Subject Curriculum Plans 2019-20 - Wyvern College, Wiltshire€¦ · Art GCSE Qualification Towards...
Transcript of Subject Curriculum Plans 2019-20 - Wyvern College, Wiltshire€¦ · Art GCSE Qualification Towards...
Subject Curriculum Plans
2019-20
The Wyvern St Edmund’s curriculum is grounded in our school vision that students become the very best version of themselves: every student, irrespective of their starting point, is provided with the opportunity to learn rich content across a vast range of subjects. This allows access to excellent examination performance, but also ensures that students have the opportunity to find their individual talents and passions. Consequently students leave Wyvern St Edmund’s as well-rounded young people; sure of who they are, where their interests lie and with the best possible set of qualifications. This allows them to move confidently into the next stage in their education, training or employment and, subsequently, onto successful and happy futures.
Whilst the traditional academic subjects are at the core of our curriculum, the performing arts and technology subjects are of high value at WSE too. We want our students to go out and change the world for the better: whether that be finding a cure for cancer, resolving the climate change issue, leading a sporting team to world victory or filling a stadium as a performance artist. Therefore, our curriculum offer is broad and there is no narrowing of the subjects that we offer.
We have taken every opportunity to ensure that our whole-school curriculum and each subject curricula is designed and delivered to fulfil our school vision by:
Maximising students’ progress and attainment through teaching challenging topics, assessing their work regularly and robustly and giving feedback that aids improvement
Ensuring that every student can find their individual talent and passion through an expansive range of subjects and topics covered Promoting excellent literacy and numeracy skills Developing students as independent learners and responsible citizens Giving students the best chance of success in their futures through excellent careers education Providing challenge and support in equal measure to ensure that all students can exceed their potential, regardless of their academic
ability. Ensuring an appropriate balance of knowledge and skills
We regularly review our curriculum to guarantee that it fits the needs of our students and we pride ourselves on providing an innovative and individualised approach to teaching and learning. We have very high aspirations for our students and expect them to take ownership and responsibility for their success by maintaining an excellent attitude to learning.
We judge the impact of our curriculum through student voice, regular learning walks and through the robust assessment of students. We analyse this assessment data thoroughly to ensure that the curriculum, and indeed the assessment itself, is challenging enough and is achieving our aims.
Art (and KS4 Photography) Subject Plan 2019 – 2020
Vision
Art offers all students the opportunity to explore and experiment with a variety of media and techniques that allows every student the opportunity
to develop their creative abilities. Our aim is that all students leave Wyvern St Edmund’s having experienced inspirational, enjoyable and creative
teaching and learning in order to develop their own personal and meaningful responses, drawing upon their own experience and investigations of
contextual and cultural sources.
Our curriculum aims to start in Key Stage 3 by building basic skills, enabling students to observe and record in a variety of ways before
developing skills in conceptualizing and idea generating. This tleads to Key Stage 4 studying the AQA Art and Design or Photography
specification which relies on these skills developed in Key Stage 3 and allows for our students to deeply explore and develop their skills and
talents in a range of materials, processes and approaches, by the end of Year 11 developing a personal voice through visual arts.
Art
Term 1
Term 2
Term 3
Term 4
Term 5
Term 6
Year 7
Introduction
- Baseline bag drawing and DIRT
- Colour Wheel- Colour theory, Colour Mixing,
Accuracy of Painting
- Introduction to artist analysis
Title: Natural and Man-made
Theme: Discovering natural forms through the use of observation, mixed media and understanding of the Art formal elements.
Outcomes: Clay outcome (Term 2), Drawings (Term 2, 3 and 4), Prints (Term 4 and 5) and Rubbings. Artist / Culture Ref: Primary research of nature. Artists- Shirley Vauvelle, Abby Diamond, Cara Ayers
Title: Artists room Theme: Developing artist analysis skills and using this to develop a 3D response creating a room that they could imagine the artist living in/using
Year 8
Title: Discarded items Theme: Looking close-up at discarded items to develop key skills and also think about how art can spread a message to viewers about human impact on the environment Outcomes: Photography, Colour pencil drawing, painting, drawing pencil (larger drawing combining the 3) Artist / Culture Ref: Litter/plastic pollution issues in the news
Title: Abstract Theme: Students will be using their developed skills and learning to apply these more conceptually, focusing on how abstract artists skilfully create compositions in 2D and 3D media. Outcomes: Response to music painting, ceramic vessel, card construction Artist / Culture Ref: Wassily Kandinsky, Antoni Gaudi, Lee Krasner
Year 9
Title: My favourite things Theme :A series of workshops to develop refined skills in a range of media . These will be based on observations and photographs of items that show some of the students ‘favourite things’ Outcomes: Drawings (pen, charcoal, pencil, ink etc), acrylic painting, printmaking (lino, etching and monoprint), 3D (clay and card construction)
Title: Artist response Theme: Independent project analysing and developing a response to a chosen artist. (from a given selection) Outcomes: Open choice Artists/Culture ref: TBC
Year 10 Art GCSE Qualification
Portfolio Unit Independent skills based projects based on primary and secondary resources and research. Towards 60% of final grade.
Year 11 Art and Photography GCSE Qualification
Portfolio Unit. ‘Mock Exam Project’
Independent working from previous years exam papers.
Towards 60% of final grade.
Coursework wrap up for Christmas deadline
Externally set exam project
AQA 40% of final grade Exam Dates April and May 2019
Dance Subject Plan 2019 – 2020 Vision
At Wyvern St Edmund’s Learning Campus we are committed to providing a high quality, exciting and innovative dance education for all. Dance can offer a unique opportunity for creativity, expression and physical exercise and has many benefits for young people. We are committed to providing a varied and challenging dance curriculum that is inclusive and engaging. Key Stage 3
All students in year 7 and 8 have one dance lesson per fortnight, with year 9 having two dance lessons per fortnight. Dance lessons are mixed ability and mixed gender. Students will develop their technique, knowledge and skills through a range of performance and choreography tasks. Students will problem solve, evaluate and analyse professional dance works to improve their understanding. Students are introduced to a range of styles and techniques such as: urban, contemporary, capoeira, hip-hop and musical theatre.
Key Stage 4 Students in Years 10 and 11 follow either the AQA GCSE or BTEC Performing Arts Tech Award in Dance. Both courses are mixed with practical and theoretical work allowing students to develop a wider understanding of dance through performing, creating and appreciation of dance works, styles and genres.
Dance 2019-20 Term 1 & 2 Term 3 & 4 Term 5 & 6
Year 7
Introduction to Dance - Motionhouse
Understand the importance of action and dynamics when creating a dance. Build confidence, group skills and problem solve.
Ghost Dances
Focus on Choreographic Process Understand what technical and expressive skills are.
Alvin Ailey
Cross-curricular links to Religious Studies. Biblical starting points for choreography.
Year 8
Conflict – Swan Song
Understand the importance of actions, dynamics and space. Build on the confidence, group skills and communicational skills. Technique development.
Boy Blue
Technical Skills Performance skills Expressive Skills Dynamics
Choreography
Creating work from a painting Technique work Contact Performance duo/group Creative reasoning
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 9
Shadows – Christopher Bruce
Technique work Analysing constituent features. Focus on creating work based on a political issue.
Choreography – Performing to a brief.
Understanding how to work from a stimulus – group work creating choreography.
Exploring the Performing Arts
Explore a range of different styles/genres Technique work Analysing Compare and contrast 2 genres
Choreography – Performing to a brief.
Working from a stimulus – group work creating choreography continue.
Emancipation of Expressionism – Kenrick H20 Sandy
Compare and contrast with Shadows. Street dance style.
Developing skills & Techniques
Technical phrases – performance assessment
Year 10 GCSE Route
Shadows, Christopher Bruce
Technique Warm up Cool down Diet and Nutrition
Infra – Wayne McGregor
Choreography Technique Analysis Set Dance 1
Within her Eyes – James Cousins
Choreography Technique Analysis Set Dance 2
Artificial Things – Lucy Bennett
Choreography Technique Analysis
Emancipation of Expressionism – Kenrick H20 Sandy
Choreography Technique Analysis Performance Duo
A Linha Curva – Itzik Galili
Choreography Technique Analysis Performance Duo
Year 10 BTEC Route
Component 1 Exploring the Performing Arts
Bob Fosse. Who he is? Gender equality in musicals Characteristics Analyse repertoire
Component 1 & 2 Developing skills & Techniques
Performance of Chicago repertoire
Component 1 Exploring the Performing Arts
Anne Teresa de Keersmaeker Who she is? Gender equality in musicals. Characteristics. Analyse repertoire
Component 1 & 2 Developing skills & Techniques
Performance of Rosa Danst Rosa.
Component 2 Developing Skills and Techniques in the Performing Arts
Completion Learning Aim C = Evaluation. Matthew Bourne.
Component 1 Exploring the Performing Arts
Matthew Bourne continue.
Year 11 GCSE Route
Examine Set Phrases
Choreography questions released by the exam board
Examine Performance Duo/Group
Choreography Section A written paper.
Examine Choreography
Section B written paper.
Preparation for theory paper.
Section C written paper.
Preparation for theory paper
Revision
Theory EXAM
Drama Subject Plan 2019 – 2020
Vision
Drama at Wyvern-St Edmund’s provides inclusive training in theatre arts and creative problem solving.
Key Stage 3
Drama is studied throughout Key Stage 3, with Year 7 and 8 students receiving one lesson per week and Year 9 students, one lesson per
fortnight. As well as developing Drama techniques and performance skills, students work on their critical analysis and creative problem solving.
Students enjoy the subject and enjoy devising and performing while improving their communication and group working.
The aim of the department is to introduce students to a wide range of styles and techniques and they study diverse topics such as: Greek
Theatre, play texts such as Stone Cold and the Terrible Fate of Humpty Dumpty, stage combat, Commedia Dell Arte, and realism, storytelling
and puppetry. We also hope to encourage a life-long participation in Drama through our curriculum and opportunities to perform in front of live
audiences and attend professional theatre productions. Key Stage 4
Students have the opportunity to pursue Drama in Key Stage 4.
Drama GCSE is a mixture of practical and theoretical work with the emphasis being on developing performing and/or technical theatre skills such
as lighting or sound design. Students take part in assessed performances, which they document in portfolios which will then inform their final
written exam. GCSE Drama students watch a range of live performances as part of their studies as well as getting the chance to work with
professional companies in drama workshops.
Enrichment
A range of varied enrichment activities are provided, with opportunities offered to students to perform, both in school productions and in festivals
such as the Shakespeare festival. Drama clubs run as part of the Enrichment Programme and offer students to develop their interest further
through performances and opportunities to watch live theatre. We have a close working relationship with Salisbury Playhouse and students take
part in a number of activities offered by the theatre to schools.
Drama Blog
The Drama Department Blog provides students and parents to access homework, absentee and extension tasks, find out how Drama is
assessed and look at ways to improve their work as well as finding out more about Drama opportunities and the excellent work done by our
students.
Drama
Term 1
7 weeks
Term 2 7 weeks
Term 3 6 weeks
Term 4 7 weeks
Term 5 5
weeks
Term 6 7 weeks
Year 7
Drama Skills Rules & expectations 4Cs Still-Images Narration/ storytelling
Evaluating Drama
Greek Theatre
Greek theatre style Directing Drama Chorus Developing a character Evaluating in detail
Performing a monologue
WW1 Character
Create a clear character Rehearsal/ devising
techniques to develop your drama: hot-seating, status, writing in role, role-play.
Melodrama Exaggerated character- voice & physicality Drama style/history
Darkwood Manor Action Narration Physical theatre
Essence machine & radio drama
The Terrible Fate of Humpty Dumpty (script) Performing from a script Chorus Physical theatre
Evaluating
Year 8
Drama Skills 2 Create a scene of physical theatre Explore how rhythm affects characters and scenes
Stone Cold Use a script to create performances. Explain some of the issues around homelessness Create and sustain characters that are different from you.
Taking a stand/Rosa Parks Use dramatic techniques such as: hot-seating, conscience alley & forum theatre to explore a theme Recount key moments in the Rosa Parks story Evaluate your work and that of others in detail (independent learning task)
Commedia Dell Arte Use physical comedy techniques in performance Explain some of the history of commedia dell arte and how it influences comedy today
Verbatim Use verbatim techniques to create drama (newspaper articles, interviews etc.) Create performance through character study.
Devised Performance To apply new skills in interpreting and performing To develop use of physicality in creating character and telling a story.
Year 9
Drama Skills 3 Create pieces of verbatim theatre, docu-drama and physical theatre. Compare and analyse similarities and differences between drama styles Ensemble, physical theatre, verbatim, chorus
The Woman in Black To use a script to develop a piece of drama. To apply new skills in performance-action narration, monologue, props & costume, sound & lighting.
Stage Fighting To be able to explain and demonstrate safe stage combat techniques in performance To be able to build tension effectively through devising and performing drama
Mask To create a masked performance which demonstrates effective technique, audience interaction and an understanding of how masks work
Brecht Explain key practical elements of a practitioner and apply them to an assessed performance
Devised Performance To demonstrate a range of drama rehearsal and performance techniques in performance. To create a ‘total’ performance including
sound and lighting.
Year 10 Qualification
Devised Performance 6 workshops to deliver stimulus for devised performance Devising and developing performance
Devised Performance Devising and developing performance.
Devised Performance Devising and developing performance Technical skills workshop Final Performance
Drama skills & The 39 Steps Introduction to GCSE Drama Drama skills 2 Drama language Text study
The 39 Steps/Live Performance Review Guide to the 39 Steps for playing and directing it including: Exam questions on directing the 39 Steps. Developing live performance review technique and exam skill
End of year exam Complete Devising Log End of year exam- 39 Steps/Live performance review
Year 11 Qualification
Text in Practice/ Live performance review
Developing Live performance review technique/ written work
Text in practice Students choose and begin development of text performance. Rehearse and develop performance
Text in practice Rehearse and develop performance Performance to external examiner
Revision & exam training Developing written work, revision notes and exam technique
Revision & exam training Developing written work, revision notes and exam technique
Design and Technology Subject Plan 2019 – 2020 Vision
Vision
Design and technology offers students the opportunity to experience and work with a wide range of ingredients, materials and modern technology. We develop curious, creative minds by giving students briefs that allow them to identify genuine needs and problem solve to come up with a solution. We believe we have a responsibility to promote healthy eating and living. The department encourages sustainable design and manufacture, students leave Wyvern St Edmunds with the ability to feed themselves healthy meals and an understanding of how the choices they make as a consumer impacts their local surroundings and the world globally and directly around them. Year 7 Students have three single lessons a fortnight. One in Cooking & Nutrition and two in DT (one lesson of textiles and one of product design). Year 8 Students have two double lessons a fortnight. Two in cooking and nutrition and two in DT. Students will take cooking and nutrition for the whole year. They will complete one project in textiles & one in product design in their DT lessons. Year 9 Students have opted to take either DT, Cooking and Nutrition or Computer Science. They will have 4 hours of teaching one double lesson and two singles) each fortnight for the whole year. Year 10 & 11 KS4 students receive 6 hours a fortnight (two doubles and two singles). As a rule, the two doubles will be used for practical work and the two singles for theory work. As the DT curriculum is a 50%/50% split between practical and theory, this maintains the equal importance of both aspects to the students.
KS3 Cooking & Nutrition Design Technology
Year 7
Source of food Food safety and Personal Hygiene Food preparation skills: Weighing & measuring/Knife Skills/Rubbing in Food presentation skills: Plating up High risk foods/Cross contamination Safe use of the oven
Temperature control when using the hob Vegetarianism
Product Design Designing for a target user Drawing skills – Isometric drawing, rendering Safety in the workshop Wood – source, finishes Plastics – source, shaping
CAD/CAM
Textiles Safety in the sewing room Use of a sewing machine Seam construction Smart materials Cotton – source, environmental issues Polyester – source, environmental issues
Year 8
Food safety and Personal Hygiene Sustainable food production Healthy eating Nutrition: Micro & Macro Nutrients Cooking skills – Boiling, Simmering, baking (inc blind), frying Food preparation skills: Roux, Pastry, Bread, coating, shaping (pastry & meat)
International/British dishes Religious diets
Product Design Developing ideas - modelling Sustainability in design Plastics – source, environmental issues, bioplastics Wood – environmental issues
Textiles Designing for a target market Fabric construction Sustainability in textile production: Circular economy Components (Zips)
Year 9
Food safety and Personal Hygiene Food safety regulations, HACCP, Food Safety Act The Hospitality & Catering industry Sustainable food production Healthy eating & Nutrition Commodities: Meat, Fish, Soya, Fruit, Vegetables & Cereals Cooking skills – Boiling, Simmering, baking (inc blind), frying Food preparation skills: Roux, Pastry, Bread, coating, shaping (pastry, dough & meat) Specialist diets
Product Design User centered design Paper/Boards – source, construction, end uses Modelling Working to scale Iterative Design Textiles – fabric construction, sources, end uses E-Textiles – uses Woods – Source & end uses Sustainable design
Mechanisms – types & uses
KS4 Eduqas Level 1/2 Hospitality & Catering Eduqas GCSE Design Technology
Year 10
Term 1&2 Practical: Cooking techniques knife skills, pastry, bread, presentation of food Theory: Food safety & hygiene, personal hygiene, food labelling, menu planning.
Term 3&4 Practical: Commodities: Meat/Poultry, Fish, Vegetables, Fruit, Starchy foods
Theory: Nutrition, specialty diets, target market needs
Term 5&6 Practical: Consolidation,
planning/cooking different menus. Mock practical.
Theory: Catering
establishments, staffing, revision for PPE.
Term 1&2 Wood - Source, uses, finishes,
joints. CAD/CAM Plastics - Source, uses, finishes, shaping. Anthropometrics, ergonomics.. Sustainable plastics Smart materials
Term 3&4 Textiles – Smart/modern materials, E-Textiles, source, uses, finishes and construction Paper & Card - Source, uses, finishes, joining, consumer legislation, product life cycle, global production
Term 5 Metal - Source, uses, finishes, joining. Market pull, technology push Term 6 NEA is set in June
Year 11
Term 1&2 Preparation for Internal Assessment & Mock
Term 3&4 Term 3: Internal Assessment Term 4: Revision
Term 5&6 Revision
Term 1&2 NEA Term 3&4 NEA/Revision Deadline for NEA is Feb Half Term
Term 5 Revision
English Subject Plan 2019 – 2020
Vision
Our vision is that all of our students acquire a foundation of powerful knowledge about English and English Literature that will take them beyond their experience and enable them to think creatively and critically. Key Stage 3 We have chosen the texts for our KS3 curriculum because we think they represent some of ‘the best that has been thought and said’. Not only that, the texts we’ve chosen offer the most powerful knowledge for future English study as well as offering valuable cultural capital to enable students to access and engage with society. Although consideration has been taken to how the texts we study in KS3 will help prepare students for the texts studied at KS4, we have designed this KS3 curriculum to weather any future changes to KS4. The aim of our KS3 is to give students really powerful foundational knowledge and it will prepare them for study of any texts at KS4 and beyond. We are in the process of rewriting our KS3 curriculum beginning with year 7 (year 8 will also be following the new curriculum). Year 9 will follow the final year of the 2016-2020 KS3 curriculum (To Kill a Mockingbird and Romeo and Juliet) but with enhancements to ensure that they are getting the best possible deal. Year 7 – Classical Foundations Homer’s Odyssey, together with his Iliad, stands at the head of the western tradition, not only in time but also as one of the great classic texts in the whole of world literature. So much of the story has entered general consciousness – its title alone as the expression for a great journey. By beginning our KS3 with this text, students are provided with powerful knowledge such as details of Odysseus’ journey (the lotus-eaters, the sirens, Scylla and Charybdis) and Greek mythology, which are alluded to throughout Western literature. What follows is a study of Sophocles’ Oedipus Rex: the masterpiece of ancient Greek tragedy. This is an opportunity to introduce students to key features of tragedy including dramatic irony, hamartia and catharsis. In Aristotle’s Poetics, he outlines the major principles of tragedy citing Sophocles’ Oedipus Rex as the paragon of the form. At the end of the unit, our students will have a secure concept of the tragic form, dramatic devices and terminology. KS3 Interwoven Units Our KS3 main units of study will be interwoven with three other threads: English Language, writing and poetry.
English Language Students will analyse thematically linked unseen fiction and non-fiction. The aim here is that students read a wide variety of texts and build up a strong schema about what effective writing looks like for a range of forms, purposes and audiences whilst also taking opportunities to add to their knowledge and understanding of the main unit of study. It is also our intention that these supplementary texts will allow us to include a wide a variety of writers on our curriculum: we want all of our students to be able to see themselves reflected somewhere in the work that we study. Writing Creatively Another strand of our KS3 curriculum is the writing challenges. These provide students the opportunity to practise their writing as well as build up their stamina for writing. They will be encouraged to write for a variety of purposes, forms and audiences and to practise using the features they have learnt about through their Language and Literature study as well as incorporating their ambitious vocabulary. Although students will be expected to write in silence to allow them to concentrate on this cognitively demanding task, teachers will monitor progress and offer live feedback where appropriate. Poetry The final strand of our KS3 curriculum is our poetry study. Students in each year group will study War Poetry after October half term. This is sequenced across the three years so that they begin in year 7 by studying the jingoistic poetry from the start of WW1 and then, in year 8, the patriotic poetry from the early years of the war and then, finally, in year 9 the poetry of Britain, Owen and Sassoon. After February and May half term, students will study a collection of poetry linked to their main Literature unit. *Current year 9 are completing the legacy curriculum Key Stage 4 Students in year 10 will prepare for their AQA English Language GCSE before moving on to prepare for their AQA English Literature GCSE in year 11. We have carefully structure the KS4 curriculum to ensure that we maximised the benefits of spacing and retrieval practice to ensure long-term learning.
En
glish
Th
resh
old
Co
nc
ep
ts
Str
uctu
re a
nd
co
he
ren
ce
Sp
ellin
g, p
un
ctu
ati
on
an
d G
ram
ma
r
Aw
are
ne
ss o
f im
pact
Un
ders
tan
din
g c
on
text
Usin
g e
vid
en
ce
An
aly
sin
g t
ech
niq
ue
Str
uctu
re a
nd
co
he
ren
ce
Sp
ellin
g, p
un
ctu
ati
on
an
d G
ram
ma
r
Aw
are
ne
ss o
f im
pact
Un
ders
tan
din
g c
on
text
Usin
g e
vid
en
ce
An
aly
sin
g t
ech
niq
ue
Str
uctu
re a
nd
co
he
ren
ce
Sp
ellin
g, p
un
ctu
ati
on
an
d G
ram
ma
r
Aw
are
ne
ss o
f im
pact
Un
ders
tan
din
g c
on
text
Usin
g e
vid
en
ce
An
aly
sin
g t
ech
niq
ue
Year 10
Term 1 and 2 Term 3 and 4 Term 5 and 6
Language Metacognition Booklets
Writing Challenges
An Inspector Calls Preparation for
AQA English
Language GCSE
Provisional Paper 1 02.06.20 Paper 2 05.06.20
Language Metacognition
Booklets
Writing Challenges
Jekyll and Hyde
Year 11
Term 1 and 2 Term 3 and 4 Term 5
Macbeth Power and Conflict Poetry
Macbeth Provisional
Paper 1
13.05.2020
Paper 2
21.05.2020
Jekyll and Hyde
An Inspector Calls Jekyll and Hyde
An Inspector Calls
Power and Conflict Poetry
En
glish
Th
resh
old
Co
nc
ep
ts
Str
uctu
re a
nd
co
he
ren
ce
Sp
ellin
g, p
un
ctu
ati
on
an
d G
ram
ma
r
Aw
are
ne
ss o
f im
pact
Un
ders
tan
din
g c
on
text
Usin
g e
vid
en
ce
An
aly
sin
g t
ech
niq
ue
Str
uctu
re a
nd
co
he
ren
ce
Sp
ellin
g, p
un
ctu
ati
on
an
d G
ram
ma
r
Aw
are
ne
ss o
f im
pact
Un
ders
tan
din
g c
on
text
Usin
g e
vid
en
ce
An
aly
sin
g t
ech
niq
ue
Str
uctu
re a
nd
co
he
ren
ce
Sp
ellin
g, p
un
ctu
ati
on
an
d G
ram
ma
r
Aw
are
ne
ss o
f im
pact
Un
ders
tan
din
g c
on
text
Usin
g e
vid
en
ce
An
aly
sin
g t
ech
niq
ue
Term 1 and 2 Term 3 and 4 Term 5 and 6
Year
7
The Odyssey – Homer (Emily Wilson)
Oedipus Rex – Sophocles
Analysing Linked Unseen
Non-Fiction
Analysing Linked Unseen Fiction
Writing and Reading
Challenges
The World’s Wife by Duffy
Analysing Linked Unseen
Non-Fiction
Analysing Linked Unseen Fiction
Writing and Reading
Challenges
The World’s Wife by Duffy
Year
8
Romeo and Juliet – Shakespeare
Frankenstein – Mary Shelley
Analysing Linked Unseen
Non-Fiction
Analysing Linked Unseen Fiction
Writing and Reading
Challenges Sonnets
Analysing Linked Unseen
Non-Fiction
Analysing Linked Unseen Fiction
Writing and Reading
Challenges
Romantic Poetry
Year
9
Dracula – Bram Stoker
Dystopian Fiction
Analysing Linked Unseen
Non-Fiction
Analysing Linked Unseen Fiction
Writing and Reading
Challenges
Victorian Poetry
Analysing Linked Unseen
Non-Fiction
Analysing Linked Unseen Fiction
Writing and Reading
Challenges
Geography Subject Plan 2019 – 2020
Vision We share the same vision as the Royal Geographical Society:
Geography helps you to make sense of the world around you. Its hands on, relevant, and fun.
Key Stage 3 Our students will develop an understanding of our changing world. They will become more informed about global interdependence and will have an understanding of the impact that they have as individuals on both the global community and the environment. Students will develop a thorough understanding of the significant threat that climate change poses to all global citizens and ecosystems. We challenge our students to understand that there are disparities in wealth not just across the world, but between countries and within counties and cities. We teach them to they examine the effect that disparities have on themselves and others. We serve some of the most affluent as well as and some of the most deprived wards in southern England and therefore students need to know about these inequalities and how they can be addressed. Students will experience awe and wonder when exploring a range of engaging topics and an understanding of how physical and human features were formed or created. By instilling a deep interest in our world, students will develop the knowledge, understanding and skills required to manage and care for our world in a sustainable way.
Key Stage 4 In Key Stage 4 students will study the WJEC Eduqas GCSE (9-1) in Geography B. The Qualification Accreditation Number is 601/8153/9.
Course Philosophy
For those interested in how the natural and human worlds work and want to acquire a qualification which will open doors, studying geography GCSE will
enable students to show future colleges/universities and employers that they are an independent creative thinker. This GCSE syllabus encourages
questioning and fieldwork enquiry, as well as applying geographical skills, knowledge and understanding to the real world. Students are given the opportunity
to represent geographical data using a range of cartographical and graphical techniques and therefore it complements science and maths GCSEs.
Course content
The content of the specification is organised into three broad themes:
Theme 1: Changing Places - Changing Economies (Urbanisation in contrasting global cities; Urban and rural processes and change in the UK; Global
perspective on development issues)
Theme 2: Changing Environments (Coasts and coastal management; Rivers and river management; Weather and climate; Climate change - cause and
effect)
Theme 3: Environmental Challenges (How ecosystems function; Ecosystems under threat; Water resources and management; Desertification)
Assessment
Component 1: Investigating Geographical Issues Written Exam: 1 hour 45 minutes (40%)
Three structured data response questions base on the three themes. The final part of each question will require an extended response.
Component 2: Problem Solving Geography Written Exam: 1 hour 30 minutes (30%)
This component will assess content from across the themes using a variety of structured data response questions. Part A will introduce an issue and set the
geographical context. Part B will outline a number of possible solutions to the issue. Part C will provide an opportunity for students to choose a solution and
justify their choice in an extended response.
Component 3: Applied Fieldwork Enquiry Written Exam: 1 hour 30 minutes (30%)
A written examination in three parts using a variety of structured data response questions some of which will require extended responses. Part A will assess
approaches to fieldwork methodology, representation and analysis. Part B will assess how fieldwork enquiry may be used to investigate geography's
conceptual frameworks. Part C will assess the application of broad geographical concepts to a wider UK context and assess the ability to make and justify a
decision.
Career pathways
Upon successful completion of geography GCSE students can choose to study geography at A level and ultimately follow a university degree course. This is
an entry point to many careers. For example: town and transport planning, chartered surveying, land and water management, sustainability, environmental
consultancy, development, tourism, conservation, demography, housing and social welfare. Geography graduates are not limited to specific fields, however,
and many work in industries as diverse as the financial sector, marketing, research, and industry and manufacturing.
Geography
Topic 1
Topic 2
Topic 3
Topic 4
Topic 5
Year 7
Climate Change: causes,
effects and mitigation
Oceans: diversity of ocean
ecosystem, physical structures and processes and pollution
Ecosystems: structure of
ecosystems, impact of abiotic features on biodiversity, impact of climate change
Hot and Cold Deserts:
climate, ecosystems, impact of climate change
Year 8
Geology: the rock cycle,
abiotic features that affect rocks, physical features
Population: global
population distribution, physical and human factors leading to dense and sparse regions
Tourism: distribution of
tourist centres, human and physical features in hot spots, impact of tourism, trends
Glaciation: physical
processes and features, tourism and its impact, climate change
Year 9
Tectonics: structure of the
Earth, igneous rocks, processes and landforms, settlements
Development: inequality,
relative and absolute poverty, impact of deprivation, mitigation
Rural and Urban: settlement
growth and decline, urban morphology, settlement change
Weather and climate (GCSE): weather systems
and cells, pressure systems, climate patterns
Extreme weather (GCSE): causes and
effects of extreme weather events, impact of climate change
Year 10
Coasts: coastal processes
and landforms, coastal defence strategies, sustainable approaches, impact of climate change
Rivers: river processes
and landforms, river defence strategies, sustainable approaches, impact of climate change
Globalisation and development: global
interdependence, development indicators, features of LICS and HICs, reducing inequality
Global cities: comparative
study of two global cities (one HIC and one LIC), sustainable development approaches
Urban and rural: processes
and change in the UK: rural and urban morphology, causes of change, inequalities within settlements
Year 11
Ecosystems functions:
structure of ecosystems, abiotic and biotic components, biodiversity, threats to ecosystems including climate change
Water and Desertification:
water supply inequalities around the world, causes of disparity, political impact of water shortages, sustainable solutions
Weather and climate:
weather systems and cells, pressure systems, climate patterns, connectivity to other units
Climate Change: causes,
effects and solutions, connectivity to other units
History Subject Plan 2019 – 2020
Vision
The History curriculum is carefully planned to ensure it inspires students to be questioning and curious about the past and how this has created our present. We want to create critical thinkers who challenge, evaluate and analyse so they have an understanding of the world and are able make significant, positive contributions to its future history. Our curriculum encourages students to develop a range of transferable skills to prepare them for the future. They will gain an appreciation of other people’s opinion, will be able to think analytically, and form their own opinions and judgements based on evidence. A range of enrichment opportunities are provided to enrich the study of history beyond the classroom. Key Stage 3 In KS3, students cover a wide range of topics including the Norman Conquest, the Tudors, the Crusades the English Civil War, the Industrial Revolution, World War One and Nazi Germany. We aim to give an overview of past lives and events, and students investigate the past through a series of topics and activities that develop key historical skills. These include source analysis, presenting their own argument and considering other points of view. Key Stage 4 In KS4 students follow the Edexcel 9-1 History course, which enables them to study a variety of topics and eras whilst also developing their skills in all aspects of historical study. Students will complete an overview study of medicine from the Middle Ages to the present day, alongside studying the specifics of the medicine and surgery on the Western Front during World War One. Students will then study Early Elizabethan England (looking at the reign of Elizabeth I) and British America (studying Britain’s 13 colonies in North America). They will finish the course with a modern depth study of Weimar and Nazi Germany.
History Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 -
Year 7 What is History?
Norman Conquest Life in the Medieval World
Thematic study: Crime
and punishment
Medieval World – Wider
world comparative study
Year 8 Tudors with a particular focus on
Elizabeth I Stuarts and Civil War Industrial Revolution
Empire
Slavery
Thematic study:
Terrorism
Year 9
Causes and Effects of the
Great War
USA in 1920s
Democracy vs
Dictatorship
World War 2 and The Holocaust
Cold War Significance project
Year 10
Medicine through time A thematic study of medicine and surgery through time, from the medieval period right through to present day. Case study of the
Western Front.
Early Elizabethan England A British depth study of the reign of Elizabeth I, focusing on key aspects of religion, life in
Elizabethan England, and measures to help the poor.
Year 11
Weimar and Nazi Germany A depth study that focuses on the ending of the First World War and the subsequent Weimar Republic. How did the situation in Germany then lead to the rise of the Nazi Party and Hitler as
dictator?
British America A study of British involvement in America, cultural changes
and the fight for independence.
Mathematics Subject Plan 2019 – 2020
Vision
The Maths curriculum has been planned to ensure that all students, regardless of prior attainment, are able to enjoy, succeed at, and be inspired
by the beauty and wonder of maths. To prepare all our students for life by both challenging and engaging students to build a secure framework of
mathematics reasoning with they can use and apply with confidence.
Mathematics Curriculum at Wyvern St Edmund’s closely follows the National Curriculum which is aimed to ensure that all pupils become fluent in
the fundamentals of mathematics, are able to reason mathematically and can solve problems by utilising the Mathematical skills and knowledge
they develop over their Maths journey.
Students will follow a spiralling 5 year curriculum which continually revisits and builds upon prior knowledge to help develop skills and show the
inter-connectivity of, not only the different strands of mathematics, but also other subjects.
Students are set from Y7 to ensure that they are in a class that will help them make the most progress. Students are encouraged to develop both
independent learning and resilience within Maths lessons.
Students in Y10 also study for the GCSE Statistics Exam.
We aim to enrich the study of Maths through the provision of opportunities to see the creativity that Maths provides by studying Maths Art
including Rangoli patterns, curve pursuits, code breaking and the Golden Ratio.
In order to support, extend and challenge our students we offer the following opportunities
Entry into Maths Competitions; UKMT and Southampton University
Enrichment Sessions with other schools: Y10 AMSP and Y7 Wessex Schools
Additional Qualifications to support and extended: Edexcel Awards in Algebra and Number
Yea
r 7 (6
ho
urs
per fo
rtnig
ht)
Term 1
Term 2
Term 1
Term 2
Term 1
Term 2
7.1 Analysis and Displaying Data:
Data collection
Averages and the range
Scatter Graphs
Types of Data
Displaying Data
Pie Charts (MA) Intro to Pythagoras’ Theorem Links with Geography, Science, Technology and History
7.2 Number Skills
Factors, primes, multiples
Negative numbers
Multiplying and Dividing
Powers and roots Calculations (MA) 7.3 Fractions:
Recognise proportions and fractions
4 operations with proper and improper fractions
Convert between improper fractions and mixed numbers
(MA) – problem solving
Christmas Maths & Art – compass skills, curved lines, etc.
7.4 Algebra 1 Equations, functions and formulae
Simplifying algebraic expressions
Writing simple algebraic expressions
Substation into expressions and formulae
Brackets and powers
Factorising expressions (MA)
Rangoli patterns Mosaics (RS link)
7.5 2D Geometry:
Compare and classify geometric shapes (2D)
Use angle rules of straight lines and in triangles and quadrilaterals
Measure and estimate the sizes of all types of angles
Angle rules in parallel lines (MA)
Easter Maths quizzes/activities, puzzles
7.6 Algebra 2 : Equations and Sequences
Write, simplify and manipulate algebraic expressions
Solve simple linear equations
Use simple formulae
Generate and use rules for linear sequences
Fractional sequences, Fibonacci (MA)
Opportunity to create Golden Ratio spirals and use Fibonacci sequence
7.7 Percentages, Decimals and Statistics:
Calculate percentages of amounts with and without calculators
Equivalence of fractions, decimals and percentages
Ordering decimals
Comparing FDP
Probability terminology
Probability of mutually exclusive events
Coin flipping experiment FDP people End of Year Exams
Ye
ar 8
(6 h
ou
rs p
er fo
rtnig
ht)
8.1 Number Skills: Factors and Powers Prime factor
decomposition
Rounding to significant figures to estimate answers
Powers of 10
Laws of Indices (numerical only)
Calculating and estimating
Opportunity to discuss the history of a billion and its current usage. Billion seconds starter Algebraic Manipulation (MA) Simplifying
expressions
Expanding
Substituting and solving
8.2 Algebra: Expanding single
brackets and factorising
Solve equations with an unknown on both sides
Form and solve equations for shape related problems
Substitution into formulae
Find and use the nth term of a linear sequence (MA)
Expanding Triple Brackets (MA) - New
Christmas Art – compass skills, curved lines
8.3 2D and 3D Geometry: Circumference and
area of circles and parts of circles
Derive and use the formula for area of a parallelogram and trapezium
Volume and surface area of prisms
Rangoli patterns Mosaics (RS link)
8.4 Proportional Reasoning: Recap percentages
Solve problems involving percentage change
Compound interest and depreciation (MA)
Convert between fractions, decimals and percentages
Ratio – simplifying, unit ratios, using ratio to solve problems
8.5 Angles Angles about a point,
on a straight line, and vertically opposite, in a triangle
Angles in parallel lines
Interior and exterior angles
Problem solving with angles
Angles in sectors (link with area, arc, perimeter) (MA)
8.6 Straight Line Graphs and Transformations: Plot and interpret
conversion graphs
Plot straight line graphs and recognise their equations
Reflect, rotate or translate 2D shapes on coordinate grids
End of Year Exams
Ye
ar 9
(7 h
ou
rs p
er fo
rtnig
ht)
Higher classes: Interpreting and
representing Data (3)
Foundation classes: Graphs, tables and
Charts (3)
Averages and the Range (7)
Higher classes: Number Skills (1)
Foundation classes: Number skills (1)
Higher classes: Algebra (2)
Fractions, ratio and percentages (4)
Foundation classes: Algebra Skills (2)
Fractions and percentages (4)
Higher classes: Fractions, ratio and
percentages (4)
Probability (10)
Foundation classes: Fractions and
percentages (4)
Probability (13)
Higher classes: Area and volume (7) Transformations and
constructions (8)
Foundation classes: Perimeter, area and
volume (8)
Transformations and constructions (10)
Higher classes: Graphs (6)
Exam skills and problem solving
End of Year Exams
Foundation classes: Graphs (9)
Exam skills and problem solving
End of Year Exams
Ye
ar 1
0 (9
ho
urs
per fo
rtnig
ht)
Higher classes: Angles and
Trigonometry (5)
Foundation classes: Equations, inequalities
and sequences (5)
Angles (6)
Higher classes: Graphs (6)
Area and Volume (7)
Foundation classes: Statistics, sampling
and the averages (7)
Perimeter, area and volume (8)
Higher classes:
Transformations and constructions ( 8)
Further Statistics (14)
Foundation classes:
Perimeter, area and volume (8)
Further Probability (13)
Higher classes: Equations and
inequalities (9)
Foundation classes: Graphs (9)
Higher classes: Probability (10)
STATISTICS REVISION
Foundation classes: Ratio and Proportion
(11)
STATISTICS REVISION
Higher classes: Multiplicative
Reasoning (11)
End of year exams
Foundation classes: Transformations (10)
Constructions (15)
End of year exams
Ye
ar 1
1 (9
ho
urs
per fo
rtnig
ht)
Ye
ar 1
1*
Higher classes:
Equations and inequalities
Probability
Multiplicative Reasoning
Higher classes: Similarity and
congruence
Further statistics
Equations and graphs PPEs
Higher classes: Circle Theorems
Direct and indirect proportion
Further Algebra
Higher classes: Vectors and
geometric proof Further trigonometry Reciprocal and
exponent graphs
PPEs
Higher classes: Final revision for GCSEs.
Foundation classes: Graphs
Ratio and proportion
Foundation classes: Right-angled triangles
Probability
Transformations
PPEs
Foundation classes: Multiplicative reasoning
Constructions, loci and bearings
Quadratic Equations and graphs
Foundation classes: Perimeter, area and
volume 2
Fractions, indices and standard form
Congruence, similarity and vectors
Further Algebra
PPEs
Foundation classes: Final Revision and GCSEs
Year 9 to 11:
The programme for year 9 to 11 is approximately as shown. Students in middle sets will follow a bespoke programme determine by the class teacher that is
primarily made up of content from the Higher scheme of work. They will continue with this into year 10. Final decisions about whether these students will set
Higher or Foundation tier exams will not be made until Nov/Dec of Year 11.
In addition, whilst the timeline of topics is outlined above, classes will move at a pace appropriate to their class. If they need additional time on a particular
topic to help embed learning this will take place. Equally, if they demonstrate a high level of understanding on a topic then they will move on more quickly.
This approach is a key part of our teaching.
2019 – 2020 Y11
September – End November 2019 - 11MMa4 and 11MMa5 (Girls) are following a bespoke SoW (re-arranged from SoW detailed) to ensure that should
students move from Higher to Foundation in November following PPE results, they are not disadvantaged by missing content.
11MMa6 (Boys) are starting from an earlier start point as there were gaps in the middle attaining boys determine from assessments prior to co-location.
11MMa9 and 11MMa10 – will have some content removed – determined by the class teacher.
*Following the November PPE’s, class teachers will be using professional judgement to determine the content covered from the Scheme of Work
to ensure that the class are able to make the best progress. This will be recorded on the Teaching progress summaries.
Modern Foreign Languages Plan 2019 – 2020
Vision
Our aim is to inspire students so that they love languages and absolutely see the benefit in being a proficient linguist, by making it challenging, but fun and accessible to all. We are strongly committed to encouraging modern language study for all, recognising the importance of both language learning and the awareness of other cultures as important contributions to Global Citizenship. Key Stage 3 In Year 7 all students study either French or Spanish. In Year 8 students continue studying either French or Spanish. In Year 9, students continue studying the language they have studied in Year 7 and Year 8. Key Stage 4 Realising the importance of having a qualification in Modern Foreign Languages, many students continue to study one or two languages at GCSE level. We currently follow the AQA GCSE course in French and Spanish. The course covers a range of contexts that relate to typical personal and leisure purposes as well as everyday situations. We are also offering German GCSE as an enrichment choice from September 2020.
French
French Term 1 7 weeks
Term 2 7 weeks
Term 3 6 weeks
Term 4 7 weeks
Term 5 5 weeks
Term 6 7 weeks
Year 7
Themes 1,2&3 – Accès Studio Personal information – self and others
Themes 1,2&3 – Accès Studio Personal interests Food and drink Weather
Theme 1&3 – Module 1 Describing self, friends and family School subjects
Theme 2&3 – Module 2 Describing your school day Food and drink
Theme 1&2 – Module 3&4 Free time Home and local area
Theme 1&2 – Module 4&5 Arranging a meeting Talking about holidays
Year 8
Theme 1 – Module 1 Media – technology, TV, music, film and reading
Theme 2 – Module 2 Paris – describing a past holiday Asking for tourist information
Theme 1 – Module 3 Relationships with family and friends. Clothes and hobbies
Theme 2 – Module 4 Describing where you live Eating habits, shopping for food
Theme 1&3 – Module 5 Personality and ambition
Theme 2 – Module 6 Francophone culture and countries
Year 9
Theme 1
Self, family, friends. Use of social media
Theme 2
Healthy living: diet, exercise, illness and injury
Theme 3
Importance of learning languages Careers and future plans
Les choristes – authentic materials
Descriptions using 3 tenses Rules and human rights Grammar focus
GCSE course starts Theme 1 – Module 1 Self, family, friends and relationships
Theme 1 – Module 1
Self, family, friends and relationships
Revision of Module 1
Year 10 Qualification
Theme 1 – Module 2 Free time New technology Media
Theme 1 – Module 3 Festivals and customs Daily routines Food
Theme 2 – Module 4 Home and local area, community projects and weather
Theme 2 – Module 5 Holidays including problems Eating out
Theme 2 – Module 5 Holidays including problems Eating out
Revision: Modules 1 – 5
Year 11 Qualification
Themes 2 & 3 – Module 6
School Healthy living and vices
Theme 3 – Module 7
Jobs and future plans
Theme 2 – Studio Module 8
Social issues Global issues
Listening, Speaking, Reading, Writing exam revision
Listening, Speaking, Reading, Writing exam revision
Listening, Reading, Writing exam revision
Spanish
Term
1 7 weeks
2 7 weeks
3 6 weeks
4 7 weeks
5 5 weeks
6 7 weeks
Year 7
Themes 1&2 – Module 1 Personal information – self and others
Themes 1&2 – Module 2 Free time activities The weather
Theme 3 – Module 3 Describing your school School subjects
Theme 1&2 – Module 4 Describing your family Home and local area
Theme 2 – Module 5 Places in a town Telling the time Making plans Ordering food
Themes 1,2&3 Revision of Modules 1-5 Grammar focus Spanish speaking countries End of year exams
Year 8
Theme 2 – Module 1 Describing a past holiday
Theme 1 – Module 2 Technology/media Describing use of mobile phone TV
Themes 1&2 – Module 3 Describing eating habits Eating out, shopping for food
Theme 1 – Module 4 Arranging to go out, making excuses Daily routine, clothes
Themes 1&2 – Module 5 Describing a holiday home and activities Directions
Themes 1,2&3 Revision of Modules 1-5 Using 3 tenses Hispanic music
Year 9
Theme 2 Describing your house Travelling by bus/train Tourist information
Theme 3 Describing how you help at home Jobs, future plans
Theme 2 Healthy living – diet, fitness Body parts, illnesses
Valentin/Voces Inocentes Authentic materials Descriptions using 3 tenses Rules and human rights
GCSE course starts Theme 2 – Module 1 Holiday preferences, describing a past holiday
Theme 2 – Module 1 Booking accommodation Using 3 tenses to describe holidays Revision of Module 1
Year 10
Theme 3 – Module 2 Describing your school, Uniform, School rules, extracurricular activities, describing an exchange.
Theme 1 – Module 3 Self, family and friends Describing other people Making arrangements Reading Social networks
Theme 1 – Module 4 Free time activities, TV Role models
Theme 2 – Module 5 Shopping Home and local area Problems of city life
Theme 2 – Module 5 Shopping Home and local area Problems of city life
Revision: Modules 1 – 5
Year 11 Qualification
Theme 1 – Module 6 Festivals, customs Mealtimes Illnesses and ailments
Theme 3 – Module 7 Jobs and future plans
Theme 2 – Viva GCSE Module 8 Social issues Global issues Listening, Speaking, Reading, Writing exam revision
Listening, Speaking, Reading, Writing exam revision
Listening, Reading, Writing exam revision
Music Subject Plan 2019 – 2020
Vision
Through composing, performing, listening and appraising, all pupils will experience the joy of being a musician and find a love for music that will
continue to grow as they do.
Key Stage 3
Students are encouraged to develop a love of music through a range of activities in Key Stage 3, including practical music making,
listening and analytical exercises. Students are encouraged to evaluate their own work and that of others.
Assessment data and target setting are used to raise achievement and all pupils use ICT regularly as part of their Music curriculum.
Key Stage 4
Students who choose to study Music at GCSE will follow the AQA GCSE course. This course combines practical and theory work and includes
composition, listening and appreciation of music.
Enrichment
Many students are involved in extra-curricular activities, including a Chamber Choir, Main Choir, Band and a String Orchestra. There are many
opportunities to perform during the year at events such as the school carol service, musical productions and the annual Summer Concert. The
department has a strong peripatetic teaching team and a wide range of instruments are available to be taught.
Music Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 7
Topic: Introduction to Music, Showcase Preparation Assessment: Baseline assessment.
Topic: Showcase Performance. Learning to play Keyboards Assessment: Solo Performance of Harry Potter on Keyboards
Topic: Instruments of the Orchestra, River Rondo Assessment: Group Composition final performance
Topic: The Baroque Period Assessment: Group composition/Performance of Pachelbel’s canon
Topic: Music And Art Assessment: Paired composition inspired by a piece of art.
Topic: The Classical Period Assessment: Solo Guitar performance
Year 8
Topic: War and Music Assessment: Solo performance of the Last Post
Topic: Winter Composition Assessment: Group performance of the composition
Topic: African Music/ Blues Assessment: Paired performance of 12 bar blues to include improvisation
Topic: Jazz Assessment: Group performance of In The Mood
Topic: TV Music Assessment: Paired composition and written presentation
Topic: Dance Music Assessment: Paired composition using IMacs
Year 9
Topic: The Beatles Assessment: Solo/Paired performance of
Eleanor Rigby
Topic: Pop Performances Assessment: Group performances of Pop songs
Topic: The Romantic Period Assessment: Paired performance of Theme and Variations
Topic: Film Music Assessment: Paired composition using the IMacs
Topic: Music in The 20th
Century Assessment: Group composition/performance using minimalist techniques.
Year 10
Topics: Component 1 listening and music theory. Assessment: Practice exam
questions
Topics: Practice compositions Assessment: Work in progress compositions
Topics: Component 3 Free composition Component 1 History of Music Assessment:
Topics: Component 3 Free composition Component 1 History of Music Assessment: Component 3 Free Composition
Topics: Component 2 preparation Component 1 – Set Work -Haydn Assessment: Component 2 recordings
Year 11
Topics: Component 1 set works – The Beatles Assessment: Beatles research project
Topics: Component 3 composing to a brief. Assessment: Listening exam
Topics: Component 2 and 3 composition and performances Assessment: Coursework marked
Topics: Component 1 revision Assessment: Ongoing exam questions
Final Exam
Physical Education Subject Plan 2019 – 2020
Vision We aim to provide a nurturing learning environment; with a broad curriculum, we can fulfil our student’s sporting potential through practical sport and
leadership opportunities. We are inclusive, innovative and celebrate sporting success on all levels. Students, staff and the community work together to provide
the best sporting education and encourage a life-long love of learning and physical activity.
We provide students with the skills and understanding of a wide variety of many different activities available to them in order to encourage lifelong participation
as part of a healthy, active lifestyle. The regular participation in physical activity is key to ensuring students are able to carry out everyday activities, reducing
obesity levels and improve mental and social skills.
Students are encouraged to develop their skills and performance with a personalised learning approach, allowing them to stretch and challenge themselves in
a variety of individual and team activities. Through the activities they experience they will develop the skills as well as their tactical understanding and
awareness in specific sports. They will experience problem-solving situations as we all as many leadership opportunities.
Alongside the range of activities, students will develop their knowledge and understanding of what it is to be healthy and how to be healthy. They will cover
topics such as the benefits of exercise (physical, mental and social) and the effects of exercise both in the short and in the long-term.
Through the use of technology students will be able to use it to monitor their own performance using heart rate monitors and smart watches, as well as
analyse their own and others performance’s allowing a more in-depth understanding of how to assess their capability in terms of improvement and progress.
Our curriculum also provides a range of holistic outcomes for example; lifelong participation in an activity they enjoy, success in a Key Stage 4 qualification if
they choose it, leadership opportunities in all years or leading a Primary School festival at KS4 as part of their core curriculum or their Leadership unit in
Cambridge National.
Our curriculum will support every student’s development of
Resilience, Confidence, Team work, Leadership, Motivation, Communication, Determination, Honesty, Passion, Self-Belief and Respect.
Key Stage 3
At Key Stage 3, particularly in years 7and 8, students will experience a broad range of activities with the hope that in the future (current timetable constraints)
that in year 9 they will pick a pathway that they are interested in. Thereby, developing further knowledge, experience and expertise in a more defined set of
sporting activities, potentially developing a life-long love and finding a talent for a particular sport outside of school. An example of pathways are invasion
games, aesthetic/holistic well-being and striking and fielding/net and wall games.
Key Stage 4
At Key Stage 4, the current year 11 students had the opportunity to study PE in more detail and undertake one of the qualification offered. Currently we offer
AQA GCSE Physical Education and OCR Level 2 Cambridge National Certificate in Sport Studies. We select the courses that we offer taking into
consideration the students that opt to continue their studies in PE, to ensure that every student makes the best possible progress. Those students who do not
opt to study PE at GCSE level will take part in core PE with the focus being recreational and personalised. The students have the opportunity to participate in
a different pathway every full term with the emphasis on the student’s well-being and setting them up for life. The approach builds on the Key Stage 3
curriculum but provides a different experience to the one they would have had at Key Stage 3.
At Key Stage 4, the current year 10 students chose to study either PE or dance at GCSE level. If they chose to study PE the courses offered are AQA GCSE
Physical Education or OCR Level 2 Cambridge National Certificate in Sport Studies. The students were allocated the course that was most appropriate for
them, which was based on ensuring they made good progress and the method of assessment was best suited to them. The OCR Cambridge National Sport
Studies units chosen will maximise physical activity to ensure students meet the government physical activity guidance.
Extra-Curricular Opportunities
We pride ourselves on the broad offer our enrichment programme provides. There is a wide variety of extra- curricular opportunities provided in a wide range
of sports, from non-traditional sports such as kickboxing and fencing to the traditional sports such as, netball, football and rugby. There are sports that focus
on the overall well-being such as Zumba and yoga. For the majority of activities offered the school has a team to represent them and participate in regular
fixtures against other local schools as well as county and national competitions. Students are encouraged to attend club for both enjoyment as well as having
the opportunity to be part of a competing team.
Throughout the year, there are several opportunities to watch a live performance of local, national and international sports such as Football, Tennis, and
Netball. Students have the annual opportunity to take part in ski trip adventure!
Year 7 Rotation of different activities:
What Netball or handball/Rugby or football/ Gymnastic/ Fitness/OAA
Athletics/Rounders or Cricket
Why these sports To introduce students to PE at Wyvern St Edmund’s and the variety of activities they will get to try.
To progress students skills in small sided games. Promotion of teamwork and cooperation. Build on their knowledge and key skills from KS2. (Covering sports often chosen at GCSE Level).
Teach basics in a fun way, developing the following:
• Throwing and catching skills
• Hand-eye co-ordination
• Balance and Flexibility
• Endurance (Muscular and Cardio-Vascular) Building on core skills from KS2. Relating Health and Fitness to everyday life and all other sports.
Teach the basic techniques for the summer term sports. Develop confidence to participate in tournaments and sports day, as well as represent the school at District Athletics. Building on core knowledge from KS2. Develop enthusiasm and interest through fun activities.
Why now Students - First introduction to formal PE lessons and the requirement to get changed quickly in order to maximise learning. Students begin the year with alternative games to ensure students gain a thirst for learning. Base level testing and ability testing for groupings.
Seasonal
Seasonal . Cricket, Rounders Tournaments at the end of the schooling year. As well as Sports Day and Area Athletics.
How long Topics last for 5-6weeks with the last week of term dedicated to inter-house competitions, which form part of the School Games criteria, which we are currently Platinum award and Bronze award.
Outcome Knowledge and communication skills. Working alongside students, they have not met before. Building confidence. Understanding rules of different invasion games, team and individual sports as well as challenge and resilience.
Awe and Wonder Students will experience a range of activities that will allow them to show the level of skill and understanding they have. Students will be given the opportunity to take part in fixtures, to represent the school, as well as inter-house competitions. Representing the school on many of the summer sports teams. Represent their house in sports day. Attend Area Athletics. Opportunity to qualify for the Wiltshire Winter School Games and the Wiltshire Summer School Games.
Character Confidence, Independence, Resilience, Teamwork and Communication
Confidence, Teamwork, Communication, Independence, Resilience, Trust, Leadership and Motivation.
Confidence, Teamwork, Leadership, Observational Skills, Independence, Resilience, Determination, Ambition and Motivation.
Homework Students encouraged to attend extra-curricular clubs on a regular basis in order to develop time management skills and a heathy respect for exercise.
Year 8 and 9 Rotation of 3-4 activities
What Netball or handball/Rugby or football/ Gymnastic/ Fitness/OAA Athletics/Rounders or Cricket
Why this Understanding of rules and development of core skills from year 7. Along with these activities often chosen at GCSE level.
Why now Seasonal Selection of teams for school fixtures. Seasonal and spacing limited due to exams. Tennis, Cricket, Rounders Tournaments at the end of the schooling year. As well as Sports Day and District Sports.
How Long Topics last for 5-6weeks with the last week of term dedicated to inter-house competitions, which form part of the School Games criteria, which we are currently Platinum award and Bronze award.
Outcome Knowledge/ Communication/ Skills To be able to understand the rules and regulations in small sided competitive games.
Awe and Wonder Students will experience a range of activities that will allow them to show the level of skill and understanding they have. Students will be given the opportunity to take part in fixtures, to represent the school, as well as interhouse competitions. Possible international rugby/football/netball fixtures (when available)
Tennis fixtures against local and private schools/Sports day/Area, county athletics. Opportunity to qualify for the Wiltshire School Games.
Character Confidence, Independence, Resilience, Teamwork and Communication
Confidence, Teamwork, Communication, Independence, Resilience, Trust, Leadership and Motivation.
Confidence, Teamwork, Leadership, Observational Skills, Independence, Resilience, Determination, Ambition and Motivation.
Homework Students encouraged to attend extra-curricular clubs on a regular basis in order to develop time management skills and a heathy respect for exercise.
Year 11 Pathways (X band) Year 11 Pathways (Y band)
Term 1 and 2 Terms 3 and 4 Terms 5 and 6
Creative (Dance/Cheerleading/
Gymnastics)
Invasive/Contact Sports
(Netball/Rugby/ Football/Handball)
Summer Activities (Frisbee/Rounders/
Softball/Kickball)
Invasive/Contact Sports
(Netball/Rugby/ Football/Handball)
Net Games (Badminton/Table
tennis)
Striking and Fielding (Cricket/Rounders)
Sports Hall Games (Benchball/Dodgeball/
Danish Longball)
Girls Fun Fitness (Aerobics/HIIT/Step)
Outdoor Net Games (Tennis/Volleyball)
Girls Stress Buster (Walking/Pilates/Yoga/
Fitness activities)
Net Games (Volleyball/Table
tennis)
Stress Buster (Walking/Pilates/
Yoga/Fitness activities)
Terms 1 and 2 Tersn Summer Term Options
Girls Indoor games (Badminton/Table tennis/benchball)
Girls Sports Hall Games (Benchball/Dodgeball/ Danish
Longball)
Summer Activities (Rounders/Softball)
Boys Invasive/Contact Sports
(Netball/Rugby/Footb all/Handball)
Strength and Conditioning (HIIT/Weight
Training/Circuit Training)
Boys Striking and Fielding
(Cricket/Rounders)
Girls Invasive/Contact Sports
(Netball/Rugby/Footb all/Handball)
Net Games (Tennis/Table
tennis/Volleyball)
Girls Striking and Fielding
(Cricket/Rounders)
Boys Sports Hall Games
(Benchball/Dodgeball/ Danish Longball)
Girls Fun Fitness (Aerobics/HIIT/Step)
Outdoor Net Games (Tennis/Volleyball)
Girls Stress Buster (Walking/Pilates/Yoga
/ Fitness activities)
Stress Buster (Walking/Pilates/Yoga/
Fitness activities)
Stress Buster (Walking/Pilates/
Yoga/Fitness activities)
AQA GCSE PE (Year 10)
Terms 1 2 3 4 5 6
Year 10 Units Paper 2 & Paper 1 Theoretical Content
Paper 2: Health, fitness and well-being.
• Physical, Mental and Social Health and wellbeing, fitness
• Sedentary Lifestyle
• Obesity
• Somatotypes
• Energy Use
• Nutrition
• Water balance
Paper 1: .Applied Anatomy and Physiology
• Skeletal System
• Muscular system
Paper 1: Movement Analysis
• Levers
• Movements
• Planes and Axes
Paper 1: Physical Training
• Health and Fitness
• Fitness components
• Testing
• Types of Training
• Principles of Training
Paper 1: Physical Training
• Training Intensities
• Aerobic/ Anaerobic Exercise
• Injury Prevention
• Seasonal Aspects
• Warm-up/ Cool Down
NEA Part 1 Analysis and Evaluation of Performance Analysis – strengths and weaknesses
• Fitness Component
• Skills Evaluation
• Type of Training
• Session Plan
• Intensities
Practical Assessment NEA Part 1 Skills
NEA Part 2 Full Context
Netball Rugby
Badminton Football
Table Tennis Athletics Fitness Tests and Types of Training
Formative Assessment Small Stakes Testing of key definitions for content covered. End of topic tests Flipcards at the start of lesson Flipped learning
Assessment AO1/ AO2 /AO3 Assessment Objective understanding Exam Question Introductions – 6marks
AO1/AO2/AO3 9 Mark Exam question
6 Mark Exam question AO1/AO2/AO3 9 Mark Exam question
AO1/AO2/AO3 9 Mark Exam question
PPE NEA part 1 and Part 2 Minus the part of the evaluation of theoretical content.
Awe and Wonder Leadership Opportunities – Primary Event Represent the school in competitions at various levels. To attend live sports performances as part of an organised trip. Visit to local colleges to see opportunities for future studies in the PE/Sports Industries
Character Confidence, Teamwork, Leadership, Observational Skills, Independence, Resilience, Determination, Ambition and Motivation.
Homework AO1 – Keyword and definitions, Research activities – linked to learning from the lesson, based on applying knowledge to a sporting example to show application. Revision Cards for all topics as they are completed
AQA GCSE PE (Year 11) Terms 1 2 3 4 5
Year 11 Units: Paper 1 & 2 Theoretical Content
Paper 1: .Applied Anatomy and Physiology
• Respiratory system
• Cardiovascular
system
• Aerobic/ Anaerobic Exercise
• Immediate/ Short/ Long Term effects
Paper 2: Sports Psychology
• Classification of skills
• Goal Setting
• Basic Information Processing
• Guidance and Feedback
• Arousal
• Aggression
• Personality Types
• Motivation Evaluation Part 2
• Theoretical Area
• Application to improvement of skill weakness
Paper 2: Engagement Patterns
• Different social groups
• Commercialisation
• Technology
• Conduct of performers
• Performance Enhancing Drugs
• Spectator Behaviour
Revision Exam Countdown Timeline provided to help guide students through the remaining weeks before their final exam. Guidance on topics and what to revise will be provided.
GCSE Final Exams: Paper 1: Wednesday 13th May 2020 PM Paper 2: Friday 15th May 2020 PM
Practical Assessment Netball Football Badminton Table tennis
NEA Assessment - Preparation NEA Assessment (Moderator Visit)
Formative Assessment SMALL Stakes Testing of key definitions Use of Past Papers to prepare students
Summative Assessment
9 Mark Exam Question – AO1/AO2/AO3 PPEs
PPEs
6 Mark Exam Questions 9 Mark Exam Questions
Awe and Wonder Leadership Opportunities – Primary Event Represent the school in competitions at various levels. To attend live sports performances as part of an organised trip. Visit to local colleges to see opportunities for future studies in the PE/Sports Industries.
Character Confidence, Teamwork, Leadership, Observational Skills, Independence, Resilience, Determination, Ambition and Motivation.
Homework AO1 – Keyword and definitions Research activities – linked to learning from the lesson, based on applying knowledge to a sporting example to show application. Revision Cards for all topics as they are completed
OCR Cambridge National Certificate in Level 2 Sport Studies (J813) Terms 1 2 3 4 5 6
Year 10 Units RO52 Developing Sports Skills Learning Outcome 1: Be able to use skills, techniques and tactics/strategies/ compositional ideas as an individual performer in a sporting activity
• Performance of skills and techniques
• Creativity
• Appropriate use of tactics/strategies/comp ositional ideas
• Decision-making during performance
• Ability to manage/maintain own performance
Learning Outcome 3: (during practical lessons) Be able to officiate in a sporting activity Learning Outcome 4: (2 theory lessons a fortnight) Be able to apply practice methods to support improvement in a sporting activity
• www, ebi, methods for improvement
RO52 Developing Sports Skills Learning Outcome 2: Be able to use skills, techniques and tactics/strategies/ compositional ideas as a team performer in a sporting activity
• Performance of skills and techniques
• Creativity
• Appropriate use of tactics/strategies/compositional ideas
• Decision-making during performance
• Ability to manage/maintain own performance
Learning Outcome 3: (during practical lessons) Be able to officiate in a sporting activity Learning Outcome 4: (2 theory lessons a fortnight) Be able to apply practice methods to support improvement in a sporting activity
• www, ebi, methods for improvement
RO53 Leadership in Sport Learning Outcome 1: Know the personal qualities, styles, roles and responsibilities associated with effective sports leadership
• Know different leadership roles and opportunities in sport (e.g. captains, managers, teachers, coaches, expedition leaders, role models)
• Role-related responsibilities (e.g. knowledge of activity, enthusiasm for activity, knowledge of safety, knowledge of child protection issues, knowledge of basic first aid)
• Personal qualities which relate to leadership roles (e.g. reliability, punctuality, confidence, communication, creativity)
• Leadership styles. RO56 Outdoor Pursuits Learning Outcome 4: Be able to demonstrate knowledge and skills during outdoor activities Complete 2 skills on a PDDay for outdoor pursuit.
RO51 Contemporary Issues in Sport – external assessment Learning Outcome 1: Understand the issues which affect participation in sport
• User groups, barriers solutions to barriers
RO53 Leadership in Sport Learning Outcome 2: Be able to plan sports activity sessions
• Students will deliver a primary school festival
Learning Outcome 3: Be able to deliver sports activity session
• Students will deliver a primary school festival
Learning Outcome 4: Be able to evaluate own performance in delivering a sports activity session
• www, ebi, what would you do differently next time?
RO51 Contemporary Issues in Sport – external assessment Learning Outcome 3: Understand the importance of hosting major sporting events Learning Outcome 4: Know about the role of national governing bodies in sport
RO51 Contemporary Issues in Sport Exam Date: Wednesday 15th
May PM Revision sessions and exam techniques.
RO56 Outdoor Pursuits Learning Outcome 4: Be able to demonstrate knowledge and skills during outdoor activities Students would have completed a PDD in January of their two skills they must demonstrate. Learning Outcome 1: Know about different types of outdoor activities and their provision
• Definition,
• Outdoor activities
• Provisions
Learning Outcome 2: Know about the role of sport in promoting values
Formative Assessment
Small Stakes Testing of key terminology
Awe and Wonder
Leadership Opportunities – Primary Event Represent the school in competitions at various levels. To attend an activities centre on a PDDay in January. Visit to local colleges to see opportunities for future studies in the PE/Sports Industries – Festival of Sport, University of Chichester
Character Confidence, Teamwork, Leadership, Observational Skills, Independence, Resilience, Determination, Ambition and Motivation.
Homework Revision resources to be made as Learning Outcomes are completed and set as required to support the progress of the student
Terms 1 2 3 4 5
Yr11 Unit RO56 Outdoor Pursuits
Students would have completed a PDD in January of year 10 to demonstrate their two skills. Learning Outcome 2: Understand the value of participating in outdoor activities
• General benefits
• How outdoor activities help with skills development
RO56 Outdoor Pursuits Be able to plan an outdoor activity Learning Outcome 3:
• Key Considerations
• Hazards RO51 Contemporary Issues in Sport
• Students to revise for their second resit in January 2021.
Improvement of coursework for all units.
Deadline for final marks Course completed
Course completed
Yr11 Assessment Resit RO51 Contemporary Issues in Sport Exam
Character Confidence, Teamwork, Leadership, Observational Skills, Independence, Resilience, Determination, Ambition and Motivation.
PSHE Subject plan 2019-20
Vision
Developing self-worth, self-belief and self-confidence along with acquiring knowledge and skills to empower and equip students to successfully
deal with life outside the classroom.
Personal, Social and Health Education (PSHE) is a planned, developmental programme of learning designed to help learners develop the
knowledge, understanding and skills they need to manage their lives, now and in the future. It deals with real life issues which affect children and
young people, their families and their communities, and engages with the social and economic realities of their lives, experiences and attitudes.
PSHE encourages students to be enterprising and supports them in making effective transitions, positive learning and career choices and in
managing their finances effectively. It also enables children and young people to reflect on and clarify their own values and attitudes, and
explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.
Topics covered at Key Stage 3 and 4 include: drugs and alcohol education, emotional health and wellbeing, sex and relationship education
(SRE), nutrition and physical activity, personal finance, safety, careers education and work-related learning.
There is no statutory requirement for end of key stage assessment in PSHE. Due to the nature of the subject, much of the class work is
discussion based or centred around group work activities.
PSHE is taught within tutor time and is complimented with Collapsed curriculum days, activities, theatre productions, workshops and guest
speakers.
PSHE Subject Plan 2019-20
Term
1 Health and Wellbeing
2 Living in the Wider World
3
Relationships
4 Health and Wellbeing
5 Relationships
6 Living in the Wider World
Year 7
Transition to Secondary School: Coping with change
Enterprise and Skills: An introduction to careers.
Friendship, prejudice and bullying.
Alcohol/ Smoking
Self Esteem/ decision making
Exploring politics: elections and the British justice system
Year 8 Personal Safety and First Aid
Rights and Responsibilities in the community: Discrimination
Online safety and digital literacy: Social Media
British Values: Politics
SRE: Contraception/Consent
Prejudice & Discrimination
Year 9
Self-Awareness/ Peer Pressure
Future Aspirations: Careers/ options
Conflict Management & Positive relationships
Illegal Substances/ Healthy Lifestyles
SRE: STI’s/ Teenage Pregnancy
Careers/ Diversity
Year 10
Mental Health Awareness,: Growth Mindset
Alcohol/ Drug Abuse: County Lines
Risks Associated with substance abuse
Families/Change: Social Media (BV)
Relationship Challenges& Knife Crime
Work Experience/ Careers
Year 11 Mental Health Awareness: Managing Anxiety & Body image
Skills for employment Extremism/ Crime
SRE: Teen Pregnancy/ Contraception
Community Cohesion: Radicalisation & County Lines
RS Subject Plan 2019 – 2020
Vision
‘Inspiring students to understand, appreciate and respect religion and spirituality and to prepare them to be positive members of a diverse, modern, multicultural world’ We believe that the learning that take place in RS lessons is crucial to a tolerant and harmonious society through intellectual, moral and spiritual development. It is our intent for the Religious Education element of our school curriculum to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to answer challenging questions, explore and understand different religious beliefs, values and traditions that are followed in our diverse multi-cultural society. RS makes explicit connections between subjects, such as English or History, developing more complex and wider understandings. It is our intent that RS is rigorous, focused and vertically integrated by careful sequencing of knowledge; providing clarity by building on previous knowledge to ensure maximum progression. Key Stage 4 Specification Information: For Year 9 and 10 Students we are following the new AQA Specification for Religious Studies A in Christianity and Islam. Students will learn how religion, philosophy and ethics form the basis of our culture, and develop valuable skills that will help prepare them for further study.
Year Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Topic 6
7 What is Christianity and how does it affect me?
Sin, Salvation and the Holy Book
Evil and suffering Christian Practices Christian Parables End of year exam preparation and Consolidation
8 Judaism and Monotheism Prejudice, Discrimination and the Holocaust
Islam Buddhism & suffering End of year exam preparation and Consolidation
9 GCSE Christian Beliefs GCSE Christian Practices GCSE Islamic Beliefs GCSE Islamic Practices GCSE Relationships and Families
End of year exam preparation and Consolidation
10 GCSE Religion and Life Issues
GCSE Religion, Crime & Punishment
GCSE War and Peace Revision and consolidation of course. Exam preparation
The GCSE covers two of the major world religions (Christianity and Islam), four contemporary ethical themes and two textual studies, ensuring the students
have a diverse choice of intriguing subjects to explore.
Year 7 Topics to be taught Key concepts and skills
Topic 1 What is Christianity and how does it affect me?
• Intro
• Trinity in concept
• God the Father
• God the Son
• God the Holy Spirit
How do I describe? How do I explain? How do I evaluate? Express own beliefs/views Reflection Using subject specific terminology Application of knowledge
Topic 2 Sin, Salvation and the Holy Book
• Sin and salvation
• Trinity and salvation
• Eternal life
• Sources of Authority
Using subject specific terminology Application of knowledge Express own beliefs/views Reflection
Topic 3 Evil and suffering
• Belief in God
• Evil and suffering Responses to evil
• Holy week
• Resurrection Enquiry
Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy
Topic 4 Christian Practices
• The Church
• Job of a vicar
• Types of worship
• Baptism
• Prayer
• Unanswered Prayers
Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences
Topic 5 Parables
• Lazarus
• Sheep & Goats
• Zacchaeus
• Prodigal Son
• Lost sheep
• Christian forgiveness
• Good Samaritan
Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences
Topic 6 End of year exam preparation and Consolidation
Revision of all topics taught
Consolidation of topics missed through DIRT
Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences
Year 8 Topics to be taught Key concepts and skills
Topic 1 Judaism and Monotheism
The covenant with Abraham
The covenant with Moses
The 10 commandments & 613 Mitzvot
Sedar Meal
Kosher
Brit Milah
Bar Mitzvah
Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences
Topic 2 Prejudice, Discrimination and the Holocaust
Prejudice & Discrimination
What are human rights?
Groups
Jewish persecution
The final solution
Victims of the Holocaust
Pacifists and working for peace
People who have fought against persecution: Dietrict Bonhoeffer, Martin Luther King Jr, Gandhi, Malala, Maria Gomez, Maximilian Kolbe, Desmond Tutu
Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences
Topic 3 Islam
Intro & Holy books
Nature of God
Muhammad
Night of Power & Night Journey
Sunni Vs Shia and the foundations of faith: Six articles & Five Roots
5 Pillars And 10 Obligatory Acts
Ibrahim
Hajj
Akhirah
Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences
Topic 4 Buddhism and Suffering
Who was Siddartha Gotama & 4 sights
Three marks of existence
Four noble truths
Five precepts
Samsara
Karma
Evil and suffering in Buddhism
Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences
Topic 5 End of year exam preparation and Consolidation
Revision of all topics taught
Consolidation of topics missed
Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences
Year 9 Topics to be taught Key concepts and skills
Topic 1 Christian Beliefs
Nature of God
God as omnipotent, loving and just
The oneness of God and the Trinity
Christian beliefs about creation
The incarnation
The crucifixion
The resurrection & Ascension
Life After Death
Afterlife and judgement
Sin and salvation
Role of Christ in salvation
Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments
Topic 2 Christian Practices
Worship
Prayer
Baptism
Eucharist
Pilgrimage
Festivals
Church in the local community
Mission and evangelism
Church growth
Importance of the world wide church
Christian persecution
Response to world poverty
Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments
Topic 3 Islamic Beliefs
The oneness of God and the supremacy of God
Key beliefs of Sunni and Shi’a Muslims
The nature of God
Angels
Predestination
Life after death
Prophethood and Adam
Ibrahim
Muhammad and the imamate
The holy books of Islam
Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments
Topic 4 Islamic Practices
The Five pillars, Ten obligatory acts and the Shahadah
Salah
Sawm
Zakah
Hajj
Jihad
Festivals
Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments
Year 9 Topics to be taught Key concepts and skills
Topic 5 Relationships and Families
Human sexuality
Sexual relationships before and outside of marriage
Contraception and family planning
Marriage
Divorce and remarriage
The nature of families
The purpose of families
Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments
Topic 6 End of year exam preparation and Consolidation
Revision of all topics taught
Consolidation of topics missed
Revision skills Independent study Teamwork Prioritising Evaluation Applying knowledge
Year 10 Topics to be taught Key concepts and skills
Topic 1 Religion and Life
• The origins of the universe
• The value of the world
• The use and abuse of the environment
• The use and abuse of Animals
• The origins of human life
• Abortion
• Euthanasia
• Death and afterlife
Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments
Topic 2 Crime and Punishment What is crime?
• Reasons for crime
• Lawbreakers and different types of crime
• Suffering and causing suffering to others
• Three aims of punishment
• Treatment of criminals
• Forgiveness
• The death penalty
Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments
Topic 3 War & Peace
• Introduction to peace & conflict
• Just war theory
• Violence, Violent protest and terrorism
• Reasons for war
• Nuclear war and weapons of mass destruction
• Holy war & religion as a cause of war
• Pacifism and peace-making
• Religious response to victims of war
Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments
Topic 4 Revision and consolidation Revision skills Independent study Teamwork Prioritising Evaluation Applying knowledge
Science Subject Plan 2019-2020
Vision
Through engaging teaching and a relevant, challenging curriculum, our mission is to inspire and foster students’ curiosity in Science and the
world around them. We strive to equip students with the skills, knowledge and experience to make informed decisions and become confident,
successful, educated individuals who contribute positively to our ever-evolving planet.
Key Stage 3
Science follows the National Curriculum designed to develop practical skills, foster a keen interest, and wonder in Science. Wyvern St Edmunds
have developed a new Key Stage 3 curriculum for 2019 – 2020 designed to inspire and foster curiosity in Science. The schemes of work allows
freedom for students to develop Science specific practical, numeracy, and literacy skills. We cover all three Sciences at Key Stage 3. We are
continually evaluating the scheme as we progress. Other schools in the multi academy trust are adopting our Key Stage 3 scheme of work.
Key Stage 4
Courses at Key Stage 4 aim to equip students with the knowledge, skills and interest in Science to lead responsible lives and make informed
decisions as well as gain the qualifications necessary for further study. We offer Trilogy Combined Science and Separate Science at GCSE.
Enrichment
Enrichment activities include the year 7 trip to the Space Museum, Science club, STEM club, a local farm and a range of environmental work.
The department has good links with primary feeder schools and with the schools and colleges that our students choose for study post 16. The
department identifies activities that will encourage students to develop further interest in Science and inspire students to continue Science
studies post 16.
Year 7
Terms 1 and 2
C1 - Matter, Elements and Compounds B1 – Cells, Organisation and Systems P4 – Forces
P4 – Forces C1 - Matter, Elements and Compounds B1 – Cells, Organisation and Systems
Space Independent Learning Module complimenting PDD activities and visit to Winchester Science Centre.
B1 – Cells, Organisation and Systems P4 – Forces C1 - Matter, Elements and Compounds
Term 3 and 4
C2 – Pure and Impure P7 – Current electricity and magnetism B4 –Plants and photosynthesis
P7 – Current electricity and magnetism B4 –Plants and photosynthesis (Doddle assessment)
C2 – Pure and Impure Substances
B4 –Plants and photosynthesis C2 – Pure and Impure Substances P7 – Current electricity and magnetism
Term 5 and 6
End of year exam
C4 – Acids and Alkalis B5 – Reproduction and Health P1 – Energy and Changes in Systems
P1 – Energy and Changes in Systems C4 – Acids and Alkalis B5 – Reproduction and Health
B5 – Reproduction and Health P1 – Energy and Changes in Systems C4 – Acids and Alkalis
Year 8
Terms 1 and 2
Intro lesson (maths skills and equipment) Intro lesson (maths skills and equipment) Intro lesson (maths skills and equipment)
B2 - Nutrition and digestion
C5 - The Periodic Table
P3 - Describing motion
C5 - The Periodic Table
P3 - Describing motion
B2 - Nutrition and digestion
Give students Independent Learning module
P3 - Describing motion
B2 - Nutrition and digestion
C5 - The Periodic Table
Term 3 and 4
B3 - Gas exchange systems and cellular respiration
C3 - Chemical reactions
P8 – Physical changes
C3 - Chemical reactions
P8 – Physical changes B3 - Gas exchange systems and cellular respiration
P8 – Physical changes B3 - Gas exchange systems and cellular respiration
C3 - Chemical reactions
Term 5 and 6
End of year exam
B6 - Inheritance, chromosomes, DNA and genes
C6 - Earth, atmosphere and materials
P6 - Waves
C6 - Earth, atmosphere and materials
P6 - Waves B6 - Inheritance, chromosomes, DNA and genes
P6 - Waves B6 - Inheritance, chromosomes, DNA and genes
C6 - Earth, atmosphere and materials
Year 9
Module Teacher A Module Teacher B
Terms 1 and 2
C1 Atomic Structure and the Periodic Table. B1 Cell Biology
P1 Energy C2 Bonding, Structure and Properties of Matter
Terms 3 and 4
B2 Organisation P2 Electricity
C3 Quantitative Chemistry
Terms 5 and 6 B3 Infection and Response P3 Particle Model of Matter
P4 Atomic Structure C4 Chemical Changes
End of year exams
Summer
Year 10
Module Teacher A Module Teacher B
Terms 1 and 2
B4 Bioenergetics C4 Chemical Changes
B3 Infection and Response C5 Energy Changes
P1 Energy Resources only C3 Quantitative Chemistry
P4 Atomic Structure
Terms 3 and 4
P2 Electricity P3 Particle Model of Matter
B5 Homeostasis and Response P5 Forces
Terms 5 and 6
B6 Inheritance, Variation and Evolution B7 Ecology
End of year exams
Year 11
Module Teacher A Module Teacher B
Terms 1 and 2
C6 The Rate and Extent of Chemical Change
P6 Waves
C7 Organic Chemistry P7 Magnetism and Electromagnetism
C10 Using Resources C8 Chemical Analysis
Terms 3 and 4
P5 Forces revisit C9 Chemistry of the Atmosphere
B6 Inheritance, Variation and Evolution B5 Homeostasis and Response
B7 Ecology (11) Split
Terms 5 and 6
Revision Revision
Summer