVERVIEW

The Big Picture Students will complete 3 Components of Work that explore theatre from a practical perspective with analysis and evaluation of how all elements of theatre can influence interpretation of performance. They will have an awareness of the social and political influences on theatre a nd how this can be made relevant to a contemporary audience.

Year Group: KS5

Intent Students will complete Eduqas A-Level Drama & Theatre.

Skills Covered: Performance Skills, Design Skills, Directing Skills, Stage Design, Character Interpretation, Evaluation of Live Theatre, Playwright Intentions, Research, Social and Political Climate, Contemporary Audience, Practitioners.

Students will build on their GCSE experience, but will focus on three contrasting texts for the written exam instead of 1. They will apply the skills of 3 practitioners in 3 contrasting performance pieces. This course will prepare students for further study in Drama and Theatre.

Implementation Students will complete 3 Components of the course over the 2 years. They will have 4 hours per week.

Assessment

LORIC: students naturally apply all the skills of LORIC through the creative process.

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

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 during teaching of set texts so that students are confident in seeing the bigger picture of how theatre is constructed in order to convey the themes/playwrights intentions.

Parents, staff and students will be invited to see performances. Performances will be shared with KS4 students if suitable.

Students will develop confidence will all elements of theatre and with knowledge of the social and historical context of all set texts as well as the current political climate.

MAD ti me with s tudents res ponding to teacher feedback a t key a s sessment points to dri ve progress for the i ndivi dual.

Autumn Term Yr 12: Component 1 Yr 13: Component 2&3

Spring Term Yr 12: Component 1 Yr 13: Component 2&3

Summer Term Yr 12: Component 3

Impact Students will be able to apply all Drama skills and knowledge of Practitioner/Genre with confidence in performance. Students will develop a greater understanding and awareness of how all elements of theatre must blend together in order to create the final performance. They will also understand how po litical movements influence theatre and how the current political climate can be incorporated into a production in order to create appeal for a contemporary audience.

Knowledge and skills will be fully developed this year to produce confidence theatre practitioners who will be ready to study Theatre at an Undergraduate Level.

ICAT Our vision

Bigger Picture Question:What is the point of Food and Nutrition?

How does Food and Nutritioappear in our daily liv es?

Consider, for example, your school environment…

Year 7 Food and NutritionYear Overview What is my Learning Journey this year?

What to expect…

Content –

START

RM Rotation Ropebot & Train

Experimenting with fabrics and techniques

Assessment – Sewing machine license, outcomes, home learning, assessment and deep

Food Rotation

Cultural Connections: How do different cultures play a role in the foods that we eat?

What meals do you enjoy that are traditionally not British?

Why has lots of UK manufacture moved overseas?

Skills Ladder What techniques How will you step up are used to skills this year? naturally dye fabrics?

Skills

Creative Cookery & Healthy Lifestyles

marking

Bigger Picture Question – How are fabrics made? Why has crafting using fabric become so popular?

Content – Health & Safety in the workshop, safe use of hand tools and machinery to develop a range of skills into creative outcomes.

Assessment – Health & Safety in the workshop, final outcomes, home learning, end of term assessment, deep marking

Bigger Picture Question – - What careers use woodwork and metalwork skills?

Home Learning

What to expect

Textiles Rotation Monsters!

Content – Kitchen good practice and hygiene, importance of healthy eating, plan, execute and evaluate a range of dishes

Assessment – Conduct in the kitchen, final outcomes and

assessment.

Bigger Picture Question – What's actually in the foods that we consume?

Your Flipped Learning Tasks/ Homework projects will be on class charts

On to Year 8

What to expect

your

❑ Marking out and measuring (mm, ml, g) ❑ Traditional hand carpentry techniques ❑ Machine techniques and processes ❑ Design and development of ideas ❑ Hand and machine stitching ❑ Knowledge of fabric and stitch techniques ❑ Applique ❑ Applying decoration ❑ Good food hygiene practice ❑ Safety in the kitchen ❑ Plan and execution of dishes under time constraints ❑ Identify a balanced meal ❑ Presentation ❑ Recongnise strategies for improvement ❑ Independence ❑ Evaluation

Homework projects will be up to half a term long and expecting to be 6 hours work of work

Scheme of Learning YEAR OVERVIEW

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

Year Group : 7

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

Intent (including moving on from…)

The 3 key areas will consist of the following elements; RESISTANT MATERIALS - Introduction to the workshop & Health and safety (note safety is paramount and touched on throughout. Project 1 RM 4-5 weeks ROPEBOT (largely skills based). Project 2 RM 9-10 weeks SOLAR BUGGY to include design / development element, hand and machine techniques, graphics and electronics.

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

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

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

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

Students are actively encouraged to problem solve and use their initiative. Students in Design & Technology understand the importance of working safety and smartly, students must communicate with each other to solve problems, and respect when the teacher needs to give safety demonstrations.

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

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

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

Examination feedback given week 14-15

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

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

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

Bigger Picture Question:What is the point of Art? How does Art appear in our daily liv es?

Consider, for example, your school environment…

Year 7 Art Year Overview What is my Learning Journey this year?

What to expect…

START

Content – A look at

Unit 1 Everyday objects

artists who focus on fish and mark making

Assessment – Paint, printing, clay, analysis

Bigger Picture Question – Does a

Unit 3

Cultural Connections: What are the roles of artists in our culture?

How do the artists of the past link with today?

What insights Skills Ladder can they give us?

How will you step up

your

skills this year?

Micro Macro

painting have to be realistic?

Skills ❑ Tonal Acrylic painting ❑ Flat Acrylic painting ❑ Imaginative drawing ❑ Mark making

What to expect

painting, clay, analysis

Bigger Picture Question – What careers can combine both art and food?

Unit 2 Natural world

Content – A look at your local town and environment

Assessment – Collage, mixed media, analysis

Bigger Picture Question – Why have urban towns/cities developed differently – comparison

Home Learning

UK and USA

Your Flipped Learning Tasks/ Homework projects will be on class charts

On to Year 8

of artists who focus on food

Assessment – Drawing,

❑ Mixed media ❑ Collage

What to expect

Content – A look into the artwork

❑ Press Printing ❑ Analysis of artwork basic ❑ Clay thumb pot ❑ Clay 2D relief ❑ Tonal poster painting

❑ ❑ ❑ ❑

Tonal Drawing Flat Poster Painting Line drawing Presentation

Homework projects will be up to half a term long and expecting to be 6 hours work of work

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 7

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

Intent (including moving on from…)

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

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

Implementation Wi thi n the Art Dept. we understand students work a t different paces in different ways. We encourage s tudents to fi nish an i tem of classwork to their best ability before starting another. This process can take them between 2-4 l essons depending on the complexity of the piece.

Li tera cy: The ability to research a nd respond to other artists’ i s expected i n both a vi sual a nd wri tten way. When evaluating their own work students explain l inks with other artists’ ideas.

Numeracy: An understanding of s cale a nd proportion is demonstrated through the use of scale dra wing a nd enlargement tasks.

Home l earning: Homework can va ry from drawings, s tories or collages to producing wri tten pres entations on artists.

Wow Moments: Throughout the year pupils will have the opportunity to ta ke part i n community a nd a rts projects. They wi ll experience a wide range of exciting a rt techniques s uch as clay ca kes, s pra y painting, and impasto.

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

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

Impact (including next steps…)

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

Autumn Term Project assessment Home learning once per half term.

Spring Term Project assessment Home learning once per half term.

Summer Term Project assessment Home learning once per half term.

Summer Assessment.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 8

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

Intent (including moving on from…)

Units: Organic Form, Animals, Cultures.

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

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

Implementation Wi thi n the Art Dept. we understand students work a t different paces in different ways. We encourage s tudents to fi nish an i tem of classwork to their best ability before starting another. This process can take them between 2-4 l essons depending on the complexity of the piece.

Students are encouraged to respond to artists, develop ideas and explore materials to create a rtwork i n a va riety of mi xed-media.

Li tera cy: The ability to research a nd respond to other artists’ i s expected i n both a vi sual a nd wri tten way. When evaluating their own work students explain l inks with other artists’ ideas.

Numeracy: An understanding of s cale a nd proportion is demonstrated through the use of scale dra wing a nd enlargement tasks.

Home l earning: Homework can va ry from drawings, s tories or collages to producing wri tten pres entations on artists.

Wow Moments: Throughout the year pupils will have the opportunity to take part i n community a nd a rts projects. They wi ll experience a wide range of exciting a rt techniques s uch as printing, pa i nting and clay. The pupils will also vi sit the zoo where they wi ll photograph animals.

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

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

Impact (including next steps…)

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

Autumn Term Project assessment Home learning once per half term.

Spring Term Project assessment Home learning once per half term.

Summer Term Project assessment Home learning once per half term.

Summer Assessment

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 9

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

Intent (including moving on from…)

Units: Local environment community project, Mock GCSE project.

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

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

Implementation Wi thi n the Art Dept. we understand students work a t different paces in different ways. We encourage s tudents to fi nish an i tem of classwork to their best ability before starting another. This process can take them between 2-4 l essons depending on the complexity of the piece.

Li tera cy: The ability to research a nd respond to other artists’ i s expected i n both a vi sual a nd wri tten way. When evaluating their own work students explain l inks with other artists’ ideas.

Numeracy: An understanding of s cale a nd proportion is demonstrated through the use of scale dra wing a nd enlargement tasks.

Home l earning: Homework can va ry from drawings, s tories or collages to producing wri tten pres entations on artists.

Wow Moments: Throughout the year pupils will have the opportunity to ta ke part i n community a nd a rts projects. They wi ll experience a wide range of exciting a rt techniques, which they will devel op with their own i deas.

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

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

Impact (including next steps…)

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

Autumn Term Project assessment Home learning once per half term.

Spring Term Project assessment Home learning once per half term.

Assessment.

Summer Term Project assessment Home learning once per half term.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 10

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

Intent (including moving on from…)

Units: Foundation Unit, Organic form, portraits.

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

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

Implementation 60% Coursework 40% Exam.

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

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

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

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

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

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

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

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

Impact (including next steps…)

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

Autumn Term Project assessment Home learning once per half term.

Spring Term Project assessment Home learning once per half term.

Mock exam Summer Term Project assessment Home learning once per half term.

Yea r Group: 10

Scheme of Learning YEAR OVERVIEW

The Bi g Picture: To cover practical skills and exam content in preparation for the NEA’s in Year 11

Uni ts to be covered: KS3 units will have made reference to all topics in the limited time available.

Food Preparation Skills : (practical, knife, Fruit ad veg prep, Use of cooker/equipment, cooking methods, preparing, combining and shaping, sauce making, tenderizing and marinating, dough, raising agents, setting mixtures).

Food Health a nd Nutrition: (macronutrients, micronutrients, nutritional needs and health) Food Science: (Cooking of food and heat transfer, functional and chemical properties of food) Food Safety: (Food spoilage and contamination) Food Choice: (Factors affecting food choice, British and International Cuisine, Sensory evaluation, Food labelling and marketing Food Provenance: (Environmental impact and sustainability of food, food processing and production) These skills will be used to support the NEA exams and the written exam paper.

Implementation: Uni ts will be i mplemented through the structure of topic booklets which will include note taking a nd practical a ctivities.

Wi thi n these practical activities students will have to think creatively , be organized and work i ndependently.

Home l earning will be revision based on class l earning. This will be done through GCSE Pod. WOW moments will come from s tudents l earning and successfully applying new skills. Successes wi l l be celebrated through social media and parent bulletin.

Li tera cy skills are extended through key words present in workbooks and use of s ubject specific l a nguage reiterated throughout the course. Numeracy is used i n practicals with weighing a nd mea suring, reducing amounts s uccessfully

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

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

Autumn Term: Low stakes testing after each topic. End of term will be a key assessment point with deep marking facilitating data entry.

Home learning to take place before each topic testing and end of term exam.

Spring Term: : Low stakes testing after each topic. End of term will be a key assessment point with deep marking facilitating data entry.

Summer Term: Mock exam. This will be practical in preparation for NEA’s.

Impact: Students will have developed knowledge going forward to support NEA’s 1 a nd 2. They have a lso gained the knowledge required for the written exam

Yea r Group: 11

Scheme of Learning YEAR OVERVIEW

The Bi g Picture: To cover practical skills and exam content in preparation for the NEA’s in Year 11

Uni ts to be covered: NEA 1, NEA 2, wri tten exam revision. Knowledge gain from topics in Year 10 i s necessary to s upport both the written a nd practical elements of the NEA’s . Research done as part of these Units will s upport exam revision.

Implementation: NEA exa m paper will be i ssued and student l ed research will take place to support the practical a cti vi ties required. Students will have clear support and writing frames to assist with research el ements.

Wi thi n these NEA activities students will have to think creatively , be organized and work i ndependently.

Home l earning will be revision based on class l earning. This will be done through GCSE Pod. WOW moments will come from s tudents research and successfully a pplying new knowledge.

Successes will be celebrated through s ocial media a nd parent bulletin.

Li tera cy skills are extended through the use of subject s pecific l anguage required i n the research.

Numeracy i s used i n practicals with weighing and measuring, reducing a mounts successfully

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

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

Autumn Term: End of term will be a key assessment point with deep marking of NEA 1facilitating data entry.

Spring Term: : : End of term will be a key assessment point with deep marking of NEA 2 facilitating data entry.

Summer Term: Low stakes testing and practice papers in preparation for the written exam. Home learning to take place alongside this facilitated by GCSE Pod.

Impact: Previ ous knowledge gained will support NEA’s a nd help structure research. Further knowledge gained a nd revisited durig the NEA’s will support the written exa m paper.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 11

Students receive 3 hours of teaching per week. Year 11 Art s tudents begin their final GCSE year completing their portrait project. January of year 11 pupils will receive thei r exam topic from Edexcel which h they will complete as a project over 20 hours. This culminates i n a 10 hour exam whereby pupils complete a final outcome for their project.

Intent (including moving on from…)

Units: Portrait Unit, Exam topic.

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

Implementation 60% Coursework 40% Exam.

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

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

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

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

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

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

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

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

Impact (including next steps…)

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

Autumn Term Project assessment Home learning once per half term.

Spring Term Project assessment Home learning once per half term.

Mock exam Summer Term Project assessment Home learning once per half term.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 10

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

Intent (including moving on from…)

Units: Foundation Unit, Identity, Historic Architecture Skills: A range of techniques developed in the foundation year Next Steps: Pupils will a third mini project from September Yr 11 until their exam is issued in Jan

Implementation 60% Coursework 40% Exam.

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

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

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

Numeracy: An understanding of scale and proportion is demonstrated through the use of formal elements within their work.

Home learning: Photography tasks.

Wow Moments: Pupils are taken on trips to different locations and have opportunity to take their own photos for development. They also have opportunity to see the work of artists and photographers which aid with inspiration.

Impact Develop skills through out to create independence and knowledge to be applied to the exam.

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

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

Autumn Term Project assessment Home learning once per half term.

Spring Term Project assessment Home learning once per half term.

Mock exam Summer Term Project assessment Home learning once per half term.

Scheme of Learning YEAR OVERVIEW

The Big Picture

Year Group 11

Students receive 3 hours of teaching per week. Year 11 Photography s tudents begin their final GCSE year producing a project o n Travel a nd Tra nsport. From January of yea r 11 pupils will receive their exam topic from Edexcel which they will complete as a project over 20 hours. This culminates in a 10 hour exam whereby pupils complete a fi nal outcome for their project.

Intent (including moving on from…)

Units: Travel and Transport Unit, Exam topic.

Skills: A range of skills developed from Yr 10

Implementation 60% Coursework 40% Exam.

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

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

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

Numeracy: An understanding of scale and proportion is demonstrated through the use of formal elements within their work.

Home learning: Photography tasks.

Wow Moments: Pupils are taken on trips to different locations and have opportunity to take their own photos for development. They also have opportunity to see the work of artists and photographers which aid with inspiration.

Impact (including next steps…)

Building on skills learned and apply them independently to the exam.

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

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

Autumn Term Deep marking of coursework project in time for data entry.

Spring Term Exam paper issued Initial deep marking of exam unit in time for data entry.

Summer Term Deep marking of coursework and exam work. .

Moderation internal and external