| A | B | C | D | E | F | G | H | I | J | K | |
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1 | The curriculum is planned to ensure we create a positive and supportive environment for all students, without exception. We have an inclusive curriculum that removes barriers to learning and participation, provides a learning experience that is appropriate to students needs, and promotes high standards and the fulfilment of potential for all our students. Our curriculum is routinely reviewed to fully comply with the Equality Act 2010, and the Special Educational Needs and Disability Regulations 2014. | ||||||||||
2 | English Language | TERM 1 | TERM 2 | TERM 3 | TERM 4 | TERM 5 | Term 6 | ||||
3 | Year 7 | T1: Transition explanation text unit.- childhood theme. Autobiography and recount texts- childhood theme. Purpose: The creator’s intentions in producing a text. T2- Style: The characteristic way that a writer uses linguistic devices, literary devices and features for purpose and effect. Audience imperatives: The impact and desired responses from whomever the text is aimed at. GUIDED READING : T1 Recount texts that explore a range of different global childhood experiences (Boy Soldier, Chinese Foot binding, etc) T2: Interesting characters: Fagin, Mr Gradgrind (Dickens) , Captain Hardcastle (Dahl) etc Reading for pleasure: novel for each class | Shakespearean Comedy: Twelfth Night. Immersion unit: SHC- social, historical context, plot, characters, love, themes (gender, identity, deception, madness) and performance. T4: Soliloquy Unit - exploration of this dramatic technique. Analysis of a range of soliloquies and the students create own. GUIDED READING: Structural examples and descriptive settings Reading for pleasure: novel for each class | T5/ T6: Fiction novel: When the World Was Ours by Liz Kessler. ( Paper back released Jan 2022- ordered) Immersion in the Holocaust and stages of Genocide. The novel is being used as a vehicle to teach the concept of structure and also as a stimuli for creative writing: setting. T6: Exploration of poetry- Sonnets (Petrarchan and Shakespearean) . Analysis of poetic techniques used to convey meaning and poets' messages. Focus on Shakespearean sonnets: courtly love. GUIDED READING: T5 Persuasive fictional and non-fictional speeches (FATHORSE) . T6: Classic poetry Reading for pleasure: novel for each class | |||||||
4 | Purpose | To show how our experiences shape our perspectives.To understand how to use language for creative purposes. To understand that all texts are written for a purpose- a reason. | To understand how language changes over time- and comedy changes as audiences change. To analyse how Shakespeare uses language to convey character (Malvolio) To explore relevance of Shakespeare's play to a modern audience through exploration of key themes/ concepts. | To understand different perspectives in a novel- the text has a split/shared narrative voice.To understand that writers structure their texts with deliberation and purpose. Students will explore several key structural examples in the text and will use this to inform their own creative writing. Students will learn the language of poetic methods and be able to evaluate their use in a specific form of poem: sonnet. | |||||||
5 | Assessment | Explanation text: key literacy features and conventions. (Organisation/ written communication) Formal PEEZL essay response: how writers convey their viewpoints and perspectives in recount texts. | Character description: Creative response. Rant- opinion and persuasive based piece on topic of an annoyance | Immersion in the whole text- context, plot, character and themes. Creative retrieval response: writers convey setting. ( A shipwreck scene and a isoalted setting- jail/ locked away.) | Soliloquy- Students create their own soliloquy using their knowledge of the dramatic conventions studied. | Formal essay: How is structure used to maintain the interest of the reader? T5/6-A creative description response: setting. (Retrieval from term 3 and term 2- literary methods for creative writing) | Exploration of poetic methods PEEZL poetry explosion : How is love conveyed in a range of different sonnets? Analysis of an established poetic form and consideration of the many different types of love which exist and the bonds we form. (Eros, Platonic, Paternal etc etc.) | ||||
6 | Cultural Capital | Read/ analyse a range of texts from different cultures & social contexts. Understanding of cultural & social diversity- builds tolerance & understanding. To understand persuasive techniques so as not to be manipulated by persuasive methods. (Won’t be persuaded by false advertising, ‘fake news’, shop ‘offers’ etc) | Reading Shakespeare- significant writer within our literary heritage. Allows for understanding of how language, ideas and values change over the course of time. Recognition of the changing meaning of language and vocabulary over time. (How language can insult and hurt if not used in the correct context.) TRIP opportunity: The Globe. | Students will understand and respond emotionally to learning about Genocide through studying the Holocaust- prejudice and discrimination. The novel is a new release- current modern fiction and has the support of The Holocause Memorial as it is based on a true story. (Replaced the very fictional Boy in the Striped Pyjamas) Understanding established forms of poetry- Sonnet. | |||||||
7 | Year 8 | Gothic Genre Pre 1900- Gothic characters and setting. Shelley, Stoker, Bronte, Poe, Gaskell. GUIDED READING: Pre 1900 Gothic characters and gothic settings. Reading for pleasure: novel for each class | Character Description- Creative writing GUIDED READING: Pre 1900 Gothic characters and gothic settings. Reading for pleasure: novel for each class | Poetry Analysis: prejudice and discrimination Maya Angelou Langston Hughes" GUIDED READING: Classic poetry and WW1 poetry Reading for pleasure: novel for each class | Satirical writing A Modest Proposal by Johnathon Swift."GUIDED READING: a range of significant speeches Reading for pleasure: novel for each class | A View From the Bridge : Arthur Miller GUIDED READING: Articles linked to themes in the play. Reading for pleasure: novel for each class | Shakespeare - Romeo and Juliet sp & list unit Patriarchal love Romantic and lustful love. Platonic love GUIDED READING: Retrieval of many different text types read over the course of the year. Reading for pleasure: novel for each class | ||||
8 | Purpose | Gothic horror still impacts and influences modern writers and filmmakers today. Recognition that historical texts still influence a modern audience today. | Writers use structure with intent. How structure manipulates the feelings of a reader. To be aware of how a writer will try to influence thoughts and emotions via structure. | Learn that racial discrimination exists in the world and explore ideas of prejudice through poetry and self-expression so we may better combat it. | Learn the meaning of irony and satire so that they can recognise these forms of language and not be manipulated or ignorant to points made. | Immersion in play: themes, character and plot. To understand conventions and rules of social orders that also exists in today’s world. Raise awareness of ideas of illegal immigration, loyalty and betrayal. Aristotle: tragic hero concept. | Relationships have changed over time- how changes in society have allowed more freedom for women. Rightful acceptance of equal gender rights in today’s world as opposed to the past. | ||||
9 | Assessment | PEEZL Essay response- how has the writer used structural features to interest the reader? | Create own character description and setting | Explode a poem- PEEZL analysis Assessed unseen poetry comparison | Creation of a persuasive speech: FATHORSE Assessed use of satire to highlight a social issue- over population or homelessness. | PEEZL Essay response: How does the writer use language to convey character? | Comparative essay exploring the concept of love through a range of Shakespearean characters. | ||||
10 | Cultural Capital | Literary canon- classic gothic writers that the students should know as part of our literary heritage. | Engaging with the gothic genre and language of a classic literary movement through creativity. Using language to be creative. | American South and racism/ prejudice that is presented in poetry. Poetry from established and well-respected poets with a cultural and global perspective. | Social issues faced in the Victorian era and how writers have used satire and irony to encourage social reform. Understanding of homelessness & displacement in today’s society. (Markus Rashford speech and modern poverty- current political awareness.) | To study a well-established author (Literary heritage) and conventions of the Drama genre. | To study a major playwright, from the literary canon, whose work is of relevance today. Shakespeare’s works and language influences fiction and film in today’s society. | ||||
11 | Year 9 | Identity and Pride: students study Roll of Thunder Hear My Cry. How do writers use characters as vehicles for a novel’s development? How do writers use literature as a way to explore identity and pride? Guided reading extracts include: Merchant of Venice by Shakespeare & The Danger of A Single Story by Chimamanda Adichie. | Finding Humour in the World: A writing unit that builts on year 8 descriptive writing. Students explore how to write narrative stories that create humour. How do writers use language to share their personal experiences of the world? How do we as writers adapt our language to entertain? Guided reading extracts include: Not My Best Side by Fanthorpe & The Importance of Being Earnest by Oscar Wilde | Fear of the Unknown: A writing unit that allows students to craft their own short story having studied The Red Room and The Landlady. Suspense combines curiosity with fear and pulls them up a rising slope’: what can we learn from other writers about how to create suspense? How do writers engage us through fear? Guided reading extracts include: The Haunted Hotel by Wilkie Collins & Noughts and Crosses by Malorie Blackman | Nature vs Nurture: students study Willy Russell's Blood Brothers. What makes us who we are today? How do writers use literature as a way to explore social and economical issues? How does our environment influence our identity? Guided reading extracts include: | Human Insecurities: students study Shakespeare's A Winter's Tale.How do writers use language to present human emotions? In what ways are our actions a reflection of our own flaws and insecurities? Guided reading extracts include: | War and Conflict: students begin studying some of the war poems from AQA's anthology as well as war poems from other cultures. How do writers challenge and/or question the world around them through the use of language and structure? | ||||
12 | Purpose | Build on PEEZL skills essay writing skills from Year 8 students begin to explore how writers use characters as vehicles to explore ideas surrounding 'pride' and 'identity' | Build on descriptive writing from Year 7 and character descriptions from Year 8 to write a narrative account of an embarrsaing story. | To develop writing skills from term 2; to learn how to plan, write and edit a longer piece of writing. | To read a play and build on skills from Year 8. To plan and produce an oral presentation that requires students to connect global issues with the text studied. | To approach Shakespeare in an active way. To continue exposing students to a range of unfamiliar Shakespeare plays so they can see comonalities when studying Shakespeare at GCSE. | To develop a deep understanding of the use of poetry to navigate issues arising from war and conflict. Students to begin preparing for their Literature GCSE and unseen poetry skills. | ||||
13 | Assessment | cold write essay, SFFs, hot write essay, vocabulary MCQ | Autumn PIRA cold write, SFFs, hot write, term 1 and term 2 vocab MCQ, | cold write, SFFs, hot write T1-3 vocab | Spring PIRA cold write and cold vocab, SFFs, hot write, T1-4 vocab | cold write and cold vocab, SFFS, hot write, T1-5 vocab | Summer PIRA cold write and cold vocab, SFFs, hot write, T1-6 vocab | ||||
14 | Cultural Capital | Students exposed to texts from different cultures and times and discuss the concept of pride | Students are given the opportunity to engage with a range of comedians and their techniques | Competition - prize trip to Waterstones | nature vs nurture debate | RSC broadcast | Exposure to a range of poems from different cultures | ||||
15 | Year 10 | But nothing happens' Big question: How do writers use literature as a way to share their views and perspectives on conflict? Students begin to study the 'war' poems from the Power and Conflict AQA Anthology. These include: Exposure, Charge of the Light Brigade, Remains, War Photographer, Poppies and Bayonet Charge. | I will live in the past, present and the future' Big question: How do writers use language as a way to promote and encourage change in society? Students study Charles Dicken's A Christmas Carol.They cover plot, characters, key moments and big ideas. At this time, students also cover William Blake's London from the Power and Conflict anthology. | We are members of one body' Big question: How crucial is responsibility?As a direct connection to Dicken's A Christmas Carol, students study J.B Priestley's An Inspector Calls. Students cover plot, characters, key moments and big ideas.At this time, students also cover Robert Browning's My Last Duchess from the Power and Conflict anthology as this links to the idea of power. | It is a huge nothing that we fear' Big question: To what extent is human power limited? During this term, students will cover the poems from the Power and Conflict anthology that explore nature vs human power. These include: Storm on the Island, Extract from the Prelude, Kamikaze, Ozymandias and students will revisit Exposure. | Something wicked this way comes' Big question: To what extent is ambition dangerous? Students begin to study William Shakespeare's Macbeth. This builds on their study of A Winter's Tale as both have common themes of tyranny, paranoia and jealousy. In addition, students will study The Emigree by Carol Rumens from the Power and Conflict anthology to look at the impact war has on individuals. | I carving out me identity' Big question: How significant is our understanding of identity, history and society? Students will finish their study of Macbeth by William Shakespeare and then finish their literature study by exploring John Agard's Checking Out Me History and Imitiaz Dharker's Tissue. Once finished, students will spend 2 weeks begining their Spoken Language Assessment for their Eduqas English Language GCSE. | ||||
16 | Purpose | To understand how writing can be powerful - others’ writing as well as our own. To consider other ideas about power that writers have. To understand how writing can be powerful - others’ writing as well as our own. To consider other ideas about power that writers have. To develop secure K+U of these poems. | To know and understand the plot, characters and big ideas of A Christmas Carol. | To know and understand the plot, characters and key themes of An Insepctor Calls. | To develop secure knowledge of the K+U of the poems. To be able to confidently analyse the poems and link their meaning to bigger ideas/issues. | To know and understand the plot, characters and key themes of Macbeth Act 2-3. To develop analysis skills. To revise key skills for PPE taught this year. | To know and understand ideas about nature that writers have. To develop secure k+u of these poems and how to write a comparative essay. | ||||
17 | Assessment | Students complete a literature response on Wilfred Owen's Exposure. Students also complete a knowledge quiz on key vocabulary, key phrases and contextual information. | Multiple choice on Cluster 1, & A Christmas Carol. Students given an extract to analyse that is based on the character of Scrooge. | cold vocab, AIC knowedge quiz. Students complete a literature response on Mr Birling and are able to plan for this in advance using their feedback from their previous two literature assessments. | Students will be assessed on all of the literature content studied so far. Students will be told in advance what this will include. | Macbeth knowledge quiz - students will also be assessed on their analysis of Act 4, Scene 1 and how Shakespeare presents Macbeth. | Cold vocab Vocab terms 1-6 comparative essay | ||||
18 | Cultural Capital | Students gain a in depth understanding of how war is presented by different perspectives.Great poets; patriotism; how conflict affects people; links to WWI, Crimean War, Gulf War. | Students are exposed to themes regarding social class and through home learning are given opportunities to read a range of material from Malthus to Ali Baba. | Themes of the play and their relevance to today's society. | Exposed to a range of different poets, cultural heritage and history | Themes of Macbeth/ opportunity to watch the RSC's production of Macbeth | Ideas about nature, cultural heritage | ||||
19 | Year 11 | Component 2 Reading Non Fiction texts 1 lesson a week revising poetry | Component 2 Transactional Writing 1 lesson a week revising A Christmas Carol | Component 1 Reading 1 lesson a week revising An Inspector Calls | Component 1 Narrative Writing 1 lesson a week revising Macbeth | Revision for all classes of both literature and language content | |||||
20 | Purpose | ||||||||||
21 | Assessment | ||||||||||
22 | Cultural Capital | ||||||||||
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24 | English Literature | Year 9 | Identity and Pride: students study Roll of Thunder Hear My Cry. How do writers use characters as vehicles for a novel’s development? How do writers use literature as a way to explore identity and pride? Guided reading extracts include: Merchant of Venice by Shakespeare & The Danger of A Single Story by Chimamanda Adichie. | ||||||||
25 | Purpose | Build on PEEZL skills essay writing skills from Year 8 but combine character and theme in one answer: How characters are used to advance ideas about a theme. | Build on descriptive writing from Year 7 and character descriptions from Year 8 | To approach Shakespeare in an active way. To develop understanding of from Year 7 (n.b. 20-21 had no Sh in year 8). To prepare for GCSE Shakespeare. | To develop descriptive writing from term 2; to learn how to plan, write and edit a longer piece of writing. | To read a play and build on skills from Year 8. To plan and produce an oral presentation. | To build on informative news articles and persuasive writing studied in Year 8. To equip students with skills needed to understand how others express opinions and then be able to clearly express their own. | ||||
26 | Assessment | cold write essay, SFFs, hot write essay, vocabulary MCQ | cold write, SFFs, hot write, term 1 and term 2 vocab MCQ | cold comprehension, SFFs, hot comprehension T1-3 vocab MCQ | cold write, SFFs, hot write, T1-4 vocab MCQ | cold presentation, SFFS, hot presentation. T1-5 vocab | cold write, SFFs, hot write, T1-6 vocab | ||||
27 | Cultural Capital | Pride and Identity - how can we celebrate our identity and culture? | Vocab linked to different geographical locations | RSC broadcast | Competition - prize trip to Waterstones | nature vs nurture debate | Current issues discussed: FSM, social media, remote learning | ||||
28 | Year 10 | How can language be powerful? What other ideas about power do writers have? Intro to Power and Conflict Poetry Cluster The Charge of The Light Brigade/ Bayonet Charge, Remains, Poppies, Exposure War Photographer –reality/effects of conflict. | Poetry cluster continued. Then: How can I develop my abillty to read and understand an unfamiliar text? Lang P1 Q1-3: extracts from 1984, Jaws, The Flowers | What is a community? What different attitudes towards community do people have? An Inspector Calls | An Inspector Calls continued. Then: How does violence affect the victim and the perpetrator? P1 Q4: extracts such as Perfume, The Graveyard Book, Tell Tale Heart Then: Macbeth | How does violence affect the victim and the perpetrator? Macbeth PPE revision | What do writers think about nature? | ||||
29 | Purpose | To understand how writing can be powerful - others’ writing as well as our own. To consider other ideas about power that writers have. To understand how writing can be powerful - others’ writing as well as our own. To consider other ideas about power that writers have. To develop secure K+U of these poems. | Lang P1 Q1-3 routines and expectations | To know and understand the plot, characters and key themes of An Insepctor Calls. | Link back to Term 1 - victims of conflict. To become familiar with critical evaluation To know and understand the plot, characters and key themes of Macbeth Act 1 | To know and understand the plot, characters and key themes of Macbeth Act 2-3. To develop analysis skills. To revise key skills for PPE taught this year, along with descriptive writing taught in Year 9. | To know and understand ideas about nature that writers have. To develop secure k+u of these poems and how to write a comaprative essay. | ||||
30 | Assessment | Lang P2 Q5 and vocab | Multiple choice on Cluster 1, essay question on one named poem. Lang P1 Q1-3. Vocab terms 1-2. | cold vocab, AIC knowedge quiz. | P1 Q4 cold vocab | PPE - Language Paper 1 Macbeth knowledge quiz | Cold vocab Vocab terms 1-6 comparative essay | ||||
31 | Cultural Capital | Careers focus: jobs that English can lead to. Persuasive writing as a life skill. | Great poets; patriotism; how conflict affects people; links to WWI, Crimean War, Gulf War. | Themes of the play and their relevance to today's society. | Themes of Macbeth; diverse writers. | Themes of Macbeth | Ideas about nature | ||||
32 | Year 11 | How does violence affect the victim and the perpetrator? Macbeth contd. Then: The choices we make in life: Lennie James/19th C Hooligans; prisons extracts P2 Q2 and Q4 | PPE revision - the choices writers make (Frankenstein, Great Expectations, The Sniper). The choices we make as writers (narrative writing). THen: How do great writers try to address big issues? In what ways Is it important to know and understand writers’ intentions? A Christmas Carol | A Christmas Carol Continued Then: What makes us who we are? Identity poems Unseen Poetry | Revision for GCSE exams TBC - depending on cohort | ||||||
33 | Purpose | To know and understand the plot, characters and key themes of Macbeth Acts 4-5. To know how to write successfully about Macbeth. Start of Year 11 - turning point in students’ lives. Choices to be made, paths to be taken. What will they go through this year? Focus on resilience. What makes us who we are? | To know and understand plot, characters and themes of novella. | To be able to write successfully about a Christmas Carol and an unseen poem | |||||||
34 | Assessment | Macbeth essay, cold vocab | PPE - Lang 1+2. Mabeth and P&C. cold vocab | ACC essay, cold vocab, Unseen Poetry essay | |||||||
35 | Cultural Capital | RSC Macbeth performance; Why do people develop different perspectives? How do they express them? | ACC performance. Global images and works of art as creative writing prompts | Identity | |||||||
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37 | History | Year 7 | Why did William win the Battle of Hastings? | How useful is the Bayeux Taperstry & How did the Normans keep control? | How powerful was religion in the Middle Ages? | How significant is Magna Carta? | Was the Peasants Revolt a failure? | ||||
38 | Purpose | To understand how Norman Conquest changed the identity of the British people. | To explore how change in the sources of power determine ideology | To investigate the impact of the Black Death on society and devlop an appreciation of popular protest, both causes and methods. To develop and understanding of how feudalism ended in England. | |||||||
39 | Assessment | Non-Narrative Essay- Q: How did William win the Battle of Hastings? Analysis of facts/details/sources. | Writing of a non-chronological report explaining the four key features of William’s rule. | Discursive essay | Evalaution of how significant Magan Carta is | Historical fiction account of Black Death and evaluation of the impact of the Peasants Revolt | |||||
40 | Cultural Capital | Our British heritage: multicultural society | The effect of power on people | Memorial and rememebrance | Development of democracy and parliament;Reasons for and impact of protest | ||||||
41 | Year 8 | What changed 1450-1550? | What really mattered to Henry VIII? | How far was Elizabethan England a "Golden Age"? | How has sugar affected peoples lives? | ||||||
42 | Why? | To explain the key changes that happend during the Renaissance in order to prepare for future topics. Also to make pupils aware of what can bring about changes to a society | To investigate how the desires of rulers can shape a whole nation | To see how Queen Elizabeth’s legacy helped change perceptions of women in power and to investigate what makes a good society | To investigate the impact of world trade on all nations across the world and investigate the legacy of slavery | ||||||
43 | Assessment | Hot Write - Chronlogocal account of what changed. | Hot write – Essay response to the enquiry question | Hot write – How useful is this source to an historian studying Queen Elizabeth. | Hot Write - Source selection exercise | ||||||
44 | Cultural Capital | Renaissance art | Religious conflict | Tudor portraits | Tudor portraits | Understanding senstive issue of race | Understanding senstive issue of race | ||||
45 | Year 9 | What changed 1603-1800 & How did the Industrial Revolution change Britain? | Should we be proud of the British Empire? | Why did Oliver Smith end up at war? & How accurate is John Nash's "Oppy Wood"? | How important was WW1 in improving the lives of women? | How and why did the Holocaust happen? | Should Ramsgate be remembered for its role in WW2? | ||||
46 | Purpose | To explore how and why modern Britain developed and explore the impact of industrialization | To explore the legacy of the British Empire and understand the different interpreations | To explore why conflicts arise andto explore the experiences of soldiers on the Western Front and how this may have influenced culture and what factors lead to change within society | To explore how and why democratic change can occur | To question if democracy always works and why and how authoritarian regimes develop, Appreciation of how genocides came happen and the roles of perpetrators, bystanders and victims | To explore the history of Ramsgate and evalaute it's importance during WW2 | ||||
47 | Assessment | Essay response to the key question | Respnse to interpreation question | Essay response to the key question & Analysis of accuracy of “The Mule Track” | Essay respnse to key question | Essay response to key question | Source selection/information board | ||||
48 | Cultural Capital | Exposure to artworks and poetry | Explore historic legacy | Exposure to artworks and poetry, Local history & trip to Elham and local war graves | Methods of popular protest | Rise of dictatorships and political structures | |||||
49 | Year 10 | Power & The People: Could medieval kings do as the wished? | Power & The People: To what extent had royal authority ended by 1750? & Power & The People: Why did Britain become more democratic by the beginning of the twentieth century? | Power & The People: To what extent did Britain become more democratic in the 20th/21st centuries? | USA 1920-1973: Were the 1920s a boom time for everyone? | USA 1920-1973: Did the New Deal save the USA? & Was WW2 America's "Good War" & Did the "American Dream" exist after WW2? | |||||
50 | Purpose | The question whether Britain is a classless society in the 21st century and to explore the origins of the British political system | To investigate the growth of parliament and the factors that can bring change to society | To question the impact of capitalism on society as well as to what extent Britain is a fair and equal society | To explore reasons for economic growth and the impact of government policies on the lives of people | How can governments solve difficulties and the impact of wars on society | |||||
51 | Assessment | Practice exam questions and sessions | Practice exam questions and sessions | Practice exam questions and sessions | Practice exam questions and sessions | Practice exam questions and sessions | Practice exam questions and sessions | ||||
52 | Cultural Capital | Society and trip to parliament | Workers’ rights and reform - socialism | Capitalism and it's influence on society | Role of governments | Resilience and optimism | Politics | ||||
53 | Year 11 | WW1: What caused WW1? & Why did the Western Front develop into a trench war? | WW1: Was the Western Front the most significant thatre of war & Why did Germany lose WW1? | Elizabethan England: How was Elizabethan England governed? & Did life improve in Eliazabethan England? | Elizabethan England: How succesfully did Elizabeth deal with religious issues? & How did England become a global power during the reign of Elizabeth? | ||||||
54 | Purpose | To develop an understanding of why and how wars break out. | The impact of war of civilian populations | To have a developed knowledge of the development of modern British democracy and to question what makes a good society | To have knowledge of how the religious issues of England were settled and the beginnings of the British Empire | ||||||
55 | Assessment | ||||||||||
56 | Cultural Capital | Impact of aggression on society | Changes to society through violence | Understanding of leadership | Religion | ||||||
57 | |||||||||||
58 | Geography | Year 7 | Location & map work | Ecosystems, cold environments | The Ice Age until the present day | Weather & weather hazards | coasts | Fieldwork - coasts | |||
59 | Purpose | To know the skills of traditional map work. | To understand the risks to these enviroments and how we can manage them | Understanding how the world has changed and why | To understand weather patterns associated hazards and how humans impact this | Explore how we manage the coasts to protect our homes. | To understand our local coastline, how it is damaged and what we can do to protect it. | ||||
60 | Assessment | Explanation text for a year 6 student which explains the traditional methods, skills and purpose of map reading | Explain why cold ecosystems are at risk and what can be done to protect them. | Describe and explain the formation of a corrie. | Explain the social, economical and environmental impacts of a storm in the UK. | ||||||
61 | Cultural Capital | We cannot simply rely on technology to navigate us. Embedding traditional skills of map and finding locations through OS work. | Learning about Antarctica - diffrent areas of the world | studying diffrent places in the world | The resposnisbility we have as individuals to reduce climate change and in turn the extreme weather we are starting to experience. | ||||||
62 | Year 8 | International development & economic activity | Population and urbanisation | use of natural resources | plate tectonics | rocks, weather & soil | Fieldwork - rivers | ||||
63 | Purpose | Understanding the diffrent social, political and phyiscal factors that affect development | Understanding world population distribution & reasons for population growth. | Understanding how we power our homes | Understadning the primary and secondary causes of earthquakes and volanoes | ||||||
64 | Assessment | Explain the factors which affect the development of a country | Explain the push and pull factors of migration | Explain the advantages and disadvantages of 2 rewable energy sources | Explain the social economic and environmental impacts of either an earthquake or a volcano | ||||||
65 | Cultural Capital | Studing China and India and understanding diffrent cultures | Considering the impacts of an ageing population in the UK and the reasons why people migrate. | The responsibility we have to make choices that will help reduce climate change | Studying Nyiragonga and Haiti as case studies | ||||||
66 | Year 9 | Rainforests | Slums | Water resources | Climate Change | Rocks and geology | Fieldwork | ||||
67 | Purpose | To understand why deforestation occurs, why the rainforests are explouted and how they can be managed sustainably | To understand the impacts of rapid urbanisation in Rio | Understand why some countries have water deficits, why water consumption varies globally and how it can be managed sustainably | Understanding what causes climate change, the impacts of it and what we can do to reduce it. | To understand the Uk landscape and how it is changing | |||||
68 | Assessment | Explain the causes and impacts of deforestion in the rainforest | Explain the social, economic and environmental impacts of urbanisation is a named emerging country | Explain how individuals and organisations can manage water sustainably | Explain the social, economic and environmental impacts of a storm in the UK | Assess the importance of human activities in creating UK landscapes | |||||
69 | Cultural Capital | Understanding diffrent cultures. Becoming awre of how deforestion can be prevented and what choices we can made to avoid the exploitation of them. | Study of Rio - looking at how different cultures live | The responsibility we all have to save water and the impact it will have on our world if we don't. | The responsibility we all have to reduce global warming | Case study - The south Downs. Responsible farming and forestry. | |||||
70 | Year 10 | Changing cities | Global Development | Weather & climate change | Ecosytems | Resource managemnt | Fieldwork | ||||
71 | Purpose | To understand that urbanisation is a gloabl process and differs in diffrent areas. To understand ineqaulity and the effects of urnanisation. | Understanding ways of defining development and how it is measured. Considering factors that affect development. and the advantages and disadvantages of top down and bottom up strategies. | ||||||||
72 | Assessment | Past paper for end of unit and exam style questions throughout- see scheme for details | Past paper for end of unit and exam style questions throughout- see scheme for details | Past paper for end of unit and exam style questions throughout- see scheme for details | Past paper for end of unit and exam style questions throughout- see scheme for details | Past paper for end of unit and exam style questions throughout- see scheme for details | Past paper for end of unit and exam style questions throughout- see scheme for details | ||||
73 | Cultural Capital | Case study of Birmingham and Mexico City - understanding diffrent cuktures | Case study - India - learning about diffrent cultures | ||||||||
74 | Year 11 | Coasts and rivers | UK challeneges | Revision | Revsion | ||||||
75 | Purpose | ||||||||||
76 | Assessment | Past paper for end of unit and exam style questions throughout- see scheme for details | Past paper for end of unit and exam style questions throughout- see scheme for details | ||||||||
77 | Cultural Capital | ||||||||||
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79 | Modern Foreign Languages | Year 7 | ¡Bienvenidos! Introduce yourself Greetings Alphabet Numbers/Age Months/Birthday Skills: Tener/ Ser/ quetion words – cuanto, cuando/ como | Mi familia y yo Family members Describing hair and eyes Physical descriptions Describing animals and colours Skills: Using Tener/ Ser/ Opinions and adjectives | Mi colegio School subjects and opinions Timetable Numbers revision and telling the time Talking about school. Skills: Tener/ Opinions/porque es,son/ adjectives | Tiempo libre Sports Activities Weather/ seasons Describe what you do in your free time+ Adverbs of frequency Skills: (jugar/practicar/ hacer +ar verbs) Questions in Spanish | Mi ciudad Countries/ nationalities Describe your city- Barcelona Places to visit in your town/ Weather (Revision of free time activities) Skills: Present tense verbs: Vivir/ Ser/ hay Opinions/porque es,son/ adjectives | Mi casa Types of homes Describing your house. Rooms My bedroom Skills: Present tense verbs: Vivir/hay/ tener Opinions/porque es,son/ adjectives | |||
80 | Purpose | To learn about how to say our name, ask someone’s name, greet someone. Know the numbers from 1-31 and months of the year. | To learn about family members, ask and respond to questions related to siblings. Learn about animals and how to describe eyes, hair and personality. | To learn about school, school subjects and timetable and give opinions and reasons. | To learn about activities, theactivities we do dependent on the weather and how often we do them. | To learn about countries and nationalities and talk about visiting different places in town. | To learn about types of homes and how to describe different rooms in the house. | ||||
81 | Assessment | Listening and Speaking | Reading and Speaking | Reading and Writing | Reading and Writing | Listening and Writing | Reading and Writing | ||||
82 | Cultural Capital | Students will be able to communicate with people from Spanish speaking countries by asking and responding to questions on topics of name, age and how they are. | Students will be able to talk about family, animals and personal description in Spanish; Students will also be able to understand cultural information found in the Media on these topics. | Students will be able to understand information about scholls and write about school subjects. They will also understand how to tell the time in Spanish. | Students will be able to understand information and write in Spanish about what activities they do depending on the weather and how often they conduct activities. | Students will understand spoken information about countries and nationalities and write about visiting different places in town. | Students will be able to understand information about types of homes and write about rooms in the house. | ||||
83 | Year 8 | Nos presentamos Introducing self, family and others, Personalities and relationships Comparing people Skills: tener/ ser- 3rd person Comparisons: Más/ menos | La comida Foods/drinks and opinions, Typical Spanish food Types of food Food at school Skills: Past tense of -er verbs and past phrases:(comer/ beber) Opinion+ reason+ preferir) | De compras Describe clothes/ uniform Clothes/ comparing clothes. Clothes for different occasions. Buying clothes Skills: superlatives Using the past perfect Using adjectives Using the verb llevar Opinions + reasons | El turismo Holiday destinations - countries Transport and Accommodation Places to visit Activities on holidays Skills: present of verb “ir”, Near future Opinions and reasons | ¡Diviértete! Types of movies TV programmes Type of music Describing a film/ concert Future film/ concert. Skills: present of verb “ver/ escuchar”, Near future Opinions and reasons | La salud Parts of the body Illnesses/ symptoms Medical advice Healthy living Last visit to the doctors Skills: Present+ Past Opinion+ reason – ir/- ar/ -er verbs Irregular Past tenses | ||||
84 | Purpose | To introduce ourselves, family members and others. To learn how to ask and answer questions so that we can say who we are, talk about personalities and how to compare people in Spanish using “más –more” and “menos- less”. | To learn about food and drinks and how to give opinions about them. To learn about Spanish dishes and how to speak in the past tenses to say what we ate and drank. | To learn about clothes, how to describe them and give opinion and reasons. To develop understanding of prices when buying clothes. | To learn holiday vocabulary and talk about what activities you do when on holidays. | To understand types of movies and tv programmes and how to describe them giving opinions and reasons. | To learn how to express what hurts and understand medical advice in Spanish. | ||||
85 | Assessment | Listening and Speaking | Reading and Writing | Reading and Writing | Listening and Speaking | Reading and Writing | Reading and Listening | ||||
86 | Cultural Capital | Talking about self and others. | Food and drinks on holidays. | Buying clothes when on holiday and understanding different currency. | Holidays destination, transport and talking about future intentions. | Learning about foreign culture and to discuss movies and music. | Understanding medical advice and talking about sypmptoms when on holiday. | ||||
87 | Year 9 | Me gustaría presentarnos Talking about yourself/ others Describe self and others Describe self and personalities Relationships with family/ friends and partners Comparing people Skills: me gustaría + infinitive, reflexive verbs, Opinions+ reasons Comparatives: Mas/menos/ tan…como Superlatives: La mejor/ La peor | Tradiciones La Tomatina El Día de los muertos La Semana Santa San Fermin Navidad Compare festivals ¿Qué festival te gustaría visitar? Skills: Conditional: Me gustaría + infinitive Complex opinions and reasons Comparisons/ superlatives | La technologia Technology in every day life Social media Frequency expressions Music genres Tv programmes Skills: Regular verbs in the present tense Opinions and opinions of stem changing verb “preferir” Using the present and preterite Tenses together, the irregular verb “hacer” in the preterite tense Time expressions used in the present and in the preterite tenses | En el cole School subjects+ opinions Describe teachers School rules Subjects for the future Talking about your school/ university/ careers A day at school at school+ routine Skills: Conditional: me gustaría + infinitive, Modal verbs ‘querer’ & ‘poder’, hay que/ tienes que/ deber que Opinions and reasons | En casa y en el trabajo Chores- helping at home Pocket money/ what you spend it on Part-time jobs and work experience Future careers + what to study for it Skills: Conditional: me gustaría + infinitive, Modal verbs ‘querer’ & ‘poder’, hay que/ tengo que estudiar que/ debo que Opinions and reasons | De vacaciones Good and bad holidays Activities+ weather Past holidays Ideal holiday Skills: Past/ Future/ Conditional tenses Complex reasoning Opinions and reasons | ||||
88 | Purpose | To talk about ourselves, family members and friends. To learn how to ask and answer questions so that we can say who we are, talk about personalities, relationships and how to compare people in Spanish using comparatives and superlatives. | To learn about cultural aspects of different Spanish speaking countries. | To understand how to talk about technology and what activities we conduct on the internet and social media. | To learn about and discuss schools subjects, rules and future options. | To learn about chores, jobs and work experience. | To learn how to talk about holidays in three tenses. | ||||
89 | Assessment | Speaking and Reading | Reading and Writing | Listening and Reading | Speaking and Writing | Listening and Reading | Writing and Speaking | ||||
90 | Cultural Capital | Conducting conversations in Spanish. | Developing cultural knowledge about Spanish speaking countries. | Discussing technolgy, social media and activities on the internet | Discussing future educational paths. | Discussing jobs and career paths. | Discussing past and future holidays. | ||||
91 | Year 10 | Talk about yourself and family members; getting on with others; about personal relations & future relationships. Grammar practice | Talking about: communicating online. Uses of social media. Advantages and disadvantages of mobiles.. | Talking about television, music, films; free-time activities in the past. Food and meals. Sports you love and clothes shopping. | Talk about celebration & how we celebrate; Describing international festivals. | Describing your home and chores. Talking about compass points, surroundings & types of accommodation Describing what a town is like. | Talk about social and global issues | ||||
92 | Purpose | How can I talk about myself and my family and about our relationships is Spanish? | How do I talk about social media in Spanish? | How can I order food in a Spanish restaurant whilst on holiday and talk about what I do in my free time in Spanish? | What do I know about Spanish culture? | How can I describe my town and neighbourhood in Spanish? | How can I discuss social and global issues in Spanish? | ||||
93 | Assessment | Assessments on all 4 skills | Assessments on all 4 skill s | Assessments on all 4 skill s | Assessments on all 4 skill s | Assessments on all 4 skill s | Assessments on all 4 skill s | ||||
94 | Cultural Capital | Students will be able to talk about myself, my family and my relationships with Spanish speaking people. | Students will be able to talk in Spanish about my activities on social media. | Students will be able to order food and drinks in Spanish when on holiday to Spanish speaking countries and talk about activities that I do or would like to do. | Students will understand Spanish life and routines, costumes and festivals. I will also learn about Latin American culture (Day of the Dead festival) | Students will be able to talk in Spanish about their town and what people can see or visit in their town. | Students will be able to talk about charity work and healthy and unhealthy eating. Students will be able to participate in discussion about global and social issues in Spanish. | ||||
95 | Year 11 | Talking about travel and tourism, where we go on holidays and what we do whilst on holiday. | My studies and life at school and college. | Education post 16 and jobs, careers and ambitions. | Exam like revision booklets and assessments for all themes | ||||||
96 | Purpose | How we can use Spanish when on holidays? | How can I discuss education in Spanish? | How can I research jobs and higher education in Spanish Speaking countries. | To ensure I am ready for the Spanish GCSEs | ||||||
97 | Assessment | Assessments on all 4 skills | Assessments on all 4 skills | Assessments on all 4 skills | Assessments on all topics and skills. | ||||||
98 | Cultural Capital | Students will be able to talk about holidays in Spanish and understand information related to it when booking a holiday to a Spanish speaking country. | Students will be able to discuss their enducation in Spanish speaking environments in the target language. | Students will be able to discuss their studies and future careers choices in Spanish. | Students will recall Spanish language related to all topics studied during their GCSE course. | ||||||
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100 | Mathematics | Year 7 | Place Value & Properties of Number Understand the value of digits in decimals, measure and integers Understand multiples, powers, roots and prime factors" | Arithmetic Properties & Simplifying and Manipulating Expressions Structures of operations (+ - x ÷) Conventions of algebra of vocabulary, collect like terms and distributive laws. | Graphical Representations Connect coordinates, equations and graphs | Perimeter, Area and Volume & Multiplicative Relationship Apply area and perimeter to a variety of problem solving situations Interchange and order decimals and fractions | Understanding Multiplicative Relationships Understand relationships can be represented in different ways. Apply ratio and fractions to a range of contexts | Transforming Shapes Understand and use translations, rotations, reflections and enlargements | |||