Bradfields Academy · The Norman Conquest Summer The Tudors Autumn Era of the English Civil ......

Bradfields Academy

Bradfields Academy

Churchill Avenue

Chatham ME5 0LB

Tel: (01634) 683990 Fax: (01634) 683571

Email: [email protected]

Website: www.bradfieldsacademy.co.uk

Mr K Johnson, Principal

Ms F Bradbrook, Assistant Principal

Yellow Zone

Miss M Sweetlove,

Vice Principal Curriculum & Quality Standards

Excellence and Enjoyment

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At Bradfields ‘students make outstanding progress in relation to their

starting points and abilities as a result of good teaching, an outstanding

curriculum and excellent pastoral care and support’

Ofsted 2012

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Welcome to Bradfields Academy.

We are an innovative and forward-looking Academy which provides education for

students who primarily experience complex learning difficulties and disabilities which

may include speech, language, emotional, sensory, physical or autistic spectrum. The

Academy includes a split site 4-14 Lower Site and 14-19 Upper Site on a large campus.

Our curriculum…

The curriculum is planned, delivered and assessed at a pace and level appropriate to

individual need via subject specialist teachers, experienced in working with students

with special educational needs. Bradfields Academy is aspirational and ambitious for all

its students.

The curriculum is designed to inspire our students to achieve their very best, to take

risks, to develop the skills to tackle new challenges, and raise future aspirations and

ambitions. We are committed to providing a curriculum that:

Supports the development of life skills and social skills;

Is broad and balanced;

Is challenging and relevant;

Provides progression to opportunities in College and employment;

Provides recognised accreditation.

The curriculum delivered at Bradfields is similar to that of any primary and secondary

academy with the exception that class groups are smaller (4 to 14) and the curriculum

is differentiated to meet the particular and special needs of the students. In addition

the PSHCE & Citizenship Course includes developing social and emotional skills (SEAL –

Social Emotional Aspects of Learning & EI – Emotional Intelligence) and independent

learning and living skills with opportunities for practice in a real life setting, through

Life Skills lessons.

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Students will be fully supported through their time at Bradfields as they progress

through KS3 and into KS4 and KS5, before progressing to college. We have put into

place clear pathways to ensure each student is challenged to achieve their very best

while feeling confident and safe in their environment.

In the Yellow Zone there are three pathways, Bands A which follow a curriculum similar

to that of mainstream schools but have different levels of challenge and

differentiation. Band B which follows a range of mainstream subjects with greater

differentiation and focus on life skills. Band C Programme 1 is provided to support who

require additional support either academically or socially. Students are identified for

entry into this pathway by the Vice Principal Curriculum, Quality & Standards and the

Vice Principal Student Development & Inter-Agency Laision in conjunction with

parents.

Students can enter Band C Programme 1 anytime in Year 7, 8 or 9 and if appropriate will

continue into KS4 Band C Programme 1 on the Upper site. Students follow a modified

curriculum with an emphasis on life skills, basic literacy, numeracy, speech and social

interaction. Students are supported by a dedicated Teacher and Teaching Assistant

who teach the class for the majority of their lessons.

In addition to offering all students a full curriculum, there are also a number of

opportunities to learn away from the classroom on day trips including trips to the

local/regional area including: London and visits to Tyland Barn Wildlife trust. There are

also a number of extra curricular experiences offered throughout the year including

Chinese New Year Celebrations, Christmas Pantos, Sign2Sing and Dance Tasters.

Students are also encouraged to take part in clubs and activities at break, lunchtime

and after hours.

Should you require any further information, please do not hesitate to contact us and we

will guide you through the decisions ahead.

Ms M Sweetlove Miss F Bradbrook

Vice Principal Assistant Principal

(Curriculum, Quality & Standards) (KS3, Yellow Zone)

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Mr D Waters

Vice Principal

Student

Development &

Inter Agency

Liaison

Ms M Sweetlove

Vice Principal

Curriculum &

Quality Standards

Miss F Bradbrook

Assistant Principal

Yellow Zone

Mrs N Knott

Yellow Zone

Pastoral

Manager

Mrs E McGregor

Davies

Parent & Carer

Partnership

Manager

Mr K Johnson

Principal

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Mr D Garbutt

Curriculum Leader:

English & Drama

Miss C Brilhante

Curriculum Leader:

Science &

Technology

Mr L Billingham

Curriculum Leader:

PE

Mrs S Hicks

Curriculum Leader:

Maths

Ms N Byrne

Curriculum Leader:

PSHCE &

Citizenship

Mr J Walker

Curriculum Leader:

Creative & Performing

Arts & Design

Mrs S Hitchings

Curriculum Leader:

Humanities, RE &

Languages

Mrs M Nisha

Curriculum Leader:

Computing

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Curriculum Leader: Mrs Susie Hitchings

Throughout Key Stage 3 students will develop their literacy skills, ability to

understand causation, and chronology. They will learn to use and interpret

evidence (sources – paintings, photo’s, etc.) in order to develop a greater

understanding of key events.

Year 7 Year8 Year 9

Autumn

The Romans

Spring

The Norman Conquest

Summer

The Tudors

Autumn

Era of the English Civil

War

Spring

Industrial Revolution

Summer

Local History

Autumn

Slavery

Spring

Titanic and era of WW1

Nazi Germany

Summer

WW2 to Vietnam

At the start of each new unit all students will be given a home learning booklet, due in

at the end of the term. Each student is rewarded 5 merits for bringing home learning

in. There is a home learning support group for students having difficulties.

Each topic ends with the completion of an assessment booklet as well as student

work being marked and levelled throughout the year.

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By visiting Museums and places of historical interest.

Talking with your son/daughter about their history classwork.

Watching relevant programmes on TV – on the historical topics detailed above.

Exploring history books from the local library.

Playing history games on the Internet, using a smart phone or a tablet e.g.

www.bbc.co.uk/cbbc/shows/horrible-histories

The History curriculum will involve role plays, making things (e.g. models of Motte and

Bailey castles), dressing up and re-enactments of battles, eating things (e.g. for a

pirates dinner), playing games (e.g. pass the parcel to learn about the feudal system).

http://www.bbc.co.uk/cbbc/shows/horrible-histories

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Throughout Key Stage 3 students will build upon their use of map skills,

thinking skills and analytical skills as these are important components of every

topic, and will help prepare students for Key Stage 4. This subject will enable

students to develop an awareness of their local area and places beyond, how

places can be linked together, and our role in supporting our local & global

communities.

Year 7 Year8 Year 9

Autumn

Map Skills

Spring

One World, Different Places

Summer

Settlements

Autumn

Natural Disasters

Spring

Ecosystems

Summer

Weather & Climate

Autumn

Coasts

Spring

World Development

Summer

Crime & Community

Students will complete a range of assessment tasks throughout the units they study.

These range from practical, experiential, written and an end of unit test.

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At the start of each new unit all students will be given a home learning booklet, due

in at the end of the term. Each student is rewarded 5 merits for bringing home

learning in. There is a home learning support group for students having difficulties.

Practising basic map reading skills (i.e. map symbols and directions).

Investigating local environment and further if possible.

Watching geographical TV programmes about wildlife, environments, or

natural disasters.

Playing geography games on the Internet, using a smart phone or a tablet e.g.

www.mapzone.com

The Geography curriculum will involve making things (e.g. Volcanoes), exploring news

articles, watching video clips and playing games.

There will also be trips to places such as Rochester and the Kent coast.

Year 7 – Rochester

Year 8 – Science Museum/Natural History museum

Year 9 – Coastal environment.

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Throughout Key Stage 3 students will develop their Speaking and Listening

Skills in Mandarin Chinese. This is taught as part of a 12 week carousel. Each

group will experience 12 weeks of Mandarin Chinese, Polish and French.

Year 7 Year8 Year 9

Topic themes:

Culture, greetings, family

members, animals, I like…,

numbers, and facial parts

Topic themes:

Happy birthday,

phrases, animals, facial

parts, numbers and

weeks, I like, yes and

no, How are you? I am

fine, Thank you.

Topic themes:

Animals, phrases, facial

parts, numbers and weeks,

I like, yes and no, What’s

your name? My name is…

How old are you? How are

you? I am fine, Thank you.

Please note: Students will be given the option to select one language to study in more

detail in Year 8&9 Mandarin Chinese, French or Polish. Letters will be sent out with more

detail.

On-going assessing students via listening and speaking exercise within the lesson.

Almost once a week for students to do home learning e.g.

colouring Mandarin Chinese themed pictures, find out what the words they want

to know in Mandarin Chinese so we can set up an “open lesson”, Culture search for

Chinese capital, position… writing exercise — tracing/coping Mandarin Chinese

characters.

Encourage your son/daughter to practice their speaking with you.

Chinese New Year celebration for students to experience

Mandarin Chinese culture, food and games.

Mandarin Chinese

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Offers students a ‘taster’ of Polish. Students will develop skills in speaking, listening,

and reading. They will also develop basic writing of words and simple phrases.

Year 7 Year8 Year 9

Topic themes:

Greetings

Colours

I have, you have

Making choices

Fun with pronunciation

Topic themes:

Directions

Family

Mine and yours

Answering questions

Giving basic information

Topic themes:

Asking questions

Basic grammar

Likes / dislikes

Talk about your interests

Please note: Students will be given the option to select one language to study in

more detail in Year 8&9 Mandarin Chinese, French or Polish. Letters will be sent

out with more detail.

Speaking and listening activities (answer/respond/initiate).

Spelling tests at the end of each 6 week block.

A ‘spelling’ overview is sent home to support practice at the

beginning of each 6 week block.

Encourage your son/daughter to practice their key words and phrases with you.

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FRENCH


Students will develop the following skills:

Listening and speaking: understand words and phrases related to the topic

Reading and writing: recognize spellings with clues, speak with a clear

accent

Literacy (spelling) and numeracy (counting)

Year 7 Year8 Year 9

Topic themes:

Greetings

Numbers up to 12

Days, Months, Birthdays

The classroom

Topic themes:

Geography & Nationalities

Family & Pets

Physical description: Parts

of the body

Eye & Hair colour

Topic themes:

Food

Fruit

Clothes

Colours

Please note: Students will be given the option to select one language to study in

more detail in year 8&9 Mandarin Chinese, French or Polish. Letters will be sent out

with more detail.

The four language skills (listening, speaking, reading, and writing) are assessed at

various points in each block.

Worksheets to reinforce the learning of new vocabulary and spelling are

given every other week. Merits are awarded for bringing home learning in.

Practising their speaking, key vocabulary, watching French- based or

inspired films or cartoons (Ratatouille, Madeline, and Mr Bean’s Holiday).

Discovering different customs and traditions, tasting traditional or

festive food, games, role-play.

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Curriculum Leader: Miss Cristina Brilhante

Use a range of scientific methods and techniques to develop and test

ideas and explanations.

Assess risk and work safely in the laboratory, field and workplace.

Plan and carry out practical and investigative activities, both individually

and in groups.

Obtain record and analyse data from a wide range of sources, including

ICT sources, and use their findings to provide evidence for scientific

explanations.

Use appropriate methods, including ICT, to communicate scientific

information and contribute to presentations and discussions about

scientific issues.

Acquire knowledge and understanding in a range of relevant scientific

contexts.

Develop an awareness of themselves within the world the live.

Develop skills and acquire knowledge that will be of use in their everyday

lives.

Year 7 Year8 Year 9

Autumn

Science Skills

Cells and Life

Spring

Acids and Alkalis

Breathing & Eating

Summer

Habitats

Space

Autumn

Forces

Microbes & Healthy Living

Spring

Mixtures in Chemistry

Our senses

Summer

Materials

Light & Magnetism

Autumn Variation and Classification

Reaction Chemistry

Spring

Energy

Reproduction

Summer

Crest Award

Plant Reproduction

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Home learning booklets are set after the start of each topic. They are tailored to

individual student needs. Students are encouraged to complete as much as possible

and are rewarded for however much they are able to return.

Visits to science museums, environmental centres, exploratory centres etc.

Watching and discussing science programmes.

Cooking

Students are continually assessed throughout the year over the four main strands in

science: biology, chemistry, physics and experimental skills. The students are

assessed against the criteria as set out in the national curriculum. Assessment

occurs when student work or achievement provides suitable opportunity.

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Curriculum Leader: Mrs Stacey Hicks

Using and Applying Maths Skills: Knowledge of Number, Algebra, Geometry,

Statistics and Measure.

Development of an understanding of Functional Maths using real world

examples.

Year 7 Year8 Year 9

Autumn Four rules of number

Place Value

Coin Recognition

Number Patterns

Shape

Carroll Diagrams

Symmetry

Volume

Spring Time

Measure

Bar Charts

Fractions

Money

Summer Odds/Evens

Probability

Measure

Revision of 4 basic rules of

operation

Autumn Place Value

Addition, Multiplication Division

Area, Shape, Symmetry

Algebra

Word Problems

Bar Charts

Rounding

Angles

Spring Number Machines

Coordinates

Tessellation

Number Patterns

Calendar

Weight

Angles

Addition

Summer Money

Volume, Area

Fractions, Division

Decimals

Compass points

Pictograms

Bar Charts

Probability

Autumn Rounding

Money

Prime Numbers

Fractions

Shape/measure

Angles

Place Value

Problem Solving

Time

Spring Algebra

Fractions

Time

Money

Numeracy Language

Negative Numbers

Geometry

Bar Charts

Shape, Area, Symmetry

Summer Addition

Subtraction

Division

Multiplication

Averages

Probability

Decimals

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Students experience a variety of learning styles, practical tasks,

textbook work, worksheets, outdoor maths and Numeracy across the

Curriculum links.

Home learning is set weekly and differentiated to individual ability. Home learning

takes the form of worksheets and/or investigations. In addition to paper based

tasks, students are also encouraged to practice their mathematical skills using the

IXL Maths Software Programme for which each student has their own User Name

and password.

Parents can support the use of numeracy in the real world using real life examples

such as time, money, timetables, calendar involving days of week, months of year and

seasons. We also run a parent/carer maths workshop on a bi-weekly basis which

provides support and strategies for helping your son or daughter with maths at home.

On-going teacher assessment. Series of informal classroom based tests to establish

individual student progress. Students are also encouraged to self-assess at the end

of each topic to establish next steps and areas for development.

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Curriculum Leader: Mr Danny Garbutt

Literacy and Communication

Reading, Writing, Speaking & Listening

Year 7 Year8 Year 9

Autumn

Me, Myself, I.

Christmas / The Snowman.

Spring

Dragons and monsters.

Poems – shape, sound,

rhyme.

Summer

Shakespeare and the

Theatre.

School Is Murder!

(Detective work).

Autumn

Holidays - resort design,

posters, postcards.

Christmas Customs /The

Grinch.

Spring

Myths – gods and monsters.

Poetry – syllables, structure

and similes.

Summer

Shakespeare’s stories – A

Midsummer Night’s Dream

Charity – a charity inspired

Functional skills unit

Autumn

Character, genre and events in

stories.

Christmas around the world /

The Little Matchstick Girl.

Spring

Science Fiction.

Poetry – ballads and imagery.

Summer

Shakespeare KS4 preparation.

Audio-visual texts – an

introduction to KS4 Entry

Pathways work.

1 1

1

1

1

4 1

Assessments are set each term for reading and writing. These assessments are

tasks which are designed to complement the unit of study and are completed as a

part of our class work.

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We try to arrange author visits, English themed competitions and charity events such

as readathon each year, to boost student engagement and enthusiasm for reading.

We also have a story teller who has visited the Academy and enthralled the students

with his performance and will definitely be returning again this year.

A home learning pack is set at the start of each term for completion by the end of

that term. Our home learning packs consist of skills sheets and tasks which are

thematically linked to the current unit of study.

Students should bring a reading book home each week and encouraging them to read

in the home environment is a very positive contribution to their learning. It is also

encouraged, where possible, for families to support students with their home

learning and help them to check their answers.

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Curriculum Leader: Mr Danny Garbutt

Speaking, listening, communicating

Moving

Improvising

Year 7 Year 8 Year 9

Autumn

Social skills and

communication games

Drama games

Spring

Skills for moving

Improvisational skills

Summer

Preparation for a short

dramatic play

Performance of play

Autumn

Social skills and

communication games

Super heroes

Spring

Skills for moving


Summer

Preparation for film of

Super heroes written and

directed by students

Recording and editing of

film

Autumn

Social skills and communication

games

Super heroes

Spring

Skills for moving


Summer

Students will look at areas of

stage and theatre craft. They

will be taught how to use the

body and voice in a dramatic

context.

DRAMA

Students are assessed using the criteria for speaking and listening from the English

National Curriculum.

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It is expected that students in KS3 will be given the opportunity to

work with students of drama from other schools or with professional actors.

Students at Christmas may also visit a Pantomime.

Home learning may consist of research into drama by watching set theatrical pieces

such as advertisements, short dramas, soap operas and super hero films. Students

may also be required to become familiar with scripts or to learn lines. This is set on a

termly basis and designed to reflect the current topic.

Encourage your son/daughter to participate and practice turn taking/social skills

through playing games. Reading around the topics being studied in class and providing

support with practicing and reading lines.

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Curriculum Leader: Mr John Walker

Listening

Composing

Listening & appraising

Year 7 Year8 Year 9

Autumn

What keep's music

moving?

Me and my voice

Spring

Folk music

Summer

Night and Day

Telling a story

Autumn

From Africa to America

Jamaica and Reggae

Spring

India

Summer

The Far East

Autumn

Minimalism

What makes a hit and

a Christmas No. 1?

Spring

When was music most British?

Dance music

Summer

Dance music

Music and Atmosphere

Students are continually assessed through their units of work. They are assessed in

composition, performing, listening and appraising.

Home learning is set twice per term. Tasks may take the form of a word puzzle to

help students with key words or it may be a research task on a particular topic.

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All students are given the opportunity to take part in a range of performances

including the ‘House Singathon’, Winter Concert and assemblies.

There are also opportunities to see visiting performers and a musical / pantomime.

You can help further your child’s understanding and appreciation of music by listening

to a range of musical genres or by encouraging them to learn to play an instrument.

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Students will develop a range of key skills including literacy, discussion,

listening, problem solving and decision making. The course is designed to

develop an understanding of the main religions and beliefs.

Year 7 Year8 Year 9

Autumn

Ideas about God

Spring

Christianity

Summer

Islam

Autumn

Hinduism

Spring

Ideas about God

Summer

Christianity

Autumn

Sikhism

Spring

Chinese and Eastern

religions/philosophies

Summer

Christianity

Each topic ends with the completion of an assessment booklet as well as student

work being marked and levelled throughout the year.

Booklets are set for each term. Each student is rewarded 5 merits for bringing home

learning in. There is a home learning support group for students having difficulties.

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All students will have the opportunity to make things e.g. to develop

ideas of Creation, take part in Chinese new year activities, have opportunities to

taste different foods and experience different customs. There may also be trips to

local churches/places of worship and visits from guest speakers.

You can help further your child’s understanding and appreciation of religion and

culture by visiting places with religious features, watching relevant programmes on

TV and talking about their home learning booklets.

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Curriculum Leader: Ms Noreen Byrne

Students will begin to

understand key areas such as the law, the media, democracy and diversity

be empowered to participate in their school and communities

become active citizens locally, nationally and globally

develop skills of questioning, discussion and debate

Year 7 Year8 Year 9

Autumn

Assessment

Introduction to Citizenship

Rights and Responsibilities

Spring

Rules and the Law

Summer

Careers

Project – Topic Choice

Autumn

Citizenship - Key Topics

Human Rights

Spring

Respecting Others

Prejudice, equality and

Diversity

Summer

Environmental issues

Project – Topic Choice

Autumn

Crime and Law

Spring

Money & Finance

Careers Education

Summer

Democracy and Media

Environmental Responsibilities

Project – Topic of Choice

Preparation for AQA PSE Course

Regular assessment will take place throughout the year; this may take the form of

the following: Research, surveys, watching the news, worksheets, locating fair trade

products, persuasive posters, costing items, food labels, finding appropriate

newspaper articles.

Home learning is set once a fortnight, dependent upon topic being studied.

Trips may be arranged which are suitable to the topics studied.

e.g. shopping, handling money.

• Encouraging students to watch or read the news, on television, in a newspaper

or on the internet

• Respond to survey work

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Personal, Social, Health and Citizenship Education


Students will develop:

social, emotional and life skills, now and in the future

self– respect and respect for others

skills to equip themselves to live safe and healthy lives

Year 7 Year8 Year 9

Autumn

Introduction to PSHCE

Feelings

Spring

Families

Healthy Living

Summer

Puberty

Careers

Project - topic

Autumn

Medicines and Health

Spring

Safety and Risk

Healthy Lifestyles

Summer

Money

Project - Topic

Autumn

Conflict Resolution

Safety

Spring

Healthy Living

Sex Relationship Education

Summer

Project – Topic Choices

Preparation for AQA PSE

Course

Regular assessment will take place throughout the year, this

may take the form of the following: Research, surveys, watching the news,

worksheets, persuasive posters, costing items, food labels, finding newspaper articles.


Life Skills trips e.g. shopping and handling money.

Encouraging students to watch or read the news, on television,

in a newspaper or on the internet

Respond to survey work

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Students will begin to

develop social, personal and emotional skills

develop a range of life skills

learn how to be safe and independent

Year 7 Year8 Year 9

Autumn

Safety skills

Personal care & social skills

Spring

Independence & trips out:

social & financial skills

Summer

Shopping and trips out

Money Skills and going out

Autumn

Safety skills

Personal care & social skills

Spring

Independence & trips out:

social & financial skills

Summer

Shopping & trips out

Money Skills & going out

Autumn

Safety Skills

Travel training & safety

Spring

Everyday skills: home & outside

Summer

Home life

Shopping & Money

Regular assessment will take place throughout the year; this may take the form

of the following: Research, surveys, watching the news, worksheets, persuasive

posters, costing items, food labels and finding appropriate newspaper articles.


Students will visit a range of local places to develop personal, social,

financial and independence skills including Capstone Country Park, Shorne Wood

Country Park and Walderslade shops e.g. shopping and handling money.

Encouraging students to watch or read the news, on television, in a newspaper

or on the internet

Respond to survey work

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Students build on and embed the physical development and skills learned in Key

Stages 1 and 2. They become more competent, confident and expert in their

techniques. Students improve their understanding of what makes a performance

effective. They develop the confidence and interest to get involved in exercise and

sports out of school and in later life.

Year 7 Year8 Year 9

Autumn

Introduction to PE through

multi-skills

Gym – making bridges

Games - how to outwit an

opponent

Spring

Dance & Gym – exploring

movement

Games – catching, throwing

and moving

Summer

Athletics – how can we run,

jump and throw?

Games – introduction to

striking and fielding

Autumn

Gym – balancing on points and

patches

Games & Athletics –

fundamentals of catching,

throwing and moving

Spring

Gym & Dance – matching and

mirroring

Games – small sided tag rugby

and handball games

Summer

Athletics – developing

techniques

Games – small sided striking

and fielding games

Autumn

Gym – flight and working

within a group

Games – invasion type

activities

Spring

Fitness – how to exercise

safely

Games – devising own games

Summer

Cycling & Athletics –

performing at maximum levels

Games – developing tactics in

striking and fielding games

Students are continually assessed throughout the year during each activity

studied. Assessments are collated three times a year to monitor progress. Annual

feedback on student progress is shared at home during a parents and carers’ evening

and a written report.

Curriculum Leader: Mr Lee Billingham

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Home learning sheets are given out at the start of each term with a variety of tasks

to complete at home. Students are asked to return the completed sheets at the end

of term. Merits, postcards home and displays celebrate completed home learning.

There are many opportunities to experience competitions and festivals throughout

the year. Students visit schools and leisure facilities across Kent to take part in

sports events including: Athletics, Swimming, Football, Archery, Boccia and Tag

Rugby.

By supporting the tasks for home learning and by asking questions students extend

their learning. You can reinforce the importance of staying healthy by being active as

a family. This could be by encouraging students to take part in clubs outside of the

academy day or by being active together; for example going to the local park.

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Students will develop:

a familiarity with the key tools that appear in a range of programs

the ability to find and select appropriate information for a task

an understanding of how to present information in a variety of ways

Year 7 Year8 Year 9

Autumn

Presenting information

Online safety

Spring

Using & Making spread

sheets

Finding information

Summer

Multimedia

Data handling

Autumn

Interactive presentations

The Internet in our daily lives

Spring

Spread sheets & modelling

Finding viewpoints

Summer

Using email

Picture editing

Autumn

Practical Communications:

Spreadsheets

Spring

Trouble Shooting

Digital Imaging

Summer

Game maker

Most tasks are project based, as in the real world ICT industry and students

are assessed on their final product. They are given a set of objectives and are

assessed on how well they can meet those objectives and their level of independence

when working.

Curriculum Leader: Mrs Moreen Nisha

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Students receive a booklet once a term that contains worksheets relating to the

programs and tasks that they are completing in class. Students do not require a

computer at home to complete the work.

Students will have the opportunity to take part in the following visits designed to

provide focus for ICT based projects and to use ICT equipment for recording e.g.

Cameras, etc.

Year 7 – Historic Dockyard Chatham

Year 8 – Howletts Zoo

Year 9 – Legoland Windsor

Access to a computer and office type programs such as Word, Excel and PowerPoint

or the free Open Office versions would be helpful. Students should be supported

with their access to the Internet.

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Students will develop the skills to:

be able to follow instructions in a range of formats

be able to give instructions in a range of formats

sequence actions and instructions

write programs in a range of packages

Year 7 Year8 Year 9

Following instructions

Giving instructions

Being able to identify

controllable technology in

the home

Looking at how robots

move

Controlling robots with

hardware

Writing programs to

control robots

Using different types of

directions

Being able to identify

controllable technology

outside of the home

Writing efficient

programs

Looking at how computer

games are made

Making computer games Raspberry Pi

Looking at the

similarities and

differences between

humans, computers and

robots

Identifying

technology/places that

use sensors

Program using sensors

Designing your own

control systems

Students complete several skills building tasks and are then assessed on how

well they can use these skills to produce a program.

Curriculum Leader: Mrs Moreen Nisha

Control Technology falls under the ICT curriculum and so the skills covered in Year 7

and 8 are assessed in the ICT homework booklets.

In Year 9 students receive a homework booklet which can be completed at any point

during the rotation. Merits are awarded for completed and returned homework.

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Students will have the opportunity to take part in a visit to Legoland Windsor

in Year 9.

Students need to be able to identify different technology in the home that they can

control; talking to them about how to give instructions to washing machines, DVD

players alarm systems etc. will be of benefit to them.

If students have access to a home computer then downloading the free program

Scratch would allow them to extend on their learning.

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Students will learn:

how to design, make and evaluate a range of projects covering a range of

different materials (wood, metal and plastic).

the ability to find and select appropriate information for a task

Please note Technology lessons are held on a rotation and move around on a termly

basis between Design Technology, Food, Textiles, Woodlands, Control Technology

and Art.

Year 7 Year8 Year 9

Introduction to DT

During Year 7 students will

look at health and safety

dangers in the workshop.

They then design and make

key rings. This is followed

by making coat hooks made

out of wood, metal and

plastic

Joining different materials

During Year 8 the students

will aim to work on three

different projects in the

term. Each of these projects

will cover different skills such

as:

Marking and cutting

wood joints.

Painting work

Bending plastic.

Clock Design

During the rotation in Year 9

the students will get the

chance to Design and Make

their own clock. This will allow

them to research into a

chosen theme before they

start making their product out

of acrylic (plastic).

Each activity in design technology is practical based and the students will be assessed

throughout the activity.


We aim to take part in competitions during the year (depending on

the competitions that are being run). Last academic year we took taken part in a

robot competition run by Chatham Historic Dockyard in Year 9, this was against a

range of schools from Kent and Medway.

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Students can gain experience in a wide number of different ways such as using Lego

to design and create their own products and helping family members carry out DIY

tasks.

On average length of the term the students will average two pieces of work per

project. However this does depend on the length of the term.

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how to design, make and evaluate a range of projects covering different

materials and skills (felt, cotton, wool, and plastic).



and Art.

Year 7 Year8 Year 9

Introduction to Textiles

part 1

During Year 7 students

will look at health and

safety dangers in the

textile room.

They then design and

make a felt book mark

and a felt mini bag. Basic

hand stitching is

introduced and the origin

of fibres and fabric is

covered in felt making

and weaving.

Introduction to Textiles part 2

During Year 8 the students will

aim to work on three different

projects in the term. Each of

these projects will cover

different skills such as:

Cutting fabric

Using a pattern

Joining fabric by hand or

machine

Colouring fabric.

The skills build on those already

introduced and we also take a

look at textiles in fashion and the

home.

Bag Design and Hot

Textiles


will design and make their

own environmentally

friendly bag. This will allow

them to research a chosen

theme.

Sewing machine skills and

hand stitching are further

developed. In hot textiles

some of the more unusual

aspects are introduced such

as using plastic, bond web

and the iron safely to

create interesting surfaces

for mixed media work.

Each activity in textiles is practical based and the students will be assessed

throughout.


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Students can gain experience in different ways. They can design and make their own

projects at home, as well as helping family members with simple repair tasks such as

sewing on a button.

Depending on the length of the term the students will average two pieces of work per

project. It usually consists of a simple worksheet or research task.

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to look at the different seasons and how they affect plants and trees.

how woodlands need to be maintained to allow plants and animals to live in them.

to understand the importance of health and safety within woodlands and the

activities that is carried out there.



and Art.

Over the course of KS3 students will study :

Introduction to

Woodland

Health and Safety.

The importance of

trees.

Introduction to

woodland enterprise.

Identification of plans and

animals.

Identification of woodland

birds.

Identification of woodland

flowers.

Woodland enterprise

Woodland Maintenance.

The safe use of tools.

Woodland Maintenance.

Identification of trees.

Basic business skills for the

woodland enterprise.

Each activity in woodlands is practical based and the students will be assessed

throughout.


Students will take part in woodland based enterprise tasks that are designed to raise

money for the school, in order to develop the outside spaces.

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Students can help carry out gardening activities with friends and family. Another

good way to develop skills is to try and identify plants and trees when they are

travelling around.

Depending on the length of the term the students will average two pieces of work per

project. It usually consists of a simple worksheet or research task.

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Students will:

have a greater understanding of health and nutritional needs.

use a variety of information sources to find out about a type of food and

nutrition

generate ideas based on the recipes of others

confidence to prepare food or drinks for themselves.

select appropriate ingredients and methods

use a range of techniques to measure, weigh, prepare, combine foods

gain knowledge about foods and nutrition

understand how to work safely and hygienically

be able to evaluate and talk critically about their food



and Art.

Year 7 Year8 Year 9

Introduction to food

tech/healthy eating

During Year 7 students will

familiarise themselves with

the Food tech room. We will

explore basic food

preparation focussing on

Healthy eating, safety and

hygiene in the kitchen. All

recipes we prepare follow

The BNF Eat Well plate.

Healthy Eating


will build on the skills they

have gained in year 7. All

students will use a range of

different skills to produce a

variety of different types of

foods, again placing emphasis

on Healthy Eating.

Food from different

cultures

During the rotation in Year

9 the students will Focus on

preparing a variety of

different main meals. We

look at food from different

cultures and reproduce

them as a healthier option.

Students will have more

freedom in this rotation to

experiment with different

flavours and techniques.


Food Technology

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Each activity in Food Technology is practical based and the students will be assessed

throughout the activity.

All students will take part in producing food for different events throughout the year

whether this is for a charity sale, seasonal event or the tuck shop.

Encourage students to get involved with preparing meals at home, this will give them

confidence in the kitchen and improve their practical skills. Please also provide

support through senind in contributions towards the cpost of foos and

Students will receive up to two pieces of work per project dependent upon the length

of the term.

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Year 7 Year8 Year 9

Introduction to Art & the

visual elements.

Portraits & Masks

Rotation 1: Fashion

Rotation 2: Cubism

Autumn

Presenting information

Online safety

Spring

Using & Making spread

sheets

Finding information

Autumn

Interactive presentations

The Internet in our daily lives

Spring

Spread sheets & modelling

Finding viewpoints

Autumn

Practical Communications:

Creating a poster

Spring

Making & Using Databases

Digital Imaging

All tasks are assessed using the Bradfields Levels.

All students will take part in activities such as 'The Big Draw', this will allow

them to express themselves in creative ways.


Students will:

understand and use visual elements in own work.

investigate the work of others and create own responses.

develop creative ideas in two and three dimensions.

evaluate and review own and others work



and Art.

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Encourage students to visit Art Galleries and Museums. They should also practice

observational drawing at home and junk modelling.

Home learning is set every two/three weeks and students receive merits on

completing home learning. Types of home learning tasks include: collecting research

and resources, drawing and idea design, describing learning activities to others and

learning key terms.

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Students will:

learn about the diversity of the arts through practical experience.

develop areas of personal interests in the arts.

develop creative responses and arts skills through structured activities.

share information with others.

Year 7 Year 8 Year 9

Autumn

Introduction to the Arts.

Spring

Theatre & set design.

Summer

Crafts.

Autumn

Design

Spring

Impressionist art &

painting.

Summer

Photography and film.

Autumn

Design.

Spring

Research an artist or performer

& present findings to others.

Summer

Sculpture


Discover:

A – Identify and take part in different arts activities.

B – Find out about artists and their work.

C – Share your experiences with others.

Explore:

A – Take part in different arts activities and record what inspires you.

B – Explore arts organisations and artists.

C – Create artworks to demonstrate skills developed and creative thinking.

D – Present information, achievements and enjoyments with others.

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Encourage students to visit Visits to Art Galleries, Theatres, Museums, Music

performances, and the cinema. Discussing opinions and thoughts about arts activities,

e.g. talking about a film you have watched.

Home learning is set every two/three weeks and students receive merits on

completing home learning.

Home learning tasks include: Bring in pictures of crafts that you find interesting;

Tell someone at home about the work you have completed in class; Ask someone at

home what they think about your work.

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Students will develop skills in year 7 which are transferrable to other lessons to

support progression.

Year 7

Having the right Behaviour and Attitude to Learning.

Developing Personal, Learning and Thinking Skills.

Team Work and Problem Solving.

Coping Strategies and Solution Focused Thinking.

Self-Reflection.

Taking responsibility.

Curriculum Leader: Miss Natalia Zarkowska

.

Students are assessed at the end of each term.

Please support students by practising the suggested home learning activities.

Key topics (with suggested activities) are sent home at the start of each term

outlining the work that will be covered.

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Curriculum Leader: Mrs Donna Ludlow

This lesson offers students a ‘taster’ of Signing. Students will develop skills to make

the signs, listen and read signs. They will also learn to combine signs to make simple

phrases.

Year 7 Year8 Year 9

Topic themes:

Family members

Days of the week

Months of the year

Greetings and common

phrases

Seasons

Animals

Food

Topic themes:

Directions

Family

Mine and yours

Answering questions

Giving basic information

Topic themes:

Asking questions

Basic grammar

Likes / dislikes

Talk about your interests

Speaking and listening activities (answer/respond/initiate).

Signing test at the beginning of each session

The students are asked to practise their Signs at home and with each other across

the academy.

Encourage your son/daughter to practice their Signing with you.

http://www.signalong.org.uk/content/Signalong content/freebies folder/November/colouring sheets.pdf

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