| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | ||
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1 | Subject | Curriculum Statement | Continual | September | October | November | December | January | February | March | April | May | June | July | ||||||||||||||
2 | Examples | - link lesson objectives to careers - link lesson objectives to transferable skills - training students to present effectively - Future skills work | - use live job market data to create graphs KS4 | - invite in guest about marine archaeology KS5 | - plan personal statements -write personal statements KS3 | - invite guest to give feedback on personal statements KS3 | - 'speed dating' to demonstrate work KS4 and 5 | - setting up art gallery KS5 | - supporting students to make products to sell at makers market KS5 | - subjected-related work experience KS4 | - Student hot seating to present work in interview format KS4 | - Working to a brief KS4 - Client evaluates work | - Visit to backstage in a theatre KS3 | |||||||||||||||
3 | Art | The skills that are taught provide students with the ability to proceed through their higher education towards careers in the creative industries as well as transferable skills that are valued by a range of employers throughout various sectors. We have strong links with Weymouth College and Arts University Bournemouth where students gain experience of higher education and the range of creative specialisms that are available, such as Fine Art, Model Making, Visual Effects (VFX) Animation and Graphic Design. | link lesson objectives to transferable skills - training students to present effectively - Future skills work. We show examples of artists, crafts people, designers throughout the year. We reference further courses students can follow to achieve certain career paths. We often talk about how people change path from one art career to another. We are currently making a new art careers MAP to go in each classroom and will also be painting a huge version at the top of the art stairs. | year 10 trip to scupture park where we learn about curating art, making art and teaching about art. | year 9. we begin to look at what skills are needed for further courses and talk more about careers opportunities in the arts | taking year 8/9 to visit AUB to see all the courses and careers available there | options evening, booklet on line etc all talk about potential careers in the arts and whats needed to do them. | GCSE and A level students halp to set up out exhibition which we then use as a teching tool for lower year groups to discuss art careers and courses. | ||||||||||||||||||||
4 | ATL | ATL skills are based in the multidisciplinary learning; students approach a project by combining subject material gathered from Geography, History and combined with literacy-focused English tasks such as summary writing, creative writing and information retrieval. Career progression is enhanced by practising this combined learning and through collaboration with others to present final ideas. Other linked creative responses are delivered in DT and Art. | Specific jobs/careers integrated into suitable ATL tasks such as Y8 Health (medical jobs) and Y8 Technology Over Time (construction jobs). Video clips also made to support Y8 Food project that features local businesses | Y8 Food clips shown linking to local businesses | Y8 Health clips shown - Justin Abbott job history and junior doctors clip. Professional links made with weareweymouth.co.uk to look at creating a tourism industry workshop in Summer term to support both y7 and y8 ATL projects | |||||||||||||||||||||||
5 | Biology | Students will engage through gaining mastery of the subject which will then lead them to having fundamental problem solving and critical thinking skills so they can make informed decisions in order to actively participate and engage in a society. Linking to real life examples and jobs to engage the students and encourage them to link their learning to possible careers. | Begining of new topics at KS3 slideshows that link to jobs that use that knowledge. | -Post Mock STEM Talks Y11 | Use of case studies that link to jobs and varies industries. | |||||||||||||||||||||||
6 | Business | Our vision is to help students understand and engage with the increasingly complex business world in which we live, and enable them to become informed and confident consumers, employees and entrepreneurs; develop as enterprising individuals with the ability to think commercially and creatively to demonstrate business acumen, and draw on evidence to make informed business decisions and solve business problems | GCSE Business Topic 1.1 - Enterprise and entrepreneurs A-Level Business - Topic 1.1. What makes an entrepreneur - and what are the risks and rewards. An investigation into a wide range of successful entrepreneurs | GCSE Business - Topic 1.3 Costs, revenue, profit. Looking at how entrepreneurs manage their finance, and understanding how cash flow and breakeven work. | A-Level Business: Topic 1.4 People in Business. 1.4.1 Approaches to staffing. 1.4.2 Recruitment, selection & training. 1.4.3 Organisation design 1.4.4 Motivation intheory and practice. Talk from Charlotte Read HR specialist about her role in Budmouth | A-Level Business: Topic 1.6 From entrepreneur to leader - an investigation into two successful entrepreneurs and their development from small business to large multi-national | GCSE Business - Topic 1.4.1 The options for start up and small business - sole trders, partnerships, franchising, private limited company. A-Level Business - the importance of liquidity, and management accounting. | GCSE Business - Topic 2.5 - organisational design, and roles within businesses. Students find out about the recruitment process, and develop person spec/job description for an opportunity. Supporting year 10 students in the 10x Challenge - setting up and running a business for a month with capital of £10. A-Level business - investigation into why business fail, e.g. Blockbusters, Flybe etc | A- level Business - Working to a brief - students pitch their selected economy to Cadbury as a possible location for outsourcing production. | Cambridge Technicals in Buisiness - Business visit to Monkey World to investigate their customer service and communication. | ||||||||||||||||||
7 | Chemistry | Students will engage through gaining mastery of the subject which will then lead them to having fundamental problem solving and critical thinking skills so they can make informed decisions in order to actively participate and engage in a society. Linking to real life examples and jobs to engage the students and encourage them to link their learning to possible careers. | Begining of new topics at KS3 slideshows that link to jobs that use that knowledge. | -Post Mock STEM Talks Y11 | Use of case studies that link to jobs and varies industries. | |||||||||||||||||||||||
8 | Citizenship | Develop the skills, attitudes, knowledge and understanding they need to be able to take a full and active role in their lives and that of their community. They must be able to understand how to communicate clearly, and to build their own resilience, through an understanding of themselves and their relationships. When a young person reaches the end of Year 11, they have developed the knowledge, skills, understanding and attitudes they mean they are equipped for their future life in whichever context they choose. | Linking topics that are covered in PSHE and citizenship to the roles played in society. For example the work of an MP, how the criminal justice system works, how the crown prosecution works and all the roles within it. It will be expected that teachers elaborate on these career paths over the course of a SOW. | KS3 Weymouth and Portland Ideas League. Enterprise links. Students come up with ideas to improve borough/create business, research and pitch to local leaders | ||||||||||||||||||||||||
9 | Computer Sci | The computer sciences and IT / Digital media are an essential element of many modern career routes, certainly in STEM industries but also across other disciplines such as Health, Business and Marketing. The IT and Creative Media Industries are major employers and wealth generators in the UK economy and we believe that all students should have the opportunity to develop the core knowledge and skills which may lead to employment in the sector and to help them become happy, confident and adaptable users and consumers of technology, both current and emergent. | Computer science provides access to fundamental knowledge which, through application and practice (skill building), can support the transdisciplinary need for flexible thinkers and creative, innovative problem solvers. Learners will develop these skills through approaches which allow them to progressively develop both theoretical and practical knowledge in computer application and digital media production. | Apply computational thinking to problems and design challenges through analysis, deconstruction and abstraction. | Design, build and test algorithms and digital media to meet the needs of identified problems and challenges. | Use industry recognised approaches to client research, project planning, development and evaluation. | Develop resilience and perseverance through testing and debugging code. | Appreciate the opportunities and requirements of computer and IT related industries and the job roles and career routes which are available. | Test your knowledge and skill in a coursework project. | Revision for subject specialism, hone your techniques to pass the end of term and year exams. | Evaluate and improve your written work relating to technical details in coursework. Use your theory knowledge to improve your coursework. | Research into new units and consider the career pathways you can follow in careers relating to your specialism in Technology. | New start for all GCSE coursework units. Students to start with a solid understanding of the brief. | |||||||||||||||
10 | Dance | Although Dance focuses on subject specific terminology it also provides opportunities for students to develop their transferrable skills such as: listening, working with others, time keeping, problem solving, collaboration, leadership, reflection, analytical and evaluative skills. By developing these skills students become more versatile, independent learners who have the potential to reach their highest potential and who employers will want on their team. | Using students in different year groups to perform in A Level ad GCSE choroegraphies, to gain the valuable skills/experiences required to develop their own learning further. | General discussion with Yr 9 classes (on rotation) regarding Performing Arts opportunities for further learning albeit GCSE/A Level/BTEC/University and the different types of opportunities.....not just a performer | Possible KS3 and KS4 dance workshop with ex student to allow students time to reflect and ask questions where necessary | Students will be involved as performers in the Christmas show. Ensure that they are prepared some even go through an audition process which they would have to do if going for a part in a theatre company. Students see staff correctly using sounds and lights and running the fornt of house set up. | General discussion with Yr 9 classes (on rotation) regarding Performing Arts opportunities for further learning albeit GCSE/A Level/BTEC/University and the different types of opportunities.....not just a performer | General discussion with Yr 9 classes (on rotation) regarding Performing Arts opportunities for further learning albeit GCSE/A Level/BTEC/University and the different types of opportunities.....not just a performer | General discussion with Yr 8 classes regarding Dance as a GCSE | Students will be involved as performers in the Christmas show. Ensure that they are prepared some even go through an audition process which they would have to do if going for a part in a theatre company. Students see staff correctly using sounds and lights and running the fornt of house set up. | ||||||||||||||||||
11 | Drama | "Drama at Budmouth Academy develops communication skills, teamwork, dialogue, collaboration and socialisation. It stimulates the imagination of our students, developing a deeper understanding of human behaviour and empathy with situations that might seem distant. It allows the development of critical thinking through the decisions we make in group work, and creativity in trying to create meaning for an audience. Through challenging, engaging drama lessons we experiment with new ways of communicating, it encourages us to use our bodies and our voices; to stand up for what we believe in and to speak with knowledge and confidence." | Students will be involved as performers in the Christmas show. Ensure that they are prepared some even go through an audition process which they would have to do if going for a part in a theatre company. Students see staff correctly using sounds and lights and running the fornt of house set up. | Students will be involved as performers in the Christmas show. Ensure that they are prepared some even go through an audition process which they would have to do if going for a part in a theatre company. Students see staff correctly using sounds and lights and running the fornt of house set up. | ||||||||||||||||||||||||
12 | DT Eng | “Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.” | Design, Technology and Engineering have a rich cultural heritage in this country and remain a vital industry for our economic success. We remain world leaders across Design and Engineering sectors, and the Industries contribute significantly to the national, and local, economies. Through our rich and varied curriculum, pupils will enjoy positive experiences and learn how to take risks, becoming resourceful and innovative while developing their confidence and resilience through creative problem solving. They will learn to critically evaluate products and technology and to understand how it impacts on our lives, society and the world as a whole. | Develop the creative, technical and practical expertise needed to participate in, and contribute to, an increasingly technological world | Apply industry recognised approaches to Engineering and project management to ensure effective and efficient working practices. | Build and apply a repertoire of knowledge in order to manufacture high-quality engineering models in a variety of materials, considering their uses. | Test and evaluate products and the work of other engineers, critically and develop resilience and perseverance to overcome problems. | Understand and apply the principles of manufacture using engineering materials and learn how to make accurate well made engineering products. | Test your knowledge and skill in a coursework project. | Revision for subject specialism, hone your techniques to pass the end of term and year exams. | Evaluate and improve your written work relating to technical details in coursework. Use your theory knowledge to improve your coursework. | Research into new units and consider the career pathways you can follow in careers relating to your specialism in Technology. | New start for all GCSE coursework units. Students to start with a solid understanding of the brief. | |||||||||||||||
13 | DT Food | “Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.” | Design, Technology and Engineering have a rich cultural heritage in this country and remain a vital industry for our economic success. We remain world leaders across Design and Engineering sectors, and the Industries contribute significantly to the national, and local, economies. Through our rich and varied curriculum, pupils will enjoy positive experiences and learn how to take risks, becoming resourceful and innovative while developing their confidence and resilience through creative problem solving. They will learn to critically evaluate products and technology and to understand how it impacts on our lives, society and the world as a whole. | Develop the creative, technical and practical expertise needed to participate in, and contribute to, an increasingly technological world | Apply industry recognised approaches to food preparation and project management to ensure effective and efficient working practices. | Build and apply a repertoire of knowledge in order to design and make high-quality food products for a variety of users, and in a variety of materials, considering their needs and the needs of the environment. | Test and evaluate their ideas and food products and the work of others, critically and develop resilience and perseverance to overcome problems | Understand and apply the principles of nutrition and learn how to cook. | Test your knowledge and skill in a coursework project. | Revision for subject specialism, hone your techniques to pass the end of term and year exams. | Evaluate and improve your written work relating to technical details in coursework. Use your theory knowledge to improve your coursework. | Research into new units and consider the career pathways you can follow in careers relating to your specialism in Technology. | New start for all GCSE coursework units. Students to start with a solid understanding of the brief. | |||||||||||||||
14 | DT Graphics | “Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.” | Design, Technology and Engineering have a rich cultural heritage in this country and remain a vital industry for our economic success. We remain world leaders across Design and Engineering sectors, and the Industries contribute significantly to the national, and local, economies. Through our rich and varied curriculum, pupils will enjoy positive experiences and learn how to take risks, becoming resourceful and innovative while developing their confidence and resilience through creative problem solving. They will learn to critically evaluate products and technology and to understand how it impacts on our lives, society and the world as a whole. | Develop the creative, technical and practical expertise needed to participate in, and contribute to, an increasingly technological world | Apply industry recognised approaches to product design and project management to ensure effective and efficient working practices. | Build and apply a repertoire of knowledge in order to design and make high-quality prototypes and products for a variety of users, and in a variety of materials, considering their needs and the needs of the environment. | Test and evaluate their ideas and products and the work of others, critically and develop resilience and perseverance to overcome problems | Understand and apply the principles of manufacture using graphic materials and learn how to make accurate well made models. | Test your knowledge and skill in a coursework project. | Revision for subject specialism, hone your techniques to pass the end of term and year exams. | Evaluate and improve your written work relating to technical details in coursework. Use your theory knowledge to improve your coursework. | Research into new units and consider the career pathways you can follow in careers relating to your specialism in Technology. | New start for all GCSE coursework units. Students to start with a solid understanding of the brief. | |||||||||||||||
15 | DT Res Mat | “Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.” | Design, Technology and Engineering have a rich cultural heritage in this country and remain a vital industry for our economic success. We remain world leaders across Design and Engineering sectors, and the Industries contribute significantly to the national, and local, economies. Through our rich and varied curriculum, pupils will enjoy positive experiences and learn how to take risks, becoming resourceful and innovative while developing their confidence and resilience through creative problem solving. They will learn to critically evaluate products and technology and to understand how it impacts on our lives, society and the world as a whole. | Develop the creative, technical and practical expertise needed to participate in, and contribute to, an increasingly technological world | Apply industry recognised approaches to product design and project management to ensure effective and efficient working practices. | Build and apply a repertoire of knowledge in order to design and make high-quality prototypes and products for a variety of users, and in a variety of materials, considering their needs and the needs of the environment. | Test and evaluate their ideas and products and the work of others, critically and develop resilience and perseverance to overcome problems | Understand and apply the principles of manufacture using resistant materials and learn how to make accurate well made products. | Test your knowledge and skill in a coursework project. | Revision for subject specialism, hone your techniques to pass the end of term and year exams. | Evaluate and improve your written work relating to technical details in coursework. Use your theory knowledge to improve your coursework. | Research into new units and consider the career pathways you can follow in careers relating to your specialism in Technology. | New start for all GCSE coursework units. Students to start with a solid understanding of the brief. | |||||||||||||||
16 | DT Textiles | “Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.” | Design, Technology and Engineering have a rich cultural heritage in this country and remain a vital industry for our economic success. We remain world leaders across Design and Engineering sectors, and the Industries contribute significantly to the national, and local, economies. Through our rich and varied curriculum, pupils will enjoy positive experiences and learn how to take risks, becoming resourceful and innovative while developing their confidence and resilience through creative problem solving. They will learn to critically evaluate products and technology and to understand how it impacts on our lives, society and the world as a whole. | Develop the creative, technical and practical expertise needed to participate in, and contribute to, an increasingly technological world | Apply industry recognised approaches to product design and project management to ensure effective and efficient working practices. | Build and apply a repertoire of knowledge in order to design and make high-quality prototypes and products for a variety of users, and in a variety of materials, considering their needs and the needs of the environment. | Test and evaluate their ideas and products and the work of others, critically and develop resilience and perseverance to overcome problems | Understand and apply the principles of manufacture using textiles and learn how to make accurate well made Textile products. | Test your knowledge and skill in a coursework project. | Revision for subject specialism, hone your techniques to pass the end of term and year exams. | Evaluate and improve your written work relating to technical details in coursework. Use your theory knowledge to improve your coursework. | Research into new units and consider the career pathways you can follow in careers relating to your specialism in Technology. | New start for all GCSE coursework units. Students to start with a solid understanding of the brief. | |||||||||||||||
17 | Economics | Our vision is to help students understand and engage with the increasingly complex economy in which we live, and enable them to become informed and confident consumers, employees and entrepreneurs; develop as enterprising individuals with the ability to think commercially and creatively to demonstrate business acumen, and draw on evidence to make informed business decisions and solve business problems in an analytical way. | Using data to establish the basic indicators of a successful economy - GDP, living standards etc. | The role of entrepreneurs within a economy - can a successful economy exist without enterprise? | Analysis into Glocalisation - how firms "think global, act local". Links to franchise operations | The development of analytical skills in order to understand the unique nature of an economic/business problem. Development of an understanding of the role of the Central Bank in an economy - underpins careers in the banking/finance sector | "speed dating" to develop subject knowledge and understanding - revision techniques | How to identify different types of global economies - economic indicators. Development of quantitative and analysis skills. The role of the Monetary Policy Committee in monetary policy. | Invesitgation into three entrepreneurs breaking into the Chinese economy, and analysis of the opportunities/threats | The World Trade Game - taking part in a simulated economy, making economic decisions, and managing limited resources. | ||||||||||||||||||
18 | English Lang | Our curriculum has been designed to allow all students the greatest opportunity to develop effective communication skills in reading and writing, to safeguard their success and employability prospects in the future. | We link learning objectives to transferable skills. We have added in the development of communication skills to our KS3 curriculum 'Speaking and Listening unit'. We expose students to a wide variety of texts, both fiction and non-fiction to promote literacy and their understanding of communication skills across texts. We focus on current issues and give students the opportunity to produce their own pieces of journalism. Library lessons use ks3 careers slideshows. | BBC Journalism competition. | Using non-fiction texts around current issues in Y9 and asking students to develop their own piece of journalism about a current issue. | -Journalism in the Breadwinner novel. | Invite writers/journalists to talk with KS4 students about careers. | A level English language students write for a professional purpose. | Personal statement writing in Y9 Invite industry professionals to assess personal statements. | |||||||||||||||||||
19 | English | Our curriculum has been designed to allow all students the greatest opportunity to develop effective communication skills in reading and writing, to safeguard their success and employability prospects in the future. | We link learning objectives to transferable skills. We have added in the development of communication skills to our KS3 curriculum 'Speaking and Listening unit'. We expose students to a wide variety of texts, both fiction and non-fiction to promote literacy and their understanding of communication skills across texts. We focus on current issues and give students the opportunity to produce their own pieces of journalism. | Trip to watch Macbeth at Weymouth Pavilion. Y10/11 | Creative writing competitions / BBC. Y9 Think Global Act Local - local issues - Weyforward and Ideas League - business plan, set up organisation, social media posts, whole half term. Guest speaker (Lech Mintowt-Czyz) from the world of Journalism and Speech-writing (Tie to Y8 PSHE) | Year 9 students, as part of their 'Think Local, Think Global' project have the opportunity to send letters to the Education Secretary. | Invite writers/journalists to talk with KS4 students about careers. Chris Chibnall? | Invite guest speaker/past student to talk about current English studies at Uni. (Y13) | Year 12 Trip to Hardy's House in Dorchester. Year 8 students graduate from Bournemouth University after completing their reading intervention programme. | |||||||||||||||||||
20 | French | Our MFL Department is especially proud of former Budmouth Academy students who have continued to use and develop their language skills after leaving school. We actively encourage all youngsters to consider how they might use French, Spanish, German, or community languages for working / travelling abroad or for employment / studying in the UK. We provide meaningful encounters with Budmouth alumni who have gone on to pursue language-related careers. | Resilience is needed in MFL as students have to persevere to learn and understand vocabulary and grammar that they will need to apply to communicate, which is a key transferable skill. Students learn about the cultural aspects of learning a language and are encouraged to draw comparisons between their culture and that of the French/Spanish/German speaking world. | Year 7 - 1st lesson is about why you should learn languages and explores the different countries in the French speaking world. Year 11's first unit is all about jobs and describing the skills they have to be able to do the job of their choice. Lots of different jobs are discussed including pros and cons | Year 11 finish their jobs unit and start the social issues and charity work unit, which gives them time to reflect on their own work and contributions to society and learn what also happens in other countries. | Year 11 - social problems and charity unit. Year 7 - descriptions of personal qualities they have. | Year 11 - social problems and charity unit. Year 7 - descriptions of personal qualities they have. | Year 10 start their future studies and plans unit, where they will learn how to say which jobs they would like to do and whether they would like to do work experience or gap years. | Year 10 continue their future studies and plans unit, where they will learn how to say which jobs they would like to do and whether they would like to do work experience or gap years. Year 9 learn about school in France and how to talk about their experiences at school. | Communication skills and transdisciplinary skills feature in speaking lessons. There are often lots of collaborative tasks in language lessons, where students work together to help solve problems (eg: grammatical puzzles) | Communication skills and transdisciplinary skills feature in speaking lessons. There are often lots of collaborative tasks in language lessons, where students work together to help solve problems (eg: grammatical puzzles) | Year 11 speaking exams - communication features heavily in all lessons which will be mostly focused around speaking and the skills involved to complete the speaking exams with these on the horizon. | Cross-cultural competency: Year 8 and Year 9s complete a unit about festivals. They learn about all the different festivals celebrated across France and why these are important. They will draw comparisons with their own culture. | Revision of all vocabulary in KS3 through the big vocab quiz which will include cultural elements and vocab from all jobs and careers units. | ||||||||||||||
21 | Geography | Skills based objectives are a core focus; this includes the use of numerical, cartographic, graphical, literacy, numerical, and ICT skills consistently and frequently throughout the course. A curriculum linking learning with careers as per the Gatsby benchmarks. This includes identifying relevant role models and profiling relevant academic and vocational geographical careers within each distinct topic. | KS3 | The UK economy taught to year 10 GCSE students - future economic on tertiary and quaternary opportunities in tertiary and quaternary sectors. | ||||||||||||||||||||||||
22 | Geology | The geology course aims to provide the knowledge, technical and transferable skills required to easily transition into degree level geology or environmental sciences and a career beyond. Many of the modules link explicitly to potential future career pathways across a broad range of areas including environmental management, engineering and structural surveying, Geophysical and geogchemical exploration, paleontology, volcanology, seismic surveying and mineral exploration and extraction. The course links previous geologists achievements to modern vocational pathways inspiring students to turn their knowledge and skills into a successful career. | Direct career references. Year 13 focus on Geophysical and Geochemical exploration. Year 12 focus on collection of direct and indirect evidence through space exploration, surface and subsurface surveys | Work with Dorchester Museum on Climate Change exhibition as part of takeover day and to create a long term exhibit | ||||||||||||||||||||||||
23 | German | Our MFL Department is especially proud of former Budmouth Academy students who have continued to use and develop their language skills after leaving school. We actively encourage all youngsters to consider how they might use French, Spanish, German, or community languages for working / travelling abroad or for employment / studying in the UK. We provide meaningful encounters with Budmouth alumni who have gone on to pursue language-related careers. | Resilience is needed in MFL as students have to persevere to learn and understand vocabulary and grammar that they will need to apply to communicate, which is a key transferable skill. Students learn about the cultural aspects of learning a language and are encouraged to draw comparisons between their culture and that of the French/Spanish/German speaking world. | Year 7 - 1st lesson is about why you should learn languages. Year 11's first unit is all about jobs and describing the skills they have to be able to do the job of their choice. Lots of different jobs are discussed including pros and cons | Year 11 finish their jobs unit and start the social issues and charity work unit, which gives them time to reflect on their own work and contributions to society and learn what also happens in other countries. | Year 11 - social problems and charity unit. Year 7 - descriptions of personal qualities they have. | Year 11 - social problems and charity unit. Year 7 - descriptions of personal qualities they have. | Year 10 start their future studies and plans unit, where they will learn how to say which jobs they would like to do and whether they would like to do work experience or gap years. | Year 10 continue their future studies and plans unit, where they will learn how to say which jobs they would like to do and whether they would like to do work experience or gap years. Year 9 learn about school in Germany and how to talk about their experiences at school. | Communication skills and transdisciplinary skills feature in speaking lessons. There are often lots of collaborative tasks in language lessons, where students work together to help solve problems (eg: grammatical puzzles) | Communication skills and transdisciplinary skills feature in speaking lessons. There are often lots of collaborative tasks in language lessons, where students work together to help solve problems (eg: grammatical puzzles) | Year 11 speaking exams - communication features heavily in all lessons which will be mostly focused around speaking and the skills involved to complete the speaking exams with these on the horizon. | Cross-cultural competency: Year 9 complete a unit about festivals. They learn about all the different festivals celebrated across German speaking countries and why these are important. They will draw comparisons with their own culture. | Revision of all vocabulary in KS3 through the big vocab quiz which will include cultural elements and vocab from all jobs and careers units. | ||||||||||||||
24 | Health & Soc | Our vision is that Pupils will become inspired by the importance of Health and Social Care, not just its relevance to and in their own lives but also as a possible career path. We will provide learners with essential knowledge, transferable skills and tools to improve their learning in other subjects with the aim of enhancing their employability when they leave education, contributing to both their personal development and future economic well-being. | Every lesson is linked to professional practice, case studies are used to link taught content to highlight the different settings and the oportunities within each. | Year 12 - The content of the first unit taught from September to January is based on key skills that every practitioner must have:e.g: legislation, use of the core values, equality and diversity. | Year 13 exam unit involves looking at health and safety in the workplace, the roles and responsibilities of practitioners, RIDDOR, Health and Safety at Work Act, First Aid at Work. Many links to real settings and how they would deal with a range of health and safety situationssituations | Possible practitioner visits to discuss career oportunities, provoded practitioners are available during the pandemic | Year 13 - coursework unit involves researching the roles of practitioners who support service users with long term physiological conditions. Opportunity to gather primary information from practitioners. | Year 13 - communication unit involves practicing communication in health and social care settings and looking at scenarios that would occur in the workplace, and appropriate communication. | Year 12 unit on Public Health involves research into the role of public health organisations and the role of Health and Social care practitioners in promoting public health issues. | |||||||||||||||||||
25 | History | Students are given regular opportunities to review, reflect on and apply skills. Staff connect this learning to the world of employment in line with Gatsby Benchmark 4 (linking curriculum to careers), 5 (encounters with employers and employees) and 7 (encounters with FE/HE). A curriculum linking learning with careers as per the Gatsby benchmarks. This includes identifying relevant role models, profiling relevant academic and vocational history related careers within each distinct topic, linking in the 11 future skills and other careers-based skills and connecting exam-based skills to their use in the workplace. | Objs linked to transferable skills, homework tasks for KS3 on history graduates. All exam question slides have careers connections. | Y8 - Link to BHM - Role Model Speakers Y11 - why take history A-level option. Careers speakers, long term for universities | Y11 A-level recruitment - Why universities and employers like history on your CV | Y9 options - careers with history. Careers talk. Links with universities - archaeology etc | Y9 options - careers with history. Careers talk. Links with jobs | Y8 - Link to Suffragettes - Role Model Speaker | Y7 - portland castle / nothe fort / Dorchester Museum talk working at a local historical site I've put Y7 because it links to TUdors but literally all years at any point throughout teh year | |||||||||||||||||||
26 | iMedia | “Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.” | ||||||||||||||||||||||||||
27 | Law | Students learn invaluable skills through studying law. Analytical thinking, rigorous application of rules to facts and objective thinking are transferable to many aspects of work, study and life. | skills acquired in law of analysis, logical thinking and objectivity are emphasized throughout | specific section of the course is learning about the training and work of solicitors, barristers and legal execs | ||||||||||||||||||||||||
28 | Maths | Prepare students to reason mathematically and become fluent in the fundamentals of mathematics through varied and frequent practice; increasing in complexity over time. At all levels, students are provided with opportunities to behave mathematically. The emphasis is on empowering students to notice, make connections, explain, justify, prove and apply their knowledge. | AT the begining of new areas of Mathematics within KS3 highlight knowledge that will be appliciable to certain proffessions. Slide shows for KS3 end of unit chats... | Review of the Mocks and have discussions with Yr11 regarding STEM | Financial Maths year 9 | -Job Market data as part of data handling Year 8 | ||||||||||||||||||||||
29 | Media | Through studying Media Studies students will view, evaluate and analyse a variety of media products, and develop practical skills spanning a range of media forms. You’ll find contemporary, diverse topics and varied and engaging content, you will develop research, problem-solving skills as well as creativity skills.You will also refine their debating skills through the discussion of contemporary issues from a range of perspectives | ||||||||||||||||||||||||||
30 | Music | To relate music to the world around them and the wider context in which we find it in our lives | Continually looking at composers and music artists in all modeules of KS3. Tranferable skill as always used in lessons in KS3/4/5. Practice makes perfect - to keep students going who feel they are inadequate giving examples to support. | Outline the courses and programs of study linking to the artist/composers they will be using throughout the year. | At some point in the year we will offer trips to see musical shows giving them a theatre experiene and seeing profressional s live. When this happens depends on whats on and where and if the calendar allows. | Students will be involved as performers in the Christmas show. Ensure that they are prepared some even go through an audition process which they would have to do if going for a part in a theatre company. Students see staff correctly using sounds and lights and running the fornt of house set up. | Yr9 links to jobs in the creatvie industries through the film music module | Students support the end of year show and they are able to see the sound and lights in action. They see staff in 'Front of House' and back stage role. | ||||||||||||||||||||
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32 | Photography | The skills that are taught provide students with the ability to proceed through their higher education towards careers in the creative industries as well as transferable skills that are valued by a range of employers throughout various sectors. We have strong links with Weymouth College and Arts University Bournemouth where students gain experience of higher education and the range of creative specialisms that are available, such as Fine Art, Model Making, Visual Effects (VFX) Animation and Graphic Design. | Transferable skills - training students to present effectively - Future skills work. We show examples of artists, crafts people, designers throughout the year. We reference further courses students can follow to achieve certain career paths. We often talk about how people change path from one art career to another. We are currently making a new art careers MAP to go in each classroom and will also be painting a huge version at the top of the art stairs. | year 10 trip to scupture park where we learn about curating art, making art and teaching about art. | year 9. we begin to look at what skills are needed for further courses and talk more about careers opportunities in the arts | taking year 8/9 to visit AUB to see all the courses and careers available there | options evening, booklet on line etc all talk about potential careers in the arts and whats needed to do them. | GCSE and A level students help to set up out exhibition which we then use as a teching tool for lower year groups to discuss art careers and courses. | ||||||||||||||||||||
33 | Physics | Students will engage through gaining mastery of the subject which will then lead them to having fundamental problem solving and critical thinking skills so they can make informed decisions in order to actively participate and engage in a society. Linking to real life examples and jobs to engage the students and encourage them to link their learning to possible careers. | Begining of new topics at KS3 slideshows that link to jobs that use that knowledge. | -Post Mock STEM Talks Y11 | Use of case studies that link to jobs and varies industries. | |||||||||||||||||||||||
34 | PSHE | Develop the skills, attitudes, knowledge and understanding they need to be able to take a full and active role in their lives and that of their community. They must be able to understand how to communicate clearly, and to build their own resilience, through an understanding of themselves and their relationships. When a young person reaches the end of Year 11, they have developed the knowledge, skills, understanding and attitudes they mean they are equipped for their future life in whichever context they choose. | ||||||||||||||||||||||||||
35 | Psychology | Learning Psychology encourages students to become curious about a range of factors that influence our behaviours, e.g., the structure of the brain, parenting or past traumatic experiences. Students will understand how a range of mental disorders are created, e.g., phobias and Schizophrenia, the effect these have on the individual, and appropriate treatments for them. They will explore the reasons why individuals became complicit in horrific incidents in the 20th century such as the Holocaust, how such evil can be committed and to reflect on whether these causes are biological or whether social pressures compel people to do such things. Ultimately, it is hoped that students will be able to evaluate a range of social–biological–cognitive explanations for all types of behaviour and to draw conclusions about behaviours based on a forensic evaluation of research in order to conclude which approaches they view as being the most useful. Students will therefore be able to analyse the world and individuals around them in new ways, incorporating a myriad of approaches and asking questions about the nature of human agency. | Access to BPS website encouraged. Participation in MOOCs highlighted and encouraged. The transdisciplinary nature of Psychology is highlighted as a science that draws on language and numerical skills, whilst also developing a sound basis in scientific methodology, ethics and practice. Numeracy and statistical calculation and analysis are ongoing throughout the course, as is the ability to structure and write discussion analysis of material. Developing key skills in scientific writing. At the end of each unit of study students are asked to evaluate their own learning and productivity as well as the teaching and delivery of the unit by completing student voice questionnaires. ‘You said, We did’ review completed and shared. | 12: Students introduced to BPS website (professional association for psychology and shown careers pages). Key skills in organisation of materials as well as introducing SQ3R as a basis for developing skills in textual analysis developed in lessons. 13: Students supported with personal statements and choices regarding university level study of psychology and psychology related careers. | 12: Students introduced to the approaches in psychology and it is highlighted how each approach has contributed to society through 'in the news' articles. Specifics on cognitive neuroscientist roles. 13: How to become a clinical psychologist (including job description, case study and application procedure) before embarking on psychopathology unit. | 12: Strong links with Biology and Chemistry developed through the study of Biopsychology. 13: Study of cultural bias including issues of ethnocentrism and cultural relativism. Students discuss how to manage success and failure in examinations and use failure as a tool to encourage progress. | 12: As part of memory unit students presented with range of scientifically substantiated revision and learning techniques and made aware of role of professional cognitive interviewers with police. Focus on cognitive load management and specific strategies to support. 13: Students introduced to the various types of counselling and therapeutic support roles as part of Schizophrenia unit. Students’ personal management of mental health challenges discussed with signposting to appropriate support. | 12: Students identified who are considering studying psychology and psychology related courses / careers post A-level. 12 and 13: Students undertake independent research report, designing and conducting research, fulfilling all ethical guidelines and writing up in professional level format. | 12: Students consider the implications of managing work and family through attachment unit. Create and present their ‘egg baby project’. 13: How to become a forensic psychologist (including job description, case study and application procedure) before embarking on Forensic unit. | 12: Students apply material learnt through study of social influence to aid sense making of historical conflict and current global issues such as pandemic responses, war and treatment of minority groups. 13: Students collaborate to create revision materials for the course. | 12: Students discuss how to manage success and failure in examinations and use failure as a tool to encourage progress. 13: Discussion with relevant students regarding psychology specialisms | 12: Students consider impact of work related stress, travel and shift work as part of Biopsychology unit | 12: Students supported with university application procedure for Psychology (and related) degree study. Personal statement, courses and specialism support offered. | |||||||||||||||
36 | RS/EP | The Religious Studies curriculum aims to raise standards and ensure progress for all pupils and develop each individual’s religious literacy to enable them to understand and effectively engage with religious, religious matters and ethical issues in the modern world. Developing pupils’ analytical and critical thinking skills through regular debates on key issues studied ● Developing pupils’ discursive writing skills through scaffolded tasks which teach skills in research, analysis, evaluation and structure of a written argument | - Link lesson objectives to transferable skills useful to a range of careers e.g. analysing texts, constructing and developing arguments, evaluating strengths and weaknesses of arguments, communicating and defending ideas in discussions - Developing skills to present ideas in front of a group, developing skills in public speaking - Continual discussions about working/communicating with people who are different re: culture, religion, nationality etc. | - Discussions with Year 11 about skills and knowledge developed in EP A Level, link to future career pathways and university degrees | - Discussions with Year 11 about skills and knowledge developed in EP A Level, link to future career pathways and university degrees | - Year 9 Trip to Imperial War Museum: links to career pathways with RS / Humanties qualifications / degrees | - Year 9 Options: Explanation of skills and knowledge developed in EP GCSE, link to future career pathways | |||||||||||||||||||||
37 | Sociology | Students are given regular opportunities to review, reflect on and apply knowledge and skills. Staff connect this learning to the world of employment in line with Gatsby Benchmark 4 (linking curriculum to careers), 5 (encounters with employers and employees) and 7 (encounters with FE/HE). A curriculum linking learning with careers as per the Gatsby benchmarks. This includes identifying relevant role models, profiling relevant academic and vocational history related careers within each distinct topic, linking in the 11 future skills and other careers-based skills and connecting exam-based skills to their use in the workplace. | Objs linked to transferable skills,regular links and reference to variety of careers, Open evening presentation linked to careers and higher ed | 13: Students supported with personal statements and choices regarding university level study of psychology and psychology related careers. | 13: How to become a clinical psychologist (including job description, case study and application procedure) before embarking on psychopathology unit. | Former students who have studied Sociology or related at university hold forums with Y12 (COVID permitting) | ||||||||||||||||||||||
38 | Spanish | Our MFL Department is especially proud of former Budmouth Academy students who have continued to use and develop their language skills after leaving school. We actively encourage all youngsters to consider how they might use French, Spanish, German, or community languages for working / travelling abroad or for employment / studying in the UK. We provide meaningful encounters with Budmouth alumni who have gone on to pursue language-related careers. | Resilience is needed in MFL as students have to persevere to learn and understand vocabulary and grammar that they will need to apply to communicate, which is a key transferable skill. Students learn about the cultural aspects of learning a language and are encouraged to draw comparisons between their culture and that of the French/Spanish/German speaking world. | |||||||||||||||||||||||||
39 | PE | To develop student purpose through work place experiences and encounters with further and higher education. Pupils will be able to transfer their skills and knowledge into future endeavours and job opportunities, whilst embedding healthy habits in all aspects of their life. | The course is designed around a 2 year appproach. Most units have an element of job role discussion and research into the sports industry. Internal units have scenarios where students empathaise with a sports coach. There is a 2 week work experience block which involves all the planning and preparation. | Practical Team Sport. Course involves being a sports coach and researching into the coaching industry | Practical Team Sport. Course involves being a sports coach and researching into the coaching industry | Leadership in the sports industry. Act as a sports coach, learning all the transferable skills a sports leader will need. Gives an insight into the sports coaching and leadership jobs/opportunities | Leadership in the sports industry. Act as a sports coach, learning all the transferable skills a sports leader will need. Gives an insight into the sports coaching and leadership jobs/opportunities | Leadership in the sports industry. Act as a sports coach, learning all the transferable skills a sports leader will need. Gives an insight into the sports coaching and leadership jobs/opportunities | Leadership in the sports industry. Act as a sports coach, learning all the transferable skills a sports leader will need. Gives an insight into the sports coaching and leadership jobs/opportunities | Sports Development and Investigation into the sports industry. 2 units based on research onto the whole sports industry. | Sports Development and Investigation into the sports industry. 2 units based on research onto the whole sports industry. | Work Experience Preparation. Writing Applications, PS and CVs. Also researching and applying for jobs, contacting employers and seeking an actual experience. | Work Experience 2 week block. Plan, complete and review a 2 week block. Feedback to the group strengths and A for I for experience. | Coaching in the sports industry. Act as a sports coach, learning all the transferable skills a sports leader will need. Gives an insight into the sports coaching and leadership jobs/opportunities. CSL award. | ||||||||||||||
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