Subject Curriculum Plans

2019-20

The Wyvern St Edmund’s curriculum is grounded in our school vision that students become the very best version of themselves: every student, irrespective of their starting point, is provided with the opportunity to learn rich content across a vast range of subjects. This allows access to excellent examination performance, but also ensures that students have the opportunity to find their individual talents and passions. Consequently students leave Wyvern St Edmund’s as well-rounded young people; sure of who they are, where their interests lie and with the best possible set of qualifications. This allows them to move confidently into the next stage in their education, training or employment and, subsequently, onto successful and happy futures.

Whilst the traditional academic subjects are at the core of our curriculum, the performing arts and technology subjects are of high value at WSE too. We want our students to go out and change the world for the better: whether that be finding a cure for cancer, resolving the climate change issue, leading a sporting team to world victory or filling a stadium as a performance artist. Therefore, our curriculum offer is broad and there is no narrowing of the subjects that we offer.

We have taken every opportunity to ensure that our whole-school curriculum and each subject curricula is designed and delivered to fulfil our school vision by:

Maximising students’ progress and attainment through teaching challenging topics, assessing their work regularly and robustly and giving feedback that aids improvement

Ensuring that every student can find their individual talent and passion through an expansive range of subjects and topics covered Promoting excellent literacy and numeracy skills Developing students as independent learners and responsible citizens Giving students the best chance of success in their futures through excellent careers education Providing challenge and support in equal measure to ensure that all students can exceed their potential, regardless of their academic

ability. Ensuring an appropriate balance of knowledge and skills

We regularly review our curriculum to guarantee that it fits the needs of our students and we pride ourselves on providing an innovative and individualised approach to teaching and learning. We have very high aspirations for our students and expect them to take ownership and responsibility for their success by maintaining an excellent attitude to learning.

We judge the impact of our curriculum through student voice, regular learning walks and through the robust assessment of students. We analyse this assessment data thoroughly to ensure that the curriculum, and indeed the assessment itself, is challenging enough and is achieving our aims.

Art (and KS4 Photography) Subject Plan 2019 – 2020

Vision

Art offers all students the opportunity to explore and experiment with a variety of media and techniques that allows every student the opportunity

to develop their creative abilities. Our aim is that all students leave Wyvern St Edmund’s having experienced inspirational, enjoyable and creative

teaching and learning in order to develop their own personal and meaningful responses, drawing upon their own experience and investigations of

contextual and cultural sources.

Our curriculum aims to start in Key Stage 3 by building basic skills, enabling students to observe and record in a variety of ways before

developing skills in conceptualizing and idea generating. This tleads to Key Stage 4 studying the AQA Art and Design or Photography

specification which relies on these skills developed in Key Stage 3 and allows for our students to deeply explore and develop their skills and

talents in a range of materials, processes and approaches, by the end of Year 11 developing a personal voice through visual arts.

Art

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 7

Introduction

- Baseline bag drawing and DIRT

- Colour Wheel- Colour theory, Colour Mixing,

Accuracy of Painting

- Introduction to artist analysis

Title: Natural and Man-made

Theme: Discovering natural forms through the use of observation, mixed media and understanding of the Art formal elements.

Outcomes: Clay outcome (Term 2), Drawings (Term 2, 3 and 4), Prints (Term 4 and 5) and Rubbings. Artist / Culture Ref: Primary research of nature. Artists- Shirley Vauvelle, Abby Diamond, Cara Ayers

Title: Artists room Theme: Developing artist analysis skills and using this to develop a 3D response creating a room that they could imagine the artist living in/using

Year 8

Title: Discarded items Theme: Looking close-up at discarded items to develop key skills and also think about how art can spread a message to viewers about human impact on the environment Outcomes: Photography, Colour pencil drawing, painting, drawing pencil (larger drawing combining the 3) Artist / Culture Ref: Litter/plastic pollution issues in the news

Title: Abstract Theme: Students will be using their developed skills and learning to apply these more conceptually, focusing on how abstract artists skilfully create compositions in 2D and 3D media. Outcomes: Response to music painting, ceramic vessel, card construction Artist / Culture Ref: Wassily Kandinsky, Antoni Gaudi, Lee Krasner

Year 9

Title: My favourite things Theme :A series of workshops to develop refined skills in a range of media . These will be based on observations and photographs of items that show some of the students ‘favourite things’ Outcomes: Drawings (pen, charcoal, pencil, ink etc), acrylic painting, printmaking (lino, etching and monoprint), 3D (clay and card construction)

Title: Artist response Theme: Independent project analysing and developing a response to a chosen artist. (from a given selection) Outcomes: Open choice Artists/Culture ref: TBC

Year 10 Art GCSE Qualification

Portfolio Unit Independent skills based projects based on primary and secondary resources and research. Towards 60% of final grade.

Year 11 Art and Photography GCSE Qualification

Portfolio Unit. ‘Mock Exam Project’

Independent working from previous years exam papers.

Towards 60% of final grade.

Coursework wrap up for Christmas deadline

Externally set exam project

AQA 40% of final grade Exam Dates April and May 2019

Dance Subject Plan 2019 – 2020 Vision

At Wyvern St Edmund’s Learning Campus we are committed to providing a high quality, exciting and innovative dance education for all. Dance can offer a unique opportunity for creativity, expression and physical exercise and has many benefits for young people. We are committed to providing a varied and challenging dance curriculum that is inclusive and engaging. Key Stage 3

All students in year 7 and 8 have one dance lesson per fortnight, with year 9 having two dance lessons per fortnight. Dance lessons are mixed ability and mixed gender. Students will develop their technique, knowledge and skills through a range of performance and choreography tasks. Students will problem solve, evaluate and analyse professional dance works to improve their understanding. Students are introduced to a range of styles and techniques such as: urban, contemporary, capoeira, hip-hop and musical theatre.

Key Stage 4 Students in Years 10 and 11 follow either the AQA GCSE or BTEC Performing Arts Tech Award in Dance. Both courses are mixed with practical and theoretical work allowing students to develop a wider understanding of dance through performing, creating and appreciation of dance works, styles and genres.

Dance 2019-20 Term 1 & 2 Term 3 & 4 Term 5 & 6

Year 7

Introduction to Dance - Motionhouse

Understand the importance of action and dynamics when creating a dance. Build confidence, group skills and problem solve.

Ghost Dances

Focus on Choreographic Process Understand what technical and expressive skills are.

Alvin Ailey

Cross-curricular links to Religious Studies. Biblical starting points for choreography.

Year 8

Conflict – Swan Song

Understand the importance of actions, dynamics and space. Build on the confidence, group skills and communicational skills. Technique development.

Boy Blue

Technical Skills Performance skills Expressive Skills Dynamics

Choreography

Creating work from a painting Technique work Contact Performance duo/group Creative reasoning

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Year 9

Shadows – Christopher Bruce

Technique work Analysing constituent features. Focus on creating work based on a political issue.

Choreography – Performing to a brief.

Understanding how to work from a stimulus – group work creating choreography.

Exploring the Performing Arts

Explore a range of different styles/genres Technique work Analysing Compare and contrast 2 genres

Choreography – Performing to a brief.

Working from a stimulus – group work creating choreography continue.

Emancipation of Expressionism – Kenrick H20 Sandy

Compare and contrast with Shadows. Street dance style.

Developing skills & Techniques

Technical phrases – performance assessment

Year 10 GCSE Route

Shadows, Christopher Bruce

Technique Warm up Cool down Diet and Nutrition

Infra – Wayne McGregor

Choreography Technique Analysis Set Dance 1

Within her Eyes – James Cousins

Choreography Technique Analysis Set Dance 2

Artificial Things – Lucy Bennett

Choreography Technique Analysis

Emancipation of Expressionism – Kenrick H20 Sandy

Choreography Technique Analysis Performance Duo

A Linha Curva – Itzik Galili

Choreography Technique Analysis Performance Duo

Year 10 BTEC Route

Component 1 Exploring the Performing Arts

Bob Fosse. Who he is? Gender equality in musicals Characteristics Analyse repertoire

Component 1 & 2 Developing skills & Techniques

Performance of Chicago repertoire

Component 1 Exploring the Performing Arts

Anne Teresa de Keersmaeker Who she is? Gender equality in musicals. Characteristics. Analyse repertoire

Component 1 & 2 Developing skills & Techniques

Performance of Rosa Danst Rosa.

Component 2 Developing Skills and Techniques in the Performing Arts

Completion Learning Aim C = Evaluation. Matthew Bourne.

Component 1 Exploring the Performing Arts

Matthew Bourne continue.

Year 11 GCSE Route

Examine Set Phrases

Choreography questions released by the exam board

Examine Performance Duo/Group

Choreography Section A written paper.

Examine Choreography

Section B written paper.

Preparation for theory paper.

Section C written paper.

Preparation for theory paper

Revision

Theory EXAM

Drama Subject Plan 2019 – 2020

Vision

Drama at Wyvern-St Edmund’s provides inclusive training in theatre arts and creative problem solving.

Key Stage 3

Drama is studied throughout Key Stage 3, with Year 7 and 8 students receiving one lesson per week and Year 9 students, one lesson per

fortnight. As well as developing Drama techniques and performance skills, students work on their critical analysis and creative problem solving.

Students enjoy the subject and enjoy devising and performing while improving their communication and group working.

The aim of the department is to introduce students to a wide range of styles and techniques and they study diverse topics such as: Greek

Theatre, play texts such as Stone Cold and the Terrible Fate of Humpty Dumpty, stage combat, Commedia Dell Arte, and realism, storytelling

and puppetry. We also hope to encourage a life-long participation in Drama through our curriculum and opportunities to perform in front of live

audiences and attend professional theatre productions. Key Stage 4

Students have the opportunity to pursue Drama in Key Stage 4.

Drama GCSE is a mixture of practical and theoretical work with the emphasis being on developing performing and/or technical theatre skills such

as lighting or sound design. Students take part in assessed performances, which they document in portfolios which will then inform their final

written exam. GCSE Drama students watch a range of live performances as part of their studies as well as getting the chance to work with

professional companies in drama workshops.

Enrichment

A range of varied enrichment activities are provided, with opportunities offered to students to perform, both in school productions and in festivals

such as the Shakespeare festival. Drama clubs run as part of the Enrichment Programme and offer students to develop their interest further

through performances and opportunities to watch live theatre. We have a close working relationship with Salisbury Playhouse and students take

part in a number of activities offered by the theatre to schools.

Drama Blog

The Drama Department Blog provides students and parents to access homework, absentee and extension tasks, find out how Drama is

assessed and look at ways to improve their work as well as finding out more about Drama opportunities and the excellent work done by our

students.

Drama

Term 1

7 weeks

Term 2 7 weeks

Term 3 6 weeks

Term 4 7 weeks

Term 5 5

weeks

Term 6 7 weeks

Year 7

Drama Skills Rules & expectations 4Cs Still-Images Narration/ storytelling

Evaluating Drama

Greek Theatre

Greek theatre style Directing Drama Chorus Developing a character Evaluating in detail

Performing a monologue

WW1 Character

Create a clear character Rehearsal/ devising

techniques to develop your drama: hot-seating, status, writing in role, role-play.

Melodrama Exaggerated character- voice & physicality Drama style/history

Darkwood Manor Action Narration Physical theatre

Essence machine & radio drama

The Terrible Fate of Humpty Dumpty (script) Performing from a script Chorus Physical theatre

Evaluating

Year 8

Drama Skills 2 Create a scene of physical theatre Explore how rhythm affects characters and scenes

Stone Cold Use a script to create performances. Explain some of the issues around homelessness Create and sustain characters that are different from you.

Taking a stand/Rosa Parks Use dramatic techniques such as: hot-seating, conscience alley & forum theatre to explore a theme Recount key moments in the Rosa Parks story Evaluate your work and that of others in detail (independent learning task)

Commedia Dell Arte Use physical comedy techniques in performance Explain some of the history of commedia dell arte and how it influences comedy today

Verbatim Use verbatim techniques to create drama (newspaper articles, interviews etc.) Create performance through character study.

Devised Performance To apply new skills in interpreting and performing To develop use of physicality in creating character and telling a story.

Year 9

Drama Skills 3 Create pieces of verbatim theatre, docu-drama and physical theatre. Compare and analyse similarities and differences between drama styles Ensemble, physical theatre, verbatim, chorus

The Woman in Black To use a script to develop a piece of drama. To apply new skills in performance-action narration, monologue, props & costume, sound & lighting.

Stage Fighting To be able to explain and demonstrate safe stage combat techniques in performance To be able to build tension effectively through devising and performing drama

Mask To create a masked performance which demonstrates effective technique, audience interaction and an understanding of how masks work

Brecht Explain key practical elements of a practitioner and apply them to an assessed performance

Devised Performance To demonstrate a range of drama rehearsal and performance techniques in performance. To create a ‘total’ performance including

sound and lighting.

Year 10 Qualification

Devised Performance 6 workshops to deliver stimulus for devised performance Devising and developing performance

Devised Performance Devising and developing performance.

Devised Performance Devising and developing performance Technical skills workshop Final Performance

Drama skills & The 39 Steps Introduction to GCSE Drama Drama skills 2 Drama language Text study

The 39 Steps/Live Performance Review Guide to the 39 Steps for playing and directing it including: Exam questions on directing the 39 Steps. Developing live performance review technique and exam skill

End of year exam Complete Devising Log End of year exam- 39 Steps/Live performance review

Year 11 Qualification

Text in Practice/ Live performance review

Developing Live performance review technique/ written work

Text in practice Students choose and begin development of text performance. Rehearse and develop performance

Text in practice Rehearse and develop performance Performance to external examiner

Revision & exam training Developing written work, revision notes and exam technique

Revision & exam training Developing written work, revision notes and exam technique

Design and Technology Subject Plan 2019 – 2020 Vision

Vision

Design and technology offers students the opportunity to experience and work with a wide range of ingredients, materials and modern technology. We develop curious, creative minds by giving students briefs that allow them to identify genuine needs and problem solve to come up with a solution. We believe we have a responsibility to promote healthy eating and living. The department encourages sustainable design and manufacture, students leave Wyvern St Edmunds with the ability to feed themselves healthy meals and an understanding of how the choices they make as a consumer impacts their local surroundings and the world globally and directly around them. Year 7 Students have three single lessons a fortnight. One in Cooking & Nutrition and two in DT (one lesson of textiles and one of product design). Year 8 Students have two double lessons a fortnight. Two in cooking and nutrition and two in DT. Students will take cooking and nutrition for the whole year. They will complete one project in textiles & one in product design in their DT lessons. Year 9 Students have opted to take either DT, Cooking and Nutrition or Computer Science. They will have 4 hours of teaching one double lesson and two singles) each fortnight for the whole year. Year 10 & 11 KS4 students receive 6 hours a fortnight (two doubles and two singles). As a rule, the two doubles will be used for practical work and the two singles for theory work. As the DT curriculum is a 50%/50% split between practical and theory, this maintains the equal importance of both aspects to the students.

KS3 Cooking & Nutrition Design Technology

Year 7

Source of food Food safety and Personal Hygiene Food preparation skills: Weighing & measuring/Knife Skills/Rubbing in Food presentation skills: Plating up High risk foods/Cross contamination Safe use of the oven

Temperature control when using the hob Vegetarianism

Product Design Designing for a target user Drawing skills – Isometric drawing, rendering Safety in the workshop Wood – source, finishes Plastics – source, shaping

CAD/CAM

Textiles Safety in the sewing room Use of a sewing machine Seam construction Smart materials Cotton – source, environmental issues Polyester – source, environmental issues

Year 8

Food safety and Personal Hygiene Sustainable food production Healthy eating Nutrition: Micro & Macro Nutrients Cooking skills – Boiling, Simmering, baking (inc blind), frying Food preparation skills: Roux, Pastry, Bread, coating, shaping (pastry & meat)

International/British dishes Religious diets

Product Design Developing ideas - modelling Sustainability in design Plastics – source, environmental issues, bioplastics Wood – environmental issues

Textiles Designing for a target market Fabric construction Sustainability in textile production: Circular economy Components (Zips)

Year 9

Food safety and Personal Hygiene Food safety regulations, HACCP, Food Safety Act The Hospitality & Catering industry Sustainable food production Healthy eating & Nutrition Commodities: Meat, Fish, Soya, Fruit, Vegetables & Cereals Cooking skills – Boiling, Simmering, baking (inc blind), frying Food preparation skills: Roux, Pastry, Bread, coating, shaping (pastry, dough & meat) Specialist diets

Product Design User centered design Paper/Boards – source, construction, end uses Modelling Working to scale Iterative Design Textiles – fabric construction, sources, end uses E-Textiles – uses Woods – Source & end uses Sustainable design

Mechanisms – types & uses

KS4 Eduqas Level 1/2 Hospitality & Catering Eduqas GCSE Design Technology

Year 10

Term 1&2 Practical: Cooking techniques knife skills, pastry, bread, presentation of food Theory: Food safety & hygiene, personal hygiene, food labelling, menu planning.

Term 3&4 Practical: Commodities: Meat/Poultry, Fish, Vegetables, Fruit, Starchy foods

Theory: Nutrition, specialty diets, target market needs

Term 5&6 Practical: Consolidation,

planning/cooking different menus. Mock practical.

Theory: Catering

establishments, staffing, revision for PPE.

Term 1&2 Wood - Source, uses, finishes,

joints. CAD/CAM Plastics - Source, uses, finishes, shaping. Anthropometrics, ergonomics.. Sustainable plastics Smart materials

Term 3&4 Textiles – Smart/modern materials, E-Textiles, source, uses, finishes and construction Paper & Card - Source, uses, finishes, joining, consumer legislation, product life cycle, global production

Term 5 Metal - Source, uses, finishes, joining. Market pull, technology push Term 6 NEA is set in June

Year 11

Term 1&2 Preparation for Internal Assessment & Mock

Term 3&4 Term 3: Internal Assessment Term 4: Revision

Term 5&6 Revision

Term 1&2 NEA Term 3&4 NEA/Revision Deadline for NEA is Feb Half Term

Term 5 Revision

English Subject Plan 2019 – 2020

Vision

Our vision is that all of our students acquire a foundation of powerful knowledge about English and English Literature that will take them beyond their experience and enable them to think creatively and critically. Key Stage 3 We have chosen the texts for our KS3 curriculum because we think they represent some of ‘the best that has been thought and said’. Not only that, the texts we’ve chosen offer the most powerful knowledge for future English study as well as offering valuable cultural capital to enable students to access and engage with society. Although consideration has been taken to how the texts we study in KS3 will help prepare students for the texts studied at KS4, we have designed this KS3 curriculum to weather any future changes to KS4. The aim of our KS3 is to give students really powerful foundational knowledge and it will prepare them for study of any texts at KS4 and beyond. We are in the process of rewriting our KS3 curriculum beginning with year 7 (year 8 will also be following the new curriculum). Year 9 will follow the final year of the 2016-2020 KS3 curriculum (To Kill a Mockingbird and Romeo and Juliet) but with enhancements to ensure that they are getting the best possible deal. Year 7 – Classical Foundations Homer’s Odyssey, together with his Iliad, stands at the head of the western tradition, not only in time but also as one of the great classic texts in the whole of world literature. So much of the story has entered general consciousness – its title alone as the expression for a great journey. By beginning our KS3 with this text, students are provided with powerful knowledge such as details of Odysseus’ journey (the lotus-eaters, the sirens, Scylla and Charybdis) and Greek mythology, which are alluded to throughout Western literature. What follows is a study of Sophocles’ Oedipus Rex: the masterpiece of ancient Greek tragedy. This is an opportunity to introduce students to key features of tragedy including dramatic irony, hamartia and catharsis. In Aristotle’s Poetics, he outlines the major principles of tragedy citing Sophocles’ Oedipus Rex as the paragon of the form. At the end of the unit, our students will have a secure concept of the tragic form, dramatic devices and terminology. KS3 Interwoven Units Our KS3 main units of study will be interwoven with three other threads: English Language, writing and poetry.

English Language Students will analyse thematically linked unseen fiction and non-fiction. The aim here is that students read a wide variety of texts and build up a strong schema about what effective writing looks like for a range of forms, purposes and audiences whilst also taking opportunities to add to their knowledge and understanding of the main unit of study. It is also our intention that these supplementary texts will allow us to include a wide a variety of writers on our curriculum: we want all of our students to be able to see themselves reflected somewhere in the work that we study. Writing Creatively Another strand of our KS3 curriculum is the writing challenges. These provide students the opportunity to practise their writing as well as build up their stamina for writing. They will be encouraged to write for a variety of purposes, forms and audiences and to practise using the features they have learnt about through their Language and Literature study as well as incorporating their ambitious vocabulary. Although students will be expected to write in silence to allow them to concentrate on this cognitively demanding task, teachers will monitor progress and offer live feedback where appropriate. Poetry The final strand of our KS3 curriculum is our poetry study. Students in each year group will study War Poetry after October half term. This is sequenced across the three years so that they begin in year 7 by studying the jingoistic poetry from the start of WW1 and then, in year 8, the patriotic poetry from the early years of the war and then, finally, in year 9 the poetry of Britain, Owen and Sassoon. After February and May half term, students will study a collection of poetry linked to their main Literature unit. *Current year 9 are completing the legacy curriculum Key Stage 4 Students in year 10 will prepare for their AQA English Language GCSE before moving on to prepare for their AQA English Literature GCSE in year 11. We have carefully structure the KS4 curriculum to ensure that we maximised the benefits of spacing and retrieval practice to ensure long-term learning.

En

glish

Th

resh

old

Co

nc

ep

ts

Str

uctu

re a

nd

co

he

ren

ce

Sp

ellin

g, p

un

ctu

ati

on

an

d G

ram

ma

r

Aw

are

ne

ss o

f im

pact

Un

ders

tan

din

g c

on

text

Usin

g e

vid

en

ce

An

aly

sin

g t

ech

niq

ue

Str

uctu

re a

nd

co

he

ren

ce

Sp

ellin

g, p

un

ctu

ati

on

an

d G

ram

ma

r

Aw

are

ne

ss o

f im

pact

Un

ders

tan

din

g c

on

text

Usin

g e

vid

en

ce

An

aly

sin

g t

ech

niq

ue

Str

uctu

re a

nd

co

he

ren

ce

Sp

ellin

g, p

un

ctu

ati

on

an

d G

ram

ma

r

Aw

are

ne

ss o

f im

pact

Un

ders

tan

din

g c

on

text

Usin

g e

vid

en

ce

An

aly

sin

g t

ech

niq

ue

Year 10

Term 1 and 2 Term 3 and 4 Term 5 and 6

Language Metacognition Booklets

Writing Challenges

An Inspector Calls Preparation for

AQA English

Language GCSE

Provisional Paper 1 02.06.20 Paper 2 05.06.20

Language Metacognition

Booklets

Writing Challenges

Jekyll and Hyde

Year 11

Term 1 and 2 Term 3 and 4 Term 5

Macbeth Power and Conflict Poetry

Macbeth Provisional

Paper 1

13.05.2020

Paper 2

21.05.2020

Jekyll and Hyde

An Inspector Calls Jekyll and Hyde

An Inspector Calls

Power and Conflict Poetry

En

glish

Th

resh

old

Co

nc

ep

ts

Str

uctu

re a

nd

co

he

ren

ce

Sp

ellin

g, p

un

ctu

ati

on

an

d G

ram

ma

r

Aw

are

ne

ss o

f im

pact

Un

ders

tan

din

g c

on

text

Usin

g e

vid

en

ce

An

aly

sin

g t

ech

niq

ue

Str

uctu

re a

nd

co

he

ren

ce

Sp

ellin

g, p

un

ctu

ati

on

an

d G

ram

ma

r

Aw

are

ne

ss o

f im

pact

Un

ders

tan

din

g c

on

text

Usin

g e

vid

en

ce

An

aly

sin

g t

ech

niq

ue

Str

uctu

re a

nd

co

he

ren

ce

Sp

ellin

g, p

un

ctu

ati

on

an

d G

ram

ma

r

Aw

are

ne

ss o

f im

pact

Un

ders

tan

din

g c

on

text

Usin

g e

vid

en

ce

An

aly

sin

g t

ech

niq

ue

Term 1 and 2 Term 3 and 4 Term 5 and 6

Year

7

The Odyssey – Homer (Emily Wilson)

Oedipus Rex – Sophocles

Analysing Linked Unseen

Non-Fiction

Analysing Linked Unseen Fiction

Writing and Reading

Challenges

The World’s Wife by Duffy

Analysing Linked Unseen

Non-Fiction

Analysing Linked Unseen Fiction

Writing and Reading

Challenges

The World’s Wife by Duffy

Year

8

Romeo and Juliet – Shakespeare

Frankenstein – Mary Shelley

Analysing Linked Unseen

Non-Fiction

Analysing Linked Unseen Fiction

Writing and Reading

Challenges Sonnets

Analysing Linked Unseen

Non-Fiction

Analysing Linked Unseen Fiction

Writing and Reading

Challenges

Romantic Poetry

Year

9

Dracula – Bram Stoker

Dystopian Fiction

Analysing Linked Unseen

Non-Fiction

Analysing Linked Unseen Fiction

Writing and Reading

Challenges

Victorian Poetry

Analysing Linked Unseen

Non-Fiction

Analysing Linked Unseen Fiction

Writing and Reading

Challenges

Geography Subject Plan 2019 – 2020

Vision We share the same vision as the Royal Geographical Society:

Geography helps you to make sense of the world around you. Its hands on, relevant, and fun.

Key Stage 3 Our students will develop an understanding of our changing world. They will become more informed about global interdependence and will have an understanding of the impact that they have as individuals on both the global community and the environment. Students will develop a thorough understanding of the significant threat that climate change poses to all global citizens and ecosystems. We challenge our students to understand that there are disparities in wealth not just across the world, but between countries and within counties and cities. We teach them to they examine the effect that disparities have on themselves and others. We serve some of the most affluent as well as and some of the most deprived wards in southern England and therefore students need to know about these inequalities and how they can be addressed. Students will experience awe and wonder when exploring a range of engaging topics and an understanding of how physical and human features were formed or created. By instilling a deep interest in our world, students will develop the knowledge, understanding and skills required to manage and care for our world in a sustainable way.

Key Stage 4 In Key Stage 4 students will study the WJEC Eduqas GCSE (9-1) in Geography B. The Qualification Accreditation Number is 601/8153/9.

Course Philosophy

For those interested in how the natural and human worlds work and want to acquire a qualification which will open doors, studying geography GCSE will

enable students to show future colleges/universities and employers that they are an independent creative thinker. This GCSE syllabus encourages

questioning and fieldwork enquiry, as well as applying geographical skills, knowledge and understanding to the real world. Students are given the opportunity

to represent geographical data using a range of cartographical and graphical techniques and therefore it complements science and maths GCSEs.

Course content

The content of the specification is organised into three broad themes:

Theme 1: Changing Places - Changing Economies (Urbanisation in contrasting global cities; Urban and rural processes and change in the UK; Global

perspective on development issues)

Theme 2: Changing Environments (Coasts and coastal management; Rivers and river management; Weather and climate; Climate change - cause and

effect)

Theme 3: Environmental Challenges (How ecosystems function; Ecosystems under threat; Water resources and management; Desertification)

Assessment

Component 1: Investigating Geographical Issues Written Exam: 1 hour 45 minutes (40%)

Three structured data response questions base on the three themes. The final part of each question will require an extended response.

Component 2: Problem Solving Geography Written Exam: 1 hour 30 minutes (30%)

This component will assess content from across the themes using a variety of structured data response questions. Part A will introduce an issue and set the

geographical context. Part B will outline a number of possible solutions to the issue. Part C will provide an opportunity for students to choose a solution and

justify their choice in an extended response.

Component 3: Applied Fieldwork Enquiry Written Exam: 1 hour 30 minutes (30%)

A written examination in three parts using a variety of structured data response questions some of which will require extended responses. Part A will assess

approaches to fieldwork methodology, representation and analysis. Part B will assess how fieldwork enquiry may be used to investigate geography's

conceptual frameworks. Part C will assess the application of broad geographical concepts to a wider UK context and assess the ability to make and justify a

decision.

Career pathways

Upon successful completion of geography GCSE students can choose to study geography at A level and ultimately follow a university degree course. This is

an entry point to many careers. For example: town and transport planning, chartered surveying, land and water management, sustainability, environmental

consultancy, development, tourism, conservation, demography, housing and social welfare. Geography graduates are not limited to specific fields, however,

and many work in industries as diverse as the financial sector, marketing, research, and industry and manufacturing.

Geography

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

Year 7

Climate Change: causes,

effects and mitigation

Oceans: diversity of ocean

ecosystem, physical structures and processes and pollution

Ecosystems: structure of

ecosystems, impact of abiotic features on biodiversity, impact of climate change

Hot and Cold Deserts:

climate, ecosystems, impact of climate change

Year 8

Geology: the rock cycle,

abiotic features that affect rocks, physical features

Population: global

population distribution, physical and human factors leading to dense and sparse regions

Tourism: distribution of

tourist centres, human and physical features in hot spots, impact of tourism, trends

Glaciation: physical

processes and features, tourism and its impact, climate change

Year 9

Tectonics: structure of the

Earth, igneous rocks, processes and landforms, settlements

Development: inequality,

relative and absolute poverty, impact of deprivation, mitigation

Rural and Urban: settlement

growth and decline, urban morphology, settlement change

Weather and climate (GCSE): weather systems

and cells, pressure systems, climate patterns

Extreme weather (GCSE): causes and

effects of extreme weather events, impact of climate change

Year 10

Coasts: coastal processes

and landforms, coastal defence strategies, sustainable approaches, impact of climate change

Rivers: river processes

and landforms, river defence strategies, sustainable approaches, impact of climate change

Globalisation and development: global

interdependence, development indicators, features of LICS and HICs, reducing inequality

Global cities: comparative

study of two global cities (one HIC and one LIC), sustainable development approaches

Urban and rural: processes

and change in the UK: rural and urban morphology, causes of change, inequalities within settlements

Year 11

Ecosystems functions:

structure of ecosystems, abiotic and biotic components, biodiversity, threats to ecosystems including climate change

Water and Desertification:

water supply inequalities around the world, causes of disparity, political impact of water shortages, sustainable solutions

Weather and climate:

weather systems and cells, pressure systems, climate patterns, connectivity to other units

Climate Change: causes,

effects and solutions, connectivity to other units

History Subject Plan 2019 – 2020

Vision

The History curriculum is carefully planned to ensure it inspires students to be questioning and curious about the past and how this has created our present. We want to create critical thinkers who challenge, evaluate and analyse so they have an understanding of the world and are able make significant, positive contributions to its future history. Our curriculum encourages students to develop a range of transferable skills to prepare them for the future. They will gain an appreciation of other people’s opinion, will be able to think analytically, and form their own opinions and judgements based on evidence. A range of enrichment opportunities are provided to enrich the study of history beyond the classroom. Key Stage 3 In KS3, students cover a wide range of topics including the Norman Conquest, the Tudors, the Crusades the English Civil War, the Industrial Revolution, World War One and Nazi Germany. We aim to give an overview of past lives and events, and students investigate the past through a series of topics and activities that develop key historical skills. These include source analysis, presenting their own argument and considering other points of view. Key Stage 4 In KS4 students follow the Edexcel 9-1 History course, which enables them to study a variety of topics and eras whilst also developing their skills in all aspects of historical study. Students will complete an overview study of medicine from the Middle Ages to the present day, alongside studying the specifics of the medicine and surgery on the Western Front during World War One. Students will then study Early Elizabethan England (looking at the reign of Elizabeth I) and British America (studying Britain’s 13 colonies in North America). They will finish the course with a modern depth study of Weimar and Nazi Germany.

History Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 -

Year 7 What is History?

Norman Conquest Life in the Medieval World

Thematic study: Crime

and punishment

Medieval World – Wider

world comparative study

Year 8 Tudors with a particular focus on

Elizabeth I Stuarts and Civil War Industrial Revolution

Empire

Slavery

Thematic study:

Terrorism

Year 9

Causes and Effects of the

Great War

USA in 1920s

Democracy vs

Dictatorship

World War 2 and The Holocaust

Cold War Significance project

Year 10

Medicine through time A thematic study of medicine and surgery through time, from the medieval period right through to present day. Case study of the

Western Front.

Early Elizabethan England A British depth study of the reign of Elizabeth I, focusing on key aspects of religion, life in

Elizabethan England, and measures to help the poor.

Year 11

Weimar and Nazi Germany A depth study that focuses on the ending of the First World War and the subsequent Weimar Republic. How did the situation in Germany then lead to the rise of the Nazi Party and Hitler as

dictator?

British America A study of British involvement in America, cultural changes

and the fight for independence.

Mathematics Subject Plan 2019 – 2020

Vision

The Maths curriculum has been planned to ensure that all students, regardless of prior attainment, are able to enjoy, succeed at, and be inspired

by the beauty and wonder of maths. To prepare all our students for life by both challenging and engaging students to build a secure framework of

mathematics reasoning with they can use and apply with confidence.

Mathematics Curriculum at Wyvern St Edmund’s closely follows the National Curriculum which is aimed to ensure that all pupils become fluent in

the fundamentals of mathematics, are able to reason mathematically and can solve problems by utilising the Mathematical skills and knowledge

they develop over their Maths journey.

Students will follow a spiralling 5 year curriculum which continually revisits and builds upon prior knowledge to help develop skills and show the

inter-connectivity of, not only the different strands of mathematics, but also other subjects.

Students are set from Y7 to ensure that they are in a class that will help them make the most progress. Students are encouraged to develop both

independent learning and resilience within Maths lessons.

Students in Y10 also study for the GCSE Statistics Exam.

We aim to enrich the study of Maths through the provision of opportunities to see the creativity that Maths provides by studying Maths Art

including Rangoli patterns, curve pursuits, code breaking and the Golden Ratio.

In order to support, extend and challenge our students we offer the following opportunities

Entry into Maths Competitions; UKMT and Southampton University

Enrichment Sessions with other schools: Y10 AMSP and Y7 Wessex Schools

Additional Qualifications to support and extended: Edexcel Awards in Algebra and Number

Yea

r 7 (6

ho

urs

per fo

rtnig

ht)

Term 1

Term 2

Term 1

Term 2

Term 1

Term 2

7.1 Analysis and Displaying Data:

Data collection

Averages and the range

Scatter Graphs

Types of Data

Displaying Data

Pie Charts (MA) Intro to Pythagoras’ Theorem Links with Geography, Science, Technology and History

7.2 Number Skills

Factors, primes, multiples

Negative numbers

Multiplying and Dividing

Powers and roots Calculations (MA) 7.3 Fractions:

Recognise proportions and fractions

4 operations with proper and improper fractions

Convert between improper fractions and mixed numbers

(MA) – problem solving

Christmas Maths & Art – compass skills, curved lines, etc.

7.4 Algebra 1 Equations, functions and formulae

Simplifying algebraic expressions

Writing simple algebraic expressions

Substation into expressions and formulae

Brackets and powers

Factorising expressions (MA)

Rangoli patterns Mosaics (RS link)

7.5 2D Geometry:

Compare and classify geometric shapes (2D)

Use angle rules of straight lines and in triangles and quadrilaterals

Measure and estimate the sizes of all types of angles

Angle rules in parallel lines (MA)

Easter Maths quizzes/activities, puzzles

7.6 Algebra 2 : Equations and Sequences

Write, simplify and manipulate algebraic expressions

Solve simple linear equations

Use simple formulae

Generate and use rules for linear sequences

Fractional sequences, Fibonacci (MA)

Opportunity to create Golden Ratio spirals and use Fibonacci sequence

7.7 Percentages, Decimals and Statistics:

Calculate percentages of amounts with and without calculators

Equivalence of fractions, decimals and percentages

Ordering decimals

Comparing FDP

Probability terminology

Probability of mutually exclusive events

Coin flipping experiment FDP people End of Year Exams

Ye

ar 8

(6 h

ou

rs p

er fo

rtnig

ht)

8.1 Number Skills: Factors and Powers Prime factor

decomposition

Rounding to significant figures to estimate answers

Powers of 10

Laws of Indices (numerical only)

Calculating and estimating

Opportunity to discuss the history of a billion and its current usage. Billion seconds starter Algebraic Manipulation (MA) Simplifying

expressions

Expanding

Substituting and solving

8.2 Algebra: Expanding single

brackets and factorising

Solve equations with an unknown on both sides

Form and solve equations for shape related problems

Substitution into formulae

Find and use the nth term of a linear sequence (MA)

Expanding Triple Brackets (MA) - New

Christmas Art – compass skills, curved lines

8.3 2D and 3D Geometry: Circumference and

area of circles and parts of circles

Derive and use the formula for area of a parallelogram and trapezium

Volume and surface area of prisms

Rangoli patterns Mosaics (RS link)

8.4 Proportional Reasoning: Recap percentages

Solve problems involving percentage change

Compound interest and depreciation (MA)

Convert between fractions, decimals and percentages

Ratio – simplifying, unit ratios, using ratio to solve problems

8.5 Angles Angles about a point,

on a straight line, and vertically opposite, in a triangle

Angles in parallel lines

Interior and exterior angles

Problem solving with angles

Angles in sectors (link with area, arc, perimeter) (MA)

8.6 Straight Line Graphs and Transformations: Plot and interpret

conversion graphs

Plot straight line graphs and recognise their equations

Reflect, rotate or translate 2D shapes on coordinate grids

End of Year Exams

Ye

ar 9

(7 h

ou

rs p

er fo

rtnig

ht)

Higher classes: Interpreting and

representing Data (3)

Foundation classes: Graphs, tables and

Charts (3)

Averages and the Range (7)

Higher classes: Number Skills (1)

Foundation classes: Number skills (1)

Higher classes: Algebra (2)

Fractions, ratio and percentages (4)

Foundation classes: Algebra Skills (2)

Fractions and percentages (4)

Higher classes: Fractions, ratio and

percentages (4)

Probability (10)

Foundation classes: Fractions and

percentages (4)

Probability (13)

Higher classes: Area and volume (7) Transformations and

constructions (8)

Foundation classes: Perimeter, area and

volume (8)

Transformations and constructions (10)

Higher classes: Graphs (6)

Exam skills and problem solving

End of Year Exams

Foundation classes: Graphs (9)

Exam skills and problem solving

End of Year Exams

Ye

ar 1

0 (9

ho

urs

per fo

rtnig

ht)

Higher classes: Angles and

Trigonometry (5)

Foundation classes: Equations, inequalities

and sequences (5)

Angles (6)

Higher classes: Graphs (6)

Area and Volume (7)

Foundation classes: Statistics, sampling

and the averages (7)

Perimeter, area and volume (8)

Higher classes:

Transformations and constructions ( 8)

Further Statistics (14)

Foundation classes:

Perimeter, area and volume (8)

Further Probability (13)

Higher classes: Equations and

inequalities (9)

Foundation classes: Graphs (9)

Higher classes: Probability (10)

STATISTICS REVISION

Foundation classes: Ratio and Proportion

(11)

STATISTICS REVISION

Higher classes: Multiplicative

Reasoning (11)

End of year exams

Foundation classes: Transformations (10)

Constructions (15)

End of year exams

Ye

ar 1

1 (9

ho

urs

per fo

rtnig

ht)

Ye

ar 1

1*

Higher classes:

Equations and inequalities

Probability

Multiplicative Reasoning

Higher classes: Similarity and

congruence

Further statistics

Equations and graphs PPEs

Higher classes: Circle Theorems

Direct and indirect proportion

Further Algebra

Higher classes: Vectors and

geometric proof Further trigonometry Reciprocal and

exponent graphs

PPEs

Higher classes: Final revision for GCSEs.

Foundation classes: Graphs

Ratio and proportion

Foundation classes: Right-angled triangles

Probability

Transformations

PPEs

Foundation classes: Multiplicative reasoning

Constructions, loci and bearings

Quadratic Equations and graphs

Foundation classes: Perimeter, area and

volume 2

Fractions, indices and standard form

Congruence, similarity and vectors

Further Algebra

PPEs

Foundation classes: Final Revision and GCSEs

Year 9 to 11:

The programme for year 9 to 11 is approximately as shown. Students in middle sets will follow a bespoke programme determine by the class teacher that is

primarily made up of content from the Higher scheme of work. They will continue with this into year 10. Final decisions about whether these students will set

Higher or Foundation tier exams will not be made until Nov/Dec of Year 11.

In addition, whilst the timeline of topics is outlined above, classes will move at a pace appropriate to their class. If they need additional time on a particular

topic to help embed learning this will take place. Equally, if they demonstrate a high level of understanding on a topic then they will move on more quickly.

This approach is a key part of our teaching.

2019 – 2020 Y11

September – End November 2019 - 11MMa4 and 11MMa5 (Girls) are following a bespoke SoW (re-arranged from SoW detailed) to ensure that should

students move from Higher to Foundation in November following PPE results, they are not disadvantaged by missing content.

11MMa6 (Boys) are starting from an earlier start point as there were gaps in the middle attaining boys determine from assessments prior to co-location.

11MMa9 and 11MMa10 – will have some content removed – determined by the class teacher.

*Following the November PPE’s, class teachers will be using professional judgement to determine the content covered from the Scheme of Work

to ensure that the class are able to make the best progress. This will be recorded on the Teaching progress summaries.

Modern Foreign Languages Plan 2019 – 2020

Vision

Our aim is to inspire students so that they love languages and absolutely see the benefit in being a proficient linguist, by making it challenging, but fun and accessible to all. We are strongly committed to encouraging modern language study for all, recognising the importance of both language learning and the awareness of other cultures as important contributions to Global Citizenship. Key Stage 3 In Year 7 all students study either French or Spanish. In Year 8 students continue studying either French or Spanish. In Year 9, students continue studying the language they have studied in Year 7 and Year 8. Key Stage 4 Realising the importance of having a qualification in Modern Foreign Languages, many students continue to study one or two languages at GCSE level. We currently follow the AQA GCSE course in French and Spanish. The course covers a range of contexts that relate to typical personal and leisure purposes as well as everyday situations. We are also offering German GCSE as an enrichment choice from September 2020.

French

French Term 1 7 weeks

Term 2 7 weeks

Term 3 6 weeks

Term 4 7 weeks

Term 5 5 weeks

Term 6 7 weeks

Year 7

Themes 1,2&3 – Accès Studio Personal information – self and others

Themes 1,2&3 – Accès Studio Personal interests Food and drink Weather

Theme 1&3 – Module 1 Describing self, friends and family School subjects

Theme 2&3 – Module 2 Describing your school day Food and drink

Theme 1&2 – Module 3&4 Free time Home and local area

Theme 1&2 – Module 4&5 Arranging a meeting Talking about holidays

Year 8

Theme 1 – Module 1 Media – technology, TV, music, film and reading

Theme 2 – Module 2 Paris – describing a past holiday Asking for tourist information

Theme 1 – Module 3 Relationships with family and friends. Clothes and hobbies

Theme 2 – Module 4 Describing where you live Eating habits, shopping for food

Theme 1&3 – Module 5 Personality and ambition

Theme 2 – Module 6 Francophone culture and countries

Year 9

Theme 1

Self, family, friends. Use of social media

Theme 2

Healthy living: diet, exercise, illness and injury

Theme 3

Importance of learning languages Careers and future plans

Les choristes – authentic materials

Descriptions using 3 tenses Rules and human rights Grammar focus

GCSE course starts Theme 1 – Module 1 Self, family, friends and relationships

Theme 1 – Module 1

Self, family, friends and relationships

Revision of Module 1

Year 10 Qualification

Theme 1 – Module 2 Free time New technology Media

Theme 1 – Module 3 Festivals and customs Daily routines Food

Theme 2 – Module 4 Home and local area, community projects and weather

Theme 2 – Module 5 Holidays including problems Eating out

Theme 2 – Module 5 Holidays including problems Eating out

Revision: Modules 1 – 5

Year 11 Qualification

Themes 2 & 3 – Module 6

School Healthy living and vices

Theme 3 – Module 7

Jobs and future plans

Theme 2 – Studio Module 8

Social issues Global issues

Listening, Speaking, Reading, Writing exam revision

Listening, Speaking, Reading, Writing exam revision

Listening, Reading, Writing exam revision

Spanish

Term

1 7 weeks

2 7 weeks

3 6 weeks

4 7 weeks

5 5 weeks

6 7 weeks

Year 7

Themes 1&2 – Module 1 Personal information – self and others

Themes 1&2 – Module 2 Free time activities The weather

Theme 3 – Module 3 Describing your school School subjects

Theme 1&2 – Module 4 Describing your family Home and local area

Theme 2 – Module 5 Places in a town Telling the time Making plans Ordering food

Themes 1,2&3 Revision of Modules 1-5 Grammar focus Spanish speaking countries End of year exams

Year 8

Theme 2 – Module 1 Describing a past holiday

Theme 1 – Module 2 Technology/media Describing use of mobile phone TV

Themes 1&2 – Module 3 Describing eating habits Eating out, shopping for food

Theme 1 – Module 4 Arranging to go out, making excuses Daily routine, clothes

Themes 1&2 – Module 5 Describing a holiday home and activities Directions

Themes 1,2&3 Revision of Modules 1-5 Using 3 tenses Hispanic music

Year 9

Theme 2 Describing your house Travelling by bus/train Tourist information

Theme 3 Describing how you help at home Jobs, future plans

Theme 2 Healthy living – diet, fitness Body parts, illnesses

Valentin/Voces Inocentes Authentic materials Descriptions using 3 tenses Rules and human rights

GCSE course starts Theme 2 – Module 1 Holiday preferences, describing a past holiday

Theme 2 – Module 1 Booking accommodation Using 3 tenses to describe holidays Revision of Module 1

Year 10

Theme 3 – Module 2 Describing your school, Uniform, School rules, extracurricular activities, describing an exchange.

Theme 1 – Module 3 Self, family and friends Describing other people Making arrangements Reading Social networks

Theme 1 – Module 4 Free time activities, TV Role models

Theme 2 – Module 5 Shopping Home and local area Problems of city life

Theme 2 – Module 5 Shopping Home and local area Problems of city life

Revision: Modules 1 – 5

Year 11 Qualification

Theme 1 – Module 6 Festivals, customs Mealtimes Illnesses and ailments

Theme 3 – Module 7 Jobs and future plans

Theme 2 – Viva GCSE Module 8 Social issues Global issues Listening, Speaking, Reading, Writing exam revision

Listening, Speaking, Reading, Writing exam revision

Listening, Reading, Writing exam revision

Music Subject Plan 2019 – 2020

Vision

Through composing, performing, listening and appraising, all pupils will experience the joy of being a musician and find a love for music that will

continue to grow as they do.

Key Stage 3

Students are encouraged to develop a love of music through a range of activities in Key Stage 3, including practical music making,

listening and analytical exercises. Students are encouraged to evaluate their own work and that of others.

Assessment data and target setting are used to raise achievement and all pupils use ICT regularly as part of their Music curriculum.

Key Stage 4

Students who choose to study Music at GCSE will follow the AQA GCSE course. This course combines practical and theory work and includes

composition, listening and appreciation of music.

Enrichment

Many students are involved in extra-curricular activities, including a Chamber Choir, Main Choir, Band and a String Orchestra. There are many

opportunities to perform during the year at events such as the school carol service, musical productions and the annual Summer Concert. The

department has a strong peripatetic teaching team and a wide range of instruments are available to be taught.

Music Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Year 7

Topic: Introduction to Music, Showcase Preparation Assessment: Baseline assessment.

Topic: Showcase Performance. Learning to play Keyboards Assessment: Solo Performance of Harry Potter on Keyboards

Topic: Instruments of the Orchestra, River Rondo Assessment: Group Composition final performance

Topic: The Baroque Period Assessment: Group composition/Performance of Pachelbel’s canon

Topic: Music And Art Assessment: Paired composition inspired by a piece of art.

Topic: The Classical Period Assessment: Solo Guitar performance

Year 8

Topic: War and Music Assessment: Solo performance of the Last Post

Topic: Winter Composition Assessment: Group performance of the composition

Topic: African Music/ Blues Assessment: Paired performance of 12 bar blues to include improvisation

Topic: Jazz Assessment: Group performance of In The Mood

Topic: TV Music Assessment: Paired composition and written presentation

Topic: Dance Music Assessment: Paired composition using IMacs

Year 9

Topic: The Beatles Assessment: Solo/Paired performance of

Eleanor Rigby

Topic: Pop Performances Assessment: Group performances of Pop songs

Topic: The Romantic Period Assessment: Paired performance of Theme and Variations

Topic: Film Music Assessment: Paired composition using the IMacs

Topic: Music in The 20th

Century Assessment: Group composition/performance using minimalist techniques.

Year 10

Topics: Component 1 listening and music theory. Assessment: Practice exam

questions

Topics: Practice compositions Assessment: Work in progress compositions

Topics: Component 3 Free composition Component 1 History of Music Assessment:

Topics: Component 3 Free composition Component 1 History of Music Assessment: Component 3 Free Composition

Topics: Component 2 preparation Component 1 – Set Work -Haydn Assessment: Component 2 recordings

Year 11

Topics: Component 1 set works – The Beatles Assessment: Beatles research project

Topics: Component 3 composing to a brief. Assessment: Listening exam

Topics: Component 2 and 3 composition and performances Assessment: Coursework marked

Topics: Component 1 revision Assessment: Ongoing exam questions

Final Exam

Physical Education Subject Plan 2019 – 2020

Vision We aim to provide a nurturing learning environment; with a broad curriculum, we can fulfil our student’s sporting potential through practical sport and

leadership opportunities. We are inclusive, innovative and celebrate sporting success on all levels. Students, staff and the community work together to provide

the best sporting education and encourage a life-long love of learning and physical activity.

We provide students with the skills and understanding of a wide variety of many different activities available to them in order to encourage lifelong participation

as part of a healthy, active lifestyle. The regular participation in physical activity is key to ensuring students are able to carry out everyday activities, reducing

obesity levels and improve mental and social skills.

Students are encouraged to develop their skills and performance with a personalised learning approach, allowing them to stretch and challenge themselves in

a variety of individual and team activities. Through the activities they experience they will develop the skills as well as their tactical understanding and

awareness in specific sports. They will experience problem-solving situations as we all as many leadership opportunities.

Alongside the range of activities, students will develop their knowledge and understanding of what it is to be healthy and how to be healthy. They will cover

topics such as the benefits of exercise (physical, mental and social) and the effects of exercise both in the short and in the long-term.

Through the use of technology students will be able to use it to monitor their own performance using heart rate monitors and smart watches, as well as

analyse their own and others performance’s allowing a more in-depth understanding of how to assess their capability in terms of improvement and progress.

Our curriculum also provides a range of holistic outcomes for example; lifelong participation in an activity they enjoy, success in a Key Stage 4 qualification if

they choose it, leadership opportunities in all years or leading a Primary School festival at KS4 as part of their core curriculum or their Leadership unit in

Cambridge National.

Our curriculum will support every student’s development of

Resilience, Confidence, Team work, Leadership, Motivation, Communication, Determination, Honesty, Passion, Self-Belief and Respect.

Key Stage 3

At Key Stage 3, particularly in years 7and 8, students will experience a broad range of activities with the hope that in the future (current timetable constraints)

that in year 9 they will pick a pathway that they are interested in. Thereby, developing further knowledge, experience and expertise in a more defined set of

sporting activities, potentially developing a life-long love and finding a talent for a particular sport outside of school. An example of pathways are invasion

games, aesthetic/holistic well-being and striking and fielding/net and wall games.

Key Stage 4

At Key Stage 4, the current year 11 students had the opportunity to study PE in more detail and undertake one of the qualification offered. Currently we offer

AQA GCSE Physical Education and OCR Level 2 Cambridge National Certificate in Sport Studies. We select the courses that we offer taking into

consideration the students that opt to continue their studies in PE, to ensure that every student makes the best possible progress. Those students who do not

opt to study PE at GCSE level will take part in core PE with the focus being recreational and personalised. The students have the opportunity to participate in

a different pathway every full term with the emphasis on the student’s well-being and setting them up for life. The approach builds on the Key Stage 3

curriculum but provides a different experience to the one they would have had at Key Stage 3.

At Key Stage 4, the current year 10 students chose to study either PE or dance at GCSE level. If they chose to study PE the courses offered are AQA GCSE

Physical Education or OCR Level 2 Cambridge National Certificate in Sport Studies. The students were allocated the course that was most appropriate for

them, which was based on ensuring they made good progress and the method of assessment was best suited to them. The OCR Cambridge National Sport

Studies units chosen will maximise physical activity to ensure students meet the government physical activity guidance.

Extra-Curricular Opportunities

We pride ourselves on the broad offer our enrichment programme provides. There is a wide variety of extra- curricular opportunities provided in a wide range

of sports, from non-traditional sports such as kickboxing and fencing to the traditional sports such as, netball, football and rugby. There are sports that focus

on the overall well-being such as Zumba and yoga. For the majority of activities offered the school has a team to represent them and participate in regular

fixtures against other local schools as well as county and national competitions. Students are encouraged to attend club for both enjoyment as well as having

the opportunity to be part of a competing team.

Throughout the year, there are several opportunities to watch a live performance of local, national and international sports such as Football, Tennis, and

Netball. Students have the annual opportunity to take part in ski trip adventure!

Year 7 Rotation of different activities:

What Netball or handball/Rugby or football/ Gymnastic/ Fitness/OAA

Athletics/Rounders or Cricket

Why these sports To introduce students to PE at Wyvern St Edmund’s and the variety of activities they will get to try.

To progress students skills in small sided games. Promotion of teamwork and cooperation. Build on their knowledge and key skills from KS2. (Covering sports often chosen at GCSE Level).

Teach basics in a fun way, developing the following:

• Throwing and catching skills

• Hand-eye co-ordination

• Balance and Flexibility

• Endurance (Muscular and Cardio-Vascular) Building on core skills from KS2. Relating Health and Fitness to everyday life and all other sports.

Teach the basic techniques for the summer term sports. Develop confidence to participate in tournaments and sports day, as well as represent the school at District Athletics. Building on core knowledge from KS2. Develop enthusiasm and interest through fun activities.

Why now Students - First introduction to formal PE lessons and the requirement to get changed quickly in order to maximise learning. Students begin the year with alternative games to ensure students gain a thirst for learning. Base level testing and ability testing for groupings.

Seasonal

Seasonal . Cricket, Rounders Tournaments at the end of the schooling year. As well as Sports Day and Area Athletics.

How long Topics last for 5-6weeks with the last week of term dedicated to inter-house competitions, which form part of the School Games criteria, which we are currently Platinum award and Bronze award.

Outcome Knowledge and communication skills. Working alongside students, they have not met before. Building confidence. Understanding rules of different invasion games, team and individual sports as well as challenge and resilience.

Awe and Wonder Students will experience a range of activities that will allow them to show the level of skill and understanding they have. Students will be given the opportunity to take part in fixtures, to represent the school, as well as inter-house competitions. Representing the school on many of the summer sports teams. Represent their house in sports day. Attend Area Athletics. Opportunity to qualify for the Wiltshire Winter School Games and the Wiltshire Summer School Games.

Character Confidence, Independence, Resilience, Teamwork and Communication

Confidence, Teamwork, Communication, Independence, Resilience, Trust, Leadership and Motivation.

Confidence, Teamwork, Leadership, Observational Skills, Independence, Resilience, Determination, Ambition and Motivation.

Homework Students encouraged to attend extra-curricular clubs on a regular basis in order to develop time management skills and a heathy respect for exercise.

Year 8 and 9 Rotation of 3-4 activities

What Netball or handball/Rugby or football/ Gymnastic/ Fitness/OAA Athletics/Rounders or Cricket

Why this Understanding of rules and development of core skills from year 7. Along with these activities often chosen at GCSE level.

Why now Seasonal Selection of teams for school fixtures. Seasonal and spacing limited due to exams. Tennis, Cricket, Rounders Tournaments at the end of the schooling year. As well as Sports Day and District Sports.

How Long Topics last for 5-6weeks with the last week of term dedicated to inter-house competitions, which form part of the School Games criteria, which we are currently Platinum award and Bronze award.

Outcome Knowledge/ Communication/ Skills To be able to understand the rules and regulations in small sided competitive games.

Awe and Wonder Students will experience a range of activities that will allow them to show the level of skill and understanding they have. Students will be given the opportunity to take part in fixtures, to represent the school, as well as interhouse competitions. Possible international rugby/football/netball fixtures (when available)

Tennis fixtures against local and private schools/Sports day/Area, county athletics. Opportunity to qualify for the Wiltshire School Games.

Character Confidence, Independence, Resilience, Teamwork and Communication

Confidence, Teamwork, Communication, Independence, Resilience, Trust, Leadership and Motivation.

Confidence, Teamwork, Leadership, Observational Skills, Independence, Resilience, Determination, Ambition and Motivation.

Homework Students encouraged to attend extra-curricular clubs on a regular basis in order to develop time management skills and a heathy respect for exercise.

Year 11 Pathways (X band) Year 11 Pathways (Y band)

Term 1 and 2 Terms 3 and 4 Terms 5 and 6

Creative (Dance/Cheerleading/

Gymnastics)

Invasive/Contact Sports

(Netball/Rugby/ Football/Handball)

Summer Activities (Frisbee/Rounders/

Softball/Kickball)

Invasive/Contact Sports

(Netball/Rugby/ Football/Handball)

Net Games (Badminton/Table

tennis)

Striking and Fielding (Cricket/Rounders)

Sports Hall Games (Benchball/Dodgeball/

Danish Longball)

Girls Fun Fitness (Aerobics/HIIT/Step)

Outdoor Net Games (Tennis/Volleyball)

Girls Stress Buster (Walking/Pilates/Yoga/

Fitness activities)

Net Games (Volleyball/Table

tennis)

Stress Buster (Walking/Pilates/

Yoga/Fitness activities)

Terms 1 and 2 Tersn Summer Term Options

Girls Indoor games (Badminton/Table tennis/benchball)

Girls Sports Hall Games (Benchball/Dodgeball/ Danish

Longball)

Summer Activities (Rounders/Softball)

Boys Invasive/Contact Sports

(Netball/Rugby/Footb all/Handball)

Strength and Conditioning (HIIT/Weight

Training/Circuit Training)

Boys Striking and Fielding

(Cricket/Rounders)

Girls Invasive/Contact Sports

(Netball/Rugby/Footb all/Handball)

Net Games (Tennis/Table

tennis/Volleyball)

Girls Striking and Fielding

(Cricket/Rounders)

Boys Sports Hall Games

(Benchball/Dodgeball/ Danish Longball)

Girls Fun Fitness (Aerobics/HIIT/Step)

Outdoor Net Games (Tennis/Volleyball)

Girls Stress Buster (Walking/Pilates/Yoga

/ Fitness activities)

Stress Buster (Walking/Pilates/Yoga/

Fitness activities)

Stress Buster (Walking/Pilates/

Yoga/Fitness activities)

AQA GCSE PE (Year 10)

Terms 1 2 3 4 5 6

Year 10 Units Paper 2 & Paper 1 Theoretical Content

Paper 2: Health, fitness and well-being.

• Physical, Mental and Social Health and wellbeing, fitness

• Sedentary Lifestyle

• Obesity

• Somatotypes

• Energy Use

• Nutrition

• Water balance

Paper 1: .Applied Anatomy and Physiology

• Skeletal System

• Muscular system

Paper 1: Movement Analysis

• Levers

• Movements

• Planes and Axes

Paper 1: Physical Training

• Health and Fitness

• Fitness components

• Testing

• Types of Training

• Principles of Training

Paper 1: Physical Training

• Training Intensities

• Aerobic/ Anaerobic Exercise

• Injury Prevention

• Seasonal Aspects

• Warm-up/ Cool Down

NEA Part 1 Analysis and Evaluation of Performance Analysis – strengths and weaknesses

• Fitness Component

• Skills Evaluation

• Type of Training

• Session Plan

• Intensities

Practical Assessment NEA Part 1 Skills

NEA Part 2 Full Context

Netball Rugby

Badminton Football

Table Tennis Athletics Fitness Tests and Types of Training

Formative Assessment Small Stakes Testing of key definitions for content covered. End of topic tests Flipcards at the start of lesson Flipped learning

Assessment AO1/ AO2 /AO3 Assessment Objective understanding Exam Question Introductions – 6marks

AO1/AO2/AO3 9 Mark Exam question

6 Mark Exam question AO1/AO2/AO3 9 Mark Exam question

AO1/AO2/AO3 9 Mark Exam question

PPE NEA part 1 and Part 2 Minus the part of the evaluation of theoretical content.

Awe and Wonder Leadership Opportunities – Primary Event Represent the school in competitions at various levels. To attend live sports performances as part of an organised trip. Visit to local colleges to see opportunities for future studies in the PE/Sports Industries

Character Confidence, Teamwork, Leadership, Observational Skills, Independence, Resilience, Determination, Ambition and Motivation.

Homework AO1 – Keyword and definitions, Research activities – linked to learning from the lesson, based on applying knowledge to a sporting example to show application. Revision Cards for all topics as they are completed

AQA GCSE PE (Year 11) Terms 1 2 3 4 5

Year 11 Units: Paper 1 & 2 Theoretical Content

Paper 1: .Applied Anatomy and Physiology

• Respiratory system

• Cardiovascular

system

• Aerobic/ Anaerobic Exercise

• Immediate/ Short/ Long Term effects

Paper 2: Sports Psychology

• Classification of skills

• Goal Setting

• Basic Information Processing

• Guidance and Feedback

• Arousal

• Aggression

• Personality Types

• Motivation Evaluation Part 2

• Theoretical Area

• Application to improvement of skill weakness

Paper 2: Engagement Patterns

• Different social groups

• Commercialisation

• Technology

• Conduct of performers

• Performance Enhancing Drugs

• Spectator Behaviour

Revision Exam Countdown Timeline provided to help guide students through the remaining weeks before their final exam. Guidance on topics and what to revise will be provided.

GCSE Final Exams: Paper 1: Wednesday 13th May 2020 PM Paper 2: Friday 15th May 2020 PM

Practical Assessment Netball Football Badminton Table tennis

NEA Assessment - Preparation NEA Assessment (Moderator Visit)

Formative Assessment SMALL Stakes Testing of key definitions Use of Past Papers to prepare students

Summative Assessment

9 Mark Exam Question – AO1/AO2/AO3 PPEs

PPEs

6 Mark Exam Questions 9 Mark Exam Questions

Awe and Wonder Leadership Opportunities – Primary Event Represent the school in competitions at various levels. To attend live sports performances as part of an organised trip. Visit to local colleges to see opportunities for future studies in the PE/Sports Industries.

Character Confidence, Teamwork, Leadership, Observational Skills, Independence, Resilience, Determination, Ambition and Motivation.

Homework AO1 – Keyword and definitions Research activities – linked to learning from the lesson, based on applying knowledge to a sporting example to show application. Revision Cards for all topics as they are completed

OCR Cambridge National Certificate in Level 2 Sport Studies (J813) Terms 1 2 3 4 5 6

Year 10 Units RO52 Developing Sports Skills Learning Outcome 1: Be able to use skills, techniques and tactics/strategies/ compositional ideas as an individual performer in a sporting activity

• Performance of skills and techniques

• Creativity

• Appropriate use of tactics/strategies/comp ositional ideas

• Decision-making during performance

• Ability to manage/maintain own performance

Learning Outcome 3: (during practical lessons) Be able to officiate in a sporting activity Learning Outcome 4: (2 theory lessons a fortnight) Be able to apply practice methods to support improvement in a sporting activity

• www, ebi, methods for improvement

RO52 Developing Sports Skills Learning Outcome 2: Be able to use skills, techniques and tactics/strategies/ compositional ideas as a team performer in a sporting activity

• Performance of skills and techniques

• Creativity

• Appropriate use of tactics/strategies/compositional ideas

• Decision-making during performance

• Ability to manage/maintain own performance

Learning Outcome 3: (during practical lessons) Be able to officiate in a sporting activity Learning Outcome 4: (2 theory lessons a fortnight) Be able to apply practice methods to support improvement in a sporting activity

• www, ebi, methods for improvement

RO53 Leadership in Sport Learning Outcome 1: Know the personal qualities, styles, roles and responsibilities associated with effective sports leadership

• Know different leadership roles and opportunities in sport (e.g. captains, managers, teachers, coaches, expedition leaders, role models)

• Role-related responsibilities (e.g. knowledge of activity, enthusiasm for activity, knowledge of safety, knowledge of child protection issues, knowledge of basic first aid)

• Personal qualities which relate to leadership roles (e.g. reliability, punctuality, confidence, communication, creativity)

• Leadership styles. RO56 Outdoor Pursuits Learning Outcome 4: Be able to demonstrate knowledge and skills during outdoor activities Complete 2 skills on a PDDay for outdoor pursuit.

RO51 Contemporary Issues in Sport – external assessment Learning Outcome 1: Understand the issues which affect participation in sport

• User groups, barriers solutions to barriers

RO53 Leadership in Sport Learning Outcome 2: Be able to plan sports activity sessions

• Students will deliver a primary school festival

Learning Outcome 3: Be able to deliver sports activity session

• Students will deliver a primary school festival

Learning Outcome 4: Be able to evaluate own performance in delivering a sports activity session

• www, ebi, what would you do differently next time?

RO51 Contemporary Issues in Sport – external assessment Learning Outcome 3: Understand the importance of hosting major sporting events Learning Outcome 4: Know about the role of national governing bodies in sport

RO51 Contemporary Issues in Sport Exam Date: Wednesday 15th

May PM Revision sessions and exam techniques.

RO56 Outdoor Pursuits Learning Outcome 4: Be able to demonstrate knowledge and skills during outdoor activities Students would have completed a PDD in January of their two skills they must demonstrate. Learning Outcome 1: Know about different types of outdoor activities and their provision

• Definition,

• Outdoor activities

• Provisions

Learning Outcome 2: Know about the role of sport in promoting values

Formative Assessment

Small Stakes Testing of key terminology

Awe and Wonder

Leadership Opportunities – Primary Event Represent the school in competitions at various levels. To attend an activities centre on a PDDay in January. Visit to local colleges to see opportunities for future studies in the PE/Sports Industries – Festival of Sport, University of Chichester

Character Confidence, Teamwork, Leadership, Observational Skills, Independence, Resilience, Determination, Ambition and Motivation.

Homework Revision resources to be made as Learning Outcomes are completed and set as required to support the progress of the student

Terms 1 2 3 4 5

Yr11 Unit RO56 Outdoor Pursuits

Students would have completed a PDD in January of year 10 to demonstrate their two skills. Learning Outcome 2: Understand the value of participating in outdoor activities

• General benefits

• How outdoor activities help with skills development

RO56 Outdoor Pursuits Be able to plan an outdoor activity Learning Outcome 3:

• Key Considerations

• Hazards RO51 Contemporary Issues in Sport

• Students to revise for their second resit in January 2021.

Improvement of coursework for all units.

Deadline for final marks Course completed

Course completed

Yr11 Assessment Resit RO51 Contemporary Issues in Sport Exam

Character Confidence, Teamwork, Leadership, Observational Skills, Independence, Resilience, Determination, Ambition and Motivation.

PSHE Subject plan 2019-20

Vision

Developing self-worth, self-belief and self-confidence along with acquiring knowledge and skills to empower and equip students to successfully

deal with life outside the classroom.

Personal, Social and Health Education (PSHE) is a planned, developmental programme of learning designed to help learners develop the

knowledge, understanding and skills they need to manage their lives, now and in the future. It deals with real life issues which affect children and

young people, their families and their communities, and engages with the social and economic realities of their lives, experiences and attitudes.

PSHE encourages students to be enterprising and supports them in making effective transitions, positive learning and career choices and in

managing their finances effectively. It also enables children and young people to reflect on and clarify their own values and attitudes, and

explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

Topics covered at Key Stage 3 and 4 include: drugs and alcohol education, emotional health and wellbeing, sex and relationship education

(SRE), nutrition and physical activity, personal finance, safety, careers education and work-related learning.

There is no statutory requirement for end of key stage assessment in PSHE. Due to the nature of the subject, much of the class work is

discussion based or centred around group work activities.

PSHE is taught within tutor time and is complimented with Collapsed curriculum days, activities, theatre productions, workshops and guest

speakers.

PSHE Subject Plan 2019-20

Term

1 Health and Wellbeing

2 Living in the Wider World

3

Relationships

4 Health and Wellbeing

5 Relationships

6 Living in the Wider World

Year 7

Transition to Secondary School: Coping with change

Enterprise and Skills: An introduction to careers.

Friendship, prejudice and bullying.

Alcohol/ Smoking

Self Esteem/ decision making

Exploring politics: elections and the British justice system

Year 8 Personal Safety and First Aid

Rights and Responsibilities in the community: Discrimination

Online safety and digital literacy: Social Media

British Values: Politics

SRE: Contraception/Consent

Prejudice & Discrimination

Year 9

Self-Awareness/ Peer Pressure

Future Aspirations: Careers/ options

Conflict Management & Positive relationships

Illegal Substances/ Healthy Lifestyles

SRE: STI’s/ Teenage Pregnancy

Careers/ Diversity

Year 10

Mental Health Awareness,: Growth Mindset

Alcohol/ Drug Abuse: County Lines

Risks Associated with substance abuse

Families/Change: Social Media (BV)

Relationship Challenges& Knife Crime

Work Experience/ Careers

Year 11 Mental Health Awareness: Managing Anxiety & Body image

Skills for employment Extremism/ Crime

SRE: Teen Pregnancy/ Contraception

Community Cohesion: Radicalisation & County Lines

RS Subject Plan 2019 – 2020

Vision

‘Inspiring students to understand, appreciate and respect religion and spirituality and to prepare them to be positive members of a diverse, modern, multicultural world’ We believe that the learning that take place in RS lessons is crucial to a tolerant and harmonious society through intellectual, moral and spiritual development. It is our intent for the Religious Education element of our school curriculum to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to answer challenging questions, explore and understand different religious beliefs, values and traditions that are followed in our diverse multi-cultural society. RS makes explicit connections between subjects, such as English or History, developing more complex and wider understandings. It is our intent that RS is rigorous, focused and vertically integrated by careful sequencing of knowledge; providing clarity by building on previous knowledge to ensure maximum progression. Key Stage 4 Specification Information: For Year 9 and 10 Students we are following the new AQA Specification for Religious Studies A in Christianity and Islam. Students will learn how religion, philosophy and ethics form the basis of our culture, and develop valuable skills that will help prepare them for further study.

Year Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Topic 6

7 What is Christianity and how does it affect me?

Sin, Salvation and the Holy Book

Evil and suffering Christian Practices Christian Parables End of year exam preparation and Consolidation

8 Judaism and Monotheism Prejudice, Discrimination and the Holocaust

Islam Buddhism & suffering End of year exam preparation and Consolidation

9 GCSE Christian Beliefs GCSE Christian Practices GCSE Islamic Beliefs GCSE Islamic Practices GCSE Relationships and Families

End of year exam preparation and Consolidation

10 GCSE Religion and Life Issues

GCSE Religion, Crime & Punishment

GCSE War and Peace Revision and consolidation of course. Exam preparation

The GCSE covers two of the major world religions (Christianity and Islam), four contemporary ethical themes and two textual studies, ensuring the students

have a diverse choice of intriguing subjects to explore.

Year 7 Topics to be taught Key concepts and skills

Topic 1 What is Christianity and how does it affect me?

• Intro

• Trinity in concept

• God the Father

• God the Son

• God the Holy Spirit

How do I describe? How do I explain? How do I evaluate? Express own beliefs/views Reflection Using subject specific terminology Application of knowledge

Topic 2 Sin, Salvation and the Holy Book

• Sin and salvation

• Trinity and salvation

• Eternal life

• Sources of Authority

Using subject specific terminology Application of knowledge Express own beliefs/views Reflection

Topic 3 Evil and suffering

• Belief in God

• Evil and suffering Responses to evil

• Holy week

• Resurrection Enquiry

Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy

Topic 4 Christian Practices

• The Church

• Job of a vicar

• Types of worship

• Baptism

• Prayer

• Unanswered Prayers

Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences

Topic 5 Parables

• Lazarus

• Sheep & Goats

• Zacchaeus

• Prodigal Son

• Lost sheep

• Christian forgiveness

• Good Samaritan

Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences

Topic 6 End of year exam preparation and Consolidation

Revision of all topics taught

Consolidation of topics missed through DIRT

Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences

Year 8 Topics to be taught Key concepts and skills

Topic 1 Judaism and Monotheism

The covenant with Abraham

The covenant with Moses

The 10 commandments & 613 Mitzvot

Sedar Meal

Kosher

Brit Milah

Bar Mitzvah

Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences

Topic 2 Prejudice, Discrimination and the Holocaust

Prejudice & Discrimination

What are human rights?

Groups

Jewish persecution

The final solution

Victims of the Holocaust

Pacifists and working for peace

People who have fought against persecution: Dietrict Bonhoeffer, Martin Luther King Jr, Gandhi, Malala, Maria Gomez, Maximilian Kolbe, Desmond Tutu

Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences

Topic 3 Islam

Intro & Holy books

Nature of God

Muhammad

Night of Power & Night Journey

Sunni Vs Shia and the foundations of faith: Six articles & Five Roots

5 Pillars And 10 Obligatory Acts

Ibrahim

Hajj

Akhirah

Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences

Topic 4 Buddhism and Suffering

Who was Siddartha Gotama & 4 sights

Three marks of existence

Four noble truths

Five precepts

Samsara

Karma

Evil and suffering in Buddhism

Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences

Topic 5 End of year exam preparation and Consolidation

Revision of all topics taught

Consolidation of topics missed

Using subject specific terminology Application of knowledge Express own beliefs/views Reflection Investigation Empathy Identifying influences

Year 9 Topics to be taught Key concepts and skills

Topic 1 Christian Beliefs

Nature of God

God as omnipotent, loving and just

The oneness of God and the Trinity

Christian beliefs about creation

The incarnation

The crucifixion

The resurrection & Ascension

Life After Death

Afterlife and judgement

Sin and salvation

Role of Christ in salvation

Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments

Topic 2 Christian Practices

Worship

Prayer

Baptism

Eucharist

Pilgrimage

Festivals

Church in the local community

Mission and evangelism

Church growth

Importance of the world wide church

Christian persecution

Response to world poverty

Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments

Topic 3 Islamic Beliefs

The oneness of God and the supremacy of God

Key beliefs of Sunni and Shi’a Muslims

The nature of God

Angels

Predestination

Life after death

Prophethood and Adam

Ibrahim

Muhammad and the imamate

The holy books of Islam

Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments

Topic 4 Islamic Practices

The Five pillars, Ten obligatory acts and the Shahadah

Salah

Sawm

Zakah

Hajj

Jihad

Festivals

Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments

Year 9 Topics to be taught Key concepts and skills

Topic 5 Relationships and Families

Human sexuality

Sexual relationships before and outside of marriage

Contraception and family planning

Marriage

Divorce and remarriage

The nature of families

The purpose of families

Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments

Topic 6 End of year exam preparation and Consolidation

Revision of all topics taught

Consolidation of topics missed

Revision skills Independent study Teamwork Prioritising Evaluation Applying knowledge

Year 10 Topics to be taught Key concepts and skills

Topic 1 Religion and Life

• The origins of the universe

• The value of the world

• The use and abuse of the environment

• The use and abuse of Animals

• The origins of human life

• Abortion

• Euthanasia

• Death and afterlife

Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments

Topic 2 Crime and Punishment What is crime?

• Reasons for crime

• Lawbreakers and different types of crime

• Suffering and causing suffering to others

• Three aims of punishment

• Treatment of criminals

• Forgiveness

• The death penalty

Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments

Topic 3 War & Peace

• Introduction to peace & conflict

• Just war theory

• Violence, Violent protest and terrorism

• Reasons for war

• Nuclear war and weapons of mass destruction

• Holy war & religion as a cause of war

• Pacifism and peace-making

• Religious response to victims of war

Demonstrate knowledge and understanding of religion and beliefs Analyse and evaluate aspects of religion Significance and influence of religion Critical thinking Abstract thinking Research Independent learning Construction of well-informed and balanced arguments

Topic 4 Revision and consolidation Revision skills Independent study Teamwork Prioritising Evaluation Applying knowledge

Science Subject Plan 2019-2020

Vision

Through engaging teaching and a relevant, challenging curriculum, our mission is to inspire and foster students’ curiosity in Science and the

world around them. We strive to equip students with the skills, knowledge and experience to make informed decisions and become confident,

successful, educated individuals who contribute positively to our ever-evolving planet.

Key Stage 3

Science follows the National Curriculum designed to develop practical skills, foster a keen interest, and wonder in Science. Wyvern St Edmunds

have developed a new Key Stage 3 curriculum for 2019 – 2020 designed to inspire and foster curiosity in Science. The schemes of work allows

freedom for students to develop Science specific practical, numeracy, and literacy skills. We cover all three Sciences at Key Stage 3. We are

continually evaluating the scheme as we progress. Other schools in the multi academy trust are adopting our Key Stage 3 scheme of work.

Key Stage 4

Courses at Key Stage 4 aim to equip students with the knowledge, skills and interest in Science to lead responsible lives and make informed

decisions as well as gain the qualifications necessary for further study. We offer Trilogy Combined Science and Separate Science at GCSE.

Enrichment

Enrichment activities include the year 7 trip to the Space Museum, Science club, STEM club, a local farm and a range of environmental work.

The department has good links with primary feeder schools and with the schools and colleges that our students choose for study post 16. The

department identifies activities that will encourage students to develop further interest in Science and inspire students to continue Science

studies post 16.

Year 7

Terms 1 and 2

C1 - Matter, Elements and Compounds B1 – Cells, Organisation and Systems P4 – Forces

P4 – Forces C1 - Matter, Elements and Compounds B1 – Cells, Organisation and Systems

Space Independent Learning Module complimenting PDD activities and visit to Winchester Science Centre.

B1 – Cells, Organisation and Systems P4 – Forces C1 - Matter, Elements and Compounds

Term 3 and 4

C2 – Pure and Impure P7 – Current electricity and magnetism B4 –Plants and photosynthesis

P7 – Current electricity and magnetism B4 –Plants and photosynthesis (Doddle assessment)

C2 – Pure and Impure Substances

B4 –Plants and photosynthesis C2 – Pure and Impure Substances P7 – Current electricity and magnetism

Term 5 and 6

End of year exam

C4 – Acids and Alkalis B5 – Reproduction and Health P1 – Energy and Changes in Systems

P1 – Energy and Changes in Systems C4 – Acids and Alkalis B5 – Reproduction and Health

B5 – Reproduction and Health P1 – Energy and Changes in Systems C4 – Acids and Alkalis

Year 8

Terms 1 and 2

Intro lesson (maths skills and equipment) Intro lesson (maths skills and equipment) Intro lesson (maths skills and equipment)

B2 - Nutrition and digestion

C5 - The Periodic Table

P3 - Describing motion

C5 - The Periodic Table

P3 - Describing motion

B2 - Nutrition and digestion

Give students Independent Learning module

P3 - Describing motion

B2 - Nutrition and digestion

C5 - The Periodic Table

Term 3 and 4

B3 - Gas exchange systems and cellular respiration

C3 - Chemical reactions

P8 – Physical changes

C3 - Chemical reactions

P8 – Physical changes B3 - Gas exchange systems and cellular respiration

P8 – Physical changes B3 - Gas exchange systems and cellular respiration

C3 - Chemical reactions

Term 5 and 6

End of year exam

B6 - Inheritance, chromosomes, DNA and genes

C6 - Earth, atmosphere and materials

P6 - Waves

C6 - Earth, atmosphere and materials

P6 - Waves B6 - Inheritance, chromosomes, DNA and genes

P6 - Waves B6 - Inheritance, chromosomes, DNA and genes

C6 - Earth, atmosphere and materials

Year 9

Module Teacher A Module Teacher B

Terms 1 and 2

C1 Atomic Structure and the Periodic Table. B1 Cell Biology

P1 Energy C2 Bonding, Structure and Properties of Matter

Terms 3 and 4

B2 Organisation P2 Electricity

C3 Quantitative Chemistry

Terms 5 and 6 B3 Infection and Response P3 Particle Model of Matter

P4 Atomic Structure C4 Chemical Changes

End of year exams

Summer

Year 10

Module Teacher A Module Teacher B

Terms 1 and 2

B4 Bioenergetics C4 Chemical Changes

B3 Infection and Response C5 Energy Changes

P1 Energy Resources only C3 Quantitative Chemistry

P4 Atomic Structure

Terms 3 and 4

P2 Electricity P3 Particle Model of Matter

B5 Homeostasis and Response P5 Forces

Terms 5 and 6

B6 Inheritance, Variation and Evolution B7 Ecology

End of year exams

Year 11

Module Teacher A Module Teacher B

Terms 1 and 2

C6 The Rate and Extent of Chemical Change

P6 Waves

C7 Organic Chemistry P7 Magnetism and Electromagnetism

C10 Using Resources C8 Chemical Analysis

Terms 3 and 4

P5 Forces revisit C9 Chemistry of the Atmosphere

B6 Inheritance, Variation and Evolution B5 Homeostasis and Response

B7 Ecology (11) Split

Terms 5 and 6

Revision Revision

Summer