Autumn

Spring

Summer

English

^{Reading for Pleasure:}

^{Warm-up Unit to build understanding of the Step Up to English exam  (3 weeks)}

^{At the start of Year 10, students complete a short unit of themed warm-up tasks with the aim of supporting transition to Key Stage 4 and identifying gaps in learning to be targeted in the next unit, Reading for Pleasure.}

^{Responding to a Novel: Frankenstein by Mary Shelley}

^{Taking personal responsibility - actions and consequences}

^{Building empathy and understanding of others including the need to respect difference and the dangers of judging others based on looks, gender, religious belief etc.}

^{Developing understanding of and the opportunity to reflect on the importance of the role of a parent/carer in a child’s life.}

^{Responding to a Novel: 
Aesop’s Fables}

^{Taking personal responsibility - actions and consequences – making good choices}

^{Developing good personal qualities – linked to growing up.}

^{Cross-curricular reinforcement of general knowledge related to animals and environment}

^{Listening and responding to: Jack and the Beanstalk}

^{Taking personal responsibility - actions and consequences – making good choices e.g. stealing, bullying}

^{Developing understanding and ability to recognise feelings and regulate emotions – [using music as a stimulus]}

^{Cross-curricular reinforcement of general knowledge related to living things – what plants need to grow; farm animals}

^{Warm-Up Unit to build understanding of the Step Up to English exam  (2 weeks)}

^{Warm-up Unit to continue to build understanding of the three attainment target areas, provide evidence of progress and identify gaps in learning to be targeted in the completion of the Reading for Pleasure unit.} 

^{THEN continue and complete the extended Reading for Pleasure unit. [Accredited through the AQA Unit Award Scheme.]} 

^{Myths and Legends an extended unit with the
opportunity for students to build skills and independence in key skills in preparation for starting the exam work in Year 11.  Students will engage with a wide range of appropriate texts under this theme.}

^{Read a selection of literary, literary non-fiction and media texts.}

^{Building confidence identifying fact and opinion in a range of texts.}

^{Developing confidence expressing their ideas in greater detail and writing for a range of purposes building awareness of ‘audience’ i.e. taking notes, presenting information, descriptive writing.}

English

Curriculum Cover Pages

ENG P2 KS4 Yr10 SoW FCS Transition + Warm-Up

ENG P2+ KS4 SoW FCS RfP Frankenstein

ENG P3 KS4 SoW FCS RfP Frankenstein

ENG P2 KS4 SoW FCS RfP Aesop's Fables

ENG P2+ KS4 SoW FCS RfP Aesop's Fables

ENG P2 KS4 SoW FCS RfP Jack & the Beanstalk

ENG P2 KS4 Yr10 SoW FCS Thematic Study Myths & Legends

ENG P2+ KS4 Yr10 SoW FCS Thematic Study Myths & Legends

ENG P3 KS4 Yr10 SoW FCS Thematic Study Myths & Legends

Reading Intervention

^{Reading Intervention occurs each morning and entails a combination of group, pair and individual reading as well as focusing on writing, communication and comprehension. Pupils learn in different ways and this is reflected in how we offer Reading Intervention.  We run class based phonics programs and reading schemes (Rapid Readers). Please contact the pupils form tutor for more personalised information.}

Signing and Communication

Revise Core Skills

Christmas

Valentines
Day

Easter

Nursery Rhymes

^{Signing & Communication lessons aim to enhance students' communication skills, broaden their vocabulary as well as build and embed their ability to use language in a socially meaningful way. The 'Communication' element focuses on individual PLIM targets: 'Signing' refers to Signalong, the modern language we study, which supports students to have the skills to communicate effectively with others both in school and the wider community.  All students work to gain accreditation for these skills in Key Stage 4, taking this learning journey further in Key Stage 5 as one of the options offered.} 

^{To support students to develop their Speaking, Listening and Social Communication skills through a variety of tasks and activities designed to enhance their communication skills, broaden their vocabulary, build and embed the student’s ability to use language in a socially meaningful way. The key aim is to support students to gain confidence, relevant skills and a desire to communicate with others and provide language for life and learning.  [Linked to individual student PLIMs targets.]  To support Year 10 students to continue to build their core Signalong skills and evidence their progress through Key Stage 4 using Signalong formal accreditation of their skills. [Pre-Entry, Entry Level 1 and Entry Level 2.]}   

Signalong Curriculum Cover Sheets

KS4 Year 10 PoS + SoW.docx

KS4 Year 11 PoS + SoW.docx

Maths

^{AQA Entry Levels 1/2/3 (Two Year Cycle)}

<sup>Properties of Number
- Unit 1</sup>

<sup>The Four Operations
- Unit 2</sup>

<sup>Calendar and Time
- Unit 5</sup>

<sup>Geometry
- Unit 7</sup>

<sup>Ratio
- Unit 3</sup>

<sup>Measurement
- Unit 6</sup>

<sup>Statistics
- Unit 8</sup>

^{Consolidation of skills and knowledge or Introduction to Level 1}

Maths Curriculum Cover Pages

Maths curriculum matrix

Maths KS4_5 cover page Entry Levels 

WOW (World of Work)

^{World of Work}

^{In year 10, students  will be able to  raise their awareness of the working world and understanding of different jobs. They will establish what interests/hobbies/skills and qualities they possess and  learn about basic work health and safety.}

• ^{Autumn: understand jobs within family/friends and the community and  distinguish between indoor and outdoor jobs and begin to understand which types of jobs students are more interested in and why. They will recognise what equipment is required for each of the studied jobs.} 

• ^{Spring: establish their key skills/qualities and interests and know how to successfully work with others.} 

•  ^{Summer: learn about key Health and Safety in the Workplace and about key responsibilities at work.}

KS4 WOW Cover page

Humanities

^{In Key Stage 4, History and Geography are no longer taught as discrete subjects; students can opt to study for the Pathways Humanities.  This includes units on History, Geography and RE.}

Autumn / Spring

Threatened Ecosystems

This unit aims to enable learners to recognise the natural environment, to know that it is fragile, can be endangered and needs to be protected through actions of people, global organisations and governments.

Spring / Summer

Volcanoes, Earthquakes & Tsunamis

This unit aims to enable learners to identify areas of the world that are affected by tectonic events (earthquakes, volcanoes and tsunamis) and know how people are affected by, and respond to, the hazards posed by the tectonic events.  

Threatened Ecosystems
Cover Sheet

Volcanoes, Earthquakes & Tsunamis Cover Sheet

Autumn / Spring

A Non British Society in the Past

This unit aims to help learners to understand the key features that affected people’s lives in the past. This will be through a study of a short period of non-British history focussing on a specific society. In particular learners will be taught about similarities and differences between past and present and be encouraged to use historical sources to find out about this society.  

Spring / Summer

A British Society in the Past

This unit aims to help learners to understand key features that affected people’s lives in Britain in the past. This will be through a study of a short period of British history. In particular learners will be taught about similarities and differences between past and present and be encouraged to use historical sources to find out about this society.

Religious Education

^{In RE all students in year 10 and 11 follow the WJEC Entry Level Pathways course in Religious Studies modules.}

^{Places of Worship}

^6237/E2

^6237/E3

^{This unit aims to enable learners to gain knowledge and understanding of the layout and significance of features within two places of worship from two different religious traditions. It also allows them to consider appropriate behaviour in these places of worship.}

^{Religious Festivals and Celebrations}

^6238/E2

^6238/E3

^{This unit aims to enable learners to gain knowledge and understanding of how and why religious festivals are celebrated. The festivals studied must be from two different religious traditions.}

Autumn Term

Spring Term

Summer Term

PSHE

Learning Intention: 
Identity: Personal skills and qualities: Challenges

^{Who am I? Personal skills and qualities. These challenges focus on your sense of identity}

Learning Intention: 
Citizenship:
Human Rights:
Challenges 9-12

^{With these challenges pupils
will learn about people’s rights and responsibilities.}

Learning Intention:  Community: Relationships: Challenges 1-4 P17

^{The different qualities needed within successful relationships and your personal community.}

Learning Intention:  International: Managing money: Challenges 5-7

^{International languages and how they are different.} 

Learning Intention: 
Environment:
World environment issues:
Challenges 1-4

^{These challenges will help pupils to learn about the things that affect the world environment.}

Learning Intention:  Enterprise:
Local business: Challenges 1-4 P73

^{The world of work by looking at local businesses.}

Learning Intention:  Personal Finance: Managing money: Challenges 5-8

^{These challenges will help you to understand how to manage money wisely.}

Learning Intention: 
Health: Personal care: Challenges 1-4

^{These challenges will help pupils to learn more about how their body works and how you can keep it in good shape.}  

Learning Intention: Values: Respecting differences: Challenges 1-4 

^{Respecting differences and cultures / religions}.

PSHE Curriculum Cover Sheets

Y10 Autumn 1

Y10 Autumn 2

Y10 Autumn 3

Y10 Spring 1

Y10 Spring 2

Y10 Spring 3

Y10 Summer

Y10 Summer

Y10 Summer

Autumn Term

Spring Term

Summer Term

Science

^Physics

^{ELP8 - Attractive Forces}

^{ELP 3 - Medical Rays}

^{ELP1 - Getting the Message}

^{ELP2 - Full Spectrum}

^{ELP 11 - Fly Me To The Moon}

^Biology

^{ELB1 - Dead or Alive}

^{ELB12 - Food Factory}

^{ELB 7 - You Can Only Have One Life - Look After It}

^{ELB 8 - Body Wars}

^{ELB 4 - Fooling Your Senses}

^Chemistry

^{ELC4 Clean Air and Water}

^{ELC6 Sorting Out}

^{ELC7 Let’s Get Together}

^{ELC 8 - Heavy Metals}

^{ELC 11 - How Fast ?  How Slow ?}

^{All students in year 10 and 11 follow the OCR Entry Level Science course in modules.}

^{Biology is the science of living organisms (including animals, plants, fungi and microorganisms) and their interactions with each other and the environment. The study of biology involves collecting and interpreting information about the natural world to identify patterns and relate possible cause and effect. Biological information is used to help humans improve their own lives and strive to create a sustainable world for future generations. Learners should be helped to understand how, through the ideas of biology, the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas which are of universal application, and which can be illustrated in the separate topics set out.}

^{Chemistry is the science of the composition, structure, properties and reactions of matter, understood in terms of atoms, atomic particles and the way they are arranged and linked together. It is concerned with the synthesis, formulation, analysis and characteristic properties of substances and materials of all kinds. Learners should be helped to appreciate the achievements of chemistry in showing how the complex and diverse phenomena of both the natural and man-made worlds can be described in terms of a small number of key ideas which are of universal application, and which can be illustrated in the separate topics}

^{Physics is the science of the fundamental concepts of field, force, radiation and particle structures, which are inter-linked to form unified models of the behaviour of the material universe. From such models, a wide range of ideas, from the broadest issue of the development of the Universe over time to the numerous and detailed ways in which new technologies may be invented, have emerged. These have enriched both our basic understanding of, and our many adaptations to, our material environment. Learners should be helped to understand how, through the ideas of physics, the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas which are of universal application and which can be illustrated in the separate topics set out}

Year 10 -Science SOW Coversheet

Computing

^{AQA Unit Awards}

^{Online safety:
Cyberbullying and grooming}

^{Basic Computer Skills}

^{Programming with Scratch (Unit1/2):}

^{Faking It}

^{Presentation Skills}

^{Introduction to Microsoft Excel}

^{The main aim of this unit is to expose students to E-Safety to protect them in their use of electronic technology. In practice, E-Safety is as much about behaviour as it is electronic security.}

^{This unit provides students with the opportunity to develop computer skills in using different software to give them a solid foundation to build future knowledge on.}

^{To become acquainted with computers there are certain basic skills which can benefit students. While these skills might seem obvious at first, the fact is that many people never take the time to learn these very important basics. By studying them now, students will both save time later and also improve their daily computer productivity.}

^{In this unit, students will plan and create presentations about endangered animals.  Students will explore the concept of ‘fitness for purpose’ when using images, text, colour and sound to enhance their presentation. They will consider how to match and adapt their presentation to a given audience and purpose. Finally, they will evaluate the suitability of their work for different audiences and purposes. Students will then move on to an introduction to Microsoft Excel, where they will understand the principles of spreadsheet software by learning what the terms: cell, value, label and formula mean; be introduced to the different symbols used to write formulas when working out sums.}

Autumn Term

Spring Term

Summer Term

Resistant Materials

^{6 weeks taught on alternative carousel with} 

^{Food Technology}

^{NCFE Entry Level Award in Creative Craft (construction)}

^{Introduction to NCFE Level 1 Unit Construction}

^{This is the entry level qualification of the NCFE Pathway leading to an entry level qualification which can enable a student to progress to level 1 and level 2. This first part focuses on the Student becoming familiar with wood as a material and the tools and processes to turn it into a product. This all has to be done using the workshop and tools safely.}

^{This is the entry level qualification of the NCFE Pathway leading to a Level 2 qualification. This first part focuses on the Student becoming familiar with wood as a material and the tools and processes to turn it into a product. This all has to be done using the workshop and tools safely.}

Y10 Resistant Materials - NCFE L3

Unit 1 - Year 10 - NCFE Level 1  Spring

Unit 2 - Year 10 - NCFE Level 1 Summer

Food Technology

^{6 weeks taught on alternative carousels with Resistant Materials}

^{AQA Unit Awards}

^{74378 – Basic Kitchen Hygiene and Safety} 

^{70054 – Preparing a Simple Meal} 

^{72925 – Making an Afternoon Tea} 

Year 10 FT SOW Cover Sheet

Autumn Term

Spring Term

Summer Term

Physical Education 

^Basketball

^{Tag Rugby}

^{Trampolining - TBC}

^Gymnastics

^{Ball Skills}

^Football

^Panathlon

^{Outdoor Walking}

^{Cross Country}

^{Indoor Athletics}

^{Team Games: Winning & Losing}

^{Tag Rugby}

^Gymnastics

^{Ball Skills}

^Fitness

^Panathlon

^{Outdoor Walking}

^{Cross Country}

^{Balance & Co-ordination}

^Rounders

^Tennis

^Athletics

^Cricket

^{The activities suggested vary in difficulty and teachers will select the appropriate ones for their group and differentiate accordingly. Learning within PE utilises spiral learning, so key concepts and skills are retaught each time to counter regression and then to increase difficulty.}

PE - Basketball 7-14 Autumn

PE - Football 7-11 Autumn

PE - Indoor Athletics - Autumn

PE - Team Games - Winning & Losing - Autumn

PE - Balance & Co-Ordination - Spring

PE - Ball Skills 7-14 Autumn_ Spring 

PE - Panathlon Sports 7-14 Autumn_ Spring

PE - Gymnastics 7-11 Autumn_ Spring

PE - Handball 7 - 11 Spring

PE - Fitness 7-14 Spring 

PE - Uni-Hoc 7 -11

PE - Cross Country 7-13 Autumn_ Summer

PE - Athletics 7-11

PE - Cricket 7-11 Summer

PE - Rounders 7-11 Summer

PE - Tag-Rugby 9-11 Autumn_ Spring 

PE - Trampolining 9-11 Autumn

Sports Leadership
Option group

^{In Key Stage 4 we offer pupils the chance to study Sports Leadership. It is a registered awarding organisation for sports leadership qualifications and awards,  with the vision “for every young person to realise their potential.”}  

^{The course last two years and pupils will work towards achieving;} 

^{A learning to lead certificate}

^{Level 1 Qualification}

PE - Sports Leadership 

Drama 
Key Stage 4
Year 10

Drama
10.1

Title: 10.1 ‘The Greatest Show!’

^{The intention of this SoW is to develop knowledge and understanding of the key parts of creating and performing in a show. Pupils study the History of performance looking at Roman Amphitheatres and  the Circus. They create a performance inspired by the film  ‘The Greatest Showman!’ They develop their knowledge of drama movement, miming, and voice skills. They look at how props, lighting and sound effects can be added into the final performance. Pupils also develop their script writing, and prop making skills and start to consider how these link to professional practice in the theatre. Pupils can gain an AQA Entry Level unit award in ‘Preparing a Prop for A School Production’ by following this course.}

Drama
10.2

Title: 10.2 ‘History & Development of Theatre & Film’

^{The intention of this SoW is to develop better knowledge of types of performance in Theatre and Film. Pupils look at different ways that we can use the body to show different characters and roles. They learn the following skills: Playing group games, developing mime, actions and  performing short Comedy-Skits.}

^{Pupils learn about the importance of warm up and cool down routines to develop their health and wellbeing and learn about famous physical comedy actors such as: Charlie Chaplin and Buster Keaton. They learn about types of theatre such as: Classical, Musical, Physical and Pantomime. Pupils develop their ability to spot emotion, Mime and movement in characters exploring these with their physical actions. This SoW encourages pupils to gain greater depth of understanding of careers in drama and encourages them to explore their interests.}

Art & Design
Key Stage 4
Year 10

Art & Design
10.1

Title: 10.1 ‘Characters and Places’

^{The purpose of this project is to develop pupils’ foundation elements in wet and dry media. Pupils will improve their understanding of landscapes and explore various ways characters can be represented in different styles. They will strengthen their knowledge of art categories such as: Painting, Drawing, photography and Animation and begin to add breadth to their knowledge of the specific elements required in these disciplines. They will  explore art from different cultures to help develop their research skills and final piece designs. Pupils can gain 2 AQA units in the project Recreating a Vincent Van Gogh Painting-Entry Level and African Art: Tinga Tinga - Level 1 if they successfully complete the criteria at the appropriate standard.}

Art & Design
10.2

10.2 Title: ‘Hard & Soft Sculpture’-Pop Art, photography & Packaging Design

^{The intention of this SoW is to develop pupils' knowledge of 3D making skills/processes and improve their ability to manipulate 3D materials. Inspired by Claes Oldenburg's Hard and Soft ‘Pop Art’ sculptures, pupils explore paper and clay making skills. They improve their attention to detail through observational tonal painting, inspired by the pastel paintings of Wayne Theibaud. They apply knowledge of practical maths and product design, Creating packaging graphics inspired by Graphic designer Jon Burgerman. The computer generated print is then designed as a template inorder to make a package for their main sculptures. This unit develops their life skills through applying a range of gross and fine motor focused techniques and also develops pupils' ability to associate Art and Design with Arts career paths.}

^{For those who will later go on to GCSE Art and Design in the 6th form, it mirrors a process based project to help them develop the understanding of: applying taught processes, observing shape, scale and tone through photography and painting studies to create a final outcome.}

Arts & Design
Curriculum Cover Pages

Year 10.1 Art Cover Sheet

Year 10.2 Art Cover Sheet

Enrichment

^{Enrichment runs Friday lesson 5 and 6 . During this time it allows students the opportunity to experience activities that are not usually available to them. It allows them to develop their own interests and hobbies that they can continue to access at home, in the community or as they move on to other settings. Our students will be mixing with peers outside of their tutor class and year groups so that they can make new friends and mix with a variety of students and different staff which will promote social skills, communication skills and coping with change.} 

^{Most importantly, we are offering students a safe and secure environment to take on new opportunities with supportive staff relationships, so that they have the confidence to attempt new things.}