Curriculum
At Birchwood, we believe that every student deserves to have thoughtful, purposeful and enjoyable lessons throughout their time at school and across all of their subjects.
This is why we follow a curriculum that is ‘knowledge-rich’. This means that all lessons include information that has been carefully selected and deemed to be of the highest importance. All lessons link together so that all of the content to which students are exposed is vital and part of a bigger sequence. Essentially, the curriculum has been carefully designed so that students build on key concepts during each year of study. With this approach, by the time they leave Birchwood, students will have encountered a range of valuable and inspirational learning material – this will empower them to approach their future with confidence and integrity.
As well as developing the academic experience of students, the curriculum has been created to create numerous opportunities for personal enrichment. We believe that a truly brilliant education, as well as equipping students with scholarly knowledge, guides them to be kind, responsible citizens who do not settle for easy answers.
Curriculum Resources
At Birchwood, we want to empower our students by helping them to understand how to retain key knowledge and accumulate a vast array of powerful ideas and perspectives – both within their subjects and about the wider world.
To help them to do this, every subject provides students with two key resources:
A knowledge organiser – this is an A4 sheet of paper that summarises all of the key knowledge that students should aim to learn during a unit of work.
A vocabulary list – this is a series of ambitious words that help students to express ideas about each subject in a thoughtful way.
We believe that students get the most out of these resources when they are given the tools to remember information. All of the homework that is set at KS3 is learning homework – this means that students are expected to revise a key section of the knowledge organiser/a selection of the vocabulary words.
Homework
To help students to feel confident about this process we have half termly memory workshops, as a well as having three clear stages to completing homework in a successful way:
Plan
Have I checked Class Charts?
Do I have what I need to complete the homework?
Do I know when it is due?
Practice
To make sure that I have learnt the information properly, have I completed….
A cheat sheet?
A Microsoft form?
A question and answer sheet?
A revision activity requested by my teacher?
If you would like some tips on how best to support your child with their homework, please watch this video.
Mathematics
English
| Year | HT1 | HT2 | HT3 | HT4 | HT5 | HT6 |
|
7 Self and identity |
Modern novel: ‘My Sister Lives on the Mantelpiece’ Identity – who am I and how do I fit into my family? |
Modern novel: ‘My Sister Lives on the Mantelpiece’ Identity poetry (pre-20th to modern) Identity – who am I and how do I fit into my family? |
Classic novel: Identity – how do I fit into the society around me? |
Classic novel: Identity – how do I fit into the society around me? |
Shakespeare play: ‘A Midsummer Night’s Dream’ Identity – how do I survive in the world around me? |
Shakespeare play: ‘A Midsummer Night’s Dream’ Identity – how do I survive in the world around me? |
| Focus: | Writing (creative) | Reading skills | Reading skills, building on HT2 | Writing (creative), building on HT1 | Reading skills, building on HT2 and HT3 | Writing (viewpoint), building on HT1 and HT4 |
|
8 Conflict
|
Modern novel: ‘The Book Thief’ Conflict – how does war affect humanity? |
Modern novel: ‘The Book Thief’ Conflict – how does war affect humanity? |
Classic literature: the Gothic tradition Conflict – how does conflict affect individuals?
|
Conflict poetry Conflict – how does conflict affect individuals? |
Shakespeare play: ‘Romeo and Juliet’ Conflict – what are the effects of conflict for society? |
Shakespeare play: ‘Romeo and Juliet’ Conflict – what are the effects of conflict for society? |
| Focus: | Writing (creative) | Reading | Writing (creative), building on HT1 | Reading skills, building on HT2 | Reading skills, building on HT2 and HT3 | Writing (viewpoint), building on HT1 and HT4 |
|
9 Power |
Modern novel: Power – how and why do people exert power over society? |
Modern novel: Power – how and why do people exert power over society? |
Shakespeare play: ‘Othello’ Power – how and why do people disempower others? |
Shakespeare play: ‘Othello’ Power – how and why do people disempower others? |
Classic and contemporary literature: powerful voices Power – what are some examples of powerful voices over time? |
Classic and contemporary literature: powerful voices Power – what are some examples of powerful voices over time? |
| Focus: | Reading | Writing (viewpoint) | Reading, building on HT1 | Writing (creative) | Reading, building on HT1 and HT3 | Writing (creative and viewpoint), building on HT2 and HT4 |
|
10 AQA English Language and Literature |
Introduction to English Language Paper 1 reading ‘A Christmas Carol’ |
‘A Christmas Carol’ Power and Conflict poetry: ‘Exposure’ ‘Bayonet Charge’ |
‘Macbeth’ Power and Conflict poetry: ‘The Charge of the Light Brigade’ ‘Remains’ |
‘Macbeth’ Power and Conflict poetry: ‘Poppies’ ‘War Photographer’ |
Power and Conflict poetry: ‘Storm on the Island’ ‘The Prelude’ ‘The Emigree’ ‘Checking out Me History’ ‘Kamikaze’ ‘Tissue’
Unseen poetry
|
Revision Introduction to English Language Paper 2 reading Language: speaking and listening
|
|
11 AQA English Language and Literature |
English Language Paper 1 writing |
‘An Inspector Calls’ Power and Conflict poetry: ‘Ozymandias’ ‘London’ |
‘An Inspector Calls’ Power and Conflict poetry: ‘My Last Duchess’ |
English Language Paper 2 reading and writing Unseen poetry |
Revision |
Science
| Year 7 Overview | ||||
| Order | Topic | Topics to cover | WS skills | Interleaves with (potentially) |
|
1
|
Matter
|
S,L,G, Particle theory | Analysing results- tables and GRAPHS | KS2 – Working Scientifically |
| Physical changes, Heating and cooling | SCALE- smallest things | |||
| 2 | Separating mixtures | Mixtures, separating techniques | Particle model | Chromatography- colour |
| 3 | Energy | Energy stores and transfers | Use of models in science | KS2 – Forces |
| Transfer by heating | Variables | |||
| Conservation of energy | ||||
| 4 | Chemical reactions | Atomic structure and elements, Chemical and physical changes, Examples of chemical reactions, metals and non metals, reactions of metals, Introduce ‘reactivity’. Introduction to equations, | SAFETY and use of equipment. Making predictions/observations/ writing up scientific experiments | Chemical reactions and physical changes |
| Models in science | ‘changes between energy stores’ | |||
|
5
|
Cells
|
Cells, Cell organisation, The microscope, Respiration, introduction to specialised cells | Produce labelled diagrams and drawings, Making observations, history of science, ‘scientific ideas change over time’ SCALE- small things | Chemical reactions, Energy |
|
|
(Respiration for both) | |||
| Living things manipulate energy | ||||
| 5 | Humans | Tissues, organs, and organ systems- intro to, (digestion, breathing) and skeleton | Make predictions, interpret results MEANS- the microscope SCALE | Cells, cell organisation |
| Energy- energy transfers and human movement? | ||||
| 6 | Acids and alkalis | Acids and alkalis | Variables. Maths skills in science , drawing conclusions, improvements to experiments | Reactions |
| neutralisation | Energy, colour | |||
| 7 | Forces and motion | Speed, distance-time graphs, forces and movement, force diagrams, balanced and unbalanced, introduce resistance to movement | Analysing results –GRAPHS | Fundamental principles conservation of…. Explore ideas and misconceptions ‘think and write like a scientist’ many people think this but they are wrong because…. |
| Maths in science- equations EVERY method or similar – to c.f. with maths | ||||
| 8 | Plants and ecosystems | Plant nutrition and reproduction, interdependence | Collecting and recording results, sampling techniques, evaluate methods | Cells, energy transfers |
| 9 | Electricity | Simple circuits | Models in science, produce labelled diagrams and drawings | KS2 – Working Scientifically |
| Introduce current and PD ‘rope loop model’ | KS2 – Electricity | |||
| 10 | Earth | Gravity, the sun and stars, day and night, Earths structure and magnetic fields, rock cycle | Maths in science SCALE- massive things | Forces, chemical reactions, energy, waves |
| Year 8 Overview | ||||
| Order | Topic | Topics to cover | WS skills | Interleaves with (potentially) |
| 1 | Matter | Atoms, ions, and elements. Periodic table G1, 7, 0 in terms of electrons. Compounds- recation of group 1 with water and group 7, naming compounds, properties of metals and non metals. Polymers | Making predictions | Yr 7 matter |
| 2 | Energy | Physical changes, movement of particles, energy and temperature, energy transfer by heating, conduction, convection, radiation, conservation, efficency calculation and sankey diagrams and work done calculations linking to power calculation. | Models, interpreting results | Waves, particle theory, energy transfers |
| 3 | Chemical reactions | The period table discovery. Reactions of group 1, 7 and zero. Examples of reactions- oxidation, thermal decomposition, neutralisation, reactions of metals, energy changes in chemical reactions, catalysts, balancing equations, reactivity series | drawing conclusions | Naming compounds. PT, atoms and elements, acids and alkalis |
| 4 | Humans | Digestion, nutrients, food tests, breathing and gas exchange, the heart, blood vessels and respiration aerobic and anaerobic. Yeast – using | Variables | Catalysts, energy changes in reactions, cells, particle model-diffusion |
| 5 | Forces | Force diagrams, friction, air and water resistance, resultant force, relative motion, forces and accelartation, F=ma, moments, pressure, elasticity, magnets. | interpreting results GRAPHS | Human movement, design technology |
| 6 | Inheritance | DNA, variation, natural selection and SoF, extinction and preserving species | Cells, specialised cells, Earth and ecosystems | |
| 7 | Separating techniques | Review and apply separating techniques to the extraction of all the components of a solution of copper sulphate | Planning and conducting an experiment | Particle model, changes of state |
| 8 | Motion and pressure | Speed (again), motion graphs with greater detail. Hooke’s law again in greater detail, Pressure in gases, liquids and on solids. Moments. | Making comparisons, evaluating claims | energy |
| 9 | Plants | Plant nutrition, photosynthesis | cells | |
| 10 | Waves | Water waves, light waves, how we see, colour, sound and hearing | Variables, interpreting results, drawing conclusions | Energy |
| Cells – the eye | ||||
| 11 | Earth | Materials, properties of materials, extracting materials, atmosphere and climate, recycling, carbon cycle | Chemical reactions, ecosystems, interdependence, Geography | |
| 12 | Electricity | Series and parallel circuits, magnets | Energy, forces | |
| Year 9 Overview | ||||
| Order | Topic | Topics to cover | WS skills | Interleaves with (potentially) |
| 1 | Health and disease | Respiration, digestive and lung health and disease, diabetes, smoking, drugs the heart and sports. | Plan, write, conduct, analyse an experiment looking into digestive enzymes- could investigate diffusion, temperature, denaturing of enzymes etc | Chemical reactions, Energy |
| (respiration for both) | ||||
| Living things manipulate energy | ||||
| Cells, cell organisation | ||||
| Energy- energy transfers and human movement. | ||||
| Catalysts, energy changes in reactions, cells, particle model-diffusion | ||||
| 2 | Reactivity series and electrolysis | Classifying chemical reactions, energy in reactions, energy levels diagrams, reactivity series and extracting metals. | Plan, write, conduct, analyse an experiment looking into reactivity, electrolysis? | Chemical reactions and physical changes |
| ‘changes between energy stores’ | ||||
| Particle model, changes of state | ||||
| Naming compounds. PT, atoms and elements, acids and alkalis | ||||
| 3 | Electricity and electromagnets | Electricity, components, investigating electromagnets, power, efficiency | Plan, write, conduct, analyse an experiment looking into strength of electromagnets | Electricity |
| energy | ||||
Art
|
Art Rotation x 4 (9 weeks) |
Theme |
Knowledge |
Skills |
||
|
YEAR 7 |
|||||
|
The Living World INSECTS
|
Formal Elements of Art & Drawing skills
|
· Line/mark-making effects · Tonal shading · Sgrafitto technique · Paper art & manipulation |
|||
|
YEAR 8
|
|||||
|
PORTRAITS
|
Colour Theory & Blending skills
|
· Portrait proportions · Colour blending · Drawing techniques · Contour lines & shapes
|
|||
|
YEAR 9
|
|||||
|
THE EVERYDAY
|
Contemporary artists links & Painting skills
|
· Compositional skills · Painting techniques · Various drawing skills · Analysing artwork |
|||
|
|
Autumn Term | Spring Term | Summer Term | ||
| Year 10 |
COMPONENT 1 : Portfolio (60%) AFRICAN ART & CULTURE Project 1 |
COMPONENT 1 : Portfolio ORGANIC FORMS Project 2 |
|||
| Year 11 |
COMPONENT 1 : Portfolio ORGANIC FORMS Project 2 |
COMPONENT 2 : Externally Set Assignment (40%) Choice of 15 starting points Preparatory work & 10 hour final piece
|
External Moderation |
||
Business Studies
|
Year group |
Autumn term |
Spring term |
Summer term |
|
10 |
Component 1 Exploring Enterprises – Investigate different local businesses – The skills and characteristics needed to be an entrepreneur – Market research of customers and competitors |
Component 1 Exploring Enterprises – Internal and external factors – Situational analyses of PEST and SWOT Plan and prepare for component 1 external assessment in March |
Component 1 Exploring Enterprises – external assessment Component 2 – Planning a new business idea – Choose an idea and conduct your own market research |
|
11 |
Component 2 – Planning a new business idea – Planning a micro enterprise – Presenting a business plan – Reviewing your business idea Plan and prepare for component 2 external assessment – December |
Component 3 – Marketing and finance – Marketing activities – The marketing mix – Financial documents and statements – Financial planning and forecasting – Sources of finance |
Component 3 – Marketing and finance – Preparation for the final examination May/June |
Computing
| Year 7 CP (TBC) | Year 8 CP (TBC) | Year 9 CP (TBC) | |
| No. of Weeks | (2 Lessons/fortnight) | (2 Lesson/fortnight) | (2 Lesson/fortnight) |
| 6 weeks | INSET | INSET | INSET |
| Welcome to Computing. Using the IT system to succeed in school & Impact of Technology |
Algorithms and Flow Charts (FLOWOL) |
Milo’s Desserts Project Business and Media |
|
| HALF TERM | |||
| 7 wks | Algorithms; solving problems by thinking like a computer (LOGO) |
Modelling (MS EXCEL) |
Text based Programming (PYTHON) |
| KAST 1 | KAST 1 | KAST 1 | |
| CS Winter Challenges | CS Winter Challenges | CS Winter Challenges | |
| CHRISTMAS HOLIDAY | |||
| 7 wks | Networks from Semaphore to the Internet | Developing for the web Using HTML and CSS to create webpages (Notepad++) |
CyberSecurity |
| HALF TERM | |||
| 5 wks | Modelling data (MS EXCEL) |
Representations Binary conversions |
Data Science |
| EASTER HOLIDAY | |||
| 6 wks | Programming essentials Part 1 (Scratch) |
Introduction to Python programming (Python) |
Media – Image editing (Photopea) |
| HALF TERM | |||
| 7 wks | REVISION + EOY KAST | REVISION + EOY KAST | REVISION + EOY KAST |
| COMPUTER SCIENCE SUMMER CHALLENGES | COMPUTER SCIENCE SUMMER CHALLENGES | COMPUTER SCIENCE SUMMER CHALLENGES | |
| Term 1 | Term 2 | Term 3 | |
| Year 10 |
1.1 Systems architecture |
1.3 Computer networks, connections and protocols |
1.5 Systems software |
| Year 11 |
2.1 Algorithms |
2.4 Boolean logic |
Revision and Exams |
Dance
| Winter | Spring | Summer | |
| Year 10 |
Component 1: Exploring the Performing Arts Learning aim A: Examine professional practitioners performance work |
Component 1: Exploring the Performing Arts Learning aim B: Explore the interrelationships between constituent features of existing performance material |
Component 2: Developing Skills and Techniques in the Performing Arts |
| Year 11 |
Component 2: Developing Sills and Techniques in the Performing Arts Preparation for Component 3 |
Component 3: Set Task Responding to a Brief |
Component 3: Set Task Responding to a Brief |
Drama
| Year Group | Autumn Term | Spring Term | Summer Term |
|
7 |
Half Term 1: Where and how did Drama begin? (Greek, Roman, Medieval Theatre – Early 16th Century) Half Term 2: Shakespeare and comedy (Comedy of Errors) |
Half Term 3: Silent Movie’s Half Term 4: Children’s Theatre and Theatre in Education (Peter Pan) |
Half Term 5: ‘The Village of Eyam’ (Bubonic plague) Half Term 6: The Early age of Musicals (West Side Story) |
|
8 |
Half Term 1: Commedia – dell’arte (Mid-16th Century) Half Term 2: Elizabethan Shakespeare (Titus Andronicus)
|
Half Term 3: Theatre Practitioners (Brecht) Half Term 4: Theatre in Education (Gary New Love – underage drinking) |
Half Term 5: Historical and Social issues – Covid 19 ( pandemic ) Half Term 6: Musical Theatre in the 80s (Hairspray) |
|
9 |
Half Term 1: Melodrama (19th Century) Half Term 2: Jacobean Shakespeare (King Lear) |
Half Term 3: Theatre Practitioners (Stanislavski & Artaud) Half Term 4: Theatre in Education (Michael Bigger – Mental Health) |
Half Term 5: Historical & Social Issues (Manchester Arena Bombing 2017) Half Term 6: Musical Theatre Now (Hamilton) |
|
10 |
Component 1: Exploring the Performing Arts (Examine professional practitioners performance work) |
Component 1: Exploring the Performing Arts Component 2: Developing Skills and Techniques in the Performing Arts |
Component 2: Developing Skills and Techniques in the Performing Arts |
|
11 |
Component 3: Set Task |
Component 3: Set Task |
Component 3: Set Task |
Engineering
|
Engineering Rotation x 4 (9 weeks) |
Theme | Focus | Skills | ||
| YEAR 7 | Design and Modelling Skills |
Designing a one-point perspective city view. Creating a dream house on google sketch up. Pewter casting a pendant. |
· Technical Drawing skills · Rendering skills · Perspective drawing · 3-dimensional design · Metal working skills · Tool maintenance · Workshop safety · 2D CAD software · Google Sketch up |
||
| YEAR 8 | Mechanical Engineering |
Mechanical Toy. Catapult design investigating levers. |
· Centre of gravity experiment · Thread cutting · Metal bending · Levers · Mechanical components · Mechanical movements · Onshape CAD Drawing |
||
| YEAR 9 | Electrical Engineering |
Electronic LED Lamp. Amplifier. |
· Electronic Theory · Electronic Components · Soldering · Solder removal · Laser Cutting · Assembly Drawing · Exploded Drawing · Onshape CAD Drawing · TinkerCAD · Orthographic projection |
||
| Year 10 | |||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 1 | Spring 2 / Summer 1 | Summer 2 |
| Unit 3 – Wind Vane | Unit 1a – Engineering Sectors | Unit 2a – Materials | Unit 2b – Disassembly | Unit 2c – Plan and Remake | Unit 1b – Design |
| Knowledge: | Knowledge: | Knowledge: | Knowledge: | Knowledge: | Knowledge: |
| This project will introduce you to the main manufacturing techniques used in metal. You will be required to design, mark out, cut, file and polish an aluminium vane before using the lathe to turn a post for it to be mounted to. A direction arm will be screw threaded then brazed into place before drilling and welding a base in place. | Developing an understanding of the world of engineering. Be able to explain the need for different engineering sector to exist and use examples to support. | Be able to suggest and justify the use of a range of materials in a given product. Making reference to their working properties. | Be able to disassemble a given product, identify individual component parts and justify their purpose within the product as a whole. | Be able to plan accurately how to remake a given component showing due regard to health and safety and appropriate manufacturing skills gained from previous course experience. | Be able to design and present a range of suitable designs ideas to a given engineering problem, showing creativity and flair. |
| Year 11 | |||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 1 | Spring 2 / Summer 1 | Summer 2 |
| Unit 1b – Virtual Modelling | Unit 3 – Max xaM | Unit 1b – Development | Unit 1b – Manufacture | Unit 1b – Review | Unit 3 – Max xaM |
| Knowledge: | Knowledge: | Knowledge: | Knowledge: | Knowledge: | Knowledge: |
| Be able to model a workable design solution using software. | Final theory topics are covered, along with a bespoke exam preparation program in order to prepare for written exam (attempt 1). | Development of final prototype design through modelling and sketching. | Manufacture of the final prototype using a wide range of pre taught skills. High attention to detail and accuracy are essential as well as clear compliance with health and safety practices. | Extensive evaluation and testing of final prototype including the presentation of modifications and improvements suggested through reflection. | Final theory topics are covered, along with a bespoke exam preparation program in order to prepare for written exam (attempt 2). |
Ethics, Philosophy and Religion
|
|
Winter Term |
Spring Term |
Summer Term |
|
Year 7 |
· Comparative religion- What is religion? · What do religions share? |
· Christianity · The life of Jesus · Parables and miracles |
· Judaism · Different groups in Judaism · Judaism in the world today |
|
Year 8 |
· Hinduism · Hindu beliefs about God · Hindu beliefs about the afterlife. |
· Christianity · Christian celebrations · Different groups of Christians |
· Sikhism · Key Sikh beliefs · The Sikh Guru’s |
|
Year 9 |
· Philosophy · Science and religion · Humanism |
· GCSE Sikh beliefs · GCSE Sikh Practices |
· GCSE Issues of Relationships |
|
Year 10 |
· Issues of Life and Death |
· Issues of Good and Evil |
· Issues of Human rights |
|
Year 11 |
· Christian beliefs and Practices |
· Christian beliefs and practices · Revision |
|
Food
| FOOD: CURRICULUM MAP KEY STAGE 3 | ||
|
YEAR 7 |
Year 8 | YEAR 9 |
|
· Students will be introduced to food and consider factors influencing food choice. · Use simple sensory perception tests to make judgements on food. · Discover and use a range of basic equipment and cooking techniques. · Prepare and use a range of ingredients to make a variety of products that demonstrate use of the cooker, hob and grill. · Develop awareness of key food safety and hygiene and demonstrate the principles during practical sessions. · Investigate the Eatwell guide and current healthy eating advice. |
· Students will continue to expand their practical repertoire through making a variety of more challenging dishes. · Learn about British cuisine and what influences our cuisine. · Develop understanding of macro and micronutrients and the importance of good nutrition. · Investigate a range of nutritional problems that may occur through excess or deficiency of different nutrients. |
· Students will continue to expand their practical repertoire through making a variety of more challenging dishes as well as dishes inspired by other cultures and countries. · Investigate food poisoning and food spoilage and the problems associated with these. · Investigate useful functions of microorganisms. · Apply nutritional knowledge to the planning of meals for different age groups. · Investigate diets for specific lifestyles, allergies and religious beliefs choices and diets. · Develop awareness of international cuisine. |
|
Year group |
Autumn |
Spring |
Summer |
|
10 |
Factors affecting food choice (review and build on KS3 work)
Healthy eating and planning balanced diets(review and build on KS3 work)
Macro and micro nutrients (review and extension of KS3 work)
Food commodities -fruit and vegetables, milk and dairy, meat, alternative proteins, fish, cereals.
Pastry making
|
Sauce making
Breadmaking.
Food commodities – Eggs, fats, oils and sugar.
Cake making.
Food science/functional and chemical properties of food.
Energy.
Special dietary requirements and specific lifestyles (build on KS3 work).
|
Effects of cooking on food and methods of cooking.
Food provenance, food and the environment, food manufacturing/processing.
Food spoilage, positive use of microorganisms and food poisoning (build on KS3 work).
Food packaging/ food labelling and food additives |
|
11 |
Controlled assessment The food investigation The food preparation assessment. |
Controlled assessment The food preparation assessment. |
Exam revision and preparation |
Geography
| Year | Winter Term | Spring Term | Summer Term |
| Year 7 |
· What is geography? · How do earthquakes happen? |
· What is the UK? · How are our clothes made? |
· How is Africa a diverse continent? · How is Liverpool a ‘global city’? |
| Year 8 |
· Why does population change over time? · How do rivers shape our landscape? |
· How developed is China? | · Why does Britain’s weather change so much? |
| Year 9 |
· How do volcanoes affect people? · Does Oxfordshire need a reservoir? |
· Antarctica · How does the atmosphere create hazards? |
· How can Warrington’s future be sustainable? |
| Year 10 |
· Living World · Development & India |
· Coastal Landscapes |
· Urban Issues & Challenges · Human fieldwork: Salford Quays |
| Year 11 |
· Physical fieldwork: River Wyre · The UK economy · River landscapes |
· Hazards · Resources · Issue Evaluation |
· Revision |
Health and Social Care
| Winter | Spring | Summer | |
| Year 10 |
Component 1 – Human Lifespan Development Human growth and development across lifestages Factors affecting growth and development |
Component 1 – Human Lifespan Development Investigate how individuals deal with life events Coping with change |
Component 2 – Health and Social Care Services and Values Demonstrate Care Values and review own progress |
| Year 11 |
Component 3 – Health and Wellbeing Factors affecting health and wellbeing |
Component 3 – Health and Wellbeing Revision and exam Component 2 – Health and Social Care Services and Values Understand the different types of health and social care services and barriers to accessing them |
Component 2 – Health and Social Care Services and Values Understand the different types of health and social care services and barriers to accessing them |
History
| Year 7 | Year 8 | Year 9 |
| What has shaped the history of Britain up to 1700? | What big ideas have shaped the modern world 1700 – c. 1900? | How have the big factors shaped the lives of ordinary people in the twentieth century? |
| Introduction and Sanitation | Industrialisation: Industrial Revolution | The Russian Revolution, 1905-1939 |
| How can we tell the story of 1066? | Racism: Slave Trade | Anti-Semitism: The Holocaust |
| How did William gain control? | Colonialism: British Colonialism | British Decolonisation in India and Kenya |
| Baghdad and the medieval silk roads | Democracy: Development of Democracy | American Society in the 1920s |
| Medieval beliefs | MAIN and WWI | Civil Rights in the USA, 1860-1970 |
| Medieval lives | Health: Medicine Through Time | |
| Henry VIII | Warrington – Local History Study | |
| Elizabeth I |
| Year 10 and 11 | ||||
| Paper One (30%) | Paper Two (40%) | Paper Three (30%) | ||
| Crime and Punishment – c.1000 to Present Day | Whitechapel Depth Study c.1870-1900 | Superpower Relations 1941 – 1991 | Early Elizabethan England, 1558 – 1588 | Weimar and Nazi Germany, 1919 – 1939 |
Media Studies
|
Year Group |
Autumn Term |
Spring Term |
Summer Term |
|
10 |
Cambridge National iMedia R093 Creative iMedia in the media industry. Topics include; The media industry, Factors influencing product design, Pre-production planning |
Cambridge National iMedia R093 Creative iMedia in the media industry. Topics include; Pre-production planning and Distribution considerations |
Cambridge National iMedia Unit R094: Visual identity and digital graphics Topics include; Develop visual identity, Plan digital graphics for products and Create visual identity and digital graphics through production work |
|
11 |
Cambridge National iMedia R087: Creating interactive multimedia products Topics include; The uses and properties of interactive multimedia products, Planning, design |
Cambridge National iMedia R087: Creating interactive multimedia products Topics include; design and evaluation of products R081: Pre-Production Skills exam preparation (exam June 2023) Topics include; the purpose and content of pre-production, Planning, Creation of Pre-production documents and review processes |
R081: Pre-Production Skills exam preparation (exam June 2023) Topics include; the purpose and content of pre-production, Planning, Creation of Pre-production documents and review processes |
Modern Foreign Languages
| Year 7 | |
| Topic Areas | |
|
Half Term 1 – French Bonjour
|
Greetings and introductions Alphabet Numbers 1-31 Months of the year and days of the week School bag items Classroom items |
|
Half Term 2 – French Ma Famille
|
Family members Pets Descriptions of hair and eyes Descriptions of personality |
|
Half Term 3 Spanish Hola
|
Greetings and introductions Alphabet Numbers 1-31 Months of the year and days of the week School bag items Classroom items |
|
Half Term 4– Spanish Mi Familia
|
Family members Pets Descriptions of hair and eyes Descriptions of personality |
|
Half Term – French Mon College
|
School subjects Opinion phrases + justifications Describing the school timetable In the school canteen |
|
Half Term – Spanish Mi Colegio
|
School subjects Opinion phrases + justifications Describing teachers School timetable Classroom activities In the school canteen |
| Year 8 | |
| Topics | |
| Half Term 1 French – Mes passetemps |
What I do on my phone/computer Free time activities Sports Frequency phrases and time markers Types of weather/seasons |
|
Half Term 2 – French T’es Branché(e)?
|
TV programmes Types of films Books Internet activities Describing what you did yesterday |
|
Half Term 3 – Spanish Mi tiempo libre
|
Free time activities Frequency phrases Telling the time Sports Places in town Plans for next weekend |
|
Half Term 4 – Spanish Diviertete
|
Types of TV programmes Types of films Inviting someone to go out |
|
Half Term – French J’adore Paris!
|
Paris tourist attractions Describing what you visited, saw and ate. Giving opinions in the past tense Describing how you travelled and how long you stayed. Understanding tourist information e.g. opening times
|
| Half Term 6 – Spanish Vacaciones |
Holiday destinations – names of countries Modes of transport Holiday activities Describing a past holiday Giving opinions on a past holiday. Travelling to South America
|
| Year 9 French | |
| Topics | |
| Half Term 1 – La Nourriture |
Breakfast lunch and tea items Ordering food in a café or snack bar Understanding a menu
|
| Half Term 2 – Chez moi, chez toi |
Describing where you live Comparing two different houses Saying what’s in your home (rooms and items of furniture) Describing your ideal house Describing a trip to the Nice carnaval |
| Half Term 3 – Ma Vie Sociale d’Ado |
Describing what you do on social media Giving your opinion of someone Arranging to go out Describing a date/day out Describing a music event |
| Half Term 4 – Bien dans sa Peau |
Parts of the body Benefits of sport and fitness Making healthy eating resolutions and plans to get fit Describing levels of fitness
|
| Half Term 5 – Les Vacances |
Discussing holidays Planning an ideal/adventurous holiday What to pack in your suitcase Describing what happened on holiday including holiday disasters Visiting a holiday camp |
| Half Term 6 – Les Choristes |
Using personality adjectives for describing the main characters Using the perfect tense to describe events in the film Using the future tense to make predictions about the film Writing a film review
|
| Year 9 Spanish | |
| Topics | |
| Half Term 1 – En Casa |
Describing where you live Adding extra detail to sentences Describing the rooms in your home What do you do at home? Describing what is in your room Daily routine |
| Half Ter 2 – En la Ciudad |
Describing your town and comparing it to another town Saying what is in your town and giving directions Inviting someone out Describing the weather What will you do in your town this weekend? |
| Half Term 3 – La Comida |
Items of food and drink Describing mealtimes Ordering food in a restaurant Talking about a special meal |
| Half Term 4 – La Ropa |
Items of clothing Describing your style Discussing different types of shops Describing and giving opinions on school uniform |
| Half Term 5 – La Salud |
Parts of the body Illnesses and injuries In the pharmacy Do you have a healthy diet? Healthy vs unhealthy foods Recap of frequency phrases Talking about lifestyle changes
|
| Half Term 6 – Valentin |
Valentin film project (cultural enrichment) Describing the main characters using personality and appearance adjectives Describing events in the film and events that took place in 1969 Learning more about Argentina Using opinion phrases and present/preterite tenses to write a review of the film |
| Year 10 and 11 Spanish | |
| Year 10 | |
| Topics | |
|
HT1 Theme 1 – Family and Friends |
Family members Descriptions Opinions on relationships and marriage Opinions of dating sites |
|
H2 Theme 1 – New Technologies |
Types of new technology Uses of new technology Pros and cons of social media Pros and cons of phones and computers |
|
HT3 Theme 1 – Free Time |
TV and films Weekend activities Food and drink In a restaurant Describing a special meal Sport including sport around the world |
|
HT4 Theme 1 – Customs and Festivals |
Los Castells El Colacho San Fermin Moros y Cristianos Dia de lo Muertos Las Fallas |
|
HT5 Theme 3 – School and post 16 |
Describing school building Opinions on different subjects and teachers Opinions on school rules. What you would change in your school University or apprenticeships? |
|
HT6 Theme 3 – Jobs and Future plans |
Naming a range of jobs and careers Looking for a job Pros and cons of different jobs Your ideal job |
| Year 11 | |
| Topics | |
|
HT1 Theme 2 – Home and Local Area |
Rooms in the house and furniture Local amenities Pros and cons of home and area Ideal home |
|
HT2 Theme 2 – Social Issues |
Contributing to charity Importance of charity in society Lifestyle – healthy or unhealthy? Alcohol, drugs and smoking |
|
HT Theme 2 – Global Issues |
Poverty and unemployment Environmental issues Potential solutions for the environment How you have helped recently and will help in the future |
|
HT4 Theme 2 – Holidays |
Countries Usual holiday preferences Accommodation and transport Describing a past holiday Ideal holiday Interpreting tourist information |
|
HT5 Exam revision |
|
| Year 10 and 11 French | |
| Year 10 | |
| Topics | |
|
HT1 Theme 1 – Family and Friends |
Family members Descriptions Qualities of a good friend Opinions on relationships and marriage |
|
HT2 Theme 1 – New Technologies |
Types of new technology Uses of new technology Pros and cons of social media Pros and cons of phones and computers |
|
HT3 Theme 1 – Free Time |
TV and films Weekend activities Food and drink Food from around the world Sports Opinions on extreme sports |
|
HT4 Theme 1 – Customs and Festivals |
Naming a range of festivals celebrated in France How you celebrate Christmas/your birthday Describing a visit to French festival – Solidays Festivals in the French speaking world – Diwali (La Reunion) |
|
HT5 Theme 3 – School and post 16 |
Describing the school day Describing school building Opinions on different subjects and teachers Opinions on school rules. What you would change in your school University or apprenticeships? |
|
HT6 Theme 3 – Jobs and Future plans |
Naming a range of jobs and careers Pros and cons of different jobs Qualifications and qualities – writing a CV |
| Year 11 | |
| Topics | |
|
HT1 Theme 2 – Home and Local Area |
Rooms in the house and furniture Local amenities Pros and cons of home and area Ideal home |
|
HT2 Theme 2 – Social Issues |
Contributing to charity Importance of charity in society Lifestyle – healthy or unhealthy? Alcohol, drugs and smoking |
|
HT3 Theme 2 – Global Issues |
Poverty and unemployment Environmental issues Potential solutions for the environment How you have helped recently and will help in the future |
|
HT4 Theme 2 – Holidays |
Countries Usual holiday preferences Accommodation and transport Describing a past holiday Ideal holiday Interpreting tourist information |
|
HT5 Exam revision |
General revision of all topics covering all skill areas. |
Music
| Year Group | Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 | Summer Term 2 |
|
7 |
The Elements |
Timbre |
Rhythm |
Keyboards, and reading Pitch |
Structure and Form |
Folk |
|
8 |
Rhythm & Ensembles
|
Chords |
Waltzes |
The Blues |
The Blues / |
The Modern Pop Scene |
|
9 |
Music for the Silver Screen |
Rock n Roll Listening and Accompaniment |
Rock n Roll Ballad and song writing |
Periods in musical history /
|
Pop Decades / Eras |
Adverts
|
|
Year Group |
Autumn Term |
Spring Term |
Summer Term |
|
10 |
(Ensemble Skills) AoS 1 Musical Forms and Devices AoS4 Popular Music |
(Free Composition) AoS 2 Music for Ensembles AoS4 Popular Music |
(Completion of Free Composition) AoS 3 Film Music Internal exam preparation
|
|
11 |
Set Works Revisit AoS 1-4 Mock Exam Preparation |
Final performance assessments Composing to a Brief |
Final exam preparation Revisit Set Works Revisit AoS 1-4 |
PE
PSHE
|
Year |
PSHE Day 1 |
Term 1 HT1 and HT2 Form Time and PD PSHE |
PSHE Day 2 |
Term 2 HT3 and HT4 Form Time PSHE |
Term 3 HT5 and HT6 Form time PSHE |
|
7 |
Being an ally- in school and in society |
Respecting different views Appreciating difference |
Understanding physical/ mental changes throughout puberty |
Self-efficacy Taking care of yourself/the importance of routines Health and prevention Dental health |
Respect and boundaries in families Acceptable and unacceptable behaviours in relationships Marriage and different types of relationships |
|
8 |
First aid workshops (External Speakers) Mental Health First aid (External) |
Physical and mental wellbeing Recognising the health needs of others |
Menstruation Age of consent/ intimate relationships Body changes |
Different types of long term relationships Communicating within relationships |
Alcohol/ tobacco/ drug information- impact on health |
|
9 |
Sexting /Sexually explicit images /Pornography Online behaviour – Trolling Catfishing |
Extremist views Radicalisation Gangs
|
Contraception STIs Child Exploitation /Sexual Exploitation |
Bullying and unacceptable behaviours within a relationship i.e. coercive control . Financial literacy i.e. interest rates, overdrafts, credit cards. |
Gender equality Understanding different perspectives i.e. mental health |
|
10 |
Pornography and consent Consent (sexual harassment/ sexual violence) |
Drugs- legal and illegal Alcohol Tobacco |
FGM (External Speakers) Honour based violence (External Speakers)
Breast and Testicular cancer awareness |
Online usage Distinguishing between reality and online personas |
Post 16 choices |
|
11 |
Pregnancy- choices Miscarriage Contraception/ Fertility Pornography and consent (missed due to covid) |
Body image Representation Routines |
Emotional Resilience (External Speaker) Honour Based violence (External speakers)- missed due to covid FGM (External Speakers)-missed due to covid |
Consumerism online and being financially savvy surrounding this. Dangers of online gambling |
Post 16 Transition Revision |
Textiles
|
Textiles Rotation x 4 (9 weeks) |
Theme |
Knowledge |
Skills |
|
| Year 7 |
Hand puppets |
Responding to a brief through design work and developing skills in embroidery and embellishment |
· Designing · Annotating · Embroidery and embellishment · Applique · Analytical skills developed through self-reflection |
|
| Year 8 | Neurographic Art and portrait cushions |
Developing an understanding of Neurographic Art, how to safely operate a sewing machine, developing embroidery skills and learning the process of screen printing |
· Drawing skills · Sewing machine inductions · Screen printing · Tie Dye · Embroidery and Embellishment · Analytical skills through self-reflection |
|
| Year 9 |
Mandala drawstring bag |
Developing an understanding of patterns, learning a wider range of complex stitches, and learning the process of batik |
· Drawing skills · Understanding of pattern · Batik and brusho dye · Embroidery and embellishment · Safe operation of a sewing machine · Analytical skills through self-reflection |
|
| Autumn Term | Spring Term | Summer Term | ||
| Year 10 |
COMPONENT 1: Portfolio (30%) Aquatics Project 1 |
COMPONENT 2: Portfolio (30%) Birds and feathers Project 2 |
||
| Year 11 |
COMPONENT 1: Portfolio (30%) Birds and feathers Project 2 |
COMPONENT 2: Externally Set Assignment (40%) Choice of 7 starting points Preparatory work & 10-hour final piece
|
External Moderation |
|
