Belong Believe Achieve
The Secondary Grange Curriculum
The secondary curriculum is delivered in distinct subject areas that include English, Maths,
Science, ICT, Performing Art, Physical Education, Art, Food technology, Design and Technology,
Relationship and Sex Education, Life Skills, Topic (Geography, History and Religious Studies),
Horticulture and work experience. Many of these subjects follow accredited courses which are
offered at a range of different levels to match different students’ abilities and to support our
students with preparation for their next steps post 16.
Each term we have a theme across the department which allows for a flexible cross-curricular
approach to fully embed learning. The long term planning is set on a 3 year rolling programme
but is flexible to cater for students needs and interests.
Through our curriculum we hope to:
✓ Develop our pupil’s cognitive abilities in line with their academic needs
To develop the appropriate subject specific knowledge, skills and understanding, so that
our pupils can flourish, reach personal targets and exceed their potential academically
in all five areas as outlined within their EHCPs.
✓ Develop the characteristics of our pupils
To encourage our pupils to have a holistic set of core values ALOGNISDE THE British
Values, Grange Values and UNICEF Rights Respecting articles, that prepares them for life
in the modern world in a diverse and ever changing community. To inspire pupils to want
to learn and allow them to show resilience and experience success.
✓ Develop behaviours and habits to become effective learners
To develop the behaviours that pupils need to succeed in school and within the wider
community such as resilience, concentration, perseverance, imagination, co-operation,
the enjoyment of learning, independence and curiosity.
✓ Develop the key life skills and spirituality of our pupils
As a UNICEF Rights Respecting School, we encourage our pupils to become aware of
the needs and feelings of themselves and others and develop key social skills. To learn
new life skills that enhance our pupils’ ability to engage in opportunities in a range of
environments and contexts outside the classroom.
Belong Believe Achieve
English
Intent
In English our intention is to develop reading, writing and communication through functional
application. To use a wide range of texts (both fiction and non-fiction) to stimulate interest and
to prompt verbal and written responses in order to develop core skills that will enable them to
become more fluent readers, coherent writers and confident speakers. We hope to enter our
pupils for appropriate assessments that may enable them to take the desired courses at post 16
establishments of their choosing. For those pupils who are not able to do this, we hope to
develop their literacy skills so that they can function in the real world with growing
independence.
In English there is a focus in the following areas: reading – (fiction and non-fiction and poetry),
writing, media and speaking and listening in all units across the year. In all writing there is
bespoke support to improve pupils’ ability to use appropriate phonic strategies, grammar and
punctuation. Literacy workshop is an individualised phonics programme that is used to ensure
that all children develop bespoke spelling strategies. There is also a guided reading programme
in place to develop reading and comprehension skills.
Implementation:
In Secondary the curriculum has to be flexible depending on cohort interest and individual
pupils’ needs. Staff use a range of strategies to encourage, support and enable pupils to
remove barriers and make progress. Staff are well versed in pupils’ needs and ECHP targets;
these are embedded in all areas of the curriculum where possible. Progress is monitored and
measured regularly through marking, the Grange Steps and formal assessments to ensure that
all progress is acknowledged and celebrated. Intervention is implemented swiftly for pupils
making less than expected progress or for pupils who need additional support to achieve
qualifications. The English coordinator meets with teacher regularly to check on progress and
carries out book scrutinise and drop is to triangulate progress.
Long Term Overview KS3
Year 1 Term 1 Term 2 Term 3
Different Lives Magic and Mystery Inspiration
Letters*
Character study
Comparison for lifestyles
Speech(bubbles/script/dire
ct speech)
Narrative of additional
scene/chapter
Play script*
What I would do If I were
magic
Comprehension
News report of magic
Diaries
Persuasive writing*
Design a gadget/ weapon/
game
Plan an adventure
Describe an adventure-
sequencing
Book review
Belong Believe Achieve
Year 2 Term 1 Term 2 Term 3
Journeys World of Work Survival/ The Environment
Instructions*
Writing about how tension is
created
Newspaper report
Persuade a character to do
something
Advice
Poster to advertise
production
Narrative/ story*
Poetry
Writing in character
Speech (bubbles/ script/
direct speech)
Character study/ Compare
characters
Comprehension
Diaries*
Postcards/ Letters
Reports
Fact files
Travel log
Description
Year 3 Term 1 Term 2 Term 3
Relationships Animals War/ Conflict
Description to create
atmosphere*
Language analysis
Speech
(bubbles/script/direct
speech)
Magazine article
Writing to explain
Animal information text*
Zoo/ wildlife leaflet
Letter informal/formal)
Description of animal
Argument of animal issue
Newspaper report*
Diary/ journal
Writing to advise
Analysis of text
Book review
Long Term Overview KS4
Year 10 Term 1 Different Lives Term 2 Magic and Mystery Term 3 Inspiration
Functional
Skills/ GCSE
Text: To support the theme
Baseline Testing: Functional
Skills Paper
Component 1 Reading:
• Using exam pens
• Identify the main
points and ideas and
texts. How they are
presented in a
variety of texts R1.1
• Read and
understand texts in
detail R1.2
Component 2 Writing:
• Planning answers-
logical sequence
• Constructing a
paragraph
• Audience and
purpose
• Spelling/ punctuation
Component 3 Speaking and
Listening:
1 x Discussion
1 x Presentation
Text: To support the theme
Component 1 Reading:
• Utilise information
contained in texts
R1.3
• Identify suitable
responses to texts
R1.4
Component 2 Writing:
• Linking paragraphs
• ‘voice’
• tenses
• Spelling/ punctuation
Component 3 Speaking and
Listening:
1 x Discussion
1 x Presentation
Text: To support the theme
Component 1 Reading:
Practice Papers to time
Component 2 Writing:
Practice Papers to time
Component 3 Speaking and
Listening:
1 x Discussion
Functional Skills Exam
(June)
Post Exam:
GCSE: Speaking and
Listening Assessment
Poetry
Belong Believe Achieve
Entry Level 3
Text: To support the theme
EL Unit 4: Developing
Reading Skills
EL Unit 6: Alphabetical
Order
Text: To support the theme
EL Unit 1: Listening and
Responding
EL Unit 7: Essential Writing
Skills
Text: To support the theme
EL Unit 8: Essential Spelling
and Handwriting
Entry Level 2
Text: To support the theme
EL Unit 4: Developing
Reading Skills
EL Unit 6: Alphabetical
Order
Text: To support the theme
EL Unit 1: Listening and
Responding
EL Unit 7: Essential Writing
Skills
Text: To support the theme
EL Unit 8: Write and Spell
Words and Phrases
Entry Level 1 Text: To support the theme
EL Unit 4: Developing
Reading Skills
EL Unit 1: Listening to
Information
Text: To support the theme
EL Unit 2: Listening and
Responding
EL Unit 6: Essential Writing
Skills
Text: To support the theme
EL Unit 8: Write and Spell
Words and Phrases
Year 11 Term 1 Journeys Term 2 World of Work Term 3 Survival/ The
Environment
Functional
Skills/ GCSE
Component 1: Writing
Creative Prose
Component 1: Reading 20th
Century Literature
Component 2: Reading 19th
and 21st Century Non -
Fiction
Component 2: Writing -
Transactional
Exam technique
Timed exam practice
GCSE exam (June)
Post exam: CVs/ letters of
application
Text: To support the theme
Entry Level 3
Text: To support the theme
EL Unit 2: Discussing with
Others
EL Unit 8: Essential Spelling
and Handwriting
Text: To support the theme
EL Unit 5: Reading to
Understand
EL Unit 3: Speaking to be
Understood
Text: To support the theme
EL Unit 7: Essential Writing
Skills
Entry Level 2 Text: To support the theme
EL Unit 2: Discussing with
Others
EL Unit 8: Write and Spell
Words and Phrases
Text: To support the theme
EL Unit 5: Reading to
Understand
EL Unit 3: Speaking to be
Understood
Text: To support the theme
EL Unit 7: Essential Writing
Skills
Entry Level 1 Text: To support the theme
EL Unit 3: Speaking with
Others
EL Unit 7: Writing and
Spelling Words
Text: To support the theme
EL Unit 5: Reading Words
EL Unit 3: Speaking with
Others
Text: To support the theme
EL Unit 6: Essential Writing
Skills
Impact
Each child is treated as an individual and motivation levels, aspirations, ability levels will
determine the pathway that each student is put on. There will always be a desire to help pupils
to develop an understanding of implicit and explicit meanings in texts; improve their speaking
and listening skills; develop their reading and comprehension and enable pupils to write
creatively in a variety of ways. Pupils will develop skills that will enable them to function more
independently and to meet their needs in the real world. The impact of teaching and learning
at Grange Academy will be measured by pupils’ love of reading, ability to progress through the
Grange Steps or secure an accredited outcome such as entry levels 1-3, level 1 or 2 functional
skills or GCSE in English Language. It will also be measured on student ability to attend an
appropriate post 16 placement and where appropriate, function well in a work placement.
Belong Believe Achieve
Maths
Intent
We want our mathematicians to take risks and strive be independent learners with inquisitive
minds. We want them to have secure mathematical foundations and an interest in self-
improvement. With this in mind, maths at Grange is a journey and the long-term goal is
achieved through exploration, clarification, practice and application over time. At each stage
of learning, pupils are expected to demonstrate a conceptual understanding of the topic both
in their written work and their practical application of maths in everyday living skills. We aim to
develop and build on their skills over time. We intend to do this by ensuring that our pupils have
access to a high quality maths curriculum that is both challenging and enjoyable. We will
provide our pupils with a variety of mathematical opportunities, which will enable them to
make the connections in learning needed to enjoy greater depth in learning.
Implementation:
The termly themes are used as a topic discussion point and where possible key vocab will be
brought into the unit. In addition to this we teach maths through the celebration of different
cultures and annual events such as maths days, celebration days and Charity Events. Maths
lessons are taught with life skills in mind utilising the local community facilities and the skills are
reinforced through other subjects. There are clear long term and medium term plans and the
learning objective and success criteria for each lesson are identified in the short term plans.
Where necessary bespoke support and intervention will be put in place. There is rigorous
assessment system in place both through Grange Steps and individual qualifications in different
modules. The Maths lead will carry out moderation to triangulate progress and assessment for
learning and there will be a series of book looks, opportunities for pupils to talk about their
learning and drop ins to review progress over time.
Grange Secondary Themes
Term 1 Term 2 Term 3
Year 1 Different lives Magic and mystery Inspiration
Year 2 Journeys The World of Work Survival/ The Environment
Year 3 Relationships Animals War and Conflict
Whole School
Term 1 Term 2 Term 3
Areas of focus Shape, space and measure Time and Data Money, Algebra and
problem solving Step 20
onwards.
Number- number and place value, addition and subtraction, multiplication and division, fractions
(including decimals & percentages as pupils’ progress),
The Long term and medium term plan remains the same but those pupils that can achieve
Entry Level will begin the assessments for these in year 9.
Belong Believe Achieve
Year 9 Term 1 Term 2 Term 3
Areas of focus Shape, space and measure Time and Data Money, Algebra and
problem solving Step 20
onwards.
Entry Level 1, 2 and 3- Set 1/2
Areas of focus
Externally
assessed
Component 1: Properties of
Number
Component 6: Measure
Component 5: The
calendar and time
Component 2: The four
operations
Component 4: Money
Component 8: Statistics
Number- number and place value, addition and subtraction, multiplication and division, fractions
(including decimals & percentages)
Year 10 Term 1 Term 2 Term 3
Functional Skills/ GCSE- Step 19 and above
Areas of focus Number
Geometry & measure
Statistics
Algebra
Revision
Practice papers
Timed practice papers
Functional Skills Exam
Number- number and place value, addition and subtraction, multiplication and division, fractions
(including decimals & percentages)
Entry Level 1 , 2 and 3- Set 1/ 2
Areas of focus
Externally
assessed
Component 7: Geometry
Component 3: Ratio
Component 5: The
calendar and time
Component 2: The four
operations
Component 4: Money
Number- number and place value, addition and subtraction, multiplication and division, fractions
(including decimals & percentages)
Year 11 Term 1 Term 2 Term 3
Functional Skills/ GCSE- Step 19 and above
Areas of focus Number
Geometry & measure
Statistics
Algebra
Revision
Timed Practice papers
Exam
Number- number and place value, addition and subtraction, multiplication and division, fractions
(including decimals & percentages)
Entry Level 1 , 2 and 3- Set 2/3
Areas of focus
Externally
assessed
Component 1: Properties of
Number
Component 6: Measure
Component 8: Statistics
Component 7: Geometry
Component 3: Ratio
Complete any missing
components in the set
Number- number and place value, addition and subtraction, multiplication and division, fractions
(including decimals & percentages)
Impact: As with English, the pupil’s ability levels will determine the pathway that each student is
put on. Progress will be measured in the first instance through the Grange Steps. If a student is
able to achieve an Entry Level or Functional skills qualification they will be put on the relevant
pathway. All students are expected to have some recall of facts and procedures and they will
be encouraged to recognise relationships and make connections in mathematics that are
both relevant to the assessment that they will be entered for as well as their ability to use and
apply maths to solve every day mathematical problems. By the time our pupils leave we want
them to achieve to the best of their ability and have gained the skills to succeed in everyday
life.
Belong Believe Achieve
SCIENCE
Intent
In science we want to expose our pupils to a wide range of ‘hands on’ practical investigations,
experiments and observations that will stimulate a natural interest and curiosity in the world
around them, leading to a greater understanding of their health and their surroundings.
We believe that learning through inquiry enables children to ask more questions and to develop
their own explanations, as well as being able to draw conclusions. In Science we will focus in
the following areas: The body, keeping ourselves healthy, understanding body systems, every
day chemicals their dangers and uses and how our ways of living impact on the environment.
Practical physics is based on problem solving with a focus on everyday situations and life skills.
In all lessons there is bespoke support to improve pupils’ ability to extract information and draw
conclusions from their observations and investigations. Literacy, mathematics, technology and
life skills are embedded throughout all units of study.
Implementation:
In Secondary although the curriculum is outlined in the long term and medium term plans, it has
to be flexible depending on individual pupils’ needs. Progress is monitored and measured
regularly through marking, the Grange Steps and formal assessments to ensure that all progress
is acknowledged and celebrated. Entry level assessments are completed when the students
are ready, at the end of each topic, helping to keep them motivated.
Impact
It is hoped that all pupils will develop skills that will enable them to function more independently
and to meet their needs when they leave Grange Academy. The impact of teaching and
learning of Science at Grange Academy will be measured by pupils’ ability to secure an
accredited outcome such as Entry levels 1-3 or combined science GCSE (AQA synergy). It will
also be measured on student ability to attend an appropriate post 16 placement and where
appropriate, function well in a work placement.
KS3 Curriculum overview
Year 1 Intention: To develop scientific knowledge of the world around us. To explore the
organisation of living organisms, cells, tissue, organs, organ systems. The structure and function
of the human skeletal and digestive systems. To explore how sound travels, how we hear and
process sounds. To explore light and dark, how light travels through different mediums. To
discover acids and alkalis in our everyday lives, their uses and dangers.
Year 1
Year 1 Term 1 Term 2 Term 3
Related Qualification
links:
Different Lives Magic and Mystery Inspiration
KS3
Grange steps
5 - 11
‘The Healthy Human’
cells/digestion/move
ment
‘Waves’
Sound and Light
‘Reactions’
Acids and Alkalis/
metals and non-
metals
‘Speed and Gravity’
Sporting Hero’s
‘Digestion and
breathing’.
‘Energy and
Electricity’
Belong Believe Achieve
Year 2
Year 2 Intention: To develop scientific knowledge of the world around us. To explore how living
organisms are interdependent on other living organisms around them and their environment. To
understand how different plants and animals reproduce, including how variation in inherited
characteristics leads to changes and evolution. To explore heating and cooling. To understand
the structure of the Earth and the rock cycle.
Year 2 Term 1 Term 2 Term 3
Related
Qualification
links:
Journeys World of Work Survival/ The
Environment
KS3
Grange steps
5 - 11
‘Interdependence and
plant reproduction’
‘Particle model and
separating mixtures’.
‘Work, heating and
cooling’
‘Evolution and
inheritance’
Earth's structure and
rocks’
‘Variation and
reproduction’
Year 3
Year 3 Intention: To develop scientific knowledge of the world around us. To explore different
types of materials, metals and non-metals, how they react with other elements. Understand
how properties of different materials dictate their usefulness in our everyday lives. To understand
where these materials come from and how their use can sometimes cause problems in the
environment. To explore different solutions using technology and natural processes to relieve
environmental problems.
Year 3 Term 1 Term 2 Term 3
Related
Qualification
links:
Relationships Animals War/ Conflict
Grange steps
5 - 11
‘Metals and non-metals,
types of reaction’
Contact forces and
pressure’
‘Climate and Earths
resources’
‘Photosynthesis and
respiration’
‘Materials’
Periodic table of
elements
‘Magnets and
electromagnets’
KS4 Curriculum Overview
Year 1 Intention: (from Year 9) To develop scientific knowledge of the world around us. To
explore the organisation, co-ordination, and health of the human body. To explore materials,
we use, investigating their properties, how they are made up from elements, mixtures, and
compounds. Exploring the nature and uses of energy, forces and nuclear radiation.
Year 1 Term 1 Term 2 Term 3
Related
Qualification
links:
Different Lives Magic and Mystery Inspiration
AQA ELC/
foundation
GCSE
Biology Component 1
‘The Human body’
Chemistry Component 3
‘Elements compounds
and mixtures’
Physics Component 5
‘Energy forces and the
structure of matter’
Belong Believe Achieve
Year 2 Intention: To develop scientific knowledge of the world around us. To understand how
life on Earth depends on Photosynthesis. How organisms are adapted to their environments and
that interactions between organisms have shaped how life on Earth has evolved via natural
selection. To understand how knowledge of acids and alkalis helps to preserve environments.
To explore how burning fossil fuels creates acidic gases and how we can preserve the balance
of the Earth’s atmosphere. To understand how electricity is made and used to transfer energy in
our homes, the uses and make up of magnets and electromagnets, and the uses and dangers
of waves as part of the electromagnetic spectrum.
Year 2 Term 1 Term 2 Term 3
Related Qualification
links:
Journeys World of Work Survival/ The
Environment
AQA ELC/ foundation
GCSE
Component 2
Environment, evolution
and inheritance
Component 4
Chemistry in our world
Physics Component 6
Electricity magnetism
and waves
Year 3 Intention:
Year 11 students, this year is for consolidating learning in the 6 components of the entry level
certificate. There are 6 TDA (practical investigations) to complete and write up. For the more
able there will be extension activities and required practicals for GCSE requirements.
Year 3 Term 1 Term 2 Term 3
Related Qualification
links:
Relationships Animals War/ Conflict
AQA ELC/ foundation
GCSE
Biology
ELC TDA (practical)
assignments and
improvements/ resits
of ESA
GCSE extension
Components 1 and 2
Chemistry
ELC TDA (practical)
assignments and
improvements / resits
of ESA
GCSE extension
Components 3 and 4
Physics
ELC TDA (practical)
assignments and
improvements/ resits
of ESA
GCSE extension
Components 5 and 6
KS4 Science for life (Palm)
Intention year 1: Science for life is focussed on learning life skills via science, how to look
after ourselves our environment, our homes.
Year 2 Term 1 Term 2 Term 3
Related Qualification
links:
Journeys World of Work Survival/ The
Environment
Grange steps Interdependence and
Environment
Separating Mixtures
Climate and weather
Energy and Electricity
Plants and food
Materials in our lives
Year 3 Term 1 Term 2 Term 3
Related Qualification
links:
Relationships Animals War/ Conflict
Grange steps Keeping the body
healthy
Light and Seeing
Acids and alkalis in our
homes
Earth and Space
Reproduction and
variation
sound and hearing
Belong Believe Achieve
ICT
Intent
We want our pupils to be confident users of information technology and to be able to use it to
support their learning with increasing speed and knowledge. We want them to enjoy a range
of experiences and use different computer programs to produce different documents. We
want all of our pupils to understand the relevance of the computing skills they are learning and
how they can apply them their everyday lives.
Implementation
Every class will have a designated ICT lesson each week. We will teach ICT in 4 strands: 1: What
is a computer (Using ICT Systems), 2: Communication and multi media, 3: Communication and
Data and 4: Programming and algorithms. Pupils will be taught through practical real life tasks
that prepare them for ICT use in the future, where possible we will link ICT to Off timetable days,
Values or Articles of the week and links to topics/ themes in the curriculum.
Impact
Pupil progress will be measured through progression thought the ICT Grange Steps, the ability to
present work using different packages in Microsoft Office and the ability to use the internet to
research and support learning. Where appropriate pupils may work towards functional skills
awards at Entry level 1, Entry level 2 and Entry level 3. They may progress to Functional Skills
Level 1, Level 2.
Term 1 Term 2 Term 3
Themes Different lives Magic and mystery Inspiration
Strand 1:
Using IT
systems
Explore, recognise and
use technology (digital
devices, camera, tablet,
touch screen etc.
Recognise use and
explain the basic parts
of a computer (mouse,
screen, keyboard etc.)
Recognise and use
basic parts of the
keyboard (space bar,
numbers, letters, caps
lock etc.)
Understand that
you can access
the same content
on different
devices.
Strand 2:
Communication
and multi
media
Operate a digital
device with support to
fulfil a task, e.g. take a
photograph
Select basic options in a
familiar application, e.g.
colour of pen
Demonstrate a
preference for digital
content e.g. choose a
video to watch
Create simple digital
content, e.g. mark
making in a paint
program
Understand you can
control multimedia
content, e.g. play and
stop video and audio
Choose media from a
selection to convey
information, e.g.
image for a poster
Belong Believe Achieve
Strand 3:
Communication
and Data
Access content in
different formats, e.g.
image, video, audio
Collect data on a topic
(eye colour, pets etc.)
Find out similar
information in different
formats, e.g. text, video,
audio
Explain how different
formats communicate
information and their
benefits
Recognise content in a
range of formats, e.g.
text, image, video,
audio
Answer basic questions
about information
displayed in images, e.g.
more or less
Can distinguish
between text, image,
video and audio
content
Recognise charts,
tables or branching
databases and
understand why we
use them
Identify an object
using a branching
database
Identify an object by
asking yes/no
questions
Strand 4:
Programming
and Algorithms
Make something
happen with technology
Expect an outcome
from an action
Repeat an action with
technology to trigger a
specific outcome
Control technology for a
purpose
Recognise the success
or failure of an action
Follow simple instructions
to control a digital
device
Identify the steps of a
known task
Try alternative
approaches to
achieve a goal
Input a short
sequence of
instructions to control
a device
Can order 2 or 3 steps
of a known task
Recognise patterns in
groups of objects
PSE/ Life Skills
Intent
We are a rights respecting school and as such we believe that PSE and life skills play a central
role in communicating and understanding these rights.
In addition, our Grange values, which are separated into 3 categories: Belong, Believe and
Achieve underpin our PSE/ RSE/ Life Skills programme which has been developed from these
core values.
We want our pupils to believe in themselves, acknowledge their strength and develop
strategies to help them deal with any personal challenges. We want them to feel that they
belong and know that they are a valuable member of the school and also of the wider
community. We want our pupils to be tolerant, accepting of other cultures so that we can
encourage a strong sense of self-worth in each of them and so that we can encourage our
pupils take their place in their community by working with others to contribute as good citizens.
We will support our pupils to build and sustain fulfilling and meaningful relationships and help
them to be aware of and manage potential problems in a kind, restorative way. We will also
encourage them to understand the world around them including potential risks to their health,
Belong Believe Achieve
wellbeing and safety and actively teach them skills to recognise, understand, address and get
help when needed. We will help them to recognise, adopt and maintain a healthy lifestyle and
to manage the practicalities of home life by developing their core life skills. Above all, we will
strive to ensure that all of our pupils are happy and emotionally resilient so that they can cope
with the challenges that modern living presents to them.
Implementation
Although pupils have designated lessons in these subjects at Grange Academy we ensure that
these skills are re-enforced across the curriculum and the school day; all staff at Grange are
pastoral advocates. Individual needs are also taken into account and where relevant, personal
targets are set so that pupils have a bespoke support plan to develop and grow. Lessons are
largely practical and discussion is used to encourage participation from all. Learning will often
take place outside the classroom in the form of visits and trips e.g. to the shops, cafes, journeys
on public transport. Work experience, mental health days and charity events also support and
celebrate learning.
Progress is monitored and measured regularly through discussions, verbal feedback, marking,
the Grange Steps and reviews. Individual accomplishments and progress is acknowledged and
celebrated.
Year 1 Term 1 Term 2 Term 3
Grange
Themes
Different lives Magic and mystery Inspiration
Life Skills* In the Community
Self Care
Home
Leisure
In the Community
Leisure
PSE** Personal Safety (unit 10)
Personal Finance (unit 4)
Drugs Education (unit 2)
Healthy Lifestyles (unit 6)
Personal Safety (unit 10)
ECHP All students will work towards their individual ECHP targets both during PSE/ Life skills
lessons and in form time.
Year 2 Term 1 Term 2 Term 3
Grange
Themes
Journeys World of work Survival/ The Environment
Life Skills* In the Community Home
Self Care
Leisure
Self Care
PSE** HL= Healthy Lifestyles (unit 6)
DE= Drugs Education (unit 2)
PF=Personal Finance (unit 4)
HL= Healthy Lifestyles (unit 6)
Personal Safety (unit 10)
ECHP All students will work towards their individual ECHP targets both during PSE/ Life skills
lessons and in form time.
Year 3 Term 1 Term 2 Term 3
Grange
Themes
Relationships Animals War and Conflict
Life Skills* In the Community
Leisure
Home
Self Care
Self Care
Leisure
PSE** Healthy Lifestyles (unit 6)
Personal Finance (unit 4)
Drugs Education (unit 2)
Personal Finance (unit 4)
Personal Safety (unit 10)
ECHP All students will work towards their individual ECHP targets both during PSE/ Life skills
lessons and in form time.
Belong Believe Achieve
Impact
The impact of teaching and learning at Grange Academy will to be measured by pupils’ ability
to progress through the Grange Steps and for some, secure an accredited outcome such as
entry levels 1-3, or a level 1 award in these subjects. At present we use the OCR Life Skills
Certificate and the AQA PSE Award but this is under review. Most importantly, progress will be
measured on our pupil’s ability and confidence to deal with personal challenges and become
as independent as possible in their relationships, work and personal lives.
Relationships and Sex Education (RSE)
Intent
We want all of our children to grow up healthy, safe and able to manage the opportunities of
Modern Britain. That is why, from September 2020, all children will be taught Relationships and
Health Education as part of the Curriculum.
We have designed our curriculum with appropriate subject knowledge, skills and understanding
to fulfil the three strands of Health and wellbeing, relationships and living in the wider world.
It is hoped that our curriculum will enable our children to become healthy, independent and
responsible members of society. It aims to help them understand how they are developing
personally and socially, and tackles many of the moral, social and cultural issues that are part
of growing up. We provide our children with opportunities for them to learn about rights and
responsibilities and appreciate what it means to be a member of a diverse society.
Our children are encouraged to develop their sense of self-worth by playing a positive role in
contributing to school life and the wider community.
Implementation
RSE is taught to all secondary classes once a week. Although there is a core curriculum,
relevant issues that are affecting the students will also be covered. Some students may be
given additional small group work or 1:1 support to cover some topics in more detail. There is a
real focus on keeping yourself safe in many different contexts.
Progress is monitored and measured regularly through discussions, verbal feedback, marking,
the Grange Steps and reviews.
The Planning is organised into six sections:
1. Self-Awareness (Me, who I am, my likes, dislikes, strengths and interests)
2. Self-care, Support and Safety (Looking after myself and keeping safe; aspects of Relationships
and Sex Education.)
3. Managing Feelings (Understanding feelings, and that how I feel and how others feel affects
choices and behaviour; aspects of Relationships
and Sex Education)
4. Changing and Growing (How I and others are changing; new opportunities and
responsibilities; aspects of Relationships and Sex Education)
5. Healthy Lifestyles (Being and keeping healthy, physically and mentally)
6. The World I Live in (Living confidently in the wider world)
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Each of the six sections is subdivided into topic areas, as set out below. (There may be some
overlap between the topic areas and sections, for example, mental health and online safety
are explicitly covered in some topic areas but are also integrated throughout all six sections
where appropriate.)
Impact
Progress at Grange is fluid in these areas and students may move both back and forwards
between them depending on personal circumstances. The learning ladders have been written
with the following progress in mind:
• Encountering effective engagement in the learning process
• Foundation underpinning learning
• Core fundamental learning elements
• Development increasing understanding of learning
• Enrichment deepening of application of learning
• Enhancement applying learning in different contexts
This means that staff will choose the best fit learning ladders to use with a particular class at that
moment in time.
Opportunities will be presented for pupils (where appropriate/possible) to:
• Experience taking and sharing responsibility.
• Feel positive about themselves and others.
• Reflect on their perceptions and experiences.
• Develop the understanding, language, communication skills and strategies required to
exercise personal autonomy wherever possible.
• Carry out or take part in daily personal living routines.
• Make real decisions (with support where necessary so that they can act upon them).
• Take part in group activities and make contributions.
• Develop and maintain positive relationships and interactions with others.
• Recognise and celebrate their achievements and successes.
It is not enough to simply teach pupils about the issues covered in the framework; it is vital they
have the opportunity to explore, recognise and understand the subject content. This will help to
ensure pupils develop the essential skills and attributes identified in the Framework, including
key communication skills, vocabulary, strategies and the confidence to help manage issues
when they encounter them (knowing how to seek help when necessary). Like all children and
young people, pupils with SEND live in an increasingly ‘connected’ world. They are not always
able to recognise or separate the ‘offline world’ from the ‘online world’; therefore, all topics
should be explored within the context of both.
Section Key stage 1 and 2 Topic areas are and are repeated on an annual basis and
tentatively linked into the termly topic where possible.
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Term Topic Key Learning within topic in
Primary
Key Learning within topic in
Secondary
Autumn 1
Self-
Awareness
(SA)
Identify things we are good at
Understand Kind and Unkind
behaviors
Understand how to play and work
with others
Identify people who are special to
us
Understand how to get on with
others
Identify our Personal strengths and
some of our personal challenges
Understand our skills for learning
Identify and discuss prejudice and
discrimination
Exploring ways of managing
pressure
Autumn 2
Self-Care,
Support
and Safety
(SSS)
Understand how to take care of
ourselves
Understand how to keep ourselves
safe
Understand what is meant by trust
Understand how to keep ourselves
safe online
Understand the difference
between public and private
Identify symptoms of feeling
unwell and know what to do
about it
Recognizing gf feelings of
fright/worry
Identifying and responding to
accidents and risk
Understanding how to keep safe
online
Recognizing and responding to
emergency situations
Exploring public and private
situations
Understanding what gambling is
and exploring the impact that it
can have.
Spring 1 Managing
Feelings
(MF)
Identify and express feelings
Managing strong feelings
Exploring self-esteem and unkind
comments
Recognizing and copying with
strong feelings
Understanding romantic feelings
and sexual attraction
Exploring expectations of
relationships and recognizing
abusive situations.
Spring 2
Changing
and
Growing
(CG)
Identify and explain the
differences and changes from
baby to adult
Understand changes at puberty
Describe and explain how to deal
with touch
Identify and understand different
types of relationships
Exploring and talking about
puberty and what impact it has
on our physical and emotional
states.
Exploring friendship issues and
understanding how to respond to
different situations.
Understanding healthy and
unhealthy relationship behaviour
Identifying intimate relationships,
consent and contraception
Exploring long-term
relationships/parenthood
Summer 1
Healthy
Lifestyles
(HL)
Identify and describe a healthy
diet
Identifying the elements of a
healthy lifestyles
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Understand how to take care of
our physical health
Recognise how to keep ourselves
well
Exploring mental wellbeing and
strategies that we can use to deal
with stress and other mental
health issues.
Recognizing ways of keeping our
selves fit and active and
demonstrate that we are able to
do these.
4. Healthy eating
5. Body image
6. Medicinal drugs
7. Drugs, alcohol & tobacco
Summer 2
The World I
Live In
(WILI)
Respect the difference between
people
Identify different jobs people do
Identify different rules and laws
Understand how to take care of
the environment
Describe what it means to belong
to a community
Understand money
Exploring diversity/rights and
responsibilities
Understanding how to manage
online information
Exploring ways of taking care of
the environment
Understanding how to prepare for
adulthood
Exploring ways of managing
personal finances
ART
Intent:
In art we strive to teach through the creative process how to take risks, how to become
connected with our emotions, thoughts and intentions and how to express them. We want our
pupils to connect with the wider community and creative establishments to enrich teaching and
learning and to provide opportunities to understand Art’s historical and cultural context. We
endeavour to explore the world through Art. We want to teach pupils, both technical
competence and manipulative skills in order realise their creative intentions so that they have an
awareness of the broad cultural and social context we live in. We also want to develop a
targeted approach in terms of art therapy and deliver experiences for those pupils who would
benefit most from it.
Implementation
We use emotions as starting points for investigations. We provide opportunities for personal
discovery and imaginative enquiry through the inventive use of materials and learning about
new techniques. We regularly incorporate visits to galleries and museums into our schemes of
work. Artists and crafts people are explored in school so that pupils can gain an understanding
about the real lives of artists and their contemporary practice.
We teach a wide range of skills using different media including traditional skills and new
technologies E.g. drawing, painting, mixed media, printing and sculpture. (ceramics, digital
media, CAD/CAM, photography) Our projects include a wide range of starting points including;
imagination, personal, cultural and social both past and present, political, the urban
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environment and the natural world. This reflective process creates a solid personal foundation in
which can then feel safe therefore explore and make sense of the wider world. Art enriches
and informs all areas of learning in the curriculum and we encourage an integrated approach
across the whole school. Pupils are given opportunities in their lessons to develop the following
skills:
• How to ask questions
• Develop arguments
• Make comparisons and understand difference
• Pupils are encouraged to express their views, ideas and feelings using specialist Art and
Design vocabulary
• When studying the work of artist and designers they are taught precise technical terms for
different materials, skills and processes.
Pupils spelling, punctuation and grammar is monitored carefully. Pupils written work is given a
structured plan and questions to follow for research work. Pupils in each year group are given
opportunities to use appropriate and accurate use of art vocabulary through class
presentations; ‘show and tell’ exercises. Pupils reading skills are developed through a variety of
means as Class reader, Individual Research in projects using a range of sources, Books,
magazines, Internet. Within Art pupils demonstrate their understanding of citizenship concepts
in the following ways:
• By practising the Grange values
• Developing an understanding and respect of other people’s cultures’ and beliefs through
studying their art and crafts
• Working together safely during group projects
• Working collaboratively
• Safe and responsible use of materials and equipment
Pupils are encouraged to display their art work around the school.
A number of pupils learn specialist display skills and help with creating informative and artistic
displays around the school.
Impact:
The reflective process creates a solid personal foundation in which pupils can then feel safe
therefore explore and make sense of the wider world. This process develops the capacity for
empathy and improves communication skills. Through these experiences our pupils experience
and discuss life outside of school, improving their communication skills independence and
confidence in different life contexts. Pupils gain confidence in their practical skills and through
developing technical skills and the inventive use of materials and techniques. High level of skill
acquired and exam grades improve.
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Year 1
Term Autumn Spring Summer
Theme/Topic Different Lives Magic & Mystery Inspiration
Art Movement Pop Art
Surrealism
Fantasy and Dreams
Gothic architecture
Mediums Graphics
Using marker pens,
Paint
Collage
Paint
pencil
coloured pencil, pastels
relief, lino, poly-print,
collagraph
Artists Andy Warhol
Claus Oldenburg
Roy Lichtenstein
S. Dali
R. Magritte
Women artists
Gaudi
Graham Sutherland
Year 2
Term Autumn Spring Summer
Theme/Topic Journeys World of Work Survival/The
Environment
Art Movement Other cultures.
Aboriginal Art
Expressionism Abstraction
Photography
Mediums Mixed media
plaster casting
Card engineering
Pastels
Pop up book/paints
Collage
textiles
recycled materials
watercolours
Artists Aboriginal artists
& crafts people
Modern & traditional.
Jeanne Baker
Van Gogh Claude Monet,
John Piper
Year 3
Term Autumn Spring Summer
Theme/Topic Relationships Animals War and Conflict
Art Movement Modernism – sculpture
Figures;
Haida Art
Exploring the culture of
the Hiada People.
Portraiture/
Cubism
Expressionism
Mediums Sculpture
Pen & ink
clay
Screen Print
relief, lino, poly-print,
collagraph
Oil pastel and painting
Relief collage
Artists Henry Moore
Mary Cassatt
Bill Reid
Charles Edenshaw
The weeping woman –
Pablo Picasso
Frida Kahlo
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DT
Intent
Design Technology is a vital subject to students across all ability levels. We believe that all of our
pupils benefit hugely through inspiration, discussion, teaching and access to practical activities.
At every stage of learning, our pupils will develop and demonstrate their knowledge and skills.
We want all our pupils to be on a continuous journey of exploration of product design, making
and refining through a variety of different topics. We will therefore provide opportunities for
learning in a real life context. SMSC is interwoven through the topics studied and students will
develop an understanding of the world around them whilst still developing the practical skills
needed to progress in this subject. Taking responsibility for their learning encourages
independence and this follows through to other subjects and pupil’s home-life.
Implementation
All teaching of DT will follow a design, make and evaluate cycle. Each step will be rooted in
technical knowledge and vocabulary. In Secondary, we use the termly topics to inspire and
develop ideas. These are used as a starting point to begin class discussions, creating a deeper
understanding and developing ideas for project work. There are clear long term and medium
term plans which clearly follow these topics. The learning objective and success criteria for
each lesson are shared with the students, to expand their learning and make clear the
expectations of them. This also reinforces their responsibility to take own ownership of their
learning. All work is differentiated to support but still challenge our students at their individual skill
level in this subject. While making, our pupils will be given a choice and a range of tools to use.
Regular assessment for learning will enable our pupils to continue to develop and improve their
work. This will be done through verbal feedback, the DT Grange steps or where appropriate,
against specific course criteria. Where there are gaps in understanding and key skills these will
be addressed through appropriate scaffolding. More able students will also be challenged and
stretched academically and practically. Students will learn to evaluate at every stage of their
learning through peer assessment, self-reflection and teacher feedback.
Impact
Through the study of Design Technology, Grange students will learn life skills that they can use
both in their personal lives as well as college courses. They will be able to use hand tools safely
in their home and also have the skill and confidence to explore and produce their own
projects. The skills that they learn will develop dexterity and motor skills.
Students are regularly assessed through the Grange steps and in KS4 and KS5 will follow the
study route either to an entry level or level 1 qualification, which can lead to further
appropriate courses at college.
KS3 Long Term Planning
Year 1
Theme Topic Relationships Animals War and conflict
Technology focus Mechanisms
Story Books
Resistant materials Textiles
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Year 2
Theme Topic Journeys World of Work Survival/ The
Environment
Technology focus Art
2 Dimensions
Resistant materials Textiles
Year 3
Theme Topic Relationships Animals War and Conflict
Technology focus Mechanisms Wheels
and axles
Art
3 Dimensions
Textiles
KS4 Long Term Planning
Year 1
Theme Topic Relationships Animals War and conflict
Year 10
Entry level
Focused practical Task: Salad Tongs/mobile phone
holder
Design and Make Assignment (DMA);
Book Ends
Resistant materials
Health and safety
Planning
History of the bicycle
Graphics project prep
for year 11
Year 11
Entry level
Design and Make Assignment (DMA);
Desk tidy
Skills working with wood and plastics
H &S
Planning
Graphics project
Year 2
Theme Topic Journeys World of Work Survival/ The Environment
Year 10
Entry level
Resistant Materials;
Health and safety
Planning
Pencil box
Folder/ Graphics project
prep for year 11
Year 11
Entry level
Resistant materials;
Desk tidy
Graphics Project
Year 3
Theme Topic Relationships Animals War and Conflict
Year 10
Entry level
Resistant materials/electronics;
Health and safety
Planning
Night light
Folder/ Graphics
project prep for year
11
Year 11
Entry level
Resistant materials Graphics project
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FOOD TECHNOLOGY
Intent
At Grange we believe that making positive food choices helps us maintain a healthy weight
and it is essential in human physical development. It is essential to help combat illness and
disease and is also important for concentration, mental health and wellbeing. We want our
pupil to have a good understanding of this as well as understand how to feed themselves and
their family on a budget whilst minimising food waste. To this end, our pupils will be provided
with a variety of opportunities to enable them to engage in activities which allow them to make
connections from food technology into their everyday lives as well cross curricular activities. We
will strive to make the pupils confident learners who are ready to take risks and strive to fully
develop as independent learners who have an interest in self-improvement, pupils will be free
to voice their own aspirations and wishes for the future, opportunities to further study and
working in the catering environment will be available.
The overarching concepts for Food Technology at Grange Academy are:
• Being independent and self-sufficient
• Understanding food safety and safe working practices
• Understanding healthy living and nutrition
• Preparing a balanced diet and making good food choices
• Preventing food waste
• Feeding a family, cooking for themselves and others
• Knowing how to budget for meals
• Knowing where our food comes from
• Knowing how to use a range of ingredients in different ways
We intend to teach our students how to use weighing, measuring and equipment to prepare
meals. We will teach them how to use the correct cooking times, knife skills - including: fruit,
vegetables, meat fish or alternatives to prepare fruit and vegetables for cooking. We will teach
them how to using the cooker including the hob, grill and oven and also how to use of
equipment like: blenders, food processors and microwave ovens. We will also teach them how
to use different cooking methods including: steaming, boiling, simmering, poaching and frying
and how to make sauces, dough, cakes, biscuits. We want our pupils to be able to able to
prepare a range of meals both for themselves, their families and friends and possibly cook as a
career.
Implementation
Food technology is a journey through from primary to secondary, aspirations are achieved
through exploration, practice and application of skills over time. Success and failure is treated
as a learning process and is both acknowledged and celebrated as such. At each stage of
learning pupils are expected to demonstrate understanding of theory modules as well as safe
demonstration of skills. These range from fully supported to working independently. This
understanding will be evidence in both written work as well as demonstration of practical skills
and end products.
Termly themes and assessment criteria are used as topic discussion points and there is an
ongoing assessment system in place through Grange steps, unit awards and qualifications.
Pupils are encouraged to review their own learning progress over time.
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Impact
Pupils’ aptitude, progress, motivation levels and ability in this subject will determine the pathway
that they put on. Progress is measured in the first instance through the Grange steps. If a pupil is
able to achieve unit awards or a NCFE qualification they will be put onto the pathway that will
allow them to do so. The curriculum is designed to be both challenging and enjoyable and
where possible students are given the opportunity to develop their skills in a real environment
like the school kitchen or a local catering business. It is hoped that those students with a keen
interest will continue to study catering at their post 16 placement.
Long Term Overview KS3
Year 1 Term 1 Term 2 Term 3
Different Lives Magic and Mystery Inspiration
Multicultural foods:
Cultures/countries
Religions
Rich/poor
Fairtrade
Dietary choices
Allergies
Age
Food science experiments:
Bread making
Use of eggs in cooking
Shortening experiment
Food spoilage/oxidation
Inflating balloons (yeast)
Ice cream in a bag
PH experiment
Inspiring food
ideas/creativity
Celebrity chefs:
Jamie Oliver
Delia Smith
Nadiya Hussain
Cake
decorating/designing
Bake off competition
Year 2 Term 1 Term 2 Term 3
Journeys World of Work Survival/ The Environment
Foods from around the
world:
Recipes from different
countries:
England
India
China
Mexico
Africa
Spain
Jobs/carers in food
industry:
Researching different jobs
within the food industry:
Manufacturing jobs
Grocery stores
Serving jobs
Chefs
Importation/deportation
Farming/agriculture:
Living off the land
Factors that affect food
availability
How seasons affect food
availability
Foods grown in the
UK/shipped abroad
Year 3 Term 1 Term 2 Term 3
Relationships Animals War/ Conflict
How does food bring
people together:
Family meal times
Eating out
Catering for special
occasions
Cooking at home
Where does food com
from:
Plant/animal
Meat from different animals
UK farming
Advantages/disadvantage
s of eating meat
Dietary choices
Wartime recipes:
Looking at ration books –
comparison now and then:
Pear crumble
Rock buns
Spam hash
Oat muffins
Hash browns
Vegetable stew
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Long Term Overview KS4
Year 10 Term 1 Term 2 Term 3
NCFE
food
and
cookery
level 1/2
Unit 1
Component 1:
potential hazards and risks:
food safety: hazards: e.g.
contamination by
bacteria risks: e.g. poor
hygiene
personal safety: hazards
e.g. incorrect use of knives
risks: e.g. cuts
Component 2:
selection of ingredients:
e.g. considering freshness,
use-by dates, suitability for
purpose, temperature
Component 3:
cooking skills:
egg weighing, measuring,
peeling, chopping,
creaming, rubbing in,
simmering, boiling, baking,
stir-frying, grilling, shallow-
frying and microwaving
Themes covered –
Survival/Environment
Unit 2
Component 1:
main food groups:
refer to the Eatwell plate
Component 2:
Food sources:
e.g. grown, reared,
caught, processed
Factors affecting food
choice:
e.g. social, environmental,
cost and sensory
Component 3:
Preparation of given
dishes:
e.g. pasta dish, fruit dish,
meat dish
Reviewing final dishes:
e.g. cost, taste,
appearance, smell, texture
Themes covered –
Survival/environment
Animals
Journeys
Different lives
Unit 3
Component 1:
Balanced diet:
definition, water, nutrients,
Reference Intake (RI) and
Guideline Daily Amount
(GDA)
Nutrients:
protein, carbohydrates,
fat, vitamins, minerals
Foods within Eatwell
Guide:
primary foods (meat, fish,
eggs, dairy foods, nuts and
pulses, fruit and
vegetables, butter, oils,
cereals, sugar)
Healthy factors of recipes:
salt, sugar, NSP (fibre), fat
(saturated and total fat),
water, protein
Food labelling:
food labels, traffic light
system, allergies
Themes covered –
Survival/environment
Animals
Different lives
AQA
Unit
awards
Basic food hygiene:
Food poisoning
Personal hygiene
Safe food storage
Kitchen hygiene
.
Making an afternoon tea:
Preparation of tea and
cake
Working safely
Hygiene
Cooking skills
Following recipes
Safe food storage
Themes covered -
Relationships
Making a traditional salad
from around the world:
Discussion
Selection of ingredients
Cooking skills
Following recipe
Safety
Hygiene
Themes covered –
different lives, journeys
AQA
Unit
awards
Vegetarian foods and
diets
Identifying ingredients
Planning
Evaluating
Balanced diet
Chocolate cookery
Safety and hygiene
Selection of ingredients
Presentation
Investigation
Baking course
Researching
Planning/time planning
Cooking skills
Identifying cooking
techniques
Learning outside of the
classroom
Taste testing
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Year 11 Term 1
Continuation/adaptation
of unit 1 to meet
assessment criteria fully
(self-assessment,
improvements.)
Term 2
Continuation/adaptation
of unit 2 to meet
assessment criteria fully (self
and peer assessment,
improvements)
Term 3
NCFE
Food
and
cookery
level
1/2
Unit 1
Component 1:
potential hazards and risks:
food safety: hazards: e.g.
contamination by bacteria
risks: e.g. poor hygiene
personal safety: hazards
e.g. incorrect use of knives
risks: e.g. cuts
Component 2:
selection of ingredients:
e.g. considering freshness,
use-by dates, suitability for
purpose, temperature
Component 3:
cooking skills: egg
weighing, measuring,
peeling, chopping,
creaming, rubbing in,
simmering, boiling, baking,
stir-frying, grilling, shallow-
frying and microwaving
Themes covered –
survival/environment
Unit 2
Component 1:
main food groups: refer to
the Eatwell plate
Component 2:
Food sources:
e.g. grown, reared,
caught, processed
Factors affecting food
choice: e.g. social,
environmental, cost and
sensory
Component 3:
Preparation of given dishes:
e.g. pasta dish, fruit dish,
meat dish
Reviewing final dishes:
ego cost, taste,
appearance, smell, texture
Themes covered –
Survival/environment
Animals
Journeys
Different lives
Unit 4
Component 1:
Planning: e.g. timings,
ingredients, equipment,
utensils, health and safety
considerations.
Component 2:
Adaptation: Healthy
eating, serving amounts.
Component 3:
Presentation: Table layout,
creative presentational
skills
Themes covered –
Survival/environment
Inspiration
World of work
Relationships
AQA
Unit
awards
Seasonal cooking:
Costing
Selection of
ingredients/utensils
Identifying seasonal
produce
Presentation
Following recipes
Kitchen hygiene
Themes covered –
Survival/environment
Cake decorating:
Presentation skills
Annotations
Themes covered –
Inspiration
World of work
Magic and mystery
Picnics and buffets:
Research
Preparation
Attending a function
Organising for specific
event
Themes covered –
World of work
Different lives
Journeys
AQA
Unit
awards
Comparing processed and
homemade foods
Discussion
Food experiments
Designing
Preparation
Researching/surveys
Sensory analysis
Evaluation
Themes covered – Magic
and mystery
Inspiration
Creating and making a
themed cake
Research
Baking
Decorating
Presentation
Evaluation
Themes covered –
Inspiration
World of work
Catering for a specific
function
Discussion
Safety
Hygiene
Research
Preparation
Sensory analysis
Themes covered – Different
lives
Relationships
Belong Believe Achieve
Horticulture
Intent
In Horticulture the purpose is to introduce pupils to an area of learning that is both a life skill
equipping them with the skills and knowledge to care for their own gardens as adults in the
future, but additionally also introducing them to a practical career pathway in Horticulture and
its many related areas. The pupils are encouraged to work in small groups as independently as
possible developing teamwork, leadership and problem-solving skills as they carry out
gardening tasks around the school grounds.
Implementation
Pupils work towards an ABC award or certificate at Entry Level 3 or Level 1. At KS3 work is started
on Entry Level 2 units, to build up foundational knowledge. As pupils progress through the
school, they work at higher level units, showing more depth of knowledge, understanding and
independence.
Lessons are taught around units of work, are seasonal in nature and alternate between
practical and theory.
Impact
Pupils enjoy the practical nature of Horticulture lessons, working outside and many groups work
for short periods of time independently. This is actively encouraged because it builds
awareness, self-esteem and teamwork. They are challenged to be able to self-select
equipment and use strategies to complete a task. They are encouraged to take pride in their
outside spaces and have the opportunity for creativity in their individual displays. They learn
how to use hand tools and power tools safely. They also learn to respect their tools and look
after them correctly. Pupils will increase their knowledge of where food comes from, the
processes for growing your own food and the importance of healthy eating.
Pupils will be working towards a qualification at either entry level, 2, entry level 3 or level 1. The
ability to achieve this practically led course will increase their chances and prospects in
pursuing further education courses or job opportunities.
Long Term Overview
ABC Award unit overview KS3/ ASC - Entry Level 2 & Entry Level 3
Term 1 Term 2 Term 3
Year 1 Different Lives
EL2
Magic and Mystery
EL2
Inspiration
EL2
2. Recognise use and
care for tools used in
horticulture A/502/0525
8. Weed a planted area
J/502/0527
1.Recognise plants
(mandatory) D/502/0617
(Year 7)
6. Introduction to sowing
seed indoors in containers
L/600/0287
3. Introduction to
cultivating plant cuttings
T/502/3990
4. Introduction to the
propagation of plants
L/502/3994
Belong Believe Achieve
Year 2 Journeys
EL2
World of Work
EL2 & EL3
Survival/The
EnvironmentEL3
7. Prepare and plant an
area
F/502/0526
9. Fill plant containers
L/502/0528
1.Recognise plants
(mandatory) D/502/0617
(Year 7)
5. Introduction to potting
up rooted cuttings, large
seedlings or plugs by hand
H/600/0277
6. Introduction to
propagation of plants
R/504/5334
8. Sow seed outdoors in
drills by hand H/504/5340
Year 3 Relationships
EL3
Animals
EL3
War And Conflict
EL3
5. Introduction to ground
preparation F/504/5331
1.Recognise parts of a
plants (mandatory)
K/502/0617 (Year 8 & 9)
4. Identification of pests
and diseases
J/504/5329
2. Identify plants
Y/600/0289
3. Developing practical
skills for maintaining plants
R/502/4550
7. Prick out seedlings singly
M/504/5339
ABC Award unit overview KS4 Entry Level 3 & Level 1
Term 1 Term 2 Term 3
Year 1 Different Lives
EL3
Magic and Mystery
EL3
Inspiration
EL3
Year 9/
ASC/
New to
school/
LA
5. Introduction to ground
preparation F/504/5331
4. Identification of pests
and diseases J/504/5329
1.Recognise parts of a
plants (mandatory)
K/502/0617
2. Identify plants
Y/600/0289
6. Introduction to
propagation of plants
R/504/5334
3. Developing practical
skills for maintaining
plants R/502/4550
8. Sow seed outdoors in
drills by hand H/504/5340
7. Prick out seedlings
singly M/504/5339
Year 2 Journeys
Level 1
World of Work
Level 1
Survival/The Environment
Level 1
6. Care for a planted
area
R/504/0148
1.Prepare ground for
sowing or planting under
supervision (mandatory)
J/504/0003
8. Sow seed indoors in
containers
A/504/0158
4. Principles of the
preparation of growing
media K/502/4036
5. Plant container grown
plants
L/504/0004
Year 3 Relationships
Level 1
Animals
Level 1
War And Conflict
Level 1
7. Prune hedges by hand
Y/504/0149
2. Maintain the safety of
self and others in the
workplace R/600/0291
9. Sow seed outdoors in
drills by hand
T/504/0157
3. Assist with the
maintenance of grass
surfaces D/502/4177
Belong Believe Achieve
PE
Intent
In PE we want our pupils to develop an understanding of a healthy lifestyle, balanced diet,
positive growth mind set and resilience to persevere with activities that they may have found
too difficult. Our aim is to develop our student’s understanding of sport, develop core skills and
improve their fitness levels to allow them to participate in personal challenges and team
games. We want to provide opportunities for our pupils to become physically confident in a
way that supports their health and fitness. We use the information in their EHCPs to target
/improve fine and gross motor skills, listening skills and enable our pupils fully participate in PE.
We also encourage students to show sportsmanship in PE which includes honesty, manners and
teamwork. The aim of PE at Grange Academy is to give pupils the skills and knowledge to enjoy
fitness activities, team games and enable them to achieve qualifications at Entry Level as well
as an “I can lead “qualification and Unit awards. We hope that this will allow some students to
be able to access PE or Sports at college and then work in the Sports industry.
Implementation
Although the curricular is outlined in this booklet, it has to be flexible depending on cohort
interest and individual pupils’ needs, this may change depending on outside events that will
support the pupils learning and understanding of a certain sport. All pupils have access to 2
lessons of PE every week. Lessons are divided into different parts. This includes changing and
organising personal equipment, a theory section to discuss skills and strategies and also a
practical element to practice skills and play team games. There is time for reflection and an
opportunity to acknowledge good practice and celebrate shared values personal
achievements. The topic themes are interwoven into lessons to provide opportunities to expand
of key vocabulary and link into sport in real life. Opportunities for pupils to participate in
extracurricular clubs and outside sporting events will be planned into the school calendar as
well as fun sporting days and competitive house activities.
Impact
There will always be a desire in PE to encourage our students to improve both their sporting
knowledge and their skills by taking part in competitive events whilst representing the school. All
our pupils are unique and are treated as individuals. Some pupils will progress through the PE
Grange Steps whilst others may go on to complete Unit awards or an Entry Level qualification.
The impact of teaching and learning at Grange will be measured by the number of pupils
achieving either or both unit awards or Entry level qualifications. It will also be measured by
pupils participating in personal fitness challenges, outside of school sporting events and by the
number of students that take up a post 16 placement with a sporting background. Ultimately,
the impact of our teaching will be seen by our pupils ability to play games together, be tolerant
of each other’s strengths and weaknesses and ability to recognise and celebrate
achievements whilst maintaining a healthy state of mental and physically wellbeing.
Belong Believe Achieve
Long Term Overview
Year 1
Term 1 Term 2 Term 3
Grange
Themes
Different lives Magic and mystery Inspiration
Areas of
focus
We will look at
the lives of 3
Para-
Olympians and
how they have
overcome their
disabilities, comparing
them to our own needs
and how we can turn
ourselves into Olympians.
We will look at
amazing
things that
have
happened in
the World of Sport, are
these things amazing
feats of talent or is there
something else
happening.
We will look
at our
sporting
heroes, what
do we
admire about them and
how we can model
ourselves around our
heroes.
Sport 1 Football Gymnastics Tennis
Sport 2 Hockey Basketball Athletics/Team Games
Extra
Curricular
Events
SSC Inclusive Competition
(various different sports)
SSC Inclusive Competition
(various different sports)
FA People’s Cup
SSC Inclusive Competition
(various different sports)
Summer Games
Sports Day
Fitness
An ongoing programme that looks at how we look after our bodies through
Physical Education.
Will incorporate the effects that a bad diet, smoking and drugs can take on our
bodies, we will promote a healthy lifestyle to include regular physical activity that
includes use of the fitness suite, 1-1 boxing pad work, cardio vascular activities
that include the Cooper Run and 2 minute rowing challenge.
Year 2
Term 1 Term 2 Term 3
Grange
Themes
Journeys World of work Survival/ The Environment
Areas of
focus
We will look at
what it takes to
become a
Superstar in
your chosen
sport, looking
at backgrounds, racial
tension and other key
factors that could hinder
you to for filling your true
potential.
We will
look at
the
world
of
amateur sport and how
you overcome
balancing a job to
participating in the sport
you love, what key
factors play a part?
We will look at
how weather
affects the
sports we
watch. What
happens when
rain stops play? Or the
World Cup in 2022 which
will be played in 50
degree heat?
Sport 1 Netball Hockey Athletics/Team Games
Sport 2 Gymnastics Football Tennis
Belong Believe Achieve
Extra
Curricular
Events
SSC Inclusive Competition
(various different sports)
SSC Inclusive
Competition (various
different sports)
FA People’s Cup
SSC Inclusive
Competition (various
different sports)
Summer Games
Sports Day
Fitness
An ongoing programme that looks at how we look after our bodies through
Physical Education.
Will incorporate the effects that a bad diet, smoking and drugs can take on our
bodies, we will promote a healthy lifestyle to include regular physical activity that
includes use of the fitness suite, 1-1 boxing pad work, cardio vascular activities
that include the Cooper Run and 2 minute rowing challenge.
Year 3
Term 1 Term 2 Term 3
Grange
Themes
Relationships Animals War and Conflict
Areas of
focus
We will
look at
Sporting
Couples
and how they were
successful, also looking at
the role of a coach and
how important is it that
you find the right one?
Who helps sportsman
throughout their career.
We will look
at what
sports have
animals in
them. How have animals
affected Sport? Are they
the star or is it the person
that assists them?
We will
take you
back to
World War
1, the
game of the trenches on
Christmas Eve, why did
they stop fighting to play
a game of football?
Fairplay. UNICEF right to
play in war torn countries.
Sport 1 Basketball Tag Rugby Athletics/Team Games
Sport 2 Football Gymnastics Tennis
Extra
Curricular
Events
SSC Inclusive Competition
(various different sports)
SSC Inclusive Competition
(various different sports)
FA People’s Cup
SSC Inclusive Competition
(various different sports)
Summer Games
Sports Day
Fitness
An ongoing programme that looks at how we look after our bodies through
Physical Education.
Will incorporate the effects that a bad diet, smoking and drugs can take on our
bodies, we will promote a healthy lifestyle to include regular physical activity that
includes use of the fitness suite, 1-1 boxing pad work, cardio vascular activities
that include the Cooper Run and 2 minute rowing challenge.
Belong Believe Achieve
TOPIC
Intent
Topic is a subject rich in powerful knowledge of global, national and local events which have
shaped the social and cultural world around us. This broadens our student’s understandings of
the complexity of people’s lives, the process of change over time and its links to modern
society as well as unravel the diversity within society and the relationships between different
groups.
Where possible, Topic will encourage pupils to become critical thinkers and to question the
world around them in the context of society and environmentally. It will equip them with the
ability to observe and question injustices (politically, socially, environmentally) and reasons
behind developments and progress.
Core skills that will be taught will include research, communication; sharing opinions and
presenting viewpoints, increasing awareness of local, regional, national and global issues and
its impact on their lives now and in the future. We want our students to show empathy for the
world around them, this includes global issues and knowledge of different communities locally
and further afield, as well as the human impact on natural resources and materials.
Core Skills will be developed in Enquiry, Knowledge, Literate, Analysis and Communication.
• Enquiry: exploring, researching and examining information.
• Knowledge: broad and deep content, making connections and developing skills.
• Literate: opportunities to develop key technical vocabulary.
• Analyse: develop deeper critical thinking and questioning.
• Communication: sharing their knowledge through informed discussions about enquiry
Implementation
Topic will be covered through a 3 year rolling program. Students will have one hour a week for
KS3 and KS4 were relevant. The emphasis of teaching will be on discussion, sharing of views and
opinions and developing knowledge of issues in the context of cultural, social and
environmental issues.
Impact
Pupils will be equipped with knowledge of the world in the context of History, Geography and
RE in order to enable them to take this knowledge with them into adult life. We hope to give
them the skills to lead responsible lives in a diverse world, to be good citizens showing empathy
to different communities.
Belong Believe Achieve
Long Term Overview
Year 1
Term 1 Term 2 Term 3
Year 1 Different Lives Magic and Mystery Inspiration
Prejudice and
discrimination against
people
The Rainforest Religious Festivals and
celebrations
Pupils will gain an
understanding of how
and why religious
festivals are
celebrated.
Year 2
Term 1 Term 2 Term 3
Year 2 Journeys World of Work Survival/ The
Environment
Taking a Role in Society
in the UK 2018
Working towards goals
with a particular focus
on the workplace,
Careers and Aspirations
RE Focus - Ramadan
Year 3
Term 1 Term 2 Term 3
Year 2 Relationships Animals War and Conflict
Bedford through the
ages
Geography – Extreme
environments, their
locations and
adaptations
RE Focus: Judaism
PERFOMING ARTS
Intent
We have included performing arts in out curriculum offer to allow our pupils to gain access to a
range of experiences of music and drama. We want to develop their confidence and self-
esteem within themselves. We want them to be able to talk about their emotions, opinions and
support each other. We hope to develop their tolerance for different situations and also enable
them to perform in different scenarios. We want to challenge them and develop their skills not
only to enable them to be confident in a range of situations but be able to use strategies to
develop resilience, reduce stress and anxiety when faced with challenges.
Belong Believe Achieve
Implementation
All lessons are practical to enable pupils to experience, positive, enthusiastic and creative
performances. There is a real focus on developing skills like: Respect, resilience, and
independence. We actively teach the student how to present as more confident and
cooperative communicators and encourage them to explore their interests and talents. There is
a booklet that student use to evaluate their progress.
Impact
The impact of this subject is measured in the pupils levels of engagement and confidence. We
access their ability to work independently, and as part of a team as well as their participation in
clubs, performances and opportunities to use the skills taught.
Long Term Overview
Year 1
Term 1 Different Lives Term 2 Magic and Mystery Term 3 Inspiration
Focus Lion King Disney songs Creating our own lyrics
WJEC
Unit
Ensemble
Performance 5
Credits
To perform and
appraise pieces as
part of an
ensemble on an
instrument/ voice
Ensemble
Performance 5
Credits
To perform and
appraise pieces as
part of an
ensemble on an
instrument/ voice
Appraising Music 5
Credits
To know building
blocks + expressive
elements of music
and know the
stylistic features of
different genres.
Composing Music 4
Credits
To create +
organise musical
ideas to produce
compositions. To
appraise their own
compositions
Year 2
Term 1 Journeys Term 2 World of Work Term 3 Survival/ The
Environment
Focus Journeys through life The Music Business Changing the World
WJEC
Unit
Solo Performance 4
Credits
Be able to perform
solo pieces on an
instrument/ voice.
Be able to appraise
the solo
performances
Appraising Music 5
Credits
To know building
blocks + expressive
elements of music
and know the
stylistic features of
different genres.
Composing Music 4
Credits
To create +
organise musical
ideas to produce
compositions. To
appraise their own
compositions
Ensemble
Performance 5
Credits
Be able to perform
and appraise
pieces as part of an
ensemble on an
instrument/ voice
Year 3
Term 1 Relationships Term 2 Animals Term 3 War and Conflict
Focus Solo to Duet
WJEC
Unit
Solo Performance 4
Credits
Be able to perform
solo pieces on an
instrument/ voice.
Be able to appraise
the solo
performances
Appraising Music 5
Credits
To know building
blocks + expressive
elements of music
and know the
stylistic features of
different genres.
Composing Music 4
Credits
To create +
organise musical
ideas to produce
compositions. To
appraise their own
compositions
Ensemble
Performance 5
Credits
Be able to perform
and appraise
pieces as part of an
ensemble on an
instrument/ voice
Belong Believe Achieve
WORK EXPERIENCE
Intent
It will be challenging for our pupils to gain employment without support. We hope that by
developing aspirations throughout the school and getting them to explore opportunities they
will aspire to study further, be employed and contribute to their community in whatever way
they can. We therefore want to help our pupils develop the following life skills through our work
experienced program:
• Be able to build positive relationships with adults
• Take responsibility and be accountable for personal actions
• Believe in their own skills and abilities
• Be resilient to cope with frustrations, let downs and find solutions to problems
• Be reflective and find ways of making personal improvements
• Understand that getting things wrong is ok and part of the learning journey
• Have an understanding of their own strengths and weaknesses
• Be able to present themselves well and talk about themselves confidently
• Follow instructions and carry out tasks
• Work independently and as part of a team
Implementation
Not all of our pupils will be suited to a work placement and many of these skills will be taught
and developed through form time, assemblies and off timetable days. For the more able KS4
class, 2 hours per week will be set aside to teach the above mentioned skills. Speakers will be
invited in to talk to the pupils, work will be carried out to help pupils understand themselves
better, they will be encouraged to research college placements and talk about different
opportunities available to them. They will look at enterprise and have the opportunity to meet
people from different business background both in the local environment and through guest
appearances. We will also engage our year 11 pupils in the National Citizenship program to
help prepare them for transition.
Impact
Pupils who attend a work placement will be successful and enjoy it. Their will have raised
aspirations and attend open days at colleges. Our pupils will leave Grange Academy as
confident young people with the skills to develop relationships, follow instructions and
contribute to the society that they live in.
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