RGS Second Form Curriculum Guide

SECOND FORM CURRICULUM GUIDE 2020-2021

R E I G AT E G R A M M A R S C H O O L

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SECOND FORM CURRICULUM GUIDE

FROM THE HEADMASTER

This Curriculum Guide is designed to help parents and students extract the most value possible from each subject session this evening.

You will find a page for each subject where this year’s course is outlined. Along with this you will find some thoughts about suppor ting your son or daughter at home to enrich their learning experience with ideas and suggestions for resources, reading and potential trips for each specific subject.

We hope that this will allow you to focus the time with the teachers discussing your child’s strengths and progress, as well as next steps for continued improvement.

Lastly, there is also a reflection page designed to prompt fur ther conversation between you and your son or daughter around how to celebrate, suppor t and improve their independent work processes at home.

We believe parents’ evenings are incredibly valuable in building the precious relationships between teacher and parent, in affirming the many reasons to be pleased with progress so far but also in giving specific, focused and bespoke advice about how your son or daughter can maximise their learning and potential in each subject and we hope the Curriculum Guide booklet goes some way in achieving that aim.

If you have any queries during or after the evening then please do contact the Head of Year or any of the senior staff. Of course, you are also very welcome to contact teaching staff between parent evening events as we are always happy to help.

Shaun Fenton Headmaster

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SUBJECT

ART Head of Department: Mrs E Burns

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

Natural Forms - Oriental inspired painted panels based on the work of Kathe Fraga.

Natural Forms - Oriental inspired painted panels based on the work of Kathe Fraga.

Natural Forms - Oriental inspired painted panels based on the work of Kathe Fraga.

Tropical-silk screen printing project based on the work of Marianne North and Timerous Beasties.

Tropical-silk screen printing project based on the work of Marianne North and Timerous Beasties.

Tropical-silk screen printing project based on the work of Marianne North and Timerous Beasties.

Do • Practice observational drawing as much as possible, relate this to the project studied at the time.

Emotive Portraits based on the work of Noel Badges Pugh.

Mixed media work.

Emotive Portraits based on the work of Noel Badges Pugh.

Mixed media work.

Emotive Portraits based on the work of Noel Badges Pugh.

Mixed media work.

Go • BBC Bitesize key stage 3-Art and Design page.

Lino printing project based on the work of the German Expressionists.

Lino printing project based on the work of the German Expressionists.

Lino printing project based on the work of the German Expressionists.

Textures in nature. Mixed media Textures in nature. Mixed media Textures in nature. Mixed media and clay work. and clay work. and clay work.

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

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What can I do to support my child’s progress in this subject?

SECOND FORM CURRICULUM GUIDE

SUBJECT

COMPUTING Head of Department: Miss P Lewty

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

• Back To The Future • Python Programming

• Databases • Networks and Hexadecimal

• Computing and The Law

What can I do to support my child’s progress in this subject?

Watch • BBC Click weekly programmes • James May Q&A series on YouTube Read • Black Flag by Matt Langley • Computational Fairytales • The Thrilling Adventures of Lovelace and Babbage Go • The Science Museum in London.

• The National Museum of Computing at Bletchley Park

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

DESIGN TECHNOLOGY Head of Department: Mr P Williams / Mrs E Bader

ROTATION 1: FOOD AND NUTRITION

ROTATION 2: FOOD SAFETY AND SUSTAINABILITY • Micro – organisms • Correct storage of food • Food labelling and the Law • Additives • Ethical considerations: Organic, Fair Trade, Local and Seasonal foods • Carbon Footprint • Packaging, Food waste and the Environment • Cultural, Religious and Moral food choices •

Practical Activities:

• Bolognese, Chilli or curry • Pizza • Burgers • Cheesy Pasta Bake • Chocolate Torte

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

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Name of Teacher:

What can I do to support my child’s progress in this subject?

Watch

• Master chef • How to Eat well for less

Read • Recipe books

Go

• Visit food markets

SECOND FORM CURRICULUM GUIDE

SUBJECT

DRAMA AND THEATRE ARTS Head of Department: S Branston

AUTUMN TERM Page To Stage • Exploration of Non-Naturalistic Staging in Theatre • Design Work on Texts Lighting Effects, Sound Effects, Set and Costume Design in Theatre

Name of Teacher:

SPRING TERM

SUMMER TERM

Performing From A Text • As an actor, using rehearsal techniques to approach a role from a contemporary text • As an actor, using rehearsal techniques to approach a role from a Shakespeare text

Devising Original Theatre • How to create original nonnaturalistic pieces of theatre, working from a stimulus.

What can I do to support my child’s progress in this subject?

Watch • www.youtube.com/user/ ntdiscovertheatre Read • Any modern play texts from the Drama Library www.dramaonlinelibrary.com User: reigateschool Pwd: Dr4ma • A novel and watch a TV adaptation Eg: www.bbc.co.uk/iplayer/ episodes/p082w992/noughtscrosses Go • To any local amateur or professional theatre when safely reopen • To watch theatre, opera or ballet at the cinema: ntlive.nationaltheatre.org.uk www.roh.org.uk/cinemas

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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R E I G AT E G R A M M A R S C H O O L

SUBJECT

ENGLISH Head of Department: Mr R Shaughnessy

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

• Writing from around the world • 19th Century Literature • Library passport project

• Much Ado About Nothing • Chaucer and The Canterbury Tales • Library Blind Date project

• A class novel with a focus on creative writing • Library wider reading project

Key Skills • Researching a specific topic • Collaborating on a project and sharing ideas • Writing about and analysing a poem • Understanding a writer’s reasons for writing • Linking a writer’s context and their writing • Understanding archaic language and analysing it • Writing short essays on 19th Century Literature • Creative writing and language choice

Key Skills • Refreshing and building on prior knowledge of Shakespeare • Tracking a character’s development through a play • Analysing Shakespeare’s language • Understanding the roots of the English language • Analysing Chaucer’s characters and how he creates them • Revision of punctuation

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

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Key skills • Comprehension skills • Analysis of language and its effects • Skimming, scanning and choosing the best examples to analyse • Planning a piece of creative writing • Developing descriptions and characters • Choosing language to have an effect on the reader

What can I do to support my child’s progress in this subject?

Watch • Shakespeare’s Animated Tales • Much Ado About Nothing Read • Read at least four novel per term • Support them in the range of Library projects they work on each term • A range of newspapers and non-fiction including www. theday.co.uk • Go • The Globe Theatre • The National Poetry Library • Canterbury Cathedral

SECOND FORM CURRICULUM GUIDE

SUBJECT

FRENCH Head of Department: Mme F Chartrain

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

Topics: • Family members • Jobs • Geographical locations • Weather • Daily routine • Weekend activities • Last night – more in the past • TV programmes (past) • Where you went

Topics: • Last weekend • Invitations • Making excuses • Clothes • Shops and shopping • La Cité de l’Europe • Talking about food • Talking about French meals • Preparing for a party

Topics: • Shopping for food • Eating in a restaurant • Basic countries • Basic holidays

Grammar: • Connectives • Pronunciation work • -ER verbs: present (recap) • -IR & -RE verbs • Negatives • Il y a / il n’y a pas de/plus de • Prepositions: au, à la, etc…

• Depuis + present • Irregular verbs • Pronunciation work on e - é • The perfect tense: (intro of main verbs) with avoir verbs • Perfect : avoir (irregular) • Perfect tense with être verbs (main/useful ones) • Linking/extending sentences • Negatives in the past tense • Opinions using c’était • Revise prepositions

Grammar: • Modal verbs: vouloir, pouvoir, devoir • Adjectival agreements + position • Near future • Comparatives • Superlatives • Longer texts with mixed tenses • Definite articles after aimer / préférer, etc. (le/la/les..)

Partitive articles after acheter/ manger (du, de la , etc) • Il faut + inf. quantities Interrogative pronouns

Grammar: • Perfect tense reinforcement • Questions • Opinions

What can I do to support my child’s progress in this subject?

Watch • YouTube : search for “learn French children’s TV channel : https://www.gulli.fr/ • YouTube : type in “learn French With Alexa essential course” https://www.youtube.com/ playlist?list=PLV1Read • Bonjour (Mary Glasgow Magazines) • Magazines in the library • Le Petit Nicolas: la bande dessinee originale (Amazon) • French comics (eg. Boule et Bill) Go • French Institute in London: www.institut-francais.org.uk/eventscalendar/whats-on-kids-families

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

GEOGRAPHY Head of Department: Mr M Cline

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

People and resources • Population growth • Population distribution – global and UK • Demographic transition and levels of development • Population pyramids • Population structure • Renewable and non-renewable resources • Impacts on oceans. Forests and climate • Our ecological footprint

Energy • Renewable and non-renewable • Energy mix • Environmental impact • Decision making

Climate and environmental change • Causes • Consequences • Action

Crime • Investigating patterns of crime • Designing out crime

Coasts • Processes of erosion, transport and deposition • Landforms of erosion and deposition • Management • If feasible, a field-trip to the Cuckmere Haven will be arranged

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

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What can I do to support my child’s progress in this subject?

Watch • The news for environmental stories • The weather forecast • Documentaries eg Planet Earth • National Geographic channel Read • A newspaper for items of geographical interest • First News is excellent • Keep a scrap book to record topical events Go • Visit the coast, eg Cuckmere Haven/Seven Sisters Country Park

SECOND FORM CURRICULUM GUIDE

SUBJECT

GERMAN Head of Department: Ms M Sowa

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

1. House and area description: • Rooms of the house • furniture & room descriptions • types of houses • local area description • compass points • directions

3. Shopping and Food: • Fruit and vegetables • At the market • At the restaurant • Shops • Pocket money

5. Illnesses & injuries: • Body parts • Illnesses & injuries • At the doctor’s • Healthy/unhealthy eating • Keeping fit

Grammar: • Use of possessive adjectives (singular) • Using adjectives with nouns • Using the plural forms of nouns • Dual prepositions • Present and perfect tenses

Grammar: • Subordinating conjunctions ‘weil’ & ‘wenn’ • Subordinating clauses & variations of word order Read • Learning-to-learn: Revision of all • Mary Glasgow Magazines (Das content and grammar of Topics Rad) 1-5 Use Learning-to-learn: Revision www.linguascope.org for of all content and grammar of vocabulary reinforcement Topics 1 - 5 • Exam week Use • Feedback week www.languagesonline.org for • Potential project

Grammar: • revision: gender of nouns • revision: nominative & accusative cases • es gibt + accusative • the dual preposition ’in‘ accusative vs. dative • word order revision: verb as the second idea of the sentence & inversion • Imperative forms of the verb 2. Holidays and weather: • description of the weather in the present & past tense • description of past activities • description of a past holiday Grammar: • Introduction of simple imperfect tense verb forms: ‘war’ & ‘hatte’ • Introduction of the perfect tense with ‘haben’ & ‘sein’

4. TV and leisure: • After-school activities • Describing a past school trip • Telling the time (revision) Grammar: • Using simple modal verbs • Time/frequency expressions • Revision of ‘gern’ , ‘lieber’, ‘am liebsten’ to express what you like watching on TV

What can I do to support my child’s progress in this subject?

Watch • BBC/Languages/German (various clips) • Cartoons in German with English subtitles • Online podcasts for Beginners produced by www. deutschewelle.de

grammar practice

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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R E I G AT E G R A M M A R S C H O O L

SUBJECT

HISTORY Head of Department: Mrs F Gunning

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

• The English Civil War • The Empire and the slave trade • The causes of the First World War

• The events and outcome of the First World War.

• The growth of civil rights and the role of the suffragettes.

What can I do to support my child’s progress in this subject?

Watch • Warhorse and Suffragette Read • Goodnight Uncle Tom, or Carrie’s War. Go • to the Imperial War Museum

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

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SECOND FORM CURRICULUM GUIDE

SUBJECT

LATIN Head of Department: Mrs G Brickley

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

• Cambridge Latin Course Bk 1 Stage 12

• Cambridge Latin Course Bk 2 Stages 17-18

• Cambridge Latin Course Bk2 Stage 19

Grammar: • Review of verb endings and tenses – imperfect, perfect and present.

• Translation practice

Grammar: • The genitive case • Review of all verb endings • Translation practice

Grammar: • Review adjectives • The vocative case • Imperatives • Demonstrative pronouns • Translation practice

Backgound: • The eruption of Vesuvius – independent project.

• Cambridge Latin Course Bk 2 Stages 13-17

Background: • Multi-culturalism in Ancient Alexandria • Egyptian religion • The Roman empire

Exam preparation and skills practice

What can I do to support my child’s progress in this subject?

Watch • Pompeii – The Last Day (BBC Drama) • Bettany Hughes - Alexandria • (Documentary) Read Go • British Museum – Egypt and Rome galleries

Grammar: • Infinitives • Principal parts of verbs • Adjectival agreement • Relative clauses • The pluperfect tense Background: • The role of slavery • Roman Britain • Ancient Egypt • The city of Alexandria

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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R E I G AT E G R A M M A R S C H O O L

SUBJECT

MATHS Head of Department: Mr G Sillience

• 21 Algebra • 22 Translations • 23 Indices • 24 Standard Formss • 25 Sequences • 26 Straight Line Graphs • 27 Discrete Averages • 28 Interior & Exterior Angles • 29 Inequalities • 30 Factorising • 31 Percentages • 32 Averages from Grouped Data • 33 Transformations • 34 Algebraic Fractions • 35 Area • 36 Ratio • 37 Circles • 38 Pie Charts • 39 3D Objects • 40 Pythagoras’ Theorem

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

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Name of Teacher:

What can I do to support my child’s progress in this subject?

• Encourage them to use Hegarty Maths to help with homework. https://hegartymaths.com • Encourage them to start homework on the night it is set so that they can seek help if they get stuck, before the homework is due • Encourage them to be proactive in asking teachers for help outside of lessons and to attend Maths Clinic • Ask them to identify top topics they need to focus revision on • Encourage them to take part in the National Cipher Challenge which www.cipherchallenge.org • Encourage them to take part in the Alan Turing Cryptography Competition which starts in January www.maths.manchester.ac.ukcryptography_competition • Encourage them to take part in the Junior Maths Challenge www.ukmt.org.uk/competitions/solo/junior-mathematical-challenge • Read STEM related articles regularly: https://plus.maths.org/content/Article Encourage students to apply for and take part in outreach programs, such as: • https://debatechamber.com/project/mathematics-summer-school • www.etrust.org.uk/headstart-courses • https://bletchleypark.org.uk • www.bankofengland.co.uk/museum

SECOND FORM CURRICULUM GUIDE

SUBJECT

MUSIC Head of Department: Miss J Korzinek

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

Textures Around the World • Introduction to different textures • Musical features of Africa & Indonesian music • Gamelan/African music composition using crossrhythms, polyrhythms and heterophonic textures

Music in Film • Explore relationship between music and image in film & TV • Play familiar film themes and leitmotifs at the keyboard • Compose a TV ‘ident’ or own theme tune • Compose soundtrack for a short film using Logic

Form – Musical Periods • Developing understanding of musical structures through music across the ages • Group performance of a piece of Minimalism • Compose a piece built on a Ground Bass

Harmony & Blues • Explore the history of the Blues • Learn to play 12-bar Blues chord sequence and walking bass riff • Learn to improvise using the notes of the Blues scale • Compose own Blues song

Electronic Music & Music Technology • Explore new directions in 20th Century music • Understand the science of sound and how music technology has influenced and shaped the development of music • Create Music Concrète composition using Logic

The Year’s Greatest Hits • Summary of audio/video/ written projects throughout the year • Making connections between the year’s learning

What can I do to support my child’s progress in this subject?

Watch • CBBC Ten Pieces films • Score: A Film Music Documentary Read • www.theory.netFocus on Sound e-learning tool Listen • To as much related music as possible!

Go • Live concerts • A performance of a musical Perform • School concerts • At home • In class

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

SCIENCE Head of Department: Mrs S Garcia

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

Penguin Huddle- topic includes • Heat loss by conduction, convection and radiation • Rate of heat loss • Surface area to volume ratio linked to heat loss • Respiration- including cells recap • Penguin Huddle Investigation

Fragile Earth- topic includes • Atomic Structure and periodic table • Elements, compounds and mixtures • Naming compounds • Composition of Air- % oxygen practical • Air quality including using microscope review • Water purity- including filtration and distillation • Fragile ocean- including acids & alkali and indicators • Coral catastrophe investigation

Energy Crisis- topic includes • Oil disaster- including separating immiscible liquids and complete and incomplete combustion.

• Renewable and non-renewable energy • Electricity including current and resistance • Harnessing the wind investigation.

Vertical Blue- topic includes • Density • Working with equations and making prediction from equations • Measuring density of a liquid • Mariana Trench- including adaptation • Food webs and interdependence Skills- including • Scientific diagrams • Planning • Collecting data • Accuracy including parallax error • Working with equations

Junior Doctor- topic includes • Patient A- diabetic- including diet and nutrition • Patient B- Pregnancy- including reproduction and menstruation • Patient C- compound fractureincluding skeletal system, immune system and basic waves through the study of X-rays.

Skills- including • Planning • Perfecting tables and Graphs • Microscope use

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

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Skills- including • Independent, dependent and control variables • Planning • Collecting data • Perfecting Tables and Graphs • Circuit diagrams

What can I do to support my child’s progress in this subject?

Watch • Science programmes related to the topics studied this year Read • Scientific articles from BBC website or BBC bite size science.

Go • Science Museum, Natural History Museum, Royal Observatory Greenwich Park, London Aquarium

SECOND FORM CURRICULUM GUIDE

SUBJECT

SPANISH Head of Department: Ms A-M Vaughan

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

• Where you live • Directions • Rooms of the house • Describing your bedroom • Giving your opinion of the region where you live • What you eat at different mealtimes • Food you dis/like • What is healthy • Ordering food • Saying who you are on the telephone • Discussing different types of food

• Transport • Accommodation and facilities • Reservations • Holiday activities • What can/can’t be done in your region and why • What the weather was like • Free time activities in the past tense • Past holidays

• What you like to watch on TV and why • Type of films you like • Describing a film • Advantages and disadvantages of different types of media

Grammar • Ordinal numbers • Ser/estar • Comparatives • Tú/usted

Grammar • Immediate future • Comparison • Including: superlatives, irregulars, tan… como… and lo mejor/lo peor • Adverbs • -mente plus: siempre, mucho, poco, bien, mal, bastante, demasiado • Preterite of regular and common irregular verbs • Possessive adjectives

Grammar • Present, past and future • Expressing opinions • Irregular preterite

What can I do to support my child’s progress in this subject?

Watch • Cartoons in Spanish with English subtitles (many available in the library) Read • Encourage your child to borrow Spanish magazines suitable for their age from the library

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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SUBJECT

THEOLOGY & PHILOSOPHY Head of Department: Mr E Hogarth

Name of Teacher:

AUTUMN TERM

SPRING TERM

SUMMER TERM

Worldviews

Sikhism • Equality • Community

Introduction to Ethics: Conflict • Understanding the Israeli/ Palestinian conflict • Holocaust • The modern state of Israel

Eastern Philosophy: Hinduism • Mono and polytheism • The concept of God • Worship and action Buddhism • Enlightenment • Four Noble Truths • Eightfold Path • Meditation

What can I do to support my child’s progress in this subject?

Watch…

• The Big Question • Horizon Read • Stephen Law: The Philosophy Gym • Stephen Law: The Philosophy Files • Julian Baggini: The Pig that wants to be eaten • Sarah Tomley and Marcus Weeks Children’s Book of Philosophy: An Introduction to the World’s Greatest Thinkers and Their Big Ideas Go • The British Museum • The British Library • The Debating Society • Religious buildings; church; Woking mosque; a synagogue; Neasden Temple (mandir); Southall Gurdwara

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments

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SECOND FORM CURRICULUM GUIDE

NOTES What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

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STUDENTS: TO WHAT EXTENT DO I… • use a range of learning techniques?

• understand how I can make better progress in my learning?

• correct and improve my own work?

• use what I already know to approach new work?

• grasp learning objectives as part of the bigger picture?

• hook new ideas onto prior knowledge?

• find connections to help me learn?

• find evidence and reasoning to support my point of view?

• break down a task and work precisely to complete it?

• understand success criteria and know how to achieve success?

META THINKING LINKING

ANALYSING

• think ‘outside the box’ to experiment with new ideas?

• find more than one solution to a problem?

• unpick why something works and explain this to others?

CREATING

• work to make some skills automatic so they no longer require active thinking, including use of key words?

• build up speed of working without sacrificing accuracy?

REALISING

• collaborate with other students, keeping an open mind to their ideas?

• contribute to a hardworking environment which helps all succeed?

• respond positively to advice on how to improve and complete any advised corrections or re-drafts?

• take risks in developing my own solutions and ideas?

• arrive on time, motivated and willing to learn, completing all tasks by the deadlines set and practising as much at home as at school?

• show resilience, being unafraid to get my first attempt wrong?

• keep my files and notes organised?

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EMPATHISING

AGILITY

HARD WORKING

SECOND FORM CURRICULUM GUIDE

TEACHERS: TO WHAT EXTENT DO I… • use a wide range of tasks and techniques to meet individual needs?

• use a range of strategies to determine what students know?

• feedback through activities, such as DIRT and Learning Cycles, to progress learning?

• link learning objectives with past and future ideas?

• provide opportunities for interleaving and spaced learning?

• scaffold activities to enable clear progression of thinking?

• help students to select the best ideas?

• enable pupils to break down problems or tasks?

• provide students with clear success criteria, models or WAGOLLs (What A Good One Looks Like)?

• give opportunities for a creative approach to Problem Solving?

• consider tasks where there is not just one ‘right answer’?

• give students thinking time and opportunities to experiment with their own ideas?

• provide regular and frequent opportunities to develop automaticity for key skills and content?

• support students to organise their notes and work within the planned Flight Path to cement learning?

• provide opportunities for students to work together?

• build nurturing relationships and believe in ‘success for all’?

• use a variety of activities and rich questioning to challenge students and make them the centre of their own learning?

• collaborate with others, sharing practice and trying new methods?

• fully prepare my lessons, arriving on time and teaching in an environment that stimulates learning?

• positively engage with students so they feel safe to make mistakes?

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REFLECTIONS Suggestions for conversation starters that will help conclude the conversations you have had this evening and set tangible targets for future growth and improvement. These conversations will be further reinforced at school between the student and tutor.

What are the specific targets and goals for the current academic year?

Are there any common themes regarding the improvement of specific skills that have emerged this evening?

Is the home working environment as effective as it could be?

Is there a positive and structured plan for when independent work at home takes place?

What co-curricular activities does the student do to enrich their academic life and help support their future academic aspirations?

What does the student do to ensure they promote their own wellbeing and positive mental health?

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NOTES

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