^Autumn

^Spring

^Summer

English

^{Pre-Entry Level Unit/ Step Up to English:
Hobbies}

^{Expressing a person's opinion – including sharing information to others.}

^{Building empathy and understanding of others to include understanding why they enjoy a favourite activity} 

^{Developing confidence and social skills through trying a new activity with others.}

^{Pre Entry Level Unit/
Step Up to English: 
Style}

^{Continue to support students to gain the necessary skills and understanding in preparation for their next step examination/accreditation.}

^{Engage with a range of appropriate fiction and nonfiction texts as a stimulus for discussion including relevant PSHE themes i.e. building a positive self-image as well as wider topics such as recycling and sustainability.}

^{Express a confidently express a personal preference – including presenting information to others}

^{Developing confidence and social skills through taking part in a range of activities related to this theme.}

^{Pre-Entry Level Unit:
Crime}

^{Step Up to English - Spring 2 into Summer 1: Crime}

^{Support students to gain skills and understanding including establishing context for Component 2type texts and tasks.}

^{Read and discuss a selection of themed literary and literary nonfiction texts focusing on identifying key information (paired, small group, whole group work).}

^{Build understanding of legal and illegal actions, linking these to the rules of society and the work of the police.}

^{Myths and Legends:}

^{Read a selection of  short  stories, information and media texts}

^{Build confidence identifying real and made-up in a range of texts}

^{Develop confidence sharing ideas in a range of activities including small group discussion and also short writing tasks}

^{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.}

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

^{Developing confidence expressing their ideas in greater detail and writing for a range of purposes.}

English Curriculum Cover Pages

ENG P2 KS4 SoW FCS Hobbies

ENG P2+ KS4 SoW FCS Hobbies

ENG P3 KS4 SoW FCS Hobbies

ENG P2 KS4 SoW FCS Style

ENG P2+ KS4 SoW FCS Style

ENG P3 KS4 SoW FCS Style

ENG P2 KS4 SoW FCS Crime

ENG P2+ KS4 SoW FCS Crime

ENG P3 KS4 SoW FCS Crime

ENG P2 KS4 Yr11 SoW FCS Thematic Study Myths & Legends

ENG P2+ KS4 Yr11 SoW FCS Thematic Study Myths & Legends

ENG P3 KS4 Yr11 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 Song}

^{Catch-up/ Add Evidence/}

^{Revision opportunity} 

^{All About Me Presentation} 

^and 

^{Christmas Song}

^{My Dream Home}

^{My Dream Home}

^{Consolidate Skills and Extend.}

^{Leisure Activities & Game}

^{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 11 students to continue to build their core Signalong skills and complete evidence of their progress through Key Stage 4 using Signalong formal accreditation of their skills. [Pre-Entry, Entry Level 1 and Entry Level 2.]}

Signing Curriculum
Cover Sheets

KS4 Year 11 PoS + SoW.docx

Maths

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

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

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

<sup>Money
- Unit 4</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 Sheets

Maths curriculum matrix

Maths KS4/5 cover page Entry Levels 

WOW (World of Work)

^{World of Work}

^{In year 11, students  will learn about different rules in a workplace and will prepare for work experience/work related practical activities. To practice interview skills.}

^{- Autumn:  learn about key responsibilities, attendance, respect and personal hygiene at work.} 

^{- Spring: learn how to successfully work with others/ teamwork and will  learn about the importance of time keeping.}

^{- Summer: practice interview skills and take part in mock interviews and a work related activity. To prepare for and participate in my first work experience.} 

WOW Curriculum Cover Page

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.}

Humanities Options Year 10 / 11 Academic Year 2022 / 2023

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

Humanities Options Year 10 / 11 - Academic Year 2023/24

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.}

^{Import Ceremonies in Life and Death}

^6239/E2

^6239/E3

^{This unit aims to enable learners to gain knowledge and understanding of how and why important ceremonies in life and death. The ceremonies studied must be from two different religious traditions.}

^{Religious Initiation Rites to start from Feb half term.}

^{Religious Initiation Rites}

^6275/E2

^6275/E3

 ^{Enables learners to gain knowledge and understanding of how and why religious initiation rites take place. Baptism.}

PSHE

Learning Intention: 
Identity:
My education: Challenges 5-8 

^{These challenges will help pupils to recognise and appreciate some aspect of education; the sense of belonging to a learning community; formal and informal education; lifelong learning.}

Learning Intention: 
Citizenship:
Equal Opportunities: Challenges 5-8

^{Equal opportunities for all and ensuring access to equal opportunities}

Learning Intention:
Helping others:
Challenges 21-24 

^{These challenges provide pupils with an opportunity to make an active contribution to the community.}

Learning Intention: 
International:
Traditions and culture: Challenges 8-10

^{These challenges introduce pupils to some aspects of traditions and culture in other countries.}

Learning Intention: 
Environment:
Recycling project:
Challenges 28-31

^{Pupils to plan and carry out their own project to help conserve or recycle resources.}

Learning Intention: 
Enterprise:
Enterprise: Challenges 12-15

^{How to set up and run a small business.}

Learning Intention: 
Personal Finance: Saving, investments
and aid: Challenges

^{For these challenges, pupils will investigate saving, investments and giving aid.} 

Learning Intention: 
Health:   Alcohol, smoking and substance abuse: Challenges 30-33

^{Issues related to alcohol, smoking and drugs.}

Learning Intention: 
Religion:
Challenges 9-11

^{These challenges will help pupils to understand how different religious beliefs have the capacity to both divide and unite people}

PSHE Curriculum Cover Pages

Y11 Autumn 1

Y11 Autumn 2

Y11 Autumn 3

Y11 Spring 1

Y11 Spring 2

Y11 Spring 3

Y11 Summer 1

Y11 Summer 2

Y11 Summer 3

Science

^Physics

^{ELP9 Pushes
and Pulls}

^{ELP10 Driving
Along}

^{ELP4 Hot Stuff}

^Physics

^{ELP12 Final
Frontiers}

^{ELP5 Alternative
Energy}

^Biology

^{ELB2 Babies}

^{ELB6 Casualty}

^{ELB9 Creepy
Crawlies}

^Biology

^{ELB10 Extinction}

^{ELB11 My Genes}

^Chemistry

^{ELC2 Acids and
Alkalis}

^{ELC1 Physical or
Chemical Change}

^{ELC10 Are You
Overreacting?}

^Chemistry

^{ELC5 Novel
Materials}

^{ELC3 Everything in
its Place}

^{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 link 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.}

Science Curriculum Cover Sheets

Year 11 -Science SOW Coversheet

Computing

^{Cyberbullying,
Online grooming &
Computer Viruses}

⁷¹⁶³¹

^{Programing with Scratch
(Unit 3)}

⁷¹⁶³³

^{Programming with Scratch
(Unit 4)}

⁸¹⁹⁴²

^{Scheme Using
PowerPoint}

⁷²²¹¹

^{Excel - Data Entry}

⁷⁴⁰²⁹

^{Introduction to
Digital
Photography}

Computing Curriculum Cover Sheets

Year 11 - Term 1- Computing SOW Cover Sheet.docx

Year 11 - Term 2- Computing SOW Cover Sheet.docx

Year 11 - Term 3 - Computing SOW Cover Sheet.docx

Resistant Materials

^{6 weeks taught on alternative carousel with Food Technology}

^{Introduction to NCFE Level 1 Unit Construction}

^{The first unit of the level 1 and has 5 areas of study that look at resources to develop craft skill .To explore a range of tools and equipment to support the idea. To identify different materials to use.To explore the properties of these materials. To Explore techniques within the chosen area.To show safe working practice when working with tools and materials.}

^{The second  unit is level 1 and has 6 areas of study that look at exploring craft ideas  .To use different sources for ideas. To  use visual language to communicate craft ideas.To discuss craft ideas with others. To developcraft ideas in response to feedback.To identify preferred craft ideas giving reasons for choice and list health and safety factors relevant to the craft idea.}

^{The third and final unit of the level 1 has 5 areas .To show a plan for the production of the final item and produce a final item. To resent the final item and evaluate the whole process. To  maintain a safe working environment throughout the whole process.}

Resistant Materials Curriculum Cover Page

Unit 1 - Year 11 - NCFE Level 1 Autumn

Unit 2 - Year 11 - NCFE Level 1 Spring

Unit 3 - Year 11 - NCFE Level 1 Summer

Food Technology

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

^{Option 1 - High Speed Training - Level 1 Food Hygiene & Safety Certificate}

^{This Level 1 Food Hygiene and Safety course will help students to recognise food hygiene responsibilities so that they can act conscientiously and demonstrate in a working environment that they take food safety seriously.  By taking this training, students will develop a strong foundational knowledge of food hygiene practices and food safety law, and show that they can strive to follow best practice if they choose to in employment and in their daily life.}

^{Option 2 - AQA Unit Awards}

^{Unit Code: 10937}

^{Food for a Specified Function}

^{Unit Code: 10940}

^{Food grains from source to table}

^{Unit Code: 72319}

^{Cooking Dishes from Around the World}

Food Technology Curriculum Cover Page

Year 11 - FT SOW Cover Sheet

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}

^Panathlon

^{Outdoor Walking}

^{Cross Country}

^{Balance & Co-ordination}

^Rounders

^Fitness

^{Tennis - TBC}

^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 - Ball Skills 7-14 Autumn_ Spring 

PE - Indoor Athletics - Autumn

PE - Team Games - Winning & Losing - Autumn

PE - Balance & Co-Ordination - 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}

^{Level 2 Qualification}

Sports Leadership Options Group

PE - Sports Leadership

Drama
Key Stage 4

Year 11

Autumn to Spring Half Term

Title: 11.1 Title: ‘Writing and Analysing Performance’
- Character roles and Scenarios 

The intention of this SoW is to explore types of writing and develop better understanding of key elements to performance.

Knowledge is gained by improving understanding of character roles in more depth, developing understanding of how writing content should be adapted for different contexts. Pupils develop short script ideas for  reports, presentations, scenes and scenarios. They analyse character voices,  roles and their similarities and differences. Consider good and bad characters. They analyse a range  of reports and presentation styles to gain the knowledge of how to write scripts and reports appropriately for a specific audience.  Writing and literacy skills are a focus. Pupils learn to  act convincing characters, select,  props and costumes, then improvise interviews through roleplays.

Accreditation: Pupils can achieved AQA Unit Introduction to Drama 93645 on successful completion of Criteria

Spring Half Term to End of Summer Term

Title:  11.2 ’Making a Movie
- Trailers, film editing & Industry Jobs

^{The intention of this SoW is to improve understanding of work related practice in the Film and performance industry. To develop pupils' knowledge of varied job roles and career opportunities in Film and performance based Industries. They discuss plot  in film/storytelling and take inspiration from technical  filmmaking skills. Pupils create storyboards for Trailers, explore Film and performance industry craft from other cultures such as Bollywood movies and Chinese hand or shadow Puppets.}

^{They watch Trailers from a range of cultures to expand their knowledge of approaches to acting, filming, lighting, costume, hair & make up or sound effects. They learn that there is a rich and diverse history to storytelling and film making.  What they learn then enables pupils to develop their ability to adapt and build characters,  adapt previous scripts for performance/ film-trailers and learn about consideration for a specific audience. They also learn to identify  conflict, and practice communication and technical computing skills, creating and editing a short movie trailer!}

Drama Curriculum Cover Sheets

Year 11.1 Cover Sheet
Year 11.2 Cover Sheet

Art & Design

Key Stage 4

Year 11

Art & Design

Title:  11.1   Exploring 2D & 3D Design

^{In this project pupils explore two dimensional and three dimensional design skills.  They learn to develop processes and knowledge around collage making and layering on canvases. They learn to refine work with sharpie pens and acrylic. The purpose is to  develop depth of knowledge and broaden understanding of how to apply 2D and 3D design skills with purpose. They learn to work in groups and learn from each other mirroring work based interaction. This Scheme of Work is split into 3 main units focus areas 1a Collage & print making 1b. Group Games design and preparing/planning a recycled Canvas 1c. They recycle packaging and produce Artwork based on the Pop Art style (AQA Entry Level unit).}

Title: 11.2   Going on Journeys

^{The intention of this SoW is to develop pupils' understanding of different approaches to a theme in Art and Design. It is also designed to build on pupils' life skills developing their ability to problem solve, link Art to the Community in which they live and work more independently. The first unit allows pupils to develop their knowledge of map reading and working together to plan and find locations. Inspired by Installation Art pupils learn to make interactive public Art, leaving their Art work in different locations.}

 ^{In the second unit pupils learn to empathise with how a visitor from overseas may feel in a new country. They explore Japanese modern Manga drawings and traditional Japanese prints as inspiration for the style of their Canvas Board pieces. They develop critical thinking skills, learning to analyse a painting from Iraq. Pupils participate in a photography trip learning to use photography as inspiration for part of their canvas board acrylic and mixed media painting. During the final unit pupils go on a personal journey, picking their own areas of study in either 2D or 3D and they can choose to design their own targets or follow some set tasks from a range of 2D or 3D choices. As part of this unit to gain experience as a practising Artist pupils learn to organise  a small exhibition of their work at the end of the Summer term.}  

Arts Curriculum Cover Sheets

Year 11 Arts Curriculum Cover Sheets 11.1

Year 11 Arts Curriculum Cover Sheets 11.2

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.}