^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: Detectives}

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

^{Building understanding of right [legal] and wrong [illegal], the rules in society and the work of the police.}

^{Developing confidence and social skills through taking part in a range of group activities.}

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

^{Read a selection of literary and literary non-fiction texts [with support]}

^{Building empathy and understanding of others to include understanding why they enjoy a particular sport/sporting activity}

^{Developing confidence expressing their ideas in greater detail including building understanding of how to use description in a narrative to add detail, building awareness of  ‘audience’.}

^{Pre-Entry Level Unit: Sport}

^{Engaging with a selection of fiction and non-fiction texts.}

^{Expressing a personal opinion and recognising descriptive words that add detail}

^{Building skills identifying story [fiction] and information [non-fiction] texts.} 

^{Developing social communication skills through taking part in , talking about and then writing about a range of group activities including Sports Day and PE lessons}

^{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.}

^{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.]}

^Maths

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

^{Properties of Number - Unit 1}

^{The Four Operations - Unit 2}

^{The Four Operations - Unit 2}

^{Money - Unit 4}

^{Calendar and Time - Unit 5}

^{Geometry - Unit 7}

^{Ratio - Unit 3}

^{Measurement - Unit 6}

^{Statistics - Unit 8}

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

^WOW

^{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.} 

^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.}

^Geography 

^{Volcanoes, Earthquakes and Tsunamis}

^{Natural Hazards}

^{Recognise tectonic events}

^{Effects of tectonic events on the environment}

^{Volcanoes, Earthquakes and Tsunamis around the world}

^History

^{A British Society in the past}

^{How World War 2 started}

^{Who was involved}

^{Key players: Churchill and Hitler}

^{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.}

^{PSHCE and British Values}

^{RSE to be taught by the Form Tutor and Interventions appropriate to the pupils needs.}

^Identity

^{Personal Finance}

^{International} 

^Citizenship

^Environment

^Health

^Enterprise

^Values

^Communities

• ^{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.}

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

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

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

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

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

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

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

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

^Science

^Physics

^{OCR 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.}

^Computing

^{AQA Unit Awards}

^{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

^{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.}

^{Food Technology}

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

^{Option 1 - NCFE Level 1 - Food and Cookery Skills}

^{This qualification is designed for learners with an interest in food and cookery. It will provide learners with experience of using different cooking skills and methods to enable them to use these within further education or apprenticeships. It will give them a basic understanding of the skills required for a career in food.}

^{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}

^{Physical Education} 

^Basketball

^{Tag Rugby}

^{Trampolining - TBC}

^Gymnastics

^{Ball Skills}

^Football

^Panathlon

^{Outdoor Walking}

^{Cross Country}

^{Tag Rugby}

^Gymnastics

^{Ball Skills}

^Panathlon

^{Outdoor Walking}

^{Cross Country}

^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.}

^{Sports Leadership}

^{Option group}

^{In KeyStage 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}

^Art

^{One term taught on alternative carousels with Dance and Art/Drama} 

^{Exploring sculptures in our world}

^{Journeys and Transport}

^{In this project pupils explore making sculptures related to the world they live in. They will experiment with 4 key sculpture materials Wire, Modroc, Playdough and Recycled materials and develop their understanding of how to make in 3D and control materials.}

^{This unit can be used as the second project for Entry level 2 criteria if Unit 10.2 is not being used}

^{The intention of this SoW is to develop pupils' understanding of art, how art can be inspired by their community and develop understanding of how to show movement in art. Pupils will develop photographic research skills by visiting public transport hubs and develop their independent life skills by planning a trip using local transport links and maps. Pupils will create pieces of art to share with the community and leave a piece of art in local stations by first asking permission of the manager in charge.}

^Drama

^{One term taught on alternative carousels with  Art} 

^{Writing and Analysing Performance -Character roles and Scenarios}

^{Making a Movie!-Story Telling}

^{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 a range of scenes and scenarios.. They analyse character voices,  roles and their similarities and differences. Consider good and bad characters and analyze a range of movies, reports and trailers  to gain the knowledge of how to write scripts and reports appropriately for a specific audience.  Formal writing and literacy skills are a focus. Pupils learn to  act convincing characters, select props, costumes, perform interviews and improvise roleplays.}

^{The intention of this SoW is to improve understanding of storytelling from different cultures and develop technical  filmmaking skills. Pupils Select their own stories to read, study Chinese Shadow Puppets, Hand Shadow Puppets, Fairy tales and create their own Dinosaur adapted script and performance. They learn that there is a rich and diverse history to storytelling.  Develop the ability to adapt and build characters,  scripts and  props, for a specific audience They consider music and sound effects and develop their ability to edit film,  creating a short movie with shadow puppets.}

^Music

^{Singing and Professional Performance}

^{Performing in a Band}

^{In this unit, students will be exposed to the world of singing, developing and building on the voice skills they learnt in Key Stage 3. They will have the opportunity to use a microphone to record a short song of their choice. They will also look at how different musical features are used to enhance their singing. This builds on prior learning, as they begin to use microphones and AMps and develop their ability to arrange music (voice will need to be restricted to spoken and pupils encouraged to sign due to current singing restrictions, but will still learn the theory of voice control).  Pupils are entered for the AQA Unit Awards with this module should they meet the requirements.}

^{In this unit, students will look at and understand what it takes to form and perform in a music band. They will have the opportunity to form their own band and come up with their own piece of music which they will then perform to the rest of the class. They develop their team working skills aimed at improving their ability to communicate, developing important social skills and work related skills as well as improving their musical abilities and passion for the subject. Pupils are entered for the AQA Unit Awards with this module should they meet the requirements.}

^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.}