Subject Art and Design Introduction to subject...Subject Art and Design Introduction to subject At...

Subject Art and Design

Introduction to subject

At Oasis Academy Wintringham we have a tradition of success with in art and design and year

after year our GCSE results in Fine Art and Photography have been exceptional. In 2016-17 40%

of our fine artists achieved an A-A* grade, showing that we can compete with the top schools in

the area.

We provide an exciting, innovating and inspiring environment; students develop their creativity and

self-expression. In years 7-9 we focus on building practical skills and responding to a wide range

of artistic materials, techniques and influences. In year 10 and 11 the students can select either

Fine Art and/or Photography as part of their key stage 4 option choices. The students focus on two

coursework projects and a third externally set project and this allows them to develop their ideas,

explore materials, record their observations and create personal responses to themes such as

Surrealism and the Natural World.

Our schemes of work create great artists.

What makes a great artist?

Developing and Exploring: A great artist will be creative, they will strive to continuously move their

art work forward and look for new ways to create and present their ideas. A great artist will make

mistakes and will persevere and use these mistakes to improve. A great artist will embrace a wide

range of approaches and will look to master different resources and materials. A great artist may

specialise in a particular medium such as photography. A great artist will use the work of others to

influence them and to give them a better understanding of artistic movements and embrace

cultural differences.

Recording and Observing: A great artist is someone who observes the world around them and

who sees the extraordinary in the ordinary. A great artist admires and appreciates elements of

design and recognises its presence in their surroundings. A great artist is drawn to the beauty of

the natural world. Many great artists will use organic forms and shapes within their work. A great

artist communicates their thoughts and their intentions.

Presenting a Personal Response: A great artist will use influences and will develop work from a

range of inspirations but they will always seek to carve out their own personal approach,

something that is new and individual. A great artist is confident and believe that they can create

something that others can admire or discuss. A great artist may want to challenge people and

provoke new ways of thinking. A great artist can change the world around them.

What do great artists do all day: Art is everywhere and it offers so many opportunities. There are

fine artists who create, exhibit and sell their work, there are artists who work in the community to

encourage others to involve themselves in a creative and positive lifestyle. Some artists create

entertainment such as animation, comics, illustrations, game designs, concept art. Some artists

focus on design and are responsible for the buildings in our towns and cities, the cars we drive,

the clothes we wear. Some great artists document our world and the major events of our time

through photographs and journalism.

Year 7

Term 1 Term 2 Term 3

Portraiture

The students will focus on

guidelines and facial

proportions, before looking at

Julian Opie and Peter Blake in

order to create a self-portrait

that explores their interests.

Op Art

The students will look at

alternate patterns and

measuring techniques to

create Op Art patterns based

on the Op Art movement and

the work of artists such as

Bridget Riley. Then they will

move on to creating fashion

designs and a personal

response based on the

templates of Shamekh Bluwi

Marine Life

Students will explore drawing

and painting techniques

responding to Greg Lowman,

Ernst Haeckel, Hiroshige and

Hua Tunan. They will then

create a digital collage of

marine life before creating

their personal response based

on their sources and their

preferred influence.

Year 8


Figurative Drawing and Eco

Warrior

Buildings Pattern in Nature

Oasis Academy Wintringham 2019-20

Art and Design programme of study

Year 9


Pop Art

We start by looking at artists

such as Andy Warhol, Roy

Lichtenstein and James

Rosenquist. This will allow

students to explore printing,

digital collage and grid

drawing and painting.

Pop Art

The students will start to

respond to artists such as

Luke Dixon, Patrick Caulfield

and Chuck Close. This will

allow students to strengthen

their grid drawing skills, their

still life drawing and

observational skills and their

linear drawing techniques.

Pop Art

This final term will allow

students to develop their own

personal responses and

create their own Pop Art

based on their ideas,

experimentations and chosen

influences and sources.

Year 10: Surrealism: Fine Art

Identity: Photography

Qualification: AQA GCSE in Art and Design – Fine Art

Photography

The students start by

considering the role of an Eco

warrior and then they consider

what super powers their Eco

Warrior should have to combat

environmental issues. The

students then learn about the

proportions of the human form

and then apply this knowledge

to their own Eco warrior

design. They then create an

Eco Villain. We look at a wide

range of comic book artists

such as Alex Ross and Jae

Lee before moving on to

create a poster design that

incorporates the characters

that they have created.

Looking at perspective we

explore one and two point

perspective. Then we look at

Paul Klee’s linear drawings

and Andre Derain’s colour

saturated cityscapes.

Students then use these

influences and their own

collected visual information to

create a personal response

based on buildings.

We start by looking at

illuminated lettering based on

the student’s initials bringing

elements of the natural world

into their work. William Morris

becomes the main influence

as we select an appropriate

section of the students work

and create a pattern based on

that enlargement. This will

then develop into prints.


In this term we explore a

range of artists/photographers

and learn new techniques and

strengthen existing skills that

were introduced in year 7-9

whilst responding to

Surrealism (Fine Art) and

Identity (Photography)

.

We continue to explore artists

and photographers and refine

our abilities and focus on

recording the processes that

we have used.

We start to consider what we

have done well and consider

ideas that we would like to

explore as part of our personal

response.

In this final term of year 10

student’s focus on their

personal response. The key

features of this process are

developing ideas,

experimenting with materials,

refining our skills and

recording our contextual

studies.

Year 11 Qualification: GCSE in Art and Design – Fine Art: Natural

World

Photography: Landscapes and Environments


In this term we explore a range

of artists/photographers and

learn new techniques and

strengthen existing skills that

were introduced in year 7-9

whilst responding to Natural

World (Fine Art) and

Landscapes and Environments

(Photography)

We start to consider what we

have done well and consider

ideas that we would like to

explore as part of our personal

response.

Students have to focus on

both their response to the

exam questions given in

January.

However they also need to

consider their personal

response introduced in the

previous term.

GCSE Examination (10 Hrs)

Students will be completing

their 10 hour controlled exam.

BUSINESS (KS4 Only)

Introduction to subject:

Students apply their knowledge and understanding to different business contexts ranging from

small enterprises to large multinationals and businesses operating in local, national and global

contexts. Students will develop an understanding of how these contexts impact on business

behaviour.

Students will apply their knowledge and understanding to business decision making including:

the interdependent nature of business activity, influences on business, business

operations, finance, marketing and human resources, and how these interdependencies

underpin business decision making

how different business contexts affect business decisions

the use and limitation of quantitative and qualitative data in making business decisions

Key Stage 4 overview:

We follow the AQA GCSE Business specification which requires students to draw on the

knowledge and understanding to: use business terminology to identify and explain business

activity

apply business concepts to familiar and unfamiliar contexts

develop problem solving and decision making skills relevant to business

investigate, analyse and evaluate business opportunities and issues

make justified decisions using both qualitative and quantitative data including its

selection, interpretation, analysis and evaluation, and the application of appropriate

quantitative skills

Oasis Academy Wintringham Curriculum

Business programme of study:

Year 10 Qualification: AQA GCSE BUSINESS

Term 1 Topics Term 2 Topics Term 3 Topics

Purpose of business

Business ownership

Setting business aims and

objectives

Stakeholders

Business location

Business planning

Expanding a business

Technology

Ethical and environmental

considerations

The economic climate on

businesses

Globalisation

Legislation

Competitive environment

Production processes

The role of procurement

The concept of quality

Good customer services

Organisational structures

Recruitment and selection of

employees

Year 11 Qualification: AQA GCSE BUSINESS


Motivating employees

Training

Identifying and understanding

customers

Segmentation

The purpose and methods of

market research

The elements of the marketing

mix: price, product, promotion

and place

Sources of finance

Cash flow

Financial terms and

calculations

Analysing the financial

performance of a business

Revision & exam techniques

Subject: Drama


Drama at Oasis Wintringham is a valued part of our Expressive Arts curriculum. Drama is a

subject that builds confidence and imagination and teaches students how to reflect on their

strengths and work collaboratively to create performances that entertain and inspire.

In Years 7-9, students develop their performance techniques through SOW that explore the use of voice and body language. Students gain a wider understanding of Drama through watching and reviewing professional actors; we currently offer Key Stage 4 students the chance to visit Hull Truck to watch a live show and the students have recently performed a wonderful version of Blood Brothers to the local community. Students also devise and analyse their own scripts and performances, in order to prepare them for GCSE.

For keen dramatists, the drama GCSE course is an exciting opportunity to explore new skills whilst building on their prior learning in Key Stage 3.


Drama programme of study

In order to develop structure and challenge students, new SOW have been implemented to

develop skills in both practical and written activities. Each year group are exploring the purpose of

the Performing Arts Industry and the roles and responsibilities of a performer. Each SOW explores

the application of key performance skills in both Drama and Dance responding to the demands of

a pre-existing script or choreographic instruction. Students will also explore the devising and

choreographic process to produce their own work. Students will work towards a final performance

at the end of each term.

The main focus within current SOW is exploring effective communication as a performer and

individual developing transferable skills to improve outcomes in other curriculum areas and

develop relationships within the Academy. An example of this is the current year 9, who have

excelled in creating full class drama/dance performance based on Revolting Children from the hit

musical Matilda.

Below are examples of the current Schemes of Work for Drama and the objective questions that

are used to drive the content forward.

Year 7: Charlie and the Chocolate Factory - examples of written work and practical

evidence.

How do we create a character?

What are the dramatic techniques Narration and Mine?

What are the 5 main actions in Dance?

What are the 4 main components of Dance?

What components are needed for an effective rehearsal?

Where am I? How can I be better?

Year 8: The Twits - written work and practical evidence

SOW Overview:

How do we create a character?

What are the dramatic techniques Narration and Mine?

What are the 5 main actions in Dance?

What are the 4 main components of Dance?



Year 9: Matilda - written work and practical evidence

SOW Overview:

What technical skills do I need to create a character?

How can I identify and explain the 4 main components of Dance?

How can I bring a script to life?

How do I devise a script that portrays the feelings of a character?



The current Edexcel GCSE Drama specification covers three key components.

ENGLISH


The reformed GCSE specification for GCSE English Language and Literature provides students

with a very high level of challenge and over the last three years, the English team have worked

tirelessly to produce a curriculum which is exciting, vibrant and ultimately, fit for purpose. The

English team are passionate about the subject and love to inspire the students with engaging text

choices and activities As English teachers, we love vocabulary and we are delighted with

success we’ve seen with the use of keywords in every lesson; these are used to challenge our

most able and support those students who need a helping hand.


In order to reflect the requirements of the GCSE English Language and Literature examinations,

the English team have re-written and updated all schemes of learning so that throughout every

lesson students are working on the skills that will they need to be successful in year 11. It is

important to us that students are provided with the opportunity to study a wide range of stories,

plays, poems and non-fiction works to broaden their understanding of the world and the literary

canon.

Throughout the years 7 and 8, students will study a wealth of different texts, for example we look

at different genres from the gothic Frankenstein and Dracula to autobiographical work by Roald

Dahl. We explore some challenging ideas in Boy in the Striped Pyjamas and build confidence with

Shakespeare with the study of Romeo and Juliet. Of Mice and Men and Animal Farm provide

opportunities for debate and group talk and we

In year 9, students can build on their skills further through the study of texts such as Willy

Russell’s Blood Brothers and some brilliant poetry choices by writers such as Ted Hughes and

Jane Weir. Everyone has a writer within them (even if they don’t know it!) and our writing schemes

of learning support the students to find their inner Rowling! We visit another Shakespeare text in

the summer, this time Macbeth and then students begin to prepare in more depth for their English

Language papers by exploring a range of non-fiction texts; going onto emulate these styles then in

their own creative writing.

Key Stage 4 overview

The schemes of learning for our year 10 and year 11 students are based around the texts that

they will need for their examinations at the end of year 11. An Inspector Calls, Romeo and Juliet

and A Christmas Carol are some of the exciting texts that we study.


English programme of study:

Year 7


Autobiographies

Boy Overboard

Media: newspapers

Boy in the Striped

Pyjamas

Romeo and Juliet

Exploring WW1

Year 8


Gothic Literature

Of Mice and Men

Advertising

Animal Farm

Goodnight Mister Tom

Year 9


Writing to

describe/narrate

Blood Brother

Conflict poetry

Great Expectations

Macbeth

Non-fiction

reading/writing for

purpose

Year 10 Qualification: GCSE English Language and Literature


An Inspector Calls

A Christmas Carol

Writing to

describe/narrate

Short stories and

poetry

Non-fiction

reading/writing for

purpose

Romeo and Juliet

Year 11 Qualification: GCSE English Language and Literature


Revision: An Inspector

Calls

English Language

paper 1 and paper 2

Revision: A Christmas

Carol

English Language

paper 1 and paper 2

Revision: Romeo and

Juliet

Power and Conflict

poetry

Revisions of all

examination

components

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Yr 11 STUDIO VERT STUDIO ROUGE

AQA Theme 1: Identity and Culture AQA Theme 2: Local, national, international and global areas of interest AQA Theme 3: Current and future study and employment

THEMES/TOPICS/CONTENT Studio Module 5 AQA Theme 2 Travel and Tourism

Studio Module 5 AQA Theme 2 Travel and tourism

Studio Module 6 AQA Theme 3 AQA Theme 2 School and Future career

Studio Module 6 AQA Theme 3 AQA Theme 2 School and Future career

Studio Module 7 Theme 3 Future study and employment

Studio Module 7 Theme 3 Future study and employment

Studio Module 8 Theme 2 Global areas of interest

Studio Module 8 Theme 2 Global areas of interest

Revision

Skills, AoS Grammar and linguistic knowledge ‘our’ notre/nos Comparative adjectives Revision of present and perfect tense

Grammar and linguistic knowledge Expressions with avoir Using 3 different time frames

Direct object pronouns Il faut / il est interdit de

Grammar and linguistic knowledge Using adverbs Imperfect tense Past, present and future time frames Conditional tense Simple future tense

Grammar and linguistic knowledge Using the present, perfect and conditional tense Understanding the passive Using emphatic pronouns

Revision of all grammar and linguistic knowledge

Assessment Reading and Listening Reading, listening, speaking and writing Pre Public Exam

Reading and listening

Reading, listening, speaking and writing Pre Public Exam

Exam Board AQA AQA AQA AQA

Yr 10 AQA Theme 1: Identity and Culture

STUDIO VERT STUDIO ROUGE

AQA Theme 2: Local, national, international and global areas of interest AQA Theme 3: Current and future study and employment

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 THEMES/TOPICS/CONTENT Studio Module 1

AQA Theme 1 Qui suis-je?

Studio Module 1 AQA Theme 1 Qui suis-je?

Studio Module 2 AQA Theme 1 Le temps de loisirs

Studio Module 2 AQA Theme 1 Le temps de loisirs

Studio Module 3 AQA Theme 1 Jours ordinaires, jours de fêtes

Studio Module 3 AQA Theme 1 Jours ordinaires, jours de fêtes

Studio Module 4 AQA Theme 2 De la ville à la campagne



Studio Module 5 AQA Theme 2 Le grand large

Skills, AoS Grammar and linguistic knowledge Positive and negative character adjectives Adjectival agreements Present tense of avoir and être and aller Definite and indefinite articles Regular er verbs Reflexive verbs

Grammar and linguistic knowledge Near future tense Perfect tense C’était Using a combination of tenses Jouer + à Depuis + present tense Comparative adjectives Superlative adjectives

Grammar and linguistic knowledge Partitive article Irregular verbs Il faut + infinitive Subject and object pronouns Modal verbs Venir de + infinitive

Grammar and linguistic knowledge ‘in’ imperative il y a il n’y a pas de y negative expressions quell, quelle. quells, quelles future tense

Grammar and linguistic knowledge negative expressions quell, quelle. quells, quelles future tense

Grammar and linguistic knowledge Reflexive verbs Near future tense Conditional tense

Assessment Reading and listening Reading, Listening, Speaking and writing

Reading, Listening,

Reading, Listening,

Reading, Listening, Speaking and writing

Reading, Listening,

Speaking and writing



Exam Board AQA AQA AQA AQA AQA AQA

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Yr 9 STUDIO 2 VERT STUDIO 2 ROUGE

Links to AQA Theme 1: Identity and Culture AQA Theme 2: Local, national, international and global areas of interest AQA Theme 3: Current and future study and employment

THEMES/TOPICS/CONTENT AQA Theme 1 Television Cinema Reading Use of the internet

AQA Theme 1 Free time activities AQA Theme 2 places of interest in Paris activities in Paris

AQA Theme 2 Understanding tourist information Giving opinion on places visited AQA Theme 1 14th July

AQA Theme 1 Module 3 Mon identité Describing my character and that of others Describing my hobbies Describing my style What I did last weekend

AQA Theme 2 Module 4 My area My house and home AQA Theme 1 Eating at home Describing festivals

AQA Theme 1 Module 5 Preparing for entry to a talent contest

Skills, AoS Adjectives Frequency words Connectives Intensifiers Present tense verbs (er, ir, re) Negatives Adjective endings aller + faire

Use of ‘on’ Perfect tense Sequencing words Time markers

On peut + infinitive Aimer+ infinitive

Perfect tense (avoir + être) Regular and irregular past participles Imperfect tense (c’était) Asking questions in the perfect tense Adjectives intensifiers

Adjectival agreements The verb ‘venir’ Near future tense Perfect tense

Irregular adjectives Comparativeadjectives The verbs boire and prendre Il faut + infinitive Conditional tense Prepositions Partitive article Using 3 tenses

Modal verbs + infinitive Imperatives Negative imperatives Superlative adjectives

Assessment Speaking and writing Module 1 Speaking, writing, reading and listening

Module 2 Speaking, reading , listening and writing


Speaking and writings Module 4 Speaking, writing, reading and listening

Yr 8 STUDIO 1


THEMES/TOPICS/CONTENT AQA Theme 3: STUDIO 1 MODULE 2 La rentrée School subjects 12 hour clocks

AQA Theme 3: School dinners AQA Theme 2 STUDIO 4 MA ZONE Places in town Directions

AQA Theme 2 Where you go in town Where you want and where you can go

AQA Theme 2 Holidays Holiday food

AQA Theme 2 Dream holiday Module 6 Studio découverte Animals Poetry Painting

AQA Theme 1 Television Cinema books

Skills, AoS Aimer + infinitives J’ai + subject J’aime + definitive article + subject Comparative adjectives Numbers 1-30 moins/plus

Partitive article Near future tense Introduction to the perfect tense (avoir) Revision of aller Prepositions Adverbs of time and place

Modal verbs Asking questions On peut + infintive

Revisit near future Perfect tense Reflexive verbs Numbers 1-100

Conditional tense Perfect tense Present participle prepositions

Subject pronouns ‘er’ verbs negatives

Assessment Speaking and writing Module 1 Speaking, writing, reading and listening

Module 2 Speaking, writing, reading and listening


Module 4 Speaking, writing, reading and listening


Yr 7 Accès Studio Studio 1


THEMES/TOPICS/CONTENT Theme 1 Theme 1 Theme 1 Theme 2 Theme 2 Theme 1

Greetings Introducing myself Age and birthday

Contents of my school bag Describing my classroom Likes and dislikes Colours Christmas

La fête des Rois Pets Family La Chandeleur

Local area Food Theme 1: Identity and Culture Easter

Countries and nationalities weather

STUDIO 1 Describing myself and others

Skills, AoS Capital letters Asking questions Singular and plural imperative verb forms 1st and 3rd person of the verb avoir

Indefinite article Definite article Connectives ‘er’ verbs present tense Adjectives Adjectival agreement

Negatives Possessive adjectives ‘er’ verbs qui s’appelle qui s’appellent

Position of adjectives Adjectival agreement Revision of indefinite article Aimer + infinitive Introduction of conditional tense

‘er’ verbs habiter Conditional tense Je voudrais + infinitive Être Different ways of saying ‘in’ Use of ‘il fait’ and ‘il y a’ with weather phrases

Present tense of avoir and être Adjectives Intensifiers Connectives Revision of regular and irregular verbs in the present tense

Assessment Speaking and writing Reading, listening, speaking and writing


Reading, listening, speaking and writing

Reading, listening, speaking and writing


Subject: Geography

Introduction to subject(s):

Geography is the study of people and their relationship with environment. Studying Geography will

allow you to see the world with a new view and open opportunities in life. It provides you with

crucial skills such as analysis, geographical skills, graphs, maps and statistics and having the

confidence to tackle any question they may be asked in life. We have chosen the topics/subjects

which students enjoy - to inform planning and update our teaching each year, to ensure the best

case studies and lessons are delivered. Students will be provided with knowledge organisers for

each topic they study and this will help inform their revision and knowledge acquisition.


During Key stage 3 we build a foundation of knowledge for GCSE topics and engage students with

fun methods of learning, exciting mysteries and decision making exercise. Students will learn

basic command words to allow them to access the GCSE curriculum questions and will also

attempt GCSE style questions to help build their resilience.


GCSE Geography follows a 3 year course (AQA geography) where students are expected to recall

information, apply their knowledge using geographical skills and analyse, make judgements and

evaluate.

Students follow learning in both human and physical geography and a decision making and

fieldwork paper is the final unit. Students will get out into the field collecting knowledge in both a

human and physical environment.

Students will learn human topics such as urban growth in Rio de Janeiro, emerging economies

and resource management. The physical paper comprises of topics such as climate change,

tectonic activity and tropical rainforests.


Geography programme of study

Year 7


Where are we?

The urban world

Tectonic hazards

How is the UK

changing?

Water on the land

Weather hazards

Year 8


The development gap

Population changes

The coastal zone

World climate zones

Resource management

Decision making

exercise and fieldwork

skills

Year 9


Hazards

Tropical storms

Extreme weather in the

UK

Physical landscapes in

the UK

The living world

Year 10 Qualification:


Urban issues and

challenges

The changing

economic world

The challenge of

resources management

Year 11 Qualification:


Issues evaluation

Fieldwork

Skills

Revision

Fieldwork

Issues evaluation

Subject: History


Studying history at Oasis Academy Wintringham gives students an understanding of Britain’s past

and the wider world. History develops student’s intellectual curiosity and their ability to think

critically; a skill that is crucial in today’s modern world. Studying history gives students the

opportunity to weigh up evidence, examine arguments and develop perspective and judgement.

History also helps students understand the complexity of the world. This understanding is

developed through using second order concepts such as change, continuity, causation,

consequence, similarity/difference and significance.


Students begin their study of British history from the year 1066 and continue chronologically until

the 20th Century. Students develop an understanding of key events and significant individuals.

Students describe, analyse and evaluate the impact of key individuals and events in order to

develop the skills that are needed for GCSE history.


Students follow a three-year GCSE course (AQA GCSE History 8145) that begins in Year 9. They

are expected to recall, select, organise and communicate a range of historical knowledge.

Students evaluate and use critically a wide range of historical sources of information to investigate

historical questions, problems or interpretations. They reach reasoned and substantiated

conclusions about past events, people and places. Students study four topics and sit two papers.

Paper 1 focuses on the Germany (1890-1945) and The First World War. Paper 2 focuses on

Health and the people and on Elizabethan England.

Wider reading, extracurricular activities and trips are encouraged to develop student's understanding of the historical processes and concepts.


History programme of study

Year 7


What was the Norman

Conquest?

How did William keep

control?

How was England

ruled in the Middle

Ages?

What was it like to live

in the Middle Ages?

How had life changed

by the Tudor period?

How did Henry VIII

change Britain?

Year 8


What was Elizabethan

England like?

Why did the English

execute their king?

How did the world

change after 1750?

The world in the

twentieth century

How was World War

One fought and won?

Year 9


What were the causes

of World War One?

Why was there a

stalemate on the

Western Front?

How did World War

One end?

How did Germany

change during and after

World War One?

How did the Nazis rise

to power ?

What was life like in

Nazi Germany?

Year 10


Why did medicine

stand still?

How did medicine

begin to change?

How was medicine

revolutionised?

How did Elizabeth rule

the country?

What was life like in

Elizabethan England?

What challenges did

Elizabeth face? (Home

and abroad)

Year 11


How was the historical

environment shaped by

Elizabethan England?

Exam preparation and revision Exam preparation and revision

Mathematics


Mathematics is the means of looking at the patterns that make up our world and the intricate and

beautiful ways they are constructed and realised.

Numeracy is the means of making that knowledge useful.

The subject transcends cultural boundaries and its importance is universally recognised.

Mathematics helps us to understand and change the world.

The mathematics department at Oasis Academy: Wintringham aim to ensure all students receive a

curriculum that both stretches and engages their learning. We wish to instil an enthusiasm for

mathematics to show students how relevant the subject is to their everyday life.

Key stage 3 overview

Y7 have started Mathematics Mastery, the aim of this is to cover less content but focus on true

understanding of mathematical concepts, below is an outline of the framework for Mathematics

Mastery.

KEY ASPECTS Teacher Pupils Pupils’ learning is

outstanding (Ofsted

2012) because...

High

expectations

of engagement

and attainment

for every child

Conveys the message that

progress is made through

engagement and effort

Expects every pupil to succeed

Is enthusiastic about the learning

expected

Gives every pupil the opportunty

to experience or master key ideas

Have high aspirations,

believe they can achieve and

work hard in order to do so

Want to learn and enjoy

learning

There are very high

expectations which are explicit

There are very high levels of

collaboration, courtesy and

cooperation

Everyone feels safe and

contributes to a safe and

positive learning environment

Pupils are calm, orderly and

considerate

Pupils’ attitudes are

enthusiastic and positive

Pupils show high levels of

engagement and interest

Teaches ‘fewer topics in greater

depth’

Differentiates through, scaffolding,

questioning, and use of concrete

and pictorial representations - in

preference to offering different

tasks to different pupils

Explore mathematics and

ask questions to deepen

their appreciation of the

subject

Are challenged by solving

less routine problems,

demonstrating using

concrete manipulatives/

drawing diagrams, explaining

Task are challenging and

enable all pupils to make

progress

Intervention is anticipated and

occurs which impacts on

learning

Individual needs are matched

accurately

Students know how to

improve work

Scaffolds learning by using

speaking and listening activities,

engaging resources and novel

‘ways in’ to a concept

Extends through further

developing depth of language,

conceptual understanding or

mathematical thinking

Immediately acts on assessment

from questioning and observation,

with LSA support

in full sentences or asking

their own questions

Pupils’ understanding is

systematically and effectively

checked

Marking and constructive

feedback is frequent and high

quality

Fewer topics,

greater

depth

Depth of

mastery for all

Develops conceptual

understanding through multiple

representations and connections

Has a full understanding where

and why this lesson falls in the

sequence and in the longer term

development of pupils’

mathematical understanding

Anticipates and incorporates

misconceptions and inaccuracies

Have access to concrete

objects

Manipulate objects or use

pictorial representations to

deepen their understanding

Make links between

concrete, pictorial and

abstract representations

Link new learning to

previous learning in

mathematics, other subjects

and beyond school

Demonstrate conceptual

understanding through

tackling new problems

Students acquire knowledge

quickly and in depth, with a

high level of understanding

and excellent subject

knowledge

Develops communication of

mathematical ideas,

justifications and proofs

Uses modelling to support pupils

in developing independence in

their mathematical recording, and

to support writing

Participate in pair/group

discussion tasks

Are ready to answer in class

questioning/ discussion

Speak in full sentences

Teaching of reading, writing

and communication is

exceptional

Considers own language and

models expected language use

clearly and accurately

Use correct mathematical

words and symbols

Use the key words

Develops mathematical

thinking and ability to

generalise

Ensures every pupil participates in

active thinking, through a variety

of appropriate questioning

techniques

Encourages use of independent

learning strategies

Involves pupils in generalising by

comparing and classifying

mathematical objects or

conjecturing about what might be

sometimes, always or never true

Do as much of the cognitive

work – the writing, thinking,

analysing and talking – as

possible

Seek general patterns and

create examples

Students think deeply, have

clear personal values and are

open to new ideas

Every

opportunity

is used to

develop

mathematical

problem solving

Ensures that lesson time is used

purposefully from the very start

(e.g. Do Now)

Makes clear what pupils should be

doing at every point on the

lesson, so no time is wasted

Minimises teacher talk

Participate fully – everyone

is engaged in the task, 100%

of the time

Collaborate, discussing their

thinking

Work independently for

some of the lesson

Demonstrate mastery and

the ability to ‘go it alone’

Planning is astute

Time is used very well

Every opportunity is used to

successfully develop crucial

skills (including literacy and

numeracy)

Lessons proceed without

interruption

Appropriate independent

learning tasks are set

Pupils are resilient, confident

and independent

Well judged and often

imaginative teaching strategies

are used

Appropriate and regular

homework contributes very

well to pupils’ learning

Attainment and

progress

Almost all groups of pupils make rapid and sustained progress

Attainment is at least in line with national averages for almost all groups of pupils

Y8

Students follow the National Curriculum at Key Stage 3 and cover a range of topics across the four

attainment areas, (Number, Algebra, Shape & Space and Handling Data). Students will build on

skills previously learnt in Year 6 and develop their understanding further into more complex areas.

Our scheme of work is designed to ensure all students develop the key mathematical skills and

knowledge required for them to make outstanding progress. There is also a particular emphasis on

using and applying their mathematical knowledge in a variety of contexts.

Key stage 4 overview

All students study the Edexcel Linear Specification GCSE award in mathematics. We use the linear GCSE scheme as this provides the students with a holistic approach enabling the development of cross subject knowledge required for further mathematical development. Students will either follow the Foundation or Higher GCSE syllabus throughout Years 9, 10, and 11 depending on their ability. The department regularly monitors the progress students are making and will advise students individually on which examination tier of entry is most suitable for them.

Within the new GCSE curriculum there is a particular emphasis on the ability to solve complex mathematical problems in context. This is developed within lessons through the use of group work and students are encouraged to work with a variety of different students in order to learn various strategies from each other. During the course we also encourage students to develop a facility with mental and written calculations, the effective and efficient use of a calculator and appropriate use of Information Technology.

The gap between different groups is closing rapidly

Y7 Autumn 1 ~ place value, addition and subtraction

Unit 1 - place value

(1)

Read and write whole numbers in figures and words

Multiply, and divide, any whole number by 10, 100, 1000, or 10 000

Round whole numbers to the nearest 1000, 100 or 10

Unit 2 & 3 – Addition

and subtraction (2)

Use mental strategies

Add and subtract using formal algorithms

Calculate and work with perimeters

Model solve word problems

Unit 4 – Addition

and subtraction of

decimals (2)

Understand decimal notation and place value

Read and write decimals in figures and words

Convert between decimals and fractions where the denominator is a factor of 10 or100

Use the number line to display decimals and round decimals to the nearest wholenumber, to 1 or 2 decimal places

Use correctly the symbols <, >, etc. and the associated language to order a set ofdecimals

Multiply and divide decimals by 10, 100, 1000, or 10 000

Solve word problems involving the addition and subtraction of money in decimalnotation

Use written methods in column format for addition and subtraction of decimals

Extend existing mental calculation to include decimals

Calculate the perimeter of rectangles, squares and rectilinear figures

Autumn 2 ~ Multiplication and division

Unit 5, 6, 7 & 8

multiplication and

division (5)

Use multiplication facts to solve mental calculations

Use the terms ‘product’, ‘multiple’ and ‘LCM’

Understand and use the column method to multiply integers and decimals

Divide whole numbers and decimals by whole numbers

Use the terms ‘quotient’, ‘remainder’, ‘factor’, ‘HCF’

Represent multiplication word problems using bar models

Find the area of a rectangle and triangle

Solve problems involving length, perimeter and area

Estimate answers in calculations and check that results are reasonable

Measure time, calculate with time and solve time word problems

Find the mean average, interpreting average as “total amount ÷ number ofitems" and solve word problems involving average

Spring 1 ~ 2D shapes

Unit 9 – Working

with units (1)

Record and order measurements using decimal notation

Estimate and/or measure:o length in kilometres (km) /metres (m)/ centimetres (cm)/ millimetres (mm)o mass in kilograms (kg) /grams (g)o volume of liquid in litres (l) / millilitres (ml)

Unit 10 – Angles (1)

Draw and measure acute and obtuse angles reliably to the nearest degree

Estimate the size of any given angle

Recognise acute, right, obtuse and reflex angles

Know and use the fact that the angles round a point total 360o, that angles on astraight line total 180o, and that vertically opposite angles are equal

Unit 11 & 12 –

Triangles and

quadrilaterals (2)

Classify triangles and quadrilaterals according to their properties

Use a ruler and protractor to construct triangles and quadrilaterals from given data

Know and use the fact that the sum of interior angles of a triangle is 180o

know and use the fact that the interior angles of a quadrilateral sum to 360o

Solve problems involving coordinates in the first quadrant

Oasis Academy: Wintringham Curriculum Mathematics programme of study

Unit 13

Symmetry and

tessellation (1)

Identify lines of symmetry in any shape

Identify the order of rotational symmetry in any shape

Create shapes given details of their symmetries

Investigate and create tessellations

Spring 2 ~ Fractions

Unit 14 – Understand

and use fraction (2)

Represent fractions using area diagrams, bar models and number lines

Recognise and name equivalent fractions

Convert fractions to decimals

Convert terminating decimals to fractions in their simplest form

Convert between mixed numbers and improper fractions

Compare and order numbers

Convert simple fractions and decimals to percentages

Express one quantity as a fraction of another

Unit 15 – Fractions of

amounts (1) Find a fraction of a set of objects or quantity

Find the whole given a fraction

Unit 16 – Multiplying

and dividing

decimals (2)

Multiply a whole number or fraction by a whole number or fraction

Multiply a mixed number and a whole number

Divide a whole number or proper fraction by a whole number or proper fraction

Summer 1 ~ Algebra

Unit 17 – Order of

operations (2)

Carry out calculations involving all four operations

Understand and use brackets

Use simple index notation

Unit 18 –

Introduction to

algebra (2)

Recognise and continue sequences

Represent an unknown number using a letter

Write and understand simple algebraic expressions

Substitute numerical values into formulae and expressions

Collect like terms and simplify expressions

Multiply out brackets, identify and take out common factors to factorise

Recognise that different-looking expressions may be identical and prove simplealgebraic identities

Unit 19 – Algebraic generalisation project (1)

Summer 2 ~ Percentages and handling data

Unit 20 –

Percentages (2)

Understand percentage as a fractional operator with denominator of 100

Express a part of a whole as a percentage

Convert between fractions, decimals and percentages

Find fractions and percentages of given quantities

Find the whole given a part and the percentage

Increasing and decreasing by a percentage

Unit 21 – Handling

data (2)

Understand the difference between types of data

Construct and interpreto Tables (including tally and two way)o Bar charts (including comparative and composite)o Pictogramso Line graphs

Read and interpret pie charts

Draw pie charts from raw data

Explore misleading graphical representations

Year 8


Integers, Powers and Roots.

Sequences, Functions and Graphs.

Lines, Angles and Shapes

Construction and Loci

Probability

Ratio and Proportion

Equations, Formulae, Expressions

and Identities

Area

Sequences, Functions and Graphs:

Coordinates

Mental calculations

Written calculations

Transformations and coordinates

Processing and Interpreting data

Equations, Formulae, Expressions

and Identities

Fractions, decimals and percentages

Measure and mensuration

Calculating and checking

Geometrical reasoning

Statistical enquiry

Year 9 (Foundation)


Integers and Place Value

Decimals. Indices, powers and roots

Factors, multiples and primes.

Algebra: expanding and factorising

brackets, expressions, and

substitution into formulae.

Tables, Charts and Graphs, including

Pie Charts and Scatter Graphs.

Fractions, Decimals and

Percentages.

Statistics and questionnaires.

Averages.

Angles, lines and Symmetry

Polygons and Parallel Lines

Equations, inequalities, sequences

Year 9 (Higher)


Calculations, checking and rounding

Indices, roots, reciprocals and hierarchy

of operations

Factors, multiples and primes

Standard form and surds

Algebra: the basics

Setting up, rearranging and solving

equations

Sequences

Averages and range

Representing and interpreting data

Scatter graphs

Fractions Percentages Ratio and

proportion

Polygons, angles and parallel lines

Pythagoras’ Theorem and trigonometry

Graphs: the basics and real-life graphs

Quadratic, cubic and other graphs

Perimeter, area and 3D forms

Circles, cylinders, cones and

spheres

Accuracy and bounds

Year 10 (Foundation) Qualification: Edexcel GCSE Mathematics


Integers

Decimals

Coordinates

Angles, lines and triangles

Reading scales and converting units

Collecting data

Charts and graphs

Symmetry, Similarity and Congruence

Types of number

Introduction to algebra

Constructions

Patterns and sequences

Properties of quadrilaterals and parallel

lines

Fractions

Pie charts


Applications of percentages

Algebra using powers and brackets

Year 11 (Foundation) Qualification: Edexcel GSCE Mathematics


Ratio and proportion

Linear equations and inequalities

Perimeter and area

3-D shapes

Real-life graphs

Straight line graphs

Compound measures

Timetables and distance-time graphs

Volume

Probability

Formulae

Angles properties of polygons

Revision

Year 10 (Higher) Qualification: Edexcel GCSE Mathematics


Integers and decimals

Coordinates

Fractions

Algebra

Shape and angles

Collecting data

Displaying data

Construction and loci

Types of number

Patterns and sequences

2-D and 3-D shapes

Perimeter and area


Formulae and linear equations

Linear graphs

Simultaneous equations

Probability

Ratio and scale

Averages and range

Pythagoras and trigonometry

Year 11 (Higher) Qualification: Edexcel GSCE Mathematics


Trial and Improvement

Surface area and volume

Compound measures

Transformations

Similarity and Congruence

Quadratic functions, equations and

graphs

Index notation and surds

Circle theorems

Sine and cosine rules

Vectors

Further graphs and functions

Transformations of functions

Revision

Year and subject

Subject: Music


Music at Oasis Wintringham has undergone an exciting transition. The department have acquired

brand new sequencing software, an innovative curriculum and forward-thinking staff.

We provide an imaginative space for our students to develop their creativity, originality and self-confidence. In Years 7-9, students develop their performance techniques through the use of: keyboard, guitar, ukulele and percussion. Students gain a wider understanding of the history of popular music, ranging from early blues music of 1920’s right through to the present day. Students also compose and analyse their own music, in order to prepare them for GCSE.

For keen musicians, the music GCSE course is a natural progression from Year 9 and seeks to develop musicianship through a focus on the key areas of Performing, Composing and Understanding Music. At the beginning of the course, students will be taught the fundamentals of composition through short tasks. The best composers develop their ideas through experimentation and refinement of ideas played on their instrument. These are then transferred onto specialist sequencing software for easy editing and playback, giving them an immediate realisation of their creative ideas. Listening and appraising skills are taught via study of set works and these form the basis of the examination.

Assessment • 60% coursework (30% Performance, 30% Composition)• 40% examination

Year 7


Notation

The students will focus on

understanding music in its

traditional written form, both

reading and writing. This is

then applied in a practical

sense on the keyboard.

Keyboard skills

The students will look at

performance techniques using

the keyboard. This begins with

simple melodies, building up

to more complex pieces using

both hands.

Programme music

Students will explore music

that tells a story. They will

analyse popular examples,

and compose their own piece

describing a fairy tale.

Year 8


Blues

The students gain an

understanding of the origins of

popular music. This begins

with the work songs used

during the slave trade in

America, which later

developed into the blues. This

is then applied in a practical

sense through performing the

12 bar blues, walking bass

lines and improvisation using

the blues scale. Finally,

students will compose their

own ‘Wintringham blues’ song

utilising these techniques.

70’s & 80’s Music

Looking at how music

developed with a focus on

stand out genres of these

decades. This will begin with

1970’s disco music, learning

about prominent artists and

performing some of their work.

Students will then move on to

1980’s electronic music where

they will learn of

developments within music

technology, and create their

own musical hooks using

synthesized sounds.

90’s Music

Students will begin by looking

at the culture of the 1990’s,

with a focus on Britpop music.

There will be a focus on the

cultural significance of the

genre, which will be realised in

a practical sense through

performing some landmark

pieces.


Art and Design programme of study

Year 9


Instrumental techniques

This term consists of

instrumental workshops

focusing on how to read and

perform music on the ukulele,

guitar, keyboard and

percussion.

Band project

In groups, the students will

create a band utilising all of

the instruments used in the

previous term. They will then

choose a popular song to

learn and perform.

Songwriting

This final term will look at key

features of successful songs.

Students will then take an in

depth look at the song writing

process including writing

lyrics, hooks, chord

sequences and melodies.

Year 10: Qualification: EDUQAS GCSE in Music


Component 1: Performance

Students will work on their

chosen instrument or voice to

produce a solo and ensemble

performance. This will be

performed and recorded to

provide 30% of the course

requirements.

Component 2: Composition

Students will use music

sequencing software Cubase

to produce two compositions.

These will be recorded, and


requirements.

Component 3: Appraising

Students will focus on their

analytical skills and respond to

musical stimulus. They will

gain a deeper understanding

of musical terminology in order

to identify key features aurally.

These skills will be assessed

through a written exam, and


requirements.

Year 11 Qualification: EDUQAS GCSE in Music


Component 1: Performance

Students will work on their

chosen instrument or voice to

produce a solo and ensemble

performance. This will be

performed and recorded to


requirements.

Component 2: Composition

Students will use music

sequencing software Cubase

to produce two compositions.

These will be recorded, and


requirements.

Component 3: Appraising

Students will focus on their

analytical skills and respond to

musical stimulus. They will

gain a deeper understanding

of musical terminology in order

to identify key features aurally.

These skills will be assessed

through a written exam, and


requirements.

SCIENCE


Science is fundamental to our understanding of the world around us. By teaching science through

an engaging and modern curriculum we offer students the ability to gain a wide range of

knowledge and information that will help them to understand how and why things work as they do.

Students are given the opportunity to learn a vast array of topics in biology, chemistry and physics,

as well as explore a variety of concepts through investigative science by planning, carrying out

and evaluating practical experiments. Having a good basis in science allows students to keep

abreast of advances in science and technology but also to be able to critically interpret information

provided to us in the media. It is our aim to prepare students to be able to flourish in employment

opportunities that are yet to exist. The science department also works closely with STEM

programmes run locally and nationally.


Our key stage 3 curriculum is designed to ignite students’ enthusiasm for science, whilst ensuring

that the national curriculum is followed. In years 7 and 8 pupils study topics which cover biology,

chemistry and physics. These topics will build on ideas that are covered during primary education.

Year 9 units are predominantly investigative based and are designed to encourage students to

bring together ideas from across the three disciplines. Pupils in year 9 will make the transition to

their GCSE science partway through the year.


All students follow the AQA Science specifications. Most students follow AQA GCSE Combined

Science: Trilogy. A number opt to study the separate sciences, gaining a full GCSE in Biology,

Chemistry and Physics as part of their option choice. Students will either follow the foundation or

higher GCSE syllabi throughout years 10 and 11 depending on their ability. The department

regularly monitors the progress students are making and will advise students individually on which

examination tier of entry is most suitable for them. At GCSE there is a large emphasis on working

scientifically and, as well as covering the knowledge based content, candidates are expected to be

familiar with a number of required practical’s, as outlined by the examination board. There has

also been an increased emphasis on the use of mathematics in science and students are

encouraged to make these cross curricular links on a regular basis.


Year and subject

Science programme of study: KS3

Year 7

Biology Topics Chemistry Topics Physics Topics

Living systems

Diet and health

Genetics and evolution

The particulate nature

of matter

Atoms, elements and

compounds

Reactions

Forces and motion

Levers, moments and

pressure

Electricity and

electromagnetism

Year 8


Photosynthesis,

respiration and

circulation

Reproduction and

growth

Ecosystems

Acids and alkalis

Materials and everyday

chemistry

The Earth and

atmosphere

Energy

Waves

Space

Year 9

Investigative topics:

Thinking scientifically

Using investigative approaches

Working critically with evidence

Using maths in science

Communicating in science

Science programme of study: KS4

Year 10 - AQA GCSE Combined Science: Trilogy


B1 – Cell structure and

transport

B2 – Cell division

B3 – Organisation and

the digestive system

B4 – Organising

animals and plants

B5 – Communicable

diseases

B6 – Preventing and

treating disease

B7 – Non

communicable

diseases

B8 – Photosynthesis

B9 – Respiration

B10 – The human

nervous system

B11 – Hormonal

coordination

C1 – Atomic structure

C2 – The periodic

table

C3 – Structure and

bonding

C4 – Chemical

calculations

C5 – Chemical

changes

C6 – Electrolysis

C7 – Energy changes

C8 – Rates and

equilibrium

P1 – Energy and

energy resources

P2 – Energy transfer

by heating

P3 – Energy resources

P4 – Electric circuits

P5 – Electricity in the

home

P6 – Molecules and

matter

P7 – Radioactivity

P8 – Forces in balance

P9 – Motion

Year 11


B12 – Reproduction

B13 – Variation and

evolution

B14 – Genetics and

evolution

B15 – Adaptations,

interdependence and

competition

B16 – Organising an

ecosystem

B17 – Biodiversity and

ecosystems

C9 – Crude oil and

fuels

C10 – Chemical

analysis

C11 – The Earth’s

atmosphere

C12 – The Earth’s

resources

P10 – Force and

motion

P11 - Wave properties

P12 – Electromagnetic

waves

P13 -

Electromagnetism

Sport and Health Department

Introduction

The sport and health department aims to promote physical, social and mental well-being whilst

using competitive sport to support the more able individuals. Core physical education lessons are

designed to allow all students the opportunity to feel included whilst developing their physical

ability to perform in a range of different activities.


Throughout key stage 3 students receive two hours of core PE a week. Over the course of the

year students will experience a range of different activities that require a range of different skills,

these activities include a combination of; gymnastics, striking and fielding, invasion games and

athletics activities.

Whilst learning about the different sporting activities students in KS3 develop their knowledge and

understanding of the key terminology used in the completion of KS4 examination subjects.

In KS3 students are assessed in the following three areas:

Hands (Physical performance) – The ability to perform a range of skills in a range of different

activities

Head (Mental performance/thinking skills) – The ability to process information relating to sports

activities and the body. This strand also encompasses the ability to evaluate performance and

consider methods to improve.

Heart (Social and emotional control) – The ability to work productively and cooperatively with

others and demonstrate respect in a range of situations.

Key Stage 4

Core PE

In KS4 students receive one lesson of core PE a week that aims to promote the benefits of being

physically active to contribute towards a healthy lifestyle. Students complete a narrower

curriculum to allow for development and enjoyment in particular sporting activities.

BTEC Sport

Students study four units, one unit is an external online exam and three units will be internally

assessed; each unit is 25% of the final grade. The course will promote contextual experience of

leadership, officiating, personal training and more to give students a chance to practically excel as

well as producing high quality written assessments. Traditional the course is 3 hours a week which

include 2 classroom based lesson and 1 practical. Students studying the subject must have an

enthusiasm and knowledge to allow for enjoyment and progression in the course.

BTEC First Award Health & Social and BTEC Technical Award Health & Social

Due to government changes the health and social course is currently different for the year 10’s

and year 11’s. Both course include internally assessed units and 1 externally assessed unit

covering; Care values, Life stages, developmental stages, Communication and more. Our aim is

to set learning in contextual settings helping our students’ progress and also have a clear vision of

the requirement to work in the sector. Both course require practical experience and visits to

Nurseys, residential homes and work in the adult care sector as well as assignments based

around real life case studies


Year and subject

Core PE programme of study

Year 7 – 9 Boys


Football

Badminton

Rugby

Fitness

Hockey

Basketball

Fitness

Table-tennis

Football

Athletics

Tennis

Softball

Year 7 – 9 Girls


Netball

Badminton

Football

Gymnastics

Gymnastics

Dance

Hockey

Fitness

Athletics

Tennis

Rounders

Year 10 - 11


Football

Netball

Fitness

Rugby

Badminton

Hockey

Fitness

Table-tennis

Athletics

Rounders

Softball

Tennis

BTEC Sport units

Unit 1 = Fitness for Sport and Exercise (External exam)

Components of fitness

Training Methods

Fitness testingUnit 2 = Practical Sport Performance

Understanding Rules, regulations and Scoring Systems

Practically demonstrate skills and techniques

Review sports performance

The other 2 optional units are a class choice of the following

Unit 6 Sports leadership

Unit 4 Physiology and Anatomy

Unit 3 Sport Psychology

Unit 5 Fitness training

BTEC Health and Social Care units

Unit 1 Human Lifespan development (External exam 25% of the course) Unit 2 Health and Social Care Values Unit 3 Effective Communication in health and social care Unit 6 The Impact of Nutrition on health and wellbeing

BTEC Technical Award Health & Social

Unit 1 Human Lifespan Development (Internally assessed).

Student will investigate how, in real situations, human development is affected by different factors

and that people deal differently with life events. Learning aim A – Human growth and development

and learning aim B – How individuals deal with life events

Unit 2 Health and Social Care Services Internally assessed.

Students study and explore practically, health and social care services and how they meet the

needs of real service users. They also develop skills in applying care values. Learning aim A –

Health and social care services and barriers to accessing them and Learning aim B – Demonstrate

care values and review own practice

Unit 3 External Examination 40% of total qualification.

Should be completed at the end of the BTEC qualification as it comprises of content learnt in both

unit 1 and 2. Learners are permitted to re-sit the external assessment once. Student will study the

factors that affect health and wellbeing, learning about physiological and lifestyle indicators, and

how to design a health and wellbeing improvement plan.

Subject: Technology


The department has a range of excellent facilities that allow students to experience modern and

traditional manufacturing methods. We have a specialist resistant materials workshop, a specialist

engineering room, a food & catering room as well as dedicated access to a computer suite for

computer aided design & manufacture.

Technology provides students with the perfect environment to refine their skills in Design &

Manufacture using a range of different materials and food.

“Design and technology is a phenomenally important subject. Logical, creative and practical, it’s

the only opportunity students have to apply what they learn in maths and science - directly

preparing them for a career in engineering.”

James Dyson


In year 7, 8 & 9 students will have one lesson per week. The subject is delivered via a carousel

system and provides opportunities for students to become amazing problem solvers in the areas

of food, materials technology and CAD/CAM.

The technology provision at KS3 provides students with the necessary skills and knowledge to

access the variety of routes available at key stage four.


In year 10 & 11 students will have three lessons per week. The courses build upon the students’

prior learning at KS3. Designing, making & evaluating are encouraged throughout the courses to

develop independent thinking and communication skills in order to prepare candidates for taking

higher level courses in their chosen area or for entering the world of work.

Currently there are courses running in Resistant Materials, Engineering, Design & Technology,

Hospitality & Catering & ICT. Our students will be assessed through a combination of controlled

assessment tasks and external examinations.


Technology programme of study

Year 7

Resistant Materials Food & Catering ICT

Metalwork skills - Steel

Ornament

Food skills & techniques Introduction to ICT skills -

Powerpoint

Year 8

Resistant Materials Food & Catering ICT

Traditional woodwork skills

– Pencil Case

The hospitality & food

industry – Understanding

packaging & labelling

Introduction to ICT skills -

Excel

Year 9

Resistant Materials Food & Catering

Small storage

Art Deco Inspired Jewellery

The Hospitality industry –

planning an event

Year 10

Design & Technology Hospitality

Core technical principles

such as the critical

evaluation of new &

emerging technologies

Materials & Their working

Properties – Metals &

Alloys, Polymers, timber,

paper & board

Introduction to electronics

Mini Projects - bottle

opener, cast jewellery,

mood light, clock.

Food safety & Hygiene

Industry regulations

Food skills & techniques

Dietary requirements

Nutrition

Year 11

Resistant Materials Engineering Hospitality

Controlled assessment

task set by the exam board

to demonstrate an

understanding of the

design Process and

practical capabilities. (60%

of the GCSE.)

Structured revision

programmes for Unit 1

Controlled assessment

task set by the exam board

to demonstrate an

understanding of the

design Process and

practical capabilities. (60%

of the GCSE.)

Targeted revision and

practical theory for Unit 1

The Hospitality Event

A structured revision

programme in preparation

for the final exam including

topics such as quality

assurance & customer

care.

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